Until recently I was unfamiliar with the sorts of pupil tracking systems used in most schools. I’ve also recently had to get to grips with the plethora of acronyms commonly used to categorise groups of students being tracked. I’ve come across PP, LPAs, HPAs and LACs but, rather surprisingly, no mention of the LF. To be honest I am surprised by this gap given that in my considerable experience it is how the teacher and school manage the performance of the LFs that is most crucial to healthy end of year data. If the LFs perform near their potential you’re basically laughing all the way to the exam hall.
I should, at this stage, be clear. LF is not a standard acronym (it was invented by my husband) but it does describe a clearly recognisable and significant sub-section of any secondary school population. The L stands for lazy (and the second word begins with an F).
I am being very flippant, I know, but my point is serious enough.
Today I happened to need to look at a spreadsheet containing data for an old cohort from my last school. As my eye glanced down the baseline testing stats, used for tracking, I couldn’t help emitting frequent snorts of derision. The trigger of my scorn was the original baseline test data for some of my most ‘affectionately’ remembered GCSE students (truthfully, actually, I do remember them all with warmth). I commented to my husband that they needed to be real… erm… ‘LFs’ to score that low on the baseline given the brains with which I knew perfectly well that they were blessed.
If I and my colleagues had based our ambitions for those particular boys individuals on their predicted grade from the baseline they’d have cruised lazily through school. Their meagre efforts would have been continually affirmed as adequate which would have been ruinous for their habits and character and a betrayal of their potential.
If value added is what drives you it is also an obvious truth that if you effectively cap your ambitions for pupils by only showing concern when pupils don’t meet predicted grades from the baseline you’ll still have to absorb the scores of some pupils that just aren’t going to be able to live up to their predictions. Meanwhile you lose some of the scores of those that should do better than their baseline result suggests, that would otherwise balance everything out.
I think what bothers me most is the ‘inhumanity’ of a purely data driven approach to progress. How could school teachers, of all people, have devised a system that allows no room to acknowledge obvious human truth before our eyes? Exactly when weren’t and where aren’t some humans, sometimes, rather lazy? Down through the centuries school teachers have exercised their craft, ensuring pupils learn important things despite the entirely natural human propensity towards sloth, magnified in the teenage years. What made us think we could dispense with that wisdom, that our spreadsheets knew better?
Can we re-learn to teach the pupils that actually sit before us, responding to them using our hard-won expertise? Oh, I do hope so.
*Warning: this post nearly contains bad language.