I am the headteacher of a primary school in Cornwall. When I took over the school in 2012, it had been identified as one of the worst 15 performing schools in the country, having been in special measures three times in 12 years. By July 2014, we were graded “good” and “outstanding”. Today, we are in the top 10 per cent performing schools in the country.

A common misconception of Cornish schools is quaint little village schools. The reality is extortionate house prices and limited working opportunities, with many Cornish people living in poverty. The make-up of our school is that of 60 per cent of pupils are deemed to be disadvantaged and the depravation indicator is currently in the lowest 20 per cent.

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The issue with exams

As a headteacher, I obviously recognise the importance of exam success. At the same time, I can’t help but feel uncomfortable.

Last year on GCSE results day, my phone burst into life - as it does every year - with proud parent friends congratulating their children on the worldwide platform of social media. My response, however, was not of celebration, but of great sadness.

The sadness was prompted by knowing that there are so many young people’s dreams being absolutely shattered, even though they had tried their very best they had failed a test. Obviously, some students don’t deserve the grades, but I have yet to meet anybody who deliberately sits a test after 11 years of work to fail.

Thinking back to my school days, I remembered how much I hated school because of my poor teachers. I remembered the disappointment I felt opening that letter on GCSE results day having achieved poor grades and leaving to join the army. I remembered how I’ve relived this disappointment, again and again, having been refused by four universities for my initial teaching.

Moral dilemma

In my heart, I know that no matter how hard they try, some children just won’t have access to the teachers or conditions they need to do well in their exams. I know that there needs to be less emphasis on exams and more inclusion for those who are less academic.

As a headteacher, I am forced to put those thoughts to one side.  For the success and survival of my school, I know we need to keep pressing to get those exam results, but there will always be some children who this will disadvantage.

I feel trapped in a moral dilemma. I’m being constantly pulled - as I’m sure many headteachers are - between this sense of what is right for our children and what I know needs to be done.

Regardless of this, on the first day back to school of our Ofsted year, I address the staff with our school achievement targets for the coming year and highlight how we can continue to reach better results. I feel like such a hypocrite.

Matt Middlemore is the headteacher of Tregolls School, Truro. He tweets at @Matt_Middlemore

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