I have always resisted the urge to comment on the Michaela School in London. Aside from being a particularly heated, often nasty, occasionally cruel debate, I never see it as my place to comment on a school I’ve never been to, never worked at. It seems that we in Scotland have more with which to concern ourselves. However, their successful Ofsted report this week spurred me on to write something; their undoubted success might be symbolic of a greater divide in educational discourse.
I have read many blogs from their teachers, from their visitors, from their critics. And, while there may be things which seem anathema to me as a teacher, from what I’ve read and heard the kids love it at Michaela; teachers love working there; outsiders love visiting. That should be enough, shouldn’t it? Of course it should. Kids who wear their uniform with pride, set high standards for themselves and are polite and erudite is a noble aim. How Michaela get to that point is really nothing to do with anyone else.
And that’s not a damning indictment of anyone else’s school. There are great schools everywhere: not all of them have the same approaches as Michaela yet they work. I work at a Secondary School in a firmly working class area and we are a great school, improving all the time. But are the kids polite all the time? No. Do they always do their homework? No. They often come from backgrounds where school and education is not valued and that’s a genuine concern. There are a whole host of cultural reasons why schools become what they are. Michaela started from scratch, taking the opportunity to embed cultural and educational habits from the beginning and I commend them for that.
So, for those who feel antagonism towards Michaela and what they do, I wonder if it’s because we feel that their success is slap in the face for what our own schools are doing, in some way their being right makes us wrong. It doesn’t. It’s just a school doing what they do very well indeed. I see teachers trumpeting their Ofsted/HMIe success all the time on social media. I often see criticism when poor reports are issued. We should all be delighted when any school does well. Their students deserve no less.
Our recent election cycle saw opposition parties in Scotland criticise our schools as disaster areas; oh, how the SNP have ruined our education system. And while there are undoubted problems, much of the criticism was dishonest nonsense. My greater concern though was for the kids sitting exams at the same time, hearing how terrible they were, how bad a deal they’d been served. Think about how the kids at Michaela feel when they read criticism of a school of which they are very proud. We should be celebrating the success of any school, embracing the good things happening. That doesn’t mean we have to be just like them, although there may well be lessons to learn on both sides. We might find that we have more in common than we think.