Report June July 2014

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JUNE/JULY 2014

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ADVICE Guidance on parental leave and flexible working 01 Cover.indd 1

SEN on the brink

Changes to special needs provision could leave students and staff without the support they need JOIN THE DEBATE Why children’s play is the foundation of creativity 10/06/2014 14:07

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Contents

30 Alison Sherratt,

Welcome national president, ATL

10

IKON IMAGES/ALAMY

24 Your ATL 04

08

26

News Including the launch of ATL’s education manifesto, plus members meeting Michael Gove as part of our Shape Education campaign Noticeboard Information, events, resources and opportunities to get involved

Features 10

SEN in limbo Special education needs are losing out amid budget cuts and policy upheaval

18

First-rate reps Report meets the winners of ATL’s 2014 rep awards

22

School libraries ATL member Lin Smith on how the library can support the school

Report and accounts A summary of ATL’s annual financial information for the year ending December 2013

Join the debate 13

Agenda Assistant general secretary Nansi Ellis celebrates the school curriculum as created by education professionals

14

ATL in Wales and Northern Ireland Philip Dixon and Mark Langhammer give their views

16

Letters ATL members have their say on the experiences of women in their 50s, ministers interfering in book choices, and making time to evaluate your practice

30

Final Word Children’s author Tim Hopgood on play, boredom and creativity

Help and advice 24

Flexible working Legal updates on parental leave and flexible working

25

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

Resources 28

Classified advertisements

29

Crossword Your chance to win £50 of 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 Head of advertising sales Stephen Price 01603 772856 Advertising sales Lisa Marrison 01603 772521

03 Contents.indd 3

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s we move towards the end of the summer I am beginning to reflect on my time as president. It has been, and continues to be, a very busy and interesting experience. I have visited more than 20 branches, where I have met members and heard about the issues that dominate education.

Visits are generally accompanied by an invitation to a local school to meet pupils and members.

I have been given warm welcomes and have witnessed first-hand our vision for a curriculum fit for purpose. Incidentally, don’t forget to visit ATL’s excellent new curriculum website — acurriculumthatcounts.org.uk. In particular I have been inspired by the commitment to the inclusion of all pupils in mainstream and special schools, but I have been saddened by the daily battle for money and resources. You can read more about developments regarding SEN on page 10.

I have also had the privilege of meeting many ATL reps. Workplace reps are a vital part of the union; they are a friendly face in the staffroom when things get tough, as well as the first contact for new members. All reps work tirelessly and I am sure ATL’s recently launched rep app — see www.atl.org.uk/repapp — is aiding them in this work. It was therefore a pleasure for me to stand alongside Frances O’Grady, general secretary of the TUC, at our Annual Conference and present awards to our outstanding reps. The article on page 18 honours them.

As part of my ‘Queen’s Guide’ community service, as a girl guide, I worked in the local library, which for me was an adventure on a shelf — I rarely have a conversation with my three-yearold granddaughter without mentioning visits to change her library books. Do read about ATL’s Lin Smith and her work as chair of the School Library Association on page 22.

And finally, as I read Tim Hopgood’s ‘Final word’ on page 30, I again thought of my granddaughter at play. Will she become one of the people he talks about in his final paragraph? I do hope so!

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 Lucy Mowatt, Senior art editor Claire Leibrick, Creative director Nick Paul, Managing ad production controller Kay Brown, Publishing director Zoë Francis-Cox, Managing director Gavin Miller 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.

10/06/2014 14:09

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your ATL / news

ATL launches manifesto Clockwise from top: Mary Bousted calls for a new deal for young people, Julia Neal tells Mike Gapes MP fragmentation of education is unacceptable, and Malcolm St John-Smith challenges Nick Gibb MP on academies

ATL’s education manifesto was launched at Westminster in May, calling for political parties to base education policy on solid evidence and for a modern education system that sets young people up for life. The manifesto describes what this system would look like through a series of asks.

The event saw more than 50 MPs, peers and stakeholders from across the political spectrum meet with ATL members to discuss the manifesto’s vision for what we would like to see in the political parties’ plans ahead of the 2015 general election.

Introducing the manifesto, ATL general secretary Mary Bousted explained it was produced through ongoing conversations with members over the last year and is “all the stronger for being member-led”. She said the current row about free school funding shows education is a hot topic in politics and will continue to be so up to the election.

“We think young people have got the raw end of the deal and we are worried that they do not feel they have a stake in society,” she said. “If we do not give them the skills they need we will not be able to compete globally.”

To make this happen, she explained: “We www.atl.org.uk

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want every penny of public money to be spent on educating young people, not creamed off in profits by private companies or individuals involved in running schools or colleges.”

Ian Mearns, Labour MP for Gateshead, who hosted the Parliamentary event, said the manifesto chimes with many of his personal and his party’s views, such as schools not being run for profit and all teachers being qualified.

Speaking at the launch, NUS president Toni Pearce said the manifesto is really important for staff and students, and highlights the issue of employability for young people. “Where previous generations looked upon the labour market as a land of opportunity, many of today’s school, college and university leavers look upon it with fear and uncertainty,” she said.

“This manifesto talks about education as the most powerful route to improving young people’s life chances and I couldn’t agree more,” she added. “We need to make sure that education at all levels is available and

accessible for all young people, and that it reflects the skills and knowledge that young people need to thrive and play productive roles in society.”

ATL members discussed details of the manifesto with MPs. Former ATL president Julia Neal explained how the fragmentation of the education system is indefensible and unsustainable to Mike Gapes, Labour MP for Ilford South, who responded by confirming there would be no more free schools under a Labour government.

ATL’s lead member for the independent sector Malcolm St John-Smith challenged Nick Gibb, Conservative MP for Bognor Regis and Littlehampton and former Minister of State for Schools, about academies’ lack of accountability and the government describing them as independent when they are actually maintained by the state. Mr Gibb admitted the government does not always get its message across accurately.

Helen Porter talked to George Howarth, Labour MP for Knowsley North and Sefton East, about the need for a broad and balanced curriculum. Mr Howarth agreed good communication and interpersonal skills are often more important than formal qualifications in the workplace. He added that he attended the event because he considers ATL a moderate and reasonable union.

Stephen Baker, ATL lead member for school finances, had conversations with several MPs about funding issues, such as sixth form colleges being unable to reclaim VAT and the £350 million being given to underfunded authorities not reaching the poorest areas. Mr Baker said: “The whole event was very empowering, and MPs did listen and engage with us.”

ATL will take the manifesto to our summer conferences (see page 9) to discuss it with members and will engage further with MPs as the parties draft their manifestos. Once the parties launch their manifestos, members will be able to compare and contrast them with ATL’s in order to make informed decisions about whom to vote for in 2015.

www.atl.org.uk/manifesto June/July 2014

10/06/2014 14:11

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Members tell Gove how to shape education Three ATL members met Secretary of State for Education Michael Gove in May at his constituency office in Surrey Heath as part of ATL’s Shape Education campaign.

Member Niaouli Wolf told Mr Gove she was disappointed the money for the schools partnership has disappeared and

that a target culture ruins the spontaneity and creativity of teaching.

Tamsin Honeybourne, ATL Surrey branch secretary, added that “the stress of targets is immense and that it just ends up being a stick to beat teachers with”.

Another member spoke passionately

about the importance and value to children of special educational needs, telling Mr Gove that people needed to be more informed about SEN. “SEN children have the same potential as everyone else, they just need a little more help getting there.”

On inspection she explained that teachers are “frustrated by the changing goalposts of Ofsted”.

Mr Gove said: “I appreciate the postcard campaign; it represents ATL’s sensible and effective approach, which I have a lot of respect for.”

After the meeting, Niaouli said: “I was pleasantly surprised, Mr Gove appeared to be listening to what we were saying, and showed understanding of the issues we were raising.”

In May, members also met with Labour MP for Wythenshawe Mike Kane and Conservative MP for Wolverhampton Paul Uppal. Details on how to lobby your MP are at www.atl.org.uk/shapeeducation.

FE CPD Around 1,000 members and staff in FE colleges across the country have benefited from bespoke CPD sessions set up by ATL’s reps and union learning reps with the support of ATL staff.

At Stanmore College in London, ATL rep Adrian Creamer worked with ATL staff to arrange two tailored sessions on dealing with behaviour issues for more than 50 teaching and support staff. One member who took part said: “It was a fantastic and refreshing CPD opportunity. It is so great that ATL places such an emphasis on developing teachers and support staff to meet the demands of teaching in FE.” Another said: “It certainly gave me lots of opportunity for reflection in my teaching practice. It was nice to be able to come away from a CPD session with some practical advice to use in my teaching.”

CPD events have also been taking place at Oldham College, Wirral Met, Middlesbrough College, Leeds City College, Derby College and PETROC College in the south west, while Cambridge Regional College hosted a day of CPD and talks for 250 people arranged by ATL at the end of May. June/July 2014

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ATL supports Schools Out ATL Executive member Julia Neal (second from right) spoke at an event to mark 40 years of LGBT charity Schools Out. “I’m very proud that ATL supports Schools Out but I hope we don’t have another 40 years of having to fight discrimination,” she said.

Support staff pay ATL support staff members have told us the one per cent pay offer from the Local Government Association is unacceptable but they do not wish to take strike action.

Following a survey of support staff members, ATL has decided not to ballot for strike action as fewer than two in five expressed a desire to do so. The recognised unions (Unison, GMB and Unite) have rejected the pay offer and have balloted for industrial action. If their members vote yes, a one-day strike is likely for Thursday 10 July with further strikes signalled for September.

Should the recognised unions secure majority votes for strike action, we will send members a further letter to home addresses, providing guidance on how you should conduct yourself on any strike days.

ATL has mapped out a more positive vision for education in its ‘Shape Education’ manifesto, which includes specific calls for “support staff to have a national pay framework” and “an end to exploitative conditions such as term-time-only pay”, as well as an end to unpaid hours. See www.atl.org.uk/manifesto. www.atl.org.uk

10/06/2014 14:11

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your ATL / noticeboard

Noticeboard Resources

Executive Committee elections results

Newsletters

Ballots were recently held in regions where nominations exceeded the number of seats available for the 2014-16 cycle of the Executive Committee. Following the ballots, the results are as follows: South east region • Inner London, Barking and Dagenham, Barnet, Bexley, Brent, Bromley, Croydon, Ealing, Enfield, Haringey, Harrow, Havering, Hillingdon, Hounslow, Kingston, Merton, Newham, Redbridge, Richmond, Sutton and Waltham Forest (three seats): Deborah Parren, Hank Roberts, Jovan Trkulja Eastern region • Bedfordshire, Buckinghamshire, Hertfordshire, Northamptonshire, Oxfordshire (three seats): Adam van Asch, Allison Barnes, Phillipa Kearns North east region • Durham, Gateshead, Newcastle, North Tyneside, Northumberland, South Tyneside, Sunderland, Teesside and district (two seats): Sue Coates, Debbie Polwarth

2014 Budget Implications on TPS and LGPS

The 2014 Budget made changes to rules on taking pension pots from defined contribution (DC) pension schemes. This type of pension arrangement is typical of a personal pension or many contractbased pensions a worker’s employer pays into. Each month a certain amount of money is put into a pension pot that is invested over the years, and then, typically at retirement, most of this is used to buy an annuity (a yearly pension).

These are very different to defined benefit (DB) pension schemes, including the final salary and career average pension schemes to which ATL’s teacher and support staff members contribute through the Teachers’ Pension Scheme (TPS) and the Local Government Pension Scheme (LGPS).

www.atl.org.uk

08-09 Noticeboard.indd 8

The ATL Support newsletter has been sent to all support staff members and covers the LGA pay offer, information about time off for medical appointments, and job evaluations.

Post-16 News has also been sent out and includes an update on pay and successes for ATL reps in the sector.

Wallplanner

The ATL wallplanner for the upcoming academic year is being sent to all members (excluding student and newly qualified members) with this issue of Report.

Deregulation factsheet

Since taking office in May 2010 the current government has removed all three regulatory planks of FE teaching introduced by the previous administration: mandatory membership of a professional body, minimum CPD entitlements and the requirement to hold or be working towards a teaching qualification.

ATL’s deregulation factsheet, FE Deregulation, explains the impact of deregulation on college practice, outlines ATL’s stance towards deregulation, and provides members and reps with a few steps they can take to combat and mitigate the impact of deregulation.

Download it free from www.atl.org.uk/factsheets.

These schemes promise members a pension on retirement based on a formula using salary and length of service. They are much more secure and reliable than a DC pension, which relies on investment growth and fluctuating annuity purchase rates. The flexibilities the 2014 Budget gives to take more cash from the pension pot do not apply to DB pension schemes and, in particular, public sector schemes.

For those of you that have private pensions or other pension pots, some of these flexibilities will be of use to you. Here is a summary of the changes that came into force from 27 March 2014: • Individual small pension pots can be taken in full as cash regardless of total pension wealth — the maximum size of such a pot has increased from £2,000 to £10,000.

• The overall limit on taking a trivial commutation — pension pots as cash — increased from £18,000 to £30,000.

These arrangements are in place from 27 March 2014 until April 2015 when they will be superseded by more radical government reforms for pensions, on which it will consult.

ATL cannot offer financial advice but can refer you to Endsleigh, ATL’s selected partner for independent financial advice. Endsleigh can be contacted on 0800 917 8875 from 9am to 8pm Monday to Thursday and 9am to 5.30pm Friday, or email atl@endsleigh.co.uk. It provides a telephone-based advice service; they will explain any relevant fees for advice to you during your first conversation.

If you would like to speak to ATL about this issue, contact policy adviser Suzanne Beckley on 020 7782 1528 or email sbeckley@atl.org.uk.

June/July 2014

10/06/2014 14:21

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Events for your diary July & August

Summer conferences We are pleased to announce that ATL’s summer conferences are back this year.

These one-day events feature a keynote address from Dr Mary Bousted about your ATL manifesto. Workshops on curriculum, Ofsted, and workload and pay will give you the chance to share your views. CPD workshops include creativity in the curriculum, mental health issues in schools, and professional practice: creating the conditions for learning. Places are limited in each and we expect the events to fill up fast. The conferences are free to

June/July 2014

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all ATL members and lunch is provided. To find out more and to book a place, visit www.atl.org.uk/summerconferences.

Dates and locations: July 25th London, 29th Birmingham, 30th Bristol August 5th York, 6th Manchester, 8th Cambridge

18 July

FE conference ATL is holding its first ever FE conference event on 18 July in London. There will be key speakers from the world of post-16 education, plus CPD workshops and a panel Q&A. The conference is free to attend and reasonable travel expenses will be paid.

Lunch will be provided and reps and members should be entitled to time off in lieu regarding trade union duties or CPD attendance with agreement with your

employer. See www.atl.org.uk/ feconference to book your place.

18-20 July

Tolpuddle festival From 18-20 July, ATL members and national officers will be joining thousands of other trade unionists to commemorate the Tolpuddle martyrs at the south west TUC’s annual festival and march in Dorset. The festival runs from Friday evening through Saturday with a mix of music, comedy and debate, concluding on Sunday with a procession of union banners and a rally.

ATL will have a stand at the event and will be marching in the procession.

Members are welcome to take part.

If you are interested in joining ATL at the festival email your details to organise@atl.org.uk. For more information on the Tolpuddle martyrs visit www.tolpuddlemartyrs.org.uk.

www.atl.org.uk

12/06/2014 13:19

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cover feature / SEN provision

SEN in limbo

In a climate of budget cuts and policy upheaval, changes to SEN provision are leaving schools, students and staff in a state of uncertainty and without vital support

www.atl.org.uk

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the reduction of central services for learning and behaviour support that the people are not there to call on. Workloads for central LA staff are ridiculously high, which leads to longer waiting times for support. Also, schools have to ‘trade in’ such services and they are not always a budget priority.”

Members tell us schools are expected to fund the first £6,000 of the costs for a pupil’s support, however many SEN pupils there are, while at the same time support services are being taken away. For example, 43% of members in our survey say they have seen significant cuts to educational psychologist services and 18% have seen severe cuts.

Meanwhile, almost a quarter (24%) told us they have seen severe cuts to behavioural support outreach.

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adical changes are underway to the special educational needs (SEN) framework in England. The government’s new arrangements come into force in September as part of the Children and Families Act 2014.

At the same time, a new SEN code of practice is being published as the summer term draws to an end.

Broadly, the changes will see local authorities and health services plan and commission education, health and social care services jointly; a more streamlined process for assessing those with more severe and complex needs; statements replaced with a new education, health and care plan (EHCP) that runs from 0-25 years of age; and parents and young people with an EHCP having the option of controlling a personal budget.

Last year, Report outlined members’ concerns over these plans (February 2013, available at www.atl.org.uk/report/ february-2013.asp?page=10). Now, 18 months and a few government consultations later, in the context of extensive public spending cuts and ongoing change within schools and colleges, we asked a group of members to share their experiences.

They say local authorities have already changed the way SEN provision is funded and supported. Budget cuts are leading to longer waiting times for services, with 72% of members saying they have seen significantly longer times, and 16% reporting some delays. At the same time, 17% have seen existing measures for SEN pupils discontinued and 39% report some support discontinued.

An ATL member and primary special educational needs coordinator (SENCO) with 34 years’ teaching experience said: “We have lost so much expertise through

Pupils with SEN but without EHCPs will struggle to get any support

In addition, a third of members describe significant cuts to speech and language therapy, and a quarter say these cuts are severe. Members reported similar cuts to Child and Adolescent Mental Health Services, occupational therapy and social workers.

These cuts are having a devastating impact.

Members say there has been an increase in workload for teachers and support staff generally — 63% say they have seen some increase in workload, while almost a third (29%) describe a significant increase.

Meanwhile more than two thirds (68%) are seeing a significant increase in SENCOs’ workload and 26% reported some increase.

“As SENCO, I am now expected to be the

front-line service in my school — while still attempting to manage my teaching workload and other SENCO responsibilities,” said one member.

Almost a quarter — 23% — of those who took part in the survey said they have seen significant increases in behaviour problems, with another 45% saying they have seen some increase in such problems. There have also been some increases in fixed-term and permanent exclusions — almost a third had seen some or a significant increase.

More than half of the members in our survey — 57% — do not believe the reforms will improve educational outcomes for pupils with SEN. More than two thirds (70%) feel their LA is not ready or sufficiently resourced to implement the reforms.

Members are particularly worried about students who are currently supported in schools, but who do not have statements of SEN. Under the system being replaced, pupils who have lower-level, short-term needs are helped through what is called ‘school action’ and ‘school action plus’, while those with more severe or long-term needs, and who need more help than the school can provide, may be given a statement of SEN. But there is little detail about how the needs of students currently on ‘school action’ and ‘school action plus’ will be met through the reforms.

ATL member Karin Green is a primary teacher in Kent who has 27 years of experience, 16 of which have been focused on pupils with SEN. She told us: “I have grave concerns for children who would have received a statement under the old measures, who will not meet the criteria for an EHCP but who will still be placed in ordinary primary schools, which will then have to fund the support.”

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One member told us: “I really can’t see how personal budgets will work. I am concerned about all the pupils on ‘school action’ and ‘school action plus’, who have significant needs that may become overlooked. The graduated step approach provided a natural path towards the statementing process. This seems to be missing under the new proposed framework.”

Lesley Ravenscroft, an ATL member with 27 years’ experience, who has been a SENCO since 1997 and works in a secondary school, said: “Personal budgets mean no long-term planning is possible and termly meetings with parents are almost impossible in a secondary school setting; it is time away from teaching.” Another member said: “The underlying message from the county LA is it will be saving money by not awarding EHCP.” And, in practice, the new EHCPs may also take up yet more staff time. ATL member Angie Rutter, a specialist SEN teacher at a secondary school, told us: “EHCPs are extremely child-centred and therefore worthwhile, however they are very timeconsuming. Pupils with SEN but without EHCPs will struggle to get any support.”

We are hearing that schools are providing SEN CPD for staff, and more than half of members told us schools are sharing SEN expertise and resources. Yet, the vast majority (92%) of members in our survey say they do not feel school staff are prepared for June/July 2014

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the changes. A member and secondary school SENCO in Essex said: “The local authority is organising training events and is already piloting some paperwork relating to the EHCP. But with the added pressures on schools, [in my school] there has been no time allocated for CPD for existing staff, just for new joiners.” “[There has been] no training so far in the changes, which has left me horribly unsure of what my obligations are as a SENCO, what legal duty the school has to those SEN children and how we are going to support pupils with needs that require a higher threshold to access support than they present with,” said another member.

And this lack of preparation extends to LAs generally. “The LA appears to be undecided in how it is implementing changes, leaving us in limbo, not sure whether to refer children for statutory assessment or services and not giving us much time to get organised for September,” said one member. Another added: “I work in the LA and I know they are not ready.”

These changes will also mean a host of new responsibilities for FE colleges and come at a time of change within education — schools and colleges are already busy implementing the new curriculum and exam systems, and there are new kinds of schools working with LAs on SEN provision. One

member explained: “The focus is currently on implementing the new curriculum. I have been given no time yet to talk in staff meetings about the SEN changes.”

“The [Children and Families Act] puts 1.3 million children with SEN at risk from cuts in support that will only become clear after the next election. The government knows SEN reform should not be about cutting costs,” ATL member and SENCO Barney Angliss concluded.

ATL senior policy adviser Alison Ryan said: “The views of our members make for sobering reading, outlining the scale of the challenge ahead if schools and colleges are to continue to meet the needs of their students with SEN. Against this backdrop of drastic reductions in external support, inadequate information and preparation for staff, worsening behaviour and increased workload, we’re also hearing of wholesale redundancies among SEN staff as schools and colleges feel the budgetary pinch.

“There’s no doubt these SEN changes will affect all those in education, risking increased alienation and negative behaviour from pupils and students whose special educational needs cannot be met by the much-reduced resources available. And this will affect pupils and staff alike, across schools and colleges.”

She added: “We need more time to review the findings from the pathfinder trials, to work out what can replace the vital SEN support provided by services diminished by funding cuts, and to implement the reforms most effectively. We hope the government will take time to really consider the feedback from ATL and the many other organisations that have taken part in its consultations. The case for members and their students is strengthened immeasurably by our members’ input. ATL will continue to raise these issues nationally and locally.”

Members can share their experiences by emailing Alison at aryan@atl.org.uk. A new edition of ATL’s publication, Achievement for All, with practical information and ideas on teaching pupils with special educational needs, will be available in the autumn; see www.atl.org.uk/publications. ATL is calling for equal access for all as part of its education manifesto; see www.atl.org.uk/manifesto.

For ATL’s responses to consultations, see www.atl.org.uk/responses. www.atl.org.uk

10/06/2014 14:23

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Practical Perspectives

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Gareth D Morewood Director of Curriculum Support & Specialist Leader in Education, Priestnall School

Pat Bullen

Pathfinder Perspectives

East Midlands SEND Hub Facilitator, Leicester City Council

www.oeconferences.com/SEND14 *20% off standard delegate rate. Not in conjunction with any other offer.

04/06/2014 15:08

VISION.TAKEN SERIOUSLY.

join the debate / agenda

13

Curriculum of values Assistant general secretary Nansi Ellis celebrates those schools creating a curriculum that encompasses their values and focuses on what is important for young people

June/July 2014

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one but stayed focused on what they or curriculum designs, or assessment knew to be important for the children processes. Nor should the private sector they taught. be getting involved — whether that’s an In the 25 years or so since the shock academy chain selling a curriculum to its of that first national curriculum, it has schools, or those companies busy become harder and harder to do that. developing text books, revision guides and Pressures from tests and targets, exams and other resources in response to changes to inspection have grown exponentially. For curriculum and assessment from nursery too many children and young people the to sixth form. curriculum has become narrowed to those We know improving teaching isn’t subjects, and those bits of subjects, that about buying into the latest initiative. will be tested. And that’s partly the point Rather it’s about trying things out, reading of our acurriculumthatcounts.org.uk the research and seeing how other people resource. ATL had some success in have interpreted it, reflecting on what changing the national curriculum, through worked (and why) with these children in consultation responses and joint lobbying this classroom, and changing what didn’t. with other organisations. But from And it’s about sharing these ideas with September, all schools will be working with colleagues, being open about the successes a new national curriculum, and we wanted and the ‘didn’t-quite-works’ — learning to develop a resource that lets you share from each other and collectively how you manage to keep the national improving. curriculum within its rightful boundaries, The acurriculumthatcounts.org.uk site how you will work so it fits with your isn’t about showcasing ‘best practice’. It’s values so you can challenge each other about you, and what you do in your school to keep creating an exciting school and in your classroom to base your curriculum. curriculum on vision, on values, on your I am enormously school’s beliefs about excited by this the children, young It’s about you, and curriculum website. people and adults who what you do in your school work and learn there.

As the feature in and in your classroom April’s edition of So please do join the Report showed, it is an discussion: upload engaging, interactive and inspiring your posts about curriculum planning, resource, showcasing a range of different and your footage of that great bit of a approaches to curriculum design. Some lesson that really demonstrates how your of these present you with well-explained values come through your curriculum. theory, others buzz with the excitement Add links to your curriculum resources. of school staff and pupils engaged in Try out something that someone else has purposeful learning. posted, and tell us how you changed it to How the school curriculum is planned fit your working circumstances. A and taught is a professional issue and our curriculum that counts will only be professional responsibility. Our education about you if you use it. manifesto points out the dangers of political interference, of politicians telling Visit acurriculumthatcounts.org.uk to be teachers how to teach. Ofsted should not be a part of a profession-led response to doing this either, and inspectors shouldn’t curriculum and celebrate what education be looking for particular teaching styles, staff do every day.

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S

ince we announced the launch of our new website, acurriculumthatcounts.org.uk, I have found myself talking more to ATL members about the changes to the national curriculum from September. These conversations have taken me back to my own teaching days; I began my journey into teaching alongside the first national curriculum back in the heady days of 1990.

I spent hours of my degree course debating the pros and cons of a national curriculum and attempting to understand the vast range of attainment targets and programmes of study. I started my first job just as schools were struggling to redesign their own curricula to encompass this imposed and enormous framework. Gone were the pet topics and idiosyncratic interests of certain teachers, but many of my new colleagues also lamented the loss of a school identity within the curriculum.

We were so busy meeting the targets, and living in our little year group and subject boxes, that we’d forgotten what was unique about our school and our pupils.

At the time ATL carried out some research to see how teachers and leaders were coping with the new curriculum.

Unsurprisingly, the researchers found that many were finding it extremely hard to deal with the detail of the subjects. The research was called ‘Eating the elephant bit by bit’, as that was the only way to manage the new curriculum.

The most fascinating part of the research came 10 years later when the researchers revisited many of those same schools, to find the schools that had thrived through all the myriad changes since 1990 had often done so by sticking with what they believed in. They hadn’t thrown everything up in the air and started again with the new curriculum. Instead, they had worked from their values, and developed a school curriculum that encompassed the national

www.atl.org.uk

10/06/2014 14:25

14

join the debate / Wales and Northern Ireland

Wales Dr Philip Dixon

Northern Ireland Mark Langhammer

The review of the curriculum goes back to first principles know? What should they be able to do? The answers will go a long way to correcting the lack of a coherent vision and narrative in our curriculum.

There will be a formal consultation, and we will be surveying members to ascertain your views, but there will also be a series of roadshows and events up and down the country. Try to get along to one of them. Details are available from the Dysg newsletters at http://learning. wales.gov.uk/about/ newsletters/?lang=en.

One of the constant criticisms of politicians is that they meddle with the curriculum and try to cram it full of their own hobby horses. This is your chance to put that right. As educational professionals you are best placed to know what skills and knowledge children will need for life in the 21st century, how and where that is best taught, and what works and what doesn’t.

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A recent OECD report commissioned by the Welsh Government on our education system was highly critical of that same government. It criticised the rash of initiatives and the rush of their implementation, and highlighted the lack of solid evidence and robust research behind many policies. But the most demeaning criticism of all was that the Welsh Government lacks a coherent vision for education, and has no overarching narrative. Many of the OECD findings chime with what ATL has been saying for years.

It is against this background, then, that a very important new independent review of the curriculum is being launched.

Led by Professor Graham Donaldson, a well-respected Scottish educationalist, the review wants to take us back to first principles, at least at the start. What are our schools for?

What should our children

The SEN review has been delayed by the stationary nature of devolved government

What should our children know?

Special educational needs (SEN) provision in Northern Ireland has been under review for over five years now.

It would be nice to report progress, but like many other educational issues, the SEN review is deadlocked. Put simply, the Northern Ireland education system is highly contested — frozen not just by the pre-election purdah but also by dysfunctionality within our system of devolved government.

Education policy is deadlocked in a range of key areas. The vexed issue of academic selection in post-primary transfer is one such issue. The establishment of a single Education and Skills Authority is another, and the wider Education Bill another still.

The system of devolved government is often described as ‘power sharing’ but it is definitively not a ‘coalition’ or government by ‘cabinet’.

Ministers of the Northern

Ireland Executive are nominated by their political party and selected by the proportionate d’Hondt method, which effectively means ministers are party appointments and can only be removed from office by their political party. The First Minister and Deputy First Minister are a joint office.

Neither can govern without the consent of the other. Joined at the hip and, it seems, often stationary as a result.

Individual Members of the Legislative Assembly formally register their designated community affiliations and legislation requires crosscommunity consent. A majority of the representatives of each community is required for any given legislative measure. Short of legislation, and where policy is not cross-cutting (ie involving another government department), the Minister is chief of his/her own department and can use negative disputes’ resolutions to force through policy. At present, the SEN review is a hostage to our system of devolution.

Check out ATL’s brand new curriculum website Find out more about the curriculum changes, view our video case studies of schools taking new approaches to curriculum, access resources and take part in the conversation about curriculum.

acurriculumthatcounts.org.uk www.atl.org.uk

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#acurriculumthatcounts June/July 2014

10/06/2014 14:26

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30/05/2014 17:33

16

join the debate / letters

Report, ATL, 7 Northumberland Street, London WC2N 5RD report@atl.org.uk @ATLReport The views expressed in the letters printed in Report do not necessarily reflect ATL policy or opinion.

STAR LETTER

Over 50 and undermined I have just joined ATL after a gap without union membership, because of what has happened to a colleague at my school. She is 54 and, after 12 successful years at the school, this year she has been victimised with daily comments designed to undermine her confidence. Once she reached rock bottom the school told her she would be put through the capability procedure. She has been signed off sick until the end of term. As it happens, she has spent a lot of time each week for years visiting and supporting elderly parents, but this has not affected her work. She is known as one of the most conscientious teachers in She is known as one of the place. I don’t know if she is also the most conscientious going through the menopause — I am teachers in the place not interested in asking!

She also points out that in a school like ours, if pay levels are to be decided by the head, several of our staff would not be properly rewarded because they are not part of her small gang of cronies. Favouritism is shown towards those who bolster the head’s opinion of herself. Is this part of any of the debates going on at the moment? One would hope that the great majority of heads are fair and strong enough to make proper objective judgements.

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Name supplied ATL has serious concerns on the possible discrimination of women over the age of 50, which was the subject of ATL’s motion to the TUC women’s conference. We are currently collecting evidence on this issue and if you have examples that you wish to share then please contact ATL policy adviser Simon Stokes on sstokes@atl.org.uk.

WIN

The author of this letter 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 a letter or email to the addresses above, including your phone number. One star letter will be chosen every issue to win the book tokens.

By the book Does it matter that the Secretary of State for Education is getting involved in which books pupils should study at GCSE when he pushes for literature from the British Isles? Clearly it does. The man knows nothing about teaching.

Just because he read literature at university doesn’t mean he should design the English curriculum.

This should be done by education professionals with English as a www.atl.org.uk

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specialism. There is a place for literature from all corners of the globe in the English curriculum. Our students read plenty of British writers and should not be deprived of Steinbeck, Lee, Miller and Williams, to name but a few, in favour of a narrow curriculum dominated by British writers. He may argue that he has not ‘banned’ much-loved classics like Steinbeck; however stipulating a British novel and drama will mean we do not have the time to teach anything

facebook.com/ATLUnion

Take a step back The guide to reflective teaching in your May issue makes an excellent point about taking the time to step back and look at how you work. For myself and my colleagues, and, I’d wager, most teachers and lecturers up and down the land, it feels as though there is not enough time to plough through everything we need to get done in a day. Stopping to evaluate our practice seems like a luxury we can scarcely afford.

But I believe we would be doing the young people we teach a disservice by not occasionally taking that time. I can think of things in the classroom that I have been doing for years and certainly seem to work well, but could they work better? Do they work for all the children? Am I missing a trick?

There is only one way to find out and that’s by having a fresh look at them, or even asking my colleagues to offer their opinions; a daunting but potentially more radical approach.

We are in the teaching and learning profession and it is a great irony that we do not have the time to learn and improve ourselves. With CPD for our profession frequently leaving much to be desired, maybe it is time we took it upon ourselves to learn how to do our jobs better, and to work with colleagues to improve the school as a whole.

K Harper, London

but the set texts — because that’s pretty much all we have time for! No need to ban them. Nicely side-stepped, left yourself a little bit of wriggle room there, didn’t you, Mr Gove? But I see straight through it.

This whole issue makes me angry, sad, disillusioned, and reminds me just how impotent we teachers are in the face of year after year of changes.

R Lawrence, Leicestershire June/July 2014

06/06/2014 09:08

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profile / ATL rep awards 2014

Outstanding Sara Bassett

Workplace rep of the year Sara Bassett is a teacher and workplace rep at an independent school in Bristol, where she helped secure recognition for ATL after three years of campaigning

‘‘

Four years ago the school management implemented a pay freeze. We didn’t have an active rep at the time, so I became the workplace ATL rep and colleagues became reps for health and safety, learning and support staff.

ATL explained we could have many more statutory rights if we were legally recognised as a union, so we spent three years working towards voluntary recognition by the school.

As part of getting more active, we attended our local ATL meetings and the independent schools conference, as well as ATL’s Annual Conference. In June 2011 we joined ATL’s first national strike as part of the pensions issue and being part of this organised action gave us a push to get more serious.

We finally secured recognition for ATL in June 2013, after a ballot of all teaching staff in the infant, junior and senior schools. It was a real team effort; it wouldn’t have been possible with just one person pushing for recognition. The support we received, in particular from regional official Peter Marsh-Jenks, senior regional official Rachel Curley, and national official for the independent sector John Richardson, was invaluable. I like the sense of being part of the ATL community.

I have never felt I can trust an organisation as much as I have ATL. Following recognition, we now have regular meetings with our senior leadership team and governors. The mood is much improved and we are able to engage in productive and constructive dialogue with management, and they are listening. Our recent pay claim resulted in teachers receiving a 2.8% pay rise and we also secured a substantial increase in the maternity package.

“I like the sense of being part of the ATL community”

Sue Coates

Union learning rep of the year Sue Coates is a Year 1 teacher, branch secretary and union learning rep who helped set up and run the North East Learning Network, which provides CPD for ATL members throughout the north east

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Learning is just a part of me — I always want to try something new.

So ATL’s involvement in union learning really drew me in.

I got interested in what the union did after ATL supported me on a personal level within the workplace, and so I went to an open day and ended up signing up to do the union learning training.

Three of us on the training lived locally and we really gelled. For our first event, none of us had very much confidence so we worked together, with the support of ATL’s learning organiser, and pooled our funding to put on a managing behaviour course. It worked a treat and we had 60 people turn up.

That gave us the confidence to do more of the organising ourselves and eventually

And since the senior, junior and infant schools joined forces to gain recognition we now have a better working relationship and share ideas across the different age groups.

Our experience shows if you work hard, you can get positive results.

For anyone else trying to get recognition in their school I would say the key things are to be determined, resolute and organised. It’s important to have a team around you and to engage with everything the union has to offer you, as there is a lot of help available.

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ALL PHOTOS PAGE 18 AND 19: SARAH TURTON

The winners of ATL’s 2014 rep awards tell Report about involving student and newly qualified members, dealing with redundancy situations, making sure their workplace is safe, gaining more rights for staff, and providing outstanding CPD for members

www.atl.org.uk

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10/06/2014 14:31

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g reps

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“The atmosphere was great and the feedback was smashing.

You can’t get better than that, can you?”

Sue Coates receives her award from TUC general secretary Frances O’Grady (left) and ATL president Alison Sherratt (right)

Abbie Saxby

ATL Future activist of the year Abbie Saxby is in her third year of teaching at a primary school in Hastings, East Sussex, and has been involved with ATL’s student and NQ steering group since she was a student teacher

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My first experience of ATL was when I went to Annual Conference while I was training, and I got a bit hooked, just listening to experienced and inspiring teachers who were talking about things that were meaningful for me.

The following year I went back again and put myself forward for the ATL Future steering group [which represents members new to the profession, ensuring their views inform ATL’s work], and I got involved in the digital technology side and worked on a couple of Conference motions on technology in the classroom. I’m the ICT coordinator in my school so it’s been good to be able to do things that are relevant to my work as well.

I’m massively into social media as a networking tool for teachers, particularly newer teachers, because they can be quite isolated, especially with training routes like School Direct. It’s easy to get stuck inside your own little bubble; building up a social media network can open doors and show there is support out there.

For ATL Future, social media has really gained momentum, the Facebook page (www.facebook.com/ATL.Future) has become more active, with more members joining and posting their views. We also run a secret teacher blog, which has got people talking about different issues.

Keeping things active on Facebook and Twitter (@ATLFutureUK) encourages

people to get involved, like sharing news articles and getting people debating.

Another thing I’ve done is help run Teachmeets at ATL London training events.

We get people on board with the Facebook group at every opportunity. Otherwise people come along to an event but you risk losing contact with them afterwards.

Staying in touch is vital in getting students and NQs involved in the union.

People realise new teachers’ views are as valid as anyone’s and it’s really important to hear opinions from everyone.

Some of the issues impact more on NQs and students, like training routes and pensions.

Nothing is too big or small in terms of members getting involved. It could be sending a tweet or commenting on the Facebook page, or setting up your own Teachmeet. It all has value.

Mark Baker and Andy Ground

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the North East Learning Network was born. It’s nice to be able to advertise something as being local, because the north east can feel a bit cut off.

We try to do learning surveys fairly regularly so we know what members want, and we know events on a Saturday or during half term work really well. It shows people are prepared to give up their own time for their professional development. In November we had 100 people turning up on a freezing Saturday morning; the atmosphere was great and the feedback was smashing.

You can’t get better than that, can you?

And ATL is so supportive. Once you put your hand up and say you’re interested, you’re not left on your own. When you get that sort of backing, the world’s your oyster.

We now have lots of members involved, from taking minutes to delivering courses.

I’m just so proud of ATL and proud to be involved. I love what I do and I want to keep it going as long as I can.

“New teachers’ views are as valid as anyone’s and it’s really important to hear opinions from everyone”

AMiE reps of the year Mark Baker is branch secretary of AMiE’s South Leicestershire College branch, and was joint winner of the award with colleague and branch president Andy Ground for their support of colleagues during ongoing rounds of redundancy

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I’ve been in various unions since being a student, and I joined the Association of College Management [AMiE’s name before merger with ATL] because my previous union didn’t seem that interested in managers.

We’ve never seen ourselves as conflictseeking; we try to find ways to benefit staff and the college equally. I will say what needs to be said but I will say it in as pleasant a manner as possible. We have had ongoing restructuring at the college, www.atl.org.uk

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profile / ATL rep awards 2014

particularly at management level. But we’re managing to maintain a service to the local community and keep people in jobs.

I’ve had five ‘at risk’ letters in the last six years, have been made redundant twice, but was redeployed to alternative jobs. It’s not been a pleasant time. One year we were trying to deal with redundancy issues in the summer holidays when I was in Spain and Andy was in France. AMiE regional officer Liz Salisbury and director of employment services David Green were on holiday too, and we suggested meeting up in Bordeaux at one point!

I’ve been supporting a lot of people, but one thing about this college is that people all look after each other particularly well. Three years ago, when it looked like I was going to be made redundant, AMiE, ATL and other union and non-union colleagues started a

Corrie Rayner Health and safety rep of the year Corrie Rayner is a science technician at Cowes Enterprise College on the Isle of Wight, and as health and safety rep has raised awareness of many safety issues in the school’s new building

‘‘

I had done risk assessments in the construction industry and I’m a qualified electrician, so I thought being a health and safety rep would put that experience to good use.

We’d already had issues with our old building, including some bad cases of asbestos, then we were living out of boxes when the move to the new building was first delayed, which created tripping hazards.

When we finally had access to the new building we found more than just snags; there was a leaky roof and wobbling windows. When I presented a list of

www.atl.org.uk

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SARAH TURTON

Mark Baker (left) and Andy Ground (right) accepting their awards

petition for me, which was really supportive.

ATL and AMiE members work well together too. The reps don’t always agree, but we both know the other has the wider interests of the college at heart and we deal with issues without antagonism or animosity because we’re doing it from a position of honesty and integrity.

I’m really chuffed to have been nominated for an award. It was an acknowledgement that at least I’d tried.

I can walk down the corridor with my head held high and I feel appreciated by the vast majority of staff.

I’d say to anybody that they should be members of a union. It’s not a magic wand, but it’s really useful to have someone with you who is on your side. There is always the possibility if you’re on your own that you’ll be picked on and undermined. If people don’t all work together then things don’t move forward.

A lot of people might be wary of being a rep because it feels like a lot of work for no the problems they decided to delay the move again.

The building is so huge it’s hard to keep an eye on everything so I try to get as much information as possible from colleagues about issues. There are electrical installations without RCDs [circuit breakers] and staff are keeping a close eye on the situation to prevent students from using mains-powered equipment without supervision. There’s one other person from another union on the health and safety committee who is very on the ball and we get information to management but it’s often ignored or swept under the carpet.

You have to be very persistent, and bring up regulations. Management glaze over when I quote the British Standards, but they’ve been put into place for a reason: to keep staff and students safe!

I’ve learned about diplomacy by talking to management, coming at an issue from a different angle to show the

extra money and if it goes wrong you may get the blame, but I can’t say I’ve ever felt like that. Most of us come into education wanting to help people, be that students or colleagues, and being a rep is a part of that.

It’s just a case of how willing you are to stand up and be counted.

i

Want to find out more?

ATL really values its representatives and the vital information and support they provide to colleagues. That’s why we offer support from the initial training onwards, including through our new rep app (www.atl.org.uk/repapp).

Being an ATL rep need not be onerous.

We understand your time is limited so you can undertake as much as you feel confident with at any given time.

To find out more about all the different rep roles and ways of getting involved, see www.atl.org. uk/getactive. If you’d like to talk to someone about becoming a rep, please contact our organising team at organise@atl.org.uk.

“In the long run taking health and safety seriously benefits everyone” consequences of ignoring certain issues could be catastrophic. It can be an uphill struggle but the county council is finally acknowledging and addressing some of the issues I raised. They may not even be aware I exist but that doesn’t matter; the fact I nagged made them aware of the problems.

In the long run taking health and safety seriously benefits everyone. I think all unions should advertise for more health and safety reps. The more of us there are, the easier the job would be.

Being a health and safety rep is a really important position. You can never be 100% certain but to my knowledge I’ve done everything I can to make my workplace safe. It’s nice to not have to be wary and to know I’m safe at work.

‘‘

“I can walk down the corridor with my head held high”

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June/July 2014

10/06/2014 14:31

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22

profile / Lin Smith

Shelf life The school library enriches children’s lives and can serve all departments, ATL member and chair of the School Library Association Lin Smith tells Alex Tomlin

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TREVOR MEEKS

outside their own little world and don’t always have a lot of world awareness.”

Some teachers give students reading lists but Lin prefers if students have a freer choice.

“Students can think ‘if I read this list I’ll be clever’ or parents might think their child must read that list. As a teenage reader if someone had told me I had to read the books on a list I would have rebelled!”

Lin’s library does not have censorship but she does read a lot of teenage fiction to give herself a general awareness of content, only recently allowing herself to join a reading group for adult fiction. Her knowledge of the books in her library gives her the ability to use her discretion when loaning more adult books to young people. “You get an idea of authors,” she explains, “so Melvin Burgess or Kevin Brooks is likely to be better for older age groups, 13 or 14-plus. Our young adults’ section is a bit of a hotchpotch but we wouldn’t want to give a copy of Junk [Melvin to give the opportunity for children to say Burgess’s drug novel] to an 11-year-old in what’s not right for them.”

September when they’ve just arrived.

Despite the attention on fiction, Lin “Some librarians say young people can have believes any tendency to put the librarian in anything they like, but I think you have to be the English department is misguided and sensitive of the school community. We might that it’s better they be head of a separate ask a young person to let their parents know faculty. She recalls one previous headteacher they’ve borrowed a certain book or advise telling her she was the only other person who them that if there’s anything in a book they’re looked at the school as a whole, rather than not sure about just to concentrating on one bring it back. Usually You’re living someone subject department. they choose something As part of the middle else’s life vicariously right for them.” managers group at Lin also takes a more without any danger Ecclesbourne, Lin is kept proactive approach. up to date on curriculum “The Hunger Games was a book I kept going and other changes, which helps her serve the round and telling students ‘You must read different departments more effectively as well this’, because it was such a quick read, but it as the school generally. “I’ve met librarians was so visual, it read like a film, which it who say they’re not allowed to see their obviously was made into.” school development plan,” she says. “Why She adds: “Boys particularly love a series, a wouldn’t you show the plan to all your staff? lot of them have a collector type mentality, Everybody should be able to say what the and it helps to be aware of those inclinations. focus is. There’s not a department we don’t And some children love graphic novels and work with. Once people realise we can make for others they just don’t work at all. You have their lives easier, there’s not many who don’t

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‘‘I

t’s not a quiet library,” says Lin Smith.

“I don’t know many that are. I applaud anyone who can make a school library both quiet and welcoming.”

I have to agree. As we talk in her office there is the constant background noise of students and teachers talking in the adjacent library, and colleagues regularly popping in to ask questions or book the library for their classes.

Now librarian at The Ecclesbourne School in Derbyshire, ATL member Lin has worked in school libraries since 1991, although she originally trained as a librarian in 1969. She has been an active member of the School Library Association (SLA) for around eight years, most recently being elected chair of the charity, a role she completed in June this year, although she fully intends to remain involved.

One of the main priorities of her library is, unsurprisingly, to promote reading throughout the secondary school generally and also for individual students who may be struggling. “There are various kinds of reluctance to read,” Lin explains. “Sometimes it’s because they feel they’ve failed at it early on so they then see it as something they can’t do. Or it could be a case of they have just never read or don’t have books at home.

There’s also so much instant gratification with the internet and computer games that reading often gets missed.”

The library works in tandem with the special needs department to run a partnership reading programme with those having difficulties being paired up with Year 10 students to do two sessions a week partnership reading to build confidence.

“For me, one of the biggest plusses of reading is that you’re living someone else’s life vicariously without any danger,” says Lin. “It broadens your outlook. I think that’s especially important when social media and the internet have made the world outside smaller, because students don’t always look

June/July 2014

10/06/2014 14:32

want to make use of us.”

Unsurprisingly, Lin is also in favour of school libraries being run by dedicated librarians, but she does profess admiration for anyone who runs a successful library on top of working as a teacher or support staff with no relevant experience. She points out the SLA runs courses where there are teachers and TAs who have been given responsibility for the library who are starting from scratch with no idea how to buy books.

The ethos and vision of the school are key to how the library is used and supported, she believes. “Some will demand different things from their library.

Some want it to be a sin-bin, somewhere to chuck kids. That is the worst possible use of a library as far as I’m concerned. It’s a waste of librarians’ skills. Fortunately, it’s not something I come across here.”

Lin has more positive uses for the library.

“I’m really interested in study skills, the learning process and how we are servicing the needs of our students. I like to think we’re something of a bridge between school and June/July 2014

22-23 Profile.indd 23

university so the students aren’t completely clueless when it comes to things like citation, plagiarism and research.

“You get the argument that no one needs to know anything because you can just Google it. But you need the critical awareness to know that what you find is relevant and accurate. My advice is not to say to a child ‘use a computer’, but instead say ‘use a reliable website’, which implies some judgement is needed. Of course they all use Wikipedia but if they must use it then I say they should check the sources. Then they’re in much richer country.

“Generally making them more efficient learners is a really important strand of what we do. Unless you’ve got a critical awareness your research is not going to be of the calibre it could be. That’s my crusade!”

Wearing her SLA hat, another mission is to make links with teacher training institutions to get the message across to new teachers of how the school library can enrich the classroom experience and to counter any temptations for schools to close

libraries as part of cost-cutting measures.

She points to the most recent winner of the SLA’s inspiration award, Carterton Community College, where a previous headteacher got rid of the library only for a new head to come in and demand it be put back.

And in one of her previous schools, the head had halved the size of the library in an attempt to fit in another classroom. “I did sympathise,” Lin recalls, “but I ended up leaving and within three or four years they had put the whole library back again.”

To any headteacher considering culling the school library, Lin would ask: “How much money are you going to save by getting rid of a library? What makes you think it isn’t a worthwhile investment? It enriches a child’s life, especially if children come from families that don’t have books in the house.

And librarians are not generally the most expensive member of staff!

“I was thrilled to see on Mumsnet someone saying they weren’t sending their child to a school because it didn’t have a library,” Lin says.

“When you hear a really powerful thing like that it makes a lot of difference.” www.atl.org.uk

10/06/2014 14:32

24

help and advice / legal

Flexible working New regulations will introduce a right to shared parental leave and mean more people can request flexible working. ATL solicitor Mary Towers explains

Right to request flexible working

From 30 June 2014, all employees with 26 weeks’ service will have the right to make a request for flexible working. At the moment, this right extends only to those who have caring responsibilities for a child under age 17 (18 if disabled) or certain adults.

There will be a duty to consider the requests in a reasonable manner, but employers will be entitled to refuse requests on business grounds. Acas has published on its website (www.acas.org.uk) a final draft code of practice on handling in a reasonable manner requests to work flexibly, and an associated guide. These are currently subject to parliamentary scrutiny, but Acas will confirm when these documents are finalised on its website.

In the event that employees make competing requests for flexible working, it appears, from the Acas guide, that the employer will not make an assessment of

www.atl.org.uk

24 Legal.indd 24

the value of each request. The employer is encouraged to discuss competing requests with the employees involved, in order to assess whether a compromise position is possible.

We would expect employers’ flexible working policies to be amended to take into account these changes and the Acas guidance.

Antenatal appointments

At the moment, only women are entitled to take time off work for antenatal appointments. From 1 October 2014, this right will be extended to the woman’s partner. They will be entitled to have time off to attend two antenatal appointments.

parental leave at least eight weeks before the first period of leave. The employee will be expected to provide the following information: • the amount of shared parental leave available • when leave will be taken (although dates will not be binding at this stage) • how much of the leave each parent will take (although it will be possible to vary this at a later date).

The entitlement to take the shared leave relates to an employee taking one period of continuous leave. If one of the parents wants to break up the leave into separate periods, the employer has the right to refuse the request.

As with existing maternity leave rights, Shared parental leave the usual terms and conditions of The government has now published draft employment will be maintained regulations providing for shared parental throughout the leave period, save for leave and pay. It is currently expected that salary. There is also provision for keeping these regulations will come into force for in touch days. babies due on or after 5 April 2015. Online According to research by the National tools, information and guidance from the Childbirth Trust, about a third of fathers government to help employees understand would not take up the shared parental the new system will become available from leave right because the summer of 2014 at paternity pay is too low www.gov.uk.

The employer is for it to be viable.

The main effect of encouraged to discuss Almost half of men the regulations is that questioned said they mothers of babies due competing requests preferred being granted on or after 5 April 2015 flexible working in the year following their will be entitled to end their maternity leave child’s birth to taking up shared parental early and transfer the remaining balance to leave. However, many men may not even the other parent. This right will not be aware of their right to request flexible continue beyond the child’s first birthday. working as outlined above. Clearly, further Only employees (and this includes both action is required in terms of increasing parents) with 26 weeks’ continuous paternity/maternity pay and raising employment at the 15th week before the awareness of rights in these areas. expected week of childbirth will be eligible for the shared leave. The employees must stay in the same employment while taking If you are considering making use of any of the leave. There are other eligibility these new rights and need further advice, requirements which both parties will contact ATL’s legal team using the details on have to fulfil. page 25. ATL also has a suite of factsheets Employees will have to notify their on parental leave available to download free employer that they intend to take shared at www.atl.org.uk/factsheets.

‘‘

‘‘

T

here are some important changes to flexible working and family-related leave in the pipeline as a result of the Children and Families Act 2014.

These are explained below.

June/July 2014

10/06/2014 14:33

help and advice / contact

25

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:

General enquiries 020 7930 6441 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 AMiE members: 35 The Point, Market Harborough, Leicestershire LE16 7QU. Contact your AMiE regional officer (contact details at www.amie.atl.org.uk) or call the employment helpline 01858 464171.

Email: helpline@amie.atl.org.uk

Membership enquiries 020 7782 1602 Email: membership@atl.org.uk

If you are not a member of ATL and would like to join, please contact us on 0845 057 7000 (lo-call)

Pension enquiries 020 7782 1600 Out-of-office-hours helpline 020 7782 1612 Monday to Friday, 5-7.30pm during term time.

ATL’s regional officials are available to speak to you about work problems.

Remember to pass your copy of Report to colleagues who may be interested in it!

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:

report THE MAG

AZINE

UK: 08000 562 561 Wales: 08000 855 088 Email: support@teachersupport.info Text (call-back service): 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.

FROM THE

ASSOCI

ATION

OF TEA CHERS

JUNE/JU LY 2014 & LECTUR ERS £2.5 0

First-ra

ATL’s aw te reps ard what the -winning rep s their rol y have achieved on es in

Your cu rriculum

Sharing expertise exciting and effectto create in your classroom ive lessons

ADVICE Guidan and flexce on parental ible wo rking leave 01 Cover.i

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SEN n the bro ink

Chang provision es to special nee cou ds and sta ld leave studen ff ts support without the they nee d

JOIN THE Why chi DEBATE founda ldren’s play is tion of creativ the ity

10/06/2

014 14:07

Whatever legal support you require, we’ll be there for you Whether it’s help with your will, buying or selling your home, or family matters, Morrish Solicitors will provide you with friendly, professional

ATL + Legal Services

advice, including confidential legal assistance, giving you peace of

Supporting you and your family

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In addition to our free personal injury service, as an ATL member, you

033 3344 9600

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June/July 2014

25 Contact.indd 25

www.atl.org.uk

10/06/2014 14:34

26

Your ATL / accounts

Association of Teachers and Lecturers Summary financial information extracted from the full accounts Summary income and expenditure account for the year ended 31 December 2013

Subscription Income Other Income Total Income Total Expenditure

2013 2012 £’000 £’000 16,374 15,647 3,801 626 20,175 (18,252)

16,273 (16,483)

1,923 9 (294) (358)

(210) 163 87 0

Surplus for the year after tax 1,280

Summary balance sheet at 31 December 2013

40

Operating Surplus/(Deficit) for the year Non Operating Items Items relating to FRS17 Tax charge

Fixed assets Investments Current assets Current liabilities Provision for liabilities and charges

2013 £’000 3,935 3,322 6,403 (2,944) (480)

2012 £’000 5,840 3,318 2,214 (2,173) (537)

Net assets excluding pension scheme Net pension scheme liabilities

10,236 (377)

8,662 (1,011)

9,859

7,651

General fund Dilapidation reserves Revaluation reserves

8,179 150 1,530

5,474 150 2,027

9,859

7,651

Report of the independent auditors to the members of the Association of Teachers and Lecturers We have audited the accounts of ATL for the year ended 31 December 2013, which comprise the income and expenditure account, statement of total recognised gains and losses, the balance sheet, the cash flow statement, and the related notes. The financial reporting framework that has been applied in their preparation is applicable in law and United Kingdom accounting standards (United Kingdom generally accepted accounting practice).

This report is made solely to the members of ATL as a body, in accordance with the Trade Union and Labour Relations (Consolidation) Act 1992. Our audit work has been undertaken so that we might state to the members of ATL those matters we are required to state to them in an independent auditor’s report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than ATL and the members of ATL as a body, for our work, for this report, or for the opinion we have formed.

Respective responsibilities of ATL’s Executive Committee and auditor As explained more fully in the statement of ATL’s Executive Committee’s responsibilities, the Executive Committee is responsible for the preparation of the financial statements, and for being satisfied that they give a true and fair view. Our responsibility is to audit and express an opinion on the financial statements in accordance with applicable law and international We are required by the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended) to include the following declaration in this statement to all members. The wording is as prescribed by the Act. “A member who is concerned that some irregularity may be occurring, or have occurred, in the conduct of the financial affairs of the union may take steps with a

Summary of salaries and benefits provided Name and position M Bousted General Secretary

Details Salary Pension contributions

Amount 119,249 22,069

H Roberts President to August

Clothing allowance Salary reimbursement

0 0

A Sherratt President from September

Clothing allowance Salary reimbursement

500 6,884

In addition, six officers of the Association, who are members of the Executive Committee, receive clothing allowances totalling £2,000.

The President’s allowance is separately shown above. All the other members of the Executive Committee do not receive any salary from the Association or any benefits. All members of the Executive Committee are reimbursed for any expenditure incurred by them in the performance of their duties on behalf of the Association as are the General Secretary and the President.

standards on auditing (UK and Ireland). Those standards require us to comply with the auditing practices board’s ethical standards for auditors.

Scope of the audit of the financial statements An audit involves obtaining evidence about the amounts and disclosures in the financial statements sufficient to give reasonable assurance that the financial statements are free from material misstatement, whether caused by fraud or error. This includes an assessment of: whether the accounting policies are appropriate to ATL’s circumstances and have been consistently applied and adequately disclosed; the reasonableness of significant accounting estimates made by ATL’s Executive Committee; and the overall presentation of the financial statements.

In addition, we read all the financial and non-financial information in the honorary treasurers’ report to identify material inconsistencies with the audited financial statements and to identify any information that is apparently materially incorrect based on, or materially inconsistent with, the knowledge acquired by us in the course of performing the audit. If we become aware of any apparent material misstatements or inconsistencies we consider the implications for our report.

Opinion In our opinion the financial statements: • give a true and fair view of the state of ATL’s affairs as at 31 December 2013, and of its surplus for the year then ended; view to investigating further, obtaining clarification and, if necessary, securing regularisation of that conduct.

“The member may raise any such concern with such one or more of the following as it seems appropriate to raise it with: the officials of the union, the trustees of the property of the union, the auditor or auditors of the union, the certification officer (who is an

•h ave been properly prepared in accordance with United Kingdom generally accepted accounting practice; and •h ave been prepared in accordance with the requirements of the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended).

Matters on which we are required to report by exception We have nothing to report in respect of the following matters where the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended) requires us to report to you, if in our opinion: • ATL has not kept proper accounting records or returns adequate for our audit have not been received from branches not visited by us; or • A satisfactory system of control over transactions has not been maintained.

• The accounts are not in agreement with accounting records.

• We have not received all the information and expenditure we require for our audit.

Chantrey Vellacott DFK LLP Chartered Accountants Statutory Auditor Dated: 15 April 2014 independent officer appointed by the Secretary of State) and the police. Where a member believes that the financial affairs of the union have been or are being conducted in breach of the law or in breach of rules of the union and contemplates bringing civil proceedings against the union or responsible officials or trustees, he should consider obtaining independent legal advice.”

To view the full report and accounts go to www.atl.org.uk/accounts2013

www.atl.org.uk

26 Report and accounts.indd 26

June/July 2014

10/06/2014 14:35

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28

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

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EXTRA MILE desperately needs experienced teacher volunteers to work in Sierra Leone. One week, up to one year programmes. www.extra-mile.org

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www.shakespearecomics.com www.atl.org.uk

June/July 2014

29

Prize crossword

Across 1 Applaud extravagant actor in south London… (7) 5 …or in branch in Westminster, perhaps? (7) 9 Mums and Dads, yes — but unconventional partners, right out! (7) 10 Label playground game (3) 11 Antelope gores Newcastle University principals (3) 12 Maybe time to include TV, press, etc — done at once (9) 14 In a muddle, a student produces the smallest amount (5) 15 Mistake to lose head from extreme fear (5) 17 I trap head forming racial segregation policy (9) 19 A doctor, a don and me concoct a princess from Greek mythology (9) 21 Take exam again — but tires out (5) 24 Strange immigrant, but ain’t excluded German folklorist! (5) 25 This tale, rewritten, is about Coe initially, and his sport (9) 27 Rent out rooms in Middle Temple (3) 28 Rocky hill turned into grotto (3) 29 Stations used for part of school year in middle of Blitz (7) 31 Graduate leaves religious festival for Cambridge college (7) 32 It might be a help in outskirts of city, in an inexpensive way (7)

Down 1 Overturn information required to fit school headgear (7) 2 Partially Blairite atmosphere (3) 3 Sharpened skills as honorary newspaperman, briefly (5) 4 Run the school badly — main games a shambles! (9) 5 Graduate article: ‘Go for a Swim’ (5) 6 Ofqual, perhaps — our large great organisation! (9) 7 More modern version is not down to music exam level (7) 8 NUT head, destroyed, returned like a ghost! (7) 13 Spoil most of the planet (4) 16 New term with Sam, good-hearted — they share your accommodation (4-5) 18 I teach Pat somehow, though showing no interest or enthusiasm (9) 19 I glance around, divinely wellbehaved! (7) 20 Poor first degree Gee’s abandoned — he won’t settle down to work (7) 22 See 25 down 23 Give evidence of exam, if before beginning of year (7) 25 and 22 down Head of King’s aspires to arrange Alpine social activities? (5-3) 26 Always literary — that is weird! (5) 30 Some glimpse a mischievous spirit (3)

The winner of the June/July crossword competition will be announced in the October issue of Report. Congratulations to B Key, winner of the April 2014 crossword competition.

June/July 2014

29 Crossword.indd 29

15

19

20

27

WIN!

One lucky reader will win £50 of Marks & Spencer vouchers. Simply send your completed crossword, with your contact details, to: ATL June/July Crossword Competition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 30 August 2014.

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 1 September 2014. 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& of Markser Spenc s voucher

Last month’s solution — May 2014 Across 1 Research 5 Apollo 9 Signpost 10 Drudge 12 Baby 13 Boomers 17 Ecumenical 19 GCE 21 Dot 22 Uneducated 24 Yorkist 25 Geek 28 Incite 30 Maturing 31 Swords 32 Reverend Down 1 Rash 2 Sage 3 Alphabet 4 Cushy 6 Parrot 7 Lad 8 Overspends 11 Aboard 14 Eights 15 Deadly sins 16 Punter 18 Innate 20 Schedule 23 Gifted 25 Grade 26 Tide 27 Aged 29 Coo

www.atl.org.uk

10/06/2014 14:36

30

join the debate / final word

No time for playtime

I Tim Hopgood Tim Hopgood is an award-winning author and illustrator of picture books. www.timhopgood. com.

www.atl.org.uk

30 Final Word.indd 30

’m on the train and as I look around the carriage I notice that I’m the only passenger not attached to a gadget.

Everyone else looks very busy. I’m the only person gazing out of the window supposedly doing nothing.

As a child I spent a lot of time staring out of the window; it reminds me of a favourite poem by AA Milne, ‘Waiting at the Window’, about two raindrops racing down the pane of glass. You may well feel that watching raindrops isn’t a particularly constructive use of my time, but staring into space and gazing out the window is all part of the creative process. For me, it’s like clearing the decks; making space in your head for the next big idea.

Something that’s been on my mind recently is the subject of time and what’s happened to it. Is time really in such short supply? Days haven’t actually got shorter, there aren’t fewer days in the week and last time I

ILLUSTRATION: PHIL WRIGGLESWORTH

Play is the foundation of creativity and ideas, says children’s author and illustrator Tim Hopgood checked there were still 12 months in a year. So what’s going on? Where has all the time gone? Especially free time; where’s that disappeared to?

I blame the gadgets. We’re continually switched on and we’re constantly being updated, being cc’d in on everything. Our lives have become over-scheduled and, because of this, our children’s lives over-supervised.

Maybe it’s just me, but I’m starting to think we’re living in a world that doesn’t have time for childhood.

Childhood is becoming an expensive luxury: we can’t afford it and we’ve no time for it. Not having time as a family to muck about at home, to play, to paint, make a mess, to share a bedtime story, all these things are under threat. Or maybe it’s just that we’re all becoming afraid of free, unstructured time, we’re filling it because we don’t actually want to stop and just be in the moment.

For me, play is the foundation of all creative processes.

Through play we learn to experiment, we test things out, we make mistakes, we discover new things. Through play we learn how to connect and cooperate with others, to share ideas and build as part of a team. When I’m in school I like my sessions to involve creating something together, usually large scale, and the work the children produce acts as a reminder of the day an author/illustrator came to play.

By sharing in the creative process of producing something together, the children are doing what I do; it’s an effective way of saying ‘you can do this too’.

Recently I’ve been dismayed to see design and technology, art and music sidelined by an agenda that implies anything that appears to be too much like playing shouldn’t be taken seriously; an attitude that suggests studying a creative subject won’t lead you anywhere. Yet the UK leads the way in so many creative fields. In my own profession, UK picture-book authors and illustrators produce work that is being exported all over the world.

It’s an exciting process turning ideas into books, but the amazing thing about ideas is that they can be turned into anything, not just books.

Politicians tell us the country needs more scientists, engineers and mathematicians. No, what we need is more ideas. What we need are scientists, engineers, mathematicians, architects, designers, artists, writers and composers who know how to play together to experiment, build and produce new ideas and new ways of looking at the world. People need time to develop ideas that can grow into concepts that can change and enhance our lives, that can make us think time and again. So where do these new ideas start to grow? Given the right conditions, in our schools.

June/July 2014

10/06/2014 14:37

special educational needs show

E V SA0% 2

K OO B OU RS N YEMINA E WH PD S OW! C N

10-11 October 2014 Business Design Centre, London The UK’s largest special educational needs show is back this autumn with more advice, inspiration and information for school leaders, teachers, support staff, parents and carers Your professional development is at the heart of the show and this year’s inspirational CPD seminar programme is brimming with the latest advice from top SEN professionals.

Discover new strategies and approaches for teaching children with Asperger’s, ADHD, autism, specific language impairment (SLI) and the specific learning difficulties (SpLD) of dyslexia, dyscalculia, dyspraxia and dysgraphia.

ccess the fantastic free workshops provided by A our exhibitors.

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20/02/2014 10:57