In this issue
February 2013
Education Leader and Manager
1–3 Colleges now free to recruit students from 14+
4 Taking boys seriously 6 FE in Wales 8 Celebrating diversity 10 Safeguarding update 12 Managing work-related stress 13 The Coalition’s mid-term review 14 The view from Scotland 16 The reputation of FE
AMiE is the leadership section of ATL
Cover story Colleges now free to recruit students from 14+
Implementation group of college leaders Bob Vesey, President, AMiE
In the early days of the last Government, the need for reform in the 14–19 phase of education was recognised. Its White Paper Schools Achieving Success1 noted that there had been ‘many serious attempts in the past to reform this phase of education, but the problems have never been adequately resolved’.
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The White Paper went on to promise: ‘more partnership working, including between the statutory and post-16 sectors’ in order to raise the status of vocational provision and to offer more choice to young people in the 14–19 phase.
Increased flexibility
In response to this specific recommendation, in March 2012 John Hayes, who was then Minister for Further Education, Skills and Lifelong Learning, set up an implementation group, made up of college principals and senior managers, to undertake the work required to put the recommendation into effect. This may be the first time that a sector-led group has been asked to take such an active role in policy development. The Joint Chairs of the group, Mike Hopkins, Principal of Middlesbrough College, and Tony Medhurst, Principal of Harrow College, reported back to the Minister in October 2012. In a letter accompanying their report, Hopkins and Medhurst indicated that: ‘it will be practically possible for Further Education Colleges to recruit directly fulltime 14 and 15 year olds from 2013 onwards, in line with the statutory powers that already exist’.3 The implementation group’s findings cover ten key areas of policy and practice, and the report sets out to reassure ministers and others that colleges are well placed to recruit younger students on a full-time basis, while being able to ‘meet any statutory requirement of schools for this age cohort’ and to ‘provide the best possible educational programme’ in a suitable environment.
One outcome of the White Paper was the development, from 2002, of the Increased Flexibility Programme, which led to a growth of Given a decade of partnership working, with vocational provision in schools, often developed in partnership with colleges and training providers. many colleges making provision for 14–16 year olds, there should be little doubt that The programme also led to a significant growth in colleges have the ability to do this. the number of 14–16 year old students who were taught in colleges, either for part of the week or ‘Readiness to open’ checklist for the whole of their Key Stage 4 programme. This provision was sometimes developed in local authority-wide partnerships involving schools, colleges and training providers and sometimes in smaller consortia. Students who were taught in colleges remained on the school roll, and funding for college provision was routed through school funding. This remains the case today.
Colleges are well placed to recruit younger students on a full-time basis
In her 2011 review of vocational education, Alison Wolf recommended that the Government should: ‘make explicit the legal right of colleges to enrol students under 16 and ensure that funding procedures make this practically possible. Colleges enrolling students in this age group should be required to offer them a full KS4 programme, either alone or in collaboration with schools, and be subject to the same performance monitoring regime (including performance indicators) as schools.’2
Before any direct recruitment of 14–16 year olds, the implementation group’s report recommends that colleges undertake a ‘readiness to open’ self-assessment, using a checklist adapted from the studio and free school processes. The checklist covers: 1 admissions and exclusions 1 leadership and staffing (including suitably qualified management and co-ordination of special educational needs provision) 1 curriculum entitlement 1 quality assurance 1 safeguarding and student care 1 guidance 1 support 1 behaviour.
It is also suggested that there should be sign-off in relation to the checklist, both by the chair of the college corporation and by the principal.
Funding
Conditions The new Minister, Matthew Hancock, broadly accepted the report and its recommendations, in a letter of 6 December 2012. In accepting the recommendations, the Minister has imposed a small number of conditions that must be met before colleges can recruit younger students directly.
One of the areas of difficulty in the Increased Flexibility Programme, and the partnerships that developed from it, related to funding. As funding was routed through schools, the rate at which Among the conditions are the following: funding in colleges was provided varied significantly. 1 Colleges must be rated by Ofsted as The recommendation here is that, as an interim outstanding, good or satisfactory with improving measure, 14–16 year old students should be funded results as measured by performance data. through the same mechanism as that used by the 1 For good or satisfactory colleges Education Funding Agency in relation to 16–19 there should be sign-off by the year old students. The Pupil Premium will be an principal and chair of governors. additional element of the funding per learner. Colleges should use the ‘readiness to Given that the Government is currently working on 1 open’ checklist referred to on page 2. proposals for a national funding formula for schools, 1 There should be a dedicated this is a sensible and pragmatic solution and one 14–16 area in the college. that avoids any need to develop a further separate set of arrangements for this group of students. 1 There should be a dedicated 14–16 leadership individual, who is accountable and responsible for 14–16 provision and pupils. Management information In relation to data and performance management information, there are significant differences between the school and college sectors in respect of the data returns required by government and the management information systems that are available in the two sectors. Systems are designed to do different things and there is limited capacity for them to work together. However, in spite of system differences, several school and college partnerships have found it possible to share data between the two sectors, and there should be no difficulty in meeting data requirements. The report is right to argue that in future: ‘priority should be given to initiatives to make data systems more “joined up” ’.
Curriculum In relation to the curriculum, Alison Wolf was clear in her review that 14–16 year olds in colleges should have the same curriculum entitlement as those in schools. The implementation group’s report confirms that colleges seeking to recruit at 14 or 15 will offer a broad Key Stage 4 curriculum entitlement, including GCSE English, Maths and Science. Careers education, personal, social and health education together with religious and sex education will also be offered.
An effective way of working In submitting their committee’s report and recommendations to the Minister in October, Hopkins and Medhurst added a comment on the use of a group of practitioners from the sector to help develop policy. They said: ‘[we] would like to commend this way of working, supporting policy development through direct and informed contribution from the sector’. While acknowledging that the group did not work alone (it had the support of the Association of Colleges as well as of civil servants), given the speed with which the group worked to produce a thorough report, this does appear to be a very effective way of getting government business done, with appropriate involvement of those who have to make the implementation work.
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1 Schools Achieving Success, Department for Education and Skills, 2001 2 Alison Wolf, Review of Vocational Education, 2011 3 Details can be found at: www.education. gov.uk/children andyoungpeople/ youngpeople/ qandlearning/ a00218341/ wolf-reviewrecommendation -19
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The view from Northern Ireland
Taking boys seriously Research aims Specifically, the research sought to increase understanding of:
1 factors contributing to male educational under-achievement
1 how education and school can become a more positive learning experience
1 the effect of non-formal approaches 1 male transitions through post-primary school and beyond to higher education, work and factors that impact on their future employment aspirations
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1 how experiences of violence in a post-conflict society impact upon education and learning.
Complex factors Mark Langhammer, Regional Officer, Northern Ireland
December 2012 saw the publication of a longitudinal study of adolescent male school life experiences in Northern Ireland. The study, by Dr Ken Harland and Sam McCready from the Centre for Young Men’s Studies at the University of Ulster, is important for school and college leaders, as it has significant implications for teaching.
Boys perceived school as being disconnected from the reality of their everyday lives and experiences
Equally importantly, it also offers many pragmatic ways to assist teachers and lecturers in the classroom to help boys make better connections between school/college and their wider developmental needs. Taking Boys Seriously is the result of research carried out between 2006 and 2011, tracking 378 adolescent boys aged 11–16 across nine postprimary schools in Northern Ireland. It was initiated in response to concerns about boys’ educational under-achievement and wider concerns about their health and well-being. The research was sponsored by the Department of Education and the Department of Justice in Northern Ireland.
The study concluded that the factors impacting upon boys’ educational under-achievement are complex, and must be considered within the wider context of socio-economic issues, such as poverty, class, ethnicity, a declining industrial base and the drop in demand for traditional male jobs. With the decline of traditional industry in Northern Ireland and the shift in favour of new ‘knowledge economies’, the value of education is arguably greater than it ever has been. Interestingly, the researchers note that: ‘Although teachers who were interviewed as part of this study recognised the predominance of boys with lower academic achievement, they generally did not take this into account in terms of learning styles or teaching approaches’. The authors comment: ‘The social context of these boys’ lives has a strong bearing upon their thoughts, beliefs and attitudes towards education and learning. However, because this social context was seldom addressed in the classroom, boys perceived school as being disconnected from the reality of their everyday lives and experiences.’
Fear and alienation Despite a changing political context of peacebuilding in Northern Ireland, boys voiced ongoing concerns about their personal safety, and reported various forms of violence simply as ‘the way it is’. Boys spoke of ongoing incidences of sectarianism and being fearful of paramilitaries. They reported increased levels of racial conflict.
About AMiE AMiE is the leadership section of ATL. We provide specialist support for leaders and managers in colleges and schools. We have extensive knowledge of issues faced by members, and have developed top-quality services to address these:
Boys also spoke of feeling alienated from their communities and distant from the world of adults and decision-making processes.
1 help and advice through a confidential helpline 1 direct access to AMiE regional officers dedicated to supporting managers and leaders
The value of youth workers
1 pensions advice, including information
In this study, interventions by experienced youth workers demonstrated the value and benefits of youth work methodologies, in addressing everyday issues that impacted upon the adolescent boys’ lives.
leaflets on important topics such as improving your pension prospects
1 publications sharply focused on contemporary management issues
1 employment relations leaflets providing advice
Practical recommendations
and guidance from a manager’s point of view
The report makes recommendations aimed at school principals, policymakers and practitioners that have important pedagogical implications for teaching, lesson planning, and engaging and working with boys. It contains many pragmatic and cost-neutral ways to support teachers in the classroom in helping boys to make better connections between school and their wider social, emotional and developmental needs.
1 education news updates direct to your desktop 1 a leadership council that considers and debates key educational issues and consultations, providing a comprehensive view from a leadership perspective
services and products through ATL Plus.
Taking Boys Seriously is published by the Centre for Young Men’s Studies (www.cyms.ulster. ac.uk), Faculty of Social Sciences, School of Sociology and Applied Social Studies, University of Ulster, in collaboration with Youth Action.
March 2013 seminar
Taking Boys Seriously in Your AMiE members are invited to a seminar led by Dr Ken Harland and Sam McCready of the University of Ulster on their recent research – Taking Boys Seriously – at 7pm on Wednesday, 13 March 2013 at the Wellington Park Hotel, Belfast.
managers and leaders of today and tomorrow
1 policy influence in political circles 1 good deals on insurance and discounts on many
Taking Boys Seriously should be taken seriously. If acted upon, it could have a real and lasting impact on our pedagogy and help to lift the achievements and life chances of these young people.
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1 CPD courses and seminars specifically for
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To register, please email: tdevenney@atl.org.uk
Who can join AMiE? Colleges: AMiE welcomes managers at all levels in further education colleges, sixth form colleges and adult education providers. Schools: We warmly invite school headteachers (including those in academies), deputy headteachers, assistant headteachers, acting headteachers, bursars and business managers to join AMiE. We also have many members in national organisations, training organisations and other areas of the education sector, including higher education.
To join Join AMiE online via our website www.amie.uk.com or by calling 020 7782 1602. For further information, please email membership@atl.org.uk
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The view from Wales
What’s happening in further e Qualifications Review and its outcomes Lesley Tipping, Faculty Director, Service Industries, Coleg Menai; and Vice-President, AMiE
There are four main FE headlines in Wales at the moment.
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The headlines are:
1 funding from 2014 1 the Qualifications Review and its outcomes 1 mergers and the implications 1 National Contract negotiations. *Available at: http://wales.gov. uk/topics/ educationand skills/qualifications inwales/ revofqualen/ ?lang=en
New funding methodology for full-time post-16 learners Colleges Wales (the body that represents FE in Wales) has been asked by the Department for Education and Skills (DfES) to establish a methodology for funding, to be implemented from September 2014. A small team of Colleges Wales representatives along with a number of senior FE managers have been working for nearly two years on developing a new funding method that will be implemented from 2014. Basically, the learner will be funded, rather than the qualification, for a programme of learning that has been agreed across the providers as being suitable and fit for purpose. There will be a set of guidelines for choosing the qualifications to be part of the package of learning. The National Training Federation Wales and Estyn have been fully involved in the consultation aspects of the development. Employers will also be part of the consultation process.
AMiE reps in the colleges have been inundated with requests for support from members
The DfES has set the parameters of the package of learning, after working with Colleges Wales. The package of learning is currently to be known as the ‘Learning Area Programme’ (LAP). The parameters include:
1 maximum annual hours (between 600 and 700 hours)
1 the inclusion of the 14–19 Learning Core 1 a main qualification for study and additional requirements.
Since the beginning of 2012, Wales has been undergoing a full Qualifications Review for 14–19 year olds. The final report* was published in November 2012 and contains 42 recommendations. These recommendations cover diverse areas, such as:
1 the Welsh Baccalaureate and its future 1 literacy and numeracy levels of learners 1 Welsh medium provision 1 Qualifications Wales (a new single body overseeing the regulation and quality of non-degree-level qualifications)
1 Essential Skills and Wider Key Skills 1 vocational qualifications. The full report is still being read and analysed by most institutions, but some of the recommendations are in the process of being planned for already. To be fair, this was a comprehensive review that all educational establishments had the opportunity to contribute to. It is sympathetic to the needs of the country, but also recognises the need to keep in line with the needs of the rest of the UK and to ensure transferable qualifications and skills for young people. The report has not skirted around issues and problems, such as literacy and numeracy levels, and has made recommendations that are fit for purpose.
Mergers and the implications As in the rest of the UK, mergers have been the topic of educational conversation in Wales for a number of years. Over the last three years, the FE picture in Wales has changed greatly: four years ago there were more than 25 colleges in Wales, and now that number is down to 17. By 2014 that number will have reduced even further to nearer 13 or 14. There are many issues to merging FE institutions. How the new organisation emerges is down to how the actual process has been managed. AMiE representatives in the colleges have been inundated with requests for support from members, as has the AMiE office in Market Harborough, as managers find that their role has been changed or taken away completely, or their workload increased. Wales, especially Mid and North, has rural colleges with relatively poor infrastructure as far as public transport or road systems are concerned.
education in Wales? Many managers are finding that the time they spend travelling between sites has increased greatly post-merger. The financial cost to an institution is large, and the wasted time travelling is costly also. Nothing is said about the increased stress levels of travel and having to get to know new staff, systems and procedures. Maybe consideration needs to be given to the ‘hard costs’ of merger and then also to the ‘soft costs’. Another consideration is the lessening opportunity for promotion and progression for new and potential managers. As the size of the institutions grows, senior and middle managers have a wider remit in their job roles, and there are a lessening number of job opportunities the higher up the levels an individual wishes to progress. There are fewer opportunities for managers to move around in their roles, gaining experience in different establishments. In the not too distant future, the sector might struggle to recruit suitable experienced candidates into management roles.
National Contract negotiations Colleges Wales represents the FE employers across Wales, and has been working with the main unions to deliver a National Contract for FE employers to use with all employees.
The negotiating team is now on version 27 of the contract and although a lot of progress has been made, there are still some ‘sticking points’. From AMiE’s perspective, agreement is possible – but the winning post seems as far away as ever. Many of the newly merged colleges are keen to implement a National Contract. This is leading to issues within institutions having staff on different contracts for leave entitlements, salary and teaching hours, to name but a few. Managing people in this situation for long periods of time is stressful for managers and can also lead to negative reactions among the staff. Wales is no different to any of the other nations in the UK. Just like Scotland and Ireland it has specific issues that it needs to resolve. The above four topics are just highlights of what is happening across the border from England.
Find out more For further information on the Qualifications Review, go to: www.wales.gov.uk/educationandskills For more on the colleges and their primary locations, and for information about Colleges Wales, go to www.collegeswales.ac.uk
document document resource bank resource AMiE has launched a bank resource bank of documents that
We are in the process of find puttinguseful together in a document members will resource bank, to help members in both a their professional work. professional capacity and as individual employees. In the first instance, the documents in the Among documents be to making available are: newthe resource bank we will will relate employment matters, policies though we aim to expand its remit to 1 model include pedagogic and education matters. employment relations leaflets
1 This is an online facility with links either to agreements 1 national the relevant document itself or to information ondocument. relevant issues. 1 guides on howortobriefings order the
We The will also members to various typesignpost of document you can access includes guides, official or statutory briefings, modelguides. policies and model procedures. Many willwill bebe ouravailable own publications, but some will be Documents either on request to members useful documents published by other organisations. only, or where they are in the public domain, either for download or via on our website. More details to follow. To access thelinks Document Resource Bank, please follow the link on the AMiE website: www.amie.uk.com
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Equalities issues
Celebrating diversity Sue Sanders, co-founder of Schools OUT
Dr Wanda Wyporska, Equalities Officer, ATL
It’s February, so it’s Lesbian, Gay, Bisexual and Trans (LGBT) History Month.
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1 www.homeoffice. gov.uk/equalities/ equality-act/ equality-duty
It sometimes seems as if there is a celebratory day or week for everything. Education staff are often aware of these points in the calendar and are used to celebrating a wide range of religious and secular occasions. It’s a great focus point for particular issues and also for raising awareness and adding to the sum of knowledge of both staff and students. The importance of LGBT History Month ranges far beyond LGBT staff and students. Established by the founders of Schools OUT (www. schools-out.org.uk) in 2004, it has blossomed into a popular and widespread celebration. With a conference at the start of LGBT History Month being attended by ATL Equalities and Diversity Committee (EDC) Chair Julia Neal and EDC member Eve Ellis, AMiE/ATL is very supportive of the organisation.
Exciting, imaginative, informative and fun Sue Sanders, co-founder of Schools OUT and an icon in LGBT campaigning and education, explains how it all began.
We wish to give teachers the tools and confidence to include LGBT people and issues easily and on an everyday basis
‘We received some seeding money from the Department for Children, Schools and Families, as it was then called. We also knew that the Public Duty was being created, requiring all public institutions to be proactive with all the protected strands, so it seemed that giving them a designated month would be a useful starting place. ‘It certainly proved so. Local authorities, unions, museums, galleries and libraries grabbed it and ran with the idea – creating an exciting, imaginative, informative and fun range of events, exhibitions, materials, quizzes and theatre.
‘Up and down the country, February has become a month where you will probably not be far from an event that celebrates the diversity and achievement of LGBT people.’ However, Schools OUT was not content to sit on its laurels and realised that it had established something upon which it could build a real foundation. Sue Sanders takes up the story. ‘Having established a specific space in the diversity calendar for LGBT people and issues, our next job was to develop a method and resources to enable educators to include LGBT people and issues across the curriculum and across the key stages linked to the National Curriculum throughout the year. ‘We at Schools OUT are, in the main, teachers and youth workers, well aware of the dangers of tokenism and the lack of training, resources and models dealing with equalities. We have always striven to campaign to change that and to demonstrate what good practice could look like. ‘The Classroom website comprises 36 lessons that either usualise or actualise LGBT people and explain our method. We are keen to move on from the “gay lesson”. We wish to give teachers the tools and confidence to include LGBT people and issues easily and on an everyday basis.’ It’s this idea of ‘actualising’ or ‘usualising’ that has made the lessons excellent resources. They enable LGBT people to be seen as part of everyday life and situations, rather than as something and someone separate.
‘Educate prejudice out’ The success of LGBT History Month encouraged Schools OUT to organise a trailer for the 2013 History Month in November 2012, held at Bletchley Park. As the theme for the upcoming month was ‘Maths, Science and Engineering’, it was a wonderful opportunity to pay tribute to Alan Turing and his work. This was an excellent curtain-raiser to the month itself, which is helping, as the Schools OUT posters say, to ‘Educate prejudice out’.
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Positive images It’s up to schools and colleges also to ensure that there are positive images of the diverse population that make up the institutions, whether in terms of disability, sexual orientation, religion or faith, race, ethnicity, age, gender or gender reassignment. A whole-school approach is needed, so that staff, students, parents and carers can feel comfortable that no bullying, discrimination or harassment is occurring. Educational institutions need to go one step further, in order to comply with the Public Sector Equality Duty, which states under section 149, that there should be ‘due regard to...foster good relations between people who share the relevant characteristic and those who don’t’.1 So the education sector needs to consider whether the images displayed and used in their literature, on their walls and on their websites reflect this. It needs to think about whether a ‘heteronormative’ position is the default – that is, assuming that everyone is heterosexual. That may take the form of assuming that parents are one male and one female, or that a woman’s partner is male, for example.
Supporting students LGBT History Month is a celebration of the diverse nature of our society. As educationalists, we need to support students to become confident through learning – and that also includes learning about themselves. To see what is going on in your area during LGBT History Month, or to add your event to the list, see: http://lgbthistorymonth.org.uk/event-calendar ATL is affiliated to Schools OUT. You can find resources at: www.schools-out.org.uk
2013 TUC equalities conferences We are looking for AMiE members to attend the TUC equalities conferences in 2013. This can be an excellent CPD experience, as well as an opportunity to hear outstanding UK and international speakers.
Women’s Conference
Wednesday 13– Friday 15 March 2013
Black Workers’ Conference
Friday 12– Sunday 14 April 2013
Disabled Workers’ Conference
Wednesday 22– Thursday 23 May 2013
LGBT Conference
Thursday 27– Friday 28 June 2013
If you would like to attend any of these conferences, please email: dgreen@amie.atl.org.uk
Safeguarding update
The new Disclosure and Barring Service 1 the introduction of a minimum age of 16 for when someone can apply for a criminal records check.* John Lowe, AMiE Council member
A number of very significant changes arising from the Protection of Freedoms Act 2012 have taken place in the last few months, including the launch of the new Disclosure and Barring Service.
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This article highlights the main changes and provides website references (accessed on 10 January 2013) where more detailed practical information can be found. The article deals largely with the changes affecting England and Wales, but information and references about Northern Ireland and Scotland are also provided. It is regrettable that there is not a single system for the whole of the UK, because different systems and procedures make it easier for unscrupulous people to slip through the net – and harder to share good practice.
Changes from 10 September 2012 in England, Wales and Northern Ireland The changes that came into effect are:
1 the introduction of a new and more restricted definition of ‘regulated activity’, i.e. activity from which barred people are excluded
1 the complete removal of the notion of ‘controlled activity’
1 the complete removal of the registration and monitoring aspects of the Vetting and Barring Scheme proposed by the Safeguarding Vulnerable Groups Act 2006
1 the introduction of a more rigorous relevancy * Please note: these latter three changes do not apply in Northern Ireland.
test for when police release information held locally on an enhanced criminal records check*
1 a ban on police passing information to prospective employers that they did not give to the applicants themselves*
However, there are some important aspects that did not change: 1 the legal obligation on employers and voluntary organisations to refer to the authorities anyone they believe has caused harm or poses a future risk of harm to vulnerable groups, including children 1 the legal obligation on employers and voluntary organisations not to allow barred persons to engage in regulated activity 1 posts within the pre-September definition of regulated activity remain eligible for enhanced criminal records checks, but these will no longer include the information on whether a person is barred if the posts are no longer within the new definition of regulated activity.
Find out more The Department for Education website (www.education.gov.uk/childrenandyoungpeople/ safeguardingchildren/a00209802/disclosurebarring) contains links to a useful range of material, including detailed notes about the more restricted scope of regulated activity with children and the statutory guidance issued by the Home Office on the nature of supervision that is required to allow someone who has not had an enhanced criminal records check (and who might even be barred) to engage in regulated activity. There is also a series of short leaflets about these changes that can be downloaded:
1 for England and Wales: www.homeoffice. gov.uk/publications/agencies-publicbodies/dbs/corporate-publications/ disclosure-and-barring-changes/ leaflet-england-wales?view=Binary
1 for the Welsh version of this leaflet: www.homeoffice.gov.uk/publications/ agencies-public-bodies/dbs/corporatepublications/disclosure-and-barringchanges/leaflet-welsh?view=Binary
1 for Northern Ireland: www.homeoffice. gov.uk/publications/agencies-publicbodies/dbs/corporate-publications/ disclosure-and-barring-changes/ leaflet-northern-ireland?view=Binary
Changes from 1 December 2012 in England, Wales and Northern Ireland The major change here is that a new Disclosure and Barring Service (DBS) unites the functions of the Criminal Records Bureau (CRB) and the Independent Safeguarding Authority (ISA). The staff will remain the same and will still be located in Liverpool (former CRB) or Darlington (former ISA). The primary role of the DBS is to help employers and voluntary organisations to make safer recruitment decisions and to prevent unsuitable people from working or volunteering with vulnerable groups, including children. The statutory responsibilities of the DBS in England, Wales and Northern Ireland are:
1 deciding whether someone should be placed on or removed from a list of those barred from working or volunteering in regulated activity with children or vulnerable adults
1 maintaining the barred lists for England, Wales and Northern Ireland
1 processing applications for criminal records checks in England and Wales; these will now be known as ‘DBS checks’ rather than ‘CRB checks’. In Northern Ireland the responsibility for processing criminal records checks will continue to remain with AccessNI, while the former functions of the ISA will be carried out by the DBS.
Find out more
1 The address for former CRB functions is: PO Box 110, Liverpool L69 3EF.
1 The address for former ISA functions is: PO Box 181, Darlington DL1 9FA.
1 The address for Freedom of Information, Data Protection and Subject Access requests is: PO Box 165, Liverpool L69 3JD. Corresponding phone numbers are 0870 90 90 811 for criminal records checks and 01325 953 795 for safeguarding matters, including referrals. For a detailed picture of the hybrid system in Northern Ireland, visit: www.dhsspsni.gov.uk/svg The DBS website (www.homeoffice. gov.uk/agencies-public-bodies/dbs) provides detailed guidance on:
1 the system for obtaining DBS criminal records checks on employees and volunteers
1 the legal obligation on employers and voluntary organisations to refer to the DBS anyone they believe has caused harm or poses a future risk of harm to vulnerable groups, including children.
Another useful reference about the work of the DBS is: www.education.gov.uk/ childrenandyoungpeople/safeguardingchildren/ a00216281/disclosure-barring-service In Scotland a separate system applies. This is managed by Disclosure Scotland. Comprehensive details of this scheme can be found at: www.disclosurescotland.co.uk
Changes planned for 2013 DBS Update Service: portable certificates From spring 2013, a new online service will be launched. This service will offer applicants applying for new criminal records checks the opportunity to register with the DBS Update Service. This service will remove the need for unnecessary repeat applications for DBS checks, by allowing employers and voluntary organisations to use a simple online service to confirm whether an individual’s check is up to date or not. This will establish whether further relevant information has been identified since the initial criminal record certificate was issued. The same service is expected to be launched in Northern Ireland in 2014. This service will be free to volunteers, as are criminal records checks. However, employees will have to pay what the Home Office says is a ‘small’ annual subscription that will be less than the cost of a criminal records check. This is something that we shall have to keep an eye on, as it will be an annual fee. The new service will be of particular benefit to employees and volunteers who work with more than one employer or voluntary organisation – supply teachers, for example, should benefit considerably.
Single certificate Also during 2013, the DBS will start issuing the certificate to the applicant only. This will allow the applicant to dispute and make appropriate representations regarding information released on the certificate, without this information having already been seen by the employer. Registered bodies will, however, be able to track the progress of applications online, so that they know whether a certificate has been issued or not, and when. An independent element has also been introduced to the disputes process. In Northern Ireland, AccessNI will continue to issue two certificates until portable certificates are launched there.
Find out more More information will be available on these new services in early 2013. You can subscribe to the Home Office information service (https://dbs-subscriber.homeoffice. gov.uk) for updates about the DBS.
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Employment matters
Managing work-related stress All staff:
1 are able to cope with the demands David Green, Director of Employment Services, AMiE
I spoke recently to an AMiE member who was on longterm sick leave as a result of work-related stress.
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*www.hse.gov.uk/ statistics/causdis/ stress/stress.pdf
Her school had federated, and the culture in the workplace had changed dramatically. She felt undermined, she was not being informed or consulted, and change was becoming continuous. Sadly, this member is not unique. As an AMiE team, we deal with a great many workplace issues on behalf of members, and stress is not uncommon. Indeed, statistics published by the Health and Safety Executive (HSE) show that teaching and education professionals come second only to nurses as the occupational group with the highest incidence of stress (Stress and Psychological Disorders, HSE, October 2012*).
Stress is a serious problem If this were not bad enough, then the fact that there has been no noticeable improvement in the figures for the last six years is surely alarming. After all, work-related stress is nothing new; and when you consider how regulated and inspected the sector is, high rates of stress are hardly surprising. But given these statistics, should we just accept stress as an occupational hazard?
Education professionals come second only to nurses as the occupational group with the highest incidence of stress
Most definitely not. Stress is a serious problem. It can affect health, family, work and social life. So we should never underestimate the damage that stress can do to an individual. That is why AMiE and our ATL colleagues have been urging educational organisations to take on board the HSE’s stress management standards.
HSE stress management standards Aimed at reducing work-related stress, these management standards, if properly implemented and monitored, should help to reduce the risk factors that can lead to stress. Briefly, they seek the following outcomes.
placed upon them 1 have a say in how their work is organised 1 receive adequate information and support 1 are not subjected to unacceptable behaviour such as bullying 1 understand their role and responsibilities 1 are properly consulted and engaged at times of organisational change. While no one expects these management standards to bring about instant improvements, they have been available for some time now, and the HSE website (www.hse.gov.uk/stress) has numerous case histories and research articles about how these standards can best be maintained in the workplace. But is now a good time to be tackling stress? Pressure on public and even private finances is impacting on how schools and colleges are structured, which in turn helps to determine priorities. At such times, a new health and safety initiative may not find much support. However, change in itself can be a source of stress, if imposed on an unsuspecting audience. What’s more, cutting posts and merging job roles will surely exacerbate the problem. For example, a college manager telephoned me the other day to say that his role was changing. The job description was getting longer, his responsibilities were broadening, and his number of direct reports was increasing. Essentially, he was going to be doing the job of two people – something he believed was not sustainable. In this particular instance, the member chose to leave. But someone will no doubt be appointed to that role soon, and I just hope that they can manage the pressure. If they do not, then one day they too will make that phone call to say they are suffering from work-related stress. So despite the conflicting priorities we face, we should not see tackling stress as a distraction or a luxury. All employers have a duty to provide a safe and healthy working environment, and that covers mental as well as physical health. If we are to make headway, then we need widespread support. Our members in leadership roles can play a crucial role in this process. Together with AMiE union representatives we are well placed to take up the challenge – and maybe we can put a dent in those awful statistics.
The Coalition’s mid-term review
Where is the evidence?
Mark Wright, National Official: Leadership and Management, AMiE
So, the Government’s mid-term report came and went,1 but who was there to say ‘could do better’? 1 The Coalition: Together in the national interest: Mid-term review (Cabinet Office, January 2013) 2 www.education. gov.uk/schools/ teachingand learning/ qualifications/ englishbac/ a0075980/ebaccontents-faqs
Who was there to encourage ministers to consider and reflect on the evidence base of policy directions and decisions? After all, we want our schools and colleges to base their practice on the evidence that points to the best outcomes and experiences for students and pupils. Well AMiE was there, on your behalf, because one of our major commitments is to ensure that what we say stems directly from your daily experiences of frontline education reality. The Government doesn’t always base its decisions on firm evidence and we don’t wish to make the same mistake. We are keen to represent you with the firm evidence derived from your experiences. For example, we will continue to criticise a process whereby Ofsted can malign and judge the work of schools and colleges on the basis of a quick and imperfect snapshot. The Coalition’s mid-term review heralded just one ‘achievement’ in further education (a million apprenticeship starts) and gave six pledges for the remainder of the Parliament. These include:
1 setting up a website (FE Choices) 1 loans for those over 24 1 reforming qualifications 1 introducing traineeships 1 ensuring that skills provision is responsive to employer demand. Basically, not a great deal delivered, but much to do ‘next term’. The devil will be in the detail, and we will need to work with you to help ensure that what develops is fit for purpose. It’s a case of “requires improvement”!
We know that the Government has an unrelenting focus on schools, and its report triumphs ten ‘achievements’ and delivers six pledges for the remaining term of this Parliament.
It remains to be seen whether or not the experiments of recent years, such as free schools, academies and Teach First, will deliver as promised, but the Government is intent on progressing its ideological, rather than evidence-based, approach. ‘We have introduced the English Baccalaureate (EBacc)’, says the Government, ‘to encourage schools to teach the core academic subjects of English, maths, science, languages and humanities.’2 It seems that the Government is failing to listen to the college and school professionals from whom the near universal feedback is that the EBacc is poorly designed and loaded with unintended consequences. The Government is also accepting the School Teachers’ Review Body recommendation to introduce performance-related pay for teachers. This may seem progressive, but in practice the devil is likely to have a field day when it is implemented. Perhaps there is much to learn from FE, where this has been a feature for some time. I’d certainly welcome the views of members from FE on this. Performance-related pay could certainly place an added burden on senior school leaders and governors, and may widen gaps between schools that can pay and those that can’t, thus exacerbating the problem of between-school variations of performance and not necessarily tackling the even bigger problem of within-school variation. Importantly, the Government has been selective with its evidence. Michael Gove is very fond of wheeling out the OECD PISA studies as evidence to berate the performance of UK education. Yet the same organisation highlights that international evidence reveals ‘no relationship’ between pupils’ test results and the use of performance pay. So, if the Government isn’t supporting this initiative to raise pupil outcomes, what is the real driver behind this change? Is the objective to orientate the education system towards a private sector model? Is there any evidence to support a policy that permits profit-making schools? As far as a mid-term report card goes, it appears pretty clear that the Government is not operating by the same standard of performance that it expects (through Ofsted) of schools and colleges across the country. There is no evidence to accord a rating of ‘good’ or ‘excellent’ performance. Given that ‘satisfactory’ no longer means satisfactory, it is clear that it’s a case of ‘requires improvement’!
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The view from Scotland
What makes a good leader or Keith Robson, National Official (Scotland), ATL
We can probably all define from personal experience what makes a bad leader or manager.
14 1 http://edubuzz. org/donsblog/ 2012/11/04/ jobswap 2 www.atl.org.uk/ policy-andcampaigns/ policies/beyonddonaldson-futurescotland.asp 3 www.scotland. gov.uk/Resource/ 0040/ 00407756.pdf 4 www.atl.org.uk/ Images/ Professional%20 development% 2012-13.pdf
But could we reach a consensus on what makes a good leader or manager? Reflection on this question now could assist the development of our approach to the key challenges for education leaders and managers in Scotland in 2013. Some may argue that it is a subjective question, which leads to subjective answers. For example, I would argue that Jack McConnell, the former First Minister of Scotland, displayed great leadership when promoting a ban on smoking in public places; others disagree and have argued that this was an assault on individual civil liberties, and that there were more important matters that the First Minister should have prioritised. Has Michael Gove shown good leadership, by furthering the academies programme and introducing free schools? AMiE/ATL would argue not, but it is a controversial issue.
The 2012 ATL Scotland Annual Lecture The issue of leadership was explored last November at the 2012 ATL Scotland Annual Lecture. We were very fortunate to have as the guest speaker Don Ledingham, Executive Director of Services for People, East Lothian Council, and Director of Education and Children’s Services, Midlothian Council. Speaking in a personal capacity, Don gave a thought-provoking and stimulating lecture, setting out some of the challenges he faces as the leader of two education authorities. Good leaders should develop their staff by giving them new opportunities and responsibilities
A reflective speaker (and a practitioner) Don has, over the course of his career, never been scared to take a risk. This is something he has encouraged in his department, by issuing ‘permission to fail’ cards to staff, to encourage them to innovate and not be afraid of things not going to plan.
Nor did he shy away from acknowledging that there had been occasions when his leadership could have been better – but importantly he had learned from those times. I was struck by the message that good leaders should develop their staff by giving them new opportunities and responsibilities, and by avoiding micro-managing their staff and being reluctant to let go of control. Getting out from behind his desk and witnessing first-hand the delivery of services within his remit is important to Don. Indeed, he actively thrives on gaining new experiences and insights into the staff and young people for whom he is ultimately responsible. His blog on ‘Jobswap’,1 which highlights his personal philosophy, is a must-read.
ATL’s position statement on Scotland’s schools The Annual Lecture was also an opportunity to launch ATL’s position statement Beyond Donaldson et al: The future direction of Scotland.2 The statement sets out both our aspirations for Scottish education and some targets that, if met, we think will help to achieve those aspirations.
Aspirations 1. ‘Adhere to the philosophies of democracy and accountability 2. deliver a rounded education valuing the individual and their choices encompassing between the “vocational” and the “academic” 3. offer a coherent journey for the learner – transition from early years to primary; primary to secondary; secondary to post-16 education or the workplace and articulation from college to university.’
Targets 1. ‘Reduce the attainment gap between the lowest achieving and highest achieving pupils in Scotland by 75% 2. increase in number of pupils leaving school entering into a positive destination 3. be in the top-ten countries in the world for PISA by 2018.’ The position statement also dares to challenge some of the conventional thinking in Scottish education, by looking at structural change, improvement and innovation.
or manager?
AMiE Seminar in Scotland Wednesday, 13 March 2013 — Edinburgh
National Partnership Group I wrote in the December 2012 edition of ELM (on pages 14–15) about the report of the Scottish Government’s National Partnership Group on how to implement the 50 recommendations from the 2011 Donaldson Report Teaching Scotland’s Future.3 That report and its recommendations have been central to my thinking since then. I have met with civil servants and the Scottish Council of Independent Schools to discuss the report, and by the time you read this, I will also have discussed it – and the implications of the new Standard for Leadership and Management – with the General Teaching Council for Scotland.
ATL Professional Development Programme Change, as is often said, is constant in education. So what can we do to support you to meet those challenges of change and to help you develop as a leader or manager? ATL has an excellent Professional Development Programme,4 which seeks to support members throughout their career, backed up by regional learning opportunities delivered across the UK. Here in Scotland, as you would have come to suspect, things are organised and funded differently, so there is no learning organiser to support this area of work. Part of my role is to lift the ‘best bits’ from around the country and use them in a Scottish-specific context. We are also looking at how we can support leaders and managers in schools to meet their specific development needs.
AMiE seminar on regionalisation On 13 March in Central Edinburgh we will be holding an AMiE seminar on practical issues surrounding the college regionalisation agenda, such as mergers, redundancy and TUPE (see box, right). Members should by now have received an email with full details of the seminar. Please note that you are welcome to bring a colleague to the seminar with you, if they are not already a member of another union. You can email Keith at: krobson@atl.org.uk
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The changing post-16 education landscape in Scotland What does it mean for you? You are invited to come along to our next twilight session in Scotland, to be held on Wednesday, 13 March in Central Edinburgh, 6–8pm. You will find out what the changes in post-16 education in Scotland mean for you. We will discuss the regionalisation agenda and the impact that this will have on you and your workplace. We will also provide you with information on mergers, TUPE and redundancy. The seminar is free of charge to AMiE and ATL members. For details and to book your place, please email Danielle Campos: dcampos@amie.atl.org.uk
‘We make a living by what we get, we make a life by what we give.’ Winston Churchill
Employee perceptions of FE
The reputation of FE: why is i Bob Vesey, President, AMiE
Reputation is a key determinant of business or organisational success.
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1 Employee Perceptions of Further Education: Developing our understanding of the reputation of the further education sector, The Knowledge Partnership, 2012. Available to download from www.feworks.org
Or is it the other way round: successful organisations enjoy a strong reputation because they are successful? Either way, there is a growing recognition that reputation is important, and that it is not something that can be left to chance. Effective organisations understand how their reputation is created and are proactive in managing reputation. Further education as a sector has historically been seen as having a problem in terms of reputation. Sometimes characterised as the ‘poor relation’ or ‘Cinderella’ sector in the UK education system, it has struggled to be seen as succeeding in the system as a whole. Yet there are many colleges that are rated as outstanding and that enjoy a reputation to match, both in their local community and more widely, either regionally or nationally. The fact that there is a Further Education Reputation Strategy Group (FERSG) working in the sector illustrates that a reputational problem exists. What the group has been doing recently is trying to understand – as a basis for stimulating a process of change – how the reputation of the sector gets to be as it is.
Investment in reputation can reduce recruitment costs and the costs associated with staff turnover
Employee Perceptions of Further Education1 is the product of a piece of research commissioned by the FERSG. It is based on qualitative and quantitative data about how those who work in the sector perceive the reputation of their institutions and the sector as a whole. It is a very thorough piece of work and one that can be used to inform those who work in colleges, including leadership teams and colleagues in national organisations, about the ways in which engagement with staff can have a positive impact on the reputation of the sector as a whole and of individual institutions. The report begins with an analysis of the literature about corporate reputation in the labour market as a whole.
There is a focus on literature relating to education, but it is noted that there is a paucity of material on FE. This is not surprising, as the FE sector is possibly the most underresearched sector of education in Britain.
Quality What we learn from the literature is not surprising; perhaps the most significant factor impacting on reputation is quality. In education this isn’t just about the quality of provision or the quality of teaching, but is also about the quality of ‘graduates’. Thus it is not just service users who impact on reputation; a whole variety of stakeholders help to form the reputation that institutions and sectors enjoy.
Staff The relationship between reputation and staff is multifaceted. Reputation of a sector and of individual institutions impacts on recruitment and is a ‘key indicator in job choice’. A good reputation provides a competitive advantage in the labour market and will help both to recruit and to retain high-quality staff. Investment in reputation, therefore, can reduce recruitment costs and the costs associated with staff turnover. The research also highlights the fact that ‘employees have a stronger emotional bond with their employer than other stakeholders’. This may be a more significant factor in education, where staff and leaders often have a very strong commitment to the educational mission of the organisation, as this is linked to a strong desire to meet the needs and interests of students.
it important? The survey shows that those working in colleges are very positive about the work they do. Many staff are able to compare their work in FE with previous work in other sectors. Where FE was compared favourably, reasons centred on ‘being creative, being more stimulating, allowing individuals to contribute to society and feeling personally fulfilled’. Where FE compared less favourably, issues related to the ‘level of bureaucracy, the ever-changing requirements and the increasing workload/pressure’. In common with many in public sector professions, the constant churn in government requirements and the impact on work–life balance is seen as a problem.
Mixed messages The qualitative research undertaken for the project was based on a small sample of 25 interviews. Inevitably with a sample of this size there are mixed messages:
1 Some thought that FE had a collective reputation, but were not clear about how that reputation arose.
1 There was a perception that the individual reputation of colleges was weaker than that of local sixth form colleges or schools.
1 There was a recognition that the relative value placed on academic provision in British education contributed to that perception.
1 At the same time, many were passionate about working in the sector and were keen to engage with college leaders on approaches to improving the reputation of FE.
1 There is a perceived need to do more in relation to marketing and communication, particularly around an aspiration to see a greater emphasis being placed on the ‘unremitting’ celebration of success. The quantitative research was based on an online survey distributed through the FERSG membership and associated networks. It attracted 1,389 respondents, with 63% from general FE colleges. Some 81% of respondents were from institutions graded with either a grade 1 or grade 2 by Ofsted. It is not clear whether this is a reflection of the networks used to distribute the survey or whether staff in colleges with lower Ofsted ratings feel constrained when it comes to participating in surveys of this type. Lecturers and teachers were the largest group of respondents.
Some of the terms used to describe FE’s reputation should cause concern. The most commonly used were ‘poor’, ‘challenging’ and ‘second’. This is perhaps disappointing, especially given the preponderance of respondents from good and outstanding colleges. At the same time, many respondents were very positive about the role and performance of FE leaders in promoting a positive reputation for the sector. Positive comments about leadership performance were centred on ‘visibility’, ‘networking’, ‘partnerships’, ‘leading by example’ and ‘being open and respectful’.
The perceptions of employees The report shows that there is evidence that when it comes to advocating for FE, far more attention is placed on advocating studying in FE than on working in the sector. The main task of college admissions and marketing teams may be seen as ensuring that recruitment targets are met, so this is perhaps understandable. However, given the importance of staff in developing successful colleges, there may be a case for looking afresh at how the sector promotes an interest in working in colleges. The perceptions of employees in FE reputation are only one dimension in a complex set of variables that impact on the reputation of colleges and the FE sector as a whole. It may be that the quality of the education and training provided by the sector will have the greatest impact on reputation, but in working to raise and maintain quality, the role of teaching, support and leadership staff will be essential. Working with staff is a key way to achieve that. College leaders and others interested in enhancing the reputation of FE could find some useful ideas for developing a reputation management strategy from this thorough piece of research.
Those working in colleges are very positive about the work they do
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Employment matters
Your questions answered
My line manager is putting me under unreasonable pressure. I have tried to explain that I am overloaded with work, even taking out a grievance, but there is an underlying expectation that I should stay even later than I already do and take work home at weekends. Should I resign and claim constructive dismissal?
David Green, Director of Employment Services, AMiE
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Constructive dismissal, or more accurately unfair constructive dismissal, has a notoriously low success rate in employment tribunals; and requires the employee to resign first and then try their luck in the legal system. As such, we would never recommend that members take this course of action. Constructive dismissal occurs when an employee terminates his or her contract of employment, with or without notice, in circumstances such that he or she is entitled to do so because of the employer’s conduct. A tribunal will need to believe that the employer’s conduct was more than unreasonable, and in fact amounted to a fundamental breach of contract. The employer’s conduct may be a one-off action or a series of actions culminating in a ‘last straw’, which convinces the employee that he or she can no longer continue working for the employer. The breach itself can be of an express or implied term in the employment contract. But, as we have said, it must be serious enough to have a fundamental impact on the contract. Express terms usually include pay, hours, holidays and job description. Classic examples of an employer’s conduct leading to a claim of constructive dismissal are: unilateral and fundamental changes to an employee’s hours; reduction in wages; and fundamental changes to an employee’s job role and duties without agreement. Implied terms are the duty of mutual trust and confidence, co-operation, respect and fair treatment and the duty of care.
Examples of breaches of these implied terms may be serious bullying and harassment in the workplace, a failure to provide a safe working environment, or seriously unfair treatment when compared with another employee. However, it must be emphasised that an employer’s conduct that destroys or damages trust and confidence will not automatically amount to a breach. It will only do so if the employer had no reasonable or proper cause for the particular conduct. The breach can also be threatened rather than actual (an anticipatory breach), although an employee resigning in such circumstances does run the risk of being deemed to have acted too hastily. The tribunal will also need convincing that the resignation was in direct response to the breach of contract. Any underlying or ulterior reason such that the employee would have resigned anyway will not result in a constructive dismissal. It is important, therefore, when resigning, to make it clear that the reason for resignation is due to the employer’s conduct. The legal hurdles for a successful claim are, as you can see, set very high. Even if you have a reasonable case, there are no guarantees that a tribunal will see it your way. With this in mind, members who find themselves considering the constructive dismissal route should contact their AMiE regional officer as soon as possible. There are usually other options; and we will help you to find a satisfactory – but far less risky – solution.
Scottish legislation
Environmental challenge
Post-16 Education (Scotland) Bill Keith Robson, National Official (Scotland), ATL
The Scottish Government launched its Post-16 Education (Scotland) Bill in November 2012. In part, the Bill is the legislative underpinning of the reforms currently taking place in the college sector. It covers six main areas:
Climate Week is Britain’s biggest climate change campaign. It is a national occasion to inspire a new wave of action on climate change backed by every part of society – from the Prime Minister to Paul McCartney, the Department for Education to the NHS, Eco-Schools to the Confederation of British Industry. During the week of 4–10 March 2013, thousands of events and activities will showcase real, practical ways to combat climate change. The Climate Week Challenge is fun, free and easy to organise for your school or college.
1 university governance 1 widening access 1 tuition fees cap 1 college regionalisation 1 review of fundable further and higher education 1 data sharing.
1 Teams of students are challenged to
The Bill is currently at Stage 1 of the parliamentary process, and is the subject of an inquiry by the Education and Culture Committee of the Scottish Parliament.
1 It is Britain’s biggest environmental
ATL/AMiE Scotland has submitted written evidence to the inquiry, which can be found at: www.atl.org.uk/policy-and-campaigns/ policy-library/responses-scotland.asp The Education and Culture Committee is taking oral evidence from invited witnesses throughout January and February, and will publish a report at the conclusion of its inquiry. The first oral evidence session on 15 January was a heartening example of a parliamentary committee scrutinising a bill on a non-partisan basis. The lack of foundation for the Bill in several areas was repeatedly exposed. Clear reservations about the centralising of ministerial powers across the committee arose during the session – concerns that ATL/AMiE shared and which are a central message in our written evidence. The final evidence session on 26 February with the Cabinet Secretary for Education and Lifelong Learning should be interesting! The Bill is expected to successfully complete the parliamentary process before summer recess and to receive Royal Assent in the summer. You can email Keith at: krobson@atl.org.uk
come up with creative solutions to climate change, with entries judged by a celebrity judging panel.
1 It can be held on any day during Climate Week. The challenge will be revealed to teachers a week beforehand. competition: over 130,000 young people take part.
1 Winning ideas have included the Water Pebble (a gadget designed to save water by timing how long we spend in the shower) and the Eco-Fridge (a fridge powered by the energy from sound waves). There are lots of ways in which you can get involved in Climate Week 2013. Take a look at the website below or come up with your own innovative idea to take part. To find out more about the Climate Week Challenge and to register:
1 visit: www.climateweek.com/challenge 1 email: info@climateweek.com 1 telephone: 020 3397 2601.
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Union news
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AMiE Council elections 2013 From March 2013, the Association will begin the process of seeking nominations for AMiE members, from a range of categories, to join AMiE Council. AMiE Council is the essential forum that ensures members’ views and concerns are communicated to professional staff. Thus through the process of discussion and debate at Council, members’ views inform strategy, policy decisions and directions, and responses to government plans and consultations. It is also an excellent means of sharing the insights, good practice and challenges experienced by colleagues in other schools and colleges. The opportunities to share ideas with fellow professionals and to debate strategic thinking and solutions at meetings of AMiE Council are highly valued by Council members. A copy of the election timetable is outlined opposite, and nomination forms will be circulated with the next edition of ELM. If, in the meantime, you would like to find out more about Council, please contact Sara Shaw, Head of AMiE, on 01858 411 546 or sshaw@amie.atl.org.uk
Election timetable February 2013
Notification to members in ELM (newsletter) regarding forthcoming elections and election timetable.
29/3/2013
Letter to be circulated to members, advising of election timetable and seeking nominations.
29/4/2013 (5pm)
Nominations to be sent to the Returning Officer by this time and date.
1/5/2013
Nominations checked.
1/5/2013
Ballot papers compiled and printed for those membership categories where a ballot is required.
15/5/2013
Ballot papers, including election addresses, distributed to appropriate members.
7/6/2013 (5pm)
Ballot closes. Voting papers to be sent to the Returning Officer by this time and date.
10/6/2013
Voting papers counted.
14/6/2013
Results declared.
2/9/2013
New members of AMiE Council take up office.
September 2013
New representatives of AMiE Council published in ELM.
Union news AMiE Leadership Seminar Thursday, 16 May 2013 | Birmingham
Leading your team to a successful inspection 21
Join us on Thursday, 16 May for this year’s one-day Leadership Seminar, to be held in Birmingham City Centre. Hear from practitioners from the sector, as they explain the highs and lows of their journey to achieve an outstanding inspection. You will also have the opportunity to work with colleagues and learn the practical skills needed to nurture outstanding teaching and learning through excellent leadership and management. Why not seize this opportunity to improve your own and your team’s practice? The seminar is free of charge to AMiE and ATL members. For more information and a booking form, please contact Julia Pearson: jpearson@amie.atl.org.uk
New Year Honours Many congratulations to the following who have been honoured in the Queen’s New Year Honours list for their services to further education:
1 Dr Christine Braddock, Birmingham Metropolitan College – DBE
1 Theresa Drowley, Redbridge College – OBE
1 Sunaina Mann, North East Surrey College of Technology – OBE.
Join our good practice network If any AMiE members in schools or colleges would like to join AMiE’s good practice network, please get in touch with Sara Shaw, Head of AMiE (sshaw@amie.atl.org.uk).
Whether you would like to share a project you are working on, arrange a visit for other members or simply take part in an online forum, AMiE would welcome your input.
Union news
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Ted Wragg lifetime achievement awards The Ted Wragg Teaching Award for Lifetime Achievement honours the memory of a great educationalist, and is given out annually to educators in the UK who are considered to have shown excellent devotion to teaching throughout their career.
Two AMiE members have been honoured in the latest awards:
1 Hugh Chambers (above left), assistant head at Sir Thomas Boteler Church of England High School in Warrington, Cheshire
1 James Thomas (above right), geography teacher, head of sixth form and assistant head at The Woodroffe School in Lyme Regis, Dorset. This award recognises the teachers’ outstanding results, vision, inspirational teaching and commitment to their learning and development. Congratulations from AMiE to Hugh and James.
‘The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.’ Chimamanda Ngozi Adichie
‘Boys are 30 percent more likely than girls to drop out of school. In Canada, five boys drop out for every three girls. Girls outperform boys now at every level, from elementary school to graduate school.’ Philip Zimbardo
‘Having a personality of caring about people is important. You can’t be a good leader unless you generally like people. That is how you bring out the best in them.’ Richard Branson
Contacting AMiE Contact the editor
AMiE office
AMiE members are warmly invited to contribute to this newsletter. The Editor, Nadine Cartner, welcomes all contributions for inclusion in ELM – especially articles about good or innovative teaching and learning or on key policy issues, plus letters or photographs of student activities. If you would like to discuss writing an article, please email: editor@ amie.atl.org.uk Please email all contributions to Julia Pearson, newsletter co-ordinator, at jpearson@amie.atl.org.uk
AMiE 35 The Point Market Harborough Leicestershire LE16 7QU Tel 01858 461 110 Fax 01858 461 366 www.amie.uk.com
The copy deadline for the next issue is Tuesday, 26 February 2013. Follow AMiE on Twitter: @atl_amie
AMiE regional officers
National helpline Tel 01858 464 171 helpline@amie.atl.org.uk Clare Atkinson Office Administrator Tel 01858 411 541 catkinson@amie.atl.org.uk Danielle Campos Development Officer Tel 01858 411 545 dcampos@amie.atl.org.uk David Green Director of Employment Services Tel 01858 411 540 Mobile 07711 929 043 dgreen@amie.atl.org.uk
Julia Pearson Administration Manager Tel 01858 411 542 jpearson@amie.atl.org.uk Sara Shaw Head of AMiE Tel 01858 411 546 Mobile 07545 438 061 sshaw@amie.atl.org.uk Mark Wright National Official: Leadership and Management Tel 020 7782 1530 Mobile 07436 805 330 mwright@amie.atl.org.uk For membership queries, please contact the Membership Department on 020 7782 1602 or email membership@atl.org.uk
Eastern Liz Salisbury Tel 01572 720 467 Mobile 07595 099 617 lsalisbury@amie.atl.org.uk
Central Louise Scarff Tel 01604 810 980 Mobile 07918 741 030 lscarff@amie.atl.org.uk
WALES Hilary Mason Tel 01591 620 700 Mobile 07435 970 063 hmason@amie.atl.org.uk
South East Steve Cooper Tel 01983 856 362 Mobile 07436 549 565 scooper@amie.atl.org.uk
EAST ANGLIA Darren Smith Tel 01502 217 584 Mobile 07570 670 411 dsmith@amie.atl.org.uk
NORTHERN IRELAND Mark Langhammer Tel 02890 782 020 Mobile 07918 195 070 mlanghammer@atl.org.uk
London Kalbinder Herr Tel 01865 765 454 Mobile 07711 929 038 kherr@amie.atl.org.uk
Northern Pauline Rodmell Tel 01204 660 440 Mobile 07711 929 037 prodmell@amie.atl.org.uk
Scotland, Channel Islands, Isle of Man Contact the national helpline: Tel 01858 464 171 helpline@amie.atl.org.uk
South West Rachel Jennings Tel 01752 839 643 Mobile 07738 641 689 rjennings@amie.atl.org.uk
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The last word
Mary Bousted, General Secretary, ATL
Michael Gove has led a charmed ministerial life. His strategy of policy blitz has had a remarkable effect, changing the education landscape almost beyond recognition. Everything he has touched has turned to gold, or to dust, depending on your viewpoint. At the root of Mr Gove’s success is his ideological drive to dismantle what he dismissively calls ‘the education establishment’. Just who belongs to the education establishment is a question that is never answered. But I think we can safely say it includes trade union leaders, local authority officials, education researchers, and those teachers and lecturers who oppose the direction of the Coalition’s educational travels or who question and challenge Mr Gove’s beliefs. The education establishment is charged with holding down standards, denying parent choice and acting as a break on his noble ambition to liberate schools from the dead hand of bureaucracy and centralism from Whitehall.
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Mr Gove has been successful both in pursuing his own agenda and demonising those who oppose him. He is regarded by his party as the most effective member of the Cabinet – the establishment of free schools and the exponential growth of academy schools in the secondary sector are his badge of honour and the likely lynchpin of the next Conservative election manifesto. Recent events, however, have conspired to cast doubt on Mr Gove’s Midas touch. The news that the UK education system was, in fact, doing rather well, coming sixth in one international comparative study of effectiveness, rather took the shine off Michael Gove’s and Chief Inspector Sir Michael Wilshaw’s repeated refrain that we are going to hell in our educational handcart.
System reform needs clear vision, meticulous organisation and proper consultation with the profession
Then the House of Commons Public Accounts Committee revealed that the DfE had, since the election, overspent to the tune of £1 billion on its academies programme, adding that it was too early to say whether the programme had been effective in raising standards of education; this will be the subject of a future report by the committee. By far the most negative publicity, however, has been concentrated on the over-hasty announcements made by Mr Gove on his proposed changes to the 16+ exam system in England.
His ‘out with the GCSE and in with the O level’ was announced with great fanfare in the Mail on Sunday in September 2012. This announcement was, however, news to the Lib Dem leader, Nick Clegg, who countered Mr Gove’s grand announcement by revealing that the proposals had not been discussed in Cabinet and that he would never accept a return to the binary divide between O levels and CSE at 14+. Mr Gove then provoked objections to the narrowness of his EBacc proposals and accusations of elitism – downgrading subjects like music and drama rather than providing an artistic and cultural entitlement for all. More serious, however, has been the response of Ofqual to the EBacc. Two letters have been received by Mr Gove from Glenys Stacey, Chair of Ofqual. These letters betray a deep concern about the reform. Ms Stacey repeats Mr Gove’s stated ambitions, that the EBacc is to: ‘provide a good, internationally respected curriculum and assessment for the whole ability range to stretch the top end, engage those of lower ability, develop the skills and knowledge needed for employment and further study, encourage higher quality teaching and provide a signal of achievement to employers, colleges and universities’. But, she argues, there is much to be done before these ambitious aims are to be achieved: ‘Our first concern is that the aims for EBCs may exceed what is realistically achievable through a single assessment. As we understand it, they are to meet the aims set out above, but also to be untiered, and – more effectively than GCSEs – to provide reliable data for accountability purposes, be immune to distortion from accountability pressures, enable standards to be maintained year on year, be deliverable safely and reliably to the whole cohort and be capable of being passed by a large majority of students. Our advice is that there are no precedents that show that a single assessment could successfully fulfil all of these purposes.’ System reform needs more than ideology – it needs clear vision, meticulous organisation and proper consultation with the profession. If you share these concerns, please sign our EBacc petition: www.ebaccpetition.org.uk/petition.php
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