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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

The Menace of the Years

18/10/2020

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Welcome to the inaugural meeting of the Society for the Protection of Invictus. Someone has to act: things have got out of hand.

My mother didn’t care for poetry, but she furnished my habit from youth and provided the Oxford Book of English Verse from the Literary Guild Book Club. I liked gung-ho stuff and learned a lot of it. Invictus was a favourite as I was all for self-realisation – though she had another term for it. It drives me MAD when I see it misused.

When I read of a school where everyone has to ‘follow Invictus’ and the children are encouraged to learn it by heart I nearly had to self-isolate with rage. I may be misinformed but apparently they suggest that children choose their friends by whether or not they’ve committed this Henley to memory. You can picture the windswept coastal playground chat:
I say old man, have you learnt Invictus yet? It’s bally good, you know.

Sorry, old thing, don’t think I’ll bother. Prefer to focus on the ladies, what?
​

Well I’m the sorrier, old fruit. I’m afraid it’s curtains for you and me. Can’t be seen with chaps of your sort. The Chief wants us all to make our own path by following his every instruction and you just can’t argue with that. No need to make a face, it’s perfectly clear to me. Toodle-oo.  ​
What kind of person wouldn’t take up this challenge? asks the school. Well, one who had read the poem. 

Invictus is a great piece of Victorian rhetoric written by someone who had a terrible early life (and incidentally may have been the model for Long John Silver). It speaks of the undefeated human spirit and is where we get the phrase ‘bloodied but unbowed’. Allow me to quote the last verse:
​It matters not how strait the gate,
      How charged with punishments the scroll,
I am the master of my fate,
      I am the captain of my soul.
Schools are pretty hot on charging scrolls with punishments. We call them detention lists, or sanctions or corrections. Children who do their own thing no matter what are prone to end up on these scrolls. If they persist in being master of their own fate they will, sooner or later, be shown the door and invited to take their unconquerable souls elsewhere. Invictus is not about conformity, uniformity or obedience. It is about taking a long view of the difficulties of life and deciding to win through endurance. 

Don’t misunderstand me. Telling children that they can escape the grinding poverty and hopelessness of their birth is an entirely good thing. I’ve led a school in those circumstances and I sympathise with the aim – but it can’t be at the expense of truth. Captaining your soul to a good berth requires a following wind and predictable seas. 

The photographer Chris Killip died this week and his collection In Flagrante has followed me from house to house.   They’re photos taken in the north-east between 1973 and 1985 and illuminate my memories of the same time in the same place. ‘Youth on a wall, Jarrow, 1976’ was for many the definitive image of the time, but as a work of art it is itself timeless.

The school that the boy on the wall went to wouldn’t have bothered much about Invictus. The education he got might not have been up to much and he was probably selected for it, luckily or unluckily. In Jarrow in the seventies his prospects would have looked pretty bleak at 16, but he’d have been used to bleakness. Would it have helped him to go to a school where he had to learn Invictus by heart? Hard to say. If the school was well-run and kindly, energetic in finding jobs and filled with skilled teachers then the poetry could have been an added bonus, a consolation in troubled times to come. If not? Would he have turned the blame in on himself for being insufficiently unbowed? What does the picture say to you?

And now? He sits on the wall rather than going to school. He missed 6 months of education last year and ran wild in that time, with criminals. He might get a grade 3 in English if he works hard with a gifted teacher, but its still a fail.  He can enrol at a college with next-to-nothing, but he’ll have to carry on fighting GCSE maths until he’s 19 while youth unemployment heads for 20%. With what does he captain the small ship of his fate through these menaced waters?

Children deserve to be told the truth. They are free to read poetry and they are the master of their souls but neither puts food on the table. Learning Invictus and repeating it in a community of Invictus-chanters will not prevent you from failure in a system that requires 30% to fail. We can choose as a nation not to provide for the most vulnerable but we cannot escape our responsibility. 

It is shameful to download the failure of the state into the hearts of our children and mask it with the 19th century equivalent of ‘just follow your dreams’. They deserve the truth – and they deserve an education system that cares about them all.
 
CR
16.10.20      
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​All year, it seems, we have been out at sea

15/7/2017

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Picture
Just for excitement as we swim for shore, a fire drill. We hadn’t had one for a bit so it was beyond exciting for the hordes. Consequently, squealing at the start. Subsequently, a repeat next week, quietly. 

On my way to my appointed perch I was introduced to a famous photographer, a distinguished-looking chap. On my way back, I reprimanded a small child for practicing leaping right over benches while 1600 people were moving around. I may need to return to him, but he won’t be hard to find.

Last week was busy busy: a super-cool concert for the Greenwich Music Trust, a day out at Tate Exchange for Curriculum Leaders to think, sixth form taster days, Headstart Day for year 6, a visiting author, a Holocaust survivor, the Visual and Media Arts Exhibition, Sixth form Party, Year 11 Prom (including pink and white carriage and horses), a community day on food, year 11 and 13 leaving ceremonies and the early close that went with them and a new curfew at the shops to enforce.

This week so far: new staff induction day, a piano and singing concert, governors, a tea party for older folks, more camping (further afield, wetter), university visits, UCAS clinics, teachers’ research projects deadline, year 10 careers events, non-uniform day for the Red Cross, a controversy about gazebos, as I write, the Piano Recital. Tomorrow the last internal interview of the year and a governor visit about student anxiety. Next week: an international food fair, the year 7 disco, a farewell barbecue, the Curious Incident, a visit from another school’s sixth form team, four awards assemblies and finally, the big gathering that marks close of play. 

All this, you understand, on top of the teacher’s day job, teaching and learning, timetabling and planning, rewriting schemes, tidying round, assessment and testing, sharing skills, worrying, supporting, negotiating with the world and more trips and visits. Next year’s plans not just to write but set up. Building maintenance, and wondering what to do now so many budget headings are empty four twelfths of the way through the year. It’s no wonder when the dog visited again before camping in Kent we fell on her as if she was a therapy animal.

So you can imagine I’ve had a few thoughts about the School Teachers’ Review Body’s recommendation that the 1% cap on teacher pay stays firmly pulled down over the ears of the profession. No money, they said, but we’re ‘deeply concerned about the cumulative effect’ of five body blows teaching’s sustained:
  1. 35,000 teachers left in 2015, and it’s a bigger number every year
  2. Retention rates are plummeting (and there are more children every year)
  3. Teacher pay’s fallen behind other graduate sectors
  4. Recruitment targets for teachers have been missed for four years
  5. There’s no money in the system.  Even the 1% is unfunded.
Schools therefore are ‘expected to make choices’ about who gets a pay rise and who doesn’t, based on performance. This makes perfect sense except that in the best schools all the teachers will be performing well, and there’s not an education system in the world where performance related pay’s changed anything. The raw materials teachers work with are too unpredictable, the outputs notoriously tricky to measure: put pressure on one part of the system and other parts suffer. The STRB opined that falling teacher retention rates and missed recruitment targets present ‘a substantial risk to the functioning of an effective education system’. Isn’t anyone worried about that outside teaching? We’re the lucky ones. Few new posts, few leavers. 
  
Here are some other things we’ve done this week. Engaged with the process of enabling young people from other schools to have a fresh start, from both ends. Waited for the phone to ring from the clipboard brigade. Tried to do our best for angry, unwell, distraught children and their parents. Tried to plan for examination courses where the specifications are barely approved. Taken part in the inspection of the local authority’s special needs work. Followed instructions from Operation Sceptre to tackle knife crime, in a context of no funding for youth work. Thought about money not less than all of the time. 
   
I quoted Causley’s great poem about the end of the school day being like a ship re-entering harbour in July 2014, after our first Piano Recital. After this, our third, it feels as though we’ve been out at sea all year on government storms. Do we long for doldrums?

Saxophone music drifted across the concourse as performers rush to hug one another before the concert and the young chefs prepare nibbles. Pianists gather in shirts and ties, unusual for Tallis, and discuss formal wear. I don’t mean to sound as if it’s just perseverance or endurance at this time of year or that misery dogs our days, far from it.  

It’s a joy. Thank you for sharing your children with us.
 
CR 14.7.17
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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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