papers for sale: sue baldwin: Lord baker’s How Pearson coped the new RSC three wishes with the fallout from the DFE for UTCs page 18 page 4 page 6

SCHOOLSWEEK.CO.UK FRIDAY, JUNE 30, 2017 | EDITION 109

‘THERE WILL BE NO OFSTED-APPROVED CURRICULUM’ Amanda Spielman interview page 14

Schools face huge fines for data breaches You might need new staff to monitor the new EU requirements... U-TURN ON ...And Brexit won’t make any difference. They’re here to stay SCHOOL SPRINKLERS JOHN DICKENS the new General Data Protection Regulation @JOHNDICKENSSW Investigates (GDPR) or face financial penalties of up to 4 per cent of their turnover. PAGE 3 Schools face having to free up a teacher to work The new regulations are designed to beef- three days every week on EU data protection up the safety and security of data held by all issues, say tech experts. organisations in the EU – and will still be From May next year, schools must comply with binding in the UK despite Brexit. PAGE 2

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EDITION 109 NEWS

SCHOOLS WEEK TEAM Schools must meet new EU data laws Editor: Laura McInerney JOHN DICKENS CONTINUED rules could be fined either up to 4 per protection officer, and document where Features editor: Cath Murray @JOHNDICKENSSW FROM FRONT cent of their turnover, or £20 million – personal data was processed, including Head designer: Nicky Phillips whichever was greatest. the methods used and how consent had Mark Orchison, managing director of Malcolm Trobe, deputy general secretary been managed. Designer: Matthew Willsone 9ine Consulting, said schools faced a at the Association of School and College “This should include any spreadsheets Sub editor: Jill Craven “significant amount of work” to become Leaders, said many schools had yet to of pupil data created and shared by the Chief reporter: John Dickens compliant. “clock on” to the impact of changes. school, since this is a common – and Political reporter: Freddie Whittaker A designated data protection officer could While many of the new rules were potentially insecure – form of data have to spend up to three days a week on similar to those in the current Data processing.” Reporter: Billy Camden data commitments and out-of-date IT Protection Act, there were “significant Schools Week reported that 66 schools Reporter: Jess Staufenberg equipment could have to be replaced. This enhancements”. reported data breaches in 2015, including Junior reporter: Sam King is at a time when many are struggling to He urged schools to add the changes to the accidental loss, theft or revealing of Photographer: Ellis O’Brien cope with stretched budgets. their work programme for next year and information. None faced action. It will be illegal for schools not to have to use any annual data protection audits A growing number of high-profile Cartoonist: Stan Dupp a formal contract with a chosen data to ensure they met the new rules. cyber attacks also show the risk for public Financials: Helen Neilly processor and if a chosen processor However, he warned against rash organisations. In May a virus infiltrated Victoria Boyle does not meet minimum industry decisions as it was not clear how the the NHS’s outdated XP Windows system, Sales executive: Wallace Williams accreditations. regulations would apply specifically to leaving many hospitals unable to access “Lots of schools currently use IT schools yet. Currently only guidelines patients’ medical records. Administration: Frances Ogefere Dell equipment until it falls over and dies – have been published. Under GDPR, schools must alert the with GDPR it’s a high-risk approach to Joshua Perry, director of Assembly, a Information Commissioners Office (ICO) Contributors: Rod Bristow continue using equipment that is out schools data platform created by Ark, said of any cyber security breaches within Harry Torrance of warranty or doesn’t have up-to-date there were still “open questions” about three days. Mary-Claire Travers software,” Orchison said. how to interpret GDPR in schools. Orchison said it was “highly likely” the Harry Fletcher-Wood If schools used such software they could “Schools – and organisations working ICO would take action should the school fall foul of the new stipulation to “ensure with schools – don’t need to fear GDPR, be found not to be meeting the new rules. Amanda Gray the ongoing confidentiality, integrity, but they should be tracking very closely The ICO has published a 12-step Colin Richards availability and resilience of processing its implications.” checklist to help prepare for the changes. systems and services”. He suggested schools start “preparatory For more information, visit ico.org.uk/for- Organisations found in breach of the tasks”, such as designating a data organisations/education/

Managing director: Shane Mann And tweet us your thoughts @schoolsweek or Fire danger at illegal schools threatens lives with the hashtag #schoolsweek ETAN SMALLMAN Of these notices, two were given a “What is less well-known, however, is Exclusive subscribe “prohibition notice” – the most serious how appalling the conditions are in the For an annual subscription to Schools Week for There have been at least five fires and 44 enforcement option available to officers schools, which tend to be in dilapidated just £50 visit www.schoolsweek.co.uk and click failures to comply with fire brigade safety other than prosecution – and issued and entirely unfit buildings, often on ‘subscribe’ at the top of the page. orders at suspected illegal schools in a where the use of the premises “may haphazardly converted from disused, www.schoolsweek.co.uk London borough in the past three years, constitute an imminent risk of death or tumbling-down residential houses. or call 020 8123 4778 to subscribe Schools Week has learned. serious injury”. “But despite being fully aware of both The lives of hundreds of children The 44 breaches cover everything from the existence and whereabouts of these ADVERTISE WITH US may be put at risk by what campaigners failure to provide “a suitable method of places, the relevant authorities have have described as dilapidated buildings giving warning in case of fire” to failure ignored the problem for decades. 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He said London SE10 8JA Week through a freedom of information it was now well-known the schools T: 020 8123 4778 request. did not offer an adequate curriculum. E: [email protected] SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 3 NEWS New GCSEs force curriculum trade-off

BILLY CAMDEN Previously the school taught four hours of Liam Collins, head of Uplands Community @BILLYCAMDEN English in years 9 and 10 and five hours in College in East Sussex, said that with year 11, which required pupils attending an government performance measures such as An Essex school’s plans to restructure its additional lesson each week after school. Progress 8 and Attainment 8 focused on eight timetable to meet the demands of the new From year 9, the school would now “devote subjects, with a particular emphasis on the “big fat” GCSEs has coincided with the five hours per week to teaching English core, the curriculum inevitably would narrow. announcement from Ofsted’s chief inspector literature and language; that’s a significant “We all understand what Amanda Spielman of a crackdown on schools that are narrowing change”, Gallagher said. was trying to say about narrowing curricula. the curriculum to focus on exams. Geoff Barton, general secretary of the But the constant contradiction between Clacton County High has told parents that Association of School and College Leaders, Ofsted, government policy and the reality on from September it will increase traditional said the greater level of content in the chalk face is incredibly draining,” hour-long lessons to 75 minutes to give Geoff Barton the new GCSEs meant it “made an he told Schools Week. lm pupils “a more in-depth learning experience”. sense” to rethink curriculum ie “The content in GCSEs has p Principal Neil Gallagher said pupils will instead of year 10. structure. S increased massively, so we a d have four lessons a day instead of five, But at last week’s Festival of Education But Spielman is unlikely n have to reduce the number a although the school’s start and finish time at Wellington College, Ofsted’s Amanda to welcome such moves. m of GCSEs taken by reducing

A will stay the same. Spielman said that the “growing She has said inspectors will the number of options. Gone No subjects will be dropped, but “optional” cannibalisation” of the early part of secondary now look carefully at school are the days of students subjects will now have two-and-a-half school was “not what will set our children up curricula to ensure they leaving with 14 GCSEs, now hours teaching per week compared with for great futures. are “broad and balanced” as they will be lucky to leave the previous three. Teaching time for core “Preparing for GCSEs so early gives young required under the framework. with eight. Is this a curriculum subjects will increase: English GCSE, for people less time to study a range of subjects She also admitted this shift in focus narrowing to ‘game’ the system? example, will go up to five hours a week. in depth and more time just practising the did not mean that “GCSEs, and qualifications “So you consider giving longer to study for The change is in response to the tougher tests.” more generally, are not important, or that the courses, say an extra year for key stage English and maths GCSEs introduced for first But Gallagher said the challenge of the new there is anything ignoble about making 4. But this is also described as narrowing the examination this summer. New exams in English specifications with their renewed sure young people leave school with a set curriculum, although it means you can add other subjects will be phased in over the next emphasis on grammar and classic texts led of excellent exam results” as these were additional subjects for study at GCSE.” two years. him to restructure Clacton’s timetable. “passports to future success”. The demands mean that many schools Whole books, not isolated snippets, now had The dual focus, however, does leave heads Interview with Amanda Spielman, now begin preparation for GCSEs in year 9 to be understood. feeling caught between competing demands. page 14

U-TURN ON SPRINKLERS

SCHOOLS WEEK REPORTER @SCHOOLSWEEK EDUCATE! Ministers are reportedly dropping plans THROUGH TRAVEL to weaken fire safety standards in new schools. BEAT THOSE BACK TO SCHOOL BLUES! The Observer reported on Sunday that the government was re-examining guidance would “no longer include WORLDWIDE EDUCATIONAL TRAVEL TAILOR MADE Create your ideal trip perfectly aligned with your changes to school safety guidance and an expectation that most new school curriculum objectives that sections weakening the language buildings” would be fitted with sprinklers. around safety requirements – including The government insisted this was REGIONAL EDUCATIONAL EXECUTIVES We offer face-to-face support throughout sprinklers – would be removed. a change of language, not of rules your booking It follows last week’s investigation by governing sprinkler installation. PEACE OF MIND Schools Week into the dramatic dip in However, since 2010, the proportion of We’re fully ABTA and ATOL- accredited school sprinkler installations since 2010. new school buildings installing sprinkler and have STF membership It is believed at least 260 new free schools systems has plummeted from 70 to 35 per do not have such systems in place. cent, according to David Amess, chair of SPEAK TO AN EXPERT TODAY: Meanwhile, the Department for the all-party parliamentary group for fire 0333 321 7848 Education has announced it is reviewing safety. [email protected] all schools higher than four storeys to And last year, when schools minister PAY YOUR FULL TRIP establish whether flammable cladding has Nick Gibb introduced the consultation to DEPOSIT BEFORE THE END OF SEPTEMBER been used. parliament, he said that new sprinklers in AND YOU’LL GET A It’s part of a wider government schools added between 2 and 6 per cent FREE GOPRO TO USE ON YOUR TRIP investigation into high-rise buildings extra cost. following the Grenfell Tower blaze in west “The department’s assessment is that the London earlier this month in which more additional spending would significantly than 70 people died. outweigh any relatively modest saving Education unions have also demanded from preventing some damage to school that the government officially confirms buildings.” that it has abandoned the fire safety rule The Observer said the weakened changes and called for new legislation language would be “struck out” from the requiring all new schools to have new guidelines, which Schools Week sprinklers fitted. reported had already been removed from Last August, the government released a government websites. consultation on new fire safety standards Amess told The Observer he welcomed for schools, the results of which have still the changes but would “keep up the

not been published ten months later. pressure” until the government made T&C’s Apply, see http://www.statravelgroups.co.uk/terms-and-conditions.htm conditions for more details. The consultation said that reformed sprinklers “mandatory in all new schools”. 4 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS WOMEN CIVIL Greening: no school will lose funding SERVANTS IN FREDDIE WHITTAKER THE DFE EARN @FCDWHITTAKER PA/WIRE LESS THAN MEN No school will lose money under the new national funding formula, the education secretary Justine Greening has confirmed. JESS STAUFENBERG Speaking in parliament, Greening @STAUFENBERGJ (pictured) indicated that her department would continue its plans for a per-pupil Women working in the Department for funding floor in the new formula, as promised in the Conservative party’s Education (DfE) are paid on average 6 per manifesto. cent less than their colleagues who are men, The pledge was made in response to new government figures show. criticism – much of which came from But more women civil servants are in senior Conservative MPs – of the initial proposal roles compared with last year, and they get for a national funding formula, which the same bonus pay as men. would have resulted in funding cuts for The DfE was the first government more than 9,000 schools. department to publish details of its gender Ministers have yet to announce how they pay gap on Wednesday, following mandatory will find the extra cash for the new funding requirements introduced in April. floor, or how much will be available, after increase the overall school budget over the budgets over the course of this parliament, Women civil servants in the DfE are paid 5.9 Theresa May dropped manifesto plans coming years. with two years of the last one, because costs per cent less as a median average, and 5.3 to save £650 million a year by scrapping Full plans for the funding would be have gone up,” Powell said. universal infant free school meals. published “shortly”. “When the government say they are per cent less as a mean average, compared The government nevertheless confirmed The education secretary said it was protecting budgets in cash terms, they are with a UK national pay gap of 18.1 per cent. in the Queen’s Speech that it would deliver “absolutely right” the government remained not protecting them in real terms, so even While women make up more than 61 per “fairer funding” for schools. committed to introducing fair funding. the winners out of the funding formula will cent of department staff in the lowest pay Greening, who was reappointed earlier “We hold all schools to the same still lose 3 per cent of their budgets and the quartile, more than half (55 per cent) of its this month, on Tuesday faced pressure standards and the same accountability losers will actually lose 11 per cent. Every senior civil servants are women, compared from MPs on both sides over the funding framework. It makes sense that we should school in the country is a loser.” with 48 per cent in such positions in January details when she made her first speech in make sure that children are funded Greening dodged questions on the last year. this parliament. comparably wherever they are in the opening of new grammar schools, choosing Men and women also appear to get almost When pressed she said the Queen’s country,” she said. not to mention the issue at all. the same bonus pay, with a mean gap of just Speech had made clear that the government However, the former shadow education However, in response to a written 0.8 per cent and median pay the same. was “determined” to introduce its funding secretary, Lucy Powell, accused Greening question on parliament’s website earlier in The closeness of pay reflects “the fact that reforms. and other Conservative MPs of “having the day, she confirmed that the ban on new “As outlined in our manifesto we’re also their fingers in their ears”. selective schools would remain in place and men’s and women’s performances are going to make sure that no school has its “Before we get into the fair funding that parliament’s agenda for the next two valued equally and fairly”, according to a budget cut as a result of the new formula.” formula, every school in this country will years – as described in the Queen’s Speech DfE press release. She also repeated the party’s pledge to lose between 8 and 9 per cent of their – did not seek to change that. Justine Greening, the education secretary, said she was “proud” that the DfE was first to publish its gender pay gap, adding the public sector had a key role to play in “leading Former DfE director moves to RSC post the way”. Changes to the metrics make it difficult to JOHN DICKENS seven weeks ago. compare in financial terms what the gaps @JOHNDICKENSSW It means the latest two appointments have mean. been either council or government officials, Last year, the department revealed its Sue Baldwin, a formidable civil servant at rather than recruits straight from a school the Department for Education, is the new or academy role. women civil servants were paid £3,000 less regional schools commissioner for the East Meanwhile, the roles for specific ministers than their male colleagues on average. of England and North-East London. under the new government are yet to be Male civil servants earned £22.30 an hour, Until August 1 she remains director confirmed. As Schools Week went to press, compared with £20.54 for women. of school efficiency at the DfE with the department website and press office This year, the department released the responsibility for the implementation would not provide further details. pay gap as a percentage, but not as a salary of school funding reforms, including The trade paper Nursery World is amount. Schools Week asked the DfE for compliance and funding policy. Her reporting that Robert Goodwill has been these figures, but was told they would not be signature is commonly seen on financial One schools commissioner remains handed the early years brief previously held released. notices to improve, which warn academy vacant after Rebecca Clark’s announcement by Caroline Dinenage, greatly expanding Schools with 250 workers or more have trusts that have broken rules or in are last month that she will leave the south west the remit held by Edward Timpson who led until April next year to publish their gender significant deficit that their schools may be region to become a regional director with on reforms around special needs, adoption pay gap statistics on their websites. taken from them. the academy chain Ark. and children services. Baldwin (pictured) takes over from Tim The national schools commissioner, Anne Milton has not yet been officially An analysis of government figures in 2015 Coulson who announced in April that he Sir David Carter, said today that he was confirmed as the skills minister, but spoke by the National Union of Teachers (NUT) found would become the chief executive of the “thrilled” by Baldwin’s appointment. “Sue on apprenticeship reform at the annual women teachers in state schools were paid Samuel Ward Academy Trust. has an excellent understanding of the conference held by the Association of £37,100 on average, compared with £39,900 Baldwin’s region is enormous, covering schools system and its future development, Employment and Learning Providers. for men – 7.5 per cent less. West Ham in London to Great Yarmouth and a passion for education that will make Schools Week also understands that Lord The gap for teachers widened when at the tip of Norfolk. She lives in Haringey, her a really strong appointment.” Nash will remain as academies minister. leadership positions were considered alone. north London, and is a governor of a local Other recent RSC departures include School funding will be added to his brief, Women headteachers earned on average further education college. Jennifer Bexon-Smith, for the East Midlands away from schools minister Nick Gibb. This £8,300 less than their male counterparts, the In a statement she said she wanted to and the Humber, who retired after just will leave Gibb clear to focus on teacher union found. make sure “every child and young person over two years in the role. Former council training, curriculum, assessment changes has the best school place possible”. education boss John Edwards replaced her and school accountability. Problem solving – the skill you think will be most important in 2030

Thank you to everyone who visited our stand at the Festival of Education. If you’d like to learn more about our research on education in 2030 visit quals.pearson.com/futurejobs 6 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS TWO TRIALS TO TEST UTCs want ‘best fit’ pupils (and more cash) CAREERS EDUCATION BILLY CAMDEN schools from BILLY CAMDEN @BILLYCAMDEN Exclusive encouraging @BILLYCAMDEN pupils to The organisation that oversees the transfer Two new Education Endowment Foundation ailing university technical college (UTC) to a UTC (EEF) trials will test how different approaches programme has called on school leaders to “without any to careers education can boost teenagers’ “assess” which pupils best fit the vocational assessment” of motivation at school. schools before sending unsuitable learners whether it is the They follow Ofsted’s pledge that schools on to them. right move. will be judged more heavily on how they are The Baker Dearing Trust (BDT) also wants NFER’s preparing pupils for the world of work. more funding than mainstream schools, report, Behind The community apprentice trial, a million- as well as altered performance measures to the Headlines, pound partnership between the EEF, the align with their curriculum. found the Careers & Enterprise Company and Bank of Schools Week learned of these three demographics America Merrill Lynch, will involve 780 pupils “wishes” following a report by the National of pupils – in from 30 secondary schools in England. Foundation for Educational Research (NFER) terms of prior Pupils will take part in “weekly coaching last week that found UTC pupils “perform ability and sessions, workshops and cross-city events” less well” at age 16 than similar peers in family income to identify a social issue they care about and mainstream schools. – were not relevant to their community. They will then The findings come as the UTC project dissimilar to those in mainstream schools. schools to give UTCs access to promote their work with local businesses and charities to flounders: seven have closed or announced However, pupils were more likely to have a institutions to pupils. In the same month implement a solution. they will do so because of low pupil numbers pattern of high absence by the time they left the government handed out more than Teams will participate in an inter-school and financial issues. the mainstream. £100,000 in funding to councils to enable But BDT claims there are “many instances” Wiley said school leaders and teachers them to write to parents promoting post-14 competition; the winners will be identified as where pupils are wrongly advised to join should visit local UTCs to “understand what education options such as UTCs. the one that makes the biggest difference to UTCs, with some youngsters enrolling is on offer” and “keep track of pupils who But the NFER report concludes that “far the community. simply to avoid a permanent exclusion from perform well” in STEM or who demonstrate more” needs to be done to support the The trial will be run by Envision, a national a mainstream school. good spatial skills – those who tend to think struggling programme. education charity, and will be evaluated One school even encouraged the 45 pupils in images before converting them into BDT also wants the Department for by the government’s Behavioural Insight in its bottom sets to transfer wholesale to its words. Education to give UTCs more funding to Team (BIT), which will measure the impact local UTC, according to Peter Wiley, director But Janet Downs, from the state school recognise that some vocational courses on “character skills” as well as maths and of education at the trust. campaign group Local Schools Network, said were “more costly to deliver than others” English GCSE results. He said that while UTCs “welcomed” that BDT’s demand suggests the organisation and that UTCs had a longer day and required The second trial, the Generation STEM pupils with special needs and behavioural want UTCs to be “selective”. specialist equipment. work experience programme, is aimed at problems, they were not the population “for “Age 14 is too early to specialise,” she said. Wiley said BDT would welcome a supporting pupils in gaining placements in whom UTCs were designed” as many had “The trust’s demand that only suitable young “technical premium” in the schools’ funding STEM-related jobs. little or no interest in science, technology, people should apply to UTCs suggests it formula. Pupils at 130 schools will take part in this engineering and maths (STEM) subjects, and wants only pupils who will perform highly – Downs, however, said it would be “far programme run by CSW Group, a not-for- were not prepared for longer school days that is, selection at 14.” better” if the government were to fund all profit social enterprise that has been granted and their “business-like environment”. In February, Lord Baker, a key architect schools and post-16 provision “adequately £495,000 to deliver the project. Baker Dearing therefore wants the of the ailing programme, won a major and fairly” rather than “give way to special It involves a whole-year work experience government to “act to stop” mainstream concession in the House of Lords to force all pleading”. preparation day for year 10, during which schools will identify students who might otherwise struggle to find a placement. Trusts create ‘internal labour markets’ Pupils will then be supported to apply for jobs, interviewed for opportunities, and given JOHN DICKENS potentially effective mechanism of deploying operative Academies Trust, said few teachers feedback after their placement. @JOHNDICKENSSW staff in challenging areas that struggle to moved between its eight academies in the recruit and retain.” north of England. But after four primaries in Past placements have included work at the Multi-academy trusts are avoiding The approach has been championed by the Leeds failed to get enough applications for Met Office and South West Water. recruitment problems by parachuting government, including the former education new teachers, the trust ran an open day and The National Foundation for Educational teachers into disadvantaged schools that secretary Nicky Morgan who said flexible recruited for “various primary teaching roles” Research will evaluate the project, examining would normally struggle to hire staff, a new staff deployment would “give a clear path to across the four. whether the project influences GCSE results study has found. career progression that will keep [teachers It received more than 30 applications and in science and maths. But the National Foundation for and leaders] engaged rather than looking for placed the successful teachers in schools Sir Kevan Collins, chief executive of the Educational Research (NFER) analysis, opportunities elsewhere”. based on their location preference and where EEF, said that by funding “rigorous” and published on Tuesday, found the likelihood A spokesperson for the Harris Federation, academy leaders thought they would be best independent evaluations of these two of teachers moving between academies in which runs 41 schools in London, said it suited. approaches, “we will be in a much better the same MAT dropped significantly when moved staff on promotion and had “central The NFER report found that teachers were position to say what effective careers schools were more than nine miles apart. subject experts” – staff contracted to the trust much more likely to move between schools education looks like and its knock-on benefits The study, based on School Workforce centrally so they could be deployed across all in geographic clusters, with the likelihood of to other outcomes like attainment in school”. Census data from 2010-15, found staff move schools. moving tailing off significantly when they Claudia Harris, chief executive of the between schools in the same trust ten times “One of the benefits of having 41 were more than nine miles apart. Careers & Enterprise Company, added: more than between schools not in trusts. academies in close geographical proximity is Previous research by the Department for “The best research shows that young people Plus, within a trust they were more likely to that we can retain and develop excellent staff. Education found that about 70 per cent of all who have four or more encounters with the move to one with a disadvantaged intake. “Many of our executive heads are home- teachers moved to a post within 15 miles of world of work while at school are 86 per cent Previous studies have found that schools grown. Having turned around their own their original job. less likely to be NEET – not in education, serving lower income communities typically school, they go on to use that expertise to Jack Worth, the report’s author and a employment or training – and on average face greater recruitment difficulties. oversee others.” senior economist at the NFER said: “It will go on to earn 18 per cent more than their Hence, academy trusts have created Many trusts also use informal working is particularly encouraging to find that peers who did not have such opportunities.” “internal teacher labour markets” that are arrangements to move teachers, although teachers [in MATs] are tending to move to For more information, visit https:// “somewhat distinct from the teacher labour the NFER data only captures permanent schools with more disadvantaged intakes, educationendowmentfoundation.org.uk/ market in the local area”, the report claims. moves and secondments. as these are the schools that tend to find it This gives trusts “an alternative and Frank Norris, the chief executive of the Co- hardest to hire staff.” SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 7 NEWS AET AND REACH2 GIVE UP ACADEMIES TO NEW SPONSORS EFA TERMINATES DURAND FUNDING BILLY CAMDEN 74 academies, but after government Meanwhile, a Reach2 spokesperson @BILLYCAMDEN intervention had to offload eight schools said that at the end of last year, despite FREDDIE WHITTAKER between December 2014 to April 2015. “considerable progress” at Castle Hill @FCDWHITTAKER Two of the country’s largest academy chains AET was taken off the list this year and and Broadmead, the trust felt better have offloaded two schools each in recent was considering expansion. But it has now improvements would be made with Durand Academy in south London will lose its weeks. been told that from September 1 it must give a different sponsor. “Unlike all of our funding by June next year, a move that ends Academies Enterprise Trust (AET) was Everest to Bourne Education Trust, while other academies, we felt that the rate of the lengthy battle between its present trust stripped of Everest Community Academy Cordeaux will be taken over by Tollbar Multi- improvement would accelerate under and the government. in Basingstoke and Cordeaux Academy in Academy Trust. Ofsted rated both last year as other trusts in this next phase of their A letter from Peter Lauener, the Education Lincolnshire at the request of their relevant requiring improvement. development,” she said. Funding Agency’s chief executive, to Sir Greg regional schools commissioners, despite A trust spokesperson said that “further Castle Hill in Croydon was put into special Martin, chair of the Durand Academy Trust hinting at expansion after the government discussions” with the DfE concerned a “small measures following an Ofsted inspection last lifted a ban on it taking over new schools. number of other AET academies, yet to be September. It has now been rebrokered and (DAT), this week confirmed funding for the The trust is now in talks with the confirmed” that could also be handed on. joins local sponsor, Platanos Trust. school will end on June 29, 2018. Department for Education (DfE) about The spokesperson said the transfers Broadmead, also in Croydon, is being Government officials will find a new sponsor transferring more of its academies. would allow the trust to “focus its resources transferred to the Pioneer Academy, a for the Lambeth school, and its existing Meanwhile Reach2, the largest primary- and attention on those schools where the different local sponsor. trustees will be dismissed. only academy trust in the country, asked for organisation believes it can most add value” Reach2 will have two new schools joining Lauener said the decision to terminate two of its schools in London – Castle Hill and to “expand in areas of strength while in September, keeping its numbers at 56 funding followed “repeated and significant and Broadmead Primary – to be handed to addressing areas of historical weakness”. primary academies. It has also had bids breaches” of the academy’s agreement that new sponsors following concerns about their AET is also engaged in a consultation to approved by the Department for Education “have not and will not be remedied to my performance. close Sandown Bay Academy on the Isle of earlier this year to create 22 new free schools. satisfaction”. Both instances follow criticism from Wight. It also has a “requires improvement” The Reach2 spokesperson said: It concludes a long period of negotiation Ofsted about large academy chains Ofsted rating. Pupils are expect to “Our approach continues to between the government and the school, which growing too quickly. transfer to another AET academy – Ryde transform schools – over the AET was put on the DfE’s “pause Academy, which is rated “good”. past month alone five of our was given a final warning last autumn after it list” five years ago – which meant Parents and councillors have heavily academies received good refused to sever ties with Martin, its former that it was not allowed to sponsor opposed the plan, but AET claims it judgments from Ofsted, executive headteacher. new schools – after running into is “preparing” to bring an unknown having previously been in The trust was told last July to address trouble following quick number of primary schools special measures or requires concerns over its finances and potential expansion in the early into the trust. improvement. A dozen conflicts of interest, and to remove Martin years of the academy schools have come out from any dealings with the trust. programme. of special measures this MPs criticised Martin after it emerged that he The chain grew academic year.” Steve Lancashire, Julian Drinkall, was paid more than £400,000, which included rapidly to run CEO of Reach2 Chief executive of AET his salary for the school and management fees from a company that ran leisure facilities on its site. Six of seven ATOM schools lose ‘good’ rating The trust refused to meet the demands, however, and in September told Schools Week BILLY CAMDEN that it vowed to fight in court any termination @BILLYCAMDEN of the school’s funding, claiming the Education The Academy Trust of Melksham (ATOM) has • It is not clear who holds responsibility Funding Agency had “no right” to ask for the been criticised by Ofsted after nearly all its for making key strategic decisions to changes to be made. schools dropped from a “good” rating. bring about improvements in the schools. In October, the government issued Durand In a focused Ofsted review which looked with a notice of intention to terminate its at seven of the trust’s eight schools, leaders agreement, claiming that it had failed to were particularly criticised for not making comply with six of the eight requirements set clear who is responsible for “key strategic • Monitoring of pupils’ progress on a out in the July warning. decisions” and because pupil progress Academies minister Lord Nash has now monitoring was “largely non-existent”. Trust-wide basis is largely non-existent. ATOM was chosen for a focused review confirmed in a statement that the school after concerns over performance of some of has been given notice that its funding will be its academies. “has been interpreted differently by local stopped in 12 months. The group was set up by seven maintained governing bodies and the trust board”. key stages 2 and 4. “This is not a decision we have taken lightly schools in Melksham, Wiltshire, after they Simmons said problems in two schools had Simmons said this was because the trust but follows multiple breaches by the trust of voted to become academies in 2015. “overstretched” the trust’s capacity. put too much emphasis on attainment its funding agreement and a failure to meet, All had been rated “good” in 2015, but “Actions to stabilise the leadership and over progress. “This contributes to a lack of or refusal to comply with, the requirements when Ofsted inspected the seven this year, management in these schools have absorbed precision in the trust’s judgments about the set out by the department to address concerns four were rated as “requires improvement” the majority of time and resources available impact of teaching in its schools.” about financial management and governance. and two as “inadequate”. One kept its and significantly limited the effectiveness The education of pupils with special “DAT has been given multiple opportunities previous “good” rating. and pace of school improvement across the needs was also said to be “inconsistent” with to respond to our concerns, but has failed to do Inspectors said in their final report that trust as a whole.” funding “not monitored effectively at so. We will now begin the process to transfer the trust “lacks the capacity” to secure Simmons said there were no clear trust level”. improvement. procedures in place to monitor key White said ATOM recognised there were the school to a new sponsor to safeguard The confusion over who is responsible personnel, such as the trust’s chief executive “tough messages” in the report, but that the future education of Durand’s pupils and for making key decisions was said to be Anna Willcox and the improvement team. these would now be used to learn how to to ensure public money and public assets particularly worrying. Ofsted said that in 2016, pupils in the provide “the best possible education to all the intended for the education of children are Bradley Simmons, Ofsted’s regional trust’s primary schools made less progress children within our communities”. managed effectively.” director for the south west, said in a letter at key stage 2 than other pupils nationally, He said the trust had already picked up on The government said handover to the new to the trust’s chair, Paul White, that the particularly in maths. Two of the trust’s many of the issues, adding: “We will make trust would happen before the end of June organisation had “not acted quickly enough” schools were in the bottom 10 per cent things better and are determined that all next year “to ensure minimum disruption to clarify the scheme of delegation, which nationally for progress. Disadvantaged pupils our schools will be rated ‘good’ by our next to pupils”. outlines key responsibilities, and that it also did not make “good enough progress” at Ofsted.” 8 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS Teachers leaving faster than ever – and 11 other school workforce findings

The Department for Education last week published the Workforce Census that includes the latest statistics on who is working in England’s schools. John Dickens rounds up what we learned

Table 8: Full and part-time1 teachers by year of gaining qualified teacher status, who were in service the following year and the percentage recorded in service in state- LOWEST TEACHER ENTRY RATE IN FIVE YEARS 1 TEACHERS ARE CONTINUING TO LEAVE 2 FASTER THAN EVERfunded funded schools in England in each year later. England Number of First, the good news: the newly Percentage of teachers in regular service in the state-funded schools sector in England after: qualified percentage of teachers Note 4 entrants remaining in the Recorded In entering profession after one year Year qualified service by service 1 year 2 years 3 years 4 years 5 years 6 years 7 years 8 years 9 years 10 years has remained stable – at Note 2 Note 3 Note 5 1996 March 1997 18,100 91% 84% 79% 73% 71% 68% 67% 64% 62% 60% 87 per cent. 1997 March 1998 18,900 90% 83% 77% 74% 71% 69% 67% 65% 62% 60% Now, the bad news: 1998 March 1999 17,800 89% 81% 77% 74% 72% 69% 67% 64% 63% 62% after three years in the 1999 March 2000 18,300 88% 82% 77% 74% 71% 70% 67% 65% 64% 62% job, they are leaving 2000 March 2001 17,600 89% 83% 78% 74% 72% 69% 67% 66% 64% 62% faster than ever. 2001 March 2002 18,600 89% 82% 78% 75% 71% 68% 67% 66% 64% 64% Just 74 per cent of 2002 March 2003 20,700 89% 83% 78% 74% 72% 70% 68% 66% 65% 64% teachers that started 2003 March 2004 23,000 90% 83% 77% 74% 71% 69% 68% 67% 65% 63% working in 2013 were 2004 March 2005 25,200 89% 81% 77% 74% 71% 69% 69% 67% 65% 62% still in a teaching post 2005 March 2006 25,700 86% 81% 77% 74% 71% 71% 69% 66% 64% 61% three years later – that’s 2006 March 2007 24,000 87% 81% 77% 74% 73% 71% 68% 66% 62% 60% the lowest figure since 2007 March 2008 24,400 88% 82% 78% 77% 74% 71% 68% 63% 62% The rate of qualified teachers entering the also fell from 10 per cent in 2015 to records began in 1996. 2008 March 2009 24,400 88% 82% 80% 77% 74% 71% 66% 65% profession is at its lowest since 2011. 9.9 per cent last year (a drop of 0.1 2009 March 2010 22,300 87% 83% 79% 76% 72% 68% 67% In 2016, 10.1 per cent of all teachers were percentage point). 2010 November 2010 24,100 87% 82% 77% 73% 70% 66% new entrants, compared with 10.4 per cent However, the fall in new entrants is larger 2011 November 2011 20,600 88% 83% 77% 73% 69% in 2015. The total number of new teachers than the retention boost (0.3 percentage 2012 November 2012 23,000 88% 81% 75% 71% also dropped from 45,120 to 43,830 last year. points), suggesting recruitment woes are 2013 November 2013 23,600 87% 80% 74% But the rate dropping out of the profession deepening. 2014 November 2014 24,200 87% 79% 2015 November 2015 25,500 87% 2016 November 2016 24,400 THERE’S BEEN A 7 PER CENT RISE IN 3 UNQUALIFIED TEACHERS Notes MORE TEACHING ASSISTANTS1. Teachers in part-time service IN are PRIMARY, under-recorded on the DTR by between 104 and 20% and therefore these service to that year. For example, teachers could be in service for 5 consecutive years, miss a year, BUT SECONDARIES MAKE figures may be CUTS underestimated. and then be in service in year 7 onwards after qualifying. The number of teachers without qualified maintained schools – and free schools have 2. Calendar year in which the teachers qualified. 5. Newly qualified entrants in year x are defined as all teachers who qualified between November x-1 teacher status (QTS) has risen from 22,500 the highest of all. 3. Financial year during which the teachers entered service and November x and were in service in school year x/x+1. Figures are rounded to nearest 100. full-time equivalents in 2015 to 24,000 last In primaries, 3 per cent of teachers The overall number of teachers has4. The percentage of teachersThe numberin service in ofanyone support year will staff include hasthose fallen who may not have had continuous year (a 7 per cent rise). in maintained schools are unqualified, increased slightly between 2015 to 2016 (up overall by 1.3 per cent. There was a 0.8 per Unqualified teachers now make up 5.3 per compared with 4.2 per cent in academy 0.1 per cent). cent decrease in the nursery/primary sector; cent of the workforce, compared with converters, 5.9 per cent in sponsor-led However, there has been a much bigger a 1.6 per cent fall in secondary schools. 4.9 per cent in 2015. However the academies, and 12.3 per cent in free schools. increase in the number of teaching The data doesn’t give an explanation for percentage of unqualified teachers working Meanwhile, at secondary, 4.9 per cent of assistants – up 1 per cent over the same the fall, but it follows an increasing number towards their QTS is also up by one teachers at maintained are unqualified, period. But the rise was all in nursery and of stories that show schools, academy percentage point to 21 per cent. compared with 5.4 per cent in academy primary schools – up 1.8 per cent. The trusts and local authorities are pursuing Academies have a higher proportion of converters, 9.6 per cent in sponsor-led number in secondary schools fell 4.2 per redundancies to meet stretched budgets. unqualified teachers than local authority academies, and 11.3 per cent in free schools. cent.

. . . BUT MEN ARE PAID MORE WOMEN NOW WORK IN SCHOOLS . . . 5 6 MORE (IN SECONDARIES)

The census shows the percentage of teachers who are women has continued to rise – up by 0.1 percentage point to 73.9 per cent last year. This varies widely by sector: 84.6 per cent of nursery and primary teachers are women (15.4 per cent men), compared with 62.5 per cent in secondaries (37.5 per cent Across all secondary schools, men are paid more than men). women. Overall, women have four in The median salary for men in maintained secondaries is five school jobs (80.2 per cent). £38,300, compared with £37,900 for women. Both genders are paid less at secondary academies, but there is still a disparity. The median for men was £37,900, compared with £37,100 for women SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 9 NEWS Teachers leaving faster than ever – and 11 other school workforce findings

THE WORKFORCE APPEARS TO BE 7 PART-TIME WORKING IS MORE POPULAR 8 GETTING YOUNGER

The percentage of part-time teachers has from 25.7 per cent in 2010 to 27.8 per cent been steadily increasing since 2010 and this last year, part-time working amongst male Under-30s now make up a quarter of from 21.7 per cent in 2010 to 15.6 per cent year moved up again to 23.2 per cent of teachers dropped from 9.3 per cent in 2010 the teacher workforce at 24.9 per cent – last year. the workforce, compared with 22.7 per cent to 9 per cent last year. compared with 23 per cent in 2010. However, the figures show the number in 2015. Encouraging schools to offer more The percentage of teachers aged 30-40, of teachers taking retirement throughout More than a quarter (27.8 per cent) incentives to keep staff in flexible working and 40-50, has also risen. the 2015-16 financial year is actually lower of women teachers worked part-time, – such as “keep in touch” days and cash But the percentage of teachers than in previous years. compared with 9 per cent of men. retainers – has been touted as a potential aged between 50 and 60 took a tumble While female part-time teaching has risen solution to teacher supply concerns.

ACADEMIES PAY LESS THAN COUNCIL SCHOOLS 9 SOARING NUMBER OF SECONDARY 10 (UNLESS YOU’RE IN A LEADERSHIP ROLE) SCHOOLS WITH VACANCIES

On average, teachers in maintained The DfE said the teacher vacancy nursery/primary schools received £33,800 rate remains low, and has been for their work, compared with £32,600 in around 1 per cent or below (for all primary academies. teaching posts) since 2000. The same pattern held in secondaries, However, the percentage with teachers taking home an average of schools with at least one £37,300 in maintained schools, and advertised vacancy or temporary- £36,400 in academies. filled role rose from 23 per cent of But school leaders were paid more in secondary schools in 2015 to 27 academies. The average salary for leaders per cent last year. Primaries with in a maintained school was £63,100, which at least one vacancy also went up was just pipped by £63,200 in secondary from 6.9 per cent in 2015 to 8.9 academies. per cent last year.

. . . AND THEY ARE NOW LESS LIKELY TO TEACHERS ARE TAKING FEWER SICK DAYS 11 12 LEAVE BECAUSE OF “ILL HEALTH”

Just over half of teachers The percentage of teachers during 2015-16 had at least retiring through ill-health is also one sick day in the year (54 now “substantially lower” than in per cent), compared with 56 the past. per cent in 2014-15. Just 3 per cent of teachers The average number of retired in 2015-16 through days taken as sick has been ill-health. That compares with falling slowly – from 9.9 11 per cent of retirees in 2004- days in 2000 to 7.5 days in 05, and more than 25 per cent 2015-16. throughout the 1990s. A total of 2.16 million The percentage of teachers days were lost to sickness retiring early was at 43 per cent absence last year, which is – similar to figures for the past lower than in all previous ten years, which have ranged years since records on sick between 40 and 45 per cent. leave began in 2000 (and Perhaps what doesn’t kill you in equates to an average of 4.1 the classroom, really does make sick days per teacher). you stronger! 10 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS: FESTIVAL OF EDUCATION DAY ONE

THE COMEDIAN, RESEARCHER AND CHIEF INSPECTOR . . .

JESS STAUFENBERG @STAUFENBERGJ

The sun was out, a band played and the school looked like it was straight out of Harry Potter. Schools Week was back last week at Wellington College in Berkshire to help to celebrate the eighth birthday of The Telegraph Festival of Education. We were there with a bevy of top educationists, whose thoughts and debates we cover over the next four pages. Comedian and actor Hugh Dennis, who Dr Rebecca Allen played a harassed teacher in the hit BBC series Outnumbered, opened the festival by saying that pupils could feel like failures because they were judged in school by what was “measurable”. “We just need to make space for kids to think.” The festival took inspiration from his words. New research from Becky Allen at Education Datalab described how “sausage-machine schools” ground down new teachers, forcing them to flee the profession. Tom Sherrington, education consultant, laid into Progress 8: “We’re so driven by numerical outcomes we’ve lost the plot”. Chief inspector Amanda Spielman, determined not to judge schools on data only, and gave a wry nod to the pitfalls of being a celebrity headteacher by refraining from naming any so as not to “jinx” them. In a later interview with Spielman, Schools ‘SAUSAGE-MACHINE’ SCHOOLS SPIT OUT NEW TEACHERS Week editor Laura McInerney asked whether a school was recently graded outstanding simply More than 100 “sausage-machine schools” About 4 per cent of teachers at any The research comes as the School because the Department for Education liked it that lose high numbers of newly-qualified time were NQTs, but “sausage-machine Workforce Census, released last week, (Spielman firmly denied this), a question that teachers in “a cycle of grinding down new schools” could be spotted as those that shows the number of new teachers prompted Allen to tweet she hoped Laura “never recruits” are pushing teachers out of the tended to employ NQTs as 20 to 30 per entering the profession has dropped to interviews her”. Sam Freedman, executive profession, a new study has found. cent of their workforce – in effect “over- its lowest rate in five years, while vacancy director of programmes at Teach First and a Education Datalab said that about 130 using” them to fill staff posts, said Allen. rates continue to rise. former adviser to Michael Gove, said in turn schools that recruit and then replace The researchers looked at the Further analysis of the census by during a debate on how to use evidence in an unusually high number of newly proportion of NQT contracts at schools Education Datalab found a tenth of education that he would be “quite happy for qualified teachers (NQTs) each year have compared with their staff size over a all NQTs left in their first year, a third Allen to be made a benign dictator for the next a disproportionate impact on teacher five-year period and identified 131 schools after three years. This was particularly 50 years”. retention. across the country with unusually high worrying since teachers became their Aside from these nuggets, Schools If the number of new trainees who left numbers of NQTs that left for somewhere most effective for pupils after three years, Week meandered through tents to hear the these schools could be brought in line else. said Sims. neuroscientist Sarah-Jayne Blakemore talk with the national average, then 538 fewer Separately, about 122 also had unusually Although there were just over 100 about adolescent brains, find out the NQTs would have left the profession over high numbers of NQTs who left the such schools in the country, they had a Goldilocks-size for multi-academy trusts, and 2010-15. profession altogether – dubbed the most disproportionate impact on other schools see a fiery review of the post-Brexit landscape This is a quarter of the existing damaging kind of “sausage-machine because they could single-handedly cause by Mary Bousted. Sir David Carter gave a recruitment deficit and would have saved school”. about 15 teachers to leave the profession 20-minute talk – but did not take questions – £12.3 million on teacher training, the Sam Sims, a research associate at over five years – “enough to staff a whole while teacher and author Darren Chetty warned researchers told festival delegates. Education Datalab, said such schools other school”, he said. that British values were leading some schools to “We need to look at publishing teacher should not be allowed to employ Allen said that stress, lack of support look like “an EDL march”. turnover figures, in particular how new trainees because they’d proven from experienced staff and high pressure In a closing speech under the star-spangled good schools are at keeping NQTs,” said themselves “inadequate for showing them from senior leaders were likely to be key ceiling of the main tent, Gyles Brandreth, of Radio 4’s Just a Minute, gave a eulogy to the Dr Rebecca Allen, Education Datalab’s how to learn their craft”. features in these schools. They were also power of words, crediting both his director. Instead, the best and most experienced more likely to be in disadvantaged areas. English-teacher mother and a school teacher Ofsted could then investigate the teachers should be recruited to those Datalab did not name the schools, but for his love of them. The audience left schools that gave cause for concern, and schools to help to turn them around, some will be listed, with detailed case Berkshire feeling fuzzy, as well as fired up. trainees would know to avoid working a tactic already used by many multi- studies, in a book due to be published See you next year! there. academy trusts. later this year. SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 11

TORY FLOP WILL LET GREENING SOAR, SAYS UNION CHIEF

Education secretary Justine Greening campaigning for better funding. has become “freer” from the “dead hand The pressure was also on the DfE after of No 10” since the Conservatives’ failure teaching unions made school funding a to secure a majority, says Mary Bousted, central issue for voters. Chris Cook, policy general secretary of the Association of editor at the BBC’s Newsnight, had tweeted Teachers and Lecturers (ATL). after the election that the National Union Bousted (pictured) said the “very of Teachers (NUT) “may have run the most effective” secretary of state had been successful union campaign in recent freed from “inordinate delays” over policy history”, she said. decisions that characterised the pre- A new National Education Union, election period. formed this September from the ATL and The exit of Theresa May’s “cabal” of NUT, would also be “even stronger” at advisers, in particular grammar schools’ challenging the government. advocate Nick Timothy, would allow The time was particularly ripe for

r e Greening to follow her instincts. authorities needed to be “brought back into domestic policy to be reassessed as Brexit t r a C “With the exit of Nick Timothy, we can the picture”. negotiations would create a “remarkable

d i v actually ask whether she is going to bring As well as the pressure on pupil places, lull” from No 10 at home. a

D about the 500 new free schools pledge,” there were other issues that simply “would At the same time, said Bousted, May Bousted told delegates. not go away” for the Department for had become “humble and listening”, When pressed by Schools Week as to Education (DfE). allowing for previous school policies to be whether Greening would lift a ban on local The proposed levels of school funding overturned. “Of course, all my predictions authorities operating new schools and were “not tenable”, she said, reminding rest on the continued existence of the abandon the free schools’ programme, the audience that even “right-wing” MPs Conservative party and the DUP,” she Bousted said Greening was a “pragmatic such as John Redwood, the Conservative added, saying another general election secretary of state” who should realise local member for Wokingham, were could not be ruled out.

#EDUCATIONFEST EDUCATIONFEST.CO.UK

WHERE THOSE WHO INSPIRE FIND THEIR OWN INSPIRATION

WE’RE EXCITED TO ANNOUNCE THE DATES FOR THE TELEGRAPH FESTIVAL OF EDUCATION 2018. WE ARE NOW ACCEPTING GROUP BOOKING REQUESTS FOR 2018. MORE AND MORE SCHOOLS ARE MAKING BLOCK GROUP BOOKINGS FOR THE FESTIVAL. GET SET FOR 2018 AND BOOK YOUR SCHOOL OR ORGANISATION TICKETS FOR 2018 TODAY. ACROSS TWO DAYS YOU AND YOUR COLLEAGUES WILL HAVE ACCESS TO 100’S OF INSPIRATIONAL SESSIONS FROM LEADING EDUCATION- ALISTS AND THOUGHT LEADERS FROM ACROSS THE UK AND BEYOND. VISIT EDUCATIONFEST.CO.UK FOR MORE INFO,

DATES FOR 2018: 21-22 JUNE 2018 BROUGHT TO YOU BY 50% OFF GROUP BOOKING RATES BEFORE END OF SEPTEMBER 12 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS: FESTIVAL OF EDUCATION DAYS ONE & TWO SIZE DOES MATTER, SAYS TRUST CHIEF

Twenty schools is “too small” for a multi-academy trust because they will not be able to fund the training and services that are increasingly expected of them, says the chief executive of a multi-academy trust. Jon Coles, of United Learning, said the “long-term risk” to the academy system being successful was “not trusts being too big, but that they will be too small”. Bigger trusts had more capacity to train staff, provide specialist services and invest in difficult schools because they have a larger budget and can make savings on back-office costs, Coles said following a panel debate called Does Size Matter? The Growth of Multi-Academy Trusts. But business directors said the “local detail” of each school’s character and finances was lost when trusts expanded much beyond 20 schools. Laura McInerney, editor of Schools Week, Maria Arpa, chief executive of the Centre for Peaceful John Banbrook, the business and finance Solutions, Robin Dyer, second master at Wellington College, Tom Bennett, behaviour adviser to the DfE, and Katharine Birbalsingh, headteacher of Michaela Community School director at Faringdon Academy of Schools in Oxfordshire, whose chair, Liz Holmes, sat on the panel, said growing too large ran the risk of trusts falling “back into the failed local authority ‘DETENTIONS DON’T PROVIDE A MORAL COMPASS’ model we were trying to get away from” in which councils were having to oversee too Detentions were “a kind of violence” traditional discipline, has previously many schools. against pupils, said a conflict expert during argued that “poor children are kept poor” His trust of eight schools, which planned to a heated panel debate on pupil behaviour. in English schools because of a culture of join another trust to have 15 schools, would still Maria Arpa, chief executive of the Centre “low expectations”. be a size where he was able to talk “in detail for Peaceful Solutions, which helps to In her school, which Ofsted last month about every single school”. If it grew beyond 20, prevent community conflict, said that said was outstanding in all categories, the trust would rely more on data and be a “step detentions aimed to improve behaviour pupils walked between lessons “in single removed” from schools on the ground, running by telling pupils they should do the right file, in silence, eyes ahead”. the risk of getting into difficulties. thing because otherwise “someone bigger When asked by a delegate whether her But Coles said his trust’s turnover of than you will get you for it”. school was as “creepy” as it sounded, £360 million – the result of 40,000 pupils at As such, detention and other Birbalsingh said that “it would be a mistake 46 academies and 13 independent schools – punishments, such as isolation and to think there was no laughter at Michaela” allowed even a 1 per cent investment in exclusion, “perpetuate a domination but that there was “the right time for teacher training to be a “substantial resource” culture” and were inherently a kind of laughter”. She added there was more and meant the trust could train 100 new violence. laughter than in other schools because teachers a year. Instead, pupils must develop a moral “there was no bullying”. National schools commissioner Sir David compass “from the inside-out, not the Arpa, who has worked with gangs and Carter’s recommendation that 1,200 pupils outside-in”, she said. accurately assess the scale of the issue as young offenders, said strict rules such should be the minimum size for a MAT was But she was strongly challenged by teachers were not incentivised to confess as these produced “nice, dead people” therefore “much too small”, because such a school behaviour experts, including Tom their concerns. accustomed to operating on compliance trust would only have a budget of about Bennett, the government’s independent “Teachers don’t honestly answer Ofsted’s rather than independent thought. £5 to £6 million, he said. Carter made the behaviour tsar. questions about behaviour because One secondary school employed Arpa’s comments in March last year. Bennett, who also runs the conference they know that going into ‘requires organisation after it found that using a “To get real advantages of scale, I think a organisation ResearchEd, said: improvement’ won’t make anything easier “similar” disciplinary model to Michaela’s trust needs to be at least five to ten-times that “Boundaries set with love are for pupils’ for them.” resulted in “no student voice”. size.” benefit. Katharine Birbalsingh (pictured), But Birbalsingh said that clear But Emma Knights, chief executive of the “It’s not violence, it’s part of a wider diet founder and headteacher of Michaela punishment and reward structures helped National Governance Association, who also sat of helping them.” Community School in north London, said children to become kind adults as it on the panel, said multi-academy trusts should He added that there was a “serious Arpa’s stance was “dangerous”. reinforced good behaviour until it was be more focused on collaborating with local national problem with behaviour”, “I’m surprised with what Maria’s saying. “habit”. schools and trusts than trying to deliver all although figures across schools were When we imagine that helping a child Her school used a “triangle system” training and improvement themselves. difficult to come by because of the correct his behaviour is to hurt him, we with pupils wanting to avoid a “de-merit” “MATs aren’t supposed to do everything. inconsistency of school record systems. destroy authority. or detention at the bottom, moving to That’s what teaching school alliances are for.” Nick Rose, a researcher for Teach First, “That’s why poor children are unable to achieving a merit in the middle, to where Senior leaders should also not spend “half suggested during a separate event on change their stars.” good behaviour “becomes who you are” their lives in the car” driving between lots of behaviour that even Ofsted was unable to Birbalsingh, who is a supporter of at the top. schools within their trust. SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 13

Sarah-Jayne Blakemore Know your curriculum and tell us about it, says Ofsted

Sean Harford

Schools will need to show they have “designed” gained against expectations (impact and their curriculum and whether it helps pupils to achievement).” be upwardly socially mobile, says Sean Harford, The findings are from an initial analysis IT’S EASY TO COACH PUPILS FOR Ofsted’s national director of education. of about 40 visits to primary and secondary He said Ofsted would increasingly look for schools in the summer term. More visits will NON-VERBAL REASONING TESTS evidence of “strategic decision-making” in a follow. school’s curriculum, something that was likely Harford said schools were often unclear about People who say it is fairer to test pupils on a topic that was better understood to form part of a new common inspection what a “theme-based” approach was – “whether non-verbal reasoning for grammar school when introduced to a teenager, rather framework in September 2019. it is people not doing subjects, people grouping entrance are “completely wrong” because than earlier on. Leaders would need to “know what their subjects together, or grouping skills, or people teenage brains are very responsive to Telling pupils that their brains were curriculum is and what the intent is” and doing them in an integrated way”. training, says an expert in adolescent brain highly trainable would also help them to be able to “articulate that really clearly” to Likewise, when schools described a development. challenge their own assumptions that they inspectors, including showing how it was “skills-based” curriculum, teachers described Sarah-Jayne Blakemore, professor of were bad at certain subjects. having a practical impact in the classroom. everything from self-control to reading skills cognitive neuroscience at University “Teaching adolescents about their brains Ofsted was also researching the link between to leadership. College London, told delegates that contrary would help them to understand their different kinds of curricula and “social mobility”, to earlier beliefs, the adolescent brain was behaviour. and would use any findings when inspecting far more plastic and did not learn less well “We certainly know that if you teach schools, he said. Most schools are as it aged. children about the plasticity of their brains “We’re going to see if there is a linkage The idea that non-verbal reasoning tests they can learn more.” between the curriculum that young people ambiguous about could not be trained for, instead revealing However, the adverse effect of peer study in different schools and their “innate ability”, was not borne out by her influence had to be considered. destinations afterwards.” what they mean study that showed pupils could be coached Adolescents were “hyper sensitive” to social A major challenge was that most schools on her reasoning app over 20 days to exclusion compared with other age groups, were “ambiguous” about what they meant by by ‘curriculum’ perform much better. research in 2010 suggested, particularly from “curriculum” and other terms that claimed to “The idea that you use non-verbal the ages of 11 to 13. Peer influence also made describe it, such as “skills-based” or “enriching”. reasoning as a test because it’s not trainable young people more reckless. Ofsted currently required schools to offer Harford said that all curricula should have a is completely wrong – it’s highly trainable.” “Peers in schools can result in aversion a “broad and balanced” curriculum, but clear structure, with teachers able to show they Her nine-year-old was using the app as from certain activities,” said Blakemore. Harford said many schools failed to understand had been planned and were having an impact. preparation in an attempt for a grammar “Their influence is an important determinant the term. In particular leaders should be ambitious school. of adolescence typical behaviour.” “They aren’t clear about when a narrow, about key stage 3 because the curriculum was The ability to learn non-verbal reasoning Experiments on adolescent mice (a period imbalanced curriculum becomes a broad one. often too geared towards the exam years. also improved over adolescence, indicating of about 25 days) showed that they drunk “It’s really interesting how much stumbling For instance, the “brouhaha” about that some kinds of learning might be best more alcohol than adult mice if it was left in there is on this, and how much diversity of former education secretary Michael Gove’s done later on in school, recent research their cage, tying in with adolescence being opinion.” requirement to teach more British authors at published in Psych Science showed in 2016. a time of increased sensation-seeking and Ofsted’s working definition of “curriculum” GCSE “amazed” him, because international “The older adolescents were significantly lack of self-regulation. is: “A framework for setting out the aims of authors could be taught before then. better at training their brains in the tests, Teachers could better understand pupil a programme of education, including the “Schools should be having a great time in as were young adults, than the younger behaviour by realising adolescence knowledge and understanding to be gained those years.” children,” said Blakemore. was a particularly “sensitive” period of at each stage (intent); for translating that His words follow Key Stage 3: The Wasted “So learning doesn’t always decline with brain development. There were some framework over time into a structure and Years, an Ofsted report that found a weakness age, contrary to previous studies.” disadvantages, but it was also a time their narrative, within an institutional context in teaching and progress in those years because Blakemore raised algebra as an example of brains could be trained to learn new things. (implementation) and for evaluating what of “a lack of priority given to key stage 3 by knowledge and understanding pupils have many secondary school leaders”. 14 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 Interview Spielman comes out fighting

LAURA MCINERNEY @MISS_MCINERNEY

hen Amanda Spielman told a packed audience at the Festival ‘I would never have Wof Education that she aspired to be like Bismarck, it was hoped that the the hubris to compare chief inspector meant Otto von, the iron chancellor who unified 19th-century myself to Bismarck’ Germany through diplomacy, rather than the battleship that was fatally damaged on its first offensive operation. In her first speech since the general election (she’d been stymied by rules stopping the inspectorate from making political points during the campaign), she was ready to land punches. First up: her views in office would be based on evidence “not personal prejudices and hobby horses”. Her predecessor, Sir Michael Wilshaw, must have felt the blow. Her wide-ranging speech touched on data, curriculum, fundamental British values and the need to focus on school leadership as a team effort rather than the work of individual mavericks (another punch for Wilshaw). But there were contradictions. Spielman said that schools had sometimes lost sight of the “real substance of education”. Exam grades or progress scores – though they Laura McInerney (left) with Amanda Spielman were important – were not the core “but instead the real meat of what is taught in The independence of Ofsted down again. This is something for us to be our schools and colleges: the curriculum”. One school that does not follow the national following up on.” Focusing on qualifications rather than curriculum is Michaela Community School, But why are the schools staying open so curriculum was, for her, “a huge waste”. labelled by The Sunday Times as “the strictest long? “The idea that children will not, for school” in England. Two weeks ago the “This is where there is a balance between example, hear or play the great works of north London school was given an Ofsted Ofsted as the inspectorate, and the classical musicians or learn about the “outstanding” rating, despite its founder Department for Education as the regulator intricacies of ancient civilisations – all saying it would prefer the organisation who ultimately has decide when to take because they are busy preparing for a be closed and publicly refusing to follow action.” different set of GCSEs – would be a terrible policies, such as performance-related pay. So she can only recommend change? shame.” Ministers had been loudly complimentary Essentially, yes. “The department is the However, this is tricky for heads about the school for several years, though, regulator that can take action and enforce struggling to fit in all the requirements leading some educationists to wonder if against non-compliance with those of GCSE reforms. And aren’t topics such Ofsted’s judgment hadn’t been influenced by standards.” as classical music simply her own hobby such politicians. horses? “That is not the way it works,” Spielman The Bismarck landing In an interview after her speech, said. “There is no departmental, or something of concern raised, then it does get Finally, in a nod to Sir Michael’s comparisons Spielman denied that her particular ministerial control – or indeed control by raised up the list but it is for us to decide on of himself to Clint Eastwood’s Dirty Harry, preferences were leading her views, and me – of the team that goes out to do an the basis of the concerns.” Spielman was asked which fictional or insisted that this did not change Ofsted inspection. The process, top to bottom, is But Spielman insisted the inspection historical figure she felt she was most like. policy. Yet. clear and straightforward. was then done separately from ministerial Aware any answer might bring “This is not a coded announcement of “The result at Michaela was the view of the influence. “It is done in the same way as any unflattering headlines, she demurred a changing Ofsted expectation or a sort inspector on the day. With no interference other inspection; properly, independently diplomatically. of sneaky new inspection handbook that at all.” and objectively. It is really important it stay “I’m not sure . . . who would you compare no one knows about,” she said. Instead So if the education department was that way.” me to?” the inspectorate was undergoing a review worried about a school, perhaps on Two years ago, in her first public interview, into curriculum that could, in 2019, lead fundamental British values, and it was Fundamental British values Spielman told Schools Week that she would to a separate curriculum section in the convenient to have it be failed and changed In the past month, Schools Week has invite Bismarck, the iron German chancellor, inspection criteria. into an academy, would it ask Ofsted to visit reported on a number of private religious to a dinner party. Perhaps he was a fitting Until then, heads should be ready to bring its rating down? schools found to be flouting equalities law. comparison? to discuss their curriculum during an “There are various systems through which In some cases the schools received three “I would never have the hubris to compare inspection, and be able to answer: “is there Ofsted collects information about schools for fail grades within 18 months, yet were still myself to Bismarck. Never! He succeeded in a specific curriculum, is it clear and is it which there are concerns. open. Why? unifying Germany, come on now!” translating into good education?” “For all our inspections there is a statutory “This is something of great concern,” But was that not her intention – to But she emphasised there would be no cycle, but there is also a risk-assessment Spielman said. “We can see patterns unify the school sector with the common “Ofsted-approved curriculum” model. process; the inspection scheduling takes emerging of schools ‘bumping’ – just inspection framework? account of both. managing to get back above standards – Smiling, she said: “Well, that gives me “So if a school or college has had but when we go back they are ‘bumping’ something to aspire to.” SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30 2017 15 NEWS £200 PER SCHOOL FOR MENTAL HEALTH FIRST-AIDERS

FREDDIE WHITTAKER @FCDWHITTAKER Investigates What is the end goal? How WILL THEY DO IT? he government will give £200 to every secondary school in England Tto pay for the training of a mental health “first-aider”. A total of £200,000 allocated this week will pay for the training for 1,000 teachers this year. Officials plan to roll out the programme over the next three years so there is a trained teacher in every one of England’s 3,400 secondary schools, part of a key manifesto promise. The funding will not go directly to EACH SCHOOL schools, but to the social enterprise Mental WILL GET... Health First Aid, which will deliver the one- day training to groups of up to 16 teachers at a time from this month. Each session will be held at a “host” school that, under the charity’s deal with the Department of Health, will be allowed to send four members of staff to the training. This means each session will train teachers from up to 13 schools, including THE PLAN FOR FIRST AIDERS  THE PLAN FOR POINTS the host. · One-day training sessions for OF CONTACT  The training costs the charity £117.25 groups of up to 16 teachers · Trialled in 255 schools since a head to deliver if all 16 places in every A B from this June 2015 as part of £3.2m pilot session are taken up. · Covers issues including · Clinical commissioning But the government allocated A MENTAL HEALTH A MENTAL HEALTH depression and anxiety, groups given up to £85,000 £200-a-head as some sessions may not be ‘FIRST AIDER’ ‘POINT OF CONTACT’ suicide and psychosis, self- to link a staff member in full. A member of teaching A named member of staff harm and eating disorders each school with a health professional The training may be more difficult in staff trained to identify and with responsibility to work · Initial funding of £200,000 rural areas where staff may have to travel a to train 1,000 teachers in first · Plans to extend the project deal with mental health directly with child and long distance to a host school. year to cover 1,200 schools, but Teachers put forward for the training problems in pupils adolescent mental health · Cost of £117.25 per teacher funding not yet confirmed will receive “practical advice” on how to services deal with issues such as depression and anxiety, suicide and psychosis, self-harm and eating disorders. It is understood the Hunt, claims the scheme is being set up in primary schools, who were also covered by In January, Schools Week reported a scheme will run in parallel with separate response to calls from teachers for “more the manifesto pledge. warning from the charity, Young Minds, plans to put a mental health “point of formal training on It is also not known how schools will be that services for young people had been contact” in each school. how to understand and respond to acute expected to respond if their trained mental “severely underfunded” in recent years. Justine Greening, the education mental distress”. health first-aider leaves for another school. NHS statistics also show a sharp rise in secretary, says the training will give However, the government has yet to If schools get better at identifying mental the length of wait for children between teachers “more confidence” in tackling confirm how much money will be available health conditions, it could also exacerbate referrals and “first contact” with mental mental health issues among pupils. to train teachers in years two and three of an already serious backlog in mental health health services, from an average 7.3 days in Meanwhile, the health secretary, Jeremy the scheme, or how it will be extended to referrals. February last year to 28 in June. Extreme internet users ‘more likely to be bullied’

Pupils who use the internet to “extreme” levels are mental health at EPI, said the fact that only a fifth more likely to be bullied, a new report shows. of pupils tell someone when they had an upsetting “Extreme internet users”, who are online for more experience online shows “the challenges faced by than six hours a day, are more likely than pupils who parents and teachers” in supporting pupils. use the internet for one or two hours a day, to be Girls were also more likely to have said they had seeking solace online because they are being bullied been bullied online than boys. in real life or to be experiencing cyberbullying. There is also a “clear association” between longer Almost 18 per cent of extreme internet users time spent on social media and worse mental health stated “other pupils spread nasty rumours about me”, problems, the Office for National Statistics found in compared with 6.7 per cent of moderate internet 2015. users, according to a review of evidence from think But this “does not necessarily prove that social tank the Education Policy Institute (EPI). media causes harm to young people’s wellbeing”, Among pupils who use the internet a lot, one in five noted Frith. said “other pupils make fun of me”, compared with Instead, schools should not seek to limit pupils’ one in nine pupils who use it moderately. internet use, but bring in policies that will build up Emily Frith, author of the report and director of their resilience to its negative effects. 16 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30 2017 NEWS

Education Committee Live EDITOR’S COMMENT @miss_mcinerney | [email protected] The new chief sets out her battle plans

Amanda Spielman is starting to keep up a high number of subjects education, it could be bad for children’s reports may be part of these decisions, warm up in her role at Ofsted and it is and you’re cutting into the “broad and safety. but in most cases they appear not to be. exciting, if slightly alarming, to watch. balanced national curriculum”. Reduce More than £1 million has been given Reach2, for example, has not yet had a Her inspector’s focus on curriculum the number of exams that pupils study to Ofsted for its taskforce into the trust-level review. Durand is involved is correct and difficult. Correct because for and you reduce their subjects AND schools, but prosecutions are slow. In in a legal wrangle over its inspection schools have started to concentrate too risk a drop in the schools’ headline March we revealed that so far every reports. much on exams. Primary pupils spend performance score if they mess one up. case sent to the Crown Prosecution Given academies are increasingly most of their final year learning the So, it’s good to see the new chief Service has been knocked back. The subject to interference by civil servants, contrived version of English tested in inspector tackle this thorny issue, but inspectorate needs to show that it including so-called “monitoring their SATs, and having maths drummed it’s going to be a high-wire act getting can develop its intelligence and deal visits”, one has to wonder what is the into their brains. It’s not a bad use of to a place where school leaders feel able with this problem, or it could find the point of Ofsted also doing monitoring time; these are good things to learn. But to manage the competing demands. resources withdrawn and the issue visits for inadequate or requires it does mean that history, music, art, Two other Ofsted matters starting continuing unabated. improvement schools? Is it the best use even science, are subsumed. to bubble up will also require careful The second is less life-threatening, of resources? And, if the independence At secondary schools things are balancing if the chief inspector is not to but affects most school leaders. It is and transparency of Ofsted reports is even worse. As headteacher Liam fall flat on her face. the issue of Ofsted’s jurisdiction over the best way to do things, then why are Collins, who deserves an award The first will not affect many academy chains. we sending in civil servants (especially for his honesty, explained to in the schools sector, but is AET, Reach2 and Durand Academy if they haven’t been given adequate reporter Billy Camden, the new enormously serious. Illegal Trust are all to have schools removed training in inspection)? “more rigorous” GCSEs are so schools were a bugbear of from them and handed to other chains. None of these things is simple. packed with content either her predecessor, Sir Michael All three have been high-profile, either But then, neither is Spielman. Hence, secondary pupils need more Wilshaw, but the because of their fast growth rates or the the next few years of Ofsted reform time to study or do fewer Department for recalcitrance of their leaders. None is could be exciting if difficult. Plus, she subjects. Both require Education has been being forced to give up the schools on does say that she aspires to be like a compromise that can agonisingly slow to the basis of Ofsted inspections, but on Bismarck, the 19th century-politician get you into trouble with act. As our story on the basis of concerns by people within who diplomatically unified Germany. Ofsted, though. Have the fires in illegal the Department for Education, either Given the academy world is currently pupils start their GCSEs schools shows: this by regional school commissioners or like the Wild West, she might be in the a year early so they can is not only bad for the Education Funding Agency. Ofsted right place. JO FRIDAY, JUNE 30 2017 EDITION 109 BS

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OXLEY PARK ACADEMY MILTON KEYNES

Academy Principal Required Competitive Salary offered

Oxley Park Primary School became Oxley Park Academy on 1st July 2011. The successful candidate will work as part of an amazing team who have It was one of the first primary schools in Milton Keynes to achieve this high aspirations for our future and will play an integral role in shaping and status. As an academy Oxley Park is independent from the Local Authority ensuring successes over multiple sites. and, although state funded, is directly accountable to the Department for We can offer you: Education. • An amazing team - “Team Oxley”- children, staff, parents, We made the decision to become an academy in order that we could best Governors, community meet the needs of our pupils. This was not purely a financial decision but based on the freedoms and autonomies which academy convertors have, to • Beautiful, state of the art buildings and facilities meet their community’s needs. The rich and varied curriculum we offer is one • A strong, professional learning culture throughout example of the benefits we have already made by achieving academy status. • Strong ethos on values We continue to work in partnership with the local authority and local schools • A focus on “the child” at the heart of what we do in many ways, including through my role as a Local Leader of Education. • The chance to make a difference! Oxley Park Academy is proud to be part of a very supportive community. It is very well supported by the Academy Directors (Board of Governors). We Salary is negotiable. We want the very best for our school and our have very high expectations of ourselves to provide an excellent education community. If you are the very best, please apply. for all of the children who attend our school, and equally we have very high expectations for children’s learning and behaviour.

Our motto is “Dream, Believe, Achieve – Together”. Our greatest privilege

is to work in this amazing school. We love the job we do and are eternally An application pack is available on request. Visits to the school are proud of “Team Oxley” and the successes they achieve. encouraged. Please contact Jo Peacock, PA to the CEO, to arrange a visit Due to the expansion, in September 2017, of our school over 2 campuses, and request a recruitment pack [email protected] and the current Academy Principal’s new designation as CEO, the Governing Closing Date: 12 noon Tuesday 11th July 2017 Body are seeking to recruit a new Academy Principal with effect from 1st January 2018, or earlier. Interview Dates - Both 18th & 19th July 2017

Oxley Park Academy is committed to safeguarding and promoting the welfare of children and vulnerable adults. All employees are expected to share this commitment, to follow the academy’s safeguarding policies and procedures, both in work and in their work and in their personal lives. All school based posts are defined as Regulated Activity and therefore this post is subject to an Enhanced with Barred List Disclosure and Barring service check. FRIDAY, JUNE 30 2017 @SCHOOLSWEEK JO BS

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GLOBALGLOBAL HEAD HEAD OF OF ASSESSMENTASSESSMENT MANAGER, MANAGER, HEADHEAD OF OF SAP SAP CENTRE CENTRE SENIORSENIOR BUSINESS BUSINESS MARKETINGMARKETING MATHEMATICSMATHEMATICS OFOF EXCELLENCE EXCELLENCE DEVELOPMENTDEVELOPMENT MANAGER, MANAGER, FixedFixed term, term, until until 12th 12th March March 2019; 2019; Fulltime Fulltime MaternityMaternity Cover Cover 6-12 6-12 months months 2424 month month fixed fixed term term contract, contract, full full time time UKUK & & IRELAND IRELAND Salary:Salary: circa circa £41,300 £41,300 Salary:Salary: Circa Circa £68,500 £68,500 Salary:Salary: Competitive Competitive PermanentPermanent – Full– Full time time CambridgeCambridge International International Examinations Examinations prepares prepares school school students students for life,for life, We Weare arelooking looking for afor dynamic a dynamic Global Global Head Head of Marketing of Marketing to provide to provide leadership leadership An excitingAn exciting opportunity opportunity has hasarisen arisen for anfor experiencedan experienced SAP SAP professional professional as as helpinghelping them them develop develop an informedan informed curiosity curiosity and and a lasting a lasting passion passion for learning.for learning. 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We Wehave have a vacancy a vacancy in the in theGlobal Global Network Network for afor Senior a Senior Business Business Development Development andand employers, employers, giving giving students students a wide a wide range range of options of options in their in their education education and and insightinsight and and communications communications which which will willenable enable and and support support the theachievement achievement ManagerManager within within the theUK UK& Ireland & Ireland team. team. In this In this role role you you will willhave have overall overall career.career. This This is an is excitingan exciting opportunity opportunity to join to join an innovative,an innovative, dynamic dynamic team team For Forthe theduration duration of this of this fixed fixed term term contract contract your your primary primary focus focus will bewill be of businessof business plan plan targets targets and and wider wider strategy strategy objectives. objectives. The The Global Global Head Head of of accountabilityaccountability for thefor thesales sales and and recognition recognition functions functions across across all sectors all sectors in the in the workingworking to produce to produce top-class top-class assessments. assessments. This This role role would would suit suit a Mathematics a Mathematics stabilisingstabilising our ourSAP SAP environment environment whilst whilst ensuring ensuring the thedelivery delivery of new of new MarketingMarketing will willwork work closely closely with with Sector Sector and and Product Product managers managers to ensure to ensure we we UK UKand and Ireland Ireland region, region, one one of the of thelargest largest markets markets for Cambridgefor Cambridge English. English. specialistspecialist looking looking for afor new a new challenge. challenge. functionalityfunctionality is seamless. is seamless. Reporting Reporting into into the theIT Director IT Director you you will willclosely closely are areproviding providing what what customers customers want, want, and and communicating communicating our ouroffer offer effectively. effectively. collaboratecollaborate across across the theorganisation organisation with with our ourinternal internal customers customers and and technical technical • Lead• Lead the theplanning planning of all of business all business development development and and recognition recognition activities activities TheThe position position will willsit insit the in theAssessment Assessment Projects Projects Group. Group. The The Group Group works works on on ThisThis is an is excitingan exciting opportunity opportunity for afor marketing a marketing professional professional in middle in middle teamsteams in defining in defining solution solution options options that that meet meet our ourbusiness business needs. needs. You Youwill will in thein theUK UKand and Ireland Ireland across across all sectors; all sectors; responsible responsible for developingfor developing the the educationeducation reform reform projects projects with with international international clients clients as well as well as producing as producing managementmanagement looking looking for theirfor their next next career career move, move, where where you you will: will: havehave ownership ownership for planningfor planning and and managing managing multiple multiple application application services, services, businessbusiness plans plans in conjunction in conjunction with with the theCountry Country Head, Head, UK UKand and Ireland Ireland and and assessmentsassessments covering covering Cambridge Cambridge primary primary and and lower lower secondary. secondary. the theRegional Regional Recognition Recognition Manager, Manager, Europe Europe & North & North Africa. Africa. • Develop• Develop and and manage manage the theCambridge Cambridge English English brand, brand, maximising maximising awareness awareness development,development, maintenance, maintenance, and and enhancement enhancement of our of ourservices services utilising utilising SAP SAP You’llYou’ll be managingbe managing question question paper paper production production processes, processes, working working with with • Be• responsibleBe responsible for thefor thegeneration generation of new of new business business opportunities opportunities primarily primarily in in andand building building strong strong attributes. attributes. Provide Provide effective effective brand brand governance governance and and technologiestechnologies and and resources. resources. subjectsubject specialists specialists on theon theproduction production of test of test specifications, specifications, sample sample and and the theHigher Higher Education Education sector sector in addition in addition to driving to driving sales sales with with international international ensureensure that that the thepresentation presentation of our of ourproduct product portfolio portfolio is easy is easy for customersfor customers YouYou will: will: live liveassessment assessment material. material. You’ll You’ll be checking,be checking, proof-reading proof-reading and and signing signing off off educationeducation groups groups and and other other providers providers across across all sectors all sectors sectors. sectors. The The role role will will to navigateto navigate and and understand. understand. questionquestion papers papers and and mark mark schemes, schemes, as well as well as managing as managing examiners examiners to ensure to ensure • Be• theBe thekey keypoint point of contact of contact for Businessfor Business stakeholders stakeholders for SAPfor SAP operations, operations, involveinvolve leading leading the thesales sales process process from from initiation initiation to completion. to completion. • Provide• Provide leadership leadership and and direction direction to the to theMarket Market Intelligence Intelligence team, team, thatthat assessments assessments are areaccurately accurately marked marked and and graded. graded. prioritisationprioritisation and and issue issue resolution. resolution. • Be• accountableBe accountable for thefor thedevelopment development of relationships of relationships with with key key strengtheningstrengthening Cambridge Cambridge English’s English’s customer customer insight insight and and its understandingits understanding • Be• accountableBe accountable for deliveringfor delivering and and maintaining maintaining functionality, functionality, system system stakeholdersstakeholders in the in theregion region including including HE institutions,HE institutions, government government and and of competitorof competitor strategy. strategy. Develop Develop the thetools tools and and analysis analysis to ensure to ensure senior senior We Weare arelooking looking for anfor enthusiastic,an enthusiastic, self-motivated self-motivated team team player. player. The The role role of of availability,availability, security security and and performance performance across across the theSAP SAP Landscape Landscape (ECC/ (ECC/ examexam centres centres and and for ensuringfor ensuring Cambridge Cambridge English English qualifications qualifications gain gain managementmanagement can canmake make the thebest best use useof market of market intelligence intelligence collected collected to to the theMathematics Mathematics Assessment Assessment Manager Manager will willsuit suit an experiencedan experienced mathematics mathematics Hana,Hana, BW/BOBJ, BW/BOBJ, SRM, SRM, CRM, CRM, PI, BPC), PI, BPC), supporting supporting business business requirements. requirements. maximummaximum recognition recognition in the in theregion. region. informinform strategy. strategy. specialistspecialist looking looking for afor new a new challenge challenge or an or experiencedan experienced mathematics mathematics teacher teacher whowho has hasknowledge knowledge and and experience experience of mathematics of mathematics assessments. assessments. You’ll You’ll be be • Provide• Provide leadership leadership and and guidance guidance to the to thebusiness business on theiron their use useand and • Deliver• Deliver effective effective and and targeted targeted marketing marketing communications communications and and campaigns campaigns WhatWhat we’re we’re looking looking for: for: a mathematicsa mathematics graduate, graduate, ideally ideally with with experience experience in teaching in teaching and/or and/or project project developmentdevelopment of the of theSAP SAP solutions. solutions. throughthrough all channels all channels with with a focus a focus on digitalon digital marketing, marketing, websites websites and and social social • Educated• Educated to degree to degree level; level; postgraduate postgraduate qualification qualification (e.g. (e.g. MBA) MBA) preferred. preferred. managementmanagement (possibly (possibly in an in internationalan international context) context) and and some some knowledge knowledge of of • Continually• Continually identify identify and and seek seek opportunities opportunities to improve to improve business business processes processes media,media, working working in offline in offline channels channels where where appropriate. appropriate. assessmentassessment issues. issues. A keen A keen problem problem solver solver with with meticulous meticulous accuracy, accuracy, you’ll you’ll andand support support critical critical business business strategies. strategies. • Excellent• Excellent negotiation negotiation skills. skills. • As• partAs part of the of theBusiness Business & Marketing & Marketing Senior Senior Management Management team, team, make make a a havehave a proven a proven ability ability to manage to manage your your workload workload when when under under pressure pressure to meet to meet • Be• responsibleBe responsible for collaboratingfor collaborating with with business-unit business-unit management, management, • Proven• Proven sales sales and and account account management management ability. ability. majormajor contribution contribution to the to thedevelopment development of overall of overall strategy, strategy, policy policy and and multiplemultiple deadlines deadlines and and will willenjoy enjoy contributing contributing to the to thesuccess success of Cambridge of Cambridge technologytechnology / business / business subject subject matter matter experts, experts, various various IT functional IT functional areas, areas, • The• The ability ability to use to useand and interpret interpret data data as a as basis a basis for soundfor sound decision decision making. making. leadership,leadership, deputising deputising for thefor theDirector Director as required. as required. InternationalInternational Examinations. Examinations. andand outside outside consultants, consultants, to assess to assess feasibility, feasibility, determine determine costs costs versus versus • Excellent• Excellent interpersonal interpersonal and and communication communication skills. skills. YouYou will willbe anbe excellentan excellent communicator communicator who who can canget getideas ideas across across quickly quickly and and TheThe closing closing date date for forreceipt receipt of applications of applications is the is the3rd 3rd July July 2017 2017 with with benefits,benefits, prioritize prioritize projects, projects, and anddevelop develop and andimplement implement systems systems plans plans • Ability• Ability to think to think strategically. strategically. influenceinfluence individuals individuals at differentat different levels. levels. video video interviews interviews on 11thon 11th July July 2017 2017 and and interviews interviews in Cambridge in Cambridge on on thatthat address address the theinformation information requirements requirements of the of thebusiness business and and adhere adhere to to • A• willingnessA willingness to work to work flexibly, flexibly, both both independently independently and andas partas partof a ofteam. a team. ClosingClosing date: date: 12th 12th February. February. 19th19th July July 2017 2017 for forshortlisted shortlisted applicants. applicants. establishedestablished strategic strategic business business and and systems systems objectives. objectives. • Significant• Significant experience experience of workingof working in a in busy a busy and andcomplex complex office office environment. environment. TheThe closing closing date date for forreceipt receipt of applications of applications is 9 is July 9 July 2017 2017 and and interviews interviews TheThe closing closing date date for forreceipt receipt of applications of applications is 11 is July11 July 2017 2017 and and willwill be heldbe held shortly shortly after. after. interviewsinterviews will will be heldbe held on 3on August 3 August 2017. 2017.

ApplyApply for for a awide wide range range of of vacancies vacancies and and join join  Cambridge Cambridge Assessment Assessment ourour world world leading leading organisation organisation  @Cam_Assessment @Cam_Assessment 150+150+ years years 170+170+ 2500+2500+ 8million+8million+ www.cambridgeassessment.org.ukwww.cambridgeassessment.org.uk  @CambridgeAssessment @CambridgeAssessment heritageheritage countriescountries employeesemployees learnerslearners

B7151B7151 CambAs CambAs 330x262mmP 330x262mmP DPS 3.inddDPS 3.indd 2 2 28/06/201728/06/2017 17:17 17:17 JO FRIDAY, JUNE 30 2017 EDITION 109 BS

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Europe’sEurope’s largest largest assessment assessment body. body. A worldA world of opportunityof opportunity ShapingShaping the the future future through through better better education. education.

GLOBALGLOBAL HEAD HEAD OF OF ASSESSMENTASSESSMENT MANAGER, MANAGER, HEADHEAD OF OF SAP SAP CENTRE CENTRE SENIORSENIOR BUSINESS BUSINESS MARKETINGMARKETING MATHEMATICSMATHEMATICS OFOF EXCELLENCE EXCELLENCE DEVELOPMENTDEVELOPMENT MANAGER, MANAGER, FixedFixed term, term, until until 12th 12th March March 2019; 2019; Fulltime Fulltime MaternityMaternity Cover Cover 6-12 6-12 months months 24 month24 month fixed fixed term termcontract, contract, full timefull time UKUK & IRELAND& IRELAND Salary:Salary: circa circa £41,300 £41,300 Salary:Salary: Circa Circa £68,500 £68,500 Salary:Salary: Competitive Competitive PermanentPermanent – Full – timeFull time CambridgeCambridge International International Examinations Examinations prepares prepares school studentsschool students for life, for life, We are Welooking are lookingfor a dynamic for a dynamic Global HeadGlobal of Head Marketing of Marketing to provide to provideleadership leadership An excitingAn exciting opportunity opportunity has arisen has for arisen an experienced for an experienced SAP professional SAP professional as as helping helpingthem develop them develop an informed an informed curiosity curiosity and a lasting and a passionlasting passionfor learning. for learning. Salary:Salary: Circa Circa £43,000 £43,000 and visionand to vision the marketing to the marketing function function of Cambridge of Cambridge English, English,providing providing high high Head ofHead SAP Centreof SAP ofCentre Excellence, of Excellence, to provide to provideexcellent excellent leadership leadership in guiding, in guiding, Our internationalOur international qualifications qualifications are recognised are recognised by the world’sby the bestworld’s universities best universities quality qualityand effective and effective marketing, marketing, brand management, brand management, market marketand customer and customer directing,directing, and managing and managing the SAP the Centre SAP ofCentre Excellence of Excellence team. team. We haveWe a vacancyhave a vacancy in the Global in the NetworkGlobal Network for a Senior for a BusinessSenior Business Development Development and employers,and employers, giving students giving students a wide rangea wide of range options of optionsin their ineducation their education and and insight andinsight communications and communications which will which enable will andenable support and support the achievement the achievement ManagerManager within thewithin UK the& Ireland UK & team.Ireland In team. this role In this you role will you have will overall have overall career. Thiscareer. is an This exciting is an exciting opportunity opportunity to join anto innovative,join an innovative, dynamic dynamic team team For the Forduration the duration of this fixed of this term fixed contract term contract your primary your primaryfocus willfocus be will be of businessof business plan targets plan targetsand wider and strategy wider strategy objectives. objectives. The Global The HeadGlobal of Head of accountabilityaccountability for the salesfor the and sales recognition and recognition functions functions across all across sectors all sectorsin the in the workingworking to produce to produce top-class top-class assessments. assessments. This role This would role suit would a Mathematics suit a Mathematics stabilisingstabilising our SAP our environment SAP environment whilst ensuring whilst ensuring the delivery the delivery of new of new MarketingMarketing will work will closely work withclosely Sector with andSector Product and Product managers managers to ensure to weensure we UK and UKIreland and region,Ireland oneregion, of theone largest of the marketslargest markets for Cambridge for Cambridge English. English. specialistspecialist looking lookingfor a new for challenge. a new challenge. functionalityfunctionality is seamless. is seamless. Reporting Reporting into the into IT Director the IT Director you will you closely will closely are providingare providing what customers what customers want, and want, communicating and communicating our offer our effectively. offer effectively. collaboratecollaborate across the across organisation the organisation with our with internal our internal customers customers and technical and technical • Lead •the Lead planning the planning of all business of all business development development and recognition and recognition activities activities The positionThe position will sit inwill the sit Assessment in the Assessment Projects Projects Group. TheGroup. Group The works Group on works on This is anThis exciting is an exciting opportunity opportunity for a marketing for a marketing professional professional in middle in middle teams inteams defining in defining solution solution options optionsthat meet that our meet business our business needs. Youneeds. will You will in the UKin theand UKIreland and acrossIreland all across sectors; all sectors;responsible responsible for developing for developing the the educationeducation reform projectsreform projects with international with international clients asclients well as producingwell as producing managementmanagement looking lookingfor their for next their career next move, career where move, you where will: you will: have ownershiphave ownership for planning for planning and managing and managing multiple multiple application application services, services, businessbusiness plans in plans conjunction in conjunction with the with Country the Country Head, UK Head, and UKIreland and andIreland and assessmentsassessments covering covering Cambridge Cambridge primary primary and lower and secondary. lower secondary. the Regionalthe Regional Recognition Recognition Manager, Manager, Europe Europe& North & Africa. North Africa. • Develop• Develop and manage and manage the Cambridge the Cambridge English Englishbrand, maximising brand, maximising awareness awareness development,development, maintenance, maintenance, and enhancement and enhancement of our services of our services utilising utilising SAP SAP You’ll beYou’ll managing be managing question question paper production paper production processes, processes, working working with with • Be responsible• Be responsible for the generationfor the generation of new businessof new business opportunities opportunities primarily primarily in in and buildingand building strong attributes.strong attributes. Provide Provideeffective effective brand governance brand governance and and technologiestechnologies and resources. and resources. subject subjectspecialists specialists on the productionon the production of test specifications,of test specifications, sample sampleand and the Higherthe EducationHigher Education sector in sector addition in addition to driving to salesdriving with sales international with international ensure thatensure the that presentation the presentation of our product of our product portfolio portfolio is easy foris easy customers for customers You will:You will: live assessmentlive assessment material. material. You’ll be You’ll checking, be checking, proof-reading proof-reading and signing and signingoff off educationeducation groups andgroups other and providers other providers across all across sectors all sectors.sectors sectors.The role The will role will to navigateto navigate and understand. and understand. questionquestion papers andpapers mark and schemes, mark schemes, as well as managingwell as managing examiners examiners to ensure to ensure • Be the• keyBe thepoint key of point contact of contact for Business for Business stakeholders stakeholders for SAP foroperations, SAP operations, involve leadinginvolve leadingthe sales the process sales processfrom initiation from initiation to completion. to completion. • Provide• Provideleadership leadership and direction and direction to the Market to the MarketIntelligence Intelligence team, team, that assessmentsthat assessments are accurately are accurately marked markedand graded. and graded. prioritisationprioritisation and issue and resolution. issue resolution. • Be accountable• Be accountable for the developmentfor the development of relationships of relationships with key with key strengtheningstrengthening Cambridge Cambridge English’s English’s customer customer insight andinsight its understandingand its understanding • Be accountable• Be accountable for delivering for delivering and maintaining and maintaining functionality, functionality, system system stakeholdersstakeholders in the region in the includingregion including HE institutions, HE institutions, government government and and of competitorof competitor strategy. strategy. Develop Develop the tools the and tools analysis and analysis to ensure to seniorensure seniorWe are Welooking are lookingfor an enthusiastic, for an enthusiastic, self-motivated self-motivated team player. team The player. role The of role of availability,availability, security security and performance and performance across the across SAP the Landscape SAP Landscape (ECC/ (ECC/ exam centresexam centresand for andensuring for ensuring Cambridge Cambridge English Englishqualifications qualifications gain gain managementmanagement can make can the make best the use best of market use of marketintelligence intelligence collected collected to tothe Mathematicsthe Mathematics Assessment Assessment Manager Manager will suit will an experiencedsuit an experienced mathematics mathematics Hana, BW/BOBJ,Hana, BW/BOBJ, SRM, CRM, SRM, PI, CRM, BPC), PI, supporting BPC), supporting business business requirements. requirements. maximummaximum recognition recognition in the region. in the region. inform strategy.inform strategy. specialistspecialist looking lookingfor a new for challenge a new challenge or an experienced or an experienced mathematics mathematics teacher teacher who haswho knowledge has knowledge and experience and experience of mathematics of mathematics assessments. assessments. You’ll be You’ll be • Provide• Provideleadership leadership and guidance and guidance to the business to the business on their on use their and use and • Deliver• Delivereffective effective and targeted and targeted marketing marketing communications communications and campaigns and campaigns What we’reWhat looking we’re lookingfor: for: a mathematicsa mathematics graduate, graduate, ideally withideally experience with experience in teaching in teaching and/or projectand/or project developmentdevelopment of the SAP of the solutions. SAP solutions. throughthrough all channels all channels with a focuswith aon focus digital on marketing, digital marketing, websites websites and social and social • Educated• Educated to degree to level;degree postgraduate level; postgraduate qualification qualification (e.g. MBA) (e.g. preferred. MBA) preferred. managementmanagement (possibly (possibly in an international in an international context) context) and some and knowledge some knowledge of of • Continually• Continually identify identify and seek and opportunities seek opportunities to improve to improve business business processes processes media, workingmedia, working in offline in offlinechannels channels where appropriate.where appropriate. assessmentassessment issues. A issues. keen problemA keen problem solver with solver meticulous with meticulous accuracy, accuracy, you’ll you’ll and supportand support critical businesscritical business strategies. strategies. • Excellent• Excellent negotiation negotiation skills. skills. • As part• Asof thepart Business of the Business & Marketing & Marketing Senior ManagementSenior Management team, make team, a make a have a provenhave a abilityproven to ability manage to manage your workload your workload when under when pressure under pressure to meet to meet • Be responsible• Be responsible for collaborating for collaborating with business-unit with business-unit management, management, • Proven• salesProven and sales account and account management management ability. ability. major contributionmajor contribution to the development to the development of overall of strategy,overall strategy, policy and policy and multiplemultiple deadlines deadlines and will and enjoy will contributing enjoy contributing to the success to the successof Cambridge of Cambridge technologytechnology / business / business subject subjectmatter experts,matter experts, various variousIT functional IT functional areas, areas,• The ability• The to ability use and to use interpret and interpret data as dataa basis as fora basis sound for decision sound decision making. making. leadership,leadership, deputising deputising for the Directorfor the Director as required. as required. InternationalInternational Examinations. Examinations. and outsideand outsideconsultants, consultants, to assess to feasibility, assess feasibility, determine determine costs versus costs versus • Excellent• Excellent interpersonal interpersonal and communication and communication skills. skills. You willYou be anwill excellent be an excellent communicator communicator who can who get canideas get across ideas quickly across quicklyand and The closingThe closing date for date receipt for receiptof applications of applications is the 3rd is the July 3rd 2017 July with 2017 with benefits,benefits, prioritize prioritize projects, projects, and develop and developand implement and implement systems systems plans plans • Ability• toAbility think to strategically. think strategically. influenceinfluence individuals individuals at different at different levels. levels. video interviews video interviews on 11th on July 11th 2017 July and 2017 interviews and interviews in Cambridge in Cambridge on on that addressthat addressthe information the information requirements requirements of the business of the business and adhere and toadhere to• A willingness• A willingness to work to flexibly, work flexibly, both independently both independently and as partand asof apart team. of a team. ClosingClosing date: 12th date: February. 12th February. 19th July19th 2017 July for 2017 shortlisted for shortlisted applicants. applicants. establishedestablished strategic strategic business business and systems and systems objectives. objectives. • Significant• Significant experience experience of working of inworking a busy in anda busy complex and complex office environment.office environment. The closingThe closing date for date receipt for receiptof applications of applications is 9 July is 2017 9 July and 2017 interviews and interviews The closingThe closing date for date receipt for receiptof applications of applications is 11 July is 112017 July and 2017 and will be willheld be shortly held shortly after. after. interviewsinterviews will be willheld be on held 3 August on 3 August 2017. 2017.

ApplyApply for fora wide a wide range range of vacancies of vacancies and and join join  Cambridge Cambridge Assessment Assessment our ourworld world leading leading organisation organisation  @Cam_Assessment @Cam_Assessment 150+150+ years years 170+170+ 2500+2500+ 8million+8million+ www.cambridgeassessment.org.ukwww.cambridgeassessment.org.uk  @CambridgeAssessment @CambridgeAssessment heritageheritage countriescountries employeesemployees learnerslearners

B7151 CambAsB7151 330x262mmP CambAs 330x262mmP DPS 3.indd DPS 2 3.indd 2 28/06/201728/06/2017 17:17 17:17 FRIDAY, JUNE 30 2017 @SCHOOLSWEEK JO BS

Unloc Enterprise Academy Facilitator (Part-Time)

Salary: £23,000-25,000 pro rata, term time only (3 days per week, full time considered for right candidate) Line Manager: Managing Director Start Date: August 2017

Are you passionate about working with young people? • Desirable: Level 3 ICT qualification. Do you have an entrepreneurial story to share? Specific Responsibilities • Desirable: A Bachelor’s Degree in a relevant subject (or • To organise and deliver Unloc’s enterprise work •Develop equivalent industry experience). Join an exciting, new, fast-paced and growing social enterprise as the course content of the Unloc Enterprise Academy long an Unloc Enterprise Academy Facilitator. Our agile team, based course and short course along with the Unloc Directors and Experience and Knowledge at our central HQ within Portsmouth College and with satellite Curriculum Development lead offices in Alton and Cambridge, are passionate about young • Directly deliver the Unloc Enterprise Academy short course • Essential: Previous work with young people. people engaging with enterprise and being the innovators of the and long course (made up of weekly taught sessions) at • Essential: Previous experience of enterprise. future. schools and colleges in the region that have signed up to the • Desirable: Previous knowledge of the youth sector across Hampshire and the Isle of Wight. We pride ourselves on being innovative, embracing new Academy. • Coordinate Unloc’s wider enterprise related activities such as • Desirable: Experience of running (or being involved in running) technology and ensuring that we have young people at the heart during Global Entrepreneurship Week. your own business. of everything we do. The Unloc Enterprise Academy is one of • Deliver any Unloc Enterprise Days according to demand. three core areas of work comprising primarily of our bespoke These are whole days where the Unloc team works with up 150 Abilities and Skills long course, short course and engaging enterprise days. The students to engage them with enterprise and often include Unloc Enterprise Academy Facilitator post will be responsible short masterclasses and an enterprise challenge. • Essential: High level writing skills. for organising and delivering Unloc’s enterprise work including • Promote, alongside the Unloc Directors and other members • Essential: Ability to prioritise and manage own workload. delivering/teaching weekly sessions at a number of schools and of the Enterprise Academy team, the work of the Academy to • Essential: Ability to manage a budget. colleges. The post will also form a crucial part of our Enterprise expand the enterprise work Unloc does. • Essential: Ability to work as part of a team. Days delivery team. • To deliver Unloc’s training and workshop packages if and when • Essential: Ability to work independently. • Desirable: High level of skill when using Google Apps For Work. The ideal candidate should have a passion for working with needed. •Delivering Unloc training and workshop packages to young people across the South East. Training on how to deliver • Desirable: Ability to write press releases. young people, confidence in delivering engaging sessions as part these workshops is provided. • Desirable: Ability to use Twitter and Facebook. of a short course and excellent organisational skills.

Qualifications Other Join an exciting, new, fast-paced and growing social enterprise as an Unloc Enterprise Academy Facilitator. Apply now for this • Essential: GCSE Maths and English at grade A*-C (or • Essential: Willingness to undertake staff training and opportunity via: http://bit.ly/2sonm8c equivalent). development as required. • Essential: A-Levels at grade A*-C (or equivalent). • Desirable: Car driver with clean UK driving licence.

Wallace is your go-to person for everything jobs-related. He will advise you on the best formats and channels to get your recruitment opportunities seen by people working in schools and the wider education sector.

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He’s here to help you share your roles with our audience of switched-on, engaged readers.

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I’m here to make recruitment that bit easier SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30, 2017 17

READERS’ REPLY email tweet facebook WEBSITE Shorter summer holidays secondary schools test again anyway WORSEN absences regardless of SATs already taken. The union will do sod all . . . they are wailing sirens that Profile: Jill Wood Sarah Thurlby, address supplied never get to their destination!

It would be far better for there to be a Kirsty Matthews reply of the week national school calendar. Lack of co- Oh my gosh! My heroine!! ordination is not just a problem for parents, but Bev Wetzler, address supplied also for teachers. Many of them have children Is it legal for teachers to sell in other schools so have childcare issues if teaching resources? I am due to retire this year their children are on holiday when they are at work. This could be a recruitment and retention Stuart James, after 37 years teaching primary problem. It also makes school transport more I think my contract explicitly states all expensive in areas where school buses serve a resources made during employment remain pupils. Jill has almost made me number of different schools. the intellectual property of the school.

‘Britain’s strictest school’ rated Nicola Taylor change my mind. If only I had ‘outstanding’ So make them at home, they’re yours. worked under a headteacher Paul Moss // @EDmerger Anita Kerwin-Nye // @anitakntweets Single file down the hallway, no speaking, Nice piece. Understanding these issues are like her, someone who is truly detentions for looking out of the window? important as schools and teachers move Were the inspectors ex-army? more to a market economy. about the students and not about Silence (from politicians) is golden Alan Titchmarsh sows seeds of the enormous, ridiculous and gardening club Janet Downs, Bourne CreateED Warwickshire // unnecessary pressures from In its review of Finland in 2010, the OECD @CreateED_Warks said successful education reform in This is such a lovely thing to see. And he’s above. Jill, you are a breath of fresh Finland had been built on consensus developed right, children are eager learners, we just over many years. It was NOT, it emphasised, the gotta plant the seed! air, an inspiration and students result of high-profile initiatives by individual governments or ministers. Private religious schools flouting need more people like you on their Unfortunately, England has suffered from equalities law ever-greater political interference over decades with more emphasis on imposition than Joyce Field // @JoyceField6 side. Fantastic. consensus. A disgrace

Profile: Jill Wood Mick Dargan, Bolton reply of the week Of course the Standards and Testing DO you have Agency want her to lose her job. If more heads followed her lead, then it will soon be them receives a losing theirs. SATs are not a measure of how a story? a child will succeed in adulthood. I know this schools week because my own son didn’t do too well in primary However big or small, if you have information or a school, but has just graduated from university. story you think our readers would be interested in, Stick to your guns Jill Wood. then please get in touch. For press releases make sure mug! you email our news email account, and don’t be afraid Sue English to give us a call. I wish more heads would show this strength [email protected] in their moral convictions and belief in what is right for pupils! As for transition 020 3051 4287 info for secondary school, many pupils are crammed for the SATS and do not retain what they have learnt. WE WANT TO HEAR @SCHOOLSWEEK Karl Rogman A head with balls! As for the secondary FROM YOU [email protected] schools bleating they don’t know their WWW.SCHOOLSWEEK.CO.UK levels . . . use the teacher data. Most 18 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30, 2017 OPINION ROD HARRY BRISTOW TORRANCE President, Pearson UK Director, Education and Social Research Institute, Manchester Metropolitan University How we dealt with Final tests are not A-level exam ‘leaks‘ a measure of success

Pearson acted quickly and took the right maths papers, we would have postponed The evidence base for exam results is the pressure to raise results at almost any steps to ensure the fairness of exams after this week’s sittings without hesitation. becoming less valid as the system moves (educational) cost is a key driver of grade it received reports that questions had We did not have reason to believe the back to wholly end-of-course testing, says inflation. Thus, identifying a possible been leaked, says Rod Bristow breach was widespread and considered a Harry Torrance problem of grade inflation is one thing; move in the exam date would potentially assuming that eliminating coursework and t is a matter of profound regret to me disadvantage a large number of students. here are good reasons, rooted in teacher involvement in assessment is the that examinations for two of this year’s The police enquiries suggested that traditional assessment concerns for only solution is quite another. IA-levels, economics and maths, have the problem was local, so we decided that Tvalidity and reliability, to involve Pursuing new curriculum goals demands teachers in setting and marking national new forms of assessment to report grades been overshadowed by concerns about the best approach was to issue replacement test work in their own schools (coursework, with validity and reliability – coursework, whether or not content from the papers was questions for the papers to be sat in project work and so forth). fieldwork, oral work and so forth can capture made available before the exams were sat. the small number schools and colleges Validity demands that the pursuit of different outcomes from end-of-course This has caused anxiety for schools, broader curriculum goals such as analysing written tests. When we also add in ideas teachers, students and their parents. Many data, applying knowledge and developing about formative assessment and changes will have questions about whether we acted We had no reason practical skills be underpinned by broader in pedagogy – including students drafting in the best interests of students. But because methods of assessment. These wider skills work, receiving feedback on it, and then we’d been working with the police in a to believe the breach and abilities cannot be tested by written redrafting it for final submission – we confidential investigation, we were not final papers alone. For example, final papers produce a potentially positive situation in able to comment publicly on the work we was widespread can test knowledge of how to conduct an which students can be supported to develop were doing. experiment, but not the actual practical skills their knowledge and understanding of We now have permission from the police involved or the collecting and recording of subject matter over time and produce their data over time. Equally, reliability demands best possible work for exams. to mention their investigation, so I want to that were in the area where specific that these and other skills and abilities In principle this should constitute the explain the approach we have taken. concerns had been raised. This is should not simply be measured by a one-off core of any attempt to broaden and raise In the case of last week’s economics something that we prepare for, so on test, but assessed on several occasions over “educational standards”. However, in a A-level, we were alerted to a possible Monday morning, our staff visited those a longer period: the larger the sample of context of intense accountability such breach in one school that resulted in some centres to help teachers to issue the assessed work, undertaken under a variety practices can lead to little more than high-level content posted on social media replacement questions. of conditions, the more reliable the result is coaching students to meet exam criteria, 20 minutes before the start of the exam. In any situation where there is even a likely to be. thus undermining the validity and This contained no precise details about suggestion that the content of exam papers Now, however, history, experience and credibility of results. Yet improving the specific questions and we do not believe has been breached, we undertake additional good educational practice are being set aside validity and reliability of teacher assessment any student has been advantaged, although statistical analysis once the marking is as the Conservative government moves is possible – this is what assessment policy, we will monitor trends closely. We have completed to establish whether there are back to an entirely final exam-based system. research and development should be trying moved quickly to identify the individuals patterns in the results that are unusual The argument is that the previous Labour to achieve. administration allowed too many flexible As accountability pressures increase, concerned and will be following established for a particular centre or student. teacher-assessed elements into school the evidence base for published results is disciplinary procedures. We will take this approach to the marking exams, lowering educational standards and becoming narrower and less valid as the The circumstances surrounding maths and awarding of this year’s maths A-level. inflating pass rates. system moves back to wholly end-of-course A-level were more complex and concerning; No student will be asked to retake a paper Yet teacher assessment has been a key testing. Instead, policy should: someone apparently offered papers for sale and every student should be confident that element of education for many years under (i) decouple accountability measures from online, something that is a criminal matter. we will mark and award maths A-level, and Conservative and Labour, while pass rates routine student assessment and address As a result of intelligence shared with us ensure fair marking and fair results. That at GCSE and A-level have risen consistently the monitoring of standards over time by by students, the sale of exam papers was guides everything we do, working with the under both parties since the 1970s. use of specifically designed tests with small confirmed on Friday, June 23 – too late other exam boards and the regulator to be Given that these upward trends have national samples; to replace papers to be sat that day and the certain that every student gets the grades extended over so many years, there is (ii) re-conceptualise the development following Monday. We notified Ofqual that he or she deserves. likely to be some element of a genuine rise of educational standards by starting from and took the evidence we had gathered to It is regrettable that a tiny number of in standards driven by the better socio- the perspective of the curriculum: ie, put economic conditions of students, higher resources and support into rethinking the police. people have added to the stress of this year’s expectations of educational outcomes by curriculum goals for the 21st century and The police rapidly made arrests, but their exams. We’ve acted swiftly and have taken students, parents and teachers, and better developing illustrative examples of detailed investigation takes time and we had the right steps to ensure the fairness of the teaching underpinned by better training high-quality assessment tasks that underpin to make a decision about how to approach exams. Exams are an integral part of our and resources. and reinforce these goals, for teachers to use the exams that students still had to sit. In education system, and a professional and More recently, however, this trend has and adapt as appropriate. any situation like this we have fair exam system is underpinned by a been combined with and compounded by an well-established contingency plans that strong partnership between boards and the increased focus on passing exams because A longer version of this article is adhere to one overriding principle: fairness schools and teachers we work with every of the perceived importance of educational available in the British Journal of for all students. day. We are grateful to all teachers and success for school accountability, teacher Educational Studies, 2017. Open access, at: If we had had any reason to believe that students for their understanding and for career progression and student life http://www.tandfonline.com/doi/full/10.10 there had been a widespread breach of the working with us over the exam season. chances. Research evidence indicates that 80/00071005.2017.1322683 SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30, 2017 19

Many white working-class boys say In my work with working-class young ability-based grouping dampened their males, participants repeatedly said that they aspirations, says Mary-Claire Travers MARY-CLAIRE thought their peers were negatively impacted if they were in the lower-ability groups: “they hite working-class boys in see it as people giving up on them more than England are the lowest academic TRAVERS Wachievers at 16 for any Associate team member, socio-economic class grouping, according UCL Institute of Education to Sutton Trust data, with only 24 per Many find cent achieving five or more A*-C GCSEs, compared with a national average of 69 per themselves in the cent. However, there are some from this School life in the cohort who do succeed educationally. bottom set for Over the past few years I have been exploring the educational trajectories of a ‘write-off’ class reasons other than small group of academically successful white working-class boys and the multifaceted David was not “blaming” anyone and was summer and not being read to at home. If a academic variables that contributed to their success. aware that this was very much from his child experiences these initial educational When asked what they saw as dampeners perspective. He was the exception in his disadvantages he may well find himself in on educational aspirations, many referred to GCSE bottom set: he went on to the sixth the bottom set at school. anything”, said one study participant. setting in the classroom. form and university. His classmates did Could it be that some “problem children” Another was critical of some teachers, While my findings are qualitative in nature, not have any expectation of experiencing are created by setting? Ireson and Hallam suggesting that: “They aren’t putting the the perceptions reported by participants are academic success and from what David said, found that students’ academic self-concept work in; they are just saying, right you are backed up by data. Research has consistently neither did the teachers. was strongly related to the set they were in, a problem child, you’ll go to one side . . . If the failed to find any significant benefits of It could be argued that the “habitus” of with those in the lowest ability set having a teachers don’t help then the kids have ability-based grouping. Yet setting continues the school positions white working-class negative academic self-concept and those no hope.” to be used in most schools and, as such, males as “deficit” and as not academic, and in the highest ability set having a positive Some school practices, as reported by remains a contentious issue in UK education. that this view underpins everything that academic self-concept. the participants, need to be addressed. The following quote from a study takes place. In their survey of 1,500 teachers they Participants recognised what went on participant, David, makes for sobering Sadly, many children find themselves found that there were considerable in schools and how this appeared to reading: “I was in the bottom set for in the bottom set for reasons other than differences in the teaching of low and cement white working-class boys into a everything, I didn’t really do anything I just academic. Researchers Hallam and Parsons high-ability groups, even when the same subordinate position. messed about . . . No one really taught anyone reported that children in the bottom set teacher taught both groups. The children On a positive note it needs to be . . . but I ended up doing all right. I got A-Cs. often exhibit characteristics such as a low in the lower sets were taught a different highlighted that, as one researcher found, I could have got higher but you can’t really socio-economic background, being male, a curriculum in a different manner with less “teachers and schools can make a difference get out (of the bottom set) . . . It’s the write-off mother without educational qualifications, discussion, less homework, less feedback, – by believing, and acting as if, all students class, the bottom one.” raised in a one-parent family, born in the more practical work and more repetition. have the potential to succeed”.

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is unity across staff and students in the A Chemical Passion: The forgotten application of the strategies/rules”, Dawn names? Probably not: they have not been Cox wonders “why don’t all schools just story of chemistry at British celebrated or remembered. History is still ensure consistency?” She considers a range independent girls’ schools, missing the “herstory”. of factors, from teachers who don’t like Not only have these women been being told what to do, to senior leaders 1820s-1930s forgotten, attitudes to education went who feel ill-equipped to challenge staff By Marelene Rayner-Canham and backwards too. By the end of the Second and the barriers created by friendships and Geoff Rayner-Canham World War, funding for girls’ science relationships. Her thorough post provides a helpful checklist for anyone seeking to Published by UCL IOE Press education disappeared and “traditional” achieve consistency in school policies: Reviewed by Amanda Gray, values and expectations for girls were in place again. Everyone forgot, it seems, that “schools that nail consistency have the Scottish Stemette highest chance of being successful. It’s the science education for girls had existed. And challenge of leadership of how to do this so, from the grassroots, the battle had to with humanity and professionalism.” Our blog reviewer of the week is begin again. I wouldn’t blame you for thinking this Imagine if the government reports Harry Fletcher-Wood, associate We need to talk about misconceptions book is likely to be a dull read. Yet the title from the 1800s had been listened to and dean at the Institute for Teaching By Adam Boxer is right . . . passion is exactly what I implemented. Imagine how girls’ science @HFletcherWood experienced. Only ten pages in and I education in the UK could have blossomed. Adam Boxer begins with a simple We would have had an even richer history of question: does creating cognitive conflict wanted to fling it aside in anger! female scientists to celebrate . . . – in which students are presented with Why? During the 19th century schools for The Rayner-Canhems have produced an Just another lesson challenges to their current conceptions girls were described as By Mark Enser – “secure better understanding of correct “dangerous” places. easy-to-read academic conceptions?” I always knew that huge piece of work that covers Mark Enser has posted some excellent blogs He suspected this was unlikely to work, gaps in gender equality the subject from the early recently, but I particularly appreciated this since the history of science demonstrates existed (they still do), but 1800s to the 1930s, when one. He wants to see more blogs “by teachers that old theories are overturned “only it is stories such as these there was a significant discussing their lessons. Picking them apart once the weight of contradicting evidence that remind me of what dip in chemistry teaching and explaining their thinking. Showing became overwhelming”. Expecting “to be we are fighting for. for girls. Chapters cover a how they put the pedagogy they espouse drowned in a sea of high quality, robust We can now celebrate range of aspects: political into practice.” He focuses the structure studies with quantitative findings”, he that all young women context, role-model of and students’ reaction to a “landscape was disappointed. He explores these schools, pioneering unit”, with goals that include describing studies and builds on them to distinguish in the UK have access teachers. The experience of “how landscapes vary across the British between primary misconceptions that to science education. the students is also shared. Isles”. Surprised by how much students people “naturally acquire” and secondary Well, sort of. I work enjoyed the lesson, Enser concludes: “There ones, which “they acquire after learning for an organisation Excerpts from student is something inherently enjoyable about something about the world.” that promotes STEM magazines and chemistry looking at our landscape and understanding Boxer takes an impartial and thoughtful education to girls, and poetry prove the girls’ the processes that created it”. approach to his quest, offering a clear we are still battling dedication and enthusiasm summary of his findings and suggestions against widely held (it’s a nice touch that “Miss, I totally want to have a big as to how they can be built upon; this is an social norms that “girls don’t do that”. Some these poems introduce wheelie chair and a complicated instructive read and a model for teacher’s still have to travel across town to the boys’ each chapter). While the book focuses on telephone when I grow up!” use of research. school so that they can do A-level physics. the English education system, impacts in By Quirky Teacher Scotland and Wales are also accounted for. Why evidence-based practice Many believe this fight only began in The final chapter, which summarises Reflecting on teaching boys, Quirky Teacher probably isn’t worth it . . . the 1950s, but this book shows that the the “end of an era” as attitudes reversed describes a discussion that emerged with a By David Wilkinson battle has been fought for the past 200 class in which she “got the opportunity to years. Outspoken women (and men) have to more “traditional” views, is the most tell those boys that the more awesome and David Wilkinson has identified a big campaigned for science education for girls outstanding. A government report published hard-working they were at work, the bigger problem facing evidence-based practice since at least the early 1800s. in 1923 describes the “mental inferiority of and better the wheelie chair they got . . . and outside health and aviation: people don’t The wonderful part is that they made some women” and how “excessive use of the brain they bloody loved it!” She argues that, in want it. “That doesn’t mean they are not progress. In the UK during the late 19th by girls could . . . damage their reproductive inspiring boys, we need to tell them about interesting in research but they are just century, science (namely chemistry) was organs”. Biology was recommended as a the real world and the “possibilities within it not that interested in using the research to taught in independent girls’ schools, which more appropriate science, an education for all boys, regardless of race, background change how they do things. Period.” Using led to a generation of female chemists. They norm that still exists. or means, to shine and have a nice shiny car some carefully-selected Google trends made significant discoveries and contributed The Rayner-Canhems have uncovered or even a chair with wheels. We also need to graphs, he shows that “people want to know to scientific understanding of the time. the stories of pioneering young women in let them compete in order to become better how to do things . . . practical things”. He science who challenged social norms of mathematicians.” argues that the most rigorous research Against societal expectation, “girls proved to the 19th century and succeeded in creating depends on day-to-day experiences and be exceedingly academically capable”. One a generation of female scientists. I would United we stand, divided we fall anecdotes, arguing that we should “STOP quote demonstrates the power of science By Dawn Cox selling evidence-based practice”. Instead we teaching in girl-only environments: recommend this book to anyone interested should “tell stories, capture interest, “In the absence of boys, girls ‘break in the history of science education and Having seen that success in schools can stop being stuck up about systematic bounds’.” gender equality. It is an important come down to staff unity, “not necessarily reviews, this method or that method. We have much reason to celebrate these reminder of the forgotten “herstory” of how the school does things but that there That’s for later . . .” women. But do you know any of their female scientists. SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30, 2017 21 A week in Westminster Your regular guide to what’s going on in central government

of funding for schools” and “more children campaign bemoaning funding cuts. Rayner. Oops. Friday: in good and outstanding schools” into There was “absolutely a place” for The door at No 10 is still swinging after unrelated paragraphs. We’d have thought debate on school funding, but it had been the departure of the PM’s adviser, Nick this was an essential. “concerning to see what many people have Timothy. Enter James Marshall, a former Nicky Morgan, the former education The new education ministers (who are felt are utterly political messages being put private school English teacher, who is May’s secretary, has thrown her hat into the ring mostly the same as the old lot) released their out inappropriately”. new head of policy. The Times reports for the job of Treasury select committee first parliamentary written questions today. Heads, fill in your own detention forms that he was “energetic and popular” in the chair, a role in which you pull apart the Asked when the national funding formula please. classrooms of Shrewsbury School, which PM’s spending plans. Maybe she’ll get the consultation would be released, Nick Gibb The education secretary also faced costs £11,000 a year – about the third of brickbats out on behalf of schools? Fingers said the civil service was now trogging questions about the government’s latest the cost of Eton. Will having someone with crossed. through 25,000 responses, but it should be financial blunder. Officials inadvertently actual experience of teaching children out soon. What’s the betting it will be on a announced earlier this week that it would benefit Downing St? Time will tell. Thursday just after Schools Week has gone spend just £67 a head on mental health In a written question today, Gibb also monday: to print, eh? “first aid” training for teachers. The charity confirmed there would be a “curriculum that delivers the training was a bit worried fund” in the future and that details will be The Department for Education needs a new – given that it costs a minimum £117 per forthcoming. Guesses on a postcard as to speechwriter, a job that pays well if your tuesday: person. who will get the cash. credentials are what they’re looking for. The Department of Health was forced to Greening also confirmed in a written An advert went out today for a “talented, send out another announcement that the statement that she intends to continue Justine Greening made her first Commons confident and experienced” speechwriter money was to cover the training of 1,000 working with independent schools on appearance since June 8, but she didn’t who will be paid up to £58,000 “to work at teachers, not 3,000 as first suggested. her proposals to have them sponsor more have a lot to say so she decided to attack senior level for the secretary of state and However, officials were so slow in schools. So there’s that to look forward to headteachers instead. the wider communications team”. correcting the mistake that the £67 figure as well. She railed against heads who pursue Oddly missing from the job description ended up featuring in a press release political debate after the Daily Mail ran a is the requirement that all applicants must from the NUT and a question in parliament CHECK OUT @SCHOOLSWEEKLIVE FOR front-page story on school leaders who sent be able to weave the phrases “record levels from shadow education secretary Angela LIVE TWEETS OF WESTMINSTER EVENTS out letters to parents during the election

FLY ON THE WALL

Where do you read your copy of Schools Week? Favourite memory of your school years? At my desk facing the Cumbrian fells. Winning the school cross-country championship with only two mornings’ training. Which section do you enjoy the most? The insightful, somewhat mischievous editorials linked to If you weren’t working in education, what would Name Colin Richards Stan Dupp cartoons. you be doing? Age 75 A Brian Rix trousers-down farcical actor. Occupation Former If you could wave a magic wand and change one education professor and HMI policy, which would it be? Favourite book on education? Location Cumbria Abolish ALL selective and independent education. Life in Classrooms by Philip Jackson. Subscriber since March 2015 Who is your favourite education secretary? What new things would you like to see in Schools Week? Sir Keith Joseph – a man who had all the right questions but Even more provocative think pieces; the restitution of none of the right answers. “The past makes you smarter”.

What do you do with your copy once you’ve read it? If you could be a fly on the wall in anyone’s office, Fly on the Wall is a chance for you, the subscriber, to tell us Put it into the blue box marked “for recycling”. whose would it be? what you love (and hate) about Amanda Spielman’s in the hope that she Schools Week, who you’d What would you do if you were editor would be discussing a fundamental like to spy on and, of course, for a day? review of Ofsted. what the world of education Get up a petition about the iniquity of SATs, to be signed would look like if you were in by thousands of year 6s and delivered to Downing Street charge… (possibly in a coffin).

We’d love to hear from you – email [email protected] or submit an entry at surveymonkey.co.uk/r/flyonthewall 22 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JUNE 30, 2017 School Bulletin If you have a story you’d like to see featured in the school bulletin, email [email protected] OFQUAL NEEDS Scheme promotes SLT roles for women FEATURED YOUR HELP

new mentoring scheme that offers A teacher at a GSA school two years’ coaching from leaders Ain a range of industries is aiming to encourage more women teachers to move into senior leadership roles. The GSA mentoring programme for prospective leaders will be free for women teaching at state and independent girls’ schools within the Girls’ Schools Ofqual wants teachers’ feedback on this Association (GSA) and the Association of summer’s reformed GCSEs, AS and A-level State Girls’ Schools (ASGS), who are jointly qualifications. funding the project with Bright Field The exams regulator is inviting teachers to Consulting. attend workshops to share what went well – and Mentors include Sandhurst’s first female not so well. lieutenant colonel, Lucy Giles (bottom right); the chairman of Transport for The workshops, planned for November at the North, Sir John Cridland; the chief the University of Warwick in Coventry, will be executive of the Soil Association, Helen the first opportunity for the exam regulator to Browning; and Cathy McCullough, a gather first-hand, qualitative evidence about criminal and civil barrister. inspire a team, how to maintain Sharon Cromie, joint president of the the reforms. The feedback will then be used to The programme, which will begin in good relationships, how to tackle a ASGS, said: “This scheme gives women shape the programme’s future. September, has been designed to cover difficult issue or conversation.” the time to explore the barriers and fears the skills that leaders will need in an State school teachers will also that they might hold about leadership Eight workshops will be held, from November increasingly academised school system, be paired up with a participant and the difficulties of maintaining 7 to December 1, with teachers able to pick the and will help to develop participants’ from an independent school, balance in their lives. most convenient date and event. business and finance skills. and vice-versa, to allow them “I understand why women don’t Travel expenses will be reimbursed and lunch The founder of Bright Field Consulting, to gain insight into how the apply [to leadership roles]; it takes provided. Ian Wigston, said: “The GSA and ASGS scheme works within different determination to push through the Ofqual says applicants should have taught the asked us if we could develop a programme educational environments. challenges in education today. If using our network of mentors that According to figures we can support women better, it will qualification both before and after the reforms addresses some women’s reluctance to from the Future Leaders encourage them to take the next step to give accurate feedback. aspire to the top jobs. Trust, 74 per cent of to senior leadership.” Register at www.smartsurvey.co.uk/s/M4C80/. “Good mentoring can make all the teachers are women, but Visit https://gsa.uk.com/ You will know by the end of September if you difference to performance. Being a leader just 62 per cent are in the professional-development/ to find have been selected. can feel fraught with pitfalls – how to top jobs. out how to apply Masterclass from Bob the Builder’s creator

Curtis Jobling draws Raa Raa the Noisy Lion he illustrator behind Bob the Builder has held a drawing masterclass for James with pupils Callum Vyse, Kai Keefe and Ryan Poole Tpupils at the Elms Junior School in Derbyshire. Medallist helps pupils dive into fitness Curtis Jobling – who designed the popular cartoon builder in 1997 – showed pupils how ommonwealth medallist James with children sponsored by friends and to draw some of his most popular creations. Kids have a go Denny recently visited Castercliff family to complete exercise sessions. Year 6 pupils had a crash course in CPrimary Academy in Lancashire to The morning raised £460, which will be re-creating Bob, with younger students things that you love doing and nurture it.” keep pupils motivated during a morning of used to buy sporting equipment for the getting the chance to draw another of Keith Morrow, the school’s head, added: sporting activities. school. Jobling’s animations, CBeebies’ Raa Raa “All youngsters are growing up in a Denny, who won a Commonwealth Teacher Gemma Sarsfield said: “It was a the Noisy Lion. world where being busy is the norm and Games silver medal alongside Tom Daley pleasure to have James visit the school. The The illustrator, who worked on Wallace sometimes it’s easy to forget to simply do in 2014, took the children through a series children displayed amazing energy in the and Gromit before creating Bob, told pupils things you enjoy for enjoyment’s sake. of challenges including press-ups and star exercise sessions and thoroughly enjoyed that it was important that they pursue their “Curtis is someone who never forgot what jumps, before delivering an assembly about taking part in them, which is important. hobbies. “If you want to be an author or he loved as a child and has made a brilliant his career and future goals. “When it came to the assembly, they had illustrator or a sports star or musician you career out of it. What a great role model to His visit was arranged by the charity really done their research on James and can. Keep doing your hobby, keep doing the have.” Sport4Schools as part of a fundraising day, were ready to ask him lots of questions.” SCHOOLSWEEK.CO.UK EDITION 109 FRIDAY, JUNE 30, 2017 23

HARRIET SAM THOMPSON Your weekly guide to who’s new and who’s leaving ROBERTSON ASSISTANT HEAD OF HEADTEACHER, LAXTON ACADEMIC DEVELOPMENT, JUNIOR SCHOOL, OUNDLE AMPLEFORTH COLLEGE REBECCA CLARK START DATE September 2017 START DATE September 2017 SECONDARY REGIONAL DIRECTOR FOR LONDON AND CURRENT JOB Head of economics and business CURRENT JOB Deputy head, Modern English PORTSMOUTH, ARK at Truro School, Cornwall School, Cairo

INTERESTING FACT Thompson rescues retired START DATE September 2017 INTERESTING FACT He has visited more than racing greyhounds and once walked the 50 countries, and was presented with a golden Yorkshire Three Peaks twice in 24 hours for CURRENT JOB RSC for the South West egg by a high monk in Myanmar. charity. INTERESTING FACT Clark was the youngest headteacher in the country in 2009 when she took on her first headship at Oasis Academy REBECCA John Williams in Bristol when she was 31. GARETH HANDLEY-KIRK BURTON PRINCIPAL, THE HEWETT HEADTEACHER, ACADEMY, NORWICH CHELTENHAM BOURNSIDE SCHOOL AND SIXTH FORM CENTRE START DATE September 2017 START DATE September 2017 CURRENT JOB Principal, Sir Isaac Newton Sixth Form, Norwich Get in touch! CURRENT JOB Associate headteacher at Cheltenham Bournside School and Sixth Form INTERESTING FACT As a teenager she competed If you want to let us know of any new faces at the top Centre at a national level in swimming. of your school, local authority or organisation please let us know by emailing [email protected] INTERESTING FACT Burton once completed a “loop the loop” in a stunt plane.

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How to play: Fill in all blank squares Spot the difference SCHOOLS WEEK Sudoku challenge making sure that each row, column and 3 by 3 box contains the numbers 1 to 9 to WIN a Schools Week mug Last Week’s solutions 7 6 2 Difficulty: 6 3 4 EASY 7 6 4 5 1 9 8 2 3 1 5 9 9 3 2 8 6 4 1 7 5 8 5 1 7 2 3 9 6 4 3 7 4 2 6 1 9 2 4 8 3 5 7 8 4 7 1 2 8 3 1 5 7 4 9 6 4 7 5 9 3 6 2 8 1 2 5 1 3 1 2 6 4 9 5 7 3 8 5 4 2 3 9 7 6 8 1 5 4 2 5 4 8 3 7 2 6 1 9 4 3 8 6 5 9 Difficulty: EASY

Difficulty: 6 1 8 9 5 MEDIUM 8 4 2 6 5 9 3 1 7 7 8 5 6 1 3 6 8 4 7 9 2 5 5 9 7 2 3 1 4 8 6 4 5 1 8 2 7 3 4 9 6 8 5 1 3 6 5 8 3 1 2 7 4 9 4 1 9 5 7 8 6 3 2 9 5 3 6 1 9 2 4 5 7 8 4 9 2 4 7 8 5 1 6 3 7 8 5 1 6 3 2 9 4 8 6 7 9 9 1 3 8 9 5 3 7 4 Solutions: Difficulty: Spot five differences. First correct entry wins a mug. Tweet a picture of your completed spot the Next week MEDIUM difference using @schoolsweek in the tweet.