Really helpful distinction, thank you Matthew. Same floor for behaviour & safeguarding, context for the rest, feels like the most honest way through I've seen so far. And we need context to matter so much!

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Excellent, thank you. Such an obvious point to need to distinguish between standards and effectiveness and then decide when which matters, yet one I wouldn’t have seen so clearly without reading this.

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6/n I trust we can pull out exemplars for system learning through this. Perhaps if we got to a point behaviour was good enough across the system we could get more judgemental on the other stuff but I don't think we are there yet. If kids are scared in a school then other stuff can probably wait..

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*** NEW POST - PART TWO *** Continuing my quest to try and answer the question, if people forget so much of what they learn in school, what is the point of it all? In this part, I turn to the sociologists for answers. enserm.substack.com/p/sinister-s...

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If spending more on schools raises the earnings of the children who benefit, does it eventually make the whole economy richer? My new NBER paper examines this using school-finance reforms. 🧵 www.nber.org/papers/w35755

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