Report June/July 2013

report

JUNE/JULY 2013

THE MAGAZINE FROM THE ASSOCIATION OF TEACHERS & LECTURERS £2.50

Behaviour matters

ATL members on low-level disruption in the classroom

Business of education The CBI on industry’s interest in schools

Body conﬁdence ATL campaigns for higher body self-esteem

ADVICE New employment tribunal fees explained

JOIN THE DEBATE Inspiring the scientists of the future

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Contents

Welcome

Hank Roberts, national president, ATL

I 10 24 Your ATL 04

News Including the government bill on compensating victims of asbestos poisoning and the argument against a knowledge-based curriculum Noticeboard Advice, information, events and opportunities to get involved

Features 10

Behaviour matters Report looks at members’ experiences of low-level disruptive behaviour and how to deal with it

The business of education The CBI tells Report what the world of industry thinks of education today

Body image Media portrayals of bodies are creating unrealistic examples for both girls and boys to emulate

Help and advice 22

Tribunal fees Updates on changes to employment tribunal fees and what ATL can do to help

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

The importance of play Ways of using planned and unplanned play to maximise learning in the classroom

Join the debate 14

Agenda General secretary Mary Bousted on how a Royal College of Teaching could bring about the autonomy that teachers need

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

Letters ATL members on relationships versus data, the joy of coming back to school and the Mr Men

Final word Dr Maggie Aderin-Pocock wants to inspire the next generation of scientists

Resources 26

ATL resources Useful newsletters and publications

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

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

would like to use this opportunity to express support for NAHT colleagues. In voting overwhelmingly that they have no confidence in the government’s education policies and stating that Michael Gove’s policies are not in the best interests of children, parents or schools, they did a service to England’s education system. Bernadette Hunter, NAHT president, said Ofsted is no longer fit for purpose as it reduces rather than enhances standards, demoralises schools and staff, and damages schools rather than improving them. She said: “What we cannot tolerate is the completely unacceptable bullying of heads and governors to turn their schools into academies, to meet a political target set by the Secretary of State.” Hear, hear, I say. Although ATL passed a motion of no confidence first, in itself hugely significant (followed by similar motions from NUT and NASUWT), NAHT’s vote is another very important blow to these antieducation policies. My recent visit to the ATL Northern Ireland AGM, where I was warmly welcomed, brought home differences in policy: Northern Ireland, like Scotland and Wales, does not have the same policies as England. And yet, as one agenda motion pointed out, “outcomes of the 2012 TIMMS and PIRLS research at year 6 … place Northern Ireland pupils ahead of the rest of the English-speaking world”. My own school has been ‘failed’ by the politicised Ofsted, with the Department for Education saying it should become a forced academy (see p7). What happened to parental choice, Mr Gove? The staff have responded in unity with a joint ATL, NASUWT and NUT strike and a demand that parents are consulted. Steadily increasing the level of resistance means that stopping these policies will eventually be certain. This is the last Report of this academic year. I thank you for your commitment to ATL and to the children you teach. September will see the introduction of the new pay policy for teachers in England and Wales. ATL has made some significant successes in negotiations, but it is still a policy designed to break national pay and conditions. As it is being implemented at school level, your vigilance and activity will determine the outcome. Get involved — your union will support you.

Report is produced and designed for ATL by Archant Dialogue Ltd, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Email: mail@archantdialogue.co.uk Production editor Lucy Mowatt, Art editor Claire Leibrick, 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 per year. ATL accepts no liability for any insert, display or classified advertisement included in this publication. While every reasonable care is taken to ensure that all advertisers are reliable and reputable, ATL can give no assurance that they will fulfil their obligation under all circumstances. The views expressed in the articles in Report are the contributors’ own and do not necessarily reflect ATL policy. Official policy statements issued on behalf of the Association are indicated as such. All rights reserved. Material contained in this publication may not be reproduced, in whole or in part, without prior permission of ATL.

your ATL / news

Bill backed but concerns remain ATL has welcomed the government’s commitment to compensate people diagnosed with the asbestos-related disease mesothelioma, but wants other asbestos-related diseases to be covered too. The Mesothelioma Bill was announced in the Queen’s Speech on 8 May and had its first reading in the House of Lords the following day. The Bill would set up a

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payment scheme to compensate those diagnosed with mesothelioma. Dr Mary Bousted, ATL general secretary, said: “We are pleased the government is setting up a scheme to compensate everyone diagnosed with mesothelioma, although we would also have liked the Bill to cover those suffering from other asbestos-related diseases such as lung cancer, asbestosis and pleural thickening, and we hope the government can be persuaded to do this. “The Bill, however, won’t stop any current or future pupils, teachers and other education staff from being exposed to asbestos. This is why we call on the government to fund a phased removal of asbestos from all UK schools and colleges and urge it to do more to prevent asbestosrelated illnesses.” The same week, ATL was a signatory on

Fundamental questions on the curriculum A knowledge-based curriculum is always out of date, so why does this model continue to inform government policy? This was the question posed by ATL at a recent seminar at the University of London’s Institute of Education. ATL’s general secretary Mary Bousted spoke at the seminar, along with shadow schools minister Kevin Brennan MP and BP community development manager Ian Duffy, for the launch of An Aims-based Curriculum by Michael Reiss and John White, both from the Institute of Education, who suggest that the curriculum’s starting point should not be subjects, but what schools are for. Dr Bousted said: “We have learnt the folly of common sense — ‘pick your subjects, decide what should be in them and get on with it’. To be fair to the current administration … they are following, albeit in a radical fashion, the way it has always been since the Education Reform Act of www.atl.org.uk

1988 where, in designing a subject-based curriculum, the then-Secretary of State for Education, Kenneth Baker, lost a great opportunity to design a national curriculum from first principles. “What we have had since, from all governments, is a variation of the above. That is not to say that all revisions have been bad; some have had very good features, but none have asked fundamental questions that should be asked if the state is to devise a national curriculum.” ATL submitted its response to the government’s consultation on the national curriculum in April of this year, calling for its implementation to be delayed to allow for a proper debate among the education community and other stakeholders on the purpose and aims of a national curriculum. You can read more on ATL’s views on the curriculum and the government’s plans at: www.atl.org.uk/curriculum

a letter to Education Minister David Laws from the Joint Union Asbestos Committee (JUAC) that raised a number of concerns surrounding the investigation into the asbestos contamination of Cwmcarn High School in Wales. It called for the publication of the Health and Safety Executive’s (HSE) investigation report into the school, which it has subsequently agreed to, along with a repeated call for an independent review of the government’s policy on asbestos in schools. The HSE has said the school is “essentially uncontaminated”, although Caerphilly Council, two further asbestos consultancy firms and an independent assessor have said the school is unsafe to reopen until extensive asbestos remedial work has been completed. For more details about ATL’s asbestos campaign see: www.atl.org.uk/asbestos

Acas seat ATL’s general secretary has been reappointed as a council member of the Advisory, Conciliation and Arbitration Service (Acas). Dr Mary Bousted will serve another threeyear term on the council at Acas, which is an independent statutory body governed by an independent council of 12, consisting of the Acas chair and employer, trade union and independent members. It aims to improve organisations and working life through better employment relations. More information can be found at www.acas.org.uk. The May issue of Report explained how from April 2014 employees must take employment complaints to Acas before they can proceed to an employment tribunal; you can read more on this at www.atl.org.uk/publications-andresources/report/may-2013.asp. June/July 2013

Winning teachers

(Left to right) Melanie Barrow, headteacher of Stradbroke Primary School, Dr Dan Poulter, MP for Central Suffolk and North Ipswich, and ATL member Laura Wilbourn

Two ATL members have been recognised with a Teaching Award for their achievements. Kathleen Dungey, 65, who works at Mary Immaculate High School in Cardiff, has won the Teaching Award for lifetime achievement in the Wales region. She was nominated by the school’s headteacher, who said: “Kath has worked at the school for over 30 years in a number of capacities, ranging from classroom teacher to pastoral leader and more recently as the school counsellor.

Primary School in Eye, Suffolk, has been awarded the Teaching Award for teacher of the year in a primary school in the east of England. She said: “I think a lot of other people at my school are worthy of an award like this too, it’s definitely real teamwork. My school has really supported me. They are so enthusiastic, and that rubs off on you. The local MP came and gave me the award.” She was nominated by her headteacher who said: “To put it simply, Laura is an inspirational teacher. All children should experience Children not only make teaching of the quality Laura delivers. From the good progress under her moment she stepped into care but they thrive the school she changed the lives of those she “Kath has been an exceptional works with. Her lessons are member of staff, always willing to vibrant, well structured and, very ‘go the extra mile’ and makes it importantly, fun! Children not her business to support children, only make good progress under their families and ensure every her care but they thrive. She is child receives the best possible everything one hopes to find in education. At the end of the a teacher and the whole school academic year Kath will be community has enormous retiring and the school will lose professional respect for her.” an amazing talent, who has served Kath and Laura will join fellow the school so well.” winners at the UK final of the Laura Wilbourn, 24, a Year 2 Teaching Awards on 20 October, and 3 teacher at Stradbroke CEVC to be broadcast by the BBC.

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June/July 2013

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FE’s future ATL shared its vision for FE with MPs and key figures from the sector at a Westminster meeting last month. Norman Crowther, ATL’s national official for the post-16 sector, told a meeting of the Westminster Education Forum that a professional ethos and teaching standards are best exhibited in a supportive, expansive learning environment where CPD is valued. On the subject of policy changes for FE in England that looked at funding, standards and the profile of the sector, including the future role of the Institute for Learning, he said: “Teaching standards and qualifications are central to ATL’s view that teachers be given the requisite training and support to do their jobs as professionals in their field.” He went on to express concern about deregulation, uncertainty over the agency overseeing the sector and the importance of an independent professional body, adding: “Deregulation brings with it as many problems as it seeks to solve. Luckily, though, the resolve of stakeholders in the sector will help keep our sights set on maintaining standards and a professional ethos.” He was among a number of speakers at the meeting, including Graham Brough, delivery programme director at the Skills Funding Agency, Martin Doel, chief executive of the Association of Colleges, and Toni Pearce, presidentelect of NUS. The Westminster Education Forum allows policymakers in Parliament, Whitehall and government agencies to engage in discussion on education policy with key stakeholders.

No to new tests New grammar, punctuation and spelling tests for 11-yearolds are unnecessary and will be used to judge schools, ATL has said. The new statutory test is part of the SATs and was introduced for children at the end of key stage 2 from May 2013. ATL general secretary Mary Bousted said: “Children in England are already some of the most tested in the world and yet there is no evidence that testing improves their achievement. “Teachers already assess their pupils’ grammar, punctuation and spelling on an ongoing basis so we can’t see the need for another national test. There is plenty of evidence that learning grammar in isolation, by picking bits out of sentences, has little impact on use of good grammar in writing. “Schools already spend far too long teaching children how to pass tests, which bores many children and turns them off education. This new test is not about improving children’s learning and is just another stick with which to beat schools.” www.atl.org.uk

your ATL / news

ATL was strongly represented at the TUC disabled workers’ conference 2013, where it highlighted the impact of cuts to universal credit and changes to special education needs (SEN) provision. Twelve ATL members attended the conference in May, where Kay Carberry, assistant general secretary of the TUC, started proceedings by reminding delegates that the coalition government’s austerity measures have not affected everyone equally and that the disabled have been hit extremely hard on many fronts. ATL Executive member Kim Knappett led ATL’s contribution by proposing a motion on universal credit and changes to SEN provision. She told delegates the changes do not offer disabled people choice or genuine personalisation and how even

the government agrees 100,000 children will be worse off. The motion was seconded by the Musicians’ Union and was supported by speakers from other unions, including NASUWT. Kim said: “It was a privilege to lead the delegation and, once again, to have my awareness raised around issues of disability, both in educational settings but also in the wider life context. ATL needs to continue to campaign to raise these issues and to help facilitate solutions for our members, the children and young people we seek to educate, and those in wider society.” ATL member Peter Milliken gave a highly charged speech on the issues faced by many disabled people who are bullied because of their disability. He shared some experiences of the bullying he has personally faced over

Strike over academy plans ATL members took part in a one-day strike with colleagues from NUT and NASUWT in May at a west London school that has been told it must become an academy. Academy status was proposed for Copland Community School in Brent after Ofsted recently rated it “inadequate”, saying “the building and the budget are adversely affecting the school’s capacity to provide an adequate education”. Hank Roberts, ATL’s national president and Brent branch secretary, said: “Copland school has suffered enough. If Gove really wanted to help us he would have given us the new school we were promised and which he took away.” The abolition of Building Schools for the Future meant Copland missed out on a rebuild, although the school has recently been promised funds as part of the Priority Schools Build programme. However, no actual date has been given. Staff believe the school has been left short of the resources that are needed to improve results because of the delayed rebuild and the fact the school’s former headteacher and five others have been charged with fraud, following the disappearance of £2.7 million from the school budget. Unions are in ongoing discussions with the local authority to come to an agreed solution and have also asked for the consultation to include parents. June/July 2013

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Warning on changes to benefits and SEN provision (Left to right) ATL’s attendee s Mary Auguist equalities offic e-Ernest, er Wanda Wyp orska, Eleanor Carol Redfearn Dy , Alice Robinso n, Kim Knappe de, Wheatley, Helen tt, Ke Porter, Brenda Ghouse and Pe n FitzGerald, As n ter Milliken hraf

the past year and called for more training for reps so they are able to challenge bullying on the grounds of disability. A number of ATL’s delegation attended a fringe meeting on autism. Alice Robinson said: “This meeting highlighted the problems faced by workers on the autistic spectrum. The main theme that emerged was that issues of neurological diversity must be raised by staff and reps, and training should be provided for management to ensure they understand the problems faced by their workers.”

Leading member A member of ATL’s leadership section, AMiE, has been recognised for her contribution to the cause of women’s achievements and success in the FE and skills sector. AMiE member Marie-Thérèse McGivern is Marie-Thérèse McGivern, handed her award by Professor Daniel Khan, chief executive of OCN London, sponsor of principal and chief executive of the 2013 WLN Inspiring Leader award Belfast Metropolitan College, received the Women’s Leadership Network (WLN) Inspiring Leader Award for 2013 in May. Accepting her award, she said: “This is such an honour and I am delighted on behalf of everyone in Belfast Met — colleagues, students and governors — who are with me on our journey to success. “Awards such as this from the WLN raise awareness of the need to encourage more women into leadership roles and, once there, the need to inspire and motivate other women to join them.” Sally Dicketts, chair of WLN, said: “Those who work with Marie-Thérèse say her ability to galvanise support and embed a sense of collective action or ‘collective ambition’ has been critical. She has embraced ambitious plans and has a razor-sharp clarity about ensuring the college’s role in enhancing the employability and work-readiness of its learners. She has also committed resources to developing the leadership capabilities of all college staff and to creating a culture of continuing improvement.” www.atl.org.uk

your ATL / noticeboard, get involved

Noticeboard Advice and information on your ATL membership To ensure all members are aware of ATL procedures in dealing with membership matters under the ATL rules and constitution, we have clarified the main points below for information. If you are unsure or have any further queries please phone or email ATL’s membership department directly. ATL writes directly to all members four and six weeks before your renewal payment is due. We are aware that there may be some disruption to postal deliveries and so would advise members to inform ATL in good time before the end of your membership subscription year of any future amendments or cancellations you may require, to ensure the correct amount is collected or, if required, your membership is cancelled. In order for us to be able to offer you legal assistance you must ensure that you keep either a working (standard, etc) or nonworking (retired/associate) membership payment up to date. If you choose to leave or are lapsed due to non-payment, ATL will not be able to assist you with legal advice or support. This applies even if you are seeking help with an issue that dates back to the time when you were a paid-up member. For members paying by direct debit, provided your personal details are correct, your membership will automatically be renewed. You only need to return the form if you have amended either the amount or frequency you wish to pay, or if you have an amendment to your personal details. Visit www.atl.org.uk to update or amend your contact

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details. Members paying by cheque or credit/debit card will need to return the form with the payment. The subscription amount is an annual fee, although members may choose to pay in instalments. The full fees for a calendar year must be paid before a member may resign or transfer to another category of membership. If payment is outstanding when a member cancels his or her payments, the outstanding amount will remain on his or her record. If you no longer require ATL membership or you wish to change to a different membership rate, you must send your request in writing to ATL’s London office (this can be by email to membership@atl.org.uk) before your next 12-month period of membership starts, or the full subscription for that year will still be payable and you will not be entitled to a refund of any part of such subscription. Amendments to subscription rates and cancellation of membership by ATL are confirmed in writing by return of post. You must also contact your bank to cancel your direct debit; ATL is unable to cancel your direct debit on your behalf. Under banking regulations we do not need your permission to continue collecting your direct debit, we just need to inform you of the amount(s) and date(s) of collection unless your membership has been cancelled. If you need to contact ATL’s membership department, you can call 020 7782 1602 (Monday to Friday between 9am and 5pm) or email membership@atl.org.uk.

ATL summer conferences 2013: 25 July-2 August

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These free conferences feature a keynote speech from ATL general secretary Mary Bousted, who will host a frank and fair discussion about what is happening in education and wants to hear member views on the way forward, along with updates on pay and curriculum, workshops, panel discussions and a choice of free, quality CPD sessions. They are an opportunity for members to come together to discuss the issues facing educational professionals today. The dates and venues are: • 25 July, Manchester • 26 July, York • 30 July, Bristol • 1 August, Birmingham • 2 August, London. For more information and to reserve a place, see www.atl.org.uk/summerconferences

Advice on industrial action NUT and NASUWT are planning to take strike action on 27 June in the north west of England on a number of issues, including pay. For guidance for ATL members on what to do during other unions’ strike action, see www.atl.org.uk/industrialaction#2. For ATL’s position on pay and industrial action, see www.atl.org.uk/payposition.

June/July 2013

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June/July 2013

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cover feature / behaviour

from Learning behaviour It is often low-level behaviour problems that education staff find the most challenging. Here members share their experiences and ATL offers tips to tackle the problem

ou go into the classroom, say good morning and start explaining what the plan for the lesson is. Then you notice a student has their head down looking at their phone, or they are eating or chatting, not paying attention, and they refuse to cooperate when you ask them to stop. This is not the sort of behaviour that grabs headlines, but it is disruptive and makes learning harder for other students, and it is the behaviour issue directed at staff that is affecting ATL members the most, knocking their confidence and wearing them down. A recent ATL survey on behaviour showed that nearly 90% of members had dealt with challenging or disruptive behaviour from a student this academic year, and, when it was directed at staff, 79% said this came in the form of low-level disruption — talking, not paying attention, mucking around — directed at them. More than half of members said they had witnessed disruption towards another member of teaching staff, and 43% saw it directed at support staff. Of the challenging or disruptive behaviour directed at staff, the next most cited issue was disrespect, with 68% experiencing the use of mobile phones, ignoring the teacher’s requests or refusing to comply with school rules. Meanwhile 55% reported verbal insults directed at them — more than double the 21% who experienced physical aggression. Dealing with violent or disruptive behaviour from a student had caused disruption of work for the class for 74% of members, while 42% said it had caused

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stress and 32% suffered anxiety. More than management team (SMT) and from parents. a quarter had considered a change in One member who described her class as profession while 23% said they thought “extremely challenging” said: “There is lowabout changing their school or college. level disruption throughout the day from the Many of you described how challenging children who don’t stop talking despite all such low-level disruption can be, particularly the measures I put in place. I am given very for teachers new to the profession. One 24little support from senior management. I year-old teacher from Warwickshire said: am expected to deal with it. It’s extremely “My experience as an NQT in an stressful and I no longer enjoy my job.” ‘outstanding’ school has been disappointing. A 43-year-old teacher from the West At my interview I was told the worst Midlands said: “Sometimes there is a lack behaviour of the pupils was ‘they want to talk of understanding of how low-level disruption about their learning, so [there will be] lowcan cause problems. It is becoming level disruption’. I was not told that pupils increasingly difficult to engage parents in the wanted to talk about everything but their understanding of their children’s behaviour. learning, and they would There seems more I often have to not have respect for my emphasis on teachers authority and they would take my tears and being social workers continually disrupt the fears home with me and not educationalists.” lesson. I was not ATL is clear: schools prepared for [up to] 10 pupils causing should have a behaviour policy and its aim disruption, making it incredibly difficult must be to promote good behaviour, not to manage, as during my PGCE we were simply to deter the bad. The policy must be told it would be two or three.” publicised and explained to staff, students Another member, Hazel, a 43-yearand parents at least once a year, and must old teacher, had a similar experience: be known and used throughout the school. “Disruptive or challenging behaviour The governing body is responsible for was very difficult to deal with in my first setting principles that inform the policy and placement after initial teacher training and must consult the headteacher, school staff, the school I was at did not offer any support parents and pupils when developing them. — in fact they made me feel it was my fault. Headteachers must develop the policy in I nearly left teaching.” this context. The policy must make clear But it is not just new teachers who are what is acceptable and what is not, must affected by this sort of behaviour, and many deal with bullying, and must state what members who reported low-level disruption happens when a pupil oversteps the mark. also felt the situation was made worse by a It must show how good and positive lack of support from their senior behaviour and attitudes will be rewarded

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June/July 2013

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and encouraged. Schools should also have home-school agreements, which is a statement of the mutual responsibilities of parents, pupils and teachers. Alison Ryan, policy adviser in ATL’s education policy and research department, said: “We know that behaviour is pretty good in most schools and we know from talking to members that many teachers and students are achieving excellent learning. However, we also know there are many cases where our members struggle with behaviour, particularly low-level disruption. As well as impacting on a teacher’s resilience, and potentially creating an uneasy relationship with the student, there is also an impact on the other students’ learning.” She added: “Each school must have a whole-school behaviour policy that is a real, relevant and recognised document, backed up with clear support structures. For example, we are seeing more schools develop specific policies on bringing mobiles into class. Staff need to feel encouraged by their senior management team, supported by governors and backed by parents. Pupils need to feel supported too.” However, it is apparent that robust and enforced behaviour policies are not always in place. Some members in the survey said that senior management teams do not want to accept there are behaviour issues because reporting it would reflect negatively in performance tables. ATL member Robert Waring said: “Schools are reluctant to admit negative behaviour June/July 2013

issues because that would necessitate having to deal with and record them, which subsequently affects league tables and marketing of the school.” Or, in some cases, there may be a policy but it is not enforced. An experienced member from the north west said: “The school discourages formal reporting as it causes work filling in forms. It is difficult to find someone with the time to talk things through after a shocking incident. I often have to take my tears and fears home with me.” She said she has been made to feel like a “nuisance” regarding the behaviour of one child, and that “it is somehow my inadequacies as a teacher that cause her behaviour”. The member was told staff should not do a written report for every incident because it causes too much paperwork. “We have a behaviour policy, which is for Ofsted, but is not a real working document that could support anyone. The whole thing has made me realise that our behaviour policy is not worth the paper it is written on, and is just for ‘show’, and that individual plans are token documents cut-and-pasted from the internet, with little real relevance to the individual child,” she said. Sara Shaw, head of AMiE, ATL’s leadership section, advised leadership members: “Don’t ignore the issue. It is far better to be proactive, to support the classroom teacher, and to have in place appropriate policies to deal with minor disruptive behaviour problems before they get out of hand.”

Where management is supportive, members say they have much more success dealing with low-level behaviour problems. “My current college offers good support. I have not had to deal with any serious disruption. Poor behaviour is usually minor and easily sorted out. Senior staff are happy to help if there is a problem,” was ATL member Hazel’s view. Another member, Sally, based in Wiltshire, said: “I have a very supportive SMT — there is a general feeling of ‘all in it together’. There is a ‘difficult’ pupil who refuses to comply with class instructions, openly defies staff and hits other pupils, but there is a strong and consistent system of time-out and/or referral to the SMT, meeting and greeting by support staff, choices offered and good choices encouraged, and small nurture groupings.” Kathryn, a 39-year-old member, said: “I have dealt with many low-level incidents, in both a Year 4 and another Year 5/6 class. The SMT is usually available, sympathetic and supportive. The behaviour policy is robust and pupils with identified needs receive small group or one-to-one support from teaching assistants or the learning mentor. Generally, there are incidents of pupils falling out, calling names, being physically aggressive or teasing towards each other, or refusing to cooperate with me. These occur weekly.” In cases where the SMT is not as supportive as it should be there are other steps education staff can take. “It’s about creating the classroom environment that the teacher is happy with, as far as they can be, with consistent and clear understandings and expectations of the pupils — every teacher has their own style,” said Alison Ryan. ATL has produced a publication for members on behaviour that includes many suggestions for tackling low-level behaviour problems — see overleaf. For help and advice on behaviour, see www.atl.org.uk/behaviouradvice. ATL’s factsheet Discipline in Schools is available at www.atl.org.uk/factsheets. For details of ATL’s training courses, which include sessions on behaviour, see www.atl.org.uk/learningzone. For workplace issues, you can always speak to your ATL rep or contact your local branch. ATL’s contact details are on page 23. www.atl.org.uk

cover feature / behaviour

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Aiming to respond rather than react

Managing Classroom Behaviour Managing Classroom Behaviour, a publication commissioned by ATL from Chris Watkins of the Institute of Education, takes the perspective of classroom staff and offers ideas and frameworks to consider when faced with difficulties. It aims to support professional reflection and development and is not about what to do in an emergency or legal guidance. A sample of the advice on what to do and think about in a difficult situation is below. Not all of the suggestions will be appropriate for your situation and not all will be appealing. Nor will all of these suggestions work, especially if taken to mean producing obedience. Indeed, anyone who feels they have to do all of what is suggested would

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Consider this situation: Timothy grabs Rosemary’s ruler and appears to hide it from her. Think about the following responses: ‘Timothy, stop being childish and give Rosemary her ruler back.’ ‘Timothy, we ask before borrowing in this classroom.’ ‘Timothy, you’re quite able to get on with your work, so return Rosemary’s ruler and let her do the same.’ These three simple options have both similarities and differences. They are similar in that they all indicate to Timothy that the teacher has noticed his behaviour and decided it is inappropriate. In that sense they may all serve to mark a boundary on behaviour. But they also have differences: 1 has elements of judging the person negatively, 2 points to an agreement previously made and 3 refers to responsibilities in learning. The impact of these different styles, if generalised over time, can be quite marked. Style 1 can be counterproductive in terms of improving behaviour because it may build up resentments; it may be the style of what is known as ‘devianceprovocative teacher’. Style 2 can be effective if it is set against a background of making and reviewing agreements regarding classroom behaviour. Style 3 makes the important link with what we

When things are going well, the communication between teachers and pupils is complex and reflects shared meanings that have developed

be overwhelmed. Use them to think about the situation you know and find difficult, and if you select and modify the suggestions to your own situation, there may be some value gained. This excerpt is about what to think about and do in a difficult interaction that might appear to promote a ‘What do I do if they do X?’ mentality, which is actually the reactive approach that does not work. It is better to ask the proactive question ‘how can I create a classroom where these things don’t happen?’, which Managing Classroom Behaviour goes on to address. www.atl.org.uk

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aim to achieve in classrooms; it reaffirms our purpose. But style 1 is quite prevalent in our classrooms and the most frequently occurring teacher comments are very brief: ‘Stop it’ and ‘Shut up.’

Conveying to pupils that behaviour is inappropriate When things are going well, the communication between teachers and pupils is complex and reflects shared meanings that have developed between them. For example, a teacher may, without looking up from the work he/she is checking with a pupil, say ‘someone’s

being silly’ and two pupils at the back of the room stop the behaviour they’re involved in because they know and can interpret the informal rules of that classroom. But sometimes teachers haven’t built up this shared meaning with a class and their ways of conveying the inappropriateness of behaviour aren’t successful. A research study identified the following 11 teacher strategies: 1. Descriptive statement of the deviant conduct: ‘You’re taking a long time to settle down.’ 2. Statement of the rule being invoked: ‘Rulers aren’t for fighting with.’ ‘When I’m talking, no one else talks.’ 3. Appeal to pupils’ knowledge of the rule: ‘You know you’re meant to write it in the book.’ 4. Command/request for conformity to the rule: ‘Shut up.’ ‘Put that away.’ 5. Prohibitions: ‘Don’t.’ ‘Stop that.’ 6. Questions: ‘Are you listening?’ ‘What’s going on over there?’ 7. Statement of the consequences of the deviant conduct: ‘I won’t bother to read if you go on like this.’ ‘Someone will get hurt if this equipment is left lying here.’ 8. Warnings and threats: ‘I’m going to get annoyed.’ ‘You’ll be in detention.’ ‘I’ll send you to the head.’ 9. Evaluative labels of the pupil and his/her conduct: ‘Stop behaving like a baby.’ ‘Don’t be daft.’ 10. Sarcasm: ‘We can do without the singing.’ ‘Have you retired?’ 11. Attention-drawers: ‘Sandra!’ ‘5C!’ Strategies 2 and 7 achieve two goals; they signal that the teacher thinks that the behaviour is unwanted and they communicate the rule to the student. As such they are likely to have the most effective long-term contribution. ATL’s publication Managing Classroom Behaviour is available to download and order from www.atl.org.uk/ managingbehaviour.

June/July 2013

THERE’S MORE TO REWARDING THAN REWARDS Vivo is a fully customisable recognition and rewards platform which can be tailored to match a school’s ethos and objectives. But you may be surprised to hear that rewarding is only part of what Vivo can offer. The real value of Vivo is the impact it has on positive behaviour and engagement. Out of 500 UK schools currently using Vivo, here’s the feedback we’ve received: Improved performance and outcomes: • ACHIEVEMENT. 96% of our schools report improved performance. • ATTENDANCE. Vivo has been found to increase attendance between 1-3% • PUPIL PREMIUM (PP). Vivo is a cost-effective and quantifiable way to spend PP. • EXTENDED LEARNING (EL). 7/10 of our schools say that Vivo has improved EL. • SMSC. Vivo is a tool to promote social, moral, spiritual and cultural development. Improved management and efficiently: • LESS ADMIN. Less time and expense spent on in-house rewards systems. • REPORTING. Simple, transparent reporting on SMSC, PP and Behaviour for Learning objectives. • LEADERSHIP. Assists with leadership, management and student-teacher rapport. • PARENTAL ENGAGEMENT. Vivo provides a framework for parental involvement. • E-LEARNING. Vivo helps to maximize investment in e-learning platforms like SAM Learning. In fact, when you add up the costs of reducing persistent absence, maintaining an in-house rewards system and incentivising students to use e-learning platforms, then Vivo offers great value when compared to traditional behaviour management strategies. Here’s how: •

Reducing staff admin and expenses Vivo liberates teacher time spent on admin tasks like managing in-house rewards systems (from planning and shopping for prizes to dealing with P&P).

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Pupil Premium (PP) Vivo is a cost-effective way of meeting your PP objectives and provides simple tools for tracking and reporting. Out of 500 schools using Vivo, 4/5 report improved attendance and 96% report improved academic performance.

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Collaborative learning Vivo promotes collaboration and trust between students, teachers and parents. Two out of 3 schools say Vivo has improved feedback to parents and has stimulated Extended Learning.

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Use of learning technologies Vivo can double usage of other e-learning platforms such as SAM, Frog and MyMaths when integrated with login.

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Data monitoring Vivo’s reporting tools make it easy to implement improvement. Every activity (e.g. breakdown of rewards instances and results, segmentation by individual, house, class and group and when and how teachers are rewarding) can be reported on.

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Positive Behaviour and SMSC Positive Behaviour programmes need to be implemented at every level from staff room to classroom, right through to home life. Vivo matches the ethos and reporting requirements for PB programmes and SMSC objectives.

join the debate / agenda

A Royal College of Teaching ATL general secretary Mary Bousted looks at the reasons for, and potential role of, a Royal College of Teaching

he Education Select Committee wants one. Michael Gove isn’t sure but thinks it’s okay, as long as he doesn’t have to pay for it. But before we decide whether a College of Teaching is the answer, we have to look at the question. The question, in my view, is why is teacher morale so low? The evidence cannot be ignored. Survey results show clearly that too many teachers are not enjoying their work. There can be many interrelated and complex reasons for low morale, which can include excessive workload, excessive stress caused by inspection and target-setting and the frenzy of activity that characterises the current working day for teachers (who, lest we forget, cannot retreat to the office, decide upon their own work priorities and take some ‘quiet time’ — Year 9 awaits). But the biggest cause of low morale is lack of autonomy. Teachers, like members of any profession, want to feel in control of key elements of their practice. Sadly, they do not feel this is the case. The current coalition government excelled itself in demonstrating the problem. The first legislative act of the coalition was its Education Bill, rushed through with the speed normally reserved for terrorist legislation. It comes to something, I think, when teachers are regarded by politicians as such dangerous opponents. For the past 40 years the coalition and its predecessors have driven a constant revolution in education policy. Each succeeding administration, keen to make its mark and widen its influence, has introduced legislation to control the education system. We are now at the end of the road of this approach. We have arrived at a place where too many teachers feel little or no autonomy and where matters that should be left to the teaching profession — matters that go to the heart of what it is to be a professional — are the subject of ministerial diktat. The curriculum, the qualifications that count, teaching and learning strategies,

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approaches to SEN, teaching standards other. In consequence, a professional body and so much more — all are decided by plays a crucial part in generating continuous politicians whose conclusions are fine for improvement across the profession. the sound and fury of Westminster village, “This is an idea whose time has come. A but utterly unsuitable for raising standards new College of Teaching has the potential of teaching and learning in our schools. to become the deeply respected voice on And now even the politicians are professional matters that teaching needs, recognising the monster of their own and to develop the teaching profession in creation. In a recent report, the Education this country as the finest in the world. In Select Committee recommended that an doing so, we believe that it will make a independent body for teachers should be significant contribution to the lives and life established, and one of its members, chances of children and young people in Charlotte Leslie MP, has taken the idea this and future generations and so to the forward and edited a booklet with a wide success of our country.” range of contributors supporting the As a commissioner I was able to clarify a establishment of a College of Teaching. very important issue, which is that a College Concurrently, The Prince’s Teaching of Teaching would have nothing to do with Institute has established a commission, teachers’ pay and conditions of service. upon which I have sat as a member, to This is the work of the education unions. examine the potential of such an institution. ATL is a future-looking union, amply The commission has demonstrated by the drawn up a consultation fact that we have set up A new College of document to find out Teaching has the potential a member task group whether a College to examine whether an to become a deeply of Teaching would independent body for respected voice find support in the teachers would be a profession — see valuable addition to www.princes-ti.org.uk/CollegeofTeaching the professional range of bodies already for more information. established (including, notably, unions and The proposals contained within the subject associations). The task group has consultation are for a College of Teaching concluded that it would support such a that would be an independent professional body and sees no conflict of interest with body for teachers. The following point is the work of ATL — rather, ATL’s strong made in the introduction to the consultation. record in member development and CPD “In many other walks of life, professionals and its strong policy base would choose to belong to a Royal College or complement and contribute to the similar professional body which serves work of a College of Teaching. several critical functions: it sets standards ATL has concluded that the creation of performance for the profession, the of an independent professional voice is expectations that professionals have of one needed; a place in which the profession another; it translates these standards into can regain the ground on which it should training requirements for those entering stand and control over professional practice, the profession, and ongoing professional freed from the micro-management of development expectations for those who are ill-informed and ignorant politicians. qualified; it ensures that professional practice is grounded in the best up-to-date evidence; What do you think of the idea of a Royal and it connects together leading researchers College of Teaching? Let us know using the and practitioners so that each informs the details on page 17.

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June/July 2013

join the debate / Scotland, Wales, Northern Ireland

Northern Ireland Mark Langhammer

Scotland Keith Robson

Are conditions in voluntary grammar schools at risk?

Guidance on mobile phone use gets a good reception

The draft Education Bill’s legislative progress has been slow. Controversy has centred on voluntary grammar schools’ desire to maintain their current freedoms, in particular the ‘hire and fire’ function. Little light has been shed on the potential dangers facing teachers in these schools. Under the draft Bill, staff would be protected by the Transfer of Undertakings (Protection of Employment) Regulations (TUPE) for two years. Thereafter all schools are required to submit schemes of employment and schemes of management to the Education and Skills Authority to set out their proposed employment and management practices. Controlled and maintained schools would be encouraged to adopt ‘model’ schemes. In the case of Catholic voluntary grammar schools, it’s likely that the ‘submitting authority’ for the schemes of management and employment would be undertaken by trustees, rather than governors. As such, all Catholic faith schools could adhere to a single model scheme. ATL’s fear is that voluntary grammar schools will seek the maximum degree of autonomy possible under the Bill, as may grant-maintained integrated schools and Irish-medium gaelscolaíochta. The Bill, as it stands, would require submitting authorities to submit schemes that meet the bare statutory minimum in employment protection. Voluntary grammar schools would be enabled to submit schemes that divest themselves of any requirement to adopt procedures agreed within the Teachers’ Negotiating Committee. As such, teachers run the risk of their conditions of service being significantly diluted over time, compared to the relative safety they might expect under the model schemes to be enjoyed by controlled or maintained schools. We must be very clear with grammar school teachers: the freedom sought by your schools may be simply the freedom to diminish your conditions of service. Be on guard!

Behaviour is never far away from the media spotlight or indeed members’ thoughts, as witnessed by the response to the recent ATL survey on the issue (p10). In March, the Scottish Government published new guidance, Better Relationships, Better Learning, Better Behaviour, following recommendations from the Scottish Advisory Group on behaviour in schools. The guidance included recommendations on key issues including: detailed advice on the safe and responsible use of mobile phones to be provided to schools later this year; increased access to training and support for school support staff; and increased engagement with parents to ensure a consistent approach to behaviour both at home and at school. Schools will also be required to develop a statement on

June/July 2013

Wales Dr Philip Dixon Behaviour management should be a priority for Wales’ ITT review The Welsh Government has commissioned a review of initial teacher training (ITT). We are still awaiting the results of the review and its recommendations. As a member-led union, we surveyed our members to find out what they thought, segmenting the membership into those who had been teaching for some time and those who had started teaching in the last two years or so. While there were interesting differences of opinion on the value and worth of the current ITT set-up in Wales, there was unanimity of desire that one issue should receive much more investigation when students were training and beginning their teaching careers: behaviour management. Members who had been teaching for

culture, ethos and values to be included in the school handbook. The Behaviour in Scottish Schools 2012 research report found that low-level disruptive behaviour, while decreasing, is still too common and has “a bigger day-today impact on the learning environment than serious disruptive behaviour or violence”. The guidance on use of mobile phones is to be particularly welcomed. Members tell me they increasingly want to embrace modern technology within their learning and teaching strategies; however current policies on their use are a grey area. We hope that the advice, when it is published later in the year, specifically tackles the issue of teachers being filmed without their permission in the classroom. We would, as always, be keen to hear your views and find out what is happening in your workplace. Email scotland@atl.org.uk.

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The guidance on use of mobile phones is to be particularly welcomed

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some time felt that more recent colleagues were finding the entry into the classroom more difficult, while those newer entrants were concerned their ITT was not giving them enough help, support and guidance on how to secure and sustain good behaviour. There is a certain amount of truth that effective classroom management can only come after exposure to the ‘real thing’ as it were, and any job requires one to mount the learning curve of actual experience, which no amount of theory can supplant. However, with advances in neuroscience and psychology we do know a great deal more about behaviour than previous generations and it seems as if that learning has not been fully embedded in some of our ITT institutions. ATL Cymru is looking forward to the outcome of the ITT review but is not expecting it to be a panacea. We will continue to support members who face unacceptable behaviour but also to enable members to learn from the best: page 10 of this issue of Report is doing just that. www.atl.org.uk

The greatest risk in volunteering overseas is...

you’ll never want to come back.

So what’s stopping you

'ƌĞĂƚ ƉƌŽŐƌĞƐƐ ŚĂƐ ďĞĞŶ ŵĂĚĞ ŝŶ ZǁĂŶĚĂ ƚŽ ŝŵƉƌŽǀĞ ƚŚĞ ĂƩ ĞŶĚĂŶĐĞ ĂŶĚ ƉĂƌƟ ĐŝƉĂƟ ŽŶ ƌĂƚĞƐ ŝŶ ĞĚƵĐĂƟ ŽŶ͘ zĞƚ͕ ƚŚĞ ƋƵĂůŝƚǇ ŽĨ ĞĚƵĐĂƟ ŽŶ ĚĞůŝǀĞƌĞĚ ƌĞŵĂŝŶƐ ĂŶ ĂƌĞĂ ĨŽƌ ŝŵƉƌŽǀĞŵĞŶƚ͘ s^K ŝƐ ǁŽƌŬŝŶŐ ǁŝƚŚ ƉĂƌƚŶĞƌ ĂŝĚ ŽƌŐĂŶŝƐĂƟ ŽŶƐ ĂŶĚ ƚŚĞ 'ŽǀĞƌŶŵĞŶƚ ŽĨ ZǁĂŶĚĂ ƚŽ ĞŶƐƵƌĞ ƋƵĂůŝƚǇ ďĂƐŝĐ ĞĚƵĐĂƟ ŽŶ ĨŽƌ Ăůů͘ tĞ ŶĞĞĚ ƉĂƐƐŝŽŶĂƚĞ ĞĚƵĐĂƟ ŽŶ ůĞĂĚĞƌƐ ƚŽ Į ůů Ă ƌĂŶŐĞ ŽĨ ŽŶĞ ƚŽ ƚǁŽ ǇĞĂƌ ǀŽůƵŶƚĞĞƌ ƉůĂĐĞŵĞŶƚƐ ƐƚĂƌƟ ŶŐ ŝŶ September 2013 ƚŽ ŚĞůƉ ĚĞǀĞůŽƉ ƚŚĞ ŝŵƉĂĐƚ ĂŶĚ ĐĂƉĂďŝůŝƟ ĞƐ ŽĨ ƉƌŝŵĂƌǇ ƐĐŚŽŽůƐ ŝŶ ZǁĂŶĚĂ͘ zŽƵ ĐŽƵůĚ ŚĞůƉ ďƌŝŶŐ ĞĚƵĐĂƟ ŽŶ ƚŽ ůŝĨĞ ďǇ ĚĞǀĞůŽƉŝŶŐ ƐĐŚŽŽů ĐŽŵƉĞƚĞŶĐŝĞƐ Žƌ ďǇ ƐƵƉƉŽƌƟ ŶŐ ƐĐŚŽŽů ůĞĂĚĞƌƐ ƚŽ ĚĞǀĞůŽƉ ƚŚĞŝƌ ƐĐŚŽŽůƐ ƚŽ ďĞĐŽŵĞ ƚŚĞ ŚĞĂƌƚ ŽĨ ƚŚĞ ůŽĐĂů ĐŽŵŵƵŶŝƚǇ͘ dŚŝƐ ŝƐ Ă ŐƌĞĂƚ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ƐŚĂƌĞ ǇŽƵƌ ƐŬŝůůƐ ǁŝƚŚ ŽƚŚĞƌƐ͕ ĂŶĚ ĞǀĞŶ ůĞĂƌŶ ŶĞǁ ŽŶĞƐ ƚŽŽ͘ dŽ Į ŶĚ ŽƵƚ ŚŽǁ ǇŽƵ ĐĂŶ ďĞ ƉĂƌƚ ŽĨ ZǁĂŶĚĂ͛Ɛ ũŽƵƌŶĞǇ͕ ǀŝƐŝƚ ǀƐŽ͘ŽƌŐ͘ƵŬͬĞĚƵĐĂƟ ŽŶƌǁĂŶĚĂ

join 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.

STAR LETTER More adventures of the Mr Men

Inspiration, not statistics

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A Williams, Watford

WIN

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

Good to be back After teaching abroad then having a career break of two years to bring up my family, I’m going back to work at a UK school in September. As I read Report, talk to former colleagues and listen to the news, it is hard not to feel dread at apparently mindless government initiatives, piles of paperwork, the lack of financial support and Ofsted, which will soon be part of my daily life. Nevertheless, I am very excited to be returning to the classroom. I miss the camaraderie, hubbub and interactions with interesting, dynamic and inspiring people — pupils and staff alike. I miss June/July 2013

the intellectual challenge of engaging with my subject and sharing my passion with my classes. I miss the sense of purpose, the energy and momentum of a full day of teaching; I even miss the structure and the bells! I realise I am viewing the job with a rosy tint, having had time to edit out the parts none of us relish, but I feel lucky to have secured a job. As soon as I walked into the school, I felt the buzz return. I am looking forward to teaching teenagers again, after two years with a baby and toddler — and perhaps some of the same challenges! Name withheld

TIM GAINEY/ALAMY

SEAN GLADWELL/ALAMY

Michael Gove’s government is obsessed with data-gathering. The key stage exams represent only the most public examples of this fundamental fact. This is frequently infuriating for teachers, who are taken away from the joy of classroom practice and instead shackled to box-ticking tasks that are as irritating as they are useless. Politicians argue these tasks are essential to push up standards. Without reliable data, they say, we cannot judge whether standards are Establishing excellent improving, stagnating or declining. relationships is the key to This view is typical of politicians great teaching like Gove who have never managed a classroom. It woefully ignores the fact that it is not changes in data but the establishing of excellent relationships that is the key to great teaching. I don’t remember the predicted grades my teachers awarded me at school, nor where we sat in the league tables. I remember the teachers who gave me their time to help me understand new ideas; I remember respecting teachers enough to listen and learn from them; I remember the teachers who listened to my ideas and inspired me. At the heart of this obsessive data-gathering is the presumption that teachers can’t be trusted to build effective professional relationships without monitoring and, ironically, the imposition of all this ‘essential’ paperwork makes the fallacy a truth. We no longer have the time to get to know our classes as we formerly did. They exist as numbers on a system. And so relationships are sacrificed in the pursuit of statistics, to the detriment of students everywhere. How long before we’re finally required to maintain ‘relationship logs’ that no one will read or use, but which must be filled in periodically to satisfy the inspectors when they pop in for a flying visit? Are you building effective relationships with your pupils? I would if I had the time. But unfortunately, I’m behind with my relationship log so it’ll have to wait.

I was inspired to write this tale following Michael Gove’s attack on teachers using Mr Men characters to teach about Hitler. Long ago, in a land you would hope would be make-believe, but was not, there lived a rather difficult person. His name was Mr Grovel. And why was he so difficult? Well, it all started a long time ago when Mr Grovel grew an incredibly long nose, which he liked sticking deep into other people’s business, even when he knew very little about what he was talking about. When his plumbing broke he called the plumber; but then, instead of letting the poor man do his job, he went about telling him how to do it so his plumbing got all mixed up. Hot water came out of the cold tap, cold out the hot and goodness knows what came out of the toilet! Then, when his car broke down, he called a mechanic. He enjoyed nothing more than telling the mechanic the oil should go on the wheels and the wheels didn’t need to be screwed on at all. Well you can guess what happened — yes children, he crashed. Then Mr Grovel got a job running Education Land. All the teachers wanted to help him because Mr Grovel wanted to improve education. But — you’ve guessed it — he didn’t listen to any experts at all, except the ones who said what he wanted to hear. So, the wheels fell off the exam system, the teachers became all sad and disillusioned and lots of schools that had been good a short while ago were told they were rubbish and had to change their names. What a kerfuffle. It was a bigger mess than when Mr Messy had been in charge of Education Land and a bigger nonsense than when Mr Nonsense had been running the place. Furthermore, it was just like the days when Mr TopsyTurvy had been the boss. Oh dear, oh dear children, whatever are we to do? Well, some stories have a happy ending, but sadly in Education Land it seems no happy ending is in sight. A Roberts, Staffordshire

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profile / CBI on education

The business of education

he UK education system fosters a cult of the average and fails to stretch the most able or support those who most need help. These were the headline conclusions from business lobbying organisation the Confederation of British Industry (CBI) when it released a report into education called First Steps in 2012. The CBI represents more than 240,000 businesses, from FTSE 100 companies to small start-up firms. First Steps went further than the CBI’s traditional focus on post-14 education, looking at all stages from early years and childcare onwards, drawing opinions from both the business and education world. Its main contributor was James Fothergill, the CBI’s head of education and skills policy, who explains the business view of education: “We feel what is needed still is an agreed consensus on what we want the education system to do and what outcomes we are after. What is important for young people to develop throughout their time in education? “For us, that is the balance of developing core knowledge and skills but also for young people to embrace the personal qualities and attributes that business says are important and what they look for in future employees.” Aspects of the education system do not match up to these expectations, he says. Some years ago the CBI put together a list of “employability skills”, including teamworking, problem-solving, good analytical thinking and communication. The intended message was that these needed to be embedded into the curriculum, with learning these skills being integral to all subjects. “But that message had become misunderstood: that these skills needed to be taught separately in the curriculum and would need more time,” explains Fothergill. “We’ve tried to break that perception by redefining the skills as behaviours, habits or characteristics that need to be developed. In the report we have a list, not exhaustive, of the types of people businesses look for; those who are determined, emotionally intelligent, optimistic, resilient.” The CBI has also voiced strong views about the Department for Education’s recent curriculum proposals. Although overall supporting the stated aims and outcomes and what it sees as a reduction in the prescription of the national curriculum, it would like to see even less prescription across non-core subjects. “We had particular issues with specific content of subjects like design and technology,” Fothergill says.

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Business lobbying group the CBI wants agreement on curriculum and assessment systems and is adamant performance-related pay will work in education. Interview by Alex Tomlin “We didn’t feel it was really reflecting the needs of industry. It was weighted quite heavily towards food preparation and nutrition and we’d want to redress that balance.” He is also keen for balance in the assessment regime. He believes it had gone too far down the road of teacher assessment, coursework and modularisation, but is wary that attempts to change that lean too far towards highly rigorous exams and 100% external assessment. “What’s missing is a proper debate, with views asked for across the education sector,” he says. “It would be good for us to be involved. We believe it should probably be a combination of different types of assessment; a different balance of assessment in different subjects. What we’ve got to be careful to avoid is what we’ve had in the past, and are still in transition through, which is an exam treadmill where you’re asking young people to cram for exams because of issues like teaching to the test, and squeezing the interest out of subjects because young people feel under pressure.” ATL is also concerned about teaching to the test and believes assessment involving all pupils should focus on enhancing learning, not on evaluating schools. Other forms of evaluation should focus on institutional effectiveness. Sample tests should be used to help evaluate the education service as a whole. Another long-standing source of debate in education is the so-called academic/vocational divide, something Fothergill feels passionately about. “Vocational courses and qualifications don’t get the recognition they deserve and we’ve absolutely got to break that,” he says. “We’re trying to make some headway. Let’s just call them vocational A-levels and have them alongside academic A-levels. It would provide a focal point for kids to start considering a vocation.” He believes the public view of vocational courses needs addressing. “The general view is that vocational is inferior to academic. It’s probably a sweeping generalisation, but I get the feeling parents think about vocational courses as

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Vocational courses and qualifications don’t get the recognition they deserve and we’ve absolutely got to break that

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June/July 2013

James Fothergill of the CBI wants more business involvement in education

being for other people’s children, not their own.” However, Fothergill points out that there are a greater number of companies recruiting young people after Alevels than are recruiting university graduates. “Vocational and academic could be more blended together,” he says. “Why shouldn’t we have young people doing English A-level and a more applied A-level? [But] we have an education system that has evolved to make that difficult.” The CBI wants more business involvement in education in a mutually beneficial form. As an example, Fothergill cites a programme called Business Class, run by business-led charity Business in the Community. It partners schools with businesses, with the businesses offering anything from class talks by employees to construction companies helping with school-building repairs. On the subject of businesses being involved in actually running schools, Fothergill offers a cautiously positive response. “We haven’t got a particular view on the academies programme,” he says. “We’re cautious about getting dragged into a debate about particular structures and types of schools. There are positives about academies, such as the decentralising of control to schools, but clearly there needs to be the support given to make it work.” And what about the idea of privatising schools to be run for profit, as many believe the academies programme is laying the foundations for? “Clearly, running schools for profit is a political issue and would be a political decision if made,” he says. “There are a lot of businesses running academies and ultimately there is a profit-making role we shouldn’t dismiss out of hand. But equally, I’d want to be looking at where profit-making has had a role in other education systems so we could learn from that.” However, he is unequivocal on another controversial policy move: performance-related pay (PRP). “A large June/July 2013

number of companies across a range of industries use PRP, and see the benefits in developing staff and their morale where good work is rewarded and underperformance is addressed. We absolutely need to see that in education as well,” he says. ATL has many serious concerns over PRP, including that the factors affecting children’s educational progress are extremely varied and cannot easily be measured, and that there are difficulties in allocating credit for a pupil’s progress (or blame for a lack thereof) to one particular teacher in a team. Furthermore, none of the nations with the highest-performing education systems globally has implemented performance-related pay. There have also been warnings from the OECD that using the appraisal system to both decide pay and offer improvement opportunities for teachers will prove impossible, with teachers unwilling to reveal perceived weaknesses that need addressing for fear of adversely affecting their pay. See www.atl.org.uk/paynews for the latest updates as the implementation of the process begins in September. Addressing ATL’s concerns, Fothergill responds: “It’s important to consider those challenges when establishing criteria, but as a principle PRP is absolutely the right thing to have. The appraisal system is broadly how we operate within industry. Appraisals need to be tailored to the setting. I think businesses would be willing to get involved and offer advice on that.” Looking to the future, Fothergill sees the CBI “looking more closely at the education systems of the devolved nations”, which were also included in the First Steps report. He would also like to see increasing relationships with education unions. “I hope we can ensure we have good lines of communication with unions; communicating our priorities and having a healthy debate. I have presented to primary and secondary members of NUT and ATL, and it’s been great to hear where they agree with us and when they are more challenging on issues like PRP,” he explains. “What goes on inside a classroom with a teacher has the biggest impact on a child’s education,” he says. “I have been bowled over by the level of professionalism of teachers and headteachers we have spoken to.” He adds that he has welcomed “the real keenness to speak to us at CBI and make the connections with employers”. “I would want to get across how important education is to business and how willing businesses are to get involved in the education sector in one degree or another,” he says. “They are particularly willing to be involved more than in the past in more traditional areas like careers and work experience. We certainly want to scale that up to be much broader.” What do you think about the CBI’s views on education? Can PRP work? What would be the effect of schools run for profit? Let us know what you think using the details on page 17. www.atl.org.uk

New Training 2013/14 At YoungMinds we offer a range of courses to support emotional wellbeing in schools, designed specifically for education professionals. All our trainers are experts in the field of emotional wellbeing in schools and highly experienced in delivering continuing professional development.

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www.youngminds.org.uk

feature / body image

Perfect bodies More than ever, young people lack confidence in their own bodies. ATL is part of a campaign to help reverse that trend. Words by Alex Tomlin

‘‘

June/July 2013

’’

IMAGE COURTESY OF CENTRAL YMCA

ow self-esteem, anxiety, lack of ATL member told the survey: “My Year 6 confidence, dieting, extreme classes are gobsmacked when we show exercise regimes, eating disorders, them how stars really look when they are self-harm and saving up for not airbrushed.” cosmetic surgery are just some Comments by parents can also be a factor, of the worrying consequences of young says Helen. “Parents may call their children, people trying to achieve the ‘perfect body’. quite innocently, chubby, skinny or lanky. ATL’s survey of members on body image Heard frequently, that can cause anxiety. earlier this year showed 78% of respondents Mothers talking about their own diets or believe girls have low body confidence, and asking if their bum looks big in this can 51% believe the same for boys. have an effect on the child’s perceptions The survey was linked to a motion at ATL’s of themselves as well.” Conference, asking ATL to get involved in Body image can be even more of an issue the All Party Parliamentary Group (APPG) for children with disabilities or for ethnic on body image. Proposer Helen Porter, a minorities. “Those who don’t live up to the biology teacher, had her own experience of ‘perfect image’ label may include people who trying to achieve an impossible body shape, are disabled or people from different ethnic watching Olivia Newton-John in Grease and backgrounds, and anyone who is not from “dreaming of wearing those skin-tight the dominant target demographic,” says trousers. So I lost some weight, and then a bit ATL’s equalities officer Wanda Wyporska. more, eventually reaching seven and a half All these influences, says Helen, can cause stone on my five foot ten frame. I have never young people to become anxious about their suffered from an eating disorder but I came body image, leading to low self-esteem, very close.” which can affect their education, from not Now, after teaching concentrating in class and for 25 years, she sees avoiding sports classes, to Everyone can be similar problems on not wanting to go to school proud of their body the rise. “Body image at all. pressure on adolescents This is why, in May, has always been there but it’s increasing,” she Helen attended a campaign stakeholders’ says, “and the children are becoming more meeting of the APPG on body image, aware at a younger age. which is developing working groups on, “The body images young people aim for among other areas, education. are even more unrealistic,” Helen continues. The APPG campaign’s aim is to improve “The vast majority of girls want to achieve body confidence for the UK as a whole. The their ideal body image of long slim legs, education working group is looking to narrow waist and big breasts, but that would endorse a programme of existing education only be possible for five per cent of them.” resources so teachers can easily find the most Helen believes the escalation in the issue appropriate ones for their classes. has many causes, including celebrity culture, Helen wants to see lessons on body image the media and magazines devoted to celebrity and well-being in PSHE lessons, starting weight loss and gain. On top of this is a trend from eight or nine, or even younger, and for criticism of celebrities’ bodies on social continuing until 16. “These would try to media, not to mention similar criticism of shift the focus away from the idealised image pictures of young people by their peers. towards a healthy body, emphasising healthy The fact that photographs of celebrities are diet and appropriate exercise, so everyone often retouched means images may not even can be proud of their body, whatever their be attainable for the stars themselves. One shape, size, proportions or colour.”

However, she is very worried that the proposals for the new national curriculum contained no PSHE curriculum. The YMCA, which acts as the secretariat for the APPG, has launched its own qualifications for young people, designed to help raise their self-esteem. ATL will also include CPD on body image education for members in next year’s training programme. Details of this will be available in due course. “My goals for the campaign are to improve body confidence and to celebrate diversity,” Helen says. “As a biology teacher I am very aware of how amazing the body is. Valuing your body is a great thing. “I’d like members to get involved, to make sure there is some body image education going on in their school, to talk to other colleagues about it to get the ball rolling and to familiarise themselves with the campaign website. “I would also encourage them to contact me. I’d like to hear their experiences in tackling body image in their schools.” You can contact Helen via the details on page 17. The APPG website can be found at www.ymca.co.uk/bodyimage and you can use the hashtag #bodyconfident on Twitter www.atl.org.uk

help and advice / legal

Employment tribunal fees ATL solicitor Mary Towers explains the latest on employment tribunal fees — and why union membership is so vital

TL’s regional officials are very successful in preventing many potential claims from reaching an employment tribunal by achieving a settlement at an early stage. When cases do end up at a tribunal, ATL members receive full support from ATL right up to the hearing and beyond. However, at the end of April, the government published draft legislation (called the Employment Tribunals and the Employment Appeal Tribunal Fees Order 2013) that has considerable significance for employees considering issuing a claim in an employment tribunal. In the September 2012 issue of Report, we outlined the key features of the proposed fee system and the draft legislation that has been published, along with guidance from the Ministry of Justice, which provides more detail about the fees. A new system of fees will be introduced for employment tribunal claims and appeals from 29 July 2013. This article outlines these latest developments, as well as providing a recap.

www.atl.org.uk

Summary of the fee system will still have to be made. There will be two types of fees generally The guidance suggests time limits for the payable by the claimant (the person issuing issue of claims will not be extended to give the claim). More complex claims such as claimants more time to pay fees. discrimination and unfair dismissal will attract ‘Type B’ fees (a £250 issue fee and Fees remission a £950 hearing fee). At the end of its draft legislation the More straightforward claims, such as government set out proposals for the unlawful deduction from wages, will possible reduction or waiving of fees, called attract ‘Type A’ fees ‘fee remission’. (a £160 issue fee and ATL members receive full The fee remission a £230 hearing fee). will be linked support from ATL right up to system Where there are to benefits, such as multiple claimants the hearing and beyond income support, and the fees vary. disposable income as Fees are also applicable for various well as capital savings, and it is likely to be types of applications made in the course very complex. of litigation. Sometimes the fee is payable However, ATL believes that the by the employer. For example, an employer likelihood is if someone other than the will have to pay £600 for judicial claimant (ie ATL) is paying the tribunal mediation. In relation to appeals to an fees, then the claimant cannot rely on the employment appeal tribunal, there will be fee remission. an appeal fee of £400 and a hearing fee of £1,200. Harder to bring claims The tribunal will be able to order that Whatever form the remission system takes, the losing party reimburses the winning it seems inevitable that more and more party for any fees paid, but reimbursement employees will be put off bringing claims is not automatic. in the employment tribunal as a result of The fee system will only apply to the new fees. In conjunction with other claims issued on or after 29 July 2013. reforms to the system, such as new rules for tribunal procedure encouraging early Sanction for non-payment conciliation and settlement (see Report, The Employment Tribunals (Constitution May 2013), it is inevitable fewer claims will and Rules of Procedure) Regulations 2013, proceed to hearing in an employment published in May, confirm that a tribunal tribunal. will reject a claim if it is not accompanied In this climate of reform of employment by the tribunal fee or remission application rights and access to tribunals, support (see below for information about between colleagues becomes all the more remissions). important, and ATL will usually pay the Failure to pay a hearing fee (or submit fees on behalf of members if their claim relevant remission application) as required has a reasonable prospect of success. in the hearing notice will result in the Members supported by ATL must tribunal issuing another notice specifying a comply with ATL’s members’ charter, date for payment/submission of remission which is available to download from application. Failure to comply with this will www.atl.org.uk/memberscharter. result in dismissal of the claim. An Remember, ATL is always here to application for reinstatement of the claim help. You can contact ATL on any issue can be made, but for reinstatement to be concerning your employment using the effective, payment/remission application details on page 23.

‘‘

’’

June/July 2013

help and advice / contact

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

Membership enquiries 020 7782 1602

General enquiries 020 7930 6441

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

Email: info@atl.org.uk Website: www.atl.org.uk London: 7 Northumberland Street, London WC2N 5RD. Belfast: 16 West Bank Drive, Belfast BT3 9LA. Tel: 028 9078 2020. Email: ni@atl.org.uk Cardiff: 9 Columbus Walk, Brigantine Place, Cardiff CF10 4BY. Tel: 029 2046 5000. Email: cymru@atl.org.uk Edinburgh: CBC House, 24 Canning Street, Edinburgh EH3 8EG. Tel: 0131 272 2748. Email: scotland@atl.org.uk AMiE members: 35 The Point, Market Harborough, Leicestershire LE16 7QU. Contact your AMiE regional officer (contact details at www.amie.uk.com) or call the employment helpline 01858 464171. Email: helpline@amie.atl.org.uk

Email: membership@atl.org.uk

Pension enquiries 020 7782 1600 Out of office hours helpline 020 7782 1612 Personal injury claims 0800 083 7285 Call Morrish Solicitors LLP, ATL’s appointed solicitors, or go to www.atlinjuryclaims.org.uk. This service is open to members and their families, subject to the rules of the scheme. ATL should be your first port of call in the event of work-related issues. If you feel you need emotional support, Teacher Support Network is a group of independent charities and a social enterprise that provides emotional support to staff in the education sector and their families. Their support lines are available 24 hours a day:

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

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

June/July 2013

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

report THE MAG AZINE

FROM THE

Beha io ur mattevrs

ASSOCI

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JUNE/JU OF TEA CHERS LY 2013 & LECT URERS £2.50

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help and advice / guide

The importance of play Being playful can help us to become even better teachers, explain teaching and learning trainers Andy Griffith and Mark Burns

y play, we mean a range of active and creative strategies that help students explore and interact with their learning. Play can be planned or unplanned. Planned play is when education staff use a play strategy in a deliberate way to engage students with what they are learning. They try to match a play strategy, such as a game, with the learning objectives, seeking a ‘best match’ to enable the concept to be explored and ultimately understood. Unplanned play is more spontaneous; this is where education staff use activities that might be described as ‘playful’ simply to engage students. An example of this might be using ‘misdirection’ to challenge students. For example, getting students to copy down a statement and then telling them that it contains three grammatical mistakes. This creates a playful challenge for them to discover what the mistakes are and to correct them. Such games can wake them up and focus them more deeply on their learning. When used effectively, methods like these can deliver hard and fast results. In short, play is a serious business! In playful environments both learners and education staff are more relaxed and focused. This creates better relationships and more trust. In playful classrooms students also feel more comfortable in sharing their mistakes.

How can you build play into your classes? Let your students know you value play Make sure your students know you value play and find ways to convince them, if they need convincing, that play can help them to learn. Use the language of ‘play’ (which usually has positive connotations) instead of ‘work’ (which can have negative connotations). Use phrases like: “Play around with those ideas for a few minutes,” or “Let’s play this strategy game and see what we discover.” The metaphors we use can have a big impact on the atmosphere we create in our immediate environment. Find out how your students like to play Talk with students about play in their lives; for example, computer games, board games, outdoor games, card games, sports, dance and music. Find out their likes and dislikes to get an insight into their play habits and preferences. Cooperation and competition The games and activities in our book Engaging Learners are mainly cooperative in nature. If they do have a competitive element, it is in the spirit of challenge rather than there being any sense of ‘losing’. Competitive games with points systems can be used and have their place

in motivating students. However, if games are used to eliminate people — ‘you’re out’ games — they can create barriers between classmates, and losers may feel disappointed, angry and devalued. Be clear to students why you are asking them to play It is important to plan the games you intend to play in class well and be upfront with your students about your reasons for using them. As play expert Robert Fisher points out: “The job of the teacher is to see that educational play has purpose and structure … that it is not just merely filling time.”

What would an Ofsted inspector say? The days of the showcase lesson are over. It’s best not to think in terms of an occasional lesson observation but more about the sort of positive norms that you want to create in your classroom to help students learn. Any person coming into a playful classroom will see high amounts of engagement, challenge, cooperation, feedback and, above all, progress. Play tends to be the most natural and most memorable of all learning methods. Closing your mind to play also closes off the possibility of your students getting into flow (ie absorbed in their learning). A playful classroom may not necessarily be rated as ‘outstanding’ all the time, but it can form the foundation for students enjoying the challenge of trying to achieve the very best progress they are capable of. For us, that’s what being outstanding is all about. Andy Griffith and Mark Burns are the directors of MALIT and co-authors of the new book Engaging Learners (Crown House 2012). Visit www.malit.org.uk to find out more about their work or follow Andy and Mark on Twitter @OTeaching #outstandingteaching.

www.atl.org.uk

June/July 2013

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resources / info directory

ATL resources and training ATL suppor

Summer 2013

• Independent memb rsship member shi • AT ATL membe beneﬁts (p4

Term-time workers may be losing out leave their employme if they nt part-way the academic through year. A recent taken up by case, successfull ATL, y receiving several resulted in a member hundred pounds her school after she left before the end

Another member, who read the subsequentl Report article, y wrote to tell us:

“ Thank you so much emailed.

of term. My colleagu for the An article in article cheque the March e has edition of ATL’s from the magazine highlighted just receivedyou school the issue, where Report a I remembe for about member was a paid £521 £800. it to my r reading about owing to her. Thurrock colleagu it and Regional ofﬁcial, request mention e. Paul McLaughlin, ing but receivedShe made an member’s again with initial who took up case said: “For no reply, the term-time paid over 12 so writing success a copy of the workers who months, it’s . I wonder article are a bit like a holiday club; away without brought Christmas how each month you are effectively or away a certain the money many others walk amount which Again, they have putting thank summer when you will receive earned? have known you – I and you are not leave part-way working, therefore in the she would about article through the if you never in Report. this if not all the money year for the on the you have earned you should be given I will notice be including the putting up to that board the other bit that was a copy and emailing being put away point, termly school. paid support it to all for later.” ”

ATL slams

staff

Gove’s thre at to

ATL believes some workers be walking may away pay than they with up to 16% less are entitled to. This situation seems to be more frequently arising local authority as schools opt out of control and academy status, move to to academies, but it is not unique as more and schools fail more to understand the rules. If you believe this contact member may affect you, at mloates@a adviser Mike Loates tl.org.uk.

support staf

Michael Mic ichael hae ha a Go Gove’s ve’s calll ffor o a major or working working m orkin kking practices o overhaul verhaul of practices p cttices ticces es ffor or ssc school chool hoo teac ho “Michaell Gove “Michael met with teachers heerrs has h her Gove has hit a fur furious fu urrious ou rresponse ous e ponse espon a ne new the spect see it aas a nsse fr w lo low spectre from w in rraising om ctre of rredundancy m AT ATL, A aising direct d dir T TL, w TL ectt thr who edundancy h ho threat eat to “It is har assistantts assistants o suppor ffor or teac ssupport hard teaching ort staf d to see ho hing in his remit stafff job The T he Sec how remit to the jobs. Secretary Secr bs. w Mic Michael etary of St hael Go have ha Review Body,” Review ve cchildren’s School T School Gove State hildren’s best ve can a e ffor Body,” said B Teachers’ eeacheers’ o EEducation or asked ask ducation has ed the Sc inter interests AT ATL TL general School general secr e at hear ests chool he is adv Mary Bousted. hool hoo o Te advocating Bou Teachers’ T heartt when secretary eaac eeac acher usted. ocating ggetting heerrs’ R etary when (STRB) to Review eview Bod etting te lift Body Bo teachers teac ft a se photocopyin photocop y hers to do series ser eries ieess of yingg and or “It is onee thing o rrestrictions menial e rictions estrictions estr ial and order an administr der sstationery calling union than teac administrat ad on dministr minis m teaching. nisttrativ hing. If teac and referring rrather ive ve tas leader leaderss ‘T teachers teac referrring to tasks a s that teaching chers can ‘Trots’ hingg assistants ather an n be sc schools be or hools w critics ordered o itics as ‘enemies rots’ rrd der would e ed er ould lose the promise’, promise’,’, but his cr ggo, d to o, Collecting t perf C o ecting dinner ollecting perform. pe orm. of eextra threatening threatening x a suppor xtr din cchildren inner mone hildren with supportt ffor money, m one ney, photocop who who are poorly p ly paid poorl or ordering or special need photocopyi ph are often not dering hotocopying ng needs. g paper staf staff, paper and t ff, ying ds. It cannot ggood ng,, ood ffor on permanent or cchildren’s books hildren with thee sac be ks and rrecords eco en’s educat cords on pupil d kkeeping contractss, contracts, education sackk is appalling. ee g eeping tion and is pupi absen colossal w appalling . absencee and waste aste of taxpa a could ld all be added taxpayers’ other “His plans “His her data yer plan e s’ mone datta ns to move money.” move teac to teac y.” tteachers’ If yyou teaching the mo chers’ her tasks ou ha move. hing bac have byy makin b ve a view ve. sks und backk 20 years making view under ng teac teachers years Michael hers do basic h Gove’s proposals pr oposals please on Michael Gove’s being po admin jobs portrayed ortrayed as email nat are ar national re tional f for or an support suppor end ofﬁcial of to the emplo t staf teaching teac stafff Peter hiing assistants. employmen www.atl.o www Peter Mor ym .atl.orrg.uk mentt Morris orris at pmorr pmorris@a g.uk is@atl.or tl.org.uk. g.uk.

page one page

Post-16 news Our termly

newsletter

for members

in FE and sixth

forms

Summer 2013

Contents: News and advic ﬂoo • FE takes the (p2) re Conference is • FE sector zone mustt (2) rd an • Food, hurdles (3 Danny DeVito • New FE commis role? (3) rs (3) • FE fee fears • New qualiﬁcatio ’ FE ‘derreegulated’ • Higher Educatio Educatio rt Further re Skills Conferenc

Sixth form pay

ra • FE reps’’ training skills • Functional ATL (4) AT ATL speaks (4) • AT

o s iation otiati negot

into ATL entered in negotiations other April with the and trade unions the employers’ body. representative

withdraw Employers Forum (NJF) pay

offer

Post-16 News newsletter Members working in the post-16 sector have been sent the latest issue of Post-16 News, which leads with updates on pay negotiations in both FE and sixth form. There are also details of post-16 activity at ATL’s Annual Conference, including motions on: the collective detrimental

l to improve organisationa • local strategies colleges’ sustainability are critical to services. performance Joint of outstanding on The second National for 2013-14 was held for and the delivery there is a need meeting in April, negotiations sides recognise the first meeting regarding Therefore both May 2013. At by the in local discussions Thursday 16 in the tion was tabled positive engagement responsive and proactive recommenda . This the following to be g environment colleges’ needs Colleges (AoC): Association of of an ever-changin for those earning management discussion regarding pay increase and positive and • 0.5% consolidated includes an open pay, flexibility ss at below to incremental above £15,000 responsivene approaches those earning for support which pay increase working practices • £150 flat rate might local level.” £15,000 how the NJF rejecting the to discuss further unanimous in , the AoC • a willingness The unions were adjournment Living Wage. an the towards tion. Following table in its support work on the recommenda tion from the tion was provided third meeting a number removed the recommenda unions that the The above recommenda trade unions agree to The entirety and advised the would go ahead the joint 25 June 2013, a joint statement. condition that for in out set the s to be place at officer of the NJF, scheduled presented at of commitment discussions take and statement was statement. ATL only if meaningful employers’ proposed May, as follows: engage the AoC’s proposed on 16 willingness to level regarding second meeting confirmed their 4 June on the joint for unions made is other the tion was arranged and a meeting “This recommenda available to at officer level will be made g that: information based on understandin uk as these 2013. Further award will be at www.atl.org. ion of the pay ATL’s website college • implementat members via at each individual employment affordability discussions continue. is to maintain to for colleges • the priority improve services continuously to sustain and and communities learners, employers

page one page

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

www.atl.org.uk

effect of government policy on the sector; the need to promote and maintain the professionalism of FE lecturers; the Scottish Government’s agenda for post-16 reforms; and the current system of free school meals. Also covered is the FE sector zone, which featured presentations and question-and-answer sessions on a variety of topics. Elsewhere in this issue there are ATL’s concerns about the new FE commissioner role, fears over FE fees, ATL events, and Arnold Schwarzenegger and Danny DeVito even get a mention. ATL diary The 2013/2014 ATL diary has been sent to school/college representatives, health and safety representatives, union learning representatives, Executive Committee members and branch secretaries. Copies can also be ordered from ATL’s despatch service at a cost of £3.50 including postage and packing. The bright and cheery diary comes complete with a week-to-view (Monday to Sunday) and a handy facing page on every double spread for you to make your own notes. Running from mid-July 2013 until December

Diary 2013-14

-14 ATL diary 2013

ATL Support newsletter The latest issue Are you mis of ATL Support sing out on pay? has been sent to all support staff and to reps in the independent sector. It leads with the case of an ATL member who was paid term time only who, with ATL’s assistance, reclaimed over £500 owing to her after she resigned part-way through the year and was not paid all the wages due to her. ATL asks if there are other members who may also be owed money. Also included is ATL’s response to Secretary of State Michael Gove’s call to lift restrictions on admin tasks undertaken by teachers, thus threatening support staff jobs. There is coverage of ATL’s Conference where classroom observations of support staff were debated, a government announcement that school nurses will have a bigger role in supporting children’s health, and news from the independent sector.

Our termly newslette in the maintaine r for support d and independe staff members nt sectors

Contents News and

• Conference re support rt staf observation • Bigger Bi role ol f nurses rs (p3) • Staying in th • Guide to wo independent

2014, it is packed with useful information for members, including ATL policies, services, benefits and pensions, a comprehensive useful websites section, and much more. A handy timetable planner and London underground map are also included. Visit www.atl.org.uk/ diary to order online. An order form also appeared in May’s Report magazine or you can order via the details on the right. Wall planner The ATL wall planner for the upcoming academic year is being sent to all members (excluding student and newly qualified members) with this issue of Report.

Achievement for All ATL’s publication, packed with practical information and ideas on teaching pupils with special educational needs in mainstream schools and colleges, has been updated to reflect the forthcoming changes in SEN. These include the replacement of statements with the Education, Health and Care Plan, joint planning and commissioning by LAs and health services for children and young people with SEN, offering parents and carers a personal budget and others.

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

June/July 2013

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Annuities, Retirement options Financial Protection Savings & Investments Call: 0800 917 8875 ó Email: ATL@endsleigh.co.uk ó www.endsleigh.co.uk/ATL Endsleigh Financial Services Limited is authorised and regulated by the Financial Services Authority. This can be checked on the FSA Register by visiting its website at www.fsa.gov.uk/register/ Endsleigh Financial Services Limited. Company No: 4132605 registered in England at Shurdington Road, Cheltenham Spa, Gloucestershire GL51 4UE.

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June/July 2013

29 1

Prize crossword

Across 1 Clots high on hash where lessons are taken after dark (5,6) 9 Master C in trouble — he’s done wrong (9) 10 Reduced-price events organised in the middle of classes (5) 11 Oral is all right with pens distributed outside (6) 12 New masters to include Head of Theology? Sleep on it! (8) 13 No rise arranged for such children over the age of 11? (6) 15 Fictional schoolboy has time at the wicket — I change from English to French (8) 18 Miserably inadequate piano, but teach it anyhow (8) 19 Makes minor changes to new Madness (without Suggs initially) (6) 21 Upper level of exams — maybe Dave can do first half (8) 23 Be of the opinion that conker is smashed! (6) 26 Heads of three universities talk of recruiting private teacher (5) 27 A lab taped off — can be modified for new purpose (9) 28 Short period in Great Britain, mid-week, for this children’s competition (8,3)

Down 1 Agent of our downfall points to me and little sister (7) 2 Enthusiasm shown in teaching us today (5) 3 Here’s variety in large book — Men in a Boat? (9) 4 Fellow to become sore on exposure to cold weather? (4) 5 Fiercely angry about great duo splitting (8) 6 Composer takes last letter in roster (5) 7 Takes exams again, including end of Tripos, but struggles? (7) 8 Noel rang round for Wilde’s Mr Moncrieff (8) 14 Tiny VAT change I introduced to primary school play (8) 16 Deprived of feeling, awkwardly enter the Camerons’ home (6,3) 17 New artist Lee lacks skills ultimately, but is able to read and write (8) 18 Stapler adapted as basic piece of first-aid equipment? (7) 20 Sir, topless scene is arranged to be honest and genuine (7) 22 Perhaps undress without us — we’re boringly studious types! (5) 24 Some like baby food… (5) 25 …where students eat in challenging surroundings (4)

The winner of the May crossword competition will be announced on the ATL website. Congratulations to Mr P Thompson, the winner of the April crossword competition.

June/July 2013

7 8

17 18

25 26

WIN!

One lucky reader will win £50 in Marks & Spencer vouchers. Simply send your completed crossword, with your contact details, to: ATL Competition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 22 July 2013. If you have an ATL membership number, please include this _________________________________________________________________

Terms & conditions: Please include your full name, address and telephone number. The winner will be picked at random from the correct entries on 22 July 2013. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL and Archant are not eligible for the prize draw.

✁

WIN £50 in Markser & Spencrs vouche

Last month’s solution — May 2013 Across: 1 Capital 5 Eights 9 Trilogy 10 Private 11 Eye 12 Pitch 13 Re-elect 14 Two 15 Lineage 17 Rose 21 Demo 24 Service 27 Pen 28 Primula 29 Scion 30 Cup 31 Tsunami 32 Phonics 33 Heresy 34 Discern Down: 1 Catapult 2 Painting 3 Tooth 4 Layette 5 Emperor 6 Guineas 7 Thames 8 Petty 16 Gym 18 One 19 Minimise 20 Tennyson 22 Emulate 23 Opacity 24 Snapped 25 Spots 26 Figure 29 Shoes

www.atl.org.uk

join the debate / final word

Stars of the future

ILLUSTRATION: PHIL WRIGGLESWORTH

Space scientist Dr Maggie Aderin-Pocock wants more young people to be inspired to follow their dreams

I Dr Maggie Aderin-Pocock Dr Maggie AderinPocock MBE is a scientist and broadcaster who has become a leading figure in the communication of scientific subjects to the public, particularly schoolchildren

www.atl.org.uk

t happened to me about six years ago: the sudden realisation I was having serious difficulty recruiting people into my field of expertise. At the time I could not understand it. I am a rocket scientist for Pete’s sake (well technically I am a space scientist; we don’t make many rockets in the UK these days). Surely that’s meant to be up there with astronauts and brain surgeons, so how come my job vacancies went unfilled? I decided that I needed to get out and spread the word. A career in science can be fascinating, rewarding and make a real difference in people’s lives, but as scientists we had somehow forgotten to tell anyone. My original goal was to target anyone who would listen, but then I realised targeting girls could lead to the greatest gains. The percentage of girls taking science technology, engineering and maths (STEM) subjects at A-level (including technology subjects, ITC and computing) sits at about 42%, and has been at that sort of level for the last five years. But more detailed analysis shows that biology has a surfeit of girls, running at around 58%, while my discipline, physics, is at 22%, with computing at a mere 10% (all of these figures have been taken from

www.theukrc.org/resources/ukrc-statistics-guide-2010). As a dyslexic, black, female scientist, I have often felt that I am in the field against the odds, so could I find the thing that attracted me to the subject and pass it on to others? As long as I can remember I have had a dream of getting into space, and becoming a scientist looked like a good way of getting there. Originally, my motivation as a three-year-old was to meet the Clangers, but as I grew I was just fascinated by space and all that is out there. So I realised that for me, the key was initially having a dream and then having the confidence and support to pursue it, to believe that it could be possible. So this is the message I have given to the 150,000 children I have seen to date. The message is not gender specific or even about encouraging careers in STEM; I like to encourage any dream powerful enough to last a lifetime. Where gender and STEM come to bear is through my personal experience. I like to answer three questions for my audiences: why I became a scientist, how I became a scientist and, most importantly, what I do as a scientist. I like to show the variety of jobs I have done; from making landmine detectors, to working on the largest space telescope built to date, to appearing on the television and on the radio. For the female members of the audience, I like to show the impact of those jobs; how the satellites we are building are making a real difference to people’s lives. My young daughter often comes on stage with me, mainly out of convenience, but it also shows a working mother and a real person talking to them. It’s important to show that as women we have a voice that can be heard, but part of the challenge is putting ourselves forward. For women under 30 willing to take on a challenge, the National Council of Women is holding a competition asking participants to write about their major concerns and the issues that could prevent them achieving their potential. The winning entry will be put as a proposal to government — and could result in initiatives that will have direct impact on improving the lives of girls and women. Called ‘Giving Young Women a Voice’, the National Council of Women competition is asking ‘If you could influence government to take action on one issue to improve the lives of women and girls, what would it be?’ and has two age categories, 13 to 18 and 19 to 30, with a closing date of 12 July 2013. Dr Maggie Aderin-Pocock is one of the judges. For full details see www.ncwgb.org. June/July 2013

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