I have this little theory.  The Ofsted criteria is not responsible for most of the dumbed down teaching that I see when I visit schools.  In fact, it is far more likely to be the head teacher's screwed up interpretation of some course they went on 5 years ago.  So I continually see the same old things.

But why can't schooling be better than that?  Why can't we re-instill some intellect?

The Ofsted criteria isn't stopping us.

Below is the criteria for outstanding, alongside what I typically see when inspecting or visiting schools.

But it doesn't have to be this way... why can't the bar be a whole lot higher?  Here are some suggestions:

Let me make this perfectly clear, I am not one of those people who think that you must have been a teacher to be allowed to talk about teaching and education. Indeed, some of my senior staff had never taught, yet were incredibly insightful about teaching and learning.

But, in the same way that I think politicians really should have had a real job (preferably a few real jobs) before becoming an MP, I believe that to set the direction of education does require an in depth knowledge of its workings.

Too many teachers seem to forget that schools are not staffed purely by teachers. Often, in a large secondary school, the teaching staff are actually outnumbered by all those other members of staff who make the school what it is: caretakers, dinnerladies, cleaners, lab technicians, IT support, playground supervisors, teaching assistants, reprographics, art and technology technicians, the staff room tea lady, and the school office staff.

Some local authorities are sanctuaries for the unhinged, loopy or incompetent. But, of course, such is the cosiness of local government employment that you can be as stark raving mad as you like without any risk of losing your job. So, as though put out to pasture from the schools from which they came, scores of men and women in ill-fitting cords, checked shirts, shapeless frocks or aging suits, plod around the dusty corridors of county hall with the pressures of a real job long since lost in the memory.

This would all be fine if they were simply left to amuse themselves with crosswords and lovely cups of tea, but alas they are sent out in to the world of schools to irritate teachers.

An argument that bounces around a lot in education is whether schools should be able to be privatised and particularly whether they should be allowed to make a profit (interestingly, this argument often ignores the fact that there are already schools in England that make profits).

As a conservative, I do believe in the market. I believe that individuals should be at the heart of their own lives and should be trusted to make decisions for themselves.

So what if, instead of the socialist, top-down approach, we said that every single child can have a private education? What would this do to education and standards?

Working in schools is the greatest job in the world.  But it should not be underestimated how much of a decline there has been in the last 15 years in terms of both pupil behaviour and the attitudes of parents.  If Dr Atkinson wishes to peddle such crap, my personal opinion is that she should first have to endure the humiliation that some teachers face on a daily basis.  She should have to lie awake at night with palpatations, unable to rest, with tears in her eyes.  She should have to lose her appetite and have family life destroyed.  At that point, then feel free to come back to headteachers and make recommendations about how they should deal with the tiny minority of children who cause this distress.

I often refer to mathematics as a giant Jenga. At the top, the wooden blocks represent those mathematical concepts that we want the kids to be able to do at the end of their schooling, aged 15 or 16. The GCSE topics. But they are not failing mathematics because they don't know these topics. They are failing because the blocks much further down, the foundations, are loose, wobbly or completely missing and so the whole tower tumbles.

Child protection in the UK seems to be focussed on everything other than protecting children.

Many people I know (and some I even like and respect), are forever banging on about 'Singapore Maths'. This approach to teaching mathematics is one based on mastery and mathematics results in Singapore are great. But are those results great because of the approach they take to teaching mathematics? Well, no.

How I adored the days when a drive to the coast would be preluded by hours and hours checking the car, filling up with coolant and oil, adjusting the tyre pressure and fiddling with the engine. Only, of course, to break down along the way just the same.

This speech was given at the Nesta Digital Education Report launch on Thursday 15th November 2012 as a panel member response to the report.

To all those who got their results today, well done. Your achievement is equally as great as those in 1972 and don't let any sod tell you any different.

Drill has a place. Most certainly. But they are not the good lessons.

The good lessons are the ones that make kids struggle, where they have to dredge up long forgotten knowledge and create new ways of working, new ways of seeing a situation.

Blended learning is settling in to a definition that requires co-location and distance work. But what if, just as we are agreeing on a definition, the definition itself is about to become redundant?