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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Ask for Angela

4/11/2016

1 Comment

 
Picture
Pardon me for mentioning it but I was in the loo of the Wig and Mitre in Lincoln on All Saints Day when I saw the Ask for Angela poster and thought that’s a damn good idea. If you've missed this – and I’m not often up with the zeitgeist – this is a dating safety genius from Lincolnshire County Council. The little posters say something like if your date’s not going well and you're worried about your safety, if you think there’s something a bit weird, go to bar and ask for Angela. The staff will know what you mean and will quietly get you out and whisked off to a safe place of your choosing. Angela the guardian angel, obviously.

Angela replicates for adults the safety nets we know are vital for children. From Childline to the NSPCC, from the trusted Form Tutor to the kindly dinner lady, we expect a worried child to be comforted and protected. We do it all the time. I was on the gate this week and a small person presented himself. It was Tuesday, moved house on Monday and he couldn't remember how to get home. That's a pretty panicky place to be for an 11 year old so we rushed to Reception where Miss even extracted a smile from the sobbing lost soul as she made the necessary calls. Everyone needs an angel when they're in trouble, someone who'll reach out into the hostile world and map you to safety.

We've entertained another Civil Servant from the DfE this week as part of our mission to change the world for the better. He did three days, glued first to a friendly child and then a range of impossible jobs so he could see what we do to protect our communities from political whim. He admitted on arrival (it was a good job l warmed to him) to expecting a big city comprehensive to be a bit chaotic but was bowled over by our calm and happy vibe. He saw English, maths, art, geography, break and lunch duty, staff room life,timetable, data, inclusion, deaf support, the dreaded IER and even did some speed networking for the Year 10 careers gig. He liked the warmth and safety that he felt, and the care he saw in action. He also saw the budget. And what the future looks like.

But we talked about teacher retention and what to do to restock the classroom for the longer term, and stop teachers bailing out. I went off on one as per about intelligent accountability, assessment expectations and unscrupulous school leaders wringing the life out of young teachers but we also talked about the effect of the myriad routes into teaching and the ethical underpinnings of the profession. Except I called it a service, because I think that helps. Decentralised recruitment and training needs really tight principles and explicit expectations if we're to preserve something that was once taken for granted. Kindness, optimism, scholarship (let alone tea and queuing) don’t survive accidentally. Old git, moi?

Which seamlessly segues into part one of a limited series entitled Reasons We Might Miss Michael Willshaw. Himself talked eloquently this week about schools being the glue of a cohesive society which any selection interference will wreck. Go to it, Sir! All power to your irritating elbow! Unfortunately he also blamed local colleagues for not preventing a nasty fight out of hours recently. A tad unjust: these things are the devil to manage and he just wasn't there. Still, one out of two ain’t bad.

We had Year 11 maths and English night on this week and Year 10 careers speed networking with 40 volunteers. Wednesday night was the wonderful Shakespeare Schools Festival at the Greenwich Theatre, complete with an authentically Shakespearean audience, where our young people were slick and witty, Puck on a skateboard, top marks for Bottom. The Dream lives on.

Life should be better than it is for a lot of people. Women ought not to fear for their safety when they're on a date. Everyone should look out for one another and any of us should feel able to ask for help. Our Tallis community isn't perfect, but it’s characterised by genuine warmth not based on a spurious grit ‘n' resilience tick list. Our children have the right to expect kindness and a helping hand when they leave us, and throughout their lives. I'd be proud to think one of them thought up Ask for Angela. #NO MORE.

CR
4.11.16
1 Comment

The Sound of the Future

8/11/2015

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Picture
Luigi Russolo with his noise machines, 1913
Tallis starts up again after half term in countless pointless conversations. ‘Have you seen Joe’s hair?’ ‘What sort of a sandwich is that?’ ‘Hello, look, its Ellie’s sister’. These last two chaps potter off wittering like old codgers at a drinks do. ‘She was at my primary school but now I can’t remember her name and I started to say hello and it was so embarrassing’. I’m pottering in Science and apprehend a youth I know to be well-meaning. He’s defeated by a task and presents me with Viktor. ‘There’s no science on his timetable so I don’t know where to take him’. I rescue Viktor and ask him which school he’s joined us from. ‘Bulgaria’. He seems happy enough with the class I find him. I pass through the languages day celebration: Viktor will know a bit about that, I think. Didn’t we need a Bulgarian speaker a couple of weeks ago?
Assemblies are bin themed.  Sir and Sir have a nice little routine about shared spaces climaxing with the launch of a competition to design bins with added personality. Enter the binion! This is greeted with enthusiasm by the lower years and chuckles despite themselves by year 10 and 11. A large one arrives at the end of the queue and has to sit in the very front row. At 6’2 not including the hairdo he fidgets so much that I fear he’s maddened by the bin or about to be sick but no, just a boy in a big man’s body, struggling with chairs that are too small. ​

There’s an extra assembly for year 11 girls to discuss the sending of photos on phones. We are brisk with them. Don’t be stupid.  Nothing in cyberspace is ever lost. Take yourselves seriously.  One offers a view: ‘You don’t need to tell us. Girls who do this, they know it’s dangerous. Maybe they don’t care?’ Or maybe they make a mistake that they can’t undo. In the old days, you could act unadvisedly and it would be forgotten.  Nothing’s forgotten in the ether, a problem for teenagers who’re growing their brains and can’t think straight. Planning ahead is hard, the long game too long by half. ‘Those going on the Oxford visit stay behind’: we need you to think about the future tomorrow.
​
Just before half term was sixth form open evening, a triumph with 1200 visitors. Outstanding results and a huge range of courses make us attractive and everyone who visits seems to love us. We forget this as we return to the perennial problem of hooking the sixth form out of the café at the end of break. They’re like all the others, except that the future is nearly upon them so they have to walk really slowly in case they get there too quickly. One with green hair and a woolly hat reads an essay as she walks along, another wears vintage driving goggles on the head, all the time, protection against speed.

Tallis was on tour this week. We do The Tempest in the Shakespeare Schools Festival and despite Prospero’s cloak clasp acquit ourselves beautifully. Six of us go to visit a school in Kent to help our thinking. It’s very different, fascinating.  Will it transfer? The children look so different but you grow used to your own. Are we as strange to them?  I talk to a colleague who fancies doing a senior placement with us and we watch the hordes at lesson change. She’s impressed by how smooth and orderly it is and I have a smug attack. An hour later the very same spot grinds to a halt through foolishness and has to be unblocked with whistles and wild gesturing.

In the outside world, the curriculum decision looks as though it’s finally been made.  90% EBacc so we start thinking about options to judge how far our staffing’s adrift. The advantage of children is that each batch is new and though we think they’ll expect what’s gone before, most of them are oblivious to it. They have nothing to which to compare their education, except the parents and any siblings hanging around the house.  Their trust and their needs are terrifying: we have to get it right, for the future we can’t predict and they can’t see.

We have a handful of little ones who need to be escorted from place to place. If they break free they run after the seagulls and pigeons, laughing and clapping, their chirping and hooting part of the sound of Tallis. We start up again to chat, chuckles, bins, whistles, questioning, fidgeting, hassling and listening for the sound of the future.
 
CR
5.11.15   
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What do we stand for?

19/7/2015

2 Comments

 
Picture
Headward Headington-Hail, the headmaster of Bash Street School, who loves his tea and biscuits.
It’s tweaking the community week at Tallis as we get ready for September’s reboot. We’ve gone pipless to see if removing squawking 10 times a day makes for calm, or just discombobulation and reduces the jamming of hordes in doorways. We quite like it so far, but it’s only day 4 and we’re spacious with 2 year groups down. As we might say about everything concerning adolescents – it’s too early to tell.

Fire drill has a new muster station on the basketball courts but retains the comedy implement useless megaphone. Quickest ever evacuation but a bit noisy in the early stages. What else is new? Picnic benches which we spread around experimentally. Enterprising young souls carried them to inconvenient parts of the landscape so we’ve removed them again and will accompany their reappearance with a short lecture on the uses of public furniture. And concrete them in. 

An email arrives about a young chap who helped an elderly person who’d collapsed in the street. ‘He saved her life’. I look out of the window after a pipless changeover and spot a year 10 peacock practising a new strut. Above him, furtiveness defined, an art teacher rushes out of Science with a body. Admittedly it’s a skeleton, but it has a bag over its head to disguise it. The Festival (Summer Fair) of art, dance, music, face paints and assorted stalls ends with excitable free sausages. Time for a lie down before we start again, I remark to a seagull. 

Speaking of which, earlier this year I conveyed a Personage along the byzantine route from the front door to my room. It was break and we chanced upon some small girls sitting on the floor in a corner of a wide stairwell. ‘Wouldn’t you be comfortable somewhere else?’ she inquired. ‘Not really, thank you’. They explained that they were ‘practising French before the lesson’. They’d chosen a spot where there was a bon chance of regarding a sixth former of the très jolie variety, but French is French and it needs practising, and it was cold outside. 
Imagine my concern, then, when Her Majesty’s Chief Inspector of Schools started in about the crisps. Apparently an inspector was out inspecting and was going about with the Head. Students were eating crisps on the floor blocking the corridor and they didn’t move, so the pair of them had to step over ‘prone’ bodies. Ofsted are going to inspect for that kind of thing from September and woe betide any school with supine crisp-eating barbarians. 

I’m a bit of a behaviour nerd and I like things to be orderly and pleasant with only as many rules as are needed to discourage foolishness. Calm is generally good, but young people need memorable experiences so we sometimes generate a bit of noise and excitement. (Street dance flashmob last week, Tallis Festival today). Children should be polite and well-mannered and the crisps incident sounds pretty shabby. But this was all rolled up with children having to stand when teachers enter a room and a quarter of headteachers not knowing what day it was. I’ve been thinking about this on my bicycle and unpicking my disquiet. For what it’s worth, here’s where I am.

Schools are where society looks after its young. We educate them to understand the world and change it for the better, and develop the lifelong skills of inquisitiveness, collaboration, persistence, discipline and imagination. We enable them to make a relationship with the ideas that define and unite us. That’s brokered by strong relationships between teachers and students, the heart and root of education. It happens in school communities which are safe and happy and where progress is good.

Beyond that, what? If I go into a classroom I expect everyone to be engaged in learning. If I go into an assembly I expect silence. If I go into the yard I expect rushing about. If I go along a corridor I expect pointless chat. We don’t call students ‘mate’ but I call everyone ‘dear’. We also don’t have HMCI’s favourite standing-up rule, silent corridor rule, tie-up-to-the-neck rule (we don’t have ties). We do have stringent rules about oppressive language and violence, and we’ve decided, all 1800 of us, that we value honesty, respect, fairness, optimism and kindness. We work damn hard to create a place where young people learn to live well in community. We enjoy ourselves together.

Sir Michael, I think I saw you on London Bridge station a couple of weeks ago and you looked pretty tired. I’m pretty tired myself. If we make all the above work, will that do? Do we have to stand up as well?         

CR 16.7.15

   

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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: [email protected]
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