Twynham School headteacher Dr Terry Fish is going to be blogging for the Echo about education. In his first post, he talks GCSE reforms and why sometimes, teacher does know best...

Education has been in the news for quite some time and it seems that everyone is an ‘expert’.

People seem all too ready to condemn our education system and to know precisely what to do to ‘fix’ it. This is all very well and anyone is entitled to have their opinions and prejudices, but I would argue that this is not the way to review and potentially change a whole country’s education system.

What is needed is a sensible discussion of the merits and faults of the system within England, drawing on international research and then engaging in a meaningful dialogue with those who actually know what does and doesn’t work – the teachers and Headteachers of our schools, as well as business leaders and academics.

Mr Gove has been grabbing the headlines for what seems like an eternity. He is highly critical of anyone who disagrees with him or who questions his assertions.

Some would argue that this is right and proper since he is an elected MP who is Secretary of State – it’s his job.

Again, that is all well and good but I wonder just how many people would think that to push through enormous changes to our educational system without listening to what teachers, Headteachers, or employers have to say, or to label anyone who might question his plans as ‘enemies of promise’ is, actually, the wise way forward.

Even worse, it seems that a Twitter Feed linked to the DfE has been used inappropriately to push articles supportive of the government and to denigrate opponents.

I would suggest that it is very dangerous indeed to decide policy in this way. The recent climb down on the replacement of GCSEs, due to intense pressure from the whole profession, the cross party Select Committee, the Chief Executive of Ofqual and so many eminent people from the Arts, shows that you can only push so hard, without evidence, so far.

We have been told that England is falling down the international league tables and that is why things have to change –dramatically.

But if you read what the OECD (Organisation for Economic Cooperation and Development) has to say about the international comparisons then you will see a different story. This article states: “Pisa appears to be saying all is not well.

Timss (the Trends in International Maths and Science Study) seems to be showing us improving. The Pearson Global Index (of Cognitive Skills and Educational Attainment) has us among the best in the world. They cannot all be right," it says.

This is not, however, the horror story which the government likes to portray and it is simply wrong to mislead the public into thinking that everything is broken by ‘cherry-picking’ pieces of research from around the world.

Two examples may challenge what readers think. The first is the ‘given’ that setting children by ability is always the best way to ensure that all make excellent progress.

Finland, the country which has come top, or almost top, of most international comparisons has no setting in its schools. In fact it is illegal to do so! (You can read more about the Finnish system here ).

Also, all schools are comprehensive since private schools were abolished in 1970, and it is illegal to charge for fee-paying tuition that leads to a qualification - makes you think?

The other is that Singapore is always near the top of the international league tables – so why have they recognized that rote learning is not doing them any good (apart from coming near the top in international tests) and that they need young people who are able to think for themselves, work in teams and be creative if they are going to be able to survive in the international world? Guess where they are visiting to find out – England! Makes you think doesn’t it?

My point is that the obvious is not always as obvious as it might at first seem and that education (and teaching) is far too complex for anyone to use prejudice, based on limited experience, to dictate policy changes.

What I hope this article does is encourage people to think about what the government is saying and to question things which are given as ‘fact’ and which may appear to be self-evident. We have a huge resource in our schools, universities and businesses.

These people really do know what works and what doesn’t work and I would suggest that it is a foolish person who does not listen to them. They are not the ‘enemies of promise’; but quite the reverse. In my experience I have found the vast majority of teachers to be totally dedicated to doing what is right for our young people in our schools.

So –I suggest that when the Secretary of State next condemns our schools, rubbishes GCSEs, or publicly criticizes our young people and their teachers, can I ask that you stop and ask whether what is being said is true? Please ask – “Where is the evidence?” and “What do those who work in our schools and with our young people think?” You may be surprised by the answers.

Please do not get me wrong - things do need to change. We live in a global world and there are great challenges ahead; but let us have policy which is decided by evidence and by listening to those who have dedicated their lives to working with young people and who know how business works.

In this way we will know what to change and what not to change within a manageable time period and continue to improve our education system to enable our young people and our country to have a successful future.

Despite much of the Government’s rhetoric, those who work in our schools want our schools to be amongst the best in the world. Our young people deserve it and our country needs it.

Dr Terry Fish

Headteacher

Twynham School