11 minute read
Little Ilford family
Major concessions after Little Ilford strikes
MEMBERS at Little Ilford School have won a major concession from Newham Council as a result of their industrial action.
Staff held eight days of strike action in November and December against plans to expand the east London school, which would see pupil numbers increasing from 1,470 to 1,800 (see Educate, Jan/Feb 2021).
NEU London regional officer Michael Gavan told Educate: “Newham Council has now committed to spending an extra £750,000 to increase classroom sizes in the new building and each classroom will be at least 51 square metres – up from 47.”
However, management was holding out on providing adequate staffing for the extra students, added Michael. He said: “Our members won’t accept this brush-off and I am sure they will want to carry on industrial action until management relents.”
n See union people, page 23 Louise Lewis continues to fight against her suspension for raising issues on Covid safety (see Educate, Jan/Feb 2021). Sign at bit.ly/3deT0fX
Staff on the picket line at Little Ilford School in east London PHOTO by Kois Miah
MILTON Keynes Council is demanding a school is returned to local authority (LA) control after the academy trust that took it over was barred from running it.
Griffin Schools Trust was described as having “overseen the decline” of Stantonbury International Academy since it took it over more than four years ago.
The Department for Education (DfE) sent a termination notice to the trust in December ending its funding arrangement for the school. A new sponsor is being sought for Stantonbury, but Milton Keynes Council’s cabinet member for children’s services Zoe Nolan says the school must be returned to LA control.
“We demand the school is returned to local control so we can rebuild trust and standards. We want Stantonbury back as a locally run school,” she said.
DfE guidance says there is no “mechanism” for an academy to return to LA control but Cllr Nolan says this should change.
“Why should it be one-way traffic? For them to totally disregard the LA doesn’t make any sense, it’s just pure dogma.”
The school was found to be Inadequate in January 2020 and schools minister Elizabeth Berridge wrote that the progress made by pupils had remained well below the national average for the last three years. Ofsted inspectors had noted that many children did not feel safe in the school and inspectors had found a high level of poor behaviour. n The trust was the latest of five academies and trusts issued with DfE termination notices in the year up to 31 January. Fourteen warnings of the termination of funding agreements were sent in the same period, as well as nine pre-warning or ‘minded-toterminate’ notices.
Cllr Zoe Nolan
DfE fails ethical leadership test
A POLL of NEU Leadership members at their conference, held last month, found all believed the Department for Education (DfE) had not led ethically in the past year.
Nearly a quarter (24 per cent) said the DfE was mostly guilty of a lack of honesty.
The snapshot survey was undertaken by NEU president and secondary head teacher Robin Bevan (pictured above), ahead of the launch of the NEU’s Code of Ethical Leadership Practice.
Robin said: “The purpose of the code is to help leaders reflect on their own conduct. It also exists to help all of us review how we are working in our schools and colleges.
“We’ve been operating in an environment where, in some instances, decision-making at a national level has been of a very temporary and lurching kind. We go from one day to the next not knowing what we’re going to be expected to do, what’s going to change.”
TBS: pushing the boundaries of sex discrimination and low pay
THE Teachers Building Society (TBS) played its part in fighting the sex discrimination and low pay which prevented teachers getting a foot on the housing ladder. Head of marketing David Leek tells Educate about TBS’ pioneering and continuing work for all education staff.
Exam results last year were awarded using an algorithm, applying a standardised approach that resulted in good candidates being discriminated against. Mortgage lending is similar to education in that regard. Using technology to score applicants against a set of standard criteria can leave people outside the ‘tick box’ and facing rejection.
In the 1960s and 1970s single women and men in relatively low-paying jobs such as teaching were the predominant victims of the financial tick box. Many male primary school teachers earned so little that their own children qualified for free school meals. For women, it was even harder. They needed male permission to even open a bank account.
Equal access to mortgage lending
Formed in 1966, the Teachers Building Society was set up to help solve this problem. It firmly believed that any young teacher who wanted to buy a home should be able to achieve that dream, regardless of sex.
Equality of lending became a founding principle, documented in early policy papers and putting TBS ahead of its time – treating men and women equally for goods and services wasn’t a legal requirement until the Sex Discrimination Act was passed in 1975 (see box). By that time TBS had been lending to single women for a decade.
Its pioneering work against sex discrimination was a key reason Julie Nicholson, chair of the TBS board, joined. “Its historical role in pushing boundaries for teachers, regardless of gender, was an important factor for me in agreeing to join the board of directors,” she said.
“Teachers continue to face unprecedented challenges in the way they work, making the small part TBS plays in supporting them, by
A march by parents and children on County Hall, London, in January 1970, demanding better pay for teachers
ensuring they have a home to recharge in at the end of the day, as important now as ever.”
‘Human’ decisions on borrowing
Being employed in education today is no longer a hurdle to borrowing, but other obstacles can make it difficult: having a smaller deposit, not enough employment history, approaching retirement age, having a minor credit blip – the list is surprisingly long.
Just as teachers and teaching assistants know their pupils’ personal abilities better than any algorithm, TBS also takes a more individual approach, understanding borrowers’ financial strengths. Its expert underwriters make ‘human’ decisions for its borrowers, many of whom are teachers.
TBS’ work doesn’t end with mortgages. Building societies work on the basis of using collective savings deposits to support lending. Education staff who save with TBS are helping others step on to the property ladder.
As education staff continue to support our children learning at home, TBS is right where it’s always been: assessing each customer individually; not locking down on lending; helping NQTs without months of payslips and any educator who only has a small deposit; and encouraging those who can to save.
Sex Discrimination Act 1975
“An Act to render unlawful certain kinds of sex discrimination and discrimination on the grounds of marriage, and establish a Commission with the function of working towards the elimination of such discrimination and promoting equality of opportunity between men and women generally; and for related purposes.” These provisions are now part of the Equality Act 2010
The Christmas Lectures have been running since 1825. Watch the 2020 lectures at rigb.org/christmas-lectures/watch
Ri shares our passion for learning
IN this year’s Royal Institution (Ri) Christmas Lectures, three expert scientists presented a ‘user’s guide’ to Planet Earth.
They unravelled the mysteries of the astonishing global systems and remarkable natural wonders which combine to support life on Earth, and explored how human activity has disrupted the finely tuned systems which have kept our planet running smoothly for billions of years.
Our inspiring speakers left the young audience with an understanding of both the science behind climate change, and the science behind the ways that we can all help in the race to reduce emissions of greenhouse gases.
As a former science teacher and school leader it was a delight for me to oversee the production of the 2020 lectures. This year, more than ever, we wanted to demonstrate that science involves a process of discovery and experimentation, and that we should all be engaged in influencing how it is used.
At the Ri we work closely with schools across the country, bringing the joy and excitement of discovery in science and maths to children of all ages through masterclasses, science shows, hands-on activities and teachers’ CPD.
In January 2020 senior members of the Ri and the NEU formed a steering committee to oversee a groundbreaking partnership agreement, signed by the NEU joint general secretaries and the director and chair of the Ri.
Our plans for collaboration have been somewhat delayed by Covid-19, but we look forward to resuming discussions based on our shared passion for critical thinking and exploration in learning, and our belief in the importance of education for all.
Professor Chris Jackson (with fellow scientists Helen Czerski and Tara Shine) was the first Black scientist to deliver a Christmas Lecture in their near 200-year history PHOTO by Paul Wilkinson and John Allen
Lucinda Hunt, director of the Royal Institution
Free SEND webinars for NEU members
NEU members have exclusive access to our national CPD programme, including a week of webinars exploring special educational needs and disability (SEND) from 8-12 March. All webinars will be recorded and available for seven days.
SEMH as SEND
Understand what social, emotional and mental health (SEMH) means in the classroom and develop practical strategies to support SEMH needs. 8 March from 3.45-5pm
Effective deployment of support staff, including interventions
The principles behind effective deployment of support staff, and how to use interventions effectively so that progress is accelerated with minimal time away from the classroom. 9 March from 3.45-5pm
Identifying and supporting SEND in the context of early years reforms
Explore how to simultaneously support the areas of need while developing a deeper understanding of the child and their learning characteristics. 10 March from 11am-12.30pm
Selective mutism
An introduction to selective mutism. Explore approaches that work when dealing with selective mutism and discover where you can get help. 10 March from 3.45-5pm
The curious case of ADHD
Looking at attention deficit hyperactivity disorder (ADHD), this webinar will consider a range of techniques and strategies to help children and young people with learning, behaviour and socialisation issues. 11 March from 3.45-5pm
Playing, learning and interacting in SEND
Explore the importance of taking a play-rich approach in SEND support. Learn about the benefits of play for children with SEND and consider the adult’s role in teaching play skills. 12 March from 11am-12.30pm
n Limited places are allocated on a first come first served basis. Register at neu.org.uk/cpd @NEU_CPD
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