Angles The Magazine of AASSH

Anglican Academy and Secondary School Heads

May 2015 Contributors

Stephen Kurtz is an Anglican Vicar at Christ Church, New Maden since 2007.

Paul Kennedy became Head of Holy Trinity Church of School in September 2013.

Bishop John Pritchard retired as Bishop of Oxford in October 2014. He acted as the Church of England’s spokesman for education. AASSH CONFERENCE 2015

Canon Dr Anthony Cane is Chancellor of ‘Leadership that builds Chichester Cathedral. talent and lights fires’ is the Executive Director for Andrew Day rd th Northumberland Church of England Academy. 23 to 25 September 2015 Ramside Hall, Durham Dr Irene Bishop retired in 2014 as Head of St Saviour’s & Olave’s Church of England School in Southwark. She was awarded CBE in 2012 for Including guest speakers: services to education. • The Bishop of Durham, • Canon Rosalind Brown (Durham Cathedral) the Rt Revd Paul Butler • Revd Nigel Genders is Faculty Director of the Professor Trevor Cooling • Baroness Sally Morgan (Chief Education Officer and National Institute for Christian Education Research at • Professor Gerald Pillay General Secretary National Society) Canterbury Christchurch University. (Vice Chancellor Liverpool • The Bishop of Ely, Hope University) the Rt Revd Stephen Conway Alasdair Coates retired in 2014 from St Christopher’s Church of England School in Accrington. 3

Welcome to Angles May 2015

The theme of this year’s Conference was “Christ at the Heart of Leading we find en route. He pictures Jesus also having to adapt his own sense of Change”. It was a challenging theme. Generally we’re not too happy about mission as he travels on the road that leads to death and resurrection. change: it’s unsettling to find they’ve changed the goalposts, altered Elsewhere, Irene Bishop tells her own story of growing up against the the rules, and even re-designed the field. The great Conservative Prime odds, Bishop John Pritchard gives an anecdote about meeting the Minister Lord summed it up. “Who wants change? Things are Messiah, Trevor Cooling challenges us to explore a Christian pedagogy, bad enough as it is.” and Paul Kennedy speaks of starting out as a new Head, and Alasdair But our Conference speakers were clear: Christ embraces change. As about life after Headship. Stephen Kurtz makes plain in his inspiring keynote address, everything The election is unlikely to stop the pace of change. But I hope you find Jesus did and said was about bringing about change so that “your will be in this edition of Angles plenty to challenge as well as encourage you on done on earth as in heaven”. Change lies at the heart of Christian hope. the journey. What does that say about the way we lead our schools? Canon Anthony Cane, speaking of the journey of faith at the Conference www.aassh.org.uk Eucharist, helpfully compares the rucksack of things we expect we’ll need for the road - our vision, pre-conceptions and plans - with the actual challenges 4 Making all things new: change and renewal in school, city and self By Stephen Kurtz

1. Introduction: The implementing that agenda. and Resurrection at its heart. Get cosmos is very different. The Bible that straight and it becomes much presents Earth and Heaven, rather But ask pretty much any Christian Challenge of Change clearer the Christian agenda is than being far away from one or indeed non-Christian what the why I am passionate about church ‘Your Kingdom come … on as another, as equally present realities Christian hope is that you are much earth schools and their unique potential, in heaven’. And from that point we that interlock and intersect. Earth is guaranteed to get one answer: and, as a former Church school then find loads of to this that dimension of present reality we ‘Going to heaven when you die’. connections pupil, teacher, governor and parent issue of bringing about change in most obviously experience; Heaven This confusion and vague thinking I believe in their unique power to our schools. is equally part of present reality but about the idea of Christian hope shape and change lives - not just contains the spiritual realities that results in Christian schools not being So how do we get this picture of the of pupils but teachers, support staff surround us all the time but which, nearly as effective as they could be Christian hope clear in our heads? and the communities in which they normally speaking, we don’t see. and missing trick after trick in terms Here are the basic building blocks… are located. Earth and Heaven are not faraway of integrating their Christian faith to First, we must shift from the way places but present realities. Churches are not especially noted every other aspect of school life. in which we often understand the for doing change well. But the truth Once we’ve got that clear, we can What I’ve come to realise (and relationship between heaven and is that the leadership of any Christian then see that the whole of the chiefly with the help of biblical earth. The Enlightenment gave us organisation - be it a church or a Bible is about God’s project to scholar Tom Wright) is that ‘going a cosmology that said that if God school - is actually all about being bring these two realities of heaven to heaven when you die’ is, at best, and heaven exist at all they are far agents of change, specifically the and earth more fully together. The inadequate short-hand for the removed from the earth, with God change of . story of Israel in the Old Testament new creation Christian hope presented to us in the having pretty much left us to our own shows God starting the process Bible and doesn’t get anywhere near devices. That remains the assumption This phrase in the title: ‘Making all that will lead to this. So the Temple its full richness. And that if we can of a lot of people, including, I think, things new’ occurs in Revelation in Jerusalem is established as that see what is there , it changes most western Christians. Even 21 and the biblical theology of new instead special place where heaven and everything. So what is there instead? charismatic Christians when they pray creation deals with the true nature earth intersect and God’s presence of the Christian hope. This theology for God to intervene are unwittingly The Biblical picture of the Christian can be found. At other points in can dramatically shape both the buying into that paradigm. hope is that of New Creation, of the Old Testament story the veil agenda of our Christian schools a New Heavens and a New Earth But the of the between heaven and earth is drawn and the way in which we go about biblical picture 5 back and people like Jacob or the more biblical understanding Elisha or Isaiah are able to see those of the Christian hope - of ‘new spiritual realities that are around creation’, of ‘new heavens, new them but normally hidden. Things in earth’ - that integration suddenly the story of Israel of course go badly becomes much easier and more wrong but that hope remains of God natural. How might this be true in fulfilling his plan by coming in person our Christian schools? to restore that creation, to bring together, fully and finally, heaven and In the first place it gives theological earth so that, as the prophet Isaiah depth to the desire for people to says ‘the earth shall be filled with develop their full potential. Most the knowledge of the LORD as the schools want this, but what gives waters cover the sea!’ Christian schools a huge advantage is our vision of the resurrection. For Christians this supremely occurs Resurrection is about people with the coming of Jesus Christ. becoming one day, fully and finally That’s why Jesus so often spoke what God made them to be. So, about bringing the kingdom of St Paul and others in the New words, to make us agents of that changes everything about the way heaven or God, bringing God’s Testament call upon followers of new creation, agents of this Godly we run our Christian schools. sovereign rule to earth Jesus to do everything possible to as it was in change - people in and through . That’s what Jesus’ healings allow the Spirit to change them in heaven whom this new life continues to and other signs were all about - 2. How do we respond to the present towards that person that break into this world. they were signs the life of heaven this re-cast picture of the God is one day going to make them breaking into the earth. The supreme fully and finally in the New Creation. The Christian hope is that God will Christian Hope? sign of God’s future breaking in one day complete the process At the school attached to my church through Jesus was his resurrection of new creation. Romans 81, It’s my belief that this view of we’ve recently gone over to the from the dead when in his very Corinthians 151, Thessalonians 4 Christian hope changes everything strap line ‘Becoming the People God person God’s new creation broke and Revelation 21 tell us that Jesus because of the clarification it brings made us to be’. Everyone in school into this world, changing it forever. will one day return, the dead will to the Christian agenda. If a school - pupils, staff and support staff - are When Jesus ascended into heaven be raised with those belonging to understands the Christian hope to encouraged to discover and foster forty days later it was so God’s Spirit Jesus given new resurrection bodies be that of ‘going to heaven when their unique gifts and talents as could then be everywhere bringing precisely in order to enjoy to the full you die’ it will struggle to integrate they work towards becoming that more of God’s sovereign rule, more that creation that has simultaneously its Christianity with the other person God will one day make them of his new creation into the world, been totally renewed and restored. aspects of its school life. Art, music, in their entirety. We are establishing more of his live-giving transforming Resurrection, New Creation, New drama and academic work will stand the ethos of the school as a whole change through his followers. Heavens and New Earth - that’s the alongside its Christian ethos rather as everyone constantly changes to The Holy Spirit is given, in other Christian hope and understanding it than embedded within it. But when become steadily more and more 6 the place and the people that God and social class - working and made them to be. stewarding God’s good world. The Christian community anticipates Second, this sharpening up of our that reconciliation through its understanding of the Christian hope relationships now. That’s why provides a far more holistic approach assemblies and collective worship to school life. We’re told that God are so vital as well as celebrations made the world and declared that on occasions such as End of it was good, and gave it to human Term services and Carol Services, beings to steward and rule over. and particularly Eucharists The very reason he sent Jesus and or Communion services. The the Holy Spirit is so that we could sacraments make total sense in be restored into people who could the context of God taking parts of finallyfulfil this calling. And once we the present creation and, with his grasp this, we can see how every people gathered in community, single part of our school’s life - from filling the bread and wine and those its sport to its art to its maths to its gathered together with his presence science - can be seen as teaching as advance signs of that future our young people to worship God which he is one day going to bring because it all forms part of the good when the whole of creation will be creation that God has entrusted to filled with the knowledge of the glory us and provides us with Holy Spirit of the LORD as the waters cover the to do better. So Sports Day, School sea. And that’s the perfect context Concerts, Musicals and Plays and for leading a school forward in the even (or particularly) Exam Time various challenges it faces. take their place within the worship which we are called to offer to the This sets a clear agenda for change God who made us and is changing in our schools: every single bit us into the people he made us to be. of change in a Christian school should be able to be justified on Third, a theology of new creation the basis of it bringing a little bit gives weight to Christian more of God’s future for this world communities living as advanced into the present, and in particular signs of the future which God encouraging every person within intends for his world. that school to be led by God’s Spirit The New Testament vision for into becoming, more fully, that God’s future is of one, united person God made them to be. people - of every age and colour 7

3. What is the Head takes on both a charismatic and sacramental nature. It’s charismatic Teacher’s role in all this? because it’s about being given a The school’s principal theologian. vision of what the school or individual That might sound a bit grand and pupil or teacher or member of the intimidating as well as potentially support staff is intended to become undercutting your chaplain or by God in the new creation. It’s head of Religious Studies! But I sacramental because it’s about do believe it’s vital that the overall being given words by God that leader of the school is able to work to bring some of that future articulate its Christian vision in a into the present. Encouragement is clear and practical manner, and offer about giving people the courage to a running commentary of how all become more fully that person whom and students your own development the different aspects of school life God made them to be - often by as a person and being honest about take their place within this vision. responding well to the challenge to challenges and opportunities is, I It’s actually less about conveying change - and if Head Teachers could think, an effective way of modelling complex theology than having a become better at this - particularly what you are seeking to promote. clear grasp of ‘how God is going to with their staff as much as pupils - make it all end up’. It’s about having our schools can be transformed. the imagination to see where God is Conclusion But you need to be pretty secure leading the school and the words to So, Christ at the heart of leading to be able to do either of these articulate this. Constantly explaining change? There’s much more, very tasks effectively, which leads to and interpreting to the school obviously that could be said. It’s my last point. community how each and every part primarily about being so clear of its life relates to this overall vision Be an example of change yourself. about the vision that God has is, I think, a particular challenge If a Head Teacher is going to lead given us for the Christian hope of but also a wonderful privilege that change effectively within a Christian ‘New Heavens, New Earth’ that is given to the Head Teachers of school, she or he has also got to we are able to lead and encourage Christian Schools. embody that change towards what these Christian communities called God intends personally to be in Schools to being places where us The role of being an encourager: the New Creation rather than just God’s Kingdom comes ‘on earth perhaps the most important role for promote it. That includes making as it is in heaven’ ahead of that a Head Teacher - and any leader - time to prioritise your own spiritual day when Jesus returns, the New particularly if she or he is going to growth into the person God made Creation is made complete and introduce change effectively. And you to be. But it’s not just personal the whole ‘earth is filled with the once again, against the background and private because being prepared knowledge of the glory of the LORD of new creation encouragement to share with your staff and pupils as the waters cover the sea’. 8 Taking the leap Paul Kennedy gives his thoughts on taking on headship

Whenever I talked to a loaded RI gun aimed at you and Headteacher about making GCSE results dipping, it is difficult that step myself they all remain focused. said the jump from Deputy As a new Head I think that was the Headship to Headship is the biggest challenge I faced. biggest one you will ever Not all new Heads will face make. It sounded a bit like this particular challenge, but explaining to a Year 11 student someone or something will how hard AS courses were challenge you very quickly. I had going to be. And, much like a never experienced a change of Headteacher in any school I Year 11 student, I didn’t believe worked in. It is an unusual event. them! I loved being a Deputy Colleagues will be used to the old Head and thought I had seen Headteacher, good or bad; some and heard most things that will want the status quo as ‘we would face me as a Head. don’t do change here’; others will be longing for a fresh start. Decide I was appointed two and a half what the school has that you will years ago and can now say they you-can-think-of, and we are not for improvement was the priority. never let go, what you are willing were right! Holy Trinity is an 11-18 oversubscribed by any means. Could I manage this and retain the to compromise on, and what you mixed comprehensive in Crawley The school had been judged Christian ethos, balance all those want to change. This takes time: and we face the issues that urban ‘satisfactory’ three years before things that make us an outstanding do not be afraid to take stock for schools do. We are multi-faith, I arrived and we were inspected Church School and raise standards as long as you need to. I watched multi-ethnic, multi-language, within my first six months and quickly? You are probably all and listened for my first half term multi-pretty- much-anything- ‘required improvement’. The drive shouting “YES!” But with the 9

and only intervened if necessary. have all been there. You must The urgent headlines of day-to- also remember that you were not day school came and went but I appointed by chance but because learnt the common themes that you are a skilled professional who ran through the school. These can do the job! Pray hard and trust themes are where you will make your judgment, you’ll get it right the difference. most of the time. When you don’t, say sorry and start again! Finally, I think it is natural to be overwhelmed at first! You may It is a big jump but one that is be in a school you have never worth taking! worked at before arriving as its Head. Everyone assumes you “Have I not commanded you? know everything already, even Be strong and courageous. Do what the pink form B72 is for and not be frightened, and do not be where Room G16 is. Don’t be dismayed, for the Lord your God afraid to say, “I don’t know” and is with you wherever you go.” ask for help. Contact other local Joshua 1 9 Heads, go and have a coffee - they 10 Grasping the nettle - meeting the Messiah By Bishop John Pritchard

In this series Bishop John has been considering the kind of people we want our pupils to be when they leave school. The first article explored a framework of values rooted in the Christian faith. Here, he considers the second characteristic he would like to see nurtured in our young people: the ability to live well with others.

‘How then shall we live?’ four little grandchildren of 6 every year around the world. amok. But collaboration is another is the crucial question in and under and as I look at Where’s the common good in that? way to flourish. Recognising the irreducible value of every human our crowded planet with them I think they may well be But I’m amazed at what I hear from life is another way to flourish. schools and academies about the its irascible population and alive in 2100, and what kind of Loving your neighbour is another charitable work that our young exhausted environment. We world will it be then? way to flourish. have to live well with others people get up to. The planes flying Your schools are the laboratories to Africa must be full to bursting Here’s a story: There was a or we shall die badly with and testing grounds for that with young people going to build monastery which had reached a each other. Our society is future, and I know you care about a school room in Uganda or help very low ebb. The monks argued radically fragmented with that very much. You want to help AIDs orphans in Lesotho. There are and didn’t pray well or work well everyone doing what’s right your pupils live life on a larger deep wells of compassion within together. It was an unhappy place in their own eyes, and doing map. We’re looking for a humane, every young person. And what and no novices wanted to join. So sustainable society where people it by themselves, in front of you do is release that energy and the abbot went off to consult his live together in peace and care a screen, joined at the hip help it become a habit, before the spiritual director about what they about the common good. Even tentacles of a consumer society should do. They talked all day and (or ear) to a smartphone, here, according to the Children’s have persuaded them that all didn’t get very far, but as the abbot and watching four hours of Society, in the UK there are 3.5 success is measured in money was leaving his spiritual director TV a day. But there are big million children living in poverty and competition is the way to get said, ‘I don’t know what you should issues out there - like survival, (after housing costs have been it. Competition has its place but do, I’m afraid, but I can tell you one global security, cyber warfare, deducted.) At 27% that’s one of the it seems to dominate every area thing: the Messiah is living among worst levels of child poverty in the climate change, financial of life now. Heart bypass: ‘Double you.’ This astonished the abbot. industrialised world. And 3 million or triple?’ Competition can run The Messiah had returned and was meltdown and so on. I have children still die of malnutrition 11

living amongst them - amazing! So he went back and told the other brothers. They were puzzled at this information, of course. Who was it? Which one of this unlikely lot? Or could it even be me? So they began to treat each other with new respect and kindness - after all, the other person might be the Messiah. And bit by bit the quality of community improved - there was a new atmosphere of generosity and graciousness. There was laughter again, and joy, as they served each other and gave each their dignity. Novices were attracted again, and the monastery flourished. But they never did discover which of them was the Messiah.

How then shall we live? Perhaps as if everyone we meet is the Messiah. The old Benedictine way - receive everyone as Christ. Not an easy message to get across to the average youngster in Year 10, but we nevertheless need to affirm the depth and value of every human life, as made in the image of God. Our pupils should emerge with the ability to live well with others. There’s no GCSE in it, but it’s vital in an Anglican education. 12 Christ at the heart of leading change Ecclesiastes 3:1-11 and Luke 9:18-22 This is Canon Anthony Cane’s edited address to the AASSH Conference at their Eucharist on 26 September 2014.

What might our Eucharist suggest fundamental to your role be hard to maintain your morale. You realise that these different as Headteachers. Will I ever be able to win over that experiences at work, are relevant readings say for group of staff? Is this plan really to all of your life. For all of life, But first, what of our Ecclesiastes Headteachers today? going to work? Will I be found not only school life, takes place reading? Is this a time for weeping, wanting in some way? You have within certain limitations of space, Ecclesiastes 3 makes us ponder or for laughing? And what is your to steel yourself in the discipline of resources and time. what kind of time this is, for us and underlying attitude to time? patience and above all, faith - faith our schools, and indeed what our So what is your attitude to time? I picture you in your office on a that you really will get there. As you underlying approach to time might ‘What are days for?’ as the poet day when it has all gone wrong. look out of your window, you find be. Luke 9, a little less obviously, Philip Larkin asked. There is much An intractable staffing issue, yourself praying and wishing for a might make us ponder the to despair of in human life, and the perhaps. Unsupportive governors, shortcut, that somehow everything difference between what is given, Christian faith is not about turning impossible parents, and difficult could come right in an instant; and what is found. Jesus walks the away from that. But Christianity is pupils. Looking out of your in essence, that God’s kingdom roads of Galilee with a particular also about purposeful action in tune window, your school feels like a (rather than OFSTED) would come. God-given mission, which he then with what we have seen in Jesus prison, your situation catastrophic. One morning, you witness a lesson works out in relation to what he Christ, about waiting for what God Fortunately not every day is like which exemplifies everything you finds on the way: a whole series has yet to reveal to us, and about this. Sometimes you can see clearly hoped education could be. The of diverse encounters requiring a the beauty and wonder that is our how your school to be, and have teaching is inspired, students variety of responses. ultimate destination, of which we a clear sense of the steps to get visibly excited by what they are are sometimes given glimpses now. The interrelationship of the given there. The view from your window learning. Your mood is now not one and the found, or, what is in your feels hopeful and sustaining. of frustration or impatience, but of As Heads, you carry with you a backpack as compared with what thankfulness for being involved in distilled sense of what education As you proceed to implement you come across on the road, is I such a wonderful enterprise. is, what schools should be, and your strategies, sometimes it may 13

you have a job to do. This is what I mean, moving to Luke 9, by the ‘given’. Day-by-day you seek to make your educational vision a reality - in an ever- changing context, both locally and nationally. You may find that what you thought you knew has to be adjusted according to experience. Sometimes this feels like unwanted compromise. B the experience of such adjustment, as what is given interrelates with what is found, is intrinsic to Christian discipleship. It was part of Jesus’ experience too.

‘Christ is at the heart of leading change.’ In that case we’d better know who he is, and how he operated. In Matthew 16, Jesus asks two questions about identity. Some in the crowds think he is Elijah - not so wide of the mark, for Elijah is the one whose coming means the Messiah is near. Peter, however, affirms that Jesus is the Messiah and it shocks him when Jesus then speaks of suffering and death. 14

The Jesus thus addressing Peter Diocesan Director of Education, are leading to ‘fragmentation, celebrate the wondrous process is assured; his understanding of say that for her the fundamental favouritism and failure’. Others of learning at the heart of what our his God-given mission seems responsibility for the education want to argue that on the schools are about. complete. But it is not always so. of children properly belongs contrary, increased autonomy In all this, staying focused on In Mark 7 he tells a woman that he with parents and communities. and independence are enabling the Christ who is at the heart of has been sent only to the people I agree with her, and yet for schools to take responsibility and leading change, requires a proper of Israel, and so cannot heal her me that immediately raises improve standards. integration of the given and the daughter, a foreigner. found. If what you experience Given things, it seems, will come up on the road, if what you find, against found things. Jesus comes overwhelms your hard-won up against a mother who will not educational principles, something give up, and he has to decide if this has gone badly wrong. If on the is of God, or not. And if it is, he will other hand, what and who you need to readjust his understanding encounter on the way never cause of what he is about, and achieve you to rethink, never teaches you a fresh integration of the found anything new, then things have with the given. In conversation gone awry in a different way. with the persistent woman, he So is this a time to weep, or a time has a significant change of heart - to laugh; a time to break down salvation may be extended to the or build up? Or all of the above Gentiles after all. simultaneously? What a privilege It may be that the significant to lead church schools with Christ educational changes of recent at their heart, the Christ who is years have required adjustment on both sent by God, and also ready your part. You have had to consider to find God in all he encounters on what really is non-negotiable in the road. The Christ ready to face In the midst of this you have your your educational approach, while questions about the increased the suffering of which he spoke to schools to run. As this school year remaining open to what may be power of both the secretary Peter and the resurrected Christ proceeds, there will no doubt be being revealed for good in the new of state, and academy chains who goes on ahead of us, calling some moments of despair, but also educational landscape. aspiring to control large number us home. To Him be the glory, now times of purposeful achievement, of schools. A visiting professor and always. times of staying patient and This is tricky territory. Earlier this of education recently suggested hopeful, and times to simply week, I heard Anne Holt, our new that academies and free schools AMEN 15 Embedding an Anglican Ethos Andrew Day The Northumberland Church of England Academy.

Our Anglican ethos is central schools had, for most, under- starting with every major event Our children are accustomed to the to the improvement of the performed in the years prior to the being an Act of Worship, an Bishop of Newcastle being a regular Academy and were failing to meet opportunity for the Academy to visitor to the Academy - indeed Academy. Our Chaplain fully the needs of the communities celebrate, in Christ, its successes in one week this year, we had no is pivotal to the process they served. Two of those schools and achievements. We have fewer than three bishops visit. Our - our strapline “Inspiring were Church of England schools, not adopted a proselytising Christian witness through Religious achievement; Encouraging but the rest were not; work has approach, preferring to witness Education has also been delivered had to be done to assimilate the transformative power of Christ through new project work on compassion”, and the values them into the family of Church of through daily acts of worship, “Landscapes in Faith” - a reflection that emanate from that, are England schools. The Academy Morning Prayer, Eucharists, Easter on the landscapes, buildings and at the heart of instilling in exists on six sites across the three and Christmas celebrations. Our people that shaped the Christian our children and our staff towns and straddles three parishes houses are named after some world of the North East and two constituencies. of the Northumbrian saints a sense of purpose and an The impact of an unobtrusive, yet (Aidan, Cuthbert, Hild and It has been the Christian ethos and firmly held and overtly witnessed understanding of the purpose Oswald); their feast days become the values of kindness, forgiveness, Christian message has been that of God in our community. a period of reflection on the humility, bravery, determination, our parents, students and staff feel works that they performed to The Academy, previously ten honesty and responsibility that able to ask for prayers, confirmation spread the Christian message. schools - first, middle, secondary have reinforced all that we do classes, retreats, and some have and special, was established to improve. It is these values Our parish priests play an active gradually been drawn back to by the Church of England in which we espouse that enable role in the life of the Academy - worship in their own churches. partnership with the Duke of the discussions that nurture the they are a presence on all of the The Academy is charged with Northumberland’s Estates, to behaviours we need and inspire all campuses and their churches being a catalyst for change in our provide education in Ashington, of us to be the best we can be. are often an extension of the community - our Christian focus is Newbiggin-by-the-Sea and Academy’s worshipping life. Indeed, imperative to that! Our Christian practice has Lynemouth, areas of significant in one case, one of the Academy’s developed during the year disadvantage. The predecessor campuses has become the church! 16 Out of the Depths In her second article, recently-retired Headteacher Irene Bishop describes the power of education to transform the most disadvantaged lives as she turns around a failed school.

Our next battle was with there is an attitude in some schools and her friend decided that they was her birthday - she was six years the hearts and minds of the and by some teachers where there wanted to curl their hair - so they old. She was shown to a dormitory is an excuses culture that these used rags to make ringlets. The - eight beds each side and a locker - community to increase the children can’t be helped - “it’s the person in charge was so angry that put her new birthday presents away number of students wanting fault of their background, what can she cut their hair very very short and in her locker - a doll, a box of sweets to come to the school. you expect, etc...” But I believe told them that styling their hair was and a book. After tea she went to that the vast majority of people in vanity and a sin. her locker but everything had gone. However, in September a Vice- education would agree with me that She was very upset and thought Principal started who had been being poor or living on a council Renee left school at 14 and worked it had been stolen - but when she appointed by the outgoing Principal. estate doesn’t mean you don’t have in a factory. She met a soldier and asked she was told that the staff had She was very keen to be involved talent or academic ability, although they married and had two children, a taken the presents away because with behaviour - and was seen as it might mean that it is not nurtured. boy and a girl. Sadly the father was everybody had to share - the sweets part of the solution. She had been Society doesn’t always see us as abusive and his violence damaged had been shared out already, the at the school for just three weeks having equal value and that can his little boy so that he was left doll was in the toy corner and the - fifteen days - when she spoke make life harder for some people permanently deaf. Then Renee book with others on a shelf. Then publicly about the “broken education than others. was abandoned and left to raise she was told off for being selfish. system failing children”. The press her two children (the youngest only Other things happened which discovered that she was keeping a I would like to tell you one person’s 15 months old) as a single parent. were really horrible and unkind. blog about awful behaviour in other story of how education can Renee was very poor and constantly She wrote to her mum saying she schools as well as this one. I won’t overcome poverty and deprivation. It ill so that the two children spent was unhappy, didn’t like the place go into detail but suffice to say that is a true story. some of their childhood in care, and wanted to come home. When there was a hugely negative impact many times with foster parents and Renee was one of fourteen children. eventually her mum was back from on the academy - particularly in the sometimes in children’s homes. Her parents were unable to cope so hospital and they were re-united she local press - just at the time that Sometimes the children were kept all but the eldest and the youngest asked why her mum had not helped children and parents were choosing together - but other times they were placed in a children’s home her. Renee showed her the letter that their secondary school. were sent to different places. One where they also received their she had sent. It was full of crossings time when their mum was taken out where the staff had changed In her speech and in the media education. It was a cruel place into hospital her son was sent to since, she has accused schools of where children were beaten and what had been written. So they had carers and the little girl was sent a special signal from then on - a keeping poor children poor. Certainly allowed no individuality. Once Renee to a children’s home on her own. It 17

circle of kisses with a kiss in the Renee believed in her children and difference to children in my care, Even in those circumstances middle - meant please rescue me. would tell people that her children and as a Headteacher my aim has and after a horrendous year - the would go to university. Renee been to empower my teachers to improvements were obvious. The But after that time it never had to be believed passionately in the power make a difference to even more inspector proclaimed that the used and most of the carers were of education and used her meagre young people. After my mother died academy was a Good school with really kind. As soon as Renee was salary as a cleaner to buy books I was taken in by a young couple several outstanding features - they well she would have the children and even an encyclopædia - even from our church who had three said that they saw no incidents of home again. She loved them fiercely though they had barely enough to young children of their own. But bad behaviour and that it was a and was determined that their eat. Some said it was a waste and as part of a loving community they pleasant place to be. The Ofsted poverty-stricken circumstances that she should make her children gave me support and hope - what report was glowing and gave should have no effect on their leave school and get a job, bring a difference they made to my life affirmation to all of us. Now staff chances in life. money into the home. But she was and achievements! - because they and students can be confident The three of them lived in a slum adamant. Sadly Renee continued believed in education and they that they are part of a success dwelling, a Victorian tenement to be ill this time with cancer. Her believed in me. story rather than a failure. They building in South East London. children, now teenagers, looked feel affirmed. I have nothing but after themselves. But even when she There are very many Heads and admiration for them. Five families in one house, one teachers who are working against on each floor - no electricity (only was in hospital for months at a time she would insist that her daughter the odds in challenging situations. It is belief that helped us to turn the gas lighting) and no running hot Doing their best for the young school around - water. There was an outside tap brought her schoolwork to the hospital to show her. people in their care. Striving to and one toilet down three flights of make a difference and improve the Belief in the staff stairs shared by all the families. No The son and daughter did indeed go life chances of their students. But Belief in the children bathroom of course so bathtime was to University. Both Renee’s dreams if you take notice of the media (and a tin bath in the living room - the were realised - but, sadly she never others who should know better) you Belief that we could do it water heated on the gas cooker in knew, because she died at the age would think most schools are failing - underpinned by our faith in God aluminium buckets and shared with of 46 when her children were still their children. the youngest using it first, then the which has kept us going even at the teenagers and before they had bleakest of times. eldest, then Renee. finished their schooling. Ofsted came to call at the academy just under a year after I It was a very hard life. But Renee I look back at my two schools I am convinced of the power first walked into the school. On the now that I have retired as my two had faith - she believed in God, of education because I am that day that the inspector phoned we she believed in Education and she children, my baby and my adopted daughter - I was that little girl. also had the news that one of our teenager. I love them both and believed in her children. She had a Education gave me mobility; students had been killed the night vision for the future. Her daughter feel immensely privileged to have education gave me choice; before. The second student in six had the opportunity to work with was an avid reader who would education made me what I am months to have been killed through spend every waking minute from the wonderful staff and students. And I today. Teaching is my life. As a gang violence. thank God. age of 3 with her nose in a book. teacher I know that I have made a 18 Christian Ethos in Schools By Trevor Cooling

The Church of England’s What If Learning (WIL) is a focussed on their being able to get 1. Seeing anew which is the Chadwick Review enunciated contribution towards developing a what they wanted from awkward re-envisioning of the subject’s distinctively Christian pedagogy, people who didn’t speak English rationale. the challenging aspiration which is for all teachers whatever whilst on holiday in their country. 2. Choosing engagement which that a distinctively Christian their subject discipline (www. David has spent his career since focuses on the activities that ethos should permeate whatiflearning.co.uk). It is inspired seeking to offer a more Christian students engage in. all aspects of school life. by the work of David Smith vision of MFL teaching which puts Unfortunately the available research who spent the early part of his Christian concepts like hospitality 3. Reshaping practice which suggests that in reality we may be career teaching modern foreign at the heart of the pedagogy. The focuses on the teacher’s own primarily responding to the latest languages (MFL) in Derbyshire key to his approach is a renewed “habits of the classroom”. government agenda, albeit that we secondary schools and is now an vision of MFL teaching alongside For example, David stopped appear to do that a little better than internationally renowned academic developing classroom practices using cartoons of foreign other schools. There are indeed teaching at Calvin College in the that are designed to induct the language speakers, which tend good examples of Christian ethos USA. The transition between these students into that vision. For to stereotype, and instead influencing the culture of the school two roles was facilitated by a PhD example, if MFL is re-envisioned as used photographs of people in (e.g. in worship) and the curriculum at London University on spiritual learning how to offer hospitality to situations of human interaction. (e.g. in religious education), but development in MFL. the foreign language speaker, then Two questions are central to the little attention has been given to one change of practice might be to David’s interest in pedagogy was WIL approach: pedagogy, which Robin Alexander focus student activities on the art of sparked by the early realisation that has described as “the heart of welcoming conversation rather than 1. What sort of person do I hope much of what he was achieving the enterprise”. Ultimately it is the on survival as a tourist. will emerge from the experience as a Christian MFL teacher was teacher’s approach to pedagogy of learning in my classroom? to prepare students for being WIL is a resource that makes this that shapes the students’ effective tourists. Most of the approach accessible to all subject 2. What will my student’s imagine experience of learning. activities that students engaged in teachers. There are three steps. they are doing this subject for? 19

In a recent research project, we doing in his lesson on the push school PE to offer alternative encourage their partner in investigated how 14 secondary pass in hockey, the students virtues. So he decided to emphasis their learning. church school teachers used said “we were learning how to the role of PE in learning how to Trevor Cooling is Professor of WIL. The main findings will be encourage someone else”. The coach. In the lesson on the push Christian Learning at Canterbury available in December and a teacher had explained to us that pass, this was enacted by asking Christ Church University. For book will appear in 2015. I will he was perturbed at the impact students to focus on teaching information about CPD on What close with one example from a of professional football culture on someone else how to make a If Learning contact him at trevor. boys’ PE teacher. When asked the students with its emphasis on pass, with their learning task [email protected]. what they thought they were personal glory. He wanted church being to note the strategy used to 20 And after Headship? Alasdair Coates offers some salutary advice about retirement.

Don’t do it my way.

A year into retirement, I can’t tell anyone the right way to do it. Retirement is going to be different for everyone.

Retirement, for me, is an out-dated concept. After 21 years as an Anglican Secondary Head, ending with an over-subscribed 11-18 OfSTED Outstanding institution with nearly 1400 students and 200 staff, leaving was like falling off a cliff. Emotionally, it hit me hard. From 100 emails a day, numerous phone calls, knocks at the door, meetings in corridors - you know what it’s like - to nothing, overnight. You can’t gradually wind down as a Head - or I couldn’t. Although thinking I was braced for it, with the most wonderful send-off anyone could have had, I was lost. Suddenly, having been at the hub of so much, 21

I was nobody. In fact, living at a weren’t for me. Whilst this is, I am daily swimming, attends Spanish annual pension by £1 for every £12 distance from school, so bound up sure, the way to try to prepare one’s classes every Tuesday morning, and taken. Those retiring think this would in school life that I had neglected self, I don’t know what could have is revelling in having time to himself. take only 12 years to be better off, relationships at church and in my prepared me for the mental impact. Perhaps one might call this proper, but by the time you have paid tax own community, I found I was traditional retirement. It might even on the £12 pension at 40%, it is Harriet’s husband, not even a person Method 2 was that of my closest be right for me at some point. more like 20 years. But then add the in my own right! colleague-Head, who retired a income you can get from investing year before me. He threw away his One certainty is the need for good the increased lump-sum, and you Method 1, continuing to use one’s working suits, dusted off his novels financial planning. You know you would never be worse off. Added skills, was what I turned to, fondly and sat down in his conservatory have a good pension, and may think to the fact that, should you demise believing that I still had something in the meantime, your heirs and to give, and finding in successors still have the lump sum Diocese a willing partner which “Emotionally, it hit me hard. From but would lose half of the pension. made me feel very welcome very Wesleyan is a specialist adviser for quickly. I am now a Diocesan 100 emails a day, numerous phone teachers, is a mutual and so ploughs Secondary Adviser operating on a back any profit to its members, was consultancy basis, which occupies calls, knocks at the door, meetings founded by the Methodist Church me about three days a week, though and has an excellent track record. it varies. That, and my duties serving as a JP on the local bench, keeps in corridors - you know what it’s like To be a bit fairer to myself, I have me from under my wife’s feet, but, now started to enjoy retirement at more importantly (to me!), gives - to nothing, overnight.” last. I am reading more, we have me a sense of purpose. This is not travelled a lot, including a month to be under-estimated, because I to read, and to trawl the internet you know how to plan your finances. in New Zealand and Thailand, was in danger of feeling for a time to find and book foreign holidays, You may not realise that you can and we are seeing more of our as if my useful life had come to an including an early, extended trip hugely increase your income as well family and taking on new duties end, a depressing outlook that was to South America. He loved it, and as your capital with a wise lump-sum as grandparents. And I am happy totally new to me. I had been told kept ringing me up through my final decision. A higher-rate tax-payer to support AASSH however I to prepare myself for retirement, year at school to tell me how great in retirement loses 40% of every £ can, firmly in the background to and had tried to, even going on a it was. Another Method Two Head over £42,000. But the lump-sum ensure there is no Yesterday’s Man course which made various practical and former close AASSH colleague comes tax-free, and taking more than asserting how things used to be… suggestions, most of which I felt who has just retired has taken up the standard amount only reduces 22 Committee Members

Dr Irene Bishop Andrew Day Nigel was ordained in 1992 and has Kathy Griffiths served in a variety of parishes in London, Associate member Executive Director: Southwark and Canterbury Dioceses Bishop Justus Church St Saviour’s and Northumberland as an incumbent, area dean, and as a of England School Church of England St Olave’s School chaplain to two large state secondary Kathy is the Academy Dr Irene Bishop schools where he taught ‘Beliefs and founding CBE has taught in Leads the NCEA, Values’ and led on spiritual development. Headteacher at His passion for the Church’s role in inner London schools for 42 years. She an all-through, 2 - 19 academy, Bishop Justus Church of England education has developed throughout was Head of St Saviour’s and St Olave’s currently educating 2500 children on School, a large secondary school within five campuses on the Northumberland 23 years of ordained ministry. He was School for 19 years until 2013. The the London Borough of Bromley and the coast. The academy is jointly sponsored Director of Education for Canterbury school’s results have risen from 16.5% Diocese of Rochester. She is also the by the Diocese of Newcastle and the Diocese from 2008-2012 and Head of 5A*- C after her first term to 78% including CEO of the Aquinas Education Trust. English and Maths this year. The last four Duke of Northumberland. Previously a School Policy for the Church of England Before founding the school in 2004 she reports from Ofsted and SIAS declared the teacher of English and History in both the from 2012-2104. was Deputy Headteacher at schools in school “outstanding”. independent and state sectors; Principal of an academy in London prior to taking Bromley and Wandsworth and spent Dr Bishop’s passion is education. up current post. His wife, Yvette, is the Elisabeth Gilpin most of her early career teaching in She fiercely believes that every child Headmistress of The Chorister School at Chair inner London. can achieve and that it is schools and Durham Cathedral. teachers that can and should make the St Mary Redcliffe and Kathy has also worked as an Advisory difference. She has spoken at a number of Temple School at the Teacher, Educational Consultant and conferences in the UK and in South Africa. Revd Nigel Heart of Bristol Headteacher Professional Partner; she has served on numerous trust boards Genders Elisabeth Gilpin is Headteacher at St Mary Redcliffe and and advisory groups both locally and Alasdair Coates Church of England’s Temple School at the Heart of Bristol. nationally and is a Foundation Director at Acting Treasurer Chief Education She was Headteacher of St Augustine a Church of England primary school. Officer of Canterbury Joint Roman Catholic and St Christopher’s C.E. Currently she divides her time between Church of England school in Oxford. She High School As the Church of the Headship of Bishop Justus and England’s Chief Education Officer, Nigel has taught Science in six other schools Alasdair was Head leadership of Aquinas where she is has lead responsibility for the development in Oxford, Bath and West Sussex. She of St Christopher’s, responsible for developing the strategic of the Church’s strategies and policies worked for Oxfordshire Local Authority Accrington for 21 years, founding a direction and growth of the Aquinas for education - in schools, colleges and between Headships as leader of the Sixth Form, converting to academy and Multi-Academy Trust. universities, and in parishes, deaneries and ‘Unlocking Potential’ project jointly developing a valued spiritual ethos. dioceses - to promote the highest quality supported by a Farmington Fellowship at Kathy is married with two children and A consultant for local dioceses, he of educational practice and to promote Harris Manchester College, Oxford. She believes high achievement flows from a regular worshipper at St. Mary’s, West and support the Church’s voluntary work loves salsa dancing. happiness, high self-esteem and a Malling in the Diocese of Rochester. among children and young people. sense of spiritual purpose. 23

Paul Kennedy Eugene Moriarty eastern edge of London in Havering and status in July, 2011. Julie is willing to share in Essex. The school serves a large area her experiences of the conversion process C of E VA Secondary Secretary and we are the most diverse school in as a Church of England school. School, Crawley, Havering. I often refer to the school as an St Augustine’s Church West Sussex Inner London School in an outer London of England High Borough. St. Edward’s was founded in I became the School, Kilburn Nick Taunt Headteacher of 1710 before the National Society, so BA (QTS) - Warwick Holy Trinity in April 2012 having taught we have a very rich history. In 2014 we Angles Editor University /MA Education - University of have started teaching the International in schools of various flavours: VA, VC, Hertfordshire/ NPQH - Institute of Education Baccalaureate, which is a very exciting Bishop Luffa C.E. comprehensive and secondary modern in development for the school. I have been School the Bath and Wiltshire area. I was also a Eugene is from a London Irish family and began his career as teacher of Physical ordained since 2003 and find the role of Nick’s first 20 years National Challenge consultant in the good Head teacher and Priest both challenging of teaching, from 1980, were in large old days! I am married with three young Education and English. He has always had a keen interest in helping young but ultimately very rewarding. I have been community comprehensives. In 2000 sons. My passions are music, guitars, people with barriers to learning make happily married to Sue since 1997 and we he became Head of Bishop Luffa C.E. Tottenham Hotspur and anything Apple. progress and during his career he has are both avid travellers and foodies. This School in Chichester and National Leader had the roles of SENCO, Teacher in an year as it is rather a significant date for of Education in 2010. Three grown-up EBD Special School and Hillingdon LA me, Sue and I spent three weeks in Chile children now in primary teaching, health Ros McMullen Behaviour Support Team Manager. He was and Argentina. All I can say is the steak and post-grad biochemistry. He has no and Malbec were sublime. I am on the idea where the science came from: he David Young Deputy Headteacher at Quintin Kynaston Committee to ensure that the social side enjoys music, walking and the allotment. Community Academy School where he led on Inclusion. Eugene is in his sixth year as Headteacher at of our conferences, as well of course the Ros McMullen is St Augustine’s Church of England High intellectual, is of the highest standard. Principal of David School in Kilburn (Westminster). He has Andrew Wilcock Young Community led the school from a good Ofsted in 2009 Bishop Ramsey C.E. Academy in Leeds which is highly to Outstanding in September 2013. Julie Roberts High School successful, adding significant value to the achievement of its students. DYCA Vice Chair Andrew’s career opened in 2006 replacing 2 of the lowest Revd Alan Perry Blue Coat Church of in teaching has performing schools in Leeds and it has the England School taken him round the St Edward’s CE School highest deprivation indices in Leeds. The & Music College M25, starting in Croydon, then Crawley, and Sixth Form Leatherhead, Guildford and now , Academy is sponsored by the Diocese of College Dr Julie Roberts is Head of Blue Coat North West London where He has been Ripon and Leeds. Ros is a catholic and is Church of England School, Coventry, a Headteacher of Bishop Ramsey School in married with 3 young children. She can’t I have been the mixed 11 - 18 comprehensive of over Ruislip, since 2002. remember what spare time is, but loves Head teacher of 1,400 students. Having achieved an family holidays. St. Edward’s CE School and Sixth Form ‘Outstanding’ Ofsted report in February He has a wife who writes about food and College since 2008. The school is on the 2010, the school converted to Academy nutrition, two teenage children and two dogs. AASSH CONFERENCE 2015 ‘Leadership that builds

talent and lights fires’ 23rd to 25th September 2015 Ramside Hall, Durham

Including guest speakers:

• The Bishop of Durham, • Canon Rosalind Brown (Durham Cathedral) the Rt Revd Paul Butler • Revd Nigel Genders • Baroness Sally Morgan (Chief Education Officer and • Professor Gerald Pillay General Secretary National Society) (Vice Chancellor Liverpool • The Bishop of Ely, Hope University) the Rt Revd Stephen Conway

CHAIR VICE CHAIR SECRETARY TREASURER Mrs Elisabeth Gilpin, MA Dr Julie Roberts, MA Mr Eugene Moriarty, BA(QTS), MA Mr Alasdair Coates, MA, JP

St Mary Redcliffe & Temple CE School Blue Coat CE School St Augustine’s High School ADMINISTRATIVE ASSISTANT Somerset Square, Redcliffe & Music College Oxford Rd, Kilburn Mrs Anne Walsh Bristol Terry Rd, Coventry London BS1 6RT CV1 2BA NW6 5SN St. Christopher’s CE School Queens Road West, Accrington [email protected] [email protected] [email protected] Lancashire BB5 4AY 0117 377 2103 024 7622 3542 020 7328 3434 [email protected] 01254 355 214