Nick Gibb, the Minister of State for Schools, highlighted Matthew Moss High School in a speech last week. Much of what he said was true, but requires some context. I say “was” because he references a report published in 2011 which applauded Matthew Moss High School for the quality of its practice in preparing learners for success in the 21st Century. And the report was correct, because the quality of that part of our practice was very high. Moreover, the school was a Good school then, before the change in the Ofsted accountability measures which framed us as a school which Requires Improvement in 2013. Indeed, I had no argument with that judgment: however uncomfortable the Lead Inspector’s comments might have been for us, they were absolutely right and I have much respect for her professionalism and insight. It was timely and wholesome medicine.
Then in 2014, the examinations system shifted and schools were sent reeling. A Headteacher of a Good school we had paid to conduct an external review turned up, admitting with some shame that his own school’s headline 5A*-C GCSE including English and Maths figure had plummeted by over 20%. Matthew Moss had gone down by 5%. Moreover, his was a zero-tolerance, stand-behind-your-chair-when-the Headteacher-walks-in school. I looked recently at the current Ofsted Data Dashboard for his school (still judged a Good school) and his headline figure is exactly the same as that for Matthew Moss. And yet his school is absolutely of the nature of those lauded by Nick Gibb in his speech.
I understand the Minister of State for School’s frustration and ire that educational standards prove so difficult to raise and it is right and proper that he should be connected so passionately to his job. However, it doesn’t stack up that ideology is a cause of under-performance. It is more likely that quality-assurance and accountability are at the root of the problem: the challenge, whatever you do, is to do it really well, and constantly check that everyone is teaching to a consistently high standard, whether it is project-based learning or rote learning. And to be fair to Nick Gibb, he does suggest something of this as well in his speech, stressing the imperative for the profession to check always the evidence of its effectiveness.
I feel there is a fair and respectful response to Nick Gibb in this blog, but I should also help others achieve a fairer view of the school’s successes since its last inspection. So here are three other headlines: high-achieving students do significantly better at Matthew Moss than the national average and our students behave better, with fixed-term exclusions under the national average. We are proud also of the findings of the Bristol University research which demonstrates that Matthew Moss students do better at college than learners from other schools.
My hope is that the Lead Inspector of our impending Ofsted inspection is as expert and professional as the last one, not viewing Matthew Moss through an ideological lens, but judging fairly and accurately on the evidence before them. Just as Nick Gibb suggests.
Matthew Moss High School is a different kind of school; it is different because it is absolutely focused on developing your child so that when they leave us they are ready for the world and able to create happy, successful and productive lives for themselves. In order for this to happen, young people need three things from their schooling; knowledge, skills and a real sense of direction about their next steps. Many schools focus on servicing only the first need. At Matthew Moss we provide an educational experience which offers all three.
Requiring the least explanation is the 85% of time spent acquiring knowledge, via National Curriculum and examination subjects. However, at Matthew Moss subject areas are exceptionally well-resourced and our staff teams work together to ensure that lessons are always engaging, interesting and highly productive.
In addition, we have academic learning opportunities beyond the school day and at weekends. For instance, every Saturday on average 130 Matthew Moss learners choose to attend school for the D6 scheme, which involves fours hours of extra study supported by Rochdale Sixth Form College Scholar students.
Less usual is the 8% of curriculum time which is focused on helping students develop the vital skills they need to ensure that they can be effective learners, problem-solvers and self-managers, not only in school or college or university, but for life. Challenging project-based learning is used to grow adult dispositions such as resilience and strategic awareness in learners. Moreover, we have been building expertise in this difficult field for some years now and with significant success. For instance, the Innovation Unit’s influential publication “10 Schools for the 21st Century”, lists only one UK school as effectively preparing young people for the complexities of today’s world and that school is Matthew Moss. Similarly, we are the only UK school noted by the International Organisation for Economic Development and Co-operation as a centre for learning innovation. Furthermore, very recently we have become one of a handful of UK schools to be awarded “Changemaker” status by the prestigious Ashoka organisation.
Final confirmation of our strength in this area comes from our global reputation for excellence in project-based learning, which, every term, brings visiting professionals from the United States, Scandinavia, New Zealand and Australia to our school.
Too many young people leave school without a firm grasp of their own strengths, what they would like to become and what their next steps should be. They are then left to catch up with this vital thinking in a very short space of time as 16 and 17 year olds, making critical life-decisions as they go. Sadly some then find themselves having to navigate significant career changes in later life, often in the face of weighty financial commitments.
At Matthew Moss, we work hard to give young people high-quality experiences which will put them ahead of the game in understanding where they might place themselves in the world. About 5% of curriculum time for older learners is devoted to My Future, a programme which allows them to investigate, in authentic and realistic ways, their future lives. For instance, a student might choose a work experience placement, or to study A Level Mathematics, or attend university lectures, or go to college to pursue motor vehicle mechanics, or to follow an Honours programme to align them for application to Russell Group universities such as Oxford and Cambridge. In this way students try out the actuality of the things they might want to pursue in life.
So, yes, we are different. Matthew Moss High School has gone above and beyond to create a highly-developed curriculum experience, purpose-made to ensure that the young people within our care get not only the knowledge, but the skills and sense of direction they need to live happy, successful and productive lives. A very good reason, then, to be different.
Composure - We remain effective under pressure.
High Standards - We expect much from ourselves and others.
Agency - We know how to learn and make things happen.
Numeracy & Literacy - We master our use of numbers and words.
Growth Mindset - We learn to succeed through practice.
Empathy - We care about others as well as ourselves.