Leadership Focus, March April 2014, NAHT

LEADERSHIP F O C U S Rwandan schools: 20 years on p34 National Youth Orchestra p38 The magazine for members of the NAHT March/April 2014 • £5

Issue #63

Modern foreign languages p42

Long road to freedom Sarah O’Boyle took on the DfE’s academy brokers – and won with the NAHT’s help

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

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n a difficult and challenging climate for education it can be easy to forget that the reason we all came BERNADETTE HUNTER into the profession is to make a difference to the lives of children and young people. So, to remind you about some of the positives, this edition highlights aspects of NAHT’s work that can really impact on futures.

Primary Futures (see page 24), is an exciting joint project between NAHT and the Education and Employers You may not all be aware of the invaluable work of our Taskforce that aims to raise the aspiration of primary pupils regional officer team if you have not needed their servicthrough increasing their understanding and appreciation of es. Their excellent work and dedication protects the jobs the world of work. Schools can access volunteers from differof many members, including those facing the challenging ent types of jobs who will visit schools and share their experiagenda of forced academisation. You can read the inspiring ence. It is based on the Inspiring the Future programme that story of how one primary fought off the academy brokers is already changing lives in secondary schools. with the help of NAHT on page 28.

On page 34, you can find out about our joint project with Finally, let’s remind ourselves that schools change lives the British Council that is definitely helping to change lives. every day and in the words of Nelson Mandela: “Education is Three of our members visited Rwanda in January to help with the most powerful weapon you can use to change the world.” the development of school leadership standards there. We PS. The fourth joint leaflet with Family Action is enclosed hope this will prove to be the start of a long-term link with this this month and it is all about dealing with change and tranexciting country, which will commemorate the 20th anniversition, which you may find useful next term. sary this year of the genocide that tore it apart.

WELCOME

CHANGING LIVES

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, Heather Forse, Lesley Gannon, Nicky Gillhespy, Magnus Gorham, Chris Harrison, Russell Hobby, Bernadette Hunter, Steve Iredale, Gail Larkin, Caroline Morley, Stephen Watkins and Paul Whiteman. @nahtnews @LFmagNAHT

EDITORIAL TEAM Managing editor: Steve Smethurst Assistant editor: Carly Chynoweth Designer: Adrian Taylor Senior picture editor: Claire Echavarry Production manager: Jane Easterman Cover photograph: Richard Lea-Hair Columnist illustrations: Lyndon Hayes Printed by: Woodford Litho

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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

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Making waves The people who live in the Nigerian shanty town of Makoko may only have a life expectancy of 40, but they do have a new floating school.

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Ofsted in turmoil Ofsted chairwoman Baroness Morgan has departed in acrimonious circumstances; and the NAHT calls for a six-month Ofsted break for schools facing unprecedented change.

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Aspire project working well Early results from the NAHT’s school improvement project are positive, with six schools already achieving an Ofsted rating of ‘good’.

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NAHT annual conference Members can now book their tickets for the ICC in Birmingham.

“No conference has ever been as important,” says NAHT vice president Gail Larkin.

10 Family Action leaflet The latest leaflet from the NAHT’s charity partner Family Action looks at the challenges faced by parents when their child starts a new school.

11 Praise for NAHT report The recommendations of the NAHT’s Commission on Assessment Without Levels have been praised by education secretary Michael Gove.

12 Stay ahead of the game Changes to the curriculum, finance, staffing and school meals mean that members may need to act quickly.

13 Obituary: Chris Purser Remembering the well-respected NAHT professional adviser who died last year.

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EATURES

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24 Primary Futures? It’s just the job Primary Futures is a new initiative that brings literacy and numeracy to life and raises aspirations for primary school children, reports Daniel Allen.

15 Legal update NAHT senior solicitor Simon Thomas shows how the association has won cases for members through the criminal injuries compensation scheme.

28 The long road to freedom…

Sandwell head teacher Sarah O’Boyle tells LF about struggles she’s faced to prevent her school being forced to join an academy chain against the wishes of the school, governors and parents.

17 Rona Tutt’s column Michael Gove dismisses the education profession as ‘The Blob’, but the amount of political interference in education is unprecedented.

34 A world of difference Twenty years after the genocide that tore it apart, Rwanda is seeking outside help to improve school leadership.

Kenny Frederick reports on a joint NAHT and British Council initiative.

38 Benefits of a classical education Members of the National Youth Orchestra hit all the right notes during a two-day residency at Highbury Grove School in north London. Steve Smethurst reports.

42 Lots in translation Carly Chynoweth discovers the benefits of a bilingual education as she meets three head teachers passionate about learning different languages.

46 A question of trust NAHT members are invited to take part in an exciting research project on schools and trust, reports NAHT past president Chris Harrison.

19 Russell Hobby’s column The report of the Commission on Assessment Without Levels aims to take back ownership of assessment for the profession.

20 Best of the blogs The latest insights from the NAHT website’s bloggers Warwick Mansell and Susan Young.

23 Partners GL assessment offers help on assessment without levels, while Rock offers NAHT members travel insurance without the hassle.

49 What’s new?

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

50 Susan Young’s column Susan hears from Miles Wallis-Clark, head teacher at Hotspur Primary School in Newcastle, where a project has been running to raise aspirations.

LEADERSHIP F O C U S

14 New year honours’ list NAHT members have been honoured with OBEs, MBEs and a DBE.

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NEWS FOCUS

NEWS IN EDUCATION • OFSTED LEADERSHIP • NO-NOTICE INSPECTIONS • ASPIRE SUCCESS • LONGER SCHOOL DAYS • ASSESSMENT COMMISSION • ANNUAL CONFERENCE

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FLOATING SCHOOL

Making waves LAGOS HARBOUR IS HOME TO A ‘SLUM ON STILTS’ WHERE LIFE EXPECTANCY IS LESS THAN 40.

BUT IT DOES HAVE A NEW SCHOOL

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The building with the blue roof is the new school in Makoko, the Nigerian shantytown that sits within Lagos harbour.

Unfortunately, the school is just as unauthorised as the settlement. The Architectural Review notes that last year “machete-wielding men, employed by the city, severed countless wooden piles in the town, causing hundreds of homes to collapse.”

The school could face the same fate. Prince Adesegun Oniru, the Lagos state government’s commissioner for waterfront and infrastructure development, said that it was “erected

without permission of the state. It shouldn’t be there.”

However, Nigerian-born Kunlé Adeyemi, an architect at NLE in the Netherlands, which led the build, disagrees. NLE is negotiating with the Lagos government to ensure that the school isn’t torn down.

Life is tough for the children of the town. Cholera, malaria and polio are rife and life expectancy is less than 40.

The school, with classrooms for up to 100 children over two floors, offers a rare glimpse of a brighter future.

See how the NAHT is helping school leaders in Rwanda, page 34.

PHOTOGRAPH: IWAN BAAN/NLE

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Lack of space a major worry

School places remain a concern Almost 90 per cent of school leaders are worried about the shortage of primary school places, according to research from The Key.

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More than 60 per cent of those surveyed said that with their current facilities, they would not be able to provide more places.

‘Worrying pattern’ in Gove’s appointments, claims Morgan

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SMART STAT From almost 8,000 Ofsted inspections last year, the number triggered by complaints from parents was just...

Ofsted’s leadership has been in the headlines after Michael Gove decided not to reappoint Baroness Morgan of Huyton as chair of the schools watchdog at the end of her three-year term.

Michael Gove, the secretary of state who appointed the Labour peer, praised Lady Morgan’s contribution to Ofsted and said that the move was designed to refresh the organisation’s leadership. He denied that the decision was politically motivated.

But Lady Morgan, a former teacher who worked at Number 10 under Tony Blair, told the BBC’s Today programme that the decision was part of a pattern. “I am the latest of a fairly long list of people now who are non-Conservative supporters who are not being re-appointed.

I think there is absolutely a pattern,” she said.

“It’s extremely worrying.”

Sir Michael Wilshaw, the chief inspector, was consulted about the decision and urged Mr Gove not to replace Lady Morgan. “I did say to the secretary of state that I wanted her to continue, that she was a very good chair and my working relationship with her was very strong,” he told the Commons Education Select Committee at a scheduled appearance.

He also said that Lady Morgan had backed him and his decisions. “She stood foursquare behind me and gave me a huge amount of support and gave me very good advice. She is a very good chair of the board of Ofsted. She has their trust and she has the trust and confidence of the executive board. She is very knowledgeable about education.”

The Mirror reported that Mr Gove ignored the advice of the DfE’s top civil servant, who had recommended that Lady Morgan continue in her role for another three-year term. A DfE spokesman told the newspaper: “The department has no comment to make. We do not discuss the contents of officials’ advice to ministers.”

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Give schools a six-month Ofsted break Schools should be given a six-month break from Ofsted inspections so that they can concentrate on bedding-in the large number of changes and new initiatives that come in to play this autumn, according to NAHT president Bernadette Hunter.

“There’s a large number of changes coming in September 2014 for schools and school leaders to manage and we want to be able to do the very best with all of them,” she said. “But to do that we need time and space from the accountability framework while we embed the new curriculum and make sure that new assessment procedures are properly in place.”

When Scottish schools went through similar changes they were given a one-year respite from inspection so that they could make sure they got the new systems up and running as quickly and efficiently as possible. Under the circumstances a six-month break was a very reasonable request, she said. “We will be writing to MPs to make them aware of just how much change has to be implemented in the coming school year,” she said. “It is really important for schools to focus on teaching and learning and make that their first priority.”

Are you ready for autumn 2014? See page 12 for our checklist.

PHOTOGRAPH: PA

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Other research by The Key suggested that only a quarter of school leaders think that performance-related pay will raise standards in schools.

No-notice inspections ‘unnecessary’ Ofsted’s new programme of no-notice inspections is an unnecessary burden on schools and will do nothing to improve education, said Russell Hobby, the general secretary of the NAHT. “In the current climate of fear and uncertainty surrounding Ofsted more dawn raids and surprise visits are the last thing we need,” he said. “Ofsted is unable to maintain the quality and consistency of its current, planned inspections. It should not over-reach further when so many inspections contain basic mistakes.”

In January, chief inspector Sir Michael Wilshaw announced that Ofsted would conduct unannounced inspections of schools where standards of behaviour were causing concern.

“Behaviour was found to be good or better in 92 per cent of schools at their last inspection,” said the general secretary. “Furthermore, Ofsted received only 30 complaints that qualified for further investigation last year.

Is this a real concern?

“The only crisis in our schools right now is one caused by perpetual interference. This will not help improve behaviour further. How can it enhance the authority of head teachers when Ofsted responds to anonymous complaints without verification? One unpopular decision and schools could face harsh penalties.”

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NEWS FOCUS

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TESTING TACTICS Schools are lodging a high number of ‘tactical’ exam result appeals when students get GCSE or A-level marks that place them near a grade boundary, according to Ofqual.

SCHOOL IMPROVEMENT

Aspire working well Six of the 30 schools in the first Aspire cohort have achieved a ‘good’ rating within the first months of the three-year improvement programme being piloted by the NAHT. All of the participants who responded to an online survey about their experience to date said that the initial phase, designed to help schools identify problems and draw up a plan of action, was professionally supported, according to an independent review of the project by the University of Derby.

The review also found that 98 per cent of respondents felt that the early analysis had helped them to prioritise actions to support change, while 95 per cent said the process made them think about new approaches to

school improvement.

NAHT president Bernadette Hunter (pictured) said: “We are really pleased that the evaluation has determined that this exciting project is working effectively and that the schools are benefiting from their collaboration.

“The results so far mean that we are already thinking about how we can develop this programme further and roll it out more widely.”

She added that she hopes more school leaders will become involved in the next stages of Aspire as it expands.

Other early successes identified by the university include improvements in staff morale, teaching, marking, target-setting, understanding and analysis of data, as well as a tighter focus on teaching and learning as a core aspect of raising standards.

Respondents also felt that they knew the areas in which they were doing well, where they needed to take action and what they needed to do over the next two terms.

• The Aspire pilot involves 30 schools in four clusters and is jointly funded by the participating schools and the DfE. The project is delivered

by EdisonLearning, NAHT’s chosen business partner.

‘College of teaching’ wins NAHT support An independent college of teaching to oversee teaching standards would have much to offer the profession provided it was led by the profession itself, said NAHT president Bernadette Hunter, but Labour’s proposed ‘teaching licences’ have generated more scepticism.

“We support the idea of a college of teaching, as it is important that teachers should be represented by an independent professional

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body,” she said.

Russell Hobby, the association’s general secretary, added: “We need an organisation to take an evidence-based, nonpolitical approach to setting standards in educational and professional practice. If teachers want professional respect and freedom from interference, they need a body like this to strengthen their voice.

“Certain issues remain to be addressed, such as

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membership profile and fees, but as long as careful thought is given to ensuring the college is both sustainable and accessible, then these proposals are likely to receive a welcome from the profession.”

However, while Mr Hobby welcomed calls to raise the status of teaching, he said that Labour’s suggestion of teaching licences should replace current forms of accountability rather than add to them.

Gail Larkin to step up to presidency Gail Larkin, currently the NAHT’s vice-president, will step into the role of president at the association’s annual conference in May. Bernadette Hunter, the outgoing president, said: “I am delighted that Gail will be taking over and that Tony Draper will join her as vice-president.

“Gail is a very passionate, determined and energetic character who brings many skills to the role. Tony has a wealth of experience in school leadership and a particular interest in assessment.”

Tony, a head teacher in Milton Keynes, said that he hopes to draw attention to the ways in which schools are getting great results from sports premium funding.

“I’d also like to work with and support colleagues who take on schools in challenging circumstances and then find they are not allowed appropriate time to turn the school around due to Ofsted. Also, to talk to colleagues who experience increasingly mobile populations due to landlords ending tenancies because of benefits changes.”

PHOTOGRAPH: UNP/NAHT

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ANNUAL CONFERENCE WE Aspirations, inspirations

and success at the ICC Support for longer school days depends on resources

It’s time for members to book their tickets to this year’s NAHT annual conference, which is being held at the ICC in Birmingham from Friday, May 2 until Sunday, May 4.

The NAHT would support Michael Gove’s call for longer school days so long as the move was properly resourced and allowed individual schools flexibility in how it was managed.

Allowing schools to run 10-hour days would mean that state schools could become indistinguishable from independent schools, the secretary of state said in a speech to the London Academy of Excellence.

He said: “I would like to see state schools – just like independent schools – offer a school day nine or 10 hours long that allows time for structured homework sessions and prep. A longer school day will also make time for after-school sports, orchestra rehearsals, debating competitions, coding clubs, cadet training, Duke of Edinburgh award schemes and inspirational careers talks from outside visitors.”

NAHT general secretary Russell Hobby said the association had “no problem” with schools staying open longer provided the majority of the extra time was used for extra-curricular activities and that the extension was properly resourced.

“We need to be clear where the money will come from to fund the extra staffing, given that teachers already work a 48-hour week on average,” he said. “If the finance is there, then schools can make the appropriate arrangements, using a wide range of staff, contracts and partnerships with other providers.”

“This is a real opportunity for new and experienced school leaders to meet and discuss important educational issues,” said incoming president Gail Larkin. It is also a chance for people to revisit the values and beliefs that inspired them to enter teaching in the first place – and to motivate them and inspire them for the journey ahead.

Importantly, it is also an opportunity for the profession to unite to prepare for the challenges ahead. “Last year our president stated that ‘we cannot underestimate the scale of challenges we are facing in a climate where schools seem to be under daily attack’,” said Gail.

“Unfortunately, we most certainly did. We could not have possibly anticipated the increased criticism and vitriol – even bullying tactics – levelled at our profession during the past year. I cannot remember a time during my past 40 years in the profession when we have been subjected to such attacks from government ministers, the media and others in positions of authority and trust.”

Big-name speaker line up for ‘Inspiring Leadership’ Speakers including Andy Hargreaves, Avis Glaze and Steve Munby will offer their leadership insights at the NAHT, CfBT and ASCL’s joint conference, Inspiring Leadership, being held at Birmingham’s International Convention Centre in June. The conference, which is now open for bookings, will also feature expert masterclasses, workshops and seminars, as well as time for reflection and for engagement with many exhibitors and sponsors.

Other speakers include Dr Yong Zhao, who specialises in the implications of technology and globalisation, and who was named one of the 10 most influential people in educational technology.

Richard Gerver, a former head teacher who helped turn a failing school into a global innovation success story, is also speaking.

For more information and to book tickets, please visit: bit.ly/NAHTinspiring

PHOTOGRAPH: NYO GB

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STORM CLOUDS ARE GATHERING For this reason no conference has ever been as important as that planned for 2014, she said. “The storm clouds are gathering as we hurtle headlong towards the ‘perfect storm’ which we know is going to hit us in September 2014.”

A new national curriculum, revised assessment procedures, free school meals for all infant-age pupils and changes to SEND provision are just part of the onslaught of initiatives that schools will be expected to implement – something that many will find impossible with the tools at their disposal.

The NAHT will continue to work hard in the interests of pupils, schools and school leaders, which means that the association wants to hear from its members. “There will be a full programme of motions, seminars and workshops. We are keen to hear your views and opinions on the wide-ranging issues that will be debated,” said Gail.

“We will take many extremely important decisions at the conference that will influence the direction and thoughts of our politicians.

“The NAHT has to take back the initiative. We have to continue to demonstrate that we care. We care about the pupils in our school and we care about our colleagues who are facing pressures that would not be tolerated by any other profession and we have to stand up and be counted.

“I hope that members will join us to emphatically reiterate to the current – and any future – government that we will no longer tolerate their unacceptable and unwarranted diatribe towards us and our hardworking and dedicated colleagues.”

For more information and to book tickets, please visit: bit.ly/AnnualConf2014

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NEWS FOCUS JARGON BUSTER WE The Year of Code

Get with the program The Year of Code (www.yearofcode.org) is an independent campaign run by a range of organisations, including the BBC, Google and Codecademy. It is designed to get more people writing computer code (‘programming’ to anyone over 30) and it coincides with curriculum changes that mean all children aged between five and 16 will see coding added to their timetables from this September. But it’s not all about equipping youngsters for the future, the website suggests that campaigners are also keen to get adults across the country to give coding a go.

HANG ON, REMIND ME WHAT CODING IS BEFORE WE GET INTO THE DETAIL Coding is telling computers what to do and when to do it.

Doing it requires the coder to understand a specific computer language – there are a number of them – so that they can do anything from building a mobile phone app to publishing e-books or setting up a music website. The website includes a short starter session that shows people how to build a simple online game of Moshi Pong.

Other courses are available online, including Codecademy’s 15-week after school programme (www.codecademy.com/ tracks/afterschool-semester1) and code.org/learn’s guide, which claims to be for people aged between six and 106.

SO IT’S NOT THAT HARD TO LEARN, THEN? Campaign spokeswoman Lottie Dexter got herself into a bit of a pickle trying to answer this question on Newsnight recently (see page 20). You can apparently learn it in a year.

Unless you’re teaching the subject, when it takes a day.

WHAT’S THE REACTION BEEN LIKE? Emma Mulqueeny of Young Rewired State, who has spent six years working out how to encourage young people to explore coding, argues that the whole set-up is doing more harm than good. “It doesn’t know what it’s doing, it’s not focused, it hasn’t looked at all the research that people have done,” she told the BBC. “The thing that really tipped me over the edge was when I found that they hadn’t even bothered to contact Computing at Schools, which has spent six years working on this.”

THERE MUST BE SOME GOOD HERE? The BBC’s technology correspondent Rory Cellan-Jones acknowledged that things hadn’t gone well so far. But he added: “There is a lot of goodwill out there, particularly among those IT teachers who have been campaigning for years for a more stretching and creative approach to computing education. If the Year of Code can take a breath, sit back and work out what it wants to achieve, then maybe it can regain some of its lost credibility.”

And, later, Emma updated her own blog to say that she is sure that the campaign “will find something useful to do”. www.bbc.co.uk/news/technology-26150717 bit.ly/EmmaMul

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FA M I LY A C T I O N

Preparing for change The first day of school can be as nerveracking for mums and dads as it is for their children. The latest leaflet from NAHT and its charity partner Family Action aims to address the challenges posed by this change. It encourages parents to plan ahead for their child’s first day at school, the switch to secondary and for new responsibilities.

Prior to their first day at school, that means ensuring children can dress themselves, hold a knife and fork, take themselves to the toilet and share with others.

The new leaflet, Preparing for change at school, is the fourth in a series badged as Ready to Learn Every Day. It warns parents that the changes a child faces at school can affect the whole family, but assures them that, with the right support, children can thrive.

Once a child is settled in their first school, the next challenge is to ensure they are equipped for additional responsibilities such as extra homework and longer days.

Parents are advised to help their child cope by giving them a healthy breakfast, a good night’s sleep and dedicated space and time to do their homework.

With the move from primary to secondary school, parents are encouraged to talk positively about changes, listen to any worries their child may have and discuss what they have to look forward to.

Secondary school means helping children to check they have the right equipment each day and making sure they know how to stay safe on their way to and from school.

The 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.

Further information Family Action is the NAHT’s charity partner for 2013/14.

The two organisations are running a range of awareness and fundraising activities including a dress-down day called ‘Dressed down and ready to learn’.

Five assembly plans to support the campaign are available online at www.naht. org.uk/familyaction and www. family-action.org.uk/naht.

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

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RATIO TO BE RATIONED Liz Truss, the childcare minister, has announced plans to cut the staff-child ratio in after-school clubs from 1:8 to 1:30, bringing it into line with infant schools.

ASSESSMENT COMMISSION

Gove praises NAHT Education secretary Michael Gove has praised the recommendations of the NAHT’s Commission on Assessment Without Levels, which were published in February.

“The NAHT’s report gives practical, helpful ideas to schools preparing for the removal of levels,” he said. “It also encourages them to make the most of the freedom they now have to develop innovative approaches to assessment that meet the needs of pupils and give far more useful information to parents.”

The key recommendations, announced by commission chairman Lord Sutherland, are: • schools should adopt a consistent approach to assessment across the

country. The commission also produced a ‘design checklist’ to underpin this; • schools should retain the use of levels while designing a new system; • pupils should be judged against objective criteria rather than ranked against each other; • all assessments need external moderation and that this moderation needs real teeth; and • assessment should be driven

from the curriculum.

NAHT general secretary Russell Hobby said it was up to school leaders to take ownership of assessment.

“Just because the government ceases to regulate something does not mean the profession must accept fragmentation,” he said. “We can keep what was good about our previous system and address its flaws.”

The report is a significant piece of work based on input from numerous stakeholders and experts, added Bernadette Hunter, the association’s president.

“This is a very important document that signposts the way forward for schools and school leaders on assessment in the new context,” she said.

See also Russell Hobby’s column, page 19.

Middle leaders will give NAHT the Edge A special general meeting of the association in November delivered a resounding 95 per cent vote in favour of proceeding with a proposal to create a new affiliate for NAHT. Speaking after the vote, NAHT general secretary Russell Hobby said: “The new affiliate will be aimed at middle leaders in schools and will offer the normal protection of a trade union while helping them develop as senior leaders. This will help NAHT appeal to the next generation of school leaders while also

PHOTOGRAPHY: GETTY/ISTOCK

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supporting that generation in a time of significant turmoil and fragmentation. It will clearly be aimed at aspirational leaders who put a high priority on professional development; we think there are many out there who fit the mould.

“We have a happy experience of partnering with affiliates already (AHOEC and IAPS). Using this model helps us preserve the character and tradition of NAHT while also trying out innovative new ideas. It gives us the best of both worlds. The new affiliate

will operate with a streamlined model, using online resources (although there will be a physical presence when necessary) and direct participation and democracy.

It will be self sustaining within a few years and is aiming for around 5,000 members.

“Launch is planned for autumn 2014 and we will be in touch regularly with more details – including how you can encourage your middle leaders to sign up if you think this might be the association for them.”

2012 legacy requires more staff training Staff training is the key to making sure that government investment in sport has the maximum impact, said NAHT general secretary Russell Hobby, who also called for sharing of specialist sports facilities.

He said: “The point of schools is to equip young people for the life ahead of them. Sport has an important role to play, not just in terms of health but also in building resilience, teamwork and determination.”

The general secretary, who was speaking at the Youth Sport National Trust Conference in Telford, added: “In making the most of the sports funding at primary level, the NAHT believes the key is to invest in training for staff to build their confidence and skill in leading and teaching PE. “We also encourage local and national government to encourage collaboration between schools to make best use of specialist skills and facilities. Schools should not have to go it alone on this.”

Last year, the Commons Education Committee reported that it feared that the legacy of the 2012 Olympic Games for schools was ‘on life-support’.

MARCH/APRIL 2014 l LEADERSHIP FOCUS 11

24/02/2014 11:14

NEWS FOCUS

EDUCATION CHANGES

Stay ahead of the game As seen in the poster in the last edition of LF, major change are taking place in education. Members can stay informed by logging into the NAHT website where you’ll find updates on the following.

TAKE ACTION NOW Curriculum All schools must publish their school curriculum by subject and academic year, including their provision of personal, social, health and economic education (PSHE). To support schools in doing this, the PSHE Association has published its own guidance on drafting and reviewing a school’s sex and relationship policy and a suggested programme of study for PSHE. Academies and free schools are also required to publish

similar information relating to their curriculum through their funding agreements.

Finance By 4 April 2014, maintained schools and academies must publish information on their website about how they have used the PE and sport grant allocation, including how it has (or will be) spent and the impact it is having.

Staffing All schools should consider mid-year performance reviews for teachers subject to performance-related pay progression to support reviews in September 2014.

Universal free school meals for infants Schools should start

discussions with local authorities and/or catering providers to ensure they can implement this in time. A government funded advisory and consultancy service will be available from the end of February and can include a visit and assessment of the school to advise on the approach you could take.

NEED TO KNOW SEND Code of Practice Subject to parliamentary approval, the new 0 to 25 SEND code of practice will be published soon, providing statutory guidance to schools and colleges about how they should act under the new SEND provisions in the Children and Families Bill when they become law in September.

Staffing From March, an amendment to the Education (school teachers’ prescribed qualifications, etc) Order 2003 will ensure that unqualified instructors employed in maintained schools and non-maintained special schools will be paid according to the pay range for unqualified teachers set out in the school teachers’ pay and conditions document (STPCD) 2013.

Curriculum and qualifications From May, pupils will no longer be allowed to use calculators in statutory key stage two tests.

For updates on all these issues and more, visit www.naht.org.uk

NEWS IN BRIEF VP-ELECT PRIORITISES CHILD SAFETY Head teacher Tony Draper has gone above and beyond to ensure safety measures at Water Hall Primary School in Milton Keynes are robust.

As part of his efforts, the old school was demolished and a new doughnut-shaped school opened in 2008. He told LF: “Parents enter the school at one end and must comply with a one-way system in order to leave. This ensures that each child and parent

12

have to pass members of staff and security measures before leaving the premises.”

Another system put in place was 3fifteen, an after-school child safeguarding service designed to inform schools when changes are made to the collection plan for a pupil at the end of the school day. Tony will become NAHT vice president at the annual conference in May. www.3fifteen.co.uk

ITN CONFERENCE PARTNERSHIP The NAHT is partnering with ITN at its annual conference in May to create a news programme focusing on excellence in teaching.

Hosted by newsreader Natasha Kaplinsky, it will celebrate success in teaching leadership and look to inspire others to foster a self-improving school-led system. It will feature in-depth interviews with education policy

makers and provide insights from leading schools and their leaders. NAHT general secretary Russell Hobby said: “The programme will show how teachers and heads are supporting each other by using innovative ways to improve earning and develop leaders.”

To view last year’s programmes visit www.itnproductions. co.uk/naht and also bit.ly/TVnaht

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24/02/2014 12:41

NEWS FOCUS THE EDUCATION SHOW WE 20-22 March 2014

NEC, Birmingham

Chris Purser: 1941-2013 Many readers will have known Chris, who sadly passed away last year. The following is an extract from the eulogy given at his memorial service.

Chris did his teacher training college at Avery Hill Men’s Annexe in 1959 and taught for seven years before being appointed head teacher at Hadlow Down primary school in East Sussex.

He then worked for the Service Children’s Education Authority in Germany, first in Hanover and then at Churchill School in Verden, before returning to the UK in 1984 as head at Highfield junior school in Eastbourne.

Chris had by this time become a fellow of the College of Preceptors and in 1990 he obtained his MA in education policy and decision making from the University of Sussex.

While in Eastbourne, Chris had been secretary for the East Sussex branch of the NAHT and in 1990 he moved to work full time for the association. As a professional adviser, he travelled all over the country advising,

PHOTOGRAPHY: NAHT/EDUCATION SHOW

13 News.indd 13

supporting and representing members who were in professional difficulties.

Following a reorganisation, he set up a new department promoting membership and the support of branches around the country. This meant extensive travel and a further opportunity for his vast collection of A-Zs to bounce around in the boot of his car. Through these two roles he became widely respected in the branches and he was equally highly regarded at headquarters.

Chris was also a nonexecutive director of the Royal Society for the Prevention of Accidents and at one time was chair of the National Safety Education Committee.

Should you ever find yourself muttering about health and safety, you now know who to blame. He wrote a book on the subject for Croner Publications, entitled Health, safety and welfare of pupils: the responsibilities of the governing body.

Following a lengthy illness Chris passed away at his home in September 2013.

There is little doubt that 2014 will continue to be a year of change. Yet it also promises new opportunities.

With head teacher responsibilities changing and new policies to consider, regular free training, advice and inspiration are essential. Recognising this, the Education Show offers valuable, free, high-quality continuing professional development (CPD) opportunities.

For school leaders, the School Leaders Summit is not to be missed. The two-day conference will focus on the most crucial issues affecting senior leaders. Based on in-depth research with more than 100 school leaders, the programme promises to encourage discussion, debate and networking opportunities.

In a series of best-practice, case-study and panel sessions, topics will include using technology to enhance learning, innovating teaching and learning, designing a fair and successful teacher appraisal policy and achieving effective communication with staff, pupils and parents.

The programme can be found at the website below.

In addition to the conference, more than 120 free CPD-accredited workshops, seminars, training sessions and discussion events will be led by practitioners, peers and industry experts. These will include the new national curriculum seminars and workshops. With the new curriculum high on everyone’s agenda, this series of seminars and workshops has been devised in association with publisher Scholastic to provide advice and guidance from key industry experts and associations.

Scholastic will lead a number of free 25-minute sessions for primary heads and educators. These workshops will provide tips and guidance for delivering the national curriculum for English, maths, science, geography, history and computer science. Attendees will receive a free Scholastic ‘100 Lessons’ goody bag worth £50. You can find full details and book online at the website below.

School leaders may also wish to send members of their PTA to the PTA-UK National Conference, held on 22 March.

With the theme ‘Achieve More’, the programme is designed to help PTAs to maximise their fundraising efforts, find the most effective ways to promote a PTA, support their activity through social media, discover better ways of working and benefit from Gift Aid. Investing in the right resources and making the most of budgets continue to be crucial. The Education Show provides a wide range of potential solutions under one roof from more than 360 suppliers. On top of this, you can speak in person with suppliers and benefit from free advice.

The NAHT will be at the Education Show on stand N29.

The event is free to attend.

To register for your free, fast-track pass, visit www.education-show.com.

MARCH/APRIL 2014 l LEADERSHIP FOCUS 13

24/02/2014 12:39

NEWS FOCUS NEW YEAR HONOURS The following school leaders among those awarded honours for services to education.

School leaders rewarded with new year honours School leaders were wellrepresented on the 2014 New Year’s Honours list, with three DBEs and one knighthood awarded to current or former heads and principals.

One recipient who is well-known to NAHT members is Dame Alison Peacock (pictured), the head teacher who led Wroxham primary school in Hertfordshire out of special measures. Wroxham, which has 67 teaching schools in its alliance, now has ’outstanding’ status.

NAHT president Bernadette Hunter congratulated all school leaders who were awarded honours in the list.

“This sends the message that the work school leaders do is truly respected despite the challenges that they face,” she said. “It is exemplified by Dame Alison’s inclusion for the enormous amount of work she has done for education, including her involvement with the commission on assessment.”

Sofina Islam, head teacher at Stanton Bridge primary in Coventry, who received an OBE for her work in turning around the once-failing school, said that it took a while for the news to sink in.

“But when I saw the reaction of my daughter, husband and brother, I knew how proud they were and I felt a sense of overwhelming appreciation,” she said.

“It gives you faith that when you work hard to

14

make a difference to the lives of others in some significant way, it is noticed.

Communities in challenging contexts need to know that hard work brings rewards.”

David Kemp, assistant head at Queen Elizabeth Humanities College in Bromyard (pictured) said that he was looking forward to bringing his medal into school after he receives it at Windsor Castle in early March. “When I saw a letter marked ‘On Her Majesty’s Service’ I thought it was from HMRC,” said David, who is passionate about music education. “When I opened it I was gobsmacked – but I couldn’t tell anyone until it was announced.”

Other NAHT members recognised include Kathleen Burns, principal of St Therese nursery school in Belfast; Eithne Hughes, head of Bryn Elian high school in Conwy; Ian Elliott, the former head teacher of Ysgol Penmaes, in Powys; and Roland Gooding, head teacher of Valence special school in Kent.

• Stay connected NAHT sends key updates by email and it’s important we have an active email address for you. Check your details by logging into the NAHT website with your username and password, then select the button: ‘Updates: members update your details here’. www.naht.org.uk

Damehood (DBE) Kathy August, lately principal of Manchester Academy.

Rachel de Souza, lately executive principal, Ormiston Victory Academy, Norwich.

Alison Peacock, head, Wroxham Primary School, Hertfordshire.

Knighthood (KBE) Craig Tunstall, executive head, Gipsy Hill Federation, London.

CBE Claire Axten, head, Brookside Community Primary School, Somerset.

Hadyn Evans, head, Sir John Cass Foundation and Redcoat CE Secondary School, Tower Hamlets, London.

Louise Smith, lately executive head, Ingrow and Long Lee Primary Schools Federation, Bradford.

Elaine White, head, St Mary and St Thomas Aquinas Catholic Primary School, Gateshead.

OBE Susan Alford, head, Dunkirk Primary School, Dunkirk, Nottingham.

Gill Bal, head, Wembley High Technology College, London Borough of Brent.

Shahed Ahmed Battiwala, head, Elmhurst Primary School, Newham.

Lindsey Clark, executive principal, Park View School, The Academy of Mathematics and Science, Birmingham.

Connie Cooling, head, Bousfield Primary School, London.

Sarah Creighton, executive principal of The Hill, Gooseacre and Littleworth Grange Primary Academies, South Yorkshire.

Shirley-Anne Crosbie, head, The Chiltern School, Caddington, Bedfordshire.

Joan Cuthbert, principal, Culmore Primary School, Londonderry.

Sally Davies, principal, Thriftwood Special School, Chelmsford.

Judith Donnelly, head, Pennywell Early Years Centre, Sunderland.

Ian Elliott, formerly head, Ysgol Penmaes, Brecon, Powys.

Cynthia Eubank, executive head, Grinling Gibbons and Lucas Vale Primary Schools, Lewisham.

Sarah Evans, lately head, King Edward VI High School for Girls, Birmingham.

Roland Gooding, head, Valence Special School, Westerham, Kent.

Eithne Theresa Hughes, head, Bryn Elian High School, Conwy.

Sofina Islam, head, Stanton Bridge Primary School, Coventry.

Gareth Williams, principal, West Kirby Residential School.

MBE Kathleen Patricia Burns, principal, St Therese Nursery School, Belfast.

David Kemp, assistant head at Queen Elizabeth Humanities College in Herefordshire.

If we have missed anyone, please let us know: naht@redactive.co.uk

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21/02/2014 16:09

NEWS FOCUS NAHT CASE FILES WE Criminal injuries

compensation victories LEGAL UPDATE

Crimes of violence The Criminal Injuries Compensation Authority (CICA) turns 50 in June, writes NAHT senior solicitor Simon Thomas. Although perpetrators of violence have long been ordered to pay financial compensation to victims, in 1964 the government recognised that in most cases they were in no position to do so and took on the responsibility.

The NAHT provides representation and advice for members who are the victims of crimes of violence during the course of their employment. A claim can be made even if the perpetrator has not been prosecuted or is below the age of criminal responsibility (10 years old).

The scheme has undergone a number of changes since its introduction, none more controversial than those affecting claims submitted since 27 November 2012.

Most of the changes restrict eligibility or limit compensation: • many minor injuries have been removed from the scheme; • net annual earnings loss was previously capped at one and a half times the gross national average earnings (currently £27,000)

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so £40,500 per year. Loss of earnings is now paid at the statutory sick pay rate of £86.70 per week; and • previously, an award could be reduced or withheld if ‘the applicant failed to take, without delay, all reasonable steps to inform the police, or other appropriate body, of the circumstances giving rise to the injury’.

Since 2012, an award ‘will be withheld unless the incident giving rise to the criminal injury has been reported to the police as soon as reasonably practicable.

It remains to be seen how the reporting requirement will be interpreted, particularly in relation to assaults by children, which may not normally be reported to the police and may be reported sometime after the event and then only as a precursor to a claim. The time limit for submitting claims remains at two years from the date of the incident, in contrast to the three years for other personal injury claims.

It seems likely to be those in charge of the treasury coffers rather than the innocent victims of crimes of violence who will be celebrating this anniversary.

As well as guiding members through the normal Criminal Injuries Compensation Authority (CICA) process, the NAHT has successfully represented members who have appealed to the first-tier tribunal against CICA refusal to make awards or to obtain increased awards. Below are some examples: • A special school head who was assaulted by two students suffered minor concussion and had to stop work early due to psychiatric illness. He was awarded £1,500, which was increased to £4,800 on review and further increased to £40,000 following appeal to the first-tier tribunal.

• A special school head teacher who was assaulted by a student and suffered psychiatric illness. He was initially refused an award on the grounds that the injury was not serious enough to attract the minimum award.

On review, he was awarded £1,000 for a minor head injury.

This was increased to £125,000 following appeal to the first-tier tribunal.

• A special school deputy intervened to prevent a colleague being assaulted and injured his back. At first, the CICA rejected the application on the grounds it was not a crime of violence. On appeal, it was accepted that he was taking an ‘exceptional and justified’ risk to prevent a crime and was awarded £37,000.

• A primary head suffered a significant eye injury from a snowball thrown by an unknown child. At first, the CICA would not accept it was a crime of violence. At an appeal hearing, the tribunal accepted that the head teacher was not a voluntary participant in ‘horse play’ but was stood between the battle lines directing that hostilities should cease, when she was struck by the missile. It was therefore a reckless assault and she was entitled to an award.

• A primary head teacher suffered, fortunately minor, injuries when she tripped over a fire hose at her school in the middle of the night. It was found that the fire had most likely been caused by arson, which was included in the definition of a crime of violence.

If you need professional advice, call 0300 30 30 333.

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17/02/2014 16:18

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

M

uch has been said about the amount of change hitting schools this RONA TUTT September. Yet further churn is being caused by the political parties behaving as if the general election is just around the corner. In the same way that animals mark out their territory, politicians are busy staking out their ground, but by using rhetoric rather than scent.

THE DFE MAY DISMISS THE EDUCATION For the first time in 70 years, there is the added complication of the two PROFESSION AS ‘THE BLOB’, BUT IT’S parties in coalition vying to prove how POLITICIANS WHO ARE SCARING US very different they really are. This has only served to emphasise the unsatisfactory nature of having the education service so entirely in the Alienating the profession hands of politicians.

In the political system that we have, it may not be possible to One of Michael Gove’s early moves was to support the drive remove education from the hands of politicians entirely, but it to quash quangos and turn four of them into executive agenought to be possible to have a mechanism by which untrained cies of the DfE (the Teaching Agency has since been absorbed politicians work with the professionals to discuss and agree into the National College for Teaching and Leadership). This educational reforms and a timetable for bringing them in in an meant they lost much of their independence and were tied orderly and timely manner. more closely to the DfE. It was an early sign that the politicisaSo far, Mr Gove seems to prefer to lump together all those tion of the education service was on the increase. who know something about how to improve schools and the Various think tanks are also working away in the background, teaching and learning that goes on in them as ‘The Blob’, a seemingly more detached, but still with close ties to the polititerm that comes from the 1958 horror film of that name, feacal party each one favours. Earlier this year, when it came to turing a jelly-like alien that consumes everything in its path. light that two right-leaning think tanks – one of which was set He also speaks as if there is an education establishment conup by Michael Gove in 2002 – were working on reports critisisting of all teacher unions, academics and bureaucrats that cal of Ofsted, Sir Michael Wilshaw, suspected that the DfE had speaks with one voice and actively opposes every reform that been involved and said he was ‘spitting blood’ over it. governments wish to bring in. Gail Larkin, the NAHT’s nationThis came as a shock to many of us who had thought that the al president for 2014/15, has written: “This amount of political two Michaels agreed on how to improve the nation’s schools interference is unprecedented.” Perhaps Mr Gove could reflect – by insisting on smart uniforms, discipline, a rigorous testing on this and, in whatever time he has left, work with the NAHT regime for pupils and an accountability system that has made to put education on a different footing, where it is not at the job security for school leaders a thing of the past. mercy of politicians in a hurry to stamp their personal agenda Hardly had Mr Gove attempted to smooth Wilshaw’s ruffled on schools, but one where politicians, professionals and parfeathers, when Baroness Sally Morgan, a Labour peer, went ents work together to bring about a brighter future for pupils. public about her dismay at not having her three-year contract renewed as chair of the Ofsted board. She believed she had not been reappointed because Gove wanted to put a Conservative Rona Tutt is a retired head supporter in her place (see page seven). David Laws, the Lib teacher and a Dem schools minister, was said to be ‘absolutely furious at the past president of NAHT blatant attempts by the Tories to politicise Ofsted’.

VIEWPOINT •

HOUSE OF HORRORS

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17 Rona col.indd 17

21/02/2014 16:12

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LFO.03.14.018.indd 18

17/02/2014 16:22

OPINION

EE “Michael Gove has given a measured welcome to our report, but don’t let that put you off it”

I

n February we published the report of the NAHT Commission on Assessment Without Levels. The RUSSELL HOBBY immediate aim of the commission was to chart a path through the potential fragmentation of assessment following the government’s decision to abandon the use of levels. Levels were far from perfect, but they did provide a shared professional language and a consistent benchmark between schools. The idea of a future filled with THE NAHT’S COMMISSION AIMS thousands of approaches to assessment TO TAKE BACK OWNERSHIP OF did not fill us with enthusiasm.

ASSESSMENT FOR THE PROFESSION The commission had a longer term aim too: to take back ownership of asBear in mind, though, that this is about internal assessment for sessment for the profession. In a sense, we decided to take the learning. The use of assessment for accountability is the subject secretary of state at his word. Just because the government has of an open consultation – although it may well have reported by decided to adhere to no system, does not mean we have to do the the time you read this. The big issues are the role of a baseline same. This is a chance to get assessment right: keeping the best at primary and the level of the floor standard. Putting my neck bits of levels – the use of objective criteria rather than ranking on the line, I do not think we will see an increase in the volume and a shared approach between schools. It would also mean a of formal testing. We have been involved in negotiations on this chance to improve practice, abandoning the process of summing topic and our proactive work – suggesting solutions and alternaup a child as a single number, for example, and speaking more in tives – is giving us credibility in such discussions. terms of strengths and areas for development.

The report provides a set of hard-edged principles for asReal benefits sessment and a detailed design checklist. This could act as This is part of our wider strategy of taking back ownership of self-evaluation or as the seed for a revised assessment policy. It standards and filling the gaps where necessary to prevent fragtakes a particular view of the world of assessment, from which mentation. It stretches the association out of its comfort zone some may differ, but it builds on the best of what we already see but it also produces real benefits. Our school improvement proschools doing. ject, Aspire, is another such example (see page eight). This has We are not without recommendations for the wider system – already helped one third of the schools on the project to get to not least that government should endorse the continued use of ‘good’, in less than a year. That means that our members are prolevels as an interim measure while schools grapple with the new tected, staff in the schools are developed and the schools themcurriculum; after all, they will continue to teach children unselves are not forced to seek academisation. der the old curriculum for some years to come. We also suggest Our politicians are now turning their attention to 2015 and that schools should not be expected to publicise a detailed astheir policies for the next election. We are therefore now applysessment framework this September, but rather to publish their ing our proactive philosophy to produce concrete proposals for assessment principles now and keep working on the detailed the next government, in a manifesto for and from the profession. framework. We call for better training in assessment too. And we Look out for a draft for consultation heading your way soon. look forward to a response on these suggestions. Michael Gove has given a measured welcome to our report, but don’t let that put you off it. One of our aims was to ensure the buy-in of those Russell Hobby who hold schools to account, so schools could be confident in is NAHT general secretary making more creative choices within the broad principles.

VIEWPOINT •

LEVEL HEADED

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21/02/2014 16:13

BEST OF THE

BLOGS A year to learn code, but a day to learn to teach it Susan Young Susan has been watching Newsnight and regretting her choice. She writes: “I’d been avoiding news shows, but then up popped up an interview with someone called Lottie Dexter, director of the government’s Year of Code initiative. Part of the deal is an hour of coding in schools in March, which is apparently going to fire us all up before the curriculum requirement goes live in September.

“She was an interesting expert, as her opening gambit was to say: ‘I’m going to put my cards on the table, Jeremy, and admit that I can’t code. I’ve committed this year to learning how...’ “‘A year?’ interjected Paxo.

“With a winning smile, she said: ‘You can do very little in a short space of time.... you can actually build a website in an hour.

Over this year I am going to see exactly what I can achieve.’

“Paxo looked surprised: ‘How long does it take to learn to teach to code?’ “‘Well, I think you can pick it up in a day,’ said Lottie. ‘Um, it depends. In March we’re taking coding into the classroom for the first time and if I start thinking about it now in time for September teachers should feel confident and people should feel really excited about learning code.’”

But, as Susan points out, it seems it’s going to take her a year to learn how to code, yet teachers are expected to be able to teach it to others after one day.

She continues: “By this point, the techie sitting next to me on the sofa, who’s been coding for decades, was practically spitting teeth. ‘Are they seriously talking about teachers going into the classroom and teaching coding after they’ve had one day learning to do it themselves?

That they’d be one day ahead of the kids?

The kids who are often going to be really keen and learn really fast? They can’t be serious, can they?’” www.naht.org.uk/welcome/newsand-media/blogs/susan-young See also news, page 10.

The year of code: ‘They can’t be serious, can they?’

20

VIEWS IN EDUCATION • THE YEAR OF CODE INITIATIVE • ACADEMY TRUSTS’ MANAGEMENT MODEL

School leaders deserve much more respect from chains Warwick Mansell Anyone wanting an insight into the direction in which education management could be heading over the next few years would be advised to take a look at the recent submission of evidence of one of England’s biggest academy chains to the current inquiry into free schools and academies, writes Warwick.

“The Kemnal Academies Trust (TKAT) told the Education Select Committee that it had replaced 26 of 40 head teachers at its schools within weeks of taking them over. England’s third-largest academy chain added that it replaced ‘many other senior staff’ too.

Warwick was also struck by the implicit management model. “It seems clearer than ever that school leaders are professionally to live and die by pupil performance data. ‘Education by numbers’, with heads judged by six-weekly assessments of pupils and seemingly paying for it in some cases if the data does not point in the right direction, seems truly to be upon us.”

Warwick also notes that TKAT claims to have “taken over ‘failing schools’ in more than one authority that have been failing for generations with absolutely no support or intervention.”

He says that what strikes him is the tone: “Too many times, in my experience, prominent academy chains have seemed happy to join politicians in communicating the message, without nuance, that whatever or whoever went before their arrival was absolute rubbish.

“My hunch has always been that they deserve more respect from these incoming chains. I would like to hear more statements along the lines of: ‘We appreciate the efforts of our predecessors. School improvement is tough. We don’t think we have all the answers, but we are going to try something a bit different. Please can we have your support?’” www.naht.org.uk/welcome/news -and-media/blogs/warwick-mansell

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21/02/2014 16:13

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ltd SPRING EVENTS 2014 Sue Palmer at the HMS Belfast ‘Teaching Grammar Creatively’ in association with Jubileebooks.co.uk ltd at HMS Belfast, The Queen’s Walk, Tooley St, London SE1 2JH Date 25th April 2014 Registration 8.45-9.30 am - Close 3.30 pm

Sue Palmer at the Holiday Inn, Stratford ‘Teaching Grammar Creatively’ in association with Jubileebooks.co.uk ltd at Holiday Inn, Stratford-Upon-Avon 2014 Date 23rd April 2014 (William Shakespeare's Birthday) Registration 8.45-9.30 am - Close 3.30 pm

Sue Palmer at the Victoria Hall ‘Teaching Grammar Creatively’ in association with Jubileebooks.co.uk ltd at Victoria Hall, Victoria Road, Saltaire, West Yorkshire BD18 3JS, UK Date 3rd June 2014 Registration 8.45-9.30 am - Close 3.30 pm In these exceptional interactive in-service conferences, the inspirational Sue Palmer will: - explain the changes to grammar teaching in the NEW National Curriculum, including new terminology and the concepts behind it.

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PLEASE NOTE: Due to limited spaces priority will be given to paid bookings.

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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 GL assessment – helping you to assess without levels GL Assessment is the UK’s leading monitor of stakeholder perceptions and provider of the new Kirkland Rowell Parent Survey, developed specially for primary schools in partnership with the NAHT. With the introduction from September of the new national curriculum and the abolition of levels, schools will be increasingly reliant on formative assessments that also enable pupils to be tested against some form of benchmark. It therefore makes sense to consider tried and trusted standardised assessments, such as our Progress in Maths, Progress in English or New Group Reading Test, in order to track progress effectively, deliver a national benchmark and provide evidence of progress and value-added to Ofsted and parents.

Attainment results can be compared with data from our Cognitive Abilities Test (CAT4). This measures accurately a child’s potential, informs teaching and learning, and highlights when that potential is not being reached. It also allows comparisons on both an individual level and for specific groups. Furthermore, barriers to learning can be identified using our Pupil Attitudes to Self and School (PASS) survey, helping to target intervention strategies more effectively.

To find out more, visit www.gl-assessment.co.uk/levels or call 0845 602 1937.

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Whether it’s a city break on the continent, an adventure in the Outback or simply the chance to soak up some sunshine, a holiday can be the ideal chance to recharge your batteries and relax. NAHT Travel Insurance has a range of policies that include single-trip, annual and long-stay cover including winter sports, cruises and more.

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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 ETEACH Online staff recruitment 0845 226 1906 Email: info@eteach.com www.eteach.com TEMPEST SCHOOL PHOTOGRAPHY 0800 328 1041 (quote ‘NAHT’) www.tempest-schoolphotography.co.uk 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 Independent financial advice 0800 012 1248 Email: sfsnaht@skipton.co.uk www.skiptonfs-naht.co.uk

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21/02/2014 16:14

PRIMARY FUTURES

Primary futures?

It’s just the job Primary Futures is a new initiative that brings literacy and numeracy to life and raises aspirations for primary school children. Daniel Allen reports THE FUTURE SEEMS a long way off for most primary school children. The present is their priority and so getting a job, developing relevant skills and building a career are a long way ahead in their minds.

Making a connection between what they learn in primary school and the jobs they might one day pursue is not easy, particularly those from challenging backgrounds where local unemployment is high and horizons may be set low.

Primary Futures is intended to change that. Developed by the NAHT and the Education and Employers Taskforce (EET), the

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initiative aims to raise the aspirations of primary age children.

Those behind the scheme plan to do that by introducing children to the world of work through the eyes of volunteers who can show them how literacy and numeracy have opened doors to interesting and rewarding careers.

Nick Chambers, director of the EET, an independent charity set up five years ago to build effective partnerships between schools and employers, says Primary Futures grew out of discussions with primary head teachers about how the EET could offer support. He says: “A number of them mentioned that they

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WE How it works Once a school has registered on the Primary Futures website, teachers have access to a growing network of volunteers from a wide range of professions who are at different stages of their careers.

Having viewed volunteers’ online profiles, the school can then send a message to any who matches their requirements and invite them in to work with their children.

When volunteers sign up they are asked whether they would be able to talk about why reading and numeracy have been so important in helping them achieve their current position. bit.ly/PrimaryFutures

were keen to bring in volunteers from outside their immediate communities to give children the chance to meet people from a range of backgrounds. Depending on where you’re located and the catchment area and so on, some schools find that much easier than others.”

An existing EET scheme that links schools with people in work, called Inspiring the Future, is aimed at secondary students. But, says Nick, discussions with primary school leaders identified a need to broaden the programme and to start earlier.

“We find that even at a very early age, some young people begin to rule out options. We want to help children keep their options open for as long as possible,” he says.

NAHT general secretary Russell Hobby backs that aim.

“We need to give our children and young people a vision of the opportunities available to them, so that they understand the value of learning and in doing so raise expectations,” he

ILLUSTRATION: ISTOCK

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says. “It’s never too soon to start this process.”

Steve Iredale, the NAHT’s immediate past president and a primary head teacher at Athersley South Primary in Barnsley, says Primary Futures is further evidence of the NAHT’s intent to lead the education agenda. The launch last year of an alternative school inspection programme, dubbed Instead, is another example. “With Instead we’re trying to say to government, ‘We can self-regulate, we don’t need you. We can do this ourselves.’”

One of the NAHT’s strengths, Steve believes, is in trying to create other, similar models that encourage the profession to take ownership of the challenges it faces. And one of those challenges is the criticism from business leaders that young people are leaving school without the necessary skills to succeed in the workplace – which is where Inspiring the Future and Primary Futures can play an important role.

Steve is leading the NAHT project team that is piloting Primary Futures in 16 schools across England. “We’re trying to link what children do in school to the world they will inherit one day. At the moment, they learn to develop their literacy and numeracy skills, but perhaps don’t fully appreciate quite why they’re doing it other than to help them get through exams.”

Inviting volunteers into schools is, of course, nothing new.

The difference with Primary Futures is that it aims to help children see a direct connection between what they do in school and what they could aspire to when they leave it. “We decided we were going to move away from the original reading partners model,” says Steve, “to develop the link between literacy and numeracy skills and the world of work. Helping children to see that learning has real purpose is a central part of this project.’”

He says a major advantage of the programme is that through Inspiring the Future, the EET has already built an online mechanism designed to help connect schools and volunteers. E

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PRIMARY FUTURES WE What can volunteers do?

The Primary Futures website suggests a number of activities that volunteers can engage in, including: explaining their jobs and enthusing children about the range of opportunities open to them and how important reading and numeracy were during their school days; discussing the different backgrounds and cultures they come from, helping to broaden children’s horizons; reading with or listening to individuals or small groups, perhaps reading a passage from a favourite book; taking part in a numeracy activity; and acting as judges in projects and competitions such as enterprise or environment schemes.

W Broadening it for the benefit of primaries is relatively simple.

“We don’t have to worry about any of the technical aspects. The big challenge for some schools is finding volunteers if you are in an area where there is high unemployment. Primary Futures can help to widen the search for volunteers.”

Where employment is hard to come by, schools that are keen to encourage pupils to start thinking earlier about work options may have little choice but to rely on the person who guides children across the road before and after school or the local shopkeeper.

“There’s nothing wrong with that,” says Steve, “but we wanted to raise aspirations and find volunteers from a world the children had never heard of – chief executives of large companies to entrepreneurs who have started their own businesses, for example. That’s not being critical of this area because I’ve got tremendous respect for my community, but I want my children to see from volunteers that if they work really hard then other opportunities will open up.”

What the volunteers will actually do in schools will, to some extent, be determined by local need. Mike Wilson is head of Orrell Holgate Primary School in Wigan and secretary of the local NAHT branch. He is also a regional lead for Primary Futures. His first volunteer is a senior member of staff from a major hotel chain who has offered to come in to the school on a regular basis. “She’s done some voluntary work in a primary school near where she lives and with us she’ll do a session in the morning supporting some children with literacy and then some sessions on numeracy.”

Mike says he is “relatively well-blessed” in terms of volunteers he can chose from. One, an actuary, lives in London and is currently working in Geneva. Mike is working on the assumption that the young man has family connections in the north west because he has offered to do a one-off session at the school later in the year. The fact that a senior hotel employee and an actuary are among the people Mike can invite into his school, even at this early stage in the scheme, is indicative of the diverse range of volunteers Primary Futures can attract.

He insists that none of them will be thrown in at the deep end and left to sink or swim. All will work on specific programmes with selected individuals or in small groups. Success will be measured by taking soundings from staff, volunteers and the children – although hard evidence of a child’s improvement

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in literacy and numeracy may be difficult to attribute directly to a single source such as an individual volunteer. As Mike points out, the teachers also “do quite a bit”.

He admits there are other reasons for inviting volunteers into his school.

“For me it’s also about getting in as many people as possible who don’t normally visit schools so they can see what actually happens. Then, when they hear all the tripe that politicians give out about how rubbish we all are and not doing our jobs, they can think, ‘Actually, that’s not the case in the school I’ve been to’. Until people come in I don’t think they realise what the challenges involve.”

As a regional lead for Primary Futures, Mike is in a good position to gauge interest among other school leaders. He says that colleagues are already registering on the website ahead of the programme’s official launch in May – but he accepts that for others it may appear to be just more work. “Looking at it with a clinical eye, most head teachers’ major concern is Ofsted and where they are in relation to the next inspection. But talking to people oneto-one about Primary Futures, many have realised how easy it is to register.” Once they have signed up, schools can select volunteers by looking at their online profiles and messaging those who can offer what the school is looking for.

Nick Chambers confirms that even though the pilot stage is

PHOTOGRAPHY: STEVE IREDALE

24/02/2014 12:40

WE Feedback from the first pilot session

at Barnsley’s Athersley South primary school The children The afternoon was amazing and I learned lots of new things. I never knew there was a job as a data journalist. I love maths, so maybe this could be for me. Jack The afternoon was mind-blowing. It inspired me to become a journalist and to really still running, 200 or more priwork hard to improve my literacy. Chloe-Mae maries have found the Primary The afternoon was really spectacular. I learned all about what the paramedics do Futures resources online and and why I need good maths, reading and literacy skills. Chloe begun using them. “We’ll get more detailed feedback from the pilots, which we can use to The volunteers improve the system,” he says. But I was delighted to help and thoroughly enjoyed meeting your children and some views are already coming in – and of the teachers. I was a little nervous, but they are a great bunch and helped put are very positive. “It shows the me at ease. I’m happy to help in the future in any way. Jeff, global health profession can develop its own and safety executive scheme rather than having someThanks for giving me the opportunity to speak at your school and for making me so thing developed by government welcome. I hope the children enjoyed my session - I certainly did. I told the kids that and imposed on it, which we think if they’d like to write up their stories and make a school newspaper, I’d love to see a is very encouraging,” says Nick. copy, feed back and maybe work with them in the future. Alex, journalist Based on the success of the pilots, the free scheme is already being Having the informal, though structured, discussion with the children enabled rolled out across the UK. them to make their own links with the ‘real world’. It makes it clear to them that In the meantime, Steve Iredale they aren’t just learning things to pass exams, they are skills that can and will is looking forward to welcoming be used in the future. We were really impressed with the children’s enthusiasm, his first Primary Futures volunenergy and willing participation. Some of the questions they asked and the teers (see panel, right). From a responses they gave to our questions were inspired and I hope that we got the list of about 25 volunteers, Steve message over about the importance of literacy and numeracy. We are going to says he got 17 responses within drop in some patient report forms so that Miss Stanley can continue to work the hour when he asked if they with the children in relation to neat writing and form filling. Cath and Matthew, would be interested in coming Yorkshire Ambulance Service into his school. About half subsequently dropped out, saying they The staff were more interested in careers The children were all left engaged and buzzing after the volunteers had shared their work with children in secondary experiences and world of work. They were inspired to write news reports and wanted schools. But the rest, including a to be journalists for the day. They were able to quickly make the important link journalist and the head of a combetween what they learn in school and their futures. Rachel pany employing thousands of A really worthwhile and valuable experience. The children were able to see the links people, were very keen. between literacy and numeracy and real life work. Jodie “If we make it enjoyable and comfortable for the volunteers, A thoroughly enjoyable afternoon. It made our children realise that school is all about they’ll get a lot from us,” says what happens in their future and not just now. Jayne Steve. “I’m hoping to persuade them to come back and get more involved.” He wants Primary Futures to lead to longer-term spark. You can’t quantify it and I know I can’t measure the damn relationships. “The key to that is how comfortable the volunthing, but I know they’ve got it. You see in children whether teers feel – and how excited they are about it on the day. I’m there’s a desire to get involved and find out more.” getting a pretty good feel about it.”

As for measuring success, he says he will talk to the children bit.ly/PrimaryFutures before and after the sessions to see whether attitudes have changed. But he admits to a degree of weariness about trying See also And Finally, page 50. to prove everything and gather the evidence. “Sometimes it’s something you can’t describe but you just see in a child that

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FORCED ACADEMIES

The long road to freedom… from forced academisation E

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PHOTOGRAPH: RICHARD LEA-HAIR

24/02/2014 13:52

Primary head Sarah O’Boyle faced immense DfE pressure to join a sponsored academy.

She tells LF how the NAHT helped her to fight back

IT WAS STATED recently by Mr Justice Collins – when dealing with an injunction against forced academisation – that education secretary Michael Gove “thinks academies are the cat’s whiskers – but we know some of them are not”.

If I hadn’t contacted the NAHT on 10 May 2013 and not been recommended to contact senior regional officer Rob Kelsall, Galton Valley Primary School in Smethwick would now be an academy. The decision to contact my union has been life changing. Since my first telephone conversation with Rob, his direct and dogged determination to avert our school from forced academisation has changed the outcome for everyone: staff, children, governors and parents. His unwavering approach, which was to ensure the best possible life chances for all the children, was infectious. E

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FORCED ACADEMIES WE The NAHT campaign against

forced academisation W Despite our energies being consumed with a focus on removing the school from the category of ‘special measures’, Rob revitalised us to find the courage and drive to rise above the DfE’s ultimatum. Fate took us on a different path and I thank God (as a practising Catholic) for being directed to contact him.

While my primary school was in ‘special measures’, forced academisation was identified as the only route of recovery for the school. The school was rightly placed in this category after an Ofsted inspection over 29 February and 1 March 2012. I had only been in post as head since January, but I wholeheartedly agreed with their findings. I was fully committed, along with the chair of governors and with the full support of the governing body, to improve the school.

The Ofsted team recognised this, writing in April 2012: “The recent appointment of the head teacher has raised morale. She has high expectations and has secured the commitment of the governing body and teachers to achieve success. Within weeks she has evaluated correctly the school’s strengths and areas for improvement. Her judgements on the quality of teaching and learning are accurate. Both she and the chair of the governing body are under no illusions about the considerable challenges ahead, but they are committed to ensuring that the school improves rapidly.”

Despite this recognition, it was disregarded by the DfE, which was determined to force the school to become an academy. At that time there was no evidence that the academisation of primary schools would secure success for the pupils at those schools. Once the DfE had made its decision, following the Academies Act 2010, there seemed to be no other route. A DfE broker invited herself into my school and held a very one-sided meeting with me and my chair of governors.

NAHT senior regional officer Rob Kelsall writes: back in 2010, Michael Gove introduced the Academies Act. It was hastily pushed through parliament and presented to the country and the education sector as a permissive piece of legislation that would enable schools to apply to transfer to academy status to gain ‘freedoms’ from local authority control.

In 2011, however, following a lack of enthusiasm from primary schools to convert to academy status, Michael Gove announced that he was going to tackle underperformance within the primary sector by forcing the country’s 200 most underperforming schools to academy status.

Until this point, the NAHT had always maintained a neutral position on whether or not a school should convert. We argued that this should be a decision for the school and its community. However, we vehemently opposed the principle of schools being forced to convert against their will. And so began the NAHT’s campaign against forced academies. At our annual conferences we have pledged to support schools that were prepared to fight for the right to choose their own destiny and not be ‘bullied’ by DfE academy brokers into a decision that is irreversible.

Over the past three years, NAHT regional officers, working alongside branch officials and specialist lawyers, have successfully defended scores of schools at risk of being forced into academy status. As the school featured in this article can testify, when the DfE academy broker comes knocking on the door saying: “You don’t have a choice, the secretary of state

Bewildered and bullied We were told what was going to happen and there was no alternative. It was an intimidating meeting and we felt ‘bullied’ into agreeing everything the DfE put forward. Furthermore, we were told that the DfE had identified Griffin as the sponsor of our academy. We felt bewildered.

After we had recovered from that daunting meeting, bewilderment turned to anger and we questioned whether not only could we be forced to become an academy, but with an imposed sponsor too.

Later that same term, a second DfE broker arrived on our doorstep and apologised for the previous broker. She also insisted that academisation was the only route but that we could choose our sponsor and she explained: ‘I’ve never known the minister reject a school’s choice of sponsor. Well, not so far, anyway.’

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PHOTOGRAPH: AP

24/02/2014 13:53

has the power to force you into academy status,’ we make it clear: you do have a choice.

The NAHT has built a strong and formidable alliance in successfully defending schools with our legal partners Browne-Jacobson. There is still widespread misinterpretation of the powers of the secretary of state.

Schools that are below floor standards, or are in ‘requires improvement’ are not eligible for intervention and therefore cannot be forced to become an academy.

Schools that are in ‘special measures’ or ‘serious weaknesses’ are eligible for intervention. However, as the school featured in this article demonstrates, there is no such thing as a foregone conclusion. Galton Valley, as led by Sarah, is a testament to standing up for what’s right and remaining focused on improving your school.

The NAHT has maintained consistently that it’s not school structures that improve standards; it’s great leadership and the quality of teaching and learning in the classroom that counts. Ofsted has also supported our views and in a number of reports said that “the process of academisation has become a barrier to school improvement”.

Forced academisation has never been in the interests of pupils, parents or staff. Indeed, evidence has shown that comparable maintained schools have a better track record than sponsored academies when it comes to standards and improving schools.

Throughout the country we have hosted numerous

briefings on the forced academies agenda which have equipped schools leaders and governors with the knowledge and confidence to fight back against the diktat from the secretary of state. We have worked alongside governors, MPs and councillors in campaigning against the forced academisation of schools.

On a personal level, I have been inspired as I have travelled across the country by the many parent groups that have rallied to support their school when they come under siege by the DfE. Parents from Snaresbrook Primary in Redbridge, Cavell Primary in Norfolk and at Galton Valley Primary in Sandwell are some of the many parent groups that have fought for their school to remain as a community school.

We continue to support schools in a growing number of regions where DfE academy brokers are doubling their efforts to pressurise more schools into becoming academies.

With more than 90 per cent of primary schools retaining their community maintained status, academy brokers will no doubt be on the trawl for more unsuspecting victims.

The NAHT strongly advises members to telephone 0300 30 30 333 upon any contact from the DfE academy brokerage team.

There are a number of resources including podcasts and video briefings available on the NAHT website: www.naht.org.uk/welcome/news-and-media/ campaigns/forced-academies-campaign

EE “We were told what was going to happen and there was no alternative. It was an intimidating meeting and we felt ‘bullied’ into agreeing everything” We believed what she told us and began to trust her.

If we were to become an academy, we wanted to choose the most suitable sponsor for the children, staff and local community. She also recommended Griffin, but suggested Oasis Learning Trust as an alternative. We suggested The Elliot Foundation.

We asked for time to research these sponsored academies with the governing body and time to visit a representative school from each of the sponsors too. We were given the opportunity to do this and each academy sponsor was invited to present to the whole of the governing body with the opportunity for questions.

The Elliot Foundation (TEF) is not dissimilar from Griffin Trust (small, new, developing) but the governors felt that TEF could offer the school a joined-up model of support to come out of ‘special measures’ as well as ensuring that the school continued to maintain its own identity. Two local Sandwell primary schools, who are federated, were in negotiations to become academies with TEF. We were already utilising support in improving teaching from these schools and it made sense to choose TEF over Griffin Trust.

We continued to receive DfE pressure via the broker who E

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FORCED ACADEMIES

The local MP: John Spellar

was very keen for us to choose a sponsor. In September 2012, the governors met with representatives from Oasis Community Learning. This took place after my school’s leadership team had visited Oasis Academy Bank Leaze in Bristol. The broker arrived – unexpectedly and uninvited – at this meeting.

Afterwards, she put pressure on the governors to choose a sponsor. The governors asked for more time. She allowed this but asked that the governors vote to become an academy that evening, if not choosing the sponsor. Agreeing to this was the first error in our academy journey. It was all the encouragement the DfE needed to commence the journey to conversion.

For a while, things went quiet until the DfE was alerted to our decision to become an academy with TEF. A letter was received from Lord Hill, the parliamentary under secretary of state for schools in November, stating that Michael Gove had decided that Oasis Learning Trust was the best match for the school.

A letter was sent from the governors to Lord Hill, which argued that Oasis sponsorship would cause unrest within the community and deflect from our primary concern of educating children. We told the DfE that we didn’t want Oasis as 80 per cent of the pupils at our school are Muslim. While it was denied repeatedly that Oasis academies are Christian orientated, our governors were disturbed by the fact that the teacher contract contains the line: “Our work is motivated and inspired by the life, message and example of Christ, which shapes and guides every aspect of each of our schools.”

Tackling problems The process of converting to become an academy, forced or otherwise, is a lengthy and distracting process. We should have only been focusing our energies on getting out of ‘special measures’ and ensuring our children have a good education. However, due to the Academies Act of 2010 this was not the case. This was despite Ofsted’s Lois Furness, an additional inspector, who led the section eight visit on 4-5 July 2012, recognising that: “The head teacher and senior leadership team have energetically begun to tackle the many problems the school faces. The raising attainment plan is appropriate and clearly focuses on the relevant actions necessary to secure improvement. It links well with the local authority action plan. Monitoring and evaluation procedures are now in place and inform strategic planning and the training provided for staff.”

I am a strong and determined person, but finding the courage to face the DfE was difficult. However, I am indebted to my senior staff: Sarah, Nicola and Helen (my two deputy heads and assistant head, respectively) who fully supported my decision to fight academisation.

At the time I didn’t feel brave as I knew this decision would probably affect my future career. All of the governors were in support of this decision and the local authority (LA) too. Many letters passed between the governors and the LA outlining why

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the school should not become an academy. Despite this, what was paramount for me was ensuring the children at my school receive the best education possible, which they are entitled to.

This was driving my determination to lead the school out of ‘special measures’ and fight for the school to remain as a community-based school within the Sandwell LA. The DfE continued to ignore all letters from the governors via our solicitor, Trish de Souza, from Eversheds and from Jan Brittain, chief executive of Sandwell Council. Our local MP, John Spellar (Labour), also played a vital role in fighting against becoming a ‘forced’ academy. John has been active in supporting the local community (through the Save Galton Valley Campaign Group – SGVC). This joined-up support has been invaluable in raising the profile of the school and the feeling of angst of becoming an academy. Parents as community members energetically embraced the campaign, incensed at the DfE making this decision without taking into consideration the diversity and needs of the local community.

The SGVC team put their full energies into the fight against the DfE and gathered 1,500 signatures from local residents

EE “I am a strong and determined person, but finding the courage to face the DfE was difficult. I am indebted to my senior staff: Sarah, Nicola and Helen” PHOTOGRAPH: PHOTOSHOT

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WE Dos and don’ts The parliamentary under secretary: Lord Hill of Oareford

if the DfE tries to enforce your school to become an academy: Do: Contact your union Get a union representative to speak to

your governors Seek legal advice and instruct solicitors

to act on behalf of the school Act bravely, even when you don’t feel

like you are Don’t: Accept the DfE’s decision Trust any broker from the DfE Be intimidated

who agreed that Galton Valley should not be forced to become an academy. The campaigners were firm in their resolve and delivered these signatures to the DfE in early July 2013. Unfortunately, the campaigners were disappointed as the signatures were not considered and the DfE was still eager to convert the school to become an academy.

Intimidatory tactics I was notified on 3 September 2013, via the LA, that the DfE was to visit the school on 12 September along with Oasis so they could meet with some parents and the governing body. I was told the meeting had to take place.

Shortly after this, I was accused by a minority of parents of stopping them from meeting with Oasis and that I had known about the Oasis meeting before the school had broken up for summer.

The only conclusion I could come to was that Oasis or the DfE had informed certain parents about the meeting before I had been told.

Reverend Steve Chalke, the founder of Oasis, duly arrived along with a number of his team and the DfE. It seemed that intimidation was to be the focus. Both parents and community members attended the meeting, which was lively to say the least; passion for the right to choose for their children and community was paramount. It was somewhat disconcerting that Rev Chalke used the analogy of an arranged marriage to explain the relationship Michael Gove had organised with Galton Valley Primary School and Oasis Learning Trust.

Later, a very heated meeting took place with the governors. This meeting ended with our strong minded and zealous governors firmly requesting that the consultation meeting be paused until the school had had the next section eight monitoring visit where it was hoped the school could be removed from ‘special measures’.

The governors argued that it would be a waste of public money if the consultation began and the school was then removed from ‘special measures’, where the choice of to become an academy

PHOTOGRAPH: REX

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Allow your governing body to vote to

become an academy

or not would be back in the hands of the governing body.

After the meeting, nothing was heard from Oasis regarding commencing the consultation process with parents. However, a letter was received from Dominic Herrington, director of the DfE’s academies group, where he stated firmly that the school would become an academy with Oasis Learning Trust and that the consultation would begin on 2 October 2013. However, an email was received from Oasis on 3 October stating that they would indeed wait until after the next monitoring visit.

We viewed this positively and were able to focus on school improvement with no further interruption from meetings concerning the academisation of the school. With great delight and satisfaction, the school was finally removed from ‘special measures’ on 12 December 2013 and is now graded as a ‘good’ school. Tears of joy and relief were wept. It is now recognised that the children of Galton Valley Primary School receive the education that they truly deserve from a very hardworking team of outstanding staff, governors, children and parents without the need for an academy sponsor.

As I finish writing this article, I am thinking about the year six English lesson I’ll be teaching at 10.30am and I feel excited.

Despite these many challenges, I love being a head teacher and a teacher. Teaching is my vocation and I feel extremely lucky and privileged to be part of this profession. The children are at the core of everything I do and I want each and every child at my school to have the opportunity to achieve their very best.

Mr Gove, I truly hope that you are pleased that these children in Smethwick in the West Midlands are getting a good education, even if it is without becoming a sponsored academy.

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INTERNATIONAL DEVELOPMENT

A world of difference Twenty years after the genocide that tore it apart, Rwanda is seeking help to improve school leadership. Kenny Frederick reports on a combined NAHT and British Council initiative WHAT WERE YOU doing in April 1994? It’s important to remember because as we approach the 20th anniversary of the Rwandan genocide it is vital that we all acknowledge and remember what happened in Rwanda at this time. On a recent trip to the country, a visit to the Kigali Genocide Memorial left us emotionally wrung-out and completely drained. We were shell-shocked, which was surprising considering we had read all about the genocide that came to a head in April 1994. Nothing could prepare us for the harrowing display of the history, the facts and figures and the extent of human loss that was displayed with such sensitivity in this memorial.

That our driver would not come into the memorial should have indicated what we could expect. Later he told us he had lost two brothers in the conflict and he himself had been a refugee in one of the schools we visited. As a child he had been placed there along with many other children while war raged.

He could not face the memories that would be invoked by visiting the memorial. As we found out later this was not unusual.

The horror of the memorial will stay with me forever. What then must it be like for those who lived through the genocide less than 20 years ago? It is incomprehensible.

The optimism and positive can-do attitude of local head teachers and personnel from the Rwandan education board (REB) had fooled us into believing that the genocide was perhaps not as bad as we thought. But it was worse than any of us could have ever imagined. The most poignant part of the memorial are the rooms where family photographs are displayed. One contained pictures of babies who had been killed – telling us a

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little about each child, what their favourite food was and how they had been killed. Families bring their photographs (often the last one they have) to the memorial so that their loved ones are not forgotten. This is recent history, all the more shocking because it is within our time-line. All I could think about was what I had been doing in April 1994, getting on with my normal life unaware of the horrors unleashed in Rwanda.

Our visit and our project, funded by the NAHT in partnership with the British Council, was welcomed by the REB which was very keen to work alongside us. Three head teachers (two of us recently retired) travelled with another former head, who now works with the British Council, for a five-day working visit with the aim of supporting the REB to improve the quality of school leadership and the quality of teaching in schools.

There is no outward indication of what had gone on less than 20 years before. Kigali, the capital city, is well ordered and calm with people going about their normal business. The city and outskirts were the cleanest we had ever seen with not a speck of litter to be seen. This was true even in the poorer areas.

Everywhere we went there were children on their way to or from school playing and messing about as they walked long distances to get there. The school system works on two shifts changing over at lunchtime to make space for every child. All the children were dressed in uniform and every child, no matter how small, had a school bag – a proper one, as plastic bags are not allowed to be brought into the country. The roads and infrastructure were extremely good and we roamed freely and safely through the streets of the city.

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EE “All the people we worked with had been touched in some way by the genocide, but they were determined to look forward”

by people who had been their neighbours, friends and even their teachers. Many were maimed and many more were raped leaving one of the most serious HIV problems in the world. The country is still poor, but the stability of the unity government as well as support from a range of external organisations and agencies has helped the country to recover economically and physically.

The resilience of the population cannot be measured and the emotional scars will remain for many years. Much is being done to address the issues, but it is clear that most people find it too painful to talk about their experiences. In recognition of this, a national memorial month is put aside every year to allow families and communities to remember.

Reconciliation has been key to the process and the country is looking forward rather than backwards. The government has managed to communicate a vision for the country that the population has signed up to and there is a tangible feeling of working together.

Determined and resilient

Having said that, we knew that all of the people we worked with had been touched in some way by the genocide, but they were determined to look forward, to learn from it and not make the same mistakes again. Reconciliation is key to moving on and a lot of effort has gone into facilitating this process.

Rwanda and its education system are making great strides in improving the provision and quality of education for all children. It is hard to comprehend that a country that has gone through so much less than 20 years ago has recovered and is moving forward at such a pace.

We know that one million people lost their lives – 800,000 of those within a very short time. Some 300,000 children were orphaned, often having seen their parents or siblings murdered

PHOTOGRAPHY: PHOTOSHOT/REUTERS

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Everybody is clear that young people are the future of the country. Their education is seen as vital. The REB is hugely ambitious and determined to improve the quality of education very quickly. Its leaders are keen to learn from the best education systems around the world and put the UK in that category.

The head teachers we met were a mixed group in terms of qualifications and experience. Some had gone straight into headship from university or college while others had many years’ experience, but few formal qualifications. The 18 heads we working with were hand-picked and seen as leaders in their profession and in their community. What stood out was their determination, resilience and their ability to manage their schools in the face of unimaginable horror.

These heads were usually excellent managers and good at organising education with very few resources. However, they identified the need to improve their own leadership skills to have a greater influence and impact on the quality of teaching and learning in their schools. The fact that most of the heads had travelled many miles to get to the workshops in Kigali did not go unnoticed. It emerged that many of them were coping E

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INTERNATIONAL DEVELOPMENT

W with issues such as trying to secure funding for items such as replacing leaking roofs for their schools but this did not stop them engaging fully in the programme. These were people who saw the bigger picture and did not let management issues (no matter how urgent) get in the way.

The preliminary work for our visit involved the development of a set of inspirational leadership standards developed by Susan Douglas at the British Council in partnership with REB and Rwandan head teachers. Our task was to work with Rwandan heads and REB officers and advisors to flesh out the standards and to support implementation, but mostly to ensure that these standards really help leaders and aspiring leaders in Rwandan schools to develop greater levels of expertise and effectiveness.

Levers of change However, what the heads really wanted was for us to help them become leaders of teaching and learning in their schools. They were conscious that while structures were now in place for all children to go to school the quality of teaching was still very basic and often poor.

Our starting point was to work out how Rwanda has overcome the tragedy of its past and is moving forward at such a fast pace. So much has been achieved with so few resources and in a very short time. How did this happen? We asked two specific questions: • How has Rwanda transformed so much over recent years?

• What needs to happen to build upon and sustain this progress?

We were all agreed that the vital levers of change included a stable government that had a clear vision for the country which was about unity and equality of opportunity for all. A vision that was clearly articulated and consulted upon so that the Rwandan population could feel part of the solution. Security and peace in the country also helped. Furthermore, good strategic planning helped to realise that vision. There was an urgent need to change and great pride in the country. The principles of welfare, compassion and concern for involving people in the changes were also important elements. Finally, investors and others who could help and trade with Rwanda were warmly welcomed and seen as having a positive impact in the country.

Our Rwandan colleagues were also very clear that they needed to build capacity at all levels and for strong systems to be put in place. They agreed that getting the structures right first then concentrating on improving the quality of provision was key.

The importance of involving Rwandans in the solutions so they could ‘sort out their own problems’ and not rely on others was also seen as a necessary requirement for sustainable development. Finally, equality of opportunity and fairness for all has to remain the abiding principle that holds everything together.

This was the only way to achieve unity and collaboration.

We then went on to apply these levers of change to the schools they were leading. Surely, what worked for the country could be used to transform schools? While the REB and schools had

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worked hard to ensure structures were in place for all children to be educated there was still great concern about the quality of education, which was felt to be not yet good enough to realise the ambitions of the country.

The heads and REB officials then identified the next steps needed to sustain the improvement journey. These included ensuring professionalism among teaching and school staff through quality training and development. It was felt to be particularly important to radically improve the English language skills of teachers following the Rwandan government’s decision to replace French with English as the country’s official language.

This was part of the country’s plan to join the East African community and to ease economic relations with its neighbours and South Africa. However, the issue is a sensitive one as the leaders of the Tutsi army that ended the genocide and took control were largely Anglophile having been in exile in places like Uganda.

The transition to English still causes political controversy as well as practical problems in implementation of the policy.

Language policy in Rwanda has revolved around three languages – Kinyarwanda, the indigenous language of Rwandans, French and English. Kinyarwanda unifies the population because unlike most African countries Rwanda only has this one indigenous language. Estimates suggested that in 2008 most of the population spoke it, with just eight per cent speaking French and four per cent English.

Children now begin their study in English from the first grade.

However, the implementation of English as the official language of instruction has led to serious hurdles in the education system, not least the establishment of a teaching force fluent in the language. In 2009, only 4,700 of Rwanda’s 31,000 primary school teachers were trained in English. We could only wonder what would happen in the UK if it were announced that French was to be the language of education from now on. What sort of leadership skills would we need to get staff and children on board?

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of the school and they were the future school leaders. Their development and training was paramount and is something they wanted us to support them with. Similarly, heads agreed that they needed to empower teachers to collaborate and work together to make the best of what little resources they had.

There were many examples of exceptional teachers in schools so they needed to find ways that teachers could support each other in a more coherent way.

The heads were vocal about the need for them to articulate and model their vision and revisit it often so that others could contribute to it. Furthermore, the vision had to be central to the strategic planning for the school. They needed to know what they were aiming for. In addition, the value of monitoring and evaluating the work of the school on a regular basis was seen as essential and appropriate systems to do this needed to be developed.

Roots of improvement

What sort of support and training would be needed?

All the people we worked with were aware that developing leadership was key to the success of the education system and that the country needs to develop aspiring leaders who could take over when current heads retired. Heads needed to develop a vision for their school and to persuade school staff to sign-up to this vision so they could contribute.

The heads and REB staff struggled with the enormous task of transferring their vision for their schools into action in the classroom. In a country where teachers are paid poorly and have had limited training and where there are very few teaching resources, where classes of more than 60 are not unusual, the task is colossal. They were desperate for ideas to empower their teachers and to give them the tools to deliver consistently good lessons in the classroom.

The need to develop middle leadership in the school slowly emerged as a theme for moving forward with our partnership.

Heads acknowledged that middle leaders were the backbone

PHOTOGRAPHY: PHOTOSHOT

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All were agreed that some sort of benchmarking needed to be developed so schools and the REB would know how well they were doing and could identify what they needed to do to improve further. Each school needed to identify measurable indicators of success that were applicable to their school and to similar schools. Most importantly, the heads were clear about the need to reduce the ‘island mentality’ and work in collaboration with other heads and schools as this was seen as the best way to share ideas, resources and expertise. They needed to work out mechanisms to enable them to do this in a coherent fashion.

During our visit we set about developing mentoring and coaching relationships between ourselves and the 18 heads who attended our two-day workshops. This involves us communicating regularly via email with each other to help the Rwandan heads implement the leadership standards in their schools and introduce them to colleagues in their districts. We hope to extend that model in the future involving more UK and Rwandan school leaders and we are confident that this will enable improvements in the school leadership of both countries.

We will return to Rwanda in a few weeks to see how things have been going. We know that measurable step change is not possible in such a short time but we will be keen to see that the seeds of improvement are sown and identify what else we need to do to build capacity further and sustain that development.

For ourselves, we are humbled about the work that is going on in Rwanda. If we had been faced with any one of the enormous obstacles that face the head teachers and education service in this country we would probably have run a mile. Yet these leaders of education have focused on finding solutions and working with what they have got. They don’t complain about what they don’t have. These heads have a great deal to teach us about our own practice. The expertise, raw ambition and determination evident in Rwanda is expertly modelled by its school leaders.

They have much to be proud of.

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NATIONAL YOUTH ORCHESTRA

Benefits of a classical education Members of the National Youth Orchestra of Great Britain hit all the right notes on a residency at Highbury Grove School in London. By Steve Smethurst

TALKING TO MEMBERS of the National Youth Orchestra of Great Britain (NYO) is an uplifting experience. Musical talent aside, they all appear bright, polite, articulate and enthusiastic. Interestingly, they claim that much of that is down to studying music.

Ermos Chrysochos, a 16-year-old violinist, declares: “Music is life changing. No matter what standard you are, it will change the person you will become and how you approach life. I know how cheesy that sounds but it is true.”

Jenny Whitby, 18 and a flautist, adds: “I just found out I’ve got into Cambridge to study medicine. I would not have got there without my music. Music has taught me dedication. I realised I was never going to get my grades if I didn’t put the hours in and I applied that to my other subjects. It scares me that people are talking about taking music out of the curriculum. It teaches you far too much for it to be lost.”

The pair are in the middle of a two-day residency at Highbury Grove School in north London along with approximately half of their 165-strong orchestra. At the school they are mentoring students and giving them tips before playing two classical pieces in a concert in the main school hall.

Highbury Grove head teacher Henry Jones explains that “music plays a great role at the school”, which is part of the

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reason it was selected for the NYO residency. The school has invested heavily in music for several years, thanks partly to financial support from the Wolfson Foundation and latterly the Music in Secondary Schools Trust (see p40). Every student in years seven to nine is given a classical musical instrument and all students are able to access free instrumental lessons. Highbury Grove also has a range of orchestras, choirs and ensemble groups that have built up over time.

Henry tells LF: “Music has been a key part of the growing popularity of the school, along with our new building and our

MAIN IMAGE BY JASON ALDEN. OTHERS: STEVE SMETHURST

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WE About the NYO

Orchestral manoeuvres The National Youth Orchestra of Great

Britain is made up of 165 young musicians.

Members are aged 13-19 years and are selected from a series of auditions that take place in the autumn each year. All members must audition for their place annually.

The minimum standard is grade eight with distinction.

The orchestra – founded in 1948 – comes

together at new year, Easter and summer for two-week residential courses. Each day involves instrumental rehearsals with workshops addressing all aspects of musicality including voice, movement, composing and improvisation. Performances are also a regular feature of the courses.

In 1998, the NYO started to hold open days

as a means to enable young musicians to experience the fun of working with other musicians of the same age. More recently, these became ‘inspire days’ where the NYO’s current members spend the day with younger players, sharing their insights and inspiration. In the future, the plan is to work more closely with partner schools, such as Highbury Grove in Islington.

Ofsted ‘outstanding’ in 2010. We benefit from the discipline of practising and learning an instrument and through the experience of working within ensembles and orchestras where you have to develop social skills to work with others. We find it has a massive positive spin off in the development of social skills and also attitudes towards academic work.”

Don’t be fooled into thinking that Highbury Grove is the preserve of the middle classes; it is an inner-city secondary with more than 50 per cent free school meals, pupil premium running at 66 per cent, more than 50 different ethnic groups

and a similar number of languages. “A substantial number of students come from very disadvantaged backgrounds,” says Henry, although he concedes that the school is now attracting a number of students from more advantaged backgrounds. But that simply means the school is now “truly comprehensive”, he says.

“We don’t want to be an elitist academy. We want to be a school that serves the whole community. We are a local authority, local community school and we want to show that a school like this can do something different. What we have always set out to avoid being, in Alastair Campbell’s immortal phrase, is ‘a bog-standard comprehensive’.

“We would like to be able to offer the same opportunities that young people are given in private schools and we are some way down that line. That is what we aspire to.”

Having more than 80 of the country’s most talented young musicians invade the school offers a taste of this. Henry says: “I’ve loved watching our students get this amount of personal attention from their peers. To give an example, we had three double basses playing with the NYO double bass section, and the NYO players were teaching our kids how to spin their E

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NATIONAL YOUTH ORCHESTRA WE The Music in Secondary Schools Trust

Continuing the work of Truda White In April 2013, the Andrew Lloyd Webber Foundation and the Charles Wolfson W double basses in jazz fashion.

Charitable Trust announced that they were to donate £2 million over four years to They were loving it.” establish the Music in Secondary Schools Trust (MISST). Its role was to roll out the Sarah Alexander, chief execuAndrew Lloyd Webber Programme to schools across the country and it was to be led tive and artistic director of the

by Truda White, who had spent 11 years as head teacher at Highbury Grove.

NYO, stresses that it is a two-way The programme gives every child at participating schools the opportunity to study relationship. “To give an exama musical instrument as part of the compulsory curriculum to ‘improve discipline, ple, I was talking to our principal commitment to learning, team working skills, academic attainment and to enrich the clarinet earlier,” she says. “He said lives of the students’. It is modelled on the scheme introduced by Truda at Highbury to me: ‘I didn’t realise that I could Grove in 2006, which allows students with no previous experience to study, play and be interesting and engaging to perform in ensemble and orchestral groups. another musician when I wasn’t As Lord Lloyd Webber told the Evening Standard in 2012: “Highbury Grove is a just playing the notes on the page. school that has turned itself around through music. It is becoming very clear that I can be professional. I can do a what the government does not understand is that every penny that you put into range of these things and it is not music education or education in the arts across the board comes back into the difficult. Why have I never done country 10 times over.” that before?’ And it’s a good quesMISST says that it costs £500,000 to fund a school for four years. Currently, tion, why hasn’t he?”

Highbury Grove and the Lister school in Newham are registered, with plans for two Sarah says that the aim for NYO more schools in 2014. is for its members to cascade what www.musicinsecondaryschoolstrust.org.uk they know. “They need to be encouraged to take responsibility for their artform, for encouraging the next generation of musicians.” their peers in a secondary school they will develop as artists, it will unlock a bit of pride that they dare not have at the moment.

The visit is also a tacit acknowledgement that the NYO can’t afford to end up as a private school enclave. Current membership What they do as a hobby can sometimes seem a bit unusual to is a 50:50 split across state and public schools, although of those other teenagers. It’s will be a hugely valuable and positive expepaying fees 87 per cent do so through bursaries and scholarships. rience for the orchestra to perform to 200 of their peers and be “We have a vision,” says Sarah, “one that sits above everycheered for their performance.” thing else – which is to be the most inspirational orchestra LF readers will be glad to know that the performance went for young people. That means young musicians wanting to be without a hitch, despite one of the NYO flautists dropping out in the NYO, it being inspiring for them when they are in the of the concert at a late stage. Fortunately, Highbury Grove had orchestra, and then the impact that they can have on every a ready-made replacement. other young person that we can reach.”

Deronne White, 16, auditioned for the NYO last autumn and reached the second round of auditions before falling at the final Interestingly, Sarah says that her musicians are nervous hurdle. Having passed his grade eight with a distinction on the about the concert they are to give at the school. Yet two days flute, he needed little encouragement to join the NYO, if only earlier, they’d performed to a packed house at the Barbican for an afternoon. with much less anxiety.

“It is very different. They are used to performing to an older Deronne is one of Highbury Grove’s many success stories. audience made up of people who have decided they already He started studying the flute at 12, having taken up the cello like classical music. This afternoon they have to convince their the previous year, and his only lessons have come at the school. peers about their art form.

He says: “Once I finish my A levels here, I want to go to a “If our orchestra can pull it off and perform successfully to conservatoire, such as the Royal College of Music or the Royal

EE “We don’t want to see any arts squeezed out of the curriculum. If schools are frightened of symphony orchestras, they don’t need to be frightened of us” 40

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WE Peer mentoring

Overcoming shyness The second day for the NYO at Highbury Grove starts with conductor Tim Steiner taking questions from the previous day’s mentoring sessions. “What if someone in the group won’t stop talking?” asks one. “It’s distracting,” concedes Tim, “but don’t get angry with them.

You need to engage with them, involve them.

Sit next to them, talk to them. It’s never going to be silent, it’s a school. Silence is actually more difficult to deal with. You need a frisson, some energy and excitement. Some teachers insist on discipline so strict that there’s silence and it acts like a straitjacket.”

Another NYO member asks what to do if pupils are too shy to answer? “Use metaphors, not specifics,” says Tim. “I might use an example of a spiky or a moany child to get across sounds. You might also try: “This is an A - can you see another one?”

Once the review session has finished, it’s back to the classrooms for another workshop (see photo). Epsie Thompson, 17, Jenny Whitby, 18, and Ellie Blamires, 17, show no nerves as they lead a group of young flautists that includes NYO stand-in Deronne White.

The session starts with a clapping game that gets the blood flowing, then students have to say their name and ‘something interesting’ about themselves. Epsie gets the ball rolling with a story about a friend who had a dead dog stolen at a Tube station. It’s a tough act to follow.

Practical tips come next with advice on posture and they play a game of copying the note the previous flautist has played.

They also work on altering the tempo of music from funereal to upbeat, then shortening notes and lengthening them.

Mentoring is still new to the NYO members. Ellie says: “My school has a wind band and I will take the flutes and the clarinets aside to help them with their parts, but really

in terms of workshops it has been the first time I have done anything like this.”

Epsie, who goes to Chethams School of Music, has more experience. She recently returned from Sri Lanka with the Commonwealth Resounds team, an outreach group. She says: “There’s no music tuition out there so we were teaching self-taught students who had no books. Not many could speak English either.”

LF ventures that today must be a doddle. “It is still difficult,” says Epsie. “Even here, we had a couple of people in our younger groups for whom English wasn’t their first language.”

The NYO members clearly enjoy the experience. Epsie says: “There was one boy who was really shy and he didn’t say anything, but when we gave him the opportunity to play a different part he was really keen.”

Jenny agrees: “It’s just shyness. I remember being in year seven and the sixth form seemed so old. Most of us are around that age now and when the students are told that we’re really good musicians too, it is quite intimidating.”

Violinist Ermos Chrysochos adds: “One girl in my group couldn’t read notes, so we had to do it by ear. I had to put things up an octave so there would be an open string and by the end of it I felt – what’s the word? Fulfilled, I think.”

Academy of Music. But I will be applying for the NYO again.”

Asked if he has a message for NAHT members, he says simply: “All heads should let their students know about the NYO and if they have musical students that would like to take their musical career further, then the NYO is a good option to choose.”

This [excuse the pun] is music to the ears of Sarah Alexander. She tells LF: “I’d love it if school leaders could look at the musicians they have in their school and ask them if they know about the NYO. They can show them the short films we have on the NYO website and take students to concerts. They’re welcome to contact me and we can work out a strategy. It might be that we have an NYO member in the area who could visit and do a session with them.

“If schools feel they have got talented young people but they don’t know what to do, then obviously we would hope that they are connecting with their music education hub, but if they feel they aren’t able to do that, they can see us as an organisation that can give them guidance.

“We have the most exciting symphony orchestra for young people in the country and school leaders have young people. If they are not sure how to introduce them to symphony orchestras; we can help. We don’t want to see any arts squeezed out of the curriculum, we want young people to have a balanced education, but if schools are frightened of symphony orchestras, they don’t need to be frightened of us. We can help them.” www.nyo.org.uk

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MODERN FOREIGN LANGUAGES

Lots in translation Carly Chynoweth discovers the benefits of a bilingual education as she meets three head teachers passionate about learning different languages

现在是英国看待外语更认真的时候 Or, in English: It’s time for the UK to take modern foreign languages seriously. At least, that’s what our best efforts at translation come up with; LF cannot pretend to be a gifted linguist.

But if all goes according to the government’s plan, things will be different for the generation of pupils just starting primary school. From this September, foreign languages will become a compulsory part of the national curriculum in an effort to ensure English children do not grow up speaking only one language.

One of the reasons the UK is falling short in this area is that everyone else makes it easy for us to avoid learning new languages by learning English themselves, says Chris Harrison, a former president of the NAHT and vice-president of the European School Heads Association. “This allows us to be complacent,” he says. “It doesn’t matter where you go in Europe, people will be learning English.”

But this isn’t just about communicating with Europe. China is becoming more important economically, which means those countries that are serious about building connections with it need to start learning Mandarin if they are to stand out as potential trade partners. Chris says: “I was at a school in Paris recently – and it wasn’t an advantaged area – but it had 1,500 pupils, 900 of whom were learning Mandarin and had been for a decade. We are

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going to have to play catch up.”

The DfE has recognised the importance of Mandarin by including it on the list of languages that should be seen as a teaching priority, says Chris.

“These are the languages, which include French and Spanish, that will help people succeed in later life.”

While Chris supports an increase in modern foreign language (MFL) teaching, simply telling schools they have to teach a foreign language won’t fix anything. “It makes sense to start this in primary school because the earlier you learn a foreign language the easier it is, so the government has a very strong case. But the problem is that we can’t just switch it on and expect everybody

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现在是英国 看待外语更 认真的时候

EE “We will need to decide how far we are going to go with this – is it a project or is it something that we are going to embed?”

IMAGE: RICHARD WILKINSON

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to be able to teach a MFL and to do it well. There are logistical issues.”

The most obvious of these is staffing, but there is also the question of what happens after primary school. For example, it’s not very efficient for a primary school to teach Italian if the secondary school it feeds only teaches French – and vice versa, says Chris. “There needs to be a strategy and some joined-up thinking. There also needs to be the money to train people.”

Clare Kelly, the head teacher at Dane Royd Primary in Wakefield, agrees. Her school currently teaches French and Mandarin. “You have to think about sustainability,” she says.

“We have an excellent relationship with our pyramid school, which offers French, and there is a group of primary schools in the local area that now offers Mandarin. We will need to decide how far we are going to go with this – is it a project or is it something we are going to embed?”

The ultimate way to embed language teaching, of course, is to become a bilingual school and incorporate language into everything rather than limit it to specific lessons. It’s an idea that’s popular with parents, says head teacher Sebastien Chapleau, who will open the Bromley Bilingual School (BBS) in southeast London this September. “There is a great demand for school places,” he says. “There is a large Francophone community, both European and West African, and there are also many applications from non-French speaking parents who want their children to experience a different education. They see it as giving them an advantage in life.”

The free school will open in stages, starting with reception, year one and year two; by 2020 it will have all seven year E

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MODERN FOREIGN LANGUAGES WE Pupils learning a language

have an advantage in job hunting Nearly a fifth of job vacancies are proving difficult to fill because of a shortage of language skills in the UK, according to new research. The UK Commission for Employment and Skills (UKCES) found that the number of job vacancies in England has returned to pre-recession levels but that the number of businesses that cannot find candidates with the right skills is increasing twice as fast.

This is a real issue for the economy, according to Geoffrey Bowden, general secretary of the Association of Translation companies, who criticised the lack of importance given to foreign language skills in the country.

“The need for foreign language skills will only increase, as economic globalisation increases and businesses focus on the opportunities in exporting, not just to the EU, but across the world too,” he says.

“With youth unemployment still a major issue, the journey from education to employment needs to be addressed and, as today’s British Chamber of Commerce ‘Skills and Employment Manifesto’ states, we must tackle the skills mismatch. However, we cannot play a ‘blame game’ with the education system and the private sector must also realise its position here in training and up-skilling employees.” bit.ly/BCCskillsmanifesto bit.ly/UKCESworldofwork

W groups and 525 pupils from all sorts of backgrounds. Every classroom will have someone who is fluent in each language in it, although that may be a teaching assistant rather than the teacher.

Pupils who learn a language this way have a very different understanding of it compared with those who are not immersed, says Julie Sullivan, head teacher at the London Welsh School. For a start, they think differently about language. “We were talking about translation recently and it was really hard for (the children) to understand what it meant because it is so natural for them to have both languages.”

They also have a deep understanding of how culture and language interact, says Julie, whose pupils celebrate Welsh saints’ days and participate in eisteddfods. “When you teach both language and culture they each reinforce the other,” she says.

But setting up such a school is not easy. The biggest hurdle is likely to be finding enough people who have the qualifications needed, says Sebastien. This is will get easier as more of the population learns a second language because it will mean that more teacher trainees are bilingual even if they are not specifically training as MFL teachers, but for now it is tricky.

Traditional schools are likely to face similar challenges as MFL becomes part of the curriculum, he added. “There is a difference between schools being told to do it and being able to do it well,” Sebastien says. There’s a real risk here: if schools cannot do it well they could put a generation of children off learning a language. “If they do it in a bad way it means that kids won’t enjoy languages as much.”

He hopes to help counter some of this problem by offering training sessions at BBS so that other schools can develop both their approaches and their staff. “There are lots of teachers who could potentially teach MFL in a primary setting – we are not talking about teaching to GCSE level.”

This does require both pedagogical and linguistic skills, says Sebastien; having some ability in a second language does not automatically mean that people can teach it.

While bilingual teaching offers pupils some real advantages it won’t be a realistic options for most schools, says Clare. For a start, ensuring that children make the required progress in all subjects when teaching in English is a significant challenge in itself. Then there’s the question of resourcing: finding enough teachers who speak both French and English to staff a school would be hard, but finding that many who have Mandarin and English would be virtually impossible in the current environment.

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It’s time for the UK to take modern foreign languages seriously

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“How many Mandarin speakers are going in to teaching? And if they do, are they going in to primary or secondary? It’s more likely to be secondary, because that is where the market will be.”

She adds: “I admire totally bilingual schools but that’s not a path that’s feasible for us at this time. Learning a foreign language cannot take over our timetable. We have to get the core values in place of a broad and balanced curriculum.”

But this does not mean that schools must limit language teaching to specific lessons; there are ways to gain some of the benefits of immersion without actually going bilingual, says Clare, who weaves French and Mandarin throughout the 300pupil school’s activities.

“With French, which students start in nursery, we deliver the local authority’s scheme of work, which is particularly successful,” she says. “In a week, pupils will typically do three 15-minute sessions, two 20-minute sessions and a 10-minute top up: it’s little and often. And we use French across the curriculum, so we might do the register in it or when we ask children to take books back we might ask in French, for instance. It’s not immersion but it is repetition.” Songs, rhymes and games are all used to help pupils become fluent, while a French language assistant supports the development of accent and pronunciation.

Mandarin, which is taught to pupils from year three, follows a similar pattern but teaching is led by a Chinese language assistant and supported by the British Council (see links) rather than the local authority, says Clare. Classrooms contain displays in all three languages.

Clare is a keen supporter of activities such as a joint curriculum project with Dane Royd’s school in Chengdu, China. “The children might be connecting in English rather than Mandarin, but they will be thinking about what other children their age think about the world.

It’s all about cultural understanding, not just language.” Even if pupils do not study Mandarin in secondary schools they will still come away with more knowledge about people’s differences – and similarities – in other parts of the world.

A focus on MFL also benefits staff development, says Clare. Staff learn Mandarin alongside their pupils,

EE “In a week, pupils will typically do three 15-minute sessions, two 20-minute sessions and a 10-minute top up.

It’s little and often” which in turn makes it easier for them to incorporate the language into other lessons. “They find it exciting and have reacted positively to it,” she says. “This year I have four NQTs who will take part in a visit to our partner school in China in their holidays as part of their development programmes. They will do team teaching with Chinese NQTs.” This will give them early experience of another educational system and a chance to think about new ways that they could teach languages, including English as an additional language.

All three heads who spoke to LF are thinking about where their pupils will go after primary school. “Obviously, I would love to see them go to a bilingual secondary school. One issue we are grappling with is that they should be at GCSE level by the time they finish year six, so when they start year seven there needs to be provision for them to be challenged,” says Sebastien. Julie’s pupils face a similar challenge, as those who stay in England will not be able to continue learning Welsh at school to the same level.

One strand of Sebastien’s work is building relationships with schools that offer the international baccalaureate. He is also exploring possible links with a bilingual secondary school that has been approved in Greenwich and, should it ever prove possible, he loves the idea of joining forces with a German bilingual school in south London to create a trilingual secondary school.

This may sound ambitious but free school providers such as the CfBT Education Trust, which is behind Sebastien’s school, are keen to add more bilingual schools to the English mix in response to parent demand.

Chris Tweedale, CfBT’s UK director, says: “With the advent of bilingual free schools, parents are able to secure a truly bilingual education for their children, without having to resort to paying for additional language lessons beyond school hours.

“While most demand comes from London, we have been approached by groups in Bristol and Manchester, with the most requested languages being French, Spanish, German and Mandarin. Parents increasingly see fluency in more than one language as a prerequisite for success in today’s global economy.” www.britishcouncil.org/school-resources

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NAHT RESEARCH

NAHT members are invited to take part in an exciting research project on schools and trust, reports Chris Harrison

A question of trust THERE HAS BEEN increasing recognition that the level of co-operation between the NAHT and a range of research organisations (both in the UK and abroad) could be of benefit to all those working in schools.

With this in mind, for the past two years, the policy and campaigns directorate at NAHT headquarters has worked closely with Cambridge Assessment to explore aspects of school accountability, the curriculum, assessment arrangements, monitoring and inspection, and their connectivity to the day-to-day work of school leadership.

Cambridge Assessment is one of the UK’s oldest major examination groups. It also boasts one of the largest research capabilities of its kind in Europe, with up to 80 researchers

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conducting enquiries at any one time. Its aim is to publish authoritative research to validate, improve and develop the wide range of assessment materials and services to schools, while at the same time influencing thinking and policy-making on educational assessment nationally and internationally.

The keys to school improvement In addition to the work with Cambridge Assessment, last autumn the NAHT joined a major international research project exploring the issue of trust and verification. The project requires NAHT to send a comprehensive questionnaire to its membership in England, while at the same time working in parallel with six other school leadership organi-

IMAGE: ANDY BRIDGE

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WE What the research will ask When all seven participating countries complete their respective national surveys it is anticipated that the research report and the final book (to be published by the Institute of Education Press) will address the following questions: How are trust and distrust manifested in schools and school systems?

Are verification systems inherently low trust?

Are some national contexts intrinsically high trust?

What educational policies demonstrate high trust or low trust; and high distrust or low distrust?

Is the connection between high trust and student achievement real or illusory?

What verification systems support rather than undermine trust?

How do high trust/low distrust nations balance trust and verification?

How does an educational system move from low trust/ high distrust to high trust/ low distrust?

Should this direction be the goal of educational change?

When is high trust/high distrust appropriate and wise?

Must low trust/high distrust school systems or schools remain dysfunctional or are their strategies to ensure some degree of cooperation and even trust?

Are low trust/low distrust schools or systems hopeless?

Can a high trust/low distrust school exist within highly distrustful policy environments? If so how does that happen? Can it be sustained? Can it be verified?

sations in Europe, North America and Australasia. The intention is to understand – at a very deep level – why trust between policy makers and policy implementers appears to be a key factor in enhancing pupils’ achievement – making learners more resilient and helping them to overcome the challenges of poverty, the economic challenges of world recession and social deprivation.

This questionnaire will ask about the importance of trust in doing your jobs, as well as inquiring into your perceptions of the trust culture in your working environment. With this information we intend to determine what aspects of trust make a difference to the efficacy of leaders and teachers and to student achievement in both positive and negative trust environments.

Educational research teams in Australia, Canada, England, Finland, Lithuania, Sweden and the United States are all participating. In the UK, Tom Whittingham leads the project.

Tom is head of external development at the University of Worcester and has an extensive record of successful practice as a primary head and a local authority adviser. The initiator and overall coordinator of the project is Dean Fink, a Canadian professor, author, speaker and consultant.

The goal is to collate all the research outcomes and produce a book in 2015 entitled Trust and verify: the real keys to school improvement. It is the project’s intention to influence

the present debate on school improvement in ways that can enhance the prestige and professionalism of school leadership and the teaching profession itself.

The starting point for this research focus was the observation that countries that ranked highly on international trust surveys also performed exceptionally well on international assessments of student performance. Conversely, students from schools in lower-trust nations tended to perform at mediocre or unsatisfactory levels.

Based on this evidence, one could conclude that policy makers at all levels of the educational enterprise should develop policies that trust teachers, school leaders and local authority officers to get on with the job of educating their students in schools. There is already abundant data that demonstrates that organisations and institutions that extend trust to their employees can unleash their initiative, creativity and innovation more effectively than those that attempt to maintain strict control on what happens each day in our schools.

At the same time, the collective experiences of students, parents, and educators, as well as a considerable body of literature, reminds us that not all teachers, school leaders, local authorities and DfE officials are sufficiently competent, motivated or energetic to create optimum learning environments for all students.

Distrust, therefore, becomes a logical and perhaps even a necessary aspect of policy making at all levels of educational systems. In schools we know only too well that this then shows itself in an overbearing process of verification, monitoring and accountability systems supported through standardised tests and a rigorous external inspection process E focused on the work of both schools and teachers.

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NAHT RESEARCH TO COMPLETE THE SURVEY: School leaders www.surveymonkey.com/s/trust_brit_leaders Teachers www.surveymonkey.com/s/trust_brit_teachers W Defining trust There are many definitions of trust to be found in literature reviews on the topic but almost all seem to have the common threads of three fundamental concepts: honesty, reliability and caring. Consequently, key questions can be asked: Do individuals and their institutions have integrity?

Do staff walk their talk?

Do they say what they mean and mean what they say?

Are they open and transparent or secretive and calculating?

Are they consistent, competent and have the interests of others in mind?

Are they benevolent and recognise the vulnerability of others?

Two words permeate literature on the subject – confidence and vulnerability. It is in trusting others that one makes oneself vulnerable to other people, organisations, institutions, or even to an ideology, with the result that the more one trusts the more one has confidence in others. At the same time, the more vulnerable one becomes if that trust is betrayed and particularly so in the workplace.

The project team needs to know what schools in England think about these issues. On a practical level, researchers would like as many school leaders as possible to access and complete an online survey (it takes approximately 15 minutes).

Details are at the top of the page. If a large number of NAHT members complete the survey it will give the report the ability to say publicly what the English school workforce thinks.

The research also needs to include as many teachers as possible from a variety of settings to complete a separate survey, which designed only for teachers (see above). If every head teacher could persuade five teachers to go online and spend 15 minutes answering their survey we would have an impressive and formidable sample.

International reach Policy makers need to find a balance between trust and distrust, and to determine appropriate approaches to verification. In the world of education, blind trust can leave policy makers vulnerable politically and professionally, but too much verification can strip policy implementers (schools and their staff ) of autonomy and which can then only stifle their creativity and innovation.

EE “This research will show how the new ‘audit’ approach has affected levels of trust” 48

To address these and the many other trust/distrust related issues, Professor Fink has assembled an international group of educationalists across seven very different national systems.

Each researcher is looking at the nature of trust and distrust on a system-wide basis in each setting - at the school, the area or region and at national levels.

In England, Tom’s starting point is that over the past 20 years England’s educational system has experienced rapid change where successive governments have issued a constant supply of initiatives to schools, even before previously adopted strategies have been fully implemented or explored.

The nation has therefore become a hot-house of new and old ideas. Some are ideologically driven, while others are well thought out and researched.

For the most part, change has been driven by central government as the traditional role of the local authority has diminished. The English educational system is perhaps the most highly centralised of any of the seven nations within the research study and our system would seem to have evolved rapidly from high trust to low. In contrast to other UK countries, England remains focused on external verification, through an extensive system of inspection that is unique in the world of education in its activity and intrusiveness in schools.

Additionally, we know that there is an extensive centralised examination system subject to annual public scrutiny and comment in the media. Over recent years, inspections have become more focused on ‘failing schools’ and those requiring improvement, however, the examination system has been the recent focus of the coalition to drive up standards, through raising the levels of expectations for each grade in an examination.

Over the past three years, we know that huge efforts have been made by policy makers to create increased autonomy through the academies and free schools programme with seemingly scant regard for evidence-based research to underpin and inform such policy making and system change.

This research opportunity will show how the new ‘audit’ approach to change has affected levels of trust and – perhaps more importantly – reveal whether recent attempts to ameliorate some of the worst features of the verification approach have been mitigated.

We hope as many of you as possible will respond positively to this opportunity to inform policy making through the evidence-based research outcomes coming from this survey.

Any members, or teachers at their schools, who would like more information about the project should email Tom Whittingham (t.whittingham@ worc.ac.uk) or Professor Fink (deanfink@cogeco.ca) For more information on Cambridge Assessment, please visit: www.cambridgeassessment.org.uk/ our-research

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WHAT’S NEW WE T H E L A T E S T B O O K S A N D R E S O U R C E S Leading and Managing People in Education

By Tony Bush and David Middlewood. Sage Publications, £25.99 The third edition of this tried and tested book covers leadership and management of people at all levels in educational organisations. It contains up-to-date research and literature and deals with issues such as succession planning, leadership development and diversity, along with an enhanced focus on international trends, examples and research.

It also acknowledges the changing English context, including the shift to system leadership, academies and free schools.

Dyslexia Pocketbook

How to... research guides

By Julie Bennett.

Teachers’ Pocketbooks, £8.99

By NFER. Prices range from £4.80 to £7.20 per guide

A second edition of this illustrated guide which outlines what dyslexia is and ways to recognise those ‘at risk’. There’s information about the learning profiles of dyslexic students and it offers some practical solutions. Chapters are devoted to raising selfesteem and using the six Ls for written and verbal communication (legibility, layout, language, links, large picture/little chunks, let it settle and look again). The author is a former primary teacher with mild dyslexia who draws on her work with children and adults with specific learning difficulties.

A new range of five ‘quick and easy’ PDF guides on research projects that go from planning (pictured) through to how to develop a questionnaire and ask the right questions. They introduce readers to definitions, methods, benefits and pitfalls to ensure that research is based on sound professional advice. Helpfully, the guides are succinct and jargon-free and designed for busy practitioners who want to carry out their own school-based research to improve practice. They are not designed for those engaging in formal academic research. The series takes the reader from planning through to writing up research.

How to…

resea rch Pla n your your objectives Meet

www.nfer.ac.uk

This document is designed

to be read with Adobe

Acrobat

DIARY DATES National Pet Month

April Fool’s Day

April (and a bit of May) make up pet ‘month’, which doesn’t end until 5 May. The website claims that “school pets have been found to motivate pupils to think and to learn. They also lead to the development of hobbies and careers in animal care and to improved academic achievement.” www.nationalpetmonth. org.uk/schools

The first is a school day this year, so watch out for drawing pins on your chair and other such delights. LF has heard that in Italy, France and Belgium, children stick paper fishes on each other’s backs and shout “April fish!”. It sounds much more civilised. www.theguardian.com/ news/datablog/2012/apr/01/ guardian-april-fools-list

International Children’s Book Day Hans Christian Andersen’s birthday (2 April) is used by the International Board on Books for Young People to inspire a love of reading.

The annual British highlight is a conference at the National Centre for Research in Children’s Literature at Roehampton University. www.ibby.org.uk/index.php

World Health Day The birth of the World Health Organisation is marked on 7 April with publicity about a health problem. The topic for 2014 is vector-borne diseases, such as malaria. But catching up fast is dengue, with a 30fold increase in incidence over the past 50 years. www.who.int/campaigns/ world-health-day/2014/ event/en

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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 love to share your stories with LF re a d e rs . Ema il Su s a n E educationhack@gmail.com

FINALLY… E

xpanding children’s horizons is a key task for primary schools. As Miles Wallis-Clarke, head teacher of Hotspur primary in Newcastle, puts it: “By secondary school it is too late.”

Building aspiration, particularly among the pupil premium-eligible children at his school, is important.

“We are in the 20 per cent most disadvantaged schools in the country, with 42 per cent of our children eligible for the pupil premium. While many of the families are artists, actors or professionals, others aren’t. We have children who’ve been to New York sat next to those who’ve never been anywhere.”

The scale of the challenge was highlighted on a trip to the nearby Sage Gateshead centre. “As we walked over the Millennium Bridge two children said they were terrified: what if it collapsed?”

Last summer, Miles led a whole-school project on the Ouseburn Valley that was designed, in part, to widen their horizons.

“It’s five minutes away and is being regenerated,” explains the head. “It used to be a big industrial area and is now full of small businesses. There must be 200 artists’ workshops and studios there. It’s rich in stuff we can use.”

The project was two years in the planning, involving many outside organisations, some of whom volunteered help and expertise after Hotspur started to discuss the project on its website and Facebook page.

The local CBI, for instance, suggested the project shouldn’t just look at the area’s industrial history but its future prospects.

“As a result, we looked at renewable energy and the digital future. Everything is past, present and future,” says Miles.

Each year group had a different focus: year two’s was the wildlife and city farm, while year three had entertainment and leisure – running the independent cinema for a week and putting on a performance in one of the pubs. Year four looked at art, creating a huge textile piece that now has pride of place in school. Year five investigated the environment, the quality of the soil and water, the impact of industrial heritage and the re-

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SUSAN YOUNG

EVENT HORIZONS construction of the watermill. Year six looked at businesses.

There was also a maths challenge where children worked in mixed age groups to build a boat, spending three separate mornings in the valley, before dropping the vessels from a bridge into the river to see if they floated. “It was a very simple thing, but great to see them working with children they wouldn’t normally,” says Miles.

Some aspects are ongoing. Year one worked with a developer, architects, builder and lawyers on the construction of 76 ecohouses in the area and continues to follow the work. Many children learned that the valley was there for them to visit and enjoy and the school gained a new understanding of how to use it for curriculum work. Miles says: “Lots of much stronger partnerships and collaborations came out of it. It is an area of real creativity and generosity. The idea is to show children life and not be preoccupied with health and safety.”

“Children aspire to what they know: if they don’t know about jobs they don’t think they can do them. We wanted to get all of the children engaged with business in Ouseburn,” says Miles.

“There’s a company roasting its own coffee, an architect and a Rolls Royce garage. The children have spent time there, interviewed people and produced amazing projects about working in the valley. It had a huge impact on their own aspirations, saying things like: ‘I didn’t know what an architect was but I want to be one now’.

“It is very easy for them to say they want to be a pop star or a footballer, and we’re the very best chance of affecting the outcome of their life.”

See also feature, page 24.

PHOTOGRAPH: HOTSPUR PRIMARY

21/02/2014 16:16

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