the Teacher – September 2016 by Educate Magazine

Behind the stats How cuts are really hurting pupils

.uk Sep / Oct

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2016

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Welcome I hope, as you read this, you are returning to school rested and ready for the new term. Unfortunately, as the cover of this edition alludes to, the cuts in our classrooms are becoming harder to heal. We’ve all heard the stats, such as the 8% cuts in real terms that are hitting our schools. But as we know, teaching isn’t about data, it’s about creating positive learning environments to help children grow into informed, well-rounded individuals. So on p4 of this edition we look at the real life consequences of the cuts. After the fiasco of this year’s SATs we called on Nicky Morgan to apologise to our pupils and to resign. While Morgan failed to do either, she has since been relieved of her post and the NUT has already entered talks with her successor, Justine Greening, to raise funding and assessment issues. Our strike in July forced politicians to consider the effects of cuts and we will continue to build on that campaign throughout the new school year. Professional unity is vital in the defence of our schools and so we are working closely with ATL on whether the time is right to create a new union that would represent the majority of teachers in England and Wales. As we work towards this, we ask you to continue helping us to recruit new teachers to the NUT. If there are NQTs starting with you this term, show them our survival guide on p25 for top tips on navigating their first term. For teachers, p32 will help you to ‘know your worth’ with a pay and conditions checklist for the new school year. Welcome back. Kevin Courtney, General Secretary of the NUT President: Anne Swift General Secretary: Kevin Courtney Editor: Daniel Humphry Journalists: Emily Jenkins, Monica Roland Administration: Maryam Hulme Cover: Jack Sachs Design: Leard.co.uk

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Features 04 Behind the stats Teachers reveal the true impact of school funding cuts. 07 Is this progress? We look at the uncertain future of assessment in secondary schools. 09 Fight for existence Sixth form colleges battle against extinction as continuing divestment delivers a devastating blow. 15 Hurrah for the Conquerors Poet-in-residence Michael Rosen returns with a wry take on grammar schools. 16 No room for racism We look at the rise of racist incidents in the wake of the EU referendum and the role schools play in providing a welcome haven for students. 20 Primary assessment The shambolic primary assessment system continues to fail students and teachers. 25 Survival guide Top tips for navigating the curveballs and pitfalls of your first year in school. 30 Action short of strike How to take back control in your school when workload pressures become too much. 32 Know your worth A pay and conditions checklist for the new school year. 43 Push and pull Guest columnist and CPD trainer Giles Barrow offers his take on the causes of conflict in school life. 50 Backbeat Natasha Devon, former DfE Mental Health Champion, rails against the Government’s systematic failure to adequately fund mental health services for children.

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10 Out and about 19 International 34 Your Union 36 Ask the Union 38 Reviews

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September / October 16 | The Teacher

: s t a t s e h t d n i h e B t c a p m i e u r the t l o o h c of s s t u c g n i d n fu Between statistics, percentages and the Government’s mathematical gymnastics, school funding can be a difficult issue to discuss, let alone rally around. While statistics such as minimum 8% real terms cuts per pupil should widen eyes, sometimes the complexities of financial breakdowns mask the everyday hardships that cuts are creating in our schools. In short, percentages and figures don’t show the true impact of cuts. At its very core, education funding is an investment and not a cost. It is the nation’s down payment on our future, which depends on developing the potential of our children and young people. So why should students in schools and colleges in 2016 have less spent on them? While policy makers trumpet record investment in schools, thousands of teachers that we’ve spoken to tell a remarkably different story…

Teaching assistants Ask most teachers and they will tell you that teaching assistants (TAs) are the unsung heroes in schools. But with budget cuts biting, many are finding their roles in the school either diminished or squeezed out all together. 4

September / October 16 | The Teacher

“The biggest effect we’ve seen in our school is losing the majority of our TAs,” explained one teacher. “It’s had a huge effect on how the children most in need are accommodated.” “TAs are being cut left, right and centre,” said another. “Without TAs, students with special needs will not be able to get the attention they need.“ One teacher told us that the number of TAs in their school had fallen from 17 to 11 due to cuts, with every teacher being expected to work an extra hour to cover the shortfall.

Resources As schools look to cut anything up to £80,000 from their school budgets, the everyday resources available for pupils are taking a palpable hit. “This year and last year, teachers have had to buy a lot more basic resources themselves, such as paper and art materials,”

said one teacher. “Teachers even struggle to provide their class with pencils… pupils are writing with pencils that are chewed and sharpened down to a few inches.” “We are not getting computer equipment updated as regularly as before, which is resulting in more technical issues that affect teaching and learning,” said one teacher from Walsall. “Departmental budgets are lower, meaning less resources can be purchased and some departments are using out-of-date textbooks and students are having to purchase their own exam texts and revision guides.” This lack of resources has been reported across England and Wales as one teacher from Surrey points out. “We ran out of exercise books for children to write in weeks ago. Every order has been rejected. We now have to get children to ‘create’ their own books out of hole-punched lined paper and treasury tags,” they revealed. “I don’t know what we’ll do when we run out of paper. We have also had our teaching timetables increased twice to accommodate staff cuts. We are continually told ‘there is no money’.”

Fewer opportunities While a lack of funding is being felt every day in the classroom – one teacher told us their class size has risen so much that there are not enough chairs for every child – long term effects are now beginning to bite. NUT members have reported a narrowing of the curriculum, with fewer opportunities for both pupils and teachers alike. One teacher we spoke with described how subjects such as dance, drama, art and music have been reducing over the past three years. Under current budget projections these lessons will again be reduced in the 2016-17 school year. “Staff in the arts faculty have taught lessons in other subjects because there are fewer lessons being taught in their own subject,” the teacher told us. “This is having a knock-on effect for pupils choosing arts subjects for GCSE and A level.”

Photo: Jess Hurd

Like the arts, school trips are another opportunity for pupils to experience learning in a different context from textbooks and tests. Yet trips are often the first casualty when a school is required to balance the books. Teachers have told us of fundraising efforts to keep school trips viable or of having to cut trips altogether.

As for teachers, opportunities for professional development are being scaled back under tightened budgets. “Some of us have only been on one course a year. This is not enough for us to progress as professionals,” said one teacher.

Teacher redundancies The biggest threat to children’s education comes when teaching posts themselves face cuts. This is clearly an imminent threat, as three quarters of teachers who spoke to us told us that their school would potentially be cutting teaching jobs during 2016-17. The NUT is committed to fighting school budget cuts and will be campaigning on the issue throughout the new term. Keep your eyes on teachers.org.uk for all the latest on the issue.

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Is this progress? While primary teachers have faced significant assessment reform over the last two years, working themselves to a standstill in the process, secondary schools now also face a fresh set of challenges... From the start of this new school year secondary schools face a complex array of new accountability demands. Initiatives such as EBacc, Attainment 8 and Progress 8 – alongside the percentage of students achieving a ‘good pass’ in English and Maths – have all become headline measures, pushed through in a rush towards assessment culture. Keen to know the impact that these changes may have on both teachers and students, the NUT has commissioned research from a team at Kings College, London. Their interim report was presented to the Union in July and makes for troubling reading for anyone concerned about the future of a creative, inclusive secondary curriculum. The research presented in the report derives from a survey of 1,800 secondary members of the Union. Members are by no means entirely negative about the reforms, with some seeing Progress 8 as a means of recognising the achievements of all students, not just those attaining the old A*-C benchmark. Overall, however, their verdict is a critical one. The demands of EBacc tend to drive creative and vocational subjects out of the curriculum, presenting a threat to teachers’ jobs, as well as to students’ motivation. Progress 8, itself, brings many problems. Classrooms have become more focused on exam and test performance, especially perhaps in those subjects that are heavily weighted in the Progress 8 basket. KS2 results do not

provide a reliable benchmark from which to measure progress at 16, but that does not hold back an ‘incessant’ flow of meetings about ‘statistics and data’. At the same time, changes to English and Maths syllabuses have made the subjects harder, so that some students are discouraged and disengaged. “SEND and low attaining students,” commented one teacher, “are struggling severely with the new English GCSEs – staff feel as though they are setting them up to fail”. High attainers also face problems. The demands of accountability have led some schools to counsel good students away from arts subjects and towards those which are valued in EBacc terms. It’s “harder to get higher ability musicians to consider GCSE as an option,” noted one reply. In short, the report underlines some of the Union’s key concerns: the curriculum of our schools is becoming narrower and less inclusive. The experience of students is increasingly shaped by the data-driven demands of accountability. Secondary education, like primary, has taken a wrong turn, and a massive effort by teachers, educationalists and political parties will be needed to get it back on track. The full report from Kings College London will be published later this month. Keep your eyes on teachers.org.uk for a breakdown of key findings.

September / October 16 | The Teacher

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Sixth form colleges have had a rough ride as of late. Since 2010, the Sixth Form Colleges’ Association has calculated that a devastating £100 million of funding has been lost , while the Government’s area reviews of post-16 education now threaten many colleges’ very existence. etween 2011 and August 2015, cuts in sixth form funding forced 72% of sixth form colleges to drop courses, with 81% of them having to increase class sizes. In the summer of 2015, teachers then learned that the Government intended to carry out a programme of area reviews of post-16 provision.

These reviews aim for fewer and larger providers, the reality of which is an increased pressure on FE and sixth from colleges to merge, meaning a loss of courses, even larger class sizes, redundancies and fewer sixth form colleges overall. “Sixth form colleges are in a fight for existence,” says Tom Woodcock, a rep from Long Road sixth form College. “The Government wants to break up the sector, using the area reviews to dismantle the life chances of our students.” Currently, over 150,000 young people are enrolled across 93 sixth form colleges. One third of those students are from the least advantaged areas in the country. Consequently funding cuts and area reviews are likely to impact on those from the most disadvantaged backgrounds, despite the fact that sixth form colleges currently send more young people to higher education than independent schools. “The Government is asset-stripping the best performing sector in education,” says Steve Hafford of Birkenhead Sixth Form College. “The area reviews are scary.” However thanks to the campaigning of NUT members, there has been push back against the Government’s approach to post-16 provision. In November 2015, the lobbying of MPs by NUT members caused the Chancellor’s public spending announcement to pull back from expected further cuts to post-16 funding. But the campaigning didn’t stop there. It continued into the New Year and on 15 March 2016, members in sixth form colleges took part in a one-day strike, rally and national demonstration in Central London. The strike and rally forced the Government to think again, and in the last few months they have agreed that funding for 16-19 education will be protected in cash terms for the next four years. Though this is much better than had been feared, it is still likely to mean real terms cuts of some 8% when inflation is taken into account, and still comes after 14% cuts made by the Coalition Government. The NUT will continue to campaign both locally and nationally to fight for your rights, and against the Government’s attempts to dismantle such a valuable part of the education sector.

September / October 16 | The Teacher

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Election of General Secretary Voting for the post of General Secretary closed at midday on 15 July 2016. Kevin Courtney was the candidate with the highest number of votes and was therefore elected as General

Secretary. The full report of the Independent Scrutineer, Electoral Reform Services can be found on the Union website: teachers.org.uk/members-reps/elections.

Walter Hines Page Scholarships 2017/2018 The NUT-sponsored Walter Hines Page Scholarships offer teachers the chance to share and explore educational ideas between Britain and America, with scholars traveling to the US to study an aspect of education relevant to their own

professional interests. Details and an application form for the NUT Scholarship can be obtained from a.bush@nut.org.uk. Applications must be returned by 23 December 2016.

Rock Against Racism A touring exhibition of Hull Rock Against Racism posters from the early 1980s, sponsored by East Riding NUT, begins at Manchester’s People’s History Museum in September and goes on to galleries in London, Edinburgh and Hull throughout 2017. Featuring over 20 original screenprints designed by NUT member Richard Lees, the launch event included an appearance by Billy Bragg.

The exhibition tour will include schools and colleges in Hull and the East Riding, where students will engage in a wide range of creative activities, including drama, art and music, raising awareness about equality, anti-racist campaigning and human rights. For more information on tour dates and locations please email: richard.lees@hotmail.co.uk

Women Chainmakers’ Festival On 2 July, Cradley Heath hosted the 2016 Women Chainmakers’ Festival. The festival celebrates the 10-week women’s strike led by Mary Macarthur, founder of the National Federation of Women Workers. The women fought for a minimum wage of 10-11 shillings, a 100% increase on what they were previously earning. The day saw a number of speakers and performers take the stage, a banner parade as well as a reenactment of the confrontation with police and bosses on the high street. The NUT sponsored a children’s activity area which consisted of circus skills, face painting and sticker making. Plans for the 2017 festival are already underway, if you would like to get involved please contact the Midlands Regional Office on 0121 6474397 or midlands@nut.org.uk 10

September / October 16 | The Teacher

Challenging perceptions UK Disability History Month takes place from 22 November to 22 December and the theme for 2016 will focus on the language used to describe disabled people and the language that disabled people use to express themselves. This includes literature, history, oral history and coverage in the newspapers and other print media. There are various events taking place around the country during this time, including films, talks, workshops and conferences.

There are also toolkits that teachers can use in the classroom for lessons on disability, language and bullying. For more information on events and resources please see the website: ukdhm.org 2016-2017

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Teachers will not be silenced The NUT and AIUK are concerned about the safety and wellbeing of refugees, students and teachers in Turkey, where serious violations of human and trade union rights have been taking place. We are holding an event for World Teachers’ Day based on the theme teachers will not be silenced on 5 October 2016 from 18:00 to 21:00 at NUT Headquarters, Hamilton House, London, WC1H 9BD. This year’s event will focus on issues related to the freedom of association, freedom of expression and access

Guest speakers will include representatives from Amnesty r distrib able fo the International, Education International, and AvailEgitim-Sen, teachers’ union in Turkey. The panel discussion and Q&A will be followed by an informal reception with refreshments and cultural activities. To attend this FREE event please go to: wtd2016.eventbrite.co.uk

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trade unions. The required information for the year ending 31 December 2015 can be found at teachers.org.uk. For a full financial statement write to: Union Accountant, NUT, Hamilton House, Mabledon Place, London WC1H 9BD.

Welcoming new teachers in Norfolk Norfolk division hosted its first New to Teaching Conference over the weekend of 9-10 July. The conference gave trainees, NQTs and any teacher newly arrived in Norfolk the opportunity to participate in a selection of workshops covering pedagogy and politics, as well as to network with likeminded professionals and socialise with new friends. The weekend concluded with delegates reflecting on what steps they looked forward to taking in their careers and thinking about what it means to belong to a profession defined by collaboration, friendship and a pooling of creative talent.

September / October 16 | The Teacher

Regional Rep of the Year Fleur Patten is a rep at Ely College in Cambridgeshire. At this year’s conference she won the prestigious Rep of the Year Award for the Eastern Region. We caught up with Fleur to see how she did it…

Despite having been an English teacher and NUT member for over 20 years, Fleur only became a school rep two years ago. “Staff morale was very low,” says Fleur. “I went to a meeting where the divisional secretary came to talk to us and said ‘you can’t do anything without a rep’ and all these poor washed-out NQTs looked at me. “I didn’t think I was capable, but the NUT assured me they’d send me on training courses and there would be someone on hand to help me. This was really true. Honestly, the foundation course I went on changed my life. To be in a room of people with similar stories, with the same mindset, who just wanted to look after teachers and the profession, blew my mind.” In the last two years, Fleur has had her fair share of battles with management. The first thing she tackled was directed time. “Our directed time was massively over the statutory 1,265 hours,” she explains. In fact it was 32 hours over – a full working week. Fleur spent a term putting together spreadsheets and evidence to prove her case and, when management refused to listen, she and her colleagues withdrew their attendance from morning briefings. “We broke them down in the end. That was a major psychological victory for us.” Fleur also had to fight the sudden introduction of performance management. The NUT gave notice for a strike, which resulted in the withdrawal of numerical targets before industrial action took place. However, that hasn’t stopped teachers still being refused pay progression in the school. “In both years I’ve been rep, there have been some people who have been rejected for pay progression. We have always helped every NUT member go to appeal and we have a 100% success rate.” Because of her successes, Fleur managed to increase NUT membership in the school from 22 to 46 members in the space of 18 months. “We were a school with a moderate NUT membership and massively anxious and downtrodden staff who felt they couldn’t do anything, and we’ve turned that around. “Things are now hopeful” says Fleur. “We’ve got a new head, and have transferred to a new local academy chain and they seem reasonable. We’re all hopeful. And, personally, being a rep has given me a new lease of life.”

“We have always helped every NUT member go to appeal and we have a 100% success rate.”

September / October 16 | The Teacher

Success stories Between mergers, funding cuts, redundancies and changes in pay policy, sixth form colleges have been facing a difficult time. But members have been fighting for their rights and have still won local victories across the country... On page nine we told you about the NUT’s successful campaigning against the programme of funding cuts and area reviews that have hit sixth form colleges hard over the last few years. However, as we all know, Union successes don’t only come at a national level. Campaigning in local disputes can really make the difference. After being forced to merge with another local college, teachers at Shrewsbury Sixth Form College were concerned about the security of their pay and conditions. Following vigorous campaigning by NUT members, management announced that the new college would follow the National Conditions of Service Handbook for Teachers in Sixth Form Colleges (the ‘Burgundy Book’). Another sixth form success took place at Long Road College in Cambridge, after management had attempted to implement graded observations and numerical measures into an already complex appraisal policy. After dedicated campaigning over several months, NUT members convinced management to withdraw both graded observations and numerical measures. Furthermore, the policy has been such a success that it has been circulated to other NUT reps and has helped other colleges in similar positions to agree acceptable policies. At some colleges this has ended graded observations entirely. Unfortunately, with cuts and mergers consistently hitting colleges, and with courses being dropped, redundancies

have sadly become the norm at many sixth forms. After redundancies were threatened at Bilborough Sixth Form College in Nottingham and at Longley Park Sixth Form College in Sheffield, NUT reps mobilised in an effort to prevent them. While they were not able to halt redundancies completely, they were able to ensure that redundancy pay was significantly higher than the statutory minimum. It may, perhaps, be only a small consolation for those teachers now made redundant, but nonetheless is a success worth acknowledging in these turbulent times. Finally, at sixth form colleges across the country, NUT members have negotiated a new pay and appraisal framework that increases salaries at the top and bottom of a nine-point scale. Teachers will progress up the scale each year if they secure “acceptable appraisal outcomes” and pay progression will not be reduced. Of course our sixth form colleges are still in peril and, until the Government reverses their programme of funding cuts and area reviews entirely, teachers’ pay and conditions will remain under threat. However, with NUT members and representatives across England and Wales standing up for their colleagues, we know that we can continue the fight both at a national and local level, to protect our valuable sixth form colleges and the staff and students who work there.

September / October 16 | The Teacher

Hurrah for the

Conquerors

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No room for racism The result of the EU referendum in June sent shockwaves across the UK. Disruption to business, investment and Westminster politics were predicted no matter the outcome of the vote, but the bitter campaigning around Brexit also brought with it a darker consequence. As the nation awoke on Friday 24 June, papers and political commentators rushed to analyse the voters’ decision to leave the EU. Amid parliamentary step-downs and panic in the markets, few were braced for a more personal, street-level effect. Within just three days racially motivated incidents dramatically increased. The National Police Chiefs’ Council reported a 57% increase in reported hate crimes in the week immediately following the vote, while filmed accounts of verbal abuse, vandalism and physical attacks went viral on social media. The tone around Brexit campaigning has been widely cited as fuelling racial tensions, with racists taking the opportunity to hijack the conversation. Fliers spread in cities across the UK, telling anyone but white-skinned British to go ‘home’. Naturally the impact was subsequently felt in our classrooms. “Young people consume the world around them in the same way that adults do. What we have seen is a narrative constructed by the populist media, politicians and commentators which has mainstreamed anti-immigrant sentiment and anti-Muslim hatred,” warns Ged Grebby, Chief Executive of Show Racism the Red Card. While we like to see our schools as a safe haven for children from all backgrounds, they are microcosms of our society at large. Racism that is played out in the community can soon permeate the protective boundaries of the school. One

September / October 16 | The Teacher

assistant head teacher in Leeds, Kauser Jan, told us how a Brexit effect was felt almost immediately. “It’s frankly irresponsible how the media and politicians scare-mongered the general public during the EU referendum campaign. They created hysteria and hostility around immigration and vilified whole communities,” she said. This atmosphere can manifest in bullying on the playground or name-calling outside the school gates, but there is also a deeper tension. Many teachers have told us how students and parents now feel insecure about their status in the country, if they are wanted or even legally allowed to remain here. “I’ve had Polish parents come up to me and worriedly ask if they have to leave the country now,” explains Kauser. “One young student asked me if her mummy had to be sent ‘back’ since she wears a hijab,” she continued. “I’ve spent a lot of time reassuring both parents and students that they are welcome in Britain.”

Schools push back Teachers are working hard to turn the tide of racism and repair the post-Brexit cracks in their communities. More than ever, schools are striving to remain a safe place in which students can explore themes of identity and what it means to be British. As is often the way, teachers are leading the way for a more progressive outlook, opening discussions in the classroom about prejudice and immigration, and creating a school culture that

Illustration: Raj Dunna

challenges racism. Lesson plans on multiculturalism, world religions and human rights are just one way teachers are delivering a message of acceptance. “It’s not about teaching tolerance in the sense that children should ‘tolerate’ other cultures. It is about teaching acceptance, embracing diversity and actively celebrating multiculturalism in the curriculum,” says Kauser. Teachers are also using film to spark debate and promote dialogue amongst students. A teacher in Birmingham told how a documentary allowed a pupil whose parents were from Afghanistan to robustly engage in class discussion afterwards. Organisations such as Hope Not Hate and Show Racism the Red Card offer schools another platform to tackle topics of racism and discrimination. “Racism in schools is as prevalent as it is in society; it did not appear because of the vote to leave but has been exacerbated by it,” explains Ged Grebby. “School is the perfect place to create a safe place for dialogue and to build the capacity to think critically through questioning.”

What you can do… The NUT has produced advice and guidance on how to tackle racism in school and teachers are encouraged to explore all available resources at their disposal. Teachers can get

involved with anti-racism charities and events, engage with the community, incorporate multiculturalism in curriculum planning and speak with parents and students to find out about their experiences with racism. “All teachers will be concerned about the rise in reported racist incidents since the Brexit vote. Combined with high levels of Islamophobia and increasing anti-Semitism, hostility to migrants can make the lives of many of our pupils unbearable,” said Kevin Courtney, NUT General Secretary. He continued: “It’s great to hear of so many NUT members and other teachers who are taking steps to promote cohesion and challenge this growth in racist sentiment.” Just as Mark Twain stated that travel is fatal to prejudice, bigotry, and narrow-mindedness, so too is education. Education is the greatest tool in the fight against racism and teachers have the privilege to be conduits for change.

 The NUT has a series of resources available to support schools and teachers to challenge racism, including some produced in partnership with Show Racism the Red Card. You can find information on what you can do to create an inclusive classroom and stamp out racism by visiting the Equality matters page on the NUT website: teachers.org.uk/equality/equality-matters

September / October 16 | The Teacher

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In the tumultuous times that we live in, where attacks motivated by racism and religious intolerance saturate the media, it is important to bear in mind the consequences of unchecked prejudice. One lesson of the past that should never be forgotten is the massacre that took place in the town of Srebrenica during the Bosnian war. Over 8,000 innocent civilians, mainly men and boys, were systematically executed in less than a week, while tens of thousands of women were abused and forcibly transferred from Srebrenica. The events of July 1995 constituted the single largest act of genocide on European soil since the Nazi regime and serves as a grim reminder that large-scale crimes against humanity are not consigned to the realm of history books. In order to fully understand the implications of the Srebrenica massacre a group of NUT International Solidarity Officers travelled to Bosnia-Herzegovina to bear witness to this human tragedy. The educational visit was organised by the UK charitable initiative Remembering Srebrenica and offered NUT members the opportunity to visit key sites, learn more about the genocide and hear first-hand accounts from those who survived the atrocity. As part of the experience, delegates spent time at the Podrinje Identification Project forensic facility where the painstaking process of using DNA to identify the human remains exhumed from mass graves was explained and demonstrated. They later visited the Srebrenica-Potocari memorial centre and cemetery where they were confronted with a sea of

kphoto Photo: iStoc

gravestones and a seemingly endless wall inscribed with the names of the victims. Delegates also had the chance to meet with survivors of the genocide and hear their personal stories of pain and loss, but also their hope for a peaceful future. “The disintegration of a society where people of different faiths had lived in harmony for centuries provided a harsh lesson for us all. Hatred and intolerance are evil forces that we ignore at our peril,” reflects delegate David Winters. “I discovered a lot about myself as well as some harsh truths about the world in which we live,” reveals Kirsten Hald, another tour participant. “The visit was life-changing. I feel extremely honoured to be given the opportunity to share the lessons I have learned.” As part of the experience, delegates were required to make a pledge to raise awareness of the genocide and share what they learned with students and peers. Following the trip, delegates were involved in various activities to commemorate Srebrenica, such as organising memorial football tournaments at their schools, delivering lessons on tolerance and acceptance, encouraging students to express their feelings about the events at Srebrenica through poetry, holding remembrance events in community halls and speaking at local religious centres. “The unanswered question of ‘How could this have happened?’ strengthened my resolve to return to the UK and educate not only children but the community as well about these atrocities,” summarised delegate Kauser Jan.

please go g Srebrenica in er b em n also re about Rem where you ca To learn mo ica.org.uk n re ols. b to e g sr in h te si and teac es rc to their web u so re educational access free

September / October 16 | The Teacher

— Teachers have been forced to take this year’s provisional KS2 results with a pinch of salt. The outcome of a chaotic process of assessment, the SATs were hastily introduced and badly designed. Yet it will be data from these exams that will be used to judge the performance of schools. — The primary assessment system is unfit for purpose In a survey carried out after this year’s SATs, 97% of NUT primary members said that preparation for SATs had a negative impact on children’s access to a broad and balanced curriculum. Over 80% said that the current system of primary assessment doesn’t give an accurate representation of what children know and what they can do. The assessment system has led to an unacceptable narrowing of the curriculum, with children and schools being judged on limited conceptions of English and Maths. Other subjects are being sidelined, and children are not able to demonstrate their ability to succeed across a broad range of skills and understanding. There are fundamental issues at stake. Children’s rights to a broad and balanced education – that meets their needs (including special educational needs), allows time for play, and supports the best mental health and wellbeing

possible – are being eroded. The Government is failing in its duty to children and parents. More than this, the Government is using primary assessment to support its agenda for academisation. Former Secretary of State for Education Nicky Morgan promised that the number of schools below the floor standard in 2016 would be no more than one percentage point higher than last year. Yet this still means that more than 800 schools could be judged on the basis of invalid data and there is no guarantee that the department will feel it is in their interests not to fail schools next year. Children are being set up to fail, so that schools fall short of Government targets and are forced to convert to academy status. Children’s mental health and wellbeing are being put at risk for the sake of Government ideology and the pursuit of the privatisation of state education.

September / October 16 | The Teacher

The NUT intends to make sure the shambles of primary assessment 2016 is not repeated next year Following the July meeting of the National Executive, the NUT is calling for a full review of curriculum and assessment in primary schools in England. The Union is asking for the suspension of current arrangements while the review is conducted to put an immediate halt to the damage being caused to children, teachers and schools. If the DfE is unwilling to make the changes needed, then the Union will take strong action to protect children, teachers and schools from another year of damaging and deficient accountability and assessment. If strike action becomes necessary, it is hoped this can be done in conjunction with other teaching unions. However, the NUT will not settle for minor concessions or tweaks that still allow children, teachers and schools to be judged by a punitive system that is unfit for purpose. Current arrangements for primary assessment are broken, and only real and meaningful reform of the system as a whole can fix it.

Teachers and the NUT are not alone in feeling that something has to change The Union has reached out to a broad range of individuals and organisations from across the primary sector, including parents’ groups, charities, subject organisations, other teaching unions, academics and concerned individuals. We are building on the growing sense of dissatisfaction across a huge range of organisations and individuals to ensure that the Government can’t dismiss the myriad voices demanding real change. We cannot let the chaos and damage in education carry on unchallenged. However, it is important not only to campaign against the current system, but to offer a positive vision of what primary education could and should be about. We need a broad and balanced education that meets children’s needs, allows them to develop their interests and talents, and recognises them as individuals and not merely data. Minor changes to assessment – such as fudging the line between ‘secure fit’ and ‘best fit’, or amending the details of the reading test – will improve matters slightly, but will not address fundamental issues.

MESSAGES OF SUPPORT FOR OUR CAMPAIGN HAVE BEEN ROLLING IN FROM ORGANISATIONS ACROSS THE COUNTRY “Rescue Our Schools was set up to ensure parents’ voices are heard over the increasingly worrying direction of state education. The SATs debacle perfectly illustrates this government’s unwillingness to listen to the concerns of families. Thanks to the test-driven primary curriculum, many find themselves having to comfort anxious children who can no longer play and pursue activities they love. Politicians ignore parents’ concerns at their peril, both at the ballot box and through damaging a generation of children.” — Madeleine Holt, Rescue Our Schools “UKLA is very concerned about the current testing arrangements in England’s primary schools. The tests are invalid as they do not measure what the Government claims they do, have the effect of undermining a broad and engaging English

curriculum as well as causing stress to children. UKLA strongly supports this campaign and the call for a fundamental review.” — David Reedy, United Kingdom Literacy Association “The Save Childhood Movement (SCM) is committed to ensuring that the best interests of the child lie at the heart of educational policymaking. The current focus on testing and accountability clearly prioritises the needs of the system over the needs of children and teachers and we have grave concerns about the impact of this on children’s wellbeing – and in particular their love of learning. We therefore very much support the call for a fundamental re-think on primary assessment.” — Wendy Ellyatt, Chief Executive, Save Childhood Movement

The Union has created a network of local activists to work on the assessment campaign in their area. Saturday meetings are held in London where activists from all over England come together to provide advice on the national campaign, as well as to network and share ideas with other local activist groups. Please email primary@nut.org.uk for more details. 22

September / October 16 | The Teacher

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Survival Guide The first year of teaching is an exciting time. Training is complete and now it’s time to put those new skills into practice. But despite all the preparation, your first term can be an overwhelming experience. So we’ve compiled some of the key tips and tricks that you’ll need to help navigate those first few months.

Lesson plans

Avoiding stress

Lesson plans should be kept to a minimum length and can be set out in bullet points or notes, including how learning objectives can be achieved. The format is entirely a matter of professional judgment, as the DfE, Ofsted and Estyn do not require a particular format. You should not be expected to hand in lesson plans for scrutiny by senior management, so speak to your NUT rep if you are asked to do this.

The most common causes of teacher stress include workload and Ofsted/Estyn inspections. The NUT believes all school employers should have a policy on how to reduce and prevent teacher stress. If you are feeling stressed, it is likely your colleagues will be too. Speak to your NUT rep so that they can provide support and offer suggestions on how to combat stress. NUT guidance on Tackling Teacher Stress is available at: bit.ly/2bNULxg.

Providing feedback Teachers should be allowed to exercise their professional autonomy when it comes to the frequency and style of marking. Ofsted’s School Inspection Handbook is clear that no specific type or volume of marking and feedback is expected; these are for the school to decide through its assessment policy. The handbook is available at: gov.uk/government/ publications/school-inspection-handbook-fromseptember-2015.

Cyber caution As a teacher, it is important to be vigilant when using electronic communication and social media. Your professional position can be compromised if inappropriate information is accessed or shared online. It is recommended that all teachers should limit public access to accounts and not post information that you wouldn’t want your employers to see. Also never use personal email addresses or mobile phones to contact pupils or parents.

September / October 16 | The Teacher

Child protection Teachers are not responsible for investigating suspected physical or emotional abuse, but should know where to report any concerns. Acquaint yourself with the procedures in your school, academy or college for dealing with suspected abuse. Know who the designated teacher responsible for child protection is and insist on receiving appropriate training on child protection issues.

Proper preparation

Classroom observations

All teachers are entitled to have at least 10% of their teaching timetable for planning, preparation and assessment (PPA). This time should be allocated during core school hours, not be bolted on either side of a school day, and must be allocated in minimum blocks of 30 minutes.

Excessive classroom observation is a serious problem in many schools. NUT policy is that a teacher should be subject to no more than three classroom observations per year, exceeding no more than three hours in total. Although NQTs are not subject to appraisal, classroom observations may be used for other purposes. The NUT believes that classroom observation should be developmental and supportive.

NQTs are also entitled to spend 10% less time teaching than other main scale teachers, so that they have time to undertake activities in their induction programme. Teachers on School Direct have the same rights and responsibilities, but generally won’t be expected to fulfill as many of the teaching duties. Read our School Direct guide at teachers.org.uk for more information.

Your pay from day one Most new teachers will be placed at the bottom end of the main pay range. The Government’s School Teachers’ Pay and Conditions Document (STPCD) does, however, permit governing bodies to place teachers with relevant experience outside teaching at a higher point. If you’ve been told the school will do this, ensure your pay reflects the position. If you’re working in an academy, you should check the pay arrangements in place. Under the School Direct (salaried) scheme, the salary you receive will be dependent on the school you apply to and the subject you wish to teach, but you will generally be paid as an unqualified teacher. If on a School Direct tuition fee route, your training will be funded by tuition fees and you will be eligible to receive some student support, such as student loans.

Professional development It’s never too early in your career to think about continuing professional development. The NUT’s CPD programme is delivered by a team of highly qualified trainers and offers a wide range of courses, many aimed at new teachers. NUT courses are designed to meet your individual needs and to have a lasting and positive impact on teaching and learning in the classroom. You can browse our courses at: teachers.org.uk/courses.

September / October 16 | The Teacher

Those dreaded inspections Your first Ofsted or Estyn inspection can seem daunting, but don’t worry – the NUT has advice materials to support you through the process, including the popular Ofsted – an NUT survival guide. These materials are available at: teachers.org.uk/education-policies/ofsted-estyn. Remember, Ofsted and Estyn inspections should not be an experience you have to face alone. Seek out your fellow NUT members and together find a collective approach to inspections, which minimises additional work and ensures that teachers are in control of the process. .

Extra-curricular

Teachers’ Pension Scheme (TPS)

Taking on activities such as breakfast or after school clubs must be on a voluntary basis. No teacher should ever be put under pressure to participate. If you do take on additional activities, in some circumstances you can be paid for the time if employed under the STPCD. The level of payment should be set out in your school’s pay policy. Payments to classroom teachers should only be made for activities undertaken outside of the 1,265 hours of directed time or the appropriate proportion for part-time teachers.

All new teachers will automatically join the ‘career average’ pension scheme. Pensions under ‘career average’ are based on your average salary over your whole career. As an NQT you will pay a minimum of 7.4% of your salary towards your pension. We understand that this is a big ask, with other pressures such as student loans and rent, but remember that your employer pays a substantial 16.4% contribution towards your pension, so opting out is like turning down free money. More information can be found at: teachers.org.uk/pay-pensions-conditions/pensions

So before you decide to take on any such work, check your school’s pay policy.

Challenging times Even the most experienced teachers find pupil behaviour challenging at times. Make sure that you read the school’s behaviour policy and discuss school practice with your mentor when joining a new school. Remember to establish your own expectations and class rules. It is best to outline this with pupils at the beginning of the academic year. They are more likely to respond positively to rules that they have agreed. For further tips on behaviour management visit bit.ly/2bR77La or email newteachers@nut.org.uk for a hard copy of the NQT Behaviour Guide.

Time for yourself The NUT thinks all schools should have a work/life balance policy. The DfE has also stated that schools should consider incorporating work/life balance into the school development plan, so check to see if your school has one.

September / October 16 | The Teacher

Star tips

NQTs and the Union

School context

We asked NQTs why they joined the NUT and how the Union had helped them through the first year. Here’s what they had to say...

Be familiar with key school policies  If unsure about anything – policies, procedure, data, etc. – ask questions

Classroom context  Treat pupils as individuals – learn names quickly and build relationships. Find out who has SEND or medical needs and what works for them

“I stayed with the NUT because of the support they offer and the fantastic range of CPD courses.”

 Have high expectations of behaviour and learning

Behaviour  Model the behaviour you want to see. Be firm, fair and approachable  When confronted with inappropriate behaviour, remain calm and don’t take it personally  Develop a repertoire of different strategies and techniques  Respond proportionately to both positive and inappropriate behaviour

“An experienced teacher said joining the NUT was the best investment she had made through her career. I joined as a student and really enjoyed all the networking opportunities which I hadn’t had the chance to do during my training in school.”

General considerations  Focus on specifics, whether they are things that you need pupils to do or aspects of your own practice  Invest in the relationship with your mentor and establish mutual expectations from the outset  Remember that you are not alone; if you experience difficulties share them with your mentor, colleagues, or union rep Actively listen to pupils and colleagues

“I went on a three-day course offered by the NUT over the summer, which really improved my confidence and gave me strategies to deal with bad behaviour.”

 Pursue opportunities for CPD – the NUT provides a variety of training courses. Find them at: teachers.org.uk/courses.

Further help If you are experiencing difficulties in your new school, you should discuss them with your mentor, department head, colleagues or – if needed – your NUT school rep who can advise you in the first instance. Don’t be afraid to approach your head teacher as well as they may be able to offer guidance and support. You can also get initial advice from the NUT AdviceLine on: 0203 006 6266 or nutadviceline@nut.org.uk.

September / October 16 | The Teacher

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September / October 16 | The Teacher

Taking back control in your school Teaching can be a truly rewarding profession. Shaping the future of the next generation is a calling that draws teachers to the job, but with workload at unprecedented levels there’s no escaping the fact that many teachers have been left questioning their role.

constitutes reasonable objective setting, so that you can compare this to what is happening in your school. If it seems your appraisal process is unfair or over-burdensome, speak with fellow teachers and begin ASOS discussions with your management team.

Recent surveys have highlighted the increasing despair of teachers who are forced to devote more time to paperwork than to the children in their classrooms. While the NUT continues to press for change at a national level to ease this pressure, there is already a structure through which teachers can bring about changes at school level.

While email is a useful tool that no teacher would be without, responding to floods of correspondence can begin to consume a lot of time that would be better spent on learning. It is unreasonable to expect teachers to read and respond to emails with unrealistically tight deadlines, or during evenings, weekends and holiday periods.

Since October 2012 the Union has been able to authorise its members to take Action Short of Strike (ASOS); collective action with the legal backing of a national industrial action ballot, which can be used to secure discussions on stamping out bad practice in schools.

Any expectation to respond to emails outside of the normal working day will inevitably impact on the quality of education, as teachers need time to rest and switch off in order to be ready to face the challenges of the following day. This is an area where it should be relatively straightforward to encourage the introduction of reasonable boundaries to protect everyone’s work/life balance.

ASOS authorises members to refuse to undertake a wide variety of unnecessary tasks that get in the way of effective teaching. You can use ASOS as backing when – with the support of your NUT school rep or local officer – you approach your head teacher and set out which practices need to change. ASOS covers over a dozen areas where collective action and talks can be initiated if workload pressures become too much. Here are just a few…

Mock inspections Preparation for mock inspections can be disruptive and take teachers’ focus away from the educational needs of children. There is no statutory requirement to participate in ‘mocksteds’, which often cause unnecessary stress and workload for teachers. By acting collectively, NUT members who refuse to participate can change the culture in their school and prevent mock inspections from taking place.

Unfair appraisal processes Teacher appraisals should be developmental, supportive and are designed to foster a professional dialogue that improves teaching and learning. The ASOS process gives guidance on what

Email flooding

Speak to your rep about what constitutes fair practice, and initiate ASOS talks if responding to emails is beginning to take over your working life.

Planning It is simply not acceptable for teachers’ weekly lesson plans to be subject to regular scrutiny and a prescribed format. Teachers must be allowed to use their professional judgement. ASOS allows members to refuse to submit weekly lesson plans to members of the senior management team or anyone acting on their behalf.

Taking action Using ASOS has secured changes with immediate benefits in many schools. If head teachers are not willing to engage on these issues, however, the threat of escalation to strike action can also be used if members feel strongly enough. The NUT will be there to guide you through ASOS and help you take back control of your rights and your school.

A full explanation of the process and guidance on how you can implement it is available free at: teachers.org.uk/asos

September / October 16 | The Teacher

Know your worth A checklist for the new school year Teachers campaigned diligently throughout last year to protect their pay and conditions. While there is still much to be done, many rights have been enshrined and every teacher should check that they are receiving what they are entitled to, come the new year. Here is a quick checklist of the things that every teacher needs to consider this term…

1. Have you been awarded the 1% cost of living increase, separate from any pay progression decisions?

2. Has the school budgeted to allow teachers to receive pay progression? If not, you may find that funding is used as an excuse to deny pay progression.

3. Are you prepared for your appraisal review meeting? Have you registered any concerns that arose during the year? Read the NUT’s advice at the link below on ensuring you receive pay progression.

4. Are you ready to negotiate realistic objectives this year? Have you and your colleagues agreed appropriate arrangements with your head teacher on objective setting and observations?

5. Is your school’s pay policy fair and have you checked it against the NUT’s model policy? If not, have you considered gathering colleagues to collectively bargain a fairer deal?

If any of these have thrown up issues that you think need to be tackled in your school, talk to your NUT rep, call the NUT AdviceLine on 020 3006 6266 or read our advice at: teachers.org.uk/paytoolkit.

September / October 16 | The Teacher

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Please return to: FREEPOST BPAS, 30-31 Furnival Street, London EC4A 1JQ.

Thank you forcan youralso support – it is vital to us.atWe store your details securely and will never sell, trade or rent your You donate online www.bpas.org/donate2 personalThank information to other organisations. We’d really to your keepdetails you upsecurely to dateand withwill ournever worksell, andtrade appeals you for your support – it is vital to us. Welike store or rent occasionally, if you’d prefer not to to receive this information byreally mail telephone tick the appropriate yourbut personal information other organisations. We’d likeorto keep you upjust to date with our work and box hereappeals and return this form,but or contact to let usto know on donorcare@bpas.org XXXX occasionally, if you’d us prefer not receive this information by or mail orXXXX. telephone just tick the appropriate box here and return this form, or contact us to let us know on donorcare@bpas.org. British Pregnancy Advisory Service (BPAS) is a registered charity number 289145. Woman and shouting man are stock photos posed by models to maintain anonymity. British Pregnancy Advisory Service (BPAS) is a registered charity number 289145. Woman and shouting man are stock photos posed by models to maintain anonymity.

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@bpas1968 #backoff #wetrustwomen

n o i n U Your

The Future of Education Between Brexit, a new PM, a new Education Secretary and Labour leadership battles, there has been huge political upheaval since teachers were last in classrooms. So we thought it best to round up the education landscape as you enter the new school year. In the political fallout that Brexit has brought about, there is uncertainty about the direction that education policy will take in the coming months. Will it be more of the same, continuing the legacies of Michael Gove and Nicky Morgan, or will the new Education Secretary Justine Greening take a different approach? Here’s what’s happened so far… The DfE has been reorganised with some new key players and some old faces remaining. As our new Prime Minister Theresa May announced the next Secretary of State for

Education, she revealed not only that it would be Justine Greening taking on the role, but that Whitehall itself was to be reorganised. Justine Greening’s job now has an expanded remit, as further education, higher education and apprenticeships have all been brought back under the Department for Education. Schools Minister Nick Gibb MP continues in post, as do Lord Nash, Parliamentary Under-Secretary for Schools, and Edward Timpson, Minister for Children and Families.

State and grammar schools will take centre stage May’s Cabinet has more state-educated ministers (70%) than any previous Conservative Government. On her appointment, Justine Greening talked of her pride in having been educated in a comprehensive school. While speaking on the Andrew Marr Show, Greening stated that the education

September / October 16 | The Teacher

landscape had changed “dramatically” and that we should “step away from a more old-fashioned debate around grammar schools, and work out where they fit in today’s landscape”. Speculation is rife that the establishment of new grammar schools might soon get the green light.

There is still uncertainty around funding Those who attended the NUT Annual Conference in Cardiff in 2001 may remember that then Shadow Education Secretary, Theresa May, addressed the conference and told delegates of her support for a national funding formula (NFF) for schools.

formula now applying from 2018-9. This has concerned the NUT and many others, as unless the NFF is accompanied by extra resources, it will just take funding away from some areas to give it to others. See p36 for more details.

This seems to have now taken effect. Just one week after her appointment, Justine Greening made a statement to Parliament making it clear that she would press ahead with a NFF for schools, albeit on a delayed timetable with the

In addition, Greening has not signalled any intention of avoiding the first real terms cuts in funding per pupil for a generation or giving schools the extra resources needed to meet the cost of higher national insurance and pension contributions.

What about Education for All? With a change of helm at the DfE, it is not known whether the Education for All Bill – announced in the Queen’s Speech in May – will ever see the light of day. Furthermore, if it does emerge, how much of a resemblance will it have to the proposals in the Educational Excellence Everywhere White Paper published back in March? Justine Gre ening spea ks at Conser Photo: Russ vative Part ell Hart y Confer

ence.

Union-Government relationships under the microscope In an early introductory phone call and subsequent meeting with General Secretary Kevin Courtney, Greening said she was keen to have a productive and constructive relationship with the NUT and other unions. Responding, Kevin Courtney

Millions in poverty Speaking in Downing Street on the day she became Prime Minister, Theresa May talked of social justice being high on her agenda. Although this is welcome, a significant change in policy will be needed to tackle injustice. There are currently over 3.9 million children living in poverty in the UK or an average of 9 in every class of 30.

said: “We very much hope this comes to fruition. The Government needs to take action to fix the funding crisis, excessive teacher workload and chaos over assessment and curriculum changes.”

Where Labour sits… During the summer Angela Rayner, MP for Ashton-underLyne was promoted by Jeremy Corbyn to the post of Shadow Education Secretary. As Jeremy Corbyn and Owen Smith battled it out for the leadership of the Labour Party, the NUT wrote to the two candidates to seek their views on education policy. You can read their full responses on the NUT website at: teachers.org.uk/news-events/parliamentary.

What next? As the dark nights draw in we will begin to see the Government’s stance on education unfold. Whatever direction May and Greening decide to take, and whoever

is leader of the opposition, the NUT will be there to defend education and work with all parties to establish policies that provide a better education for all.

September / October 16 | The Teacher

e h t Ask n o i n U Q

I’ve heard that the Government is planning to change the school funding system in England. Is this true and what will it mean for my school?

The Government proposes significant changes to the school funding system in England and these changes will cause major problems for many schools. The changes would mean the introduction of a National Funding Formula and redistribution of funding from some areas of the country to others. It will also affect academy funding, as it is closely tied to the funding system for local authority maintained schools. Although the Government has put its plans back one year, it still intends to put the new system in place in April 2018.

education, however, funding in every part of England will lose out. There has been no proper assessment by the Government of the real costs of delivering education. The NUT believes that any reform of the school funding system must be based on an objective assessment of the support that schools and academies need to deliver education. We agree that the existing funding system needs revision, but we do not accept that any area is over-funded. A recent joint statement from the NUT, ASCL, ATL, NAHT and Voice underlined the need for the Government to address the problems caused by inadequate funding as a matter of urgency. We continue to press the Government on the central issue of education funding and the need to invest in education instead of cutting.

There are serious concerns about the Government’s proposals. Most local decision-making on allocation of funding will be removed, with funding controlled even more tightly from Whitehall. This will have a hugely adverse impact on accountability, transparency and local democratic control of education funding – to say nothing of concerns about the ability of the Department for Education to administer school funding from Whitehall.

NUT school representatives and members can play a valuable role in resisting cuts. By engaging with proposals at school or academy level, we can use the NUT’s collective voice to resist proposals for job cuts, restrictions on pay progression, or the worsening of conditions of service. Engaging with your MP, local councilors and local media can help publicise the problems caused by the Government’s cuts.

The proposals will take funding from some areas and give it to others. Due to the Government’s real terms cuts to

Find the latest information on funding at: teachers.org.uk/education-policies/funding

Contact the NUT AdviceLine on 020 3006 6266 or email nutadviceline@nut.org.uk. Members in Wales should contact NUT Cymru on 029 2049 1818 or email cymru.wales@nut.org.uk

September / October 16 | The Teacher

Following the publication of this year’s Key Stage 2 SATs results, what should I do if some teachers in my primary school fail to meet their appraisal objectives and achieve pay progression?

The NUT has always cautioned against an appraisal process that uses crude numerical targets based on test or exam results. Objectives should be reasonable, take into account the context in which teachers work, and reflect that factors outside teachers’ control may affect achievement.

This year’s KS2 SATs results told 47% of 11 year olds that they hadn’t reached the ‘expected standard’ in at least one of their papers, leaving thousands of children feeling demoralised as they were about to move up to secondary school. The tests were poorly designed and introduced in a shambolic way. As such the results are unreliable. Therefore the NUT’s advice is that this year’s SATs outcomes must not be used on their own to make decisions about

performance and must not be used to deny pay progression to teachers. If colleagues in your school agreed appraisal objectives based on KS2 SATs results, then they and their appraiser will need to reconsider how to assess their performance as part of their annual review. It is worth noting that the NAHT has also advised its members that the data is not reliable. The national curriculum, assessment arrangements and reporting methods are different this year – historical comparisons and even predictions are inappropriate as, for the next few years, every year group will receive a different amount of the new curriculum. SATs outcomes will therefore be an inappropriate tool for measuring performance in future years as well. As NUT rep it would be helpful for you to discuss the wider issue with members, and then clarify with your head teacher that in future discussions between appraisers and teachers, alternatives to objectives linked to this data should be agreed.

Where is the NUT with regards to professional unity and are discussions taking place about an amalgamation with ATL?

The NUT has always believed that the profession needs a strong single trade union that has the authority to speak for the profession and campaign for decent pay and conditions.

Whilst the NUT – as the largest of the teacher unions – is able to provide unrivalled support for its members and campaign vigorously on behalf of teachers, inevitably the lack of unity in the profession dilutes the influence needed to ensure our expertise is brought to bear on both policy, and terms and conditions. With the current fragmentation of the education service in England and the threats to pay and conditions in both England and Wales, the NUT believes that there has never been a more important time for the profession to unite.

Send your questions to: Ask the Union, The Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@nut.org.uk

We have sought to work closely with other associations and extended an open invitation to any unions wishing to explore the possibility of professional unity. We are working closely with the ATL and both our unions have been discussing whether the time is right to create a new union that would represent the majority of all teachers in England and Wales, and be open to other educational professionals. These discussions have progressed well and now both unions will be holding special conferences in November to decide whether to invite members to give their views through a ballot on whether a new union should be formed. Keep your eyes out for an update in November.

September / October 16 | The Teacher

s w e i Rev For pupils Six

Freddie Mole, Lion Tamer Boy 23

When Parker moves with his family from London to New York, he struggles to fit in. But when his scientist father is kidnapped it is up to him, his deaf sister Emma, friend Michael and the pet pig to find him. Six is science-fiction at its best, as well as an action-packed pageturner which makes readers think about the possible dangers of technology. Selected for the ‘Big Friendly Read Summer Reading Challenge 2016’ this story is a must read!

Freddie Mole is an ordinary boy from an ordinary family who finds himself in extraordinary situations when he starts working at the circus. With his family short of money, Freddie is determined to do anything to help out so when he sees the chance, he jumps at it. Little does he know that he will soon be performing death-defying acrobatics and facing fierce lions! Freddie is a natural and shows that with hard work, determination and self belief you can turn your fortunes around and achieve things you never dreamt you could.

A fast-paced and action-packed young adult novel, Boy 23 is set in a dystopian world ravaged by the effects of a pandemic. Jesper Hausman is the mysterious Boy 23, who has never had any human contact and has only existed in one room. Jesper is soon on the run and the novel charts both his progress in escaping those who want to kill him, and his journey to find out who he truly is. Carrington’s well-crafted short chapters and frequent action sequences will doubtless make this a popular read with teens.

Sian Collinson

Beth Goddard

Freddie Mole, Lion Tamer by Alexander McCall Smith Bloomsbury h/b £9.99

Boy 23 by Jim Carrington Bloomsbury p/b £6.28

E-Safety

Elementary Mathmatics

Uniquely Human

In an age of increased safeguarding and vigilance, general protection and wellbeing, this user-friendly and applicable book offers a host of ideas and actions that ensures learners and staff are more aware of issues and concerns in the digital age. The demands and expectations of Ofsted in terms of self-review and inspections are detailed. Many handouts and classroom activities are presented for consideration and ease of application. This is a very useful resource for all educational providers, not just secondary schools.

Maths professor Raz Kupferman has compiled this book to help teachers (and parents) have an in-depth understanding of the mathematical concepts used in the elementary curriculum in many parts of the world. Offering detailed technical vocabulary, the author offers a wealth of information and reasoning behind the counting systems and mathematical operations we use in schools. Providing many questions for adults to tackle for themselves, he allows readers to develop their own subject knowledge and shares activities for educators to use with their own pupils. The ideas can be adapted for all ages throughout primary school.

A refreshing vision is offered into the complexities of the differing worlds of autism. An insightful and sensitive analysis of this diverse and often misunderstood condition is presented in accessible form for professionals and families. Issues to do with trust, fear and control are considered in conjunction with social understanding. There is a supportive and reassuring chapter on “The Big Questions” which looks at autism across cultures and nations among other generic concerns. The very useful SCERTS model is also alluded to. A quality read.

Aliss Langridge Six by M. M. Vaughan Margaret K. McElderry Books p/b £7.99

For teachers

Dr Len Parkyn Making Your Secondary School E-safe: Whole School Cyberbullying and E-safety Strategies for Meeting Ofsted Requirements by Adrienne Katz Jessica Kingsley Publishers p/b £20.55

September / October 16 | The Teacher

Cindy Shanks Elementary School Mathematics for Parents and Teachers: Volume 1 by Raz Kupferman Imperial College Press p/b £25.00

Dr Len Parkyn Uniquely Human: A Different Way of Seeing Autism by Dr Barry M. Prizant and Tom Fields-Meyer Souvenir Press h/b £16.59

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d r a o b e c i t o N Designing a better world

Calling all retired teachers!

Into Film Festival 2016

International development charity Practical Action is promoting Design For A Better World, a new global design challenge and competition for students aged 11-14. It offers students the opportunity to learn about the UN Global Goals for Sustainable Development, identify a design problem for water and sanitation, food security and climate action, and explore a range of technologies that address global challenges. For more information go to: practicalaction. org/design-for-a-better-world

Concern Universal, an international charity, are looking for retired teachers to join their team of likeminded volunteers to deliver global citizenship projects in the West Midlands on health, the environment, sustainability and global poverty. They currently offer two projects, Hygiene Heroes and Keen To Be Green, which educate children and inspire action on critical issues of health and the environment.

The annual Into Film Festival returns from 9-25 November and boasts over 3,000 cinema events and screenings, selected with educators in mind and showcasing everything from specialist and classic film through to exclusive blockbuster previews. All events are free. For information visit: intofilm.org/festival

If you are passionate about inspiring the next generation of global citizens, Concern Universal would love to hear from you. Email Jo.davies@concernuniversal.org to find out more.

UK Disability History National Poetry Month conference Day competition

Join the AET campaign

The BFI in partnership with UKDHM will be offering a day of discussion, film clips and guest panels on the portrayal of disability in mainstream media. The focus will be on acting, writing, producing and directing and will take place on 19 November at BFI Southbank, London. Tickets are £10 and more information can be found at: ukdhm.org/events

NUT members in AET are campaigning against management proposals to impose a new capability policy. Members have questioned why a more punitive policy is being imposed, but AET have failed to address their concerns. The new policy would allow managers to issue a formal record of capability, without staff first being given the opportunity to improve with informal support. The NUT strongly opposes any measures which put staff straight onto formal capability. Additionally, teachers who’ve had concerns substantiated at a formal capability review would have endof-year upper and main pay range increments withheld. One rep told us: “This is the thin end of the wedge towards hiring and firing at will by a head teacher.” If you work in an AET school and would like to join the campaign, speak to your school rep or email: aet@nut.org.uk.

National Poetry Day, the annual mass celebration of poetry and all things poetical, takes place on 6 October. Teachers can download a free resource kit and find out how to enter the school competition – where prizes include posters, badges and vouchers for poetry books – by visiting the website: nationalpoetryday.org.

FREE films for schools Doc Academy has launched Students Stand #withMalala, a programme providing students with the opportunity to understand key issues facing more than 130 million girls denied education around the world. Free copies of the DVD He Named Me Malala will be available to UK secondary school teachers along with free lesson plans, a selection of clips from the film and activity toolkits. Teachers can register for their free DVD and lesson plans at: docacademy.org/malala.

September / October 16 | The Teacher

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Push and pull By Giles Barrow, freelance educator and CPD trainer

Conflict arises at every level of school life – between students, teachers or even parents – and can be pinpointed to three disconnects, which I explain here using the metaphors of soil, soul and society. Soil refers to how teachers are connected to their professional landscape, how they develop layers of pedagogical theory, philosophies and respective practices. Too often teachers are not as deeply connected to their professional ‘soil’ as they could be. This is in part due to how individuals now enter the profession and the nature of initial teacher training and induction. Predominantly school-based routes into teaching emphasise the practical application of educational theory and the cost can be a sense of rootedness in anything beyond practical methods of schooling. This is why CPD is so important. Without more academic, philosophical theories of learning, teaching can become a management of learning, rather than an exploration of it. Next the concept of soul: the part of the teacher that calls them to the vocation and which motivates them to shape the next generation. I have lost count of the number of teachers who’ve become separated from the sense of purpose they had when entering the profession. Teachers tell me how they entered the profession to create possibilities for young people, with a desire to change the world through the potential of education. They describe how their time and energy has shifted to the operational business of managing the training of students, ‘facilitating’ learning rather than teaching, or focussing on increasing pupil ‘performance’. Teachers are now obliged to do ‘what works’ under the unquestioned pursuit of ‘evidence-based practice’, which can be different from doing ‘what’s right’. Unsurprisingly,

Illustration: Dane Mark

tensions and conflict can arise between the teacher who wants to do ‘what’s best’ and regulators who demand ‘what works’. Finally, teachers’ perceived position within society can itself lead to conflict. There has been a longstanding question in education: should schools reflect the world in which they exist or try to establish a preferred, ideal society? I’ve worked with teachers who are exasperated with students who have figured out how to perform well in exams, but who are dismissive of a broader education. Sometimes the desire to teach or learn for the sake of it is not enough, and this can lead to a battle of wills. Of course these three areas of disconnect affect pupils as well as teachers. Young people can become disconnected from their sense of self once they understand that their value at school is conditional on their performance. They can experience a disconnect between life in the classroom and their lives outside of school, thanks to regressive educational policies in which curriculum and attainment dominate actual learning. The combination of disconnections for both students and teachers can often lead to a conflict between cultures; that of the school with its imposed education policies, and that of the local community and families. These systemic factors underpin many pinch points in the life of teachers and students. It is not until we learn to understand and grapple with them that we can hope to reduce conflict in our schools and our education system as a whole.

September / October 16 | The Teacher

m o o r l f a i f t n e d Sta fi n co Bring back craft On the last day of term, instead of having restless children vegetating as they watched DVDs, we decided to have a ‘craft day’ in school. We had mask-making, construction, beads, jigsaws and drawing. There was also reading (real books) for book lovers and designing bookmarks. Even though it was the final day of school – when you might have expected tears and tantrums – it was a huge success. Why? There was no dread of failure. The green pens weren’t waiting to pounce on the children’s work and decimate it. Everyone had the opportunity to achieve. Children began communicating again. Instead of agonising about their task, they conversed about their home life and their hobbies. Whilst their hands were busy, they were engaged. Furthermore, the children who are usually labelled as less able were now able to shine. They made masks with ease and created colourful jewellery with their beads. They unleashed their creativity and practical skills. Above all their learning had a purpose. They had a finished result to take home with them. Bring back craft. If we don’t nurture it, where will our creators and fixers of the planet be? Dying of boredom perhaps. Name supplied

ck into a b g n i t t ge w term Tips for e n e h t f go the swin

Pace yourself. Every teacher feels overwhelmed and nervous in the last few days of the summer holiday and I’ve yet to meet a teacher who said they sleep soundly the night before term starts. Some of those anxieties are based on all there is to do once school starts. Name supplied

Chip away at doing some prep work (editing schemes of work, filling out your planner with the school calendar etc) so that you don’t feel so guilty and already have a sense of accomplishment. And don’t forget to still do activities you enjoy – Autumn Term doesn’t have to be all doom and gloom!

Next issue we are looking for tips about how teachers can act collectively in schools. Send your advice by 15 October to teacher@nut.org.uk

Name supplied

September / October 16 | The Teacher

Coffee stains: iStockphoto

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s r e t t Le Grammar can be fun!

Bowing out

I’m lucky to be sufficiently old (just!) to have learnt to read when phonics were in fashion the last time round and grammar was taught in primary schools as a matter of course. It was not boring. IT WAS FUN! We underlined nouns and verbs in different colours and did zappy little exercises which showed us how fascinating it could be to analyse what our glorious English language was doing and why. I loved it. What’s more, this solid foundation set me up for learning foreign languages with confidence.

As of 31 August, I will have left teaching. It is a sad fact that I am now officially a statistic: having left teaching in my first five years. I came into teaching to teach children and make a difference to their lives and life chances.

Personally I would not like to live in a house designed by an architect who had only ever been taught to appreciate finished buildings, with no concept of how they had been constructed, or to drive a car whose developers only cared about what it looked or sounded like and had been taught nothing about the engine that was meant to drive it. Name supplied

The sad fact is that so much in teaching these days is about data and politics - rather than standing in a classroom and teaching. I went into primary teaching after 24 years in other industries, so had a wealth of experience and transferrable skills to bring to teaching. A lot of the time, it doesn’t appear to be about the children anymore, just making sure Ofsted are happy. Thank you for your magazines. I enjoyed reading them! Name supplied

Professional unity

Please write The editor welcomes your letters but reserves the right to edit them. Write to: Your letters, the Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@nut.org.uk Letters for the November/December issue should reach us no later than 15 October 2016. Please note we cannot print letters sent in without name and postal address (or NUT membership number), though we can withhold details from publication if you wish.

September / October 16 | The Teacher

We need one union. I have been with the NUT since 1980 and have seen and been part of all the changes. Now I see jobs being advertised “term time only” and have been offered supply work as a teaching assistant. I taught in Western Australia for a year in 1997. They have one union and the government does not mess with them. Please, let’s unite quickly, no excuses. We need to be pragmatic and not end up as teaching assistants, term time only. Name supplied

No NUT rep in your workplace? Please elect one!

Once a rep has been elected, notify your division/association secretary, whose details are on your membership credential and at: teachers.org.uk/contactus.

Find out what reps do at

www.teachers.org.uk/getinvolved

Affordable housing When I was recruited in 1969 I was offered what was called a ‘hard to let’ flat in south London near my first school. Nowadays these flats are security protected and owned, as a result of the right to buy scheme, by young professionals, or tenanted by our evergrowing population. Teachers are not considered priority workers anymore and local authorities are by law made to sell off their precious housing stock, which was often a good first step on the ladder for young teachers in the capital. I wish all London teachers well in this harsh climate of ours. Name supplied

Where are the so-called experts now? In the late 1970s I was teaching my class their tables by rote. The head teacher came in, and in front of the class told me, “You can stop that. The experts say this is not how children learn their tables”. I was told that I was the only teacher in the school using this method. What do the experts say now? The rote method is a tried-and-tested method! My case rests. Name supplied

Dear Editor

A change in your circumstances? Please let us know if you: • change your home or school address • change your employment contract (to part-time, fixed-term or supply), where a range of reduced subscriptions apply • are about to retire, take maternity leave, or leave the profession, where differing subscription rates apply • are appointed to a new post such as deputy or head teacher or Senco. Ring 0845 300 1666, visit www.teachers. org.uk/update, or write to Records and Subscription Services, NUT, Hamilton House, Mabledon Place, London WC1H 9BD. By providing your email address and mobile number you help the Union to keep you informed of important campaigns and to contact you about professional development courses and events.

Need advice?

I believe we have a new General Secretary. Members at my school would welcome a profile of our new leader and also information of the salary and benefits that go with the job in a future Teacher magazine. Members are struggling with the cost of living in the south east and feel entitled to know how their subscriptions are being spent.

Members in England seeking advice and guidance should contact the NUT AdviceLine at 020 3006 6266, email nutadviceline@nut.org.uk. Members in Wales should phone 029 2049 1818 or email cymru.wales@nut.org.uk.

Name supplied

Or get in touch online at:

Editor’s note: The NUT’s annual financial statement, which includes details of the General Secretary’s salary, can be found online at our website: teachers.org.uk

teachers.org.uk/ contactus September / October 16 | The Teacher

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September/October | The Teacher

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Reach over 300.000 teachers accross England and Wales September/October | The Teacher

g n i k Ta l l o T its under o f , n o v e D By Natasha Team m e e t s E lf e of the S rnment e v o G K U r e and form mpion a h C h lt a e H Mental for schools.

that n. I was told lth Champio ea H l le ta ro y en M led (m on’s t for Educati n to be instal ted champio e Departmen ac th tr do with my as n le co to , ro g d y in from m tely noth n for a pai ed lu io p at so p d on ro ab d en ad m as h m ,Iw y reco ove’s educati sured, it In May 2016 wing a polic measures, G rse, I was as llo y u it fo e co er e f su st is O ad . au m er t) ry was of a wid ly to To dependen the decision mptomatic eople direct sy p ld remain in u g is se. n ci co u fE I er D yo ex at e d th th , so inning PR tment by children an -w ea in te tr h vo y lt was unpaid a M ea . h as g l ta fare testin issues d poor men so much fan overzealous ental health having linke organ) and cern over m ounced with n M n y co an b is ’s as th ed lic t w u b u n u h b ti p n g the 0, whic igated, policies (as co ment is usin time I invest ealth by 202 rn h st l ve la ta o The e G en s. th e m t rm th ’s en ion people een sp in real te – in my opin t into young n of it had b lth services, io en ea ill h m l m st ta 0 ve 7 en £ in m y ion matel t into The £1.4 bill r investmen ced. Approxi creasing thei not ring-fen in is tal health. es er ti en m ri o m m th n su last f local au budget o o h f lt al ea h e h in s it f ed lt 1% o have becom had only resu only spends nt thresholds ill ea st m ty s ered ri o id ha ) th ns es co l au been lth Servic average loca ld once have t Mental Hea ou en w t ter sc le ea ha w gr do , A d re olds an ren and eutic ca AMHS thresh AMHS (Child ical or therap C C ed er ide of m ic gh ng te su hi hi di of en as pe n sl s and ev binatio ed to ex The relentless , panic attack ace. The com . With this ne pl er rm ided. on ha ow ov m lfrr pr m se na r en co d an ve not be ister care fo considered ha in s w m both higher ce no ad ur is so to e re g su and mptin l health tal health is riate training ckling menta hool staff atte a serious men cause approp proach to ta and other sc be ap rs rk d he da ge health ac l e te on ta th ft pr le al, twot for men mbling in demand has int of contac to their origin e they are fu po ng tim ki ed e ic system. th tifi st g e en of rin t ar id lo er mento ere is an s the DfE pe th ar oat attempts. A pe -t th er ap it so pe , s a ol t So these to scho plemen binet shuffle S workers in fall under it. schools to im H l ld M al Despite the ca ou A e C w ag g n ur in re co en by child e first is send e second is to experienced in schools. Th ise on site. Th issues being rt th pe al ex selves’. he l as l ta em el th en w ok after not all m lo d to concerns, as an le it m op re pe c of a young has a specifi ves because l children and Yet CAMHS g in their dro down to ‘tel n il yi unity d bo m es lly m ri ia ra co nt e tion of th and even lib as s initiatives esse b b u e cl n o th e u ted to are th rt, yo being expec ks’, schools unity suppo school staff cing the boo rvices, comm h an it se al w al , t the ‘b ci g f in n so o o ki p it S, t some in piss-ta in pursu With CAMH workload. A sive exercise sed to invest ty n fu ef te ental h re ex y m at ad er an th h re t is e result ll on teac to their al to Th ly . Governmen s n it ve o si n p n u ke te d ta ex silence. ess has adding ays be relie to a wall of emic messin social care, in st d that can alw ly sy an ss is y le it it Th n u t. u fr in po ur outing s in comm to breaking pupils’ or yo hampion sh plug the gap be stretched yours, your tal Health C ill – w en h n lt M io onomic ea as ss h ec s l fe er th ta d its wid out men nine mon an ab y teaching pro s h m lt g t fi ea en o h l sp tw I ta that men ly give at point n declining for children, doesn’t real health. It’s th ress is good overnment ation betwee st G el f rr o ry that co ts y To n g ct e u lo o th ire eo nite am e any d y an id The truth is acknowledg ve that indefi . It’s driven b ie to ed el s at b se er o fu g h re w ag It n ex perts children’s. blame. tress has bee It listens to ex personally to e level of dis on policies. d th ti an ca re u o k ef ed ea er w d th e an u ar g and ive action. odern life yo lf-diagnosin real, affirmat realities of m e people are se to th in t h it en w m le rn Gove u strugg to spur the believes if yo se my voice u to e is m t I pro er, now, bu a campaign I am merely

September / October 16 | The Teacher

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Endorsed by the

“To put it simply, I feel like my call matters.”

Jan Harrison (NUT Member) - Retired Teacher & Mortgage Customer

LOOKING TO PURCHASE OR REMORTGAGE THIS TERM? Following the Bank of England announcement, we will be passing on the interest rate reduction in full to all of our variable rate mortgages. This means that from October 2016, your new home may be even closer than you think. •

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We can lend up to five times joint income (subject to affordability) To find out more, visit teachersbs.co.uk or call 0800 378 669.

Your home may be repossessed if you do not keep up repayments on your mortgage Authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority (Register no 156580)