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RISINGHILL REVISITED – Book 1 RISINGHILL REVISITED – Book 1 The Killing of a Comprehensive School The Risinghill Research Group Isabel Sheridan, Philip Lord, Lynn Brady, Alan Foxall, John Bailey and Yvonne Fisher ‘How can the bird that is born for joy Sit in a cage and sing? How can a child, when fears annoy, But droop his tender wing, And forget his youthful spring!’ William Blake, (from ‘The Schoolboy, Songs of Innocence and of Experience’) 1 Dedication and Preface This book is dedicated to Risinghill’s inspirational (and sometimes controversial) headmaster, Michael Duane, now sadly deceased. The Risinghill Research Group (RRG) hopes that it will serve to recognise more widely the enormous contribution that he has made to education, and to the lives of so many children, in particular the children of Risinghill. The following letter (from a Mr L Seymour) was one of many letters (hundreds in fact) of support that were sent to Duane when news of the LCC’s proposal to close Risinghill was leaked to the press in January 1965. It is a fitting Preface for Risinghill Revisited (RR), and as former pupils of the school, the authors are delighted to find themselves fulfilling Seymour’s prophecy: “… maybe one day some of your pupils will write about you …” 2 3 4 5 Disclaimer Although the authors and publisher have made every effort to ensure that the information in this book was correct at time of going to press, the authors in whose hands all responsibility for any concerns and their solutions rests, do not assume and hereby disclaim any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident, or any other cause. Some names and identifying details have been changed to protect the privacy of individuals. Where names are not changed full permissions to include such names has been received by the authors and the responsibility for any errors in this respect lies solely with the authors. The publisher, Other Education – the Journal of Educational Alternatives1, is indemnified by the authors from any responsibility for any issues or concerns caused by the publication of this book I and of book II on their website www.othereducation.org. All enquiries about this book I and about book II should be directed to the authors themselves. Every reasonable effort has been made to trace copyright holders of material reproduced in this book, but if any have been inadvertently overlooked the publisher and authors would be glad to hear from them. © Copyright 2019. The Risinghill Research Group assign to Other Education - The Journal of Educational Alternatives, and to educational and non- profit institutions a non-exclusive license to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive right to Other Education: The Journal of Educational Alternatives to publish this document in full on the World Wide Web. Any other usage is prohibited without the express permission of the author. 1 Formatting, proofreading and checking of this book has been done entirely by the Risinghill Research Group. It does not follow Other Education style. It is being published outside of Other Education’s protocols given the size of the files. 6 Table of Contents Dedication and Preface 2 Disclaimer Error! Bookmark not defined. Table of Contents 7 List of Abbreviations 10 Editorial and Research Notes 12 Introduction 14 PART A - Preliminaries 17 CHAPTER A1 - Prelude 17 A1.1 - Background 17 A1.2 - The Area 18 A1.3 – The School 19 A1.4 - Gifford Secondary School 19 A1.5 - Ritchie Secondary School 20 A1.6 - Northampton Technical School for Boys 20 A1.7 - Bloomsbury Technical School for Women 21 A1.8 – Quiet, difficult start and explosive closure 21 CHAPTER A2 – Research Team Introductions 24 A2.1 – The Authors 25 PART B - People, Policies and Attitudes 47 CHAPTER B1 - The Headmaster: Michael Duane 47 B1.1 - Childhood and Education 47 B1.2 - The War Years 49 B1.3 - The Post War Years 53 B1.4 - Howe Dell County Secondary School 53 B1.5 - Alderman Woodrow Secondary Boys’ School 60 CHAPTER B2 - Michael Duane and Corporal Punishment 65 B2.1 - Brief History of Corporal Punishment in Schools 67 B2.2 – The LCC’s Policy on Corporal Punishment 70 B2.3 - The LCC’S 1952 Policy in Practice 74 B2.4 - The Political Climate 76 B2.5 - Reaction to Leila Berg's Book 79 B3 - The Educational Hierarchy 84 B3.1 - The General Shape of Education Contemporary to Risinghill 84 B3.2 - Education and Central Government 86 B3.3 - Education and Local Government (LCC) 87 B3.4 - Local Organisation 89 PART C – The story of Risinghill 91 CHAPTER C1 - The Development of State Education 91 C1.1 - So what is a comprehensive school? 92 C1.2 - The Beginnings of State Education 95 C1.3 - The Introduction of Local Education Authorities 97 C1.4 - Early Education Reforms 98 C1.5 - An Education Service 103 CHAPTER C2 - Changing Education – 1944+ 107 C2.1 - The London School Plan 1947 109 C2.2 – London’s First Comprehensive 111 C2.3 – Expanded Testing 113 C2.4 – The Curriculum 113 C2.5 - Immigration 116 7 CHAPTER C3 – London Education Post War 118 C3.1 – The Comprehensive Post Kidbrooke 119 C3.2 – Creating the Image 122 C3.3 – The Development of Risinghill 123 CHAPTER C4 - Birth of a Comprehensive School 1959-60 131 C4.1 – Birth 135 C4.2 – The Building 138 C4.3 - The Defects 140 C4.4 – The House System 142 C4.5 - Coming Together 143 C4.6 – The Teaching Team 145 C4.7 – Corporal Punishment 149 C4.8 – When Two Tribes go to War 150 C4.9 – Assessing Pupils’ Academic Levels 153 C4.10 – Governing Body 155 C4.11 – Giving the Children a Voice 155 C4.12 - Parent Teacher Association 156 C4.13 - Settling Down 158 C4.14 – The New Intake 159 CHAPTER C5 - Race and Sex – 1961-62 161 C5.1 - The Governing Body 163 C5.2 – Cutting Back 164 C5.3 – Forging Links in the Community 165 C5.4 – The Corporal Punishment Ban in Practice 168 C5.5 – The First Visitation 169 C5.6 – Sex Education 169 C5.7 – Examinations 174 C5.8 – The beginning of the end for the Comprehensive 174 CHAPTER C6 - Visitations and Nativities: 1961 - 62 176 C6.1 – Looking for Answers - Again 178 C6.2 - Race Relations Survey 178 C6.3 – Report on the LCC’s Visit 182 C6.4 – Fighting Back 184 C6.5 – The End of a Traumatic Year 186 CHAPTER C7 - The beginning of the End - 1963 189 C7.1 – Life after the 1962 Inspection 191 C7.2 – The Grammar School Politics 193 C7.3 – Immigration 196 C7.4 – The Newsom Report 199 C7.5 - The Local Community 200 CHAPTER C8 - Assassination - 1964 201 C8.1 - Single Sex or Co-education? 203 C8.2 - How Popular (or Unpopular) was Risinghill? 205 C8.3 - On What Premise did Risinghill begin life? 209 C8.4 – A political storm 215 C8.5 – The 1964 Inspection 218 C8.6 – Changing Tactics 225 C8.7 - A Change in Direction 226 CHAPTER C9 – Consultation, 1964 – 65 233 C9.1 – Section 76 233 C9.2 – Section 68 235 C9.3 – Consulting the Staff 235 C9.4 – Awkward Questions 238 C9.5 - The Response to the Consultation 240 C9.6 – Consulting the Parents 246 8 C9.7 - Parental Consultation Today 248 CHAPTER C10 – Death of a School 250 C10.1 – Anthony Crosland 256 C10.2 – Circular 10/65 259 C10.3 – Broken Promises 259 C10.4 – The Times and Kidbrooke 260 C10.5 - The Hypocrisy 262 C10.6 – The politics within and the battle to save the School 263 C10.7 - The Secretary of State’s Response to the PTA’s Appeal 266 C10.8 – The End of an Era 268 C10.9 – Examinations 269 CHAPTER C11 - Aftermath 271 C11.1 - Margaret Cole 271 C11.2 - The Public’s Response to ‘Risinghill: Death of a Comprehensive School’ 275 C11.3 – More Interviews 276 C11.4 – The Backlash 281 C11.5 – A View from the Other Side 285 C11.6 - Leaving Risinghill School 293 Appendices 294 Appendix A: Michael Duane’s letter Houghton. 294 Appendix B: The Probation Officers letter in support of Risinghill. 305 Appendix C: The Parent Teacher Association Appeal to Mr Crosland. 307 References 311 9 List of Abbreviations In presenting this book, the authors have had to make use of many abbreviations and acronyms, a number of which have now fallen out of current use. They set out here a list of the most important of these. Abbreviation Meaning and context AC Advisory Committee for Risinghill’s development AMA Assistant Masters Association CEO Chief Education Officer CP Corporal Punishment EC Education Committee of the LCC (qv). The LCC took on responsibility for education in London in 1904 from the former School Board for London (also known as the London School Board). The EC had, over the years, many sub-committees. We also use “EC LCC” where there may be confusion EO (Chief) Education Officer (See also CEO) GB Governing Body (of a school). Also called a Board of Governors. We use RGB to denote the GB of Risinghill specifically where there might otherwise be confusion. GLC Greater London Council HMI Her Majesty’s Inspector (of schools) ILEA Inner London Education Authority. ILEA was formed when the GLC (qv) was inaugurated in April 1965 taking over responsibilities formerly held by the EC (qv), but only for 12 inner boroughs of London; the outer boroughs each took responsibility for education in their own area.
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