Archive | January, 2017

What’s in it for me?

1 Jan

As we stand on the cusp of another US Presidential inaugural address and, with bated breath, wait to hear what the newly elected President-designate, Trump, has to say on 20 January 2017, I cannot help recalling John Kennedy’s speech 56 years ago, in particular, his stirring conclusion: “And so, my fellow Americans: ask not what your country can do for you – ask what you can do for your country……..Finally, whether you are citizens of America or citizens of the world, ask of us the same high standards of strength and sacrifice which we ask for you…..”

We have just come out of the festive Christmas season.   In many households, the occasion brought a glut of excess – over-eating, over-sleeping, over-drinking and everything else that could smack of degeneracy.   However, it was also a season of giving. In particular, I am thinking of the thousands, if not millions, of those who gave up their own celebrations to be of comfort and bring happiness, joy and companionship to those that were much less fortunate than themselves.  In particular, I pay tribute to Crisis at Christmas, which established centres all of the country, providing succour to thousands of homeless people – with warmth, food, drink, medical attention and counselling.   This would not have been possible without an army of volunteers.

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Unpacking the dilemmas of promoting British Values

1 Jan

Are we losing our way in promoting British values?  Take two recent test cases.

I        A tale of two incidents

(a)        In early November 2016, British Gymnastics suspended Louis Smith, the UK Olympian, after he appeared in an online video in October 2016 with his friend and former gymnast, Luke Carson.  The video shows him pretending to pray to Allah while laughing.   British Gymnastics issued a statement: “Louis Smith admitted his behaviour was in breach of the Standards of Conduct.  The panel upheld the allegation and, taking into account a previous breach of the Standards of Conduct heard in June this year (where it also was made clear to Louis the consequences of any further breach), the panel determine a cumulative penalty was appropriate and order a two-month period of suspension……”

Twenty-seven-year-old Smith accepted offers to learn more about the Muslim faith after admitting he had been “ignorant to people’s religion”.

(b)        Later in November 2016, a row broke out over free speech following a government ban on 32-year-old Milo Yiannopoulos, a right-wing journalist, after an invitation extended to him by sixth former pupils at his former secondary school, i.e. Simon Langton Grammar School for Boys in Canterbury, Kent.  Yiannopoulos is the editor of the far-right news website, Breitbart.   The Department for Education’s Counter Extremism Unit cancelled the arrangement over safety concerns and the “threat of demonstrations at the school”.

Yiannopoulos, labelled by Claire Fox, Director of the Institute of Ideas, a “notorious troll and Donald Trump supporter”, is a colourful character, to say the least, who has described feminism as a cancer, called Islam the real culprit of race culture and said women who are offended online should just “log off”.

However, the decision to cancel the journalist’s talk caused a major row over free speech.  More than 200 – 220 to be precise – sixth form students had signed up for the event – with parental permission.

Yiannopoulos wrote: “My old high school has been bullied into cancelling my talk …. by the ‘counter-extremism’ unit at the UK Department of Education.  Who even knew the DoE (sic) had a counter-extremism unit?  And that it wasn’t set up to combat terrorism but rather to punish gays with the wrong opinions.  Perhaps if I’d called the speech ‘Muslims are awesome’ they’d have left us alone. Disgusted.”

A Simon Langton student encapsulated the feelings and thoughts of many of his peers when he said, despite disagreeing with Yiannopoulos’s opinions, he felt the decision to ban his talk was “wrong”. He observed: “I feel the old adage applies: ‘I disagree with what you say, but I will defend to the death your right to say it.’”

The school, which expelled Yiannopoulos when he was a student, stated that objections to his talk had come almost “entirely from people with no direct connection to Langton”.

“The staff and students of the school were overwhelmingly in favour,” said Dr Matthew Baxter, the Headteacher.  “While disappointed that both, the pastoral care and intellectual preparation we offer to our students, have been called into question, we, at Langton, remain committed to the principle of free speech and open debate, and will resist, where possible, all forms of censorship.”

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Green Paper: Schools that work for everyone

1 Jan

I        Preamble

On 12 September, the Government published the Green Paper, Schools that work for everyone, which the Department for Education (DfE) has taken off the website.  The deadline for responses was 12 December 2016.   We now have to wait on the Secretary of State, Justine Greening, to give the nation a steer on where she wishes to go from here.

The Green Paper proposed a number of recommendations which, if implemented, will affect four discrete institutions:

  • Independent Schools
  • Universities
  • Selective Schools
  • Free Schools which are faith orientated

The proposals were issued against the background of increasing pressure on school places – especially good ones.  Primary numbers grew by 11% between 2010 and 2016. This will feed into the secondary sector for the rest of the life of this Parliament.   The most recent projections are that the primary school population is estimated to increase by a further 174,000 (3.9%) from the current year to 2020.  The secondary school population will rise by 284,000 (10.3%) over the same period.

While the Green Paper made it abundantly clear that the government would continue to support schools with the Pupil Premium Grant to promote the education of the most socially deprived children in our system – i.e. those entitled to free school meals (FSM) and in care – it expressed government concerns that those children whose families just fail to qualify – i.e. the just about managing (JAM) – were being short-changed.

Children entitled to FSM come from families in one of these classifications. Those in receipt of

  • Income Support
  • Income-Based Jobseekers Allowance
  • Income-Based Employment and Support Allowance
  • Child Tax Credit
  • Working Tax Credit
  • Universal Credit

This effectively means that if either parent/carer is earning more than £16,190 annually, the child does not qualify for FSM.  In January 2016, the national average for those entitled to FSM was 14.3%. The government is, however, worried about children in families on modest incomes who do not qualify for such benefits but are, nevertheless struggling financially.

Information on the educational achievements of such children is opaque as it melds with data on those who come from well-heeled backgrounds.  Accordingly, the first two questions that the Green Paper posed for us were as follows.

  • How can we identify such children?
  • How can we better understand the impact of policy on a wider cohort of pupils whose life chances are profoundly affected by school but who may not qualify or apply for free school meals?

So what plans does the government has for the four groups set out above?

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Ofsted Annual Report 2015/16

1 Jan

Preamble

Sir Michael Wilshaw, Her Majesty’s Chief Inspector of Schools (HMCI), published his fifth and final Ofsted annual report on the education system in England on Thursday, 1 December 2016.  He retired 30 days later.  In presenting the report, Sir Michael said “a world class education system is within our grasp – but only if serious capacity challenges are urgently addressed”.

Sir Michael stressed that a north/south ‘geographical divide’ meant the ablest pupils in the North and Midlands were less likely to reach A/A* at GCSE. He said: “Standards can only truly be considered high if they are high in every part of the country and for all pupils regardless of background or ability.”

However, his report is, in the main, positive.    The country’s schools/academies, he avers, had made progress over the last five years. Educators could be justly proud.  “Young people are getting a better deal than ever before,” he said.  School/academy leaders responded well to the changes in the system.  The decision to replace the “satisfactory” judgement with “requires improvement” led to schools/academies upping their game, making a greater effort ensuring that pupils are offered the very best possible education.     Of the former 4,800 satisfactory primary schools/academies, 79% were now good or outstanding and, of the previous satisfactory secondary ones, 56% were good or better.

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Governors need to up their game in challenging school/academy leadership, says Ofsted

1 Jan

The schools’ inspectorate Ofsted published a new report in December 2016 on the state of school governance, called Improving governance: Governance arrangements in complex and challenging circumstances.

The report is based on 2,632 responses to Ofsted’s public call for evidence last autumn, 96 routine inspections or monitoring visits, and dedicated visits made by inspectors to 24 schools which had recently improved standards. The report outlines the barriers faced by governors in these schools and the actions taken to strengthen their professional skills to fulfil their roles.

Ofsted’s report stated that governors often lack the necessary skills and training to challenge school leaders effectively. At one institution, the governing body accepted a senior leader’s assurance that the school budget was in a healthy position. A week later, the governors discovered that the school had a deficit of more than £300,000.

Weak governance is associated with governors’ lack of knowledge about pupil progress and achievement or budget management at their schools/academies. Governors’ failure to challenge their headteachers follows from this lack of knowledge, according to the report.   “When inspectors judge the leadership and management of a school to be less than good, a common underlying weakness is the failure of governors to hold school leaders to account,” the report states.

More than 2,000 respondents also told Ofsted that recruitment and retention of governors was a challenge. This was especially so in the poorest areas of the country. “The challenge in finding governors with the necessary knowledge and skills was often greater for those schools that were in areas where unemployment was high and qualifications low.”

In one school, parent governors told inspectors that they knew that teaching and learning were improving only because their own children had told them so. “On all of these boards, governors did not have enough knowledge about their roles and responsibilities,” the report stated. “These weak governing boards rarely looked outwards and often failed to keep up to date with developments in education. They tended to pay little attention to pupils’ outcomes.”

Consequently, governors lacked the ability to raise important issues, or to ask probing questions. They became over-reliant on their headteachers’ version of events.

Weak governance often remained undetected until the school/academy was inspected by Ofsted. Two-thirds of the schools/academies surveyed had not identified any weaknesses in governance until Ofsted had judged the schools/academies to be less than good.

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Call to raise the profile of and provision for mental health in schools and academies

1 Jan

For the well-being of a nation to be promoted, children’s mental health must be safeguarded.  They are our future.   We commit a heinous crime by neglecting children’s welfare and happiness.   However, children’s mental health is taking a backseat in the provision we make for them within our schools/academies and the wider society.  The focus, at times, is exclusively on a narrow curriculum dominated by English and Mathematics and, when in their teens, the English Baccalaureate.

In the 61st issue of Governors’ Agenda, (see here) we focused on the promotion of children’s mental health.  It is now time to revisit this important matter, especially as there have been developments.

Emily Frith of the Education Policy Institute published in November 2016 Children and Young People’s Mental Health: Time to Deliver.  The report calls for a “high profile, national government programme to ensure a stronger focus on mental health and wellbeing within schools”. The recommendations in the report – set out in three sections – are as follows.

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Safeguarding threatened in privatised system

1 Jan

I        Ofsted inspection focus

When Ofsted inspects a school/academy, the inspectors tend to focus on three issues – pupil progress (and achievement), the impact on children’s progress and achievement of measures taken to assist those on free school meals (FSM) with the Pupil Premium Grant (PPG) and Safeguarding. We tend to view pupil progress in narrow terms – i.e. the distance covered by youngsters in English and mathematics – instead of their overall development.  Many inspectors, sadly, do the same.

However, it is always useful for governors and school staff to draw inspectors’ attention to the ground made by shy pupils who become confident, ill-behaved children who become polite, civil and helpful to others, youngsters who constantly need help and guidance who become independent learners, self-centred young people who learn to collaborate and work co-operatively and, of course, the strides made by classes of children in all the other subjects such as science, geography, history, modern languages, design/technology, art and music, among other disciplines.

While the focus must not be constrained to any one group of pupils, the government, rightly, wants to ensure that the resources it is forking out for pupils entitled to FSMs through the PPG is used well. Inspectors expend much energy ensuring that this duty is discharged properly.

However, it is impossible for children – whatever their economic condition – to make progress if they do not feel safe and are happy.   Consequently, Safeguarding is the third issue which inspectors view under the microscope.

Where it is in peril, Local Authorities (LAs) have a responsibility for taking measures to redress the balance.   However, in an environment where LAs have lost considerable powers and resources, safeguarding Safeguarding has become increasing difficult and daunting.  The problems are being exacerbated by the “privatising” of education through an increasing number of schools (now well over 5,000) having become academies.  At least this is the view of the former Chief Inspector, Michael Tomlinson, who, until recently, was Birmingham’s Education Commissioner.

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The National Funding Formula beckons and schools/ academies will feel the winter chill of financial reductions

1 Jan

Justine Greening, the Secretary of State for Education, unveiled to parliament on 14 December 2016 details of the National Funding Formula (NFF) for schools.   Consultations will close on 22 March 2017.

The introduction of the NFF will be a two-stage process.

(a)   From April 2018, the government will redistribute the overall school/academy funding to local authorities and directly to academies and free schools in accordance with the new formula.  However, local authorities will remain in control of allocating the school funding in accordance with their own, unique formulas.

(b)   From April 2019, there will be a National Funding Formula (which the DfE has styled a hard NFF) and local arrangements for the sharing will be eliminated.

Altogether, 10,740 schools/academies (54%) may see an increase but 9,128 (46%) could suffer severe losses.  Small rural schools/academies stand to gain and those in cities with increasing wealth will be hit.   But even schools which stand to benefit will see increases outweighed by extra expenditure over the rest of this parliament, i.e. to 2020.

Ms Greening said that schools/academies could lose up to 3% of their budgets over the next two years.  She told MPs: “The proposals for funding reform will mean that all schools and local areas will now receive a consistent and a fair share of the schools’ budget so that they can have the best possible chance to give every child the opportunity to reach their (sic) full potential.

“Once implemented the formula will mean that wherever a family lives in England, their children will attract a similar level of funding, and one that properly reflects their needs.”

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‘NowTeach’ seeks to lure industrial compatriots into teaching

1 Jan

I        Teacher recruitment crisis

The number of teachers leaving the profession has increased by 11% over three years according to a report from the National Audit Office. The shortfall in teachers has been exacerbated by ministers failing to hit their recruitment targets for four consecutive years (despite a £700m annual bill for their efforts). More secondary school classes are being taught by teachers without relevant post-A-Level qualifications in their subjects – especially in physics.

When The Guardian did a straw poll of teachers, one told reporters, “With fewer teachers in certain subjects, some teachers have had to move over to a different department or straddle more than one. This can be a good thing if you have a brilliant teacher who can pick up a topic quickly but, more often than not, a teacher is being asked to slide into a different teaching area and offered no support.

“Maths is my subject and I know a great deal of Maths teachers without a degree. I am not saying this is the worst thing, but not having an A-level in Maths is certainly a problem for most of them. Those teachers tend to be the ones trotting out the same error-filled lessons and are understandably scared and insecure when confronted with their own lack of expertise.”

A headteacher said: “We now have a situation where it’s so hard to find a good head of department in certain subjects that if you promote someone to an assistant headship, for example, you have to ask them (sic) to continue doing their (sic) old job too. So someone might be a head of department and an assistant head and teach a 90% timetable. This is driving people out as it puts them under so much pressure.”

A member of the leadership team at another school remarked: “A shortage of teachers means that those higher up in the profession don’t have time to help less-qualified teachers. Students as well as teachers are being let down because of it.  When there’s an observation or a department is being inspected, your heart sinks because you know certain teachers aren’t going to be perceived as good enough.  This is especially the case when you have a supply or agency teacher in as they (sic) tend to get even less support.

“Inconsistency is, therefore, a big issue.  In certain subjects that are harder to recruit for, you might have 10-15 staff members of varying standards and levels of training and support. It’s probably true that none of them gets enough support.  I have waited more than six months to get feedback from a lesson observation by an assistant headteacher – by the time I got it, it was worse than useless.”

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Data from international tests rain down in Autumn 2016 like confetti

1 Jan

In the last week of November 2016, the International Association for the Evaluation of Educational Achievement (IEA) published its report on the Trends in Maths and Science Study (TIMMS).  A week later, the Programme for International Student Assessment (PISA) – an arm of the Organisation for Economic Cooperation and Development (OECD) – published its findings.   Both are based on a battery of tests which samples of pupils/students took in 2015.

I        TIMMS

TIMMS is a survey of the educational achievements of pupils in years 5 (aged nine-to-ten year olds) and 9 (aged 13-to-14 year olds) in 57 participating countries, as well as comparisons of the curriculum and the teaching of Mathematics and Science.

The national report for England found that while the country’s maths results are now at the highest point for 20 years in both age groups, overall improvement is still lagging behind other countries. Since the first assessment in 1995, England’s score in Maths increased by 12.8% for year 5 and by 4% for year 9. Despite this, the score is behind top-achieving countries who have seen more rapid improvement. The East Asian group of countries continued to perform extremely well across the assessments.

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