How are you?

Fine, thank you. What difference would it make if I wasn’t?

May I call you Caroline?

No.

How many children do you have in school?

Usually over 2000. Between 30 and 60 since Monday.

Weren’t you annoyed at the sudden closure? How could you get ready for remote learning overnight?

All schools had to be ready for lockdown from September. It’s been a long night.

What about the exams?

That’s a vg q. The PM cancelled the exams on Monday and Mr Williamson says they’ll be replaced with teacher-based assessments.

How do you feel about that?

Fine and dandy. It’s the only remotely fair possible solution. As a teacher it's good to see someone learning from their mistakes and trying to improve.

Won’t teachers inflate the grades so that they’re meaningless and no one has a proper qualification and the world ends?

No, calm down. As long as results are used wisely everyone will play their part honestly. Since you’ve asked, might I rant on about this for a bit?

The ring is yours. Knock yourself out.

Thank you. Problem A is how to grade the children. They’re not less clever than children in previous years, they just know less stuff.  Problem B is that our exam-based system uses memory as a proxy for intellect so we struggle to decouple exams from learning. Problem C is that this particular exam-based system rations grades so you can only get a grade 5 if someone else doesn’t. Problem D is that you’re much more likely to get a grade 5 if you’ve been really well taught and you’ve done all the homework, which depends on your school and home life. Problem E is that there is a teacher shortage and the schools serving the poorest have trouble recruiting teachers. Problem F is that if you are poor, you’re less likely to have the space to do the homework or parents with the time to help you or a good laptop and connection for the online stuff, so you might get a worse grade because you haven’t been able to keep up. Problem G is that government describes a third of grades as a fail. So, you might be trying really hard against the odds and end up with a fail.  

That’s why schools have to stay open! It’s all fair then!

Had I finished?

Sorry, carry on.

None of this is new. The achievement gap between poor children and richer children is hard-wired into our system.  The current GCSE model makes it worse. We’ve been campaigning about this for years, but the Chancellor of the Duchy of Lancaster said that proved that Heads were enemies of promise with the soft bigotry of low expectations, also enslaved to The Blob.

Harsh?

Shameful.

Hopeless?

Mr Gove? I’ve seen worse. The exam system? Hmmm. We need a different way of assessing learning. We could start by agreeing that exams are a measure, not the purpose, of education. Might we do that this year, as part of all this, d’you think?

Search me. Ahem. What about the Beetex?

They’re more flexible. The school or college can decide on the configuration of exams and coursework for each candidate, within reason, although since 2016 there are more exams in it. We don’t really understand why. 

Really?

No, sorry, that was a lie. We absolutely understand why. It’s because there’s a doctrinaire elitist view afoot at Sanctuary Buildings that all learning has to be validated by exams which a portion of the cohort have to fail, or else they look too easy.  Are you sure there isn’t another question you should ask about this?

Curses, you rumbled me. What are Beetex?

Well done, I thought you were struggling. It’s always best to ask when you don’t understand. First, snappier pronunciation please – Be-tek. No bees. Second, BTECs are the qualifications organised by the Business and Technology Education Council. They run alongside GCSEs and A levels, you can mix ‘em up, and they’re based on the world of work. They’re modular, and you can resit bits of them. They’re useful qualifications and most universities like them.

Why don’t I know this?

Same way that the PM and Mr Williamson didn’t appear to know or care that they existed. Because of our ridiculous system that prioritises academic qualifications over anything with a vocational slant.  Your editor probably thinks they fall into the category of ‘courses for other peoples’ children’ but then he may be a fool.     
I’m not allowed to think like that, but thanks. May I move on?

Knock yourself out.

Shall we have mock exams?

Yes. We need to find out how the children are doing so we know what to remedy.

Isn’t that too stressful?

Not for most. We can make arrangements for others.

Are you Covid-testing at school? Who?

Yes, we’re all ready. Tables, screens, swabs, people, the lot. Staff, at the moment. Children who are in school next.  The Local Authority is helping us.

What about the children who’ll be really frightened by this?

What do you take us for? 

What do you think of the PM?

I’ve seen better.

How stressed are you?

Not very. I’m pretty old.

How annoyed with the government are you?

On a scale of 1-10? 400.  

Can I ring you up?

Happy to oblige. Ask me about the National Tutoring Programme.
 
CR
6.1.21 

Dear Mr Williamson,
​
It was the staircase that did for me on Thursday the 12th, the morning after the announcement that schools would close and the exams were cancelled. We had a mock GCSE Physics exam and proceeded as usual, corralled the youth into the dining room, instructed them about examiners’ wheezes and checked them for pens. Then we send them up to the sports hall in batches, a trip involving four sets of double doors, six sharp turns and two flights of stairs. Old folks position themselves on the stairs encouraging the youth to approach the exam hall in the zone, silently, thinking about physics or whatever tasty dish is on the menu.  

I was on the half landing and frankly, unimpressed. I said to myself ‘This’ll have to improve before the real exams start’ until, as they say in the six counties, I caught myself on. This was it. There weren’t going to be any real exams. It was a miracle of muscle memory and instilled habits that they were walking quietly up the stairs at all. They’d never take Physics GCSE again. Or any other. What? How could that be? What vacuum were we about to enter (as the physicists say)?

For the record, I think the closing of schools and the necessary cancelling of exams was done well and briskly. It gave us just enough time to organise and to talk to year 11 and 13 in particular about their futures. It gave them the chance to see how adults have to mobilise rapidly and change quickly when crisis headbutts the door. At least, I hope that’s what they saw. We’d been doing Virus Q&A in assemblies and had y11 on Wednesday afternoon, two hours before the announcement. The first Q to Roberts was ‘What will happen about the exams?’. ‘Keep working!’ quoth I – ‘Exams will happen no matter what’. When I climbed onto a bench to address y11 the next day had to begin with ‘so you remember the question about the exams?’. They were kind enough to laugh.

Trusting in your skills, sir, to make sure the solution this year is fair and good, this break in the cycle could be a great opportunity to improve education. You’d probably welcome my advice. Are you sitting comfortably?

There are many things wrong with GCSE but the biggest is that it’s completely unnecessary. Until 1951 children who stayed at school past 14 got a School Certificate. That was replaced by GCEs in 1951 for those who stayed on until they were 16. The GCE pointed towards ‘matriculation’ or university entry. Indeed, the exam board AQA was, in my time, the Joint Matriculation Board of the northern redbrick universities. OCR was Oxford and Cambridge, Pearson the London Board. The blessed GCSE was born in 1988 of GCE O-levels and the CSE. They were both qualifications for further study or the job market at 16. A-levels remaining unchanged for nearly 70 years were designed to assess whether a tiny minority of young people were university-ready. We scaled them up but didn’t change their purpose.   
May I pose three questions? The first is: why does everyone have to take an exam that is essentially a filter for university entry two years later, for a minority of students? The second is: If no one can leave school until they’re 18 why does everyone have to take an exam at 16? The third is about the forgotten third. What possible justification is there for an examination that a third of students have to fail?    

You’ll be desperate to hear my solutions so here they are. First, we need to rethink what we want for young people and the nation. University is only one pathway and many, many (most?) jobs are better served by apprenticeships or on-the-job learning at 18. Not everything is examinable by examination. If we finally, formally decoupled most of our assessment system from its elitist past we might also put ourselves in a better position to seek the holy grail for English education, proper parity between academic and vocational strands. Second, we’d still need some kind of assessment because we swap a lot of students around at 16. This remains sensible because they’re old enough to make choices about their aims in life. They need a passport to the next stage. That should be a reliable, trustworthy and standardised set of grades with a particular focus on proficiency in English and maths. Third, that passport needs to be fair and to assess endeavour, not advantage. A child who works very hard but achieves proficiency slowly needs a qualification which tells the receiver what she can do, not what she can’t do. 

The current system which officially uses the word ‘fail’ to describe the school careers of a third of children is not only wrong, but wicked. But my solution is rooted in something much, much bigger.

My passport at 16 would be assessed by teachers, the same teachers that taught the children. Why? Because they’re already there, thousands of skilled education assessors. How? Through assessment based on our current expertise, standardised through the National Reference Tests. These are maths and English tests that a selected sample of children take each year – Tallis did them in 2019. Teachers don’t see those tests or find out the results, but they’re designed to estimate the range of abilities present in a national year group. We have the data we need to do something completely different and much better.

It will require a leap of faith from some earthbound factions. Politicians and policy-makers will have to trust teachers. School leaders will have to trust teachers. Parents and students will have to trust teachers. All of them will have to understand that teachers have a particular skill in assessment that only fails when too much weight is put on it. That skill can easily bear the weight of a single child and it can stand firm under scrutiny, but it can’t be used to measure the success of a school. That needs to be done another way, by a properly funded expert inspectorate using serious longitudinal studies into what helps children learn and what doesn’t. 

Teachers will be honest about assessment if school leaders let them, and if we all agree to lay down the petty rivalries that brought our system to its knees. We can hold each other to account using a nifty little tool that’s live in the system already, the Framework for Ethical Leadership in Education. That requires school leaders to show selflessness, integrity, optimism, accountability, openness, honesty and leadership. It demands that we do it showing trust, wisdom, kindness, justice, service, courage and optimism. We could build a better system on a new level of professional trust.

Out of this terrible experience a better world might be born for our children. Future years might not equate education with exams and exams with failure. They might enjoy school a bit more and love learning for its own sake.  We might train and keep more teachers. Keep an eye on this year, Mr Williamson and have the courage to think big. Sure, we’ll still need some exams at 18, but they’re big enough to walk up the stairs on their own then.

Yours ever, CR   

27.3.20    

I often tell you that I’m looking out of the window. I wouldn’t want you to think that’s all I did, but my window – as is befitting – is a particularly interesting one with much to see. It’s sometimes so interesting that I have to intervene. On Wednesday I looked up and saw a small person sitting on a bench at A Time Not Authorised for Sitting Outside. Fortunately a teacher much more experienced with the older sort skidded to a halt and parked himself. I watched their deep conversation during which it transpired that she’d taken being ‘sent out’ literally.  Children in the northeast used always to describe being sent out as being ‘flung out’, conjuring an image of centrifugal force, but even that didn’t extend to leaving the building. 

You never know what they don’t know. We discovered some 16-year-olds yesterday who’d never played a board game, had no idea of the conventions, didn’t know any card games. They were offered this chance as part of the Tallis Choices Community Day. Younger year groups had time on sustainability, relationships, violence, drugs and careers, but year 11 get a bit of support in how to make the right choices in a year full of exams. This included what to do to relax, on the grounds that many of them are a bit anxious, and mocks start in a fortnight. Yoga, team games, board games, relaxation, meditation and a bit of optional crochet. 

But you never know how they see themselves. One chap who’d opted for the crochet fetched up in XFN Study Hall (expectations, effort, engagement) with it later and calmly sat down to while away an hour with the wool. XFN isn’t optional and it’s only for those who’re strangers to the flashcard. You don’t have time to crochet quotations from An Inspector Calls even in 1 hour 45 exam, so that little bit of creativity had to be suppressed.  Kindly. There are places to relax and there are places to work.

And places where sitting zipped into your puffa with your bag on your back ready to spring is a little unnerving.  Year 12 were debating all day and I muscled in to judge the final. The chair was inexperienced and keen to learn, but didn’t look very relaxed and also had to be warned about applauding one side more than the other. Be more Bercow, I advised. On the way in I followed some people so tall I couldn’t see their heads, boys whom the gutter press would characterise as arrogant yobboes, clinging to one another in case they have to articulate an unprepared thought. ‘I’m going to sit next to you. I can’t speak out loud even if I’m asked’. Mind, off-the cuff may make more sense than another who confidently told me ‘you can catch death from meningitis’.

Either of which were preferable to year 11 on healthy eating. How was it? ‘It’s all about the poo, Miss. You’ve got to get it just right.’  Thank you, indeed it is. Oh look, there’s someone I can talk to about the weather.

Or politics! Which brings me neatly to heads’ priorities for school funding which I’d like to share with you in the necessary purdah-imperative spirit of impartiality, having taken my puffa off.

• An adequately-funded National Funding Formula for all schools
• Proper funding for SEND and High Needs provision which is in crisis
• Adequate post-16 per pupil funding rising from £4000 to £4760, not £4188 as planned
• Funding for social care, policing, counselling, behaviour support and all the other unfunded extras now expected and required of schools

• A published 10 Year funding plan as recommended by the Education Select Committee
• Clarity about future costs and future revenue streams
• Salary increases fully funded by new money.
• An independently verified benchmarking tool for school funding
• Independent statistical analysis so the system doesn’t have to rely on the IFS and EPI for accurate and unvarnished funding analysis. (On this last, government have referred to a headline investment of £14 billion into schools and the UK Statistics Agency riposted  “There is, however, a risk that the figures could mislead: for example, people who read no further might expect that the headline figure of £14 billion refers to an annual increase.  We therefore encourage the Department and Ministers to continue to provide appropriate context when making statements on school funding.” 

 
Does this sound unreasonable? I don’t think so. If we really cared about children we’d have 10-year funding plans which couldn’t be unpicked by governments. Children’s futures are too important to leave to politicians.
 
I discovered a brilliant poem two weeks ago, Anne Carson on Troy.  It ends

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   

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

​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

A practical lesson today as I thought you’d like to know what we do at GCSE time. We teach them, obviously, for years on end and practice exams, you know all that. We nag away at them and warn them about deadlines and tell them how to revise. But how is it actually done, in the Sports Hall, on the day, child v examiner?

A big school has a well-staffed Exams Office so they do the legwork with the boards: Pearson, AQA and OCR.  They’re huge businesses. We spend towards £200k a year on exams alone. If you were starting from scratch, is that how you’d do it? Private companies, who also write the textbooks? Isn’t examining compulsory education part of the state’s responsibilities so shouldn’t exams come down with the rations? If they did, would it be more flexible? Could we make educational choices that weren’t affected by business interests and competition? Do we actually need GCSEs now that everyone stays on? 
    
Sorry, anyway, exam boards have rules and we comply with all of them. The Exams team has an army of hourly-paid invigilators trained up and ready to be set loose in the exam rooms. Teachers used to do this, but workforce reforms of the early 2000s decided it wasn’t a very good use of their time. (Despite many of us fearing that unfamiliar faces would lead to mayhem in exam rooms, it didn’t. Mind, it’s an extra unfunded expense.)
​
Timetables are devised once we have national timings and rooms allocated. We have a lot of children who need extra time or special provision. Some need scribes to write down what they know, some need readers and writers.  Some need amanuenses to help them or nudge them to complete. The basic extra-time children are in the main exam hall with the others: the special provisions are spread out around the school.  We’re very full with a high room-use ratio so every room used for an exam displaces a class. Is Spanish in English? is an entirely sensible question in May. 
  
Every exam room needs equipping. The desks so far apart, wall displays covered or removed, exam warning notices put up, corridors outside festooned with QUIET PLEASE, shushers activated.

Immediately before the exam candidates gather in the dining room for counting, sorting, and calming. The subject leader reminds them of the dastardly tricks examiners play, and which questions they should answer. Odd but important - we don’t want a child to take a sudden notion to answer on Buddhism instead of Christianity, or Richard the Third instead of Romeo and Juliet. This morning Madam French said remember the van and while I was in a retro Citroen bucketing around the Peripherique in my head, the youth were nodding sagely and thinking verb, adjective, noun agreements.

We walk them up the stairs in silence and they dispose of phones, bags, watches, waterbottle labels, opaque pencil cases. There’s a photo on each, and berth-finding takes a while. We allow time for the checking of pens, calculators or not, extraneous items on the floor, right papers in the right places. Head of Year is despatched to find latecomers (30 minutes or no exam). Finally, final instructions: don’t sniff, don’t gaze about, don’t ask to go to the toilet, Good Luck and the big number for the finish goes on the board.

Even exam time passes, the standard-time finishers tiptoe out and all flop about a bit on the yard before going to class, a revision session or home. Phew. 
   
Teachers aren’t allowed in exam rooms anymore, so often the first they hear of what was on the paper is when children debrief each other. This can cause palpitations. Is it worse to hear that the paper was easy or hard? Is it helpful to spot a child banging his forehead with a cry of energy, not glucose, aargh?

Last week’s Guardian had a piece about GCSEs and the effect of the exams on the young. It included all sorts of worrying things about stress and the physical effects of exam terror. It cited schools where character education is all about resilience so that children cope with harder, linear exams, and I don’t like the sound of that at all. It talked about the pressures schools pile on and how ticking countdown clocks turn stout young souls to jelly.

I can be smug and say that we try not to be too, well, extra about it. We don’t have pictures up of children who do the best and we don’t spread terror stories about what happens if you don’t get a 4. Life doesn’t actually end at 16 and some of that stuff is just disrespectful to people who aren’t doctors or high court judges, which is most of us.
It’s a really hard circle to square. Post-16 life requires results so GCSEs are a gateway, for good or ill. Has the pressure got worse? Undoubtedly. Does it cause mental illness? Yes. Can we do anything about it?  I’m not sure, if we insist, as a nation, on judging children by educational achievement. For every school panicking about its results there are parents who also have their hearts set on particular grades. For every stressed child there’s an indolent one who needs to be coaxed and hassled to work.

When does raising aspirations turn into unreasonable pressure? When does a reminder of how long there is to go turn from a countdown to a time bomb? How do you deliver different messages in classes of 30 and assemblies of 300? How do we balance the cost of student support services against the price of maths teachers? One hour 45 to answer, use both sides of the paper, show your working.  
 
CR
18.5.18
 
 
 
 
Who’d put children through this?

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

Funny how the world turns when you’re not looking. Distracted by turquoised youths and unable to use technological social megaphones I have a limited world-view. For example, I try not to think about academies but that doesn’t alter the fact that 70% of secondary schools are academies or Free Schools now, and that those of us who stood still are in a minority. 36% of schools are part of MATs (multi-academy trusts), many of them big ‘uns. This is interesting (really, bear with me) because the larger MATs are developing their management and their economies of scale. The most successful in terms of GCSE outcomes - because that’s the only way success is measured – have developed very safe ways of getting results. As you’d hope.

First among those methods is standardisation of processes across schools. So, a large MAT will employ a Director of Curriculum and subject specialists. They design and write the curriculum for, say, History, or Science, and how it is to be taught in the MATs schools.

In the old days, Local Education Authorities kept a stable of such folks, and schools used or adapted the materials according to need, inclination or diktat. When the funding went, the Advisors and Inspectors disappeared from County Hall. Once performance tables became the only measure of the system, curriculum design merged with the GCSE syllabus.
  
This didn’t do anyone any good because exams measure knowledge, they don’t define it. That’s a different rant, however, and my point is that we are now in interesting times If by interesting you mean ‘things that make me chew off my fingerends’. The big MATS (I said MATs, not Macs, do pay attention) don’t just appoint the expert and issue the curriculum, but they also give teachers scripts. Scripts, like in a play.

What kind of news is this? It might help the workload crisis that we face: teachers don’t have to prepare the teaching materials or write or adapt the curriculum. They just have a script and then can concentrate on making sure that children are progressing, intervening when they need to. Given that for the third successive year we’ve nationally failed to meet teacher training recruitment targets by a mile, we could perhaps do with some scripts. And someone to read them out.

Or it might be terrible. Pundits luurrve to say ‘we don’t want teachers reinventing the wheel’ which is head-bangingly obvious, but it doesn’t cover it. The best teachers burn with a love of their subject and take intense satisfaction in devising new and interesting ways to teach it. They create, experiment and refine. They recycle stuff that works and ditch stuff that doesn’t. They tinker and tune, and get the results. They use their learning and their own habits to lead and support the little learner in front of them. They share and steal, they revel in the stuff.  Some of them take over the department and write their own curricula and give it away to others. Some take over schools, and put knowledge and creative learning at their heart

All of that takes time, which, in a horrifically underfunded system, is beyond rubies. So the big MATs with their Curriculum Directors work one way, and we try to do it the old way: good schemes of work, good shared resources and planning, freedom in the classroom to adapt and adopt, as long as it works. Would workload be reduced if we handed everyone a script? I don’t know. What would that cost? What kind of people would we become?

Which takes me back to last Wednesday when I went to a gig for my dear chum Prof Michael Young, to celebrate his 50 years at the Institute of Education. He’s see a lot, and he’s worried about the future for schools when teachers don’t have to think it through for themselves from first principles. Worried about the scripts.      

Another Prof, our school chum Bill Lucas, has been namechecking us this month, thank you kindly. He’s worked with us for years on our habits and dispositions, on our creativity and love of learning. Now he’s working with PISA to get that into the international measures. I’m pretty sure there won’t be a script for it. 

Anyway, we had Community Day this week, thinking about our futures with lots of career-friendly activities: planning, debating, collaborating, thinking. Year 11 did yoga and spacehoppers as well as thinking about their Tallis legacy and revision timetables. Everyone branched out a bit, and thought expansively.

I walk out into a snow flurry at break and everyone was ridiculously squealing and shrieking. Teachers who get them into class afterwards need to use all their skills to dial down the excitement and turn their minds to thinking hard. Would you have a special script, for a snowy day in London?

I don’t know where this curriculum path will lead us all and I might be worrying about nothing. The MATs are dominant, though, and big enough to sit an elephant on. And you know what happens when they get into the room.
 
CR
31.11.17   

I'd been in town pestering the great and the good and pottered back from the station at break time. Children often imagine that the road elevation of the grassy knoll to the east of the site is invisible, despite the see-through fence, and can be startled by a known person apparating in front of them.  

Not so the cheery year 7 boys I chanced upon, sitting in a row, phones in hand, chortling and shoving each other hilariously. I asked if they were spying on the road and they leapt up and gestured through the bars at me, explaining enthusiastically that they were 'playing a very intense game'. Parents fear that phones mean the loss of all social skills but not with these chaps. While it did involve phones, the intense game also seemed to require raucous laughter, throwing themselves about on the grass in the way of 11-year-olds, and much rolling around. The old and the new. 
 
Last night was Open Night and we had upwards of 1500 visitors through the doors. Head of Year 7 and I did 6 hall-fulls (with extra chairs). We also combine the old and the new as she's a lot younger than me. Our hall is pretty nice, being newish, and with a film of year 7 at work running on the back wall, flowers on the Tallis turquoise cloths, the stage lights and Freddie on the old Joanna, it's a stylish venue. We don't do the PowerPoint thing, so we talk about what parents worry about: transition to a big school, pastoral care, curriculum choice, break and lunch, form groups. Of course we cover the other things, but we talk about the whole child before we break him into constituent parts.  We'll take care of your little one and try to give her a memorable, happy education.  

This neatly leads me to tell the people about our new school plan's 3 parts: curriculum, inclusion and community. Curriculum: we want to preserve the broadest offer, it's a struggle predicting the future, this is what we do at KS3. Teaching's good, staff are stable (no reflection on their mental state, I mean that we don't have a high turnover). A level and BTEC results are very good, young people come from miles around to study with us in the sixth form. GCSEs need to improve but who knows what this year's results actually mean. So many re-marks, so much alteration. Inclusion's nex, in four parts: provision for learning for everyone and the wonderful work of our Deaf Support and Speech and Language centres. Wellbeing and our concern for mental health. Safeguarding and the time we put into it, and behaviour. We're relaxed but not sloppy. We're fussy about relationships and their development and maintenance. Finally, Community: we want to serve. Join in with us, please.  

I don't know if that's what parents expect to hear but it seemed to go down well. Behind the scenes, we're tussling this week with the progress accountability score. Context is everything here: we have room to improve but we took a principled stand with the year group when the new measures came in and didn't force them to change options so the school would score better. Oh for a national accountability system that's risk-assessed for its impact on children's experience of school. 

(The adults' experience can be mixed, mind you. There was huge excitement - everything's relative - about the Tidy Staff Room competition. You may be interested to know that Visual and Media Arts won the silver Desk Tidy for Most Improved, but Design Technology took gold for Best in Show.  

But reflecting on the week, it's the tensions that stick. We'd been waiting for the progress information so that we could get stuck into the metrics. We're committed to our support services but there's no money to fund them. We'd like to represent our community better.  

When parents come to see us, what do they want to see? How much information helps them choose? We talk a good game, but we're not complacent. We don't stop picking over results in good years or bad until October. We plan for the short and the long term. Do they want to look under the bonnet?  

A young inmate with an eccentric gait came to see me because his trousers had split 'picking up a pen in Geography'. Keeping him at a distance I said it wasn't obvious and he should carry on regardless. He thanked me kindly and rushed off. I think parents expect much the same: they need to trust us to make sensible judgements and carry on. The old and the new combine here too I suppose: we worry about our service to children not less than all of the time, and we deal with each new challenge as it comes along. It's an intense game, and we laugh when we can, but only the young ones roll on the grass. 
 
CR 28.9.17 
 ​

Welcome to new readers. I write a blog at least once a fortnight and more often if I feel particularly opinionated about something. Some blogs contain useful information, but there’s a lot of that elsewhere on the website, so these pieces are reflections on the state of education as seen, 39 weeks a yea,r on Kidbrooke Park Road.
This week’s piece is in two parts. Part 1 is before our children come back to us, part 2 after. I’ll tell you how the day went!
 
September 6th 2017 part 1

We’ve talked and tidied and ourselves for two days since the holidays ended and now we’re ready to welcome our young people back. We think we’re ready now, so we’ll fling wide the gates and get the show on the road for another year. Term begins with welcomes to new starters – largely year 7 and year 12 – lots of assemblies, raucous and refined reunions, some tears (from anxious parents) and a lot of hugging. Day 1 is peak hug, which is saying something.

Saying goodbye in the summer term is a really strange experience. We have a lovely last morning, a bit of a celebration and then everyone walks away and disappears back into the undergrowth. People joke about schools being very peaceful without children but actually, they’re not schools at all without children, just big public buildings filled with emptiness and unanswered questions. Two odd ones today. What’s the difference between a noticeboard and a sound baffle? and Have we enough desks?  I’ve never given the former a moment’s thought or thought to worry about the latter. I expect it’ll all be fine. What if I’m wrong?  No-one’ll be able to hear anything and everyone’ll have to squash up for a day or so. Of all the things I lost sleep over in August, they didn’t remotely feature. Cripes.

September is simultaneously the best and worst time to do new things in school. It’s the obvious time because it’s good to make improvements with a fresh start, and the worst because the holidays wipe your memory and you can’t remember the motivation for arcane changes. How did we say we’d avoid that bottleneck? No, really? Cor blimey. A new rota, please, pronto.

I’m not so cavalier about the other questions we think about before the year begins. Why are we teachers? What are we doing it for? What do we really want for our nations’ young people? Do we have any way at all of measuring it? I’ve not written yet about this year’s exam results, apart from the information on the website here. In a nutshell? Sixth form results were jolly good again, with lots of young people getting a great boost into next thing. Year 11 results are a bit impenetrable this year, as Mr Tomlin’s Q and A document explains here: everything’s changed again and will change again again next year. In both sets of results some amazing achievements at all levels, some triumphs against adversity, some just deserts, some inexplicables, some wild inaccuracy, some re-marks. Is it too soon to hope for a new emphasis on our children as children, not examination yields?

If only other education stories in the news had been so equivocal. In what seemed like three ghastly days we had scandals about pay, exams and sixth form admissions. I expect that parents are at a loss as to what Heads think they’re doing?  May I offer a thought?  If, nationally, we can’t agree whether it’s important to hitch up our international PISA scores or worry about children’s mental health, in a system so deregulated that no one can speak for anyone else, we shouldn’t be surprised if people make odd decisions. Confused? Who isn’t? Let me get back to my sound baffles.

We’ve committed ourselves at Tallis this week to keeping our eyes firmly on our children as children, on what they need to fulfil themselves today and this year. We’re thinking about our broad curriculum, our commitment to inclusion and our diverse community. We’re thinking about persistence, discipline, imagination, collaboration and inquisitiveness. We’re concentrating on kindness, fairness, respect, honesty and cheerfulness. We’ll do that all year, every year, and we’ll teach our young people everything we know. At a time of nuclear threat and wickedness the world over, we’ll strengthen their hands through education so they understand the world and can change it for the better. 

CR 5.9.17

My brooding on the freedom of the press was interrupted by the unmistakable sound of 12-year-olds legging it down the corridor. By the time I’d leapt from my reverie, found my shoes and set off in pursuit, my admonitions went unheard above shrieks of joy. What I lack in speed I make up for in determination and tracked them down to block 3 where I found previously blameless children excited beyond containment by water squirting ‘outside the library Miss that corner near drama’ as if I needed a 6-figure map reference. That made it worse (Books! Water!) so they got some thoughts at old-fashioned volume about the dangers of running in the corridors. 20 minutes later, letters of apology appeared, nicely written and heartfelt.
 
I was out the next morning learning about empathy (really, you couldn’t make this up) and felt rather ashamed of myself. I trotted off at moderate pace to apologise at afternoon tutor. I shared my nightmare vision of a tripped-up child’s head trodden on accidentally and we nodded sagely to each other and looked sad. Then we perked up again. The squirtee grinned happily at me at parents’ evening and I kept my counsel when other parents hoved to.  
 
There’s a covenant between teacher and child which shouldn’t be overlooked no matter how closely school and home work together. You make mistakes at school and sometimes the sheer joie de vivre of being young takes over. As long as you’re not doing it all the time, we deal briskly with a first minor offence. Forgetting homework, being late once, running in the corridor, wearing the wrong jumper, not having your kit, trying to subvert the dinner queue – all can be quietly nipped in the bud.
 
Parents might hear from us for a first offence if it’s cruel or anti-community: oppressive language, spreading rumours, fighting, undermining teachers. Whether you hear from us or not, we’ve made a judgement about the severity of the incident and we’re either just raising an institutional eyebrow with a bit of a glare or we’re pressing a reset button and we’d like it pressed at home too, please. 
 
I think most parents are happy with that – it’s a matter of us using our judgement. Sometimes we’re challenged for not reporting every infringement, and allowing things to stack up before parents know about it, so the first conversation between school and home is more difficult than it might have been. Hard to know what to do.
 
Some schools are really big on sweating the small stuff (not that I really know what that means) and believe it makes all the difference to children’s self-regulation. Like uniform, it’s a matter of school ethos. I was out and about at an unusual hour today and passing through communities at school’s out time. Young people everywhere, happily drifting around the pavements, walking backwards, shoving each other a bit, grasping each other doubled up with laughter. And if I was to go into any of those schools in the morning I’d get a feel for the way it is and how it holds together – and if that’s missing, you miss it straight away. I can’t explain that either, but a safe and happy school makes you smile when you walk into it, and the opposite makes you look for the door.
 
Upstairs, year 10 are practising exams-in-the-hall while we all practice what-will-the-marks-mean? I take a guest to lunch and we chuckle at year 9 alone, vaguely wondering where everyone else is, as if year 10 and 11 might be hidden behind a pillar. They’re growing up, my dears, examined and gone, or under invigilation. Yes, even at lunchtime. The guest is blown away by the articulacy of the chat and the quality of the sausages. We’ve Jamie Oliver to thank for the sausages, but we do the chat ourselves.
 
A tall colleague comes and takes me surreptitiously by the elbow. ‘Press photographer outside’. But it isn’t and after a pleasant chat I wander back through reception. The sun shines through the back windows as if we could disembark onto the happy lands and I pass some drama rehearsing in the corridor. ‘Come and see our piece, Miss, we all die’. Later, we look out of the window and see children dancing wearing cloth and bamboo structures, being photographed by their peers. Very Tallisy, all’s well.
 
Learning and kindness are important, happy schools are important, freedom of expression’s important, space to make a mistake’s important and the freedom of the press is important. With children, every day’s a new one.
 
CR
28.6.17 

You can start a year where you like, but it has to end at some point and another one begins. Years actually start in September, but I understand that others may believe it to be January. Seems odd to me: it’s very dark, and cold even here in the south, and by January we’re actually nearly halfway through the real year which starts mellowly in September and chugs on until the examiners have had their pound of flesh. January with its much-hyped resolutions is just a reboot to keep us going until the sun comes back.

Year 11 had a nasty shock in December with mock exams based on what the new GCSEs will look like. You understand that I’m talking about maths and English here, where A*-G is being replaced by 9-1 and no one really knows what's going to happen. Well, year 11 do. They had a look at a maths paper produced by the exam board and it had given them pause for thought. Revision sessions were popular this week. Perhaps we’ll even offer biscuits. We hand out the mock results in a mock-August manner early next week, in the hope of focusing the mind of those who lack imagination about how they might feel on the actual day. It works for some, but for others 8 months is an eternal sort of time, even 5 months to the exams is unfathomable, like the age of the earth or the distance to Jupiter. One pleasant sort of chap told me he’d not done much revision because he wanted to find out how well he’d do without it. He knows now. Resolutions all round.

Just as well the young ones aren’t in charge of the institution (for all sorts of reasons, really). They’re easily distracted and very much concerned with the interior of others’ heads and phones, rather than devoting themselves to defeating the examiners. As I heard one remark to another ‘Yes, but you’re just trying to impress Ellen’. Has she noticed?

I go upstairs to take issue with year 9, the awkward squad of any school. This particular bunch of comedians was inhospitable to a visiting teacher and will be mending their ways. Some get to spend extra time reflecting on their manners. At lunchtime the dining room’s overcrowded because of the rain and there’s some huffing. I see some of them later, the huffers and ill-mannered, in punctuality detention. Every term the same, we re-embed the rules with those whose lives mean they forget them over unstructured holidays. Every term’s a new year.

And I make a hash of having a new idea and in fine cart-before-horsing put out a proposal without any time to discuss it or refine it. It’s not Machiavellian, just inept, so I press pause and give us all time to think. There’s a lot going on and just because the government change everything every year until our heads are spinning doesn’t mean that we should do it in school. There’s always time to think. Well, nearly always, and when there isn’t, you’d better be pretty experienced at making snap decisions.  I am pretty experienced, but still spooked this week by a combination of budget reduction, accountability measures, assessment and curriculum change.

But I enjoyed a few minutes this morning watching a new teacher talking to an old stager across the yard. I couldn’t hear them but the hand gestures were magnificent. If they were devising an entirely new language, its one I want to learn. We can add it to the gestures we already use in school such as  ‘take your coat off’ (plucking your own shoulder), ‘get in a line’ (a sort of repeated flapping motion) and ‘Really? Would you like to reconsider that action?’ (hands thrust outwards combined with a Gallic shrug, outraged  eyebrows and goggly eyes, try it at home). All those being ones teachers have to avoid using when out and about among the populace in the holidays and at weekends, for fear of being incarcerated.

I think the latter gesture would work well for the West Sussex Heads, the unlikely shock troops of the Reasonable and Exasperated Tendency, as they take on the Department over the money issue. How are we to make the books balance? Employ fewer teachers for more students? Close for half a day? Turn the heating off? Stop doing all the things that have made such a difference to vulnerable  children’s lives over the last 15 years? Altogether now: shall we reconsider?

I gesture at the weather as the sun suddenly goes in as we approach break. Snow. Really? 
 
CR
13.1.17

​​We have about 600 new starters every year in year 7 and 12 and by the beginning of October everyone’s largely settled in. Those who are showing signs of regret, rebellion or difficulty are coaxed along a bit. New staff can find their way from classroom to staffroom and home without a minder or string. We’ve looked over the results, worked out what to do next and where the holes are. Performance Management is done, new shoes defeated. 75% of plans are underway and the other 25% recognised as ridiculous ideas.

​By half term the engines tick along nicely. We’ve had open evenings and the new starters are confident enough to do the selling for us: the books are open for next year. By Christmas we’ve got going on parents’ evenings and mocks and looked next year’s budget in the eye. Predictions are telling us what we want to hear, or not. Action is being taken on two thousand fronts.
​
By January, we’re halfway through the year.  The countdown clocks in assembly appear to speed up.  We’ve got used to each other. Tallis is universally cheerful but Year 7 are also terrifically enthusiastic, year 8 cocky, year 9 irritating, year 10 gloomy and year 11 working like Trojans. Year 12 are in denial and year 13 beside themselves. Awkward squads are decommissioned. At February half term we work out what needs fixing and panic about the arrangement of weeks before Easter. I call for the Easter holiday to be fixed, but not to anyone who can make the slightest impact on it. We worry about the exams and terrify ourselves with mad rumours of this year’s government interference.After Easter we’re like hamsters on a wheel for weeks. The exams are here for good or ill, we sort out staffing and the budget. Everyone over 15’s panicking about something. Then there’s another hol with revision sessions, and a mad rush to get everything finished for the summer and the new year? All in place? Off we go.

Over the summer holiday we worry about the exams. A bit of time to reflect and it washes over you. I’ve worried about results in areas of outstanding natural beauty and in front of the major cultural artefacts of the world, in spiffy new museums and edgy galleries of modern art, over exotic cuisine and accompanied by interesting wines, on trains, boats and planes and in cathedrals ancient and modern. All that being said, I’m reasonably good at compartmentalising until the final 24 hours. This year I then betook myself to Edinburgh and drowned paranoia with bagpipes and detective stories.

On the day, we meet at school and fulfil our various roles. The news comes to me in the form of himself in shorts, with a post-it. This year’s post-it was a jolly one. Good, good, good news all round.  Big smile, shoulders back, stand up straight, certificates in envelopes, smile for the camera.

So September, this September, is as it should be, full of hope, excitement and new beginnings not regret, recrimination and exhumation. We re-embark and launch out from the quay for another year at sea, ready for any weather.  Sea boots on for September. Welcome back!
 
CR 30.8.16

I might have told you this before but you can’t stop me doing it again. I once heard a great speech from an old gadgy (geezer to you) who had a loo roll with a face drawn on it. His opener was ‘Tommy the Toilet Roll says life’s a messy business’ and he had the audience on the edge of their seats (sorry) for 20 minutes. Were there ever truer words?

The end of term isn’t just messy but positively hazardous. Time telescopes and things are hard to finish.  We vow every year: next summer everything will be ready for the results and the new year, nothing untidily hanging over from the old. We fool ourselves with the myth of after the exams when there’ll be fewer children and time for everything. As it happens, there’re fewer children but mountains of new work and loads of self-inflicted complications. Trips, musicals, visits, writing action research reports, finishing off timetable and staffing bits. Inventing new rules, new brooms, shining light onto dark corners. Remembering that in real time there are very few days between now and September and saying goodbye to those who are moving on.

​When the young people go, we have events and age-appropriate parties.  Year 11 prom was in a marquee at school, the year 13 party – a cool affair – at the Yacht Club. Staff leavers have speeches and, this year, a barbecue in the yard after school, a nice idea from a devoted soul.Like many schools we unusually have a lot of leavers this year. Budgets are falling and staffing reduced, so voluntary redundancy’s offered. The process is painful: some go happily and others sadly, but they each leave a hole. When teachers leave there’s a dramatic cut-off point. By May half term we know what’s what and the word is out because they’ve had to be replaced. When support staff go it’s all much quieter. 

For those who systematise our lives the summer term is madness. Admissions hot up, September’s organisation needs to be ready to go and the building gussied up. We’ve had a bit of trouble (a Fundamental British Understatement) with our drains, and that’s not easily remedied with people cluttering up the place and needing to go to the loo. Painting needs doing. And when the holiday starts, teachers make random appearances to catch up with stuff, look for things, tidy rooms, mark books, prepare lessons, stare into space and badger administrators who are trying very hard to keep the world turning.  

We marked something of that this week when we rededicated a blue plaque remembering linguists trained at RAF Kidbrooke until 1953. These young people were immersed in the languages of the Cold War then embedded behind the Iron Curtain. We had some veterans and an Air Commodore, and we spoke to them in 14 languages and explained the history to the great and the good, followed by lunch (good training in small talk), thanks and promises to keep in touch.    
 
And last week was We Will Rock You, a showcase for young people finding their voices and learning how to perform. It was slick, funny, tight and happy and, like our daily lives, the visible manifestation of countless nights of rehearsal and days of encouragement. Thank you to the teachers and support staff who made it happen and the children who made us sing and laugh – and cry, because we’re old.

So my biggest worry at this time of year is forgetting the people who hold our world together. The managers, personal assistants, organisers, administrators, technicians, librarians and para-professionals who make it possible for us to be flashy, confident, inspirational and reliable but who don’t often get to take a bow. I like nothing better than a captive audience and the sound of my own voice but I fear the goodbye speeches in case I forget anyone or say something egregiously crass. The only reason I don’t is because someone buys the cards, puts them into my hand, passes me the flowers, organises the catering, opens the bottles and mollifies the offended. What am I meant to do if it’s that person who’s going? Fend for myself like a big girl and say thank you from the bottom of my heart to the invisible navigators who help us steer the ship into harbour after the year at sea. 
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Support staff know that life is a messy business and structure, routine, kindness and understanding are essential in adolescent storms. They’re handy with the loo roll, the spreadsheet, the diary and the telephone. Like the best of us, they love the child in the moment and never underestimate what they can become, and they work damn hard to change the world for the better.
 
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14.7.16

I borrowed the album: it wasn’t so much the songs but the friendly act that remains, the realisation at 12 that I could listen to the stuff that the cool kids liked, that Ziggy could tell a story that chimed enough with the little I knew of life to know that it was true like poetry was true. Life on Mars made perfect sense. ​

​The distance between my school days and how schools think now is like infinite space. In the 70s most of us looked on exams and assessment as a god-awful small affair, hoping that a bit of work at the end, aptitude, native wit and a winning smile would see us into adult life. I was pretty vague about revision. ​​We got our O level results by post and I can still see the envelope as it wetly arrived on a campsite in Wales containing what could be charitably described as mixed news.   
 
We had an envelope day this week. Year 11 mock results given out a bit like the real thing, in the hall. Tears for fears, praise and blame, now let’s go and talk about what it means. Some want teachers to open the envelope for them. I overheard a friend offering advice ‘You’ll have done more work than that in the summer, though, won’t you?’ The cheesy staging of the event has an effect.
 
Yet the exams that we practice are more like the 70s now than people realize. We use the supporting structures that we’ve developed over recent years when we were clear about assessment and grade boundaries, and what examiners are looking for, when we make predictions and divide up our young people according to the help they need. The trouble is that the goalposts have moved and are set to move every year until 2019 when proposed national benchmark tests bear fruit. GCSE results are a zero-sum game now where a school can only improve if another declines. The old numbers mean nothing. Grades are changing, the papers are harder and schools must plot in the new territory.  Nothing wrong with that in theory, but we never have a year when we don’t have young people taking the things so we can’t experiment in the lab before it really matters to someone.
 
Talking with Professor Michael Young of the Institute this week we chewed this over. Having booted the knowledge debate into the centre of the park in 2009 he argues that instruments of accountability (results) don’t define the educational goals of a school and that ‘satisfying efficiency criteria’ is not an end in itself. 

We are foxed by the room number so I have time to tell her that when I was a lad we spent our lives covering and never got a free lesson from one year’s end to the next. I once worked in an excitable sort of school where someone set fire to the cover sheet on the staffroom noticeboard as a leaving gift. Workforce reform in 2001 put paid to that, but we’ve devised new ways of making teacher workloads unmanageable since then. 

Year 11 emerge from History with mixed interpretations, appropriately enough. We loiter and question. After GCSE maths last week one teacher ran a masterclass debriefing in the yard, working out what’s yet to be asked. When I was a lad (2) we invigilated all the exams so we watched it happen, but that went the way of workforce reform too. Science offered yard advice on Friday afternoon about revision: get up after Fajr prayers, that’s a good time to start (0340). Oh my days, as they say.      

Year 8 return from Sports Day chuffed with themselves so lunchtime is louder. I wander to see how many Tallis Rules posters are still on the walls in June and order some more. A colleague returns, be-shorted, from the Geography trip and presents me with a pencil which I lose immediately. He turns up the volume at the end of the day, admonishing a swearer ‘you in the grey jumper, wait outside my office’. Tallis wears grey jumpers so that’s a bit like shouting ‘you with the arms’. However, the jumper recognises itself and trudges off, minding its mouth.

In the promised land of the summer term we have to do all the things we promised we’d do. I like trips, so we’re Tallising about all over the place. I’ve a minor speaking gig in sunny Birmingham, two colleagues are working with a partner school in Copenhagen. Back on the mothership, controlled assessments battle with speaking tests, opportunities for Taekwondo with science assessments. Everyone’s eyeing up space for next year and I’m worrying about stuff. 

The timetabler is having a day off at a conference on costing the curriculum. He’ll come back with bad news because there’s no good news to be had, even for ready money. 16-19 funding is going to be about half of what it was in 2011 and all kinds of things are at risk, everywhere. Nothing we do is free of cost, but some of what we’re used to might prove to be luxurious, superfluous to the austerity imperative. Pastoral care, enrichment activities, work experience, A level languages, economics, further maths, music:  all the things that give a poor young person a fair chance against a rich one for a competitive university place. All to go, to keep taxes down?

The Secretary of State talks of languishing? Show me the languishing, as young people are hassled from pillar to post to meet facile targets amidst constant turbulence. Show me the languishing as we work through the night to second-guess and justify our every action. Show me the languishing as we wait for the cynical release of the next wave of changes, probably in August? So I was delighted to hear Nick Gibb promise us lead-in time for the next set of changes. I’ll gladly believe when I see it: ‘You in the grey suit, give us a break’. 

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12.6.15

Our examinees at 16, 17 and 18 are showing signs of wear and tear. They’re both ready and in denial, working and feckless, stressed and oblivious. It’s hard to treat them all alike and we have a range of ways of getting them to the finishing line: carrots, sticks, hooks, crooks and the satisfaction of a job well done with a flounce out of the room. At the other end, year 7 parents evening, we explain the progress these little ones have made since being examined in year 6. Thinking on this has shifted dramatically recently. For many years almost every school was criticised for slow progress in key stage three and an achievement dip between years 7 and 9. Faster! they cried. Make a Flying Start! Speed replaced sense and young people were left breathless without actually knowing much while simultaneously making the huge transition to the big school and adolescence. Speedy progress crashes and burns in a new KS4 without modular exams.

So, what’s to do? We talk of depth, consolidation, foundation programmes of study that re-embed year 6 learning and check that every child understands the basic knowledge upon which higher learning is based. The unusable term for this is mastery, so we need a new word. That’s why our work for the next two years is on curriculum content and design for 5 and 7 years, making our young people into independent learners and long-term, confident thinkers. We would have done this in any case: great teachers going not too fast, not too slow. Continuous Goldilocks (as we say). 

Young persons rushing across the yard from PE to Music last week didn’t manage that.  An entire class skidded to a cartoon halt distracted by the tiniest of mice, under a birch tree in the yard. They shrieked and cooed as I sheepdogged them away: ‘A mouse! Can we have it as a school pet?’ and all the warmth and wonder of childhood flooded around us. One big family, one exceptionally small and unperturbed pet.  

Last week we had the US Ambassador in school (home and foreign policy, stars and stripes).  This week it’s Deaf Awareness (t-shirts, badges, cakes, videos, guess the sweets in the jar). We’re fundraising for our families in Nepal. The Rubik’s Cube man came to maths, but I missed it (he can do it in seconds). Our year 11 footie boys won the London Cup. Governors thought about the future shape of the curriculum. We had a mock election: a Labour landslide in our PE classroom Polling Station.   

My grandfather used to say that a young conservative was a sad-looking thing. Why would the young be conservative? Young people should be filled with hope and argument, ready and willing to chain themselves to anything in the hope of a better deal for all. They need to keep hold of that as adults and not have it flattened out of them by teachers or the press. They need to understand the world so that they can change it for the better. To do that we need properly-funded schools, planned teacher supply, sensible curriculum agreements, benefits that keep food in the stomachs of the poorest and the heating on in the winter. Schools and teacher have been spending millions feeding and clothing children: I don’t know where that’ll come from with 10% cuts. 

We’ve been interviewing English teachers here this morning so Gatsby comes to mind as we beat on, boats against the current, borne back ceaselessly into the past. You heard it here first.

CR 8.5.15

Is the weather set fair? I observed a lack of national excitement after the A level results last week, and posed some questions about the way we do A levels and whether the structure of the examination system serves us well. This week, approaching GCSE results, a different kind of commentator joined in when the Head of Eton described the whole examination system as ‘archaic’. The wonderful Professor Michael Young wrote a response on the Institute of Education’s blog,  part of which I reproduce here: 

This is a constant struggle, but we still find time sensibly to assimilate and use the subject knowledge we believe to be important despite the constant churn of national curriculum and examination specifications which require different changes for different reasons almost every year.   

Ten years or so ago I read Redmond O'Hanlon's Trawler in which this greatest of travel writers is quietly but comprehensively terrified by everything about an Orkney trawler in the North Atlantic. At one point he clutches the arms of his chair in a force 8 gale and remembers the 'six degrees of freedom' he'd read about somewhere: pitch, roll, sway, heave, surge and yaw. I’ve had this in my diary ever since.  It serves as a useful, if unfortunate metaphor for the education policies that create our weather.  

This year’s GCSEs nationally are characterised either by recalibration or volatility, depending on your commentator. Either way, they call for sturdy sea legs, but this is nothing new. It is always the case that results are simultaneously wonderful and disappointing, and young people euphoric and upset. 

The change in the weather that would make the most difference to schools is for us to enter a period of calm so that we may concentrate on our scholarly curriculum and expert teaching. That’s something else we do in the holidays: think about knowledge that is powerful and important for our young people and how to make it irresistible to them. Let’s hope the exam debate attracts a following wind so we get a better chance to do it.

It only remains for me to cry ahoy there to our new staff, new year 7, our biggest ever year 12 and all their parents. And ahoy there to all those who've sailed with us before. We're glad you've chosen us and we're ready, whatever the weather. 

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23.8.14

Therefore, allow me to fill the space. We’re pretty pleased with our results here at Tallis, our best ever. We’re pleased for our young people who’ve got what they need to go to university and we’re confident that we can support those who’ll rethink their plans. The internet makes the whole UCAS process much simpler and quicker now most young people know if they’ve got into university by the time they come to school to get the results. It’s a bit more humane than it used to be, I think. Is it as good as it could be? Here are a few questions.

Wouldn’t post-qualification university application take some more uncertainty out of the system? Universities argue that it would disadvantage academically able applicants from poorer backgrounds, but would it have to? We’d have to change the shape of our year, both in school and university, but isn’t that overdue? Wouldn’t it be more transparent? Isn’t that a good in public life? 

How well are we served by having competing commercial examination boards? Why are our young people’s futures left up to an (admittedly regulated) market?

Is the government going to make a quiet u-turn on the Goveite AS fiasco? When schools and universities agree that AS grades aid transparency in university admission and career planning does it really need to be a political issue? When the Secretary of State for Education Secretary says the government is "lifting the cap on aspiration" what on earth does that mean? Does the quiet news today suggest that education is becoming less of a political football?

I’m grateful for an A level results day that hasn’t seen our hard work disparaged by defenders of a system designed to generate an elite rather than educate the nation. I may raise a glass (tonight) to the teachers and parents who have worked, worried and loved our students through to adulthood. I’ll certainly raise one to year 13 themselves who, despite the trials and indignities of adolescence, the incessant fiddling about with education throughout their entire school careers and the ambivalent attitude this society has towards its young, have come through. 

So here’s to the elated and the tearful, to your futures close to home or in a new city, to the difference you’ll make and the citizens you’ll be. Let’s hope that Tallis really has given you an education to understand the world and change it for the better. Good luck, don’t forget us, and thank you for sharing your lives with us.


CR 14.8.14