Report November/December 2014

THE MAGAZINE FROM ATL, THE EDUCATION UNION

WWW.ATL.ORG.UK

NOV/DEC 2014 £2.50

OFSTED ALL AT SEA Do its proposals for change amount to rearranging the deckchairs on a sinking ship?

GUIDE

MIND YOUR LANGUAGE

Dealing with homophobic and racist incidents

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S P OT L I G H T O N

TACKLING BEHAVIOUR

Why we need to regain respect for teachers

FINAL WORD

TANYA BYRON

How stress is impacting on today’s young people

05/11/2014 17:10

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Contents UPFRONT

Y O U R AT L

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23 USEFUL CONTACTS

UPDATE

Speaking up for teaching assistants, and a call for compulsory sex education

9

AGENDA

Mary Bousted responds to Ofsted’s proposals to change its ways

11

WALES AND NORTHERN IRELAND Comment from Philip Dixon and Mark Langhammer

How to get in touch with ATL

25 LEGAL ADVICE

Preventing and dealing with gender-based discrimination in schools

26 YOUR VIEWS

ATL members on the challenges for staff working with SEN students, supply pay and the importance of fun for learning

27

F E AT U R E S

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GIVE A LITTLE RESPECT Why rebuilding respect is key to tackling behaviour issues

16 IN PROFILE

Ofsted’s Mike Cladingbowl defends the agency’s plans to change its methodology

19 INSPECTION ADVICE

A guide to what Ofsted does not expect to see in inspections

21 SAFER SPEECH

How to deal with homophobic or racist language from students Report is the magazine from ATL, 7 Northumberland Street, London WC2N 5RD Tel 020 7930 6441 Fax 020 7930 1359 Email report@atl.org.uk or membership@atl.org.uk Website www.atl.org.uk Editors Alex Tomlin, Charlotte Tamvakis Report is produced and designed for ATL by Think Publishing, The Pall Mall Deposit, 124-128 Barlby Road, London W10 6BL Tel 020 8962 3020 Email info@thinkpublishing.co.uk Production editor James Pulford Art director Darren Endicott Designer Nikki Ackerman Advertising sales Michael Coulsey, 020 8962 3020 Account manager Kieran Paul Managing director Polly Arnold

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CROSSWORD

Your chance to win a £50 Marks & Spencer voucher

28

NOTICEBOARD

Information, events and opportunities to get involved

29

YOUR RESOURCES

Newsletters for support staff and those in post-16, plus CPD on offer to members

30 FINAL WORD

Professor Tanya Byron on the impact of the stresses and strains facing young people today 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 articles in Report are the contributors’ own and do not necessarily reflect

ATL policy. Official policy statements issued on behalf of ATL 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. Cover illustration: Joe Waldron

Welcome MARK BAKER, NATIONAL PRESIDENT, ATL It is both a privilege and a pleasure to meet so many committed education professionals as I travel around the country to events. Yet, when speaking to teachers, support staff, senior leaders or our partners in local authorities and academy chains, there is one topic they raise above any other: Ofsted. The corrosive and demoralising effect such a flawed inspection regime has undermines any notion of a supportive, collegiate culture. I’m saddened its inconsistencies and frequent embarrassments overshadow the excellent work done in our schools and colleges.

Ofsted diverts the skills and energies of our senior leaders away from the really important work of inspiring and motivating their communities, compelled, as they are, to perpetually inspect themselves. Ofsted has, in effect, established a branch in every school and college. But the secret’s now out and I’m not so sure Ofsted can ever recover, and it shouldn’t. In ATL’s education manifesto we outline the need for a respected, authoritative inspection system based on local knowledge and overseen by a national body, one that is part of the solution and not the problem. So if Ofsted turns up anytime soon, be emboldened and prepared to challenge, question and defend your good practice.

In this issue of Report, supporting and informing us in the work we do, are some very interesting pieces on behaviour, gender-based bullying and Tanya Byron’s work on the pressures facing our young people. Enjoy.

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05/11/2014 17:16

UPDATE

IN WORDS

ATL secures win after false allegation sacking

A teacher who lost his job despite being cleared of alleged sexual assault has won an unfair dismissal claim with the support of ATL An employment tribunal has ruled an ATL member was unfairly dismissed when his school sacked him, despite a court clearing him of sexual assault.

Speaking after the tribunal hearing, the teacher said: “This case highlights the difficulty dedicated members of the teaching profession face when spurious allegations are made against them.”

Since the tribunal’s ruling, the school in Northern Ireland has agreed to reinstatement, and given the teacher his job back, as well as all his lost earnings, including salary and pension contributions.

The allegation of sexual assault against the teacher was made by a pupil in 2011 and he was suspended from his job before the case went to court. Acquitted in 2013, the judge in the case cited “significant doubts” about the prosecution’s case.

ATL casework official Alastair Donaghy said: “This has been a very long and traumatic process, but I am delighted we successfully defended the case, won the tribunal, and are now working on a support and training package to help our member back to work. Reinstatement is rare in employment tribunals so this is a big victory for ATL and our member.”

ATL provided legal support during the initial police investigation and court case, then Mr Donaghy represented the member through the internal investigation and disciplinary process at the school.

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ATL ensured the member’s dismissal was overturned through an appeal to the Labour Relations Agency. However, the school ignored the ruling and dismissed the member anyway. ATL then provided legal support to fight the dismissal through the employment tribunal. The tribunal found the dismissal to be grossly unfair.

Mr Donaghy added: “What this case shows is that any allegation made against a teacher can result in a lengthy and complex process, and union representation is essential.”

ATL provides guidance and advice on how members can protect themselves and avoid being left open to false allegations. Any member facing an allegation should contact ATL as early as possible, and should not attend any meetings without ATL representation.

ATL’s factsheet Allegations of Abuse Against Staff is available at www.atl.org.uk/factsheets; ATL’s contact details are on page 23.

ATL ADVICE Allegations of abuse against staff One of the worst-case scenarios for any teacher is the allegation that you have abused a pupil and his/her parents have reported the ‘abuse’ to the police. This factsheet aims to address the key concerns expressed by ATL members when faced with such allegations.

Although panic may be your first reaction, it is important to try and keep a clear head. This factsheet has been revised in line with the Department for Education (DfE) guidance Dealing with Allegations of Abuse.

What does the term ‘abuse’ mean?

According to the DfE guidance, an allegation of abuse generally means the member of staff has allegedly: • behaved in a way that has harmed, or may have harmed, a child or young person • possibly committed a criminal offence against or related to a child or young person • behaved towards a child or young person in a way that indicates he or she is unsuitable to work with them.

What should I do if an allegation is made against me?

You should report the matter to your headteacher/ principal and provide a full written account of the incident. Let your headteacher/principal know if there were any witnesses, either in the classroom or the corridor, who may have seen or heard what happened.

You should also contact either your local ATL branch or ATL’s London office for advice on your position.

All schools and colleges should have clear written procedures in place for dealing with allegations of abuse. A copy of these is likely to be in the staff handbook. The procedures should identify the person to whom reports ought to be made in the absence of the headteacher/principal, which is likely to be the member of staff responsible for child protection. The chair of

ADV31

governors will be the responsible person if the allegation involves the headteacher/principal.

What sort of investigations could I be subjected to?

Serious allegations would lead to investigations by both your employer and the police. Additionally, some cases may require immediate investigation by children’s (social) services.

Internal investigations may, depending on the conclusions of the headteacher/principal, recommend a move to disciplinary procedures. If so, ATL members have the right to be accompanied by either a trade union representative or work colleague to any related meetings with management.

Depending on the seriousness of a case, the outcome of an investigation into an allegation may have to be notified to the Disclosure and Barring Service (DBS) with a view to a decision being made on whether an individual can continue working with children.

The GTC (England) was closed in March 2012. Its replacement, the Teaching Agency, now the National College of Teaching and Learning, is responsible for quality and regulation. Disciplinary hearings will run in a similar way to the GTC, but teachers will not have to register with it or pay a subscription fee. In Wales, Northern Ireland and Scotland the GTCs have disciplinary powers in relation to misconduct.

The DBS operates across England and Wales. Access Northern Ireland (ANI) supplies criminal history

1/3

Kathryn Booth (right) speaking at ATL’s 2013 Annual Conference Susan Coates (far right) was ATL union learning rep of the year in 2014

IN BRIEF

TEACHER VACANCIES Almost three in 10 members had an unfilled teaching post at their school or college at the start of the new academic year, an ATL survey has found.

Nearly half (48%) were unfilled because of a lack of suitable applicants, and in more than a fifth (21.1%) of cases, it was in a shortage subject.

The most commonly cited reason for the vacancy was a teacher leaving for another job (33.8%) or a teacher leaving the profession (22.3%). Just under a fifth (19.7%) of vacancies occurred because of a teacher retiring.

Meanwhile, just over a third of vacancies (36.8%) were in the primary sector, while 30.2% were in science and 25.5% in maths and in English. RE and PE had the fewest vacancies (4.7% each).

In just under half (46.3%) of the vacancies, schools were planning to use supply teachers, and a similar number of vacancies were set to be filled by reallocating staff. More than one in 10 (12.5%) members told us their school planned to use support staff to cover vacancies.

ATL senior policy adviser Simon Stokes said: “The latest Department for Education vacancy statistics show that, although the 2013 vacancy rate remains low, at 0.2% of teacher posts, this is double the 2012 rate. In addition, 2,330 full-time posts were being filled on a temporary basis - an increase of 20% from last year.”

SPEAKING UP FOR TEACHING ASSISTANTS Two ATL members will play a key role in shaping the professional standards for teaching assistants when they sit on a new panel set up by the Government.

Kathryn Booth, a teaching assistant at Downlands Community Primary School in Dorset, who is a member of ATL’s Support Staff Members Advisory Group (SSMAG) and president of the Dorset branch, will join Susan Coates, a teacher at Shield Row Primary School in County Durham, and branch secretary of ATL’s South Tyneside branch, on the new panel.

Mary Bousted, ATL general secretary, said: “We are pleased the Government is going to review the professional standards.

Teaching assistants are important members of the education team, and the key work they do in schools and colleges needs to be properly recognised.

“It is vital the views and expertise of teaching assistants and teachers are heard in this review, so it is right that the expert panel will include those with day-to-day experience of this important work.”

The Government announced the review in October, saying it will aim to replace the current set of standards with a clearer and more concise version established by an independent review. The review is expected to report back to the secretary of state for education in spring 2015.

PHOTOS: BOB FALLON, SARAH TURTON

“REINSTATEMENT IS RARE IN EMPLOYMENT TRIBUNALS, SO THIS IS A MASSIVE VICTORY FOR ATL AND OUR MEMBER”

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05/11/2014 17:16

UPDATE

IN WORDS

“CPD HAS BEEN COMPLETELY NEGLECTED. IT’S LUDICROUS THAT TEACHING IS NOT ALLOWED TO BE A LEARNING PROFESSION”

Party talk

Curriculum, CPD and accountability were among the issues up for debate at party conference events organised by ATL and the NUT Question Time-style discussions about education at the Conservative, Labour and Liberal Democrat conferences explored what these parties’ manifestos should include to create an education system that meets the needs of learners and education staff.

Among the questions put to the panellists, who included ATL’s general secretary Mary Bousted and general secretary of the NUT, Christine Blower, along with MPs from the parties, were how a relevant curriculum should be developed, how learners should be assessed, how school staff should be developed, how schools and colleges should be held accountable, and what the future holds for for-profit interests in education.

“Teachers need much better CPD. It has been neglected under this Government. It’s ludicrous that teaching is not allowed to be a learning profession,” said Dr Bousted at the event at the Labour Party conference in Manchester in September.

At the Conservative conference in Birmingham later the same month, she said: “We need a period of stability on assessment.

Exam boards are overworked and examiners are underpaid.”

Speaking at the Liberal Democrat conference in Glasgow in October,

Dr Bousted described how Ofsted is not fit for purpose, adding: “You don’t know which inspector will arrive – they could have a clue or be clueless.”

ATL has a vision for education that gives young people a stake in society through a relevant curriculum and assessment system that teaches and assesses the skills young people need for life.

ATL’s education manifesto asks for restoration of the Education Maintenance Allowance, careers guidance to support learners, a national pay system and CPD structure for education staff, an end to excessive workloads and the overbearing Ofsted regime, and a pledge from the parties that schools and colleges should not be run for profit. See www.atl.org.uk/manifesto for more information and to download a copy.

Meanwhile, ATL members are continuing to question their MPs and share their vision for education ahead of the general election in 2015.

In September, members met Andrea Leadsom, Conservative MP for South Northamptonshire, and Paul Burstow, Liberal Democrat MP for Sutton and Cheam, to discuss the issues of Ofsted, the curriculum, professional development for education staff and running schools for profit, among other topics.

LINKS PARTY TALK See ATL’s education manifesto at www.atl.org.uk/ manifesto.

TEACHER TRAINING You can see ATL’s response to this consultation, along with all its responses, at www.atl.org.uk/ responses.

SEX EDUCATION ATL’s Safer Schools network is working with EVAW to bring together expertise for education professionals, young people and parents. Visit www.safer schools.org.uk and follow @ATLSaferSchools on Twitter for more.

JOIN THE DEBATE… report@atl.org.uk @ATLReport facebook.com/ ATLUnion

Report, ATL, 7 Northumberland Street, London WC2N 5RD

CALL FOR COMPULSORY SEX EDUCATION ATL is supporting a call to the leaders of the political parties asking them to commit to making sex and relationships education (SRE) in schools compulsory.

The change.org petition by the Everyday Sexism Project and the End Violence Against Women (EVAW) Coalition also calls for SRE

WWW.ATL.ORG.UK

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to cover sexual consent, healthy and respectful relationships, gender stereotypes and online pornography.

ATL’s lead equalities officer Wanda Wyporska said: “We know our members are extremely concerned about sexism, sexual bullying and the over-sexualised

TRANSFORM TEACHER TRAINING ATL has called for a review of the content and length of training routes into teaching, the inclusion of a research component linked to career-long CPD, and for mentors to be supported with clear guidelines around minimum hours and training.

In its response to the Carter independent review of initial teacher training, set up by the Department for Education and due to report back to the secretary of state for education by the end of the year, ATL also highlighted the need for guidance on roles and expectations among partners in initial teacher education (ITE) routes, safeguarding for students who raise any concerns, and reporting on levels of recruitment.

ATL senior policy adviser Alison Ryan said: “We know there are excellent ITE programmes. However, what our research with members also shows is that the picture is inconsistent, particularly with the rapid expansion of School Direct.

“Pre-existing issues around insufficient coverage of SEN, child development, behaviour management, and equality issues are exacerbated by the move towards school-based routes and the undermining of more traditional higher education routes into the profession.”

She added: “We are also concerned that many of our student and NQ members report a fear of appearing critical of their provision, not wishing to look bad in front of potential future employers. It’s important there are safeguards for students who raise concerns about their ITE.”

climate in which our young people are growing up.

“In a survey we carried out this year, nearly 40% of education staff said the young people they work with have viewed pornography, and half noticed an increase in sexually explicit conversations among pupils over the last five years.

“It also showed that, provided it is taught at an age-appropriate level at school, more than three quarters (76%) of respondents believed pupils should be taught about the dangers of pornography, as part of SRE or personal, social, health and economic education.”

NOVEMBER/DECEMBER 2014 | REPORT 5

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05/09/14 05/11/2014 10:31 09:24 am

UPDATE

IN WORDS

IN BRIEF

“GOOD INITIAL TEACHER EDUCATION NEEDS STRONG LINKS BETWEEN UNIVERSITIES AND SCHOOLS”

Flawed focus on school-led training ATL is warning that evidence about what kind of teacher training works best and the burdens it places on schools is being ignored, following the announcement that places on school-led routes will overtake university-led courses for the first time next year The Government revealed in October that the number of training places on the School Direct scheme will overtake university-led PGCE places for the first time in 2015.

Responding, ATL general secretary Mary Bousted said: “The Government’s continuing acceleration towards schoolbased teacher training shows a wilful disregard for the growing teacher shortage crisis and evidence about what kind of teacher training works best.

“Once again the Government is disregarding the evidence – the evidence shows that pupils learn best with enquiry-oriented teaching, which teachers learn to do through research and thinking about child development, and learning on university-led teacher training courses.”

ATL believes schools have a key role to play in providing

trainee teachers with teaching practice, but the priority for schools should be educating pupils and not educating trainee teachers.

“Good initial teacher education needs strong links between universities and schools, but these funding decisions may cause fatal damage to those links, at huge cost to the profession and to pupils,” Dr Bousted added.

“The lack of monitoring of School Direct and the evidence that schools are under-recruiting trainee teachers will exacerbate the shortage crisis. We need a nationwide system of teacher training that ensures there are enough trainees in the right subjects in the right places, and which awards students a professional qualification, giving them the broadest preparation for a career in teaching.”

Workload review

ATL has welcomed a review of teachers’ workload by the Government. Announcing the ‘workload challenge’, deputy prime minister Nick Clegg said it is time to stop the “runaway train of bureaucracy in its tracks”, and give teachers more time to do what they do best.

Responding, ATL general secretary Mary Bousted said: “ATL is pleased the coalition Government is finally taking teachers’ workload seriously.

It is a tragedy that for so long teachers and school leaders have felt pressurised into doing tasks which do nothing to improve children’s education.

“Teachers are spending too many hours on bureaucratic tasks such as five-page lesson plans, or multicoloured marking, instead of being allowed to focus on effective teaching and learning to meet the needs of their pupils. Ultimately, teachers’ workload will only be reduced when politicians learn to respect the demanding and difficult work teachers and school leaders do. Regrettably, we are still some way off that.”

The call for information, carried out through the TES website, was due to close on 21 November, and the project is being led by the education secretary.

CONSULTATION CONCERNS ATL Cymru is using members’ feedback to prepare a response to the Welsh Government’s consultation on the Education Workforce Council (EWC).

Dr Philip Dixon, director of ATL Cymru, said : “It was concerning that nearly half of FE respondents did not know they would be required to register from April next year. This

WWW.ATL.ORG.UK

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shows the Government needs to pay keen attention to its communication strategy. Already, two messages are coming loud and clear from members: you don’t want to pay this ‘tax on teachers’ and you are sceptical about how useful the EWC will prove.

“With the desultory pay increases members have had over the last few years, they want to know where this

‘teacher tax’ is going and what good it is doing. Our survey got the highest response rate of any ATL Cymru has done, so a big thank you to all who took part.”

The EWC is set to be the statutory professional regulatory body for school and FE teachers from 2015, with regulation of teaching support staff following a year later.

MEMBER PAYOUT FOLLOWING BIKE FALL An ATL member has received £25,000 in compensation thanks to ATL’s personal injury service after being knocked from her bicycle by a car.

Mrs Flynn, a resource centre manager from Doncaster, was on her way to a café when a car tried to overtake her. When it swerved back to avoid another car coming in the opposite direction, it hit her arm and face, and she fell to the ground, fracturing her right elbow, cheekbone and jaw.

Now Mrs Flynn needs surgery to her cheekbone and has also suffered problems with lifting and cycling, requiring physiotherapy.

ATL referred her to Morrish Solicitors, the union’s personal injury experts.

Mrs Flynn said: “Obviously, I would rather have not had to go through the whole experience at all, but the fact I am an ATL member meant I was not charged 25% costs and received 100% of my compensation.”

Mrs Flynn received her compensation within a year of the accident and neither she nor ATL paid any legal costs.

You can find out more about this and all the benefits and services available for ATL and AMiE members at www. atl.org.uk/plus.

For more about Morrish’s services for ATL members, see www. morrishsolicitors. com/atl.

NOVEMBER/DECEMBER 2014 | REPORT 7

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05/11/2014 27/10/2014 09:25 13:13

AGENDA

MIKE CLADINGBOWL makes a spirited defence of Ofsted, the organisation he is leaving to become the executive head of an academy chain (see the profile on page 16).

In his view, Ofsted has been responsible for improving school standards and for the reduction in the number of children receiving a poor education.

ATL members will not be surprised I do not share Mr Cladingbowl’s rosy view of Ofsted.

They will know ATL has strong evidence that, far from being a force to raise school standards, Ofsted has been a barrier to school innovation and teacher professionalism. The agency has fulfilled the stated aim of the controversial Sir Chris Woodhead, its first chief inspector of schools in England, that the agency be a weapon of fear, striking terror into the hearts of school leaders.

It is this terror of Ofsted that has driven the rise in teacher and school leader workloads to unsustainable levels, to the extent that teachers working 60-hour weeks has become a concern of the secretary of state for education Nicky Morgan, who recently collected views on how to reduce workload. However, while this enquiry is welcome, it will not reduce teacher workload because it needs to look at one of the main causes of bureaucracy: Ofsted.

There is a rapidly growing perception, shared by education professionals, (you may be surprised by this) government ministers and civil servants that Ofsted is an agency whose time has passed. Plagued by huge internal quality control problems, beset by unwise announcements from Sir Michael Wilshaw, the current chief inspector, who seems to have forgotten he is not a politician, Ofsted lurches from one crisis to another, steadily losing its reputation for integrity, political independence and the quality of its inspections.

Frequent changes to its inspection framework and guidance (there have been two a year on average since Wilshaw became chief inspector) demonstrate Ofsted is struggling, and failing, to construct an WWW.ATL.ORG.UK

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That sinking feeling Ofsted is confident about its proposals for changing inspections, but ATL general secretary Mary Bousted believes it is too late to plug the holes inspection methodology that tells parents and the public what they need to know about a school’s strengths and weaknesses. The analogy of rearranging deckchairs on the Titanic is persuasive – or fiddling while Rome burns. Ofsted can only look at the symptoms of its ineffectiveness, not the cause – which is that the agency is, simply, unfit for its purpose.

Ofsted reacts to criticism with rigid defensiveness. It accuses its critics of being soft on standards and of wanting schools to be free from external accountability. Even when faced with clear evidence of its own failings, Ofsted continues to insist that every poor-quality

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inspection team, every inability to uncover safeguarding failures, is a one-off that will not happen again. These assurances fail to convince. Ofsted has no external regulation – it inspects itself and announces its own verdicts on its own shortcomings. Such an approach is rapidly bringing Ofsted into even more disrepute.

Among the latest in a long line of critics is the powerful National Audit Office (NAO), whose most recent report focused on the usefulness of the inspection systems run by Ofsted and the Department for Education. It calculates these systems cost the taxpayer £382 million. The report reveals that more than half of underperforming schools did not improve after formal intervention

by Ofsted, whereas nearly two thirds (59%) of schools improved despite no intervention. The NAO made an utterly damning judgement: “We cannot conclude that the oversight system is delivering value for money at present because the DfE and other oversight bodies continue to have limited information about some important aspects of school performance.”

And just last month, the Local Government Association (LGA) rightly flagged up the lack of consistency and credibility of Ofsted inspections, and called for an urgent independent review of the agency, after a series of leaks and judgement U-turns have brought into question its objectivity and reliability.

I predict Ofsted will survive as an inspection agency, but not in its current form. No government can continue to spend such large sums of taxpayers’ money on an agency that is poorly led, poorly run, and delivers such poor value for money – failing in its most important duty, to raise school standards.

ATL is producing a paper on a school accountability system to replace Ofsted. I urge you to read and respond – we want to hear your views.

A guide to Ofsted’s memo is on page 19.

Report’s interview with Mike Cladingbowl is on page 16.

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06/11/2014 23/04/2014 12:18 09:12

THE VIEW FROM… WALES/NORTHERN IRELAND

Northern Ireland Wales MARK LANGHAMMER

DR PHILIP DIXON

Apprenticeships ‘Swiss style’ are a step in the right direction

Yo-yo effect causes banding to bite the dust

OVER 46,000 apprentices have been supported by FE colleges across Northern Ireland in the past seven years. For employers, apprenticeships help address skills gaps and can result in significant returns in investment, while the apprentice gets the opportunity to earn while they learn and to engage in both onand off-the-job training.

The new Swiss-style strategy has been welcomed by the FE sector. It has an all-age offering, a minimum of two years’ duration at a minimum of level 3, tax incentives for employers, seamless progression routes, international applicability, and placements within an increased

range of professional and technical occupational areas.

For unions, involvement at a strategic level and in the sectoral architecture, input into the trainee contract, development of public sector apprenticeship frameworks, and a quality ‘register’ of employers’ capacity are all welcome.

Colleges NI, the umbrella body for the FE sector, has lobbied for a joined-up 14-19 policy and for a structured vocational educational framework alongside academic routes. The ethos of the new apprenticeships, aiming for a ‘parity of esteem’, is a clear step in the right direction.

ATL also supports the higher level apprenticeships being developed in areas such as ICT and accountancy. These represent a vocational pathway with real currency to meet local economic and employment needs.

FE will be key in delivering the new apprenticeships and Colleges NI will keep promoting skills competitions as a way to raise standards, showcasing the opportunities apprenticeships can offer.

“APPRENTICES EARN WHILE THEY LEARN AND GET ON- AND OFF-THE-JOB TRAINING”

MINISTERS and officials can often seem oblivious to common sense and the voice of the profession, preferring instead to plunge into uncharted waters with unproven theories.

That’s why last month’s announcement that the ludicrous banding system for schools is finally going to be abandoned was so welcome.

We are not opposed to accountability. We know our education system in Wales is not as good as it could be, that schools and teachers have much to learn from each other, and that data is key to progress. But we are opposed to the misuse and mismanagement of data.

We had always argued that the banding system, with its fixed quartiles, could never show entire system progress and that the measures used would lead to extreme volatility. We were right.

In the end, the yo-yo effect proved to be too much.

Banding has bitten the dust and the proposed replacement, categorisation, looks far more promising.

It uses data more sensibly and, crucially, allows input from schools involved. This

sort of cooperation could really help lift performance and build a high-performing education system once more.

One key component will be the support schools in the ‘red’ zone receive. If it is simply a case of more monitoring and being told to improve, then categorisation will be little better than its predecessor.

We saw off banding because members were prepared to share their experiences and concerns.

We will need the same feedback for categorisation.

Please continue to help us make your voice heard.

Let us know your views at cymru@atl.org.uk.

Is your rep a winner?

Does your workplace rep deserve recognition for what they have achieved for you or your colleagues over the last year? If so, nominate them now at www.atl.org.uk/repawards No rep or contact in your workplace?

Why don’t you consider getting involved?

Email organise@atl.org.uk for more information.

WWW.ATL.ORG.UK

011_ATL_Nov/Dec14_Wales_NI.indd 11

NOVEMBER/DECEMBER 2014 | REPORT 11

10/11/2014 11:54

SPOTLIGHT ON… RESPECT FOR THE PROFESSION

CLASSROOM BEHAVIOUR is making headlines again, this time with Ofsted chief Sir Michael Wilshaw announcing it is time to tackle disruption and disrespect at school. In October, he unveiled a report pointing the finger squarely at school leaders and teachers for their failure to tackle the lowlevel disruptive classroom behaviour he believes is “impeding children’s learning and damaging their life chances”.

ATL knows this sort of behaviour is a problem. In a survey we carried out last year, you told us 80% of the challenging or disruptive behaviour you experience in the classroom is low-level disruption (‘Learning from behaviour’, Report June/July 2013).

However, a recent ATL/ITV survey of more than 1,500 members has uncovered more about the reasons behind the behaviour issues you face – and has also revealed that more than a quarter of you have faced aggression from parents or carers in the past year.

In the survey, more than half (52.3%) of you told us the behaviour of students has got worse in the past two years. You said the biggest factors responsible are society becoming less respectful of people in professional jobs, cited by 79% of members, and teacher-bashing in the media, cited by 36%. More than a quarter (26.9%) said it is down to teacher-bashing

by Michael Gove and/or Sir Michael Wilshaw, and 21.3% said it is the result of insufficient SEN support.

More worryingly, just over a third of you (39.5%) felt the behaviour of parents or carers towards education staff has got worse in the past two years – and the majority of you (89%) told us this change is due to society becoming less respectful of frontline professionals. More than half (56%) said this decline is the result of teacher-bashing in the media, and a similar number cited family breakdowns as a cause. Just under half (49.2%) said it is the result of teacher-bashing by Gove and Wilshaw.

52% 39%

of ATL members said the behaviour of students has got worse in the past two years

of ATL members felt the behaviour of parents/carers towards education staff has got worse in the past two years

Of the 26.8% of members who have experienced aggression from a parent or carer in the past year, 80% were insulted and 60% were threatened, shouted at or sworn at. Almost one in 20 (4.2%) experienced physical aggression, with nearly half these cases involving pushing or shoving.

The bigger picture As one ATL member told us: “There seems to be less respect for the staff from parents/carers and this feeling that they don’t need to be respectful is passed on to the children.” But why is there such a lack of respect? Messages from Ofsted, conveyed in the media, include attacks such as those on teachers’ short days – those “out the gate at three” should not be promoted, Wilshaw said in 2012 – and on staff morale: “If anyone says to you that ‘staff morale is at an all-time low’, you know you are doing something right,” was another of his comments.

This culture of fear is compounded by high-stakes testing and league tables, and the subsequent scrutiny of teachers’ ‘outcomes’, and so the message to teachers has for some years been a resounding, deprofessionalising ‘must do better’. One 32-yearold ATL member, who has nine years’ teaching experience, told us: “Society does not respect the profession. Schools are expected to do more and more and more. Teachers and schools are being expected to carry out the duties of parents and families.”

Another member, who recently decided to leave the profession after 25 years, explained: “Teachers seem to be regarded as fair game by the public, parents and politicians.” Ofsted should take account of teachers’ well-being, she said, because they would find “teacher after teacher had gone under with the pressure of work – burnout,

WHY TACKLING BEHAVIOUR INVOLVES REGAINING RESPECT FOR THE EDUCATION PROFESSION, NOT BLAMING IT CHARLOTTE TAMVAKIS

Classroom conflict: ATL members have said they feel an increasing lack of respect from parents and their children

respect Give a little

12 REPORT | NOVEMBER/DECEMBER 2014

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WWW.ATL.ORG.UK

10/11/2014 11:55

SPOTLIGHT ON… RESPECT FOR THE PROFESSION

PHOTO: GETTY IMAGES

“WE HAVE TO GET AWAY FROM TEACHERS BLAMING PARENTS AND PARENTS BLAMING TEACHERS, IT DOESN’T GET US ANYWHERE”

WWW.ATL.ORG.UK

012-015_ATLNov/Dect14.indd 13

workplace stress, breakdown”. She added: “This is the result not so much of overt teaching-bashing but of something more fundamental and serious: an underlying lack of responsibility towards a profession that gives its all but for whom the message is always ‘not good enough’, ‘work harder’, ‘do more’.”

At the same time, many schools are converting to academies and joining federations. “Schools are being federated, so a leadership presence is not there when parents want it. Many parents have no real respect for the leader as they don’t feel she/he knows their children as they are head of three schools,” was one member’s view.

Another explained: “Parents are disenfranchised when academies take over. Often governing bodies are dissolved or many governors leave,

and there is a big change in staff. New staff, especially heads, can be appointed by an academy without any school or parental input.”

The school-parent relationship is therefore changing.

As one ATL member told us: “In academies, children are too often treated as ‘customers’. Schools are trying too hard to keep children and parents happy because of complaint-triggered Ofsted inspections, bad publicity, etc, even when parents and children are clearly in the wrong. Teachers are frightened about receiving complaints from parents because they will get a hard time from senior leaders.”

ATL senior policy adviser Alison Ryan says: “As our members’ experiences demonstrate, Ofsted is wrong to single out school staff in tackling 3 behaviour problems. The effects of our exam NOVEMBER/DECEMBER 2014 | REPORT 13

05/11/2014 17:17

SQA are seeking professional individuals to act as Exam Administrators in England

Company: Sector: Job role: Salary: Location: Job type:

Do you have Key Stage 1/2 Experience?

Are you able to contribute some time to the Education Sector?

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SQA is an experienced awarding body working throughout the UK and across the world. We work with colleges, employers and training providers across England, Wales and Northern Ireland, providing high quality, relevant and flexible qualifications and assessments. We are also the national awarding body in Scotland.

SQA is seeking to increase our pool of exam administrators to help supervise the running of test item trials in schools in England on behalf of the Department for Education (DfE). We are a preferred supplier on the Trialling Agency Framework for DfE. The work is on an occasional basis and fees and expenses will be paid for all work undertaken. Full training will be provided.

The main duties involve: • Receipt and reconciliation of trial test material for Key Stage 1 and 2.

• Communicating with schools to arrange suitable times to conduct the test trials • Maintaining the security of examination materials • Supervision of test trials in schools The main skills for the work are: • An ability to communicate effectively with pupils and teachers

• Good organisational and administrative skills • Good time management • Ability to work to predetermined instructions Requirements: • Qualified Teacher Status (QTS) • Current or retired teacher • Disclosure and Barring Service (DBS) checks • Key Stage 1 and/or 2 experience

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05/11/2014 17:06 09:25 09/10/2014

27%

of ATL members have experienced aggression from a parent or carer in the past year

3

and accountability systems, of the academies and free school programmes, and of a disrespect for and a deprofessionalising of the teaching role, are all having an impact on behaviour in schools.

“On top of this, there are the effects of cuts to SEN and Child and Adolescent Mental Health Services (CAMHS) funding. Members tell us there is now less support for children with SEN, and that this is directly affecting behaviour. So this is not just about teachers and leaders, or Ofsted – it’s about training, support for SEN and a school-wide approach to behaviour that involves parents.”

The way forward “Part of dealing with behaviour is about having sufficient professional preparation through initial teacher education and career-long CPD, so staff develop a deep understanding of behaviour issues,” explains Alison Ryan. “It’s also about schools working with parents. There has been great work in some schools that have invested in roles and initiatives focused on involving parents positively.

“These parents might be those for whom normal engagement activities don’t quite work – for example, because of work patterns. Schools also need to think about how to engage people for whom English is not their first language, or those who don’t feel confident around schools, and encourage them to start seeing schools as a place where they can play a positive role, as less of a judgemental place. Through visiting schools, I know many are doing this.”

One member told us how the use of a parent partnership worker and a learning mentor helped in her school, along with “being led from the top” and a policy of not brushing abusive behaviour under the carpet. Meanwhile, Kate, a member who has been teaching for 30 years and works in a unit for key stage 4 students with medical issues, including mental health issues, said: “[Where I work] there are clear behaviour policies that the students know about, and processes for discipline, and ‘repair and rebuild’ after events. Parents are a big factor in the way our students manage in education, unsurprisingly.”

Alison Ryan says: “We have to get away from teachers blaming parents and parents blaming teachers, it doesn’t get us anywhere. Ultimately, what we know does work is teachers and parents working together, and having potentially difficult conversations, but having these conversations with respect and a willingness to see the other’s point of view. That’s what works really well for children and young people. That’s what gets results.”

ATL general secretary Mary Bousted believes that for “too many teachers working 60-hour weeks to improve their pupils’ life chances, the daily grind of low-level bad behaviour makes a hard, but rewarding WWW.ATL.ORG.UK

012-015_ATLNov/Dect14.indd 15

SPOTLIGHT ON… RESPECT FOR THE PROFESSION

job, impossible to do well”. School leaders should focus on collaboration rather than compliance, she says, adding: “School leaders who adopt and enforce consistent and clear behaviour policies that have definite sanctions, and which support teachers in the classroom, are better places to work and to learn.”

Mark Wright, assistant director (leadership and management) of ATL’s leadership section AMiE, says: “Ofsted’s report on behaviour was actually below the belt in knocking school leaders without recourse to the many other factors that impact on behaviour – for example, the narrowing of the curriculum, which has left many pupils disengaged.

“This, coupled with the ebbing away of specialist behavioural support as a result of shrinking local authority budgets, goes some way in explaining the increase in disruptive behaviour, along with reduced support and guidance from the Department for Education. Certainly good leadership is crucial to ensuring good behaviour, but making it the scapegoat is not the answer – a more rounded understanding of the problem is needed.”

ATL also believes teachers and support staff need high-quality training around behaviour and SEN from the beginning of and throughout their careers, and it provides CPD and publications on these issues to its members. But all this is only part of the picture.

Alison Ryan concludes: “Of course schools need clear behaviour policies, applied consistently by all staff, who need to be supported by leaders when using these agreed policies, but neither teachers nor pupils do particularly well when constantly belittled, or when they have decreasing access to much-needed resources. Ofsted’s accusations and the Government’s policies are fuelling a recruitment crisis in education. Ultimately, if political parties do not respect teachers, how can anyone else?” ■

READ OUR MANIFESTO Ahead of the 2015 general election, ATL is lobbying for a better working life for education professionals with qualified teacher status achieved through a national system of teacher training, a contractual right to CPD and an end to unjust attacks.

You can read our education manifesto in full at www.atl.org. uk/manifesto.

You can download ATL’s publication Managing Classroom Behaviour at www.atl.org.uk/ publications.

PARENTAL COMPLAINTS

ATL’S NEW FACTSHEET OFFERS MEMBERS ADVICE ON WHAT TO DO IF THEY RECEIVE A COMPLAINT FROM A PARENT OR CARER. HERE IS AN EXCERPT: A parent asks to discuss some concerns about their child’s education with me – how should I approach this meeting?

R Be proactive. Agree a date and time for the meeting and ask for a brief outline of any concerns, eg bullying, low marks, lack of progression.

R Be prepared. Good records and specific examples of work will help illustrate the strengths of the student and any areas that need developing.

R Recognise the parent’s concerns. For example, if the parent feels their child is being bullied, make reference to the school’s anti-bullying policy and give them a copy. Outline what the school can do to address the concerns and agree a plan of action.

R Refer on where necessary.

R Be firm. If the parent becomes aggressive, bring the meeting to

R

R

a close. If possible, suggest a time and date for a future meeting. If you feel threatened, share your concerns with management and ask a colleague to attend the next meeting with you. In the unlikely event the parent becomes violent, call the police.

Keep a record of the meeting. This will help clarify what was discussed and any action agreed, together with relevant time frames.

Be aware the parent may make a formal complaint.

A fair and thorough complaints policy that emphasises respect and courtesy on all sides should help maintain a positive working relationship between parents and staff. p See www.atl.org.uk/factsheets.

NOVEMBER/DECEMBER 2014 | REPORT 15

10/11/2014 11:55

IN PROFILE… MIKE CLADINGBOWL

Shaping inspection

Ofsted is proposing significant changes to the way it inspects. Its director of inspection reform Mike Cladingbowl explains the thinking behind the proposals to Alex Tomlin IT WASN’T QUITE the bloodletting he had feared, but Ofsted’s Mike Cladingbowl did have to handle some challenging questions from ATL members at the union’s branch secretaries’ conference in October.

Having survived the grilling, the English inspection agency’s national director of inspection reform reflects that ATL’s questions “are not only challenging but they’re also the right questions.

They go right to the heart of what we should all be concerned about: the day-to-day experiences of children in schools. It’s really important schools are places where teachers can flourish, so they can do whatever’s necessary so pupils can flourish.”

Many, not least ATL, would argue Ofsted’s influence does little to encourage teachers to flourish, but Cladingbowl defends his organisation’s influence on school standards. He says: “We know schools are much better than they have ever been. That’s a great news story.

“I am keenly aware of some of the views of professional associations, including ATL, about inspections,” he adds. “Whether you believe it or not, I and Sir Michael Wilshaw are inspection’s biggest critics. We must never cease doing all we can to improve quality.”

This drive for improvement is the reason given for Ofsted’s recently announced proposals for changes to its inspection framework. The proposals include: a common assessment framework across maintained schools and academies, FE, early years, and non-association independent schools; and schools 16 REPORT | NOVEMBER/DECEMBER 2014

016-017_ATL_Nov/Dec14_profile.indd 16

“WHATEVER YOU THINK OF OFSTED, USE THIS CONSULTATION TO HAVE YOUR SAY” previously judged ‘good’ being subject to more frequent but potentially less demanding visits from inspectors. These proposals are subject to a consultation that closes on 5 December. One change already decided upon is for inspectors to be contracted directly by Ofsted rather than through private providers.

“I genuinely believe the changes we propose have the potential to be

groundbreaking,” says Cladingbowl.

“We are asking about whether we should change our methodology.

There will be lots of scoffing. I don’t believe in scoffing; if you disagree with something, you have a responsibility to those you serve to do something about it. Ask what you can do to make it better.

“Whatever you think of Ofsted, please use this consultation as an opportunity to have your say,” he says. “If it does nothing else it might nudge things forward a bit. Some might say the only way you’re going to move forward is to blow the whole lot up, get rid of it altogether.

If that’s what you believe, go for it.

It’s what I would do if I believed it.

But what you can’t do is sit on the sidelines and snipe about it.”

ATL has been pushing for its alternative vision of inspection for many years, and will of course be responding to this consultation. Yet, as general secretary Mary Bousted put to Cladingbowl at our branch secretaries’ conference, “There are so many of them.” She went on to suggest that, if Ofsted feels the need to continually tweak its methods, then is it not time to question whether it is fundamentally doing the right thing?

But Cladingbowl believes continual changes are important.

“Firstly, we need to listen to what schools and teachers think of our inspection frameworks as we gather intelligence, and, secondly, because circumstances change: curriculum, law, or because something happens to change the structure of schools, our frameworks have got to reflect that. I suspect the professional associations would be the first to complain if we didn’t make those WWW.ATL.ORG.UK

05/11/2014 17:17

IN PROFILE… MIKE CLADINGBOWL

tweaks and would accuse us of being out of date.”

Cladingbowl is well aware of the enmity towards Ofsted among education professionals but counters this with the statistic that 90% of those inspected pronounce themselves satisfied the inspection process was fair, including many whose judgements would have been disappointing. He also claims many teachers and headteachers contact him who do not view Ofsted as a ‘weapon of fear and terror’.

“Ofsted wants to hear about people’s views if things have gone wrong,” he says. “If you have specific concerns about the quality of an inspection then please, you must raise it with Ofsted. We can’t easily deal in generalities but we can deal with specific instances where things have not been done as well as they should.”

He does, however, acknowledge inspections do cause stress. “We really don’t want them to but of course we recognise there can be high stakes involved. It will generate a bit of adrenaline, that’s inevitable, and in itself not a bad thing.”

Having said that, Ofsted’s proposal to change the way ‘good’ schools are inspected is designed to reduce the stress caused by full section 5 inspections. “We know most remain good when we inspect them, and they will have mostly identified issues themselves,” he explains. “Why not just send an HMI or two into a school for a day to have a robust and professional dialogue with heads, teachers and governors to identify what the schools are doing well, and what they could be doing better?”

ATL questions how such a dialogue can take place with a power imbalance in the relationships between Ofsted and those it inspects. “The relationships with schools are a consequence of everything we have done from 1992 onwards,” Cladingbowl responds.

“The relationship won’t change automatically, but these changes will enable a better relationship.

“All relationships take place in a context, a framework. By changing the framework we allow inspectors and schools to have a different kind of dialogue, because it is not one that will lead in most cases to a full, WWW.ATL.ORG.UK

016-017_ATL_Nov/Dec14_profile.indd 17

A BETTER WAY

ATL’s education manifesto calls for a local accountability system where schools are required to work together to share good practice, and local partners provide support, with a new role for Ofsted to evaluate these arrangements.

See www. atl.org.uk/ manifesto.

HAVE YOUR SAY ATL will be responding to Ofsted’s consultation and we urge ATL members to do likewise. You can see details of the consultation at www.atl.org.uk/ ofsted and can tell us what you think by emailing aprandle@atl. org.uk.

You can let us know what you think about Mike Cladingbowl’s views at report @atl.org.uk.

Are Ofsted inspections the most reliable indicator of performance?

Will the Ofsted memo help you in your school?

high-stakes inspection. So it will enable heads to be honest, to not feel they’re involved in a battle with inspectors, to feel they’re involved in a constructive and professional dialogue.

“Ofsted is not a distinct and remote body made up of aliens.

Inspectors are teachers, serving heads, people who are working or have recently worked in schools. I don’t see how we can conceptualise Ofsted as a weapon of fear, terror and destruction if the Ofsted inspectors are by and large the people being inspected.”

Could Ofsted’s reputation be partly explained by chief inspector Sir Michael Wilshaw’s tendency to be quoted publicly criticising teachers and schools, such as the infamous, “if anyone says to you that ‘staff morale is at an all-time low’ [as a headteacher] you know you are doing something right”?

Cladingbowl maintains this impression of Wilshaw is unmerited. “Those who have met him and listened to him, I believe come away with an impression this is a man determined to do all he can to ensure standards in schools are good enough. That’s been a passion for him throughout his working life and it remains a passion for him now. There is no excuse for our schools not being the best they can be. I think he’s brought a tremendous freshness and willingness to say this, which can only be a benefit to schools, teachers, parents and the country as a whole.”

Cladingbowl credits Wilshaw with introducing the ‘requires improvement’ rating to demonstrate “only good is good enough”, a change he believes has helped give three quarters of a million children a better education, although he is keen to highlight the hard work of teachers and headteachers in that too.

Wilshaw has also, Cladingbowl says, “led the charge against the idea schools should spend their time trying to prepare for Ofsted inspection at the expense of teaching children. He’s been very outspoken about the fact Ofsted does not have a preferred teaching style. How teachers teach is absolutely up to teachers and heads.”

ATL has long campaigned for more clarity on what inspectors do and don’t want to see, and our efforts have been rewarded with the publication of Ofsted’s memo ‘Ofsted Inspections – Clarification for Schools’ (see page 19), which lists exactly what Ofsted does not expect schools to do to prepare for inspection. Members can use this to prove to school leaders Ofsted does not require extensive additional paperwork based on 20-minute lesson observations, particular teaching styles, or detailed lesson plans.

“It is important, not least to reduce the unnecessary work in schools,” says Cladingbowl, “although I would caveat this by saying if I saw a school where there were no established routines and teachers struggling, I probably would want a standardised way of doing things to get things shipshape. But once they were shipshape I would want to unleash the creativity of teachers to bring out the best in individual children. It should be based on what’s best for children, not on what schools think Ofsted wants.”

Cladingbowl is leaving Ofsted at the end of 2014 and “putting his money where his mouth is” in a new role as executive principal of Knutsford Multi-Academy Trust in Cheshire. He was previously an English teacher and secondary school head before he joined Ofsted in 2002.

He claims he is looking forward to Ofsted’s first visit with great interest, and if the proposed changes have the desired effect, believes everyone could have a very different experience of inspection. “Does inspection have to be a battle?” he asks.

“Could it not be a dance?”

And would he be 100% confident the team turning up to inspect one of his schools would be reliable?

“Absolutely, yes. Inspection is the most reliable indicator we’ve got of school performance and long may it continue.”

ATL RESPONDS Read ATL general secretary Mary Bousted’s response to Mike Cladingbowl and Ofsted’s proposals on page 9.

NOVEMBER/DECEMBER 2014 | REPORT 17

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GUIDE

Ofsted made clear So what doesn’t Ofsted require as part of its inspection process? Here’s your go-to guide ATL’S APPROACH of debate not demand has secured this official memo from Ofsted setting out a list of paperwork and practices that inspectors DO NOT require schools to provide as part of the inspection process.

ATL members have told us clearly that workload linked to preparing for Ofsted causes the most significant stress in their working life. Meanwhile, members of AMiE, ATL’s leadership section, have said they feel under pressure to be constantly prepared for Ofsted inspections.

We have made your voice very clear in our talks with the Government and as a result, Ofsted was asked to produce this memo to dispel the myths around what it requires in its inspections.

OFSTED INSPECTIONS – CLARIFICATION FOR SCHOOLS The purpose of this document is to confirm facts about the requirements of Ofsted and to dispel myths that can result in unnecessary workload in schools. It should be read alongside the School Inspection Handbook, which can be found at www.ofsted.gov.uk/resources/schoolinspection-handbook.

This document is intended to indicate specific practices that are not required by Ofsted. It is up to schools to determine their practices and for leadership teams to justify them on their own merits rather than by reference to the inspection handbook.

1. Lesson planning R Ofsted does not require schools to provide individual lesson plans to inspectors.

Equally, Ofsted does not require schools to provide previous lesson plans.

R Ofsted does not specify how planning should be set out, the length of time it should take or the amount of detail it should contain. Inspectors are interested in the effectiveness of planning rather than the form it takes.

2. Self-evaluation R Ofsted does not require self-evaluation to be provided in a specific format.

3. Grading of lessons R Ofsted does not award a grade for quality of teaching for any individual lessons WWW.ATL.ORG.UK

019_ATL_Nov/Dec14_guide.indd 19

visited and it does not grade individual lessons. It does not expect schools to use the Ofsted evaluation schedule to grade teaching or individual lessons.

4. Lesson observations R Ofsted does not require schools to undertake a specified amount of lesson observation.

R Ofsted does not expect schools to provide specific details of the pay grade of individual teachers observed during inspection.

5. Pupils’ work R Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books will often depend on the age and ability of the pupils.

R Ofsted does not expect to see unnecessary or extensive written dialogue between teachers and pupils in exercise books and folders. Ofsted recognises the importance of different forms of feedback and inspectors will look at how they are used to promote learning.

6. Evidence for inspection R Ofsted does not expect schools to provide evidence for inspection beyond that set out in the inspection handbook.

R Ofsted will take a range of evidence into account when making judgements, including published performance data, the school’s in-year performance data and work in pupils’ books and folders. However, unnecessary or extensive collections of marked pupils’ work are not required for inspection.

R Ofsted does not expect performance and pupil-tracking data to be presented in a particular format. Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school.

Ofsted does not require teachers to undertake additional work, or ask pupils to undertake work, specifically for the inspection.

R Ofsted will usually expect to see evidence of the monitoring of teaching and learning, and its link to teachers’ performance management and the Teachers’ Standards, but this should be the information that the school uses routinely, and not additional evidence generated for inspection.

R Ofsted does not require schools to provide evidence for each teacher for each of the bulleted sub-headings in the Teachers’ Standards.

7. Statutory provisions R Ofsted will report on any failure to comply with statutory arrangements, including those relating to the workforce, where these form part of the inspection framework and evaluation schedule.

R

You can use the Ofsted memo as a means of starting a professional dialogue about workload with your colleagues. Speak to your ATL rep about how this can be facilitated in your staffroom.

Ofsted has also launched its plans for a new common inspection framework for all sectors it inspects. ATL will be responding to this consultation and would very much like to hear your thoughts. See www.atl.org.uk/ofsted for more information.

We will continue to campaign for a new role for Ofsted and the profession-led, locally based inspection system ATL members have called for in our manifesto: www.atl.org.uk/manifesto.

NOVEMBER/DECEMBER 2014 | REPORT 19

05/11/2014 17:17

Do something different and become an Edexcel GCSE or GCE Examiner with Pearson We have exciting opportunities for teachers of: • • • •

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Visit our website for opportunities to develop and further your career in education: http://www.edexcel.com/i-am-a/teacher/ aa-recruit/vacancies/Pages/home.aspx

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10/11/2014 12:08

GUIDE… INAPPROPRIATE LANGUAGE

Mind your language What do you do when you hear a student say something racist or homophobic? Two experts offer some suggestions

‘Those trainers are so gay’ LGBT SCHOOLS ADVISER AND FOUNDER OF ‘EDUCATE AND CELEBRATE’ ELLY BARNES OFFERS HER ADVICE SHOULD YOU HEAR A STUDENT SAY THIS 1. Do not get angry or shout.

2. Simply say: “We do not use discriminatory language in our classroom, do we?”

3. Calmly point towards your school code (see below).

4. Remind the student that using the word ‘gay’ in a negative context is discriminatory and unacceptable.

5. Model the correct use of the word, eg: “Tom Daley is gay.

We can say it in this context because it’s a fact.”

6. Agree with the student that this is an acceptable use of language in school.

7. Move on with the lesson.

Along with astutely and confidently correcting language, the most important resource here is your school code. It is essential for establishing an inclusive ethos for teachers, students, parents and governors that is collectively written, agreed and referred to in all assemblies and classrooms as the central reference to behaviour, teaching and learning.

An inclusive code should adhere to the protected characteristics of the Equality

Act 2010 and Ofsted criteria in Exploring the School’s Actions to Prevent and Tackle Homophobic and Transphobic Bullying.

You then have an effective reference point to eradicate all forms of discriminatory language from classrooms.

You can combine your updated school code with specialised LGBT training for all your staff, develop an inclusive LGBT curriculum, involve the community, and ensure LGBT people are visible in your environment.

An example of a school code is: we treat everyone EQUALLY and FAIRLY. We do not use discriminatory language or discriminate against anyone because of their: R age R disabilities R gender R race and nationality R religion or belief R pregnancy R marriage status R transgender identity R sexual orientation.

Our school welcomes and celebrates all others.

For further information on training, policy and resources, see www.ellybarnes.com, email ellybarnes@educateandcelebrate.com or call 07748 102859.

WWW.ATL.ORG.UK

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‘Why can black people use the “n-word” but it’s not acceptable for others to do so?’

CO-DIRECTOR OF EQUALITY TRAINING CONSULTANCY EQUALITEACH KATE HOLLINSHEAD SUGGESTS HOW TO DEAL WITH THIS QUESTION The use of the ‘n-word’ elicits a great deal of debate, and the question of who can use it, if it should be used at all, and who decides this, is an issue of concern for many.

Sometimes in school, the consequences of using the word have depended on the skin colour of the person saying it, a difference in spelling (either with an ‘er’ or an ‘a’) can change its acceptability, and sometimes its use is legitimised because black rappers use it.

It has a long history of being used for harm. As early as the 17th century, the neutral descriptor ‘negro’ evolved to the derogatory term ‘ni**er’. The word is intrinsically linked with the transatlantic slave trade, apartheid, discrimination, violence and brutality against black people. People using it may not be aware of its meaning, history and full potency, but once they are, young people of all ethnicities often choose not use it.

There is an argument the word can be used by black people to reclaim it in an act of resistance. This argument has been taken by influential rappers and it is true language does evolve over time. However, advocating double standards within a school can create confusion, and breed resentment and division between pupils. A school should be safe and comfortable for all students and staff; allowing the use of the ‘n-word’ jeopardises this. Within a school setting, it is a word to be avoided except for in genuinely useful discussions about its use.

See www.equaliteach.co.uk for more information or contact kate@equaliteach.co.uk.

JOIN THE DEBATE report@atl.org.uk

@ATLReport

facebook.com/ ATLUnion

Report, ATL, 7 Northumberland Street, London WC2N 5RD

NOVEMBER/DECEMBER 2014 | REPORT 21

10/11/2014 11:58

Time efficient assessment for literacy and exam access Ages 11-24

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Widely used for assessment, screening & EAA

It probably saved us approximately 100 LSA hours of marking and processing

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Suitable for Key stages 1 & 2 and SEN. Supports the PSHE curriculum and SEAL programme perfectly

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Teaching Shakespeare?

‘The perfect introduction to Shakespeare!’

16/10/2014 12:21

Shakespeare Comic Books!

Helen Reynolds, teacher

www.shakespearecomics.com 22 REPORT | NOVEMBER/DECEMBER 2014 Shakespeare_ATL_Sept_14.indd 1

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13/08/2014 15:08

WWW.ATL.ORG.UK

05/11/2014 09:26

YOUR ATL… CONTENTS AND CONTACTS

Your ATL EXPERT ADVICE, TEACHING TOOLS, MEMBER BENEFITS – AND YOUR RIGHT TO REPLY

26

IN THIS SECTION ATL members on the key role played by SEN staff in schools, the pressures on supply teachers and the dangers of abandoning fun in a targets-driven system

25

LEGAL GUIDE

ATL solicitor Kehinde Adeogun explains the rights of transgender pupils and staff

27

CROSSWORD

Your chance to win a £50 M&S voucher

28

NOTICEBOARD

Including the chance to study the US education system on a scholarship, details of ATL’s national officer elections and the opportunity to become an ATL equality rep

“Students with special educational needs should be taught by qualified, trained staff”

29

RESOURCES

Newsletters for support staff, those working in the post-16 sector, and students and newly qualified members, as well as training to help you work with angry learners

USEFUL CONTACTS If you need help with matters related to your employment, your first point of contact should be your school or college ATL rep, or your AMiE regional officer if you are a leadership member. You can also contact your local ATL branch for advice and support. If they are unable to help, contact ATL using these details: General enquiries: 020 7930 6441 info@atl.org.uk BELFAST: 028 9078 2020 ni@atl.org.uk CARDIFF: 029 2046 5000 cymru@atl.org.uk

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

AMiE MEMBERS: contact your regional officer (details at www.amie.atl.org.uk) or call the employment helpline on 01858 464171 helpline@amie.atl.org.uk

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

WWW.ATL.ORG.UK

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Pension enquiries: 020 7782 1600 Out-of-hours helpline: 020 7782 1612

If you are not a member of ATL and would like to join, please contact us on

0845 057 7000 (lo-call)

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.

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.

NOVEMBER/DECEMBER 2014 | REPORT 23

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Oct 2014_Layout 1 19/09/2014 09:11 Page 1

Whatever legal support you require, we’ll be there for you Whether it’s help with your will, buying or selling your home, or family matters, Morrish Solicitors will provide you with friendly, professional advice, including confidential legal assistance, giving you peace of mind.

In addition to our free personal injury service, as an ATL member, you and your family can enjoy exclusive rates for all of our legal services.

ATL + Legal Services Supporting you and your family

033 3344 9600 www.morrishsolicitors.com/atl

Oxford Cambridge and RSA

024_ATL_NOVDEC14.indd 24

05/11/2014 09:26

YOUR ATL… LEGAL GUIDE

Genderbased discrimination Schools have a legal duty to prevent and tackle gender-based bullying, language and harassment, explains ATL solicitor Kehinde Adeogun SCHOOLS in England, Wales, Northern Ireland and Scotland all have pupils and staff from diverse backgrounds. It is well recognised that diversity should not be a stumbling block to learning or teaching, therefore the law protects pupils, teachers and support staff who identify as LGBT – lesbian, gay, bisexual or transgender – so their right to learning and employment can be free of discrimination.

To present education in a heteronormative way, portraying heterosexuality as the norm, and to ignore the fact there are LGBT pupils and staff can lead to harassment and bullying.

Schools have a legal duty under sections of the Equality Act 2010 to prevent and tackle gender-based bullying, language and harassment.

Ofsted and the Department for Education recognise it is imperative that schools work to ensure they create an environment where all pupils are able to learn and to achieve their full potential. The Ofsted briefing Exploring the School’s Actions to Prevent and Tackle Homophobic and Transphobic Bullying can assist schools in how best to challenge gender-based bullying, language and harassment that can prevent LGBT pupils from safely accessing education.

ATL realises transgender discrimination (transphobia) is not widely recognised or discussed in school settings; however, statistics show that on average every primary school will have three pupils who have gender dysphoria, ie feeling they were born into the wrong body. Statistics also show that in any school of 1,000 pupils there are likely to be six who will experience transgenderism throughout their lives.

WWW.ATL.ORG.UK

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Transgender discrimination is therefore an issue all schools should take on board. If a school fails to take gender-specific bullying (ie anti-gay, anti-bi, anti-trans or sexist bullying) seriously, they could be breaking the law by directly or indirectly discriminating against victims of the bullying.

It is a breach of the Equality Act for schools to exclude pupils from school because of their sexuality or because they identify as trans.

Similarly, pupils cannot be refused a school place, be denied the opportunity to go on a school trip, or be denied the opportunity to become a prefect or head boy or girl for these reasons.

“SCHOOLS SHOULD CHALLENGE SPECIFIC TRANS HATE LANGUAGE” Many schools now have end-of-year events. Those planning events, especially in secondary schools, must be aware that a school cannot prevent a pupil, teacher or member of support staff from bringing a same-sex partner to an event if other pupils, teachers or support staff are allowed to bring someone of the opposite sex. It will also be the case that transgender pupils or staff should not be prevented from attending an event dressed as the gender they identify with.

Schools should challenge specific transhate language just as other gender-based hate language is challenged (see page 21).

It should therefore be made clear to pupils phrases such as calling someone a ‘he-she’ are unacceptable and discriminatory.

There is evidence pupils experience gender variance most prominently around puberty, which can be a stressful time for trans pupils, and may negatively impact on school performance or attendance, as those pupils’ bodies more obviously don’t reflect their gender identity. Schools need to be aware of such difficulties and the increasing likelihood of bullying and harassment.

Employees in schools are also protected by the Equality Act. Staff who are proposing to undergo, have undergone or are undergoing a process or part of a process of reassigning their sex may require time off for hospital appointments. It may be unlawful to deny time off for those appointments if it would have been granted to other staff for other medical appointments.

It is not necessary to be under medical supervision to be protected by the Equality Act, so if a person assigned a female gender at birth decides to live permanently as a man but does not undergo any medical procedures, they too are protected from being discriminated against.

ATL advises that a comprehensive equality policy at a school should include information on all gender-based discrimination including transphobia. It is unlawful for lesbian, gay, bisexual and trans pupils or employees to be treated differently from heterosexual pupils and employees at school. ATL can provide guidance on how to support members who have questions about how best to prevent and challenge gender-based discrimination in all its forms from occurring in their school.

ATL members who require guidance about how best to prevent and challenge gender-based discrimination occurring in their school should contact ATL using the details on page 23.

NOVEMBER/DECEMBER 2014 | REPORT 25

05/11/2014 17:17

YOUR ATL… YOUR VIEWS

Letters and care plan must possess or at least be working towards this qualification.

SUPPORTING SEN The skills and expertise I very much enjoyed reading the needed to teach learners with article about Mark Baker in the SEN can sometimes be very September edition of Report.

I was most encouraged by his different to those needed to interest in and commitment teach a whole class. Yet this to students with special Government still believes the educational needs (SEN). way forward is to expect class Having been a learning teachers to direct ‘non-teaching support assistant in a staff’ to work with this most mainstream primary school for vulnerable group. As well as almost 10 years, I am passionate being morally reprehensible about my job. I work with (as Mark Baker writes, taking students who may have been money away from those who written off by others, teaching need it most and can protest them to believe in themselves, least), the Government is also believe in their abilities and make being very short-sighted. progress. I enjoy the challenge of Quality teaching of students finding creative, innovative ways with SEN can make the to break down barriers to difference between an learning and social adult who is able to inclusion. I have work and live attended many independently, The author of this letter wins £100 courses and and one who is in book tokens. If you want to voice seminars and unemployable your opinion on issues raised in Report also completed and wholly or any other aspect of education, please send a letter or email to the addresses an Open supported by below, including your phone University benefits. number. One letter will be MA in Special One hopes chosen every issue to win Education. the new education the tokens.

However, after secretary will be working for nearly a a little more forward decade, my job title remains thinking, not to mention learning support assistant (LSA). compassionate.

I am still considered by our N Braham, London education system as ‘nonteaching staff’, and am paid A response from ATL senior policy adviser Alison Ryan: accordingly. With my MA and Access to high-quality career experience, I take an active role training and development is vital in planning, collaborating with for teachers and support staff specialists and advising other alike, and we know SEN is LSAs when I can, because insufficiently covered in much of I believe students deserve the current provision. ATL will the best we can give them. continue to work for its members to have access to the initial Students with SEN should be training and CPD that equips taught by qualified and trained them to meet the needs of all staff. There should be a training their students, in groups or route leading to qualification in this singly. If you want to help area (rather like for HLTAs) and ATL’s campaign on this, legislation that LSAs supporting email aryan@atl.org.uk. students with an education, health STA R L E T T E R

WIN!

26 REPORT | NOVEMBER/DECEMBER 2014

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SUPPLY PAY STRESS I work as a supply teacher.

Not only has the pay rate via agencies not increased for many years, but I am now finding agencies asking me about working for a lower rate ‘for schools whose budgets are tight’, and I am told schools asking for this may become common practice.

Given that supply work for me pays two thirds of the equivalent full-time employee rate (I was a U1 teacher) before the fact I average half the work I would have as a full-time employee is taken into account, I feel this is completely immoral. I am highly skilled, I do a good (and sometimes difficult) job well, and currently schools need the services provided by supply staff.

My stance is that I do not want to be paid less than I have been getting, but I am aware this will probably lead to me being undercut by other supply teachers more desperate financially than I am, and less qualified.

Name supplied FIXING THEIR FUTURE I have read each recent issue of Report from cover to cover with great interest. It fills me with great confidence that I belong to a union that is fighting the teachers’ corner, and pursuing issues with the Government I am in full agreement with.

JOIN THE DEBATE…

I have been a teacher now for 28 years and during this time have seen too many changes, some for the better but mostly for the worst. What concerns me most is the psychological damage we are inflicting on our future generations. Children are simply not allowed to have a piece of work that is acceptable and be told they have done well.

Oh no! As teachers, we have to tell them their ‘next steps’ and how to further improve their work. If they reach a target, they have to have another one to reach that’s even higher in turn, resulting in ‘better than expected progress’. If we are not achieving this, we are deemed to be ‘requiring improvement’ or ‘inadequate’.

My very serious question is whatever happened to children being children and enjoying school, being involved in projects and learning for fun?

This present Government does not seem to understand the importance of this.

We often talk about mental health among teachers, but from first-hand experience, I know many young children have mental health issues too. I have been waiting for the system to change for many years but sadly it has not yet – I think I will have retired before it does. I certainly am not relishing another 10 years in this current regime.

R Marshall, Chesterfield

report@atl.org.uk @ATLReport facebook.com/ATLUnion Report, ATL, 7 Northumberland Street, London WC2N 5RD

WWW.ATL.ORG.UK

10/11/2014 11:59

YOUR ATL… PRIZE CROSSWORD

WIN!

Prize crossword ACROSS 1 Male teacher has piano that is empty case, but a work of great artistry! (11) 9 High-ranking person, Detective Inspector, trying a new fashion (9) 10 One of those 21 in Arnold’s Oxford? (5) 11 Fellow has help centre where students worship (6) 12 Take Law, perhaps, in the beginning, reliable and hard-working (8) 13 Not wearing as much during school period? (6) 15 I fail MA badly, right – not unknown (8) 18 Youth produces grant with three Es (8) 19 Philosopher who’s into politics, art, religion… (6) 21 Embellish margin – Ed not paying attention, perhaps? (8) 23 Spot MP in heap (6) 26 Sees the return of Molesworth’s educational establishment! (5) 27 Surgical procedure – frank about proportion (9) 28 In part of Spain, poor school slated – no head, initially (5,3,3)

A £50 Marks & Spencer voucher

DOWN 1 Physical examination claimed to be otherwise! (7) 2 Part of the Greek alphabet might be amusing without N and U (5) 3 French novelist Eliza Mole, maybe (5,4) 4 Ringing of bells makes a large contribution to 11 across! (4) 5 Like Tutankhamun, for example, yellow head, fresh paint (8) 6 Arrange lease as a support for artist’s work (5) 7 Bad teacher – dishonest type (7) 8 He’ll be one of the last two in the competition, if Latin’s translated correctly (8) 14 Broken knee – lots studied in anatomy lesson? (8) 16 Somehow maintain Head of English, though showing no signs of life! (9) 17 Unfortunately one ruins gettogethers for former pupils (8) 18 Dr East told off young child (7) 20 And French – learn anew – it’s never-ending! (7) 22 Starting Monday, university starts introducing certificates in this subject? (5) 24 Groups of two I move up in European capital (5) 25 Cheese turns up in platefuls! (4)

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HOW TO ENTER

Send your completed crossword with your contact details to: ATL November/December crossword competition, Think Publishing, The Pall Mall Deposit, 124-128 Barlby Road, London W10 6BL. Closing date: 5 January 2015 . If you have an ATL membership number, please include this here The winner of the November/December competition will be announced in the February issue of Report.

LAST MONTH’S SOLUTION ACROSS: 1 Papyrus 5 Doctor 9 Ability 10 Faraday 11 Lie 12 Felon 13 Crystal 14 Set 15 Respect 17 Sons 21 Kept 24 Decline 27 Ego 28 Confirm 29 Pilot 30 Pub 31 Magnate 32 Latimer 33 Cachet 34 Startle DOWN: 1 Platform 2 Painless 3 Reign 4 Stylist 5 Defects 6 Carry on 7 Oddity 8 Cycle 16 Cup 18 Ode 19 Diplomat 20 Meat-free 22 Epitaph 23 Tempest 24 Doubles 25 Scamp 26 Enigma 29 Petra CONGRATULATIONS TO SEPTEMBER’S WINNER – TREVOR JONES, BRACKLEY

GOLDSMITHS’ GRANT FOR TEACHERS

2015 GRANTS FOR PRIMARY AND SECONDARY TEACHERS Take Time Out from the Classroom!

The Goldsmiths’ Grants for Teachers provides an opportunity for teachers and headteachers to undertake a project of their choice, in UK or abroad, aimed at enhancing their personal and professional development.

The Grant forms part of the long-term commitment of the Goldsmiths’ Company to support teachers and headteachers in the United Kingdom.

Grants will cover travel, accommodation, materials costs, etc, up to a maximum of £3,000.

In addition the Goldsmiths’ Company will pay a maximum of £2,000 supply cover to your school” For guidelines and further details visit our website: www.thegoldsmiths.co.uk/charity-education/education/ or apply to: The Deputy Clerk, The Goldsmiths’ Company Goldsmiths’ Hall, Foster Lane, London EC2V 6BN

DON’T DELAY – APPLICATIONS MUST BE IN BY 1 DECEMBER 2014 The Goldsmith Company_ATL_ Sept14.indd 1

026-027_ATL_Nov/Dec14_letters.indd 27

14/08/2014 16:09

10/11/2014 11:59

YOUR ATL… NOTICEBOARD, GET INVOLVED

NOTICE BOARD ATL’s national officers On 3 November nominations opened for the posts of vice-president and policy officer, and they close on 15 December. Candidates must currently be a standard member, have been for three years including the 12 months immediately prior to the closure of nominations, and be nominated by at least 10 members of the Executive Committee, or at least one branch, or 25 standard members from more than one workplace.

This will be a statutory election, run in accordance with ATL’s rules and constitution.

For further information about the ballot procedure or to receive the nomination pack please email Pat Ware at pware@atl.org.uk.

ATL’s Executive Committee Two vacancies in the north west region of the Executive Committee, for the Cheshire, Knowsley, Liverpool, Sefton, St Helens and Wirral electoral constituency, saw Aideen Mansfield and Andy Wood elected unopposed.

Advisory group meetings ATL’s Independent and Private Sector Advisory Group (IPSAG) and Further and Higher Education Sector Advisory Group (FESAG) meet on 17 January 2015. Members can send independent sector issues to Helen Porter at hporter@exec.atl.org.uk in advance.

Members in the post-16 sector should email post16@atl.org.uk with any concerns they have, with the following lead members and their sector/geographical location in the subject field: for FE in England, Ray Amoss; for Scotland, Eric Preston; for Wales, Lesley Tipping; for HE, Jim Davis; and for sixth form colleges, Simon Holland.

Walter Hines Page scholarships Teachers and lecturers are being offered the chance to study an aspect of the education system in the USA on a two-week study scholarship. ATL is once again sponsoring two Walter Hines Page scholarships, which include provision for accommodation, travel and hospitality for a fortnight-long 28 REPORT | NOVEMBER/DECEMBER 2014

028-029_ATL_Nov/Dec14_Resources.indd 28

study trip to the USA during the 2015-16 school year.

Scholars study an aspect of education relevant to their own professional interests and development. The deadline for applications is 15 December and interviews will be in London in March 2015. For more, see www.atl.org.uk/ walterhines, or contact Monique Lowe at mlowe@atl.org.uk or on 020 7782 1551.

Become an equality rep If you are dealing with disability issues, age discrimination or what you think might be race or sexual orientation discrimination, or if you are passionate about fighting inequality, then ATL needs you!

With the introduction of performance management, you may be hearing from more members who feel discrimination has played its part in a decision, whether in terms of age, faith, race, gender, gender reassignment, pregnancy and maternity, sexual orientation or disability. Or perhaps you’re a branch or district equality rep and want to find out more about where to find resources and help?

ATL recently held its first training session for equality reps, which focused on sharing

experience of, and learning about, a range of casework and legal issues. If you are interested in taking part in the next one-day training course and becoming an equality rep or want more details, email ATL’s lead equalities officer Wanda Wyporska at wwyporska@atl.org.uk.

TUC equalities conferences in 2015 If you are interested in joining ATL’s delegations at the TUC equalities conferences, email ATL’s lead equalities officer Wanda Wyporska at wwyporska@ atl.org.uk, stating the conference you’d like to attend, your membership number and a 100-word statement about why you would like to take part. ATL will pay reasonable travel and subsistence costs and book accommodation. The dates are: R women’s conference: two days over the period 11 to 13 March R black workers’ conference: 17 to 19 April R disabled workers’ conference: 21 and 22 May R LGBT workers’ conference: 25 and 26 June.

ATL Teach Meet – West Midlands ATL has organised a twilight Teach Meet with Halesowen College as part of ATL’s Union Learn Fund project on 4 December at 5pm for refreshments, with the session from 5.30pm to 7.30pm.

Teachers can present their ideas on any educational topic, innovation or strategy across the curriculum in a three- or sevenminute presentation, or simply come along to be inspired and learn something new.

For more information and to book your place, contact Rebecca Poorhady at rpoorhady@ atl.org.uk

ATL & AMIE 2015 REP AWARDS It’s time to nominate the ATL and AMiE representatives you feel deserve recognition for their outstanding work in our annual rep awards.

Reps can make a difference in a variety of ways – they might be outstanding in any of the following roles: workplace rep, health and safety rep,

union learning rep or leadership (AMiE) rep.

You can see full details and apply at www.atl.org. uk/repawards. The Awards Committee will make a number of awards, reflecting the full variety of outstanding contributions reps make.

Winners will be awarded £150 at ATL’s Annual Conference and will be invited to the Conference

dinner on Tuesday 31 March (expenses paid).

The closing date for nominations is Friday 19 December 2014. This year’s awards are being supported by Aviva.

WWW.ATL.ORG.UK

10/11/2014 11:59

YOUR ATL… RESOURCES AND LEARNING ZONE

ATL RESOURCES

Student & NQ Report

WWW.ATL.ORG.UK

NOVEMBER/ DECEMBER 2014

PAY

Newsletters ATL’s support staff members in the maintained and independent sectors will have received the latest issue of the ATL Support newsletter, which leads with the reasons why ATL believes negotiation is better than striking to bring about change.

There is also an examination of the challenges facing staff who work in SEN, plus the latest success in ATL’s Shape Education campaign.

Members working in FE and sixth form colleges have been sent the latest Post-16 News, with details of the Sixth Form Colleges’ Association’s proposed changes to the national pay and conditions of teachers and managers in sixth form colleges.

There is also coverage of ATL’s first FE conference in the summer and highlights from Halesowen College, one of 12 colleges collaborating with ATL in this year’s union learning fund project.

ATL FUTURE REGIONAL EVENTS

ATL support

Each region runs termly ATL Future events, with speakers and CPD sessions covering topics such as induction, mentoring, working with parents, ATL’s campaigns, behaviour and creative curriculum. To find out more, contact the organiser in your region: R London and the south east: Natalie Swan nswan@atl.org.uk R South west: Doreen Stenner dstenner@atl.org.uk R Eastern: Rhys Martin rhysmartin@atl.org.uk R Midlands: Danielle Campos dcampos@atl.org.uk R North west: Jon Leigh Pritchard jlpritchard@atl.org.uk R North east and Yorkshire: Richard Marshall rmarshall@atl.org.uk Or email atlfuture@atl.org.uk.

Our termly newsletter for support staff members in the maintained and independent sectors

Contents:

Autumn 2014

Follow us on

News and advice • Shaping education (p2)

Follow us at @ATLSupportStaff for the latest on support staff news

• Facing the SEN challenges (p3) • The members representing you (p4) • Join the equalities debate (p4) • Safer schools (p4)

Peter Morris, ATL’s national official for support staff, explains why ATL’s mantra will always be…

Northern region events in 2015 R ‘Apply yourself’ – 17 February, York, and 18 February, Newcastle R ‘Now what do I do?

Dealing with challenging students’ – 25 April, Newcastle R ‘Voice control’ and ‘Meet the parents’ – 16 May, York To book your place, visit www.surveymonkey. com/s/Northern Events14-15.

Debate not demand

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Is your rep a winner?

Nominate your rep!

Our annual ATL and AMiE rep awards are now open! It’s your chance to nominate the individuals you feel deserve recognition.

Reps can make a difference in a variety of ways. They might be outstanding as a workplace, health and safety, union learning, or leadership rep.

Winners will be awarded £150 and will be presented with a certificate during ATL’s Annual Conference (to be held in Liverpool 30 March – 1 April 2015) and will be invited to attend ATL’s Annual Conference dinner on the evening of Tuesday 31 March 2015 (all expenses paid).

You can nominate your rep at www.atl.org.uk/ repawards. The closing date for nominations is Friday 19 December 2014. This year’s awards are being supported

by Aviva.

No rep or contact in your workplace? Why don’t you consider getting involved?

Email organise@atl.org.uk for more information.

As I write this, in late October, the long-running saga of maintained and academy sector pay has yet to be resolved.

We believe the way to effect change is through lobbying and campaigning, not confrontation and strife – in other words, debate not demand.

Following on from a one-day strike on 10 July , the three local government unions (Unison, GMB and Unite) were poised to call their members out again on 14 October, only for the Local Government Association to make a new two-year (2014-2016) pay proposal, which would see an increase of 2.2% for most school support staff.

On page 2, you can read more about ATL’s Shape Education campaign, which has ensured ATL’s educational policies and values reach all parts of the political spectrum.

For support staff, our education manifesto (www.atl.org.uk/manifesto) calls for a national pay structure and professional parity with teachers on whole-year contracts.

Post-16 news

We are also running two new support staff conferences (York on 24 January 2015 and London on 7 February 2015), which will Like all school staff, ATL support staff members include unrivalled CPD opportunities, as well have made it plain they are not happy with the as anewsletter chance to meet fellow ATL staff and sixth forms Our termly for members in support FE, universities declining value of their take-home pay, and the members. Booking details will be circulated deal on offer does little to reverse that trend. shortly by email, and will be at www.atl.org.uk/

FE CONFERENCE SPECIAL!

Peter Pendle, ATL’s deputy general secretary and chief executive of AMiE

The keynote speakers were ATL’s deputy general secretary, Peter Pendle, who is also chief executive of AMiE; Ewart Keep, professor of lifelong learning page one at Oxford University; Ken Spours, professor of post compulsory education at the Institute of Education, London; and David Russell, chief executive of the Education and Training Foundation. Chris Winch, professor of educational philosophy and policy, Kings College London, also addressed senior stakeholders in a lunchtime session on the issue of how VET (vocational education and training) policy is formed and to what standards.

Here we take you through some of the key issues highlighted during the conference:

ATL’s vision for the FE sector ATL’s deputy general secretary Peter Pendle opened the conference by setting out ATL’s vision for the future of FE. He said: Ewart Keep, professor of lifelong learning at Oxford University

David Russell, chief executive of the Education and Training Foundation Pictures by Sarah Turton

“Our call is for an education system for the 21st century where young people have an assessment system and curriculum that is broad and balanced.

Transition from school to FE, HE and work needs financial support and excellent careers guidance and education, and students’ futures need to be prioritised over profit.

‘qualifications,’ which is a good thing, but we need to go further and achieve a stable and sustainable sector funded for the longer term.

“The practical impact of recent budget cuts has been: • no increase in funding for pay rises or inflation since 2010 • funding for full-time students has been cut by an average of 12% by the removal of an element in the formula that paid for tutorials and a rounded programme • schools and academies continue to have 100% of their VAT reimbursed (worth about four per cent of income for 16- to 18-year-olds) which colleges do not • Education Maintenance Allowances (EMA) have been replaced by bursaries. This has reduced spending on support for 16- to 18-year-olds from low income families by around £300 million (60%) • there has been a cut to the full-time funding rate for 18-year-olds by 17.5% from £4,000 to £3,300, which saves £150 million, while reducing EFA funding at FE colleges by three per cent, at land-based colleges by 2.5% and at sixth form colleges by 1.2%.

LONDON 18 JULY 2014

“It is vital that there is an end to education professionals’ excessive working hours and that they are able to have a genuine career path through a national pay structure and CPD. And schools and colleges need an accountability system based on collaboration, with local inspection and a new role for Ofsted. That’s what we want the parties to sign up for in the election and that is what we will be campaigning for.

“Top of the list of the big issues for FE from a union perspective with a leadership and management section is, as always, funding. FE is the only sector

“Ofsted perpetuates the model that expertise, knowledge and good practice lies ‘outside’ the institution being inspected. Ofsted’s culture and working practices de-professionalise teachers and lecturers whose own professional knowledge and practice is downgraded and diverted to doing what it is perceived that Ofsted wants.

“So, as with funding, those who take decisions on quality in FE should look to higher education. The Quality Assurance Agency is the successful model to follow for the FE sector and is one that ATL is endorsing.”

FE conference special continues on pages 2-3

page one

www.atl.org.uk

WHAT YOU NEED TO KNOW When you are offered a role at a school, remember not to rush to accept it before you are sure of the salary you will be paid and how this salary will increase as you gain experience.

If you work for a community school you will be paid on the national pay scale. This stipulates a minimum salary you must receive as well as the maximum you can aim for. There is a reference scale that details the salary points between the minimum and maximum, and ATL C O N F E R E N C E 2 01 5

Annual Conference There are a number of places for student and NQ members to join the ATL Future delegation at ATL’s Annual Conference in Liverpool.

Up to 600 members attend the three-day event before Easter.

A lot goes on, including policy setting and ministerial speeches.

The ATL Future steering group also holds its AGM and new

members are welcome to stand to be part of the group.

Workshops, mini-conferences and learning zones all help develop your career and get involved in ATL. Email atlfuture@atl.org.uk with your details and a few sentences about why you’d like a place. It is free and expenses are paid.

GUIDES

Starting out Apply Yourself is our guide to getting your first teaching job. It covers job-searching, applications and interviews – offering essential tips for the entire recruitment process.

ATL’s series for student and newly qualified teachers also includes Ready, Steady, Teach! and Induction: Making it Work

for You. Call 0845 450 0009 or see www.atl.org.uk/publications.

Setting Objectives

Agreeing objectives for performance appraisal with your teachers. This is appraiser is a key especially important issue for all as the outcome on your pay progression. of your appraisal will have an impact Relevant information from the review statement be taken into account may by headteachers governing bodies and school when performance, promotion,making decisions about dismissal or discipline.

The number of

objectives

There is no statutory limit on the number that should be set. of The number of objectivesobjectives school expects to your be set should be outlined in your school’s performance appraisal policy.

ATL recommends there should no more than three objectives as more than workload. For part-time three may increase your teachers fewer than objectives may be three more objectives are structuredappropriate unless the in a way to reflect of hours worked. the number

encourages schools to adopt this. Even if your school does not use the reference scale, you can use it to gauge your salary against what teachers with your level of experience should expect.

How you progress to the maximum salary will be based on the outcome of your performance appraisals, and schools have discretion over how fast you progress. The rules for progression should be outlined in the school’s pay and appraisal policies.

It is possible for an objective to be set with the aim being achieved over of it more than one cycle. the case it is a good Where this is idea to have milestones the objective and set within agreement that any progression will not be delayed until the whole objective is met.

Principles to follow in setting objectives

The school should follow discussing and agreeing these basic principles when objectives.

• Your appraiser should the objectives

ensure you understand what involve, you are in a position to achieve them, know what you need to do to achieve including identifying any support required, them and how they will and when be reviewed and measured.

• Objectives should be written clearly and concisely and be measurable.

• Objectives should focus on issues or matters over which you have direct influence/control account the wider and take into socio-economic, cultural and other external influences on pupils.

• Objectives should relate to the objectives school’s strategic in the plan school development (sometimes identified as the or improvement plan) and any department or team plans as well as to your professional needs and career aspirations. own If an objective does not fulfil these conditions may be regarded then it as being unreasonable.

Annex A to this factsheet gives some questions may wish to consider you when planning your when determining whether an objective objectives or is appropriate.

Preparing for your

planning meeting

Before you meet with your appraiser to set your objectives you should spend some time what suitable objectives thinking about could be. This will situation where you help avoid a have objectives proposed to you even imposed upon or you, for which you are unprepared.

Objective-setting should be related to the objectives out in your school’s set strategic plan. This should be familiar means you with these objectives departmental/team and with any plans and their objectives. also be helpful to It may familiarise yourself with your school’s most recent Ofsted report – especially if it specifically mentions your key stage or subject.

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Academies and free schools can set their own pay scales and, although they often match the national scales, it is best to check.

ATL has published a set of factsheets, available at www.atl. org.uk/factsheets, with details about teachers’ pay, along with advice on setting objectives and preparing for appraisal meetings.

IN THIS ISSUE… VOICE CARE: Tips to keep your voice healthy and effective throughout your career in the classroom ATL FUTURE: Nathan Jones explains the work of ATL’s group for student and NQ members ASK ATL: Liz Coston answers questions on job applications and social networking COMPETITION: Complete the Sudoku puzzle to win a £50 M&S voucher

2 3 4 4

For student and NQs…

But the real questions that ATL members have supportconference.

2014 asked themselves are: 1) is striking the way to Autumn Another example of ATL in action on behalf of secure a better pay Contents: deal, and 2) if not, is there support staff members is our participation in an alternative? the Department for Education’s independent News and advice We conducted a survey of ATL members back panel to review the professional standards for • FE conference in June, and a significant majorityspecial said they teaching assistants. Kathryn Booth, a teaching did not want to ballot(p2-3) for strike action to try assistant in Dorset, and Susan Coates, a • Sixth in forms: to force an improvement the proposal one-per-cent, teacher in Tyne and Wear, are representing to change national pay one-year offer then on the table. Members felt ATL members on this important body. You can and conditions (p3) that even the loss of one day’s pay would not read more about this in November/December’s • Highlights from be recouped by any realistically achievable Report magazine.

Halesowen (p4) ATL held its first FE conference on 18 July. More improvement in the offer. these numerous ways, ATL will thanIn 100 reps,and members and other stakeholders came That does not mean that ATL will never sanction continue work onevent behalf our support together at thetoone-day in of London to hear that appears driven by funding, unlike schools and strike action. Many of you will recall the onestaff members. To find out more about ATL’s details of ATL’s campaigning in the FE sector, as universities. day strike in November 2011, called to secure a campaigning activities on support staff matters, well as discuss the key issues facing members in “That can’t be right. We have moved to a funding better deal on support staff pensions. But striking go to our website at www.atl.org.uk.

FE at the moment. formula based on the student rather than in itself is rarely the solution to any problem.

www.atl.org.uk

Teachers’ pay

ATL ADVICE Teacher Appraisals:

All ATL’s newsletters are available at www.atl.org.uk under ‘publications and resources’

For student and newly qualified members, the Student and NQ Report supplement is nestling in the centre of this issue of Report. If you missed it, turn back and read all about how you should be aware of changes in teachers’ pay structures, ATL events you can get involved in and guidance on applying for your first job.

There is also detailed advice on looking after your voice during your teaching career. A husky voice might sound cool, but it won’t help you communicate with your class: advice from a voice expert includes opening your mouth more, morning exercises, and avoiding shouting.

MANAGING THE ANGRY LEARNER Anger is one of the basic emotions and in schools we see its effects every day.

This one-day course, provided by Pivotal Education, will help you become more aware of anger as an emotion. It also covers how to deal with it within the school environment and help individuals manage their anger more appropriately.

Course programme R The physiology of anger – how to spot the rise of anger in individuals and help them recognise early signs within themselves.

R Theories on anger; the relationship between anger and aggression.

R What makes a child angry? The anger cycle.

R Identification of triggers, escalation, crisis,

recovery, post-crisis depression and strategies to use in each part of the anger cycle with young people.

R Anger management strategies and approaches to working with problem anger.

R Dealing with criticism - techniques to move learning forward.

R Assertive techniques – using language and non-verbal behaviours to be less threatening.

R Whole-school strategies at primary, secondary and FE level.

Date and location 3 February 2015 – Manchester 5 Paul Dix of Pivotal Education in action

For more about this and all courses, and to book, go to www.atl.org.uk/learningzone

WWW.ATL.ORG.UK

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NOVEMBER/DECEMBER 2014 | REPORT 29

05/11/2014 17:17

FINAL WORD… TANYA BYRON

THE TROUBLE WITH KIDS

ILLUSTRATION : PHIL WRIGGLESWORTH.

Children need to learn how to fail, says Professor Tanya Byron MANY CHILDREN in the developed world are raised in captivity due to an overly risk-averse culture, driven by adult paranoia about harm to our kids. The 24-hour multi-platform news media fuels adult anxieties about a world where it is perceived extreme and life-threatening risk exceeds opportunity.

This means that children are denied valuable learning and life experiences, where challenge and risk enable them to build emotional resilience. This is compounded by an educational system increasingly built around narrowly defined targets and testing, where children learn from a very young age to internalise a sense of not being ‘clever’ enough.

Recent research has shown that children from families considered to be more protective are showing increasing rates of psychological difficulties. These young people are presenting with acute and chronic anxiety disorders and depression manifested in a variety of ways, ranging from self-harm to eating disorders, OCD, substance misuse, school refusal and suicidal feelings.

What this means is we are now seeing a new group of children with psychological problems who traditionally were considered less at risk. These children are struggling under the weight of expectation and pressure, where results are key and IQ is pushed at the expense of EQ (emotional intelligence). Making a mistake is no longer about learning and improving; it is seen as failure, leading to disengagement from learning and lowered self-esteem.

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Children and young people who present their difficulties in ways that are socially unacceptable are seen as responsible for the breakdown of the fabric of our society. These children and young people are blamed and discarded by a judgemental, uncompassionate society. As continued cuts to Child and Adolescent Mental Health Services (CAMHS) illustrate, the real and critical mental health needs of our young are woefully under-resourced and ignored.

Indeed, despite the fact that 50% of mental health difficulties will present in early adolescence and 75% (excluding dementia) by the early twenties, only six per cent of the total NHS mental health budget is spent on children and young people, who make up 25% of the population. This situation persists even though we know that for every £1 spent on early mental health intervention for children and young people, we would save £84 by not having to treat that person as an adult.

In addition, here in the UK we have the honour of being the only developed nation publicly censured, in 2008, by the United Nations Convention on the Rights of the Child for having the most hostile and negative press towards our children and young people. Indeed the Convention recommended the UK Government takes urgent measures to address a general climate of intolerance and negative public attitudes towards children, especially adolescents (see www.childcom.org. uk/uploads/publications/142.pdf).

This points to a culture of mistrust and negativity about our young in the UK, with the media and society consistently highlighting their flaws, having narrow expectations of achievement and allowing the use of devices such as the Mosquito, which emits a high frequency noise to drive young people from public spaces.

Taking a systemic perspective and considering current brain research, the crisis in our young symbolises the dysfunction within our culture and within the care, nurture and education of our next generation. As our young are exhibiting greater rates of mental health difficulties, we must consider why we are letting them, and ourselves, down so spectacularly.

The Skeleton Cupboard: The Making of a Clinical Psychologist by Tanya Byron is out now, published

by Macmillan in hardback, £18.99.

Professor Tanya Byron is a clinical psychologist, journalist, author and broadcaster WWW.ATL.ORG.UK

05/11/2014 17:17

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