Let’s talk about expectations. Setting them, the language of, outcomes. 1/ 
So the language of expectations was first levelled at the sector in the 80s-90s in response to too many (typically urban inner city) schools lacking ambition and aspirations for their cohorts. Out came the challenge to SLTs to set high expectations for the kids 2/
in their care in an attempt to introduce accountability in the adults and to instil a nationwide policy standard around ensuring schools believed in & supported all kids irrespective of socioeconomic profile to achieve, attain, dream, aspire. And for a while, it really worked. 3/
To its credit, the sector rooted out SLTs who perhaps had stagnated and lacked ambition for their schools & the kids in it. We saw league tables, an inspectorate and a raft of Government policies rolled out to ensure the profession reached high. 4/
Workforce from NQT to Heads stepped up, filled shoes and believed in themselves, their role, their purpose, their communities, their kids. But. What happened next was the language of expectations, setting standards, attainment and progress condensed and compounded and was 5/
pushed back onto children, young people and their families. Suddenly we found ourselves receiving letters home that lacked connection, humanity, reason, kindness or understanding. Corporate-style policy rhetoric replaced a sense of community and belonging. 6/
Process went before people. And alongside austerity (followed by a pandemic) we are left with a seemingly inconceivable set of circumstances where the sector is dutifully ‘setting high expectations’ which are without flexibility or practice based, neuro scientifically 7/
informed or pass equality impact. They are ableist, discriminatory but most worryingly, they are anti-child. Such expectations hold little space for a developing brain. They do not account for disability, poor mental health, learning difference. They are devoid of sensitivity, 8/
child development, teen development. How did we get to this bland, homogeneous approach? These ‘goals’ don’t inspire. And certainly drive a sense of disconnect between CYPs & adults. They do not speak of common goals, solidarity, shared vision. They are doing to, talking at, 9/
meaningless. They weave in anxiety as kids tie themselves up in knots re consequences if they fail the adults who set the expectations. They lead to blinkered thinking, fixed actions, poorer outcomes. 10/
How on earth did education get here? And isn’t it time we moved on, evolved, cast out corporate rhetoric and innovated together? End. /
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