Funding schools for needs not pupil numbers

Posted on October 20, 2026 by John Howson

Following on from yesterday’s post about the report from the Children’s Commissioner on children growing up, I talked this morning to a head teacher about some of the issues which faced them on a daily basis. According to the Children’s Commissioners report, their school is in an advantageous area for growing up. https://www.childrenscommissioner.gov.uk/resource/the-childhood-lottery-the-hardest-places-to-grow-up-in-england/

Yesterday’s report worries me because small pockets of deprivation within areas singled out as successful by reports such as that from the Children’s Commissioner may not have the mechanism to deal with their localised problems.

The school whose headteacher I was talking to is part of MAT, along with another school in the same postcode. Across that postcode, are two maintained schools, (one VA/one VC), and schools in three other multi-academy trusts, one with six schools, one with three schools and two MATs with two schools each.

How do you manage strategy for the area in such circumstances. No doubt health and social services can have area boards, but who has the power to bring together schools to work out a common approach to local issues?

Probably not at present the local authorities, both upper and lower tier, although through its Children’s Services the upper tier authoritiy does manage, social services, youth services and youth justice. Should it once again be given strategic powers for local areas? Central government has tried such an approach with ideas ranging from Blair’s Education Action Zones (EAZs) to the Conservative government’s Opportunity Areas policy. Most of these failed to improve education outcomes for the localities where they intervened. Would a more local approach have succeeded? Certainly not without resources.

I am led to wonder whether the present funding formula for schools is fit for purpose during a period of declining rolls. Pitting schools against schools to recruit pupils doesn’t guarantee schools the resources necessary to ensure pupils achieve outcomes: some pupils need more resources than others. This was recognised with the Pupil Premium, but seems to have been overlooked in terms of the failure of local decision-making that has resulted from a fractured system of decision-making.

One example quoted to me was how trauma in pupils is addressed. This might arise because a parent was handed down a prison sentence, and the family name appeared in the local paper. How traumatic is that for a nine-year-old. Then, there are those living in overcrowded flats, sometimes in tower blocks. How traumatic is that to a seven-year-old.

All too often the simple administrative solution is to create an EHCP for the child rather than to work with the school on funding to deal with the in-school issues resulting from the trauma, and to work to reduce exclusions that might result, even with an EHCP, and support better learning outcomes. Of course, all staff in all agencies are working under great pressure, so shortcuts can be an easy solution.

My thesis is that schools in a locality should once again be part of a system that acknowledges their needs, and that across a large administrative area, needs between schools may be different. Money is a help, but also a common set of values is also important.

What worries me is that a high percentage of schools in challenging areas are church or faith-based schools. What part are faith leaders playing in making sure that the schools they are responsible for serve their communities as effectively as possible. In the same vein, what part do local politicians play in ensuring the best outcomes for their residents?

Nationally as the Children’s Commissioner identified in her report, we need funding for targeted areas, but, in addition, we also need vision and the will to effect change on the part of both local and national politicians. We need to create a school system capable of dealing with the challenges of all our children whether they are growing up in challenging area within a mostly great place to live or one of England’s deprived communities.

Are dashboards useful?

Posted on October 3, 2026 by John Howson

LinkedIn invited me to try their new lead generation tool. I asked it to look at this blog, and it came up with a number of possible future posts I could use to gather new readers, all generated by AI (artificial intelligence) from some key prompts and audience identifies that I provided.

It is an interesting piece, although, I have altered (added in italics) some additional text. I would be fascinated to hear what readers think.

AI starts here

A dashboard showing applications up fifteen percent across the board is one of the easier things in education data to misread, and can be one of the more expensive in terms of outcomes.

If you consider recruitment to Initial Teacher Training (ITT) as an example. The structural reason that a dashboard can be misleading is that an ITT recruitment dashboard aggregates things that behave nothing like each other. Domestic and international applicants, candidates with and without visa routes, subjects with entirely different seasonal curves, and applications that will convert at wildly different rates all sit inside the same headline number. The dashboard is honest. The aggregation is what misleads.

Three patterns come up repeatedly:

– Treating a total as a common trend, when a surge in one subject or one applicant group is carrying the whole figure

– Reading application volume as recruitment, when the gap between offer, acceptance and enrolment is where subjects like physics may be very different to that in Classics.

– Comparing the current month to the same month last year without checking whether the policy environment, bursary levels or visa rules changed in between

However, the second-order effect is the one that causes real damage. When a headline figure looks healthy in December, the case for intervention weakens, and by the time the subject-level picture is unambiguous in March the levers that would have mattered, bursary announcements, provider allocations, targeted campaigns, may have already closed for the cycle.

Intervention decisions are can risk being made against an aggregated number at exactly the point in the year when disaggregation would tell you, the reader, something much more useful.

The key takeaway: the dashboard rarely gets the arithmetic wrong. However, all too often it might be read as a single story when, in reality, it is holding four or five different stories, and the one that matters is usually the quietest.

AI ends here.

My message that isn’t in the AI piece, is, if designing a dashboard, first know what is its purpose. If you don’t know what it might reveal, check regularly for trends. As an example: when I first started counting headteacher vacancies in the 1980s, I didn’t know that church schools will be more likely to re-advertise their vacancy than non-faith schools. When looking at teacher vacancies; I didn’t know the rhythm for temporary and maternity leave vacancies being advertised, but I had a hunch, and added the field to the database. As a result, I would also say, collect as much data as you can, when constructing a database, as you might not know what it will tell you.

So, thanks to AI for simulating this post, and quickly offering me some thoughts about many posts I had already written. Does this make this a genuine post or an artificial one?

Mixed results across the ITT targets this September

Posted on September 28, 2026 by John Howson

Earlier this year, (in April) the DfE slashed the targets for new trainee teachers, citing falling rolls. In some case, this won’t have made a difference because either the new target was still unattainable or those in ITT had already exceeded the new target, and presumably couldn’t or wouldn’t withdraw offers already made.

So, what does the landscape look like this September, now that the DfE has released the data that will be close to the final outcomes for courses, at least those recruiting through the DfE portal. The Teach First, and other such programmes must be added to the data. However, before the ITT census there will undoubtedly be some dropouts or no-shows to courses. As a result, the September numbers accepted should provide a good idea of the basis for calculating the number of new teachers emerging onto the state school labour market for September 2027. (Take of 6% for in-course-wastage, and then 15-20% of the remainder for those not wanting to teaching state schools – these are conservative percentages). This means there may well be shortages in some subjects, especially the arts that Labour seemed to want to espouse, as the table shows.

The final percentages for mathematics and physics may well depend upon how many overseas students can obtain a visa, firstly to study and then to work in England?

It really is time to open up what the DfE means by ‘others’, and include some more actual subjects in the list. Computing may be the first subject to be benefitting from concern over the loss of jobs to AI.

I very much doubt whether the total for music, biology, religious education, design and technology, geography and English will be enough to meet the needs of schools in 2027. Rolls across the country just are not falling that fast, whatever is happening in London.

I am not sure what the DfE has calculated for the effects oof VAT on the private school sector, but if numbers fell in that sector, the sector would need to recruit fewer teachers. This would only have an impact if it was a reduction in overseas student numbers, as, presumably, home students would transfer into the state system, requiring more teachers, even at the worse pupil-teacher ratio of the state sector.

Where are acceptances down on last year?

Applications submitted were 62,633 this year, compared with 55,637 last year. However, accepted numbers were down from 26,714 to 24,850 meaning an increase of more than 4,000 applicants rejected.

The number of acceptances fell across all age groups, larger falls were in the age-groups normally associated with career switchers, and there were relatively small falls for new graduates. This is encouraging news for the long-term health of the profession, as younger trainees that stay the course should provide for the cadre of future leaders.

Most of the fall in acceptances were of females: down from 17,918 to 16,189, with males just declining from 8,516 to 8,382. This may reflect the greater number of females that apply for primary sector courses.

More worrying is the fact that while acceptances from ‘rest of the world’ applicants remained steady at 1,440 this year compared with 1,428 last year, most UK regions witnessed a decline in acceptances. There were 9,661 acceptances for primary phase courses compared with 9,887 last year, while secondary phase acceptances declined from 16,829 to 15,190.

Apprenticeships bucked the trend, witnessing more acceptances (1,453 against 1,310 for PG and 261 against 198 for degree apprenticeships). Salaried route acceptances slumped from 618 to just 304, presumably as a result of the apprenticeship route, which may be cheaper for schools.

Finally, all training provider regions witnessed a decline in acceptances, with fewer than 1,000 trainees across the North East region being accepted ( 911 compared with 1,078 last year).

If I have time, I will compare the 2026 September acceptances with census to measure whether there is any significant amount of change between the two datasets.

Making Music: Lib Dems back more music

Posted on September 20, 2026 by John Howson

This morning Lib Dems discussed a motion at their Conference that Music Matters, Here is the text of my speech and a link at the end to the video and how it was delivered from the podium.

F15 Music matters

Conference, This November, one of Oxfordshire’s youth orchestras will play at the Schools’ Prom. We are lucky to still have a music service. However, the capping of the grant from Westminster since 2014 has made running the service so much harder, and restricted the work that the service can do with schools.

I fully support this motion; music is a vital part of our economy. Shame on Labour for abolishing the bursary for trainee music teachers: the result, a fall in trainee numbers, and fewer music teachers in 2027.

But, let me focus on the lines 59&60 about the aim for 1,000 extra teachers. I am afraid that this is pie in the sky.

This year there have been around 500 vacancies for music teachers in state schools across England. With pupil numbers falling over the next decade, our schools would not employ an extra 1,000 teachers even if we could recruit them.

This year’s 500 offers of training places have been made from less than 700 applications. That’s an offer rate of over three quarters and will probably result in fewer than 300 trainees.

If we want more teachers, then we need to increase the pipeline of graduates and either stop universities closing courses or design new teaching apprenticeships for those with skills in music not appreciated by traditional music degree courses.

Conference, we need more music in schools, whether primary, secondary, or special schools and certainly in Further education, the forgotten sector for non-vocational music making.

Let’s ensure it is the Liberal Democrats that makes this happen.

Support the motion Link to delivery at roughly 30.30 on the video F15 Music matters

But, let me focus on the lines 59&60 about the aim for 1,000 extra teachers. I am afraid that this is pie in the sky.

This year’s 500 offers of training places have been made from less than 700 applications. That’s an offer rate of over three quarters and will probably result in fewer than 300 trainees.

Conference, we need more music in schools, whether primary, secondary, or special schools and certainly in Further education, the forgotten sector for non-vocational music making.

Let’s ensure it is the Liberal Democrats that makes this happen.

Support the motion . Here is a link to the video Autumn Conference 2026 – Sunday Morning – YouTube my speech is at 30.30

Support the motion

70 Up

Posted on September 16, 2026 by John Howson

Like many of my generation, I watched 70 Up on TV last night with very mixed feelings. I first came across what was originally an ITV World in Action documentary called ‘7 UP’ when lecturing to trainee teachers at Oxford Polytechnic, as Oxford Brookes University then was, in the 1980s. The film was part of a module called ‘Societal Issues in Education’. The original documentary was about the lives and aspirations of 20 different children selected by the producer from schools across England. Eventually, it became series, revisiting the group every seven years.

Looking at the first part of 70 UP, the final two-part episode that both recalled the past lives of those willing to participate every seven years, and caught up with them for a final time at age 70, I was struck by what was missing from the series. No child with a visible disability, only a nod to even the possibility of multi-cultural Britian, as it already was becoming in 1964, when the original programme first aired. A group of children both very different from those that might be selected today, but in many ways a group still to be found in many schools today.

We have been privileged to share the lives of this particular group, and one must thank them for taking part in such a public recording of many aspects of their personal lives. Some played to the camera, and obviously enjoyed the experience; others didn’t, and dropped out, while others, while not enjoying the experience still participated.

What is striking, and heartwarming in the first part of 70 UP is the nature of relationships the group formed. Some survived, some didn’t. That’s not surprising, as the past 60 years have seen great changes in both divorce laws and the fluidity of relationships at all ages.

Every participant was a star. For many, the boy from the children’s home that went on to not only make a family with his partner, but also to foster 170 children in care, was a real star. Fostering demands real respect, as I know from my time as a county councillor just how difficult it is to recruit carers. If 70 UP persuades just one family to contact their local authority and offer to become carers it will have been worthwhile.

Not all the episodes were easy to watch, especially those filmed in the 1970s when teenagers were finding their feet. It is worth noting how many went to Oxford University, and that says much about the sampling, especially of the original participants from private schools.

The women in the group joined 7 UP before the equal opportunity’s legislation of the 1970s, and it shows in those that worked rather than had careers. There were also fewer of them, again I suspect a sign of the times and attitudes in the early 1960s, before the sexual revolution and the ‘swinging sixties’.

Next week, there will be the final part of the series. 70 UP had a new producer, the previous, and only other producer, died after 63 UP was produced. Not surprisingly, not all the original participants survived to 70.

Indeed, I worry, that the treatment of the death of one of the original group of participants reveals both the best and worst of television in its mission to entertain; inform and educate its viewers.

PISA 2025: Teachers still matter

Posted on September 9, 2026 by John Howson

The recent release of the 2025 international PISA study results has already received a lot of comment. PISA publications | OECD. This section of the OECD’s PISA Study report caught my eye, as you might imagine if would do, if you are a regular reader of this blog.

How is school life in the United Kingdom? PISA 2025 Results (Volume I): United Kingdom

Perceived shortages of human and material resources

In 2025, 48% of students in the United Kingdom were in schools whose principals reported that instruction was hindered, at least to some extent, by a perceived lack of teaching staff (OECD average: 39%); the corresponding share for a perceived lack of assisting staff was 39% (OECD average: 39%). The prevalence of perceived teaching staff shortages in the United Kingdom did not change significantly compared to 2022. However, principals’ concerns about inadequate or poorly qualified teaching staff increased from 19% in 2022 to 31% in 2025 (OECD average: 25% in both years).
PISA 2025 data reveal that perceived shortages of material resources remain a concern in most countries and economies. Some 24% of students in the United Kingdom attended schools whose principals reported that a lack of educational material (e.g. textbooks, IT equipment, library or laboratory material) hindered instruction, at least to some extent, and 34% were in schools where a lack of physical infrastructure (e.g. buildings, grounds, heating/cooling systems, lighting and acoustic systems) was perceived to hinder instruction. In 2022, the corresponding shares were 13% and 24%, respectively. PISA 2025 Results (Volume I): United Kingdom

So, the United Kingdom as a whole had a percentage of principals reporting that ‘instruction was hindered, at least to some extent, by a perceived lack of teaching staff (OECD average: 39%)’. I wonder what the figure might have been for just England? The difference between the United Kingdom and the OECD average was 9%. Interestingly, there was no difference for what OECD called ‘assisting staff’.

The issue became even worse when principals were asked about ‘inadequate or poorly trained staff’. Here the concerns rose from 29% in the 2022 survey, to 31% in 2025. This compared to an OECD average of 25% in both surveys.

Does the fact that the United Kingdom has a free market for teachers, with most vacancies advertised, and any teacher able to apply for any post make any difference to the scores? Assuming the PISA survey has a representative sample of schools across the United Kingdom, then the presence of a significant number of private schools in England, able to recruit qualified teachers more easily that state funded schools may skew the distribution of scare resources, such as physics teachers.

By chance the Education Policy Institute has just produced a report on recruitment versus retention of teachers. Recruit or Retain. Microsoft Word – EPI_RetrainRecruit_September2026

I will discuss that report in another post.

I think the obvious outcome of the PISA findings, is that the effect of a long period of teacher shortages. In the case of England, from between 2014 and 2025 in some subjects, is now being recognised in international surveys, such as PISA.

Hopefully, falling rolls, a changing labour market for graduates and better pay for teachers might mean the position improves in terms of teaching by specialist teachers by the next PISA study. However, it might take longer in an open labour market to close the gap between different types of schools and schools serving different socio-economic areas.

ITT crisis not yet over

Posted on September 4, 2026 by John Howson

What does it take to ensure all training places for graduates wanting to be a teacher are filled. The best chance of sufficient trainees is when the school population is in decline, the job market is challenging for graduates – especially new graduates – and existing teachers are not exiting the profession at the same rate as previously.

The current ITT position is governed by the fact that school rolls are falling, so fewer new teachers are needed; the graduate job market is beginning to feel the consequences of AI, or it may be for graduates in some subjects, such as computing. Although teachers leaving the profession, net of returners, has not changed much, the opportunities for teachers to work outside of England and not pay back their student loans is probably still increasing.

The 2026 targets for trainee numbers were cut by the DfE. We won’t know until the ITT census in December what the overall picture looks like, but the table below shows the position if all ‘accepted’ for courses covered by the DfE’s monthly statistics of numbers accepted were to turn up and be recorded in the 2026 ITT census.

Subject Target 2026/27 August offers Fill: August view August Accepted Fill on Accepted August
Chemistry 690 1530 YES 1362 YES
Biology 675 679 PROBABLY 492 NO
Mathematics 2000 3141 YES 2720 YES
Design & Technology 620 741 YES 659 YES
Art & Design 605 756 YES 624 YES
Geography 685 589 NO 496 NO
Classics 75 47 NO 39 NO
English 1980 1900 POSSIBLY 1587 NO
Drama 370 338 POSSIBLY 279 NO
Business Studies 1200 379 NO 283 NO
Music 260 283 YES 238 NO
Religious Education 450 367 NO 308 NO
Others 2035 527 NO 424 NO
History 520 1166 YES 995 YES
Modern Languages 1085 1409 YES 1201 YES
Physics 810 1649 YES 1434 YES
Physical Education 655 1608 YES 1359 YES
Computing 565 1041 YES 876 YES

The column to consider is the final one for the number accepted by August 17^th 2026 in the DfE monthly published statistics. Initial teacher training application statistics for courses starting in the 2025 to 2026 academic year – Apply for teacher training – GOV.UK

Despite the cuts to training places, some subjects are still unlikely to meet their reduced target, even though they have more trainees accepted than last year. However, the effect of AI may be seen in the increase in numbers accepted in computing.

The focus now should be on recruitment into the arts and social sciences, where some subjects only beat the target number by a very small margin, and others missed even the reduced requirement. Can the DfE afford to offer bursaries in these subjects without cutting the bursary elsewhere and risking a yo-yo effect of no bursary, a slump in applications.

Personally, I think al trainees should be treated equally, and that the DfE should not try to pick winners and losers. However, with funding tight, I cannot see that happening, even with a Secretary of State more likely to be sympathetic to teachers than some of her predecessors.

In passing, it is worth noting that applications from those in their 50s are below the numbers in the last cycle. All other groups have recorded increases, but for the ‘21 and under’ new graduates grouping, this is just 106 more applicants. For the 22-25 age groups it is just over 600 more application out a total of over 15,000.

The large increase in applications is for secondary courses, up from 38,169 in the last cycle to 43,365 this year. However, much of that increase has been fuelled by an increase in applicants from the ‘Rest of the world’ – up from 8,777 in the last cycle to 14,049 in this cycle, now accounting for more than 25% of applicants once those from the EEA are included in the total.

The September DfE data will be confirmatory, and few changes are expected that is unless those from overseas that have been ‘accepted’ fall foul of the government’s visa rules.

What of the class of 2027/28? With falling rolls, and the increasing effect of AI on jobs for new graduates, it seems likely a new golden age for teacher training may be dawning. However, this will result in casualties among providers: not all will survive.

This blog called the start of the supply crisis in 2013, and was condemned by the DfE for doing so. Perhaps it might be rewarded for charting what has happened over the next 13 years, and its predication for the future? But somehow I doubt it.

Travel, hotels, and senior citizens

Posted on September 3, 2026 by John Howson

In this my final holiday season post, I have reflected on some of my thoughts about hotels and other matters. (This should have appeared in August, but due to flight timings has been delayed until September)

Senior citizens are travelling much more than in the past, and often well into their 80s. For the most part many don’t need accessible rooms, but a few minor adjustments might make the experience more rewarding.

Hotel bathrooms

Firstly, the shower – Can the bottles of shampoo and bodywash be read by those that wear glasses? I have to use my glasses to find out which bottle is which. Larger lettering or some other form of identification would be helpful

Grab rails and even a built-in seat would be useful when it comes to washing one’s feet. Many senior citizens, myself included, are not as supple as we once were.

Rooms – hotel information should indicate if any rooms are over two floors. It’s great to be rewarded with an upgrade, but not if you have to climb stairs to reach the bedroom. One might certainly think twice before booking such a room.

Light controls near beds should have some form of soft light indicator for ease of switching on at , as many senior citizens may need to use the bathroom during the night, sometimes more than once and fumbling for the light switch is a nuisance

Food and drink

Offering the children’s menu might attract more custom from senior citizens, as some portions are too large for the third meal of the day. The other option is to skip the meal, meaning the hotel can lose money they might have made. Bar meals don’t seem to be a good alternative, as the menu is often restricted and carbohydrate high.

QR codes

Many senior citizens don’t use these, so an alternative might ensure business isn’t lost.

Toilets

Having to read the instruction book before using a Japanese style toilet is an interesting challenge that then requires remembering what each symbol means. Still, it is a better option than long-drop or compost toilets senior citizens encounter on tours to more remote areas.

Receipts

These are increasingly being offered as emails. A printed version allows for any issues to be picked up straightaway. Of course, if you haven’t bought anything other than a room paid for in advance, not viewing the bill might be a saving in time, especially if checking out at a popular time.

Staff

As with so many other areas in life, a few words with staff often pays dividends. Saying hello to housekeeping staff when you see them in the corridor might just ensure your room has extra attention to it even where you have stuck the wooded eco-friendly label about cleaning on the door.

Travel

Senior citizens now benefit from free travel in some cities. Certainly, tap on and tap off, using a credit card, has made using local travel so much easier, even though it means no human contact. However, timetables are often difficult to read and being replaced by the dreaded QR codes in some places.

Some coaches and minibuses have very limited legroom. It is worth checking before booking a tour or asking you travel agent to check. Five hours coach travel with less legroom than on an economy airflight is no joke.

Not back to normal, and once again posts about education

5 smiles and the MBacc

Posted on August 22, 2026 by John Howson

Congratulations to everyone that has received their examination results this summer. The waiting time is always a nervous one, especially for those that are experiencing the wait for the first time. So, to my third holiday post.

Staying in a range of hotels and two overnight train trips, set me thinking about how hotels have traditionally been classified, often by using a star grading from one to five. There is also an alternative of rosettes.

On this trip, I wondered about a classification based on smiles? One smile for the quality of the greeting by the door staff – earned if you are greeted with a smile and help with luggage. The second smile comes for the reception staff. Are they welcoming, however harassed they might be, do they make you feel welcome and build upon the feeling of enjoying the fact that you are using their hotel that started with the door staff?

Smiles three, four and five can be a little more general: housekeeping staff, if you pass them in the corridor, food and drink service staff whether in the bar or restaurant and any other staff you might encounter, from car parking to pool or arranging excursions. Do they all treat you as a person and a welcome guest?

On this trip, we have encountered some really good service, and some that might be better forgotten about.

So, why call this post, 5 smiles and the Mbacc? Perhaps, because hospitality ought to one of the key strands in the post-16 offering, whether a young person wants to continue to take a degree in the subject or starting working in the industry at 18, and hopefully before with a part-time job that allows the classroom theory to be experienced in practice.

Sadly, graduates, whether in hospitality of any other subject, will find accessing the working holiday vias scheme with Australia more of a challenge.

This excellent scheme that has allowed many Australians and Brits to visit the other’s country is now subject to a ‘slowing down’ by the Australian government in Canberra. The slowdown is a part of Australia’s response to a perceived need to cut immigration into The Commonwealth.

It will be interesting to see whether the UK government responds in any way. However, certainly for teachers, the numbers using the scheme are not what they were when it was first introduced. The link between the UK and Australia is not what is once was for generations such as mine, brought up on stories of the ‘outback’, Ned Kelly and Waltzing Matilda. Australia now looks much more towards the Pacific Region than the northern Hemisphere: one wonders about the remaining links with Britain and the future of the monarchy in Australia? Will Andy Burnham, the maker of the MBacc, also be the Prime Minister to preside over the ending of the links between the UK monarchy and Australia?

Planes, trains, but not automobiles

Posted on August 22, 2026 by John Howson

This is the second of my more light-hearted summer posts. The title comes from the 1987 movie directed by John Hughes and starring Steve Martin and John Candy. Appropriately enough, this post is being written while I am on a Boing 777 travelling over the Indian Ocean. Unlike in the film, my traveling companion is not a total stranger, but my twin brother, and our trip was planned several months ago. Our jeopardy was the result of Donald Trump’s war, as our route involved a stopover in Dubai.

Long-time readers of this blog may recall that in 2019, PC – pre-covid – together with my brother I wrote a travel book called Twin Tracks. The bok was about our interrail tour around Europe – Amazon may still have a few copies for sale. That journey was by rail. This trip has so far involved planes, a failed train trip, but with more rail adventures still to come, but no automobiles

The plane journeys, on an Emirates A380 and Boing 777 can pass with little comment, except to say that I find the A380 a much more pleasant, and quieter aeroplane than the 777, at least in business class.

So, on to the trains. One reason for stopping in Dubai was to try the UAE’s new railway line. When we booked our trip last November, before the war, we expected the railway to be fully open by summer 2026, including the Dubai station. Sadly, it is not. At present, the service runs non-stop from Abu Dhabi to Fujairah on the Gulf of Oman, bypassing Dubai.

We could still have taken the train, but it would have required a two-hour bus ride to the departure point, and another two-hour ride back. Tickets were also extremely hard to come by, and booking online required a local mobile phone number. As a result, we had to rethink our plans.

While considering the options, I reflected that the passenger line in the UAE isn’t the only delayed rail project. In the UK, there is HS2, of which the less raid the better, although most people now overlook the fact that the now hugely successful Elizabeth Line in London was also not only late, but also over budget.

The less said about the California Hugh speed Rail project or the sa=tation rebuild in /Germany, the better.

Of more concern to me is the government’s failure to open the new railway from Oxford (where I live) to Milton Keynes, creating a connection with the West Coast mainline. The line is currently one of the most expensive freight-only lines in England.

I won’t bother with an explanation here, but safe to say it is a good example of what was once called the British disease.

Anyway, back to Dubai and a decision to visit Fujairah by public transport, for a daytrip. Why, partly because it’s there, and partly after four visits to Dubai, I had never been to that Emirate. Research for the trip discovered a public bus – really a long distance coach – run by RTA the Dubai transport authority. Interestingly, traffic congestion in Dubai has led to the service being switch from the Bus Station at Union Square on the metro to the end of the Green Metro line at the oddly named E& station, whether the E700 now departs from the adjacent bus station. White elderly males are a rare sight on the Dubai metro and, I suspect an even rarer on the E700. Certainly, on our return trip we were the only Europeans we saw on either the metro or the bus.

The ride is through desert and the mountains that separate most of the UAE from the Gulf of Oman. There is a new bus station in Fujairah, and stands alone on the edge of the town, requiring a taxi ride to reach anywhere – so, we did use automobiles, even if not by desire, but like in the film, because of the force of circumstances.

Fortunately, taxis are cheap in the UAE, where petrol costs very little, so we asked our taxi driver to take us to a restaurant on the corniche coast road. An enjoyable fish lunch later, and we retraced our steps, avoiding spending any time out in the heat that reached over 110F while we were eating our lunch. Had I mentioned 110F some years ago, nobody would have has much notion of what such a temperature might feel like: not so now.

John Howson

Education and the numbers that affect what happens

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