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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Last New Year?

11/1/2024

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If I’ve told you once I’ve told you a thousand times, years begin in September in schools. But I hadn’t told you I was retiring then so you’ll have to bear with me. Starting back for the last time at the start of the year was odd, as was all the Christmassy stuff. But once you’re into January the school year’s nearly half over and now it all seems very real.

January always has an odd feeling. We usually start back suddenly with little fuss after the excitements of the season. This year the jolt of return was mitigated by the shape of the holiday, but its always cold and dark and prone to exams. Tension for some and confusion for others. I was overwhelmed this week this year, on my perch on the block 4 stairs, by the responsibility of getting the children back and settled, being stable and resourceful for them and – more practically - keeping them warm. Which, as I write, we are managing to do.

So – January - I thought to myself – these blogs will run out soon. What shall I write about in the time remaining?  (I pause to allow jubilation among patient readers who now see the light at the end of an eleven-year tunnel and allow themselves cautious pre-rejoicement at liberation to read more useful things from September. Got that out of your system?)

I chartered a course back to my berth at 1511a to write a list, but was temporarily diverted by a football. I’d heard it bouncing indoors contra to local byelaws and despite poor directional hearing pursued it. I read it, if not the Riot Act, certainly the Footballs in Languages Corridors, Prohibitions and Restrictions Thereto Ordinance, and it vanished into the recommended carrier bag. Further distracted by asking the local statisticians if it is true that only 5% of children nationally with under 90% attendance in years 10 and 11 get 5 GCSEs including English and Maths, I embarked on the note to self.

It's twenty-seven weeks until the end of term. Removing four weeks of hols, that’s twenty-three, so maybe a dozen blogs. Currently my list looks like this:
  • Vision for the education system and the future
  • Vision in schools
  • Subjects, content and a broad and balanced curriculum
  • Teachers
  • Education and social mobility and social justice
  • The genus and genius of school governors
  • Behaviour and zero tolerance
  • Uniform
  • Safeguarding and mental health
  • Progress, learning, exams and results
  • Accountability and inspection
  • Funding and government
  • Ethics and what kind of people are we
  • Comprehensive schools as models for a better world
  • SEND
  • Competition between schools
Does that cover it?

There was a game in the 90s we used to pass the time on long journeys. I think it started on I’m Sorry I Haven’t a Clue on Radio 4. Called ‘One More Ninja’, you had to add it to the front of a title of another film or play or book to general hilarity. One More Ninja On Golden Pond. One More Ninja Barbie (or Oppenheimer). One More Ninja Frozen. How we laughed. Looking at the list above, you could do something similar. Being kind, you could add ‘What the government has done about’ to all of the above. Being exasperated you could have ‘How the government has turned ………….. into [something unrecognisable]’. 

I’m making no promises about sticking to the list, mind. I’ve the attention span of a gnat and can be…Oh did I say? The football then reappeared, alone, outside my door, as if seeking refuge. It's currently resting under the table pending further developments.

Later, I was talking to someone just starting a first headship. They were pretty chipper about it all but seemed obsessively worried about parents. Will parents be angry? obstructive? how should I tackle them? all of which surprised me. It seemed to be expecting trouble where none is necessary. Parents, carers, children are human beings too. Try to treat them how you’d like to be treated.  Its not a guarantee of perfection because we all get cross or crass, but it should at least set the tone.  
        
Speaking of which, there was much left to be desired while some parts to be admired in the Shadow Secretary of State’s speech this week. Talking about that sometimes difficult relationship, Bridget Phillipson spoke of
too many parents saying all they hear from schools are requests or warnings,  the relationship between schools, families and government has changed for the worse.  And the government has spent year after year sitting by-frankly, sitting back.
Hmm. I’m not sure that government can be entirely blamed for all schools v families strife, but the state of the nation doesn’t help any public service. I’m pretty sure good communication depends on the value of your intent and even then it’s easy to get it wrong.

Which doesn’t say much for me, if you look at the list. Where’s the bullet
  • Partnership with families?

So, as I peruse the list and the future, let me just say thank you to all the families who talk with us and help us, who share their worries, their lives, their children and their footballs with us. More on this to come. Happy New Year!
 
CR
11.1.24  
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Don't mention it

9/10/2021

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A bustling child at shoulder height clutching an open planner barrels past me on the bridge muttering, Mad Hatterishly, I didn’t know it was a science test today I just didn’t know. What he lacked in direction I made up for in briskitude so I held the block 2 door open for him.  Keep calm, I counselled. It’ll be fine. You don’t know Sir came the receding reply. I’d news for him. I do know Sir, all the Sirs. This test will not have been sprung on you. It is a lesson, in every way.

On the way back I thought about all the children in the history of schooling who have been surprised by tests. I was one myself in younger years. What is it that makes some children so well organised but puts others perpetually on the back foot? I couldn’t even reliably bring a pen to school until I was in the sixth form.

Meeting with a group of youth never surprised by anything, I ask their advice. What can we do to improve? Lots of ideas, from class organisation to decolonising the curriculum to lunch queues to extra-curricular philosophy and the perennial problem of rewards. Anything else? One seized the edge of the table ‘I can’t word it. I can’t get it from an idea in my head to my mouth making sense. I’ll have to come back to you.’ I look forward to it. I’m more of a splurge-and-then-sort-out-the- words-as-they-emerge sorta gal.  You know how some people used to have wristbands that said PUSH (pray until something happens)? Mine would be ‘talk until something happens’. I make no remark about the political conference season. Tush tush.

It is wise to think first. Yard duti-ers are perpetually troubled by what might be the best form of words to stop children kicking footballs or bouncing basketballs as they return to class, or to get them to put them back in the sack. Try out some of those instructions for yourself. See what I mean? 

I struggle for the right words with a group of people who’ve come to leaflet the children against vaccination, after school. We’re not anti-vax or conspiracy theorists, they say, while handing me leaflets against this particular vaccination because it has been ‘rushed through’. ‘We’re just educating the children about their human rights’. I tell them that we do that pretty emphatically in any case, to put their minds at rest. Others appear, and, knowing I have no power to move concerned citizens from the public footpath, I decide on a tactic. One calls me ‘my darling’ and I ask her not to, then I just talk at them, arguing every toss, until I notice from the corner of my eye that most of the children have gone. ‘I don’t know what your point is’, one of the protestors says to me sadly. I do. It was a filibuster. I’ve talked until something happened, or in this case, didn’t happen. Tush to you, mate.

It’s my turn to have a door held open for me on my return. I say thank you and the large youth reassures me that it was no problem. He means well, but I sigh as I round the corner. What does that mean?  If it was a problem he wouldn’t have done it? That it might be a problem in the future if I make a habit of going through doors? I used to say ‘don’t mention it’ when I was thanked until someone said that sounded as though I didn’t care. And once when I asked how I could help someone who’d rung me up, they said it put them in a subservient position. Manners are a minefield. What to do? Outlaw ‘no problem’ and insist on ‘you’re welcome’? Schools appear in newspapers when they try to adjust language. 

Not to despair. Human relationships can be difficult and adolescent ones triply so. Schools are perfect places to try out stuff which oils the wheels of the human journey. I met with another group for children today, ten boys who felt aggrieved. They expressed themselves beautifully, concisely and with immense dignity. They were truthful but without rancour or grandstanding. That’s a model for a better world. I was quite moved by the experience – and I’m hard to move. Dear me, yes.

And that was the second time on a day which started with the terrible death of a former student, the second in six months. So many young lives ruined by adults or circumstance, so little hope for some while others find life so easy. ‘And what about those in the middle?’ one of the earlier young people said. Who notices them?

It National Poetry today and I find myself thinking again about a poem I discovered recently. It was written the year I was born, by a poet who left teaching, Daniel Huws in his collection Noth. It is almost unbearably eloquent.  Here’s the last verse:

And a friend offers congratulations, echoing
Complaints I should have kept unsaid:
‘My God, you must be glad to leave.’ My children,
For his ignorance I could strike him dead.
 
It’s been a difficult day, but I wouldn’t be anywhere else. Sometimes words don’t make sense but yet they’re all we have. And with that, I’m off to address the parents of Year 11.
 
CR
7.10.21
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Listen with mother

9/6/2018

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​There’s a wonderful moment on a sunny June afternoon at about quarter past two. Lunchtimes are over, exams are settled and everyone is posted into their allotted slot. Overheard on the way up to an exam, four boys not previously noted for devotion to study ‘We’re doing all these exams but this place is full of little kids just running about in the sun. They don’t know our stresses, man.’ Anyway, teachers are teaching, students are learning, people are meeting, children are thinking, candidates are writing, technical staff are pottering about and pigeons are doing their pigeon thing.
 
My thing is Radio 4 so it was fun to open the day with a visit from a journalist from The Westminster Hour. He was interested in the way we’ve responded to the London knife crime issue and was recording a piece on our wanding of tutor groups after assembly to check for weapons. As parents know, we decided this was the better way of doing it. Rather than having a big set-piece with knife arches and lots of police outside school we have Mr Brown and Mr Sheedy with a wand each giving a randomly selected tutor group the once over, one at a time. He talked to some of the children and then to the three of us. It was intended to take 15 minutes, but he was with us for another hour once we got started.

We talked, as ever, about safety and keeping everyone calm and happy. We talked about security and the different ways we find out Stuff We Need to Know. We talked about the kind of public spending cuts that means that youth work is disappearing and the Police struggle to respond. We talked about the effect of highly academic curricula on students who need another route into lifelong learning. We talked about the pressures on schools and the cost of student support services and the other things that parents now expect us to do that we don’t get any money for. We talked about schools as model communities and our responsibilities to demonstrate the actions and calm responses of a good citizen.

We also talked about old fashioned teachering. The way that schools build up good relationships with students and families so that everything is do-able and nothing ends up as a big fuss or a stand-off between the fearful and anxious on both sides. He’d seen 300 students walk quietly into the Dojo, half of them with their shoes in their hands and sit listening to a range of announcements followed by a poem. He’d seen us chatting to the chosen form group about the wanding and the sensible discussion we had.

If he’d been in earlier in the week he’d also have seen Sir and Sir so absorbed in the experience that they then set off purposefully through school in just their socks. A third Sir suggested to them that they’d need shoes at some point in the day. Especially as they were wearing four different socks between them.

Cogitating on the days, I’m brooding not so much on all of the above, but another conversation with a visitor. She was with us from A Notable Teacher Training Organisation and had some questions for me. She was bright, keen, open and honest, excited and apprehensive about what she’s taking on. Good for her. But the questions annoyed me and we had to laugh about that: it wasn’t her fault.

For a start, teacher training is teacher training. It’s a worthy and honourable undertaking: why does it have to be called ‘leadership development?’ Doesn’t that undervalue the older folks who’ve been at it for a bit, learned the craft skills and are now actually doing leadership development, rather than the most difficult initial learning of all, how to survive the classroom?

Another question was ‘What are the barriers to raising aspiration’ which almost begs the answer‘My own mediocre leadership and determination to do a bad job’. Yes, we can all do better, but aspiration is a social issue. Poor children, unhappy children, stressed and sad children, hungry children and those whose parents have to work zero-contract, gig-economy jobs to make ends meet and can’t spend any time supporting their school work may find that aspiration comes second to surviving. Poverty and a massive teacher shortage don’t help. Can I reiterate that: a massive teacher shortage? 

Combined with no youth workers and fewer police, what picture does that paint of the way we care for our young in this so-called advanced society? Why are serious, aspirant young professionals being sent out with loaded questions before their bewilderingly quick training? They need an understanding of detailed, thoughtful, long-term solutions, not blame-laden soundbites.
 
I’m a third generation teacher and I’ve been at it for a bit. I’ve seen things change and develop. None of us in the past set out to do a bad job. It’s not just the bright and shiny new intake who’ll want to change children’s lives, it’s all of us. And it has to be government too.  

That’s an old-fashioned teacherly view. It doesn’t mean we’re wrong.   
 
CR 6.6.18
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The long night and icy dew

3/12/2016

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​My year 9 philosopher berthed alongside near the memorial garden. Regular readers will recall her specialism is calibrating bleakness. Everyone’s terrible, she declared, but all I could see was some bottle-flipping, irritating in itself, but possibly permissible at lunchtime in this far corner of planet Tallis. It’ll end in insults and chasing, she foretold, as two shrieked past. I thanked her kindly and went to stick my nose into a group of year 11 boys who were randomly cheering, just to annoy. Second lunchtime, Thursday, December, week 13 of 39. 

We travel in darkness at this time of year so the short days take on a sort of flicker-book illuminated urgency. We rush about doing and talking constantly, then it goes dark again and we wait for reanimation in the morning light. Time telescopes once you get to December and the pull of the exams gets stronger. Nothing’s new anymore and we’re starting to feel tired, especially year 7s unused to the distances and the sheer physical demand of secondary. Diversion is welcome.

Oblivious in my lair two weeks ago I was surprised to hear and feel a bang like the trump of doom. I rushed to the window and saw the smaller lunchers jump a bit, look around for entertainment, not find it and resume annoying each other. I put my whistle on for protection, just in case the end of the world needed whistling in, jammed hands in pockets and strolled (never run towards potential disaster in school for fear of gathering a crowd) downstairs to find - nothing. Business Director, usually clued up, was also missing, presumably vaporised in the boom. It took some time for her and I to stop calmly chasing each other and eventually coincide in block 5. The bang was, of course, that chemical, the one that caused all the trouble somewhere else (I’m not a chemist). Anyway, Science found it, told Business, who rang 999. By the time she got from her office to reception – admittedly a bit of a trek through a lot of doors – to warn of imminent constabulary, the Bomb Squad, good grief, had arrived. Minutes later a hole was dug on the back field, the offending stuff carried carefully to it and then exploded safely at a distance.  15 minutes from call to bang. 

Musing over the sequence of events on the stairs we happened upon some year 10s, fresh from a triumphant Talent Show production with Barclays mentors the previous night, and deranged with curiosity. They questioned me closely and found me wanting. One tossed his curls: I’m going to ask Sir about this. Thank the lord for Sir, who could explain the bang without using a frankly unsatisfactory phrase to hear from a headteacher ‘it was stuff that might explode’. What isn’t? 

Children need the world interpreting for them. Not everyone heard the bang, so we could have ignored it, but we didn’t. Science explained it on Monday and there was general discussion and wry amusement.

Later that week, another explanation, another explosive issue. This time it was sexual and relationship danger with a fabulous theatre company doing Chelsea’s Choice. Four actors slipping in and out of two or three roles each telling of a terrifying slide into abuse and desperation. When each scene ended with review by the actors of the play within the play the audience visibly relaxed. Some apprehensively chewed their jumpers, or their neighbours’ jumpers. Girls held hands. Rapturous applause and a great q and a at the end. Fifteen-year-olds think they’ll never make mistakes, but I’m old and I know that they will, and their optimism is heartbreaking.  

Year 9 saw it before lunch, brilliantly, year 10 after lunch. Well. Let me just say that they certainly benefited from the show but also from the bonus opportunity of 20 minutes lining-up-and-entering-the-hall-in-silence practice while we reinstalled a piece of operational software that must have been dislodged by the bang.

This darkness takes me back to an Advent 37 years ago, on the Strand when I first heard Geoffrey Hill’s poem that begins:

What is there in my heart that you should sue

so fiercely for its love? What kind of care
brings you as though a stranger to my door
through the long night and in the icy dew
seeking the heart that will not harbour you..?
 
We throw ourselves at the education of the young in the hope that some of it sticks. There’s so much to tell them and we have to get it through the noisy clamour of living, the insults and chasing, the cheering as well as the darkness, just to make them safe for life. What is there in their hearts for which we sue so urgently?  The flickering urgency that illuminates our days, the best hope for a better world.
 
CR
1.12.16
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    MRS ROBERTS WRITES...

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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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