Meet your new president Interview with Sarah Kilpatrick. See page 19.
Jupiter sinking Hero teacher who saved lives on school trip. See page 22.
Speaking out against sexism Challenging misogyny in the classroom. See page 30.
January/ February 2025
Your magazine from the National Education Union
sixth form educators take action over pay
Educate
January/February 2025
Sixth form college educators striking in Leeds for a fair pay deal (see pages 6 and 7).
Photo by Matt Wilkinson mwilkinsonphoto
NEU president
Sarah Kilpatrick
NEU general secretary
Daniel Kebede
Editor Max Watson
Editorial assistant Frankie Faccion
Journalists
Sally Gillen, Emily Jenkins & Sarah Thompson
Newsdesk
t: 020 7380 4760
e: educate@neu.org.uk
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WELCOME to the first issue of Educate of 2025 – I hope you had a wonderful holiday and your batteries are fully recharged.
In our interview with new NEU president, Sarah Kilpatrick, she says we must hold the government to account in the same way we did the last one (page 19).
Just days before we went to press when teachers were getting ready for the Christmas holidays, the government made a jaw-dropping statement on pay.
Public sector workers should face a below-inflation, unfunded pay rise next academic year, it said in its evidence to the School Teachers’ Review Body, of just 2.8 per cent when inflation in October 2024 was 3.4 per cent and predicted to rise in 2025.
Adding insult to injury, schools should find ‘inefficiencies’ within their existing budgets to fund the rise, the government said.
Inefficiencies? Heads have had to cope with appalling levels of budget cuts already. Teachers have seen their colleagues – particularly support staff – lose jobs as a result.
And as NEU general secretary Daniel Kebede predicts (on page 11), teachers simply won’t stand for it.
Meanwhile, sixth form staff members in non-academised colleges are already taking action over pay. We report (pages 6-7) on the gross unfairness of teachers who do the same as their colleagues elsewhere not receiving the 5.5 per cent pay rise last year.
This action should serve as a warning to the new government – if pay cuts and a funding squeeze is what we can expect, then the honeymoon is well and truly over.
Elsewhere we feature the heartbreaking story of a teacher who died saving the lives of 50 pupils when their school trip ended in catastrophe in 1988. Survivors are rightly calling for Bernie Butt to be awarded a medal.
We also hear from women who wanted to speak at last year’s conference about online misogyny and sexism in the classroom but weren’t able to because of time restrictions.
All the regulars are here, and your comments are always welcome –email me at educate@neu.org.uk
Max Watson Editor, Educate
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February 1820 The trial of Robert Wedderburn, a Jamaican-born radical preacher and writer, begins in London. Wedderburn’s sermons advocate for working-class rights and the abolition of slavery, while criticising the church’s role in perpetuating oppression. Convicted of blasphemy, he is sentenced to two years in Dorchester Jail. He is remembered as inspiring later movements for racial, economic and social justice.
‘Time
THE government’s curriculum and assessment review has now closed its call for written evidence. NEU members have been submitting their views and adding to the growing chorus of voices for change.
The review, put forward by the government, has come off the back of years of campaigning by NEU members for reform of curriculum and assessment. NEU-backed independent reviews have concluded the education system is not fit for purpose.
The NEU has submitted a wholeunion response to the government, saying the assessment system in England is unnecessarily high stakes and the curriculum must be broader, more diverse, inclusive and fit for the future.
In its submission, the NEU said: “Over the last 14 years members have experienced the growing dissatisfaction among students with the curriculum, and its impact on wellbeing and engagement caused by the assessment and accountability regimes.”
The NEU also told the government that the curriculum in schools and colleges has been narrowed by underfunding and constrained by government performance targets in ‘core’ subjects. Teachers are finding it more and more challenging to engage young people in their learning.
n Read the NEU’s response at neu.org. uk /curriculum-review-response
THE NEU also worked with sister unions and arts organisations to submit evidence about the value of creative subjects in our schools.
The arts have been eroded due to imposed accountability measures and funding constraints, and the NEU will soon be launching a national campaign to restore the arts to the heart of the curriculum.
The Arts and Minds campaign is a coalition of national organisations, including the NEU, that have come together from across the arts and education sectors to promote creative subjects as a crucial part of the curriculum. The campaign has recommended that the government put creativity back into the curriculum.
n Find out more at theartsandminds campaign.org.uk
HUNDREDS of sixth form teachers took four days of strike action before Christmas after being denied a 5.5 per cent pay rise.
NEU members at non-academised colleges from Southampton to Preston took industrial action on 28 November and 3, 4 and 13 December, in their fight against pay injustice.
They were offered a pay rise of just two per cent, while those in academised colleges were given the same uplift – 5.5 per cent – as teachers in primary and secondary schools.
Angry members say the government’s unexplained decision creates a two-tier workforce in the post-16 sector.
Vital to protect collective bargaining Educate joined members at a college in London on 28 November. On the picket line at Capital City College – formerly City and Islington College – sociology A-level teacher Nick Lawson told Educate the action was “absolutely vital”.
Nick added: “It is partly about us not being offered the same rise as every other teacher in primary and secondary schools and academised colleges, but it’s far more significant than that. As post-16 colleges
we are one of the ever-shrinking parts of the education workforce that has collective bargaining. If what the government is proposing stands, that will be smashed.”
Nick said that in further education colleges, where collective bargaining was lost in 1992, lecturers were now paid vastly different salaries depending on where they work. The highest paid lecturers in some colleges earn £49,000, while in others the top salary is as low as £34,000.
“That was down to smashing collective bargaining,” said Nick.
‘Funding black hole, not an anomaly’ John Siblon, a history A-level teacher, said: “We all very aggrieved. We had been pleased to get a pay rise roughly close to inflation last year, though we had to take industrial action to get that, and we thought the new government would be a new broom with a new attitude towards education. Then everybody was offered 5.5 per cent, but we were offered two per cent.”
John added: “We are perplexed. We have written to the government and asked if it is an anomaly, but we’ve been given the ‘£22 billion black hole’ stock answer. We are taking action because it’s unfair and discriminatory.”
THE union is providing written evidence to the government’s new child poverty taskforce. This is led by education secretary Bridget Phillipson and the work and pensions secretary Liz Kendall, and will inform a new child poverty strategy, due to be published in the spring.
The taskforce’s aims are “to improve children’s lives and life chances now and tackle the root causes of child poverty in the long term”.
Schools are both impacted by, and can alleviate some of the impacts of, poverty. However, the government must be clear that efforts in the classroom to mitigate against poverty will have limited impact if a child has insufficient heating or food at home.
MORE than 200 sixth form college educators rallied outside the Department for Education (DfE) on 28 November, calling on the government for a fair pay deal which matches that of teachers in primary and secondary schools. With chants of “What do we want? Fair pay. When do we want it? Now,” DfE staff heard speeches from the crowd, decrying the decision to exclude non-academised sixth form colleges from the 5.5 per cent pay award.
The crowd cheered and whistled as general secretary Daniel Kebede told them: “The arc of moral justice is on your side. It is shameful that you are going into Christmas without a pay rise.”
And he warned the government: “Unless our demands are met, there will be more days of strike action.”
NEU president Sarah Kilpatrick said it
had been a huge privilege to join members on the picket line at Capital City College (pictured above) earlier in the morning.
“The work you do matters just as much as the work done in any other school, any other college, any other workplace,” she said. “The government might be different, but we aren’t. It’s time for us to show them that nothing has changed. We will always fight for our profession and for our students.”
Simone George (pictured left), a media studies teacher at CTK Emmanuel in south London, said post-16 educators’ pay was “shocking”, considering the workload and responsibilities. “We are educating and nurturing the future. We’re constantly telling our students how important education is, but the education sector isn’t treated like it’s important by the government.”
The NEU is calling for the government to boost household incomes. Every day since the government was elected in July, the two-child limit policy has driven more than 100 children into poverty. It must be scrapped, along with the benefit cap, to lift hundreds of thousands of children out of poverty overnight.
The cost of doing this – around £2.5 billion – pales into insignificance compared to the £40bn that child poverty costs the country every year.
The NEU is also urging the government to alleviate inequalities in education and remove barriers to participation. These include calls to invest in free school meals for all, ensure that any accountability system does not further entrench inequalities, and support families with the costs of uniform.
An unfunded pay rise of just 2.8 per cent for teachers in England for the next academic year falls well short of the urgent action needed, NEU general secretary Daniel Kebede has warned. He said teachers’ pay had been cut by more than a fifth in real terms since 2010 and awarding what is likely to be another below-inflation increase would do nothing to address the recruitment and retention crisis.
MEMBERS at City Academy Bristol (CAB) have won further victories for support staff after they believed their dispute with their employer was resolved (Educate, July/August, page 15).
NEU members held six days of strike action in April and May over support staff pay suppression, teaching and learning responsibility (TLR) payments for teachers, and bullying and harassment. Management then agreed to ten of their 11 demands.
However, as the new academic year began, NEU reps identified seven more cases of bullying and harassment involving women and support staff.
“There was also blatant evidence of rep and branch secretary victimisation among these cases,” said Kerys Taylor, NEU rep at CAB, which is part of Cabot Learning Foundation (CLF) multi-academy trust.
Michaela Wilde, a support staff member and NEU branch secretary for CLF, said: “We immediately called a workplace meeting, and members told us to put management on
notice and send them a warning shot. We agreed a further strike day for 3 October.”
The planned day of action forced management to return to the negotiating table and all seven cases were investigated and action taken to resolve them. Strike action was called off.
Members are hopeful they can now develop a more positive relationship with management. “CAB members understand an injury to one is an injury to all. Collective action is where our strength lies,” said Michaela.
A PROPOSAL to close two Lambeth schools has seen NEU members strike and win a potential compromise.
In May 2024 Lambeth council in London launched a consultation on several schools due to falling numbers of children starting school in the borough. In November, it was announced that two schools –Fenstanton Primary School and Holy Trinity Church of England Primary School – would be closed at the end of the 2025/6 academic year, leaving 344 children having to find new schools and staff at both schools all being made redundant.
Members at both schools took strike action against the decision on 4 and 5 November. Educators, parents and children also protested outside Lambeth town hall on 4 November, to coincide with the council’s cabinet meeting.
Jess Edwards, Lambeth NEU branch secretary, said: “The loss of these schools will have a hugely detrimental impact on children, families and staff. The choice to close schools is a political one and it does not have to be this way.”
Over the last ten years pupil numbers in the area have fallen by almost 30 per cent. The local council said that if measures are not taken, Lambeth schools would be £17 million in debt by March 2026.
Thanks to the campaigning of staff,
parents and pupils, the council has now suggested the schools could be amalgamated.
Dan Brooks, NEU rep at Holy Trinity, said: “Amalgamation may still mean redundancies. But if we can save some jobs and parts of the schools, then that’s better than saving none.” A final decision on the amalgamation is set to be made by March.
n PARENTS, staff and pupils at Gallions Mount Primary School in Greenwich, London, have been protesting against the school’s potential closure in September.
Greenwich council says falling rolls and lack of funding have led to a budget deficit, meaning the school should be closed.
NEU members, alongside the rest of the London school community, came out in December holding banners saying ‘Keep your hands off our school’, ahead of the council’s parent consultation.
Orkun Ari, Greenwich NEU joint district secretary, said: “Gallions Mount is a community asset and its value and role in the area cannot be measured by numbers alone.”
Even more schools in the red Government data on school funding shows more than one in seven schools was in deficit at the end of the financial year 2023-24.
THE biggest ever Black educators’ conference (BEC) took place during the October half-term, when more than 500 members gathered in Birmingham for three days.
The theme was Black resistance: time to push back.
With the fight for equity in education ongoing, amid the rise of the far-right this summer and their attacks on marginalised groups, Black members stressed the need to stand together in advocating for transformative change within our sector.
NEU general secretary Daniel Kebede spoke passionately about the systemic barriers Black educators face, with many of us overlooked for promotion or disproportionately subjected to capability measures.
‘Become an agent of change’
Keynote speaker Professor Paul Warmington delivered an impactful address, challenging the audience to confront the entrenched forms of racism and classism that continue to marginalise Black communities, encouraging educators to see themselves as agents of change in dismantling these structures. There was also CPD and workshops on a range of topics.
Louise Hall, a primary school teacher in Camden, north London, said: “I found BEC empowering as an early career teacher who exists at the intersections of education. Being in a space with accomplished speakers, community-centred thinking, and networking allowed me to help create a support network across the country.”
Michelle Bailey, a maths teacher and diversity lead from Hertfordshire, said: “In education, where Black individuals are few and far between, attending an event like BEC challenged my notion of being alone.”
Esther Dean, BEC steering committee member and equalities rep from Wiltshire NEU, agreed: “Often we are the only Black educator in a school, or one of a tiny minority. At BEC you are suddenly connected to a warm, friendly, inspiring, exciting range of Black educators from across England.”
By Tashan Charles, primary school teacher and NEU equalities officer
NOVEMBER marked Islamophobia Awareness Month (IAM). We believe education is crucial in ending hate, including racism, and countering the rise of far-right ideologies. There has been a sharp increase in anti-Muslim hate crimes nationally. The Islamophobia Response Unit, an independent charity, reports incidents have soared 365 per cent since October 2023, and many more attacks go unreported. This is deeply concerning, so IAM this year called on educators to plant #SeedsofChange, starting with small actions that contribute to bringing about a big change. The positive representation of Muslims matters in our schools and colleges. We encourage educators to consider how you represent Muslims in your classrooms throughout the year.
n Download the NEU Anti-Racism Charter: Framework for Developing an Anti-Racist Approach at neu.org.uk/anti-racism-charter
n Download Educate Against Islamophobia resources at eai.org.uk/schools-resources
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NEU general secretary
Daniel Kebede puts the government on notice – teachers won’t accept an unfunded, below-inflation pay rise.
JUST before Christmas, the government dropped a bit of a bombshell about next year’s teacher pay rise.
In its evidence to the School Teachers’ Review Body (STRB) – the ‘independent’ body that advises on the rise teachers receive each year – the government recommended an unfunded 2.8 per cent pay award in England for September 2025.
The paper stated that, in order to fund the pay rise, schools should “reprioritise” their budgets as well as “generally ensuring best value from overall resources”.
It also recommended that schools look to make “efficiencies” to cover extra pay.
14 years of austerity? Just trim the fat
Now, I don’t claim to be a communications expert. But I’d say that, after 14 years of austerity and cuts, suggesting schools can somehow trim the fat to give their teachers a pay rise might just be a little crass.
This is a real misstep. The 2.8 per cent recommendation falls well short of the urgent action we so desperately need in education. Our members know that schools are on the brink. There is a deep and severe recruitment and retention crisis that is causing wholesale damage to education.
We have the highest primary class sizes in Europe, and the highest secondary class sizes on record. We have a million pupils taught in classes of more than 30.
There are fewer subject choices. Special educational needs and disabilities and pastoral support have been cut. Teacher and support staff posts remain unfilled. School buildings are crumbling. Classroom facilities, books and materials for teaching – all cut.
There are no ‘efficiencies’ that can be made without further damaging the education of the nation’s children.
Now, more than ever, we need proper investment in our education service and in the teachers and support staff who deliver it.
Teacher pay has been cut by over a fifth in real terms since 2010, hitting living standards and damaging the competitive position of teaching against other graduate professions.
Coupled with sky-high workload, the pay cuts have resulted in teacher shortages across the whole school system, with recruitment targets in many subjects a fraction of what they need to be.
That’s why the NEU is arguing for an aboveinflation increase, which we see as part of a series of urgent steps to correct teacher pay and tackle shortages in our classrooms.
Many thousands of our members voted for this government. When education secretary Bridget Phillipson took office, she rightly committed to securing the best life chances for every child, and to recruiting 6,500 new teachers. These are admirable aspirations and teachers, headteachers and support staff believed those words.
But neither objective is achievable without properly investing in our schools, colleges and the workforce.
Chancellor Rachel Reeves and prime minister Keir Starmer have repeatedly said
that austerity is over, but austerity is ended in deeds, not words. This government must fully fund the pay increases that are desperately needed to value, recruit and retain teachers and school leaders.
This term, we will be redoubling our efforts to press home this point.
We have submitted joint evidence to the STRB on why this pay correction is so vital for education.
We will also continue our campaign for better school funding through our School Cuts campaign and argue for the restoration of the cuts made to education since 2010.
A group of NEU members will deliver our evidence to the STRB, to talk about your lived experience at the chalkface. And, if there is no movement from government on this, we will ask our members what action you would like to take to correct the years of pay erosion.
NEU members care deeply about education and feel the depth of the crisis. You fought to win the pay increases of 2023 and 2024. We are putting the government on notice. We won’t stand for 2.8 per cent in 2025. n Visit schoolcuts.org.uk
ENERGY fused with determination filled the air as 200 members gathered for a weekend of NEU training on how to stamp out sexism and sexual harassment in schools and colleges.
Activist-led, the event included workshops on how to address incidents in the moment, and how to work with boys. The NEU’s It’s Not OK toolkit: Preventing Sexism and Sexual Harassment in Schools includes specific guidance on both issues.
The union’s groundbreaking research published jointly with charity UK Feminista found 27 per cent of teachers did not feel confident calling out sexism and sexual harassment, but members are reporting a rise in misogynistic rhetoric in their classrooms.
Creating a safer environment
Educators from early years through to further education travelled from across England, Wales and Northern Ireland to take part in the training. Sharing a wide range of examples of sexism and sexual harassment, a mix of their personal experiences and those they had witnessed, they began planning how
to tackle the issues after hearing from activists about ways to create a safer environment for staff and students.
One member said she was called a “bitch” daily by boys. Members spoke about being given tasks, such as talking to girls about the length of their school skirts, simply because they were female staff, and others highlighted the sexism woven into workplace polices, especially around pay.
‘All schools should be doing this anyway’ But the mood was overwhelmingly positive, with members inspired by the practical, often simple, steps they can take to improve their workplaces.
Laura Rutley, a member of the NEU’s women’s organising forum, told members: “When you start off on your journey, remember all schools are supposed to be doing this anyway. The union is just trying to help with something that should be happening.”
She went on to describe her experience of tackling a sexist workplace pay progression policy that disadvantaged women teachers who are mothers. She and others at her school were losing out on an average £2,000 pay uplift because they did not have time, alongside caring for their children, to compile
a folder of evidence required to show how they met the teaching standards.
Many factors against women in teaching
Laura said: “I started to think that the gender pay gap is big enough already for women in teaching. The pension gap is big enough already. The motherhood penalty is big enough already and my chances of progression as a part-time working mother are small enough already, so why are they holding back my pay on top of this?”
Angry, she took her concerns to the head teacher. The policy was revised and the folder of evidence requirement was dropped.
Workplace rep and head of drama Marc Lewis was one of only a handful of men at the event. He told Educate: “I can see from my privileged position that sexism is becoming a very visceral issue in our society. I’m hearing more girls talking about boys making rape jokes. There comes a point where you think, if we allow this to bubble it’ll get much worse.”
As the event drew to an end, members fed back to the group on the changes they planned to make at their school or college in the next week, month and year.
n Visit neu.org.uk/not-ok
n Turn to pages 30 and 31
Former NEU joint general secretary leads commission Mary Bousted is to chair a new teaching commission to identify ways to solve the recruitment and retention crisis in education.
AS a relatively new NEU rep, this was my first experience of an independent sector conference.
The event, held in London in November, kicked off with an address from NEU general secretary Daniel Kebede, which focused on the direction of the union in relation to the new government, and highlighted challenges and successes in the sector.
At the forefront of everyone’s mind was the impact of VAT on school fees and increased employer National Insurance contributions.
Shaun Murtagh-Howard, NEU independent schools’ officer, delivered a presentation focusing on protecting members’ terms and conditions. Reps from James Allen’s Girls’ School in London recounted their collective response to threats to pensions and pay, emphasising the importance of developing a team and sharing the load.
Delegates voted to submit a motion on tackling workload and working hours in the independent sector to annual conference. Events like this are so empowering and make me proud.
By Rebecca Hayes, NEU rep at Rougemont School and national council member
Action at ‘MAT out of hell’ over crumbling sixth
MEMBERS at a crumbling sixth form college have taken six days of strike action (pictured above) over health and safety concerns and excessive workload.
Twenty-three staff at Liverpool Institute for Performing Arts (LIPA), part of the LIPA multi-academy trust, have complained about water gushing in through holes in the roof, live electrical cables strewn across the floor and mouldy carpets.
NEU regional officer Bora Oktas said: “The imminent harm cannot be overstated. Our workplace reps and branch officers have made several attempts to engage with the employer, but to no avail.”
Members took one day of action in November and five in December. Outside the college they held placards saying “MAT out of hell” and “We don’t MATter”. Students showed their support by handing out hot drinks and food to those on the picket line.
A RESTRUCTURE was put on hold and a workload review won after a joint union ballot for strike action at Ivanhoe School.
The Leicester school had proposed a restructure of the senior leadership team, which would mean a reduction of teaching and learning responsibility (TLR) posts. Also included was a mobility clause, forcing some staff to move between schools within the multi-academy trust (MAT).
Opening the exhibition, Dr Husam Zomlot, the Palestinian ambassador to the UK (pictured reading the poems), said there was nothing more powerful than the words of children.
“Every Palestinian child is a poet because as much as there is collective trauma, there is also collective solidarity, dreams, hope and love.” n Visit handsupproject.org
Members of the NEU and NASUWT balloted for action and won Yes votes. Management then rowed back on key elements of the restructure, including the mobility clause, and committed to a workload review across the MAT.
THE NEU’s international solidarity conference, held on 12 October at Mary Ward House in London, was a very successful event.
The theme was 75 Years of the Universal Declaration on Human Rights: What Next?, and brought together educators, activists and human rights defenders to discuss urgent global issues and strengthen international solidarity.
Keynote speaker Yasmine Ahmed, director of Human Rights Watch UK, emphasised the need for collective action to combat rising inequality and human rights abuses.
A session on Afghan women’s education featured Shahrzad Koofi Ahmadi, chief executive of Justice for Equality in Afghanistan Organization, and Anil Qasemi, project lead for Universal Sponsorship Pathway UK’s Afghan resettlement project. They highlighted the barriers faced by Afghan girls in accessing education and stressed the need for global solidarity to support their efforts.
The final session, chaired by NEU executive member Louise Regan, addressed
the dire situation in Gaza. Speakers were Hamed Qawasmeh of Hebron International Resources Network, general secretary of the General Union of Palestinian Teachers Saed Erziqat, and Niel Simmons of UK campaigning charity War on Want.
They shared harrowing reports on the destruction of schools and the widespread
FIVE schools in West Sussex have been presented with a certificate by the union after adopting the NEU’s model menopause policy. The schools – a mix of special, primary and secondary – have committed to implementing supportive measures for staff experiencing menopause symptoms that can include hot flushes, fatigue and depression.
Other schools are expected to follow their example, after attending a briefing organised by West Sussex NEU secretaries ahead of international menopause day on 18 October.
human rights violations affecting children and educators. The NEU’s continued support for humanitarian aid and calls for an immediate ceasefire were reiterated. The discussions inspired action, with calls for greater global co-operation to defend human rights and support vulnerable communities worldwide.
By Sala Ba,
NEU members employed at schools run by the Girls’ Day School Trust (GDST) are celebrating a pay deal.
Members at the 23 independent schools will receive above-inflation pay rises, and performance-related pay will be scrapped. The NEU is the sole recognised union for GDST’s 1,700 staff and agreed the deal in October.
ON 5 November, the NEU hosted an early education conference for maintained nursery schools (MNS). With a focus on special educational needs (SEN), it was an opportunity for 90 nursery school leaders and SEN coordinators, representing around 180 (of the remaining 379) MNS, to share innovative practice and listen to influential speakers.
First on the agenda was a Q&A with the minister for early education, Stephen Morgan, who was asked when adequate funding would be provided for MNS. He replied that, until the next spending review in March 2025, he would at least commit to supplementary
funding being secure. Supplementary funding was introduced by the government in 2016 as a temporary solution until MNS funding decisions were made.
Each year, MNS have to wait for confirmation they will continue to receive this funding, which is also not subject to annual rises in line with inflation, leaving their fates unknown and tipping many into deficit.
Colleagues then shared exceptional practice in the development of classrooms designed with SEN pupils in mind, SEN resource bases, reception resource base provision and outreach services for primary schools.
Jummah Aesthetics: British Muslim Men and their Sartorial Choices, is a photography exhibition by Rehan Jamil, whose work you will have often seen in Educate. Featured in this photo, Meraaj said: “It’s a combination of looking good, feeling good, comfort and culture; it’s all tied into one. Jummah, for me, is the best day of the week. It’s a reminder that life can get really busy. It’s a moment to put your phone aside and listen; take time to reflect.”
The exhibition is at Oxford House, Derbyshire Street, Bethnal Green, London E2 6HG until 31 January. Visit oxfordhouse.org.uk
NEU members at Mulgrave Primary School in London took joint union industrial action on 4 December (pictured above) over proposals to cut 14 support staff roles. After a successful picket, which led to the Greenwich school being closed for the day, NEU reps and officials met with arbitration service Acas and support staff unions. At the time of going to press, Orkun Ari, Greenwich NEU joint district secretary, said: “The talks were promising and we have confidence that our members will accept revised proposals for no compulsory redundancies, workload issues to be monitored, communication to be improved and pay progression to be addressed.”
Welsh supply members protest against agency rip-off
NEU Cymru members from across Wales protested outside the Senedd in Cardiff to highlight the plight of supply teachers hired by agencies.
They are calling for a national model for employing supply teachers, who want to be paid the same rates as those teachers employed by schools, and access to the Teachers’ Pension Scheme.
Nicola Fitzpatrick, acting NEU Wales secretary, said: “We need to end profit in the education sector and ensure that money being spent on staffing goes directly to our hard-working educators –not on agency profit.”
THE NEU support staff conference in September was opened by NEU general secretary Daniel Kebede.
Daniel was very vocal in his backing of support staff and gave an update on our push for bargaining rights, which he admitted is not something that will happen overnight.
We then heard from a panel of support staff members talking about their union wins, giving examples of localised action that has produced excellent results for members.
During the lunch break, it was fantastic to catch up with delegates and hear about their experiences. I spoke to special
educational needs and disabilities specialists, teaching assistants, cleaners, grounds people, technicians and fellow librarians, who described the difficulties they face, whether that be a lack of respect for their work, low pay, the restrictions of term-time only contracts, or job creep.
We voted on a motion for NEU annual conference, which was about challenging the existing agreements that prohibit the active recruitment of support staff.
Having the chance to share stories and best practice was invaluable.
By
Laura Butterworth, further education library manager and support staff national council member for the north-west
PRIVATISATION impacts everyday life. From the delayed train, to the water company pouring raw sewage into the sea, our lives are dominated by profiteers.
Education is no different. The academy and free school programme has fragmented our system and privatised decision making.
The private finance initiative (PFI) saddled schools and colleges with decades of debt. Private special educational needs and disabilities schools have created the grotesque spectacle of some of our most vulnerable young people being used as cash cows.
The need to rebuild solidarity and a collective approach to education is greater than ever. That’s why 16 NEU districts are
backing Not for Sale – Educators Against Privatisation, a free, one-day conference in January.
The London event will focus on how we organise to halt and reverse the privatisation of our education system. We’ll hear from strikers at the University of Brighton academy trust, reps campaigning to bring services back in-house and those fighting academisation.
Not for Sale – Educators Against Privatisation
Rich Mix, Bethnal Green Road, London 18 January 10am-5pm n Register at tinyurl.com/ educatorsagainstprivatisation
Ballot brings success at East Riding school NEU members at Longcroft School have won a dispute over lesson observations and quality assurance..
A GROUP of 25 NEU members recently returned from a visit to Cuba. The trip, organised by the Cuba Solidarity Campaign, aimed to give first-hand insight into the Cuban education system and the impact of the US blockade.
Our itinerary included visits to schools, universities and trade unions in Havana and Pinar del Río. The historic Havana Primary School, built by Ernesto ‘Che’ Guevara, showcased the dedication of teachers. Despite the challenges posed by the US trade blockade, the school provides a high-quality education for its students.
We also visited Abel Santamaria School
for visually impaired children, where we donated braille machines. We were impressed by the high level of educator training.
Despite widespread international condemnation and numerous UN resolutions calling for its end, the US blockade on Cuba remains. While the Biden administration made minor adjustments, the core restrictions, in place since 1962, persist.
This experience in Cuba has deepened my understanding of the world and strengthened my commitment to social justice. It is a testament to the power of education and the importance of international solidarity.
n Visit cuba-solidarity.org.uk
By Molly Gibson, primary school teacher
MORE than 60 delegates gathered for the annual post-16 conference on 9 November for a day of debate, discussion and decision making. Post-16 executive seat holder Duncan Blackie received a warm reception as he shared the sixth form college ballot results (see page 7).
Bargaining for power and unity in post16 was the theme of the motion approved by delegates to go to annual conference, which emphasises the urgent need for continued campaigning on collective bargaining in sixth form colleges and further education (FE).
Delegates were joined by Anne-Marie Harley, president of the Educational Institute of Scotland – Further Education Lecturers Association, who described how FE in Scotland had been progressively levelled up through sustained strike action and pressure from the union. Her speech gave delegates hope the same thing might be possible in England.
Closing the day, NEU vice-president Ed Harlow focused on the sixth form college dispute, saying it was a priority for the union.
By Phil Child, national official, FE & sixth form colleges
ACTIVISM and social change is the theme of 2025’s UK LGBT+ History Month, which celebrates 20 years in February.
Set up by charity Schools OUT, it celebrates the lives and achievements of those in the LGBT+ community. Each year, the organisation chooses to highlight five historical figures who embody the chosen theme.
This year’s figures include Octavia Hill, social reformer and co-founder of the National Trust; Olaudah Equiano, an abolitionist whose writings exposed the realities of the transatlantic slave trade; and Annie Kenny, suffragette and women’s rights campaigner.
n Access free resources at lgbtplushistorymonth.co.uk
n Our Histories provides teaching ideas for five equality and cultural events, including LGBT+ History Month, for key stages 1 and 2. Visit neu.org.uk/our-histories
n Download the NEU’s LGBT+ inclusion charter at neu.org.uk/ lgbtcharter
IN November I represented UK unions at COP29 – the UN climate-change talks – in Baku, Azerbaijan. I supported calls for promoting the fossil fuel nonproliferation treaty, to which many unions are affiliated, as well as lobbying our government on net zero policies.
However, COP talks can feel pretty frustrating. The world’s richest countries did not agree to pay the amount needed by developing countries to help them get to net zero.
Without huge cuts in carbon emissions globally, and a phasing out
of the use of fossil fuels, our futures look pretty unsafe. As I write this (in November), I am being sent photos of many UK schools closed due to floods.
By Jennifer Cooper, Brent NEU
joint secretary and NEU executive seat holder n Find out more at fossilfueltreaty.org n Visit neu.org.uk/climate-change
‘Barriers need dismantling’
I AM incredibly proud of the event held at Hamilton House in November to celebrate Disability History Month.
As disabled educators, we know how isolating it is to face barriers and
THE NEU proudly supported the Music for Youth (MfY) Proms at the Royal Albert Hall in November. More than 3,000 young musicians from across the UK performed live over two nights. This year’s Proms were jam-packed with performances from across the musical spectrum: full-scale symphony orchestras, spirited folk music, concert bands, choirs, jazz ensembles, rap/pop groups and even a Cajon percussion group. The event also saw the return of MfY’s #ThankYourMusicTeacher campaign, celebrating the impact music teachers have on their pupils’ lives.
PHOTO by Alick Cotterill
discrimination at work, so it’s crucial to come together and fight for change.
We highlighted our Self ID campaign, which encourages members to register as disabled on their MyNEU account. We explored the disability equality toolkit, discussing the social model of disability. By identifying attitudinal barriers (lack of awareness among management) and physical barriers (inaccessible classrooms), we can collectively bargain to dismantle them.
By Mandy Killilea, London disabled members’ organising forum n Visit neu.org.uk/disability
A RESOUNDING 92 per cent of NEU members in Northern Ireland who took part in the recent indicative ballot have voted in favour of industrial action.
The unequivocal result was welcomed by the NEU’s Northern Ireland president Pamela Cosgrove (pictured right), who said it reflected the determination of NEU members to protect their profession.
The ballot followed the failure of the Department of Education (NI) to offer any teachers’ pay award for 2024-25.
Speaking as the union moves to a formal ballot, Pamela said: “The results will come as no surprise to anyone who has spoken with teachers in Northern Ireland and heard their frustrations on pay levels and workload.
“Northern Ireland still has the lowest starting salary for teachers of any part of the UK, or the Republic of Ireland, and this is clearly contributing to the recruitment and retention crisis our profession is suffering.”
Sarah Kilpatrick is the new president of the NEU. She talks to Max Watson about leadership, imposter syndrome, female representation in the union, and her hopes for the government.
SARAH Kilpatrick was until recently senior vice-president of the NEU but, due to unforeseen circumstances, she suddenly had to take over as president.
“It feels overwhelming sometimes to have leapt into a leading union role,” says Sarah. “I’m an art teacher, not a politician.”
Sarah studied art history and completed a PGCE at Northumbria University and has been teaching since 2006, most recently as art lead for a multi-academy trust.
She was always politically engaged –supporting her university tutors when they went on strike over terms and conditions – so it felt natural to join the NUT and then become a rep in 2010.
Imposter syndrome hard to overcome
Yet despite cutting her teeth as a rep, serving on the NEU executive, and being elected senior vice-president in March 2024, Sarah experiences something many will identify with – imposter syndrome.
“It’s really hard to overcome it – when you’re not just a woman, but a working-class woman. We’re not encouraged to have a voice. You shut up and you keep your head down.”
Trade unions need to be good at talent spotting, educating and training leaders from within the movement – working-class women like Sarah. “I was actively encouraged by the union to be louder, stronger, say more. I was told that my voice is important.”
The largest group of teachers leaving the profession are women aged between 30-39 years old, many of them when they have children. As a mother of two boys, aged
‘I was told my voice is important’
six and ten, Sarah knows all too well the challenges mothers face: “Essentially, what I’ve realised since having children is that teaching and being a parent are incompatible. You start work at 7.30am, you’re still there at 6pm. And no matter how much you do, you still have a to-do list that’s unchecked.”
The problem centres on patriarchal ideas of the workplace, Sarah says: “Women have to do more than their male colleagues to be seen to have the same value.”
So female representation at leadership level is “absolutely crucial”, she argues.
“You have to be able to see yourself. If all you see are leaders who are white men, you’re never going to imagine yourself leading your brothers and sisters.”
And work must be carried out a local level too. “If there’s a district meeting, it’s likely you won’t be able to go because you can’t take your kids. Don’t send women to a multi-storey car park in a dark part of town for a meeting.”
Unsurprisingly, Sarah is focused on seeing the arts restored “to the heart of the curriculum where they belong”.
“The arts have been actively eroded, which limits access to working-class children,” she explains. “Children in leafy suburbs and fee-paying schools have not suffered the loss of the arts, because everybody knows the value of art, music, drama.”
The art world is “elitist and exclusionary”, but her art teacher, Val Fitzgerald, was “just incredible”, Sarah says. “Val made me think I was allowed to talk about works of art in a way that I didn’t think I was entitled to.”
“It would be foolish of us to not see an opportunity with a new Labour government,” says Sarah. “Labour governments in the past recognised the value of education and were willing to fund it appropriately.” She herself benefited from that funding, Sarah says.
“Proposing a 2.8 per cent pay rise for teachers with no additional funding will only lead to a worsening of the crisis in our schools.
“We must hold this government to account in the same way we did the Conservative government. I know I’m not the only member willing to take industrial action over this.”
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Words by Michael Rosen
by Dan Berry
A government came in with a new world to chart They set up nurseries that they called SureStart.
They rolled these out, all over the land Everything went just as they planned But a new lot came in, with plans from the top And SureStart became more like SureStop.
That’s how it was for a good few years with very few nurseries for little dears. But you know very well what happened then They’re opening SureStarts all over again.
Is education some kind of a game? Whatever they do, no one’s to blame?
Teacher Bernard Butt died saving around 50 children from drowning during a school trip in 1988, but has never been officially recognised for his selfless bravery. Sally Gillen reports.
“IF a teacher today did what Bernard Butt did then, it would be a global news story,” says an exasperated David Hutchinson. “It is a shocking injustice that he has never been recognised for his extraordinary bravery. The man was a lion.”
In 1988, Bernard – “Bernie” to former colleagues and “Mr Butt” to the many hundreds of pupils who recall their quirky former history teacher fondly – died saving dozens of children from drowning in the Aegean Sea during a school trip.
But 36 years on, Bernard remains an unsung hero.
And it isn’t only David, a former pupil of Bernard’s, who believes he should be officially recognised.
“He couldn’t swim, but kept going back into the ship to rescue children. He gave his life for them.”
‘An outstanding teacher, kids loved him’ “It is reprehensible that Bernie has never received an award or any proper recognition,” says Ken Wayman, a former colleague and
friend. “He was an outstanding teacher, and the kids loved him.
“He was a man who was terrified of water – he couldn’t swim. But he kept going back into the ship to rescue children. He gave his life for them.”
For 16 years, until Bernard’s death aged just 41, the pair worked together at TP Riley Comprehensive School in Bloxwich, a market town in the West Midlands. It was a large, tough school, remembers Ken, but there was plenty of staff camaraderie.
“Bernie was my mate. He loved Yorkshire cricket and Grimsby Town Football Club. We laughed our heads off once when he told us he’d applied for the manager’s job.
“He’d get the bus to and from school and always carry three bags of marking. We’d say to him ‘you’ll never get that done,’ but he’d
insist he would. To prove the point that the bags wouldn’t be opened, a colleague put a brick at the bottom of one. Bernie carried it in for four days before the colleague came clean. Bernie was apoplectic.”
Ken chuckles at the memory. “He was normally such a mild-mannered lad.”
Ship sank with 391 children aboard
Both were based in the history department, and Bernard’s passion was ancient Egypt and Greece. It was on one of the regular school trips he organised to Egypt that he died.
At 6.15pm on 21 October, the SS Jupiter cruise liner set sail from Piraeus port in Athens, carrying 391 children and their
Fifteen minutes after setting sail from Athens, the SS Jupiter collided with a cargo ship.
Jupiter collided with a cargo ship and began filling with water.
Within 40 minutes it had sunk vertically. In the panic and chaos of those minutes, Bernard helped an estimated 50 children to safety. His body and that of 14-year-old pupil Vivienne Barley were never recovered. Two Greek boat crew also died.
teachers from 15 schools, including TP Riley. It was the start of a two-week cruise around the Mediterranean. Fifteen minutes later, the
A year later, a group of pupils and teachers wrote to the Queen seeking a posthumous bravery award for Bernard, but it came to nothing. However, there were medals for others. The central harbour master of Piraeus who organised the rescue was decorated in Greece and made an OBE by the Queen.
continued on page 25
‘I’m surprised any of us made it out, the ship sank so fast’
Heather Brookes was aged 12, and the youngest to go on the trip from TP Riley.
Heather was very excited when she found out she had a place on the trip after another pupil dropped out. Her two elder brothers had gone on Mr Butt’s Mediterranean cruise, and she didn’t want to miss out.
On board the Jupiter, pupils from different schools had, ironically, gathered for a safety talk when they felt a huge thud.
“Me and the girls I was with looked at each other and then the tables and chairs started to slide across the floor. People were screaming, there was an emergency announcement we couldn’t understand, and when we stood up, we felt it. The ship was tilting.”
Some of the details about what happened next, amid the panic and chaos as hundreds of pupils and adults began trying to escape as water flooded the bottom deck, are a little sketchy so many years later. Others are as clear as if they happened yesterday, says Heather.
“Bernard started moving all the kids along – not just us from TP, everybody – and up to the top deck. Bernard was behind us all. He told us to keep moving along the top deck, to the end, and then jump. The life jackets were, would you believe, in our rooms on the lower deck.
“I looked into the sea and thought ‘there’s no way I’m jumping’. But then
“It was a case of jump and hope. Hitting the dark water was horrid.”
I felt I just had to do what I’d been told. It was a case of jump and hope. I couldn’t see the shore, only the lights on the boats in the harbour, because it was dark.”
Hitting the dark water, Heather remembers how strange it felt, thick and slippery. “It was like I had jumped into a vat of oil. It was horrid,” she says.
“Everyone began swimming towards the rescue boats, but there were no ladders lowered for us to climb. A rope was dropped down and we had to grab it and pull ourselves up. I couldn’t do it; my hands kept slipping because I was covered in oil. I remember saying to a teacher ‘just leave me here and let somebody else up’ because I couldn’t do it. He shouted at me that I could, and eventually I made it.
“When we didn’t see Bernard on the rescue boat, we assumed he’d been taken to hospital. Lots of people had injuries. I was back home when my mum and dad
told me Bernard still hadn’t been found. For quite a while I just couldn’t process that he had died, because they hadn’t found his body. I wanted to think he was out there somewhere.”
As a tribute, Heather took history as a GCSE, even though she laughingly remembers that, as much as she loved Mr Butt, she hated history.
“There were many people who helped on that night, but I distinctly remember Bernard being one of the very last people I saw on the Jupiter who was helping anybody and he has never been recognised for that. Never.
“Not that he would want to be. He wouldn’t have done it for recognition. He did it because that was the type of person he was. What he did was selfless. I’m surprised any of us made it out, the ship sank so quickly.”
A bravery award would make her proud of Bernard, she says, adding quickly: “No, I’m already proud of him. An award, though, would be right.”
She often thinks of him. “I’ll always remember his voice behind me on the boat, telling us to keep moving.
“I also think about what he had said to my parents as I was getting on the coach at the start of the trip. He told them he was petrified of water and that he didn’t know why he did the cruises, and it was a good job I’d got a place on this one because it was going to be his last.”
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continued from page 23
Gallantry awards were given to a number of children involved in the disaster including Nickey Cullumbine (see box, below).
Tributes to Bernard have been notably more modest. A portrait of him, painted by the partner of one of TP Riley’s teachers, hangs in a museum in Walsall, and there is a commemorative plaque alongside a tree planted in his memory in the grounds of his old school (TP Riley is now Walsall Academy).
This summer, David, who wasn’t on the trip but like many believes Bernard deserves long-overdue recognition, began a campaign to see his former inspirational teacher – “he was great, I can still remember individual lessons” – awarded.
He began trawling newspaper archives for information and tracking down former TP pupils, as well as survivors.
Posting on Facebook, he asked who remembered Bernard Butt and believed he deserved an MBE or similar. He was inundated with replies – 400 in 48 hours.
Initially, David wrote to MPs but, receiving no response, then contacted Mark Statham, deputy leader of Walsall Metropolitan Borough Council, who had also been taught by Bernard at TP Riley. He has been keen to help.
Now gathering commendations for the George Cross, the process has, Mark admits, been at times heart-wrenching, as he has read accounts sent to him by survivors who want to see Bernard receive long-overdue recognition for saving their lives.
“What Bernard did has almost been
wiped from history. He died in civic duty and made the ultimate sacrifice,” he reflects.
“You can probably count on the fingers of one hand how many teachers have lost their lives during the execution of their duties. Had he not been a teacher, he wouldn’t have been on that ship.”
‘If we don’t meet on dry land, go and enjoy life for both of us’
Nickey Cullumbine was trapped inside the lounge on the lower deck. By the time she made it to the top, the Jupiter was at an angle and she had to slide down the top deck to escape.
“My school and others from my area were listening to the safety talk. It was only when I felt the boat fall back at an angle, and the sofa I was sitting on slid down and another fell on me, that I knew I had to get out.
“I looked over my shoulder and saw the water halfway up the deck door. There was panic.
“When I got pushed onto the deck, I saw Bernard and he pulled me along to stand against the wall we were leaning on. I had never had a night away from home. I was petrified. I lost everyone in my school group.
“I remember really wanting a cuddle
“His kindness sticks with me to this day. Every anniversary I light a candle for him.”
and looking at Bernard and saying to myself ‘just ask’. I plucked up the courage and I will never forget his smile when he said of course.
“It got to my turn to be pulled to the edge of the boat. I froze. I knew I was going to have to go into the water. Bernard took me to the staff who were helping and, as I sat on the edge of the boat, he said it was lovely to meet me,
and he would see me on dry land, but if we don’t meet, to go and enjoy life for the both of us and learn about cricket.
“He assisted the men in getting me to slide down the boat into the water.
“When the Jupiter went under about five minutes later, I kept searching the waters for Bernard. His kindness sticks with me to this day. When I met Bernard’s brother Neville, I told him if I had known Bernard couldn’t swim, I would have got him to come with me, but Neville said his brother would never have allowed that.
“There were so many children Bernard helped that night. Every anniversary, I light a candle for him and Vivienne at my local church.
“He deserves the highest award there is. It is hard to think that part of the sea is his final resting place, along with Vivienne.”
“The first peopleimpression get when they come to our school is that the children are happy and muddy.”
Pupils and staff are thriving from time spent time outdoors as part of the National Education Nature Park scheme, and the UK’s fastdeclining biodiversity also stands to benefit, reports Emily Jenkins.
“THE first impression people get when they come to our school is that the children are happy and muddy,” says head teacher Louise Hill.
Grimes Dyke Primary School in Leeds sits within a whopping six acres but, Louise explains, it wasn’t until 2022 that staff and pupils began exploring and using it – when the school became one of the pilot settings for a new, curriculum-centred scheme, the National Education Nature Park (NENP).
The NENP is a Department for Education-commissioned programme, run by the Natural History Museum, Royal Horticulture Society and software company Esri UK. It aims to empower educators across England to put nature at the heart of education. Designed to fit all education settings and age groups up to 18, the programme encourages children to build a strong bond with nature and transform their school site through a flexible, five-step process that can easily be embedded into teaching and learning.
“It doesn’t matter if you have a strip of tarmac and want to work on a small scale, the NENP leads you through it with its five-step process,” says Louise.
“For years, if it was wet, our children would only be allowed to play on the hard-surface playground, or they’d have to be indoors. Now they have full access to the grounds all year round. They love it.”
The first step is getting to know your space. Students explore their school site, identifying habitats and, using accessible digital tools, map their school boundary. The information is then uploaded to the NENP website where every school registered appears as a glowing light on an online map.
Being one of the first schools to take part, Louise says pupils were thrilled to see their little school glowing brightly on a map of England. The map has since filled out – with more than one in eight eligible schools and colleges now registered for the scheme after it was officially launched in October 2023.
Steps two, three and four lead children though the process of assessing their spaces via identifying habitats and opportunities to encourage nature – before making decisions and taking action.
St Mary’s Catholic School in Newcastle joined the programme in
January 2024. After students mapped the site to assess habitats and wildlife, they decided to build hedgehog houses and bird feeders on the school grounds to welcome wildlife.
The student-led group, which includes pupils across years 7 to 13, has set up cameras to record the wildlife (photos above and below). The edited footage is then shared, via video link, with the whole school during form times.
James Turnbull, assistant head teacher at the secondary school, explains: “We’ve seen foxes, hedgehogs, mice, birds and squirrels. It allows students to get a sense of how we’re not living as humans in isolation, we are sharing our grounds with wildlife.”
The final step of the programme is about recording change. At Grimes Dyke, Louise says they have several classrooms that tend to get very hot in the summer. After planting trees in front to shade them, students are now recording the temperature drops and adding that to their collection of data, which is uploaded to the NENP website.
Research by the UK Centre for Ecology and Hydrology found that the grounds of education settings are among the most underrecorded urban habitats in the UK.
“The school estate in England is massive – primary and secondary schools cover an area twice the size of Birmingham – and yet we have very little data about it,” says Dr Jessica Tipton, head of the NENP.
Jessica explains that one of the programme’s goals is to help improve scientific understanding of the nation’s biodiversity, which continued on page 28
continued from page 27
is why all data that schools collect is sent directly to scientists at the Natural History Museum to analyse.
“The programme is very evidenced based, but accessible for students. We’ve got lots of surveys, including pollinator surveys that pupils can fill in so our scientists can see which pollinators there are within school grounds, and how small interventions by schools can increase and support nature over time,” explains Jessica.
The NENP’s first annual report showed that children and young people have mapped more than two million square metres of habitats across the education estate – equivalent to about 1,600 Olympic-sized swimming pools – and created new habitats including green walls and ponds.
Jessica is keen to stress that NENP is free to access and, for schools wanting to buy things to help facilitate the programme, grants from the Department for Education are available, which are outlined on the website (educationnaturepark.org.uk). In the first year alone, more than £5 million of grants have been awarded to over 500 education settings.
Grimes Dyke has used grants to buy every child a pair of wellington boots and waterproof clothing, so they can access the grounds all year round. They have even built an open shelter to store the wellies, which they call welly kingdom. In fact, Grimes Dyke has now changed its uniform from skirts and smart trousers to joggers and hoodies, and makes it clear to parents there is no need to keep things clean every day.
They have also linked up with local garden centres which donate, or sell on at cost, seeds, trees and planters. The school now has a large allotment on site where pupils grow vegetables, as well as an orchard, and they are allowed to pick and eat fruits whenever they want.
“We teach them which things they can and can’t eat. They soon learn if they eat a gooseberry too soon it’s going to be sour,” Louise laughs. Allowing free access to what they grow has also helped combat elements of food poverty and hunger at the school, which is in a deprived area of Leeds.
Louise says school attendance has improved because children want to come to the outdoor sessions. Another benefit she has noticed is that children seem more able to deal with conflicts. “They’ve got the freedom of the school grounds and can use as much of the space as they want, so they are more likely to sort things out themselves rather than go and find a teacher.”
She has also noticed they seem better at risk management – from being allowed to climb trees, she thinks – and have developed useful
practical skills like cooking on an open fire, something they are now taught during lessons. “Our children are happy and not scared of anything,” Louise says, proudly, adding: “although they’re usually filthy.”
She says that it’s not only children’s wellbeing and behaviour that has improved, but also staff wellbeing. “That was something I wasn’t expecting. Being in the open air with their pupils and engaging with nature has made a difference to everyone’s mental health.”
At St Mary’s, in less than a year teachers have seen a significant difference in students’ engagement with nature. “I’ve been overwhelmed by how much our students care,” says James. “I knew the appetite was there, but I didn’t realise how big it would be. You sometimes think kids these days just want to be on their computers, but they love this project and drive it forward.”
Aim to help reverse the huge loss in UK nature
Jessica explains that in encouraging students to improve biodiversity in their school grounds, it is hoped it will go some way to reversing nature loss.
The 2016 State of Nature report showed that, between 1970 and 2013, 56 per cent of UK species surveyed had declined. The updated 2023 report revealed continuing decline, including two per cent of terrestrial and freshwater species extinct and a further 16 per cent threatened with extinction. The Natural History Museum’s 2020 Biodiversity Intactness Index showed that the UK is one of the most nature-depleted countries in the world.
At St Mary’s, students have big plans to increase the biodiversity on their site. “We are working on a project to rewild part of our school playing fields,” explains James. Working with the local council, the plan is to restore a quarter of the land to its original state, to encourage wildlife.
“Part of our school ethos is about looking out for the environment. We are looking at how we can be sustainable, help future generations and really teach our students to be mindful and respectful of the world. The NENP fits perfectly with that,” he says.
To celebrate the first official year of the NENP, which now involves more than 3,000 schools, an event was held at the Natural History Museum in October, where Jessica talked about the progress that had been made so far, and pupils from participating schools discussed the work they were doing.
Former NEU president Phil Clarke also attended, and says he was impressed by the scale and accessibility of the project: “Pupils being able to gather data and conduct scientific research is great for their learning, and building a connection with the outdoors is very beneficial for wellbeing. The take-up from schools has been very high and I look forward to seeing this project grow and grow.”
n Visit educationnaturepark.org.uk
Angharad (Annie) Morgan is president of Newcastle upon Tyne NEU district; former vice-chair of the national women’s organising forum; a social science and PSHCE teacher; and programme lead at Gender Action (genderaction.co.uk), which promotes and supports a wholeschool approach to challenging stereotypes.
A POWERFUL speech has the capacity to ignite passion and inspire its listeners.
Sojourner Truth, African-American civil rights activist, demonstrated this in 1851 when she delivered “the most unique and interesting speeches” (Walker, 2021) at a convention on women’s rights in Ohio. Amid “roars of
applause”, she advocated for the rights of women, workers and for racial equality. Despite the significance of the female voice in social movements across the globe, the silence of women throughout history is also palpable. Silencing of people can mean that their voices are erased and those who are oppressed continue to be disempowered. Silence may come in the form
Helen Clark, a teacher and counsellor from Sheffield, highlights the growing issue of sexual harassment and assault in schools, influenced by online misogyny and harmful social movements. She advocates for the widespread use of the NEU’s It’s Not OK toolkit in educational settings, to “radically address the causes of sexual assault, online sexism, and misogyny, not just provide support after it has happened”. Helen calls for local NEU districts to be supported in challenging sexism in the hope that “we can turn anger at this shared oppression into action”.
Charlotte Ovey, a primary teacher from Devon, shares the story of a recent school assembly where a boy identified Andrew Tate as a role model. Charlotte says: “His statement wasn’t said for effect or a laugh. It was said sincerely.” She highlights the disturbing influence of misogynistic figures on young people and the need for education that counters harmful role models. Charlotte notes how unchecked misogyny in society often escalates into violence against women, referencing minister for safeguarding and violence against women and girls Jess Phillips’ annual list of women killed by men (see femicidecensus.org), which this year “contained 98 too many names”. She concludes that “we need to be equipping school leaders with this information. This is too important to do nothing.”
Amy Clark, a secondary teacher from Norfolk, references her personal experiences of “male students happily announcing to me that ‘women should stay in the kitchen’, while I’ve been stood in front of them, teaching”. She explains that influential misogynists are affecting classroom behaviour. Andrew Tate hand gestures (right) are being used “in an attempt to intimidate me”. She calls for the NEU’s It’s Not OK toolkit to become a central part of professional development as “this isn’t just a women’s issue – it’s everyone’s issue”.
of an absence of women’s perspectives in speeches and writings, even for topics that affect them directly.
Each year at NEU conference there is the chance for delegates to speak on motions that are important to them, from pay to curriculum. In 2024 I attended my first conference in Bournemouth, excited for the opportunity to address motion 27:
Anti-sexism and the rise of online misogyny. Unfortunately, there was insufficient time to hear all the speeches submitted and it saddened me that these would be left unheard.
I decided to collate the following speeches from women who didn’t get their voices heard on motions 27 and 33 (maternity rights).
Siobhan Collingwood, former primary head teacher and member of the Lancashire Violence Reduction Unit (lancsvrn.co.uk), reflects on how progress in women’s rights has been set back in recent years, as online misogyny and patriarchal views gain ground.
She denounces the tendency to label violent men as “monsters”, calling instead for accountability that acknowledges the human perpetrators shaped by patriarchal systems. Siobhan says that she “has learned to feel fear. I wasn’t born with it – I was conditioned.” She underlines the impact of shared traumatic experiences at the hands of men and institutions. Siobhan appeals for men to reflect, listen and act as allies.
angharad morgan, pictured speaking at the It’s Not OK conference in Manchester in November.
“Sexism, despite affecting much of our profession, remains last on the agenda, reflecting a lack of understanding of the intersections that impact us – from sexism and maternity rights to racism, disability and poverty.
“Gender stereotypes also harm boys and men, who are told that their worth is based on their ability to demonstrate masculinity, so I urge for a shift from rigidly defined gender roles that can fuel gender-based violence.
“I call on educators to empower students to challenge antifeminist online influences and be critical of harmful ideologies. Building safe, inclusive spaces is essential for true social justice.
PHOTO by Jess Hurd
“It can feel as if gender equity is an uphill battle, but the message in Kamala Harris’ concession speech rings true: ‘Sometimes the fight might take a while. That doesn’t mean we won’t win.’
“Therefore, I implore anyone who feels they are being silenced –at home, at work or in healthcare – there are people out there who want to hear what you have to say. This can be through any form of expression where you feel powerful. Find your moment to make yourself heard.”
Ella Fairley, a secondary assistant head teacher, emphasises the urgency for change. She recounts how a male student “made me cry by deliberately kicking a football at me while I was six weeks’ pregnant”, with no action taken by the leadership team. This then reinforces “misogynistic and outdated views that embody everything that is wrong with our society’s perception of gender roles”.
Ella calls for a proactive approach to dismantling gender biases in education: “We cannot afford to turn a blind eye to this issue any longer.” She argues for a more inclusive educational environment that actively challenges stereotypes and promotes equality for all students, including marginalised groups such as LGBT+ youth.
Lucy Campbell , a teacher and mother from Worcestershire, would have spoken in support of an amendment addressing childcare challenges for working parents, particularly in education. She describes the dilemma many working mothers face, often reducing work hours to care for children as childcare funding falls short. She notes “a large proportion of the education workforce (approximately 76 per cent of which are women, and half aged between 30 and 39) are subjected to the ‘motherhood penalty,’” widening the gender pay gap and forcing career sacrifices for childcare.
Lucy recognises that “we need to work with early years providers, parents and charities to try and resolve this unfairness and support parents working within education” to remain in the profession.
•Build confidence supporting your students with assessment
•Enhance subject knowledge
•Great for professional development
Cartoon by Tim Sanders
Warwick Mansell is a freelance education journalist and founder/writer of educationuncovered.
WHERE to start with Ofsted?
That’s my own thought as I embark on this piece, but also one that you can imagine might occasionally have flitted through the minds of policymakers in this new government, as they contemplated the complexity and challenges of reforming England’s inspection system.
As I write, plans have emerged revealing some of the detail behind a new ‘report card’ system that could replace inspection reports, as soon as next September, as Labour seeks to respond to the crisis of confidence facing the inspection regime.
The plans have already been condemned as potentially rushed, and overly complex, with schools set to be judged across ten evaluation areas, and with ratings produced on a five-level scale, from Exemplary to Causing concern.
In my view, there are aspects of the new system as reported which would represent a welcome break from the current regime. Two of the ten reported evaluation areas –opportunities to thrive, and inclusion and belonging – could be seen as aspects of schools’ provision which were neglected under the Conservatives.
The previous government gave little attention to a side-effect of England’s fragmented, competitive schools system: its incentivising of institutions not to be inclusive. In addition, the notion of thriving suggests a laudable focus on pupil mental health and wellbeing.
That said, the overall sense is that the degree of change proposed does not reflect the level of unhappiness about the way the inspectorate functions. Something more fundamental is needed.
One surprise, given the above, is that Ofsted is, at least partially, in control of reforming itself, overseeing as it does the detail of these proposals. I look back at the list of former education quangos which were abolished by previous governments, from the Qualifications and Curriculum Authority to the Teacher Training Agency, and wonder at the inspectorate’s luck.
The dishonesty of a series of recent ‘research reviews’ carried out by the inspectorate for individual national curriculum subjects, which I have previously written about for the NEU and which were found in a new academic paper published in November to have misrepresented studies’ findings, should alone have disqualified Ofsted from further involvement in reform.
Sadly, given a world in which schools are desperately chasing externally validated success, and with institutions having been moved away from local democratic scrutiny, in my view there is the need for an external agency to investigate concerns about provision.
So, in my world, inspections would continue to exist, but would be less high stakes outside of such investigations. School inspection would be more transparent with its use of evidence, less defensive and more qualitative, with detailed accounts of what it is like for pupils to attend a school at least as important as statistical indicators.
Truly beneficial reform will take time. Where to start with Ofsted might mean taking the inspectorate itself out of a controlling role in that conversation, and looking in depth at the way accountability currently works.
I HAVE been advised that I need to download school software/apps onto my own personal devices, but feel uncomfortable about this. Any advice?
It’s understandable to be apprehensive, particularly if you haven’t been reassured that the software will not intrude on your privacy and/or the security of your devices. There may be valid reasons behind such a request, but the union insists that employers properly consult their staff and carry out a data protection impact assessment before introducing new technologies to the workplace.
Since you are unlikely to be the only one at work with concerns, ask your union rep and/or school group to demand a meeting and follow-up discussions with your employer. If the employer refuses and threatens to take disciplinary action against those who refuse to download the software/apps, you may lodge a collective grievance with colleagues or submit an individual grievance of your own.
I AM employed on a part-time contract. Can management force me to go full time?
If you are employed on a part-time contract, with no scope to change the hours from year to year – for example, between agreed parameters set out in your contract – then you can’t be compelled to increase your hours.
If there is a greater need for the work you do, a good employer should offer you, the existing staff member, an opportunity to take on those hours. However, if you are unable/ unprepared to increase your hours then your employer should look to recruit someone else
to take on the additional work and cannot force you to go full time against your wishes. If the employer suggests that they are considering replacing you with a full-time worker, contact your school rep or the NEU AdviceLine as this may be discriminatory.
I’VE just started working part time (0.5). How will this affect my TPS pension?
All teachers in the career average section of the Teachers’ Pension Scheme (TPS) get 1/57 of whatever they earn in a ‘scheme year’ (1 April-31 March) added to their pension account. Working 0.5 means you get half of what you would have earned if you were working 1.0 full-time equivalent (FTE). For example, if you earn £28,500 in a scheme year, then £500 (£28,500/57) is added to your pension account, which is then indexed until retirement.
NEU members have exclusive access to our continuing professional development (CPD) webinars. Here are some of the courses coming up.
Support staff - strategies for reading and study skills
This webinar will look at effective strategies to enhance reading skills and explore key study techniques. These strategies can be applied in one-to-one or small group settings to address individual learning needs.
21 January 11am-12.15pm
Outdoor learning for secondary
Explore how taking the curriculum outdoors can have a beneficial impact on learning and development.
23 January 11am-12.15pm
Using curiosity and wonder to engage learners
The world is full of wonderful and curious things – this session will show you how and why you should use them to cultivate curiosity and promote learning in your school.
23 January 3.45-5pm
If you were in the TPS on or before 31 March 2022 you may have service in the final salary section of the TPS. The final salary calculation is ordinarily based on your salary in the years before you leave the scheme, not when you were switched to the career average section.
Working part time doesn’t affect the final salary calculation unless you’ve stepped down in role as it’s based on FTE salary.
n Please email your questions to educate@ neu.org.uk
n If your question is urgent, call AdviceLine on 0345 811 811
Early career teachers and trainees –teaching and learning strategies
High-impact, low-effort ideas on effective teaching and learning strategies.
4 February 3.45-5pm
Developing middle leaders
Develop your confidence and leadership skills. In partnership with the Centre for Educational Leadership, UCL. Starts February
n Webinars are available for 14 days. n Visit neu.org.uk/national-cpd
Anne McDaid (pictured below) teaches at St Patrick’s Primary School in Glenariff, County Down. With a particular passion for science, technology, engineering and mathematics (STEM) education, she has worked to instil the same enthusiasm in her pupils. Sarah Thompson finds out what makes her a class act.
EACH day begins in Anne’s class the same way. Her pupils sit in a circle and Anne says hello to everyone individually and asks how they are.
“In my final year at university, I read that children can go the whole day without their teacher directly addressing them. I thought, ‘well, that’s not happening in my classroom’. It doesn’t take long, but to me it’s important,” she says, adding that a positive, nurturing
‘Making mistakes is part of learning’ STEM lessons are also a great way of building resilience in children through problem solving and experimenting, and understanding that making mistakes is part of learning.
“In STEM they have to try things out. And you have to stand back sometimes and allow them to fail and then realise why. Because they can build on that. It’s positive failure, with a purpose.”
And she never hesitates to tell children when she doesn’t know the answer herself.
“I will openly say, ‘I don’t know, but we can find out together.’”
St Patrick’s Primary School sits on the east coast of Northern Ireland. “You couldn’t have a school in a more inspiring place,” says Anne. “You look out the back over Glenariff Glen – a glacier glen – and out the front, we’ve got the sea.”
It’s not surprising that Anne and her students often take their learning outside. In the last few years, Anne has worked hard to develop the school grounds, applying for various grants which have supported the planting of an orchard, wildflower meadow and a vegetable patch.
Outdoor learning can provide a real boost in confidence for many children, she says. “If you’re a child who finds maths and literacy hard, you can really succeed outside. Some of the children can work for an hour in the garden and do a far better job because they enjoy it so much.”
Anne says she feels so supported in her role by colleagues, parents and the local community. And after 21 years at the school, she loves hearing from former pupils about how they’re getting on.
One former pupil, now a teacher herself, contacted Anne recently to say she had fond memories of being taught the tin whistle. She wanted Anne’s advice so she could teach her own class.
“I still had the book that I used with them so just scanned it all for her. That she remembered me teaching her that – enough to want to come back to me – I just thought, ‘well, that’ll do,’” she smiles.
THANK YOU to all NEU members who supported the Viva La Educación appeal in 2022 which delivered more than £100,000 of educational aid to Cuba. We hope you can also support Cuba Vive – our new appeal to send medical aid to Cuba. á
US sanctions are depriving 11 million Cubans of vital medicines and surgical supplies. Cuba’s commitment to health as a human right has helped the country achieve worldrenowned health services for its people despite 62 years of an illegal US blockade. Today, these achievements are under threat. Cuba Vive is an appeal to send life-saving medical aid to Cuba. Thank you to everyone who has already donated and helped to raise £130,000 so far.
Find out how you can support and donate to Cuba Vive at cubavive.org.uk
‘Fighting for basic rights makes you an enemy of the state’
AS he describes some of the problems facing educators in the Philippines, Carl Marc Ramota (left) could so easily be talking about the UK.
Huge underfunding, unmanageable workload and stagnant pay are all issues he is fighting to improve as president of union the Alliance of Concerned Teachers (ACT).
Teachers are paid an average salary of just 20,000 Philippine pesos a month, equivalent to £279 – ACT is campaigning for an increase to 50,000 – and are forced to buy their own chalk and other teaching supplies.
Class sizes can reach 70 children who, along with their teacher, are packed into poorly ventilated rooms in schools of seven floors without lifts. According to Carl, the government spends just 3.4 per cent of its gross domestic product on education, when the United Nations standard is six per cent. Next year, there will only be enough money to adequately resource 20,000 of the 159,000 classrooms across the country.
ACT has also been pushing the government to scrap a requirement that teachers must submit detailed, lengthy reports on what
they have done in the classroom to receive much-needed bonuses. ACT has won this fight.
But while many of the day-to-day issues for teachers are the same as in the UK, though significantly worse, the right to fight for better terms and conditions is made almost impossible by a repressive government and military regime. Carl, speaking to Educate ahead of the NEU’s international conference in October, which he addressed, described the dangerous political climate, characterised by government paranoia, in which unions and individual teacher members are labelled as terrorists.
“If you’re what is called ‘red-tagged’ by the government, you are seen as a communist sympathiser. The police get your name and address and go to your house, which has happened to a number of our teacher members. Some are arrested on trumped-up criminal charges. Our anti-terrorism law defines a terrorist as anyone perceived to be an enemy of the state, which means anyone who questions government policies.”
ACT has been red-tagged, and in 2017 at least 20 universities were on a list of suspected communist recruitment grounds.
“We have seen teachers forced to disaffiliate themselves from ACT, after threats from the police and military, and it is difficult to organise as a union when many members want to keep quiet to stay out of trouble,” says Carl. “A number of ACT’s organisers have
been tailed by suspected intelligence operatives and received anonymous text messages that say things like ‘If you continue, you might be the next one,’ which means they might be disappeared or gunned down.”
Unsurprisingly, the Philippines is on the International Trade Union Confederation’s list of the ten most dangerous countries in which to be a trade unionist. Yet little is known about the plight of teachers in his country, says Carl. He hopes that by speaking on international platforms – last year he addressed the Education International World Congress in Mexico; this year he attended in Argentina – the dangers trade unionists face will be exposed. In turn, this may bring pressure to bear on Filipino President Bongbong Marcos Jr, a frequent global traveller with a reputation to protect.
The NEU, as a member of the TUC, may, he adds, be able to play a part in getting the Philippines onto the TUC’s list of priority countries, which could lead to delegations of visitors going into schools “so they can see for themselves what is going on”.
“Having the support of sister unions, such as the NEU, confirms the legitimacy of ACT, and the legitimacy of unionism itself as a form of solidarity,” he argues.
“That helps counteract the message spread by our government that unionism is terrorism. It is not.”
The Curriculum Compendium
WRITTEN by a primary school head teacher, this book has gathered teachers and researchers to apply new thinking to curriculum building through case studies.
Though it refers to Ofsted criteria, the book seeks to be more imaginative when advising how teachers should teach, showcasing passion and creativity. A valuable resource for those who work in primary teaching, it also asks stimulating questions that those who work in the secondary sector can take on board as they shape their schools.
Cavan Wood
The Curriculum Compendium by Rae Snape. Bloomsbury Education. £18.
FIND out how children amused themselves before the internet in this fun and engaging book.
The authors invite readers to experience exciting, practical activities that past generations enjoyed, with each section explaining the origin and history behind each skill. These enriching tasks include building a campfire, baking a pie, sewing by hand and making natural dyes.
THIS book explores the history of activism and solidarity, expanding many aspects of the equalities training I completed with the NEU. Through telling stories of the Black Panthers, AIDS patients, disabled people and migrants, Jake Hall examines how solidarity between groups facing oppression intersect, particularly the ways in which queer activism influences and is influenced by other movements.
Each chapter explores the history of a specific activist movement, the “joy to be found in the chaos” of activism and the hope found in coalitions. These stories are heartbreaking, challenging and passionately motivating.
Graham Ward-Tipping
Shoulder to Shoulder: A Queer History of Solidarity, Coalition and Chaos by Jake Hall. Orion Books. Paperback. £10.99.
THIS book offers a fun and purposeful way to help children understand their behaviour and emotions, and encourages meaningful conversations between adults and children. Each spread examines unhelpful behaviours, suggests helpful alternatives and is complemented by colourful, humorous illustrations.
Packed with tips for adults, the final pages provide advice on being a positive influence and helping children develop healthy habits and manage their emotions.
As the fourth in the Let’s Talk series, this book is an essential resource for nurturing children’s social, emotional and mental wellbeing.
Sabine Sutton
Alongside the step-by-step instructions are Chris Duriez’s striking illustrations. With an abundance of outdoor and indoor crafts, there is something for everyone. It will keep children and adults entertained for hours.
Cindy Shanks
The Handbook of Forgotten Skills by Natalie Crowley and Elaine Batiste. Illustrated by Chris Duriez. Magic Cat Publishing. Hardback. £17.99.
Send us your 100-word review to educate@neu.org.uk with a link to the book, and your membership number, and your review could be published.
What Makes You Do That? by Molly Potter. Illustrated by Sarah Jennings. Bloomsbury Education. £6.99.
AN enthralling novel about loss, change and healing that is ideal for key stage 2 readers.
After her mother’s death, Melody moves house, changes school and experiences life with a grieving parent. One day, a fox tells Melody that he needs a safe space for his family. With the help of her father, they create a wildlife garden, which also becomes a healing garden to help them rebuild their shattered lives.
Fascinating facts about nature are woven into the narrative alongside Shanée Buxton’s captivating illustrations.
Useful links to information about wildlife, grief and young carers are provided.
Cindy Shanks
Melody’s Wildlife Haven by Marion Veal. Illustrated by Shanée Buxton. Amazon. Paperback. £7.99.
we’re not
Jon Biddle, English lead and NEU rep at Moorlands Primary in Norfolk, is passionate about fostering a love of reading for pleasure. Here he shares his thoughts on the continuing decline in reading.
I AM writing this column following the release of the latest study from the National Literacy Trust, Children and young people’s reading in 2024, which reported that the number of children who enjoy reading in England has fallen again this year.
It is certainly not a sudden drop or an unexpected one; there has been a steady decline since the survey first took place in 2005. The report breaks this down further, looking at age, gender, locality, free school meals eligibility and much more. But the headlines are that fewer children are reading for pleasure, they are doing it less frequently and are not enjoying it as much.
Why has reading declined?
Many factors have contributed to this decline in reading. The stresses of family life and the lack of priority placed on reading in the home. The continuing rise in the use of mobile phones. The closure of public libraries and SureStart centres. The cost-of-living crisis, which has reduced children’s access to books. The pressures of an overloaded school curriculum and the fact that some reading lessons are little more than SATs practice. (As a slight aside, let us hope that the ongoing curriculum and assessment review will bring about meaningful changes – see page 7.)
The fall in children’s enjoyment of reading is not something that schools can respond to by themselves or something that teachers should feel guilty about. Many schools already work hard to encourage a love of reading in pupils, but we cannot mandate it.
We are also working just as hard on improving our pupils’ skills in phonics, fluency and comprehension, as well as in every other subject, and our time during the day is limited. We are inviting parents and carers in to talk about why reading is important and are providing pupils with exciting books to take home, but what happens outside of the school day is ultimately beyond our control.
We are celebrating reading in schools and making sure there is time dedicated to independent reading, book talk and reading aloud. We are developing classroom cultures of peer recommendations and making sure that pupils take part in purposeful work around reading identities and reading histories.
We are providing opportunities to read poetry, non-fiction, graphic novels, magazines, comics and picture books. We are finding ways to maximise children’s reading opportunities during the school day because that is where we have the power to make changes.
Non-traditional reading material
Society is changing and what constitutes reading is also changing. Schools are full of pupils who love playing online video games, many of which involve reading large chunks of text. That is reading for pleasure, even though it is not book-based. In many classes, there are children who enjoy writing poetry and creating graphic novels for their friends to read. That is reading for pleasure, even though they are not reading traditional books.
There need to be conversations with parents and carers, schools, librarians, reading charities, bookshops, authors, illustrators, poets, publishers and the government about children’s reading, why it matters and the fact that not every aspect of it can be measured and quantified.
There will be challenging discussions about the best approaches to take but we should be confident that a consensus can be reached. As teachers, we must be ready to accept that there are things that happen in schools, usually with the best of intentions, which may have to evolve or stop completely. Does a child having their reading record signed five times actually mean that they have read five times? Why do pupils get told to finish books they are clearly not enjoying? What is the purpose behind insisting on a lengthy written review after every book? Why is reading in silence still used as a punishment? I’m sure you will be able to come up with dozens more examples.
One of the main reasons I enjoy writing this column is because I know how important reading for pleasure is to the NEU and its members. As a union, we understand the wide range of academic, social and emotional benefits it brings and we need to make sure that those benefits, both short and long term, are at the forefront of our thinking and our actions going forward.
@jonnybid
n Read the National Literary Trust’s Children and young people’s reading in 2024 survey at tinyurl.com/ literacy-survey-2024
Read more ideas from Jon next issue
Gaza art fair
WHEN Russia invaded Ukraine, it was relatively easy to talk about in school. When natural disasters occur, we can be vocal in our support as educators, both to colleagues and students.
But with the current situation in the Middle East, schools are finding it difficult to show any support, out of fear of being too political. I felt I needed to do something to acknowledge the innocent victims of this crisis.
Last November, I put in a proposal to our senior leadership team to have an art fair to raise money for Médecins Sans Frontières’ (MSF) humanitarian work in Gaza. It was accepted, because MSF is non-political and supports people on all sides of conflicts. It is currently working on the frontline in Gaza.
I sent an email to all parents and carers of current and past students asking for donations of art, photography, ceramics and prints, to be sold by the school.
I received so many emails from members of the school community expressing gratitude
that this was happening, including parents offering cakes and time. Word spread and I began getting emails from parents who didn’t go to my school, and even from an artist in France.
We raised nearly £3,000. It was very well attended by parents, friends, neighbours, staff and artists. Even some students bought art.
Linda O’Sullivan, East Sussex
Too narrow a focus?
I COULDN’T help agreeing with a lot of the letter, titled More good news, about this magazine’s emphasis on causes and rallies (Educate, November/ December, page 40).
Clearly, the NEU needs to champion those whose voices are lost, but I do sometimes feel that the magazine’s focus is a tiny bit narrow. There is always plenty on important issues such as how women are treated, LGBT+ concerns, and the taint of racism, and a focus on the primary sector.
The NEU is a broad church, but there is hardly ever anything on people like me: 55 years in
teaching, the last 52 at a large, catholic comprehensive in south London. I’ve directed 67 school plays and musicals, been head of English for 22 years before going part-time to write. I now coach pupils for Oxbridge and revise A-level English. I have always enjoyed, and still enjoy, every minute of school life.
I also fear that new teachers might find Educate disillusioning, and add my voice to suggest some more positive stories.
Simon Potter MBE, Surrey
Educate’s watchful eye
IT WAS interesting to read the letter, More good news (Educate, November/December, page 40).
I joined the NUT in 1971 when I started a teacher training course at Thomas Huxley College in Ealing. I began teaching in Hounslow and became the union rep, later serving on the executive.
We were involved in many campaigns, including strikes. The Houghton Committee’s report on teachers’ pay was published in December 1974 after considerable union action.
Without these early activist campaigns nothing would have been achieved. I dread to think what would have happened had we not had the support of a strong union. Now retired, I still have a keen interest in politics and education. I have grave concerns about the present and future of our schools, particularly the role of academies.
I read Warwick Mansell’s reports in Educate and his lucid exposures of the financial irregularities of many academies. During an anti-academy campaign in Steyning, with parental support, NEU involvement and awareness of the historic background of academies through Mansell’s reports, we were able to identify the priority concerns.
It is essential that we keep a watchful eye on government policies that affect the organising and funding of schools. Educate’s content keeps teachers informed on ongoing issues, not least the role of Ofsted, pupil wellbeing and safety, crumbling schools and conditions of service. This is the major role of the NEU.
Mike Kelly, West Sussex
Smollie and Fleabea are the lovely cats of Kim O’Donnell, a teacher in Farnham, Surrey.
Kim says: “Smollie and Fleabea aren’t just my wonderful cats – they inspire my classroom. My class love to hear tales of their playful antics, which regularly spark creativity.
“Whenever I need a little boost, they are right there, reminding me and my class of the joy found in friendship and imagination.”
If you have a treasured pet you’d like to show off, email a high-resolution photo with 50 words about what makes them so special to educate@neu.org.uk
Please write The editor welcomes your letters but reserves the right to edit them. Write to Letters, Educate, NEU, Hamilton House, Mabledon Place, London WC1H 9BD or email educate@neu.org.uk
IT’S been great over the past year to see coverage of the Music for Youth (MfY) Proms at the Royal Albert Hall in Educate magazine.
However, there seems to be a lack of support for music from government and unions in supporting the outstanding work of peripatetic music teachers. Our salaries and pensions have been decimated over the past ten years as music has moved from local councils to hubs and charities.
Since 2019, my salary has increased by £1,511 –approximately 24p an hour. So, it will be no surprise to hear that the music hub which I work for has an issue with retention of staff.
The number of students taking music GCSE is at an alltime low and without intervention it will become obsolete. There will be no MfY Proms, as there will be no school ensembles. Music will only be available to the wealthiest in society.
With studies showing the positive impact music has on mental health and wellbeing, I don’t understand why there is still a lack of investment.
Name and address withheld
WHETHER you are experienced or learning the ropes, teachers are drowning in paperwork, excessive marking and lesson planning. That’s before we even mention time-consuming assessments and meetings.
Nowadays, many teachers are leading subjects, but are not getting paid to scale. This means more hours preparing action plans and updating subject folders. Then there are afterschool clubs to lead. Is it any wonder that many teachers feel like robots?
In 2005, planning, preparation and assessment (PPA) time was introduced as a statutory requirement. But we know this barely scratches the
Please note we cannot print letters sent in without a name and postal address (or NEU membership number), although we can withhold details from publication if you wish.
THANKS for the article about my trek along the Ancascocha trail in Peru (Educate, November/December, page 35).
I am writing to say: “I made it!” However, it was by far the toughest thing I’ve done. I arrived at Machu Picchu sore from the chafing and stump blisters, exhausted from early starts and challenging terrain, and breathless from the altitude, but it was well worth it.
It was a challenge to all on the trek, both able-bodied and those with limb difference, but the team’s sense of camaraderie was strong. Able-bodied participants, many of whom work in the prosthetics field, provided support as needed. And for the prosthetists, it was an opportunity to observe the resilience of amputees wearing prosthetic limbs in authentic and more challenging circumstances than a clinical study.
The charity LimbPower supports amputees, individuals with limb difference and their families to bridge the gap
surface of the vast number of hours that teachers work.
The phrase “you can do it in your PPA time” is well worn. This basically translates as: “I don’t know when you will have time to do it, but it’s not my problem.” But it is everyone’s problem, as we are all suffering with excessive workload.
Let’s stay positive but be mindful of how we can continue to address the issue of workload.
For example, some schools allow you to give pupils the answers in maths so they can self-mark. Others have a no-email policy between certain hours – who wants to receive an email at 10pm? Nicholas Kasparis, Romford
between hospital rehabilitation and community and school engagement. I am so proud to have been able to show my gratitude for their help and
support since my accident by joining this fundraiser.
n Please donate at justgiving. com/page/darren-ingram Darren Ingram, Leicester
As a secondary school Spanish teacher, during the UEFA Euros my classes asked me if I was supporting England or Spain throughout the championship.
As I expected, the day after the tense final between England and Spain, one pupil asked if I’d watched the match and expressed their despair at England’s loss.
What I hadn’t anticipated was the witty response from another pupil: “Of course they won, nobody expects the Spanish in position!”
n Email your classroom confidential to educate@neu.org.uk
The It’s Not OK toolkit aims to help educators implement a whole-school approach to preventing sexism and sexual harassment. Choose which sections of the toolkit are most relevant to your school environment, then use the Getting started resource to create a workplace plan.
The toolkit includes posters, template letters, lesson plans and chatcasts with teachers. There is also information on Where to get help and the importance of Not doing it alone. Download the It’s Not OK toolkit at neu.org.uk/not-ok
Physical copies can be ordered by your district from the NEU online shop.
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Outstanding barn conversion, sleeps 2. Spacious accommodation. Wonderful views. 4 star Gold award www.rhyddbarn.co.uk. 01643 703761
Lovely self-catering converted railway wagons.
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Pets welcome in accommodation.
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Restaurant reservations 01237 441444
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Llyn Peninsula, North Wales. Quaint, rural, 2 bed luxury 01758 712565
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Luxury 4 bed, 3 bath villa Own secluded pool 15 mins from DisneyWorld. Go to:
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BALTIC STATES, SCANDINAVIA & EASTERN EUROPE
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Care4Calais is proud to work with the NEU whose members continue to support the refugee community in France and the UK
January and February bring freezing temperatures and snow to Calais and Dunkirk, leaving people seeking safety with only tents for shelter. During this harsh time, Care4Calais provides warm clothing, hot drinks, and vital support, but fewer donations and volunteers make it harder to help. We need your support to protect those facing the cold alone.
Your support can provide warmth and hope to refugees this winter
Give your pre-loved clothes a new purpose and help someone in need.
Join us to make a hands-on difference in the lives of people seeking safety FIND OUT MORE BY VISITING OUR WEBSITE: WWW.CARE4CALAIS.ORG
OR ORGANISE AN NEU BRANCH DELEGATION TO VISIT CALAIS
UNICEF has created a free education pack to support primary and secondary school children to explore the difficult subject of war and conflict.
Providing safe spaces in which to gently explore disturbing world events can provide huge reassurance to young people.
The pack is written from the perspective of children’s rights. Activities include ideas for discussion and reflection, links to videos, and guidance for educators about how to support children to untangle complicated thoughts and feelings.
n Visit unicef.uk/war_and_conflict
THE Association for Child and Adolescent Mental Health (ACAMH) has launched a new CPD platform for anyone interested in supporting young people’s mental health.
ACAMH Learn includes a range of accredited CPD content from more than 200 world-leading mental health experts on topics including autism, eating disorders, anxiety and self-harm. New content will be updated weekly and ranges from short, myth-busting videos and quizzes through to in-depth expert lectures and livestreamed events, allowing you to fit the learning in around other commitments. n Visit acamhlearn.org
A FREE resource celebrating the contributions made by African and Caribbean footballers to the Premier League has been put together by Premier League Primary Stars.
Everyone’s Game includes films and stories to inspire classroom discussion on diversity and inclusion, and features first-hand accounts from Nottingham Forest footballer Divock Origi and Newcastle United women’s footballer Demi Stokes. The pack, aimed at key stages 1 and 2, also highlights the critical role that Black women have played in shaping history, inspiring change and building communities. n Visit tinyurl.com/RacismandInclusion
Free careers support for pupils
CHARITY Working Options provides careers support to students in English and Welsh state schools.
Free programmes, aimed at young people from 14 to 19 years old, include workplace taster days, interactive sessions to help build essential skills, Dragon’s Den-style business challenges and workshops to build confidence and essential life skills. Students can also hear inspiring speakers discuss their own career journeys.
Programmes are tailored to suit the specific needs of your students and can be accessed online or in person. n Visit workingoptions.org.uk
Tune in to the NEU’s podcast to hear about the issues that members are talking about, including:
> How do I get involved in the NEU?
> Why is the early years sector in crisis?
> Why do we need a reform of the assessment system?
Search The NEU Podcast on your podcast platform and make sure to give us a follow.
Join the conversation at @TheNEUPodcast or by emailing podcast@neu.org.uk
captured by Claire Holmes, an art and design teacher based in Gwynedd.
Claire says: “This photograph was taken on 35mm film during an adventure in the Albanian Alps with my partner last summer.
“Two weeks of trekking in this beautiful mountain range was the perfect tonic after a busy school term, with little more than birds, butterflies and wildflowers for company.”
Why not send a picture to us at educate@neu.org.uk. It should be large and high resolution, accompanied by 50 words about its subject. We send a £20 book token to each featured so don’t forget to include your address.
IT’S vital that the NEU has up-to-date details for all its members. You may be eligible for reduced subscriptions – for example, if you work part-time, are about to take maternity leave or retire.
It’s important that we have the correct address for you for balloting purposes so, if you have moved, make sure you tell us your new home or workplace address.
The easiest way to update your details is by logging on to myNEU. Go to my.neu.org.uk to manage
your membership, including updating your address, workplace and equality information. Alternatively: n call us on 0345 811 8111 (Monday to Friday, 9am-5pm) n email membership@neu.org.uk
n or write to Membership & Subscriptions, NEU, Hamilton House, Mabledon Place, London WC1H 9BD.
Access myRewards today
myNEU is also a portal to accessing hundreds of exclusive discounts available to members through myRewards. From savings on your weekly shop to holidays and special treats, you could save up to £1,000 a year.
Visit neu.org.uk/neu-rewards
Across
1 City which is home to the pizza (6)
7 Light fuel oil (8)
8 Domestic bovine animal (3)
9 ___ Paige: musical singer (6)
10 Opera in four acts by Giuseppe Verdi (4)
11 ___ Blair: US actress in Cruel Intentions (5)
13 Henri ___ : French painter (7)
15 Capital city of Kenya (7)
17 Follower of Zeno’s school of philosophy (5)
21 ___ Widdicombe: English comedian (4)
22 Plant with complex flowers (6)
23 Chris ___ : British former cycling star (3)
24 Actor who starred in Léon (4,4)
25 ___ of the Guard: beefeaters (6)
Down
1 Tortilla chips topped with cheese (6)
2 Asafa ___ : former 100m world record holder (6)
3 A length of coiled thread or wool (5)
4 Morgan ___ : US actor (7)
5 Judas ___ : known for his betrayal of Jesus (8)
6 Positively charged electrodes (6)
12 Stephen ___ : co-writer of The Office (8)
14 Segment of an insect’s body (7)
16 Long-legged wading bird (6)
18 Town near Manchester (6)
19 Grand ___ : gorge formed by the Colorado River (6)
20 Tony ___ : Northern Irish former jockey (5)
1 - City which is home to the pizza (6)
7 - Light fuel oil (8)
8 - Domestic bovine animal (3)
9 - ___ Paige: musical singer (6)
10 - Opera in four acts by Giuseppe Verdi (4)
11 - ___ Blair: US actress in Cruel Intentions (5)
13 - Henri ___ : French painter (7)
15 - Capital city of Kenya (7)
17 - Follower of Zeno's school of philosophy (5)
21 - ___ Widdicombe: English comedian (4)
22 - Plant with complex flowers (6)
23 - Chris ___ : British former cycling star (3)
24 - Actor who starred in Léon (4,4)
25 - ___ of the Guard: beefeaters (6)
Down
1 - Tortilla chips topped with cheese (6)
2 - Asafa ___ : former 100m world record holder (6)
Sudoku solutions will feature on this page next issue.
3 - A length of coiled thread or wool (5)
4 - Morgan ___ : US actor (7)
5 - Judas ___ : known for his betrayal of Jesus (8)
6 - Positively charged electrodes (6)
12 - Stephen ___ : co-writer of The Office (8)
14 - Segment of an insect's body (7)
16 - Long-legged wading bird (6)
18 - Town near Manchester (6)
19 - Grand ___ : gorge formed by the Colorado River
20 - Tony ___ : Northern Irish former jockey (5)
A £50 Marks & Spencer voucher
Across 1 Unexpectedly teach about reversing railway engine? Sweet! (9)
8 Possibly learn about uranium, as it’s to do with the nervous system (6)
9 Cannot we now turn back to include this famous physicist? (6)
12 University term starts like each new term (4)
13 & 14 across Men driven crazy? Don’t worry! (5,4)
17 Feel hostility towards them when kids lie badly? (7)
18 Thing to revise later today (7)
19 To 1st of February, amounts paid for private education – and sweets! (7)
22 Write differently about it, and more cleverly humorous (7)
24 Word that could be proper in announcements (4)
25 Protect a drug deal (5)
26 Long seat that up to the present time has no end (4)
29 Hat that some rebuffed, or admired (6)
30 Unravelling wordsearch without ‘COWS’ is more difficult (6)
31 ‘Paths to Old English’ translated by medical practitioner (9)
Down
2 & 15 down Misguided heads trim Dickens novel (4,5)
3 Old King embraces personal support for educational establishment (7)
4 In Magdalen I enthuse by being soft on the rules (7)
5 Head of Theology to be proprietor of Luton FC? (4)
6 Sport that’s sort of transient, lacking art (6)
7 Arguing about taking part in the Boat Race? (6)
10 Pleased head of secondary upset Eton, producing a former PM (9)
The winner and solution of this prize crossword will feature on this page next issue.
11 Real idiot composed newspaper feature! (9)
15 See 2 down
16 Unlimited en suite arrangement for numbers below ten (5)
20 Forte opening for stringed instruments and wind instruments (6)
21 ‘Southern Gold’ – herb frankfurter (7)
22 How is PR transformed into religious ceremonies? (7)
23 De Niro changes when pressed (6)
27 Manager seen regularly in blouses… (4)
28 … while naughty child turns up in a mortar board! (4)
Send your completed crossword, with your contact details, to: January/February crossword, Educate, NEU, Hamilton House, Mabledon Place, London WC1H 9BD, or email a photographed copy to crossword@neu.org.uk. Closing date: 31 January.
Last issue’s (November/December 2024) prize crossword solution Across 1 CATASTROPHE 9 LISTENING 10 ADEPT 11 NOSIER 12 PARENTAL 13 LATEST 15 GLORIOUS 18 BEGINNER 19 PLANET 21 LITERATE 23 STIFLE 26 IDEAL 27 GRIEVANCE 28 SANDCASTLES Down 1 COLONEL 2 TASKS 3 STEVENSON 4 RAID 5 PIGTAILS 6 ERASE 7 RATTLES 8 SENT DOWN 14 TOGETHER 16 RELATIVES 17 PENTAGON 18 BALLIOL 20 THESEUS 22 RULES 24 FINAL 25 ZINC
Congratulations to last issue’s winner – Ros Dyson from Cumbria
This issue’s quick crossword solution (p48)
Fact file
Hannah Fitzpatrick is a senior project manager for education at SOSUK and leads on a variety of youthled climate justice projects including SOS-UK’s school initiatives. Visit greenschools revolution.uk/ teach-the-teacher
THREE years after the 2019 global student climate strikes, the Department for Education (DfE) published its sustainability and climate change strategy.
This strategy tasked schools with supporting the UK’s mission of becoming the “worldleading education sector in sustainability and climate change” by 2030. However, this was unfamiliar territory for many schools, which had to develop climate action plans with limited direction and numerous other competing priorities.
That’s why education charity Students Organising for Sustainability (SOS-UK) set up the Green Schools Revolution (GSR) programme – a three-year project launched in January 2023, led by university students who are supported to implement key elements of the DfE’s strategy. Teach the Teacher is one of GSR’s strands of work, aimed at integrating climate education by providing schools with free teacher training, resources and support –uniquely led by the students.
As an experienced school governor and former primary school leader, I’m acutely aware of the limited time and resources teachers have. I also know how deeply many teachers care about educating students on climate change – not just about its causes
and effects, but within a solutions-focused, wellbeing-centred context. When teaching in Manchester, I was passionate about making sure my students felt equipped to deal with the climate challenges ahead of them. However, it’s hard to feel like you have the capacity to engage with the complexities of this subject when competing against curriculum, wellbeing and staffing pressures.
Teach the Teacher equips primary and secondary school students with the skills and knowledge to educate their teachers about climate change. It provides a unique opportunity to flip the script, and champions youth voice and agency.
Students are empowered to share their perspectives on what it’s like to be a young person experiencing the climate crisis, while collaborating on curriculum content with their teachers.
This initiative doesn’t take up any financial resources or teaching time for schools, and can be completed by an existing eco club or school council. Its aim is to ensure that no extra burden is placed on teachers – our university undergraduate staff support you throughout the process. There is
even a small grant available for schools that take part, and we support students to develop bid-writing skills.
By delivering these sessions, students also gain vital transferable skills that can be mapped to the Gatsby Benchmarks, a framework that secondary schools and colleges can use to improve their career guidance programme. Teachers can find out about the simple yet impactful ways they can bring the climate into their classrooms, while supporting their students to develop public speaking, social action and green career skills.
Now is an exciting time for schools and students, with the government’s curriculum and assessment review offering potential new ways to look at learning. At SOS-UK, we hope that climate education and sustainability will be embedded throughout the new curriculum. But we don’t need to wait for the outcome of this review to get started; students and teachers can take things into their own hands today by getting involved with Teach the Teacher and beginning to integrate better climate education into the classroom.
We’re here to help teachers in buying a home of their own. To do this we have many ways to help, like smaller deposits, a longer mortgage term of up to 40 years. In fact we also offer up to 5 times your joint salary if you’re buying with a partner (who doesn’t need to be a teacher).
We’re here to help in so many ways which is why we also have appointments for you when you need them, in the evenings and on Saturdays. Find out more about the many ways we can help you into your first home. Ready to chat? Scan the QR code to arrange an appointment.
All of our mortgages are subject to lending criteria, and terms and conditions - please ask for details
A gentle reminder that your mortgage will be secured on your home so you must keep up your mortgage payments
Ymgynnull i ymgyrchu
Penwythnos prysur o rwydweithio a hyfforddi.
Y ci sy’n rhoi cysur
Y ci sy’n helpu disgyblion i ddod yn ôl i’r ysgol.
Rhifyn 78
Tymor y gwanwyn 2025
Newyddion
Uno ysgolion, cyfryngau cymdeithasol eithafol, a mwy.
BU aelodau NEU Cymru o bob cwr o’r wlad yn protestio y tu allan i’r Senedd yng Nghaerdydd yn ddiweddar. Y nod oedd tynnu sylw at yr annhegwch sy’n wynebu athrawon cyflenwi pan fydd y rheini’n cael eu cyflogi gan asiantaethau.
Mae’r aelodau’n galw am fodel cenedlaethol ar gyfer cyflogi athrawon cyflenwi. Byddai hyn yn sicrhau eu bod nhw’n cael yr un tâl â’r athrawon a gyflogir gan ysgolion, ynghyd â chael bod yn rhan o’r Cynllun Pensiwn Athrawon.
Dangosodd aelodau Plaid Cymru yn y Senedd, Cefin Campbell a Sioned Williams, eu cefnogaeth drwy siarad yn y brotest, ac felly hefyd swyddogion o undebau addysg a sefydliadau eraill.
Un o amcanion rhaglen hirdymor llywodraeth Cymru i ddiwygio’r sector addysg yw datblygu model cynaliadwy ar gyfer athrawon cyflenwi, a’r model hwnnw’n rhoi lle canolog i waith teg.
Ond prin o hyd yw’r awdurdodau lleol sydd â chronfa o athrawon cyflenwi. Dyna sut mae sicrhau bod athrawon yn cael y tâl cywir ar sail eu profiad ac yn unol â’r graddfeydd cyflog cenedlaethol. Yn hytrach, mae’r rhan fwyaf o awdurdodau’n defnyddio asiantaethau ar gyfer cyflenwi mewn ysgolion. O ganlyniad, mae nifer o athrawon cyflenwi’n gadael y proffesiwn gan na allan nhw ddod o hyd i “waith teg” gyda chyflogau sy’n ddigon i dalu eu costau byw.
Ar ôl y brotest ym mis Hydref, cynhaliodd NEU Cymru sesiwn alw-i-mewn, a honno yng ngofal John Griffiths AS. Roedd sawl AS arall yn bresennol, a buon nhw’n sgwrsio â’r protestwyr am eu pryderon.
Meddai Nicola Fitzpatrick, ysgrifennydd dros dro NEU Cymru: “Mae angen i ni sicrhau bod yr arian sy’n cael ei wario ar staff yn cael ei dalu’n uniongyrchol i’n haddysgwyr sy’n gweithio’n galed tu hwnt – ac nid i asiantaethau. Mae angen model cyflenwi cenedlaethol go iawn ar gyfer Cymru, gyda’r athrawon yn cael eu cynnwys yn nogfen cyflog ac amodau athrawon ysgol (Cymru). Digon yw digon. Mae’n bryd i lywodraeth Cymru weithredu.”
Cais i Gronfa Ddysgu
Undebau Cymru
MAE NEU Cymru wedi gwneud cais am ragor o arian gan Gronfa Ddysgu Undebau Cymru (WULF) yn dilyn llwyddiant y prosiect presennol a’i effaith ar aelodau.
Mae’r arian presennol yn dod i ben ym mis Mawrth, ond mae’r undeb yn gobeithio parhau â’r pedair blaenoriaeth gan fod y galw am yr hyfforddiant wedi bod yn sylweddol iawn. Y rhain yw: n hyrwyddo dysgu’r Gymraeg ymhlith holl weithwyr addysg proffesiynol Cymru n cynnydd gyrfa a datblygu proffesiynol – cynnig rhaglen gymorth benodol a chynhwysfawr i athrawon cyflenwi ac i athrawon a staff cymorth sydd allan o waith n iechyd a lles – rhoi cymorth a hyfforddiant i’r aelodau n sgiliau digidol – helpu i ddatblygu’r Cwricwlwm newydd i Gymru.
Os bydd y cais yn llwyddiannus, bydd Beth Roberts, cydlynydd y prosiect, yn parhau i fod yn gyfrifol am ddatblygu strategaeth ddysgu WULF ar ran NEU Cymru, gyda chymorth Lisa Williams. Bydd NEU Cymru yn rhoi gwybod i aelodau am ganlyniad y cais pan fydd llywodraeth Cymru wedi asesu’r holl geisiadau a gwneud penderfyniad.
YN lle cynhadledd flynyddol NEU Cymru yn 2024, penderfynwyd trefnu cyfarfod a ganolbwyntiai ar ymgyrchu, a hwnnw’n cyfuno rhwydweithio, areithiau ysbrydoledig, a hyfforddiant ymarferol.
Dechreuodd y dydd Sadwrn gyda chyfarfod o gyngor Cymru, lle rhoddwyd anerchiad gan Daniel Kebede, ysgrifennydd cyffredinol yr NEU, ac Ed Harlow, yr is-lywydd. Tynnodd y ddau sylw at faterion sy’n wynebu’r undeb, gan ailbwysleisio pwysigrwydd ein gwaith ymgyrchu wrth sicrhau gwell amodau yn y byd addysg. Parhaodd y diwrnod gyda gweithdai a ganolbwyntiai ar drefnu effeithiol, a’r rheini’n cynnig strategaethau ar gyfer creu rhwydweithiau lleol cryf ac ennyn cefnogaeth.
Ar y dydd Sul, bu’r cynrychiolwyr yn cnoi cil am gynigion cynhadledd Cymru yn 2023, gan benderfynu ar ein blaenoriaethau. Ymhlith y problemau
a drafodwyd, roedd tangyllido dybryd mewn ysgolion, y pwysau cynyddol yn sgil llwyth gwaith athrawon, a’r heriau o ganlyniad i Covid hir. Bu’r cynrychiolwyr hefyd yn trafod pryderon cynyddol am ymddygiad myfyrwyr, gan edrych ar effaith hynny ar yr ystafell ddosbarth ac ar ddeilliannau addysgol. Mewn sesiynau eraill, canolbwyntiwyd ar gryfhau rhwydweithiau rhanbarthol ac ar wella hyfforddiant i gynrychiolwyr mewn ysgolion. Yn arwain y sesiynau hyn roedd aelodau gweithredol Cymru, Hannah O’Neill a Liz McLean, ynghyd â’r swyddog cenedlaethol, Mairead Canavan. Roedd y penwythnos yn gryn sbardun, ac fe’n gadawodd yn eiddgar ac mewn sefyllfa well i greu newid yn ein cymunedau.
Gan Claire Rickard, cynrychiolydd yr NEU, Ysgol y Gadeirlan, Caerdydd
HYFFORDDIANT I GYNRYCHIOLWYR
Mae cyrsiau sylfaen ac uwch ar gael i gynrychiolwyr eu mynychu am dri diwrnod mewn un bloc. Mae’r cyrsiau wedi’u trefnu, yn ddibynnol ar niferoedd, ar y dyddiadau canlynol:
Cyrsiau sylfaen
4-6 Chwefror – Caerdydd tinyurl.com/Feb-2025-Cardiff
Cyrsiau uwch
18-20 Mawrth – Casnewydd tinyurl.com/March-2025-Newport
Cyrsiau dileu swyddi ac ailstrwythuro 21 Ionawr – Caerdydd
RHAGOR O GYRSIAU DRWY WULF
tinyurl.com/Jan-2025-Cardiff
23 Ionawr – Llandudno tinyurl.com/Jan-2025-Llandudno
Lles a phroblemau yn y gweithle 26 Chwefror – Caerdydd tinyurl.com/Feb-2025-Cardiff-2
Os oes gennych chi ddiddordeb mewn dod yn gynrychiolydd yn y gweithle a mynd ar gwrs, anfonwch e-bost i cymru.wales@neu.org.uk
Cofiwch fod gan gynrychiolwyr hawl gyfreithiol i gael yr hyfforddiant hwn. Bydd yr NEU yn cefnogi unrhyw gynrychiolydd sy’n wynebu anawsterau wrth geisio cael amser i ffwrdd o’r gwaith i fod yn bresennol.
Mae cyrsiau ar gael hefyd drwy brosiect Cronfa Ddysgu Undebau Cymru (WULF) – ewch i tinyurl.com/wulf-courses Os hoffech chi i’r undeb ystyried trefnu cwrs penodol, anfonwch e-bost naill ai at Lisa Williams, lisa.williams@neu.org.uk neu at Beth Roberts, beth.roberts@neu.org.uk
Cadwch olwg ar eich e-bost i weld gwybodaeth am y cyfleoedd hyfforddiant diweddaraf. Hoffwch ni ar Facebook yn facebook.com/ neucymrutraining, dilynwch ni ar X drwy @neucymrutrain ac ewch i neu.org.uk/learning-and-events
(Uchod) Y disgybl Cole O’Donoghue gyda Teddy’r ci a’i hyfforddwr Izzy Lynn LLUNIAU gan Aled Llywelyn
MAE ci o’r enw Teddy yn helpu i wella presenoldeb mewn ysgol ac yn annog disgyblion i ddod yn ôl i ddysgu. Mae’r ci mor boblogaidd, mae’r myfyrwyr wrthi’n ysgrifennu llyfr amdano.
Mae Teddy yn helpu disgyblion sy’n rhan o’r rhaglen ‘Bridge’ yng nghanolfan bwrpasol Churchill yn Ysgol Uwchradd Mair Ddihalog yng Nghaerdydd.
Nadia Yassien, athrawes sydd â gradd feistr mewn anghenion addysgol arbennig, sy’n gyfrifol am y ganolfan. Helpodd Nadia hefyd i ddylunio’r ganolfan cyn iddi agor yr haf diwethaf.
“Mae’n lle gwych i wneud ein gwaith. Pan fydd y disgyblion yn dod yma, rydyn ni eisiau sicrhau eu bod nhw’n cael diwrnod da, er mwyn iddyn nhw fod eisiau dod yn ôl,” meddai hi.
Yn ogystal â bod â’i staff amser llawn ei hun, mae’r ganolfan yn cael cymorth gan arbenigwyr o’r ysgol ac o asiantaethau allanol – ac mae’r rhieni hefyd yn hollbwysig i lwyddiant y rhaglen.
“Mae’n golygu gweithio fel tîm a gweld beth yw anghenion y plant. Yn eu tro, mae disgwyl iddyn nhw ragori ar eu hamcanion personol nhw,” meddai Nadia.
“Mae’r cyfarfodydd hyn yn golygu bod modd i ni weld beth yw anghenion plentyn ar y pryd, beth fydd yn gweithio i’r plentyn, a
“Mae pawb wrth eu boddau yng nghwmni Teddy.”
Nadia Yassien (uchod)
pha strategaethau y gallwn ni’u cyflwyno.” Mae tua 200 o blant yn cael ymyriadau penodol, a’r rheini’n helpu i leihau gwaharddiadau ac absenoldeb ac yn sicrhau bod pob plentyn yn gadael yr ysgol gyda chymwysterau. Ac mae Teddy yn cyfrannu at hynny. Dechreuodd cwn tebyg fynd i’r ysgol ar ôl pandemig Covid-19, pan oedd nifer o blant yn ei chael hi’n anodd mynd i wersi.
Trin pob plentyn fel unigolyn
“Ymhlith y rheini sy’n absennol, mae plant gorbryderus, gofalwyr ifanc, plant y mae salwch yn dal i’w dychryn, a phlant a allai fod wedi colli anwylyd. Mae rhai’n ei chael hi’n anodd heb fod rheswm penodol, ond bydd pob plentyn yn cael ei drin fel unigolyn,” meddai Nadia.
^ ^ ^
Mae hyfforddwr Teddy, Izzy Lynn, yn gwnselydd hyfforddedig a bydd y plant yn aml yn barod i siarad â hi pan fydd y ci o gwmpas. Mae’r cyfan yn rhan o brosiect Baxter, sy’n anfon cwn i ysgolion cynradd ac uwchradd gydag ymarferwyr arbenigol. Bydd ymddygiad y cwn hefyd wedi cael ei asesu ymlaen llaw. “Mae Teddy yn therapiwtig, mae pawb wrth eu boddau yn ei gwmni. Maen nhw’n mynd â Teddy am dro ac yn ei fwytho. Ac mae Teddy’n eu helpu nhw i ymlacio. Byddan nhw wedyn yn fwy parod i sgwrsio am bethau,” meddai Nadia.
FEL yr undeb addysg mwyaf, gall NEU Cymru roi gwasanaeth heb ei ail i’w aelodau. Mae ein tîm proffesiynol yma i ddefnyddio’u harbenigedd er mwyn helpu ein rhwydwaith o gynrychiolwyr gweithle ac ysgrifenyddion rhanbarthau a changhennau.
Os oes gennych chi broblem yn y gwaith neu i gael rhagor o wybodaeth am ein gwasanaethau i aelodau, cysylltwch â’r canlynol: n cynrychiolydd eich gweithle n ysgrifennydd eich cangen
n AdviceLine
n Swyddfa NEU Cymru.
Ty Sinnott, 18 Neptune Court, Vanguard Way, Caerdydd CF24 5PJ Ffôn: 029 2049 1818
E-bost: cymru.wales@neu.org.uk
Ysgrifennydd dros dro Cymru:
Nicola Fitzpatrick
Uwch swyddogion Cymru:
Debbie Scott, Daniel Maney
Uwch swyddog polisi Cymru:
Mary van den Heuvel
Trefnydd y gogledd: Cai Jones
Trefnydd y de: Robert Goddard
Cyfreithiwr Cymru: Angharad Booker
Aelodau gweithredol:
Elizabeth McLean, Hannah O’Neill
Yr Undeb Addysg Cenedlaethol, Hamilton House, Mabledon Place, Llundain WC1H 9BD
Ffôn: 020 7388 6191
Gwefan: neu.org.uk
Llywydd: Sarah Kilpatrick
Ysgrifennydd
cyffredinol: Daniel Kebede
Cyfieithiad gan
Rhys Iorwerth Cyf rhysiorwerth@ hotmail.com
Uno ysgolion cynradd yng
Nghonwy yn bygwth swyddi
MAE aelodau NEU Cymru yn y gogledd yn pryderu y gallai swyddi gael eu colli wrth i Gyngor Conwy fwrw ymlaen â chynlluniau i uno pedair ysgol gynradd a chreu dwy ysgol yn eu lle.
Roedd disgwyl i’r ymgynghoriad am yr uno ddod i ben ar 2 Rhagfyr. Mae’r cyngor hefyd yn bwriadu ffederaleiddio dwy ysgol arall, sef Ysgol Llanddoged ac Ysgol Ysbyty Ifan yn Nyffryn Conwy.
Y bwriad yw uno Ysgol y Foryd ac Ysgol Maes Owen ym Mae Cinmel a gwneud yr un fath yn achos Ysgol Glan Gele ac Ysgol Sant Elfed yn Abergele.
Mae’r aelodau’n arbennig o bryderus am golli swyddi yn Abergele, oherwydd bod gan Ysgol Glan Gele ddiffyg o £250,000. Cynhaliwyd cyfarfod yn yr ysgol ym mis Tachwedd, wedi’i drefnu gan John Owen, ysgrifennydd cangen Conwy, a Dilwyn Griffiths, swyddog rhanbarthol Cymru.
“Mae’n gyfnod gofidus i’r aelodau ac maen nhw’n pryderu am eu swyddi,” meddai John. Soniodd hefyd am y pryderon am golli swyddi ar ôl uno dwy ysgol ym Mochdre yn gynharach yn y flwyddyn.
MAE Ysgol Gyfun Gymraeg Glantaf yng Nghaerdydd wedi cau ei chyfrifon ar X (Twitter gynt) yn sgil pryderon am gynnwys y platfform. Dywedodd yr ysgol mai “cynnydd mewn safbwyntiau anaddas ac eithafol” ar X a arweiniodd at y penderfyniad ym mis Hydref. Bydd yr ysgol hefyd yn parhau i fonitro ei defnydd o Instagram ac mae wedi rhybuddio rhieni a gwarcheidwaid i fod yn wyliadwrus o gyfrifon ffug. Nid yw nifer o sefydliadau ac unigolion eraill yng Nghymru yn postio ar X erbyn hyn, gan gynnwys comisiynydd plant Cymru, Rocio Cifuentes. Mewn datganiad, dywedodd ei swyddfa: “Mae hi wedi teimlo’n gynyddol bod y newidiadau diweddar i gynnwys, polisïau a chyfeiriad X yn groes i’n gwerthoedd ni fel sefydliad. Rydyn ni’n edrych ymlaen at ymwneud â phobl ar Facebook, Instagram a LinkedIn.” n Ewch i tinyurl.com/ccfw-educators i weld adnoddau comisiynydd plant Cymru am ddiogelwch ar-lein a mynd i’r afael â bwlio.
MAE Cymwysterau Cymru wedi cefnu ar gynlluniau i gyflwyno TGAU mewn Iaith Arwyddion Prydain (BSL) o 2027. Yn hytrach, yn lle hynny, bydd unedau “sgiliau bywyd” ar gael. Yn ôl y corff dyfarnu, bydd yn ailystyried y penderfyniad hwn yn y dyfodol, yn dibynnu ar faint o fyfyrwyr a fydd yn dewis yr opsiwn sgiliau bywyd. Serch hynny, disgrifiodd y Gymdeithas Genedlaethol i Blant Byddar y penderfyniad fel un ofnadwy. “Er mwyn dymchwel y rhwystrau mae rhai pobl ifanc fyddar yn eu hwynebu, mae’n hollbwysig bod mwy o bobl yn deall ac yn defnyddio BSL,” meddai Susan Daniels, prif weithredwr yr elusen.“Rydyn ni’n benderfynol o sicrhau bod TGAU BSL yn dod yn realiti yng Nghymru.”
ROEDD disgwyl i adolygiad annibynnol o ddarpariaeth anghenion addysgol arbennig (AAA) yn Llanelli, Sir Gâr, gael ei gyhoeddi ym mis Rhagfyr.
Comisiynwyd yr adroddiad ar ôl pryderon am y penderfyniad i gefnu ar gynlluniau i adeiladu ysgol arbennig newydd yn y dref yn lle Ysgol Heol Goffa, a hynny oherwydd “costau chwyddiant eithriadol”.Yn ôl deiseb a anfonwyd at y cyngor gan rieni dros yr haf, roedd angen dybryd am ysgol arbenigol newydd gan nad oedd yr adeilad presennol yn addas. “Byddai’r ysgol newydd wedi gallu cynnig llawer mwy o gymorth a chyfleusterau ar y safle.”
Croesawu Bethan
MAE cydweithwraig newydd wedi ymuno â swyddfa NEU Cymru yng Nghaerdydd. Bu Bethan
Hagerty (yn y llun ar y chwith), ein swyddog cymorth newydd, yn gweithio fel cynghorwr i Ymddiriedolaeth Adfywio’r Meysydd Glo. Cyn hynny, bu’n athrawes hanes mewn ysgol uwchradd. Ei gwaith yn yr NEU fydd cynghori aelodau am broblemau yn y gweithle, a chefnogi swyddogion lleyg, ymgyrchwyr a chynrychiolwyr y gweithle. Meddai Bethan: “Rwy’n llwyr ymwybodol o’r heriau y mae addysgwyr ledled Cymru yn eu hwynebu a bydd hi’n wych gallu rhoi cyngor, arweiniad a chymorth i aelodau.”
Activist Zone
A busy weekend of networking and training.
Issue 78
Spring term 2025
Cuddles with Teddy
The wellbeing dog helping pupils back to school.
News in brief School mergers, extremist social media and more.
NEU Cymru members from across Wales protested outside the Senedd in Cardiff to highlight the plight of supply teachers hired by agencies.
They are calling for a national model for employing supply teachers, who want to be paid the same rates as those teachers employed by schools, and access to the Teachers’ Pension Scheme.
Plaid Cymru members of the Senedd (MSs) Cefin Campbell and Sioned Williams showed their support by speaking at the protest, along with officials from other education unions and organisations.
Part of the Welsh government’s long-term programme of education reform states that it wants to “develop a sustainable model for supply teaching that has fair work at its heart”.
Few local authorities still have a supply teacher pool, which ensures teachers are paid the correct rate based on their experience and in line with national pay scales. Instead, most use agencies to provide their schools with cover. This has resulted in many supply teachers leaving the profession as they cannot find “fair work” with rates of pay that cover their living costs.
Following the protest in October, NEU Cymru held a drop-in session nearby hosted by John Griffiths MS. Several other MSs attended and spoke to the protesters about their concerns.
Nicola Fitzpatrick, acting NEU Wales secretary, said: “We need to ensure that money spent on staffing goes directly to our hard-working educators – not to agencies.
“There needs to be a proper national supply model for Wales, with teachers included within the school teachers’ pay and conditions (Wales) document.
“Enough is enough. It’s time for the Welsh government to act.”
NEU Cymru has applied for more money to the Wales Union Learning Fund (WULF) following the success of the current project and its impact on members.
Existing funding ends in March, but the union hopes to continue with the same four priority areas as the call for training has been extremely high.
They are:
n to promote Welsh language learning to all education professionals across Wales
n career progression and professional development – to provide a comprehensive bespoke support programme for supply and out-of-work teachers and support staff
n health and wellbeing – to provide support and training for members n digital skills – to assist with the development of the new Curriculum for Wales.
If successful, project co-ordinator Beth Roberts will continue to be responsible for the development of the WULF learning strategy for NEU Cymru, assisted by Lisa Williams.
NEU Cymru will inform members of the outcome of the bid when the Welsh government has assessed all applications and made its decision.
THE Activist Zone replaced NEU Cymru’s 2024 annual conference, combining networking, inspiring speeches and hands-on training.
Saturday began with a Wales council meeting addressed by NEU general secretary Daniel Kebede and vice-president Ed Harlow. They highlighted key issues facing the union and reinforced the importance of our activism in achieving better conditions in education. The day continued with workshops focused on effective organising, which offered strategies for building strong local networks and mobilising support.
On Sunday, delegates reflected on the 2023 Cymru conference motions and shaping our priorities. Issues including the chronic underfunding of schools, the growing
pressures of teacher workload and the challenges posed by long Covid were discussed.
Delegates also delved into the rising concerns about student behaviour, exploring its impact on the classroom environment and educational outcomes.
Other sessions saw delegates focused on strengthening district networks and enhancing key training activities for school-based reps. They were led by Wales executive members Hannah O’Neill and Liz McLean, alongside national officer Mairead Canavan.
The weekend was truly energising, leaving us motivated and better equipped to drive change within our communities.
By Claire Rickard, NEU rep,
The Cathedral School,
Cardiff
LEARNING is at the heart of NEU Cymru and we take pride in the training we provide for education professionals, local officers and workplace reps.
Foundation and advanced reps courses are available for reps to attend for three days in one block. The courses have been arranged, subject to numbers, on the following dates:
Foundation courses
4-6 February – Cardiff tinyurl.com/Feb-2025-Cardiff
Advanced courses
18-20 March – Newport tinyurl.com/March-2025-Newport
Redundancy and restructuring courses
21 January – Cardiff tinyurl.com/Jan-2025-Cardiff
23 January – Llandudno tinyurl.com/Jan-2025-Llandudno
Workplace issues and wellbeing
26 February – Cardiff tinyurl.com/Feb-2025-Cardiff-2
If you’re interested in becoming a rep and attending a course, email cymru.wales@neu.org.uk – and remember, reps are legally entitled to attend this training. The NEU will support any rep who has difficulties getting time off work to attend.
Courses are also available through the Wales Union Learning Fund (WULF) project – visit tinyurl.com/wulf-courses
If you would like the union to consider organising a particular course, email Lisa Williams at lisa.williams@neu.org.uk or Beth Roberts at beth.roberts@neu.org.uk
Check your email inbox for information on the latest training opportunities. Like us on Facebook at facebook.com/neucymrutraining, follow us on X at @neucymrutrain and visit neu.org.uk/learning-and-events
A DOG called Teddy is helping a school boost attendance and encourage pupils back into learning – and he is so popular, the students are writing a book about him.
Teddy is supporting pupils at the Bridge programme based in the specially designed Churchill Centre at Mary Immaculate High School in Cardiff.
Nadia Yassien, a teacher with a Masters in special educational needs, runs and helped design the centre, which opened last summer.
“It is a lovely base from which we can do our work. When the pupils come in we want to make sure they have a good day so they want to come back,” she said.
As well as its own full-time staff, the centre is supported by specialists from within the school and from outside agencies – and parents are key to the success of the programme.
“It’s about working as a team and triaging the children, and they in turn are expected to exceed their own personal goals,” Nadia said.
“Having the triage meetings means we can see what a child needs at that time, what
“Everybody loves Teddy. He helps them relax.”
Nadia Yassien (above)
will work for them, and which strategies we can put in place.”
Around 200 children receive tailored interventions, which help to reduce exclusions and absenteeism, and ensure that every child leaves the school with qualifications.
And Teddy is playing his part. Similar dogs started going into the school after the Covid-19 pandemic when many children were struggling to attend lessons.
Each child is treated as an individual “There are the anxious non-attenders, young carers, kids who are still frightened by illnesses, those who may have lost a loved one. Some just struggle but each child is treated as an individual,” Nadia explained.
Teddy’s handler, Izzy Lynn, is a trained counsellor and the children will often open up to her with him around. They are part of the Baxter Project, which sends behaviourassessed dogs into primary and secondary schools with specialist practitioners.
“Teddy is therapeutic, everybody loves him. They take him for walks, they stroke him, he helps them relax and then they feel more relaxed about talking about things,” said Nadia.
AS part of the largest education union in Europe, NEU Cymru can offer members an unrivalled service.
Our professional team is here to provide expertise to our network of workplace representatives and district and branch secretaries.
If you have a problem at work or want to know more about member services, contact:
n your workplace representative n your branch secretary
n AdviceLine 0345 811 8111 n NEU Cymru office.
Ty Sinnott, 18 Neptune Court, Vanguard Way, Cardiff CF24 5PJ
Tel: 029 2049 1818
Email: cymru.wales@neu.org.uk
Acting Wales secretary: Nicola Fitzpatrick
Senior Wales officers: Debbie Scott, Daniel Maney
Senior Wales policy officer: Mary van den Heuvel
North Wales organiser: Cai Jones
South Wales organiser: Robert Goddard
Wales solicitor: Angharad Booker
Executive members: Elizabeth McLean, Hannah O’Neill
National Education Union, Hamilton House, Mabledon Place, London WC1H 9BD
Tel: 020 7388 6191
Website: neu.org.uk
President: Sarah Kilpatrick
General secretary: Daniel Kebede
Translation by Rhys Iorwerth Cyf
rhysiorwerth@ hotmail.com
NEU Cymru members in north Wales are concerned there may be redundancies as Conwy Council moves ahead with plans to merge four primary schools into two.
Consultation on the amalgamation was due to end on 2 December. The council is also proposing to federate two other schools, Ysgol Llanddoged and Ysgol Ysbyty Ifan, in the Conwy Valley.
It is proposed that Ysgol y Foryd and Ysgol Maes Owen in Kinmel Bay merge into one school and that Ysgol Glan Gele and Ysgol Sant Elfed in Abergele do the same.
Members are particularly worried about job losses in Abergele, because Ysgol Glan Gele faces a £250,000 deficit. Conwy branch secretary John Owen and Wales regional officer Dilwyn Griffiths held a meeting at the school in November.
“It is stressful for members and they fear for their jobs,” John said, adding that other redundancies were feared following the merger of two schools in Mochdre earlier in the year.
YSGOL Gyfun Gymraeg Glantaf in Cardiff has closed its X (formerly Twitter) accounts amid concerns over its content. The school said the “increase in inappropriate and extremist views” on X had led to the decision in October.
It will also continue to monitor its Instagram use and warned parents and guardians to remain vigilant about fake accounts.
Many other organisations and individuals in Wales are no longer posting on X, including the children’s commissioner for Wales (CCfW), Rocio Cifuentes.
In a statement, her office said: “Recent changes to X’s content, policies and direction have increasingly felt at odds with our own values as an organisation. We look forward to engaging on Facebook, Instagram and LinkedIn.”
n Visit tinyurl.com/ child-com-educators for CCfW resources on online safety and tackling bullying.
language
QUALIFICATIONS Wales has dropped plans to introduce a GCSE in British Sign Language (BSL) from 2027 and is instead replacing it with new “skills for life” units.
The awards body says it will reconsider the decision in future, depending on the take-up of the skills for life option, but the National Deaf Children’s Society described the decision as “devastating”.
“More people knowing and using BSL is key to breaking down the barriers some deaf young people face,” said the charity’s chief executive Susan Daniels. “We are determined to make sure that a BSL GCSE becomes a reality in Wales.”
Llanelli ALN report
AN independent review of additional learning needs (ALN) provision in Llanelli, Carmarthenshire, was due to be published in December.
It was commissioned following concerns about the decision to drop plans to build a new special school in the town to replace Ysgol Heol Goffa due to “extraordinary inflationary costs”.
A petition to the council from parents in the summer said a new specialist school was desperately needed as the the current building was no longer suitable. “The new school would have provided so much more support and facilities on site.”
A NEW colleague has joined the NEU Cymru office in Cardiff.
Support officer Bethan Hagerty (pictured left) previously worked for Coalfields Regeneration Trust as an adviser and prior to that was a secondary school history teacher. Her role with the NEU will be to advise members on workplace issues, and support lay officers, activists and workplace reps.
She said: “I know only too well the challenges that educators across Wales are facing and am delighted to be able to provide members with the advice, guidance and support they need.”