Report April 2013

report

APRIL 2013

THE MAGAZINE FROM THE ASSOCIATION OF TEACHERS & LECTURERS £2.50

Vote of no confidence Members deliver a clear message to the education secretary at ATL’s Annual Conference

ADVICE A round-up of the rules for ensuring schools are safe

JOIN THE DEBATE The importance of singing in schools

www.atl.org.uk

Contents 10

Welcome

22 25

Join the debate

Your ATL 04News Including a strong ATL presence at the TUC women’s conference 07Noticeboard Advice, information, events and opportunities to get involved

Help and advice 25On school premises Legal advice on legislation in the workplace 26Contact All the details you need to get in touch with ATL 28Classified advertisements 29Crossword Your chance to win £50 in Marks & Spencer vouchers

Features 22Trust issues Report meets Sutton Trust chairman Sir Peter Lampl

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09Agenda Martin Freedman on why performance-related pay won’t work 10ATL Annual Conference A round-up of the speeches and motions debated in Liverpool 19ATL in Wales, Northern Ireland and Scotland Comment from Philip Dixon, Mark Langhammer and Keith Robson 20Letters ATL members on awkward interview questions, listening to introverts and SEN upheaval 24Vote of no confidence ATL’s survey reveals members believe Michael Gove is failing 30Final word Music animateur and educator Katherine Zeserson in praise of song

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 (née Parkinson) 01603 772521

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Hank Roberts, national president, ATL

hope you had a good Easter break despite the weather.

At our Conference in Liverpool, delegates, as well as debating a wide range of issues, hopefully also had a good time. Our general secretary’s speech to Conference (p10) was a withering demolition of Michael Gove’s policies.

Mary, explaining she would normally avoid personal remarks, said: “It is my duty to castigate the man who is undermining everything we stand for.” She went on to say: “The doubters and dissenters grow in number an voice. They cannot be dismissed as enemies of promise, as the education establishment, as doomsayers. Ther are too many of them and they know too much.”

I agree it is sometimes necessary to make personal criticisms of a politician, and this is one of those times.

Conference felt likewise, and overwhelmingly, and unsurprisingly, passed a motion of no confidence in both Michael Gove and Michael Wilshaw (p24).

Over three days, delegates spoke of the litany of woes, outrages and immense pressures on staff and childre in their workplaces, including by forced academisation, caused by these two men.

Several shocking incidents were revealed in extracts from an excellent film about forced academisation Academies and Lies by Rhonda Evans, part-sponsored

by ATL, and shown at a fringe event. The film is availab to download at www.atl.org.uk/academies. In my area we have hired a local cinema to show the film to teacher and parents, including those at Gladstone Park Primary, who are themselves fighting forced academisation.

Many more subjects of interest were debated and motions were passed on issues including unfair performance management for support staff discrimination through appraisal and the effect o pornography on pupils — you can read more about some of them on page 11. Details of all the motions are at www.atl.org.uk/conference.

In my presidential speech (p15), I concluded: “Remember the darkest hour is shortly before the dawn.

It cannot go on getting worse forever but we need to turn it round sooner rather than later. There will be a new dawn. We are strong. The going has got tough.

Now it’s time for the tough to get going.”

Report is produced and designed for ATL by Archant Dialogue Ltd, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Email: mail@archantdialogue.co.uk Production editor Matt Colley, Managing art editor Nicky Wright, Creative director Nick Paul, Managing ad production controller Kay Brown, Publishing director Zoë Francis-Cox, Managing director Mick Hurrell Printed in the UK on FSC-accredited stock. Subscription: Non-members, including libraries, may subscribe at the rate of £16 peryear. 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 wholeor in part, without prior permission of ATL.

news

e ATL joined the call on the government to change course and build a future that works ahead of George Osborne’s budget announcement on 20 March.

ATL believes that austerity isn’t working and that ordinary families are paying the price for an economic slump they did nothing to cause. ATL members took part in the T C’s A future for families: a future that works’ rally in Westminster on 1 March.

Speakers included T C general secretary rances O’Grady, deputy leader of the

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o Labour Party arriet arman MP, Shelter chief executive Campbell Robb and Child Poverty Action Group chief executive Alison Garnham.

ATL Executive member im nappett said: “The most stirrin speeches were made by those who spoke about issues from their own experience. Dwayne oster, a 21-yearold unemployed young man from the West Midlands, explained exactly how the cuts have affected not only his current situatio but also his future prospects.

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In response to politicians’ tendency to expect education staff to adopt practices at odds with professional judgemen and research, and to cherry-pick aspects of international league tables to suit political purposes, ATL organised a seminar contributing to evidence-informed policy.

Politicians, policy-makers, administrators and academics took part in the seminar on 14 March, with discussion prompted by papers from education academics who have been seeking to disseminate research findings to th profession for years.

ATL deputy general secretary Martin ohnson, who chaired the event, said: We wanted to support political parties trying to develop ideas on how to create evidenceinformed policy, something ATL is also trying to do. We wanted to bring together the research community and policy-makers. This is a good example of ATL’s attitude t politics: we don’t back any party, and we must always try to influence all of them. Developing more rational ways o making policy would be of huge benefit to our members.

c ool e o m ATL’s national official for Scotland eith Robson, took part in a panel debate following the launch of a report called

By Diverse Means: Improving Scottish Education that sets out the issues the Commission on School Reform believes need to be tackled to improve education. www atl org u

ATL members oin the rall in London

ANDREW A TCH SON TUC

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“Mandy udson from the T C Disabled Workers’ Committee reminded us just how hard hit those with disabilities and their carers have been, and Dr Penelope arrett explained how the local community in Lewisham, London, has come together to support its local hospital.”

A future for families’ coincided with a Europe-wide day of action against austerity coordinated by the European Trade nion Confederation.

e o emo l nions argued for asbestos to be removed from schools at a recent meeting of the Education Select Committee at Westminster.

The oint nion Asbestos Committee ( AC), of which ATL is a member, was one of a number of organisations and individuals giving evidence to the committee at a session on asbestos in schools.

AC argues that the full problem of asbestos in schools is not known, that unacceptable standards have been set because the focus has been on the dangers of disturbing asbestos rather than its removal, and that reliable, complete data must be collected for a proper cost-benefi analysis to take place. It also believes proactive inspections by the ealth and Safety Executive should be reinstated and a programme for

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The commission was set up in 2011 by think tanks Reform Scotland and the Centre for ScottishPublic Policy to consider if the school system meets the needs of young people and make specific recommendation for improvements.

“We had a wide-ranging discussion on

phased removal started. ac ui O’Neill, ATL member adviser for health and safety, said: “One of the key points was just how little up-to-date information and evidence we have about asbestos in schools. AC asked the committee to look at asbestos being included in the government’s survey of school property. ow can employers properly manage asbestos if most of them don’t know if they’ve got it We just don’t know enough and, until we do, ATL and AC believe the government should adopt a precautionary approach with asbestos and start a programme of phased removal.”

Read about ATL’s campaign at www.atl.org.uk/asbestos and see the ealth and safety’ pages of www.atl.org.uk for more on asbestos.

how to move Scottish education from good’ to great’,” eith Robson said. “I was delighted to represent members’ views on the panel. The challenge now is how the commission will take forward the recommendations. We may not agree with all of the recommendations but it is through this dialogue, debate and discussion that we hope to effect th improvements we wish to see.”

April 2013

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Almost half of the members who took part in an ATL survey believe pupils who attend breakfast clubs would have no food before lessons if such clubs did not exist.

In the survey of members across the , 2 said parents rely on breakfast clubs to feed their children due to the lack of money at home, caused by unemployment.

More than three- uarters ( ) said making sure students eat the most important meal of the day means their concentration is better, while 1 said it improves their ability to learn.

More than three- uarters ( ) of those who took part also said pupils attend a breakfast club because their parent or carer has to go to work early, plugging a gap in early-hours childcare.

When asked if the government should provide funding to support more breakfast clubs, three- uarters said it should.

One support staff member commented: “Many childre from poorer homes who receive free school meals should also be able to access a breakfast club free of charge.”

The survey also looked at school lunches, with a third o members ( ) saying there is not a good enough selection of food on offer in their school or college, and just over uarter (2 ) saying that the portion si e is inade uate for the age of the pupils. A uarter also stated they do not think lunchtime food is good uality. On a more positive note, said their school or college encourages pupils to eat healthy food for lunch. ou can read about the motion on breakfast clubs debated at ATL’s Conference on page 14.

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Social media can be a tool for learning in the classroom — this was the lesson at a recent education conference. ill Stokoe, policy adviser in ATL’s education policy and research department, was a panel member in a discussion asking Is there a place for social media in education ’ at the Education Innovation Conference in Manchester in March.

She said: “I gave the example of a teacher using blogs with his ear class to share their learning, including their achievements outside school, with their fellow classmates and pupils in other countries. Social networking can be utilised to engage and enable learners to access lifelong learning and its value in providing a means for learning to become more child- rather than teacher-centred.”

ATL uture, the group representing ATL’s newest members, produced a paper looking at how education can respond to the rapid changes brought about by technologies and social media — see www.atl.org.uk/publications-and-resources/researchpublications/digital-tech-social-media.asp.

April 2013

L to ATL members Avie aur, Julie Huc step, im nappett, Alice obinson and Shelagh Hirst with ATL e ualities officer Wanda W pors a at the T C women s conference

Wo o le le o ATL called for the promotion of women’s rights to flexible working at the T C women’s conference in March.

Executive member ulie uckstep highlighted the need for flexible workin to be widespread and for awareness to be raised so men and women are informed about their rights and employers can see the business case for flexible working. The motion was seconded by nite and was pass enthusiastically.

Led by Executive member Shelagh irst, the ATL delegation listened to, debated and voted on motions ranging from forced internal migration caused by domestic abuse, to mental health and regional pay in the public sector.

ATL’s delegation to the T C women’s conference this year was one of the most diverse, with Executive member Avie aur and e ualities offic Wanda Wyporska attending for the first time Wanda said: “Conference motions and debates left no room for doub that the coalition government’s cuts are hitting women the hardest. Motions on the cost of motherhood, the gender impact of welfare reform, regional pay and, of course, cuts to education, were all passed with great support.

“The T C women’s conference is an excellent opportunity to participat in the debates that really matter to women. There’s no flinching fr uncomfortable subjects, such as rape, domestic violence and abuse or sexual harassment in the media, while, increasingly, employment rights are also an area of great concern.”

If you wish to attend T C women’s conference or any of the T C’s e ualities conferences, which are open to all members, email Wanda at wwyporska atl.org.uk. or a further taste of the conference see ATL’s blogspot www.atlspeakout.com.

o Cuts and increased privatisation pose huge threats to education, the T C has warned.

At a recent T C conference hosting education unions from around the world, T C general secretary rances O Grady said: “At a time when education is increasingly being privatised and subjected to the profit motive, w must speak up for high- uality, publicly funded, publicly

accountable education, that is accessible to all.”

“With the forces of global economic competition and the interests of multinational corporations increasingly shaping the education our young people receive, we must also resist the creeping commercialisation of what is being taught in our schools, colleges and universities,” she concluded. www atl org u

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news, noticeboard

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o ce o Officer elections The ballot for the election of junior vice president and honorary secretary ended on 11 March 201 and the results are as follows.

Junior vice-president*: Shelagh irst Clare ellett im nappett ELECTED Caroline olek Spoilt ballot papers: 50 Total ballot papers received: ,101 ( ) Total ballot papers dispatched: 11 ,41 im nappett has been elected as junior vice-president.

This election was held according to the single transferable vote system.

Honorary secretary: Stephen Sidgwick: 1,44 Ralph Surman: 4, 2 ELECTED Spoilt ballot papers: 5 lank ballot papers (no vote): 1 Total ballot papers received: ,101 ( ) Total ballot papers dispatched: 11 ,41 Ralph Surman has been elected as honorary secretary. or more details about these results and the ballot for the post of honorary treasurer, which runs until 20 May, see www.atl.org.uk/officerelections

Teachers emplo ed b the European Schools s stem from 2000 The Department for Education’s (DfE’s) European Schools team has publishe information for current or former teachers employed by the DfE in the European Schools system after 2000. The European Schools provide education solely for childre of personnel of the European Institutions and all full-time teachers are appointed by their national governments.

In ebruary 2012, the European Court of ustice (EC ) ruled that the and the DfE had breached its European Schools Treaty obligations by not allowing teachers the opportunity to access certain types of additional salary payment available to their counterparts employed in positions of responsibility in maintained schools in England and Wales. These payments specifically covered: threshold pay access to the excelle teacher (ET) scheme advanced skills teacher (AST) status and teaching, learning and responsibility (TLR) payments.

The DfE says although teachers did not have access to these additional salary payments at the time of their employment, they would not have suffered any financial loss in the overall remuneration because a lower DfE salary would have resulted in a higher salary supplement paid by the European Schools. owever, the DfE salary is the only pensionable element of the remuneration a teacher working in the European Schools receives. or this reason, the DfE is inviting current and former teachers to contact them if they feel they have in some way been financiall disadvantaged.

The DfE emphasises that only re uests for salary enhancement from teachers relatin to threshold pay and progression to the upper pay scale will be considered. It is unable to consider the other ways a teacher may enhance their salary as expressed in the EC judgment, namely through the ET scheme, AST status and TLR payments, because rules governing the creation of such positions in England and Wales rest entirely with individual schools.

Teachers should contact Cheryl Davies (020 40 0 ) or atherine Pashby (020 0 ) in the European Schools team at the Department for Education, Sanctuary uildings, Great Smith Street, London SW1P T or by email at cheryl.davies education.gsi.gov.uk or katherine.pashby education.gsi.gov.uk.

ATL Trust Fund can ou help our charity, the ATL Trust und Limited, needs your help. The meetings of the boar need a volunteer to take the minutes — could this be you This may suit a retire ATL member.

Travelling expenses and a subsistence allowance for lunch are included. Th board meets on approximately six ridays per year at ATL’s London office at 1p If you are able to help, please send your details to ill Ramsay at bramsay atl.org.uk.

April 2013

ATL ewards ATL Rewards gives you cashback, discounts and loads of great deals for your online shopping.

To help you get started you’ll receive a free 10 welcome bonus in your rewards account — just for signing up to www.atlrewards.co.uk. Whether you’re booking your next holiday, shopping or looking for a deal, make sure you’re logged in.

our REE welcome bonus is paid once you reach your first cashbac total of 25. our cashback will be paid automatically to your registered bank account each time you reach a cashback total of 25.

Range of brands, level of discounts and cashback are subject to change.

ATL Rewards is a trading name of nion Income Ltd (“ I”), which has arranged ATLRewards.com in conjunction with AC Media Ltd. I is registered in England and Wales with register number 0 5 55 2.

www atl org u

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noticeboard, resources

ATL resources

e for your diary ATL Scotland branch A M Monda 13 Ma , remier Inn, 187 eorge Street, lasgow 1 1Y , at 6 15pm n addition to the election of the new branch committee and conference reps, there will be a guest speaker from Mary’s Meals, a charity that provides food to children in their place of learning across Africa, Asia, the Caribbean, Europe and South America, and which was brought to national attention by schoolgirl blogger Martha Payne.

To book your place, call ATL’s Scotland office on 0131 272 27 8 or email scotland@atl.org.uk.

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e Rep newsletter has been sent out to all workplace, health and safety, and union learning reps and includes pay and pensions updates, plus information on risk assessments for pregnant workers and a successful anti-racism learning event.

A new version of ATL’s or t e epe e t e tor handbook will soon be available and addresses issues and difficulties for those working in the sector.

t is also a useful resource for ATL school reps, branch secretaries and regional officials.

A new recruitment poster is now available and has been sent to all reps, contacts and staffrooms. t is also available to download or order using the details on the right.

A revised academies position statement has been produced detailing ATL’s policy over the government’s programme of making every school an academy see www.atl.org.uk academies.

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There are a number of wa s ou can access the range of publications, newsletters and position statements ATL provides: Website: ou can download Fs of most of our publications or place our order using an online form via the ublications resources section of our website at www atl org u Email: ou can email our order using despatch atl org u uoting the product code, wherever possible Telephone: ou can phone our publications despatch line on 0845 4500 009 uoting the product code, wherever possible

April 2013

oin the debate agenda

Pay becoming pointless Schools are being encouraged to behave like football clubs, says rt ree , head of ATL’s pay, conditions and pensions department, as he appraises the government’s performance on pay

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t wasn’t so long ago that we believed children should be educated in schools under the direction of ualified teachers and in learnin environments that were supportive of staff and students. Education staff across local authorities could share ideas and experience on what worked and didn’t work in their schools. ow mistaken we were. It now appears that education should be delivered in empty shops and office by un ualified staff, implementing curriculum that is stuffed with facts but devoid of ideas. Schools are to be encouraged to behave like Premier League football clubs, jostling for position in league tables and poaching teachers from rival schools by offerin higher pay.

This drive to turn schools int businesses has been led by the Secretary of State for Education, Michael Gove, a Latin-speaking ex-journalist who has never taught and who ignores all advice — including that from government advisers. One headteacher said it felt like going to bed in 201 and waking up in the 1 50s. nder the guise of raising standards, Mr Gove has now presented us with his latest import from the business sector: performance-related pay (PRP) progression for maintained schools in England and Wales. Despite a complete lack of evidence linking teachers’ pay to pupil outcomes and despite overwhelming opposition from the profession itself, Mr Gove and the newly compliant School Teachers’ Review ody insist that the PRP structure should be in place by this September. Slim pickings for teachers following a two-year pay free e.

The aim of these changes, accordin to Mr Gove, is to ensure that teachers are paid for the uality of their teaching and not because they are time-servers (or, to use the more blunt language

April 2013

of Ofsted chief inspector Sir Michael Wilshaw, teachers who are “out the gate at three o’clock” in the afternoon shoul not be promoted). This aim is to b achieved by making progress up the main scale dependent upon a recommendation from the annual appraisal interview and not — as now — awarding teachers an increment unless there are identified problem with their performance.

Moreover, the proposed new pay structure removes the intermediate points on both the main scale and the upper pay scale, retaining only the maximum and minimum levels on these scales. A teacher who undergoes a successful appraisal, therefore, could be paid at any point between the minimum and maximum levels of el the scale, as defined b ll e o their own school. In e effect, teachers won’t know what rise in l salary they’re going to get or even whether they’re going to get one.

And, just to add to the uncertainty, points awarded on both scales will no longer be permanent if a teacher moves school. So, for example, a post-threshold teacher could be paid on the main scale if they wanted to change schools because of family reasons or redundancy. This is the free market for teachers that is totemic for Mr Gove and the Chancellor George Osborne.

It isn’t hard to foresee what might happen. In an era of austerity, schools that pay some teachers more can do so only if they pay others less there just isn’t the money for widespread performance increases. Appraisals will become finance-driven unfairness an discrimination will start to creep in.

In more than half a century, no one has devised a scheme that can objectively

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measure individual performance in an intricate and team-based profession such as teaching. The link with pay wil destroy the openness and integrity of existing appraisal systems, turning interviews into interrogations.

ATL has opposed these changes at every stage. eavy lobbying by our general secretary Mary ousted persuaded the Department for Education to issue guidance (which was due to be in schools by mid-April) so that, at the very least, headteachers will know the parameters of the system and classroom teachers will be aware of entitlements and protections. If this guidance proves to be inade uate we will issue our own, perhaps in conjunction, if at all possible, with other teacher unions.

We will also continue our campaign to delay eo e e implementation o e of the new pay structure and em allow schools time to adjust their appraisal systems otherwise chaos or inertia (or maybe both) will result.

Make no mistake, the proposed changes have nothing to do with uality of teaching and everything to do with Mr Gove’s desire to cut costs by breaking up teachers’ national pay and conditions. ut we are not there yet and ATL will do all it can to ensure that new systems are introduced sensibly and that they are as fair and workable as possible. ou can help us by being vigilant and by informing us uickly of schools operating appraisal systems that are unfair or discriminatory see the contact details on page 2 .

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For more information on the changes to pa see www atl org u pa news

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oin the debate Conference

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eneral secretary Mary Bousted opened ATL’s Annual Conference in Liverpool by taking education secretary Michael ove to task, a theme that members continued throughout the three-day event. Photos: Bob Fallon

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t is my duty to castigate the man who is undermining everything we stand for,” Mary ousted told delegates, casting aside her reputation for being moderate to lambast Secretary of State for Education Michael Gove.

“Does Michael Gove know he has a problem ” she asked. “I think, perhaps, ama ingly he does not surrounded, as he is, by fiercely loyal special advisers. Loat as Michael is to meet anyone who might have a different point of view, he blithel forges ahead.”

Michael Gove had, Mary explained, recently asked her, in all innocence, why teacher morale was at such a low ebb. Mary ventured to suggest that it may have something to do with “this government’s oe c destruction of the teachers’ national pay o e structure, driven e by a School Teachers’ e oe o Review ody (STR ) report that, shamefully, ignores evidence, incorporates bias and right-wing comment, and comes to conclusions that lack any evidential base.”

Crucial, she added, was the fact that “nowhere in the world, where performancebased pay has been introduced, has there been a rise in educational standards. That’ an inconvenient truth, isn’t it ” This “lack of due process and proper regard for evidence is now undermining and harming our pupils’ education,” she said, which, combined with Gove’s myriad proposals delivered in a uantity and pace without proper consultation, constituted an all-out attack on the teaching profession.

“In 201 , every aspect of the curriculum you teach, the ualifications you prepar

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children to take, are under attack and review,” Mary explained. “Michael Gove should take heed. When the changes come so thick and fast, without time for consultation or even consideration when the changes are so wrong-headed, so damaging to children’s education, then the morale of the profession plummets.”

Mary cited several ATL members to reinforce the point, including one who summed up the feelings of the profession: “I have been teaching 24 years morale has never been so low and stress so high in my experience.”

“Teachers have had more than enough,” said Mary. “Their morale is at rock-botto and they are leaving the profession in droves. This is serious It will seriously affec el o e standards of education. ut it’s not o lem m l just teachers whose morale is being so badly affected. Pupil are suffering too.

One such group of pupils are those “wrongly advised that their future lay in the once essential, but now (in less than nine months) ditched English baccalaureate certificates. Some of the will not receive an education in the subject in which they would excel” with all the negative conse uences and missed opportunities that brings.

Moving on, Mary addressed “the dirty tricks of Gove’s gang of arm-twisters who are travelling the country using threats and blandishments to get primary schools to convert to academies ”, a process that begins with Department for Education DfE officials telling schools they need consider academy status and ends with

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headteachers being told in private chats they will be sacked if they do not convert to the government’s chosen sponsor. Thes scenarios, Mary, said, are all too fre uent.

“Where is the democracy in forcing it on parents and the local community when the policy has never been approved by Parliament ” she asked.

“Michael Gove is bringing government into disrepute by instigating policies that have no democratic mandate, and by ignoring all expert opinion. None of the things I have been describing were in the coalition programme for government, or a manifesto.” owever, “slowly but surely the reckoning awaits,” Mary continued. “Th doubters and dissenters grow in number and voice. They cannot be dismissed a enemies of promise, as the education establishment, as doomsayers. There ar too many of them and they know too much. Gove’s Teflon coating begins t wear thin uestions and criticism begins to stick.

“I hope, sooner rather than later, politicians will find they are simply no longe able to ignore and despise the professional expertise, experience and knowledge of teachers and lecturers,” she said.

“And when that blinding realisation comes about, ATL will be ready to play its part, using its moderate, evidence-based policy positions, the expertise and experience of its members and its commitment to improving their professional practice, to build sustained improvement into our education system.

We are up for the task and we can do it,” Mary concluded to a standing ovation.

See page 24 for ATL members’ verdict on Michael Gove.

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o o Delegates spoke and voted on issues from pay to porn Performance-related pay

“Michael Gove has accepted the recommendations in the School Teachers’ Review ody (STR ) report on performancerelated pay,” said Mark aker (Executive), “and why wouldn’t he e wrote them.”

Proposing an emergency motion against performance-related pay (PRP), Mark said Gove’s logic was based on the erroneous assumption that there were more bad teachers than good.

“There is no evidence that PRP works for profession that has far higher ideals,” he said.

The conse uences of PRP would be bullying and cronyism, teaching to the test, inflate test scores and cheating.

Seconder im nappett (Executive) said the policy would mean “hours of time and energy moved from focusing on teaching and learning in thousands of education establishments to writing pay policies”, while the profession will “stagnate as teachers will not move post as they will not be sure that they will receive the same level of remuneration”.

She called for ATL to send a clear message to government that it deplores the destruction of the teachers’ national pay structure. Delegates responded by carrying the motion unanimously.

Also carried was a separate motion calling for ATL policy guidance on PRP for members in the independent sector, where some schools are reducing pay on a PRP basis.

The STR was also addressed in a separat motion where its latest report on pay was described as a “fantastic work of fiction” ATL’s Executive proposed a motion calling on ATL to work with the STR and other stakeholders to restore standards and prevent the body falling into disrepute. im nappett said: “Although I have not always agreed with what the STR has said, I have appreciated the way that it has collected together the evidence and reached conclusions on a solid basis. It was impartial, or at least appeared to be.

April 2013

e “In this report it appears to have selective hearing — only tuned in to the voice of the government and what Mr Gove wants.”

Mark aker, seconding, said: “Never before have we received a report so devoid of evidence yet filled to the brim with politica interference and invective.

“Whilst never particularly popular, it had been authoritative impartial. ut not this year. We have a report from a body that so clearly began with the Secretary of State’s conclusions and then the story made to fit.

The motion was carried unanimously

Supporting support staff

ebbie olwarth s call to all political parties

It was with knees knocking that lead member for support staff Debbie Polwart (Newcastle) proposed a motion to lobby the main political parties for the return of the School Support Staff Negotiating ody. In a emotional speech she described how many support staff were struggling with pa free es combined with rising costs of living, leaving many of them on and below the breadline.

Delegates, both teaching and support staff lined up to speak passionately in favour and the motion was passed unanimously.

In a similar motion, Andrew radley (Derbyshire) told delegates ATL is “the education union and we fight for all it members” in calling for significan improvements in conditions of service for support staff. Meanwhile, the radfor branch called for clear standards and criteria to be applied to observations of support staff by both management and Ofsted.

A third motion called for a living wage for all education staff in the independen sector where 0,000-a-year school fees and low wages make incongruous bedfellows.

All three motions were carried.

e In praise of supply teachers

Supply teachers’ pay and conditions and recognition of their professional status were the subject of two motions.

Jonathan olling pulling rabbits from his hat

onathan Dolling (inner London), a supply teacher and actor, pulled a seeminglyunending series of props from his box of tricks’ to demonstrate the vast array of skills a supply teacher needed. They included th record-keeping, social work and multitasking skills re uired by regular teachers and a host of additional skills.

Supply teachers needed bullet-speed navigation to unknown destinations at a moment’s notice, he told Conference, as well as mind-reading powers to discover what work had been set, and conversance with all subjects on the curriculum.

As well as formally recognising these skills, a supply teachers’ charter would tell schools what they should be doing. Trevor Cope (Devon) said basic guidance — set work, behaviour policies, or details of the school day — was often not provided. It le teachers “scratching around trying to fin information that helps you do the job”.

Supply teachers need their work to be recognised with ade uate pay too. Speaking to the motion on pay and conditions, young supply teacher eather Emerson (Stockport) said her day-to-day wage of 5 left her wit a “substantial shortfall”.

Lower wages were accepted because supply teachers were assumed to have less responsibility and work shorter hours. In fact, the opposite was true, she said: young supply teachers often had to work longe hours because of their inexperience.

Philip Smith (Devon) told delegates about a member whose daily wage fell from 1 0 to 5 a day when the school he had worked at for six years established a contract with a local supply agency. oth motions were passed unanimously. www atl org u

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Boiled alive by policy

Pupils and staff are being damaged by th scale, pace and nature of education changes, warned headteacher Robin evan (Essex).

“We are seeing a significant number of ill advised policy changes being introduced,” he said, “many of them justified by the misus of international evidence or comparisons.

“Little by little, things are happening in the education system that are e uivalent to raising the temperature in the water almost to the point when we run the risk of the profession being boiled alive.” e described “micromanagement” such as the recent change in the way ear 5 and pupils should do multiplication, which was justified by claims of declining standards in maths in international studies.

obin evan is feeling the heat

Robin said: “When we get to the point that we are allowing the government to intervene at that level, we are almost not noticing that their prejudices are actually overriding what effective pedagogy look like.”

The motion was carried unanimously

Consider the evidence

The educational benefit of new educati policy should be shown before its introduction by means of proper scientifi pilots and trials. That was the crux of th motion on evidence-based policy, which called for the teaching profession not to implement evidence-lite’ policies.

Proposer Chrissie olinon ( rent) uestioned why such significant initiatives a phonics and academies had been introduced with no appropriate trials or pilots.

Clare ellett (Somerset), speaking reluctantly against a motion “that is so right”, wholeheartedly agreed with the need for evidence-based policy, but could not support a motion urging ATL members to boycott policies. In a close vote delegates agreed and the motion was lost. www atl org u

Clare ellett ma es her point

Scrap GCSE mapping

“We are not alone in crying out that the emperor has no clothes,” said proposer Tendai Mashapure (Cambridgeshire) uoting head of the Education Select Committee Graham Stuart MP, Of ual and 100 education experts all criticising Michael Gove’s plans for key stage 4 exam reform.

“It is our duty to make sure the changes that are implemented are ones that improve education. Anything less would be failing our students,” he concluded.

Seconder Niamh Sweeney (Cambridgeshire) described Gove’s talk of standards and rigour as: “all sound and fury. ow dare he determine the futures of millions of young people on a whimsical fancy of time long past Our children, teachers and society deserve an education system that gives young people an understanding of the world around them and how they fit into it.”

Meanwhile a second motion called for an end to mapping GCSE results against key stage 2 results and the introduction of a fairer, more transparent exam rationale. nder the mapping system, “there is no possibility of progress by the cohort as a whole,” explained proposer Clare ellett.

“Can the young people taking their exams this summer really not have faith in the strength of their work alone ” Seconder rystal etcher (Somerset) stated: “I did not sign up to work within a system that predetermines student results.” oth motions were carried.

Raising standards?

When Roger annister first ran the mile i under four minutes in 1 54, it was 1, 0 yards. If the DfE brought its muddle-headed thinking to athletics, perhaps it would now be 1, yards — a 10 tougher standard’ to adjust for the thousand runners who have since beaten that time.

The satirical point was made by Gareth Lewis (Wrexham) as he asked ATL to identify errors made by politicians when discussing school standards. In education, as in sport, “norm referencing” produces ridiculous results because it ignores the improvement wrought by better coaching and preparation, he said.

Supporting, maths teacher ionna Ridgwell (Nottinghamshire) said politicians’ “tweaks” to grading resulted in sudden and unfair discrepancies, such as last year’s 2 increase in the C/D boundary.

Fionna idgwell struggling with moving goalposts

“I have learned to change how I kick because the goalposts have been moved,” she said. “ ut I’m not used to the goalposts moving after I kick the ball.

The motion was carried unanimously

Rules of observation

Teachers should only be observed by people with recent teaching experience — this was the call from ATL’s radford branch.

Glyn enyon, proposing, said: “Th judgement that follows every observation determines how a teacher is seen by the senior management of a school.” ut, particularly in secondary schools, observations are often carried out by senio staff with little or no teaching commitment often outside their subject area Glyn described how a teacher with a difficult SEN group was observed by a seni member of staff who had previously bee removed from teaching that group because he could not cope. “Could you imagine our Ofsted inspectors, consultants or even senior staff in schools being able to take over and teach the lesson to the same level as those they are observing ” he asked.

“Teachers should be observing teachers.

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ualified to observe.” Conference agreed and the motion was carried.

Aboard the Ofsted train

Ofsted is a destructive train careering down the track crushing teachers and pupils, said ohn Laidlaw ( edfordshire), proposing a motion to lobby government to reveal the experience of Ofsted inspectors and to research the feasibility of using seconded outstanding’ teachers in inspections.

Involving ualified and practising teacher would put “someone in the guard’s van who cares what’s happening” and would lead to a fair and transparent inspection, he said.

A second motion on Ofsted called for inspectors to support teachers and for the chief inspector to refrain from interfering in wider education policy matters. Proposer Wendy Wilderspin (Cambridgeshire) highlighted how the inspectorate’s remit appeared to have widened considerably beyond inspection to take in exams, pay issues and governing bodies.

“Stop empire-building and concentrate on operating a fair, accurate process that improves and enhances the work of teachers,” she concluded. oth motions were carried.

FE deserves better

E lecturers deserve effective CPD and a independent professional body — according to members in the sector.

Calling for an E Guild based on ATL’s model of professionalism and CPD, Niamh Sweeney said: “The E Guild is in danger of overstretching itself — before it has even begun — by trying to be all things to all people.”

Also in E, ATL’s Scotland branch called on ATL to lobby the Scottish Parliament to ensure the current high standard of post-1 education is not jeopardised by proposed reforms to E provision.

Alastair MacPherson said: “We fear the proposed changes will result in greater centralisation of power in the hands of politicians, that courses may be lost, and that staff cuts may be huge. oth motions were carried unanimously.

Sixth form threat

Sixth form colleges are being devastated by government policy — this was the view from Simon olland (Nottinghamshire), who www atl org u

told delegates sixth forms are “competing on an uphill playing field against schools and academies”.

Challenges include funding at a lower rate than schools — the average college student attracts ,200 less than the average 11-1 academy student — unfavourable AT and insurance obligations, and the promotion of new academies and free schools, with a subse uent overcapacity of places. Thes have resulted in a loss of pay parity with schools and pay free es, along with increasing workload, class si es and hours.

Lobbying the government and the new All Party Parliamentary Group on sixth form colleges would help establish “a fairer and level playing field” giving students option for progression at 1 . The motion wa carried unanimously.

Breakfast clubs vital

reakfast is vital for student health and educational achievement, and the government must provide more funding to make sure breakfast clubs continue in the face of spending cuts. ohn Puckrin (inner London) highlighted the vital role of breakfast clubs in schools. “A 200 study across Europe found that those who don’t have breakfast have poorer cognitive function,” he said.

“Increasingly teachers and support staff are dipping into their own pockets to provide food for those children not able to pay for it.

“At the very time of rising demand, provision is being cut, with 40 of local authorities reporting a reduction in the number of breakfast clubs in the last two years.” The motion was carried

Building for the future

uilding and refurbishing schools should be a priority for the government, rather than cutting new school spending by 0 and reducing space by 15 . ulie uckstep (Executive) said: “ ust imagine how the life chances of our students might be further improved if instead of prevaricating about the design of school buildings, talking about building new schools, while cutting the number of new builds and slashing budgets, priority could be given to actually refurbishing and building new schools fit for the purpose of teaching and learning.”

She said her school had been earmarked

for the previous government’s uilding Schools for the uture programme, but this was scrapped by the coalition. In the meantime local authorities had cut back on maintenance of schools like hers, due for work, leaving buildings in worse condition than they would have otherwise been.

The motion was carried.

More black leaders

ust 0 of England’s 21, 00 state schools have a black headteacher.

This troubling statistic was highlighted by ulia Neal (Executive) as she called for a new partnership to tackle the underrepresentation of black and minority ethnic ( ME) teachers in leadership.

ME teachers were held back by a lack of self-confidence and discrimination, she said It meant schools missed out on a wealth of talent and experience.

“There are too few successful role model for ME teachers to aspire to and the problem continues to build,” she said.

Supporting, AMiE member Chris Lubbe ( ampshire) recalled being severely beaten after getting onto a whites-only train unde the South African apartheid regime.

Chris Lubbe calls for more blac leaders

Although being in the in 201 was incomparably better, he said, his seven-yearold son showed more could be done when he asked: “Why have I never met a headteacher who is the same colour as me ” The motion was carried unanimously

Pornographic peril

Conference called for guidance on how to deal with pupils’ exposure to graphic and aggressive pornography, and for pupils to have lessons on its dangers.

Proposing, elen Porter ( erkshire) said it was crucial that youngsters learned not to accept the values of a “sexualised media”. “ oys who become familiar with pornography develop certain expectations of girls’ bodies,” she told Conference. “Girls feel April 2013

15

Looking to a new dawn e o e eec e e o e l e o e eco om c o lem e e e me l e ec c ool e o e me ee l e e e l el e o e l c ool o e e o mme lo oe o e e lle e c e ce l o ee l c o e o c l e c e e e c ool clo c e e e ol mo o e c e e o come e e o co e o e c o em e e e o co e l o eco om c e ol ele e W o o c e oc e ec o o o c e e c o em e mo o mo e e collec e come co o o o o o e o o ce el e e o e me ol c o l o collec o e ll o ece e ce e mo e o e l ee o el o c ool e eec oo e e om e em ce ce

Han

oberts

o

e lo o e o e eco om o e We m e lc o e o e le e o e me l e o c le e o l e ee c oo c ll o e e o e o l e ee ee c o o e coo e o o ce e o e me o m e c co ce o e e o e W e e e e c e o el o e o el l o el e e o l el l o o e me llo o e e e e e ee o e o e e oo emem e e e o o l eoe e c o oo e o e oe e e ee o o oo e e l e e e ll e e We e o e o o o o me o e o o e o

under pressure to conform to these ideals.”

Seconding, ames Schlackman ( erkshire) said the debate was not “moralistic lecturing”, but a warning against the normalisation of aggressive and abusive behaviour.

The motion was carried.

The body beautiful

Proposer elen Porter delivered a history lesson of bulging biceps, sexy six-packs, fleshy thighs and si eable breasts to illustrat the “constant metamorphosis” of ofte impossible body image ideals to which young people aspire.

The conse uences of this can lead t eating disorders, self-harm and body anxiety.

“We wish to celebrate the wonderful diversity of the human body,” said elen.

“We must not allow youngsters to continue to pursue the relentless struggle for unrealistic, idealised bodies.” She also highlighted that young people with disabilities suffer even more whe comparing themselves to some celebrities.

Seconder ames Shlackman focused on the April 2013

Helen orter celebrates the human bod in all forms

difficultie of boys attempting to attain the physi ues of professional sportsmen, who are by definition “exceptional” and not the norm Their call for ATL to support the All Party Parliamentary Group on body image was carried by delegates.

research and practical perspectives on curriculum, assessment, psychology of learning, barriers to learning, additional support needs, societal contexts and constructing my own values, principles, philosophies of education made my initial teacher education (ITE) effective.

Describing his concern over the loss of university-led ITE in favour of the new School Direct programme, he said “We are running the risk of having generations of teachers who haven’t had the opportunity to develop an awareness and understanding of key theoretical concepts and the application of these in day-to-day teaching.” e believes core components including curriculum and assessment, psychology and learning theory and philosophies of education are central to teacher education.

Seconding, irstie McAlpine (Newcastle) said: “If we send potential teachers into the classroom without the right skills set, we set them up to fail. If they fail, they take our children with them.”

The motion called for dissemination o research into effective ITE and lobbying o the government and was carried.

Bringing CPD up to date

Two motions called for changes to CPD for education staff. The first, proposed by u Neal, called for research into career-long development and sabbaticals for teachers to replace the five days’ training a year.

“Training days that focus on how to pass the next Ofsted inspection or push one narrow school initiative are not helping to create the dynamic impression our young people need,” said ulia, adding that training also needed to be sustained, not a one-off day “making copious notes that get stored away and never looked at again”.

Teacher training

“I did four years, five placements, seve exams, countless assignments, millions of words, gathered thousands of coloured stickers, and got a Ed at the end of it,” Paul Campbell (Scotland) told delegates. “ ut school placements across each of the stages complemented by the theoretical,

irstie McAlpine learning from her peers

The second motion called for recognitio of the high value of peer-led learning.

Proposer irstie McAlpine uoted William www atl org u

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17 cco le el o e cco

Ministers under scrutiny c o m e o e c o ec e e e o e o ele e e o e c l ome o e o

e o e e ce e co l o c o m e e l emoc e e e m o ce o e l em m c ool m oc o e c e e e e e o e ll me e c ool o oc ele le l o clo e m o o come o o e om e c o e e lo o c ool c e o o c e e celle ce o mo e l o ol c l e o c e e e c e c l o e ee e c e m e o o o e o e mo m o oe o e co o e c o ec e o e e ol ele e o l o o e e c ool e le c e e e o l ll e e cl e o ce e eo le o e c l c o e

Glasser who said we learn 20 of what we hear but 5 of what we teach to others to illustrate the benefit of peer-led learning t “enable teachers to make creative links with each other that strengthen their own practice in turn.”

Seconder Matt Mugan (Somerset) said that the amount he always learns at ATL’s Conference shows that there is no better teacher for teachers than other teachers. oth motions were carried unanimously.

Digital divide?

Encouraging students to use their mobile phones and tablets as part of learning will lead to a “digital divide”, warned ATL’s Northern Ireland branch.

Proposing a motion calling on ATL to raise the issue with the Department of Education in Northern Ireland, Mark Montgomery said supporters of bring your own device ( OD) say it would save schools hardware costs, but detractors argue that the item most pupils are likely to own, a smartphone, has limited April 2013

avid Laws

Stephen Twigg

lo e me ce o e e e e e ce o me ol c e comm e o o o e el e em lo o c o l co e o c e el e e o o o e me ecome o e e c e e c o le o ee o co o o c e o c e l e om e ol c e e o e e ce o o m o c c c l m o e o ee o l mem e o e c lle e o e ol o e e e c o l e e em o l e o e le e o e e e om e e e e e o e ce e e e l o co ec l ec e ee o e mome o ec e o e e e o l o o e e o ce m o o e lo e educational use. There may not be enoug devices for all siblings in a family to bring to school or the device may be old and embarrassing to bring in, he added.

“If pupils are encouraged to go down the route of OD to school, this will lead to a growing digital divide’ on social grounds,” he said.

The motion was carried.

Age concern

“A familiar pattern of constant observations, ongoing criticism, an atmosphere of alleged bullying and intimidating heads undermining confidence”. This was t situation for many older staff described b Wendy ardy (Derbyshire) proposing the motion on discrimination through appraisal, which called for meaningful statistics of those threatened with capability.

Despite a great deal of anecdotal evidence of such discrimination, official evidence hidden, said Wendy, as many teachers choose to leave rather than “submit

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e eco oc o m l e me e ee o ee em o e mo e o e o e c e l We ee com le e o e em o e el o e cl ll

mo e o e oe o ell e e o o e loo l e mo l o e ce e e e c em e ll e e e o loc l o e e el c o e e ce e m o e e co ce o e c em ec e e e ll ee e o e e W le m o o o e o le e o ll e c em e c o loc l o c ool m o o e o le e e loc l o e m o ole o l o e c o e o c ool e e e comm o l o l ce e e ole o l co e ll c ool e e e o e o o c em e e e o m e emel ell e co e e c em e e co ce e m c oo e l o o o e themselves to a process that seems weighted against them”.

Supporting, Andrea Gaskell (Wigan) emotionally described how she was threatened with capability proceedings for “tenuous and false reasons” and regretfully resigned, feeling her “wealth of experience had been flushed down the toilet” Another motion called for support for older staff being asked to work up to the ag of , with proposer Robin evan listing the physical and emotional challenges teachers face as they get older. e warned that if the government does not set the support structures up, it is setting itself up to fail. oth motions were carried.

Details of all Conference motions and speeches are at www.atl.org.uk/conference lease let us now what ou thin about the speeches and debates at Conference Send a letter details on page 20 or oin us on: www faceboo com atlunion or www twitter com atlunion

www atl org u

oin the debate Scotland, Wales, Northern reland

ales

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We el e e m le e e e l o e el e o e ce

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e t e eli e y o cation se ices in

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ales

If the government’s timetable is running to plan then we should now be embarking on a discussion about the options outlined by the ill review on the delivery of education services in Wales.

There is unanimous consensus that th current set-up is not working. Members report increasing frustration with the lack of support and advice they receive from their local authorities. Estyn’s reports are damningof some of them. The Ministe believes that the current set-up of 22 local authorities has been a major contributing factor to educational underperformance in Wales. ut, while we are all agreed that something is wrong and needs correction, there is no similar consensus on what should be done next. In our submission to the ill review we outlined what we think are the parameters of any acceptable answer.

We do not think 22 local authorities are sustainable or sensible, but we would not want to lose what is positive in the present set-up in terms of accessibility and local knowledge. We believe a middle tier is essential for the delivery of services, and that this tier has to be accountable in some way to local politicians. All in all, we think that amalgamation of local authority education functions with the best democratic scrutiny possible is the way forward.

Much of this discussion can seem rather arcane. owever, its outcome will be crucial if we are to get better services to schools, preserve local accountability, and make real improvements. Other issues, such as the chronic underfunding of our education system, are proving far more intractable, so it would be good to get this sorted once and for all.

April 2013

o t e n elan e mo es ill p otect t e teac ing p o ession The Teachers’ Negotiating Committee (TNC) has been busy putting the finishing touches to a range of interlinked procedures, in advance of the Education and Skills Authority, which will protect the teaching workforce in difficult times ahea A new collective’ agreement will go beyond amalgamations and will include school closures, providing two years’ protection from redundancy and four years’ salary protection through “reorganisation allowances” for all.

New supporting effective teachers’ an supporting effective leaders’ procedures will replace the unsatisfactory teacher’ and unsatisfactory principal’ capability procedures, building in a supportive framework with a panel of union-agreed mentors and evaluators.

cotlan

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mme A revised efficiency discharge’ sche will provide a management tool in schools, notably in respect of principals. A refreshing the teaching workforce’ programme will allow teachers aged 55 and over to leave with some enhancement and enable schools to recruit a new or recently ualified teache as a replacement. A cadre of over 200 newly or recently ualified teachers will be in lin for a post under this scheme.

All these procedures are nearing completion, subject to a business plan to the Department of inance and Personnel.

The Northern Ireland Teachers’ Council (staff side of the TNC) will also be engaging with the Education and Training Inspectorate (ETI), aiming to move ETI towards a less bureaucratic and more professionally supportive inspectorate.

All in all, and following a joint union visit to Scotland where we were hosted by the Education Institute of Scotland, the Northern Ireland Teachers’ Council is working more collaboratively than ever.

Watch this space.

o o

our schools. So help us celebrate that creativity in the classroom by tweeting what you’re doing to ATLScotland and we’ll retweet you.

I often marvel at the creativ We also want to know where there are play of our four-year-old and challenges to the successful implementation wonder whatever happened of CfE. What has happened in your school (or to my imagination college) to meet the changes expected by CfE During a recent bedtime What impact has it had on the learning and conversation, when making teaching in your classroom ow has your up a bedtime story instead teaching practice changed What can ATL of me reading one, my son said: “I have an do to support your CPD at this important imagination key to switch on and off m juncture imagination to save the batteries. The batterie The implementation of CfE should not be will run out when I’m five and start school. viewed as complete as it is an ongoing, iterative I certainly hope that won’t happen as I and (hopefully) transformational process. firmly believe that schools should be a plac We should not be thinking that the job is where pupils’ imaginations come alive. done when it has only just begun. Who Curriculum for Excellence (CfE) is our knows where our imaginations will lead us opportunity to tap into pupils’ imaginations and interests and open up exciting new W c o o worlds for them. o o eeping a keen eye on Pedagoo ridays’ and TeachMeet’, I know there is a lot of m o c e fantastic learning and teaching going on in eleb ating c eati ity an imagination

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

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

STA LETTE

W

me

“And what is your wife’s name ” On the surface, a perfectly reasonable uestion.

Dig a little deeper and I am the candidate for the headship of a small prep school in front of a panel of fiv governors. I have been shown around by the outgoing head, given a presentation and had a general discussion, and I feel the panel is on my side and things seem to be going my way.

“So”, says the chair of the selection panel, “does your wife support your application ” I hesitate and say that I don’t have a wife. e says: “Oh, but I see your wedding ring.” I say that I have a partner. e mumbles something about “this modern notion of partners”. “What is her name ” he persists. I say: “William.” The chair ask “Mary ” I repeat: “William.” “Ah,” he says.

The female parent-governor mentions that it’s a family school and my partner woul be expected to accompany me to functions. I respond that my partner only works three days a week and would be very willing to attend. So, what happens now, I ask The chai says that they will be deciding the shortlist from a very strong field.

As has become apparent, I am a gay man. I am a deputy head in a school where I am out to my colleagues. I have been trying to get a headship for five terms. This is only t second time that my sexuality has been outed at an interview, but I am beginning to wonder how the laws of e uality are supporting me.

I was not selected for the shortlist. My current head forwarded me an email from the chair of the selection panel stating “clearly he is a strong candidate for the post”. I had not felt the need to disclose my sexuality until I was forced to. What really happened at that point in the interview and what would have happened if William really had been a Mary Name supplied

WIN

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

When the chips are down… agree with the sentiment expressed within the article Changing needs (Report, February 2013) entirely and find the implications of the SEN proposals of real concern. understand Cambridgeshire is now officially the lowest-funded local authority (LA) in the country and so the budget proposals in particular are of very real concern. Much of LAs’ budgets are already devolved to academies believe, and now we are informed there is a further proposal to allocate families with an EHCP’ personal child’s budget. n my view this will impose further strain on each already radically restructured LA service. am not convinced that all parents have the www atl org u

necessary time insight to udge the best provision for their child. have concerns about redefining SEN, with the inherent implications of funding and tutoring support withdrawal. That currently defined SEN fringe’ children may lose educational support is a ma or issue, but the identification of children at risk is arguably as important in terms of child protection.

Building on best practice is always preferable to creating an entirely new system and seeing where the chips’ fall after a year or so. Children only have one school life without being failed by too radical changes too uickly.

J Jen ins, Cambridgeshire

Teaching all types retired three years ago, after 35 years of teaching in the primary sector. was pleased to read your simple but supportive article, ntroverts in the spotlight’ (Report, February 2013). recently read Susan Cain’s book et on introversion in an extrovert world. t further helped me to understand myself, as am introverted, and the valuable contribution make in society. always placed a high value on encouragement for all children, irrespective of temperament and personality type. could empathise especially with introverted children in my class, as recognised the characteristics.

There is a need for teaching staff to discuss introversion and extroversion within their schools, preferably in staff meetings led by someone with sufficient knowledge and understanding about personality type. External courses should also be designed that explore the ways a teacher may develop both introverts and extroverts more successfully.

An understanding of differing personality types and how children respond differently can improve inclusivity in the learning environment by using tailored methods to suit all personality types more appropriately.

A wider variety of methods to allow children to communicate is necessary.

Some of the most interesting discussions had were with introverted children and involved a greater depth of insight. These sometimes took place on a one-to-one basis rather than in a group situation. Sadly, the pressure upon teachers to deliver high- uality lessons involving detailed lesson plans, differentiation and material preparation, including lesson strategies such as uestioning in group situations, did not always allow sufficient opportunity to discuss work and ideas with an individual. There is ust too much for teachers to do effectively. i e, Shropshire

April 2013

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22

profile Sir Peter Lampl

An issue of trust

Report speaks to Sir Peter Lampl, chairman of the Sutton Trust and the Education Endowment Foundation, about his views of and vision for education. Words by Charlotte Tamvakis

‘‘I

come from the business world, I was a business entrepreneur, and I had a view of teaching that was probably fairly typical of that world, which is that teachers are in unions, they have long holidays, they don’t work very long hours, they get big pensions, and it’s actually uite a comfortable job. “ ut over the last 15 years I’ve obviously met loads of teachers, and I’ve completely changed my view. I think teaching is a very tough job, particularly in inner cities.”

Sir Peter Lampl set up the Sutton Trust in 1 to improve social mobility through education, prompted by the changes he found when he returned to ritain in the mid-’ 0s after 20 years abroad. In contrast to th educational opportunities he’d experienced as a child, he found a decline in social mobility triggered by rising ine uality and a socially segregated education system.

“We’re about two things — improving the overall level of performance and who gets in where, which kids get into which schools. We’re looking at fairness of the system as well as improving the system,” he says.

So far, the Sutton Trust has commissioned more than 120 research studies and funded more than 200 programmes, such as summer schools giving disadvantaged teenagers a taste of university life. “We start with early years, primary, secondary, access to university, right to access to the professions we think you’ve got to work at all stages of the process. Education is the key to social mobility,” says Sir Peter.

Meanwhile, the Education Endowment oundation (EE ), which the Trust established in 2011, is an independent grant-making charity working to break the link between income and educational achievement by looking at “kids who are on free school meals in the most challenging schools” and seeing “what we can do to increase attainment and help them get jobs”. e adds: “We have an enormous attainment gap and that is the focus of the EE , which has got a 1 5 million endowment which we are spending over 15 years.”

Sir Peter believes teachers must be treated more like professionals: “Th

www atl org u

future of education, and in a way the future of the country, depends on how well teachers perform. I think teachers are undervalued.” e wants better teacher training and development for those already teaching.

“I think we should make teachers be perceived more like professionals, as lawyers and doctors are,” he says. e cites inland — “a different world” where everyon has a masters degree, top graduates go into teaching and teachers are highly valued. Sir Peter has lived in rance and Germany, where he thinks “the status of teachers is higher than here. I would lump us in with the nited States, where teachers are not as highly valued as they should be.” e adds: “It comes from the business community, which thinks that it is a cushy’ job. ut I don’t think it is, particularly in inner-city schools. I think those people are heroes working in very difficult circumstances and one of the things we do have to do is raise the whole status of teaching.”

What about the government’s -turn on the English baccalaureate certificate and plans to reform the national curriculum in England “I think we specialise much too soon in this country. I think going down to four or three subjects at 15 or 1 is madness. Our curriculum is much too narrow, and I think those doing an academic route should all be doing a broad curriculum until they leave school.

“Instead of talking about the E-bacc at 1 , we should be talking about a baccalaureate at 1 , essentially what the Scottish system is,” he says. “We’re an outlier in this.

I think we’re completely wrong.”

Although he admits he is a “fan” of international league tables, such as the OECD’s PISA rankings, Sir Peter warns that research shows “they have to be treated with great caution” because differences can simply refle variations in the test or which countries are included. e adds: “I think we have got to accept that just getting better or staying the same is not good enough.

We are competing with other countries all the time in the education world and I believe that education everywhere is actually getting better, contrary to what certain people think, and it’s really important we improve as fast if not faster than other countries.”

Another focus of the Sutton Trust’s work is fairer April 2013

23

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ome o e c em e e o e ell o e ll e e o e eo e e oo m c me e c e co

admissions. It runs a programme in the independent sector called Open Access’, successfully piloted at a Liverpool school, which means parents pay fees according to need on a sliding scale. More than 0 other independent schools say they would back a similar state-funded scheme.

In the state sector, the Trust would like to see ballots to determine urban school intakes so all applications are treated e ually — often within a defined radius — a places are allocated randomly. “We do a lot of work looking at fairer admissions to comprehensive schools, looking at grammar schools, which are here to stay, whether you like it or not — what we can do about grammar school admissions I think is a big issue,” says Sir Peter.

What about academies and free schools “I think some of the academies have done well, but overall we’re on the side of saying we spend too much time debating structures in this country,” he says. “We should be spending more time focusing not only on what the evidence says, but on what we think is really important, which is teachers and teaching.

“The other issue about academies and free schools is they are their own admissions authorities so we’re very concerned about what is happening to admissions.

There are safeguards, but how strong they are I don’ really know, and we’re concerned that we already have a highly socially selective schools system and there is obviously some concern that it might even be exacerbated by what’s going on.”

Meanwhile, the EE recently launched its Teaching and Learning Toolkit, which is both a research project and an online resource aimed at helping schools prioritise spending and resources. It will be updated as new findings are published, but at the moment i outlines the costs and average impact of 0 topics’ — such as ability grouping, feedback, the physical environment and teaching assistants (TAs) — along with the strength of the supporting evidence. eedback is shown to have one of the biggest impacts of all the topics, with a relatively low cost, with pupils eight months ahead of where they would otherwise have April 2013

’’

been without the feedback. “Good feedback is really important. The key to all this is good teachers giving th right feedback. Everything boils down to teachers as far as I’m concerned,” says Sir Peter.

“On the other side was the use of TAs. The way they are being used now suggests they haven’t been very effective, and a lot of money has been spent on TAs. Research found students in a class with a TA presentdo not on average outperform those where only a teacher is present. As with all the topics, the toolkit sets out its findings and suggests what schools can do. In this case, it suggests schools think carefully about deployment, training (for the teacher and TA) and evaluation of their TAs to achieve a positive impact on attainment.

And is the government taking enough notice of evidence like this in its policy-making Sir Peter welcomes the decision last month to name the EE as one of the “centres for excellence” in the new What Works Network’ that will provide the government with evidence for its decision-making. ut he warns: “Th problem with politics is that politicians change very uickly, I’ve dealt with eight education secretaries in the last 15 years at the Sutton Trust. ut I detect a change here, I think there is much more appreciation and realisation that we have to use evidence-based rather than seat of your pants’ approaches , and I do detect that politicians are becoming more pliant on this, although they will always have their own policies and preconceptions.”

And what of the move to performance-related pay, given that the OECD found no clear link between performance pay and raising standards in schools Although Sir Peter believes it does help teachers progress, because by evaluating them you help them to improve, he adds: “My experience of the world is if people are underperforming, you don’t pay them less, you don’t fire them. If people are properly led, trained, develope and compensated, nearly everybody will do a good job.

And I think that is the challenge here, to have some tools to evaluate teachers and help them to improve.”

For the EEF tool it see: www educationendowment foundation org u tool it

www atl org u

2

feature vote of no confidence

No confidence Members passed a vote of no confidence in the Secretary of State for Education and Ofsted’s chief inspector at Conference and many of you have strong views on this issue

‘‘A

s an ex-journalist and career politician, Gove loves the headlines let this not be at the expense of our teachers,” Chrissie olinon of ATL’s rent branch told delegates as she proposed a motion of no confidence in the education secretar Michael Gove and Ofsted chief inspector Sir Michael Wilshaw. ean Roberts, of ATL’s

Michael Tempan: ove’s worst policy is academies. Why do politicians so often think that reorganisation is the default solution to issues How many billions has this country spent wasted on reorganising public services, often making them worse and always creating a period of instability

Helen Sharples: Without mandate and proper consultation he has implemented wide-ranging and destructive reforms and is bringing about changes which will take our education system backwards and towards privatisation. He is destroying morale in the profession and spoiling the life chances of many young people.

ec obinson: Moving goalposts, constant demoralisation and now the fear that my school will use performance-related pay to reduce the pay bill. ove seems to me a martinet, with his own skewed agenda and seemingly ignorant of the actual needs of today’s pupils. The constant about-turns and complete disregard for even his own government’s research is shocking.

inner London branch, seconding, added: “If any of us behaved toward our pupils as they behave towards those who work in our profession, we would be sacked,” and the motion was carried.

When ATL surveyed members to evaluate Michael Gove’s performance we received almost 1,000 responses, and 1 of education staff in England rated his polic

r Sall Clegg: Academies and performance-related pay are creating huge divisions in schools and clusters of schools. Schools should work together not compete against each other. t is counterproductive.

ate Higgins: Possibly, Michael ove has honourable intentions (seeing as he is an MP and that s why people choose to do that ob) but he really ought to start finding a different approach and start listening to real teachers. n the end, they might actually be willing to support some of his ideals.

egie igb : Mr ove has made a disappointing start to his tenure as education secretary. He needs to focus on the advice of expert practitioners and resist his tendency to show off to impress the more right-wing members of the class.

Helen Jones: believe he genuinely wants to provide opportunity for every child to achieve, but he ust doesn t get the fact that not every child is made in his mould

decisions and overall performance so far as a fail’ using the GCSE grading system.

Members also ranked him bottom out of the last 10 education secretaries. is worst policy decisions are allowing schools to hire un ualified teachers and using procedures for emergency counter-terrorism laws to rush through academies legislation, members said. elow are just some of your comments.

Linda Scott: ove’s worst policy is changing the national curriculum, CSEs and A-levels in a similar timeframe while expecting teachers to meet standards for performance-related pay.

Simon To ne: He wants to effect change and certainly has a sense of urgency. But wish he would listen. The EBC U-turn is an example of this, and should be applauded. We should not be interested in a one size fits all’ method of education and ualifications: surely our ob is to nurture, challenge and stretch e er child so that they have the tools for success rather than setting up a system which will only cater for a small elite and doom the rest to fail Anon mous: think he has been the most committed and effective education secretary, willing to ask awkward, unpopular uestions and, even if one does not agree with everything he has said done, moving generally in the right direction to achieve high standards in state-maintained schools.

Janet Mansfield How is it that a Secretary of State can, on a whim, introduce with no evidence at all anything he likes f eremy Hunt was to announce that we were all going to have chloroform for anaesthesia as it worked in the 1 th century, there would uite likely be a revolution.

What do ou thin Let us know by emailing report@atl.org.uk, writing to Report (see page 26) or visiting

www atl org u

www faceboo com atlunion or

www twitter com atlunion.

April 2013

help and advice legal

25

Your school premises Staff and pupils spend a large proportion of the day on school premises, so it is important to ensure school buildings and playing areas are safe to use and fit for purpose, as ATL solicitor e e eo explains

T

here are a number of regulations that deal specifically with health, safety and welfare with which employers have to comply to ensure staff and pupils ar protected while on school premises.

Regulations cover such things as toilet facilities for pupils, temperature, ventilation and lighting, and facilities for staff to rest and eat meals. Regulations als cover accommodation and living facilities in boarding schools.

Schools in England, Scotland, Wales and Northern Ireland have to comply with specific school-based regulations such as the Education (School Premises) Regulations 1 , the School Premises (England) Regulations 2012, the School Premises (General Re uirements and Standards) (Scotland) Regulations 1 , the Education (Independent School Standards) (England) Regulations 2010 and the Independent School Standards (Wales) Regulations 200 .

In October 2012 changes were made to the ee regulations for schools in o l o the maintained sector in o e England in the School Premises (England) Regulations 2012. Similar changes were made in anuary 201 to regulations that cover the independent sector, academies and free schools. Other changes allow employers more flexibility in how they use their premises.

The main change relates to workplace temperatures. We often receive uerie about temperature levels if it’s too hot in the summer or if it’s too cold in the winter to teach or sit for long periods in a classroom. nder the previous regulations there was a range of acceptable temperatures, with the acceptable temperature for classrooms being at least 1 C. Despite the removal of guidance from the School Premises (England)

‘‘

April 2013

Regulations 2012, the Workplace ( ealth, Safety and Welfare) Regulations 1 2 still govern temperature levels in the workplace.

During the working day the temperature should be reasonable’. The regulatio defines a minimum temperature: in a workroom, ie a classroom, it should be no less than 1 C. If the work involves severe physical activity the minimum temperature can be reduced to no less than 1 C. There is no defined level for a maxim temperature. owever, the Workplace Regulations do stipulate that if a workroom’s temperature is unreasonably high, all reasonable steps must be taken to achieve a reasonably comfortable temperature.

Suggestions to achieve this include local cooling, fans and increased ventilation.

The Regulations specify that workplace should have thermometers situated at convenient distances in all parts of the workplace. ATL suggests members who experience difficulties with temperatur discuss the issue with their workplace reps.

Please contact your o e e ATL representative, will be able to o c ool o who advise you about oom the specific health welfare and safety regulations that apply to your school. owever, the changes will not compromise safety in school, as schools and employers are also obliged to comply with The Workplace ( ealth, Safety an Welfare) Regulations 1 2, which apply to all workplaces and are enforced by the ealth and Safety Executive ( SE). elow are examples of some of the safety and welfare issues that are governed by the regulations.

All schools must provide separate toilet facilities for staff and pupils. owever, sta facilities can be shared by visitors. Where a school does not have disabled toilet facilities for pupils, then pupils can share staff disabled toilet facilities

’’

Schools must provide separate toilet facilities for girls and boys over the age of eight, except if the facility is provided in a room that can be locked from the inside and is intended for use by one pupil at a time.

A school is only obliged to provide suitable changing accommodation, including showers, for pupils aged 11 and over there is therefore no re uirement for changing accommodation in primary schools.

ATL often hears stories about inade uat staffroom facilities. The general workplac regulations stipulate that every employee is entitled to be provided with suitable and sufficient’ rest facilities at readily accessib places. There must be a suitable place wher an employee can eat and obtain a hot drink.

If your school provides the above, they are meeting the regulations. There i unfortunately no separate obligation for a school to provide a staffroom’ as such so long as your school provides a room where there is a kettle and a place for you to sit and eat, they are complying with their obligations.

A school has to provide a facility for pregnant and nursing mothers to rest, which should include a space for them to lie down. Please contact your ATL rep to discuss a risk assessment if you are pregnant and re uire a rest space.

If your workplace doesn’t have an ATL health and safety rep, why not get in touch and find out more by emailin hs atl.org.uk or calling 020 2 15 . www atl org u

26

help and advice contact

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If ou are not a member of ATL and would li e to oin, please contact us on 0845 057 7000 lo call emem e o o co o Report o colle e om e ee e

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Prize crossword

Across 4 For example, lead in Othello gives a sense of self-importance (3) 8 and 9 Unusual pets aid classes they’re a means of subsidising pupils in independent schools (8,6) 10 Cambridge college might make top 50 in Trigonometry (6) 11 Tiny seed develops in North East region (8) 13 Eccentric type changed e before i’ word (6) 14 No girls initially learn Swinburne, for example (8) 15 mpulse to get into microsurgery ( ) 16 Lynx links Robert and Catherine (6) 18 Severely criticise a graduate about his hat (6) 21 Eminent opera singer showing a keen interest to return ( ) 22 English poet unexpectedly met ane Black (8) 24 With solemn ceremony, Russell educated her with universal content and left (6) 26 reatly revered college dining room was in debt (8) 29 Call by informally rather than abandon a course of study ( ,2) 30 Act as source of inspiration, but bewilder (6) 31 Robinson Crusoe actors on holiday (8) 32 Teacher’s favourite in gym lesson with tank top (3)

Down 1 Direct one’s ambitions towards a high place in the church (6) 2 its choir perhaps famous in the past (8) 3 Clearly excel during sit-in uite the opposite (5,3) 4 Prepare for publication in Shoreditch ( ) 5 UK University provides sport centre and a means of writing ( ) 6 See 23 down 7 Available height of senior teacher’s study (8) 12 ore gets into the old US University ( ) 13 nternet initiates wide-ranging educational benefits (3) 14 Top grade to obtain once more (5) 17 Performed surgery on Siegfried and Mr Hughes (8) 18 Heaven is to be included in a public procession (8) 19 Translation of Latin on a London theatre (8) 20 The whole uantity is in Balliol (3) 21 Have the courage to read badly ( ) 23 and 6 down A secure US ail with no Head of Education unusually produces a Shakespeare play (6,6) 25 A. A. Milne endlessly revised Piglet, for example (6) 27 Sob, being small and soft ( ) 28 Stooped, we hear, to avoid ventilation passageway ( )

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

Congratulations to Miss o Rivers, the winner of the February crossword competition.

April 2013

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WIN!

One lucky reader will win £50 in Marks & Spencer vouchers.

Simply send your completed crossword, with your contact details (incl. telephone number), to: ATL AprilCompetition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 23 May 2013. f 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 23 May 2013. The editor’s decision is final. No purchase is necessary.

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Last month’s solution — March 2013 Across 1 Archaic 5 Washout Fireman 10 Sam 11 Hen 12 Board game 1 Nylon 15 Erect 17 maginary 1 Soap opera 21 Simon 2 Cinch 25 Manifesto 27 Les 28 Can 2 Decimal 31 Readers 32 -fronts Down 1 Affable 2 Car 3 Aimed Cantabile 5 Waste 6 Semantics 7 Ophelia 8 Tenancy 13 Ale 16 Toothache 18 A rainy day 1 Secular 20 Amnesia 22 Mis 23 Noodles 25 Minus 26 Facer 30 Men

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oin the debate final word

Singing the praises of song

B atherine eserson atherine eserson is director of learning and participation for The Sage ateshead, responsible for the strategic design, direction and implementation of its ambitious, internationall acclaimed learning and participation programme

www atl org u

LLUSTRAT ON: PH L WR

LESWORTH

Trainer, music animateur and educator t er e e er o champions the benefits of singing in the classroom and reminds us why one of Britain’s greatest cultural traditions should not be lost

ritain is a musical nation and singing is an important part of our heritage. With the likes of Th eatles, Coldplay and Adele, singing is one of our greatest exports. owever, over the last 20 years or so the tradition of singing in schools has declined significantly, due in part to shifts in education policy with a conse uent impact on timetables and teacher training — and in part to cultural and societal changes. y the mid-2000s we were in danger of losing singing from the classroom altogether. Since then, there has been some great progress made to keep music alive in schools for example the National Plan for Music Education, which was outlined earlier this year. ut there is still more that schools can do to make singing an integral part of the curriculum.

Many people think of singing as a nice to have’, rather than an essential part of learning. owever, a wealth of research proves the cognitive and intellectual benefits o singing and the positive impact it can have on a child’s development. Singing is a truly holistic activity in that it exercises the whole brain — something that is uite rare.

A brain scan of someone singing shows every area lighting up’ with activity.

Singing is something that can be used across every area of the curriculum and should not just be reserved for music lessons. There are some great resources out there including those at Sing p (www.singup.org), which has

a digital song bank of over 500 curriculum-linked songs. or each song, Sing p provides a number of recordings, specifically arranged for children’s voices. As well as th lyrics and sheet music, there are extra materials such as lesson plans, worksheets and activity ideas.

Not only is singing a creative way to introduce a topic, it can also help children engage more with a subject and relate to it on a deeper level. It has a pill in the jam’ effect meaning while they are singing, children do not even realise they are learning. ut learning they most definitely are Singing is also extremely helpful when it comes to memorising information, especially when it is useful to simply learn something off by heart rather than analysin it for example the alphabet, or the periodic table.

Singing isn’t only for young children — it is beneficia all the way through school. As well as having a positive impact on learning, singing is a way for children of every age to develop their identity and self-confidence The Sage Gateshead and Emmanuel College i Gateshead have a music education partnership that has been recognised by Ofsted for improving access and raising achievements in music. At key stage , music plays an important role right across the curriculum.

Students write and memorise songs to help them learn about new topics and for revision. The Sage Gateshead’ embedded musician is also able to take suggestions and ideas from the students to craft into songs that are the used in the classroom.

As a result, the students are more engaged with their lessons, and the creative process of developing songs has given them a real sense of self-achievement and ownership of their learning.

Singing provides every child with the opportunity to do something with their peers in a non-competitive, inclusive environment — the perfect context for developing teamwork, collaboration and group decision-making. or teachers, singing and music are great ways to maintain a happy classroom, creating moments of joy and fun. When it is used regularly, both teachers and pupils can associate the school day with the positive feelings that singing brings, moulding an exciting and upbeat approach to learning.

Sing Up is a not-for-profit organisation offering singi solutions for schools. To find out more visit www.singup.org The Sage Gateshead is an international home for music and musical discovery, bringing about a widespread and long-term enrichment of the musical life of the North East of England. To learn more visit www.thesagegateshead.org.

April 2013

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