I have been following with interest the recent debates around provision for special educational needs, specifically the concerns about the dominant deficit model of disability and learning difficulty. In particular, I have found the recent blogs and publications by Ben Newmark and Tom Rees to be compelling and thought provoking. I am no expert in … Continue reading The economics of high need don’t add up

In 1818, Mary Shelley published her classic, Frankenstein, which she subtitled The Modern Prometheus. The book's release coincided with the rise of the philosophy of vitalism; a belief that the phenomenon of life could only be explained with reference to some special spark. The reanimation of Frankenstein's monster is the artistic embodiment of this philosophy: … Continue reading Teaching and the Modern Prometheus

We want students to know that Harrison Ford played Han Solo in the Star Wars films. Which question is it better to ask? Which actor played Han Solo in the Star Wars films? Which character did the actor Harrison Ford play in the Star Wars films? Which actor played the charismatic owner of the Millennium … Continue reading Cue theory: asking better questions

Perhaps you survey students and ask them whether they feel safe at school. The vast majority say they do. Some don't. What now? Perhaps you ask a different question: where do you feel unsafe at school? They tell you. You act. I once wrote this as a piece of advice to school leaders: "Be a … Continue reading What does it mean to know your school?

First there was the humble shop. We were a nation of shopkeepers. Then came the department store. These offered the customer everything under one roof. However, it soon became apparent that what the customer wanted were the shops they had come to know and trust. So the department stores offered to house these shops as … Continue reading A Nation of Shopkeepers

There is one idea that shackles our thinking about GCSEs. It is a false idea which we cannot seem to shake off. It is the idea that all GCSEs are equal. The belief that GCSEs have parity is an illusion. The desire that all GCSEs should be equal is a honeytrap. Why has parity become … Continue reading Some GCSEs are more equal than others

During the extreme heat for two days in July of this year, I made the decision to keep my school open. These are the kind of decisions headteachers hate because they are presented with a binary option - stay open or close - and both options have significant downside risks and negative consequences. To add … Continue reading The case of the disappearing headteacher

I've been told that my blog posts are too long for the average attention span. This one will be quite short. Please read it. In 2013, I became headteacher of a school that faced a half a million pound deficit, with no reserves to fall back on. In layman's terms, if I didn't do something … Continue reading Give me a break

What shape is the Earth? Assuming there aren't any flat-earthers reading this, most of you would probably say 'spherical'. Perhaps we may add that the Earth isn't perfectly spherical. If pushed, I could probably have a go at saying why. Take a moment to think about how confident you are in your assertion that the … Continue reading The appeal of folk theory in education