The Teacher – November 2017 by Educate Magazine

Why you should join the Union Black History Month 50th anniversary of the Abortion Act 100 years since the Russian Revolution Britain deserves a pay rise University bans Cuban students Teacherâ&#x20AC;&#x2122;s pet Desk yoga

T H E

TEACHER November/December 2017

Schools just wanna have funds Campaign goes to Parliament Your magazine from the National Education Union, NUT section

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Welcome

The Teacher November/December 2017 School pupils and parents at the School Cuts Mass Lobby of Parliament on 24 October Photo: Kois Miah

T H E

TEACHER November/December 2017

Schools just wanna have funds Campaign goes to Parliament Your magazine from the National Education Union, NUT section

Pg 1 cover.indd 1

30/10/2017 13:36

President: Louise Regan Joint General Secretary: Kevin Courtney Editor: Helen Watson Journalists: Emily Jenkins, Max Watson Administration: Maryam Hulme Newsdesk t: 020 7380 4708 e: teacher@neu.org.uk Design & subbing: Amanda Ellis teachers.org.uk facebook.com/ nationaleducationunion twitter.com/NEUnion To advertise contact: Jonathan Knight, Century One Publishing, Alban Row, 27-31 Verulam Road, St Albans AL3 4DG t: 01727 739 193 e: jonathan@centuryone publishing.uk Except where the NEU has formally negotiated agreements with companies as part of its services to members, inclusion of an advertisement in the Teacher does not imply any form of recommendation. While every effort is made to ensure the reliability of advertisers, the NEU cannot accept any liability for the quality of goods or services offered. The Teacher is printed by Southern Print. Inside pages are printed on paper comprised of 100% recycled, post-consumer waste.

WITH the autumn term in full swing, the challenges facing education and our members continue. Despite the Government’s promise of new money, 88 per cent of our schools still face cuts. In our brilliant lobby of Parliament on 24 October, we brought together campaigners from schools all over the country to speak to MPs about the devastating effects of cuts. Your great work won’t go unnoticed – many MPs are feeling the pressure. We will see whether the November budget brings more money, but also hope there will be funds set aside for a decent pay rise. The Government’s public sector pay cap has seen a real terms cut in teachers’ pay of 15 per cent since 2010. In this edition, we speak to members struggling with less in their pay packet and report on the TUC campaign to scrap the cap. In other news, head of Ofsted Amanda Speilman now says that teachers shouldn’t teach to the test. Hallelujah. She now needs to turn her criticism towards the Government’s accountability measures that pressure schools into behaving in that way. On 19 October I visited Doncaster, where the community is reeling after the collapse of Wakefield City Academy Trust. Just days into the new term, the trust announced it was walking away from 21 schools, leaving staff and students in limbo. The regional education commissioner will decide which sponsor will take over running the schools. There is a real democratic deficit in the running of academy trusts. Staff and parents increasingly have no choice – and no voice – in local education. The Union has launched an online petition* demanding the DfE returns the schools to local authority control and provides funds to make it happen. Kevin Courtney, National Education Union, Joint General Secretary

* Sign and share on you.38degrees.org.uk/ petitions/return-wakefield-cityacademy-trusts-schools-totheir-local-las The Teacher: Nov/Dec 2017

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Contents

The rest is history November 1960 Penguin Books was acquitted of obscenity for the publication of the DH Lawrence novel Lady Chatterley’s Lover. His story of a relationship between a working class man and an upper class woman shocked many with its descriptions of sex, using explicit language not seen in novels of that time.

Regulars

Features

06 News 19 Union people 23 Michael Rosen 33 A class act 34 Ask the Union 36 International 38 Web, app & book reviews 40 Letters 45 Noticeboard 47 Staffroom confidential 50 Backbeat

“We have to maintain the slogan of ‘a woman’s right to choose’.” page 16

8 Why join the National Education Union?

20 All power to the Soviets

The NEU is recruiting education professionals

It’s 100 years since the Russian

to its ranks. We look at benefits offered by

Revolution, an event that changed

the new Union and how to approach your

the course of history forever (far left).

colleagues about joining. 16 The Abortion Act: 50 years on It’s 50 years since the Abortion Act came into force. We speak to teachers who campaigned for a woman’s right to choose and report on the rights still to be won (above).

25 Pay attention! Teachers’ pay has fallen by 15 per cent in real terms since 2010. We report on the Union’s campaign to lift the public sector pay cap and speak to teachers struggling to make ends meet (left). 49 Crossword & recipe Smoked salmon pasta is on the menu this issue, plus put your heads together in the staffroom and have a go at our quick crossword.

The Teacher: Nov/Dec 2017

News Mitch Howard: ‘Open door, heart and mind’ MITCH Howard, editor of the Teacher from 1989 to 2006, passed away on 5 October aged 71. Mitch retired from the Union in 2006, but was still involved behind the scenes, recently helping to compile the history of the NUT. Phil Katz, NEU communications officer, who worked with him at the NUT, said: “Mitch was humble, approachable, truly a man of the people. Cultured in bluesy guitar and literature, knowledgeable of education and subjects like engineering. An open door, heart and mind. “His socialism was true and went to the core of how he saw the world and related to those he worked with. “Mitch was the longest serving editor of the Teacher at a time when the Union was under intense pressure from government attack. “He was missed when he retired, but will be missed much more now.” Mitch is survived by his partner, Jenny Secker, and two sons.

Funding 94% of school staff fill funding gap ALMOST all school staff in England buy essential items themselves to fill the funding gap, new research has revealed. A joint NEU/TES survey, carried out this summer, showed 94 per cent of school staff paid for classroom equipment out of their own pockets last year. Of 1,800 staff surveyed, a third said they spent more last year than previously, and nearly two thirds said this was due to school budget cuts. Dr Mary Bousted, NEU Joint General Secretary, said: “Staff have always been willing to spend some of their own money

for the odd item such as prizes for children, but the funding cuts are digging deep.” More than a quarter of respondents subsidised schools to the tune of between £101 and £500, buying stationery, books and art materials. “There is a constant shortage and rationing of paper and laminating sheets, and it’s just simpler to buy your own than fight for basics,” said a primary teacher. “Our school has no money, so there’s no point asking for reimbursement for displays or classroom expenditure.”

‘Early exodus of many excellent teachers’ THE Government is failing to address school teacher retention and development, according to the National Audit Office (NAO). The number of teachers leaving before retirement has increased over five years, with 67 per cent of school leaders citing workload as a reason. And schools are struggling to fill vacant posts – just half of vacancies are filled with teachers with the required experience and around one tenth are not filled at all, according to the NAO. Kevin Courtney, NEU Joint General Secretary, said: “We have long decried the Government’s limited focus on teacher recruitment, which ignores the early exodus made by many excellent and experienced teachers due to an inflexible and excessiveworking-hours culture.” “Recruitment, retention, workload and professional development should be at the heart of Government policy for the teaching workforce.”

The Teacher: Nov/Dec 2017

Shadow Chancellor John McDonnell at the Schools Cuts Mass Lobby of Parliament

Photo by Kois Miah

Parents, students, teachers unite PARENTS and school staff descended on Parliament on Tuesday 24 October, to attend a mass lobby against school cuts. The message from more than a thousand parents, students, teachers, support staff and head teachers was loud and clear: schools are seriously underfunded and this has to change. Speaking at the event, Kevin Courtney, NEU Joint General Secretary, said that an extra £1.3 billion of funding announced for schools was a result of the campaign so far. “We are making a difference,” he said. “It’s a step in the right direction but it’s only a step. When you see your MP, I would ask them: whoever caused this economic crisis? Surely it wasn’t the five-year-olds who weren’t even born in 2008? Why should they suffer?”

Angela Rayner, Shadow Education Secretary, told the rally: “It’s not a question of spending, it’s a question of investment in our future.” Vince Cable, Liberal Democrat leader, supported the rally and Vix Lothion spoke from the Green Party. John McDonnell, Labour’s Shadow Chancellor, said: “Education is a gift to be given from one generation to another, not a commodity to be bought and sold.” The rally also heard from parent campaign groups, including Jo Yurky from Fair Funding for all Schools. She asked: “What kind of country would take away the chances of our young people? What kind of country would tell the next generation that they will get less than you?”

MP for Slough, Tan Dhesi (centre), with some of his constituents during the School Cuts Mass Lobby of Parliament

Photo by Sarah Turton

Parents’ dismay as their children suffer THE Teacher spoke to parents, teachers and pupils about why they came to lobby Parliament on 24 October. Dawn Moncur (left) has twin daughters in a sixth-form college. “I’m just devastated, really shocked at the cuts,” she said. Her daughter’s art teacher is going down to a three-day week: “It’s just tragic.” Dawn also noted primary schools were asking parents for Direct Debit payments. “What about the families who can’t afford to do that?” she asked. Parent Philippa Poreham said: “I think education should be a number one provision. My daughter has been affected. We need more money for schools, invest in our future.”

Lizzie McDermott (left) is a pupil at a north London girls’ school. She told the Teacher that materials in her school were not replaced and teachers had to pay for new equipment. “My message to the Government is it needs to put more money in because cuts are affecting children like me,” she said. Helen Jackman (left), a parent from Cumbria, complained about the impact the cuts were having on children with Special Educational Needs: “What will become of our most vulnerable children?”

Ekaterina Henderson (left), a teacher and NEU member from Gloucester, said the cuts have affected the purchasing of resources in her school and also pay progression: “The school’s budget is so tight as it is.” Louise Mellor (left) is worried about her daughter’s school, which is rated outstanding by Ofsted and yet faces cuts. “Justine Greening has talked about raising standards, but I cannot understand how taking away funds can raise standards,” she said. “This is a funding crisis.” The Teacher: Nov/Dec 2017

News

NEU updates Thumbs-up from UNIFY education. The Union will be a new dawn for education – for teachers, support staff, lecturers and children. “We have been campaigning for an advance like this for 20 years. It will change the face of education in our country. It will make us stronger and better able to challenge the Government.” If you would like to join UNIFY, email hankr@hotmail.com for more information.

It’s a piece of cake

CROSS-union campaigning group UNIFY has welcomed the birth of the National Education Union. UNIFY was set up in 1996 by teachers in Brent to campaign for the creation of a single union representing all education professionals and then became a national pressure group. Organising secretary Hank Roberts said: “This is a giant step forward for

RECRUITMENT is a piece of cake for Wigan branch. Activists sent the new Union logo to a local baker, to reproduce it in an edible format. A quality control team was appointed and confirmed that the campaign tasted good too. Members have delivered 300 cakes into school staff rooms so far this academic year and gave out 200 at last month’s Wigan Diggers’ Festival. Wigan assistant secretary Karen Parkin (no pun intended) said: “We recruited 77 new NEU members last month, 25 of them were from schools that the ‘Cake Angel’ has visited. That’s the power of cake! “We arrange visits with the school rep and head teacher and going to the staffroom at lunchtime works best. “The ‘Cake Angel’ is having a very busy term!”

Rayner joins launch evening

No rep? Elect one! WORKPLACE reps make a huge difference where they work. If you don’t have an NEU: NUT section rep, hold a meeting of members and elect one. Notify your division or association secretary, whose details you can find on your membership card and at teachers.org. uk/contactus Find out more about being a rep at teachers.org.uk/getinvolved

Update your details IT’S important that the Union has up-to-date details about members. Visit teachers.org.uk/update; call 0345 811 8111 (Mon-Fri 9am5pm); email membership@neu.org. uk or write to Membership, National Education Union, Hamilton House, Mabledon Place, London, WC1H 9BD.

The Teacher: Nov/Dec 2017

Kevin Courtney, Angela Rayner, Louise Regan, Niamh Sweeney and Mary Bousted. Photo by Sarah Turton

SHADOW Education Secretary Angela Rayner was among the guests at the official launch of the National Education Union in Westminster on 6 September. Attendees heard from Louise Regan and Niamh Sweeney, Joint Presidents of the National Education Union. NUT section President Louise spoke of the unions’ role in defending workers’ rights and praised the impact of the funding campaign and schoolcuts.org.uk website

in raising public awareness of cuts, which in her area have led to mass job losses for support staff. ATL section President Niamh spoke of the multiple challenges facing education: lack of funding, a flawed accountability system, a recruitment and retention crisis, burnout and excessive workload. Guests picked up information packs telling them all about the new Union, its aims and campaigns.

Finished with it? Then pass it on! WHY keep the good news to yourself? When you’ve finished reading your copy of the Teacher, pass it on to someone at work who’s not in a union. Finding out about National Education

Union campaigns, the help and support we provide, our personal and professional development or education policies just might be the thing that encourages them to join. Visit neu.org.uk/join for more details.

Join us… The newly formed National Education Union organises 450,000 teachers and other education professionals, making it the fourth biggest trade union in Britain. If you aren’t yet a member, here are some of the reasons why you should join. NEU members marched in central London at the TUC’s Britain Needs A Pay Rise demo on 17 October

Photo by Kois Miah

Standing up for education – and for you Standing up for education The National Education Union is committed to making the education sector a great place to work, teach and learn. Our campaigning work to highlight school cuts has made it the number one concern of parents and a decisive political issue for all parties in the election. And our workload campaign has ensured the issue is being addressed in workplaces up and down the country, as well as seeing the DfE issue guidance. The Union will continue to fight for a fairly funded education system with highly trained educational professionals who have manageable workloads, fair pay and good working conditions. Excellent personal and professional development The National Education Union believes it is important to have a well-trained and motivated workforce. Whatever your role and wherever you are in your career, the Union offers training and professional development to suit you, with subjects ranging from behaviour management and pupil mental health, to SEND and classroom skills.

Help, advice and support Whether you need guidance about your employment rights or help with problems at work, you have access to the combined expertise of both the NUT and the ATL. The Union has a network of workplace reps, associations and branches, offices in England, Wales and Northern Ireland, as well as an expert legal team, national officials, helplines and online support. Equality matters Equality runs through the Union’s work. It is a key priority to ensure that members have a voice in the Union, in the classroom and broader society, and do not face barriers to promotion, representation or participation. We believe that all children and young people should have equal access to a good school and an education system which treats staff and those they teach fairly. Publications and resources The Union has free publications and factsheets covering everything from guidance on employment rights and managing behaviour, to appraisals, pensions, mentoring and workload.

Keep up to date Members’ magazines and sector-specific newsletters keep you updated on the latest developments at the Union and in the wider profession. Find us online at neu.org.uk and share your experiences in our social communities at @NEUnion and facebook/ nationaleducationunion Insurance protection and cover As a member, you receive free insurance protection and cover for everything from personal accidents, to loss or damage of property, including teaching equipment, personal effects and musical instruments. Personal injury protection Members and their families can take advantage of our free and impartial personal injury service regarding accident and injury claims, whether at work or elsewhere. More for your membership We give you more for your membership by providing you and your family with a wide range of money-saving benefits and services through the member benefits programme, found at neu.org.uk/memberbenefits The Teacher: Nov/Dec 2017

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The Teacher: Nov/Dec 2017

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WORK WITH YOUNG DANCERS AGED 4-18?

News Date change for Tolpuddle festival THE TUC has changed the date of the Tolpuddle Martyrs’ Festival to avoid a clash with the Durham Miners’ Gala. The festival will now be held on 20-22 July 2018, with free entry on the Sunday. The South West Region of the National Education Union will be running a marquee and promoting Union policy through debates and publications. THREE motions put forward by the National Education Union were passed at TUC Congress in Brighton. Delegates carried a resolution on excessive workload and an emergency motion on academies in crisis, following news that Wakefield City Academies Trust is abandoning its 21 schools. The motion called for immediate talks between unions representing staff and the Government, an independent review of the failures at the trust, and democratic control and scrutiny of schools receiving public funding.

Loud and clear at conferences THE National Education Union hit the ground running at the political party conferences in September and October. The Union hosted fringe meetings to highlight the damage caused by education funding cuts and welcomed the respective political party spokespeople – Layla Moran MP for the Liberal Democrats, Angela Rayner for Labour and Vix Lowthion for the Green Party – to panel discussions. Fair Funding for All Schools provided speakers from a parent’s perspective, and the issue was also the major focus on conference stalls, where members spoke to thousands of delegates and let them know about the new Union. Coming as they did only months after the General Election, the conferences provided little in the way of

new policy announcements. But it was clear that education was higher on the political agenda than it had been for many years – thanks in no small part to the campaigning of members, parents and governors in the anti-school cuts campaign. The Union also co-sponsored debates with Oxfam and Plan UK on the impact of rising levels of child poverty, education and social justice. Disappointingly, no member of the Government was prepared to debate the issue of school funding at the Union’s fringe meeting at Conservative conference. But the funding lobby on 24 October ensured that Tory MPs heard the views of parents, teachers and campaigners on the need for extra investment in education.

Kevin Courtney at Conservative conference, and Mary Bousted, with Shakira Martin, NUS President, at Labour conference.

BMWs and pay rises for academy chiefs AN academy trust has defended its decision to provide senior leaders with BMWs at a cost of tens of thousands of pounds. The Swale Academies Trust, which runs ten schools in Kent, Bromley and East Sussex, had already awarded chief executive Jon Whitcombe a pay increase from £150-155,000 in 2015 to £170175,000 in 2016. The trust told the Sunday Times his “frequent journeys” to schools needed to be “safe and comfortable”.

National Education Museum plan A PROPOSAL to set up a National Education Museum is being discussed. The project, which was first mooted at the Easter conferences of the NUT and ATL sections, sets out to inform, educate, enlighten and entertain the general public about the history of education. As well as documenting the role of education trade unions, the museum will collect, store and display materials such as general education artefacts, paintings, photographs, documents, banners, books and pamphlets. The museum will have a special emphasis on “promoting the value and benefits of a good, broad and balanced education for all”. If you are interested in supporting this project, email anne.swift4@ btinternet.com

The Teacher: Nov/Dec 2017

News Union success in MAT pay negotiations NATIONAL Education Union (NEU) members are celebrating success in negotiations with a multi-academy trust (MAT) in the south west. The trust informed the Union in February that it was planning to scrap the Blue, Burgundy and Green books to cut its wages bill. This would reduce sick pay, maternity pay and scrap teachers’ pay scales altogether. The successful campaign motivated members and new reps were recruited. Following “difficult” negotiations, the new policies are consistent with School Teachers Pay and Conditions (STPCD) and policies of the local authority and major concessions were made over the appraisal system.

Arts in decline A NEW report from the Education Policy Institute (EPI) has found that entries to arts subjects by KS4 students has dropped to its lowest level in a decade.

The proportion of pupils taking at least one arts subject declined from 57.1 per cent in 2014 to 53.5 per cent in 2016. The report put the decline down to the introduction of EBacc, Progress 8 and financial pressures on schools. Kevin Courtney, NEU Joint General Secretary, said: “Arts subjects are not just crucial for our economic prosperity but they also enrich lives. “The EBacc was introduced because of ministerial whim and nostalgia. We must make it a thing of the past.”

Parents save primary from academy plans PARENTS have halted plans to convert a primary school in South Shields into an academy. Their campaign involved hundreds of families and local residents, backed by councillors. They took part in a public consultation and signed a petition against proposals to turn Mortimer Primary School into an academy. Parent Elizabeth Grey, who launched

the petition, told the Shields Gazette: “I’m happy and it is for the best. The school is brilliant as it is. “I fully believe the local authority is best placed to look after schools and they should not be run as a business.”

Newly elected reps tackle workload SETTING up a workplace meeting without a rep on site is never easy. However, the London Region has recently had some success targeting schools in the ARK multi-academy trust. Last term, there had been strike action and action short of a strike at an ARK school in Westminster over workload issues. The Union successfully held three after-school meetings with 40 members at the end of September. Eight new reps were elected and five new members joined. The group of ARK reps are now undertaking workload surveys or have written to management with workload concerns. If workload is an issue in your school but you don’t have a rep, contact your regional office.

More music, drama and art transforms primary

SHOW Racism the Red Card (SRtRC) is holding a national school competition, backed by the National Education Union. The contest is free to enter, open to young people of all ages and abilities, and entries are welcome in any medium – artwork, creative writing, song and film. Each year, entries received provide inspiration for spreading a positive antiracism message. It is the UK’s biggest equalities-themed school competition and schools have until 28 February 2018 to enter. There are different categories and age groups, and winning entries are invited to the awards ceremony at a Premier League stadium. Prizes are presented by special guests including current and former professional footballers. For details, visit theredcard.org/competitions and register today by emailing info@theredcard.org

The Teacher: Nov/Dec 2017

A BRADFORD primary school has turned itself around with a pioneering music and art regime – with extraordinary results. Feversham Primary Academy was deemed ‘Failing’ by Ofsted and placed in special measures in 2010. Today, it is considered ‘Good’ and is in the top ten per cent nationally for progress in reading, writing and maths. Head teacher Naveed Idrees says the school has rooted music, drama and art into every child’s education – with pupils enjoying up to six hours a week on the subjects. “We could have gone down the route of doing more English, more maths, more booster classes, but we didn’t,” he told The Guardian. “You might hit the results but your staff morale is gone and the kids hate learning.” The turnaround is even more remarkable as 99 per cent of its 510 pupils speak English as a second language.

GMB strikers at Charlton Park Academy in Greenwich Photo by GMB Southern Region

NATIONAL Education Union (NEU) and GMB members are planning coordinated strike action to secure sick pay rights at Charlton Park Academy (CPA) in Greenwich, south London. Since becoming an academy, many staff are no longer entitled to sick pay or national conditions of service (Burgundy and Green Books). The GMB union was on strike on 17 October, while the NEU has recorded a 100 per cent ‘yes’ vote to strike action in a new ballot.

Kirstie Paton, Greenwich NEU assistant secretary, said: “The strike was fantastic – more than 60 union members on the picket lines, plus support from our Labour MP and councillors. Unless management come back to the negotiating table, further action will be called.” While some staff get full protection if they have to take time off for a serious illness, many others find themselves out of pocket. In a chair of governor’s letter to parents, Graham Harknett suggested

the school had made a fair offer to staff by offering to pay an extra £15 per month so they can buy their own insurance via moneymarket.com n The Union is raising money for GMB members who don’t get full ‘sustentation’. Send cheques, payable to ‘Greenwich Teachers Association’, to Greenwich NEU, Graham Trafford (Treasurer), Eltham Centre, 2 Archery Road, London SE9 1HA. Email your messages of support to secretary@greenwich.nut.org.uk

Under pressure: workload woes Fact file According to the DfE’s workload survey, primary teachers with less than six years’ experience reported working a total of 18.8 hours per week outside of school hours.

WORKLOAD in schools has reached unprecedented levels. Teachers in England work an average of 54 hours a week, while school leaders work in excess of 60, according to the Department for Education’s (DfE) own workload survey. Support staff also regularly work beyond their contracted hours. A current NEU survey on workload is generating a strong response, however the Government has said it will not survey teachers’ workload until 2019. With the problems of recruitment, retention and huge pressures on all teachers and support staff, that is too late.

The Union is working for change at a national level, putting pressure on the Government. But at school level, members working collaboratively together can also secure change. Workload resources n The NEU is publicising the Independent Teacher Workload Review Groups reports, which highlight Government failures to reduce workload and set out what must change. Find out more at teachers.org.uk/pay-pensionsconditions/workload/reviewgroup-reports

n Tackling Workload Together – the successor to the NUT’s Action Short of Strike (ASOS) guidance – is an NEU toolkit including advice on common areas of concern, how to resolve them collaboratively and how to take part in action if necessary to secure change. Visit neu.org.uk/campaigns/ workload n Take part in the NEU workload survey at surveymonkey.co.uk/r/ F6QP89F n Read the full results of the DfE’s workload survey at gov.uk/ government/publications/teacherworkload-survey-2016 The Teacher: Nov/Dec 2017

News Wakefield scandal THE Government has named its eight preferred trusts to take over Wakefield City Academies Trust (WCAT) schools. Just days into the new term, WCAT announced it was unable to rapidly improve its 21 schools so was giving them up. Only four WCAT schools were rated ‘Good’ or ‘Outstanding’ by Ofsted. Kevin Courtney, NEU Joint General Secretary, called for an inquiry into the scandal. “We question whether the eight named ‘preferred’ academy trust sponsors have the capacity and track record to take on these schools. The NEU is also concerned about apparent conflicts of interest,” he said.

No mental health help for 50,000 children MORE than one in four children in need of mental health support are being turned away, an Education Policy Institute (EPI) report has found. Figures obtained through a Freedom of Information request indicate 26.3 per cent of children referred to specialist services were rejected. The EPI estimates this amounts to 50,000 young people. Waiting times for specialist treatment to start are now on average 56 days but some have to wait up to 112. Kevin Courtney, NEU Joint General Secretary, said: “The Government must properly fund services so that every child who needs support is assessed and treated quickly.”

DfE refuses approval for AQA qualifications THE Government has refused to sign off nine out of ten of Assessment and Qualifications Alliance’s (AQA) new vocational qualifications. Just as the new term was starting, AQA revealed that only one of its new ‘technical awards’ – performing arts – had been approved by the DfE. Dr Mary Bousted, NEU Joint General Secretary, said: “Schools have wasted months in preparing to teach, and the exam boards in preparing to supply, the qualifications, only to have the rug pulled from beneath them.”

The Teacher: Nov/Dec 2017

Black History Month Positive education THE untold story of black people in the history curriculum was the theme of a London Black History Month celebration. The event, on 29 September, was organised by the London Black Teachers’ Network (LBTN). “Schools and teachers lie at the heart of a successful future for multi-racial Britain and we feel that it is important for them to have adequate resources to be able to make all their students feel included when teaching history in schools,” said network chair Betty Joseph-McIntosh. “Our story has too long been neglected, and negative stereotyping has to be challenged by positive education of black people’s past and present.” The event featured resources, stalls and workshops looking at how black people’s stories could better feature in the new history curriculum. Speakers included mathematician Astehmari Batekun, RAF Sergeant Cyrus Pocha and Sarah Buntin from the Black Cultural Archives. Michael Williams, of BIS Education, facilitated a black scientists workshop on

Francoise and Sam at the LBTN event

the African contribution to history. Cheryl Phoenix, founder of The Black Child Agenda, shared her work supporting parents whose children had been excluded from school. And Jack Beula (Nubian Jack), presented his new book, Remembered: In Memoriam, a collection of essays, articles, and narratives by black authors. Members of the network also produced a free teachers’ resource pack to take away, share with colleagues and use in their classroom.

Black Scientists and Inventors THIS series of seven books contains biographies of notable black scientists and inventors from the UK, America, the Caribbean and Africa. There are questions, timelines, glossaries and bibliographies to aid lesson plans and discussions. Covering both literacy and STEM subjects, the books can be adapted by teachers for Key Stages 1-4. I have used the books across the curriculum and highly recommend them. They are excellent resources and should be embedded into a culturally inclusive curriculum in every school. Beverley Hillman Black Scientists and Inventors (books 1-7), by Michael Williams, Ava Henry, Djehutiu-Ankh-Kheru and Jegna Robinson. BIS Publications. £7.99-£8.99.

December departure for Calais convoy MEMBERS from Newham and Redbridge are currently volunteering with Care4Calais. “It’s a year on from the destruction of the Jungle and the need is greater than ever,” said Simon Shaw from Redbridge NEU: NUT section. “Hundreds of refugees are sleeping rough, many are children.” The next Care4Calais convoy, delivering essentials like sleeping bags and warm clothes, is on 10 December. To find out how you can help, email care4calais.org “We have produced a T-shirt which Kevin Courtney is modelling in this picture,” Simon said. All money goes to Care4Calais. To buy one, email sjshaw@talk21.com

JOINT President Louise Regan (left) joined National Education Union: NUT section members from Nottingham at the city’s Green Festival on 17 September. Campaigners on the Stand Up For Education stall gave out materials on school cuts and for more investment in our education service. Photo by Ivan Wels

Vote for new campaign fund MEMBERS of the National Education Union will soon be asked to vote on whether they wish to create a non-party political fund. The fund would support the Union’s work around influencing politicians at various events, opposing racism and fascism and encouraging people to register to vote. A postal ballot of eligible members, including NUT section, ATL section and new members, will run from 1-22 November. It will ask whether the Union should open a fund that will not be used to affiliate it to any political party. No party political affiliation Some 17 unions within the TUC – including education unions NASUWT and UCU and civil service union Prospect – have nonparty political funds to allow campaigns on issues that matter most to members. The Union is urging a YES vote in

November. A successful ballot means members will make a small payment towards the fund in addition to their subs. The move to hold a ballot, and the areas on which the funds can be spent, form part of the Union’s new rules. Opt in or opt out of fund Should a fund be agreed, members will be able to opt out of payment – more details will be made available at that time. The NUT established a political fund in 2008 following a ballot of members and this was revised in 2012 by a further ballot. NUT section members have been informed of the closure of the current fund, and the move to ballot for the new one, which will operate under the same terms as the previous NUT fund. Visit neu.org.uk/latest/ballot-creationnon-party-political-fund

Nominations open for Blair Peach award NOMINATIONS are being sought for the Union’s Blair Peach Award 2018. If you know a member making an exemplary contribution in any area of equality and diversity, why

not nominate them? The award is named after Blair Peach, past president of East London NUT, who was murdered during an anti-racist demonstration in 1979.

Contact your local association or division secretary, who must submit a nomination form before 15 December. For details, visit teachers.org.uk/equality/ equality-matters

News Strengthening ties TWO agreements on avoiding disputes and supporting music teaching have been agreed by the National Education Union (NEU). Formally signed at the TUC’s annual meeting in Brighton, the first agreement was with the National Association of Head Teachers. It sets out a commitment to work together to secure a good education for children and young people and to develop good working conditions for staff. In particular, it describes a protocol around the early resolution of potential disputes. The second, with the Musicians’ Union (MU), also signed at Congress, outlines a partnership to support each other’s members in promoting the education service in general and music teaching in particular. As part of their current membership, NEU teachers gain protection from the MU when involved in music events, while MU members are covered while teaching.

Award for Jonny

AN education activist from York is the winner of this year’s Fred & Anne Jarvis award. Jonny Crawshaw (pictured with Kevin Courtney), founder and spokesperson for the national parentled campaign Rescue Our Schools, received the award at the July meeting of the NUT executive. The award recognises the contribution of people outside the Union, who have campaigned on educational issues.

The Teacher: Nov/Dec 2017

In 1967 the Abortion Act became law, consigning the horror of backstreet procedures to history. Max Watson talked to retired teachers who were involved in the campaign for a woman’s right to choose.

Our bodies, our choice “AT that time, everyone knew someone who had had an illegal abortion. “My mother had my brother after the war. I still remember her describing the agony of seeing the woman in the next hospital bed dying of septicaemia because she had had an illegal abortion.” Jane Shallice, of the London Retired Teachers Network, recalled what life was like for women before the Abortion Act of 1967. Access to contraception was difficult and unsafe, backstreet abortions were widespread. 100,000 backstreet abortions The Home Office estimated at the time that 100,000 women a year had unsafe, illegal abortions prior to 1967. And abortion was the leading cause of maternal deaths in England and Wales. “The Act becoming law was a major advance, but there were still constraints,” Jane commented. “It wasn’t abortion on demand and you had to prove yourself in need of one. And abortion remained illegal in Northern Ireland.” The Act was the result of lobbying by the Abortion Law Reform Association (ALRA). David Steel MP introduced the law to Parliament as a Private Members’ Bill. When it was passed, women could have a legal abortion – if approved by two doctors – during a period of up to 24 weeks of pregnancy. However, if there is deemed a substantial risk to a woman’s life or of foetal abnormalities, there is no time limit. The Act came under repeated attack by ‘pro-life’ groups, who were mostly church based. In 1974, James White’s Private Members’ Bill threatened the Act by proposing further restrictions on abortion. In response, ALRA and other women’s organisations successfully campaigned to defend the Act against these threats. 16

The Teacher: Nov/Dec 2017

London Irish Abortion Rights Campaign protest outside the Irish Embassy on 30 September. Campaigners made 205,704 chalk markings to symbolise the Irish and Northern Irish women who have travelled to the UK for an abortion since 1983.

On the back of that, the National Abortion Campaign (NAC) was formed in 1975. Ex-President of the NUT Carole Regan recalls the movement which led to the formation of the NAC, of which she was a founding member. Vibrant, diverse demonstrations “There were really big demonstrations, a real vibrancy. We had a united campaign, involving all sorts of women from different spheres of life who didn’t want to go back to illegal abortions,” Carole said. The NAC was a very broad church but the Union wasn’t involved at that time. Carole explained: “The NUT didn’t come on board until much later. It was a big struggle for us to get the issue discussed.”

Photos by Steve Eason

A united campaign involving all sorts of women from different spheres of life who didn’t want to go back to illegal abortions. But support for the Act began to grow among Union members. It was common for school girls to get pregnant, “particularly in poorer areas,” she said. “Teachers weren’t allowed to give advice

The ‘disturbing reality’ of abortion worldwide – and on our doorstep FIFTY years of a woman’s right to choose was celebrated at a meeting of the London NUT Women’s Network on 11 October. The meeting marked the achievements of the 1967 Act, which gave most women in the UK access to safe abortion. But it also focused on the need to build – and extend – the campaign worldwide. Women in Northern Ireland are not covered by the Act and others across the UK are obstructed by poor access and cuts to reproductive rights services. And abortion is only available on the authorisation of two doctors and, without this, is still a criminal act. The meeting also heard about the millions of women worldwide who do not have access to safe abortion. Northern Irish women still fighting Caitlin de Jode, of the London Irish Abortion Rights Campaign, spoke about the situation in Ireland, where 11 women

travel to Great Britain every day to have an abortion. Hundreds more risk a prison sentence by ordering abortion pills on the internet. She told of the mother of a 15-yearold girl – who got pregnant as a result of a relationship with an older man – who was prosecuted for allowing her daughter to take an abortion pill. Caitlin described a “bleak and disturbing reality” in Ireland, where women who could least afford access to abortion – working class women, refugees, children or those with children – were most at risk from criminalisation or unsafe practice. Maternal mortality in Latin America Dr Marilyn Thompson spoke about the international picture and the 97 per cent of women in Latin American countries where abortion is restricted or banned except in exceptional circumstances. She told of the 70,000 illegal abortions carried out in Chile very year

Caitlin de Jode

and the maternal mortality rates arising from the backstreet industry. And the shocking example of El Salvador, where 129 women are in prison for having had an abortion, miscarriage or stillbirth, including ten imprisoned for life. Speakers from the floor told of the campaign to protect and extend abortion rights, including the landmark decision by Ealing council to ban anti-choice protestors from demonstrating outside a Marie Stopes Clinic. “The NUT annual conference adopted policy a number of years ago to support a woman’s right to choose in the event of unplanned pregnancies,” said Rosamund McNeil, Assistant General Secretary of Social Justice and Equality at the National Education Union. “Conference took this decision on the basis that access to free, safe abortion is part of the movement for women’s equality, here and across the world. “We support the right of women to make this decision about their lives, free from judgement. We think it does link to education, and young women’s life chances, as does ending sexism and the other barriers faced by women and girls.” Visit abortionrights.org.uk or (Above) Caption. londonirisharc.com for information. (Below) Caption.

(Left) London Irish Abortion Rights Campaign outside the Irish Embassy on 30 September

on contraception or abortion – you would be sacked. But all secondary teachers knew that a pregnant child would approach them at some point, asking for advice. So, it became easier to raise the issue inside the NUT.”

Still defending the right to choose Fifty years on from the passing of the Act, Carole feels that many of the arguments she had then need to be won again: “There are still attempts to undermine the Act. We almost have

to start again and I don’t know if people know how important the Act has been. “We have to maintain the slogan of ‘a woman’s right to choose’. We have to continue to defend the ’67 Abortion Act.” The Teacher: Nov/Dec 2017

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Authentically Daniel

Union people

Daniel Gray teaches in South Norwood and made the news in his local paper when he came out to pupils at school assembly. His school has incorporated LGBT+ issues into lessons and is taking a lead on diversity. What do you love about teaching? Coming from a very disadvantaged background, I know how life-changing education can be. Teaching is a unique opportunity to improve the lives of our young people who need it most. What do you love about being in the Union? I like being able to network with other teachers and I like the protection it provides, giving me the confidence to be authentic in the classroom. What have you been up to lately? Back in February, I came out in assembly as part of LGBT+ History Month and it made the news worldwide. Since then, I have been working to improve visibility of LGBT+ teachers in my school and in other schools. What’s important to you right now? I currently run OutTeacher – outteacher. org – to share positive case studies from around the world of teachers who have come out at school and made a difference in their own small way. I’m now launching LGBTed to provide a network of LGBT teachers who want to be the role models we desperately needed when we were at school.

What do you do on your day off? I’m actually a singer-songwriter so I spend a lot of time in a recording studio. I’ve released an album to iTunes (Gray is the New Black) which is another ambition of mine achieved. And there is more music on the way. I’m also an active member of the Labour Party in Brighton but, when I’m feeling lazy, I’ll just snuggle with Missy Misdemeanour, my cat.

Tell us something that we don’t know. I’m one of a very small number of people with the honour of actually taking part in Come Dine With Me… twice. Follow Daniel on Twitter @thatgayteacher n There are networks of LGBT+ members in your area who want to share good ideas from their school and offer support. Get in touch with your NEU LGBT+ network via your regional office or the Wales office.

ATOS nurse downplayed impact of disability Catherine Scarlett (pictured) is a disabled teacher who recently won an appeal against her benefits being cut.

CATHERINE’S Personal Independence Payment (PIP) was reduced following an assessment by an ATOS nurse working for the Department of Work and Pensions. “I am the only person I know to have a decision overturned less than three weeks after applying for tribunal,” she told the Teacher. And although her appeal was a success, she “never had any acknowledgement of my complaints”.

As an experienced disability activist and a member of the disabled teachers’ National Organising Forum, Catherine did not trust the service, so she made video and audio recordings of the assessment at her home in May. The recordings demonstrated that the ATOS-employed nurse assessing her significantly downplayed the impact of Catherine’s disability. Catherine submitted an appeal and sent all the evidence to her MP who took up her case immediately. Within a week the decision was overturned. More than

60 per cent of appeals at tribunal are successful and there are increasing calls for a ministerial investigation into a pattern of misconduct similar to Catherine’s case. n If you are interested in the fight against cuts to benefits and services, you can support the work of Disabled People Against Cuts (DPAC) – visit dpac.uk.net The Teacher: Nov/Dec 2017

Events are being held around the country to commemorate 100 years since the Russian Revolution.

All power to the Soviets! Words by Max Watson

IT’S 100 years since the Russian Revolution, and a committee dedicated to commemorating it has produced a website packed with articles and resources on the world-changing event. The Russian Revolution Centenary Committee has brought together labour movement, heritage and cultural organisations with the aim of informing debate about the revolution’s relevance to politics and society today. The website, a conference and film festival have been supported and funded by scores of

organisations, including national trade unions, the Marx Memorial Library, the Ken Gill Memorial Fund and various TUC regions. 1917.org.uk includes a timeline of events, articles by historian Mary Davis and a short film on the ten days that shook the world 100 years ago. The committee is also showing Eisenstein’s first full-length feature – the pioneering Strike (1925) – at the Rio Cinema, London on 12 November at 2pm. An event marking the centenary will also be held in Wallsend on 11 November.

Throughout the day, the Marx Memorial Library’s exhibition The Russian Revolution 1917-1922 will be on display. Speakers include Steve Handford, Mollie Brown, Ian Lavery MP and Daniel Kebede, NEU activist and winner of the NUT’s Blair Peach Award 2017. Prices vary from £3-£10, children under 10 go free. The event takes place at the Memorial Hall People’s Centre, 10 Frank Street, Wallsend, NE28 6RN. Go to tinyurl.com/ycujmlu9 for tickets.

The rise and fall of the Soviet Union IN February 1917, strikes, protests and mutinies swept across Russia, leading to the abdication of Tsar Nicholas II. In place of the monarchy a provisional government was installed, which soon became unpopular due to its inability to deal with food shortages and its continuing war with Germany. Workers formed delegate-based workers’ councils or ‘Soviets’, which became an alternative power base to the government. The Bolshevik party, led by Lenin, called for ‘all power to the Soviets’, and popularised the slogan ‘Peace, Bread and Land’. On 17 October, the Bolsheviks successfully mobilised the Soviets to take power and disbanded the provisional government. The Bolshevik government declared themselves the first socialist state and issued a series of decrees, including an eighthour day, a minimum wage and workers’ control of factories. The Bolsheviks brokered peace with Germany, but there soon followed a civil war. The counter-revolutionary White Army was led by the invading armies of the UK, France, the USA and Japan. Mary Davis, labour historian, described the impact on the British labour movement: “The Russian Revolution generated strong support and solidarity in the British Labour movement. The ‘Hands off Russia’ movement attracted such mass backing that the TUC threatened to call a General Strike. This threat so worried the Government that it eventually called off the fight against Soviet Russia.” The Red Army was successful Tate Modern is hosting Red Star over Russia: A Revolution in and the Soviet Union continued to Visual Culture 1905-55, featuring have a profound impact on global the remarkable collection of late politics for generations to follow. graphic designer David King. It changed the face of the The exhibition runs from Second World War, in which 27 8 November-18 February 2018, million of its citizens perished. In

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and costs £11.30/conc. £10. Visit tate.org.uk

WAIT, Valentina Kulagina, Soviet Art Exhibition, 1931

the post-War period, the wartime pact between the Soviet Union, the UK and the US disintegrated, resulting in many years of Cold War clashes and conflicts. The Soviet Union was officially dissolved on 26 December 1991.

The Teacher: Nov/Dec 2017

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Ministers talk about the “high skills economy”, desperately needed for Brexit autonomy. Pressure on teachers and students mounts, (they say every point on PISA counts) and yet this demand for the highest performance is undermined by the kind of ordinance which keeps gurus of the free market mollified by saying that teachers don’t have to be qualified. So who cares if students, fearful of debt, think that university’s too risky a bet? But demands for high skills is most contradicted by education cuts the Government has inflicted. This is not a drive towards a new meritocracy; it’s just a display of good old hypocrisy.

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After seven years of real terms wage cuts, teachers are long overdue a pay rise – so the National Education Union has stepped up its national campaign to scrap the public sector pay cap.

Pay attention Words by Max Watson

NEU members marched in central London at the TUC’s Britain Needs A Pay Rise demo on 17 October. Marchers heard from Mary Bousted, Joint General Secretary of the NEU, who told of teachers dealing with the effects of poverty and austerity in the classroom. She called on the Government to scrap the cap and restore what teachers had lost in the seven years of pay restraint.

GROWING public pressure has forced the Government to signal a possible lifting of the public sector pay cap in 2018. But, with most teachers still facing a one per cent increase in 2017 and no guarantee of any pay rise next year, the National Education Union (NEU) is working hard to force it to reverse the pay cuts already made. The Government dealt a blow to teachers in July when it announced that the one per cent pay policy would remain in place this year. Although news came in September that the cap would be lifted for police and prison officers, increases offered were still below

inflation. For seven years, teachers and other public sector workers have suffered a real terms pay cut due to a two-year pay freeze and then the one per cent limit. Protect our public services Joint General Secretary of the NEU Kevin Courtney said: “The pay cap needs to be lifted for all public sector workers if we are to protect our public services. Teacher supply is in crisis, and without sufficient teachers the education of children will suffer. Giving teachers a fair pay rise is a crucial part of solving the problem.” The starting pay rate of £22,917 would

Photo by Kois Miah

now be £3,356 higher if pay had increased in line with inflation, while the main scale maximum of £32,831 would be £3,064 higher. Unions representing public sector workers are joining together to break the freeze. TUC-organised rallies will be followed by further campaigning, while the NEU and other teacher unions are planning a joint demand on teachers’ pay. Frances O’Grady, TUC General Secretary, said: “Ministers must not cherry-pick some workers for a pay rise, while leaving others out in the cold.” Continued on page 26

The Teacher: Nov/Dec 2017

The pay freeze has had repercussions on our everyday life and choices Kate Moore is a secondary school teacher and mother of two from Camden, north London. She spoke to the Teacher about the impact the pay freeze has had on her family. “WE’VE had to make quite considerable changes to our lives as a result of the pay freeze,” says Kate Moore. Her husband is also a teacher, “so we’re both feeling it”. Packed lunches and camping trips Kate explains: “What happens at first is you think ‘why am I always going into my overdraft?’ And it suddenly occurs to you, ‘I have less money because everything is costing more’. “We just don’t buy things any more unless we really need to.” For summer holidays, the family goes camping to save money. Kate hardly ever buys new clothes. “I have bought two new items to wear this year,” says Kate. “And it kind of depresses me, because you think: ‘oh my God, this is what I wore three years ago’.”

Step-by-step guide to pay progression 1 Finalise your appraisal objectives for the coming year. Seek agreed objectives. Resist inappropriate objectives.

The Teacher: Nov/Dec 2017

Kate’s family always take packed lunches to work. “I cook and prepare meals from scratch. We hardly ever eat out, we’re not able to do that.” While pay has been frozen, other costs have increased – for example, Kate noticed recently a ‘huge’ rise in car insurance and home contents insurance. Other things Kate has to compromise on include “using the library more and not buying books,” or only buying from charity shops. “Which is a good thing to do, but there are times when you want to get yourself something new. And I work hard for my money. “It’s just depressing saying to your children ‘no we can’t afford this’ or ‘we can’t afford that,’ and it’s constantly on my mind,” says Kate. “That’s the other thing – it makes me anxious.” Kate worries, for example, she won’t be able to pay for a school trip for her son, which is not something she wants to compromise on. To find the money, Kate and her husband won’t get Christmas presents for each other. “It’s these small compromises which are becoming more frequent.”

Kate currently works four days a week, but is considering going back to working full time. Doing so “would be a big decision” in terms of stress levels – particularly in an inner-city school. Kate thinks about quitting teaching “on a regular basis” but isn’t sure what she would do instead. “I’ve had lots of friends leave.” Teaching feels like an “undervalued profession” and that’s reflected in the pay cap. Years of paying back student loans Kate has been teaching for 17 years and it took her ten years to pay off her student loan. “I’ve no idea how teachers pay off their loans nowadays because I was relatively lucky. Students just five years after me are much worse off.” She urges the Government to “pay us a respectful wage. We do an increasingly important job in increasingly difficult conditions and we are struggling to carry on with this pay freeze. “Our pay is not going up in line with the cost of living. And that’s not fair.”

During the year, keep written records of meetings, lesson observations etc. Add comments to the official record re any disagreements you may have with your appraiser. Any concerns about your performance should be accompanied by a support plan. Talk to your National Education Union (NEU) rep or local officer if you find yourself in this position.

3 Classroom observation should not be excessive. The NEU recommends an annual maximum of three observations per year for appraisal purposes.

A the end cycle, your should arran meeting and i the outcome inc progression rec Any concern been dealt wit appraisal pr no ‘surpr the e

OECD figures show teachers’ pay lags far behind A SURVEY by the Organisation for Economic Cooperation and Development (OECD) has shown just how badly teachers in England and Wales are being treated in terms of pay. The National Education Union (NEU) is campaigning alongside other unions to end the Government’s public sector pay cap, which has cut teachers’ pay by around 15 per cent in real terms since 2010.

Kate Moore

At d of the r appraiser nge a review inform you of cluding the pay commendation. ns must have th during the rocess with rises’ at end.

England the OECD exception The OECD’s annual Education at a Glance report, published in September, has shown how teachers’ pay has risen, not fallen, in other countries. Between 2005 and 2015, teachers’ salaries in other OECD countries actually rose by an average of ten per cent at pre-primary level, six per cent at primary level and between four and six per cent at secondary level. Kevin Courtney, NEU Joint General Secretary, said: “The Government needs to act with some urgency to lift the pay cap.

“Ultimately, if teaching is not made an attractive profession then the education of children and young people will suffer. “It is a serious dereliction of duty on the part of the Government and one which needs to be reversed,” he added. The OECD report compares data from more than 35 OECD and partner countries. The trend shows the impact of the economic crash in 2008, with pay generally frozen or cut between 2009 and 2013. However, after that, pay tended to increase again, except in England. 20% pay rise in Poland In Poland, the pay increase was more than 20 per cent, following a 2007 government decision to increase pay to attract high-quality candidates. The report does, however, show that teachers are on average paid less than other professionals in most OECD countries, including England, Wales and Scotland. Continued on page 28

5 A review should be considered successful unless significant concerns about performance have been raised with the teacher during the appraisal cycle and have not been sufficiently addressed through support provided by the school at the end of the cycle.

If you are told you won’t progress, ask for an informal meeting with the reviewer and head teacher to challenge this – and ask to attend any governors’ meeting to decide your progression. If you are denied pay progression, your school must let you appeal. Talk to your NEU rep or local officer if you are considering appealing against a negative decision.

7 See the NEU Pay Progression Toolkit – a suite of eight documents available at teachers. org.uk/pay-pensionsconditions/pay

The Teacher: Nov/Dec 2017

We have every right to be angry North Teesside NEU, NUT section assistant secretary Daniel Kebede has started a petition calling for a five per cent pay rise for school staff. “SINCE 2010, the Government has frozen pay. This hasn’t just affected teachers, it has affected all of us who work with young people in schools. “I recently met a teaching assistant who was forced to use a foodbank. I know a caretaker who can’t afford to see his dentist. I know

teachers who can’t afford to pay the rent. Wages stay the same, but the cost of living only increases. “While politicians send their children to private schools, they cut our schools to oblivion and drive the staff that work in them into poverty. “They’re failing all of us, but most importantly, failing our children. We have every right to be angry. “We need to unite around the issue of pay and funding. We need to stand up and fight back. Our children need fully funded schools, and staff who are paid properly. We are all worth five per cent.” Sign Daniel’s petition at petition. parliament.uk/petitions/202526

No money to buy myself a home, no funding to buy rulers for my pupils believe schools should be paying for them. Three years ago a friend of mine got a job at Aldi. It paid better. His hours were better. His health is now better. Sometimes he smiles. Two years ago, two of my colleagues went abroad to teach. It paid better. Their hours were better. They grin at me from Facebook. Last year, seven of my colleagues quit with no job to go to, but anything was better than this. The Government is spending money on recruitment of teachers, this is true. But they are doing very little to try and keep us once we’re in place. Long hours, crippling workloads, impossible targets… these things don’t help.

Nik Jones is a teacher in the north east. He wrote this piece for the i newspaper. NO ONE gets into teaching for the money. Which is good, since as graduate professions go, teaching isn’t particularly well paid. I qualified in 2008. You may remember 2008 from such exclamations as: “Where’s all my money gone?” I wasn’t unfortunate enough to have any money to lose, but the crash means I’ve spent most of my career suffering under the weight of the public sector pay cap. And I do suffer. Pens, rulers, breakfast, anyone? As I said, no one gets into teaching for the money, but most of us would still like the chance to invest in little things like… oh, I don’t know… a future. And I’m writing in the north east, not an expensive place to live. Except even up here, I haven’t managed to buy a house for a simple reason: anything I save loses its value as inflation goes rushing ahead of it. And the amount I can save is less every month, as inflation shoots off making rude gestures at me because my wage is stagnant. And things break. Cars. Clothes. Meanwhile, petrol and food become more expensive. And I waste a lot of it. I know I’m wasting it, because if it was important the Government would surely have made it a priority, wouldn’t they? If students needed pens, rulers, paper, glue, scissors, breakfast then the Government would provide them, wouldn’t they?

The Teacher: Nov/Dec 2017

Nik Jones

A friend of mine got a job at Aldi. It paid better. His hours were better. His health is now better. The fact that my dwindling wage is spent on such flippancy is surely my own fault for being so old fashioned that I still

Sorry, these things are cancelled There’s more money spent on education these days, MPs say. OK, but there are more kids. Far more. And a lot of that money isn’t even making it to schools; it goes on free schools, encouraging academies or, increasingly often, on the huge salaries of academy CEOs. With rising costs and increased NI contributions, even the money that does get there is reduced. Ultimately, it results in a simple truth: in ten years I’ve never heard anyone say: “This idea will save money and work better.” But every September has started the same way: “Sorry, everyone, these things are now cancelled. We simply haven’t got the money.” No one gets into teaching for the money, but it’s incredibly difficult to stay in teaching when a life becomes increasingly impossible and increasingly out of your financial reach.

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We offer a range of the pension, annuity and investment products from the Liverpool Victoria group of companies. We also offer annuities from the whole of market and investment products from a limited number of other companies. Liverpool Victoria Financial Advice Services Limited (LVFAS), registered in England No. 3027145, is authorised and regulated by the Financial Conduct Authority, register number 186890. LVFAS is a wholly owned subsidiary of Liverpool Victoria Friendly Society Limited. Liverpool Victoria Friendly Society Limited (LVFS) is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority, register number 110035. Registered address for these companies: County Gates, Bournemouth BH1 2NF. Telephone: 01202 292333 17298-2017 10/17

Cartoon by Polly Donnison

Helping only ‘bright’ poorer kids is not equity Warwick Mansell is a freelance education journalist and former TES correspondent. Read his blog at teachers.org.uk/blogs/ web-editor-1

NEW data, setting out the proportions of pupils receiving private tuition, were seized on for differences they showed in levels of take-up by ethnicity, region or socio-economic status. The statistics seem to be yet another reason to question the rationality of the English system’s obsession with school league table indicators. The latest information on the extent of private tuition came via the Sutton Trust. Its research found that 30 per cent of 11- to 16-year-olds had received “private or home tuition at some stage”, double the figure of 18 per cent in 2005. This rose to 35 per cent among “advantaged” households, compared to 18 per cent in “less well-off” ones. Meanwhile, a second Sutton Trust analysis, based on Organisation for

Economic Co-operation and Development “PISA” data, found that 21 per cent of the 15-year-olds questioned in England reported having had one-to-one tuition in maths within that academic year. For science, the figure was 18 per cent. At under one per cent of the cohort, PISA’s sample is small. However, a major study on private tuition last year found rates among 11-year-olds rising to as high as 43 per cent in London. The implications for England’s system of results-based accountability should be obvious. In a more rational world, we would be cautious about reading too much into the results of any school, or of any teacher, because we cannot be sure how much of the child’s grades are the product of the effort of those in school or of factors outside. Private tuition is just another layer of statistical noise which makes performance data so problematic. And yet our entire system seems geared towards maximising these data indicators, often with damaging side-effects for young people. The Sutton Trust is right to be concerned about unequal access to outof-school help. However, its suggested response – to “implement a means-tested

voucher scheme” for private tuition – seems problematic. Relying on the local private tuition market may suggest greater variation in provision than one possible alternative: bringing some after-hours tuition into schools themselves. Indeed, Labour invested quite a bit of political capital – and funding – in a system of tuition in its last years in power. Perhaps the most questionable aspect is one of equity. The Sutton Trust seems especially concerned about “bright” or “high-achieving” pupils from disadvantaged backgrounds. It suggests establishing a “highly able” fund to support high attainers who cannot afford extra tuition. While at face value that might seem laudable, it is also possible to wonder why poorer children who have not achieved well so far should not also be entitled to help. Social justice, as seen by this charity whose board seems well-stocked with wealthy finance sector leaders, may seem to come down to allowing a few more “bright” children to climb the ladder of a stubbornly unequal society. Perhaps our goals for the next working generation should be seen more ambitiously than that, in terms of tackling inequality itself. The Teacher: Nov/Dec 2017

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Accentuate the positive

A class act

Caroline Hamilton is a food technology teacher at St Bede’s Chamber School in south Tyneside, for boys age 11 to 16 who have social, emotional and mental health needs. Emily Jenkins found out what makes her a class act. “ALL our kids have mental health and behavioural issues – most will have ADHD or maybe autism,” says Caroline Hamilton, who has been working at St Bede’s Chamber School since August. “Their needs haven’t been met wherever they’ve been placed prior to us – some won’t have been in education for a couple of years. We try to give them everything they need in order to achieve, both in education and society.” Not a typical school day “We only teach in the mornings. I get in at 8am for a staff meeting followed by breakfast club, which I supervise. At 9am, I have form for half an hour, except on Mondays and Fridays when we have assembly. This is followed by three double lessons teaching food technology. “As long as the kids’ behaviour has been what we want it to be, they all get to go out on activities in the afternoon – kayaking, canoeing, all sorts of stuff,” she says. “In this area, there are lots of pockets of disadvantage and these kids might never have done activities like this before. “Activities tie in with rewards. We don’t focus on negative behaviour, we focus on the positive and reward with points, vouchers, trips out – and quickly, so they don’t have to wait a long time between positive behaviour and rewards.” Best of both worlds Caroline is also part of the safeguarding team and is family liaison officer. “It gives me the best of both worlds,” she says. “I’ve done a social care degree as well as a teaching one, and that gives me a really good insight. I get to teach, liaise with families and check that what’s going on at home isn’t affecting the child’s education.” She also has multiple Union roles. She is part of the regional Disabled Teachers Network, a member of the Northern Equalities Group, a representative of the Northern Disabled Teachers group, and is about to become NEU rep at her school.

Catherine Hamilton says that St Bede’s is very supportive, but at previous places of work she has experienced discrimination that “can be very subtle but have a huge impact”

Transparency about impairments Caroline has impairments including adhesion-related disorder and fibromyalgia. They cause her to experience chronic pain in her stomach and back, often intensified all over her body. It means that she sometimes needs to walk with a stick. “I have constant pain and take a lot of medication,” she says. Although her new school is “incredibly supportive”, in previous places of work this hasn’t always been the case. “It can be very subtle but have a huge impact,” she says. “I was once told by a member of the senior leadership team that it didn’t look good for the school to have a teacher with a walking stick. “That’s what made me start going to disabled teachers’ conference – it’s

amazing how many people have had the same types of discrimination. “I think it’s good for the kids to see me having an impairment. A lot of the time, they say: ‘Oh, I’m in a special school’, and I reply: ‘No. You’re just in a school that has more support for your needs – just like my stick supports me with my needs’. “My stick is something that helps me through the day, just like we are here to help them. “As teachers, we need to be positive and celebrate the good things. I love what I do and I want to do it for as long as I can.”

How was your day?

If you know someone who’s a class act, email details to teacher@neu.org.uk The Teacher: Nov/Dec 2017

Ask the Union

‘Unsubstantiated’ allegation on my record A CHILD alleged that I hurt them. I was totally unaware of the allegation until I was asked to provide a statement to say what had happened in a lesson when I had to send a student to our reflection room

(where we send students who misbehave in class). A few days later I was informed by the deputy head that an allegation had been made against me which had been investigated. He informed me that the outcome was that the allegation was unsubstantiated.

Courses for the autumn term Early Career Teachers – Adding Values and Enhancing Practice Designed for all newly qualified and early career teachers. 24-25 November Equal Access to Promotion Specifically designed for black teachers in their fifth to 12th year of teaching who already have some leadership responsibilities. This programme aims to raise your influence as leaders in school. 24-25 November Reps Foundation Three-day course for newly elected reps or those who have not previously attended training. 15-17 November – South East Region 22-24 November – London Region

Reps Advanced Three-day course which builds on the skills, knowledge and understanding gained during the foundation course. Helps develop your confidence and effectiveness. 7-9 November – North West Region 14-16 November – Eastern Region 14-16 November – Midlands Region 22-24 November – South West Region Reps Negotiating One-day course to improve your negotiating skills. 20 November – Yorkshire Midland Region Reps Briefing For both new and established reps. 5 December – North West Region

For venues, times and more information on all our training and professional development courses and to book a place, go to teachers.org.uk/learning

The Teacher: Nov/Dec 2017

This will now be on my record and the school will have to disclose this if I apply for another job. I have an unblemished record and I am devastated that this has occurred. Should I have been informed that an allegation had been made against me at the time I gave a statement? Should I have an opportunity to appeal against this? Where any allegations are raised against a teacher, either by colleagues, parents or pupils, the employer has a duty to investigate the matter thoroughly. At the initial stages, the teacher concerned does not have an automatic right to be aware of the full details of the allegation, although they should be made aware that one has been made. There may be good reasons why an employer would prefer to wait until the conclusion of a disciplinary investigation to provide details to the accused. There may be genuine concern, for example, that the accused may seek to identify witnesses in order to confront or question them before the investigation is concluded. In any event, the accused has the right to know the allegations against them and to present their version of events before the investigation is concluded. Following the investigation, one of the following decisions has to be made regarding allegations: n substantiated – which means there is sufficient identifiable evidence to prove the allegation; n false – which means there is sufficient evidence to disprove the allegation; n malicious – which means there is clear evidence to prove there has been a deliberate act to deceive and the allegation is entirely false; n unsubstantiated – which means there is insufficient evidence to prove or disprove the allegation. Allegations that are shown to be ‘false’, ‘unsubstantiated’ or ‘malicious’ should not be disclosed in references. Your school’s disciplinary policy should detail how the outcome of investigations should be dealt with and recorded, and any

Please write The editor welcomes your questions but reserves the right to edit them. Write to: Ask the Union, The Teacher, NEU: NUT section, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@neu.org.uk Questions for the January/February issue should reach us no later than 30 November.

The big picture THIS picture of striking cleaners and porters from Bart’s Hospital in London was taken by NUT section member David Gilchrist. The workers, employed by SERCO, were lobbying the company’s shareholder meeting in August. The staff are fighting for a 30p an hour pay rise. Why not put us in the picture by sending us your photographs? They don’t have to be of rallies or demonstrations – they can be quirky, scenic or funny, just as long as the subject is of interest to your fellow members. Send your high-resolution photo to teacher@neu.org.uk along with a few words about its subject.

appeals procedure should you not be happy with the outcome. Speak with your NEU: NUT section rep at school for support in challenging the outcome. If you do not have a rep, call the Adviceline on 0203 0066 266 or email nutadviceline@neu.org.uk

Stick to what you know? CAN my head teacher instruct me to teach a different class or year group? This will depend on your contract. If you are employed to a specific role – for example, music teacher – the head should not instruct you to teach another subject. The head can ask if you would be happy to teach another subject, and it will then be your decision whether you would do so or not. If you are employed to a specific role, this will be stated on your employment contract. If your contract states you are employed as a teacher/classroom teacher, then the head can instruct you to teach different subjects and year groups.

If you feel you do not have the experience or the knowledge to teach a subject or a year group, you will need to raise this with your head teacher and seek guidance and support.

No time off for operation I HAVE found out that I need to have an operation, which has been scheduled during term time. My head teacher has said that, as it is not an emergency and that I did not tell her in advance, I cannot have time off and must reschedule the operation during the next school closure period. There is no requirement to forewarn the employer of any possible future illnesses or medical requirements/operations that may or may not come about, although it is good practice to do so where possible, as this will enable your school to plan cover. The fact that the head teacher does not class it as a “medical emergency” is irrelevant as they are not medically qualified. The hospital should provide you with

a certificate to cover your absence (often referred to as a ‘Fit Note’) while you are in hospital, if required; and then your GP will provide certificate(s) for the remainder of your absence. You should be guided by your GP/consultant and not return to work unduly early. Your hospital doctor/GP may also be able to provide extra written support for you by way of a letter to your employer, in addition to the certificates, although that should not be required. Your head teacher should accept your own medics’ opinions and certificates, and if she has any concerns regarding the absence she should refer you to the school’s Occupational Health (OH) team. You should also obtain a copy of the school’s own sickness absence management policy and speak to your NEU: NUT section rep. Further guidance regarding sickness absence and OH can be found on the Union website. Once you are feeling well enough to return to work, you are also entitled to Union presence at a “return to work” meeting with the head teacher if you require. The Teacher: Nov/Dec 2017

Young education activists from The Gambia travelled around the UK, speaking with schools and politicians about the need for funding

The missing piece of the puzzle Words by Ann Beatty

Fact file

THE Send My Friend to School campaign (SMFS) calls on the UK Government to pledge US$500 million to the Global Partnership for Education. SMFS is part of the Global Campaign for Education and brings together 20 UK charities and unions to speak up for children’s right to education around the world.

The Steve Sinnott Foundation trains teachers and develops literacy programmes, offering its support and expertise to people around the world who are doing incredible work broadening access to learning – visit stevesinnott foundation.org.uk

More than 250m not in school Education is fundamental to ending poverty, improving health outcomes, and empowering girls and women. Yet latest figures estimate that the number of children who are not in school today is around 263 million. In 2015, world leaders signed up to a pledge – Sustainable Development Goal 4 – to ensure inclusive, quality education and life-long learning for all by 2030. By current projections it will be 2084 by the time it is achieved.

The Teacher: Nov/Dec 2017

The world is experiencing an education crisis and the international community has committed itself to solving it – the missing piece of the puzzle is how to pay for it. The 2017 SMFS campaign is now well underway and there are 20 young people who have taken on the role of campaign champions across the UK. They have been campaigning in Parliament for the UK Government to pledge funding for global education. The National Education Union: NUT section and the Steve Sinnott Foundation proudly support SMFS, specifically through the Steve Sinnott Young Ambassadors award. Sharing stories across the world For the past few years, this award has enabled two young advocates to travel to a developing country and

speak about their experiences once they return to the UK. In 2017, the foundation proposed flipping this model, inviting two young activists from a country in the Global South to visit the UK and share their stories. This year, activists from The Gambia spent two weeks travelling across the country speaking to schools, teachers, and politicians about the importance of finance for education. They will then continue to campaign for Education for All on their return. Thousands of schools – from Orkney to the Isle of Wight – have joined the campaign calling on the Government to increase its investment in the Global Partnership For Education. Encourage your school to sign up – visit sendmyfriend.org/takeaction/order-teaching-pack Ann Beatty is chief executive of the Steve Sinnott Foundation.

International OU bans Cuban students ONE of Britain’s biggest educational institutions has banned Cuban students. The Open University (OU) is being investigated by the Equalities and Human Rights Commission (EHRC) for possible discrimination, after it was revealed it does not allow students from the country to enrol. When a Cuban student’s application to study for a PhD in Teaching English as a Second Language was rejected this year by OU’s management, it was revealed that Cuba was on the university’s list of “restricted countries” due to “international economic sanctions and embargoes”. The student had already successfully completed an MA at the University of Westminster and been accepted by lecturers. US sanctions, not UK The economic sanctions referred to are those imposed by the United States against Cuba. Britain has no such sanctions. According to a spokesperson: “The OU considers that it falls within the jurisdiction of US regulation with regard to economic embargoes. The OU has a number of employees who hold US citizenship (and are therefore subject to US regulation wherever they are in

the world) and other significant links with the US (notably using US financial systems).” In July, NEU Joint General Secretary Kevin Courtney wrote a letter to the university to urge it to revise its policy. “It appears that the OU not only prioritises US law over UK law, but US law over fairness and equality,” he said. “This decision is in direct contrast to your mission statement: ‘to be open to people, places, methods and ideas.’ As an educationalist, I am sure you will agree that no student should be denied the opportunity to learn simply because of where they were born.” Campaign to reverse OU ban The Cuba Solidarity Campaign (CSC) is challenging the OU’s actions, pointing out that: “The decision to reject applications from Cuban students singles it out ignominiously from any other British educational establishment: none of whom refuse applications from Cuban students, as far as CSC is aware.” The CSC is also calling on MPs to intervene to get the OU to reverse its ban and to “make a clear statement against British organisations or companies complying with extra-territorial US blockade laws”. Visit cuba-solidarity.org.uk/ou/

New Palestine book NEU: NUT section trustee Bernard Regan has written the “true history” of the Balfour Declaration that a century ago set in motion the transformation of the Middle East. British Foreign Minister Arthur Balfour signed the declaration on 2 November, 1917, which declared the British government was in favour of “the establishment in Palestine of a national home for the Jewish people”. The book looks at events in the Middle East at the time, as well as providing an insight into life in Palestinian society and its responses to the deal that threatened a way of life. Professor Nur Masalha from SOAS, University of London, said: “Regan’s timely book… deserves to be widely read by those yearning for truth and reconciliation in the Middle East.” The Balfour Declaration: Empire, the Mandate and Resistance in Palestine will be published by Verso Books on 7 November. ISBN 9781786632470. Hardback. £16.99.

End to teachers’ strike

THE Union supported two Cuban teachers to visit the UK over the summer on a professional development trip. Ildefonso Gustavo Diaz Sandoval and Mercedes Rosa Sotolongo Montero, pictured centre with trustee of the NEU: NUT section Bernard Regan and Union international officer Samidha Garg, spent two weeks following a bespoke programme of workshops, activities and training opportunities, with a focus on methodology and language in English language education. In a letter to the Union, the teachers wrote: “We are very grateful for the solidarity and help of members of the NEU: NUT section from London who purchased the return flight tickets and made our professional

A TWO-MONTH strike by teachers in Peru has just ended. Workers took action after regional government reforms resulted in rising class sizes and lack of investment in infrastructure and resources. Protests took the shape of daily marches, road blocks and shutting down of the airport and parts of the railroad to Machu Picchu. Most were peaceful and supported by parents and students. However, on 21 July, the government declared a state of emergency, suspending constitutional rights of individual liberty and assembly, allowing raids and arrests without warrants. This led to widespread anger among protestors as well as residents of affected towns and cities. In August, regional governments agreed to meet with teachers and, while some terms were agreed, many underlying issues remain unresolved.

development and stay in London possible. Without their assistance, the trip could not have taken place.”

The Teacher: Nov/Dec 2017

Apps

Websites

Hopscotch

Teachit

A FUN way to learn coding and create games, before moving on to a more advanced coding language. A drag-and-drop interface hides coding complexities and handy video tutorials nurse youngsters through their first forays into the subject. The ability to download, play and remix others’ games provides a fun sense of collaboration. The app is free to get started, but additional tutorial videos can be bought.

Joseph Allen Hopscotch. Free. Available on iOS phones

ArtStack This app’s broad library offers an immersive, rich experience enabling you to discover and share art you love. Social media savvy youngsters will love the profile feature, which allows them to post their favourite art and project an identity through their choices. The pleasing interface befits an art app and makes it a pleasure to spend time sifting through the content. Joseph Allen ArtStack. Free. Available on iOS phones

Headspace

FEELING overwhelmed? Headspace helps give you a few moments to breathe and regroup during stressful moments of the day. This free app provides meditations for a range of issues, including anxiety, stress, illness, getting to sleep and during your commute. You can also pay a yearly subscription for £5.99 to access packs to develop your meditation skills over a longer period of time. Clara Cavendish Headspace. Free. Available on iOS and Android phones

The Teacher: Nov/Dec 2017

ONE of the most well-established electronic teaching resource banks, Teachit’s longevity is a sign of its quality. With a large library of resources now covering a variety of subjects including English, maths and science, as well as others, the site has wide appeal. A free membership option allows access to an uneditable library of resources, or paid subscriptions are available. Paid members can edit resources and download teaching packs, which are handy collections of linked resources. Teachit carries out some degree of quality control prior to publishing resources, so it remains better than that provided by some similar websites. Joseph Allen teachit.co.uk

TES THIS site has everything you need to support you in your teaching career, with educational materials, jobs, news and courses all in one place. Suitable for both teachers and school leaders, it is free to register and, with more than 7.9 million registered users, has the largest online community of teachers, and discussion forums covering a range of topics. The resources page has thousands of education packs which you can search by subject, curriculum, age range, awarding body and language. Some of the packs you have to pay for, but you are able to get a good view before purchase. A really useful site with many of your teaching needs all in one place. Clara Cavendish tes.com

Books for teachers

Kids’ books

50 Economics Classics

Ben and the Spider Lake

AN incisive, concise and distilled look at the world of economics that spans 200 years. Major theories and writers are put under scrutiny and critique – Marx, Krugman, Thaler and Keynes to name but a few. Areas and subjects covered include economic freedom, food security, knowledge, globalisation, neoliberalism and “creative destruction”. This embracing publication is not only a wonderful introduction, but a useful reminder of the subject for seasoned learners. Len Parkyn 50 Economics Classics: Your shortcut to the most important ideas on capitalism, finance, and the global economy (The Greatest Books Distilled) by Tom Butler-Bowdon. Nicolas Brealey Publishing. £12.99.

Who Cares About Education? A REMARKABLE publication, written with passion, compassion, knowledge and the conviction that current educational provision is not providing a balanced and enhancing curriculum and is damaging learners. The arguments presented cover primary to higher education and challenge prescribed thinking and political interference in state education. Essential and fundamental reading for anyone who wishes to place learners back at the centre of all that we do. Some suggest that education is confusing and corrupt – this refreshing analysis may put the service back on track and assist in working towards an outstanding service that helps all learners from all backgrounds. Len Parkyn Who Cares About Education?…going in the wrong direction by Eric Macfarlane. New Generation Publishing. £8.99.

BEN, his dog Scoot and best friend Jess explore the Dark Mountains, where they meet the Wise Woman and Hiboo the owl, who turn out to be invaluable allies when Ben has to save his spider friends from a threat to their home. This book – the third in the series – will appeal to beginner independent readers and is also lovely to read aloud to younger fans of good storytelling. Elli Rhodes Ben and the Spider Lake by Angela Fish. Book Guild Publishing. £9.95.

Will You Be My Friend? THIS book provides practical advice for helping young children understand all about friendship. Whether they are having trouble making friends, working out what makes a good friend or struggling with a broken friendship, each subject area involves discussion with the child and questions to prompt thoughtful talk. Sian Sparrow Will You Be My Friend? by Molly Potter. Bloomsbury. Hardback. £9.99.

The Little Book of Talk THIS handy, instructive book offers practical ideas to help children develop their communication skills in early years foundation stage. The book demonstrates how to provide a wealth of exciting indoor and outdoor tasks to inspire children to develop their language skills. The activities allow children to start with what interests them. There is a clear focus, a list of resources needed and examples given to show what adults can say to help prompt speech. Light, jargon free, with quirky illustrations, it is a useful guide for busy practitioners. Cindy Shanks The Little Book of Talk by Judith Harries, illustrated by Marion Lindsay. Bloomsbury. Paperback. £8.99.

Animal Activity A CREATIVE and colourful book for KS2 origami, animal and science lovers. With interesting doodles and clear instructions, it provides plenty of cutting, folding and sticking activities including making animals, food chains, butterfly feeders and floating flowers. Alongside each activity are snippets of fascinating science facts. Cindy Shanks Animal Activity by Isabel Thomas, illustrated by Nikalas Catlow. Bloomsbury. Paperback. £7.99.

The Teacher: Nov/Dec 2017

Letters

Bewildered by the state of the system I work in I AM a Special Educational Needs (SEN) teacher working for a local Inclusion Service and privileged to work across both the primary and secondary phase. On a daily basis, I see SEN children unable to access most of their curriculum; teachers beyond frazzled as they try to meet their needs while supporting the other 30+ pupils in their class; and TAs attempting to differentiate the most dry and challenging tasks. The children I work with are not ever going to meet Age Related Expectations and it feels like their progress is rarely measured or acknowledged in the statistics. In high school the new GCSEs mean that teachers are now starting the courses in year 9, and SEN children who are struggling to read and write are attempting to study pre-1900 literature. There is no foundation or higher paper in English anymore, so teachers are having to teach everyone to the same test.

Teacher’s pet

Meet Pepe and Rita PEPE (left) and Rita are the teacher’s pets of Bristol assistant head Zoe Breen. “My rescue dogs are great at helping to remind me to switch off and ‘go walkies’,” Zoe writes. “Pepe will jump up on my lap and ‘paw’ me if I try and continue typing and Rita, my puppy, will run off with unattended pieces of paper!” Zoe would like to train the pair to be therapy dogs. n If you would like to show off a much-loved pet, send your high-resolution picture, with 50 words about them, to teacher@ neu.org.uk

The Teacher: Nov/Dec 2017

This is a curriculum rather than funding issue, with no head teacher daring to speak out for the SEN cohorts in their schools. The lack of funding for additional resources and TAs simply adds to the desperation for these children. I have also recently completed my Masters in Inclusive Practice, and recent research from Webster and Blatchford confirms ‘SEND is not a school priority’. I am also the mum of a year 11 pupil, currently preparing to sit 23 ‘new GCSE’ papers (which some report are the equivalent to A level standard) and stressed with all that entails, worrying if she will get the grades to make the A-level courses (which are now being compared to degree level) for college and be employable in the long term. My son is currently bored in year 6, bringing home work to do on prepositions and adverbial phrases. His lessons are dry as a bone and he is having no fun at all. I have always worked in education, having been a teacher since I qualified in 1995 and never have I felt so bewildered by

the system I am working in. What can we do to change things? Name and address withheld Ken Jones, NEU curriculum & assessment officer, writes: Thank you for your powerful letter, which echoes the experience of many other teachers and parents. We have a curriculum and assessment system which discriminates against some children and demotivates many others. Like other organisations – from the Royal Society to Let Our Kids be Kids – the Union believes that we need fundamental change, to create a 21st century system, fit for all our children. The Union works with broad coalitions of organisations, including More than a Score (morethanascore.co.uk) and Bacc for the Future (baccforthefuture.com), to campaign for change and to influence the views of the next government.

Air Ambulance educators HAMPSHIRE and Isle of Wight Air Ambulance has recently launched its youth programme, LifeLines, for young people aged 11-18. LifeLines offers a glimpse into the daily life of the Hampshire and Isle of Wight Air Ambulance Critical Care team and its work, with the aim to inspire, motivate and raise aspirations of our future generation. The programme offers resources that support STEM learning, PSHE/citizenship, employability skills and career ambitions. The LifeLines programme will be delivered to schools, colleges and youth groups by ambassadors. We are looking for volunteers to become ambassadors, that have a past or current interest in teaching and education. More information can be found at hiowaa.org/lifelines/ If you would like to sign up, please email Clegg@hiowaa.org Clegg Bamber, Volunteer Recruitment Officer, Hampshire and Isle of Wight Air Ambulance

Please write The editor welcomes your letters but reserves the right to edit them. Write to: Letters, The Teacher, NEU: NUT section, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@neu.org.uk Letters for the November/December issue should reach us no later than 30 November. Please note we cannot print letters sent in without a name and postal address (or NUT membership number), although we can withhold details from publication if you wish.

The word from Wales Education Secretary at NEU Cymru launch NEU Cymru was officially launched in September by the Cabinet Secretary for Education, Kirsty Williams AM. NEU Cymru – NUT section had a successful meeting with her, building on our positive relationship and discussing issues affecting members.

Curriculum timetable Niparun Nessa and Valerie Chaloner, Oldham NUT president, celebrate the end of Oldham NUT and the start of life in the NEU

Star letter

144 years to be proud of ON FRIDAY 6 October, I had the honour of hosting a party celebrating the end of Oldham NUT and the start of our section of the National Education Union (NEU). Our branch started life as the Oldham District Teachers’ Association over 144 years ago. We recognised activists from past and present who have campaigned so hard for education. Eleanor Tierney, a brilliant advocate of health and safety in the 70s and 80s, especially in the field of asbestos. And past treasurers like Ken Pickup, Lyn Wright, Alison Hopkinson and Frank Hill, who gave up hours of their time to ensure our finances were in order. Frank has put together a book (pictured) documenting the first 100 years of the association, with the help of fellow activist Tony Harrison. The book covers how the association was formed and continued through both World Wars. It set up funds to provide clothing for needy children and provided free meals for children on weekends. When men returned from the Great War, there was pressure on women to relinquish teaching posts. But the association was at the forefront of modern thinking and pushed for gender equality. The new president of the union in 1920 was a woman, Miss A A Kenyon. At our celebration, there were speeches from Shadow Education Secretary Angela Rayner and NUT section trustee Bernard Regan. Angela talked about Labour’s proposed National Education Service and was questioned on how plans would ensure academies would be brought back under accountability of local councils. Bernard covered the history of Oldham’s left, reminding us of how far we have come but how much more there is to do. As we begin life as the NEU, I know we will continue to do our best to ensure education is a sector people want to work in. Well done and thank you to all in Oldham who organised a brilliant evening. Niparun Nessa, Rochdale NEU: NUT section president

ONE area that has been welcomed by the Union is the revised timetable for the delivery of reform to the Welsh curriculum. Consultation is now expected in April 2019, with the final curriculum being delivered to schools in 2020 and rolled out from 2022. The hope is this revised timetable will allow more time for the curriculum to be developed and schools to adapt.

Share your views A NEW survey on education funding will be sent out to Welsh members to find out how money is being spent by teachers to resource their schools.

Guidelines on workload GUIDELINES on workload have just been published by Estyn and the Welsh Government. The resources highlight the work teachers do and do not need to undertake and are the first real confirmation by the Government and inspectorate that teachers are being asked to complete tasks that do not add value to their pupils. It includes statements such as “do not plan to please external organisations” and “do not make excessively detailed daily or weekly plans”. The aim is to empower school staff to say no to unsustainable and unnecessary workload. The Teacher: Nov/Dec 2017

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Volunteer to teach in Sri Lanka We are recruiting experienced teachers to lead our English Development Programme, able to commit to two years of teaching English to classes of non English speaking pupils between the ages of 5 and 19 in local Government schools and to lead gap year volunteers who join the project for one year. If this sounds interesting get in touch for a chat and further details.  joan.hare16@gmail.com facebook/senahasatrust www.senahasa.org

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TheTeacher: Teacher:Advertisement Nov/Dec 2017 The

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Take the Reading Audit and receive a free, personalised report for your school If you’re looking for support in the leading and teaching of reading, we can help The Reading Audit has been created by literacy experts to be taken by head teachers, literacy coordinators or reading managers Complete the audit to identify areas of strength and opportunities for improvement in reading Receive a free, bespoke report containing guidance and strategies for your school

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Noticeboard Share the wonders of the natural world THE Yorkshire Arboretum hosts more than 2,000 schoolchildren every year for a range of outdoor learning activities near Castle Howard. Alongside its education officer, volunteers – many of them exteachers – are vital to the success of the programme. From describing seed dispersal to encouraging team work in orienteering, volunteers turn their hands to anything. “Sharing the wonder of the natural world with a school class makes it really rewarding,” volunteer Christine said. The arboretum is looking to recruit enthusiastic volunteers – if you are interested visit yorkshire arboretum.org/volunteering/

Guide to asbestos A FREE resource on asbestos in schools has been launched. Aimed at parents, teachers, governors and other school staff, the short, informative guide provides advice on what schools need to do to keep their pupils and staff safe. The module is free to any school – although elements of the content are specific to maintained schools, academies, multi-academy trusts and local authorities in England. Visit moderngovernor.com/ access-asbestos-schools-elearning-module/

Time to talk about organ donation Student resource Activity sheets

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A NEW e pack Organ and tissu donation stories has been developed to promote discussion of organ and tissue donation among families. Last year 457 people died while waiting for a transplant and there are currently around 6,400 people on the waiting list. In a bid to raise awareness, the NHS Blood and Transplant Service has developed the education resource for students at Key Stages 3 and 4. It includes three lesson plans linked to the personal, social and health education (PSHE) curriculum, videos recorded with donor families and transplant patients, and fact sheets to take home to encourage family discussions. Visit organdonation.nhs.uk/ about-donation/educationalresources/ mary lesson:

Be a part of the solution ON average two women a week are killed by a male partner or former partner. One in four women will suffer domestic violence in their lifetimes. But as teachers know from talking with their pupils, this isn’t just a personal tragedy. Violence and discrimination against women wrecks families, childhoods and lives. The White Ribbon Campaign was set up by men who believe this isn’t just a women’s issue and men have to be part of the solution.

Every year on White Ribbon Day, 25 November, trade unionists in workplaces across the UK show support to women experiencing violence, sexual harassment or bullying. For ten days, thousands wear the white ribbon, take part in workplace-based educational events and pledge not to commit, condone or remain silent about the issue. Not just a women’s issue “It is very much a trade union issue that directly impacts on female colleagues,” said Richard Murgatroyd, trade union campaign manager for White Ribbon UK. “We need to challenge the idea that violence against women is just physical – discrimination, emotional abuse and sexual harassment at work are all aspects of the problem. So, we have created a campaign pack for branch officers and workplace reps which gives you all the ideas and info you need to really make a splash in your school on White Ribbon Day.” Visit whiteribboncampaign.co.uk

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Staffroom confidential Take it with you when you go

We give, you just take

WE’D like to encourage our readers to take the Teacher out of their homes and staffrooms and give the magazine a bit of an outing. It can be somewhere surprising or unusual – on holiday, on protests or in the hands of someone well-known. Our first photo sets the bar quite high. Emily Davies from Sandwell Division was a delegate on the NEU: NUT section visit to Palestine over the half-term break. This picture of Emily with the September/ October issue was taken at a checkpoint in Hebron. Send a high-resolution copy of your photo to teacher @neu.org.uk with Take It With You in the strapline.

Desk yoga In a stuffy school environment, you need a moment to catch your breath. Deep breaths help improve your posture, bring clarity to your mind and elevate your mood. Here are three simple desk yoga poses, designed to stretch your diaphragm and open your lungs.

Put your hands in the air Sit in your chair, breathe in, stretch your arms high and bring your hands together. Keep your arms as straight as you can and lift your body off your hips. Take five deep breaths and repeat three times.

In the frame Sit in your chair, put your arms above your head, bend your elbows and place each elbow into the opposite palm. Hold firmly but imagine you’re pulling your arms apart. Lift your diaphragm up. Take five breaths and repeat, changing the cross of your arms.

The cat and the cow Sit in your chair and put your hands on your knees. Concave your back like a cat and take five breaths. Then convex your back, like a cow raising its head to moo. Take five breaths. Repeat the cat and cow sequence three times.

AN open letter to head teachers and business managers. Please, please, please. Stop trying to get by. Stop accepting ‘this is how things are now’ and stop finding alternative ways of working by dressing up cuts as efficiency savings. Because, ultimately, what this means is more from your teachers, from your TAs and from your admin. We desperately want to support you and we want to make it right for our kids. But you’re frustrating our efforts to deliver a good education. You are accepting Government attacks and implementing new policies in-house and normalising this new and unsustainable practice. We have given you our everything to do this job, but you continue to just take. You have taken our TLRs. You have taken our pay progression. You have taken our gained time. You have taken our photocopying. You have taken our text books. You have taken our classroom resources. You have taken our TAs. You have taken our PPA. You have taken our CPD. And yet… We still give you our schemes of work and data analysis. We maintain the same high level of teaching. We cover our absent colleagues. We write pages of reports for enormous classes. We fill in evidence forms and spread sheets to tick your boxes. We purchase resources for our classes from our own pockets. We spend hours marking. We teach classes while acting as scribes and TAs for vulnerable students. We complete CPD in our own time. We tutor, mentor and counsel. We complete tasks we are not trained for, provide careers advice, look for mental health concerns and radicalisation. We are exhausted. We want you to stand up for us and to stand up for your students. Do not be a facilitator of the Government’s agenda. Join us to fight for the education our children deserve. Name and address supplied

The Teacher: Nov/Dec 2017

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Crossword Across

1 Solid type of fuel (4) 3 ___ the Great: a powerful Egyptian pharaoh (8) 9 Haircut associated with monks (7) 10 ___ Williams: tennis star and sister of Serena (5) 11 Name for a badger (5) 12 Hormone made in the pancreas (7) 13 Jeffrey ___ : English author (6) 15 ___ Franklin: musician known as The Queen of Soul (6) 17 Gaelic social gathering (7) 18 Latin American dance (5) 20 Max ___ : German painter and sculptor (5) 21 Anabolic ___ : performance enhancing drug (7) 22 Simple musical instrument (8)

Answers at bottom of this page 23 Michael ___ : US film director (4)

Down

1 Australian actress in Carol (4,9) 2 Japanese form of fencing (5) 4 Shrub of the honeysuckle family (6) 5 Singer known as the King of Rock and Roll (5,7) 6 Sleeveless garment (7) 7 Actress in Thelma & Louise (5,8) 8 Ashgabat is the capital here (12) 14 Dry red Italian wine (7) 16 ___ Beach: major shingle structure in Dorset (6) 19 ___ Lewis: an X Factor winner (5)

8 9

15 16

Across

Down

1 - Solid type of fuel (4)

1 - Australian actress in Carol (4,9)

3 - ___ the Great: a powerful Egyptian pharaoh (8)

2 - Japanese form of fencing (5)

9 - Haircut associated with monks (7)

4 - Shrub of the honeysuckle family (6)

What's in your lunchbox?

10 - ___ Williams: tennis star and sister of Serena (5) 11 - Name for a badger (5)

With the average teacher working 54.4 hours a week, there’s often 13 - Jeffrey ___ : English author (6) not enough time to prepare a healthy and nutritious dinner or lunch 15 - ___ Franklin: musician known as The Queen of (6) for the next day. This dish takes half an hour toSoul prepare and cook and 17 - Gaelic social gathering (7) is great for after a parents’ evening or to put in your lunchbox. 12 - Hormone made in the pancreas (7)

Smoked salmon pasta

18 - Latin American dance (5)

5 - Singer known as the King of Rock and Ro 6 - Sleeveless garment (7)

7 - Actress in Thelma & Louise (5,8) 8 - Ashgabat is the capital here (12) 14 - Dry red Italian wine (7)

16 - ___ Beach: major shingle structure in Do 19 - ___ Lewis: an X Factor winner (5)

Serves 4

20 - Max ___ : German painter and sculptor (5)

This idea comes from Teacher editor Helen Watson, who works full time21and has two teenage boys who are - Anabolic ___ : performance enhancing drug (7) always hungry. This recipe serves four – one dinner and one lunch for two people. 22 - Simple musical instrument (8)

Ingredients

3 packs of smoked salmon trimmings (360g) 6 spring onions 4 cloves garlic Touch of olive oil 2 x 300ml tubs reduced fat crème fraiche 500g bag of pasta, any shape 2 sprigs of flat leaf parsley Salt and black pepper

Method 1. Put a pan of salted water on to boil, adding a touch of olive oil. This stops the pasta from sticking. 2. Heat a little olive oil in a frying pan. Meanwhile, chop the spring onions, crush

23 - Michael ___ : US film director (4)

the garlic and add to the pan. 3. Fry for 2 mins, add the smoked salmon trimmings and fry until the salmon turns opaque.

Email your recipe to teacher@neu.org.uk with LUNCHBOX in the strap line. Don’t forget to attach a picture!

4. When the water boils, add the pasta. 5. Add the crème fraiche to the salmon mixture and cook until it begins to bubble. 6. Take off the heat, chop the parsley and add to the salmon mix. Season with black pepper. 7. When the pasta is cooked, drain but reserve a small amount of cooking water. 8. Add the water and salmon mixture to the pasta and give it a good mix. 9. Serve with a green salad.

Crossword solution

Across 1 COKE; 3 RAMESSES; 9 TONSURE; 10 VENUS; 11 BROCK; 12 INSULIN; 13 ARCHER; 15 ARETHA; 17 CEILIDH; 18 SALSA; 20 ERNST; 21 STEROID; 22 TRIANGLE; 23 MANN. Down 1 CATE BLANCHETT; 2 KENDO; 4 ABELIA; 5 ELVIS PRESLEY; 6 SINGLET; 7 SUSAN SARANDON; 8 TURKMENISTAN; 14 CHIANTI; 16 CHESIL; 19 LEONA. The Teacher: Nov/Dec 2017

Back to baseline

Backbeat

Words by Pam Jarvis

Fact file

Pam Jarvis PhD is a chartered psychologist, historian, researcher, teacher and grandparent. She specialises in developmental psychology and related policy initiatives. This article was first published by the Huffington Post.

THE Government has announced, for the third time in 15 years, that it intends to impose a baseline test on four-year-old children. The first attempt at baseline, between 1997 and 2002, was abandoned because it did not support individual children’s learning and development. The second, in 2015, because tests showed “wide variations in outcomes” in the pilot year. So, why does government see baseline as so important that it has attempted, across Labour and Conservative Parliaments, to introduce it again and again? Relentless measurement For this, we have to look to the culture that has underpinned UK governance since the 1980s, with its roots in the relentless measurement of individuals. The aim of baseline is to allocate a single statistic to each child on the basis of his/her ‘school readiness’. How this concept will be constructed is not entirely clear: the pro-Government Mark Lehain, writing in the TES, claims that it boils down to testing whether four-year-olds are “able to read

to a high enough level by the time they begin school”. UNICEF has a broader definition of school readiness, listing “learned behaviours such as knowing colours and shapes, counting numbers and saying letters; attitude and emotional competence; and developmental maturation, including fine and gross motor development and sitting still for an appropriate period”. ‘Malfunctioning machines’ The idea behind baseline is that the statistic generated will be plotted on a graph to predict a child’s future progress, which will then be used as an ‘accountability’ measure for individual teachers and schools. Current statistical evaluation has already had the result of reconstructing children as ‘abilities machines’*. This creates the danger that measures will be taken to remove those ‘malfunctioning machines’ who might depress a teacher’s performance management spreadsheet or the school’s position in the league tables. We have seen a recent example of this, in the decision of school managements to ask sixth-

formers scoring below A/B level to leave before their final exams**. This comes down particularly hard on children with Special Educational Needs who are already being stealthily ‘offloaded’, as highlighted in The Independent’s report (14 September) on the risk of expulsion faced by children with autism spectrum disorder. Urgent ethical discussion As a chartered psychologist, I understand the value of data in educational research and innovation. However, I question both the collection method and the ways in which the Government intends to use statistics generated. There is an element of experimentation involved in highstakes assessment which has not been attempted in this way before. The normal requirements of ethical practice suggest the need for a formal request to parents before their child participates in the test. There needs to be an urgent national discussion among parents and teachers across the state system. *The British Educational Research Association (BERA) Blog, 29 August 2017 **The Guardian, 29 August 2017

SCHOOL COMPETITION

2018

The Show Racism the Red Card (SRtRC) School Competition is free to enter, open to young people of all ages and abilities and is a great follow-on activity to educational work about racism. Young people are welcome to produce work in any medium â&#x20AC;&#x201C; artwork, creative writing, song and film. If it's about racism, we want to see it! Participants should work with SRtRC resources before producing entries. If your school already has a copy of the SRtRC film and education pack there is no need to re-order. Schools registering for the Competition can order the SRtRC film and pack at a reduced price of ÂŁ25. Closing date for registration is 28th February 2018

emailing y b y a d to r te is g Re .org info@theredcard

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