Category Archives: media

National Poetry Day

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Today is National Poetry Day. Two years ago I celebrated the day with a poem on this blog about World War One and The Somme and a link to teaching history. This year, I thought I would use a poem on a different subject entirely, although it has the same underlying theme of parting.

Written some years ago, it may have little literary merit, but surely the message of National Poetry Day is to encourage us all to write more poetry as well as to read more. for in doing so, we learn from others and about ourselves.

So, for what it is worth here is:

HEATHROW VIEWS

Departure

The revolving door sweeps us smartly

Into the chaos of that hideous, happy, hall.

‘Don’t leave unattended baggage’

Mother with babies, businessmen with phones,

Families’ katundu laden trolleys,

Merge together into a snake-like queue

A line of order, inching towards,

The ministering welcome of the check-in desk.

‘Unattended vehicles will be towed away’.

Stoically, the shuffling mass moves forward.

At the desk, the first interrogation waits.

Your passport, luggage, ticket,

Disappear for processing. Did you, didn’t

You, have you’. Do you really want to fly’

 

Terror and fear stalk the airport,

Shadowing the police clutching

Guns to padded chests.

We fear flying, they fear us.

I fear losing you into the

Slow snake that leads you to Security.

Shall we seek currency, eat

Unnecessary meals, or just go home?

I can, you can’t. Would that we together could.

 

A brief respite.

We sit across the table,

Wishing you won’t go, knowing

You will go, saying you must go.

Eyes meet, hands touch, minds remember

Other meetings, partings.

Between us cup and plate,

Detritus of a Last Supper.

Brown batter of a Ramsden’s cod,

Mushy peas and thick cut chips.

Yorkshire suspended like us,

In unreality.

While down below the endless procession

dribbles through Security to

Aberdeen, Paris cdg and Tel Aviv.

 

Together we contemplate

Departures, one home

Where no heart is,

The other to the

Mysterious misery of flight.

Too soon, stay one minute more.

We clasp together putting off

Not departure, but separation.

 

Too soon the TV monitors flash

Their urgent message, boarding

Gate twelve.

No lingering goodbye now, but haste

To disappear into that finality

Of departure.

Human Rights

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There’s a great story in the Daily Mail today about a BBC programme to be shown on tuesday evening that follows a group of Chinese teachers when they spent four weeks teaching in a Hampshire comprehensive school. Result; teenagers need more discipline. That was pretty predicable.

But, the glorious line in the Daily Mail has the following quote from one of the teachers: ‘If the British Government really cut benefits down to force people to go to work they might see things in a different way.’ A Marxist Chinese teacher telling a Right Wing Tory government to cut benefits. I am indebted to LBC Radio for bringing this to my attention. Hopefully, they will also ask Jeremy Corbyn for his reaction. Does he support this Marxist line of ‘conform or lose benefits’?

At the heart of this debate that will no doubt make for great television in the same way as ‘tough young teachers’ and the Educating Children in various parts of England series did is the question of whether respect for authority is earned or implicit in our society? The great thing about selective schools and indeed, private schools is that a lack of respect for their values gets you slung out.

Even in the 1970s you had to earn the right to teach those teenagers that didn’t want to learn. There is a previous blog post I wrote two years ago in August 2013 celebrating the Newsom Report about secondary modern schools. This was a government report published over 60 years ago that recognised the need for teachers to acquire the skills necessary to teach in a culture where individualism is more important than uniformity.

I would also be interested to see the CBI’s reaction to the programme since they seem to want both intellectual ability and the softer skills of teamwork, personal confidence, leadership and other attributes that aren’t brought out easily by rote learning in large classes.

Perhaps at the heart of this debate is the classic British desire to look for the failures in our society and celebrate defeat rather than identify where our education system is doing well and consider how that success can be replicated.

There is certainly an issue with some aspects of authority in our school system as the DfE figures released last week on exclusions demonstrate with figures for the increase in exclusion of primary school pupils. So, will the next Tory announcement be, a loss of benefits if your child mis-behaves at school? I hope not because I suspect all that will happen is that parents of some of these children won’t send their children to school and they will fall further behind and then become even more troublesome on the days that they do attend.

Personally, I think we need to revisit the curriculum for teenagers and ensure we focus behaviour management strategies in training on dealing with teenagers that find singers more interesting that statistics and tablets more fun than tables.

Finally, I wonder what the Chinese word or symbol is for dumb insolence; perhaps they don’t have one.

Job market starts to hot up

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By the end of February the recruitment site TeachVac www.teachvac.co.uk had recorded just over 4,000 vacancies for secondary classroom teachers since the 1st January 2015, including more than 1,500 during February despite the half-term holiday period.

These are vacancies suitable for trainees, returners and those moving schools, but not seeking promotion. As the DfE have a rule of thumb that 50% of these vacancies go to trainees, this means that around 2,000 trainees may have found a job by now. As there were around 13,000 trainees at the time of the ITT census in November that probably leaves just over 10,000 left in the pool after allowing for those that won’t complete the training year.

As I have suggested from last autumn, not all subjects are faring the same. The trainee pool was probably down to below two thirds by the end of February in English, business studies, design and technology, social studies and computer science. Next week, mathematics, history, geography and the sciences as a whole will probably join the list. Business studies may fall below 50% left in the pool and next week, and there have already been more vacancies recorded in the South West than there are trainees in that subject.

With the bumper recruitment months or March, and especially April still to come, I expect some schools to face recruitment challenges in these subjects.

On the other hand, PE, music and art have seen relatively few vacancies so far this year and in PE some trainees may struggle to find a post, especially if they are not especially interested in vacancies across a wide geographical area.

London and the counties around the capital have so far seen the largest percentage of vacancies relative to the number of schools in the regions even though Teach First is active in London. By contrast, the North West has seen comparatively few vacancies posted by schools so far this year.

TeachVac is free for both schools and trainees to use and offers a range of data analysis to anyone interested in the labour market for teachers in England on a real-time basis.

TeachVac will soon be expanded to allow registration by returners and teachers moving between schools as well as adding promoted posts to the vacancies on offer. However, it will remain free to both schools and teachers allowing substantial savings over other recruitment routes. The video demos on the TeachVac site show both schools and teachers how to operate the TeachVac system. All that is necessary for schools is to know the difference between their URN and their DfE number when they register.

In return, schools that register vacancies receive a real-time update on the state of the market in that subject where it is one of the main curriculum subjects tracked by TeachVac.

If you know of a trainee or teacher looking for a teaching post in England, whether in the state or private sectors, or a school wanting to post a vacancy for free, do point them to www.teachvac.co.uk

Your future their future

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Seventeen years ago this October the government of the day launched one of the most famous teacher recruitment campaigns ever with the ‘talking heads’ cinema commercial and an endorsement from Tony Blair. This year the campaign slogan is ‘Your future their future’ and in place of cinema adverts there is a film available to view on YouTube, 4OD and Sky Go as well as milk round events and I am sure posters and other advertising media. In case you missed the announcement from the NCTL it can be found at https://www.gov.uk/government/news/your-future-their-future-new-teacher-recruitment-campaign I confess to being at a round table in the DfE that day, but nobody mentioned the campaign launch, so it wasn’t as high profile as in 1997 when the then TTA hired part of the new British Library building for the launch event. But money was nowhere near as tight then.

The launch of a more high profile – well hopefully more high profile – campaign than in recent years to attract applicants to train as a teacher no doubt reflects the growing anxiety within government about recruitment this year. Starting early for 2015 recruitment at the time when finalists are thinking about their futures makes good sense. The immediate impact of the campaign won’t be known until the new recruitment round opens through UCAS later this autumn. After the last set of UCAS data on the 2014 round are published at the end of this month this blog will discuss its reflections on the process compared with what went before.

There have been many different recruitment campaigns around the world to attract potential teachers into the profession. You can see some of them at https://www.google.co.uk/search?q=teacher+recruitment+campaigns&biw=1280&bih=890&tbm=isch&tbo=u&source=univ&sa=X&ei=7zgcVLCLEfPy7AaHuYHAAQ&ved=0CDIQ7Ak including ones with strap lines such as: ‘work with the most exciting people in the country; ‘there are many perks to being a teacher’ – I wonder what the Advertising regulatory authorities would say of one like that now? My favourite was the poster with the line ‘the dog ate my homework’ that doesn’t seem to feature in the collection displayed.

The challenge for campaigns recruiting people to the teaching profession is that they have to appeal to potential undergraduates, new graduates, finalists and career changers. While younger age groups might respond well to a social marketing campaign using twitter, facebook, and other social media sites I probably haven’t heard of, career changers may relate better to campaigns in more conventional media sources. 4OD and Sky Go are interesting new locations to place a film about teaching. Using a high profile teacher from a TV series about Educating Yorkshire will help with those that remember the series, but how many undergraduates watched it last year?

I hope that the new campaign not only goes on to win awards but also helps remind everyone that teaching is a great career. If it doesn’t, then this time next year we will still be discussing the recruitment problems facing schools and the profession. Good luck.

Condolences

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The news of the stabbing to death of a teacher in Leeds is both truly shocking and saddening at the same time. Fortunately, such deaths in schools are rare in the United Kingdom, and it is no small irony that this fatality happened in a Roman Catholic school in a challenging area just as the death nearly 20 years ago of head teacher Philip Lawrence did in north Westminster. We may live in a post-Christian society, but the Churches still offer education in many of the more disadvantaged areas of our country.

My thoughts and condolences are with the family and friends of the teacher, as well as the pupils and those that work at the school, and the wider local community. Nearly 40 years ago, I was the victim of a classroom stabbing by an intruder that could in different circumstances have ended in a fatality. As a result, I can understand something of the grief such an unexpected event give rise to. Fortunately, unlike in my day, there will no doubt be extensive counselling offered to all concerned. I don’t know the circumstances of this stabbing, except that the news bulletin says that it was a female teacher in her 60s who presumably had been at the school for some time. More will no doubt come out over the next few days and then at the subsequent trial.

The Court of Appeal has recently taken a tough stand on the carrying of knives, and rightly so if we are to reduce the incidence of violence still further in society. But, despite all the draconian laws it is impossible to entirely prevent attacks where there is a will to do violence to another.

Finally, perhaps the Secretary of State might consider a memorial in the new offices for the DfE after they move to Whitehall in 2017 that recognises the sacrifice of the small band of teachers that have given their lives to their profession. There may not be many of them, but they deserve not to be forgotten.

A rose by any other name

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One of the interesting things about language is that it has the ability to be both precise and vague at the same time. As a wordsmith, the Secretary of State, who always seems more comfortable within the literacy domain than the numeracy world, has made two interesting statements this week. As already reported in an earlier post on this blog, he told the House of Commons on Monday that Osfted inspected Academy Chains. This fact was news to many who thought that Ofsted inspected only the schools in such chains, and that although the Funding Agency could look at the books of academy chains, Ofsted didn’t have the power to inspect their overall performance as they can with local authority support for school improvement orChildren’s Services.

And then, yesterday, the Secretary of State was interviewed by pupils experiencing the life of reporters as part of the BBC’s annual School Report exercise. http://www.bbc.co.uk/schoolreport/26768138

During the interview the BBC reported that Mr Gove said:

“Teachers should definitely be paid more than they are at the moment,” But he added that his department paid off the debts of some teachers at the start of their careers in the form of bursaries or additional support – particularly those teaching key subjects such as maths, physics or chemistry.

Now the idea of using bursaries to pay off student debt – at the same time as requiring the trainee teachers to take on further student debt as part of their PGCE or Tuition Fee School Direct course – is a curious one. In fact they could only voluntarily pay off existing student debt using the bursary if they were allowed to: it seems pretty unlikely that the Student Loans organisation would be able to offer a new loan with one hand will taking payment on an earlier one with the other. Perhaps the Secretary of State meant that the bursary allowed those trainees not to take out further loans (and thereby increasing their debt) to study to become a teacher.

He may, of course, have been mixing up what happens on Teach First with the situation faced by the much greater number of trainees on the other routes into teaching. In my view, working towards a salary for all trainees, to encourage the best in all subjects to become teachers, would be a positive policy development. After all, graduates that enter most private sector training programmes are now normally paid a salary and don’t have to pay for their training. Most employers recognise that making possible entrants pay for training puts off some applicants.

So, using the phrase ‘paid off the debts of some teachers’, if indeed the transcript shows that those were the words used by the Secretary of State, seems like a somewhat loose use of language. Perhaps Mr Gove could explain both what he actually meant about paying of the student debt of teachers and the inspection of academy chains, so we can all be clear.

He might also like to elucidate on the statement about ‘paying teachers more’, perhaps in his next remit letter to the Pay Review Body.

 

Are school leaders happy?

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On the day that The Association of School & College Leaders (ASCL) revealed a survey that said two thirds of senior leavers were thinking of quitting the profession, the BBC published details of a survey by the Cabinet Office on job and life satisfaction that cranked some 274 different occupations by their satisfaction ratio alongside the average salary for the occupation. http://www.bbc.co.uk/news/magazine-26671221   Surprisingly, in view of the ASCL Survey, senior professionals of education establishments topped the satisfaction rankings for the eleven education occupations listed, with a score of 7.789 that put them in 11th place overall, just ahead of primary and nursery education professionals in 13th place on 7.786 some 0.003 points behind. Secondary education professionals were placed 34th on 7.637, just ahead of inspectors and advisers in 36th place. Support staff in school generally had a lower satisfaction rating than the professionals, with teaching assistants in 50th place, and midday supervisors and crossing patrol staff in 145 position, with a score of 7.308. School secretaries fared much better, achieving 17th place on 7.711 a score just 0.078 lower than that of their bosses.

SEN teaching professionals had a ranking placing them in 99th place, worse than the 61st place of Higher Education professionals and the 79th place of Further Education professionals. However, a category of ‘Teaching and other education professionals’ that presumably includes supply teachers ranked 106th in the satisfaction stakes, with a score of just 7.413. If you think the civil servants at Westminster are any happier, think again. National Government Administrative Staff has a satisfaction ranking that placed them in 187th place out of the 274 occupations. Clearly, not everyone is happy in the home of democracy.

Whether these two surveys support the jaundiced view that there are lies, damm lies and statistics, I am not sure. After all, I would expect heads to answer in large numbers that there were going to quit in the next five years because many are that close to retirement. I would be more concerned if the ASCL Survey showed younger head teachers as more likely to quit than those nearest to retirement. As to the Cabinet Office survey, I have no idea how many people we questioned in each category, and the methods used, but it is interesting that clergy came top of the 274 occupations with a satisfaction score of 8.291 whereas publicans cam bottom with a score of just 6.38. This really does seem to put God and mammon at opposite ends of the spectrum.

No doubt the scores for teachers will allow the DfE to take a more relaxed attitude to next week’s strikes by teachers, although BiS might need to pay more attention to unrest in FE & HE institutions. But, with the advent of free meals for infant pupils, the relative lack of satisfaction among meal supervisors that placed them in 145th place is probably the score for the group where the greatest attention needs to be focussed. Without the help of this group the introduction of the policy will face a significant challenge in many schools. Even more than the head, they have the capability to derail the policy if their lack of job satisfaction deteriorates even further.

Am I a blob revisited

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At the end of March last year Mr Gove attacked those who opposed his views as being ‘blobs’. I wrote a blog about whether or not I fell into that category on the 25th March in case anyone is interested in seeing how the debate has moved on during the past year.

I was at one with the Secretary of State in believing in high standards of education for all, and still am. State schools cannot, and generally do not, aspire to produce second class citizens. Although, in the era of secondary modern schools, before the abolition of selection at eleven became the norm, around two thirds of secondary age pupils were in a system that wasn’t especially interested in their abilities. That should have changed, but we still see the greatest under-achievement among our less able pupils. If the message from Mr Gove is ‘educate these pupils’ and stop them disrupting your school then, so long as he recognises the key role of the classroom teacher in achieving this end, he may have the right idea.

If a focus on quality stops the time-wasting, and indeed, money-wasting, emphasis among Conservative, and some Labour politicians at Westminster seemingly determined on creating a nationalised and centralised school system, and recognises the need for local involvement in education, especially primary schooling, the present debate might even achieve a new understanding about how schools should be led: but I doubt it.

On the issue of the day, I might have more respect for David Laws position on Baroness Morgan’s contract as Ofsted chair if I wasn’t aware that alongside Theodore Agnew on the DfE Board sits Paul Marshall as the lead non-executive member. Now Paul helped set up ARK, and has both written books about education, and helped sponsor the Lib Dem leaning think tank CenteForum, as well as once being a researcher for an SDP MP. He was also involved with David Laws in the publication of the controversial Orange Book that upset some Lib Dems a few years ago. I am sure as a financier he and Theodore Agnew each brings financial discipline to a government department often in need of such skills. But, I doubt if he has suddenly become politically neutral. So, perhaps David Laws really wanted a Lib Dem in the job of chair of Ofsted. There are a number of possible candidates in the House of Lords that would fit the bill nicely as a replacement for Baroness Morgan. But, the row is now so political that I am sure it will be the Prime Minister that will make the decision helped by the independent commission on appointments.

Any way the row won’t have done the Lib Dems any harm among teachers and educationalists that Gove sees as blobs, even if it hasn’t fundamentally changed any Lib Dem policy on education. In the short-term it may have enhanced David Laws’ credibility, but, longer-term, his reputation may rest on ensuring there isn’t a teacher supply crisis between now and the general election.

More on made not born: how teachers are created

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Last night I caught up with the second episode of BBC3’s new series, ‘Tough Young Teachers’ that is all about the progress of a group of Teach First recruits. (Past episodes are available on the BBC i-player). The teachers featured were working in Harefield Academy, Crown Woods School and the Archbishop Lanfranc School. Although Teach First started as a programme for inner city schools, these three schools that are located in Uxbridge, Croydon, and Bexley, might better be characterised as suburban, and not inner city. That doesn’t mean that they aren’t challenging. Their Free School Meals measure for the Pupil Premium – anytime in the past six years on free school meals – ranges from 29.2% at The Harefield Academy, to 41.7% at Archbishop Lanfranc, and 46.2% at Crown Woods College according to DfE figures; all well above the national average. Both the latter two schools have a significant number of pupils whose native language isn’t English; although as a measure of the need for support it is probably worth re-visiting this indicator to see how it is calibrated. It might be better to classify whether pupils have a level of English that allows them to function effectively in a learning situation rather than know what their native tongue might have been.

All three schools have above average levels of persistent absence, and perform less well with least able pupils than their most able. According to the DfE, Archbishop Lanfranc is an 11-16 school, and the other two have sixth forms. This point worries me, since it is not clear how Teach First ensures any exposure to post-16 teaching for those placed in 11-16 schools? If they want to stay in teaching after two years, this lack of sixth form experience might restrict the range of schools willing to employ them. This is always a risk with a single-training location over courses that allow training in several schools during the programme.

Another risk of such single-school programmes also became apparent in last night’s episode. One of the group was seen facing considerable discipline challenges in their classroom. In a traditional programme of teacher preparation they would receive a second chance to start again in a new school on their next placement. This would allow for a fresh start and see whether they could improve with a new set of pupils. On Teach First, it was suggested last night that the choice is to be battle through or be sacked. In an earlier post last year, I commented how much Teach First appeared to spend on recruitment and selection, so it is worrying that someone can pass through selection, and the six weeks of training, and still face such challenges in a school where many pupils are there because of their sporting achievements: judging by their appearance, and that of the school, they are also generally working in a supportive learning establishment. But, television has to tell as story that entertains, informs and hopefully educates the viewer, so we may not know the real situation. However, that student was filmed sitting down in the classroom too much for my liking, although the arrangement of the furniture probably also didn’t help a new teacher.

For entertainment value, watching endless lessons can become a bit like watching paint dry for the average viewer, and even I looked at my watch a couple of times, so the storyline of the pupil recently returned from a spell in a Pupil Referral Unit offered an interesting counterpoint. Caleb was articulate, truculent, and as viewers know from Educating Yorkshire before Christmas, exactly the sort of pupil to challenge a school, and its experienced teachers, let along one just arrived from six weeks of basic training outside the classroom. No doubt viewers will see more of Caleb in later episodes.

By now the viewer also knows something of the personalities of the new recruits. They also know, if they didn’t already, that teaching is not easy, and there is no such thing as deference to authority in modern society. Respect has to be earned in the classroom as on the beat or by anyone in a position of authority.

As ever, one asks of oneself, how would I have fared?  I don’t know, but if it is any consolation to those training at present, my first year, admittedly with no training, and as a supply teacher in Tottenham, was far worse than some of the scenes from last night’s programme. I will watch future episodes with interest.