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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

Home Room

9/3/2018

0 Comments

 
Picture
I could talk about Ofsted or the snow but I’d rather talk about year 9. If you’d rather think about the other things, please see last week’s or this week’s newsletter.

We’re looking at what happens in tutor group time this half-term. There’s a programme for each year group that involves reading, news, equipment, revision and so on, according to age and proximity of examination and we extended the time to make it better last year. I’ve been allocated year 9. Year 9, as I’ve said before, are always a bit odd. They lack the winsome charm of year 7, they’re more sluggish than year 8 but they can’t quite focus on the future in the way that year 10 nearly can and most of year 11 do. Year 9, against all the evidence, believe themselves to be quite the models of maturity.

Tutor groups are eccentric beasts too. They’re like a large family of up to 30 children with only one parent (perhaps a second if other adults hitch their caravans to this particular train). Tutors demonstrate a range of parenting skills in this rather challenging task. I scuttled round all nine groups one week to assess the weather and this is what I found.

Two groups were watching Newsround and there were the makings of intelligent discussion on current affairs. Two groups were reading the year group’s book The Curious Incident of the Dog in the Night-Time. What joy to start the day thus! One group was competing ferociously in an on-line book quiz and couldn’t spare the time to be interrupted by me. One group’s tutor had just returned from a residential trip so the family were going through notices that might have been missed. Another group’s tutor was on jury service so the atmosphere was a bit different. Groups like to see the same community parent’s face every day and don’t really like substitution.
One group was having an equipment inspection. This was being done in total silence and, the merest twitch of the tutor’s eyebrow cause the requisite items to be brandished. ‘Two sharpened pencils? Calculator? Two working pens?’ Tutor was just about satisfied by 99% compliance. The shirker didn’t even convince himself that he’d looked hard enough to find his planner.

Next door, however, there was much in hand. Tutor posed the question ‘Why are we so useless at Sports Day?’ and got many answers including the perfidy of other groups, lack of girls or boys of sufficient prowess in all the events, most of the form being too short, tall or weak or having the wrong kit, inclination or motivation. Dismissing all this as losers’ thinking, Tutor then showed a bit of Coach Carter and set out his plans for world domination.  Introducing novelty concepts entirely in line with our Habits ‘We are going to train’  he said ‘We are going to practice’, to a chorus of much groaning.

We assign tutors at the start of year 7 in the hope that most last until year 11. It’s a wonderful thing to be the school parent of a group of growing children, though it doesn’t necessarily feel like that every single morning and afternoon. Children make mistakes, and personalities change through hormones or circumstance, just like at home.  Friendships emerge and disband, some thrive and some don’t. Some like the relative informality of form time, some hate it.

We try very hard to make tutor groups balanced but aspects of adolescent character are unpredictable. Sometimes groups become collectively unhappy and hard to manage, so we move people around. Some groups stay the same for five years and their sense of family and nostalgia when they part at the end of year 11 is heartbreaking.

I had a tutor group for years in a different part of the forest in another century. Our tutor room was a demountable classroom (hut, terrapin, call it what you will) on the far periphery of a single story site housing a 10-form-entry 11-16 school. Tutorial lessons for PSE happened on Friday afternoons for year 9s but we had RE together after that. Including afternoon reg, that was two-and-a-half hours together to round off the week. We had our ups and downs, but we knew each other pretty well by the end of the year. I can’t say that I begged the timetabler for a repeat in year 10, but when we all  left I was touched by the group memories of long cosy afternoons in a warm room with the rain coming down outside. We planned some cracking events that year for team building and charity: car washing, kayak trips, abseiling. We celebrated birthdays and I visited the reluctant attenders. I saw shocking poverty in some of their homes and learned a lot from all of them.

Schools have different traditions and use different language for the same things. I range through form tutor, registration and tutor group to the bewilderment of children I’m interrogating. Tallisees call the group and the person by the same name: ‘Tutor’. As in, ‘I’m off to tutor to see my tutor’. I like that, the group and the person as one thing with one purpose.

So here’s to the form tutors of the land. May you be a good parent to your many children in your busy rooms. May you build up happy memories. May you know them as they want to be known and smile at them every day, even if they’re useless at the shot putt.

CR
8.3.18
0 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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