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
 
CR
1.4.19

​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