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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

We recommend OPENNESS, ACCOUNTABILITY AND THE RESTORATION OF CONFIDENCE

23/4/2021

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Picture
In late February 1999 I was in everyone’s way in a school office in another galaxy, but I was a Deputy Head so they had to put up with it. While we’d heard email was commonly used in other schools, we were pretty analogue so I was writing a note to stuff into someone’s pigeon while leaning on a 50s tiled windowsill. There was a kerfuffle over by Denise and by the time I’d stuck my nose into it I’d volunteered to do middle school assembly, in 10 minutes time. 720 year 9 to 11s, long thin hall, shocking acoustics, bellowing required.

I’d been desperate to seize an assembly because I wanted to talk about the Macpherson Report which had been published on the 24th. I’d quizzed a year 11 general RE class about Stephen Lawrence earlier in the term and was dissatisfied with their knowledge and their approach. Getting hold of all of them was too good a chance to miss.   So I told them the story of Stephen’s murder, and what happened after it, how the arrests weren’t made, what Macpherson was commissioned to do and what he’d said. I explained the concept of institutional racism and explained that, despite being 99% white and three hundred miles away from Eltham, it concerned every one of us.   I was apparently quite impassioned: everyone was late for period 1.

Stephen Lawrence’s murder and its subsequent handling by the police is part of Tallis history. Stephen went to the old Bluecoat school and then to John Roan sixth form. Tallis people knew him. After the murder, Roan and Tallis – students and teachers – marched to Well Hall Road in protest. Good for them. And yesterday we marked Stephen Lawrence Day in school for the first time and made our commemoration by whole-school clapping in favour of a diverse and just society. Despite the years that have elapsed and the mistakes that were made we committed ourselves afresh to learning to build a better world together, as our cousins in the US will need to do, now that the verdict in the Floyd trial is in. 

Good policing, unarmed and by consent, is a public good when it is fair and just. A robust court system protects everyone’s rights. A National Health Service protects us all from cradle to grave. The comprehensive school system, similarly built on dreams of equality, endeavour, excellence and community should equip citizens with the shared understanding and values that help us all live happily. None of these are achieved without constant monitoring, protection and proper funding. Our society is just like a big school: we rely on everyone to play their part and to do their job with kindness, diligence and integrity.

Year 13 and I have finished our A level course and Archbishop Oscar Romero of San Salvador appears in the last topic and there are some parallels. Like Stephen Lawrence, Romero was brutally murdered; in his case, in his church in San Salvador in 1980 for protesting about state violence and disappearances. His previous professional life gave the oppressive authorities no warning that he might turn the world upside down with his words. Appointed as a safe pair of hands, he became a thorn in the side of the state until they killed him. When Macpherson was appointed to investigate Stephen Lawrence’s murder many people assumed that it would be a whitewash, but he told the police that they were institutionally racist and needed radical and immediate change. He was given a job to do, and he did it, without fear or favour. The title of this piece is the heading to the seventy recommendations at the end of the Stephen Lawrence Report.

In order for us all to be happy and prosper in community we need to be able to rely on everyone else. There’s no easy way to do this. Everyone has to make the effort to do their job well, even if it’s boring or annoying.
Which is what I said to Grace who’d flung herself out of a classroom. When the huffing and puffing subsided it transpired that the major injustices perpetrated upon her were not being allowed to choose her own seat and not being allowed to discuss her work with a friend during a test. ‘It’s so jarring, so jarring’, she wailed. I put it to her that these were not unreasonable requests and pretty basic to the smooth running of school life. We can’t always do what we want.

After I’d deposited her in a safe space my route back was impeded by exemplary politeness where Abdul was holding the door open for a teacher who was trying to persuade him to go first. They appeared to have reached an impasse so I thanked them both for their example, assigned precedence and we all got back to work. 

Despite Covid potentially retreating, the news this week has been generally depressing. We have a long way to go before the world is changed for the better, but our young people made a terrific start this week in their spirited embracing of antiracism, of justice and kindness. We recommend openness, accountability and the restoration of confidence in all of our public life.      
 
CR
23.4.21
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St Kilda’s Parliament

8/10/2019

4 Comments

 
Picture
Crossing the yard I encounter a group of year 11 boys, usually of the laid-back sort, hopping about in an agitated manner emitting squaws. ‘It’s the bees, Miss’. I can’t see any bees, so I issue a sympathetic tut and counsel them to have a care for easily crushable smaller children. 

These smaller members are more confident now and generally navigating themselves accurately. Just as well, as the only bottleneck I’ve seen this term was caused by a kind year 10 stopping to explain and direct. At lesson change.  On the bridge. He hadn’t done the mental risk assessment: the child could have fended for himself until he got inside a building rather than bringing a third of the school to a standstill.  Still, everyone was patient and it’s the thought that counts. The same small scholar was being towed about by a teacher next I saw him.  Perhaps he’s not good with maps, timetables, diagrams: it takes all sorts.

I met with the new teachers – those just starting out on their careers - and we talked about ethics and the values behind their work. We tried to root the language of ethics in daily experience. Selflessness in helping a child at break or taking a job off a burdened colleague. Integrity in the rock-like consistency of the everyday. Objectivity in marking and assessment and how hard it is, in dealing with facts and not opinions. Accountability in handing over the test scores to your head of department no matter how ropey they are.  Openness in asking for help. Leadership in being a tutor, a role model, always the adult in the room.

And the personal virtues: trust that fairness will prevail. Wisdom in planning for student misunderstandings and knowing what to worry about. Kindness in every interaction. Justice in handling disputes. Service in seeing the task through. Courage in apologising when you’ve made a mistake, or being brave enough to speak out in a meeting, or dealing with angry parents. Optimism after watching an expert at work in the classroom and believing that you’ll get there, believing things will go well even on an overwhelming day.

I’ve devoted years to making sure that that first list – the Principles of Public Life – are better known in schools.  They bind us all and we should use the language as we go about the formation of children in loco parentis. The second list are the personal virtues that make us worthy to be in charge of the nation’s young, that means parents can trust us. What we do is important, but so is how we do it.  Remembering that every day is a true mark of our profession.

Someone sends me a poem he thinks I’ll like for Poetry Day, St Kilda’s Parliament by Douglas Dunn. I do. I’m trying very hard not to think about parliaments at the moment but this moving piece is based on a photograph taken in 1879 by Washington Wilson, fifty years before the islands were abandoned and the people chose to move to the mainland. 

The parliament of the island’s adult males met daily every weekday morning in the village street. Women had their own meeting.  Without rules or a single leader it considered the work to be done that day according to each family's abilities and divided up the resources according to their needs. Everything was done for the common good. Wilson wrote ‘by a majority the order of the day is fixed, and no single individual takes it upon himself to arrange his own business until after they unitedly decide what is best’.

In the picture the men stand in two rows looking at the camera and the poet, in the photographer’s voice, talks of the community’s life on the poor land, and how he imagines they see themselves. The final lines are calming and unnerving all at once.

Outside a parliament, looking at them,
As they, too, must always look at me
Looking through my apparatus at them
Looking. Benevolent, or malign? But who,
At this late stage, could tell, or think it worth it?
For I was there, and am, and I forget.

Perhaps the best we can hope at the end of this particularly agitated and unpleasant phase of our national life, outside a parliament, looking at them, is that we forget and look back with equanimity and wonder if it was worth it. But benevolent or malign? Who will make that judgement?

I’m saddened that the Principles of Public Life haven’t been invoked in parliament this autumn. The standard of national debate would have been improved by them and our community spirit less coarsened. I’m saddened that we are so divided. I’m saddened so many of our leaders are cynical rather than principled, insulated when they should be embedded, reckless where they should be careful, flippant where they should be serious and sloppy where they should be diligent.

I discover that the people of St Kilda had never seen a bee, unlike my jumpy boys. I wish that was the biggest trouble that lay in store for them as they grow up. Most of all, I wish for a recommitment to the common good.
 
CR
4.10.19
4 Comments

Hippocrates at Half Term

26/10/2014

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Picture
Jacques-Louis David Oath of the Horatii 1784
I’m thinking about oaths.  Not the ones that rush to the tongue as we approach halfterm but the kind of oath that the Shadow Secretary of State proposeth. I wonder, as I hassle along two young people arguing about whether the sky today is bluer than it was yesterday, if it will help. Can we have an oath against headphones inside the building? I’ve looked for the Singapore model, but haven’t come up with anything, so I’m thinking about the medics.  

Hippocrates starts briskly: I swear by Apollo the physician, and Aesculapius the surgeon, likewise Hygeia and Panacea, and call all the gods and goddesses to witness, that I will observe and keep this underwritten oath, to the utmost of my power and judgement.

It’s reasonable to keep the powerful on side. I could swear on the most recent version of the OFSTED Evaluation Schedule and the Performance Tables that I will submit myself to measurement by any means dreamt up in Sanctuary Buildings. I could swear by the old gods and the new: by Michaels Gove and Wilshaw, by Tristram Hunt, Nicky Morgan and every politician with a yen to tweak the nations schools, but it’s not quite the same.  
Hippocrates goes on to swear fidelity to his master, his master’s children, his pupils and their claim on his skills and knowledge. He wants medical knowledge protected, which is wise (we wouldn‘t want anyone having a go at removing gallstones, or diagnosing chickenpox). He talks about healing the sick, the importance of diet, not causing hurt or damage, not poisoning anyone and behaving well.  He’ll leave surgery to the surgeons, make himself useful in any house, tell the truth, refrain ‘from acts of an amorous nature’ and keep secrets.

We could easily swear something similar.  We’d remember our own teachers, from the inspirational to the inept. We’d swear to keep up the tricks of our trade: how to teach trigonometry to the reluctant and science to children who we’d hardly trust with a spoon. We’d value how to learn and remember things, the importance of eating well, not teaching children lies, or hitting them, and trying to keep calm. We’ll leave surgery to the surgeons (I think that’s probably a universal principle), make ourselves useful in any classroom and yard, report accurately, refrain from any untoward behaviour and only keep the secrets that need to be kept.

The importance of the oath emerges slowly, like sixth formers loping to lunch. For all its antiquity, it is familiar to us. It forms the basis of what we expect from doctors. It makes us feel that they are people of honourable and righteous purpose, that we are safe in their hands. It echoes some current principles: safeguarding, accountability, healthy eating and the end of corporal punishment. It’s helped us form the modern world. 

So I try to poke fun but I’m not opposed to Hunt’s hope. In fact, I’d like to have a go at drafting it.  I think that there’s work to be done on explaining the purpose of education, schools and teachers to the taxpayer. I wrote last year about the principles that I think underlie public education, of powerful knowledge and exciting teaching, social justice and fair opportunities. In a post-Hippocratic world where we can’t swear to serve the families of our masters we need principles and ethics to liberate trust and effectiveness. Children need that too. They need to know that shoving each other in the corridor will attract the same opprobrium no matter who stops it, and that we will all do our best to teach them to become non-shovers. Even if we don’t know each other well, we can rely on each other’s motives.

Let me share something. We have codes for staff too at Tallis, beginning with the senior team. Part of our code is this school-ish version of the Nolan Principles for Public Life. So, we value 
  • Selflessness – acting for the greater good, not for our own power or status
  • Honesty – reflecting issues as they are and being honest with each other
  • Openness – explaining our actions and responding to criticism, not just demanding compliance
  • Integrity – doing what is right to build up a solid and reliable education system
  • Objectivity – making decisions on merit, not because they make life easier
  • Accountability – taking responsibility for our actions, as public servants
  • Leadership – acting according to these principles and enabling others to do so too

We hope that we keep this promise to the children we serve, to the utmost of our power and judgment. As Hippocrates said,  

If I faithfully observe this oath, may I thrive and prosper in my fortune and profession, and live in the estimation of posterity; or on breach thereof, may the reverse be my fate. 

Quite so, and if we can’t do it then the children can’t trust us and they don’t prosper either. I think it’s an oath worth commissioning.

CR 23.10.14

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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: headteacher@thomastallis.org.uk
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