Research shows that outcomes can be most improved by the quality of feedback to students and this has influenced our approach to assessment in Years 7 to 9. We have adopted an assessment approach in these years which moves away from a narrow focus on grades or levels and uses feedback to develop skills for learning and to create a climate of continuous improvement. In the language we use, we try to refer to developing skills and positive attitudes to learning, rather than alluding innate talent or personal traits. As a result, our girls foster a love of learning and master intellectual skills, such as the ability to critically evaluate evidence and construct or deconstruct reasoned arguments. This is what we mean by scholarship that lasts a lifetime. 

However, we recognise that our students often aim for “perfection” in their work including performance in summative and formative assessments; and while this sounds like it should be applauded and celebrated, this may come at a cost. A YouGov study from 2016 found that approximately 77% of students suffer from a fear of failure, an issue particularly prevalent among high-achieving students, especially girls. This fear can contribute to mental health issues and impede academic progress.

At Northampton High, we approach this issue head on by fostering risk-taking, or as we call it, “being 10% braver”. It is one of the five intellectual characteristics we nurture through our Approach Wheel, which shapes our classroom, curriculum and the overall school culture. Our aim is to help our girls to celebrate that fearless individuality, to embrace and learn from mistakes, to encourage them to strive for excellence, but to avoid that exhausting treadmill of perfectionism. Understanding the difference between excellence and perfection will allow students to adopt a positive learning approach, with a more balanced, adaptive way of learning regarding their goals and efforts. Excellence is about doing your best without sacrificing well-being, whereas perfectionism often leads to exhaustion and unrealistic expectations because the pressure is ubiquitous and unrelenting. 

As Head, I am fortunate to teach my own GCSE Geography class, and I frequently remind my students: if you have completed a 9 out of 10 extended question and have extra time, do not spend it trying to perfect that one last mark. Go play hockey, attend a lunchtime club, read a book. Do something that says that that is good enough, that is excellent. Perfectionism is draining and learning this balance early on is crucial. That is one of the reasons why our school has been recognised by ISI inspectors as “a calm, happy, and purposeful place for learning”. At Northampton High, our goal is to ensure that every girl achieves success as she defines it, so that she can believe in herself and her abilities. For me, what is amazing at our school is the fact that our girls do not have self-limiting beliefs and refreshingly do not realise that there is a glass ceiling.

Likewise, we also emphasise to parents, staff and students alike that there are benefits to failing – we all need to see failure as a learning opportunity. You can view failure as ‘enhancing’ or ‘debilitating’. An enhancing view of failure sees setbacks as a chance to learn and grow, whereas a debilitating view of failure sees setbacks as a source of shame or embarrassment, and forms the basis of a negative judgement on someone’s ability. Obviously we all want our young people to respond to challenges, failures and setbacks with a growth mindset. How we react to children’s setbacks is important, if we are to maintain their motivation and learning. To that end, by fostering an atmosphere of understanding and support at home and school, we can together enhance the educational experience of our students and contribute positively to their life skills and resilience.

Perfectionism can be a precursor to failure. The pressure to perform flawlessly can lead to significant anxiety, which can impair cognitive function and reduce working memory – key components of academic success. Studies, like the one by Eum and Rice (2011), show that perfectionistic students are more likely to experience academic disengagement and lower levels of persistence when faced with challenging tasks, thereby increasing the likelihood of failure.

As the autumn assessments loom, our key message to the school community is this: view these tests and assessments as opportunities and stepping stones to success. We ask our students to demonstrate what they know, what they understand and what they can do. These assessments should motivate them to start revision early, identify topics they do and do not understand and road test their revision strategies. They also give our students a taste of the pressure of examinations and let them practise vital exam skills and techniques. Fundamentally, they increase student belief and build their resilience and confidence that exams are doable and they are an opportunity to ask for help and to take feedback on board. Indeed, our ambitions for our students are based upon them developing an open-minded and creative approach to learning and to life.

Dr Lee
Head