A few weeks ago I stepped off the London underground at Wembley Park. I was late - a full year late – it wasn't the fault of the train. Like many things in our life recently, Covid delayed me from fulfilling an invitation I had been offered. It was an invitation I was eager to fulfil.
Michaela Community School was the brainchild of Katherine Birbalsingh. A traditionalist headteacher with the unofficial title of the 'strictest headmistress in the country', and is the newly appointed Chair of the Social Mobility Commission. I first came across her on YouTube a couple of years ago. A tall slender lady with slightly crazy hair who spoke common sense. It was clear that she had the best interests of inner-city kids regarding their education. She stated things openly that I knew to be true, but never heard anyone else in education ever say. Every single word she uttered came from wanting pupils to exceed, to develop self-reliance and to achieve. She was a breath of fresh air, so I sought out more videos to watch.
Last year, I became slight infamous for criticising BLM and getting sacked from the charity I founded - all's well that ends well. Through this notoriety I chatted to many people on Twitter and Katherine was one. She invited me to visit her school and see a different approach. Once Covid restrictions had ended I waited for my next visit to London so I could fit in a visit.
Over the last two decades I have worked in dozens of schools; primary and secondary. At one point, I was based in a school running projects around improving pupil behaviour, as well as school-based youth clubs. I have seen well-run schools and ones out of control. The best description for the majority of schools would be 'holding centres' for young people – education comes second.
I met Katherine at the reception desk after I had tried to smash her reception office window by accident. I passed my small suitcase to a member of staff without seeing the 6-foot glass window in the way – I need to wear my glasses more. Luckily it did not break. Embarrassed.
I was introduced to two lovely pupils from Year 8 who would be my guide for the visit. The school is so confident of its approach that visitors are given free rein when visiting – my 'minders' were wonderful, intelligent and engaging. They explained that they had volunteered for the position and names were taken off a list when guests are booked in.
They took me around the school and asked was there any particular lessons that may be of specific interest. There was not, so I allowed my guides to pick classrooms. We entered five in total. I heard raised voices from the first classroom as we approached. A common scene in schools for teachers to gain back control in a lesson. We entered the classroom without knocking and stood at the back.
I was immediately surprised. Not one pupil turned around to see who had entered. Every head remained facing forward directly at the teacher. It was a maths class. The teacher raised his voice again. The pupils all shouted back. This was not confrontation but engagement. The teacher would shout out a question (and I mean shout) and the pupils would all shout back the answer with energy. It was great to see a class with every pupil 100% engaged and involved. I scanned the room to seek out disengaged pupils, I failed.
We exited the classroom as if we did not exist and walked upstairs surrounded by framed works of art. I enquired of my guides the artists of such work. They smiled and explained that every piece was created by a student. Their smile made me smile. It takes very little to inspire a child, showcasing pupils work is such a way.
The final classroom we entered was a French lesson. I had already explained that I hated French when I was at school for I was no good. I probably would have been much better if I had taken this class. I saw first-hand how a good French class should be conducted. Every few minutes, the class were instructed to face their classmate and ask a question in French and to wait for an answer. This exercise was quick, maybe 30 seconds. It kept the pupils on their toes, ready to speak at any moment and tested their pronunciation. Every time the teacher asked a question, 95% of hands shot into the air. If the answer was correct (and they all were while I was there), the whole class then repeated the answer out loud.
We left this classroom like ghosts and headed to the dining hall - the things I do for a free lunch. I was assigned a table with five lovely pupils, one being a Prefect. The daily 30 minutes in the dining hall was not free time, but an informal lesson designed to foster soft skills and respect. As I walked in the hall, it was nearly full and all pupils were on their feet reciting a poem. 200 pupils all reciting the same poem. I could not comprehend every word but the word 'Caesar' stood out. The poem was powerful. The pupils looked formidable while reciting it. Many pupils took pride in the words – it meant something, you could tell by their faces and body language.
We all sat down and a pupil served the meal to everyone at their table. A simple meal of pasta and garlic bread, a piece of cake and cups of water. The school is fully vegetarian due to different religions.
Eating is a social activity and so it is at Michaela. A teacher in the dining hall informed all the pupils of that day's discussion topic. What genre of film would you like to be in, and not be in? Everyone had to think and then gives their answer to their table. The topic may be meaningless but that is not the point. It enables the pupils to discuss a set topic while munching. It makes them think critically and helps them develop 'small talk' and communication skills.
Not a moment of lunchtime is wasted. The final exercise, before all pupils exited the hall ready for the second sitting, was around appreciation. Every pupil on every table had to think of someone to personally 'thank' for a specific action. Each pupil informed their table of their nominee and the reason why. A teacher at the front of the hall then asked for volunteers to share their examples. Every hand in the hall went up. Many examples were given, mostly of teachers helping a pupil.
Once lunch was over, 30 minutes of free-play took place outside. This time was not organised by staff but monitored. After a few minutes of watching, I noticed that the children themselves organised activities and enforced game rules. I spent time at the outdoor table football area and watched over a dozen games without one disagreement. It was fast-paced, high energy, loud and fun.
I left the school after 90 mins with a smile on my face. The school was amazing. Nothing like any other school I have seen. I knew it was going to be great but it surpassed my imagination. This is an inner-city school in a poor area that takes the pupils the local council sends its way – there is no selection – yet the exam results are outstanding.
So what is the secret to their success? From my short visit, I would say it is a fact that every single teacher buys into the ethos of the school. The energy, passion and commitment of every teacher was 100%. They were not just following 'orders', but actively participating in a system that they believed in. I witnessed an amazing team working together.
The question I am struggling to answer is 'if we can deliver exceptionally high-quality education here, why not everywhere?'
(please sign up for free to my Substack account for more articles)