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Is the era of rising CEO pay finally over? Page 7 ‘Outstanding but declining’ - Ofsted’s new ‘sub-grades’ Reports give ‘declining’ or ‘improving’ caveats top billing in short inspections Head: new warning tags are ‘psychological punch’ that ‘overshadow’ grades
Union wants review of ‘contradictory’ phrase; Ofsted say it’s clearer for parents
INVESTIGATES JAMES CARR | @JAMESCARR_93 Page 5
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TO ADVERTISE YOUR VACANCY WITH EDUCATION WEEK JOBS AND PLEASE CALL 020 81234 778 OR EMAIL [email protected] 2 Contents EDITION 199
‘Evidence, not stereotypes, will help white working class boys succeed’
Has the axe been swung on
Erasmus+? PAGE 16
PAGE 24 Schools ‘picking up pieces’ of CAMHS crisis
PAGE 10 Harford on curriculum: ‘It’s not the years … it’s the
mileage’ PAGE 4
Lack of new teaching hubs down Silence over 9-month absence to ‘high bar’ of investigated head PAGE 8 PAGE 8
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SUBSCRIBE For an annual subscription to Schools Week for just £50 visit www.schoolsweek.co.uk and click on ‘subscribe’ at the top of the page. schoolsweek.co.uk or call 020 8123 4778 to subscribe or click here. @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020 Ofsted DfE wants ‘outstanding’ inspection exemption gone by September
for the past year been conducting a clampdown FREDDIE WHITTAKER on underperformance in schools exempt @FCDWHITTAKER from inspection, and has already begun hiring additional staff to boost the number of inspections. Gavin Williamson has vowed to send Ofsted Schools Week revealed last November that the inspectors into every ‘outstanding’-rated school proportion of secondary schools that lost their in England within five years, as he confirmed an ‘outstanding’ rating almost doubled last year. earlier pledge to lift their inspection exemption. Just 16 per cent of schools inspected under the The education secretary announced last clampdown retained the top grade. September that the exemption, introduced by Williamson said: “Parents want to know that Michael Gove in 2012, would finally be abandoned. they are making the best, most informed choices It followed repeated warnings from Ofsted that it about their children’s education. was masking poor performance in schools that are “Making sure that all schools are regularly currently protected from scrutiny. inspected means they will benefit from the expert Williamson has confirmed that subject to Schools Week understands Ofsted believes the insight Ofsted provides when making these consultation and a Parliamentary vote, the lifting of the outstanding exemption will cost decisions.” exemption will be lifted in September this between £5 million and £10 million, so The move has been welcomed by headteachers’ year. Around 3,700 schools and colleges which additional funding is likely to be needed on unions. currently hold the top grade will get a visit from top of the cash already promised. Nick Brook, NAHT’s deputy general secretary, inspectors within five years, the normal timescale The Department for Education this week said it was important the policy was “applied for inspections of ‘good’-rated schools. said it was not in a position to reveal how fairly to all currently exempt schools”. However, questions remain over how the much additional money would be sent to ASCL deputy policy director clampdown will be funded. the watchdog. That was a matter for the Duncan Baldwin added while the Although an additional £10 million in funding upcoming spending review. original exemption was “well- was promised to Ofsted by Boris Johnson during Ofsted’s core funding dropped from intentioned”, it had resulted in last year’s election campaign, this is also supposed £185 million in 2010-11 to £125 million parents “going too long without to cover a plan to lengthen inspections generally, this year. the verification of an inspection and also a pilot of no-notice inspections. Despite this, the inspectorate has at a number of schools”. Gavin Williamson
PIPPA ALLEN-KINROSS | @PIPPA_AK KS3: it’s not the years, it’s the mileage, says Harford
Ofsted’s national director for education has on the length of any particular stage”. insisted the inspectorate has “no preferred He also said inspectors will check that pupils length” of key stage 3, claiming “it’s not the can study a broad range of subjects, and look years, it’s the mileage” that inspectors will look at the “quality, breadth and ambition of the at. curriculum… In the words of Indiana Jones, ‘it’s However, inspections reports continue to not the years… it’s the mileage’.” show schools being criticised for running a Axe Valley Academy in Devon, which two-year KS3. operates a two-year KS3, was rated ‘requires In a blog published on the Ofsted website improvement’ in a report published on yesterday (Thursday), Sean Harford said it was Thursday. Inspectors criticised the selection “simply not the case” that Ofsted was opposed of GCSE options during Year 8 and said pupils’ to a lengthened key stage 4. He added that experience of KS3 “does not stay broad enough schools “do not automatically get marked down for long enough”. if their KS3 is less than three academic years Many schools have now begun lengthening But Clifton Community School in Rotherham long”. their KS3 curriculum. was rated ‘good’ in a report published on Since Ofsted’s new inspection framework was But Harford said schools should decide their Wednesday. introduced in September, some schools with own curriculum “and how it is enacted… We It commended leaders for “improving the reduced KS3 have been criticised for “narrow” base our final judgment on whether schools curriculum” by changing to a three-year curriculums. One school claimed it was denied offer pupils an ambitious curriculum across KS3 which allowed pupils to “experience the an ‘outstanding’ rating as a result. their whole time in secondary education – not broadest curriculum”.
4 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020 Ofsted Watchdog running unofficial ‘sub-grade system’
JAMES CARR @JAMESCARR_93 EXCLUSIVE
Ofsted is now issuing caveats to schools retaining their grades in short inspections, a practice experts warn is establishing an unofficial “sub-grade system” that confuses parents and demoralises teachers. An analysis of new inspection reports found more than 60 schools which maintained ‘good’ or ‘outstanding’ grades in Section 8 inspections were warned “inspectors have some concerns that standards may be declining”. The caveat receives top billing under the headteacher at the special school, said the College Leaders (ASCL), added the “inclusion “outcomes” section at the top of reports (see report was a “psychological punch” which of a blunt caveat… may seem contradictory image). “overshadows the ‘outstanding’ status that and confusing to parents, as well as being Ofsted stated that recognising was given”. demoralising for staff”. improvements or noting falling standards The headteacher, who is currently studying “Unfortunately, the juxtaposition of a has long been part of its service, but said for a doctorate in positive psychology, said positive judgment with a negatively worded that its new reports make it “even clearer for the phrasing questions the competence of caveat is not helpful.” parents”. the staff instead of providing constructive ASCL is now urging Ofsted to review its If it finds evidence that standards are criticism. approach. Rollett added: “Brevity does not declining or improving then a full section 5 “We openly acknowledge there are still necessitate bluntness and it must be possible inspection is arranged within two years of areas to improve on, but that’s not ‘declining to make it less stark.” the section 8 inspection. standards’ in my book.” An Ofsted spokesperson denied that the However, Karen Wespieser (pictured), Silver claimed the lack of clarity was approach taken in the reports was new and director of operations at education charity confusing for parents and hindered the said: “Our inspection reports have always set Driver Youth Trust who analysed the reports, school’s ability to market itself effectively. out clearly whether a school is performing said: “There’s a pattern, it seems systematic He wrote to parents following the report well, or whether standards have declined. and you start to question if there is a sub- to reassure them and explain that the “Our new-style reports make it even clearer grade system.” terminology was part of Ofsted’s new for parents to understand what it is like to She said it is understandable that Ofsted is framework. be a pupil at the school and the quality of seeking “more nuance because the grades All of the ‘outstanding’ schools that were education on offer in a school.” are very black and white”, but added that told they were declining were special This episode is the latest example of the sharing the criticisms “in such a public way schools. Amongst the ‘good’ schools, 49 watchdog’s new inspection framework undermines the overall grade… It makes it were primary, six were secondary and six coming under scrutiny. seem as though the inspectors aren’t sure in were special schools. The inspectorate admitted last month that their judgment.” However, Ofsted also issues caveats pupils from deprived backgrounds are still Overall, Ofsted raised concerns about five showing that schools are improving. Ten less likely to be judged ‘good’ or better under schools that kept their ‘outstanding’ grade schools rated ‘good’ were found to show the new inspection framework. Ofsted had and 61 that remained ‘good’. evidence “the school could be judged promised that its new regime would reward Shaftesbury High School, ‘outstanding’” if a section 5 was carried out. schools in more challenging circumstances. in Harrow, was one of those Silver added: “Is it better to be a ‘good’ Meanwhile, many schools are ditching to retain its ‘outstanding’ school with a chance of becoming running three-year GCSEs after some grade, with the caveat, ‘outstanding’, or an ‘outstanding’ school with were criticised for the practice. Critics after a September ‘declining standards’?” have claimed this calls into question inspection. Stephen Rollett, curriculum and inspection Ofsted’s assertion that it has no “preferred Matt Silver, specialist at the Association of Schools and curriculum”.
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Visit ncfe.org.uk/bolt-ons Email [email protected] Call 0191 240 8833 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? News CONTACT US [email protected] Pay freezes and cuts as executive pay comes under scrutiny...
PIPPA ALLEN-KINROSS a standard set of pay scales for support staff 2016, he asked to remain on a lower salary band roles “to iron out sometimes significant salary and rejected offers to move up the pay scale, @PIPPA_AK EXCLUSIVE variation” across the trust. remaining on £165,000-£170,000. Academy trust bosses have taken five-figure pay “I felt that financial incentives were not in the He told Schools Week he set a “personal cuts, with others agreeing to a salary freeze, after spirit of how we wanted the trust to develop and challenge” to ensure all staff were paid at least the government attempts to crack down on chief we could do much more to value people in other national living wage, and “didn’t feel comfortable” accepting a rise until then. executive pay. ways.” This was achieved during 2018-19, so this year The details are revealed in newly published Top salaries have fallen at other trusts. Nova Oliver has accepted the 2.75 per cent pay award accounts for 2018-19, with experts claiming Education Trust chief executive John Tomasevic’s and is now paid around £173,000. He turned that “attitudes in the sector [towards pay] have pay dropped from £260,000-£265,000 in 2017-18 down an opportunity to move up the pay scale changed”. to £215,000-£220,000 last year. through performance management. It follows hundreds of trusts being told by the Meanwhile, Keith Whittlestone, chief executive “Frankly, I feel that what I’m paid is a very good government to justify high salaries. of the Joseph Leckie Academy Trust, saw his wage and I didn’t want to be paid any more than Sam Henson, director of policy and information remuneration fall from £195,000-£200,000 to that. I think some sense of pay restraint makes me at the National Governance Association, said the £185,000-£190,000 in the same period. feel better. Both trusts refused to comment. increased guidance and scrutiny is “helping to “It’s about the mentality and purpose we have curb the excessive executive pay”. Lord Agnew, academies minister, said: “We as a trust. When I talk about students first and “That some executives are now accepting, and welcome efforts from academy trusts to reduce raising standards and transforming lives, I want trustees are instigating, pay reduction or freeze excessive pay, and will continue in our drive to to be able to come at that from a position where I shows that attitudes in the sector have changed.” challenge trusts that pay excessive salaries until feel I can personally articulate that.” Andrew Campbell, chief executive of the we are satisfied that they represent good value for Other trusts where salaries remained the same Brooke Weston Trust, which runs ten schools in money.” include Graveney Trust, Wellsway Multi Academy Northamptonshire and Cambridgeshire, said he He added salaries “must be justifiable, reflect Trust, The Thinking Schools Academy Trust and requested that his salary be reduced to that of a individuals’ responsibilities and demonstrate Eastern Multi-Academy Trust. single-school headteacher. value for money”. Leora Cruddas, chief executive of the Accounts show his pay fell from £160,000- Martyn Oliver, chief executive of Outwood Confederation of School Trusts, said the sector £165,000 to £145,000-£150,000 last year. Grange Academies Trust, which runs 32 schools “must be mindful that this is public money, but Campbell told Schools Week he has declined across England, has refused the annual inflation equally, we must value leaders”. pay awards since 2015, adding the trust no longer pay award since 2013. “Pay must be proportionate to [the] scale and gives senior performance bonuses and introduced When he became chief executive of the trust in success of the organisation,” she added.
PIPPA ALLEN-KINROSS | @PIPPA_AK
… but head of single-school trust sees pay rise to nearly £300k
The head of an academy trust with just one London, received a rise to at least £270,000 school saw his pay rise to at least £280,000 last year. last year – despite already being one of the Thomas Telford had 1,358 pupils in 2018-19, best-paid school bosses in the country. meaning Satchwell earns at least £206 per New accounts show Telford City Technology pupil. The school was rated ‘outstanding’ by College Trust, which runs the Thomas Telford Ofsted in January 2009, but has not been re- School in Shropshire, increased the salary of inspected in the last 11 years. its highest paid staff member from £270,001- Provisional data for last year’s GCSE results £280,000, to £280,001-£290,000 last year. show the school had an above average Although the employee is not named in Progress 8 score of 0.4 and had 76 per cent of the trust’s accounts, The Times reported pupils achieving a grade 5 or above in English in November that the trust’s highest paid and maths, compared to a local authority employee is its accounting officer and average of 43 per cent. headteacher, Sir Kevin Satchwell. The trust Thomas Telford School opened in 1991, as did not respond to a request for comment. one of 15 city technology colleges created In Schools Week’s CEO pay table, published government scrutiny. to encourage private companies to invest in last year, Satchwell was already the third- But others are still awarding higher salaries. education. Its board members still include highest paid boss in the country. Schools Week revealed last month that Colin building materials company Tarmac Holdings The pay hike comes as some trusts are Hall, the head of the single-academy trust and philanthropic organisation The Mercers’ reducing leadership pay amid growing Holland Park School in Kensington, west Company.
7 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
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CEO STILL ‘ABSENT’ AS WHISTLEBLOWER PROBE CONTINUES
added that it was important that sufficient time PIPPA ALLEN-KINROSS and resources are allocated so investigations @PIPPA_AK EXCLUSIVE can be “concluded swiftly for the good of all concerned”. An academy boss who has been absent from his “Employees don’t want the process to drag own trust since April after threatening to “deal on and taxpayers don’t want to see schools and with” a whistleblower received full pay last year trusts paying out salaries when employees are as the trust’s investigation drags on. not actually at work.” Schools Week revealed in April that Andrew Morrish founded VAT in January 2014 and Morrish, chief executive of the Victoria was previously executive headteacher of two Academies Trust, had boasted of “flicking away” of its eight primary schools. He was a regular safeguarding concerns raised by an anonymous education blogger and speaker at conferences whistleblower. but has not updated his blog or Twitter since During a tirade to staff at the Birchen Coppice April. Primary Academy in Kidderminster, Morrish The accounts also say that former executive threatened to uncover the employee who had headteacher Charlotte Davis stepped down contacted Ofsted raising issues relating to from her roles at the trust in August “following Andrew Morrish safeguarding, expenditure and treatment of staff. the commencement of an independent Morrish accused the anonymous staff member would not comment on when they were expected investigation”. of behaving in a “treacherous”, “underhand” and to finish or what action the trust may take. Schools Week understands that some of the “pathetic” way. He added: “Trustees understand the importance whistleblower complaints made related to Davis. Accounts for the trust, published last week, of ensuring value for money in our stewardship The trust would not comment further on the confirm Morrish has been “absent” from his of public funds and our accountability for any investigation, and the accounts said she was role as chief executive and accounting officer expenditure.” given three months’ pay and no disciplinary since April. He was paid between £145,000 and Matthew Clements-Wheeler, chair of the action was taken. £150,000 in 2018-19, the same as the year before. Institute of School Business Leadership, said When contacted for comment, Davis insisted A spokesperson for the trust said “processes” employees of any school will always remain on she left the trust for health reasons and was not regarding Morrish were not yet completed, but full pay while an investigation takes place. He aware of an investigation. ‘High bar’ means just six teaching school hubs approved
be shared between up to nine hubs under the “It is not without challenge and, therefore, the FREDDIE WHITTAKER first phase of the project, which was supposed to concept of a test-and-learn phase to see how @FCDWHITTAKER EXCLUSIVE be launched in the autumn. The nine hubs were this might work in different areas of the country The head of the Teaching Schools Council has supposed to reach around 2,000 schools between is important. The application process was well defended a government decision to create just them. received, resulting in considerable interest from six new teaching school hubs, despite having Gill, who took over as chair and CEO of the TSC the sector.” promised “up to nine”. last year, told Schools Week: “A high bar was set, The DfE has halted recruitment of national Richard Gill (pictured) told Schools Week the both in terms of progress data but leaders of education and governance (NLEs and Department for Education had set a “high bar” also track record. The press release [in May] clearly NLGs) while it reviews the entire system. The for applications to the first phase of its hubs stated that the test-and-learn phase would be number of NLEs and NLGs has subsequently programme, which is supposed to simplify and tested in ‘up to nine areas of the country’.” dropped by one-fifth. strengthen school improvement support. He said teaching schools had “brought about Lord Agnew, the academies minister, said the But the government has refused to say how positive change since their inception in 2011”, hubs will “make it easier for the best school many applications it received, citing commercial but had since recognised the need to work “in leaders to share expert advice and help schools in reasons. a different way”, leading to “many exciting their local communities”. On Tuesday, the DfE announced the six schools regional collaborative ventures”. The six hubs are Harrogate Grammar chosen to take part in a “test and learn” phase of “The concept of teaching school hubs School, Kingsbridge Community College, the hubs programme. Each one will work with recognises the changing educational Silverdale School in Sheffield, Harris between 200 and 300 other schools and will split landscape and helps create the Academy Chafford Hundred, Copthorne £1.1 million in funding. structures to allow this to be Primary School in Bradford and Saffron Ministers had said in May that £2 million would developed further nationally. Walden County High School.
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TeachingAwards.com #classroomheroes @teachingawards @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
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Report slams inadequate child mental health provision
JAMES CARR @JAMESCARR_93 CAMHS crisis: in numbers
Schools are being forced to “pick up the pieces” of a crumbling mental health support system where over a quarter of referred children are being • 26 per cent of children refused specialist mental refused help, a new study claims. health support The Education Policy Institute today released a damning report on access to child and adolescent • Rejection rate in London just 17%, compared to 28% mental health services (CAMHS) in 2019. Based on Freedom of Information figures, the in the south, east and Midlands study claimed 26 per cent of children – 133,000 • Average treatment waiting time is 2 months – who were referred to specialist mental health services in England last year were rejected. • Some children waiting 6 months for help The most common rejections were the child’s conditions being unsuitable for treatment, or not meeting eligibility criteria. Referrals included youngsters who had self-harmed, been abused or had eating disorders, the study said. Even for those granted access, the average waiting time was two months, and in some instances as long as six months., the report said. But NHS England has branded the study a “flawed analysis” in which the authors failed to check “basic facts and policy commitments”. However, Whitney Crenna-Jennings, senior researcher at the EPI and author of the report, said the problems are likely causing major repercussions for schools “by hindering The NHS disputes the claim that 26 per cent of health committees previously criticised the academic performance” as mental ill-health children were rejected and said the report’s focus plans, stating that they “lack any ambition” and represents a “key barrier to social mobility”. on “rejected referrals” assumes the children put additional pressure on teachers without The report states long-term mental health are left to fend for themselves, and also stated providing extra resources. problems can lead to poor performance in that the report failed to acknowledge the rising While the mental health teams which are school, as well as future substance abuse and number of children being treated. scheduled to be rolled out nationally by 2022-23 criminal activity. Instead they may be seeking support through are seen as a “positive step” – it could take up to Crenna-Jennings also explained that the other public services, or may themselves have ten years to fully roll out the service. extended waiting for those who do qualify places chosen not to enter treatment. EPI concludes by calling for a “more ambitious a burden on schools as “even the children most in Furthermore, the NHS said the researchers did programme to reduce the burden of mental need are not getting treatment immediately, and not approach publicly funded voluntary sector illness”. schools often have to pick up the pieces”. providers which provide “significant” support The report also highlights the prevalence Geoff Barton, general secretary of the – providing an incomplete picture of help of conduct disorder (CD) – a childhood and Association of School and College Leaders, added available. adolescent condition characterised by persistent that mental health services are an “appalling In December 2017, the government published patterns of disruptive and aggressive behaviour postcode lottery, which leaves schools struggling a green paper on children and young people’s – which “remains one of the least widely to secure the specialist help needed by young mental health services (CYPMHS) – allocating recognised or studied mental health disorders”. people suffering from serious mental health £300 million for mental health staff to work in, It states that because these children with illnesses”. and with, schools. complex and less understood difficulties do not But the NHS spokesperson said they are This included £95 million for schools to fit clearly into diagnostic boxes, they are at risk of “actually ahead of its target on ensuring as many appoint and train designated senior leads for not being able to access CAMHS. children as possible receive mental health care mental health, and more than £200 million Crenna-Jennings claimed schools’ methods – seeing an extra 53,000 children, teenagers and was promised for new mental health support of dealing with such disruptive children, young adults last year, a 14 per cent increase on teams to work with the NHS to offer support and such as segregation and expulsion, and the the year before, and 22 per cent more staff in treatment in schools. rejection implicit in such methods, could also be services than five years ago”. However, the parliamentary education and “particularly impactful”.
10 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
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Spielman signals new Ofsted direction on ‘stuck’ schools
JOHN DICKENS @JOHNDICKENSSW EXCLUSIVE
Ofsted boss Amanda Spielman (pictured) believes her proposed longer, non- judgmental inspections of “stuck” schools will “reduce stress” and slow a “merry-go- round of changing headteachers”. Writing exclusively for Schools Week, Spielman also took aim at government support initiatives, such as the flagship opportunity areas, claiming that teachers said they “received too much advice, thrown at them without enough thought”. The inspectorate is in talks with the government to get funding to run “deeper” inspections for “stuck” schools, with the aim “not of passing judgment, but of enabling support to improve”. An Ofsted study published on Wednesday revealed that there were 415 such schools (which haven’t been judged ‘good’ or better potential conflict of interest in Ofsted Derby, Southend-on-Sea and Darlington since 2006) serving 210,000 pupils. being “regulator and improver”. had the highest proportion of “stuck” The study, entitled Fight or Flight, found “Ofsted should not be doing school schools, with both junior and secondary that common characteristics included improvement. They should be schools over-represented. schools being resistant to change and forming views about how effective the While there were no substantial “chaotic”. One school had 14 different improvement plan is… What these schools differences in the contexts of schools headteachers in 10 years. need is a break from frequent inspections across both categories, Ofsted said all had The inspectorate’s shift to talking about to give their trusts time to improve them.” received government-funded support. support, rather than judgment, as the Spielman said “stuck” schools face Most commonly this was a national leader solution has been welcomed. societal problems such as “cultural of education. Schools Week understands such support isolation, a jobs market skewed towards big Spielman told Schools Week despite could come after a school has been cities and low expectations from parents”. the “plethora” of initiatives, schools “told inspected under the new framework – with But she said this can be changed by us that they received too much advice, its judgment still published. However, schools having “high standards, tackling thrown at them without enough thought. planning how the support will work is still bad behaviour and getting the right A cacophony of consultants of variable at an early stage. leadership”. quality.” Spielman said: “If we can get back into Spielman added: “What the remaining The inspectorate said it has made “good schools soon after inspection we can stuck schools need is tailored, specific progress” in talks with the DfE over remove the stress and help get staff and and pragmatic advice that suits their funds for a trial to “increase the depth of children on to a more productive pathway circumstances – not a carousel of diagnosis” it gives such schools. more quickly. consultants. They are asking Ofsted to do However Dr Mary Bousted, general “It’s quite clear that simply replacing more to help, and we agree.” secretary of the National Education Union, headteachers without a specific plan The conclusions were drawn from a study said Ofsted “persistently and resolutely fails for improvement just doesn’t work. where inspectors visited 20 schools. to recognise its own role in creating the Sustainable improvement takes more Half of these were “stuck”, meaning that problem… Ofsted is, unfortunately, part of than that, and we are working with the they had been graded less than ‘good’ for the problem, not the solution.” government to ensure we can play our 13 years or more, and 10 were “unstuck” – A DfE spokesperson would not be drawn part.” graded ‘good’ in their last two inspections on the talks, but said: “Ofsted plays an Nick Brook, deputy general secretary at after four previous less than ‘good’ grades. invaluable role in improving standards and the NAHT union, said it was encouraging Ofsted said evidence was self-reported we are working with them to look at how that Ofsted “appear to be moving” towards through focus groups and interviews and best to support these schools.” providing “stronger diagnostic insight”. was not independently fact-checked – But Sir David Carter, the former national meaning the evidence should be seen as a See page 22 for schools commissioner, questioned a school’s interpretation of its experiences. Amanda Spielman’s column.
11 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? Investigation CONTACT US [email protected] Make free schools work outside London, DfE told
PIPPA ALLEN-KINROSS The free school failures @PIPPA_AK INVESTIGATES outside of london An influential government education adviser has criticised the free schools programme for North East focusing too much on opening new schools 3 in London – admitting that academies “have not worked everywhere”. North West However an analysis by Schools Week has 11 found that the free schools that have opened Yorkshire and the outside the capital are much more likely to Humber 4 have collapsed. Of the 62 free schools that have closed, 54 of these (87 per cent) were outside the capital. The figures include studio schools and university technical colleges, plus those that were rebrokered. The statistics were correct West East 2 Midlands Midlands East of as of September last year. 7 5 England Of the 20 mainstream free schools that 8 closed, 15 were outside London (75 per cent). Rachel Wolf, a policy adviser who co-authored the Conservative Party’s London1 manifesto last year and founded the New Schools Network, wrote in an article on the South 8 Conservative Home website yesterday that East South 7 the free schools programme was supposed to West offer “real choice”. But she said “too many” of 9 the best free schools are located in London. Wolf, who was also an education adviser to David Cameron, said the government’s success in the next five years should be measured “on how much better things are for most families in most areas of the country and opportunities that all children have to the free schools movement, aside from the recent research project in which her lobbying succeed”. region where the schools are opened. firm Public First spoke to parents from the Analysis of the 641 free schools that opened An Education Policy Institute report on free East Midlands whose children attended between September 2011 and September 2019 schools in October found secondary free schools that weren’t “terrible” but which shows London received more than double schools are not being built in the areas with “weren’t particularly good either”, where their any other region, with 172. That was followed the greatest need. children “could be doing much, much better”. by the East of England (76), South East (75) However, it also found families were She said these were the parents “we have, in and North West (74). least likely to put a free school as their first my view, most consistently failed in the last However, just eight of London’s free schools preference, with just one fifth of primary and decade, and where we continue to have the (5 per cent) closed in this period. Only two one quarter of secondary applicants doing so. least to say”. other regions had less than a 10 per cent Unity Howard, the current head of the She said another group of parents in closure rate – Yorkshire and the Humber, NSN, warned last year that free schools had Yorkshire were “enraged” because their where four schools closed (8 per cent) and a “branding problem”, and blamed recent school was in special measures and they had the South East, where seven closed (9 per education secretaries for a lack of “political no local alternatives. cent). will” behind the project. Wolf said this was “exactly what the In comparison, the North East saw three Unlike in 2015 academy programme was designed to of its 15 free schools close – a closure rate of and 2017, the address”, but admitted policymakers struggle 20 per cent – while the North West lost 11 (15 Conservatives’ 2019 to get enough people to take over and turn per cent) and the South West lost nine (13 per election manifesto around schools, particularly outside south- cent). set no specific target east England. These findings suggest there are other for new free schools. She added: “Academies have not, at least structural issues at play in the growth of Wolf described a yet, worked everywhere.”
12 Rachel Wolf @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? News CONTACT US [email protected] The robots are coming for exam marking
In a blog published yesterday school exams. FREDDIE WHITTAKER (Thursday), Beth Black, Ofqual’s Black insisted Ofqual’s @FCDWHITTAKER director of research and analysis, exploration of AI in marking said the organisation would was in its “early days”, but said The exams regulator is conduct research involving the organisation felt it was launching a competition to senior human markers marking “important to take some first find out whether exams can be several thousand student essays steps on this in England”. marked by artificial intelligence. multiple times. The responses “If there are genuine potential Ofqual said that it wants to will then be used to run a improvements, ways which “understand whether there competition for “individuals and might enhance marking quality, might be a role for AI in organisations with expertise modelling the impact of AI as a of course we want to know, so marking” and is “particularly in AI” to attempt to train an AI second marker or as a marker we can encourage the system to interested in whether using AI as system to mark “similarly to the monitoring system.” adopt such practices safely. a second marker, or as a way of training set”. It is not the first time the use “Similarly, we want to have monitoring marking, might help “We can then test these AI of AI in exam marking has been a deep understanding of the improve marking”. systems on another set of explored. potential risks in operating such The announcement follows essays, for which we know the Cambridge Assessment technology in our high-stakes warnings that the ongoing marks, but the AI systems do English, an international exam examinations.” teacher recruitment and not. We very much hope this board, has already created two Ofqual is now looking for retention crisis is affecting competition will help stimulate auto-markers for writing and schools to provide pupils’ essay examiner recruitment. and identify the very best speaking tests, and Pearson has responses to a particular past It comes after a report from practice in this field,” said Black. looked at using AI for university question in mock tests. In return, Ofqual found large numbers of “The results from this exam-marking in the US. schools will be given examiner examiners are unhappy with a competition will help us However, this is thought to be marks and annotations. system used to standardise their undertake further subsequent the first time the idea has been Interested schools can email marking. research work – for example, seriously considered for English [email protected] Ofsted curriculum chief joins academy trust
A senior Ofsted figure who was a revolving door between civil Equip pupils with the instrumental in developing the servants and academy trusts. It watchdog’s new curriculum- follows several regional schools cultural capital they focused framework has joined one commissioners moving to trusts of the country’s biggest academy after stints in Whitehall. need to succeed in life trusts – to oversee its curriculum Purves will be responsible Artsmark Award is the only creative quality work. for embedding the trust’s standard for schools, that helps to: Matthew Purves (pictured) ‘Remarkable Lives’ curriculum, will take up post as director and for ensuring academies’ • Build young people’s confidence, character and resilience through creativity of education services at the compliance and consistency with Academies Enterprise Trust the Ofsted framework. • Support the health and wellbeing of pupils through arts and culture in April. He will oversee group AET chief executive Julian strategy for people, as well as the Drinkall, who has overseen a • Meet Ofsted’s requirements for Quality of Education by leadership of the curriculum. massive overhaul of the trust – using Artsmark’s flexible Purves is currently deputy including stabilising its finances framework to maintain director at Ofsted, where he – said the appointments mark the broad and ambitious curriculum was responsible for “next phase of our transformation” developing its present to start a period of prudent growth. Register at framework. That includes appointing artsmark.org.uk The move is likely three new executive directors to spark further as “trouble-shooters” for its concerns over secondary schools. Photo © Mark Savage / Our Lady’s Catholic High School 13 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? News CONTACT US [email protected] Is the DfE’s teaching ad spend working?
JAMES CARR @JAMESCARR_93 EXCLUSIVE
The government’s annual spend on teacher recruitment adverts has continued to rise and is now costing an average of £400 per new recruit. A Freedom of Information request shows the Department for Education spent more than £37 million on advertising for teacher recruitment between the 2016-17 academic year and 2018-19 (see graph). The findings come as the latest Get Into Teaching national TV advertising campaign was aired last week. It stars Addison Brown, a science teacher from Bedford High School in Leigh, Manchester. A still from the advert ‘Every Lesson Shapes a Life’ To provide context to the advertising spend, Schools Week analysed the yearly “competitive labour market”. However, others criticised the advert for advertising expenditure against the number They said: “The number of teachers in not covering the realities of teaching – for of entrants enrolling in initial teacher our schools remains high, with more than example, it shows the teacher leaving on training (ITT) the following academic year. 453,000 now working in schools across the time with pupils, which some said was In the 2016-17 financial year, the DfE spent country.” unrealistic. a total of £11,370,000 on its ‘Your Future, The breakdown of the DfE advertising The government is also now targeting Their Future’ campaign – a huge increase spend also reveals some interesting trends. millennials suffering from a “quarter-life from £5,540,000 the previous year. Unsurprisingly, spend on social media crisis” to boost the teaching workforce. The following year saw 32,710 ITT recruits has shot up, from £288,800 in 2014-15 to A recent poll conducted by the Get – which works out at a cost of £347.60 per £1,699,095 in 2018-19. Into Teaching campaign revealed that teacher. There has also been a huge rise in audio more than nine in ten workers in their However, advertising spend during 2018- advertising – from just £15,000 in 2014-15 to twenties and thirties are actively looking or 19 rose to £14,137,000. more than £1m in 2018-19. considering changing their lifestyle. This was split between the aforementioned The DfE attributes this jump to the growth The survey encourages people to consider ‘Your Future, Their Future’ campaign and, of streaming platforms such as Spotify and teaching as a new career and found that 39 from September 2018, the ‘Every Lesson the increasing consumption of podcasts. per cent of those polled said they did not Shapes a Life’ campaign. Spending on video advertising, such as TV feel passionate about their current job. More teachers were recruited for 2019- adverts, was consistently the area of highest Roger Pope, a Get Into Teaching 20 (at 34,543) but the average cost rose to spend – topping out at £5.9 million in 2018- spokesperson, said the research showed £409.25 per recruit. 19. young professionals wanted to be in a The DfE’s most recent ITT consensus, The DfE’s new advert, which portrays “rewarding role they feel passionate about”. released in November, showed it had missed the day-to-day life of a teacher, somewhat “This is where teaching comes into secondary school teacher recruitment divided opinion in the education its own – particularly for those who are targets for the seventh year running – community. looking for a career that is rooted in achieving just 85 per cent of its target. David Carter, executive director of system purpose and that can provide fulfilment EBacc subjects were among the worst leadership at Ambition Institute, praised it and long-term prospects.” affected, with the government recruiting in a tweet saying: “This is really good! Paints The DfE also said it is working to cut costs just 43 per cent of the required physics a picture of why this is the best job in the of teacher recruitment through its free-to- teachers, 62 per cent of modern foreign world without making it a Hollywood epic.” use Teaching Vacancies website. languages and 64 per cent for maths. The DfE has previously said its aim is YEAR ADVERTISING SPEND TOTAL RECRUITS IN FOLLOWING ACADEMIC YEAR COST PER RECRUIT for approximately 35,000 people to start teaching each September. 2016/17 £11,370,000 32,710 £347.60 A spokesperson for the department said 2017/18 £12,180,000 34,590 £352.12 the ad campaigns are an effective way to target potential talented teachers in a 2018/19 £14,137,000 34,543 £409.25
14 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? Politics CONTACT US [email protected] Rayner runs for deputy Labour leadership
The MP for Kingston upon Hull West and FREDDIE WHITTAKER Hessle and education select committee @FCDWHITTAKER member takes over the role from Gordon Marsden, who lost his Blackpool South seat Shadow education secretary Angela Rayner last month. will run to be Labour’s deputy leader, while Speaking to sister title FE Week, Hardy a former teacher has also been appointed to backed the party’s idea for a National a key role in the party’s education team. Education Service, saying it was “fantastic” Angela Rayner Rayner announced this week she will run idea, with principles behind it that she for deputy leader – backing her colleague purpose and how we convince the people “buys into”. But she admitted it will be for and flatmate Rebecca Long-Bailey for the to share it,” she said. Labour’s new leader to decide if they want to party’s leadership. “Either we face up to these new times or continue developing the policy. The Ashton-under-Lyne MP had been we become irrelevant. The next five years Rayner, who has held the shadow touted as a potential candidate to succeed will be the fight of our lives and I’m standing education brief for more than three years, the party’s leader, Jeremy Corbyn. It is not here today because I don’t run away from a has presided over the development of the yet known whether she will seek to keep fight.” NES – although little progress has been her education brief if she wins the deputy Shadow international trade secretary Barry made on how it will work for schools. race. Gardiner, shadow policing minister Louise During the election campaign Rayner was In a speech at a community centre on the Haigh and Manchester Central MP Lucy frequently deployed as a party spokesperson. estate she grew up on in Stockport, Greater Powell, Rayner’s predecessor as shadow Candidates who get the required MP and Manchester, Rayner said her party must education secretary, have all backed her bid. MEP nominations have until Tuesday (14th) “win or die”, but should not return to the Meanwhile, former primary school teacher to win the backing of either five per cent “vanilla politics” of the past. and union activist Emma Hardy has been of constituencey Labour parties or three “The quick fix of a new leader will not be appointed Labour’s new shadow further and affiliated groups. enough. We must rethink and renew our higher education minister. The winner will be announced on April 4.
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15 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
DO YOU HAVE A STORY? News CONTACT US [email protected]
PA DfE-funded breakfast clubs extended for a third year
FREDDIE WHITTAKER @FCDWHITTAKER
A government scheme offering primary schools help to set up breakfast clubs will be extended for another year. But the Department for Education still won’t say how many new clubs were established in the first wave of the project. The DfE will spend an additional £11.8 million on a third year of its national school Layla Moran , Liberal breakfast programme, which aims to Democrat education improve access to breakfast provision in spokesperson schools in disadvantaged areas. Ministers claim 1,800 school breakfast clubs have been “created or improved” since Government pays Erasmus+ lip the programme first launched in April 2018, with £26 million in initial funding. service after opposition loses vote However, the DfE said it doesn’t know exactly how many of the clubs created are new. international partners. FREDDIE WHITTAKER According to the department, the extra Between 2014 and 2017, grants handed to UK @FCDWHITTAKER funding will allow up to 650 more schools to schools totalled almost 70 million euros. benefit from the scheme by 2021. The decision of the UK to leave the EU has The government has claimed it remains Lord Agnew, the academies minister, said brought the country’s future participation in ‘committed’ to the Erasmus+ programme, the extension would “help boost attendance, despite most of its MPs having voted against a the scheme into question. Opposition MPs, led behaviour and attainment” and help call to make future membership an “objective” by Liberal Democrat education spokesperson thousands more pupils to “achieve their best of Brexit negotiations. Layla Moran, sought to ensure it was on the in school”. On Wednesday night, Conservative MPs negotiating table with the introduction of the But Lindsay Graham, a policy adviser on voted against an amendment to the European amendment. child nutrition and poverty, told Schools Union (Withdrawal Agreement) Bill 2019- The amendment stated it should be “an Week the government must “invest properly 20 that would have made it an objective for objective of the government to secure an in monitoring the effectiveness of child the government to secure an agreement to agreement…that enables the UK to participate nutrition programmes”. allow the UK’s participation in the scheme to in all elements of the Erasmus+ programme on The government is “very much in the dark continue post-Brexit. existing terms after the implementation period about the impact of current policies,” she But the Department for Education said after ends”. added. the vote that it is “committed to continuing the However, the bid failed after 336 Conservative The DfE has also confirmed its pilot academic relationship between the UK and and eight Democratic Unionist Party MPs voted of holiday activities and free meals in disadvantaged areas will run again this the EU, including through the next Erasmus+ against it. Education secretary Gavin Williamson summer, at a cost of £9 million. programme if it is in our interests to do so”. and schools minister Nick Gibb were among Another £5 million has also been “The vote [on Wednesday] does not change those who voted it down. committed to extend cultural education that,” a spokesperson added. Moran said the scheme had “transformed schemes into the 2020-21 year. “As we enter negotiations with the EU, we the way we think about education” and made A total of £500,000 will fund “In Harmony” studying abroad “fashionable and affordable”. want to ensure that UK and European students schemes that provide orchestral training to “Staying in Erasmus should be a no-brainer,” can continue to benefit from each other’s pupils in “extremely” disadvantaged areas. she said. “But rather than voting for our world-leading education systems.” The National Youth Music Organisations Erasmus+ is an EU scheme that currently amendment, Conservative MPs are willing to let and Music for Youth will share £524,000 to offers opportunities for UK citizens to study, ministers negotiate away our membership of provide music education. work, volunteer, teach and train abroad in Erasmus if they think they could do a better job. The remaining £4 million will fund cultural Europe. “It is time the government got serious about education programmes ranging from giving For school pupils, the scheme offers a this – are they in favour of staying in Erasmus pupils film-making lessons to studying youth exchange programme and volunteering or not?” art and design at their local college or opportunities. Jane Racz, director of the Erasmus university. Erasmus+ has paid out tens of millions programme in the UK, said: “The Erasmus+ Cash will be split between Heritage of pounds in grants to UK schools in programme has delivered and continues to Schools, BFI Film Academy, Museums and recent years for exchanges, along with deliver significant benefits to the UK and we Schools, the ACE Bridge network, National professional development opportunities need to ensure the positives of the programme Youth Dance Company and Saturday Art & for staff and collaborative projects with are not lost as we move into the next stage.” Design Clubs.
16 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
EDITORIAL DO YOU HAVE A STORY? CONTACT US [email protected]
The lingo for declining schools has moved from pasta to chocolate bars
Move over Sir David Carter’s ‘improving tasty treat’s famous former advertising slogan: decliners’, we’ve now got Amanda Spielman’s at the core, schools are rock solid (crunchy on ‘outstanding but declining’ schools. the inside), but standards are slipping around As we report this week, some schools the edges (soft on the outside). retaining their grades under short inspections Food comparisons aside, this is another quirky are now being additionally labelled either facet to the new inspection regime that school ‘declining’ or ‘improving’. leaders need to be made aware of. The caveat has been given top billing and It’s been a busy week for the inspectorate. appears smack bang below the grade outcome. As well as making a play to move into the One head said the caveat was like a school improvement space (which seemed to “psychological punch” that overshadowed be welcome/cause despair in equal measure), it their retention of the ‘outstanding’ grade and was announced today the ‘outstanding’ grade is confused parents to boot. finally a goner. But Ofsted said that it’s always highlighted Well, a consultation has been launched, with if schools are improving or declining, they’ve the plan to ditch the exemption in September. made it super clear (for parents). However, it will take inspectors up to five Carter famously presented his eight different years to get around all the ‘outstanding’ schools Get in kind of declining/improving schools in a that have evaded scrutiny for years. spaghetti graph. But Spielman’s reports are 2020 is quickly shaping up as a busy year more comparable to Daim chocolate bars. for Spielman – and one that could be crucial touch. Schools getting to keep their grade, but being for how her stewardship of the top job is told standards are slipping sounds a bit like the remembered.
CONTACT: [email protected] OR CALL 0203 4321 392 17 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
REPLY OF THE WEEK Charlotte Davies s’ The SEND funding crisis can’t er ad be hidden any longer ReplY Getting an EHCP is often more to do with having articulate parents. In The SEND funding crisis can’t be hidden any longer some deprived schools, to be honest, every child Sarah This is an awful article. Blaming parents for pursuing EHCPs needs one. Our education when the reality is that lots of us have no choice. My child system is not aligned started school with a severe speech disorder. Without an EHCP with the needs of any he will receive no speech and language therapy. This is for a child whose own teacher cannot understand him. Please stop children. We need to using the term “golden ticket”. It is insulting to parents and our reform our education children, who have to fight so hard to receive the most basic system to support support. children to develop
John Bald fully and not to start formal education until motor- Funding is no substitute for expertise. Since Warnock, the sensory integration is in place at 7 years+. That emphasis on co-ordination and inclusion has displaced requires in place a good daily PE curriculum… We specialised teaching skill to the extent that more money is highly likely to be subsumed in paperwork that bears no relation to need a music, speech and language curriculum that reality. I had yet another case this morning, which I’m likely promotes excellent sound-processing before reading to have to teach pro bono, because, yet again, a supposedly starts and is backed up with good sound therapy for “outstanding” school does not have the expertise to enable the child to make progress. A change in emphasis, so that the those children that do not make progress. We need SENCO is an expert teacher rather than a paper shuffler, is vision therapy for all children so that all children can urgently needed. achieve good binocular vision and visual-processing
Should inspections be ‘no-notice’ for inspectors as skills. If all that was in place, along with good diet well as for schools? and trauma- informed strategies, there would be far fewer children with SEN and far more children who Dale Barrowclough I would imagine most inspectors, devoid of data, would have an are highly able. insight into the school’s performance, gained from their memory of the performance tables, media reports, etc. Perhaps achieving THE REPLY OF THE WEEK WINS A SCHOOLS WEEK MUG. CONTACT US AT [email protected] TO CLAIM “data blindness” requires inspectors to inspect schools that are totally unfamiliar to them, perhaps in another Ofsted region – to be told of the inspection just as they are being put on a minibus to take them to a school on the other side of the country, after they have handed in all mobile phones and so on. I’m not sure Ofsted must do more to acknowledge staff who go that would be possible. Perhaps if the performance tables were the extra mile only revealed to the team at the end of the inspection, after they have summed up in front of the headteacher, then this would Frank Norris require a process to reconcile the difference between the data Good article… Ofsted will only achieve greater understanding of the and non-data informed observation/inspection. pressures if it significantly increases the number of practising senior leaders from the most challenging schools. In addition, the idea DfE extends breakfast clubs pilot to 2021 that 16 days or so of inspection activity a year is sufficient to ensure rounded and well-evidenced judgments is now doubtful, in my John Eccleston, @JohnEccelston2 view. Having enjoyed and gained much from a year-long additional Proper long-term funding for schools would be a more sensible inspector secondment with Ofsted earlier in my career, I now feel option, after which one-offs may have some relevance. Presently, we have to consider the suitability of some senior leaders doing funding shortfall is a massive problem for schools. Ofsted on a very part-time basis. 18 SUMMIT
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Feature
FREDDIE WHITTAKER | @FCDWHITTAKER
What are the barriers preventing more schools from accessing apprenticeships?
Almost three years after the launch of the apprenticeship levy, schools are still struggling to find ways to spend their money. But some schools are bucking the trend. Freddie Whittaker investigates
chools meeting the government’s “I would have been employing people anyway. them after they have finished their training.” apprenticeship target have done so by I haven’t created roles for the apprenticeships – I Cuckoo Hall Academies Trust, which runs five Supskilling support staff and even recruiting have changed my recruitment strategy,” she told schools in north London, had 15 apprenticeship former pupils, while training companies are now Schools Week. starts in 2018-19, equivalent to 4.5 per cent of its running courses for school librarians and lab “I’ve resourced it with a senior member of staff workforce. Again, leaders say this success is down technicians. who found it appearing on her job list and has to seeing the apprenticeships requirements as a Government statistics released in November basically led it incredibly well. She’s the go-to good thing, not a burden. show that just 7 per cent of academy trusts and on all the information regarding it. It requires “As an organisation…we viewed this initiative as large academies met a new apprenticeship someone in schools to own it.” a very positive way to upskill and invest in a group recruitment target in the first year of its existence. ASSET Education, a 14-school academy trust of existing staff, as well as to recruit new staff,” said Providers who work with local authority schools operating in East Anglia, is another of the 18 trusts CEO Marino Charalambous. also say they face even greater barriers. that surpassed the government’s apprenticeship “We need to get away from the old notion of But in some schools and trusts nationwide, target last year, with 13 apprenticeship starts in its what apprenticeships once were. We are looking leaders say their efforts to embrace the growth of support staff, including teaching support, IT and to expand our programme further because of the apprenticeships have paid off. admin teams. benefits to us.” At Kennet School, a secondary school and three- academy trust in Thatcham, Berkshire, 10 staff started apprenticeships in 2018-19, equating to 3.3 “Just 7 per cent of academy trusts and per cent of the school’s workforce. This places it well ahead of the government’s large academies met a new apprenticeship public sector apprenticeship target, which stipulates all organisations with 250 or more recruitment target in its first year” staff must hire 2.3 per cent of their workforce as apprentices each year. The school places senior staff on leadership Chief executive Clare Flintoff said this was Under the apprenticeship levy, schools and programmes, while also using apprenticeship levy down to “embracing the concept” of employing trusts are required to pay a certain amount per funding to train site workers, customer services apprentices when planning ahead, and the recent year into a central pot, depending on the size of personnel and teaching assistants. growth of the trust to include schools that were their payroll. They can then claw back funding to Gemma Piper, the school’s headteacher, said already taking on apprentices. pay for training. embracing the apprenticeship programme has “Our apprentices are a vital part of our Kennet’s successes in apprentice recruitment been about changing the way its existing roles workforce and we value the opportunity to train meant that its levy funding pot is quickly used up work, rather than creating new ones. up our own people and largely aim to employ every year. But the school has secured additional
20 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020 Apprenticeships
funding from a local housing company, which help schools find ways to spend their levy money. an “innovative transfers some of its own unused levy pot to the For example, alongside the popular frameworks and well-funded school so that it can train more staff. for admin and school support staff, training policy”, and it “I am more than happy to exploit any pot of company Let Me Play runs courses for lab was now down money anywhere,” says Piper. “But at the same technicians and even school librarians. to “providers time, there is a social and moral responsibility that “It was all about the fact a lot of our secondary like ourselves, we have to our community. Everyone who’s on an schools had libraries and librarians who worked universities apprenticeship for me is a local person. in there, but they couldn’t think of anything that and colleges, “We’re a school. We’re about educating and we’re would be right for those staff,” said sales director and indeed Gemma Piper about people, so it’s right that we’re a provider of Jamie McVey. government- education at all levels.” But what are the barriers preventing more funded organisations to innovate products to meet Despite teachers making up a large proportion schools from accessing apprenticeships? the needs of school leaders”. of the schools workforce, take-up of a new A lack of options is certainly an issue, says McVey, Schools Week revealed last year that teacher postgraduate teaching apprenticeship launched in but another problem is a lack of understanding development charity the Ambition Institute was in 2018 has been limited. in schools “of how they can use apprenticeship talks with the government to develop “education- According to government statistics, just 209 training effectively across their workforce”. specific apprenticeship standards”. However, apprentices started the new teaching framework He accepts schools need more help and support nothing has yet come to fruition. in 2018-19, the first year of its existence. from the government – and is particularly A recent report by the EDSK think-tank also Flintoff, from ASSET Education, said her concerned about local authority schools, which claimed more than £1 billion of levy funding organisation is “not currently looking at teaching have their levy funding drawn into a central had been wasted on ‘fake apprenticeships’, apprenticeships” because they have the salaried council pot. including by rebadging management training route into teaching which “really does largely the “The money goes into the council’s central pot and professional development courses for more same job”. and councils don’t necessarily communicate well experienced employees. Kennet has also looked at the teaching with the schools about how they can spend it But Cobb added: “We’ve invested hundreds of apprenticeship and decided against it. and the fact it’s there, other than as a cost to the thousands of pounds to create programmes, build But the school’s apprenticeship programme school,” he says. teams and, critically, communicate to the learners. may yet bear fruit when it comes to teacher The National College of Education, set up “We see this last element as the key driver recruitment. Leaders hope former pupils who re- by training firm Oceanova, offers a Level 3 in successfully bringing apprenticeships into join the school to train as teaching assistants will programme for early-career team leaders, a schools.” eventually go on to become teachers. middle leadership programme at Level 5, a Level 7 The DfE said it had published “a tailored guide Luc Poyda, a former Kennet pupil, returned master’s degree apprenticeship for senior leaders for schools”, to help them understand how to after sixth form for a one-year TA apprenticeship. and an executive MBA for system leaders. use apprenticeships. Schools can also use the He told Schools Week the opportunity provided David Cobb, Oceanova’s chief executive, said department’s national contact centre and the him with a chance to learn new skills and do the government had “done its job” by setting up amazing apprenticeships website, they said. something he enjoyed while he was still unsure about his future. “Coming out of sixth form, I always felt like you’re rushed as you’re going through school, having to The rules for schools make decisions that are going to set you up for the rest of your life, and I felt like I couldn’t. I wasn’t in There are two government rules relating to The second rule is the public sector a place where I knew what I wanted to be doing in apprenticeships that apply to schools. apprenticeship target, which came into 40 years’ time. The first, the apprenticeship levy, came into effect for schools in 2018, and requires those “[The apprenticeship] was good because I think effect in 2017. It requires employers with a standalone schools and trusts with 250 more I knew I would enjoy working in a school anyway, payroll bill of more than £3 million, such as or employees to hire 2.3 per cent of their but also I just needed time to make a decision on academy trusts or councils, to pay 0.5 per workforce as apprentices each year. what I wanted to do in my life.” cent of their total pay bill (minus a £15,000 But they won’t yet be held to account for Now an economics undergraduate, Poyda says allowance for organisations not linked to their performance against the target. The he wants to go through teacher training – and others). government amended its policy last year, and is considering returning to work at Kennet – The money is then kept in a central pot and will now judge organisations on their hiring following his degree. clawed back by employers who want to use record over the four years to March 31, 2021. With the growth of apprenticeships in schools, it to train apprentices. Unused levy money For LA schools, it is the council that is training providers have scrambled to cannot be carried over into future tax years, responsible for paying the levy and meeting develop and tailor apprenticeship but it can be transferred to other organisations the target, but they can top-slice extra funding frameworks for the education sector and that need more funding. from schools to pay their share of the levy.
21 David Cobb @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
A small number of schools are You might think this is obvious, but failing to improve under the current our report highlights the plethora system. For them, a new approach is AMANDA of initiatives and interventions that needed, writes Amanda Spielman struggling schools have experienced SPIELMAN over the past 20 years, from school hen discussions turn HM chief inspector of schools improvement partners to national to Ofsted, despite the leaders of education, education Wvast majority of the action zones to opportunity areas. sector being in favour of our new Schools told us that they received framework and our overall approach, ‘Stuck’ schools need support, not a too much advice, thrown at a common refrain is that inspection them without enough thought. A is not supportive enough. That merry-go-round of headteachers cacophony of consultants of variable inspectors simply turn up, judge and quality. I don’t underestimate how hard showed that they get “stuck” in leave. For these schools, which the it is to run a school in this context, different ways. Some, for example, To some extent, this is true. School current system has not enabled to and there are many heads and had change fatigue, while others improvement has not been part improve sufficiently, I want Ofsted leadership teams doing a wonderful were change resistant. of Ofsted’s remit for many years. to play an additional role. Of course, job in challenging circumstances. But other schools, facing similarly Successive governments have we will continue to inspect them, made the decision to lower funding but for schools with long-term, and therefore reduce the time for If we can get back into schools soon after entrenched issues we need to inspection. This has resulted in spend longer listening to leaders making it ever more focused on data. inspection, we can remove the stress and staff, without the pressure of a For nine out of ten of schools this judgment or published report, and isn’t a problem. Schools that are with a remit to really understand the What they need is support from difficult circumstances, were able ‘good’ or ‘outstanding’ have shown issues underlying each individual government, not to be put on to become “unstuck” and improve. that they are able to improve or school’s struggles. Crucially, the the merry-go-round of changing There are common features the maintain a high standard under real substance of education – the headteachers. leaders of these schools focus on: the current model. There are also curriculum – needs to be at the heart We published research this week • Implementing an effective ‘requires improvement’ schools that of the conversation early on, rather which looked at the roughly 400 behaviour policy are on an upward trajectory and than being an afterthought. schools that have not been graded • Making sure teaching standards doing really substantial work on Schools tell us that when they ‘good’ or better in 13 years. Around are high, sometimes at a cost to curriculum, behaviour and personal have benefitted from external 210,000 children are still being retention levels development. advice in the past, it has been educated in these “stuck schools”. • Getting the right support from But there are some schools that tightly tailored to the problems in Our research into these schools their MAT have struggled for a long time, and the school. If we can get back into been unable to improve to a ‘good’ schools soon after inspection, we rating. Sometimes these schools can remove the stress and help are in difficult situations. They are get staff and children on to a more in culturally and socially isolated productive pathway more quickly. communities, whether that’s in It’s quite clear that simply replacing small towns, rural or coastal areas. headteachers without a specific They don’t have the support they plan for improvement just doesn’t need from parents, find managing work. behaviour difficult and as a result Sustainable improvement takes find it hard to recruit and retain more than that, and we are working teachers, who can be demoralised with the government to ensure we and demotivated. can play our part.
22 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
DAN TOWNSEND
Head of history, The Charter School, North Dulwich
Should independent school heads ever be on the New Year honours list?
There’s something wrong with a headmaster, Mr Halls only serves a the honours system if it rewards very narrow slice of the population. them under the tagline of the broader largely be avoided for top honours. independent school heads and Is this really commensurate with the education establishment. Instead, accolades should go to omits more worthy recipients of idea of “services to education”? Mr Halls’ most notable contribution educators working in challenging recognition for services to education, environments and championing writes Dan Townsend. social mobility. I am not Katharine There are better potential Birbalsingh’s biggest fan, but to ndrew Halls has been the overlook her in the year in which headmaster of King’s College recipients out there Michaela Community School AWimbledon for 12 years. received its long-awaited and It is one of the highest achieving excellent first set of GCSE results independent schools in the country. Headmaster of Westminster School, to state education has been helping seems fairly bizarre. This year, he made the New Year Patrick Derham, himself a recipient to found a specialist mathematics In 2018, the Sutton Trust warned honours list as recipient of a gong for of an OBE in 2018, is one of the most sixth-form academy in Lambeth, that Oxbridge were over-recruiting “services to education”. outspoken defenders of the private south London. However, this school from eight independent schools I was left perplexed by this. system. His articles have drawn has an entry test and offered only 70 nationally. The fact that Messrs Should an independent school attention to bursary arrangements places from nearly 500 applications in Derham and Halls are the heads of headmaster ever be recognised for and schemes that enable children 2018. Meanwhile, there must be more two of these schools suggests there their contribution to the educational from low-income families to attend worthy free school founders who is a problem with the honours establishment as a whole? boarding schools. have transformed local education system, and I would urge the I know King’s well. It was at the end As admirable as this work is, it is not provision yet haven’t been recognised Department for Education to revisit of my road when I was growing up, the principal aim of an independent with honours. their process. and my brother attended the senior school. Instead, they serve to provide Simply put, it comes down this: If you must reward independent school. It is in every way a highly an excellent education to those who there are better potential recipients school leaders, then this impressive institution: 96.3 per cent can afford it. I say that as someone out there than independent school should be in its own category, of their students achieved A-A*/9-7 who was educated within the heads. “for services to independent grades in their IGCSE/GCSE results independent system my entire life. One of Mr Derham’s defences of the education”. The honours list is in 2019. The school’s first XV are To suggest that private schools are independent sector is that we should clear when identifying services to currently through to the quarter-final centres of benevolence is simply offer similar criticism of the “social higher education and to special of the Schools Cup. They even gave us misguided. intake of high-achieving grammar educational needs, so surely it Mumford & Sons. I do not believe private schools schools, sixth-form colleges and can be so here. If that can’t be However, open to everyone it is should be abolished. In my view, they middle-class-dominated academies”. I done, then find somebody more not. The fees are £22,000 a year for make an important contribution to tend to agree, though I think this point deserving. the senior school and over £20,000 the UK economy. The problem lies can be taken too far: heads working Ask anyone in the state sector. for the junior school. In his work as with the honours system rewarding within these schools should also We’ll give you a list.
23 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
The under-achievement of white learning. We supported teachers working-class boys has made the to challenge behaviour in order to headlines again this Christmas. LESLEY transform attitudes, but we also But what does it take to get them supported pupils and their families to succeed? Atlantic Academy BISHOP to make sense of their lives and take principal, Lesley Bishop is on a Principal, Atlantic Academy control of them. mission to find out. To do this, we have been guided by the Gatsby benchmarks. We’ve f we are serious about ending worked hard on our extra-curricular the perennial problem of white Evidence, not stereotypes, will help offer and enrichment activities, Iworking-class boys’ academic which range from book binding to under-achievement, there are no white working-class boys succeed mountain biking. We’ve worked with shortcuts. Stereotyping won’t help the Magic Breakfast charity. And School as the second-highest still had higher exclusion rates for either. We have to understand the we’ve instigated high expectations ranking in Dorset on Progress 8, males and had to tackle their lack of obstacles they face if we are going on uniform and equipment – both of with a score of 0.4. interest in studying, but our gender to remove them. In fact, we have which we provide if they need it – to When I and ten of my colleagues gap on Progress 8 was 0.05 in 2018. to accept that they face obstacles ensure that nobody is singled out. visited researchEd Durrington in Then, in 2019, that gap widened particular to them before we can It has worked for everyone, but it even start. has done so unequally. More needs Portland is home to an isolated We must rethink expectations - to be done to tackle the issue of our community – an island connected white working-class boys lagging to Dorset by one road, without a how we chastise and how we praise behind their female peers, and in trainline, and 20 minutes from many regards, this is the toughest Weymouth. Together, Weymouth and challenge we face. April last year, we came across a substantially to 0.89. It wasn’t that Portland are classed as the third most Informed by Pinkett and Roberts’s presentation and a book by Matt the boys had not improved. They disadvantaged local authority in book, we have launched a major Pinkett and Mark Roberts entitled had made huge improvements, with England. The population is 99% white new phase in our improvement Boys Don’t Try: Rethinking Masculinity an increase of their P8 score of 0.94 British, and job opportunities are journey – one without which all of in Schools. We were intrigued by the over two years since the Aspirations limited following the closure of the our previous work risks not being book and its arguments, but at that Academy Trust takeover, but the Royal Naval Base in the 1990s. sustained. It has involved CPD stage we didn’t even think we had a girls had completely outperformed At Atlantic Academy, 35 per cent and introspection. It has required problem. them with an increase of 1.63. of students are entitled to free rethinking our expectations, not just Of course, we know we are dealing The first phase of our rapid school meals. For boys, it is 40 per how we chastise but also how we with lots of legacy issues with boys improvement journey has been to cent. Some 38 per cent are from praise. It has called for consciously with regard to behaviour, sexist focus on empowering teachers to Fortuneswell North, now the most redeveloping our resources attitudes and what it means to be teach consistently good lessons with deprived ward in Dorset, and in the and actively working with our part of the Portland community. We a relentless focus on disruption-free top 10 per cent nationally. It means community. that for some of our pupils, home life None of it is guaranteed to succeed, can be chaotic. It is not unusual for but it is informed by the best and some of the boys to turn up at school broadest evidence base we have, hungry, unprepared and already rather than league table-friendly subjected to toxic masculinity. shortcuts or conscience-soothing Yet our pupils’ background is not stereotypes. a reflection on their talent or ability Anything less would see us fail our to learn. Last year, Atlantic Academy, white working-class boys, even as part of the Aspirations Academies they are making progress. Trust, replaced the Thomas Hardy
24 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Research
This year, the Institute for Effective Education will regularly review evidence on a school-related theme. Contact it on Twitter @IEE_York if you have a topic you would like it to cover What can parental engagement really do for schools?
time and fewer resources. For example, offering Jonathan Haslam, director, Institute for Effective Education free school breakfasts may be a better solution for getting children to school on time, ready to learn, than working with parents to achieve that result.
y last research piece in these pages looked at the difficulties facing schools Is this an issue that parental engagement Mwhen addressing a whole-community can solve? issue (fitness and obesity), but what are the The EEF review points out the areas where the challenges when trying to get the community to evidence supporting parental involvement support a school issue? is stronger or weaker. In the early years, for The research on parental engagement has been example, the evidence supports reading with fairly consistent over the past few years. It is children and creating a supportive home-learning clear that parents who engage in their children’s environment. For those in school, the evidence education have a positive effect. The challenge supports home-school partnerships and parents’ for schools is converting the unengaged parents, interest in their children’s academic activities, but and the evidence is that this is hard to do. A there is no positive relationship between parents review published by the Nuffield Foundation in Education in Schools (SPOKES) had no impact on helping with homework and children’s academic 2013 found that it wasn’t possible to tell whether reading or social and emotional outcomes overall, achievement. programmes designed to increase parents’ though there was some evidence of a positive involvement in their children’s education raised longer-term impact on boys’ maths. Texting Is it a whole-school approach? attainment or not, because none had been Parents improved children’s maths (and possibly No matter what specific issue you are focusing on, properly evaluated. English) attainment, and reduced absenteeism. parents will still see this through the lens of their More recently, the Education Endowment Altogether though, the positive impacts of these entire interaction with the school (and, arguably, Foundation (EEF) conducted a review of the interventions were usually small. with previous schools). evidence on parental engagement. Their survey The EEF review illustrates the difficulties of around 150 schools found they were using presented by parental engagement. The aim is to What relationship do parents and the wider more than 35 different parental engagement change parents’ behaviour in order to influence community have with school? interventions. Clearly it is important for schools their children’s. Given that it can be challenging Everything you attempt will be influenced by to know what their impact might be. Evaluations enough to change children’s behaviour directly, this. The research on the impact of using texts to also provide useful information on the challenges going through an intermediary – especially one influence behaviour shows that the nature of the schools might face when developing their own who may have a difficult existing relationship existing relationship is important. If the texts come approaches, and the scale of the impact they might with schools and authority figures – is likely to be from an authority figure they have never heard of, reasonably expect. even more challenging. or don’t trust, they are less likely to be convinced. The EEF has carried out several trials of parental Based on this evidence, schools should consider engagement interventions, giving rise to a mixed four key questions when thinking about their Recent research has enabled us to see more bag of results. Some failed altogether to engage approach to parental engagement: clearly the challenges and potential benefits of parents or change outcomes. More positively, parental engagement. It requires a thorough, Families and Schools Together (FAST) What issue are you hoping to address? thought-through approach, and the benefits are was successful at engaging parents and The sequence of steps that will see parents likely to be hard-won. Nonetheless, the evidence produced a positive impact on social- being the route to addressing this issue may and advice is increasingly available to help schools emotional outcomes, but none on student mean that working directly with children develop, implement and evaluate effective plans attainment. Supporting Parents on Kids offers a more plausible answer, requiring less for impactful parental engagement.
25 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Reviews
EVERY LESSON SHAPES A LIFE
The DfE’s new teaching ad: optimistic rather than realistic By Bill Wilkinson, deputy head of science, Beechen Cliff School
As much as I hate to admit it, there are four Indiana Jones films. In our house, however, we like to pretend the fourth, Kingdom of the Crystal Skull, doesn’t exist. The first three are family favourites, particularly my son’s. A few weeks ago, he found the fourth film in a charity shop. Through a combination of excuses and distractions, I narrowly avoided having to purchase it, but I suspect next time I won’t be so lucky; we’ll soon have to take it home and watch the terribleness all over again. Which brings me to the Department for Education’s latest advertising foray to attract new teachers to the profession. Perfectly timed to tempt those who have A still from the advert ‘Every Lesson Shapes a Life’ resolved to change their careers in 2020, the advert follows a science teacher The trailer for Crystal Skull doesn’t good we do every day. Indeed, it’s essential through a typical day, highlighting the dwell on the ludicrous survival of a that we make the profession an attractive multitude of interactions with students nuclear explosion at point-blank range one to new entrants. The truth is that we of both an intellectual and pastoral by hiding in a fridge, or the laughably are desperately short of teachers, especially nature. unrealistic car chase in a rainforest. science teachers, and our jobs will be even Despite the warm and fuzzy feeling the It doesn’t even dwell too long on Cate more difficult in the future if we don’t advert elicits about how ‘Every Lesson Blanchett’s absurd Russian accent. manage to recruit new ones now. Shapes a Life’, the cynical teachers of Why? Because it has a film to sell, and its Ultimately, the advert did a good job Twitter (myself included) instinctively takings are testament to the fact that it of highlighting the wealth of rewarding derided the unrealistic nature of this does a very good job selling it. interactions teachers up and down typical day. Leaving at the same time as As with Indiana Jones, so with the country have with students every the kids? Impeccably behaved students? Addison Brown, the real-life science day. It was great to see those pastoral Not once unblocking a sink or folding teacher who stars in the DfE advert. and challenging-but-life-changing a piece of paper to prop up a wobbly Why should teaching’s warty truths go conversations with students represented desk? Where is this school and are they into an advert? “It gives an unrealistic in an advert that wasn’t just navel-gazing hiring? impression of a difficult and thankless intellectualism. While it may be true that But is it so bad, really? Since the close job!” proclaim the cynics. Yes, thank you. the trailer for teaching has cut out all escape in the charity shop, I’ve watched I’m sure there isn’t a potential teacher the bad bits, I doubt there’s a teaching the trailer for Crystal Skull online. in the land who hasn’t heard a teaching applicant in the country naïve enough to It seems to have all the ingredients horror story. think this is the realistic way of things. required of an excellent Indie adventure And herein lies the difference between Meanwhile, the most cynical of current film: calls back to previous films, jokes an advert for the teaching profession teachers should use this as a moment to about Indiana’s status as a teacher, gags and the trailer for Crystal Skull. Teaching reflect on all that is good and rewarding about Indie (and Harrison’s) passing doesn’t have three great films to pre-sell about our job. Teaching might not be years and plenty of whip-cracking its product. The profession has always Raiders of the Lost Ark good, but it’s not as action. These redeeming features are been a bit of a joke in this country (those bad as Kingdom of the Crystal Skull either. easy to ignore for an old cynic, but than can… etc). And even that is probably better than they might just be the only thing my So it’s nice to be reminded occasionally Indiana Jones veterans like me give son sees. of the importance of our job and the it credit for.
26 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
Reviews
has had a significant impact on my own practice. In this piece, @MorgsEd thinks beyond low-stakes testing and asks how we can build upon it. Distinguishing between substantive knowledge (the “content” of a subject) and disciplinary knowledge TOP BLOGS (our understanding of how knowledge is formed within an academic discipline), of the week @MorgsEd argues that we may be too heavily focused on the former. If this is assessed to the exclusion of disciplinary knowledge, we are not getting a complete picture of our students’ understanding. He models assessment questions that test Our blog reviewer of the week is disciplinary knowledge arguing that “both of reasons for this, including unrealistic Robin Conway, director of research and types of knowledge are equally important”. innovation at John Mason School expectations of ourselves and a highly I will definitely be applying his ideas in my pressured workplace culture. In this piece, @JMSREFLECT classroom in future weeks. @Mr_Crome and @CiseRachel tackle this important issue in the educational context, Desirable Difficulties, Teacher Term Time Well-being exploring what drives teachers to come Development and Creating a Climate of @fod3 to work when they shouldn’t, and what Continuous Improvement schools can do to promote a healthier @MrARobbins The start of a new year can be a great time attitude to absence. They point out that to look at which habits and routines are not presenteeism is very common in teaching I have been excited to read a number of working for us and to plan some changes. and can lead to greater problems, including good blogs about leadership recently, This is the first of two excellent blogs I more serious illness and stress. They look at but this piece by @MrARobbins stood have read in the past week that focus on the ways in which schools act to encourage out. I wish I had been given a lot of this well-being. In this piece @fod3 makes this behaviour, making it difficult to take advice or reflection when I first became some excellent practical suggestions for time off. It is particularly helpful that a subject leader. @MrARobbins explores maintaining well-being and explains her they end with practical suggestions that one of the greatest challenges most shift from working 14-to-16-hour days any manager could implement to help leaders face: supporting team members to something more manageable. @fod3 empower teachers as professionals and in their development without creating a recognises the importance of a supportive to support colleagues in taking time off culture that stigmatises or focuses entirely head of department and SLT in achieving when they need it. As they conclude, it is on those not meeting expectations. He a healthy work-life balance. But she also important that teachers know that “if they identifies a number of drawbacks to reflects honestly on things she did earlier ask for a day off, it’s because it’s needed, approaches some schools have used in in her career that were unhelpful and and that if they are off, they can recuperate the past before introducing the concept of identifies a number of strategies that have without worrying about the ramifications”. helped her to bring her workload under desirable difficulties and explaining how control and to feel “healthier, happier and it works to create a culture of continuous How Can We Assess Knowledge? more balanced”. improvement. His vision to “establish a @MorgsEd culture within [his] department that makes all staff active participants in their own ‘You Look Terrible! But Well Done for A focus on retrieval practice and low-stakes improvement” is a powerful one and the Coming In’: Presenteeism – what is it, testing has somewhat dominated the steps taken to develop this seem practical and how can we reduce it? dialogue about assessment in education and achievable. Whether you are new to @Mr_Crome and @CiseRachel over the past few years. The work of people leadership or trying to effect a cultural shift, who have posted and blogged about this Presenteeism is the practice of coming into there are some great ideas here that would
work even when ill. There are a number CLICK ON REVIEWS TO VIEW BLOGS be well worth discussing with your team.
27 @SCHOOLSWEEK EDITION 199 | FRIDAY, JAN 10 2020
WEEK IN WESTMINSTER Your regular guide to what’s going on in central government
FRIDAY TUESDAY department was forced to issue a The government was crooning so Congratulations to Andrew Warren, who statement claiming the government hard about its “multi-million-pound has completed a year as regional schools remains “committed” to the programme, culture boost” for schools last week commissioner for the West Midlands. which is worth millions of pounds in that it seemed to forget it had already Warren’s job is an important one in the grants to UK schools every year. announced the same thing months education sector, so what are his biggest If only there was some way for Messrs before. lessons from the year? Williamson and Gibb to indicate their What was billed by the government “Mmm. I’ve certainly learnt a lot about tacit support for the programme in a as “a further £85 million investment rail travel along the way,” Warren tweeted Commons vote… by the government in music hubs” this week. “Really useful stuff like, where actually involves just £5 million in cash to wait on the platform, which seat to THURSDAY on top of the headline investment, choose, what gear to pack... and so much Rachel Wolf, Conservative policy which was announced with similar more! Also learnt a fair bit about the job wonk extraordinaire, received praise fanfare just last November. too!” from the usual suspects for her latest Good to see Johnson’s government Who knew RSCs had a sense of humour? Conservative Home article. It warned continuing with a proud tradition of (We only joke Andrew – keep up the good of shortcomings in the academies and re-hashing old policy announcements work!) free schools programmes, and called for for an easy headline. parents to get more of a say over their children’s education. MONDAY But we wonder if academy devotees It’s official. Angela Rayner is running would have been so full of praise had for the Labour deputy leadership. the same analysis come from someone But the support for her campaign on the other side. from Lucy Powell, her predecessor Can you imagine them praising a as shadow ed sec, was perhaps more Labour adviser or union figure who surprising than her entry into the race. WEDNESDAY warned that academies “haven’t worked The pair haven’t always seen eye-to- Given the size of the Conservatives’ everywhere”. eye, and Powell was often seen as a majority, you’d think ministers might be Still, Wolf’s intervention is still “shadow shadow education secretary” allowed to abstain on parliamentary votes important, given her status. on the back benches following her that could prove damaging to them. Despite running a private lobbying resignation in 2016. But, as ever, loyal servants Gavin firm, Public First, the New Schools Still, good to see Greater Manchester Williamson and Nick Gibb were among Network founder is now even closer to MPs sticking together! the Tory MPs who voted against an the action at Number 10 than when she amendment calling on the government worked there under David Cameron. to make staying in the Erasmus+ We suspect these regular columns scheme after Brexit an “objective” for its will continue to provide a fascinating negotiations with the EU. preview of government education Less than 24 hours later, their policy to come.
28 JO BS EDITION 199 | FRIDAY, JAN 10 2020
CALL 02081234778 OR EMAIL [email protected] TO SEE HOW WE CAN HELP YOU ADVERTISE YOUR VACANCIES
TRAINERS (HOME BASED) x 2 Trainer: £29,217- £33,913
The Bell Foundation is a Cambridge based You will play a key role in the development and learning and teacher training audiences and a educational charity working to overcome exclusion implementation of digital, blended and face to sound understanding of what constitutes effective through language education and is delivering its face training courses as part of the Foundation’s and evidence informed CPD. vision through strategic programmes, the English EAL Programme to impact on the effective support as an Additional Language (EAL) Programme and and teaching of pupils with English as an Additional With excellent digital, communication and the Criminal Justice Programme. Language. You will also support the Criminal Justice interpersonal skills, you will be a self-starter with Programme to develop training and resources for a can-do attitude with excellent attention to detail The Foundation has a rewarding opportunity for the Criminal Justice Sector. and an eye for quality with the ability to critically two home based trainers to work within a growing, evaluate and review. dynamic team to develop and deliver innovative You will have a proven track record of developing This is a home based role with two days per month training and resources to create a positive impact and delivering high quality EAL training to schools from The Bell Foundation Cambridge office. As the for learners with EAL. It is an exciting time to join and experience of working in a comparable role. EAL programme is delivered in different regions, as our programmes grow and scale. This full-time role requires experience of creating you need to be willing to travel across UK. digital content and resources for educational,
To apply To download further information please visit: https://www.bell-foundation.org.uk/about-us/vacancies/ Closing date: 17:30 on Monday 3 February 2020
HEADTEACHER/HEAD OF SCHOOL SENIOR RESEARCHER
Contract Type: Two-year fixed term OR Project- Perry Hall Multi-Academy Trust consists of six schools based in based contract Wolverhampton, Tamworth and Worcester. Location: Westminster, London (flexible/distance working is possible, please ask) Our Trust vision is to enable individual academies to flourish with autonomy, whilst ensuring a strong ethos of support and collaboration across our schools. At the CSJ, we’re looking for one final person for our project team. We already have a data analyst, a researcher and team Teachers within our Trust belong to a community of professionals, and benefit lead, and now we’re looking for a Senior Researcher with a background in education research and/or working in schools from a wide range of networks and development opportunities. or AP. Stanley Road is an exciting place to work that celebrates the diversity of its We are looking for an analytical and innovative individual children and staff. Due to the Headteacher retiring, we are looking to appoint with excellent research skills to join the Education unit. We’re a Headteacher/Head of School depending on experience. looking for someone who can problem-solve in a strategic, political way, drawing on a real-world understanding of the Those we recruit are able to demonstrate that they share our values, are circumstances that lead to school exclusions. Leading on the AP enthusiastic to work with colleagues within and beyond their school. They improvement work, you will need to identify problems on the ground, collaborate on research to more accurately determine work to continuously develop their skills and pursue professional excellence the local and national picture, and co-construct solutions to and are committed to providing the highest standards of teaching for all improve provision nationally. If you want to help change policy children. If this is you, we would be delighted to receive your application. and practice in this area, then we’d love to hear from you.
For more information, please visit Please visit www.perryhallmat.co.uk/career-opportunities/ for further details https://bit.ly/2MT6DmY
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PRINCIPAL
Background Mossbourne Parkside Academy is currently seeking an experienced and outstanding leader, who will share the values and visions for the future of the Academy. The successful candidate will exude optimism, commitment, and above all, hard work. You will bring a track-record of successful leadership and a commitment to driving outstanding outcomes for all young people. As the Principal of Mossbourne Parkside Academy you will be expected to develop a happy, exciting and vibrant learning environment, so that we continue to develop our reputation for high academic performance and pastoral care.
Working for a Mossbourne Federation Academy means being part of a community of exceptional practitioners. Colleagues are warm, welcoming and supportive; each morning you can expect a ‘hello’ from a friendly face. As one of the country’s leading federations, expectations of staff are high. The Mossbourne Federation engages with, and supports its workforce, thus creating an inspirational working environment which nurtures the development of personal and professional excellence.
Set within the metropolitan borough of Hackney, all Mossbourne Federation academies are in close proximity to London Overground stations, providing a no-fuss commute for colleagues living in other London boroughs. London’s fashionable ‘East and West Ends’, are also only a short distance away.
Federation staff are rewarded through access to a comprehensive benefits package, including but not limited to:. • First Rate Professional Development • NQT Training Programme • Season Ticket Loans • MossBike Cycle to work scheme • Coaching and Mentoring • Employee Assistant Programme • Corporate Gym Membership • Discounts at local restaurants • Recruitment Applicant Awards • The Mossbourne Allowance (conditions apply)
If you are passionate about innovative education, have a commitment to personal excellence and are ready for a new challenge, we welcome your application. For further information about the role, please refer to the recruitment pack on our website.
To apply for this position, please follow the link to our website and complete an application form atwww.mossbourne.org/vacancies You can also follow us on LinkedIn page at https://www.linkedin.com/in/mossbourne-federation-663a96188
NB: Applications may be considered whilst the post is being advertised. Mossbourne Federation reserves the right to close adverts earlier than the stated deadline
“The Mossbourne Federation is committed to safeguarding the welfare of children and young people and expects all staff to share this commitment. Applicants will be required to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service.”
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The Athelstan Trust has vacancies for two positions. We are looking to recruit two outstanding teachers.
Your support to our leaders and teachers will be vital in ensuring that all our schools achieve the same successes. Joining a school improvement team led by the CEO, you will use your passion, subject knowledge and expertise to drive forward the quality of teaching and learning. This is an exciting role that requires flexibility, a team spirit, and a willingness to learn and it will suit individuals who want to take a step-up and work at a more strategic level across a range of schools.
Lead Practitioner Lead Practitioner Mathematics English L11-L15 (£52,643 - £57,986) L11-L15 (£52,643 - £57,986) From September 2020 or sooner From September 2020 or sooner Closing Date: 3 February 2020 at noon Closing Date: 3 February 2020 at noon Interviews: 12 February at Bradon Forest School Interviews: 13 February at The Dean Academy
The successful candidate will: The successful candidate will: • be an outstanding teacher with a proven track record of • be an outstanding teacher with a proven track record of securing sustained excellent outcomes securing sustained excellent outcomes • have up-to-date knowledge of subject curricula and • have up-to-date knowledge of subject curricula and assessment requirements assessment requirements • be proficient in teaching Mathematics, preferably to A Level • be proficient in teaching English, preferably to A Level • have proven experience of identifying and implementing • have proven experience of identifying and implementing effective strategies for improving attainment in effective strategies for improving attainment in English Mathematics in challenging schools at KS3 and KS4 in challenging schools at KS3 and KS4 • have a highly effective style that is both consultative and • have a highly effective style that is both consultative influential and influential • be able to demonstrate resilience, motivation and • be able to demonstrate resilience, motivation and commitment to driving up standards of achievement commitment to driving up standards of achievement • be able to work across a group of schools and show • be able to work across a group of schools and show significant impact in developing capacity and improving significant impact in developing capacity and improving outcomes for young people outcomes for young people
The Athelstan Trust is a Multi-Academy Trust consisting of three secondary schools (Bradon Forest, Malmesbury School and The Dean Academy) in Wiltshire and Gloucestershire with another approved to join in April. Our schools share a deep commitment to delivering an excellent comprehensive education to all our students.
Please send an application form and a letter of application, no more than two sides of A4, outlining how your skills and experience make you a suitable candidate to [email protected]
An application pack is available on the Athelstan Trust’s website: https://theathelstantrust.org/about/trust-vacancies/
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