Leadership Focus magazine (NAHT)

LEADERSHIP F O C U S NAHT’s election manifesto p7 Ofsted’s Mike Cladingbowl p32 The magazine for members of the NAHT May/June 2014 • £5

Issue #64

Advice on free school meals p38

Conference 2014

Ed ge

su pp le m en t

in sid e

Catch all the news and debate from the ICC in Birmingham

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EDITORIAL WE N A T I O N A L P R E S I D E N T

S

pring is the time of plans and projects, wrote Leo Tolstoy in Anna Karenina. And, GAIL LARKIN for all of us at the NAHT, springtime is when we make many exciting plans and embark on some groundbreaking projects.

It is also the season where trade unions traditionally embark on a merrygo-round of conferences and the NAHT is no exception: we held our 117th annual conference in Birmingham in May. This was a successful and enjoyable event where delegates met up with old friends and made new ones. This was particularly evident at the meeting for new attendees, where they could meet other first-timers and where new NAHT vice-president Tony Draper and I tried to explain some of the intricacies of conference.

It is important to us that we get to know our members (and you can find out more about us on pages 26-27) and we are keen to meet with you in your branches and regions. This will give us a better understanding of the concerns and difficulties you face in your particular areas.

For example, I have just returned from the Northern Ireland conference where, once again, I was reminded of the plight of their nursery principals who do not get any leadership time.

WELCOME

CHANGING LIVES Conference is where we set the agenda for the forthcoming year, as you will see from the resolutions passed (page 28), which will guide this year’s NAHT policy. Once again, we expressed our concerns that ‘childhood now ends at age 12’ and I hope that the feature Let children be children (p22) strikes a chord, and that you will support and publicise the NAHT’s A model media? charter.

The most exciting and ambitious project in the year ahead will be our campaigning based on the policies in our manifesto, Owning what is ours (page 7). This is a real opportunity to influence the educational direction and decisions of the main political parties as they prepare for next year’s general election. It demonstrates that we have strong values and beliefs, have a strong voice and that it is time for our politicians to listen to us.

Member of the Audit Bureau of Circulation: 27,712 (July 2012-June 2013)

ASSOCIATION AND EDITORIAL ENQUIRIES NAHT 1 Heath Square, Boltro Road, Haywards Heath, West Sussex RH16 1BL www.naht.org.uk Tel: 0300 30 30 333 Editorial board: Clare Cochrane, Tony Draper, Heather Forse, Lesley Gannon, Nicky Gillhespy, Magnus Gorham, Chris Harrison, Russell Hobby, Bernadette Hunter, Gail Larkin, Caroline Morley, Stephen Watkins and Paul Whiteman. @nahtnews @LFmagNAHT

EDITORIAL TEAM Managing editor: Steve Smethurst Assistant editor: Rebecca Grant Designer: Adrian Taylor Senior picture editor: Claire Echavarry Production manager: Jane Easterman Cover photographs: Tempest Columnist illustrations: Lyndon Hayes Printed by: Woodford Litho

ADVERTISING ENQUIRIES Advertisement sales: James Waldron Sales director: Jason Grant Leadership Focus is published on behalf of NAHT by Redactive Publishing Limited, 17 Britton Street, London EC1M 5TP www.redactive.co.uk Tel: 020 7880 6200 Email: naht@redactive.co.uk

ISSN: 1472–6181 © Copyright 2014 NAHT All rights reserved; no part of this publication may be copied or reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publishers. While every care has been taken in the compilation of this publication, neither the publisher nor NAHT can accept responsibility for any inaccuracies or changes since compilation, or for consequential loss arising from such changes or inaccuracies, or for any other loss, direct or consequential, arising in connection with information in this publication. Acceptance of advertisements does not imply recommendation by the publishers.

The views herein are not necessarily those of the publisher, the editor or NAHT.

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CONTENTS

EN

EWS

6

Giving us the Edge NAHT Edge CEO Louis Coiffait offered conference delegates a preview of the new service for middle leaders.

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NAHT’s election manifesto Conference delegates opted to support the Owning what is ours manifesto ahead of next year’s general elections.

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‘Show us respect’ New NAHT president Gail Larkin says that members have earned the right to be respected and that the fightback starts here…

Curb political interference General secretary Russell Hobby calls for an alliance of educators to lead structured reform.

E

FEATURES

22 ‘Let children be children’ Children are being exposed to too much unsuitable content prewatershed. Can the NAHT’s new charter, A model media?, stop this?

26 Your new national officers LF gets acquainted with the NAHT’s new president and vice-president, and finds out what’s in store for them over the coming year.

32 Ofsted: don’t have nightmares Will the relationship between heads and inspectors ever be harmonious?

NAHT general secretary Russell Hobby meets Ofsted’s Mike Cladingbowl to find out.

10 Primary Futures launched The scheme to widen the horizons of primary school children will now be available across England.

38 Dining reservations With just months to go before all infant pupils need to be served free meals, will schools be ready on time?

Rebecca Grant heads to Wiltshire to see how things are progressing there.

11 Keep ahead of the game Worried about the number of changes coming in September?

Find out what you need to do with our handy guide.

42 Careering out of control?

Secondary heads Rob Campbell and Alan Mottershead take the government to task over the battered state of careers advice and guidance in schools.

12 Pay consultation The DfE proposes changes to the teachers pay document in response to the School Teachers’ Review Body’s report.

46 Specialist advice NAHT members are so passionate about SEND that the association’s conference on the subject is often oversubscribed, finds Susan Young.

13 Branch support How dedicated members have managed to revitalise the NAHT’s Herefordshire branch.

16 NAHT Assure How the NAHT partnership with Strictly Education offers schools a bridge over troubled waters.

LEADERSHIP F O C U S

EV

IEWS

14 Partners Kirkland Rowell helps schools get ‘inspection ready’ and Skipton Financial Services is on hand to help NAHT members review their personal finances.

15 Legal update Teachers’ contracts do not always make clear their terms of employment, says NAHT senior solicitor Simon Thomas as he helps school leaders wade through the legal documents to explain some statutory contractual rights.

17 Rona Tutt’s column After a three-year wait, the new SEND framework is finally ready to be rolled out this autumn. Rona takes a look at the draft code of practice and tells members what they can expect from it.

19 Russell Hobby’s column In the aftermath of a conference where the NAHT announced some bold plans for the future, Russell tells members what’s to come over the next year.

20 Best of the blogs Conference enthusiasm, SEND and the closure of a free school are the latest hot topics for the NAHT’s bloggers.

49 What’s new?

The latest books and resources for school leaders, plus details about forthcoming events.

50 Susan Young’s column This issue, Susan visits a Leeds primary that is encouraging pupils to take ownership of their own learning.

28 Policy resolutions A round-up of what delegates decided at annual conference 2014.

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NEWS FOCUS

CONFERENCE NEWS • ELECTION MANIFESTO • A MODEL MEDIA? • ‘TROJAN HORSE’ UPDATE • GAIL LARKIN SPEECH • RUSSELL HOBBY SPEECH • GOVERNORS

WE N E W S F R O M T H E W O R L D O F E D U C A T I O N

MIDDLE LEADERS

Giving us the Edge LOUIS COIFFAIT, CEO OF NAHT EDGE, INTRODUCES ANNUAL CONFERENCE TO THE NEW SERVICE FOR MIDDLE LEADERS

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September will see the launch of NAHT Edge, a service that will offer professional advice and support to middle leaders.

NAHT Edge chief executive officer Louis Coiffait (above) addressed annual conference.

He said: “All of you know middle leaders who need extra support. The senior maths teacher looking to improve their ICT skills; the head of year who’s looking for new ideas on how to improve progress for all students; and the assistant head who’s unsure how communciate effectively or sensitively with their staff or their boss. And all of them will be wondering

if headship is for them.

“The next generation really does need focused support so that they can constantly improve to be better teachers and better managers.”

Louis said there were three ways members could help to ensure NAHT Edge is a success: “The first is to tell your middle leaders about NAHT Edge. The second is to ask them to pre-register on the website and, third don’t be shy about sharing any ideas or concerns you may have.”

NAHT Edge pullout, pages 26-27 www.nahtedge.org.uk

PHOTOGRAPH: TEMPEST

23/05/2014 10:26

The state of education

Quality of teaching is ‘good’ An annual survey on the ‘state of education’ has been launched by The Key. The first was completed earlier this year by 1,198 school leaders

Members debate radical NAHT election manifesto

1

/

64 per cent of head teachers believe that the teaching profession is unattractive to people choosing a career

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/

Update on ‘Trojan horse’ concerns

SMART STAT NAHT columnist Rona Tutt proposed two motions at conference, both were passed by an astonishing 100 per cent of votes

At NAHT’s annual conference, members debated a call to adopt Owning what is ours, the NAHT’s manifesto for campaigning up to the 2015 general election. It was drawn up following a poll of NAHT members in England earlier this year.

Among the proposals in the manifesto are: • backing for the establishment of a college of teaching to develop evidence-based practice; • a call on government to plan and manage education reform in an orderly fashion; • priority for early years in funding and status, including pupil premium from age two, qualified teacher status for early years practitioners and an end to the age-weighted pupil unit; • a move by school leaders to accept tough critical reviews of their school’s progress by colleagues, moderated by external inspectors; and a commitment by NAHT members in stable schools to support such a ‘peer-review’ inspection system and to share expertise; • a cap on total teachers’ weekly working hours; • the replacement of floor standards with more ambitious ‘paths of improvement’; and • an entitlement to paid time off work for governors.

NAHT general secretary Russell Hobby said the manifesto should be a bold statement of the profession’s ambition for all children in all schools. He said: “If we want better politics, the profession needs to step up and rebuild a better relationship. Where we see problems with education, we should be the ones to present credible alternatives and take a lead in implementing them.

The motion to adopt the manifesto in the run-up to the general election was proposed by head teacher Sally Bates (pictured) and supported by 97.5 per cent of conference delegates – with further research called for on subjects such as school holidays and governors.

100%

bit.ly/NAHTmanifesto

Media charter will help soaps keep it clean Bolton head teacher Amanda Hulme urged conference delegates to support a charter to help stop children from being exposed to adult themes. The NAHT charter, A model media?, calls for agencies to work together and recognise the shared responsibility for keeping sexual or violent media content away from children.

The charter’s launch follows the findings of an NAHT survey, which showed families share school leaders’ fears on children’s loss of innocence. Some 95 per cent of parents worry about their child witnessing inappropriate material and the majority (83 per cent) feel that childhood is under threat, due largely to children’s early exposure to adult themes.

Ninety per cent of parents want greater regulation of programmes screened before 9pm.

Amanda said: “Many carers fear that offensive material can be accepted as normal by children who see it regularly. In the past two months the phrases ‘bl**dy hell’ and ‘p*ss off’ have been used before the watershed.”

Soaps, reality shows and music videos are the worst offenders, she added.

See feature, page 22

PHOTOGRAPH: TEMPEST

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But 61 per cent of head teachers believe the quality of teaching in England is ‘good’, with a further 27 per cent saying that it is ‘very good’

The NAHT held a meeting for school leaders in Birmingham before annual conference to inform them about the investigation into the ‘Trojan horse’ allegations.

These relate to concerns with governance at several schools in the city.

NAHT general secretary Russell Hobby said: “A tight network of Islamic leaders has made a concerted effort to get involved in the running of schools and to strengthen the power of governing bodies to have a dominant influence in those schools.

“It is not clear that they have done anything wrong by doing only that. However, in some instances, this influence has deprived some students of their entitlements in terms of knowledge and education.

It has also crossed the line in terms of employment law.

“We believe that a thorough investigation by Ofsted, Birmingham City Council and the DfE is justified and we encourage all parties to co-ordinate their efforts.

“We have supported around 30 of our members throughout this incident, with detailed case work in around a dozen schools.

“Should other head teachers have concerns, we encourage them to contact the association.”

For professional advice, call 0300 30 30 333

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NEWS FOCUS

E

GROUNDHOG DAY Clare Majury proposed the last motion of annual conference 2014, on funded release time in Northern Ireland. “It’s like Groundhog Day,” she said. “We still don’t have release time.”

GAIL LARKIN

‘Show us respect’ NAHT president Gail Larkin used her conference speech to talk about the climate that school leaders are facing.

She said: “I do not underestimate how difficult it is to raise the aspirations and morale of the staff in our schools while feeling overwhelmed by the initiatives to be implemented in September – and by a punitive, unreliable and inconsistent system of accountability.”

Even so, she told delegates that her main concern was a lack of trust in school leaders.

“Why is it that the second least trusted profession think that they can tell us – the second most trusted profession – not only what to teach, but how to teach.

“This government, and all future governments, need to work with us, to listen to us

and to show that they trust us. School leaders are passionate about raising standards, we are committed to ensuring that all pupils fulfil their potential and we care about each and every pupil’s physical and emotional wellbeing.”

The president also reminded members that they can rely on the NAHT for support and advice: “We have been working hard to show this

government and Ofsted that we can be relied on to learn from evidence-based research and to trial our ideas thoroughly before suggesting solutions to problems.

“To give just one example, NAHT Instead has proven to be a brilliant alternative to Ofsted. It is about school improvement through peer review and challenge. It is rigorous and soul-searching, but it is a developmental model and colleagues who have piloted the project have found it to be challenging, but also worthwhile.”

She concluded by stating: “School leaders have earned the right to be respected.

We have to fight back; not aggressively, but in the way that we know best – professionally, authoritatively and knowledgeably.”

Medical guidance adds to September load The NAHT has backed the inclusive principles underpinning guidance published in April relating to pupils with medical needs, but it is yet another change for the autumn term.

The document, Supporting pupils at school with medical conditions, provides a checklist for evaluating current practice. It will help to reassure parents and carers whose children have medical needs that all reasonable steps are in place

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to ensure that there is no detriment to their education.

However, the NAHT has concerns that this is another significant change to implement by September.

Russell Hobby, general secretary of the NAHT, said: “We have three main issues, the first being the timescale.

Staff will need to be trained to cope with particular conditions and heads will need to ensure that the individual pupil healthcare plans for children with

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medical needs are in place.

“Second, school leaders may face a situation where no staff volunteer for the extra medical responsibility when it comes to invasive administration of medicines.

“Third, the guidance relies heavily on governors writing policies and on free access to the school nursing service: however, there are regional variations in availability of this support.” bit.ly/DfE_medical

Leadership compact’s first signing The NAHT has recruited the first supporter of its new leadership compact.

The Elliot Foundation (TEF) became the first academy chain to sign up to the compact – an initiative that is designed to foster mutual respect, assistance and support between school leaders to help them work more effectively.”

Russell Hobby, general secretary of the NAHT, praised TEF for becoming the first to sign up. “Having a major academy chain leading the way and committing to the compact’s principles is reassuring for the profession,” he said.

According to TEF, it will provide the heads at its 19 schools security for the future. TEF founder Professor Caroline Whalley said: “The success of the children, the teachers and the schools in TEF depends on the creation of an environment in which school leaders can thrive.

“We welcome the mutually high expectations of the compact and look forward to working with the NAHT to ensure that they are applied in our schools.”

PHOTOGRAPHY: TEMPEST

23/05/2014 12:34

‘Too much change is damaging’

Ownership of standards can ‘crowd out’ political interference NAHT general secretary Russell Hobby brought the 2014 annual conference to a close with a rousing speech that called for the teaching profession to unite in leading reform so that political interference could be ‘crowded out’. Mr Hobby said: “Governments come and go, but the hard work of leading schools continues over the long term.”

He said that successful education systems tend to be characterised by a shared sense of purpose and a long-term commitment to a well-planned programme of reform. However, in the UK there appears to be an approach to reform that is “dedicated to cramming in enough changes to show tangible results before the next election; which too often responds to crises with a new initiative and which prefers to count the numbers rather than question the reality those numbers represent.”

He also warned that the coming autumn term is likely to see the ‘pinnacle’ of this approach with a new curriculum; a complete rebuild of assessment; a new SEND code of practice; the first decisions on performance-related pay progression; new safeguarding and medical procedures and also the introduction of free school meals for all infant-age children.

The solution, he said, is to take the initiative. “We should be the ones talking loudly about what we want to change and how far we can take our schools. We must demonstrate that we are the most ambitious people in the country for our children. This will not be easy.

“We will find that some of the things we hold dear do not work. Yet evidence is our best defence. It gives us the right to contest policy. Ownership of standards is what it means to be a leader.”

Almost three-quarters of parents believe that introducing too much change into schools too quickly damages children’s education.

In a survey conducted on behalf of the NAHT, 73 per cent of parents said pressures on schools to implement new initiatives in a short space of time would harm children’s education.

Parents also believe that politicians should trust the profession to make the right choices for pupils (69 per cent). Meanwhile, of the government policies on assessment and school structure, 62 per cent believe that the introduction of ‘tougher’ exams will either make no difference or make standards worse and 71 per cent believe that academies and free schools will not raise standards.

NEWS IN BRIEF MINUTE’S SILENCE FOR ANN MAGUIRE

NAHT HELPS TO INSPIRE LEADERSHIP

STUDENT LEADERS INTERNATIONAL

ITN CONFERENCE PARTNERSHIP

Delegates at annual conference in Birmingham fell silent in memory of Ann Maguire, the teacher who died after being attacked by a student armed with a knife at Corpus Christi Catholic College in Leeds. Ann had taught at the school for more than 40 years and had been due to retire in September. A 15-year-old boy has been charged with her murder.

Following the cancellation of the Seizing Success conference, the NAHT joined with ASCL and CfBT to develop an alternative.

The result, the Inspiring Leadership conference on 11-13 June, offered delegates ‘an exciting and dynamic programme of sessions, masterclasses, workshops and seminars.’

Visit www.inspiring leadership.org

Student Leaders International is a free e-zine available to all schools and supplemented by a teacher module that provides activities to develop students’ leadership knowledge and skills.

The resources are supported by the International Confederation of Principals.

To subscribe, visit: www.leadersinschool. com.au

Last issue, LF reported on the NAHT partnership with ITN. We would like to clarify that general secretary Russell Hobby referred to the ITN programme showing how teachers and heads are supporting each other by using innovative ways to “improve learning”; rather than to “improve earning”, as stated. bit.ly/TVnaht

PHOTOGRAPH: TEMPEST

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NEWS FOCUS PRIMARY FUTURES WE Broadening

horizons FA M I LY A C T I O N

Promoting wellbeing Primary Futures launches following successful pilot The Library of Birmingham (pictured below) was the venue for the launch of Primary Futures during annual conference.

Following a successful pilot, the scheme will now widen the horizons and aspirations of primary school children across the country by helping them make the connections between their lessons and their futures.

Primary Futures has been developed by the NAHT in partnership with the Education and Employers Taskforce charity.

It is free to state primary schools and part of the successful Inspiring the Future programme, which has registered 13,500 volunteers and 75 per cent of state secondary schools.

Primary schools will be able to access a vast network of volunteers from different backgrounds and professions – from young apprentices to chief executives, archaeologists to zoologists, sole traders to multinational companies.

Volunteers pledge one hour, once a year, to talk about their job with pupils at a state school near home or work.

The scheme has been developed by the NAHT’s immediate past president Steve Iredale and seven other head teachers who, over the past year, have run a series of pilots in 16 schools across the country.

Russell Hobby, general secretary of the NAHT said: “For children of primary age, making a connection between what they learn in the classroom and how it relates to the world of work isn’t easy. Primary Futures is intended to change that.

“It is not about specific careers advice, or fixing on one path for the future at the age of 11. It is about widening their horizons. Children also benefit from understanding the practical requirements of the working world so they can be motivated to improve their literacy and numeracy.” www.primaryfutures.org See also, careers feature, page 40

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The latest leaflet in the Ready to Learn series co-produced

by NAHT and Family Action focuses on the importance of children being ‘learning ready’ when the bell rings at the start of the day.

The leaflet Your child’s wellbeing (enclosed), aims to provide a springboard for parents to have conversations with their children around emotions, confidence and physical health, as research shows that a child’s wellbeing is directly linked to their ability to learn.

According to Public Health England, a supportive family that spends time together is regarded as one of the vital foundations of child wellbeing. Yet a recent report from The Children’s Society shows that child wellbeing has dipped since 2008, with half a million children scoring poorly on its wellbeing measures.

The leaflet highlights praising effort as well as achievements. It also offers pointers for encouraging healthy eating and fitness.

While not all parents will need encouragement to involve their children in cooking healthy meals, the campaign is seeking to make it easier for those who could

do more to support their child’s wellbeing.

The Ready to Learn Every Day campaign is aimed at promoting the vital role of parents in their children’s learning, as well as supporting teachers in their relationships with pupils and their families.

Family Action has been chosen as the NAHT’s charity of the year for a second year, enabling the campaign to grow, develop and reach more schools and young people.

The charity transforms the lives of some of the most vulnerable families through the provision of practical and emotional support. It has an army of family support workers across England, who visit the homes of families coping with multiple, and often complex, issues such as social isolation, poverty, mental ill-health and abuse.

Free resources, including the full series of leaflets, fundraising ideas and a weeklong assembly pack, can be found at: www.family-action. org.uk/naht and www.naht. org.uk/familyaction.

For more information, contact Cath Cole on 020 7241 7638 or email cath. cole@family-action.org.uk

PHOTOGRAPHY: TEMPEST / STEVE SMETHURST

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NEWS FOCUS

EDUCATION CHANGES

Keep ahead of the game guide for primary schools as well as materials and training programmes for all stages.

See www.computingat school.org.uk

The end of another school year is nearly upon us and it has been well documented how many changes the new academic year will bring.

Here is LF’s update: DfE timelines The DfE has published its summer ‘need to know’ timelines as well as a revised ‘myths and facts’ document.

Members should pay particular attention to: •New draft guidance to assist governing bodies, proprietors and management committees of schools to fulfil their duty to make arrangements to support pupils with medical conditions ahead of legislation coming into force in September 2014 (see page 8).

If you are seeking new ways to deliver MFL The British Council has produced a range of downloadable resources. schoolsonline. britishcouncil.org/ classroom-resources/ primary-languages • New statutory guidance called ‘Keeping children safe in education’, replacing existing guidance called ‘Safeguarding children and safer recruitment in education’.

If you have not received this information, you can download it from Gov.uk

Curriculum and qualifications Since May 2014, pupils must not use calculators in statutory key stage two tests.

If you know of any other useful curriculum resources, email policy@naht.org.uk

Worried about the new computing curriculum?

Computing at school (CAS) has produced a useful free

For updates on all these issues and more, visit www.naht.org.uk and search for ‘ready for 2014’

DO YOU NEED PRIMARY TEACHERS?

SUMMER READING CHALLENGE 2014

SCHOOL FOOD PLAN

Are you looking for primary teachers from September?

Education charity Teach First matches high calibre individuals with primary schools in low income communities across England to train and teach for a minimum of two years.

To find out how your school could work with Teach First, email: placement@teachfirst. org.uk

English libraries are getting ready to introduce children to a world of legend and mythology that will keep them reading throughout the summer holidays.

The Reading Agency charity has set a ‘mythical maze’ theme to encourage children aged four to 11 to read more books.

For more information visit www.summer readingchallenge.org.uk

NEWS IN BRIEF

PHOTOGRAPH: REX

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The DfE’s school food plan group has launched a website called ‘what works well’, which brings together the best ideas in school food. At the centre of this is an online hub for sharing information and tips.

See feature, page 38. whatworkswell. schoolfoodplan.com.

The NAHT website also contains updated guidance: bit.ly/NAHT_fsm

OFSTED INSPECTION FRAMEWORK CHANGES There were a number of changes to the Ofsted school inspection framework in April 2014, primarily through changes to the subsidiary guidance and school inspection handbook documents. One key area is the removal of service children from the list of groups to which inspectors pay particular attention. bit.ly/Ofsted_April

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NEWS FOCUS

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SCHOOL LEADERS TV To watch highlights from this year’s annual conference produced by NAHT and ITN, please visit www.bit.ly/NAHT_ITN

LEADERSHIP PAY

DfE consults on pay The DfE has consulted on proposed changes to the School teachers’ pay and conditions document (STPCD). This follows the School Teachers’ Review Body’s recent report recommending changes to leadership pay and the nonpay conditions of teachers.

The main changes proposed are as follows: • A revised framework for pay for leadership positions and simplified leadership pay arrangements • Changes to the determination of leadership group pay for individuals appointed to a leadership post on or after 1 September 2014, or for those whose responsibilities have changed significantly • When determining the leadership pay range, the relevant body must take into account all of the permanent responsibilities of the role, any specific challenges and all other relevant considerations.

The core salary should include all permanent responsibilities and a discretionary allowance can only be paid for time-limited additional responsibilities • The possibility for pay ranges for head teachers to exceed the head teacher group by 25 per cent, where the relevant body determines that

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Governance is cause for concern at conference

circumstances specific to the role or candidate warrant a higher than normal payment • The pay range for a deputy or assistant head can overlap the head teacher’s pay range in exceptional circumstances • The only permanent allowances that members of the leadership team can qualify for are residential duties and relocation NAHT policy adviser Valentine Mulholland said: “The proposals offer greater opportunity to reflect the challenge of a leadership role in terms of pay scales.

However, we would want more support and guidance to steer governing bodies to make sound decisions.”

In particular, Valentine pointed to a specific requirement to take into account factors including the

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social challenges facing the school’s pupil intake (for example, free school meals and English as an additional language).

The complexity of the pupil population and school workforce, and any responsibility for running more than one establishment or running a school across several sites also need addressing.

She said: “We also believe the leadership pay points should be retained for another year to support leadership pay progression in 2014 while schools agree alternative arrangements for future years.”

The DfE is to publish revised proposals in the summer term, with the final version of the STPCD available in August.

See also Legal update, page 15

Governance was one of the hottest topics at annual conference. A motion proposed by Hilary Alcock provoked many responses.

Hilary (pictured) told conference that she was being the voice for “too many colleagues who feel their professional voice has been disempowered in school”.

She said there was clear evidence that members were prevented from fulfilling roles, had inappropriate questioning of judgements, that their confidentiality was broken, that they were bullied into taking inappropriate action and even “openly racist attitudes”.

Cumbria head teacher Alan Mottershead, speaking from the floor, wanted to put a different view: that governors should be trained, but they should be thanked and recognised for their support.

Mick Brookes, a former general secretary, suggested every life member should become a governor.

Brian McNutt stressed that it was important to recognise that 90 per cent of governors worked well. “We need to be cautious. We want to work together and we want to be proactive,” he said.

PHOTOGRAPHY: GETTY / TEMPEST

23/05/2014 10:29

NEWS FOCUS

BRANCH SUPPORT

‘The best CPD you can get’ The NAHT relies heavily on the involvement of more than 1,000 voluntary members at both branch and regional level who represent members in difficulty, negotiate with their employer and organise local meetings.

As with all voluntary organisations, the NAHT struggles sometimes with finding sufficient numbers of people to take on roles. As a consequence, this means that branches and, ultimately, members can suffer. To maintain a ‘voice’ for members, it is important to maintain the branch structure.

Until recently, Herefordshire was a branch needing support. Ann Pritchard (pictured above far right, at a meeting of the West Midlands region), head of Trinity Primary in Hereford, volunteered to take on the role of branch secretary and asked for some help.

Tim Gallagher (above, far left, front row), a member of the West Midlands regional executive, and NAHT branch analyst and advisor Kim Bowden, met with Ann and were able to offer help and advice on a way forward. Ann spoke to LF about being a member of a branch executive and why other members should get involved with their local branch.

PHOTOGRAPH: STEVE SMETHURST

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“Someone once told me that being involved with the NAHT gave you the best professional development you are likely to get – and they weren’t wrong.

As branch secretary, I am able to attend regional meetings, which gives me a great opportunity to see the things that NAHT is involved in and also get a wider picture of the educational landscape.

“We have welcomed NAHT general secretary Russell Hobby to Herefordshire and it was great for members to have the opportunity to tell him their concerns.

It proved to us that the work of all the branches in the NAHT – irrespective of their geographical location – are valued.”

Ann has been able to take advantage of training for her role, which is provided by staff at NAHT headquarters. There are two stages. Stage one provides information about the branch secretary role and allows members to meet staff who can support them. Stage two provides a more in-depth look at subjects such as casework and recruitment.

Ann says: “The training was excellent and gave me the opportunity to meet and network with other school leaders.

Having an opportunity to visit HQ and put faces to names was also helpful.”

Ann also attended this year’s annual conference in Birmingham, which she described as “a great event and another fantastic opportunity to meet new people and network.”

She said: “It makes you realise that you are not alone and that the issues you are facing are also faced by school leaders across England, Wales and Northern Ireland. It was the perfect chance to celebrate the work of schools and school leaders and the fantastic job that we have.”

So, less than a year into her taking on the branch secretary role and revitalising the Herefordshire branch, what would be her top tip? “Not to give up if people don’t seem interested. In the changing landscape of education now, with the demise of many local authorities, joining the NAHT and becoming involved is one of the ways we can support one another.

You won’t regret it.”

For more information about becoming involved in your local area or if you wish to discuss support for your branch, please email Kim at kim.bowden@naht.org. uk or call her on 01444 472 485

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MEMBER BENEFITS

PARTNERS WE M E S S A G E F R O M A S C H O O L P A R T N E R Stay ‘inspection-ready’ with Kirkland Rowell’s light-touch surveys With new light-touch inspections around the corner, primary heads will need to be prepared for an inspection every two years. With more than 13 years’ experience in stakeholder surveys and almost 3,000 customers worldwide, Kirkland Rowell Surveys empowers you to remain ‘inspection-ready’. Our surveys give you an accurate statistical model of your school’s performance, as perceived by parents, pupils and staff.

Our light-touch surveys provide: • the key requirements to inform a robust self-evaluation, identify top priorities for improvement, with results benchmarked against similar primary schools; • a summary of Parent View questions, enabling you to supplement the responses on the Ofsted site, while satisfying inspectors’ requirements for schools’ own data; and • a full self-evaluation form (SEF) summary allowing easy identification of what evidence schools would like to use within their SEF, plus a combined executive report – comparing and contrasting the views of multiple stakeholders where more than one stakeholder group is surveyed.

A parent or pupil survey costs just £299, or you can purchase both for £500.

To book your survey, or for further information, please telephone 0191 270 8270, email info@kirkland-rowell.com or visit www.gl-assessment.co.uk/krslighttouch.

WE M E S S A G E F R O M A M E M B E R P A R T N E R When it comes to your financial objectives, expert advice can help Over the years, our personal circumstances and future objectives can change considerably – but we don’t always think about the impact this might have on our financial arrangements. If you have not reviewed your savings and investments for some time, they may no longer be suitably positioned towards achieving your revised ambitions; especially when you also factor in the implications of low interest rates and stock market volatility.

The NAHT has worked with Skipton Financial Services Limited (SFS) for more than seven years to offer members personalised financial advice. You can arrange to meet with an SFS adviser (there are more than 120 across the UK) to see if your current financial arrangements are performing as well as they could be.

SFS is committed to offering face-to-face financial advice – which is not the case with many of the UK’s leading financial institutions. If you previously relied on a financial adviser who is no longer available, SFS may be able to help. To find out more about how SFS could assist you, call 0800 012 1248* and quote ‘LF01’.

Skipton Financial Services Limited (SFS) offers Restricted Advice. Many of the products available are not like building society or bank deposit accounts, as the capital value and any income can rise and fall and your capital is at risk. The tax treatment of any investments depends on your individual circumstances and may be subject to change in the future. * To help maintain service and quality, some calls may be recorded and monitored. Calls are free from a BT landline, costs from other networks and mobiles may vary. Registered office: The Bailey, Harrogate Road, Skipton BD23 1DN. Registered in England number 2061788. SFS is authorised and regulated by the Financial Conduct Authority under register number 100013. SFS is a wholly owned subsidiary of Skipton Building Society.

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WE NAHT

partner contacts The NAHT is committed to negotiating a wide range of high-quality, value-added benefits and services for its members. If you have any comments on the services provided by our affinity partners, contact John Randall, the NAHT’s commercial marketing manager, at john.randall@naht.org.uk.

SERVICES FOR SCHOOLS NAHT ASSURE HR, payroll, property, health & safety 0845 519 7001 Email: helpdesk@naht.assure.co.uk www.nahtassure.co.uk Online DBS checking 0845 519 7001 www.nahtassure.co.uk/online-dbs ETEACH Online staff recruitment 0845 226 1906 Email: info@eteach.com www.eteach.com GL ASSESSMENT Pupil assessment 0845 602 1937 www.gl-assessment.co.uk GL PERFORMANCE Kirkland Rowell Surveys 0191 270 8270 www.kirkland-rowell.com THE EDUCATION BROKER Staff absence insurance 0845 600 5762 www.theeducationbroker.co.uk

SERVICES FOR MEMBERS ROCK Travel insurance 0844 482 3390 www.nahttravelinsurance.co.uk AVIVA Home, contents and motor insurance 0800 046 6389 www.fromyourassociation.co.uk/NAHT CS HEALTHCARE Private medical insurance 0800 917 4325 (use code 147) www.cshealthcare.co.uk GRAYBROOK INSURANCE BROKERS Professional indemnity and public liability cover 01245 321 185 Email: enquiry@graybrook.co.uk www.graybrook.co.uk/naht-members MBNA Credit card services 0800 028 2440 www.mbna.co.uk SKIPTON FINANCIAL SERVICES Financial planning 0800 012 1248 Email: sfsnaht@skipton.co.uk www.skiptonfs-naht.co.uk

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NEWS FOCUS

LEGAL UPDATE

Teachers’ employment contracts explained The terms of teachers’ contracts of employment – and those of school leaders – are derived from various sources and seldom encompassed in one document, writes NAHT senior solicitor Simon Thomas. Terms may be statutory, express, incorporated or implied – and sometimes a combination of two or more.

For those in the maintained sector in England and Wales, the main source of statutory terms is the School teachers’ pay and conditions document (STPCD).

In addition, there are provisions relating to suspension and discipline and dismissal of staff in the school staffing regulations.

All employers are obliged by section one of the Employment Rights Act 1996 to send employees – within two months of the start of employment – a written statement of major terms of employment. The particulars of what should be included in the statement are set out in section one.

Somewhat confusingly, this statement is not actually the contract, but it is generally treated as such and, in the absence of evidence to the contrary, the terms of the statement will generally be taken to be the express terms of the contract.

Academies and Tupe Academies and independent schools are not covered by the STPCD and were not part of the negotiations that resulted in the Burgundy book. However they may, and sometimes do, incorporate the provisions of the Burgundy book and, less commonly, the STPCD or parts of it, into teachers’ contracts.

Where academisation results in a transfer covered by the transfer of undertaking protection of employment regulations 2006 (Tupe), then employees generally transfer on existing terms and conditions. Terms my be automatically implied by law: for example, all contracts of employment include terms that the place of employment will be reasonably safe and that neither employer nor employee will conduct himself in a manner calculated or likely to undermine the relationship of trust and confidence between employer and employee. It is this last term, and the question of a breach by the employer, which is frequently the issue in a claim for constructive dismissal in which it must be established that the employee resigned because of a breach of contract by the employer.

Burgundy book I have frequently heard the Conditions of service for school teachers in England and Wales (also known as the Burgundy book) described as ‘statutory’. It is not statutory; rather it is a collective agreement between organisations representing employers and the trade unions representing teachers, including the NAHT. As such, it is not automatically incorporated into contracts, unlike the statutory STPCD, but should normally be incorporated by reference to it in the contract or s1 statement.

It is arguable for teachers in the maintained sector that if the contract or s1 statement omits to expressly incorporate the Burgundy book, then it is implied by custom and practice.

Similarly, policies and procedures – such as disciplinary and grievance – are not automatically contractual, but may be incorporated, and it is sometimes a source of dispute as to whether or not a procedure is contractual.

Sick-pay cases Claims for breaches of employment contracts are generally claims for ‘damages’ – a payment of money owing under the contract, which is brought in the courts or sometimes in employment tribunals. There are exceptions, but courts are reluctant to try to enforce the terms of a contract, either against employer or employee except in so far as they relate to the payment of money.

For example, the NAHT’s regional officers and its legal department are often involved in disputes over the interpretation of the sick pay provisions in the Burgundy book. Sick pay entitlement may depend on whether a teacher has ‘resumed duty’ after a period of absence. Different employers appear to take a different view of what constitutes a resumption of duty and we are currently examining a number of such issues.

PHOTOGRAPH: PLAINPICTURE

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If you need professional advice, call 0300 30 30 333

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NAHT ASSURE

Bridging troubled waters Cuts to local authority budgets have left some schools in limbo. Joy Persaud looks at how a new NAHT service is lending schools a helping hand THE STRESS OF MANAGING a school can be increased or eased depending on how efficiently essential services – such as payroll, human resources and health and safety – are provided.

In February this year, the NAHT decided to roll out these services in partnership with Strictly Education, following a successful pilot scheme in 2013. The services, provided through NAHT Assure, are monitored by the NAHT to ensure they are high quality, tailored to meet the needs of members and are good value for money. Schools can purchase the elements they need, just as they are free to buy from their local authority or private providers.

Clare Cochrane, the association’s director of commercial and member services, tells LF: “NAHT Assure has been designed to assist schools in choosing best value quality services against a backdrop of local authority cuts and decreasing budgets. The services offered under the NAHT Assure brand can help take the pressure off schools and enable them to focus on the most important parts of their job: teaching and looking after their pupils and staff.

“The service is designed to support schools in areas that are often not core to the experience of their leadership team.

The head teacher will often be the key decision maker, but their leadership team, including their school business manager, will have a clear influence.

“We were keen that NAHT Assure services should be high

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quality and represent value for money. The knowledge that the NAHT has selected and monitors the services should hopefully take some of the stress out of the purchasing decision for school leaders.”

Hand holding Ian McCaul, principal at Chiltern Way Federation in Buckinghamshire, has found NAHT Assure faultless so far.

He says the help and guidance it provides has benefited all staff and pupils because issues are cleared up immediately, allowing teachers and the senior leadership team more time to focus on teaching. As the federation is currently undergoing reorganisation, Ian relies on his contacts at NAHT Assure to a far greater degree than would be the case otherwise, saying they are “holding us by the hand” through the upheaval.

He adds: “Our organisation has gone through enormous change and we are now going through a restructure. It’s been a difficult journey and without NAHT Assure it would be impossible.

“When I ring them, they answer the phone quickly and when I have a problem, NAHT Assure provides me with the answer.

ILLUSTRATION: IKON

23/05/2014 12:34

another – they are all organic. People have to innovate and NAHT Assure understands the innovations that have taken place and they can respond.”

So what do NAHT Assure services offer through Strictly Education that others lack? The firm’s commercial director Nickolas Morrissey explains that it specialises in education and, for NAHT Assure members, adopts the NAHT’s HR policies.

Cutting-edge policies

I am 100 per cent satisfied with the service. If anything becomes tricky, they come and sit with me. It’s almost like having them as staff – it’s really effective. My school business manager also uses the service and knows them well – if she was to be married, she would probably invite most of them to the wedding.

“We know all the people we speak to very well and they are great, although maybe they would not say the same about us, as we do spend a lot of time on the phone to them. I average five or six calls a week to them. I might also send them letters that need legal HR input.

“They understand the intricacies; no school is the same as

Nickolas says: “While having a national presence and wide breadth of service areas, we are very client focused and can provide individual named staff to work with the school, producing a mix of unlimited helpdesk and on-site support that is appropriate for that school’s needs.

“In addition to this, because Strictly Education works closely with the NAHT on policy matters, the NAHT Assure service is at the cutting edge of policy and practice and closely aligned to the NAHT policy direction – itself informed by working closely with its members.”

The services, he goes on to explain, are flexible, with different levels and options that can be bought according to the skills and competencies of school staff. Prices start at £500 annually, depending on the school size and needs. It recently launched an online DBS checking service, which has proved popular as schools can see the status of an application and frequently have a check turned around in only a few days, whereas paper checks by local authorities can take several weeks.

It has also just released a multiple school and academy trust viewing portal so details of each school in the cluster can be reported on centrally and an absence-reporting system is being developed. “All of these innovations have been the topics of client focus groups and our scale allows us to deliver these into reality,” says Nickolas.

“Although we are a large, stable national company, we act locally and treat each customer as an individual. The relationships between our professionals and the schools is the cornerstone of our customer service and the value we add.

Signing up is, of course, an individual decision for each school. As Ian McCaul says: “Would I recommend a change to NAHT Assure? The answer depends on how good your current HR provider is. If you are not happy, I would urge you to investigate what NAHT Assure can provide for you.

Personally, it has taken a weight off my mind.” www.nahtassure.co.uk

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OPINION

VIEWS IN EDUCATION • RONA TUTT • RUSSELL HOBBY • BEST OF THE BLOGS

WE V I E W F R O M A P A S T P R E S I D E N T

A

mid the plethora of changes descending on schools this autumn is a RONA TUTT new SEND framework.

Ministers appear to be resolute in their determination that this will be implemented from September, but by mid-May the final version of the new SEND code of practice, the statutory guidance schools rely on, had yet to make its appearance.

DO THE CONSTANT REVISIONS TO THE During the three years it has taken for the new system to come to fruition, SEND CODE OF PRACTICE MEAN THAT the terminology has wavered between IT’S CHANGED FOR THE BETTER? SEN and SEN and/or disability.

However, due to some hotly argued Chapter six, which originally combined early years amendments during the bill’s passage through parliament, it is providers, schools and further education, has been divided now SEND. The advantage in putting these terms together is into three chapters and there is an entirely new chapter: twofold. First, everyone agrees that the majority of children Preparing for adulthood from the earliest years. Incidentally, and young people with SEN also come under the legal definition this means that discussions should start well before year nine. for having a disability. Second, as there is a lack of clarity about The removal of school action and school action plus is still where any cut-off point should be, settling for SEND means there (chapter six), and is replaced by the single category of that the issue is avoided and a slightly larger number of pupils SEN support. But the behavioural, social and emotional will benefit from being included in elements of the new system. difficulties (BESD) label, which the draft had stated would change to social, mental and emotional health (SMEH), has Back to the drawing board changed again, to social, emotional and mental health We are used to bills taking a circuitous route through (SEMH), which sounds rather better. parliament, but the code of practice has also been through The absolutely final version of the code is expected in June, many stages. First, there was an indicative draft, which was giving schools the summer to prepare for its implementation, rushed out to give the politicians undertaking line-by-line along with a new curriculum, the disappearance of levels and scrutiny of the bill something to look at. significant changes to the examination system. Not to mention Last autumn, we had what we assumed would be the only dealing with performance-related pay, even safer safeguarding consultation on what was called the SEN code of practice: for procedures for staff recruitment and being ready to serve free 0-25 years (no mention of disability). The consultation received lunches to all infants, regardless of whether or not there a large response, much of it negative, about the way the document is space to put them in classrooms, let alone sit them down read like a series of chapters written by different people. When in a dining hall or have kitchens equipped with both cookers questioned, civil servants confirmed that it might be because and cooks. each chapter had been written by a different person. To be fair to So, the best of luck with it all. Here’s to a restful August the DfE, it agreed to go back to the drawing board, which has when it comes… resulted in an improved, revised draft version and, possibly, the shortest consultation in history: 16 April to 6 May 2014.

This time, it is called the SEND code of practice: 0-25 years.

Rona Tutt is a retired head Those who read the original draft can rest assured that much teacher and a of the content is the same, but organised differently and past president of NAHT expanded in places. There are three new chapters.

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VIEWPOINT •

PRACTICE MAKES...

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OPINION

EE “Our vision for the future is captured in a radical new education manifesto called Owning what is ours”

I

was reading a Guardian editorial recently that discussed some of the ideas put forward at the NAHT’s RUSSELL HOBBY annual conference in May. It struck me that, for the first time in a long while, we had a story about education reform triggered by the profession, rather than by politicians imposing it upon us. I like that.

The most effective way to crowd out political interference is through professional leadership: by having an THE NAHT IS TAKING OWNERSHIP open and honest dialogue with the OF STANDARDS AND SETTING OUT public about what we would prefer our BOLD PLANS FOR THE FUTURE education system to be like. Also, by demonstrating that the most ambitious A shared voice between senior and middle leaders in people for our schools are the people who work in them. schools will be a powerful force indeed. NAHT Edge also At conference, I outlined the two aims that underpin our enables us to test out and design the latest technology without vision as an association: to take ownership of standards and disrupting core NAHT services. Once they are established, to take responsibility for each other. This is what it means everyone will benefit. to lead and what it means to be in a union. We are, after all, a union of leaders. This gives us different opportunities and Bold plans challenges to other associations.

Beyond NAHT Edge, our vision for the future is captured We have already begun this journey. Projects like Assure in a radical new education manifesto called Owning what is (traded services, see page 16) and Aspire (school improvement) ours (see news, page 7). It sets out some bold plans – although are obvious examples. Even something as simple as taking on perhaps not as bold as some of the press coverage might have the Seizing Success conference after it was cancelled shows a implied – and some exciting projects for the profession. new spirit of initiative.

It contains healthy criticism of the current state of affairs, but it is more than a list of demands: it is something for Stepping into the breach the profession to lead on, without necessarily waiting for The NAHT’s commission on assessment also showed both permission. Look out for a copy soon. leadership and responsibility. We stepped into the breach This is all very positive, but we mustn’t forget the need to created by the end of levels to set out the principles for a be critical when we see things we don’t like and to fight hard shared approach to assessment. I’m also pleased to say that where members are being unfairly threatened. We continue we have commissioned further work on translating the new with both. curriculum into assessment criteria, which we will make In reality, there is no conflict between the demands of freely available to members. This should be ready in July. We a trade union and the demands of a professional association. are also exploring connections with subject associations.

Our unionism gives teeth to our professionalism; while Our NAHT Edge project is the next step in this direction our professionalism makes our unionism proactive and (see pull-out, centre pages). We will take responsibility for constructive. This is a healthy niche to fill. developing and mentoring the next generation of school leaders through an affiliated section of the association. NAHT Edge will be open to all middle leaders in education, providing trade Russell Hobby union protection and high quality professional development is NAHT general secretary for leaders who want to make a difference to the education system.

VIEWPOINT •

NEW SPIRIT OF INITIATIVE

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BEST OF THE

BLOGS Why do school leaders give up a precious weekend?

Susan Young Susan put in a Herculean blogging shift at the NAHT’s annual conference in Birmingham. One of her missives reported: “There’s a hugely positive mood among everyone I talk to, much more so than I can recall at previous conferences.

“Typical was Sue Penglase from Bedfordshire, making her way into the hall at 9.15am on Sunday morning for closed sessions on the conference itself and the draft manifesto, revised overnight after what one delegate described as ‘one of the best debates we’ve ever had at annual conference.’

“She said: ‘I like the new approach – you can actually feel the difference. It’s what Russell Hobby said – we’re being proactive and trying to change things before we have to deal with them. We’re in a lonely place as heads, so to meet people who know and understand makes a difference.’

“First-timer Julie Kelly from Hampshire, standing outside the hall at the end of the event, was delighted. ‘It was brilliant. One of the strengths of this conference was that we debated the way forward, particularly on the manifesto for the 2015 general election.’

“Another vote for positivity came from another Hampshire delegate, Carolyn Clarke: ‘I liked the point made that we are the second most trusted profession.

That message needs to get through.’

“Lee Hardy, of Holy Trinity CE in Manchester, was attending for his second year. He said: ‘I’m leaving conference inspired to do my job even better and also refreshed because of the support we get from the NAHT.’ “His old friend Keith Wright (the pair trained together), president of the NAHT’s Norfolk region, added: ‘I think it is brilliant that the NAHT has respect from government and it seems that some ideas have been acknowledged and listened to.’” www.naht.org.uk/welcome/newsand-media/blogs/susan-young

Twitter goes wild for annual conference #NAHT2014

VIEWS IN EDUCATION • THE ALLURE OF NAHT’S ANNUAL CONFERENCE • HOW FREE ARE FREE SCHOOLS OR ACADEMIES? • DEVELOPMENTS IN NEUROSCIENCE AND SEND

Government-run schools: free until they are not Warwick Mansell How ‘free’ are free schools and academies? It is a question Warwick has been thinking about lately.

Specifically, he is thinking about: • the DfE’s recent decision to close Discovery New School in Crawley; • its intervention in the case of the struggling academies chain, E-Act; and • an internal DfE document on the future of the academies system under the new regional schools commissioners.

He writes: “They all speak to an intense political sensitivity within the DfE’s Sanctuary Buildings about these policies and a sense that, while academies and free schools can be given freedoms until things go wrong, once that happens, the DfE does tend to be very interventionist.

“Moreover, the nature of these interventions raises questions about whether the public interest is always being served, or whether the political considerations of the ministers are too much to the fore.” www.naht.org.uk/welcome/news -and-media/blogs/warwick-mansell

Developments in getting the new SEN framework Rona Tutt Rona writes: “Those who attended our special schools, specialist and alternative provision conference in March will be aware that Russell Hobby announced that the national forum for neuroscience in special education is moving to the NAHT website. Meetings have already been held about taking forward this opportunity to bring researchers and teachers closer together. This work is running in parallel with the plans for the next annual SEND conference on 12-13 March 2015.”

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23/05/2014 12:35

Are your schools ready for more free school meals, come September?

Cypad can help.

We are already working with schools and school caterers across the UK to handle up to 40% and more school meals with good throughput and use of limited space.

Cypad provide the tablet and web-based tools you need to get your catering service ready: • Pre-selection of meals by children using a whiteboard, reducing waste • Management of the cook’s activities such as ordering, data collection and form filling • Collection of accurate information on who has taken a meal • Analysis and reporting on this data, to keep costs down • We do online payments and can integrate with your existing online payment and MI Systems.

The Cypad system helps you to manage It also provides immediate access to daily informtion on uptake and other the extra meal numbers by otimising key performance indicators. use to staff time, the dining room space and throughput to maintain a good user experience.

Contact Lawayne Jefferson at lawayne@cypad.com or 0117 377 5081

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19/05/2014 11:36

A MODEL MEDIA?

‘Let children be children’ Annual conference saw the launch of A model media? – a charter to curb the amount of sex, violence and bad language that children are exposed to online and before the 9pm watershed.

Steve Smethurst reports

NAHT NATIONAL president Gail Larkin used her speech at annual conference to highlight the need for government, school leaders and parents to ‘let children be children’.

She told delegates: “We strive to ensure that children are happy, safe and secure when they are in school. We also know that most parents try to do their best to protect their children, but, as a grandparent, I know how much more difficult it is in this age of advanced technology to prevent children from accessing, often unwittingly, materials and media that are not just inappropriate but often obscene and mentally damaging.”

Gail said that she had been appalled by some of the content shown on TV before the 9pm watershed, whether it was sexual, violent or using bad language. She said: “It is the duty of Ofcom to protect children from harmful material on TV and radio. Since 2003 it has taken action on more than 300 occasions, but have we seen any improvements?

“In 2011, prime minister David Cameron gave broadcasters four months to improve their policing of the 9pm watershed.

I will be writing to Mr Cameron to ask him if he believes that the situation has improved.”

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She said the time had come to take a stand: “We have to continue our campaign to hold the media to account,” she said. She reminded delegates that the 2013 annual conference passed the following resolution: “Following the recent report that ‘childhood now ends at the age of 12’, conference instructs national executive to work with the government and parents’ groups to highlight the detrimental effect that exposure to adult themes before the watershed has on our children.”

The immediate result of this was the formation of the ‘Resolution 20’ group within the association. Over the past year its members have worked hard to create an NAHT charter for the protection and education of children, entitled A model media?.

Gail said: “This is an important document, which sets out not only the responsibilities, but also the actions that school E

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The motion was proposed by Amanda Hulme (below) and seconded by Anne Lyons (left)

EE “I worry about the erosion of childhood.

Children should be playing and having fun, not having to worry about content that we, as adults, maybe need to think about”

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A MODEL MEDIA? WE Britain’s got problems

Parents reveal fears The launch of the A model media? charter follows the findings of an independent survey* that showed families share school leaders’ fears on children’s loss of innocence.

96 per cent of respondents believe that

bad language and depictions of sexual and/or violent behaviour are being screened before the watershed. Soaps, reality shows and music videos are the worst offenders, say parents.

95 per cent of parents worry to some

degree about their child witnessing inappropriate material.

90 per cent want greater regulation of

programmes screened before 9pm.

85 per cent fear that such material can

start to be accepted as normal by children who see it regularly.

83 per cent feel that childhood is under

W leaders, parents/carers, governments, media providers and media regulators must take to protect our young people.

We demand action.”

Amanda Hulme, head teacher at Claypool Primary School in Bolton, proposed motion 20, which introduced the topic last year and she returned to present an updated motion. It instructed the NAHT’s national executive to lobby government and work with other groups on the implementation of the charter. It also urged all members to do everything possible to promote the charter in their schools and the wider community.

Amanda said: “Schools and parents share concerns about the opportunities available to children to access inappropriate material. Parents should not feel alone in trying to hold back the tide of adult-themed content finding its way into their homes before 9pm or via internet-linked devices.

“It is not enough for us to accept potentially detrimental material as an inevitable by-product of a free media. There are things we can all do to ensure that viewing intended for an adult audience is kept away from children, such as making it simpler for parents and carers to secure internet-linked devices with child-locks. In addition, there is the tightening up of guidelines and fines for programme-makers who screen adult material before 9pm.

“Most respondents to our survey (see panel, above right) believed that schools and regulators working together would provide the most effective defence against the detrimental effects of inappropriate material. Our charter sets out recommendations to do just that.”

Amanda related how the phrases ‘bl**dy hell’ and ‘p*ss off ’ have both been used before the watershed in the past two

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Hellish language: Britain’s Got Talent

threat in the 21st century largely due to children’s early exposure to adult themes.

Only 34 per cent have installed parental

controls on devices that can access television programmes or stream material from the internet. *The survey was conducted in January 2014.

In total, 1,013 responses were recorded from parents of school age children in a randomly selected sample across England, Wales and Northern Ireland.

months. The former on Secret Eaters and Britain’s Got Talent; the latter on Benefits Street – the last word.

She added that Britain’s Got Talent had allowed a woman to sing a song featuring the chorus “kiss my *rse” at 8.10pm, as well as showing Simon Cowell kissing fellow judge Amanda Holden on the bottom.

“I worry about the erosion of childhood,” she said. “Children should be playing and having fun, and not having to worry about content that, as adults, we maybe need to think about.”

The NAHT recognises that the mass media is a powerful tool for children’s learning and that every child has the right to reliable information about the world in which they live.

However, Ofcom guidance states that ‘protecting children from harmful material on TV and radio’ is one of its most important duties. Harmful material in this context can include everything from sexual content to violence, graphic or distressing imagery and swearing. For example, the most offensive language must

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WE The NAHT charter’s

recommendations include: School leaders should: take all possible steps to tackle these issues

within their schools; and where possible, ensure that an understanding

of the influence of media strategies on children is part of the school curriculum.

Parents and carers should: consider the appropriateness of the materials

to which their children may be exposed; and work in partnership with schools and other

organisations to understand the potential benefits and dangers of the media.

Government should: provide good-quality, well-focused training

and guidance to all adults working with children to equip them with the skills required to deal with sensitive issues; not be broadcast before the watershed on TV, or on radio when children are particularly likely to be listening. Frequent use of offensive language must be avoided before the watershed and must always be justified by its context.

Amanda told delegates: “I could see no justification for any of these phrases being used. If I used them in front of children there would be serious repercussions. As school leaders we are acutely aware of our responsibilities towards the children in our care; should these responsibilities not also stretch to the media providers and regulators?”

The NAHT charter for the protection and education of children sets out recommendations to do just that (see right).

It recommends that a partnership between schools, parents, government and regulators would be the most effective way to stop the erosion of childhood and provide the greatest defence against the detrimental effects of inappropriate material.

Amanda said: “We all have a moral duty to protect our children. This cannot just fall to schools and parents – we cannot do this on our own – it needs to be a change in mindset from the whole of society.

“Producing a charter based on the concerns of school leaders and parents is the first step in making a difference, but the charter must be supported by the government, media providers and media regulators too if we have any chance of protecting and educating all children and young people.

“As an association we are in a strong position to work with school leaders, parents, the government and media providers and regulators as we have all seen a shift in moral and social standards over time. It is up to us, with the support of others, to continue to protect what is left of our children’s childhood.”

Adultthemed content: Britain’s Got Talent

recognise the key role that PSHE plays as

part of the school curriculum; work with other organisations to agree

international guidelines and actions around the misuse and negative impacts of social media; and allocate funding to provide support for

children and families who have been negatively affected by exposure to inappropriate media.

Media providers should: do more to ensure that pre-watershed

content is suitable to the intended audience; dedicate more air time to promoting

positive role models; and proactively set required standards for

websites, chatrooms and so on.

Media regulators should: take firmer action on breaches of agreed

protocols (on the watershed, for example); and A MODEL MEDIA?

Charter for the protection and education of children

develop a universal and easily understood

approach to user ratings across all media, based on age and content.

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NATIONAL OFFICERS

Gail Larkin NAHT president GAIL BEGAN TEACHING in 1974 in the London Borough of Wandsworth. She tells LF that she thought she was doing really well until the teacher she most admired asked if she needed any help with her class. “This induced a sleepless night as I believed he must be thinking there was something awful about the way I organised my room. When I told him this a few years later, he was mortified. He had just been trying to help.”

Gail’s first headship was at Kingswood First School in Surrey. “This was probably the most difficult job I have ever undertaken as I was a year four teacher for four days a week while managing a large building project, appointing new staff and working with a new team of governors – and all of this with a young family.”

After seven years at the school, the local authority asked her to go into a large junior school which was in difficulties. It was meant to be for a single term. Relationships in the school were strained, the children’s behaviour was poor and there was a considerable budget deficit. Nor was she warmly welcomed by several of the staff. However, she persevered and she ended her career at a much-transformed Auriol Juniors 13 years later.

What attracted you to education/teaching?

I can’t remember a time when I didn’t know I was going to become a teacher. As a young girl, I remember lining up my dolls while taking the register – I was decidedly bossy as I instructed them that this had to be done in silence.

What attracted you to headship?

I never thought that I would aspire to headship, but one of my head teachers encouraged me to become a deputy. I really didn’t enjoy the role and couldn’t wait to become a head. When I did I just loved it.

What areas are of particular interest or concern?

The next year is going to be very challenging as I cannot recall a time when school leaders have been expected to implement so many new initiatives. The pace of change is unprecedented and it is really important that our members know that they can rely on the NAHT for support and advice.

One area of concern is that childhood now ‘ends at the age of 12’. How often have we been watching television before the watershed at 9pm and seen images or storylines that are completely inappropriate for young children? It is my intention to highlight the dangers of children accessing materials and

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EE “We have to fight back – not aggressively, but in the way we know best – professionally, authoritatively and knowledgeably” media that may be mentally harmful and to ensure that the NAHT continues to work with the government, media providers and regulators to safeguard all our young people (see also feature, page 22).

What excites you about the next 12 months?

It is a real honour and privilege to be president of our great association and I am really looking forward to meeting members. I hope that everyone will attend our roadshows and conferences, but it is also vital to keep in contact with members of your branches and regions as there is so much support to be gained from this. Please do not hesitate to send me an invitation to any of your meetings or to visit your schools. I welcome every opportunity to meet our colleagues in Wales, Northern Ireland and England.

What are your interests away from work?

I do not expect to have very much free time during the next year, although I love to travel and will be visiting my son, his wife and my new baby granddaughter in California at Christmas. I am not sure I will have much time to pursue my other hobbies, which include reading, knitting, gardening and playing the piano.

Do you have a message for members?

We know that there are difficult times ahead of us this year and that we will face a continual barrage of criticism from government, Ofsted and the media, which makes it even more important that we are united. We have to fight back – not aggressively, but in the way that we know best – professionally, authoritatively and knowledgeably.

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INTERVIEWS

Tony Draper NAHT vice-president TONY SPENT THE first part of his career at Duston Eldean and Thorplands schools in Northamptonshire, before becoming a deputy at St James Infants in Daventry. He secured his first headship at Heronshaw First School in Milton Keynes, moving to Water Hall Primary at the request of the local authority when the school was struggling with poor standards and behaviour.

He tells LF: “I have learned much about myself – and the people I work and deal with – through studying values and behaviours. Nobody else ever ‘makes me feel’ a certain way. I am always responsible for my responses. Through spiral dynamics I understand the drivers of individuals, groups and communities, and the need to meet them in different ways. I also have a dogged Yorkshire stubbornness, will not be bullied and won’t be taken in by bullsh*t or false platitudes.”

What attracted you to education/teaching?

Considering how much I hated school, it was a surprise to all when I announced I wanted to go into teaching. However, I had a great time doing work experience at Meltham County Primary School, supporting the children and learning from staff who nurtured and respected their pupils. I ‘caught the bug.’

What attracted you to headship?

It seemed a natural progression. I enjoyed being a deputy to two very different heads, but reached the stage where I wanted to put my own vision into practice. I have the best job in the world.

I work with great people, staff and children and am backed by a supportive and challenging governing body.

What areas are of particular interest or concern?

I am looking forward to meeting members in branches and exploring their local issues. It’s clear that we need to continue to lobby the government over issues surrounding free school meals (see feature, page 36) and especially the impact on pupil premium and set-up costs. Of particular interest is exploring members’ perceptions of the government’s response to the assessment consultation. While we have secured some key changes to their plans, we need to consider whether lines have been crossed. In particular, we need to look at the introduction of another unnecessary test, ‘SPaG’ at key stage one, and the ambiguity of language surrounding floor standards.

Working with regional officers to continue to fight the ideological policy of forced academisation is another interest, as is exploring which areas share the issue of London boroughs

EE “Standing united makes us a very powerful group. Repeated surveys describe us as among the most trusted professionals in the UK” renting homes from local private housing associations and moving families without any support structures. This leaves children particularly vulnerable, with the accompanying problems having an impact on both schools and the community.

What excites you about the next 12 months?

We are entering the final year before the general election and we have an opportunity to talk to all the major parties and make an intelligent case to influence their education manifestos (see News, page 7). School leaders have a powerful voice and we should be influencing MPs and candidates through our branches as well as at national level.

What are your interests away from work?

I enjoy gardening – which I would never have believed 20 years ago – and enjoy spending time with my close friends, my wife Yasmin and our grown-up children Kate and James. I also grew up with a love of football and am a lifelong Huddersfield Town supporter. Rugby league has also been a major influence and I am delighted to see the Huddersfield Giants back as a force to be feared.

Do you have a message for members?

We have a voice and we need to use it. Standing united makes us a very powerful group. Repeated surveys describe us as among the most trusted professionals in the UK. Politicians are most scared of the voter. Let’s make sure that the voter knows what is needed to make high quality education accessible for all. In the coming year, all branches and regions must ensure their local media picks up on all the major educational stories and issues and reports them with our voice highlighted.

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welcome to the

Following the decision by members late last year and a lot of hard work by many people behind the scenes, NAHT Edge is now public knowledge – and that’s good news for all middle leaders.

We’re busy gearing up for the September launch to offer something designed just for them.

Although I met some of you at conference I am keen to hear from as many of you as possible. Edge will only be successful with NAHT members on board so please do get in touch with any questions or ideas that you might have.

Louis Coiffait CEO NAHT Edge

what we stand for...

The value of true leadership has never been more important. Leaders give people purpose and confidence. They are responsible, optimistic and creative.

We are a community of teachers who are leaders and aspiring leaders in education.

We offer all of the protection of a traditional union and we are responsive, constructive and progressive. We are people who want to support each other to make a difference.

We will raise the standards of the whole profession by developing our skills and addressing the issues that matter.

We use the latest technology and research to support people through their careers in education, helping to develop those who are ambitious both for their schools and for themselves.

We are NAHT Edge.

purpose and benefits Why NAHT Edge?

Middle leaders are determined to do their best for pupils and their schools - maybe with an eye on a senior leadership role in the future.

NAHT Edge gives middle leaders the right professional advice and support they need at this stage of their career to stay abreast of educational policy and keep in touch with colleagues who share their passion to shape the profession they love.

NAHT Edge will ensure middle leaders are protected, informed and connected by offering: • full legal representation; • professional advice and support across leadership, curriculum and pedagogy; • a direct policy voice; • career development, job shadowing, mentoring and secondment opportunities; • practical guides and policy templates; • online help and advice; • regular news and e-bulletins; • an online community of like-minded peers; and • information on approved partners to provide essential school services and personal benefits.

We’ll give middle leaders the edge they need to develop their existing role and look ahead to the next stage, via a responsive, digitally driven service that’s there when they need it.

eligibility • Department heads

• Pastoral/year heads

• Curriculum leads

• Sencos

• Key stage coordinators

• TLR1 and TLR2

• Subject leads

• Others with responsibilities beyond their own classroom

• Assistant heads

benefits to NAHT members Why NAHT Edge needs you The next generation of school leaders needs support and protection more than ever. NAHT Edge needs experienced leaders to nurture and mentor this upcoming group to ensure that critical skills and know-how are not lost to our schools so that pupils continue to benefit from tried, tested and enduring approaches to what works in practice.

As an NAHT member, NAHT Edge will look to you to share your knowledge, expertise and advice with those either hoping to take the next step from middle school management to senior leadership, or who just want the inside track on what it really means to lead a school.

What NAHT Edge can do for you In your school, you rely on a core of skilled

staff to deliver your vision and share new ideas to help you and your senior leadership team develop a fresh look at what your school needs for the future.

Having your middle leaders with NAHT Edge will help you to support them with their careers and skills development beyond existing performance review strategies.

You can build stronger ties with middle leaders as they benefit from a union specifically designed to support them.

As an affiliated union to NAHT, NAHT Edge will also share similar goals and values which means you and your team will be able to communicate more effectively on policy issues affecting school life.

In addition, understanding the challenges you face can help your middle leaders support you better.

This is a chance to leave a legacy of highly-skilled staff to achieve better outcomes for all pupils.

What to do now Your eligible staff can find out more by logging on to the NAHT Edge information page on the NAHT website at nahtedge.org.uk.

0300 30 30 333 edge@naht.org.uk www.nahtedge.org.uk @NahtEdge

#EducationGeneration

We offer all of the protection of a traditional union and we are responsive, constructive and progressive. We are the education generation.

We are NAHT Edge.

POLICY RESOLUTIONS 2014-15

NAHT’s annual conference The serious business of conference is to set the agenda for the coming year.

Here are the resolutions that will guide NAHT’s policy…

Education policy Conference calls upon National Executive to work with all interested parties, including TUC and other stakeholders, to promote a cohesive and national education service which meets the needs of all children and values all their capabilities and skills.

Proposer: Tony Roberts Seconder: Karen Stephens Lancashire branch Conference instructs National Executive to lobby for the establishment of an apolitical body to indemnify future education policy against constant politically motivated change.

Proposer: Alan Cornwall Seconder: Gareth May East Riding branch NAHT adopts the document Owning what is ours as the NAHT’s manifesto for

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campaigning on education policy in the run up to the May 2015 general election.

Proposer: Sally Bates Seconder: Ian Blackhorse National Executive

Children and behaviour The independent survey commissioned

by NAHT highlighted that parents/ carers have the same concerns as school leaders about children continuing to be exposed to inappropriate media content.

Conference instructs National Executive to lobby government and work with other groups on the implementation of A model media? – NAHT’s charter for the protection and education of children. Conference urges all members to do everything possible to promote the charter in their schools and the wider community.

Proposer: Amanda Hulme

Seconder: Anne Lyons Resolution 20 group Conference notes with great sadness the events in Leeds this week. The attack was unprecedented. Schools across the country are generally very safe places to work and learn in everyday. Such incidents are mercifully rare and our condolences go to the family and friends of Mrs Ann Maguire and to the students and colleagues at Corpus Christi Catholic College in Leeds. Conference calls on National Executive to ensure that the very positive behaviour that is the norm in schools is celebrated and affirmed by all partners to promote a more positive public awareness of the strengths of the education system.

Proposer: Mike Wilson Seconder: David Fann North West region

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Those proposing and seconding motions addressed annual conference from the stage, while delegates debated the issues from the ‘two-minute microphone’

principles outlined in the report of the NAHT commission on assessment.

Proposer: Amanda Hulme Seconder: Nigel Bailey Assessment and accountability group

School improvement SEND Conference notes the increasing demands being made in many areas for school places. Conference asks that a coordinated way be found to create additional provision without relying mainly on the creation of free schools.

Proposer: Tony Newman Seconder: Rona Tutt Special educational needs and disability committee

Assessment The NAHT assessment commission’s recommendations highlight the need for high-quality moderation. Conference urges the government to ensure that schools have an assessment system that measures progress in a consistent and accurate manner across all phases and recognises the benefits of specialists in each phase working together.

Proposer: Mike Follen

Seconder: Sally Bates Nottinghamshire branch The disappearance of levels presents an opportunity to rethink the whole way that pupil progress is measured and schools are held to account. Conference urges the Secretary of State for Education to work alongside the NAHT to ensure that what is put in place recognises the all-round progress of pupils and the wider achievements of schools.

Proposer: Rona Tutt Seconder: Rod Woodhouse Hertfordshire branch Conference instructs National Executive to lobby the government, DfE and Ofsted to commit to supporting the

Conference commends the approach of the NAHT Aspire project, which demonstrates the benefits of the school improvement agenda being taken back into the hands of the profession.

Conference urges that all political parties should be lobbied to endorse this way of working as a blueprint for the future.

Proposer: Rona Tutt Seconder: Chris Harrison Eastern region

Ofsted Conference urges National Executive to intensify its current pressure on the Secretary of State for Education and Her Majesty’s Chief Inspector of schools to admit that poor Ofsted teams and poor inspectors do exist and that this demoralising and totally unacceptable performance must be tackled.

Proposer: Tony Roberts Seconder: Karen Stephens Lancashire branch E

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POLICY RESOLUTIONS 2014-15

W Conference calls upon the next government to set aside inspection for the lifetime of the next parliament, Welsh government and Northern Ireland assembly, and to invest in improvement instead. Conference instructs National Executive to lobby the next Secretary of State for Education to this effect.

Proposer: Alan Mottershead Seconder: Tim Glendinning Cumbria branch The constant revisions to the subsidiary guidance given to Ofsted inspection teams are significantly changing the interpretation of the inspection focus without updating the statutory framework. We believe that this is having a detrimental impact on all schools.

Conference instructs National Executive to collect data on this issue from 2012 onwards and to challenge this injustice.

Proposer: Mike Wilson Seconder: Amanda Hulme North West region Many anonymous and vexatious complaints about schools arise from unjustified grievances and are a waste of public money and resources. Conference calls on National Executive to lobby the government to review the processes by which Ofsted deals with these.

Proposer: Nick Price Seconder: Trudy Pyatt Staffordshire branch

stop micro managing the system.

Proposer: Jane Gilmour Seconder: Lawrence Rouse Barnsley branch/Sandwell branch

Bullying of heads Conference calls upon National Executive to highlight the number of school leaders being forced from their posts by spurious and unacceptable means by the bullying actions of some local authorities who seek to remove experienced and skilled head teachers to make way for academy sponsorship or other forms of school governance.

Proposer: Jonathan Shields Seconder: Stephen Brown Kent branch

Governance Pay, conditions and recruitment Conference instructs National Executive to pursue a rigorous system of data collection to establish, as far as possible, the reasons for increasing numbers of teachers and school leaders leaving the profession early.

Conference further instructs National Executive to continue to lobby government to treat teachers and school leaders as professionals; trust them to do a professional job and to

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Conference calls upon the NAHT to campaign for the creation of a national governor compact, designed to maximise the positive and proactive partnership necessary to lead our schools professionally.

In doing so, National Executive will seek to work with stakeholders such as the National Governors’ Association and the DfE. Proposer: Hilary Alcock Seconder: Alison Marshall West Midlands region

Conference calls upon National Executive to promote and celebrate extensively the values for school leaders that are outlined in the NAHT’s leadership compact, in order to raise public awareness of the high expectations we have of ourselves, our schools and of others.

Proposer: Chris Knowles Seconder: Janice Turner Yorkshire region

Academies Conference deplores the fragmentation of the education system without due regard being given to local democratic accountability. Conference calls upon

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also concerned at the action of some local authorities who choose to collaborate with academy brokers in order to coerce schools into becoming academies. Conference instructs National Executive to continue to highlight, to challenge and to campaign against forced academisation.

Proposer: Anne Lyons Seconder: Hans Formella London region

Wales

National Executive to lobby all the main political parties for an amendment of the Academies Act 2010 to enable schools and parents to have real choice about the future of their schools.

Proposer: Mike Millman Seconder: Tim Gallagher West Midlands region The NAHT believes that schools and their communities should be allowed to make their own decisions, in their own time, on what are the best governance arrangements for their schools. Conference instructs National Executive to lobby the Secretary of State for Education to ensure that brokers within the brokerage and underperformance division adhere to the civil service code of conduct.

Furthermore, the association is

Conference welcomes the comprehensive review of the foundation subjects of the national curriculum in Wales and calls on Welsh ministers to use this opportunity to construct a framework that will reduce prescription, roll back bureaucracy and allow schools the autonomy to deliver the kind of curriculum that will engage and empower schools and their communities in leading learning and raising standards for all.

Proposer: Ruth Davies Seconder: Mark Biltcliffe NAHT Cymru

particularly as all the funding and trained experts have been removed from this vital area of guidance for young people.

The executive is asked to campaign for a restoration of a proper careers service for secondary education.

Proposer: Rob Campbell Seconder: Alan Mottershead Secondary committee

International Conference instructs national executive to continue its valuable work with the British Council and other partners to support the further development of international leadership networks.

Proposer: Tim Bowen Seconder: Chris Harrison Eastern region

Foundation stage Conference welcomes the Welsh government’s intention to create an independently regulated, ‘made in Wales’ examination system that is rigorous, robust and valued in and beyond Wales. It calls upon the Welsh government to use all possible means to ensure that schools are fully resourced and teachers fully trained to achieve these important national objectives.

Proposer: Mark Biltcliffe Seconder: Ruth Davies NAHT Cymru

Secondary Conference urges the government and all political parties to ensure that reformed GCSE, vocational and A-level specifications include an appropriate balance between knowledge, understanding and skill acquisition.

Proposer: Alan Mottershead Seconder: Rob Campbell Secondary committee Conference calls upon the government to stop criticising schools for our perceived failure in careers education,

Northern Ireland Conference is disappointed and dismayed that nursery principals in Northern Ireland are, despite the best efforts of this association, still without funded release time. Conference instructs National Executive to redouble its efforts and take every action to bring this ongoing professional inequity to an end.

Proposer: Clare Majury Seconder: Susan Campbell NAHT Northern Ireland

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INTERVIEW

Ofsted: don’t have nightmares Mike Cladingbowl (right), Ofsted’s national director for schools, tells NAHT general secretary Russell Hobby that he wants to ‘minimise mistrust and misunderstandings’ RH: For the benefit of our members, what’s your background?

MC: I entered the teaching profession at 28. Coming into it later was good for me because I worked harder than I had at school. When I left school I did a variety of different jobs on building sites. I even worked as a busker before working in Germany teaching English. I came back to take a degree and, after some postgraduate work, I took a teacher training course. As a recently qualified probationary English teacher, a couple of HMIs visited the school. They swooped in and made an impression on me.

What impression was that?

It was many years ago, but the school was in a blind state of panic. I am not sure that creating panic is top of my list, but it had an impact. It was an important moment in the life of the school and these were people who knew what they were talking about.

I was an English teacher and there wasn’t anything they didn’t know about teaching English, or so it seemed to me at the time.

What is your current role at Ofsted?

I joined Ofsted in 2002, from being head of a secondary school in Crewe. Originally, I was in the school improvement division; we spent our time going into schools that were in special measures or with serious weaknesses and sticking with those schools until they became good. Now, after a number of other roles, I am the national director for schools. My job is to lead all school inspection in England – it covers frameworks, policy, liaison with others and about thinking where inspection needs to go next. E

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EE “If we have confidence in the head’s capacity we can set challenging targets and have tough conversations, but then we need to let the head get on with it”

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INTERVIEW

W The relationship between the profession and Ofsted is not exactly a smooth one. Does that matter?

I remember the headlines that Chris Woodhead created as chief inspector, so it has never been an easy relationship. A part of me thinks that it is right that it isn’t a comfortable one. If inspection is going to improve schools and raise standards, then there has got to be a bit of grit in the oyster to make the pearl. That doesn’t mean that the relationship should be based on either mutual loathing or disrespect. You don’t have to like something in order to understand that it has a legitimate role to play. However, it is important that we work hard with heads so that any mistrust or misunderstandings are dismantled or minimised.

We will disagree at times, but we have got to see that in the context of us all working with the same aim: to improve the lot of children, particularly those who are not doing well enough and who are still not taught well. When we started the ‘requires improvement’ work, there were 2.3 million children who were taught in schools that were, frankly, mediocre at best – mostly serving our disadvantaged communities. Those are the children who need the greatest of all starts in life in school, particularly if they are not getting it from home.

The message we want to get across better is that Ofsted will support good head teachers who are doing the right things. We now write to heads who are good leaders, even though they are working in ‘requires improvement’ schools, and say to them ‘well done’ and ‘thank you’. It is also why we have introduced more opportunities for school leaders to talk to regional directors about when they might best be inspected if they are working in struggling schools.

Clearly, there should be some risk in a career, but if it gets too great, then that is a problem for all of us.

What are you saying the system needs to do?

The first thing Ofsted is giving heads is the option to talk to us.

All heads can write to a regional director at any time to discuss the right time to be inspected, depending on the circumstances of their schools. We won’t promise to do things at particular times, but we can have a sensible conversation.

As far as ‘special measures’ schools are concerned, we can do what we can within the rules, but my view is that they benefit from frequent monitoring from HMI. Regular, frequent and usually constructive dialogue with HMI leads to more

rapid improvement. It’s our experience of that which prompted the introduction of the way that we work now with ‘requires improvement’ schools, so rather than just inspecting a school and walking away, HMI will stay with that school until it is good.

Sometimes, if you go into a tough area or difficult school, it is helpful to have an inspection quite quickly, rather than hanging around for 18 months.

You get it out of the way and then go ahead with making things the way that you need them to be.

We have been calling for the government to incentivise heads to work in these areas.

We have also had discussions with the National College about how they might do more to strengthen the national leader of education brand. There are lots of national leaders of education and I am sure they are doing a good job in their own schools, but they could do more to help others.

I suspect that, over the past five years, the most dramatic change hasn’t been the academies acceleration, but this shift from ‘satisfactory’ to ‘requires improvement’. What impact has it had?

It has had two big effects – it has raised the stakes and some schools have had to shift their direction as a consequence.

Individual head teachers have come under pressure from governing bodies, local authorities, and those who lead academy chains and trusts, so there has been some turnover, more than when schools were judged to be ‘satisfactory’. But, equally, I think heads have been able to attract greater support than they did before. If you were a head in a ‘satisfactory’ school, then the local authority would probably focus all of its resources on

EE “I want every head teacher in England to go in on Monday morning asking themselves the question: ‘Is there a child not doing as well as they should?’”

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they come under pressure. What can be done about this?

Part of the HMI role is to have a sensible conversation about priorities. This links into everybody having a stake in schools and all of them wanting change straight away. I’m not sure there is an easy answer, but everybody has to recognise that good schools need good heads. That means investing in heads and making sure that each head is the right one for the school and has got the right support. What you cannot have is the emergence of ‘football-manager syndrome’.

The key thing that everyone needs to recognise is that you have to invest in a head teacher and the governing body. If you do that, then you can start talking about realistic timescales. It depends on what the problem is at the school. Some things take time to turn around, but equally there are some heads who can do it very quickly.

schools at risk of failing and you would not get any attention paid to you from inspectors. That has changed now.

But where the local authority has fallen to pieces, all they can do is add extra challenge rather than extra support. Can you see the danger of that?

I do not believe that it is a question of local authorities losing money and resources. If I reflect back on my own experience, even when they were well staffed and well resourced, their impact was questionable. Some authorities are now working with schools and heads to ensure that peer-to-peer support and challenge is working well. Perhaps that is because there is no other option, but it seems to me to be the right thing, to get schools supporting other schools.

The experience of smaller schools will be harder.

We hear a lot of feedback that ‘everything has gone’, hence the NAHT Aspire project, which aims to step in to fill some of that gap. One of the issues for the ‘requires improvement’ category is shortening the timescales for change. We see other bodies step in, just in advance of Ofsted, so they are being ‘tough on schools’. You may have three years from Ofsted, but in year two the local authority will try to move you along. And there is the risk that in year one the governing body will try to do it before

So if we have confidence in the capacity of the leadership, we should give that school proper space, as long as they are demonstrating progress.

Over-hasty judgements are not something that Ofsted would encourage.

Absolutely. If we have confidence in the head’s capacity we can set challenging targets and have tough conversations about the pace of change, but then we need to let the head get on with it.

One of the challenges in the overall inspection summary is that it can sometimes be hard to untangle the view of the head and where governing bodies are weak, or just where they struggle to recruit people because of the locality. Heads find themselves managing upwards to a degree. What can we do about that?

We’ve said for some time that we’d like to have more professional governance in its broadest sense. It is not right to leave heads in a position where they do not have a strong governing body behind them. If you are in a tough area and you are a head trying to sort things out, it would be difficult without the backing of a strong governing body. Similarly, if you have a head who is struggling and doesn’t have a governing body to offer the support and challenge required then that is not right either.

A big issue is ‘life without levels’. How are inspectors going to go about dealing with lots of independent systems? What are they looking for? E

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INTERVIEW

We are going to send a letter to schools in June and we will be publishing more detailed information in July. Essentially, we are going to say to schools: inspectors will want to have a conversation with you about your curriculum and your assessment framework. They will want to know how you are going to assess how well children are doing against the expectations that you set for them through that curriculum, and they will want to know how you are communicating that to parents.

The difference in inspection terms will be that we stress the importance of looking at children’s work – in children’s books, talking to them, talking to teachers about what the children can do and where they are up to – and how that fits with the school’s own recorded view. I should add that the report of the NAHT commission on assessment describes the position pretty well.

So the schools that have started to use our report as their basis can be confident that they are heading in the right direction?

I’m sure that is fine. We will be saying to inspectors: “This is all new, use your judgement when you go into the school.” We will expect a basic framework of sound and proper assessment practice, but we won’t describe exactly what that needs to look like.

People are worried that it is going to be hard where there is high mobility, but if we focus much more on what children can do and understand, it will be less problematic. It gives teachers control over the curriculum in ways that they haven’t had for a number of years. It is going to make benchmarking performance of a particular school or particular pupils more problematic in the early days, but the most important thing is that children are being taught what they need to be taught. We are not expecting everything to be in perfect order on the first day back.

There is a sense in which Ofsted is omnipresent in school leaders’ minds. That there is almost an inspector sitting on every school leaders’ shoulder and they are directing their energies more towards what they think an Ofsted team is going to be looking for, rather than following their vision of education.

Sir Michael Wilshaw has implied that an element of fear is good, but how do you strike that balance?

I don’t want head teachers to feel they have to hire endless consultants to come to do ‘mock-steds’, or to offer them advice about how it is they need to plan lessons. All head teachers are motivated by wanting to do what is best for children and that puts them in the same place as Ofsted.

What we do want heads to worry about is how the children are doing in their school. I want every head teacher in England to go in on Monday morning asking themselves the question: “Is there a child in this school who is not doing as well as they should and, if there is, what am I going to do about it?”

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That, in essence, is what inspectors want to know. Ofsted doesn’t want to see lesson plans particularly – how you plan your lessons is up to you.

If you go to ‘special measures’ schools, you will find heads insisting on things being done in a particular way, but if you go into schools that are ‘good’ or ‘outstanding’, you often find a more relaxed approach.

I don’t see any point in teachers filling in lesson plans to have sections for learning styles of individual children.

One of the challenges for HMIs is that it can be quite hard to tell, sat there for 20 minutes, whether learning has occurred. How do you handle that?

That is why I am determined that there is no over-reliance on the observation of very specific aspects of teachers’ behaviours or the organisation of a lesson in order to judge the quality of teaching. We need to look at the kind of work that the children are doing in their books, have more extended conversations with children and to move towards interrogating the learning itself, so an example might be that an inspector simply says to the child: “The teacher has just been teaching you how to do this, how would you do that?” Give them the problem to solve, ask the child to do it there and then. That is what we have got to get back to.

Is there still a meaningful role for the traditional passive lesson observation?

It tells you quite a lot about the relationships that exist between teachers and pupils. Schools are simple places. They are places where children go to be taught knowledge and they need to be organised properly to give teachers the opportunity to teach children the things they need and in a way they want to know.

Perhaps this is controversial, but teaching is often a straightforward business. One of the key things that we do on an inspection is assess the fundamentals: are they being done well? If they are, then most of the rest of it will follow naturally.

If we move from the rigid rules about what you are looking for, you need an HMI who knows what a good lesson looks like in the context that they are

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out there that is falling short of standards, I want to know about it.

inspecting, so they have very specific, credible, relevant experience. But this is a prominent criticism of Ofsted. How can we ensure that schools can have confidence in the quality of inspection?

This is as much my concern as anybody else’s. I want inspection to be beyond reproach. That has got to be our goal and it means accepting that inspectors have not always got it right. There is now more training and re-training for all inspectors, plus more drop-in visits by the HMI to check that the inspections are going well. There is better recruitment and so on.

I am confident that inspection is better than it ever has been, but that doesn’t mean that it is good enough, which is why I want to encourage more head teachers to take part in inspection.

That is not to say that all heads will make fantastic inspectors but with the right training and experience they can help the inspection process and I think they learn much from it too.

I genuinely – and routinely – hear from heads involved in inspection that it is great professional development. It adds to their portfolio of skills, helps the school become better and it helps us too. It is through that we will end up having greater confidence in the system. I want heads to tell me if inspections aren’t right.

I know that some have expressed concern about using our complaints process for different reasons, but all I can say to them is that if there is a concern about an inspection then you have got to let us know. If there is any inspection practice

You have recently begun a dialogue on the long-term future of inspections, where does the profession fit in with that?

We will be running a number of regional events for heads, probably in the autumn term. We want to know their views – are we right in thinking that good schools don’t need a full inspection? Would it be better if there were shorter inspection visits to the schools by HMIs to have an honest, robust, but constructive dialogue with the head and only inspect a school if there was good reason to do so? For example, if there is a serious decline in standards, or if the school is really flying and wants to get the recognition of what an outstanding school can do. For me it seems to be a much more sensible use of our resources and a much better use of the HMI. The other thing that would help is a greater consensus on the key performance measures that we ought to be publishing to parents.

Also, when inspectors go into a primary school they really only look at English and maths, but there are a lot of other things that schools do and I am interested in people’s views about the extent to which we might broaden the section five school inspection framework so that it looks at the wider range of skills and knowledge that are being developed in children.

Finally, could school leaders learn to love Ofsted one day – or at least develop a relationship of mutual respect?

I think the more that head teachers are involved in inspection, the greater the likelihood of that. If people believe they have had a full opportunity to present their case and have a good, honest and open dialogue with inspectors, then I think they will walk away from inspection thinking: “That was hard, but it was a strengthening experience for me as a leader and it has left the school in a place where it is confident about the direction in which it is going.”

So whether or not teachers will learn to love Ofsted, I doubt it. But I hope that serving heads remember that, among all the difficulty and the toil, Ofsted is actually doing a pretty good job – or doing a job, let’s say – and serving the interests of children too. I hope that would then engender a bit of mutual respect.

See also: news, page 9 Russell Hobby’s column, page 19

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FREE SCHOOL MEALS

Dining reservations 38

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The heat is being turned up on the need to offer free school meals to all infants. Rebecca Grant reports from Wiltshire on how plans are progressing IS THERE SUCH thing as a free lunch? It’s a question that NAHT members have been asking ever since the government announced its plan to offer universal infant free school meals (FSM) from the 2014/15 academic year.

It’s not just the financial aspects of the new initiative that have been causing concern either; school leaders have also been wondering what it will cost in terms of time and resources. But as the current school year draws to a close and the September deadline looms, schools around the UK are soldiering on with their efforts to ensure everything is ready in time.

For David Brown, head teacher at Bratton Primary School in Wiltshire, this will be a relatively straightforward task. The school has adequate kitchen facilities already in place, so the main challenge will be catering for the expected increase in uptake – currently only around 30 per cent of pupils opt for a hot school meal.

However, for his peers in the rest of the county, the task is more daunting. He tells LF: “Although the idea is a good one, school leaders are concerned it could have a detrimental effect because the investments they’ll need to make could remove money and resources from additional places.”

David, who is NAHT branch secretary for Wiltshire, adds that many of the county’s schools, particularly those in rural areas, removed their kitchen and dining spaces some time ago as they’ve needed to build extra classrooms.

“Additionally, most schools just don’t have staff available to deliver the meals – you can’t pull a teaching assistant in to cook a few meals. They need to have food hygiene training and they need to know how to construct a menu to ensure it has the right nutritional values,” says David.

These types of challenges aren’t confined to rural schools.

Figures published in April suggest that more than 1,700 schools around the UK were without kitchens at that time and many more will have to make significant improvements to their current facilities in order to deliver enough meals to meet demand.

West Ashton Primary in Trowbridge (pictured) is one such school. There has never been a kitchen on the premises and the only cooking facilities are in a small area of the staffroom. E

PHOTOGRAPHY: NEIL TURNER

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FREE SCHOOL MEALS WE FSM and the pupil premium

W In addition, because the school does not own most of the surrounding land, there is no room to expand.

Fortunately, it has been able to call on the help of a larger local school, which has adequate kitchen space to provide hot meals for them. However, school business manager Pip Saunders (pictured) explains that significant investments still need to be made to enable them to deliver meals to pupils. “Although we’re not cooking the meals, we’ll have to do all the serving and cleaning up, so we do need things like a commercial dishwasher. We also need to source all of the cutlery and provide training for staff who will serve up the food,” she says.

One of the main concerns for school leaders is how the new initiative will affect the pupil premium – a vital source of income for many schools.

Pupil premium allocations will continue to be calculated using data collected during the January census of schools and the amount allocated to each school will not be affected by the introduction of free school meals for all infantage school children. However, schools are being advised that, to ensure they receive the maximum pupil premium allocation they are entitled to, they must continue to encourage parents of eligible pupils to register their child for free school meals.

However, NAHT general secretary Russell Hobby tells LF that using FSM as a measure of deprivation is causing concern: “One thing that came from our annual conference is that members would like to investigate how we can move to a better measure. A lot of school leaders are saying that it’s children on the borderline – in FSM one year, but not the next, or families affected by changing tax codes – that make it less than ideal. The feeling is that it is reaching the end of its natural lifespan as a measure of deprivation.”

More information about the pupil premium and how other funds related to free school meals will be allocated is available online at www.childrensfoodtrust.org.uk and at www.schoolfoodplan.com

Serving up solutions The government has offered schools an olive branch by announcing it will provide £150 million in capital funding so that schools can make necessary improvements to their catering facilities.

Although this funding offers a lifeline for smaller schools, many feel it is being issued rather late in the process, meaning there will be a struggle to complete works by the September deadline.

This is certainly the case for Pip at West Ashton Primary.

“There’s an awful lot of work to be done and, although we’ve had various contractors in to provide quotes, we’re not in a position to get work done until we’ve had confirmation of the funding.”

Pip anticipates that, even when funds are available, securing a contractor to get the work completed on time will be a challenge. “All of the schools around here are in the same position as us, so we are all going to be trying to access the services at the same time.”

If schools are unable to have works completed in time for September, a concession has been made that will enable them to offer a healthy cold lunch option, although the DfE has stressed this must only be a short-term solution. According to the School Food Plan website, allowing schools to provide pupils with a

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sandwich and a yoghurt instead of a hot meal would be “a bad idea for several reasons,” citing that a cold meal would not only be less nutritious, but also a less popular choice among pupils.

Linda Cregan, CEO of the Children’s Food Trust, agrees with this policy. “A hot meal will always be the preferable option because all schools have to adhere to the nutritional guidelines.

That is easier to do that with a hot meal,” she tells LF. Linda adds that the trust is confident that all schools will be able to offer children a hot meal at some point in the near future even if they are not in a position to by September. They may just need to explore some more creative solutions.

A creative approach is exactly what Pip and her fellow school business managers in Trowbridge have been taking. Because the region’s 21 schools have set up a local collaborative network, they were able to pool their resources to ensure all schools are catered for. In this case, larger schools will act as catering ‘hubs’, to provide meals for smaller schools that have insufficient cooking or dining space.

Elsewhere in Wiltshire, schools have also been looking to the local community to solve their catering challenges. David Brown reports that some schools in the county could have meals provided by local pubs. “There are many ways in which people are trying to manage this,” he says.

Seeking support But for those schools struggling to find a viable solution, help is now available through a dedicated FSM support service, run jointly by the Children’s Food Trust and the Lead Association for Catering in Education (LACA). The service will provide different levels of support depending on a school’s individual needs.

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WE Healthy start:

a free school meals success story Healthy meals lead to healthy learning, according to research carried out by the Children’s Food Trust. A 12-week study, carried out on 136 primary school children from four Sheffield schools, found that learning-related behaviours, especially pupil-teacher interactions, were much better among pupils who had a nutritious meal at lunch time.

For schools in need of more general advice, there is a helpline Theresa Aanonson, head teacher at St Luke’s Primary School in Canning Town, that provides information on London, also witnessed improvements in behaviour and general pupil wellbeing after matters such as funding allocation the school took part in the free school meals pilot scheme between 2009 and 2011. or catering for special dietary “I am absolutely convinced that it has made a significant improvement to pupils’ requirements. For those in need attitudes in the afternoons,” she tells LF. “They’re more attentive, more ready to learn of significant help, there is also and we have fewer issues in the playground at lunch time.” a more direct support service, which puts schools in touch with It helped that, at the time of the pilot, Theresa was working to implement a new school catering experts who healthy living policy within the school. But she admits that convincing pupils, and their can help them devise workable parents, to take up the offer of a free school lunch didn’t come without its challenges. solutions based on their individual “When the pilot came in we thought everyone was going to jump at the chance to have circumstances. a free, healthy, hot meal, but many parents and children were reluctant to relinquish “One of the things we do know their packed lunch. They saw it as their right,” she says. is that every school is different and Theresa won round the cynical parents and children by encouraging pupils to take there is no one solution that fits an active role in the planning and delivering of school meals. Now all but a handful all,” Linda explains. of pupils are having a free, hot meal at school every day. “The pupils are involved in “We know this can be a very devising menus, responding to pupil likes and dislikes, and they meet with the school big, scary task for schools, but I cook to discuss the food,” Theresa says. think the reassurance of having somebody who understands what “I also get the older children to work as monitors at lunch time so they can support the the problem is – and can look at the younger pupils, some of whom really struggle with using cutlery in the early days.” kind of solutions that are available Although she concedes that the solutions that worked in her school may not – really helps.” necessarily be right for everyone, she is a firm believer that taking a whole-school The support service can also approach will produce positive outcomes. She says: “Food is not just something for the arrange for heads and school kitchen staff to manage. If we want children to enjoy food and learn to eat healthily, business managers to visit schools we’ve got to actively show that it’s an important part of the day.” that already have successful catering solutions in place. “When they see for themselves how it is going to struggle with things like dining space and that’s why working in practice elsewhere, sometimes that helps them see we’ve put the support there – but, actually, the potential is there how it might work in their own school,” says Linda. to achieve so much.”

And thanks to the FSM pilot scheme, which ran in Durham, Wolverhampton and the London Borough of Newham between Looking to the future is something that is already happening 2009 and 2011, there are plenty of examples of how providing in Trowbridge. As a result of meeting to discuss FSM, schools free school meals can have a positive impact on the entire within the collaborative network decided to set up a food forum school environment (see panel, above right). to look into how they can incorporate food and healthy living So even though schools are feeling the strain of the logistical into everyday school life. challenges that come with implementing FSM, the Children’s Pip explains: “We are hoping to put in an application for Food Trust is confident that the ultimate benefits for schools funding so that all of the Trowbridge schools will be able to will make the hard work worth it. explore aspects like how our food is cooked and how it is linked Linda says: “One of the things that we know works really well in with the seasons, the local environment and health. And that is schools taking a whole-school approach to healthy eating and can only be a positive thing.” making it about everything they do. I’ve seen some fantastic For more information about the UIFSM support examples where pupils have grown vegetables and herbs that can be used in the kitchen and they are incorporating food and service, visit www.childrensfoodtrust.org.uk healthy eating into the curriculum. I don’t want to come across Or, call the helpline on 0800 680 0080 like we’ve got no concept of reality – we know that schools are

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CAREERS ADVICE

A word in your ear…

Rob Campbell, principal at Impington Village College, sets out the case for a ‘well-funded and proper’ careers service accessible to all schools. Without it, children will suffer WHEN YOU HAVE BEEN in education a while there is a tendency to view the past as a better place. In some cases this is misguided nostalgia. Let’s face it, education is in a healthier state: in stronger hands than it’s ever been and its children guided by the best trained and most capably led teachers we’ve ever known. However, we have to concede when things aren’t good and in that situation do whatever we can to make things better. One of those areas is careers education.

For those of us in secondary education, where this has been most notably felt, we can remember the time when almost all secondary schools had access to a purposefully and capably

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trained careers teacher. This person was able to guide, support and occasionally direct students to make appropriate choices.

While they may not have always got it right, they did ensure children had access to high quality advice and guidance.

In 2000, legislation led to the formation of Connexions, which sought to go beyond careers guidance to have an impact on the lives of young people, particularly those who were vulnerable and at a disadvantage. With good intentions it recognised that there’s no point in providing exclusively careers advice if the rest of the life of the young person is a disaster. While this noble aspiration cannot be faulted, we now recognise that this led to the erosion

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WE A message from

NAHT president Gail Larkin One of my particular interests in secondary education is raising the aspirations of students and how teachers and school leaders are helping them to achieve their ambitions and offering guidance on future learning and careers.

I recently visited a local secondary school and was appalled at the lack of funding for this very important area. The teacher (and she was the only one) responsible for careers guidance had just eight hours per fortnight allocated to this part of her job. All of the pupils I spoke to could not praise her highly enough.

Within this time, she is supposed to interview students and give advice about subjects and courses, organise visits to universities and places of work, meet with parents, peruse individual CVs – the list was endless. Most of the work was undertaken in her own time and with no financial reward but she was committed to the role and dedicated to the students.

It was, therefore, particularly galling to read business secretary Vince Cable’s recent remarks to representatives from the manufacturing industry, that government schemes to get students interested in their sector were being undermined by an ‘underlying problem’ – teachers themselves.

He stated: “There has been an argument in government about how to get the right careers advice in schools and successive governments have messed this up… But the underlying problem is that most teachers, particularly in the secondary sector, are graduates. They know nothing about the world of work.”

What an ignorant and crass statement. The current government has demolished the careers guidance service in our schools, withdrawn funding and he has the audacity to blame teachers. of dedicated and specialist careers advice as Connexions staff struggled to cope with the demands of raised expectations. Across the country, service became patchy. With the right people in post, it was excellent; without, it was a waste of money.

With the arrival of the ‘less-is-more’ coalition government, the national role of Connexions disappeared. In some areas it continued; in others it dissolved with no fond farewell.

At the same time, previously dedicated budgets for this work were removed alongside cuts in funding levels for schools, through the slashing of capital budgets or the phased reduction E in budgets for sixth forms.

IMAGE: IKON

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The teaching force in our schools comes from a wide variety of backgrounds and many are excellent careers advisors in their own right.

Many are coming into the profession after careers in a wide variety of businesses and professions and bring with them a wealth of knowledge and skills. Once again, our colleagues are being made the scapegoats for government policies that are failing the students, teachers and leaders in our schools.

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CAREERS ADVICE WE How to improve careers

guidance in secondary schools Helen Warner, school librarian at Dover Grammar School for Girls, has become increasingly responsible for careers education at the school. She tells LF how secondary schools might improve their offering…

W Unsurprisingly, this led many schools to question the purpose and necessity of dedicated careers Careers advice and guidance has declined in secondary education, education, apart from that provided by good pastoral yet the competition for jobs and university places is high. care and support.

A solid careers education programme in secondary schools If that wasn’t enough, in September 2012, the should be considered an essential part of the curriculum. government made schools legally responsible Careers guidance could be improved if the government had a for securing access to independent and impartial more informed overview of what takes place in careers guidance careers guidance for all students in years nine to and funding it appropriately. Cuts to Connexions have had 11. In the context of this new duty, careers guidance a knock-on impact on school budgets, but there are things consists of services and programmes intended to individual schools can do – subject to finances – to help provide assist students to make and implement education, a good quality service. We take the following measures: training and occupation choices and to learn how to Independent careers advisers: after Connexions funding fell manage their careers. All very great and noble. But through we have continued to pay for a careers adviser to come where is this ‘independent and impartial’ careers into our school. He has worked in our school for years and is service from which schools can draw their advice? a member of staff with his own office where he can conduct In support of, and rightly concerned by this, private interviews. As this is his specialist area, he is able to give the Commons Education Select Committee students clear direction and different routes they can follow to commissioned an inquiry into the situation. I was achieve their aspirations. one of those who gave evidence and their report, Managed accessible careers library: too many schools stockpile published in January 2013, was critical of the state back issues of careers books and university guides. Each year of things, including the government itself, saying an audit must take place, old resources should be destroyed and that: ‘Schools can’t simply be left to get on with it.’ new ones bought. We have an annual careers budget to spend Since then, there has been new statutory on new resources each year. These include printed material guidance, published in April, which has extended the age down into year eight and made clear what schools must do. The threat of Ofsted is included within the guidance, warning that the quality of the government’s information, advice and guidance (IAG) strategy, will be used to judge leadership and management. It is compliance by coercion. And where will schools get this quality IAG? The brokered offer from the National Careers Service will not be available to schools and colleges until October 2014 and who will ensure its quality? I have no idea.

All of this will cost and that burden is likely to fall on schools, which will have to choose to fund it by diverting money from other resources. This shouldn’t be a matter of choice, but an imperative, properly and appropriately resourced.

We know that too many children still are not settled within the right environment at 16 and too many are dropping out from post-16 courses after a year, becoming Neet in the process. As the participation age is raised to 18, the importance of securing the right place in education or in employment with training has never been more critical.

One of the most important elements is a well-funded and proper careers service accessible for all schools. Without it, schools will struggle to give their students access to the right advice and guidance and those young people will continue to struggle to achieve their potential.

Alan Mottershead, the head of Trinity School in Carlisle, vents his frustrations over cuts to careers funding, which are being compounded by ‘the straitjacket around the curriculum’

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about careers, universities, student finance and bursaries, as well as books about applying for jobs straight from school, CVs and personal statements. It is essential these resources are up to date as things change very quickly.

Key speakers: the more speakers a school can get in the better.

Individuals working in ‘the real world’ are invaluable to students, but the process of finding people from different sectors can be painstakingly time consuming. The Inspiring the Future website (www.inspiringthefuture.org) is a step in the right direction.

Links with local universities: we organise two trips to our local university every year. One is a careers fair, which is attended by different universities, the other is a university ‘taster day’. We have also appointed a head of aspirations to help support our students wishing to apply to Oxbridge. Trips to Oxford and Cambridge are organised and key speakers come into school to speak to students.

Student interviews: our head teacher and head of sixth form are actively involved in helping our students make informed decisions.

Every year, they hold interviews with year 11 to 13 students to talk about their aspirations, goals and achievements. This means students are supported every step of the way when making decisions about their futures.

Student finance: students often worry about this aspect of going to university, so any advice that can be given about this is very important. Too many students and parents are not fully informed or ‘educated’ in finance. Personal finance in general should form part of the curriculum so students are able to manage their money and avoid debt.

‘There is nothing neat about Neets’ ALAN MOTTERSHEAD OFTEN WORRIES how many of his current pupils will end up being classed as ‘Neet’ when they leave school. Sadly, funding cuts and current education policies make him feel powerless to do anything to turn their fates around.

“The stupidity of the current system means there is no one we can turn to when we see students who are heading towards Neet. Until they actually become Neet, there is nothing we can do. It’s just ridiculous,’ says the head teacher, who works at Trinity School in Carlisle.

He feels this way despite the fact that the school has always taken a proactive approach to careers advice. Even when the school had the Connexions service at its disposal, it still hired a full-time information, advice and guidance officer, Anne Rothon, to offer careers support to year 10 pupils.

“We were fortunate enough to make that appointment a

few years ago, and have been able to stick with it, as Connexions became Inspira; and then the whole thing collapsed – and nothing really happens now,” says Alan. “Anne is super, but she is one person and she is advising form tutors, mentors and others on what they do. Because we don’t have a careers information service sending information our way, she has to upload an awful lot of material that she sources onto our Moodle website so that students have access to it. It’s a massive job.”

He adds that the restrictions of the current curriculum may also be an obstacle preventing pupils from realising their vocational ambitions.

He gives an example of this: “If we have a really good designer in the school who wants to do art, design and technology and photography, it’s not allowed – the current system stops them from studying all those subjects as they’re all too similar. The argument: ‘But I’m going to be a designer,’ is ignored.

He adds that there seems to be a ‘straitjacket on the curriculum’ owing to the current accountability system.

“Therefore we aren’t getting a curriculum that matches the full range of abilities and interests that we get in secondary schools. We’ve been asked to make sure we target local and national needs when we design our curriculum and our careers advice. Carlisle has a very large food production industry, lots of technicians, apprenticeships and small-scale manufacturing roles.

But where does that fit with our curriculum?

“If, at a swipe, you take out vocational qualifications and make them subject to the same written exam scheme as everything else, you’re not doing a good service to a range of abilities students have, nor are you providing what the employment market of the future will need.

“No one has said we need lots of students who are very good at sitting down and passing written exams,” he adds.

Alan also believes that preventing pupils studying subjects of their choice will result in them having a feeling of indifference towards their education.

“We’re in the ludicrous situation where you could say to students: ‘I know you’ll get a grade F at GCSE history, but you still have to do it, even though you don’t see any point in it.’

“This will mean that students who were enfranchised by vocational subjects will now be forced down an academic route.”

This, Alan says, won’t play to their strengths and abilities and could lead to higher levels of disaffection among students, thus increasing the number who will go on to be classed as Neet.

“It’s all about the government trying to save money and cutting away careers help with no thought for the consequences.”

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SEND CONFERENCE

Specialist advice Susan Young reports on the NAHT’s SEND conference, where special needs were the inspiration, not a bolt-on THERE ARE FEW education conferences that sell out within a month, leaving a sizeable waiting list, and even fewer where some delegates pay half the costs from their own pocket to attend. But that’s the NAHT’s SEND conference for you. The reasons it inspires such devotion in senior leaders from all over the UK became clear even before the event, now in its second year, began.

Sharing a cab from the railway station to the Leicestershire venue in March, Deborah Rogers, head of Newlands special school in Rochdale, told me: “I wanted to come to this because there are lots of education conferences, but special needs are often a bolt-on. This is just for us.”

I bumped into her again after the keynote speech by special needs and disability expert Professor Barry Carpenter. What did she think? “Even better than I was expecting. Definitely better,” she beamed.

This event is really special, particularly because it’s a rare opportunity for people working with some of our most vulnerable children to meet up. Numbers of children with special needs may be rising quickly, but professionals working with them are in the minority.

Also special is the visceral commitment this group has to the children in their care: it’s apparent in every conversation, and highlighted when Professor Carpenter showed a short film of a teaching assistant working with a child, mirroring each other’s movements to communicate, to the obvious pleasure of both.

As Professor Carpenter said: “You can feel the passion for society’s most vulnerable children in this room. Teaching is a relationship-based profession, particularly for the children you represent. This is still the best job. You are dealing with children who don’t understand, but that’s the buzz and excitement.”

Adam Smith, assistant principal of Hill Croft School in Antrim, at the conference for a second year, said: “One look at the programme brought me back: what’s on here is crucial

46

and it was very hard to choose between the seminars. An issue like restraint is something I am very interested in, as at my school we want to meet the mental and emotional needs of the young people. I’ve found these opening sessions quite inspirational.”

The point about special needs being a bolt-on at other events is an important one, particularly at a time when the English schools system is in a state of rapid transformation. For example, teaching children to read using phonics does not work well for many children with special needs and Professor Carpenter is convinced that his own daughter, now an independent adult with Down’s syndrome, could not have learned using this method.

“Kate can read and write, but she didn’t ask about sound or spelling until she was 17. If her teachers had waited until she was phonics-ready it would have been too late. She’s literate because someone taught her to read without speech. It’s about time we stood up for children and stopped the system browbeating us into what is completely inappropriate,” he said.

The NAHT has been battling away on issues in special education, as general secretary Russell Hobby explained. They had enjoyed success but also “some banging our heads against a brick wall... which is normal when dealing with politicians.”

Mr Hobby was concerned about the budgets section of the Children and Families Bill, warning that schools would still be accountable for results even though parents were responsible for the budget. He said: “If the parent decided that an aroundthe-world-trip was the best way to spend it, you would still be accountable. We are looking for some form of veto.”

He was also delighted to announce that the National Forum for Neuroscience in Special Education (NFNSE), the organisation which aims to bring together neuroscientists and teachers

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driving this rise. Professor Carpenter said around one in 100 children had FASD, similar numbers to autistic spectrum disorder. There were no guidelines on how to teach these children, who had a characteristic appearance (no top lip groove) and a ‘spiky’ educational profile at 18 (good at verbal language, but at primary level in maths and social skills).

Better medical care meant children with very rare syndromes were now surviving to school age: there is no knowledge on how best to help them learn.

Parents of children starting school should be asked if there had been “anything more we should know” about their birth.

“We should know about all the children born before 37 weeks,” he said. Some children’s speech would be affected, for others it would be maths function.

The Children and Families Act gives schools a mandate to work with children’s mental health needs

in special education, is moving from the SSAT (formerly the Specialist Schools and Academies Trust) to the NAHT. Ways in which practitioners could use the NFNSE and contribute to its knowledge base were a key message from Professor Carpenter, as was his message that there are growing numbers of children with special needs entering the system whose needs may not be met by current teaching methods.

During two presentations, Professor Carpenter covered a lot of ground. His main points included:

“Emotional wellbeing will become a vibrant part of schools: but there will be training implications. We are going to need policies because poor mental health is one of the last great medical taboos.

“Start simply. What makes children in your classes happy?

What makes them sad? I asked an assistant head what made children in his class happy and he didn’t know. But circle time is a basis for talking and listening, or getting a TA to talk to children. It isn’t difficult.”

Exercise is important Anxiety, said Professor Carpenter, was a key block to learning and exercise releases endorphins. One school that had piloted an exercise programme found: “Every class reported improved turn-taking, fewer emotional outbursts and self-regulation of behaviour.” He urged schools to use the new code of practice to get children what they needed, including exercise.

The need for research by the profession There’s an increasing need for research, much of which could be done in the classroom by practitioners. “We don’t have to guess any more: we can scan a living brain and see the neural pathways. But we need dialogue and to consider it seriously when neuroscientists want to have placements in our schools.”

He said the profession needed to build a culture of inquiry, using the questions on www.complexld.ssatrust.org.uk to help work out a child’s learning pathway.

He promised the NFNSE would disseminate information to NAHT members, organising conferences and other events.

The number of children with complex needs is rising sharply Foetal alcohol syndrome disorder (FASD) and the constantly improving survival rate for children born prematurely are

PHOTOGRAPH: EDUCATION PHOTOS

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What about the future?

“Young teachers need to get into the language of neuroscience and how it applies to teaching and learning. The child is your judge, not Ofsted. The choice is yours, rethink, redesign and restructure or remain the same. Tomorrow belongs to those who prepare for it. How you deal with those tomorrows will influence the children’s quality of life. We are special education: we go where children need us to go. It may not be a comfortable place, but children need us to make that journey.”

To find out more about NAHT courses and events, visit: www.naht.org.uk/welcome/naht-events Susan Young is an education journalist

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WHAT’S NEW WE T H E L A T E S T B O O K S , R E S O U R C E S A N D D I A R Y D A T E S Primary heads

By Bill Laar. Crown House Publishing, £18.99 In Primary heads, former head teacher and Ofsted inspector Bill Laar offers the reader a useful reminder of what constitutes ‘exceptional leadership practice’, before presenting the tales of 11 successful primary heads from a variety of settings.

This is the real strength of the book as you discover, in some detail, the challenges they faced and how they dealt with them, overcoming resistance along the way.

Sometimes, as they openly acknowledge, they wouldn’t make the same mistakes again. It’s a book that should offer encouragement, inspiration and insight to all those in the school leadership team, particularly those considering headship and keen to find out what it really involves.

Buy a blog

The restless school

By Sue Rogers. £100 for a class blog conversation. www.suerogers.net

By Roy Blatchford. John Catt Educational, £12.99

Buy a Blog is advertised as “a brilliant way to stimulate high-quality, eloquent writing.” These are ‘live’ travel blogs, delivered in daily extracts – via email or online – with photographs attached, designed to match the new curriculum. The extracts pose travel problems and questions, which the pupils respond to. The blogger then sends individual replies to each pupil, encouraging and evaluating their writing, and so developing a motivating ‘real-time’ conversation. Opt for Sue relating her exploits in a choice of countries, or fun travelling animals (Teeny Tiny the blogging bear is pictured), telling ‘tails’ for younger readers. Blogs include South Pacific! and On the trail of the polar bear.

Roy Blatchford has used his 40 years’ experience to produce an eclectic collection of thoughts on schooling.

He calls for many things: two weeks of professional development for teachers each year; sabbaticals; and a common inspection framework for both state and independent schools. At other times he offers specific advice, such as: “install a luxury fish tank in the foyer to calm irate parents.” And he includes many leadership tips, including: “it’s easier to beg forgiveness than to seek permission.” Roy is director of the National Educational Trust. He was the founding principal of Walton High School in Milton Keynes and has worked as an HMI.

DIARY DATES Tour de France

Ramadan

Transplant Week

From 5-27 July, the world’s greatest cycle race will be held for the 101st time. It will feature 21 stages and cover 3,656 km of flat roads, cobbles, hills and mountains.

There are just two rest days.

This year, the grand départ sees Leeds, Harrogate, York, Sheffield and Cambridge featuring as new stage cities. www.letour.com

Fasting during the ninth month of the Islamic calendar is one of the five pillars of Islam. As usual, it will see muslims face periods without nourishment from sunrise to sunset. It also marks the beginning of a multi-year clash with exams.

Ramadan is from 28 June until 27 July. www.bbc.co.uk/schools/ religion/islam/ramadan.shtml

Never an easy subject to raise with pupils, but organ donations do save lives. One example from the website below is that of 11-yearold Rhys who had a heart attack after suffering from cardiomyopathy. He had a transplant within 24 hours of going on the waiting list. The week runs from 7-13 July. www.transplantweek.co.uk

Childhood Obesity Week The latest figures show that a fifth of children aged four to five are overweight or obese.

By the time they reach year six, this has increased to a third of children. Is it schools’ responsibility to remedy this situation? As with many other social issues, it would appear the answer is yes. www.noo.org.uk/news. php?nid=2332

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WE T E L L U S A B O U T Y O U R S C H O O L We ’d l ove to share your stories with LF re a d e rs . Ema il Su s a n E educationhack@gmail.com

FINALLY… B

ig changes can show in small ways, as deputy head Val Lee discovered one morning when the parent of a year six pupil enquired: “What have you done to him?”

“I hadn’t done anything other than say he needed to be in the playground before the bell went for school,” explains Val, deputy head of Pudsey Waterloo Primary in Leeds. “Yet, he’d gone home, said he was concerned about the time he was getting to school and could they get in the car 10 minutes earlier? Little things like that make a real difference.”

Lots of small changes are contributing to what Ofsted described as “a powerful learning culture”, plus a new attitude for staff and the older pupils at Pudsey Waterloo. Underlying it is a philosophy of encouraging leadership at all levels, supported by coaching to set goals and solve problems.

Previously, there had been an expectation that senior members of staff would sort out others’ problems. “Now we’d say: ‘What does being successful in this situation look like for you? How would it not be a problem anymore? How could we support you?’ Suddenly, they are coming up with ideas for the problem and the focus is on everyone being a leader.”

Following training from a local company, everyone from the head teacher down has regular sessions with their designated coach on the staff. They consider where they want to go as a school, how to raise aspirations, where they want to be by the end of term and who needs to do what in order to achieve it.

“We have to be open enough to say this isn’t going to work, let’s look at our options,” says Val. An Ofsted inspector was startled when a member of the support team explained how they talk about issues in a ‘solutionfocused way’, says Val. “She said that if she ever had a problem she could always talk to somebody who would help her and that she felt proactive about what she was doing.”

Support staff are now paid to attend staff meetings. “They asked for it: it was a solution for them,” says Val.

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SUSAN YOUNG

FOCUS ON SOLUTIONS Coaching for year six children started this year. “They love it,” says Val. “They find me in the corridor to tell me what they have achieved.” Each child’s coaching folder colour-codes areas such as attitude to learning, school uniform and behaviour in red, amber and green, including current achievement and expected progress. For some, the goals might be always having their book bag in school, doing their homework on time, or learning particular times tables.

“Any member of staff can volunteer to coach the children.

We have regular one-to-one meetings where we look at how far they’ve come and help them to set goals. They’re enjoying it and the teachers say they’re more aware of how much they affect their own learning and progress. Children say: ‘I’m aware my behaviour hasn’t been that great this week and it’s going to affect my learning. I’d like to talk to you about some ideas.’”

Val explains why it works: “For the first time, year six pupils are being given ownership of their progress and we’re talking about the ways in which they can be successful when they move on to secondary school.

“It is something we are passionate about, whether it’s giving our students the resilience to think: ‘I can do this when I’m put in charge of sorting it out for myself,’ or that staff are thinking about leadership and being a bit more in control of their own destiny.

“Rather than saying ‘we have a problem,’ we’re saying: ‘can we have a conversation as we need to find a solution?’ It’s having a really good effect on staff morale and performance.”

PHOTOGRAPH: GETTY

23/05/2014 11:15

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