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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Trouble with leopards

4/10/2023

1 Comment

 
Picture
tToday’s staircase was loud with red-faced and exhausted Year 7s after cross-country training. About forty of them told me they’d had to go round TWICE and could not therefore rush to French or Spanish. A second staircase for some was like the great north face of the Eiger as I chivvied and hassled. How could we be so unreasonable? I know how they felt: I’d just come from a Heads’ meeting on a third floor. But I have often been to a small pensione in Vienna with a sign affixed to the tiny ancient lift which says ‘Taking the stairs is also exercise’ so I was able to make helpful remarks.

So, forty-fifth in a series of things I never expected to write is a shout-out to (Sir) Dan Moynihan, high heidyin of the Harris academy chain. He’s said to be a bit of a recluse which only means that he doesn’t appear endlessly on social media. And when he does its usually other people talking about his salary, but that’s not on today’s agenda. No, Moynihan was on a panel at the Tory conference.

Trade paper Schools Week had it all:   

On Peckham: "Staff spent no end of time trying to get people into accommodation, night-by-night, and provide them food from a food bank because they don’t have cooking facilities".

On mental health: "Somebody needs to do something about the structure and resourcing of provision for mental health in local authorities and also for special needs. They’re stretched to hell, they can’t deliver. It’s not just about money, it’s about money and reform."

On outcomes: “For me, any government worth the title – whichever colour it is – would be addressing that head on and having a national debate about what we’re going to do with the underachievement of some key groups [he was particularly talking about disadvantaged white children] that do really, really badly".  This is a “perennial problem that clearly is a criminal waste of talent. If we’re going to be a country that competes with the best in the world, we can’t be writing off a large section of our population.”

On knife crime: "Endemic" in some London boroughs but “we don’t hear much about it other than we see the faces on the television of the latest kid who’s been stabbed. If this was in Surrey we’d be seeing it and hearing about it. We’re not seeing and hearing about it when it’s in Southwark or Croydon. What’s the strategy to tackle knife crime?”

On the whole boiling: “We now need more than education. We need the other services as well, and somebody needs to find a solution to that in policy terms rather than ignore it.”

Well, that covers the ground. I bet they’re sorry they invited him. I wonder what will happen next? Oh, sorry, we know: an announcement abut mobile phones that is years out of date, and something about reforming A levels, as if this government had time to eat that particular elephant. The whole will-he won’t-he HS2 debacle is calculated to obscure these concerns. As long as people are talking about trains, they’re not talking about any of the above. Hats orf to you, Sir.

Someone sent me a favourite quote from Kafka last week, from the Zurau Aphorisms of 1917-18:
Leopards break into the temple and drink all the sacrificial vessels dry; it keeps happening ; in the end, it can be calculated in advance and is incorporated into the ritual.
Public service shouldn’t be Kafkaesque, but it is. Manchester delegates would have heard Moynihan while panicking at the desperate electorate but relying on the bread and circuses of culture wars. There may be an Elastoplast solution proffered to hunger, homelessness, violence, alienation and the squandering of human potential, but there won’t be a policy change and there won’t be money. Like the difficult leopards, the status quo will be accepted as inevitable and schools will be tasked to sort it or mask it, or vilified for failing. It's like the small boy I wrote about last year who told me there should be better foodbanks: no, there should be no need for foodbanks, no homeless children, no knife deaths and everyone should have a hand to help them flourishing. Schools and other services should be funded properly. Factoring despair and abandonment into the system is not leadership and it’s no way to run a country.

Mind, I’d better be careful. The Guardian’s found out that the DfE are keeping tabs on educators criticising government policy on social media and leaning on organisers to cancel conferences with potentially critical speakers. Have a look at this. Kafka? Orwell? Stalin? Mao? What do they think they’re doing? And who for? How will they cancel Sir Dan?

Head of PE leapt up the stairs behind the puffing Year 7s and I asked what on earth he’d done to them. He opined that some will need to work hard on their fitness, but that’s what PE’s for. It’ll take time and patience, good people and encouragement, thought and determination to help, but that’s his stock-in-trade.

It’s time to redefine what we want from education and what we hope for all our children. It's time to spend the nation’s money correctly, for the future. It's time to stop factoring in despair as an unavoidable part of British life.  

​We can get leopards out of the temple.

 
CR
4.10.23
1 Comment

We Deserve Better.  We Can Do Better.

27/3/2022

1 Comment

 
Picture
This blog has been written largely by others. The first two stories are courtesy of that organ of truth, Schools Week, all power to their shorthand notebooks. The third was heard by my own ears at a very large conference in Birmingham on Saturday March 12 2022.

The fourth is in the form of a response written by a year 10 Tallis student. I don’t need to repeat the brutality of that story.

News Story 1: ‘Elite Sixth Forms’
Eton and a group of successful academies called the Star Academy trust intend to bid in the next wave of free schools to open ‘elite’ sixth forms in Dudley, Middlesbrough and Oldham in 2025. They will provide “knowledge-rich teaching from subject-specialists; access to talks, academic essay prizes and debate clubs; Oxbridge-style tutorial sessions and the chance to learn Latin”. They will also be subsidised to the happy tune of £4000 PER STUDENT on top of the funding we all get.

I’d like to set a few essay questions on this topic, if I may? 20 marks a pop.
  1. If Eton need £4k more per child to do a good job, what are the rest of us supposed to do with just the taxpayer’s shilling? 
  2. What is the alternative to ‘knowledge-rich teaching from subject-specialists’ and, for the love of Mike, what do they think the rest of us are doing?
  3. What are extant local sixth form providers meant to do when their results plummet because the elite have lured a particular group into their gold-plated lairs?
  4. What would happen if all 6F providers in the poorest areas got an extra £4k pp?
  5. Why perpetuate the language of elites and Eton-gets-you-into-Oxford?  What is preventing Gasworks Comp form getting children into Cambridge who are suited to that kind of education? (The answer may be in the question.)

News Story 2: Lord Agnew’s champagne.
‘Agnew famously said in 2018 he would bet any headteacher “a bottle of champagne and a letter of commendation” his advisers could find savings in their schools – and likened himself to “a pig hunting truffles” in his pursuit of efficiencies. [but] …… cost-cutters failed to identify savings at more than one in ten schools they visited, new figures show….When asked if Agnew had in fact sent those schools a bottle of champagne, the DfE reiterated, “opportunities were identified in these cases but they were not costed or reported.”’
  1. Discuss Agnew’s working hypothesis that all HTs mismanage budgets.
  2. Locate the missing champagne.
  3. Will Roberts have to stop writing about this now?
 
News Story 3: The Chair of the Social Mobility Commission doesn’t know what the Social Mobility Commission plans to do.

  1. Why not?
  2. Who does?
 
But the fourth news story cannot be treated lightly.
 
Today at Tallis we held an act of solidarity for Child Q. This is the speech that a 15-year-old girl wrote and read to our community, at break.  
 
In North-East London, a 15 year old black girl went into her school to take a mock exam. Her parents put their trust in the school to keep her safe but instead... they accused her of being in possession of drugs. They searched her. Called the police and allowed her to be strip searched without her parent’s knowledge or consent. 

This happened because black children are often not seen as innocent. And not even seen as children.

No one should EVER have to experience such harmful actions caused by racial bias. 

The safety of children and education are basic rights. Fairness shouldn’t have to be fought for. No matter the race, gender, class, abilities, or beliefs of anyone. Dignity is for all. It isn’t fair that we aren’t the first generation to fight for our human rights. But we can strive to ensure that we will be the last. 

So what are we doing to change this? If we are being persecuted in our youth and we do nothing about it, then are we any better than the persecutors? What happened to integrity?

Martin Luther King's dream is still only a dream but we can make that OUR reality. We stand for equity, for it is a necessity no matter identity. I want to live in a world where everyone feels safe around the police and not fear an abuse of their power. Where adults advocate for children. Where anyone can excel.  For that to stop happening we have to remove these stereotypes from the media, from our curriculum, from what we say, the way we treat certain groups or certain people and even the jokes we make. Small things can make such a big difference once we apply them to everyday life.

We can all make a change now. It doesn’t matter if it’s not a major change. We can be an ally. We can demonstrate solidarity with Child Q. Napoleon Hill once said...“If you cannot do great things, do small things in a great way”. 
Stand in solidarity with Child Q and respond to our call of ‘we deserve better: we can do better’.

And so we did.

I’ve seen a couple of children wearing splendid origami crowns this week. I’d like to give every child one, to demonstrate that we respect them, protect them, take them seriously and try to build a better world for them. 

The composite news story of the week has been of division, arrogance, indolence, brutality and a blinkered refusal to see the big picture we are all painting for young people. We are a very long way from changing the world for the better. I don’t have any more words for this.
 
CR 25.3.22
1 Comment

Distance

18/1/2019

3 Comments

 
Picture
It's year 11 picking-over-the-mocks time. Teachers have a strange relationship to mocks.  They set hard papers because that’s the point of a mock, to show the children what they’re up against. Then they worry that it will upset them or depress them, then they worry that it’s not really a good indicator of what happens in the next few months. For the number crunchers upstairs, results are one thing, but predictions are another.  We work on what we’ve got.

For some year 11s, however, mock results bring an outbreak of self-justification, soul-searching and sudden insights. They tell you how little or how much work they did for the mocks, the blinding flash of light it has shone on the last four-and-a-half years and exactly how different a person they are going to be hereon in. ‘Of course the thing about the mocks……’ they begin, having taken them once and never again, and as if their teachers could do with some contextual advice.

That’s fine. We learn from experience and mistakes and it is the crowning glory of adolescence to see everything newly minted and focused on the self. January is a good time for self-examination: I used to do that, but now I do this. I used to play on my phone but now I watch GCSE pod. I used to eat chips but now I’m all veg. I used to answer back but now I grit my teeth. As one said to me yesterday, demonstrating the teeth work and the sound effect. I reserve judgement on whether the recipient will find that any less annoying. 
 
Adults too. Those who arrived in September have now got the hang of the place and are starting to offer analyses and suggestions. Old lags watch the year turn once again. Otherwise undemonstrative folks are thrilled by November GCSE resit maths and English results: a perfect example of a mistake made in the past put right at second try, for many. New starters are both perky and chipper, and you can’t ask for more than that. Some make helpful suggestions about the car park, for which I am, of course, grateful. It is our Schleswig-Holstein question.  All are bemused by the plumbing problems which best us.

There was a nice piece about Tallis in Schools Week last week. SW is an influential on-line newspaper and they came to look at how we’ve reduced exclusions, in the national context of exclusions rising again. Excludable behaviour is obviously part of the mistake-making of adolescence and, by trial and error, we think we’ve found a better way.

One of the methods we use is restorative meetings. Combatants of all sorts have to meet together to resolve differences and agree a way forward, or just make a proper, personal apology. Ms in charge says ‘twenty minutes’ awkwardness is worth it for a year without awkwardness’. It is the human way.

I had another thought about the human experience on Monday. I set off late to assembly so dived into the viewing gallery at the back, watching proceedings from a bit higher than the back row of the seats. This made for a very different assembly from the ones I usually see from front or side. From there, I get 300 faces and the performer in the stage lights: all very real, and close. From the gallery it’s more like being at the pictures. The back row is a long way from the action and when the Head of Year, Deputy Heads and whoever else has fine words to impart doesn’t stand in the stage lights, you can barely see them. You can see a lot of backs of heads, but those aren’t nearly as friendly as the fronts.  I’m thinking about what this means for our messaging, while threatening assembly-givers with a gaffer-tape cross to stand on.

I’m thinking because distance makes for glibness and detachment. Mock exams are years, then months away. That’s like another lifetime to a young person whose revision can start sometime after the next ice age. Maturity is signalled by the sudden realisation that you can SEE May from here and the weeks need a bit of attention. If you’re at the back of assembly, does it make a difference to how much a part of the community you feel?

Which brings me to the inevitable. No, not Ofsted, still no report. Brexit. One of the million problems with Brexit is that it has been approached rather like mock exams. It was once all in the future, so there was plenty time for posturing.  Now it’s here, and the revision hasn’t been done, and everyone’s flailing about blaming everyone else and some won’t meet with others. Meanwhile, the world turns and the year moves on. The people get poorer, the public services are neglected and we’re stepping over the homeless in the streets while young people murder one another. And those who caused the mess are so far from the people that they might as well be actors on a distant stage. It’s all very well saying ‘We’ll still be breathing if there isn’t a deal’ but that’s a pretty low bar to set. The good life requires more.
​
Enough with the self-justification. We need the soul-searching and restorative action, now.
 
CR 17.1.19
3 Comments

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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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