Raise your expectations

Of all OECD countries, England has the longest tail of underachievement, but this can not be blamed on a greater number of children with SEN, says Sonia Blandford...

Arecent publication by ARK and the Centre Forum think tank (The Tail: How England’s Schools Fail One Child In Five – And What Can Be Done) asserted that almost one in five of the country’s pupils are registered with learning difficulties, behavioural problems or physical disabilities. In the book, the authors have used this figure to draw comparisons with other countries within the European Union – elsewhere, they claimed, the numbers were as low as four per cent.

But the assertion that 19.8 per cent of children in English schools are identified as having ‘Special Educational Needs or Disabilities’ requires further explanation. As those reading this column will know, this figure includes those who are statemented, i.e children with complex needs who require additional professional support – approximately three per cent of the school population. The additional 15-16 per cent are in need of either School Action or School Action plus support, which, as the classification implies, includes those who receive support from within school.

If we compare like with like, the actual figure quoted in the ARK and Centre Forum publication should be around three per cent, placing us below our European Union colleagues. What is the phrase used about statistics? That said, there is a point worthy of consideration, one that lies at the heart of Achievement for All: do we have high enough expectations for all children in England?

According to OECD research, the UK has the largest tail of underachievement across OECD countries. We might stare at this statement in disbelief, but if we are honest with ourselves, we know that too many children are left underachieving. There may be a link with over identification, but this is a side issue that’s rooted in our expectations for all vulnerable and disadvantaged children, which have diminished over time.

It may be difficult to accept, but I would argue that leaders, teachers, parents, education professionals – even the pupils themselves – do not have high enough expectations, particularly in reading, writing, maths, behaviour and attendance. The result is a reduction in the achievement of all pupils.

To reverse this trend, leaders and teachers must work in partnership with parents to ensure all children have achievable goals that they can understand. By improving access to learning, we can see to it that every child succeeds in reading, writing and maths. Crucially, this must be founded on the premise that expectations are high, really high.

With a more appropriate focus on Special Educational Needs as the means of providing additional support for those who cannot access learning in schools, the number of children identified as having SEN can be reduced.

I am not advocating that we reinvent the wheel, more that we build on the good practice that already exists in all schools, unleashing the talent and potential of the teachers and leaders within each school and classroom. We can do this by:

> Building on the premise that schools have a shared vision – a core set of values and beliefs held by all staff that every child can achieve;

> Expecting a commitment from the school community to create an ethos and culture of achievement, a determination to secure the best provision for vulnerable children, and to the effective continuing professional development of staff;

> Actively promoting collaboration with parents, children and young people and others within and beyond the school to develop and share best practice.

Most important is that schools should invest in raising expectations for all pupils by developing a shared moral purpose. Across high performing education systems within OECD countries, parents, teachers and citizens have a belief that all children can succeed (OECD, 2010). We can do the same.