Report March 2013

report

MARCH 2013

THE MAGAZINE FROM THE ASSOCIATION OF TEACHERS & LECTURERS £2.50

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Compare and contrast Andreas Schleicher on UK schools’ place in international education ADVICE Guidance on misconduct processes with the new Teaching Agency

Report asks if the move to school-based training will provide new teachers with the skills they need

All change for pay ATL explains the new arrangements for teachers’ pay JOIN THE DEBATE Zoe Williams on parental choice and its impact on schools

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www.atl.org.uk

Contents 30 10

Welcome

Hank Roberts, national president, ATL

A 22 Your ATL

Features

04

News Including a support staff pay case and the government’s pensions contributions move

10

In at the deep end Report investigates the impact of government changes to teacher training in England

08

Noticeboard Advice, information, events and opportunities to get involved

18

Compare and contrast Andreas Schleicher on international comparisons, performance-related pay and coasting schools

Help and advice 21

Performance-related pay Guidance on what the new pay proposals could mean for you

22

Teaching Agency The role of the Teaching Agency in cases of misconduct

23

Contact All the details you need to get in touch with ATL

24

The bog standard Guidance on working with children who need assistance with toilet issues

Join the debate 14

Agenda General secretary Mary Bousted on Michael Gove’s self-belief and unwillingness to listen to the profession

15

ATL in Wales, Northern Ireland and Scotland Philip Dixon, Mark Langhammer and Keith Robson give views from around the UK

17

Letters ATL members have their say on invigilation, noticing introverts, and humanity

30

Final word Journalist Zoe Williams on why parental choice can make or break a school

Resources 26

ATL resources Useful newsletters, publications and factsheets

28 29

Classified advertisements Crossword Your chance to win £50 in Marks & Spencer vouchers

Report is the magazine from the Association of Teachers & Lecturers, 7 Northumberland Street, London WC2N 5RD Telephone: 020 7930 6441 Fax: 020 7930 1359 Email report@atl.org.uk or membership@atl.org.uk Internet www.atl.org.uk Managing editor Victoria Poskitt Editors Alex Tomlin, Charlotte Tamvakis Advertising sales director Stephen Price 01603 772856 Advertising sales Lisa Parkinson 01603 772521

TL’s Annual Conference, this year being held in Liverpool, is the opportunity for our member-led organisation to discuss the issues we face through the motions your branches have sent in for debate. These include the concerns over support staff being observed using Teachers’ Standards, the Ofsted regime, addressing low levels of pay in the independent sector, and many more. I look forward to some lively debate.

Congratulations to all of you who have joined the vast array of colleagues in other unions; MPs; bodies representing the arts; sport, business, technical and design groups; and the Education Select Committee, in creating the veritable storm of opposition to Michael Gove’s EBC proposals. No one should underestimate the importance of his climb-down, irrespective of his protestations and stated intent to get back on course.

His position is much weakened and his woes are compounded by allegations in the press about the actions of his advisers bullying staff at the Department for Education (DfE) and other allegations of his staff bullying primary school heads in Lancashire.

We are all aware that schools are legally required to have a behaviour policy that includes action on bullying.

We know how difficult it is to deal with bullying pupils, but as a profession we are committed to trying to eradicate it from our schools and colleges. ATL members need no lectures from politicians and commentators about professionalism; we have a moral purpose, and we are highly successful in creating learning communities that are orderly and caring, as well as focused on results.

What a pity the same standards don’t seem to apply at the DfE. If this is serial bullying perhaps it might be dealt with by exclusion! The Secretary of State for Education was invited to speak at our Conference, but unfortunately is unable to attend. However, we will of course welcome the Minister of State, David Laws, and the shadow Minister, Stephen Twigg — while ensuring we ask them searching questions.

Finally, I would like to draw your particular attention to the excellent in-depth article on changes to teacher training on page 10. At the end it asks what you think — please do send in your views.

Report is produced and designed for ATL by Archant Dialogue Ltd, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Email: mail@archantdialogue.co.uk Production editor Matt Colley, Managing art editor Nicky Wright, Art director Nick Paul, Managing ad production controller Kay Brown, Publishing director Zoë Francis-Cox, Managing director Mick Hurrell Printed in the UK on FSC-accredited stock. Subscription: Non-members, including libraries, may subscribe at the rate of £16 per year. ATL accepts no liability for any insert, display or classified advertisement included in this publication. While every reasonable care is taken to ensure that all advertisers are reliable and reputable, ATL can give no assurance that they will fulfil their obligation under all circumstances. The views expressed in the articles in Report are the contributors’ own and do not necessarily reflect ATL policy. Official policy statements issued on behalf of the Association are indicated as such. All rights reserved. Material contained in this publication may not be reproduced, in whole or in part, without prior permission of ATL.

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your ATL / news

ATL in FE fees lobby ATL, the National Union of Students (NUS) and the University and College Union (UCU) took part in a lobby of MPs in constituencies as part of a campaign opposing the introduction of fees for people aged 24 and over who do an apprenticeship.

The fees, which could see apprentices charged over £9,000 to learn while they work, are due to be introduced on 1 April.

They are part of wider plans to introduce fees and loans for all college students aged over 24.

Dr Mary Bousted, ATL general secretary, said: “We are deeply concerned that 100,000 young adults will be denied training if they have to pay the full cost of their apprenticeship training.

“The government’s plans will hit adults and higher apprenticeships learners in

ATL slams contribution decision

Booting out racism

You can see the TPS contribution rates for 2013-14 at: www.atl.org.uk/pay/current/contributionrates-2013.asp

www.atl.org.uk

For the latest on the campaign, see: www.atl.org.uk/policy-and-campaigns/ supported-campaigns/fe-24-pluscampaign.asp

ATL’s equalities officer Dr Wanda Wyporska said: “When it comes to tackling racism, ATL recognises that teachers and education staff are key players, which is why we have teamed up with Show Racism the Red Card and Crystal Palace FC. “Young people have many challenges in their lives and we hope (L to R) former footballer and education worker Clint Easton, Crystal Palace FC players Alex Wynter and Kagisho Dikgacoi, ATL’s that by connecting with them on a Dr Wanda Wyporska, former footballer and education worker serious issue, but in a fun way, we Paul Mortimer and current Barnet FC player Steven Kabba can empower them to kick racism out of their schools and their communities.”

ATL members joined players from Crystal Ged Grebby, chief executive of Show Palace Football Club, ex-professional Racism the Red Card, added: “The event footballers Clint Easton and Paul Mortimer, will not only help the young people in and local schoolchildren to help tackle attendance to reject racism, but also enable racism in south London schools. the teachers to educate many more young Current Crystal Palace FC footballers people about the dangers of prejudice, and Kagisho Dikgacoi and Alex Wynter met create inclusive classrooms where all young members and pupils from nearby schools people feel safe and able to achieve.” at Selhurst Park as part of a day of workshops run by educational anti-racism charity Show Racism the Red Card.

Carole Horstead, joint branch secretary of ATL’s Croydon branch, said: “It was a fantastic, well-resourced event, and we really need to get this work into schools.

It’s been a really valuable experience, which we need to replicate in every school.”

The event on 13 February was an opportunity for teachers and pupils to take part in educational activities to help them ATL members at the Show Racism the Red Card better understand the dangers of racism event on 13 February and learn how to deal with it. They also had an opportunity to put questions For more information, including resources on racism to a panel including many see: www.theredcard.org footballing heroes.

PHOTOS: ROD LEON

Contribution rates for members of the Teachers’ Pension Scheme (TPS) in England and Wales for 2013-14 have been announced.

ATL pushed hard for the best result for members and has major concerns over the rates, especially the impact they will have on newer teachers with loan and tuition fee repayments to make.

ATL general secretary Dr Mary Bousted said: “We are deeply disappointed that the government has decided to continue its plans to increase the amount teachers pay into their pensions, despite there not being any evidence that this is justified. At no point during the pensions negotiations did the government allow contributions to be discussed. Instead, it has unilaterally imposed a further increase despite our opposition. We are increasingly concerned that many teachers will be unable to afford this increase, particularly during the current pay freeze.”

ATL has secured agreement from the government that it will monitor opt-out rates as a result of the contribution increases. ATL will demand action if opt-outs threaten the scheme’s health.

engineering and other key skills particularly hard. The government must urgently review its student loans policy to show it is genuinely committed to highquality apprenticeships and that its talk is not all just for soundbites.”

March 2013

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Gove performs U-turn on EBCs Education secretary Michael Gove has abandoned plans to replace GCSEs with English baccalaureate certificates (EBCs).

Describing his plans for the EBCs, the mounting opposition to which Report outlined in its February issue, as a “bridge too far”, Mr Gove said GCSEs would be reformed instead.

Dr Mary Bousted, general secretary of ATL, said: “ATL is pleased Michael Gove has seen sense and is beginning to realise he needs to listen to education experts before pushing ahead with reforms. We are not set against reform, but any reform must be based on evidence,

system will be in place for teaching English, maths, science, history and geography in 2015, with the first exams two years later, which is the same timetable as had been planned for the EBCs. Dr Bousted went on to say: “Unfortunately, the Secretary of State continues to be obsessed with essay-based exams, despite the evidence that they do not allow young people to show what they have learnt, and he continues to be obsessed with a curriculum focused on passing exams.

“If Michael Gove truly cared about improving children’s education he would want them all to have a rounded education covering ATL is pleased Michael both academic and vocational knowledge and skills. We Gove has seen sense and hope he will listen to other is beginning to realise he who are arguing for needs to listen to education ministers all pupils to have job-related, experts technical, industrial and engineering skills.”

See page 14 for Mary Bousted’s focused on the right issues and be views on Michael Gove and based on how children learn and GCSE reform. teachers teach.”

Like the EBC, the reformed For more on ATL’s campaign on key stage 4 reforms see: qualifications will have assessment www.atl.org.uk/ebcconsultation at the end of the course. The new

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Support staff pay success A support staff member was left out of pocket by her employer when she finished her contract before the end of the school year.

ATL intervened and ensured she received the money she was due. Many local authorities spread the salary support staff workers earn for 10 months of work over 12 months so they can receive a regular monthly salary throughout the course of the year. However, if the support staff worker leaves before the end of the 12-month period, their final pay packet should be adjusted upwards to include the part of their salary that had been scheduled to be paid later. If it is not adjusted, this can lead to underpayments of up to two months’ salary.

In this case, when the ATL member left before the end of the summer term, the school did not adjust her payments accordingly and she was paid £521 less than what she was due.

The support staff worker said: “I’m very relieved. It was very stressful, very upsetting. All I wanted was what I was entitled to at the end of the day. ATL was very helpful.”

ATL regional official Paul McLaughlin, who supported the member on this issue, said: “Clearly this member should have been paid for the work she did and it is regretful that we had to lodge a tribunal claim to protect the member’s interests, ensuring that she was paid in full.

“I imagine a large percentage of support workers are paid in this way and it’s important they receive what they are owed if they leave before the end of the academic year.”

ATL is at hand to offer help and advice for its support staff members. You can get in touch about this, or any other issue, using the contact details on page 23 of this magazine.

Lessons from ATL ATL welcomed a visit from the Cambodian Independent Teachers’ Association (CITA) in February.

The president of CITA, Rong Chhun, and CITA programme manager Rachana Keo spent a week with staff and officers at ATL’s London office to learn about recruitment, staffing and organisation. CITA is the only independent, non-partisan, non-profit, non-governmental teachers’ union in Cambodia.

Mr Chhun said: “There are a number of challenges to education in Cambodia such as the low salary of teachers and corruption in schools — for example, with exam results.

“We have learned a lot from ATL about how the union works and we will take this back with us to Cambodia. For example, we have learned about organising and the importance of learning and development for members.”

March 2013

(Left) Mr Rong Chhun, CITA president, and (right) Rachana Keo, CITA programme manager, during their visit to London

www.atl.org.uk

your ATL / news

7

Homophobic bullying challenged

Diverse learning

More than half of ATL members have witnessed homophobic bullying in their school or college, an ATL survey has found.

At the same time, just over two thirds of members who took part in the survey said they have challenged homophobic bullying in their school or college, and 60% said they feel incidents are tackled swiftly.

More than 85% of members said they feel comfortable speaking about lesbian, gay, bisexual and transgender (LGBT) issues in the classroom, 65% said their

school or college has a policy specifically mentioning homophobic bullying and 64% feel the policy is being implemented.

Former ATL president Julia Neal, chair of ATL’s Equality and Diversity Committee, said: “While there is evidence of good practice, all too often staff do not feel empowered to act in the best interests of their pupils who happen to be LGBT. Policies need to be much more visible and with much more awareness of unacceptable anti-gay language and behaviour.”

A group representing ATL’s Equality and Diversity Committee attended the Schools Out 2013 conference in Manchester last month.

In a discussion on peer-led lesbian, gay, bisexual and transgender (LGBT) education in schools, former ATL president Julia Neal spoke about the advantages and disadvantages of the use of social media and the possibility of gay-straight alliances in schools and colleges.

Winning reps

organising and promoting CPD events for members. Mary Roberts and Rebecca Poorhady, as a joint entry, along with Brian Metcalf, Mike Kelley and Barbara Corrick, were all highly commended in this category.

Teacher Peretz Tabor has been named outstanding workplace rep for his work recruiting and supporting members at his school. Highly commended in this category were Naomi Hill, Sarah Thompson, Michael Mottram and Margaret Bailey.

The winners have been invited to collect their awards at ATL’s 2013 Annual Conference in Liverpool. You can read more about the winners in the April issue of Report.

The 2013 rep awards are sponsored by our ATL Plus partners HF Holidays and Aviva, and the winners will receive £350 holiday vouchers and £40 cash.

ATL’s outstanding reps have been recognised for their work and achievements in the 2013 Rep Awards.

Neil Coates, a member of ATL’s leadership section AMiE, who works in the FE sector, has been named outstanding leadership rep, while teacher Kirstie McAlpine has been recognised as the outstanding ATL Future activist for her work in her school and branch.

Deborah Parren and Brendan Fitzgerald are joint winners of the outstanding union learning rep category for their work

Qualifications for FE staff ATL agrees that improved new qualifications are needed for teachers and trainers in the FE sector in England but has warned that the new ‘introductory’ qualification could be seen as sufficient to teach.

The union responded to a consultation by the Learning and Skills Improvement Service (LSIS) and is on the FE Teacher and Trainer Qualifications Review Project Steering Group, as well as the project group helping to draft guidance on the new qualifications. The proposed generic qualifications include a Level 3 award, a Level 4 March 2013

Former president Julia Neal (left) and ATL member Eve Ellis (right) representing ATL at the Schools Out 2013 conference

ATL member Eve Ellis said: “It was informative to learn how Ofsted will look to see if children are challenging bullying, including homophobic bullying and cyberbullying, and measuring the extent to which children feel safe.

“I also liked discussing how traditional tales can be adapted to challenge stereotypes and include more examples of lesbian, bisexual, gay and transsexual relationships.”

For more information and resources see: www.schools-out.org.uk

certificate and a Level 5 diploma. Each qualification will allow for direct entry without a previous qualification and would encourage progression, perhaps as responsibilities increase.

Jill Stokoe, policy adviser in ATL’s education policy and research department, said: “We have been closely involved throughout.

Broadly we support the developments, but one of our major concerns is that with current funding restrictions in colleges and universities, particularly with the introduction of student loans for the over-24s, the potential drop in student applications will hit teacher training provision. We are also concerned that the new ‘introductory’ Level 3 award in Education and Training could be seen as sufficient to teach, when it is very much a pre-service introduction to teaching.”

LSIS is working with awarding organisations and higher education institutions to develop the qualifications, with the expectation that they will be phased in from September 2013. www.atl.org.uk

8

your ATL / noticeboard, get involved

Noticeboard Teachers’ Pension Scheme Following the ‘Agenda’ article in the February issue of Report, here is more detailed information about the government’s plans for the Teachers’ Pension Scheme (TPS).

It is currently proposed that in the new TPS career average revalued earnings (CARE) scheme, which is due to be implemented in 2015, your normal retirement age (NRA) will be linked to your state pension age (SPA). It is further proposed that

ATL’s sector working groups

if your SPA changes during your career, all your benefits earned in the CARE scheme will be subject to the new pension age, rather than only the benefits you earn from the date of any change to your SPA. To reiterate, this will only affect benefits you earn in the new CARE scheme and will not affect the benefits you currently have in the final salary TPS scheme, which has a retirement age of 60 or 65 depending on when you joined.

You can read more at www.atl.org.uk/pensions.

The current members of the Independent and Private Sectors Advisory Group (IPSAG), the Further and Higher Education Sectors Group (FESAG) and the Support Staff Members’ Advisory Group (SSMAG) are listed below. Each member represents a region around the country.

The groups meet three or four times a year and advise ATL’s Executive Committee on all matters relating to the sector, as well as identifying and disseminating best practice in the sector.

The current two-year committee cycle runs until 2014.

SSMAG Chair: Debbie Polwarth Vice-chair: Kathryn Booth Members: Gail Atkinson, Gloria Clarke, Daniel Coward, Sue Eltringham, Laura Kisby, Janet Mobbs, Lee Mumbray-Williams, Edwina Shachar and Stella Thompson.

If you would like SSMAG to consider issues relating to support staff in the independent, maintained, academy or post-16 sectors, or would like to contribute to the group’s work, please email national official Peter Morris at pmorris@atl.org.uk.

Visit www.atl.org.uk/ssmag for full details.

FESAG Chair: Niamh Sweeney Members: Chris Odams, Simon Holland, Ray Amoss, Matthew Mugan, Stella Jales, Ian Cockrill, Eric Preston, Wendy Wilderspin and Wally Valentine.

If you are interested in any aspect of the group, would like the group to consider issues relating to the post-16 sector or would like to contribute to the group’s work, email Norman Crowther, national official for the post-16 sector, at ncrowther@atl.org.uk.

Visit www.atl.org.uk/fesag for full details.

IPSAG Chair: Malcolm St John-Smith Members: Alastair MacPherson, Alison Bradley, Brian Metcalf, Alan Porter, Stephen Buck, Deborah Parren, Helen Porter, Rod Marsden, Tim Farmer, Rick Raumann and Tendai Mashapure.

If you have any policy issues pertinent to the independent sector that you would like ATL to consider, please contact the IPSAG representative for your area care of John Richardson, national official for the independent sector, at jrichardson@atl.org.uk.

Visit www.atl.org.uk/ipsag for full details.

New national curriculum Are you concerned about the proposals for a new national curriculum at key stages 1-3? ATL will be responding to the government’s consultation — and we need your views.

Read about the consultation and what ATL has said about the national curriculum at www.atl.org.uk/curriculum.

www.atl.org.uk

Let us know if you’re interested in getting involved. You can get in touch via the webpage above or email Nansi Ellis at nellis@atl.org.uk with details of your particular area of interest so we can direct relevant questions to you.

For example, are you in primary or secondary, do you have a particular subject interest or an interest in SEN, do you have a leadership role and which local authority do you work in?

Accountability ATL and AMiE, its leadership section, are asking members to contribute to our response to government proposals

for new measures to judge secondary schools. This will primarily consist of a threshold (for English and maths), a progress measure in relation to key stage 2 and an average point score.

The former two will make up the ‘floor’ target. These will be the basis of performance tables and Ofsted will be expected to use them when judging pupil achievement.

You can read about the government’s proposals at tinyurl.com/bb4m2af. For more information, and to have your say, please contact Adrian Prandle at aprandle@atl.org.uk.

March 2013

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Events for your diary Learning event: AMiE seminar ‘Leading your team to a successful inspection’ Join us on 16 May for a one-day leadership seminar in Birmingham. Hear from practitioners as they describe their journey to achieving an ‘outstanding’ inspection result and learn about ATL/AMiE’s policy position on Ofsted.

You will also have the opportunity to work with colleagues and learn practical skills in what makes teaching and learning outstanding in Ofsted’s eyes to take back to your school or college and put into practice.

For more information about the seminar and for a

March 2013

booking form, contact jpearson@amie.atl.org.uk.

AMiE is the leadership section of ATL. If you are an ATL member in a leadership role in a school or college call 020 7782 1602 to find out more about joining AMiE.

TUC Workers’ Memorial Day Every year more people are killed at work than in wars.

Most don’t die of mystery ailments, or in tragic ‘accidents’, they die because an employer decided their safety just wasn’t that important a priority. Workers’ Memorial Day commemorates those workers. The day is held on 28 April every year. All over the world workers and their representatives conduct events, demonstrations, vigils and a whole host of other activities to mark the day. For more information about how to get involved and links to events in your area, see www.tuc.org.uk/wmd.

www.atl.org.uk

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cover feature / teacher training

In at the deepend C

urrently, the 30,000 student teachers needed every year are trained through a number of initial teacher training (ITT) routes. Most study for a PGCE through a higher education institution (HEI), some study for a BEd and a smaller proportion opt for a place on a schoolcentred initial teacher training (SCITT) programme, the Teach First programme or the Graduate Teacher Programme (GTP). Last September, the School Direct programme was launched in England with 900 places.

This September, School Direct will entirely replace the GTP, and is expected to train in the region of 7,500 teachers. Prospective teachers apply to and are selected by a school, which takes the lead role in their training and development, with the expectation that there will be a job for them at the end of the year. HEIs are still involved but, unlike now where they forge links with schools and develop the courses, schools are the lead partners, brokering the ITT provision.

You can read about plans for initial teacher training in Scotland, Wales and Northern Ireland on page 15.

The Department for Education says: “School Direct allows schools to grow their own new teachers by giving them the opportunity to recruit and train their own staff,” but, ATL asks, is this a good way to train teachers, and is it even achievable on the scale required? ATL believes ITT should include a breadth and depth of knowledge. In addition to subject pedagogy,

www.atl.org.uk

Teacher education in England is undergoing massive change, with a greater focus on in-school training.

But can trainees develop the skills they need on the job, how will schools cope and what will be the impact on education? Words by Charlotte Tamvakis

new teachers need to understand child a Masters of Education that really showed development and special educational needs me how little I knew about teaching. through evidence-based theory, classroom “The very best teaching comes from those practice and access to specialist expertise. teachers who have a long-term commitment Student teachers on School Direct could have to developing their ongoing pedagogical a teaching timetable from the very beginning experience. It’s a bit like requiring everybody of their training year and could have far less to learn to drive in an automatic car and exposure to education theory than through then saying that for the rest of your life routes such as the PGCE. you are going to drive a manual.”

Robin Bevan, a headteacher member of Late in 2012, ATL worked with both AMiE, ATL’s leadership section, said: “The NAHT and the Universities’ Council for the starting point should be a common concern Education of Teachers (UCET) to survey to attract the very best possible candidates school and HEI staff about School Direct. into teaching to ensure that they get to the ATL member Angela Bishop said: “The system best possible level and that they stay in the works, so why change it? While classroom profession. The thing experience is important, that concerns me the The challenges that I believe teaching is an most is the failure academic discipline, you face in those first to include models informed and constantly two or three years are of training that give developed by pedagogical new entrants the thinking. Teacher training extraordinary foundation on which should remain at they can build long-term expertise. universities to develop academic understanding “There seems to be an increasing in this area, which teachers can then use assumption, from Michael Gove more than independently in their future careers.” anybody else, that high-quality teaching Rachel, a primary school teacher, said: comes from people with a very strong “Lectures at university are so useful for academic background. You’ve then got the my current GTP students that I could not assumption there is not really much to learn imagine how they would gain those kinds about actual teaching and that you can be of insights from just being in school.” trained in a short period of time on the job.

While some members said more time “But I remember what it’s like as a new in school helps students prepare for the teacher; even though I was exceptionally reality of teaching, many more stressed the well trained, the challenges that you face importance of the theory in HEI-led courses in those first two or three years are and the fact students would “miss the extraordinary. I felt that I’d clocked it fundamentals of education” because schools and then, after a couple of years, I started will not have the resources to provide them.

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March 2013

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With a need for around 30,000 new teachers a year, the government’s aim is for about a quarter to come through School Direct at first, and for up to 10,000 to train via this route by the end of the current Parliament. However, this is taking funding from HEI teacher training places.

This threatens both HEI course provision and the education expertise that goes with it, because HEIs face delivering a diverse range of individual training plans through School Direct they cannot always afford to fulfil, while receiving less money for PGCE places.

Indeed, many HEIs were already in a financially precarious position when, late in 2012, they were told how many PGCE places they would receive funding for in 2013-14. The TES reported that at the University of Sheffield places were cut from 108 to 31. Cuts like this could see some subjects closed, because a certain number of students are needed to make a subject programme viable. HEIs may also no longer have the resources to support trainees in schools, or simply decide they do not have the money or the desire to provide PGCEs or support school-based training at all.

March 2013

James Noble-Rogers, executive director of UCET, said: “We have argued for a long time that schools should have a much closer role to play in ITT, and have supported aspects of the government’s school-led ITT agenda such as teaching schools. But if schools are to have a sufficient supply of properly educated and trained teachers, we need to make sure that high-quality teacher training programmes are maintained. There is a danger that too rapid and unplanned an expansion of School Direct could put this at risk, and place unnecessary burdens on schools.”

Alison Chapman, director of school engagement at an HEI, who took part in the UCET survey, said: “We’ve had very few secondary core allocations and none in some subjects such as English. We are trying to develop a more generic model to ensure we can continue to deliver secondary teacher training at the university in addition to School Direct provision.

“A number of schools will no longer be able to engage with ITT if we get no core allocations, due to capacity and the employment expectation. In a rural area

this is not a sustainable model and cannot be planned more than a year in advance.”

She added: “There are many positive aspects to School Direct and we have totally engaged with the philosophy. However, we fear some of the positive school improvement projects we engage with will stop if core allocations reduce. Secondary subjects are threatened and severe staff losses anticipated.”

One head of secondary ITT at an HEI who took part in the UCET survey said: “It will depend to a large extent on the models of School Direct that are forged during 2013-15.

Should they move too radically away from the current PGCE model, ITT at the university may be ‘at risk’.”

HEIs are where research is led and, if a course is shut, the expertise of those running the courses is lost too. The nearest HEI to a school may also not have any expertise in the subjects the school wants to offer for trainees.

Another concern is the pace of change and uncertainty over how it will all work. Tim Samuel, an ATL member based in Dorking, Surrey, said: “I have found the shift to School Direct very unclear with a lot of confusion relating to allocation of paid and non-paid places. I also think the teaching school running it in our area is still not aware of how many candidates it will have.”

Headteacher Robin Bevan said: “I don’t think any of it is clear, and it’s not clear to anyone who’s in their final year of study either. And we are having problems recruiting.

There are some generous bursaries out there, which will help in some shortage subjects, but we are looking for a maths teacher and a physics teacher to start in September and we’ve struggled to find any suitable applicants. For non-shortage subjects, with no bursaries, I am not sure how it will work.”

There are two School Direct routes: graduates with three years’ relevant work experience can be ‘salaried’ in their roles and do not pay fees. Graduates without this experience — along with ITT trainees on the other routes into the profession — face fees of up to £9,000. Certain subject areas are eligible for bursaries, which vary according to degree classification, and are more than £20,000 in some cases. But non-priority subjects attract nothing, which could leave large gaps in the teaching profession. One member who took part in our survey said: “We are very concerned that many subjects do not attract funding for the student and they will have to www.atl.org.uk

cover feature / teacher training

ALLESALLTAG/ALAMY

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get a loan to train in a school, which makes it a far less attractive route.” Another described how they are not receiving applications from recent high-calibre graduates because certain subjects are no longer funded.

Nevertheless, according to some ATL members, the School Direct programme is not all bad. Dr Martine Anne Fleming, an assistant headteacher and mentor, said: “It would raise the school’s profile, provide opportunities for CPD for staff and increase opportunities for partnerships. I did not see any deficiencies in the university-run programmes but I enjoy the opportunity to make a greater contribution. It will give schools a ‘bigger’ voice in teacher training.”

Judith Underwood, a course tutor with Mid Essex Initial Teacher Training, said: “Being involved in ITT at any level keeps a school in touch with current pedagogical developments. It’s good CPD for mentors.”

This was echoed by others who said School Direct would encourage innovation, bring in new ideas and increase opportunities for CPD and for staff to keep up with new initiatives in education. Two thirds of the school staff who took part in the survey said that they had applied for School Direct to help provide good teachers for the future, and 44% said they had done so to influence the direction of teacher training.

But Robin Bevan believes the majority of teachers benefit from an HEI route into the www.atl.org.uk

profession. “The challenge of working with core role of teaching children and 14% student teachers, perhaps being a mentor, can blamed an overly bureaucratic process. be a fantastic developmental opportunity. But Changes to ITT also come on top of a wave at HEIs you have got people who are experts of other reforms and pressures in education, at training teachers, and who can sense including academisation, the Ofsted regime if things are not going well,” he said. and public sector budget cuts. One member Alison Ryan, a policy adviser in ATL’s who took part in the survey said their school education policy and research department, was not applying for School Direct places said: “We could see more schools share good because “we will become an academy in practice. There would be a fresh approach as September and that is enough for this year”. schools would be more involved in training, Another was worried about the effect of with more reflective practice happening in student teachers on classroom progression schools. But do we need such a sea change “given Ofsted criteria and the judgements of responsibility away from HEIs that School handed down if progress is negated”.

Direct brings to get schools more involved?

All this leaves ITT in a great deal of There needs to be better balance.” uncertainty. “Will schools really be able ATL has also been concerned for some to train the numbers needed and meet the years that CPD provision is not what it demand? School Direct could well add to should be. While some schools could support workloads and detract from young people’s it, there will be many that would struggle, education in schools without providing particularly when there are budgetary teachers with the full breadth of skills pressures across the and knowledge they public sector. need in the role,” Our survey said Alison Ryan.

Do we need such a sea found that, in “And we have no idea change of responsibility most cases, it is how many people away from HEIs? the school’s CPD will even be able to coordinator who go down this route. will be expected to take the lead role in Will there be enough teachers to educate coordinating School Direct, and 64% said it young people in the coming years? Is this would be staff mentors who would train the tip towards schools necessary when there’s trainees. But do schools have the money and a will within the current system to rethink will staff have the time to do this? a greater level of school involvement?”

One member said: “My school is refusing Headteacher Robin Bevan said: “Michael to recruit new teachers because of budget Gove seems to be creating utter confusion constraints. Those of us who are there are with piecemeal changes that are barely working to full capacity and I don’t see what funded in which students can end up coming time anyone can spare for ITT recruits.” into schools straight from their degree.

Another said School Direct would lead to Those on the ‘salaried route’ who have some more pressure on schools and particularly work experience could end up teaching a mentors: “Even working alongside other full timetable with no obligation for any schools, the workload would be huge.” foundational training in how children learn Another member said it relies on or in addressing pastoral concerns. We could “overworked” teachers to do the training and end up with a plethora of teachers whose is too classroom-based, with “too little time instruction will be based on survival rather invested in training for reading, reflection than reflection.” and monitoring”.

The longer-term impact on teacher You can read ATL’s position statement training is also unclear. The majority of Teacher Professionalism at school staff who took part in the survey — www.atl.org.uk/atl/teacherprofessionalism.

66% — said they do not know if they will be seeking School Direct places next year; 16% What do you think? Let us know by said outright they would not. Of these, a little emailing report@atl.org.uk, writing to Report (see page 17), or by visiting over a fifth said it was because they wanted twitter.com/atlunion and to see how the process works this year before facebook.com/atlunion deciding, 17% said it would distract from the

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March 2013

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14

join the debate / agenda

Pride before a fall Michael Gove’s self-confidence and reluctance to listen to experts is sending him down the wrong path, says ATL general secretary Mary Bousted

W

hen you’re in a hole, stop digging. More haste, less speed. Pride comes before a fall. Can you think of someone who would benefit from these words of wisdom?

Have you guessed? I am, indeed, thinking about our colourful, energetic, enigmatic, even, Secretary of State for Education, Michael Gove, whose glorious plans for the English baccalaureate certificate (EBC) have come to nought. We are to retain GCSEs, albeit revamped and revised, and with all the Secretary of State’s prejudices against coursework, controlled work and the development of practical skills (which might just get a look-in where they are unavoidable — as in drama, design technology, music, etc).

The only person who thought that the EBC was a good idea was… Michael Gove.

It is one thing to be supremely confident in believing your own publicity — as a former journalist, Mr Gove had good training in this respect. But it’s not just the weight and extent of the opposition that should have worried him, it’s their arguments that should have made Mr Gove stop and think before he acted. Self-confidence is a good thing in moderation. Too much becomes hubris.

It came to something when the Ofqual board had its chief executive, Glenys Stacey, write two letters to the Secretary of State stating, in the clearest possible terms, that the EBC could not be a basis for school accountability as it would be less reliable than the current GCSE and that the EBC would limit what was taught and learned to what was tested (and haven’t we had enough of that?). Ofqual could not have been clearer in its view that this was a reform whose time had not come.

However, only Michael Gove could perform a U-turn and remain heading in the same direction. Constant revolution

www.atl.org.uk

(which is what we have from you, Michael) thing. You are heading in the wrong needs to be constantly fed with new direction and everyone knows it, apart reforms, new announcements, new from, it seems, you. headlines, which is, I presume, why we It is a highly complex business to create have the benefit of the Secretary of State’s qualifications that are worth the paper latest wizard wheeze: the separation of they are written on, that is qualifications AS-levels from A-levels in the quest for that are valid (in that they test core and the holy grails of rigour, coherence, high essential subject-specific knowledge and standards, ‘proper’ exams, an end to skills) and reliable (in that standards are learning in ‘bite-sized chunks’ and constant and maintained over time). Any no more ‘dumbing down’. change in national qualifications must be Well who could possibly object to that? properly thought through with extensive Actually, among the many, many objectors consultation with all stakeholders, are 40 Cambridge admissions tutors who including, crucially, extensive consultation have argued that AS results are more with teachers. Qualification reform must accurate than using GCSE scores, teachers’ have cross-party consensus — as did the predictions of pupils’ ability or separate GCSE reforms of the 1980s — in order entry tests set by the university itself. It is to provide lasting solutions that stand these experts who the test of time and are have written to the understood by pupils, Mr Gove, you have Secretary of State and employers. a problem. You are doing parents saying: “Good If these things the wrong thing. You are do not happen then results give students from all it is the young who suffer heading in the wrong backgrounds the — as they are suffering direction and everyone confidence to now. Some have not made knows it, apart from, it compete for a place the right choices at GCSE, seems, you at highly selective or have not been able universities, to make the choice of including our own. They reduce reliance subjects that suits their talents and upon grade predictions and enable schools abilities, because of the ridiculous to hold the line in the face of pressure to and now defunct EBC. raise predicted grades unrealistically.”

It should not be the job of education And the CBI isn’t happy either, saying: ministers to ridicule and reduce the “Businesses want more rigorous exams but achievement of our pupils who take the we’re concerned that these changes aren’t current GCSEs and A-levels. Reform these being linked up with other reforms, qualifications by all means, when robust especially to GCSEs.” evidence suggests that this is the right Now, Mr Gove, I know that you love to course of action, but uphold their purpose create the impression that all that stands and value while you are doing so. between you and the land of educational Our young people deserve a duty of care righteousness is that bogey, the educational from the politicians who hold such sway establishment. But not one of the over our education system. This duty of organisations or individuals I have quoted care is, currently, not being exercised by are from this cursed body. Mr Gove, you the Secretary of State for Education and have a problem. You are doing the wrong it is to the detriment of all our pupils.

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March 2013

join the debate / Scotland, Wales, Northern Ireland

Northern Ireland Mark Langhammer

Scotland Keith Robson Change is afoot in teacher training

Teacher education review stalls while the job market remains dire You would think devolved government should speed up policy-making, wouldn’t you? Take the Review of Teacher Education, for example. From the 2003 ‘Teacher Education in a Climate of Change’ conference, five studies were commissioned by the Department of Education (DE) and the Department for Employment and Learning (DEL).

The General Teaching Council reviewed teacher competences and continuing professional development. The Inspectorate reported on Induction and Early Professional Development of Beginning Teachers. The Council for the Curriculum, Examinations and Assessment completed a study on The Impact of Statutory Curriculum and Assessment Change on Teacher Education and Training, while David Taylor and Rod Usher delivered the Aspects of Initial Teacher Education report.

Former Scottish chief inspector, Douglas Osler, reviewed these reports, within the context of the Review of Public Administration, also considering ICT. His June 2005 report was presented to a November 2005 teacher education conference for stakeholders to comment on policy options presented.

The policy framework document that eventually emerged, Teacher Education in a Climate of Change — The Way Forward, outlined proposals on how the system will face the challenges of teacher education setting out the respective roles of the various players. The consultation ran from June to November 2010.

A ministerial statement in December 2011 and the Assembly debate in January 2012 set out plainly the views of all parties. The DE 2012-13 corporate plan pledged to publish,

by January 2013, a ‘Strategy/Action Plan for the Way Forward for Teacher Education’.

January 2013 has come and gone!

The job market for teachers remains dire with fewer than one in five securing a substantive teaching post on qualifying.

The policy process remains stalled. Any ideas? Answers on a postcard…

March 2013

15

In yet another example of divergence from the Gove doctrine, on 1 February 2013 the Scottish Government announced additional funding of £2.9 million to increase the number of student teacher places at Scottish universities by 370. This additional money will be used to create more primary teachers following the 2011 census, which showed a six per cent increase in the number of under-five-year-olds from the 2001 census.

The total number of funded student teacher places at universities in Scotland for 2013-14 will be 2,770, an increase of 670 places over the last two years. This is in direct contrast to the approach in England, where a significant number of teachers could soon be training on-the-job in schools without the pedagogical rigour offered by teacher education institutions — see the cover story on page 10.

However, change is also afoot in teacher education in Scotland; the crucial difference is that in Scotland the link between the universities and schools is retained, albeit with a different emphasis on the respective roles.

The National Implementation Board has been charged with overseeing the implementation of the recommendations of the National Partnership Group following the publication of the Donaldson Review Teaching Scotland’s Future in 2011. The traditional four-year BEd qualification for teachers is being phased out and replaced by degrees combining professional studies with in-depth academic study beyond the field of education. Partnership arrangements between all local authorities and universities providing initial teacher education are to be in place by August 2013.

Time will tell if the changes deliver the intended emphasis for career-long professional learning.

Wales Dr Philip Dixon Your chance to help shape teacher training The Welsh Government has no intention of following Mr Gove in his reckless reform of teacher training in England, but it does want the current provision in Wales examined. ATL Cymru has welcomed this.

Older members often say that new teachers are not being adequately prepared for the realities of the classroom.

High numbers of new teachers attending ATL’s behaviour management courses reinforce that idea. Other issues, such as the teaching of literacy and numeracy, the entry requirements for teacher training and big questions about the number of teachers being produced, have all been circling around for some years.

The review of initial teacher training

(ITT) will focus on the quality and consistency of teaching, training and assessment in ITT, course structure and coverage of issues. The review has suggested the following key questions: what do you find to be the current strengths and weaknesses of initial teacher training in Wales? In what areas can it be improved, and how? Do you find the current ITT course structure provides sufficient preparation for new teachers and where would you welcome improvements? Do you think ITT courses cover the right issues and, if not, what changes would you welcome? Are there alternative approaches to ITT? We know that teachers make the most impact on educational outcomes, so it’s vital we get their training right. If you’re reading this then you’re bound to have some ideas. We will be surveying members electronically, but you can also let us know what you think using the contact details on page 23. www.atl.org.uk

join the debate / letters

17

Send your letters to: Report, ATL, 7 Northumberland Street, London WC2N 5RD or email report@atl.org.uk.

The views expressed in the letters printed in Report do not necessarily reflect ATL policy or opinion.

STAR LETTER

Invigilation outrage I read the opening two lines of your star letter — ‘Damage limitation’ — in the February 2013 issue of Report with incredulity. That someone could be so cavalier as to read any magazine — and it is clear they read a great many articles — while invigilating an examination, defies belief.

While one could have some sympathy with the writer’s concern for the state education sector, the hard work, commitment, dedication and professionalism of all teachers risk being seriously undermined by such careless comments, which provide ample ammunition for those who seek to malign the teaching profession.

There is enough anti-teacher rhetoric today without serving members of the profession loading the guns and handing them to those in the teacher-bashing lobby.

The Joint Council for Qualifications states quite clearly that invigilators must “give all their attention to conducting the examination properly” and “be able to observe each candidate in the examination room at all times”, and that they must not “carry out any other task (for example, reading a book or marking) in the examination room”.

I understand the writer was invigilating an entrance examination in a private school, but as one who has served in the state system, he or she must surely have been aware of the stringent code of practice for invigilators. In any case, it matters not what examination it was or what kind of school; for the candidates sitting them, all examinations are important.

In this case, for “a room full of nervous 10-year-olds” this examination could have been a life-changing event, one which could well have shaped their entire futures.

All pupils, at all times, deserve the best that we can offer — in the classroom, the playground or the examination hall — and thousands of our colleagues attempt to deliver just that every day, some in very trying circumstances. This kind of throwaway line simply serves to dismay and dishearten.

J Cooksey, Warwickshire

WIN

J Cooksey wins £100 in book tokens. If you want to voice your opinion on any issues raised in Report or any other aspect of education, please send letters to the address above, including your phone number. One star letter will be chosen every issue to win the book tokens.

The human condition I retired in December and find I have time to read Report and even think about some of the issues raised. February contained several things that caught the eye, among which was this Gove fellow, as PG Wodehouse might have said (nice to have time for a bit of light reading too).

The article on the English baccalaureate certificate was rather overtaken by events, but it seemed to me that the rock on which it really foundered was the narrow definition of humanities.

Michael Gove seemed not to realise there are now more subjects available than when he was in school, that their content has been carefully re-thought.

March 2013

Music, for example, requires some knowledge of maths, history, geography, languages, Mozart and Kraftwerk.

What is more, pretty much everything that isn’t a science is a humanity in the sense that it tells us about the human condition. Trawl half a dozen university websites and you will find humanities faculties that include everything non-science, including English and all other languages.

And why does everyone need maths anyway? Wouldn’t a paper in the four rules and percentages get most of us through life?

Name supplied

Introverts speak out I read the article ‘Introverts in the spotlight’ in the February issue of Report with interest. From personal experience in trying to support my own daughter, who is an introvert, I realised that her teachers were failing to motivate her and paying attention to the dominant extroverts in the class and using strategies only designed to motivate extroverts.

In my daughter’s case she had won a dance scholarship to a performing arts school. There the more extrovert pupils clamoured for attention, responded positively to competition and bounced back from negative criticism, while the very opposite was happening with my daughter.

She became more and more withdrawn and less and less motivated to a point where she eventually hated dance, the very thing she had loved.

I came across a very good book, The Introvert Advantage by Marti Olsen Laney, which was a great help in understanding and defining levels of introversion as well as the needs of an introvert.

It also helped me understand my daughter’s behaviour and how she would feel and respond in certain situations.

I gave a copy to the principal with the request that they read it and share the relevant information to the staff in general, but particularly those responsible for teaching my daughter.

I don’t know whether or not this was done but there was no discernible change in the teaching strategies used in dealing with my daughter (or maybe by then the damage was done) and she decided to relinquish her scholarship and leave the school before completing her education.

M Kerr, London

www.atl.org.uk

18

profile / Andreas Schleicher

Compare and contrast In the third of our features on using evidence in education policy, Andreas Schleicher, the man behind the oft-quoted PISA tables, tells Alex Tomlin how international comparisons can lead to improvement for all

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don’t think anyone knows how good is good enough in education.”

So speaks Andreas Schleicher, deputy director for education and special adviser on education policy at the OECD, and, as the man responsible for the international education PISA tables, the “most important man in British education” according to Secretary of State for Education Michael Gove.

“The people that really matter are the ones who work in schools,” is the German-born Schleicher’s modest response to Gove’s compliment. “All I can do is give people some ideas, data and evidence. My job is to make the result of education visible and comparable in an international context.”

Schleicher believes the value of international comparisons is in showing what is possible in terms of quality, equity and efficiency. To those who question how reliable such comparisons can be, he says that although current methods of comparison are not perfect, they have moved on substantially since the days of focusing on case studies. As a physics graduate and methodologist by trade, he favours the more scientific approach, looking at large-scale quantitative outcomes.

“Comparisons also tell you something about the pace of change,” he states. “Every education system in the industrial world is becoming better by national standards. Becoming better doesn’t guarantee you a place in the global economy if everyone else is moving faster.”

The UK, he believes, is not progressing as fast as many international competitors, but looking at those higher performers can show different ways of approaching similar problems.

“Often we are locked into national paradigms in the way we think,” he says. “By looking beyond your boundaries you can discover how the kind of things you want to do have already been done, with what consequences, successes and failures.”

However, this is by no means a simple task.

“A lot of factors interact in the process. If you want to make good education policy you have to have a really good understanding of the complexity of how all the different facets and stakeholders interact.”

www.atl.org.uk

Even a country’s culture, which some say is so unique as to make comparisons unreliable, need not be a barrier according to Schleicher. “You’ve got to ask yourself to what extent culture is a context or an outcome of what you do. Think of the status of the teaching profession.

Is that decided because society admires teachers in one country and hates them in another, or does it have to do with how we define the teaching profession, how we attract teachers and develop them?”

Schleicher believes the capacity to attract the most talented teachers and principals into the most challenging schools and to manage them better can achieve remarkable results. He sees the UK has put resources into education but believes it may not have prioritised the quality of teaching as much as other countries.

“It’s always great to bring great people into the teaching profession,” he explains, “but if you put a great person into a poor system, the system wins every time.

It’s very much to do with the culture behind the profession. If you have an industrial work organisation, very prescriptive, mechanical, top-down, you get an industrial mentality. Teachers are seen as exchangeable agents at the front line who just deliver prescribed wisdom. British schools have enormous freedom in how they use resources but it’s still in the tradition of a more industrialised workplace.”

Compare this to Finland and other Nordic countries, where “the education system is the profession. They get great people in because they have made teaching so attractive; it offers real prospects for a career, for development. It’s the kind of job you’d really want to do.”

Schleicher downplays the importance of pay in attracting the best teachers. “Look at Finland, probably the most attractive place to be a teacher; they pay adequately but not extremely well. In Luxembourg they pay teachers extremely well but don’t do so well.”

And what about performance-related pay, an approach strongly favoured by Michael Gove? “We’ve not been able to identify any relationship [between performancerelated pay and educational improvement],” Schleicher states. “It’s an attractive idea, but very, very difficult to do well. You want to reward good performance but also to retain the collaborative culture. You want to get teachers to work with each other, for each other.”

March 2013

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If you put a great person into a poor system, the system wins every time

In terms of training new teachers, balance is his watchword. “The future of teacher training is probably integrating really good research perspective against experience,” he states. “I think it’s about interweaving theory and practice much more closely.”

He advocates another balance: of professional autonomy and collaborative culture, to make teaching more attractive. “Autonomy on its own doesn’t get you very far because it means teachers working in isolation with a lot of expectations on them but without access to real improvement. How do you bring people together to create this sense of a profession that you as a teacher not only implement but contribute to, so you are part of the culture of development?”

The added critical factor is collaboration between schools in a local area (something Schleicher sees as the major challenge for England’s academies programme).

“Every school succeeds because every school knows what every other school is doing,” he says. “A principal in Finland spends two-thirds of their time as a principal in school and one third as a leader in the system.

They are an education system rather than an isolated school — that’s very, very important.”

One striking consequence of this in Finland is not only its very good average performance but also the five per cent variation in schools between the top and bottom. To put that in context, the figure for Britain is around 35%.

Schleicher believes the key to challenging an attainment gap of this sort is a strong focus on those at the bottom end of the scale. “Our data shows it doesn’t matter if you go to a school in Britain, Finland or Japan, students from a privileged background tend to do well everywhere. What really distinguishes education systems is their capacity to deploy resources where they can make the most difference. Your effect as a teacher is a lot bigger for a student who doesn’t have a privileged background than for a student who has lots of educational resources.”

March 2013

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At the other end of the scale, Schleicher believes some UK schools are guilty of “coasting”. He explains that, taking into account both social background and performance, “you see a fair number of schools in disadvantaged conditions doing quite well and a sizeable number in easier conditions but only producing average results.

“We need to look beyond how schools rank and towards what should we expect, considering the context in which they work. I’m talking about schools that may not do badly in absolute terms but perform well below their potential.”

One aspect of the UK that piques Schleicher’s curiosity is that it does well in international comparisons at primary level, for example in the recent PIRLS (Progress in International Reading Literacy Study). “I don’t know how to interpret this,” he confesses. “You could say there has been really good improvement in the early years and one day it’s going to creep through to secondary; that’s the optimistic view. The pessimistic view is that the kind of reforms that work well with younger children don’t work so well as students grow older and the UK doesn’t show as much progress as other countries.”

Another significant factor is the curriculum of a country, a topical subject for the UK. Schleicher believes in looking at the bigger picture. “I don’t think you’re going to do better in mathematics by just teaching more mathematics; the curriculum as a whole is the driver of outcomes. We also see high-performing countries are not particularly prescriptive in terms of what should be taught. They’re very clear about what good performance looks like, what students should be able to do, then leave it up to teachers to decide how to teach.”

This approach of an over-arching curriculum with teachers deciding the details chimes well with ATL’s policy.

Schleicher is an advocate of unions getting more involved in education policy, reflecting the views of their members.

“Every education system gets the union it deserves,” he says. “If you have a very prescriptive, top-down system then you get industrial unions that don’t think about education but are very vocal about working conditions.

“In high-performing education systems unions become the protagonists of the profession; the ones that think about education policy and practice; that’s how the profession should be.” www.atl.org.uk

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help and advice / teachers’ pay

21

Teachers’ pay in England and Wales Report explains what the planned changes to the teachers’ pay structure in England and Wales mean for members

T

he government has announced significant changes to the pay structure for teachers in England and Wales from September 2013. ATL opposed the changes to the new pay structure through our evidence to the School Teachers’ Review Body (STRB) and we will continue to work to ensure that the changes are implemented sensitively and are workable.

ATL’s evidence to the STRB argued that the government’s proposed one per cent salary increase is insufficient and that any increase must be applied to all salaries and allowances. The STRB is not due to make its recommendations on pay to the government until 31 May 2013.

Teachers

teacher onto the upper pay scale require them to have made a ‘substantial and sustained’ achievement and contribution at the school. ATL is pressing the government to revisit this criteria and to at least allow schools discretion to place post-threshold teachers on the upper pay scale at appointment.

Teachers currently paid on M6 The government has announced that teachers currently on M6 have until 31 October 2013 to apply to cross the threshold on to the upper pay scale under the existing provisions. For teachers who do not or cannot apply by 31 October, a new procedure for accessing the upper pay scale will apply. This new will need to procedure will allow any classroom teacher to make a new application Progression apply. Success will for payment on the We expect that depend on the school teachers eligible being satisfied that the upper pay scale to progress to the teacher is highly next point on the leadership, main or upper competent in all elements of the Teachers’ pay scales will do so in September. It looks Standards, and if the teacher’s achievement as though the government has agreed to and contribution are substantial and delay implementation of performancesustained. The government believes that related progression until 2014. this change will allow schools to move the best teachers on to the upper pay Teachers moving schools scale earlier.

As recommended by the STRB, teachers’ salary points on the main and upper pay ASTs and ETs scales will no longer automatically carry with From September all advanced skills teacher them if they move schools from September.

(AST) and excellent teacher (ET) posts will ATL robustly argued that it is essential to be abolished. Schools will be able to replace allow and encourage mobility for teachers them with a leading practitioner post. All moving schools to be paid on the same ASTs and ETs who are not given leading point at any new school but the government practitioner (LP) posts should be placed on has not listened. Teachers moving school the upper pay scale and receive from September will need to ensure that a safeguarded sum for the next three years. they negotiate their starting salary with If your school decides to create an LP their new school before accepting a post. post, existing ASTs or ETs may be appointed Teachers will need to make a new to this post. The primary purpose of the LP application for payment on the upper pay post is to ‘model and lead improvement of scale at every school. It may not be possible teaching skills’. LPs must be an exemplar of for schools to appoint a new teacher on the teaching skills and take a leadership role in upper pay scale as the criteria for moving a developing, implementing and evaluating

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March 2013

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policies and practice that contribute to school improvement. Their role may include: coaching or mentoring; sharing material or advising on practice, research or CPD; demonstration lessons; classroom observation; or helping teachers experiencing difficulties. LPs will be paid on a range identical to that of the current AST pay scale.

TLR payments The government will introduce a third level of TLR payment from September. TLR3 will be awarded to classroom teachers who undertake a fixed-term or time-limited project for the school. TLR3 will be paid at between £500 and £2,500 per annum (pro rata for part-time teachers). Teachers awarded a TLR3 should be told at the outset how long the project and payment will last.

Supply teachers The end of the portability of salary points means that directly employed supply teachers will no longer be entitled to receive a salary commensurate with their experience. Schools will be able to pay whatever they wish for each assignment.

From September, supply teachers will need to be sure of the salary rate they will be paid before accepting any assignment.

For more information and a series of FAQs on changes to pay, see: www.atl.org.uk/paynews

www.atl.org.uk

22

help and advice / legal

The Teaching Agency Procedures for teacher misconduct in England have undergone a significant change. ATL solicitor Sharon Liburd explains the new process

O

n 1 April 2012, the Teaching Agency, part of the Department for Education (DfE), replaced the General Teaching Council for England, with regulation of teacher conduct as one of its functions.

Anyone undertaking teaching work in a school, sixth form college, youth custody setting or children’s home in England can be referred to the Agency.

Cases can be referred by an employer, an employment agency, the police, a member of the public, the Disclosure and Barring Service (DBS — an amalgamation of the Criminal Records Bureau and Independent Safeguarding Authority) and other regulators.

Referrals involve conduct so serious that a decision should be made on whether the teacher should be prevented from teaching.

Cases of alleged professional misconduct, bringing the profession into disrepute and relevant criminal offences are considered.

Less serious cases and alleged incompetence should be dealt with by the employer. In addition, if an employer or organisation believes a person has caused harm or poses a risk to children or vulnerable persons, a referral should be made to the DBS. Offences that take place while teaching in Scotland, Wales or Northern Ireland will be dealt with by the relevant General Teaching Council. The FE sector does not currently have a professional body that sets out appropriate codes of conduct or deals

www.atl.org.uk

with complaints against staff. Currently, codes statement and the teacher is invited to make of conduct are therefore covered by law or representations to the PCP and call witnesses. college policies. With the establishment of an Where the facts are disputed, the presenting FE Guild (to be confirmed via consultation) officer makes an opening statement, to which this situation may change in August 2013. there is a right of reply, then both sides If it is decided a case should be present evidence and call witnesses. investigated, an initial letter will be sent Joint hearings can take place where to the teacher setting out the allegations, allegations are made against two or more enclosing relevant documents and inviting teachers that arise out of the same set of him or her to respond, normally within circumstances. When the teacher neither four weeks. Expert evidence, eg from the attends nor is represented at the hearing, medical/teaching/legal professions, may the PCP will decide whether to proceed be sought by the Agency and this would or adjourn. be copied to the teacher. The investigation Hearings are normally in public, but will decide if there is no case to answer or the PCP may, on the teacher’s application, that the matter be referred to a professional decide to hold one in private if it is deemed conduct panel (PCP). to be in the interests of natural justice, A notice of proceedings is sent to the not contrary to the public interest and/ teacher at least eight weeks prior to a or necessary to protect children or hearing before a PCP, which will specify the vulnerable witnesses. allegations and identify any witnesses the After hearing the case, the PCP will presenting officer (a DfE official or external deliberate in private and decide whether lawyer) will be calling. It is copied to the the case has been proven against the teacher teacher’s employer/agency at the time the ‘on the balance of probabilities’ (ie more matter arose. The teacher will be given three likely to have happened than not). weeks to respond and confirm whether or The only decision available to the PCP is not he or she will appear whether to recommend or be represented at the to the Secretary of State Less serious cases hearing, whether the that a prohibition order allegations are admitted, and alleged incompetence is appropriate. A should be dealt with and the name of any prohibition order witnesses they intend is for life but may by the employer to call. Notice of the be reviewed by the hearing will appear on the DfE’s Secretary of State after no less than two website a week before it takes place. years, on application. However, the PCP can The PCP comprises three members, at recommend that no provision is made for least one of whom has been a teacher in the review at any time, for example if there is past five years, and one non-teacher. There a conviction for a serious criminal offence. is also a separate legal adviser for the PCP Decisions are sent to the teacher’s who can ask questions of the teacher and employer/agency at the time of the advise on the law, evidence, procedure, etc, incident(s) and any current employers/ but who cannot participate in the decisionagencies. The Agency’s decisions, its reasons making process. and summaries of evidence, and other At the start of the hearing, the chair of details are available on the Agency website the PCP will read the allegation(s) and ask at www.education.gov.uk/teachingagency. the teacher whether he or she admits the ATL offers assistance and representation facts. If so, the chair will ask whether an to members who have been referred to the agreed statement of facts has been drawn Agency. Members should contact ATL using up. If so, the presenting officer reads out the the details on page 23.

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March 2013

help and advice / contact

23

Help and advice If you need help with matters related to your employment, your first point of contact should be your school or college ATL rep, or your AMiE regional officer if you are a leadership member. You can also contact your local ATL branch for advice and support. If they are unable to help, contact ATL using these details:

Membership enquiries 020 7782 1602

General enquiries 020 7930 6441

Monday to Friday, 5-7.30pm during term time. ATL’s regional officials are available to speak to you about work problems.

Email: info@atl.org.uk Website: www.atl.org.uk London: 7 Northumberland Street, London WC2N 5RD. Belfast: 16 West Bank Drive, Belfast BT3 9LA. Tel: 028 9078 2020. Email: ni@atl.org.uk Cardiff: 9 Columbus Walk, Brigantine Place, Cardiff CF10 4BY. Tel: 029 2046 5000.

Email: cymru@atl.org.uk Edinburgh: CBC House, 24 Canning Street, Edinburgh EH3 8EG. Tel: 0131 272 2748.

Email: scotland@atl.org.uk AMiE members: 35 The Point, Market Harborough, Leicestershire LE16 7QU. Contact your AMiE regional officer (contact details at www.amie.uk.com) or call the employment helpline 01858 464171.

Email: helpline@amie.atl.org.uk

Email: membership@atl.org.uk

Pension enquiries 020 7782 1600 Out of office hours helpline 020 7782 1612 Personal injury claims 0800 083 7285 Call Morrish Solicitors LLP, ATL’s appointed solicitors, or go to www.atlinjuryclaims.org.uk. This service is open to members and their families, subject to the rules of the scheme.

ATL should be your first port of call in the event of work-related issues. If you feel you need emotional support, Teacher Support Network is a group of independent charities and a social enterprise that provides emotional support to staff in the education sector and their families. Their support lines are available 24 hours a day:

If you are not a member of ATL and would like to join, please contact us on 0845 057 7000 (lo-call) Remember to pass your copy of Report to colleagues who may be interested in it!

UK: 08000 562 561 Wales: 08000 855 088 Email: support@teachersupport.info Text: 07909 341229

Terms of ATL’s support are outlined in our members’ charter, available via www.atl.org.uk. When emailing ATL from home, please include either your membership number or home postcode to help us deal with your enquiry more efficiently.

March 2013

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24

help and advice / guide

Know your loo role Toilet issues can be a sensitive matter for schools to deal with.

This guidance from continence charity ERIC offers some tips

C

ontinence problems can have a significant emotional impact and can increase the risk of bullying and of behavioural problems in children.

This guidance, taken from the publication The Right to Go, produced by charity Education and Resources for Improving Childhood Continence (ERIC), offers some practical advice for education staff to help deal with the issue.

If a child is starting school without having achieved continence, it is essential they have an assessment by a school nurse or health visitor to identify the cause and what support the child and family need.

For children whose continence or toileting problem first presents itself at school, it is important that staff discuss the issues with parents and do not make presumptions regarding the cause.

Parents of children who have continence issues should be made aware of the school continence policy and sign any parental consent forms regarding the child being changed. Wherever possible, this should happen at entry meetings or prior to the child starting at the school.

Although teachers’ contracts do not include continence care, they do act in loco parentis. Continence management is normally included in the job description for care staff, teaching assistants and midday assistants.

To help support a child, the school can: • agree a procedure with the parents to change the child should they soil/wet themselves • agree how the school will inform parents of any wetting or soiling accidents — possibly via a home/school book • agree how often the child should be routinely changed and who will be changing them • agree to report to the headteacher or SENCO if the child is distressed or if marks or rashes are seen • agree to review arrangements, in discussion with parents/carers, should this be necessary • agree to encourage the child’s participation in toileting procedures wherever possible to promote independence • discuss and take appropriate action to respect the cultural practices of the family.

Any adult should inform the teacher when they are going to change the child or carry out a procedure. There is no requirement that two adults are present and staff will need to make their own judgement based on their knowledge of the child and family.

Consideration should be given to a suitable place for changing children and ensuring privacy and dignity are maintained at all times, such as by having a ‘do not enter’ sign on a toilet door.

Schools’ health and safety policies should include the following requirements: • staff should wear disposable gloves and aprons while dealing with incidents • soiled nappies should be double wrapped • the changing area should be cleaned after use according to guidelines • hot water and liquid soap should be available to wash hands • a hot air dryer or paper towels should be available for drying hands.

It is likely that most of the personal care will be undertaken by one or more of the support staff. It is recommended that job

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descriptions include statements such as ‘a duty of personal care to support and promote independent toileting and other self-care skills may be necessary at times’.

Teachers are responsible for facilitating, supporting and releasing teaching assistants to fulfil this role.

Other issues to consider in managing a child’s continence are the following: Independence: what is required of the support staff to ensure that the child can be as independent as possible?

Toileting times: does the child need to be prompted at regular intervals, or does the child initiate toileting?

Communication: how does the child let you know they need the toilet? Some children are extremely embarrassed so a discreet method will aid the child to have more confidence to use the toilet when they need to.

Facilities: the environment, facilities, privacy and the distance to an appropriate toilet need to be taken into account to allow adequate time for toileting to be undertaken; children will often have valid reasons for not wanting to use a certain toilet, for example if it has no lock.

Manual handling and lifting: does the child need to be hoisted when toileted or for nappy changing, is this manageable by one person, and is any training needed?

Unplanned events If a child has a wetting or soiling accident it should be dealt with swiftly and in a sympathetic manner. Parents need to provide spare clothes, wipes and plastic bags, which are kept in school, in an easily accessible, discreet location. There must be a private area, such as disabled toilet, where the child is able to get cleaned and changed with the support of a member of school staff if necessary.

To read the full guide, see: www.atl.org.uk/personalcare

March 2013

26

resources / info directory

o

o

o

It includes chapters on the following: • moving to or leaving an academy • contracts of employment • appraisal • sick pay and leave • maternity and other family rights • ATL model policies for academies • TUPE and continuity of service • NQT induction in academies • redundancy • trade union recognition.

A sample of the advice offered, below, explains the terms and conditions in academies.

Working in an Academy If your school converts to an academy then your existing terms and conditions should be oWorking in an Academy oo protected under TUPE. However, taking up or o o o o o o o o leaving a post in an academy is not the same o o oo o o o o as moving between maintained schools and ,o o o o o fi ’ there are important things to consider. o o o o o o fi Academies are free to offer a wide range of o o o o o o terms and conditions to new staff. Take nothing o o oo o o o o for granted when accepting a job at an academy. o ’o Some points to think about when considering a job offer include the following: • Job title: Make sure Managing teams: 22 March, York; 10 April, London you are clear about your job title and Managing extreme behaviour: 17 April, Bristol major responsibilities.

Managing change: 22 April-3 June, online • Job description: The devil is in the detail.

Stop teaching me when I am trying to learn: For example, most 24 April, London; 22 May, Manchester academies offer extraSupporting yourself (free for support staff): curricular activities (and 27 April, Bristol; 25 May, York; 1 June, London school trips) and expect teachers to do their bit.

Taking care of behaviour: 29 April, online; 6 June, York • Pay: Don’t be satisfied Practical solutions for dyslexia and dyscalculia in a primary with general statements school setting: 16 May, London about pay. Ask for a copy of the salary and Preparing for retirement: 18 May, Nottingham; 6 July, London allowances scales and Understanding leadership and management in education: establish how you will 14 June, York progress up it, when pay is reviewed and how.

Differentiation: practical tools: 19 June, Bristol • Hours of work: Establish at interview your normal There is a nominal charge for courses to minimise the number of members working day and week, not turning up: £40 for all standard members, £20 for standard support especially if you are members and NQTs. It is our expectation that employers should cover the expected to work at cost of attending. weekends.

Your CPD with ATL

Newsletters

The ATL Support newsletter has been sent out to all support staff members with this issue of Report. It leads

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with a comprehensive explanation of the role of HLTAs and cover supervisors and how they should and should not be employed.

Also included is a preview of support staff issues at Conference, a view on misleading job adverts and a reminder that support staff can stay with ATL when they retire.

Post-16 News has also been sent out with this issue of Report to all members working in the post-16 sector. It leads with the findings of a government survey showing the benefits of studying further

education, and also includes the latest on pay negotiations, and a successful FE professionalism seminar.

• Holidays: How many days can you be asked to work outside term dates? If you are employed on a term-time only contract, check how your statutory holiday entitlement has been incorporated into your pay.

• Probationary periods: Trial periods of one term are normally sufficient. Ensure you understand how long your probation will last, what the review arrangements are and the support and induction you can expect from managers and colleagues.

• Notice periods: Check how much notice you are entitled to receive and obliged to give.

For support staff, notice periods vary but commonly it is one month. If your employer wishes to dismiss you after one month’s service, then by law they must give you a minimum of one week’s notice for every year worked, to a maximum of 12 years.

• Maternity pay and leave: Does your employer pay statutory maternity pay only, or higher rates under a more beneficial scheme?

• Sick pay and leave: This is worth checking, especially the entitlement in the first few years of employment. Academies do not have to honour the entitlement to sick leave that you have built up in the maintained sector or with other academies (unless you have transferred under the Transfer of Undertakings (Protection of Employment) [TUPE] Regulations). Likewise, if you move from an academy to a maintained school or another academy, the service in your current academy may not count towards your sick pay entitlement.

• Pension: Academies are members of the Teachers’ Pension Scheme and Local Government Pension Scheme and must offer these for all employees.

• Retirement age: It is unlawful to dismiss staff aged 65 or over unless this can be objectively justified. ATL does not envisage circumstances where this may occur.

• Research the school: Read the prospectus and website to ensure you are happy with the academy’s ethos or character, which may depend on the sponsor.

ATL members can download Working in an Academy from www.atl.org.uk/workinginanacademy or order it using the details below.

How to order ATL resources There are a number of ways you can access the range of publications, newsletters and position statements ATL provides: Website: you can download PDFs of most of our publications or place your order using an online form via the ‘Publications & resources’ section of our website at www.atl.org.uk Email: you can email your order using despatch@atl.org.uk (quoting the product code, wherever possible) Telephone: you can phone our publications despatch line on 0845 4500 009 (quoting the product code, wherever possible).

March 2013

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28

resources / classified To advertise here please contact Lisa on 01603 772521, or email lisa.parkinson@archantdialogue.co.uk Wales

Scotland

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Tel: 01437 563504

Scotland/Berwickshire coastline Dramatic sea views, beautifully converted coastguard’s cottage, three beds, sleeps six, central heating.

Harbour, pub, beach five minutes.

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Isle of Wight

Business Opportunity

Recruitment

Pretty thatched cottage, Calbourne, Isle of Wight sleeping up to six. Available for holiday rental from £395 per week.

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France LOT VALLEY Spacious, luxury gîtes in tranquil setting – each with two en-suite bedrooms.

12m pool. Beautiful countryside. Great local markets. Nearby lake with white sandy beach and good restaurant. Kate & Viv Oliver.

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Teachers required to host and teach adults and/or teenagers from Europe, Russia and Japan in their home on total-immersion English language courses or GCSE/A-Level revision courses in maths, science and business/economics. A professional qualification is required, comfortable home and enthusiasm for sharing your language, culture and location. Short summer placements of 2-3 weeks are available and also year-round placement of 1-4 weeks. Good rates.

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Italy Self-catering in Tuscany Restored medieval house in mountain hamlet near Lucca – sleeps four. Superb views, ideal for walkers, art/history lovers, food/wine enthusiasts. Tel: 01226 753050 email: barmax@globalnet.co.uk or visit www.tuscanyproperties.co.uk

Spain

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March 2013

29 1

Prize crossword

Across 1 A new chair — Cambridge, initially — is very old-fashioned (7) 5 Shaw, apparently, is a disappointing failure (7) 9 and 10 Mainframes reconfigured for popular children’s character (7,3) 11 Such a night for girls only, starting higher education nationally (3) 12 Unruly mob gets grade A in chess, for example (5,4) 14 Fibre incorporated in many long socks (5) 15 Set up before empty court (5) 17 Young child’s friend made up? (9) 19 Thus a religious leader and Academician in ‘Corrie’? (4,5) 21 He is back with my French (5) 24 Easy job — add Centigrade to Imperial measurement (5) 25 Chap is to embrace further education in policy document (9) 27 and 22 down Smiles transformed by short sad musical! (3,3) 28 Is able to help fill vacancy (3) 29 There’s a kind of point in medical reorganisation (7) 31 People who love books — perhaps dares to include the Queen (7) 32 Maybe try on small, loud underpants (1-6) Down 1 A figurehead adopts a moral tale that’s also friendly and good-natured (7)

2 Childcare includes vehicular transport? (3) 3 Directed at corrupt media (5) 4 In the smooth singing style belonging to Cambridge University?

Dreadful lie! (9) 5 Used to be half-term for discarded material (5) 6 Branch of linguistics concerned with meaning and translating in Mass, etc (9) 7 With heart of joy I help out a girlfriend of Hamlet… (7) 8 … with possession of rented property by the heartless girlfriend of Bill Sikes (7) 13 Local Education Authority brewed beer (3) 16 Oh, to teach differently, orally, a pain! (9) 18 Any diary is arranged to include a future time of hardship, when children are kept in at playtime? (1,5,3) 19 Clue’s a right mess, but not connected with religious matters (7) 20 Names muddled — I have a memory problem (7) 22 See 27 across 23 Oriental dish — one sold out (7) 25 Sign used in subtraction and in sum, oddly (5) 26 In brief, a certain sudden difficulty (5) 30 Soldiers turn up in Bournemouth (3)

The winner of the February crossword competition will be announced on the ATL website.

Congratulations to Mr L Deex, the winner of the January crossword competition.

March 2013

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WIN!

One lucky reader will win £50 in Marks & Spencer vouchers. Simply send your completed crossword, with your contact details (incl. telephone number), to: ATL March Competition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 15 April 2013.

If you have an ATL membership number, please include this _________________________________________________________________

Terms & conditions: Please include your full name, address and telephone number. The winner will be picked at random from the correct entries on 15 April 2013. The editor’s decision is final. No purchase is necessary.

The prize is non-transferable. Employees of ATL and Archant are not eligible for the prize draw.

✁

WIN £50 in Markser & Spencrs vouche

Last month’s solution — February 2013 Across: 1 Reporter 5 Appeal 9 Dreaming 10 Spires 12 Anti 13 Enemies 17 Auctioneer 19 Fop 21 Duo 22 Attendance 24 Allegro 25 Copy 28 Ticker 30 Seminary 31 Remedy 32 Stanford Down: 1 Rude 2 Prep 3 Romantic 4 Ennui 6 Puppet 7 Ear 8 Last Supper 11 Revere 14 Infant 15 Bandmaster 16 School 18 Notion 20 Adoption 23 Agreed 25 Cheat 26 Taco 27 Dyed 29 Cam

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30

join the debate / final word

Spoilt for choice

ILLUSTRATION: PHIL WRIGGLESWORTH

As a mother, journalist Zoe Williams sees parental choice making or breaking local schools

T Zoe Williams Zoe Williams is a journalist, columnist and author who writes for The Guardian and the New Statesman

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he ‘parental choice’ agenda came in before I had kids. I used to hear about it on the radio; I just assumed that, because politicians said that’s what parents wanted, then it must be what parents wanted.

What I didn’t realise until I had a son knocking on the metaphorical door of his reception year is that choice is the last thing parents want. I have met scores of parents and I have never heard one person say “what I really want is three or four schools, equally good, equally close, with subtle differences of education and ethos that I can then choose between”.

All any and every parent wants is for the school nearest them to be brilliant, and for their child to get into it. It sounds so obvious that if political rhetoric hadn’t diverged so far from reality, I would be embarrassed to write it. But the truth is that nobody says anymore that “we promise you a good local school”.

As a result, a whole vision of schooling — where a

school may not be perfect, but at least everybody was working towards the same thing, and with enough will and cooperation, it would get there — has slipped off the debating table.

The corollary to choice, of course, is ranking — recent educational history has seen an obsession with assessing and marking and league-tabling and broadcasting the quality of each school. What’s the point of choice if parents don’t have the information they need to make it?

The problem is that these evaluations become selfperpetuating. It’s a bit like choosing a favourite child, then announcing to the rest of your children that you now had one ‘outstanding’ and two ‘goods’. A coarse market analysis would dictate that the ‘good’ children would set out to improve. But in the more textured landscape of the human psyche, most probably the ‘goods’ would start ‘failing’.

Likewise, with schools; this is how I’ve seen it happen in my area. There were two schools very near one another and their quality was as good as indivisible. One was slightly nearer a housing estate, and had fractionally more pupils with English as an additional language, so its results weren’t so impressive. By the logic of Ofsted, this one became ‘good’, while the other was ‘outstanding’.

Parental anxiety then amplified the difference; parents preferred the ‘outstanding’ one, not unreasonably. Some rented flats to be nearer it and its catchment area went down. By the time we applied the catchment area was 450 metres, and my partner, who is a geologist, was using special software to measure the distance from our front door by degrees of the earth (“That’s not what Lambeth’s going to use!” I remember yelling, during this fraught period. “They’ll be using a ruler like everybody else!”)

The ‘good’ school, meanwhile, became the school of last resort for parents who had wanted to go to the ‘outstanding’ school. Even while parents really loved it once they were in, the idea of delight and excitement at intially getting a place completely evaporated. Over a period of three years, it had dropped down to ‘satisfactory’ which, in parent-speak, means “move heaven and earth not to end up there”. The logic is inescapable — the worse it gets, the worse it will get, because reputation draws in the parents, and parents are half the school.

Ironically, the staff of each school — whom the system would set up as arch adversaries — have huge respect for one another, and say the difference is mainly morale.

Who makes the morale? Ofsted. As they used to say in the American Civil War, the men make the weather and then complain that it’s raining.

March 2013