‘Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world.’

Available in more than 360 languages, the UN Declaration of Human Rights is the most translated document in the world. It provides a foundation for a just and decent future for everyone, and gives people everywhere a powerful tool in the fight against oppression and affronts to human dignity.

The declaration is 70 years old this year and Ai Weiwei has designed a flag to celebrate it, which we’ve got three of.  Some of our children went to meet him and all of our children have looked closely at the declaration on our very successful community day on 19 June. We had a wonderful display of pennants of rights all around the concourse, but weather intervened and they had to go.
 
You could stop reading at this point and watch the film, but just in case I’m invited to become PM in the absence of any other reasonable candidate, I thought you should be reassured about our stance on Human Rights at Tallis. 
It is very important that we all know and support these hard-won rights which protect and support us all. Here they are, very briefly paraphrased by me:
​

1. Human beings are born free and equal
2. Everyone in the world is entitled to these rights and freedoms
3. Everyone has the right to life, liberty and security of person
4. Slavery must be outlawed
5. Torture or inhuman punishment is outlawed
6. Everyone must be recognised before the law
7. Everyone has an equal right to the law
8. Every country should uphold these rights
9. No one should be arbitrarily arrested, detained or exiled
10. Rights should be upheld fairly and publicly
11. People are innocent until proved guilty
12. Private and family life, honour and reputation must be protected
13. People may freely move around the world
14. Asylum from persecution should be provided internationally
15. Everyone has the right to a nationality
16. Marriage should be freely and equally entered into and dissolved
17. Everyone has the right to own property and not have it taken off them arbitrarily
18. People must have freedom of thought, conscience and religion
19. People must have freedom of opinion and expression
20. People must be free to assemble and associate peacefully
21. People need free elections, democracy and public services
22. Social security and cultural rights are needed to safeguard the dignity of the person
23. Everyone has a right to work, equal pay, trade unions and protection against unemployment
24. Everyone has a right to leisure, limited working hours and holidays with pay
25. Everyone has a right to basic healthcare, especially children and mothers
26. Education must be free, accessible and allow for full personal development
27. Everyone has a right to culture, arts, science and the fruits of their own production
28. Everyone has a right to a social order which protects all of these
29. Everyone has duties to the community
30. No one may try to destroy any of these rights and freedoms.

Here, in this advanced democracy, now, I’m worried about 17 of these. I’m worried about the Hostile Environment policy, internet trolling that destroys lives, vanishing public services, removal of legal aid for the poorest, zero-hours contracts and the functionalism of education. I could go on.

One of those rights, of course, is to an education. Ai Weiwei’s oeuvre includes a wonderful sculptured layout of 90 tonnes of straightened steel reinforcing bars from substandard regional government buildings that didn’t survive the Sichuan earthquake in 2008. So many of them were schools which collapsed on top of the children and teachers. When I saw it in the Royal Academy a couple of years ago it was like seeing the timbers of Aberfan laid out before you, and hearing the cries of crushed children.

But young people are defined by optimism and they love to learn something new. Our film explains their ‘favourite’ human rights and gives a flavour of the deep learning that happened on that day. And one of the groups came up with this. The future’s in safe hands.

Changeable as the May weather, we waltz towards the exam room with year 11. Some are ready, some resentful, some panicky, all a bit nervous. Some show welcome signs of maturity, others not yet. Some do foolish things, but on Tuesday night we were treated to a wonderful evening of dance, and on Wednesday night, at Bromley FC and in a new strip, our boys WON! The final of the London U16 cup. Both evenings were characterise by elegance, patience, enthusiasm, dedication, collaboration and skill.

I didn’t play footy or dance at school but I did act and speak and I remember very clearly the excitement of participating and cooperating and the uncertainty of the unique performance on the night, of triumphing over the unknown. It’s completely different to the classroom experience.
 
A person who qualified in the same decade as me came calling and we reminisced. She said, rather tentatively, ‘you know, I don’t think it was all bad, in the old days’. Of course it wasn’t. Her comment transported me to a meeting room next to a canal in Sheffield four years ago where a Young Thing gave a group of us to understand that the past was such rubbish that it effectively needed to be erased from the history of education.

I had a few words in response. It wasn’t perfect, but then we’re not perfect now. Children went to school, teachers worked hard, stuff got learned, art was made, cups were won and exams were taken. What is this trope that schools are uniquely culpable for being the product of their times? Do we blame the Army for not having the right boots in the Falklands, and insist they’re sorry about it all the time? Do we say to the NHS ‘why did so many people die in the 90s, what were you thinking of?’ Not so much. So why do it to schools? Times change, things improve or get worse, we reflect the society in which we are situated, for good and ill. 

Oh, and we talked about chalk. There are fewer of us who remember that quintessential teaching skill and the challenge of looking after a beautiful diagram you’d drawn and coloured nicely (I was talking to a geographer). I told her about the old soul I worked with who hoovered up the school’s chalk stocks when the whiteboards first arrived, hoarding it against an upturn in the market. He may have been a mathematician but the gamble didn’t work and when he retired he was offered the chalk to take home. One of our own Young Things was in this conversation with us. She’d had a terrifying and entirely unexpected encounter with chalk in rural Yorkshire, this decade. Taught her a thing or two about thinking on her feet.

Which is what the young people in the exams have already started learning quickly. The language speaking tests are situated near me so I can see them sitting mouthing the phrases, going over everything they’ve learned and worrying about facing the unexpected. The value of examinations is arguable but one of the useful things they promote is the development of confident and lucid responses in uncertain circumstances. There’s value in that experience which our obsessive high-stakes culture has dissipated. 

Life is both untidy and unpredictable so schools have to prepare young people for that too. Learning to face things when you’re not ready is also a life skill. Even the young people who struggle against the exam hall tractor-beam know that. 

Mind, some embrace uncertainty early. I was emerging from a difficult conversation when two small boys accosted me politely. In a conspiratorial whisper, one with sticky-up hair asked ‘have you got the rugby ball?’ This I could answer definitively. ‘No.’ ‘Someone’s taken it off us’ ‘Who?’ ‘We don’t know’ they chorused. We looked at each other for a moment then parted company, none the wiser on either side. I await developments.

A larger boy stopped me abruptly, silently, later on the bridge. I laid some groundwork for the exchange. ‘How are you?’ ‘I’m good’ (not strictly true). He investigated my habits. ‘Have you seen Endgame?’ ‘No, is it good?’ ‘I can’t tell you, it’ll spoil it’. Once again, none the wiser. He has some distance to travel before work as a film critic puts food on his table, I fear.

And a man from Australia who joined the school in 1971 wrote to us. He wants to contact his English teacher. With the benefit of many years, he recognised those whose creativity and relationships formed him and made him.  That’s what he remembered, and that’s what we try to do in every age. Knowing things and getting qualifications are important. Knowing that life takes unexpected turns is also important. Learning it in a positive community is priceless. 
 
CR
2.5.19   

I suppose that fury kick-starts the week as well as anything. A journalist asked me for a comment on Sajid Javid’s ‘consultation to assess whether there is a public health duty to report concerns over children at risk of involvement in violent crime’. I told her it was shameful. Why?
 
Objection 1, m’lud
WE ALREADY DO IT. Schools collect evidence, act on hunches, assess the weather and ring anyone, everyone who we think might help our children. There’s no-one with the capacity to do it. The police, the hospitals and social services have financial problems as bad as ours. We already report it but they can’t resolve it.
 
Objection 2
Reporting knife crime as a public health duty is based on Scotland’s success with inter-agency work. They invest heavily in their public services in the land of the haggis and the reporting duty rests on the secure foundations of well-funded public service. Yes, teachers and nurses have a duty to report, but the reporting is then picked up by dedicated specialist teams in the police, the hospitals and the local authorities. If you ring it in, they pick it up.  Here, if we pick up the phone no one picks up the case. There’s no one left to do it.
 
Objection 3
Consequently, far from being early identification for early help, our thresholds in England have risen to make intervention manageable for the few staff left to do it. A child has to be well-steeped in violence, danger and risk before anyone outside school will pick it up. Police and social care just don’t have the capacity. You’ve got a reasonable hunch and a bit of evidence that a child is in danger? Sort it out in school.  
 
Objection 4
“It is hard to see how it would be either workable or reasonable to make teachers accountable for preventing knife crime. What sort of behaviour would they be expected to report and who would they report to? How would they be held accountable, for what, and what would the consequences be? How would the government prevent the likelihood of over-reporting caused by the fear of these consequences? Aside from the practical considerations, we have to ask whether it is fair to put the onus on teachers for what is essentially a government failure to put enough police on the streets.”

Thank you Mr Barton of ASCL. Other teaching unions are available. They all say the same.  
 
Objection 5
We have a large and expensive pastoral and inclusion set-up at Tallis. We include everyone we can without endangering others. We manage a curfew at 1600 way out of sight of our school and last week – not unusually – we worked with the police to clear hundreds of people gathering for blood at a local green space. We haven’t had a permanent Safer Schools Officer for two years because of staffing problems in the Met. All the good work we once did to build bridges between the police and these 2000 young people has been wasted away by austerity. 

Partnership needs funding.
 
Objection 6
Knife crime is an adult problem. The deaths in London last weekend were adults, killed by adults. Its adults who run the gangs and the drugs, and its adults who send out children to die for them on the streets. Our young are a human shield for the drugs gangs, and they can only be saved by policing. Teachers are irrelevant to adult criminals.
 
Objection 7
The PM said ‘We can’t arrest our way out of this problem’. Who says? How does she know?  Has anyone tried? Durham County Council transformed itself into a model of effective policing by focusing relentlessly and remorselessly on 400 criminals. Has anyone tried that in London? No, because it would cost. How does arresting teachers and nurses for not-reporting make any sense at all?
 
Objection 8
If we cared about children, we’d spend money on this. If we cared about children, we’d spend money on schools. If we cared. The best thing we can say about Brexit at this point is that we’ve wasted a billion pounds on nothing. That would have made a start on responsive policing and social care. ASCL knows that it’ll take another 4.5 billion to offer an acceptable standard of education. Where your treasure is, there will your heart be also.
 
At the end of the day I was on College Green being interviewed by Ben Brown for the BBC. I made my point, but here’s what I didn’t say.

The Home Secretary’s remark was shamefully misinformed. The Prime Minister’s soundbite was disingenuous. Politicians thrash around for someone to blame while children die in the streets at the hand of the unscrupulous.    They’ve lost control of the government but we haven’t lost control of our schools. Stop wasting money and listen to us
 
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1.4.19

Our dining room’s a funny shape. I said this to a visiting Head and he got a bit shirty, giving me the full Four Yorkshiremen (he was from Harrogate). At least you’ve got a dining room, at least it’s a decent size, at least it’s joined on to the school, at least it’s on planet earth, not full of dung and so on, luxury. All true, but it’s still longways on with no thought given to the need to queue.

In cold weather this glorious green space – which only one person ever calls the Tallis Bistro – is quite the place to be. As someone who turned never-going-outside-in-cold-weather into an art form in my own schooldays way north of Harrogate I have every sympathy with the inmates. That doesn’t extend to sympathy with shoving and other uncivilised behaviour when there are a hundred or so more souls than usual indoors who may not be entirely occupied with nutritious eating. In order to prevent annoying clumping we’ve therefore removed most of the pundit chairs at the high benches. This caused a wave of concern among little chaps who like to keep an eye on the scraps for Sir’s dog and the ganneting teachers around the plates trolley, so we saved a couple for them.

Children are creatures of habit, and those habits, good or bad, are largely formed by the adults around them.  Schools are where society looks after its young until they’re old enough to assume the mantle of adult citizenship and everything the adults in schools do is scrutinised by young people, both the what and the how. Those teachers aren’t just modelling eating standing up while using a knife and fork properly, but food choices, friendly conversation and eyes in the back of their heads.

And so much more. We had a governor visit to scrutinise how we spend our Pupil Premium funding and whether it is having any impact. PP money is meant to improve the educational experience and therefore outcomes of children who meet one of a series of disadvantage indicators. We get about £400k a year, so it’s important to our (£13m pa) budget. We have to account for what we spend it on and the statutory document is available on the website here. (Just before you get too excited about it, PP was a Coalition hat put on money already in the system, so the idea that schools had the leisure to spend it on anything new and innovative was always a bit of a stretch.)

We spend a lot of our PP money on our ‘first class’ Pastoral Welfare Team, who wear out their sturdy shoes supporting behaviour management. Governors asked some PP-attracting children about this: did they think this was a good thing? Oh yes, yes indeed.

This is interesting, money spent on adults who spend all their time talking to children about how to behave is seen as an obvious good by the children. They’re not just modelling Tallis Character but the values and virtues of the good life, how to be honest, fair, respectful, kind and optimistic. The children see that in adults other than teachers (who are a breed apart and tend to go on about this kind of stuff) personal virtue, taking responsibility for your actions, is important.

I’m thinking about this on a national scale. The Ethical Leadership Commission I wrote about in June launched its report in January and since them we’ve had quite a bit of publicity. Our thoughts aren’t revolutionary, but fundamental. Children will only learn how to behave well if adults behave well. Adults running schools have to put this above all other structural considerations. Fancy outcomes or badges can’t be got at the price of poor behaviour. We have to do right, or do another job.

The Ethical Leadership Commission now has a Framework set of words, a pathfinder programme which 200 schools have already signed up to, some developing work in teacher and leader training and a new Ethics Committee and open forum at the Chartered College of Teaching. Tallis’s governors are pathfinders. It's slightly terrifying work: there’s a real risk in sticking your dishevelled head above the parapet and saying ‘we should behave as good role models for children’. Everyone’s made mistakes, but the real human skill is reflection and change, in a spirit of humility. I’ve written a book concurrently too, but that’s me ranting, not the measured tones of the great and good commissioners.     
 
Reflecting on our own behaviour doesn’t mean introversion or compliance with injustice. So much school policy in the last 20 years has danced around the elephant of privilege guarding the powerful. Ring-fencing money to support disadvantaged children is good, but it’s an Elastoplast on inequality. Our responsibility as good adults isn’t just as models of good character. Society should be fair and children’s lives not blighted by poverty and struggle. Those who have never needed any funding to give them a leg-up, or who have never known want, or who exist only within a bubble of other privileged people undermine the fair chances of the many by passing power around among themselves. Good people should be outraged abut this.  

I’m reading (myself obvs, matchless prose, but also) Friedman and Laurison’s The Class Ceiling. They observe: 
   

As ever, I can’t tell you about last week’s visitors until so long afterwards that you might have forgotten we ever had them. They’ll send their thank-you letter in January, so that’s something to look forward to once the sprouts are gone.

So, a little round-up of the end of term. Last week was Tallis through the Wardrobe, a magnificent evening in best surreal Tallis style. Dancers, singers, performers of all sorts from the tiniest to the biggest. It was a happy show. I’d been temporarily deprived of hearing so I didn’t get much of the detail, but the atmosphere was lovely. I didn’t have the brass neck to ask them to do it all again, for a third time, just for me, once I’d had my ears washed out, though it would have been nice.

One of the advantages of being at a school for a bit – this is now my sixth year – is that you see the children grow.  The little ones who bounced squeakily in 2013 are now loping year 12s who can barely see me from their great height: piping singing boys now beautiful basso profondos. As I write, the gallery next door to me is full of this year’s year 7s taking part in a week-long world peace game. They’re pretty ear-piercing when tackling the arms dealers amongst them but it’s going to be a great long-term memory. One is urgently shouting ‘Charlie, Charlie’, perhaps modelling global leadership on POTUS, or the Queen. Knowing how to solve the world’s problems at 11 is a pretty good training for life, no?

As are the inevitable. I told you about our preparation for mock exams with year 11, yoga, revision timetables and what not. Now the poor souls are staggering towards the end of it and reflecting on what they’ve done and left undone. One leaned on the doorpost this morning and told me he was too busy revising to have written a revision timetable. Poor chap thought I’d believe him, but when he says he’s worried about Computer Science, I believe that. Study Hall (a history classroom) was stowed out yesterday, flash cards from wall to wall, a marked improvement on just gazing into the middle distance in the hope of accidentally remembering something. 

You know how we make a mega-production over exam rituals? Meeting in the Bistro, reminding about the structure of the exams, walking quietly upstairs clutching the see-through pencil case, all under the beady eye of senior staff who happen to be free, subject leads, the vast army of invigilators and their Head of Year. Sir and his giant parka arrange the confident, reassure the anxious and hassle the late. I’ve asked it before: what’s the equivalent of a Head of Year in adult life?

Their performances in assemblies this week has been memorable too, cheesy in the extreme. Concealed in the aforementioned wardrobe, elf-behatted HoYs and other ancillary services have been jumping out to sing to the people. Year 7 nearly died of excitement yesterday morning: year 9 were more phlegmatic on Monday.  
  
So, having established that Heads of Year of any size are inherently comical in conical hats, we prohibited any kind of excitement going into assembly as the 270 assemblees had to be threaded through the up-to-270 revisionists to get into the hall. Simple instructions were sufficient, we assume that sporadic reminders instil precise cooperation. Crucial, daily orders were implemented effectively, for which we show our gratitude. Do you see what I did there?  11 words of the week!  Impressive or what?

Were I younger, I could be rewarded for such egregious compliance. Certainly M, who visited me three times on Thursday, seems to feel that his devotion should reap points of some kind. He’s got 87 points and is keen to make 100. He may have left it too late.

This afternoon we rest from our labours after our traditional Christmas whole-school assembly, the only time we’re all together as a school. It takes 200% longer than the assembly itself to get everyone in and out, but we think it worth doing just for the spectacle and the experience. This is our school, our village, our home from home for the days and the years and it’s good to be together once a year.

Next door a bell rings for four Prime Ministers and the Secretary General to reflect on their achieving world peace.  Compared to the scenes in Parliament yesterday, their noisy excitement is enthusiastic and positive. They know that far-sightedness and cooperation are vital to policy-making and the security of the people.

The originator of the wardrobe, C S Lewis, who I otherwise find irritating, once said:

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

The White House book sounds gripping. I picture the Wolff man sitting quietly in a corridor smiling pleasantly so that people stop for a chat. Perhaps he had cakes. Who can resist someone listening sympathetically when you’re tired and irritated?

If OFSTED had any sense, that’s what they’d do. A day spent in reception with an open smile and some fancy biscuits and you’d learn a lot. Who’s late, who’s angry, who’s ill, who’s in tears, who’s got time to talk, how many supply teachers are signing in, why are the Police there, who is that bedraggled old soul who never remembers she needs her keys to get back? Ah, that’s the Head. 

Daily sights are available to any watcher. Monday Mr Springall had trousers on. (Not that he’s usually overexposed, you understand, just that he lives in shorts and generally only wears trousers for awards ceremonies. I didn’t think he’d been issued with tracksuit bottoms.) Tuesday I admired a matching pair of hair ribbons and the wearers gave me the biggest smiles. Wednesday I took issue with a camouflaged hat. Thursday the police came to tell us something we’d told them. Friday I returned to the classroom as a rusty supply teacher.

So that means that Monday everybody was cold, Tuesday year 7 are still perky and charming 16 weeks in.  Wednesday ‘It’s been a week now. No hats indoors no matter how new.’ Thursday nearly working in partnership with external agencies. Friday another nasty case of bronchitis so Roberts had to dust off her Religious Attitudes to Crime and Punishment.

This at least demonstrates I’ve put in a whole week. We came back on Wednesday last week but I spent Thursday to Saturday at a conference in Oxford, talking with philosophers and ethicists from around the world on Civic Friendship. It was the intellectual equivalent of a Christmas Dinner and I’m still digesting it. In particular, from Berkowitz of St Louis-Missouri University’s nugget ‘Children are the only known raw material from which adults can be made.’   
 
So Tuesday wasn’t just hair ribbons. Tuesday was early close for training, on trauma, on understanding the causes and damage of early childhood trauma and looking at how this might affect young people’s approach to adults, to school, to experiences, to life. Once you’ve grasped that, some inexplicables start to make sense. Why might some children be fearful and angry all the time? Why does the slightest change to routine throw some completely off kilter? Why is it important for teachers to be predictable, consistent, reliable, calm and – to return to the White House – stable?
 
It’s important because kindness and empathy can repair some of the damage already done, and even if it couldn’t it would still be the right way to live. When I looked round Tallis one of the things that made me want to come and serve out my twilight years here was the sight and sound of teachers talking calmly, firmly and kindly to struggling souls, about a better way to be. It permeates the place. Civic friendship indeed. 

I try to show this to visitors so I make them look out of my window at lesson change. It’s a bit of a risky strategy as you never know what might emerge in human community, but as a spectacle it’s never let me down (though Toby Young didn’t quite know what to make of it when he watched in May). New governors yesterday had been on a guided tour with some exceptionally loquacious year 8s who’d even commissioned a dance performance en route, so could be forgiven for wondering why it took 55 minutes to get around the building when 1900 people could emerge and disappear in 4.

But the best uncapturable moment of the week was Thursday in the quiet of the after-school gloaming, hearing George whistling Auld Lang Syne as he crossed the yard. 
                 
And there’s a hand, my trusty fiere!
And gie’s a hand o’ thine
And we’ll tak a right gude-willie waught,
For auld lang syne. 
 
Don’t be anxious about willie waught. Loosely translated it means ‘take my hand in friendship and make a toast to the times we’ve known’. That’s as good for a new start as for an ending, for a reunion as for a parting. Here we are, the raw materials of civic life, holding out a hand to each other as we reboot Tallis for 2018.    
 
CR
12.1.18

We know it’s Christmas at Tallis when the red tags are issued to decorate the trees with messages of hope and happiness. Thursday was Christmas Show day with lots of excitable Tallisees running about in dancing gear and suchlike, feeling important by being on the wrong lunch and performing while their compatriots are slogging through the curriculum. 

Yea, even unto week 14 and in these last two weeks, mock GCSEs. The new exams have a lot of stuff in them and year 11 looked distinctly queasy by Wednesday. We teach them the right behaviour for the task so lining up in the canteen, ushering upstairs in silence to the be-desked Sports Hall, shushed by Sir on the landing, Miss on the stairs, Sir at the door. And me, hassling thoughtlessly raucous small inmates: ‘Stand aside! These people are going to an exam!’ as if they were slightly bemused gods progressing to a test on Mount Olympus. Anyway, its back to basketball in the big space now, until we gather as a whole village on Wednesday for the Christmas Assembly.
Likewise the Gallery, a much-used space. Exams this week, governors’ meetings, anti-Gangs work and a visit from a team of researchers at the British Museum interspersed by tetchiness ‘who left the tables like this?’. And the hall: exams, staff briefing, assembly, and tonight the Christmas show Tallis in the Woods. Spaces have specific meaning in schools but flexible spaces are where we train our young for the unpredictability of the outside world. This is what’s expected, these are the conventions, don’t worry about how to behave, we’ll teach you to be secure so we can teach you to be confident. That being said, in the last staff briefing of 2017 I amused myself gathering views through the medium of head shaking and nodding. Funnier for me than them, I said. Sorry.

‘Something Christmassy?’ requested Heads of Year 7 and 8 so I was away. Having watched Cressida Dick on the news, I was impressed by the quantity and inventiveness of her hand gestures even when sitting with a select committee. So we gathered in the Sports Hall, I waved my arms about a lot and got 540 11-13 year olds to think about the shape of the school year, festivals of light, nativity plays in their past and how all the characters in the ancient story behave unexpectedly. I asked them which parts they’d played and then had to stretch my interpretation to cover ‘trees’ and ‘bales of hay’, let alone donkeys. Bales of hay? That’s a primary school with more actors than useful parts.

Something Christmassy in maths too this week. Venn diagrams: what’s warm, what’s festive, what’s made of fruit? Lee was away with dreams of a warm mince pie: Tommy trying to persuade Sir that turkey is fruit-based. What falls outside the circles? Shoes! Dogs!  Another maths lesson, another set of sets (vets’ clients) and Mario’s howl ‘I’m having trouble with the dogs’. We teach children to categorise and analyse so they can contain the world in their heads, but sometimes stuff doesn’t fit and we need to find a way through uncertainty.

Which is why herself had to forage in the archives for a new box of hankies. My room has multiple uses too: meetings, interviews, book looks, arguments, crises, exasperations and the imponderables of human life. Hankies provided, if we can find a new box. I’m writing our Christmas cards today. No winsome drawings of robins and Santa by a perky year 7 for us. Christmas is about a baby, the only character who behaves as expected in the nativity play, the eternal symbol of hope. Our card this year is another lovely sixth form portrait of a young person, and a line from Eglantyne Jebb whose work founded Save the Children: all wars are wars against children.

So as their government forget to count the Rohingya refugee children we look on the clear-eyed face of a girl and try to think about a better future. Tallis in the Woods combined all sorts of music, dance, film and drama with Cinderella, Jack and the Beanstalk and a mystery demon caretaker in an anarchic feast of harmony and wit. As the song says, how do you measure a year? 525 600 minutes? We measure it by hours, lessons, breaks, queues, jokes, plays, trips, events, detentions, quiet, nudging, scuffling and forests of hands up. It’s a training for life until they’re old enough to put it behind them and change the world for the better. Who says that won’t require dancing?  
 
CR
15.12.17

Everything from playing the piano to the daily-changing examination system that passes pressure from the government through schools to young people. 

We have to moderate and normalise it for them: don’t worry, work steadily, think hard. That’s why a brisk, cheerful and unemotional approach is usually right. Queen of the brisk remark is our senior dinner lady who retires this week after 30 Tallis years. Everyone will miss her and our little world of 2000 will be changed by the absence of one person. 

Pressure does derange one: the aforementioned Christmas tree, festooned with red tags has two sets of lights on it.  One string is super-bright but the other looks as though it’s not making any effort at all. I was away with it – what if OFSTED did Christmas tree lights? Would you know what the judgement was going to be by the wattage they sent? What if your lights don’t reach the plug, like the ones in the hall? Really, I need a break.

30 year 7s appeared with a wish to sing to me in Spanish: Noche de Paz and Feliz Navidad. When they sing in the office we press the tannoy button so that everyone hears. Some have Santa hats and one a pair of sunglasses with Christmas Trees on: I love it that some do and some don’t and no one minds. At the concert the Flute Choir wore wearing smart black dresses and antlers with bells on. They were utterly deadpan when I congratulated them and smiled graciously about their playing but looked at me as if I was mad when I mentioned the headgear. Antlers? What antlers? 

Then news arrives on wings of another musician – a sixth former to whom the Greenwich Music Trust had to give a piano and whose neighbours complained when she practiced has won a place at the Royal College of Music. Joy to the world!

Our Christmas card this year isn’t so cheerful, but then advent is a season for reflection on hope in the darkness. It’s a drawing of Syrians queuing for food in Damascus. One of our year 9s won the Big Draw competition with it – a sea of humanity trapped in a once-beautiful city, ancient places of the earth bombed to destruction while their people hope not to starve. On the back of the card I’ve adapted a quotation from the wonderful Eglantyne Jebb, who founded Save the Children during the refugee crisis after the First War. She said of the fund:
‘It must not be content to save children from the hardships of life - it must abolish these hardships; nor think it suffices to save them from immediate menace - it must place in their hands the means of saving themselves and so of saving the world.’

These last couple of days of term we do our year group Celebration Assemblies where bands play and tutors say a few words about their groups.  Year 9 dancers (40 of them) reduced some grizzled old souls to tears with their exuberance. It’s a bit of horizontal bonding in a big school and an excellent Tallis tradition. We’re brisk and sometimes a bit sharp for most of the year but we do actually tell our young people we love them (in one way or another) at the end of term. So, given the state of the world, let’s take our responsibilities to them seriously and share a bit of love with any children within reach this Christmas, no matter how adolescent and awkward. 

Have a lovely Christmas. January comes soon enough, and we need to be refreshed and ready for abolishing hardships and changing the world, one child at a time.

CR
17.12.15