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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

One Yorkshireman

16/2/2019

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

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

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

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

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

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

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

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

I’m reading (myself obvs, matchless prose, but also) Friedman and Laurison’s The Class Ceiling. They observe: 
   
...when the following wind of privilege is misread as merit, the inequalities that result are legitimised. This leads those who have been fortunate to believe that they earned it on their own, and those who have been less fortunate to blame themselves.
Dr King dreamed that one day all children would be judged not on the colour of their skin but the content of their character. While we use our disadvantage funding to give love and lasting life-lessons, we mustn’t forget three of the virtues of ethical leadership. Our children need justice so they all may lead useful, happy and fulfilling lives.  Adults need courage to speak out in the interests of all children. We all need optimism, to understand the injustices we face and to change the world for the better.   

​CR

St Valentine’s Day 2019
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Will it vibrate?

17/4/2016

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Picture
Kazimir Malevich - Suprematist Composition (White on White) 1918
I sat at the back of DT watching a class tussle with fusion.  Not fission, which would be dangerous, but fusion, for a fused future. The teacher was interesting and year 8s were away with it. ‘Trainers you drive like shoes’  ‘stuff that hovers so you don’t have to bend down’ ‘contact lenses with your phone on it’, ‘moving blankets’. One prospective Dyson muttered into a sudden silence ‘Vibrates.  Yes.’  Obviously, anything’s better if it also vibrates.  This at least is a proposition that could be tested in a workshop and then declared to be true, workable or otherwise. 
​
The education White Paper does not submit itself to such tests though it does make similar assertions.  It’s in 8 parts and joins up all the loose knitting in Conservative education policy: chapter headings in bold. 

1. Our vision for Educational Excellence Everywhere: structural thinking in fancy warm language.  ‘you can mandate adequacy but you cannot mandate greatness: it has to be unleashed.’  This government will very rarely dictate how these outcomes should be achieved. Good schools will remain responsible for their own improvement, free from interference, except that you must become academies. ​

​2. Great teachers – everywhere they’re needed: teacher recruitment is becoming more difficult as the economy grows stronger (see what they did there?) but no mention of the confusion of deregulated routes into teaching. Teachers won’t qualify at the end of the NQT year, but be readied for assessment in their second year. Inspection reform giveth and taketh away in one sentence: OFSTED commit to not changing the handbook or schedule in-year, except when they do.

3. Great leaders running our schools and at the heart of the system: in an academised system where schools will be more locally accountable to academy trusts with whom parents have a direct relationship is followed by it is even more important that parents and governing boards should be able to challenge schools and hold them to account. Parent governors, however, are not necessary to achieve this.

4. A school-led system with every school an academy, empowered pupils, parents and communities and a clearly-defined role for local government: the biggest change for us is spreading excellent practice and ending the two-tier system where all schools will have to be academies by 2022 by which point local authorities will no longer maintain any schools. There it is.

5. Preventing underperformance and helping schools go from good to great: school-led improvement with scaffolding and support where it’s needed. Sounds OK.

6. High expectations and a world-leading curriculum for all: the EBacc is something the vast majority of pupils should study, the core academic curriculum for 90%.  The definition of mastery is helpful: designed to ensure that no pupil’s understanding is left to chance and each step of a lesson is deliberate, purposeful and precise.  

7. Fair, stretching accountability, ambitions for every child: accountability is still a little mealy-mouthed, but progress is the key. The scope of the statutory roles of Director of Children’s Services and Lead Member for Children will be reviewed. There is a description of the role of the Regional Schools Commissioners, appointed by central government.

8. The right resources in the right hands: investing every penny where it can do the most good. The Pupil Premium remains alongside a national funding formula for schools and on top of funding for disadvantaged schools and disadvantaged areas.  There’s a clearish explanation of the proposed system. LA funding methods stay as they are for two years, after that we will shift to a single national formula determining each school’s funding. 

Quick enough? Or this?

"We decided what to do and stripped away funding from any other structure.  We need the market to run the system so we can’t have democratic hindrances.  We don’t care enough about teaching to ensure regulated highly competitive entry to a well-paid profession. We’d like to tell you to teach what we got in our public schools, but Gove ended up an embarrassment so we backed off. We prefer tax cuts to investment, so we hope that you don’t realise that the same amount of money to educate loads more children is actually a reduction.  We’ll happily centralise everything that undermines local involvement, because we don’t trust the people to agree with us."
Centrepiece of the Easter holiday was 40 year 11s doing maths all day for a week. On the face of it, not very exciting, but the tutors we bought in thought them delightful; participative and engaged, pleasant and cheerful.  That what makes our daily lives vibrate, not endless messing about with structures.
 
CR 14.4.16 
 
 
 
There’s no apology for Gove’s Blob statement.
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Champions

5/10/2014

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Picture
Second Lieutenant Walter Tull, seen here in his Tottenham Hotspur kit, killed in action in 1918.
Wednesday night was open night so we brushed our hair and gussied ourselves up a bit. We enjoy showing off to prospective parents and children, excited and worried about the choices they’ll have to make. About 1400 people of all ages came to look at us, which was itself rather exciting.  For those who prefer heightened reality we have open house every Tuesday, all year, warts and all. Reality, however, can be subjective:  if parents come at break-time do they see a crowd of anxiety-inducing adolescents or do they see what we see – children playing, young people chatting, racing about, occasional fecklessness, refuelling, good humour? How can we paint an accurate picture of what we can do for a person who joins us as a child of 11 and leaves as an adult of 18?  What can we offer except confidence that we teach well and take good care of them? 

Visitors this week also included a shoal of colleague headteachers and a champion. Sir John Dunford, DfE’s Pupil Premium Champion (that’s champion, as we say in the north-east, but whatever happened to Tsars?). John came to tell us about best practice in spending this money to raise the achievement of children who are likelier to struggle.  This is a public good: we would all want to be given a hand if the odds were stacked against us and it would be shocking if we didn’t do that for children. You’ll guess what I think about the money: very welcome, but it replaces money we used to get under another heading. The freedom is also welcome, but freedom in school is a relative thing: spend it how you like, but Ofsted will be all over it like a rash. The champ‘s message, however, was typically sensible and measured. How do we raise achievement for the most vulnerable? By improving teaching.  How do we raise achievement for everyone?  By improving teaching.     
How do we improve teaching? That needs time, which is money, calm and stability. It needs reliable measurements and long-term thinking.  It needs sustained hard work by people of good will and common sense.  It needs not to be skewed by ego or the prospects of fame or fortune.  It means recruiting the best, training them thoroughly, giving them time to flourish and trusting their judgment. It needs wisdom and courage in making difficult or ambiguous decisions about those for whom teaching is a poor match to their skills. It takes thinking, planning, imagination, endurance and not a little cunning. Teacher training needs to be highly competitive, based on exacting standards of pedagogical research and practice and top-notch subject knowledge. It cannot be done on the cheap and must not be downgraded. Incidentally, it shouldn’t be used as a freakshow for cheap television viewing, but just call me an old misery.   

Learners have needs too: an orderly, kind and supporting home:  being fed and watered, washed, talked to and well-slept. They need routine and shared laughter, predictability and the occasional excitement. They need direction and increasing freedom, rules to batter themselves against and shared ‘let’s-see-what-happens‘. They need structure and love in the teeth of adolescence. None of this is easy.

Listening to an assembly about Black History Month I thought about Mandela quoting Nehru’s no easy walk to freedom anywhere and the importance of our Tallis habit of persistence. Our best teachers put in the graft to make themselves inspirational and utterly, completely reliable.  They work ridiculously long hours and focus on the details that they know will make a difference to learners. Was I pleased with Nicola Morgan’s promise on workload this week? Yes, if it comes true – but we are our own worst enemies.  It’ll require schools too to wean themselves off easy answers and flashy solutions to lifelong human issues, or impossible documentation demands. Teachers need to think, to plan and to assess.  None of these are easy, and they need to be allowed to get on with it.

Our own community of endurance jogs along. We’ve finished picking over the exam results and adjusted this year’s plans. Year 12 Graphics go to look at street art, the World Marathon runners come second and we’ve made some progress on the art rooms’ floors. Our homework monitoring software is treacherously good. I think about funding. Y8 physics run up and down a lot to think about energy. A young man learns to apologise nicely. It’s World Poetry Day on the theme of the Great War: Dulci et Decorum Est to be in a big comprehensive school.               

CR

2.10.14

1 Comment

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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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