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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Fare Thee Well

19/7/2020

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A three-part blog this week.

First: this one is some of what I said in the final assembly – do watch it if you haven’t already. It contains singing and everything!

This is what I said to the children:
We said goodbye in winter, and now it is summer and we say goodbye again.  The word goodbye is a contraction of ‘God be with you’, a blessing or wish from one person to another as they part. It’s a hope of protection in uncertain times. Farewell means the same – I hope you do well, that nothing terrible happens to you until we meet again. All the other languages you speak will have similar words, usually based on an ancient ‘go with God’ or ‘until we meet again'. Although where I come from people say ‘ta ta’ or ‘ta ra then’, which doesn’t really mean anything, to be honest.

Since March, the words ‘stay safe’ have appeared instead of goodbye, all over the place. That’s very specific in some ways, it means ‘I hope you don’t catch the virus’ or even ‘I hope you don’t die’. It sounds new, but it’s really just a way of saying ‘God be with you’ or ‘until we meet again’ in a modern way.

When we said goodbye we didn’t really know what was about to happen. We didn’t know if we’d all be safe, or if we’d all meet again. Some of you, sadly, have lost people you loved to the virus, and that’s tragic. No one at Tallis has died. With the exception of year 11 and year 13 all of us who left in March will be back in September. That makes us very lucky. 

We don’t know if the virus will come back and we don’t know what it will do if it does. We all have to be careful, so when you come back in September you’ll find a whole new range of routines and things which are designed to keep you safe, designed to fight it off. Be prepared for change!

And speaking of change. We know that the virus hasn’t been fair in the same way that lots of our experiences as humans aren’t fair. Most of the 60,000 people who’ve died have been old or ill. People were also much more likely to catch it if they are poor or live in overcrowded housing. Too many black and minority ethnic people in England are disadvantaged in these ways, so they were more likely to get sick than white people. And that’s not fair. The Black Lives Matter protests point out the other ways in which the way we live is unjust, and we all need to do something about that. 

Fairness is big for us at Tallis. You expect your school to be fair and with your help we try to make it so. We are one big family from all sorts of backgrounds, but we’ve been lucky and we’ll all be together again.

As a way of celebrating our good fortune we should commit ourselves to fairness, to understanding injustice and to rooting it out. Be ready in September to change the world for the better.

Enjoy the sun.  Stay safe. Fight injustice and come back to us fit and well in
September.
This is part of what I said about Mr Tomlin leaving us:
When I was clawing my way up the greasy pole, what I really wanted to be when I grew up was a Deputy Head. I worked with 11 before I got there and they ranged from those who never left their offices or the staff smoking room to those who did absolutely everything, but who you didn’t dare ask a question because they looked as though they were about to burst. I became a young Deputy in a stable of three on a split site school: I learned the most when I went to manage the lower school site alone. In 19 years as a Head I’ve had 10 Deputies.

For me, the biggest wrench returning to London in 2013 was leaving a brilliant senior team behind which had taken me 6 years to gather. The Tallis I joined was emerging from choppy waters: I inherited 4 Deputy Heads and made some adjustments during the course of the year. Ashley Tomlin was Head of Sixth at the time, but I changed that to Pastoral Deputy at Easter 2014 – minutes before Ofsted appeared – then again to Curriculum when Douglas Grieg first took on Plumstead Manor in October 2014. I changed it back to Pastoral in September 2018: he has had a full training programme for headship here.

With typical thoroughness Ashley came to visit me in Durham before I started here. Ostensibly to see what we did with our sixth form but probably actually to see if the school was what I claimed it to be. He’d decided by then to give me a year and move on if I didn’t suit.  It is with a certain amount of pride therefore that I say goodbye to him after 7. [The full contents of that speech contain anecdote, rambling, some violent references and occasional coarse language and are therefore unsuitable for the website!]

However, on behalf of us all, I’d like to say thank you for all of Ashley’s incredible hard work and determination, his tenacity and commitment – not only exemplified in his hands-on strategic work in school but also in his appearance at the Dover night after night: a feat of courage and determination to help our young people to live safer lives.

As you’ve gathered, I like to be busy in the wider school system in one way or another. This would be impossible without someone very reliable to hold the fort, someone whose judgement I trust completely. Without Ashley, the Ethical Leadership Commission would never have happened: the whole system owes him a debt for this. He’ll tell you that he’s moving largely because of the journey form Gravesend, but that’s not true. Ashley has been more than ready for his own school for years now but stayed here through loyalty to the children. Borden School don’t know how lucky they are in their new Head. We thank him for everything he’s done for Tallis.
And finally.

On my desk this year I’ve had two small bits of paper. One is a newspaper cut-out of an artwork by Douglas Coupland. He has others more apposite in this year, but I like this.
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It keeps me calm when the national leadership and advice we get doesn’t quite hit the spot.  

The second is an extract from a David Harsent poem – I can’t remember which one.
            ‘
If nothing’s changed

An hour from now, we’ve won:
Survivors of the wind, the streaming glass,
the life outside.
 
The hour has come to us survivors of the virus, the empty school, the life online. We hope for a different year in September, but if we don’t get one, it won’t surprise us: we know what to do.    
 
Have a happy summer, whatever it brings and thank you for your support.
       
Carolyn Roberts
17.7.20
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Pushing out from the shore

4/9/2018

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Ahoy there from the good ship Tallis. The crew are aboard and ready to sail tomorrow: I thought you’d be interested to know which flags we’re hoisting for the 2018-19 voyage?

I can’t actually go any further with this image. I like a nautical vision, but lack the knowledge to back it up. I know there’s a flag combination that says ‘stop carrying out your intentions and follow my instructions immediately’ which is just the kind of thing that Headteachers like. I might have it made into a hat.

How were the results? Sixth form first. We’re pleased with them, and have got a bumper crop into university, art college and onto apprenticeships. Seven into Oxford and Cambridge and 2 into Central St Martins, lots of others on really competitive courses, into sought-after universities and where they wanted to go. We enrolled nearly 280-ish into year 12, which is jolly nice.

GCSE is hard to tell until we get our nationally-determined progress score in September. We hope to improve on last year’s. Some areas did super-well, some improved, some still need to improve, some were hit by misfortune.    We have a plan for all of it. Jane Austen wisely warns that Pride and Prejudice doesn’t give a description of the geography of Derbyshire and similarly this blog doesn’t go into detail about results. Look on our website for more. 

We have 18 new teachers (our total teaching force is about 120) and 22 new support staff and we all know each other now. Some works needed doing over the holidays which were done and some which weren’t done. We hit a PFI-related contractual problem with getting some ICT upgrades to classrooms and we’re sorry about that. I’ll keep you informed. There’s lots of shiny new paint about, some of it on me.

Yesterday we met as a staff and looked at the things we stand for, what we believe and how we try to do them.  Our Leadership Group is one smaller so we explained how the roles are shared out. We remembered that we want our young people to use our habits and be inquisitive, collaborative, persistent, disciplined and imaginative.  We committed ourselves again to our characteristics of being kind, fair, honest, respectful and optimistic. I talked about the work I’ve been doing on ethical leadership and the public service values of selflessness, honesty, openness, objectivity, integrity, accountability and leadership. I committed us to the ethical leadership virtues of trust, wisdom, kindness, justice, service, courage and optimism. And we remembered how to use the data-collection system and met some of the PTFA. Curriculum teams spent time together planning and sorting.

Today we’ve done nuts-and-bolts stuff on classroom practice and expectations and systems, met as year teams, renewed our safeguarding training and looked again at GPDR. We are martyrs to excitement. New staff have tried to work out our frankly peculiar room numbering system and who everyone is. Planner, postcards, posters and lots of other things beginning with other letters have been gathered and squirreled away. Timetables have been printed and reprinted and all the lunchtime staff had first aid training.

Outside, education storms still buffet us all. We don’t have enough money. I did a phone interview for the Jeremy Vine show about mobile phones. Again. There’s a panic in the press about high rates of exclusion and schools’ internal exclusion methods. There’s panic about off-rolling year 11s, high rates of self-harm and London knife crime. Couldn’t we link those things? Schools without money can’t afford support services to help young people cope with themselves. That’s harder for them because all anyone talks about is results, as if that’s all childhood is for.  Shrinking police numbers and disappearing youth and outreach services leave struggling young people to chance and the market forces of the streets. As a nation we don’t care enough about them to spend enough money on them. But we care enough about Brexit, it seems, to spend our all on it.

And meanwhile the biggest injustice goes unaddressed. What do 22% of shadow cabinet ministers, 33% of MPs and Russell Group university Vice-Chancellors, 43% of newspaper columnists, 44% of the Rich List, 50% of the cabinet and the House of Lords, 55% of Whitehall Permanent Secretaries, 67% of Oscar winners, 71% of senior officers in the armed forces and 74% of senior judges have in common? All privately educated. The 7% keeping its stranglehold on the 93%. How do we fix this?

Storm cones hoisted. Time to understand the world, and change it for the better.
 
CR
4.9.18  
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Fairness on the Earth's crust

15/10/2017

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Due to my advanced age and objection to any kind of cold weather I’m offered a lunch duty slot in the year 11 study hall. We say hall, but it’s actually 0311, a geography room of average size. 20 young comrades join me for 45 minutes of absolute, blessed silence. ‘It’s like a rest cure’ I remark to Sir as he barrels in at the front of a tidy line of 30 year 9s. We pause to retrieve a football appearing in entirely the wrong place. The ball’s owner is aggrieved: they took it off me, not my fault, not fair. He eventually agrees that all concerned should participate in brisk questioning after school and the resultant culprit issued with the appropriate sanction for the activation of a football indoors.
 
Fairness is one of our Tallis Character traits and particularly valued among the young, understandably as powerlessness attracts injustice in our flawed world and who has less power than a child? Football manager above didn’t want the indignity – or the football-affecting inconvenience? – of a conversation to establish how he got into trouble. Or perhaps he was wary of those whom he’d dropped in it. Perhaps dear readers are gnashing their teeth now. What a performance about a football  Haven’t they got something else to do? What about Sir’s lesson?
 
Don’t fret. While this 30-second legal wrangle was going on outside the door I was inside the door purring over the geographers, many of whom I’d known as puppies. I admired their height and wisdom and what a pleasant combination the gods of the option blocks had thrown together. I reminded a huge specimen that he’d been foolish in assembly and he had the grace to look sheepish. Books were given out, everyone settled. I didn’t even have time to ask what Zoe was reading before Sir, with a parting shot of ‘This is me being reasonable’ returned to the earth’s crust.
 
We’d had a furious complaint from a parent the previous night about our method of dispensing justice. Why must the innocent be questioned? Outrageous infringement of human rights. Well, we take rights seriously and the innocent must be questioned so that justice is dispensed fairly.  Innocence and justice must be protected and supported so that the community is safe and happy. We actually staff this. We spend money on it so there’s always someone to hear a story, take a statement, and, where possible and reasonable, broker restoration. When a youth comes blundering back into class late with the excuse ‘I had to have an RJ’ that’s what she means. Restorative Justice: a bit of a trade name, but useful none the less.
 
On Tuesday Her Majesty’s Chief Inspector offered reflections on the difference between education and examinations. She talked about the need to offer children real learning and the value of all the grades at GCSE. I’ve been arguing this point for years so I can’t disagree. What she says, however, feels different at the sharper end: fine words are bowdlerised into tick-lists for inspectors. Ofsted have tried to deal with that too. But HMCI can’t address the high-stakes accountability in which a confused system is mired and someone needs to be honest about that. But we can’t until we have a clear view of what education is and isn’t for, and what a civilised and developed democracy actually wants for its young and sets about doing it as fairly as possible. There needs to be a restorative process between the regulator, the department and the profession, which will take time and good will. At least she’s not calling us enemies of promise.
 
(I’ll return to the Ebacc argument in the piece when I can summon the strength. Sufficient unto the day are the troubles thereof.)
 
I’m a fan of the American philosopher and jurist John Rawls, insofar as I understand him and in particular, his fundamental principle of justice as fairness. Justice must not only be done, but must have a fair effect. Rawls underpins this with his concept of the veil of ignorance (I’ve have written about this before, sorry dear readers).  Imagine that you were setting up a system in which you have no idea about the characteristics of the people it serves, or your own characteristics. Will it work as well for rich and poor, for all genders, ethnicities, aptitudes? If it won’t, then its not fair. Try again. Try again DfE.
 
There’s a marvellous scene in that film of high art, Nuns on the Run. A hapless policeman lurches into a convent looking for the villains who are having jolly adventures disguised as nuns. After being unable to tell the Superior who or what he’s looking for, or why, she says ‘We’re all very busy here. When you know what you’re looking for, come back, and we’ll tell you if we’ve found it’.
 
It’s like that in education at the moment and all we can do in schools is to get on with the day job and account for ourselves as best we can. I’m trying very hard to persuade educators to think about the purpose of schools and our social role in loco parentis before we think about examinations and assessments. In the meantime, we’ll work hard like year 11 and try to be fair, like Sir and the indoor football.
 
CR
12.10.17
 
 
 
 

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Sorry

18/10/2015

1 Comment

 
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My Apologies

​Cultural notes 1: we had Radio 3 and the BBC Concert Orchestra live from Tallis launching the 10 Pieces secondary project. 21 young people played with the orchestra and the jazz group did their cool stuff. Potential highlight of the year and it's only October? Notes 2: theatre lovers are too late to go see Rob Brydon in Future Conditional at the Old Vic, remarkable because it doesn't put a foot wrong about education. Admissions, snobbery, state v private, teacher workload, culture and learning all covered sensibly. There's a wonderful section where teacher Brydon is compelled to write an apology to a parent and muses aloud about what he's sorry for. Sorry about the mother's life and the failure of hopes and dreams, sorry about the state of the world and the injustices of society, sorry about what a child seems doomed to turn into. ​
We've been apologising at Tallis this week. Year 7 had local history walks  last week (not all at once, you understand, that would be lunacy) and a group was remarked upon. On investigation, it seemed they had overheated with the sheer excitement of being out together for the first time and had not matched behaviour to venue. This kind of thing brings the sky down on a class. Form tutor, head of year, assistant head and I expressed shock and outrage. The hapless eleven year olds were packed off to reform their characters and compose letters of apology, each according to the vocabulary, shame and imagination available. 

The letters were wonderful. Deep and specific. Guilt was confessed and forgiveness begged. All apologised unreservedly. Several wrote about letting the school down and one pleaded that our august institution wouldn't be judged by 'this tragedy'. We corrected the spelling and posted them. Sorry. 

Apology is one end of accountability. Sometimes things go wrong despite our best efforts. Sorry it didn't work, sorry we did one thing and not another, sorry we made a choice that turned out to be wrong. Sorry we couldn't make something happen, sorry we ran out of money. Sorry doesn't put it right, but it oils the wheels of forward progress. And it can unnerve. Passing through the lunch queue last week I bumped into (sorry) a year 11 character and asked how she was. "Oh, you know, tired cold hungry stressed out, all of the above." I apologised and she had to laugh. "You're not going to do anything about it, though, are you?" I told her she'd feel better after lunch and that she should keep me informed. She said she liked hearing northern people talking, so I laughed too. Tired cold hungry is sorted out by a school dinner, and the stress might be a good thing depending on the work rate of the youth under advisement. But I'm sorry if its bad stress and I'm sorry if the system doesn't allow you to make mistakes and ends up commodifying you by unpredictable exam results. I note that when we had 31 GCSE results in one subject upgraded by re-mark no one apologised to us or the children. 

Back on the history walk, we had a whale of a time. An ancient philanthropic foundation, First World War shelling, Second World War shrapnel, Saxon mounds, Henry 8th and a brief history of time at the meridian. I brought up the rear so kind souls dropped back to keep me company. One has an ingrowing toenail, another's brother is frightened of squirrels. One used the walk as a recruitment event for scouting "We sleep in tents! We make our own meals! We crawl through mud!" One's worried about his Nan and another's Dad's a window cleaner (a cold job). Some didn't have jumpers on, some were equipped to accompany Fiennes to the pole. We dawdled and rushed as required and were sheepdogged by an irrepressible Head of Department. We rather swamped a bus but gave up our seats and got in everyone's way. Sorry for being young and foolish, cheerful and mildly ridiculous. 

Back in class, I finish the lesson with The News. What's going on, people? Someone said: black people are 3 times as likely to be tasered as white. A parent's opinion was proffered but that didn't satisfy us. I won't quickly forget the anxious and bewildered looks on children's faces as we failed to resolve it. I'm sorry that's the news. 

​And I'm sorry that the other news is about grammar schools. Sorry that David Willets' magisterial 2007 speech on the "overwhelming evidence that academic selection entrenches advantage, it does not spread it" is (in his own words) like light from a dead star.  Sorry that other schools will have to deal with the anxious and bewildered self-reproach of failed poor 11 year olds. Sorry we prefer prejudice to evidence. 

CR

​15.10.15
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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115    E: [email protected]
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