Every child matters! or does it? When the mother of one of my year 7 students told me that her daughter was struggling to come to terms with the drop in her levels since primary school….

Such an awful yet typical story that those of us who work in pastoral systems in schools are aware of on a  daily basis. Every year our children struggle and yet as this article states quite clearly the system itself adds to the pressure on children. As I always say no matter what we agree our policies to be, every time we must remember there is a child at the end of it, and we have a duty to each individual child.

# mentalhealth


Is the new OFSTED criteria and lesson observations creating even more mental health problems in schools?

The news story below hit a chord with me not only on a personal teacher level, but also as a consultant having worked in schools where not only one person lesson was judged inadequate, but the whole school. When schools are judged to be inadequate this same reaction holds true for the teacher in questions, the teachers as a whole, the auxiliary staff, the parents and the community.

The demotivating effect was instantaneous. I was so upset that I couldn’t go back into the classroom that afternoon. Instead, I went home and proceeded to do absolutely zero planning for the next day. For the rest of the week, my teaching was somewhat lacklustre because I was so wrung out by the distress of the observation. I felt ashamed of myself and unworthy of the responsibility of teaching a class of children. I started to feel overwhelmed by the possibility that I might be letting my students down. By the weekend, I was experiencing symptoms of anxiety.


This teacher was lucky as was I when a very similar incident happened to me. Thankfully a headteacher who knows the staff and school can make much better judgements.

At the time of my incident not only was I marked down by the lesson observer but was told to take a leaf out of one of my colleagues books. I was in disbelief, did he really mean the same colleague who before this planned pre-OFSTED observation had not planned but got myself and the head of department to do it for him, had the worst results of all of us and had the least respect of the students?

As you can imagine I did the same withdrew and wondered what to do, after a four page A4 handwritten letter to the headteacher and a subsequent interview I began to feel better, but all the time could not believe the system had let me and the school down so badly.

I keep reminding myself that, at the end of the day, I’m only in my second year of teaching. I will make mistakes in the classroom, miss things I should have picked up on and pitch the odd activity wrongly. But as long as my students are learning what they need to (and they are), my classroom is safe (and it is), and I am providing appropriate interventions for those children whose progress is less than ideal (which I am), then I know that I am doing my job – and doing it very well. Secret Teacher, Guardian

In my case I kept going for the students as for me that was why I was there, I believed in them and though sometimes I did things that were different (being the first female in the school teaching DT Resistant materials I had to sometimes), it was always about getting the best from my youngsters.

At the end of the year I was vindicated as my classes results were the best in the LA. To this day I have had no apology like the data protection act – everyone stood behind – it was what he saw in that 30 minute lesson! My classes results were also a shock in the wider area as we had many selective schools within our group, this gave me back my confidence.

Hence when this happened again a second time,  as before I had been observed by an external assessor as excellent then the next lesson observation made (by a consultant)  was equally as negative as the first about all aspects of the lesson, I could have been left thinking I was useless. What was equally interesting was the same lesson was observed weeks later by another teacher who didn’t change anything and they received a 1.  I realised the one thing that both the teachers who did really well had, that I didn’t, (and still don’t) is the gift of the gab. It was therefore at this point that I decided it was not worth worrying about as I knew my classes results were always the best, or in the top and that was my job.

Later on my confidence and experiences meant that I looked past lesson observation and looked for other things like genuine planning, understanding of curriculum areas, the rapport of the children and the work achieved to date, as well as observing over a period of time what is really happening in classrooms. In my consultants role to schools in Special Measures, serious weaknesses or needing improvement, I was always sad when the LA did not support the head, but used them as a scapegoat by sacking them. In my view this created even more confusion for everyone involved, it lowered the self-esteem of the whole building and anyone associated with it. It was like a fog over the whole area of the town.

Maybe this story will make people realise that one just one observation  can crush the very people we want to inspire and be role models to our learners, our parents and our communities. Using just one lesson observation as a yardstick for everything else is very dangerous. Having targets and expectations are great, but remember when writing or delivering any policy at the end of it there is a child or teacher doing their utmost.

As I go around schools now delivering EAL support I am very concerned that the new guidelines by OFSTED  (September  update) means that most schools will naturally fall by one grade due to the criteria. Where will it leave them?

These schools are doing the same as they always did, but suddenly they will find as it unravels that they are not at the top or are very close to needing some intervention. The only reason being because the criteria has changed, surely this isn’t a good enough reason to put more lives at risk of feeling inadequate, and all those mental health problem that then start feed into this system i.e. people with stress related illnesses, children self harming etc.

Only last week I was out with a group of people (supporting the national issue Time to change, Time to Talk). I began talking to one person who was at the time on their way to an appointment to their child’s school, they had been told their child will be excluded because they do not do failure. I was really surprised and ask for more detail but was then  horrified that  the school knew the child was self harming but their 99% pass rate was more important than the child just in case they had an OFSTED visit. Surely this is all the wrong way around, we have a duty to our children so lets start doing it.

What do you think?


Here is a set of words that can be used to create cards and power points, to teach sentence structure. These words are all connectives useful in joining and extending sentences together, making normal sentences into more complex sentences.




in the end

In the meantime


at first





due to

after a while

after that




as a result





later on






Structures – Missing Word worksheet

Structures – Worksheet

A structure provides ………………….. A structure must be able to support its own weight and whatever ……………load is put on it.

Structures can be divided into two groups; frame structure sand shell structures.

  • FRAME STRUCTURES are made up of separate strips which are fixed together to make a framework. An example of a frame structure is called a ……………………
  • SHELL STRUCTURES have a single, continuous ……………….. which supports the weight of the thing inside. An example of a shell structure is a drinks……….


When you sit on a chair, the force or ……………………….. you put on it is called …………………. force. Inside the chair are forces called ………………. internal forces which stop the chair collapsing. If the external forces are greater than the internal force, the chair will ……………… When you are sitting still, the force you apply is also still. This is called a …………….force. When you rock backwards and forwards you apply ……………….. or moving force to the chair.

Forces are not all the same. Forces can press, pull, twist or bend. If we take a material or material and try and squash it, we can say that it is in ………………….

If we take a material and try to pull it apart from either end we are putting it into ……………….

When you twist the top of a bottle or jar to open it you are using ……………………. This is  a turning or twisting ……………. When you use  a spanner to tighten or undo a nut, you are using torsion.

When one force is balanced by another they are said  to be in …………………….. A structure in which the forces are balanced stays in one position, neither falling down or moving.


Structures are made up of individual parts called ………………… These are under tension or compression. ………………….. forces can occur where members are joined. A member under tension is called a ……………, a member under compression is called a ………………. Ties may be made of string or rope, but struts must be …………………

Triangles are very useful when building …………………. They can make it very strong and ……………… A basic four sided frame can lean if a ……….. is put on from one side. It needs to be………..

One way of making this structure more rigid would be to put in one or two more parts or ………… going from corner to corner. This way of making structures more …………………… is called …………………… It is often used when building bridges or cranes.

Use the words listed below to fill in the blanks – some words appear twice.


ANSWERS in order

support, load, crane, skin, can, pressure, external, internal, collapse, static, dynamic, compression, tension, torsion, force, equilibrium, moving, members, shear, tie, strut, rigid, structures, stable, load, stabilised, members, rigid, triangulation.