The Londinian by Alumni Relations

Institute of Education

THE

ISSUE 1. 2016

LONDINIAN The magazine for alumni and friends of the UCL Institute of Education

IN THIS ISSUE

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CONTENTS

Introducing Becky Francis, Director of UCL Institute of Education

News FEATURES

Informal Learning in Music Professor Lucy Green, Dr David Baker and Dr Maria Varvargiou share their research on popular musicians’ informal learning practices adapted for the music classroom.

Let’s think before we refer Alumnus and educational consultant, Daniel Sobel, gives his insight into how to approach whole school mental health.

Introducing Becky Francis

INTERVIEWS 10

Investing in Youth We speak to Dr Vanessa Ogden, former banker and current head teacher of Mulberry School, the high-achieving girls’ comprehensive visited by Michelle Obama.

News

The Campaign for UCL 4

My students are my inspiration Award winning further education teacher Paul McTernan tells us why he loves his job.

Alumni profile Natalie De Silva

HIGHLY PRIZED

We met with a UCL graduate who channelled her passion for ancient history into a career in teaching and went on to establish two free schools in London. 22

THINKERS

Education Policy: Exerting your Influence Q&A with Alex Bols, Deputy CEO at Guild HE.

BACK PAGES 23

Alumni Events Highlights from the busy calendar of exclusive alumni events across UCL.

Alumni Publications A list of publications written by our alumni.

Credits/Disclaimers Editorial Andy Harris Eleanor Nimmo Maria Menicou Photography Helen Murray Simon Davis/DFID Emile Holba Jason Illagan

The Office of the Vice Provost (Development) Gower Street London WC1E 6BT +44 (0)20 3108 3833 alumni@ucl.ac.uk www.ucl.ac.uk/alumni

Lori Houlihan Vice-Provost lori.houlihan@ucl.ac.uk © UCL. The opinions herein are those of the authors or persons interviewed only and do not necessarily reflect the views of UCL. All content correct at the time of going to press.

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INTRODUCTION Welcome to the first edition of the Londinian, the magazine for alumni and friends of UCL Institute of Education. If you know the history of the Institute of Education you will know that it was founded in October 1902 as the London Day Training College under the joint auspices of the University of London and of the London County Council. The staff and students in those early years found their voice by launching a magazine called the Londinian. Early editions document the birth of the NUS and the demise of the League of Nations. There is talk of philanthropy, dances, auctions and other fundraisers. The idea of seeing education around the world as a place to learn from, not somewhere to export British educational values to, also resonates very strongly.

Informal Learning in Music

A key line from the editorial from the June 1923 edition reads, ‘Are we leaving behind anything that future students will not willingly let die?’

Let’s Think before we refer

Investing in Youth You can draw a line from the spirit of the early years of the London Day Training College to the present day and the place the UCL Institute of Education occupies at the leading edge of education. It was a logical step to revive the Londinian to celebrate the achievements of our alumni and highlight the work of the UCL Institute of Education.

UCL’s ideas are shaping the future, improving lives and having a massive impact on London and the wider world. Philanthropy founded UCL as a home for disruptive thinkers and now we are asking you to pledge your support to the ‘It’s All Academic’ Campaign. Volunteer your time or donate your money to back the future of UCL and help us transform how the world is understood. You can find our more at www.ucl.ac.uk/campaign

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Excellence, inclusion and fighting the double disadvantage: Meet the new Director of the UCL Institute of Education, Professor Becky Francis

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Social justice and social inclusion are the twin engines that have driven the career of Professor Becky Francis – and that have now brought her to the UCL Institute of Education. “Our system is one of the few where socio-economic gaps for attainment get bigger as kids go through school, not smaller,” says the Institute’s new Director, who took up the role in July this year following four years at King’s College London, where she was Professor of Education and Social Justice and Director of Research in the Department of Education and Professional Studies, “My passion to change that remains very strong.” It’s a passion that played a significant role in her decision to make the move to UCL which, she believes, shares with the Institute of Education a history of excellence that is inseparable from a strongly inclusive agenda. “Both institutions put their mission and their support for social justice and social inclusion and working towards a better future front and centre of their agenda in a way that universities often don’t.” “The nature of prestige and excellence in these universities is inspiring to students and to the people who work there. I think that we have a challenge to make sure that we are open to all and that we are able to realise our mission in drawing in people from all backgrounds.” The relationship between social background and educational achievement – the ‘double disadvantage’ – is one of Becky’s major focuses and the subject of her current ‘absolutely enormous’ project, Best Practice in Grouping Students. The project is working with 140 secondary schools to examine the sociological finding that disadvantaged young people are disproportionately likely to be placed in low attainment groups when they get to school.

The three-year project is comparing best practice setting, with actions that have been identified to entrench disadvantage stripped out, with best practice mixed attainment groups, and aims to answer long-standing questions about ability grouping in schools. “The evidence shows that kids in those low attainment groups make less progress than their peers in higher attaining groups. So, given that kids from socially disadvantaged backgrounds are over-concentrated in those groups and they’re the ones that need the most help and the most ‘catch up’, they are facing a double disadvantage in our system.” Becky’s other interests include looking at how social inequality is addressed from every disciplinary angle, and she sees strengths at UCL and the IOE in disciplinary areas which are not yet widely developed in relation to education, for example epigenetic developments and findings about the impact of environment on heredity. “I think in education we often still see nature and nurture as two completely separate sides of a coin,” she says. “My understanding of epigenetic developments is that they seem to suggest a blurring there, which is both interesting and something that educators should be aware of.” Becky is very much enjoying getting stuck in at the Institute. “It’s been a long time coming!” she notes. “I seem to be one of the very few people in education who’s neither worked at the IOE nor been trained at the IOE – there seem to be very few of us! So I’m looking forward to just finding out even more about the brilliant work that’s going on at the Institute. I would like to see it as a global beacon of excellence and international resource for public education systems and social science.”

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We have a challenge to make sure that we are open to all and that we are able to realise our mission in drawing in people from all backgrounds.

ABOUT PROFESSOR BECKY FRANCIS Professor Francis is Director of the UCL Institute of Education. She was previously Professor of Education and Social Justice, and Director of Research, Department of Education and Professional Studies at King’s College London. She is a leading academic with leadership experience in the private and third sectors, as well as in academia. Her research has focused on social identities and educational inequalities. She has recently combined education policy work with her academic career. In 2015 she was appointed Standing Advisor to the Education Select Committee and provides a wide range of consultancy to Government and other stakeholder organisations. Professor Francis’s policy research and analysis includes her recent influential work on ‘Satisfactory’ schools and on academies. Her academic publications centre on social identities (gender, race and social class) in educational contexts, social identity and educational achievement, and feminist theory. Prior to joining King’s College London in 2012, Professor Francis was Director of The Pearson Think Tank, Pearson PLC and Director of Education at The Royal Society for the Encouragement of Arts, Manufactures and Commerce (The RSA).

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NEWS

THE CAMPAIGN FOR UCL Philanthropy founded UCL as a home for radical thinkers and to open up education for all on equal terms. Nearly 200 years later, philanthropy is still at the heart of UCL and enabling us to fulfil those founding principles in a global context. In September 2016, UCL launched its biggest ever fundraising and engagement Campaign focused on four main themes – students, health, London and disruptive thinking. It will also grow its worldwide community of friends, supporters, alumni, volunteers and mentors to create an unbeatable social and professional network. Through this Campaign, UCL will enhance its major contributions to the health and wealth of the UK and the world. Its major targets include – to better diagnose and treat, and ultimately cure, conditions like dementia and cancer; to develop a major new campus in east London and improve opportunities for our new neighbours; to build up our scholarships fund so that no person’s potential is wasted or ambition thwarted by lack of finance; to find new ways to demolish barriers between disciplines that hamper discovery and application. Please get involved by joining one of our events, interacting with us on social media or making UCL your chosen charity. Find out more at www.ucl.ac.uk/campaign

HIGHLY PRIZED

THINKERS

WORLD LEADERS IN EDUCATION UCL Institute of Education has been ranked as the world number one for education for the third year running, in the latest QS World University Rankings by Subject. The QS World University Rankings by subject highlight the world’s top universities in a range of subject areas, covering 42 subjects in 2016. Published annually since 2011, the rankings are based on academic

reputation, employer reputation and research citations. Being placed number one for the third year running in the QS subject rankings demonstrates that the the Institute continues to lead in the field of education. In the most recent Research Excellence Framework (REF), 94% of the Institute’s research was judged to be world-class.

NEW PROFESSIONAL LEARNING NETWORK FOR TEACHERS The UCL Widening Participation team are launching a Professional Learning Network (PLN) for teachers. Members of the PLN will be invited to attend events including twilight CPD sessions and teacher conferences, and also to share online resources. As part of UCL’s commitment to widening participation and fair access, the

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Professional Learning Network is free to join and aimed at teachers working in state-funded schools and colleges. If you would like to register your interest please go to: www.ucl.ac.uk/wp/teachers

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TREVOR PEARS HONOURED AT UCL GRADUATION CEREMONY At graduation this year we were delighted to present an Honorary Fellowship to Mr. Trevor Pears CMG, Executive Chair of Pears Foundation and Director of the William Pears Group. Trevor and his brothers, Mark and David, established the Pears Foundation in 1992, investing in programmes with the philanthropic purposes of fostering understanding of complex issues, engaging people in achieving social progress and promoting wellbeing. The foundation has had a longstanding relationship with the Institute of Education which has been strengthened by the merger with UCL. The Foundation is currently funding a number of projects including the Pears Building at the Royal Free Hospital, London, which will house the UCL Institute of Immunity and Transplantation and the Centre for Research in Autism and Education at the Institute of Education. In 2014, the Institute was awarded ‘outstanding’ by Ofsted for all of its initial teacher training, across primary, secondary and further education, scoring top grades on every criteria and across every programme. The Institute was also shortlisted for Times Higher Education ‘University of the Year’ in 2014 and received the Queen’s Anniversary Prize for Higher and Further Education for 2014-16.

At the Centre of Pears Foundation’s partnership with the University is the UCL Centre for Holocaust Education. The Centre was created at the Institute of Education in 2008 and was born out of Trevor Pears’ concern for improving the education young people receive in school about this difficult but important part of history. As a result the UK now boasts a leading national and

UCL LAUNCHES A NEW ALUMNI ONLINE COMMUNITY You are invited to join an exclusive UCL social network through which you can connect with friends, expand your professional networks, share your knowledge, find information and events and make the most of alumni benefits such as free access to e-journals. The online community was launched in May 2016 and already has over a thousand alumni using the service. Alumni groups including those focused

on education are in the process of building pages on the site which you will be able to connect to for their latest news. Registered members will be informed when these launch later in the year. You can search the directory for alumni who can offer academic advice, those who willing to be approached about research collaboration or potential mentors from a range of professions. www.aoc.ucl.ac.uk/alumni/alumnicommunity –5–

international centre, which has produced the world’s largest studies of both teachers’ and school students’ knowledge and understanding of the Holocaust. It provides professional development opportunities for thousands of teachers every year. The Centre for Holocaust Education was part of the portfolio of UCL Institute of Education projects that was awarded a Queen’s Anniversary Prize for Higher and Further Education in recognition of its “world leading contribution to the policy and practice of education with international reach around innovative social research”. After receiving his fellowship Mr Pears commented: ‘I am honoured and delighted to receive this Fellowship from UCL. Our partnership ranges across three different departments and reflects the major contribution that UCL is making to global issues from education to neuroscience to cutting edge medicine’. Trevor Pears is an individual who continues to make a noteworthy contribution to improving the welfare and education of society. His, and his family’s, active philanthropy and unrelenting commitment are helping to change the lives of many people throughout the world.

Popular musicians’ informal learning practices adapted for the music classroom and instrumental lesson. Research by Professor Lucy Green; Dr. David Baker; Dr Maria Varvarigou.

IN ORMAL

Photography Emile Holba www.emileholba.co.uk

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LEARNING IN MUSIC It has become a maxim in many musicological spheres, that in order to understand any particular style of music it is necessary to consider how the music is passed on from person to person, and generation to generation. The classical music world today enjoys a long tradition of different pedagogical methods, not all of which agree with each other necessarily, but most of which share some fundamental principles - such as placing importance on regular practice, planned progression, technical exercises and teacher-guidance. Yet there have been many children and young people who fail and drop out of formal music education; and most importantly, it has often been the case that, far from being either uninterested or unmusical, such youngsters are highly motivated and devote themselves to alternative, informal methods of music learning in the popular music sphere. Popular musicians’ informal approaches to acquiring musical skills and knowledge are associated with high levels of enjoyment, and can lead to advanced musicianship emphasising aural, improvisatory and creative aspects, many of which tend to be absent from the training of classical musicians. The young musicians work on music they know and like, copying and embellishing it by ear. They tend to learn not only alone but in friendship groups, largely or entirely without the aid of a teacher or other expert. They tackle whole ‘real-world’ songs rather than simplified pieces or progressively ordered exercises, and they integrate playing, singing, listening, improvising and composing throughout the process.

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INFOR MAL LEARNING IN MUSIC

For over four decades now, popular music itself has formed a major part of curriculum content in the UK as well as many other countries. However, it is only relatively recently that the informal learning practices of the musicians who create it have been recognised and adopted as teaching and learning strategies in classrooms and instrumental tuition contexts. The linked projects described here are internationally recognised as seminal in developing and evaluating pedagogy based on popular musicians’ informal learning practices, and in understanding the various kinds of learning and teaching that are entailed. Specifically, the aims of the projects were to adopt and adapt the informal learning practices used by young popular musicians, and bring them into the secondary school classroom and instrumental lesson. In the classroom, the central characteristics of these informal learning practices were replicated very simply by allowing students to bring in their own music, work in friendship groups, choose instruments from what was available, and teach themselves to play and/or sing their chosen music by ear, directing their own pathways through the learning. The role of the teacher in the first two or three lessons is to allow students to make their own decisions about what music to play, who to work with, what instruments to select and how to go about the learning task. After around three lessons the teacher ‘phases in’ and begins to offer increasing levels of guidance through modelling, demonstrating instrumental technique, helping students to find pitches, offering general musical advice, and a range of other activities. Further phases of the project involve specially-prepared recordings, where tracks are individually broken-down to aid the listening ear; and expansion into a greater range of music from various eras and around the world, including Western classical music. In the specialist instrumental lesson similar techniques are used. Students are given broken-down tracks first, using

popular, then classical music, before graduating towards choosing their own music. The projects investigated to what extent the adapted informal learning practices could, or could not, increase pupils’ musical skills; raise their levels of motivation and enjoyment; and extend their appreciation of a range of music going beyond the popular sphere. They also considered the responses of teachers, and various kinds of pedagogical approach that could support the project aims. Qualitative data was gathered through participant observation, audio recordings, small group student interviews, individual teacher interviews, student and teacher questionnaires, and teacher meetings. Quantitative data included anonymous teacher and student questionnaires, and in the instrumental phase, a case-control experiment involving a panel of expert judges. Findings were that students’ musical skills developed well, most particularly in relation to listening, but also playing and/or singing and ensemble skills. Students’ understanding and appreciation of how music is put together, and their ability to listen to inner parts, were positively affected, with many students saying they had never realised that music was made of ‘layers’ before or that it had ‘underneath bits’. In the case-control research, the experimental group scored higher than the control group for all criteria in a formal aural playing-back task. Overall, enjoyment and motivation levels were considered to increase significantly, with students remaining exceptionally well on task. Unanticipated outcomes were that students themselves, as well as teachers, considered group cooperation skills had improved. Most particularly, many students who had previously been regarded as disaffected and/or lacking in musical ability, rose to turn around their teachers’ judgements and showed themselves to be capable and willing group leaders, and musically able learners. –8–

Overall, enjoyment and motivation levels were considered to increase significantly, with students remaining exceptionally well on task Teachers’ responses and motivation also tended to be significantly affected. At first, teachers often find the idea of allowing students to choose their own music and direct their own aural learning in friendship groups worrying. They are concerned that students will take advantage, waste time and misbehave. However teachers’ expectations are very quickly turned around as they observe students being highly motivated, on-task and involved in developing a range of musical skills. Since the original studies many follow-ups, adaptations and evaluations have been carried out by a range of scholars and practitioners in different countries, with similar results. Work is still ongoing under the auspices of Musical Futures, which also develops a range of other classroom and work shop activities based on related principles.

PROJECT MEMBERS/PARTNERS UCL Institute of Education: Professor Lucy Green; Dr. David Baker; Dr Maria Varvarigou Musical Futures: Abigail D’Amore. Musical Futures provides professional development, resources and a community of practice. To find out more please see www.musicalfutures.org

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INVESTING IN YOUTH

After three years in banking, Dr Vanessa Ogden transferred her talents to teaching. Vanessa’s desire to work with young people led her to a PGCE at the UCL Institute of Education. It was here, she says, she learnt that passionate teachers inspire passionate learners. Now head of Mulberry School for Girls in Tower Hamlets, Vanessa’s own passion for championing the talents of her students, especially those from disadvantaged areas, shines through. Here she explains what it’s really like teaching at an inner city school and why students, no matter their background, should be given the opportunity to fulfil their potential.

“It’s really quite remarkable what the students achieve, I’m very proud of them and my staff. But equally, we have worked very closely with a lot of organisations who have enriched the experience that I’ve talked about.”

Having decided banking wasn’t the career for her, Vanessa enrolled at The Institute, a moment, she recalls, that felt ‘like waking up’. “After a lot of research and some practise running a youth club, I decided that I would take the risk. I remember very clearly starting at the Institute, it was though I was waking up having been asleep. It was a bit like suddenly I was living my life in colour. I was waking up to this world where there were real possibilities for the young people I was working with. – 10 –

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Mentors Vanessa says her own teachers at the Institute were critical in her confidence and success in becoming a teacher. “I had two really inspirational tutors on the PGCE course, one I know still works there, but both were absolutely fundamental in the initial development that I had. The other person who was critical was the head of department that I was working with on my placement. Had it not been for those people I think I might not have done as well as I did or been as successful as I found that I was.”

Realising her passion and skills were better invested in teaching, Vanessa says she’s never lost sight of why she’s still in the job. “I maintain my passion through the people that I work with. At Mulberry, we have a shared interest intellectually in the process of teaching. The people I work with, both support staff and teachers, we all work with the same common purpose, which is to ensure that the students we have responsibility for leave here with the best qualifications that they can, and have the ability to achieve the things they want to do in – 11 –

the world, with their families and with their local communities.” Vanessa says the ability to see what a child could become is one of the lessons you need to learn as a teacher. “I think the human spirit thrives on hope and the ability to be able to imagine what is possible for you as a person. And to be equipped with the tools to do what you want to do with your life is what we are really about. My tutors at the Institute of Education taught me that. The children you have care of, you think about who they are and what is possible for them and you do everything in your power to help them achieve that.

Holistic approach As well as learning in the classroom, Vanessa says the school encourages and supports non-formal educational activities to help nurture the girls’ many talents. “That means all sorts of opportunities and experiences alongside a really rich classroom teaching environment. We run a ‘Model United Nations’, which is delivered across 40 schools in London and encourages lots of debates and independent thinking. We also have a thriving arts programme, with connections to the National Theatre, and our very own theatre and dance company – the theatre company has toured Edinburgh on four occasions and won a Fringe First award.” The school also works with businesses to provide opportunities for work experience. “I think it’s critical that young people leave school with knowledge of the adult world. Being able to take your interests forward as an adult is really important. We work with a lot of other organisations, including Bank of America, Merrill Lynch, the London Stock Exchange Group, Asian Women of Achievement Award and Women of the Future Awards to give young people access to and experience of a variety of different working contexts.”

Equal opportunities

Three quarters of the students at Mulberry qualify for the pupil premium (additional funding to raise attainment of disadvantaged pupils) and as they deserve the same opportunities as anyone else the school ensures their talents are nurtured. “The disadvantage in our community is significant, and if you don’t have the social networks that young people from more advantaged backgrounds have then you have to build them in your school. I have spent the last 11 years building those networks for the girls so they can have the same opportunities as everyone else.”

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Vanessa and her team’s hard work has certainly paid off. Despite the disadvantage faced by many of its students, Mulberry School is ranked in the top 100 schools for best 8 GCSEs and for the English Baccalaureate (EBacc). “It’s really quite remarkable what the students achieve, I’m very proud of them and my staff. But equally, we have worked very closely with a lot of organisations who have enriched the experience that I’ve talked about.”

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Michelle Obama visit The partnerships the School has built with the community and local businesses has also played a part in their success, says Vanessa. It’s through these avenues that the school came to the attention of First Lady, Michelle Obama. “We were part of a short list of institutions,” explains Vanessa. “I knew that Michelle Obama visiting Mulberry would have significant impact on our students and our community and how they felt about the opportunities they could have in the future, just like Michelle Obama has.

“Michelle is one of the ultimate role models, showing how you can overcome all kinds of disadvantages that are socio-economic, as well as the disadvantage that comes with segregation and racism which she faced in her community in America. Now she is at the seat of power in the world she is symbolic of all that is possible and all that one can be ambitious for. That symbolism was equally important for our community of Tower Hamlets because at the time, Tower Hamlets was in the press a lot – there is also a lot of

Islamophobia in general at present. To have someone of her standing to come and say you are really important and you are just as valuable and valued as any other person was significant.”

Dr Vanessa Ogden continued to study at the UCL Institute of Education after completing her PGCE and most recently finished her doctorate in education (EdD) in 2012. Photography Simon Davis/DFID

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LET’S THINK BEFORE WE REFER

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LON D IN IAN Daniel Sobel graduated from the UCL Institute of Education with MA Education Psychology (Class of 1999) and is the CEO and founder of Inclusion Expert, a leading educational consultancy. With a background in Education Psychology and Psychotherapy, and as a former Assistant Headteacher, he has experience from a broad spectrum of in-school and consultancy work. He has consulted with the Department of Education, the European Union and various International Governments, the UCL Institute of Education and the Cass School of Education at the University of East London. In 2012 Daniel was highly commended at the Educational Business Awards for his outstanding insights and strategic thinking in Education and Inclusion Expert won a Grand Prix at the Education Investor Awards in 2015. He is an author of a number of books, is a featured columnist for Headteacher Update and SecEd, and has written about inclusion in the Guardian and the TES. He regularly speaks on educational inclusion, social and behavioural issues, special educational needs and managing mental health national and international conferences.

Problem number one: teacher awareness and training The way that we approach mental health in schools in England has, I believe, made no appreciable progress over the years that I have been involved in education. I remain concerned that the received wisdom on which we base so many decisions with regard to students enduring mental distress is more than just a blunt instrument: it’s contributing to the problem. Firstly I am anxious to make clear that the very last thing I want to do is speak negatively of the tireless and often thankless work that so many of those involved in pastoral care do every day in this country. It’s just that I believe that no matter how much they care, these professionals are swimming - knowingly or not - against an inexorable tide of bureaucratic indifference to the specific needs of vulnerable young people.

How many courses around the world are available for people to study the unique pressures faced by their profession and the impact its practitioners?

I have expressed these views many times across many forums, both here in England and abroad, and over time my views have crystallised into this article, in which I’ll attempt to describe why I believe that our current approach to mental health in schools remains woefully inadequate - and I’ll describe some solutions. When I completed my MA at the UCL Institute of Education, I took a module about ‘teacher stress’. The course made me wonder; how many courses around the world are available for people to study the unique pressures faced by their profession and the impact its practitioners? One of those stressors that teachers face, I believe, is the serious lack of any meaningful training or ongoing support in managing children with problems. Social workers, psychologists and a variety of therapeutic professionals are able to offload and talk about their practice with a wiser and more experienced mentor, yet teachers have to simply take their self-doubts, worries about their students and the days’ stresses home with them, and make do the best they can. It reminds me of a piece of advice a colleague gave me when I first started as a SENCO – “Daniel, always prioritise your own mental health”. – 15 –

Any discussion as to the efficacy of the Child and Adolescent Mental Health Services (CAMHS) is beyond the scope of this article. I’ll come later to structural problems I believe bedevil any kind of successful integration between schools and CAMHS, but there’s a problem we must look at before we talk about how well the two institutions work together. Because schools and teachers lack the training, it’s really no surprise that any child a teacher is unsure of how to deal with gets referred to the SENCO who then refers it on to CAMHS. This feels like a rush to label the problem child, quickly passing on the problem. In most legal and tribunal cases I witness, common to nearly all of them are circumstances that rapidly spiralled out of control when, with just a bit of containment, they could have been managed, the problem would have been considered a momentary blip and they needn’t have derailed. I can’t say for sure just how many permanent exclusions follow this narrative but based on my experience, I assume it is a lot. Strangely, we don’t offer the possibility of consulting a mental health expert for some initial support or some feedback for the teacher. How then can teachers ever be expected to build on their knowledge and skills? Without this invaluable resource, teachers don’t even

know which questions to ask, or which ‘symptoms’ to seek out. Is x student being disruptive because they’ve had a bad day, or is there a deeper problem? There is a hidden consequence of this assumed procedure: delayed process and paperwork, both of which cause significant frustrations for everyone, a sense of powerlessness, and further anxiety at their lack of clear and authoritative knowledge of the best path to take in helping such students. We don’t often talk about it, but we should ask ourselves: what sort of emotional and psychological toll is wrought on pastoral and SEN staff by this compounding anxiety - the pull of concern for the student, and the sense that they are groping blindly in the dark, aware that their best intentions could, for all they know, be further pushing a student toward the edge?

The solution: a concerted upskilling of our teachers I don’t accept for a second that teachers are powerless: with the right resources, in lieu of lack of access to professional wisdom, I firmly believe that teachers can become more confident in the way they identify a large range of student needs. It’s for this reason that I first developed the 360 Degree Assessment tool with the Inclusion Expert team. This tool allows teachers to fill out a simple form about a student’s behaviour, their responses to teaching and any difficulties they may have speaking or interacting. It then suggests strategies that a teacher can take, and helps immensely in tracking a student’s progress. Improved training focuses on how to identify and manage students in the early stages of any presented problem. From here issues can be addressed before they spiral into more complex problems, and referrals will become more accurate and specific and, indeed, fewer.

2 Mental health representatives should meet regularly with school senior leaders, so that they are able to stay up-to-date with the condition of students they have worked with, preventing the development of communication by paperwork, and a feeling of distance between departments.

Problem two: lack of integration between CAMHS and schools Simply by virtue of the fact that CAMHS is an external body, there are coordination issues. It’s not at all uncommon for there to be no direct communication between the CAMHS lead and the SENCO as they aren’t necessarily available at the same times, even for a phone conversation. CAMHS is an expert body but because they are so external to the school world I have found their expertise doesn’t always translate well into the reality of school management. Often, complex issues require ‘managing’, an approach that can be applied across the numerous scenarios of school life but not knowing what is reasonable inhibits the conversation the expert can have with the teacher. I have never come across child psychologists or psychiatrists in training spending time in schools and specifically with their counterpart SENCOs and pastoral leaders. It’s strange to think that this distance is perceived as normal.

The solution: three clear steps I believe that the answer to this problem is bold, simple and three-fold: 1 We need to entirely reposition CAMHS as a fully integrated service that operates within the school rather than orbiting it as a satellite ‘fall back’ option.

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3 Not only should CAMHS work on building up in-school provision, but the focus should shift from being a merely reactive service to a more proactive model; in terms of teacher education, student welfare, and communication with parents. In one borough where I have worked, serving the needs of 35,000 students, family therapy was provided for two days every week. The head of that CAMHS service admitted to me that to meet the real need they would have to make available 20 family therapists. Without needing to site research, anyone who works in education knows that there is a significant relationship between how a child is doing and what is going on for them at home. I believe the only real way to address this level of need is to build up basic counselling skills in schools and support all educational settings to be proactive in prevention and early intervention.

LON D IN IAN Mental health problems are catching Emotional distress can cascade through a school like wildfire. Two examples: 1 The tragic circumstance of one child is carried around by a teacher who unburdens themselves to a colleague. That colleague then assumes feelings of woe, and carries them around the school, distressing other teachers.

A deeper malaise At the heart of the misapprehension I believe so many teachers are labouring under, through no fault of their own, is a reliance on diagnoses. It’s not hard to understand why we lean so heavily on such neat little boxes, which allow us to say to ourselves, ‘phew, it’s not my fault: x student has y condition.’ For many years I have been challenging the teachers we work with to start again in this respect: diagnoses are simply helpful shorthand, and nothing more. They do not begin to capture the nuances of a child’s personality - particularly the personality of a vulnerable and distressed young person whose behaviour is rendered more complex and ‘undiagnosable’ by confusion. We must instead view mental health in terms of what’s in front of us at any given time; as presenting behaviours, not diagnoses. There exists a valuable legal view of mental health which is designed to safeguard society, and it boils down to a simple rule of thumb: ‘is a person a danger to themselves or someone else?’ It’s not only our conception of the nature of emotional health in schools that is fundamentally flawed. So is the way that we communicate it among ourselves.

2 The circumstance of the student who speaks to many staff about their problems: every time this happens, the student compounds their own distress by fomenting histrionic frenzy, which is reflected back at them by those shoulders that have so kindly offered themselves for crying on. In turn the emotions of every teacher and TA are hijacked by such a student.

Data discrepancies A head teacher told me once that a student of his was expected to get a string of top grades. Her mother committed suicide and she very understandably derailed. The school spent many hours and much money simply to get her back to school. She gained passes. According to the hard data of expectations, the school failed. In my book, the school should be lauded from every rooftop, along with every school in the country that achieves such results, every day of every school year. Rapid and sustained progress such as Ofsted requires of all students is a ludicrous expectation to levy on the majority of students from vulnerable and chaotic home lives, whose very attendance at school should be applauded. I believe that such blunt and unwieldy expectations misdirects teacher focus. A tragic case springs to mind by way of example. A teacher who was being observed spoke sternly to a child for ‘messing around’ and disrupting learning. This child was being abused at home. Unbeknown to the teacher, the pastoral lead had made known to other colleagues that this child could – 17 –

react unpredictably to reprimand. The child, on being admonished, ran out of the class, out of the school and into the road, where they were knocked down. Pressure to achieve mean data scores meant that the priority had become academically efficient lessons, at the expense of an inclusive environment. I encourage schools to use a framework of assessment that can help articulate presenting behaviours and issues in order to baseline, identify strategies and improve communication between schools and mental health professionals responsible for treating and diagnosing young people, so that all involved can develop a clear picture of the individual needs of every student.

One final thought So much around this topic is bleak. From the current situation to the future and of course the experience of the student – negative; the thoughts of the teachers about the student and their condition – negative; the poor parents – negative; the problems in referring to CAMHS – negative; even CAMHS’ lack of being able to finally sort it out – negative and so on and so forth. Negativity inhabits this topic. This lack of positive, ‘we can,’ thinking inhibits real progress. We remain stuck in a stodgy rut, a quagmire without end and this very article is destined to be yet another indictment of a terrible problem and further compounding our collective negativity. Unless, some of us get together and start brainstorming solutions or sharing solutions? Where could you find such a creative, dynamic bunch – well among the IoE alumni of course! If you are interested in joining a group to workshop solutions then get in touch with me and let’s just see what we can come up with.

‘My students are my inspiration’

Paul works with students who have the most profound and complex learning disabilities who are at a very early stage of learning, and describes them as his inspiration, “They’ve carved out my career.” Having worked with students with complex needs in a range of fields, he noticed quite early on that it is possible to make a big difference. “Education lays the foundations to enhance the quality of someone’s life. I love being able to make a difference and I love working with students whose potential isn’t always seen.”

– award winning FE teacher Paul McTernan tells us why he loves his job

Paul’s journey to his current role was not a straightforward one. “It was quite difficult getting into further education, so I went in from a support role, then joined the Institute and did my teaching qualification, and worked through the ranks from there. I was drawn to the Institute because of its fantastic reputation and welcoming, comfortable environment. I thought that it would be a great place to learn.”

“I wasn’t aware I’d be put forward for the award, so it was a great surprise to find out I’d been nominated and shortlisted,” says Paul, who is Complex Needs Course Manager at Barnet and Southgate College. “I don’t think I’d quite appreciated what a prestigious award it is – the setting of the awards ceremony at The Grosvenor Hotel was really special.” For Paul, the awards provided an opportunity to highlight the amazing work that is happening in schools and colleges across the UK. “Teaching is what creates and shapes our country. It’s what makes us who we are. The government supports teaching, but I think that it needs to support it even more. It is a challenging time, but we need to thrive on whatever’s thrown at us.”

Despite the challenges of combining study with working full time, he wholeheartedly recommends the experience. “The thought of spending three or four hours learning after a long day’s work would put a lot of people off, but it was a really worthwhile and invigorating time. I think that the full qualification makes you a far greater tutor – it inspires you to continue that education and research.” Paul comments that the process of learning and continuing to create new teaching styles is at the heart of becoming an outstanding teacher. He also argues that it is important, for

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A passion for making a difference in the lives of his students has led UCL Institute of Education alumnus Paul McTernan to win Teacher of the Year in the 2016 TES FE Awards.

both teachers and learners, to create an environment in which it is ok to make mistakes. “The more you enjoy it and actually feel free to make a mistake, the more the learners will feel free and excited. Once they realise that they don’t have to be perfect and can make a mistake, they actually make fewer. I always strive for change and improvement – it doesn’t just stop at winning ‘Teacher of the Year’.” Another passion is using his skills to support and mentor new teaching staff coming in. “Everyone needs support,” he notes. “My hope is that this will help develop more outstanding learning opportunities for learners.” Central to Paul’s approach to teaching is the view that, “The learners are the most important people in the classroom – it’s their space. That’s something you need to create.” He emphasises the importance of understanding learners and their needs, and of delivering activities that are person-centred to that learner’s ability. “A good teacher is a key communicator,” he notes. “It’s someone who can communicate really well with the students and also the TAs, because they need a lot of support too. You need to be able to ‘manage’ the learning environment and create a natural flow between the teachers, teaching assistant and learners. Even if the teacher is the one who is writing the lesson plans and structuring the lesson, it should feel like everything is at one level – teaching is about all-participation and all-involvement.”

“It is so important that all learners of all abilities should have the freedom to continue with further education,” he says. “My learners have had a wonderful journey through school and get to the College aged 18 or 19. Every single parent and professional has just been absolutely astonished by the progress that each individual has made. Parents say that they’ve seen their son or daughter become more independent, more confident, and have seen them being able to engage and interact with others. Students are learning all of these fundamental skills in further education.” Meanwhile, within his own role, he looks forward to exciting times ahead. “Barnet and Southgate College is one of the leading organisations for supporting learners with profound and complex learning disabilities. We need to showcase that and support other London colleges in doing something similar to us. There are so many learners who are unable to access further education, and yes, training to teach students with profound learning difficulties can be financially challenging and time consuming, but it is not unachievable.”

Looking to the future, Paul sees a much bigger role for further education in the UK over the coming years. – 19 –

UCL Institute of Education alumnus Paul McTernan won Teacher of the Year in the 2016 TES FE Awards. Paul graduated with a PGCE (Post-Compulsory Education) from the IOE in 2009. He is now the Complex Needs Course Manager at Barnet and Southgate College. The programme he leads has been praised by Ofsted and local authorities for enabling “momentous and visible” progress for students with profound learning difficulties.

ALUMNI PROFILE

NATALIE DE SILVA We met with a UCL graduate who channelled her passion for ancient history into a career in teaching and went on to establish two free schools in London. Natalie de Silva first came to UCL to study for her BA Ancient History before returning to train as a teacher. We spoke to her about her passions, ambitions and achievements.

“The whole idea is about cultural literacy, giving every child a chance to succeed, no matter what their background”

Natalie’s desire to become a teacher is rooted in her love of ancient history and developed by a succession of ‘good teachers’ throughout her education. Natalie may feel that her motivation for becoming a teacher is slightly clichéd but the inspiration provided throughout her education has clearly left an impression Her first role after completing her undergraduate degree was as the PA to the director of the Institute of Archaeology, Peter Ucko, who continued to strengthen her love of teaching. “He was inspirational and he had this love of learning that he wanted to just pass on to other people. Watching him work with his graduate students was one of the things that shaped my personal studying and the decision to go on and learn about teaching”. Natalie started her PGCE in 2001 and still describes her interview at the Institute as ‘one of the hardest I have ever had’. Once accepted she enjoyed the stimulation of the intense learning and thrived in the scholastic environment. She cites the support of her tutors as one of the important factors for helping her through the year. –20 –

After completing a challenging NQT year, Natalie taught in a variety of primary and secondary schools around London. She always held an ambition to be a Head Teacher and after being part of the leadership team drafted in to turn around a failing school in Croydon, she was appointed as Head Teacher to set up the West London Free School Primary. The ethos of the teaching was based around the core knowledge curriculum established by E.D. Hirsch. “The whole idea is about cultural literacy, giving every child a chance to succeed, no matter what their background. Not all children have the same opportunities; the idea of the core knowledge curriculum is that it gives every child a level playing field, so they are all developing a wide knowledge base and can go on to succeed in further education and a career of their choice”. The need for primary school places in the area meant the local authority was very supportive about setting up a free school and it proved to be very popular. There were six applications for every place in the first year, partly due to the overwhelming need, but Natalie feels it

LON D IN IAN was also because parents ‘were keen to get on board with what we were doing, basically offering an amazing education for free’. The school worked with the think tank Civitas who gave their support for free to help with educational planning and shared the plans they helped to develop on their website. When the school was awarded an outstanding rating in their first OFSTED inspection, Natalie was understandably delighted. “What was different about our school was that we created a structured teaching day in reception. As well as “explore time”, there were subject-specific lessons, such as History or Art, every day, which is quite different to what many other schools are doing at the moment”. Alongside the dedicated reading, Maths, English and phonics lessons the children would learn History, French, Geography and even Music from a very young age. In Year One they could take up the violin and the piano, and all the children were taught the recorder, an approach which Natalie felt very strongly about. “What I tried to do as Head Teacher is work against some of the preconceptions people have that four year olds can’t understand, or be taught, certain things. People might ask why we would teach a four year old about the Magna Carta, but it’s part of our culture, it’s part of our history, part of the foundations of law, parliament and the way we live today”. After the success of setting up the West London Free School Primary, Natalie repeated her success by setting up a second free school, the Earl’s Court Free School Primary. Since moving on

“What I tried to do is work against some of the preconceptions people have that four year olds can’t understand, or be taught, certain things” from this role she has set up her own educational consultancy, Belgravia Education. The focus is on providing educational support for schools including leadership coaching, policy writing and review, and support in setting up a free school. In addition, a branch of the business works with parents to provide them with support. Natalie is happy to share her knowledge and offers free coaching, with a pool of of retired teachers and senior leaders, for NQTs and second year teachers. Natalie has also volunteered

to be a UCL mentor and is willing to offer support to graduates who would benefit from her knowledge and skills. She explains why coaching and mentoring is so important. “It’s about getting more teachers to stay in education. Whilst rewarding, it’s a tough job and I believe that the more you provide people with a support network, either in the form of coaching or mentoring, the better it is. We do have a teacher shortage and we have to retain our teachers and keep them in schools”.

If you would like to volunteer as a mentor or are interested in being mentored by an experienced professional like Natalie, go to www.ucl.ac.uk/alumni to register for the UCL Alumni Online Community.

LOUD

SPEAKERS –21 –

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EDUCATION POLICY: EXERTING YOUR INFLUENCE A Q&A with Alex Bols, Deputy CEO at Guild HE

What first attracted you to working in higher education?

Alex Bols is Deputy CEO of Guild HE, one of the two recognised representative bodies for Higher Education in the UK alongside Universities UK. Alex is also an alumnus and student of the IOE, having studied an MA in Higher & Professional Education between 2009 and 2011. In 2014 he decided to come back to the IOE to begin his Doctorate in Education. In his current role as Deputy CEO, Alex works closely with the CEO in developing and managing all aspects of Guild HE’s mission and strategy. His key responsibilities involve the effective dissemination of policies, and advocacy on behalf of members and students. Alex is also Chair of Governors at Vittoria Primary School, on the Board of the British School of Osteopathy, and a Trustee at Cambridge University Students’ Union. In his spare time, Alex is a keen theatregoer, traveller and enjoys playing Bridge competitively. In this interview with UCL, he speaks to us about his time at the IOE, his career to date, and the future.

In many ways it was a bit of an accident! I first got involved through my Students’ Union, initially being elected President of the History Society at the end of my first term at university. It was this ability to get involved and help improve the student experience that resulted in me getting increasingly involved in the Students’ Union – ending up as SU President. I was then elected to the National Executive at the NUS for a couple of years and from there appointed Secretary General of the European Students’ Union, based in Brussels, for three years. This was at the time that students were first being involved in the Bologna Process – creating a European Higher Education Area – and during this time my focus ended up shifting from student activism and politics towards the creation and development of policy – the rest as they say is history!

What motivates you? How do you sustain your passion for education?

Being involved in education is its own motivation - helping make education better and knowing the impact that this can have on people’s lives. Even if what I do feels slightly removed from the actual work of teaching, I can see how policy at the national level has an impact and how the system as a whole fits together. During my career I have worked on a number of key policy areas including helping to improve the quality landscape, enhancing public information for students, considering how students can be better engaged in their education, looking at the student feedback and assessment, access to postgraduate education, or wider issues around the

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sustainability of the sector. All of this has, I hope, played some role in the continual enhancement of higher education.

How did/does your time at the IOE influence that passion?

I did my Master’s in Higher and Professional Education at the IOE (2009 – 2011) and enjoyed it so much I decided to come back in 2014 to study for my Doctor of Education. Having been primarily based in the policy field, doing a Master’s and now a Doctorate has helped deepen my understanding of the evidence base and the role of research. But it is more than just the studying that has been so helpful. Meeting the other students on both courses, learning from them about their experiences and their research has deepened my understanding of the education system as a whole – internationally as well as in the UK.

How does the work of Guild HE help to influence government policy? How important is it to the future development of higher education?

As one of the two officially recognised representative bodies, GuildHE – along with Universities UK – are formally consulted on Government policy. We are also joint company members of many of the sector bodies such as the QAA, HEA, HESA. This dual role gives us a strong position to help influence both government and also wider higher education policy, but also gives us a responsibility for the sector as a whole, which is an interesting difference having worked in mission groups before. It can be too easy to slip into continual nay-saying but you are often most likely to be

listened to when constructively engaging in the debate. However it always important to remember that the strength of our voice comes from our member universities, and knowing and understanding them and being able to translate their concerns and views into a coherent vision or policy direction. It will always be a challenge, given the diversity of our members, to develop a coherent strategy and speak with a single clear voice, but part of our role is to champion the importance of diversity of the higher education sector, and the importance of this diversity in making the UK higher education system world-leading as a whole.

What are your goals for the future?

That’s a good question! If I look back at my career it all looks very well planned, following a series of clearly defined steps all building on each other. In reality it didn’t feel like that at all at the time. It’s about finding the right job at the right time which is both interesting and challenging, whilst not closing off other options. This last point about not closing off options is part of the reason for doing a Doctorate now as it opens up possibilities either around research or indeed moving into an educational institution, having spent all of my career at the national and international level.

What advice would you give to recent graduates who want follow in your footsteps?

Enjoy the journey. It’s too easy to get fixated on achieving this or that goal. If you enjoy what you’re doing, you’ll do it well and have a chance to shine which will open up future opportunities.

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EVENTS UCL Connect Event Series

UCL Connect is the professional development series for UCL alumni and students, combining award-winning professional networking events, speed networking opportunities and free online resources.

Philanthropy founded UCL as a home for radical thinkers and to open up education for all on equal terms. Nearly 200 years later, philanthropy is still at the heart of UCL and enabling us to fulfil those founding principles in a global context.

Please get involved by joining one of our launch events.

Shanghai Campaign Launch 29 October 2016

UCL Connect: Workshop Overcoming the imposter syndrome 26 January 2017 UCL Quad Marquee UCL Connect: Speed Networking Politics and government 16 February 2017 City Hall, Westminster

Campaign Launch Events

In September 2016, UCL launched its biggest ever fundraising and engagement Campaign focused on four main themes – students, health, London and disruptive thinking. It will also grow its worldwide community of friends, supporters, alumni, volunteers and mentors to create an unbeatable social and professional network.

UCL Connect: Workshop Mastering your personal brand 24 November 2016 UCL Quad Marquee

UCL Connect: Workshop Meet the mentors 28 February 2017 UCL Quad Marquee

All UCL Connect events are led by alumni volunteers, giving attendees a unique opportunity to networking with notable alumni who are established in their careers or have an inspirational experience to share. The programme for 2016-17 is as follows.

Hong Kong Campaign Launch 2 November 2016 Beijing Campaign Launch 4 November 2016

UCL Connect: Professional Networking Event Women in leadership 8 March 2017 UCL Quad Marquee UCL Connect: Workshop How to be an effective coach Late March 2017 UCL Quad Marquee UCL Connect: Professional Networking Event Publishing Careers in the digital age 27 April 2017 London Review Bookshop UCL Connect: Speed Networking More than a job: Careers in the third sector 17 May 2017 Amnesty International

UCL Connect events regularly sell out so we advise booking tickets as soon as possible. Book via the alumni website aoc.ucl.ac.uk/alumni/alumnievents

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UCL Connect: Professional Networking Event Culture in austerity Britain Late June 2017 UCL Connect: Speed Networking Finance Early July 2017

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PUBLICATIONS

UNDERSTANDING THE UNIVERSITY Ronald Barnett (former Institute of Education staff) Ubiquitous across the world, and growing at a phenomenal rate: now, every town wants its own university, it seems. But how might we understand the university? Strangely, we lack a comprehensive way of understanding this remarkable institution; and this volume addresses this lack by depicting the university as having an infinity of imaginative possibilities before it. Ronald Barnett (IOE DipEd 1973, IOE MPhil 1978, IOE PhD 1984, IOE DLitt 1987) is Emeritus Professor of Higher Education, UCL Institute of Education.

METONYMY AND LANGUAGE: A NEW THEORY OF LINGUISTIC PROCESSING Charles Denroche (PhD Education 2012) Metonymy and Language presents a new theory of language and communication in which the central focus is on the concept of metonymy, the recognition of partial matches and overlaps. Through the use of original data sets and rigorous primary research, Denroche characterizes metonymy as key to understanding why language is so ‘fit for purpose’ and how it achieves such great subtlety and flexibility.

TICKED OFF: CHECKLISTS FOR TEACHERS, STUDENTS, SCHOOL LEADERS Harry Fletcher-Wood (MA Leadership 2011) Ticked Off introduces teachers to the checklist, but not as they’ve seen it before. Discover the rationale for using checklists, the key design principles behind them and the effect they can have. Ticked Off contains checklists which offer teachers and leaders a calmer, more organised life and a healthy approach to workload and well-being.

EMERGING SELF-IDENTITIES Masuko Miyahara (MA Teaching of ESOL 2002, PhD Education 2012) This book uses a narrative-oriented approach to shed light on the processes of identity construction and development among Japanese university students of English. The research highlights the instrumental agency of individuals in responding to and acting upon the social environment, and in developing, maintaining and/or reconstructing their identities as L2 users.

F. R. LEAVIS: THE CREATIVE UNIVERSITY

STEPS TOWARDS EDUCATIONAL EXCELLENCE

Steven Cranfield (PhD Education 2006)

Gilbert Gbedawo (MA Education & International Development 2012)

This is a critical introduction to the educational thought of F. R. Leavis and provides the first in-depth examination of Leavis’s ideas applied to contemporary mass higher education. Based on doctoral research undertaken at the IOE, as well as the author’s experience of being taught by Leavis, it presents a radically revised view of Leavis as a powerful resource for policy and practice.

There is something in this book for every child, every parent, every carer, every teacher, everyone with responsibility for children and young people and for policy makers and governmental agencies concerned about creating a culture of excellence in education and schools through partnership with various stakeholders. It reveals the steps to educational excellence and the predictable behaviours of outstanding students and the role of parents and students in achieving excellence in education.

THE DANGEROUS PHILOSOPHIES OF MICHAEL JACKSON: HIS MUSIC, HIS PERSONA, AND HIS AFTERLIFE

THE CRITICAL GLOBAL EDUCATOR: GLOBAL CITIZENSHIP EDUCATION AS SUSTAINABLE DEVELOPMENT

Elizabeth Amisu (PGCE Post-Compulsory Education 2009) The Dangerous Philosophies of Michael Jackson, with its broad chapters, exposes many flawed premises about culture, arguing that artists can be worthy of respect and recognition, whether focused in “low” or “high” culture. It serves to connect the dots for academics in a range of disciplines to redefine popular culture, both in the seventeenth century and in the present day. Like the core subject itself, Michael Jackson, it is versatile. It is a book in every way adaptable for a very wide range of teaching and learning contexts.

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Maureen Ellis (PhD Education 2013) An acknowledged challenge for humanitarian democratic education is its perceived lack of philosophical and theoretical foundation, often resulting in peripheral academic status and reduced prestige. A rich philosophical and theoretical tradition does however exist. This book synthesises crucial concepts from Critical Realism, Critical Social Theory, Critical Discourse Studies, neuro-, psycho-, socio- and cognitive-linguistic research, to provide critical global educators with a Cultural Historical Activity Theory (CHAT) framework for self- and negotiated evaluation. Empirical research spanning six years, involving over 500 international teachers, teacher educators, NGO and DEC administrators and academics, traces the personal and professional development of the critical global educator.

â&#x20AC;&#x153;I remember very clearly starting at the Institute, it was though I was waking up having been asleep. I was waking up to this world where there were real possibilities for the young people I was working withâ&#x20AC;? Dr Vanessa Ogden, Headteacher, Mulberry School for Girls, Tower Hamlets