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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

How to remember a man

24/1/2020

0 Comments

 
Picture
Dear Mr Williamson,
 
I hope you’re bearing up under the workload I suggested a fortnight ago. I imagine your action plan is coming along beautifully. And me? Inspired by a Norwegian visitor, I’ve been thinking about free school meals. How the Vikings have changed over the centuries.
 
A long time ago in a school far away I was in charge of the free meals queue. This was a Friday lunch duty where children eligible for free meals queued up to get dinner tickets for the following week. In that school, in the 90s, children who paid for meals paid with cash, but free meals children had tickets. (In another school everyone had tickets but free meals were a different colour). Anyway, the free tickets queue seems a brutal way of doing it, to modern eyes. We might as well have put a sign up saying ‘Poor kids, line up here’. I used to try to make it The Line to Be In with song-and-dance routines and jokes as well as top-notch training in the conventions of queuing.  
 
Technology freed us from this and changed the world for the better. Cashless catering preloads free meals money.  Everyone pays the same, rich and poor fingers alike, no one needs to know who’s free. 
 
Free school meals are of course our major proxy for deprivation, for the children who have the biggest struggle in life and who, nationally speaking, tend to do less well at school. Some of your predecessors in Sanctuary Buildings haven’t liked to speak of such things. Your dear old predecessor Gove was prone to call any reference to differences in achievement mapped against poverty as ‘the soft bigotry of low expectations’, blaming teachers for self-fulfilling unequal expectations. I haven’t heard you on the matter but doubtless you concur.
 
The self-fulfilling thing is insidious the other way though. A report by the redoubtable Sutton Trust into why normal people can’t afford to live in London makes some interesting comments about how rich people picture themselves in contradistinction to the poor.
 
Top earners do not see themselves as "especially fortunate" because they are "surrounded by numerous other people like themselves", says the study. The report warns of a social and geographical separation, with very affluent people in London having infrequent contact with those facing much tougher circumstances. They are likely to espouse values of meritocracy, while being part of a process that has seen social mobility becoming less likely.
 
In plain English, sir, if you will, that means that rich people never mix with poor people. They don’t understand that security of wealth also secures educational advantage. They assume they do well because of their own efforts, because they were naturally born cleverer, harder-working, more insightful, go-getting, resilient, plucky rather than lucky. That chap who plays Lewis’s cross oppo thinks along these lines.
 
However, policies made exclusively by those who have never had a moment’s anxiety about paying the rent or putting food on the table have a tendency to blame the vulnerable for their lack of gumption and devise direr punishments for poverty. It leads to universal credit inflexibility, drains schools and hospitals of money, closes libraries, sports centres and youth clubs, derides the public service and blames the poor for not being richer. It makes it unacceptable to draw a line between poverty and the experiences that lead to educational success, despite the education system being designed to reflect, support and reproduce the experiences of the rich, in the wake of cultural capital. Why would you want to face a terrible human problem when you can just tell people its unseemly to mention it?
 
We’ve had a community day at Tallis today on celebrating diversity, though we tend not to include divisions between rich and poor in such events. At first lunch I struck out with my warmed-up stew and berthed alongside a shipmate who was about to launch a sonnet with year 8, namely, Robert Hayden’s beautiful tribute to the remarkable slave and liberator Frederick Douglass:  
 
When it is finally ours, this freedom, this liberty, this beautiful
and terrible thing, needful to man as air,  
usable as earth; when it belongs at last to all,  
when it is truly instinct, brain matter, diastole, systole,  
reflex action; when it is finally won; when it is more  
than the gaudy mumbo jumbo of politicians:  
this man, this Douglass, this former slave, this Negro  
beaten to his knees, exiled, visioning a world  
where none is lonely, none hunted, alien,  
this man, superb in love and logic, this man  
shall be remembered. Oh, not with statues’ rhetoric,  
not with legends and poems and wreaths of bronze alone,
but with the lives grown out of his life, the lives  
fleshing his dream of the beautiful, needful thing.
 
Mr Williamson, your people of the comprehensive schools have a dream like this of education as a beautiful and terrible thing, necessary as air, and useful as earth. We want a world where none is ignorant, none excluded or alienated. Yes, we aim to teach the rhetoric, legends, poems and wreaths of bronze.  But we do it focusing on the flesh-and-blood lives that we try to grow. We do it despite struggle, injustice, poverty and the wilful misunderstandings of those who have everything to lose by flinging open the gates of opportunity, of London and saying – take your place, you’re welcome.
 
Mr Williamson, seize the day. Abolishing child poverty is the beautiful, needful thing that would garland you with sonnets. Wouldn’t that be worth trying?
 
As ever,
 
Carolyn Roberts

CR
​24.1.20
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Sending out an SOS

9/1/2020

2 Comments

 
Picture
Readers will be dismayed to know that I plan more blogs for 2020, but potentially delighted that I will address the Secretary of State for Education directly. I think he needs help, and I intend to offer it.
 
Dear Mr Williamson
I hope you’re familiar with Eddie and the Hot Rods’ magnificent 1977 hit ‘Do anything you wanna do’. I heard it again last week and thought of you. Though you were only one when it bounced up the charts I expect your parents took the trouble to introduce you to its lively beat and compelling chorus. I know Scarborough a bit and I can well imagine that later, you’d be keen to leave it all behind and search for adventure, that you must then have got tired of doing day jobs with no thanks for what you do and other sentiments so briskly expressed by Mr Rods. 
Now you’re grown up and in your quest to become someone I note (from your twitting) that you’re looking forward to working hard, so I investigated your areas of responsibility to find out what on. You’re in charge of early years, children’s social care, teachers’ pay, the school curriculum, school improvement, academies and free schools, further education, apprenticeships and skills and higher education. Dearie me, what an exhausting list.

Even on first glance this landscape is littered with potholes: troubled families, the death of nursery schools, austerity’s child poverty, catastrophic teacher recruitment failures, Ofsted’s key stage saga, improving a zero-sum performance system where half of schools and a third of children have to fail, sorting out school place planning without any place planning, unconditional university offers and that’s just the stuff I know about.  It’s a good job you’re an up-beat, can-do sort.

However, I bring tidings of great joy. All of these areas of work are overrun with highly trained people who are obsessed with making them better. They’ve committed their lives to this, regardless of pay, working conditions, public recognition etc. They like children and are brim full of resilience, optimism, pluck, determination and all the other attributes that people like you like. They can easily help you with the challenges you face.

Exempli gratia, a few thoughts from me. Reinstate Sure Start, reinforce nursery schools and the fabulous pedagogical skills of early years teachers. Work with colleagues to sort out low wages and benefits so that families can eat without relying on foodbanks. Build social housing so that families can set up home with stability and dignity. Make good on the jolly recruitment advert with the science teacher and sort out entry into teaching, pay and working conditions (#everylessonshapesalife). Make the National Curriculum binding on all schools and decide openly on what you want, without using Ofsted as underground shock troops. Fund inspection properly so they can do a thorough professional job. Remove the language of pass and fail at GCCSE: the grades speak for themselves. Give school place planning back to the local authorities so we don’t waste money and trap children in schools that are failing or will never get off the ground. Tackle university entrance with a proper, lengthy, serious commission of inquiry. That should get you started.   
  
I expect you think of yourself as an alpha male and having been a Chief Whip, I’m sure you know how to get the best out of people. Anyway, you might like this exchange overheard at the end of the day:

Year 11 tutor: In you come chaps, coats off.
Year 11 boy: But I’m an alpha male, sir.
Year 11 tutor: Then you won’t need any help with the buttons.  
 
Sometimes even the best of us needs help and it would be a wonderful novelty to work together. So as the man says, why don't you ask them what they expect from you? Why don't you tell them what you are gonna do? And, a radical thought for a new decade, why don’t you do it in that order?

Yours,
CR

​8.1.20
2 Comments

    MRS ROBERTS WRITES...

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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: headteacher@thomastallis.org.uk
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