Revealed: the DfE's key coronavirus advisers

A digital newspaper determined to get past the bluster and explain the facts. P9

‘Ofsted will play ‘Phased return is ‘Recovery calls its part in the vital to make up what for a new way of recovery’ children have lost’ doing policy’

P20 P21 P22 SCHOOLSWEEK.CO.UK | @SCHOOLSWEEK FRIDAY, MAY 22 2020 | EDITION 215 MIND THE GAP: welcome to covid-19 secure schools

PAGES 5-6 Demands for BBC to remove lockdown lessons by summer Supplier concerns that broadcaster is breaching competition laws Social mobility champions warn poor would be hit hardest National broadcaster’s lessons get 5.2 million weekly views

JOHN DICKENS | @JOHNDICKENS PAGE 10 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

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TO ADVERTISE YOUR VACANCY WITH EDUCATION WEEK JOBS AND PLEASE CALL 020 81234 778 OR EMAIL [email protected] 2 Contents EDITION 215

Myatt: Don't rewrite your curriculum. Rethink your values

Review: Is this the book to end all edu-myths? Pages 23 Pages 25

Lockdown diaries. After the PM's announcement Page 24

Research: Can we educate teachers remotely? Page 27

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DO YOU HAVE A STORY? News CONTACT US [email protected] SAGE advice imminent, but track and trace concerns

FREDDIE WHITTAKER PA @FCDWHITTAKER

Scientific advice that informed the government’s decision to push for the reopening of schools from June 1 is set to be published today. School leaders have been asking to see the advice provided to the Department for Education by the government’s Scientific Advisory Group on Emergencies (SAGE) for weeks, following Boris Johnson’s announcement earlier this month. Headteachers have previously warned that without the full advice, they cannot be expected to make important decisions about how to bring pupils back safely. It comes after unions left a briefing with government scientific and medical advisers last week with questions still unanswered. The publication follows a tumultuous week for the government’s reopening plans. Dame Angela McLean Johnson insisted the government’s test, track and trace programme will be in place before deeply flawed guidance”. week that keeping children at home presented a some pupils start returning to schools on June A joint letter, seen by Schools Week, from greater risk than sending them back to school. 1, despite apparent delays to the NHS’s contact- the National Education Union, Unite, Unison Then yesterday, Scotland moved to put tracing app, which has been trialled on the Isle and GMB was sent on Wednesday night to further distance between its policy and the UK of Wight. headteachers to make clear that the DfE has government’s, announcing its schools will not The importance of the scheme being in place placed the wider reopening from June “on the return until August. before schools reopen was laid bare by the shoulder of the employer and on you”. Dr Patrick Roach, general secretary of the government’s deputy chief scientific adviser, It reminds them that the Health and Safety NASUWT teaching union, this week called on Dame Angela McLean. at Work Act 1974, as well as four other pieces ministers to “engage in urgent and detailed McLean told Tuesday’s Downing Street briefing of legislation, “places a duty on employers to discussions” with his union in order to achieve that scientists had been “clear in our advice that ensure the health, safety and welfare” of their the aim of returning pupils to school “as quickly changes to lockdown as we modelled them need staff. It goes on to state that the unions will be as possible”, but only once it is safe for staff and a highly effective track, trace and isolate system advising members of their “legal rights, should children themselves. to be in place”. any member contract Covid-19 upon returning “These discussions will rely on More than 25 councils have now also expressed to school”. all the scientific evidence from serious reservations about the reopening Reports earlier this week stated more than 50 SAGE being made available proposal. schools in France, where education settings have to us and to employers,” he More than half a dozen councils have even only recently started to reopen in areas with low warned. gone as far as advising schools in their areas not infection rates, have had to close because Yesterday, the to open at the beginning of next month. Some of suspected or confirmed Covid-19 government bowed areas are proposing start dates later in June, with cases. to pressure, with the others saying headteachers would make different French TV channel BFM prime minister’s decisions based on their own circumstances (see reported that cases among spokesperson feature on page 17-19). parents and pupils had agreeing to There are also signs of a growing schism prompted the closures. publish the SAGE between school leaders and other school staff, as However, France’s guidance today. unions representing teachers and support staff education minister, warned heads of the “potential liability you are Jean-Michel Blanquer, exposing yourself to by following the current told EU leaders this Boris Johnson

4 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020 Investigation It may be back to school, but not as we know it

SAMANTHA BOOTH @SAMANTHAJBOOTH

Many school leaders regard the government’s guidance on reopening schools as vague at best. So what are their plans as the June 1 deadline looms . . .

chools are planning to make pupils walk through trays filled with disinfectant and Scheck their temperatures with infra-red thermometers to ensure they can safely reopen from June 1. Leaders tell of their preparations as the government’s plans come under more pressure with councils rebelling, unions issuing legal A classroom at Dashwood Primary in Banbury which has been warnings and doubts over whether a national rearranged to follow Govt guidelines for wider opening June 1st. track and trace system will be up and running in time. executive, said they would “ensure no one is in Marks where children must stand Pupils could be washing their hands eight school if they pose any avoidable risk to others”. when lining up at King Ethelbert times a day However, government guidance says schools School in Kent The government admits it’s not possible for do not have to take children’s temperatures as younger children to socially distance in the routine testing is not a “reliable method” for classroom, so schools are instead focusing on identifying coronavirus. strict hygiene measures. The NEU has also advised members to ask Huntington School, in York, has converted its how social distancing will be managed if they sports hall into a hand-washing zone, while Steve are expected to take temperatures, for instance Kenning, the chief executive of the Aspirations if “queues build up”. But Kevin Courtney, the Academies Trust in the south of England, believes union’s joint general secretary, said contactless pupils could be washing their hands up to eight thermometers “will assist” keeping people safe. times a day at school. Geoff Barton, the general secretary of the At Park Schools Federation, in Nottinghamshire, Association of School and College Leaders, children will have to walk through “shallow praised schools for doing an “enormous” amount trays” filled with disinfectant. of preparation for wider opening. Steve Hewitt-Richards, the federation’s executive principal, said it was a “simple way” to How do you manage the logistics? ensure the virus was not transferred into school Guidance suggests primary classes be cut in half property. and capped at 15 pupils. However, schools say this Pupils should also come in clean clothes every figure is unworkable. reduce the number of days each child came into day, with uniform requirements relaxed. The Greenwood Academies Trust, which undertook school to ensure social distancing plans were not school is running a four-day week, allowing it to risk assessments at its 35 schools, many in central breached. Children should also be dressed for close every Wednesday for a deep clean. England, found it “highly unlikely” 15 pupils could outside learning, highlighting that the virus was Government guidance says schools should be “safely accommodated”. less likely to spread outdoors. “frequently clean and disinfect objects and Instead, it said that a maximum of eight pupils Problems over space will be felt most in surfaces that are touched regularly”, with soft was more likely, but could be less in some some of the newer free schools. Schools Week furnishings and toys removed from classrooms. academies. Each academy would decide whether reported last year that almost half of those A checklist issued by the National Education it would reopen. opened in the past three years were in temporary Union (NEU) even suggests library books be Statistics show the average size for one-teacher accommodation, with most still not in a “regularly sanitised”. primary classes is 27.1, leaving some schools permanent home. Meanwhile, the Harris Federation has bought unable to cope should all pupils in reception, year Wootton Park School, a free school still 20 infra-red thermometers for each of its 1 and 6 return. based in modular buildings in Northampton, is secondary schools and ten for each primary. The number of pupils has also been rising. An considering pupils eat lunch outside. But Dan The thermometers, which cost about £65 each, average state-funded primary school has 282 Rosser, its principal, said: “We are very fortunate allow “quick and accurate” checks on pupils’ pupils, an increase of 43 pupils – or more than 1.5 [compared to other schools] to have an all- temperatures. extra classes per school – since 2009. through school, so we get that additional space. Sir Dan Moynihan, the federation’s chief Park Schools told parents they might have to Continued on next page

5 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020 Investigation

The handwashing zone at Huntington School in York

Perspex glass to protect the receptionist at King Ethelbert School

For a temporary space, we’ve got a very good its executive headteacher, said it was planning footprint.” a rota with each year 10 set attending for one The school is expecting 80 pupils to return. The morning a week. Each set would be split into two field will be sectioned off to ensure pupils remain groups and initial lessons would concentrate on in their “bubbles” of small groups. English, maths and science. Schools are also coming up with plans for toilet Consilium Academies, which has eight schools breaks. At Fleetwood High School, in Lancashire, in the north of England, will run one-to-one the current deeply flawed guidance”. only two sets of toilets will be used when it appointments for each pupil with up to three The letter, signed by the NEU, Unite, Unison and reopens to year 10s on June 4. Teachers will use teachers. The weekly, one-hour appointments GMB, said their members would be advised of radios to let the duty senior leader know that a will start from June 8. their “legal rights should any member contract child is going to use a toilet, which will be cleaned But David Clayton, the trust’s chief executive, Covid-19 upon returning to school”. hourly. said plans were “fluid” as “what we are asked to But leaders have shown little confidence in the do could change”. government's guidance. But what will schools be teaching? Meanwhile, in guidance to its schools this week, A caveat added last week to the DfE’s “Guidance Guidance is vague on what primary schools Liverpool council said a “quick return” to the for educational settings”said it should only be should be teaching, although it’s clear that it full curriculum was unlikely. Instead, schools treated “as a guide”. won’t be a full curriculum. Instead it suggests should prioritise subjects for a “slimmed-down” “In the event of any conflict between any reteaching material if children have fallen curriculum across in-school and distance- applicable legislation (including the health behind. learning. and safety legislation) and this guidance, the Harris has drawn up a “recovery curriculum” to Behaviour policies are also being amended. In applicable legislation shall prevail.” map and address any lost skills and knowledge. a letter to parents Park Schools said “failure to The DfE said it was not "overriding any existing However, a spokesperson said its approach comply” with safety measures would lead to the legal obligations with our guidance, health focused on mental wellbeing. “Everything we “temporary” withdrawal of a child’s place. and safety legislation still applies within work have seen in the past few months has shown Hewitt-Richards said: “The likelihood of this settings, and employers are responsible for us that too many pupils have had an awful is very small, but we wanted to make sure our consulting their employees on this". experience of lockdown. position was clear. This would not be a period of Andrew Banks, a partner at the law firm Stone “We have fielded daily cries for help from exclusion.” King, told Schools Week that it was “difficult to families unable to cope financially or mentally, At Fleetwood, any pupil that persistently and see” how prosecution would follow if someone with the resilience of children sorely tested by a consistently “flouted the rules” would be excluded associated with a school contracted coronavirus sea of adult anxiety.” after all other steps were taken. if it “ensures that its [health and safety] guidance At Cliftonville Primary School, in Margate, year Tom Bennett, the government's behaviour is followed and its risk assessments are suitable 6 pupils will start their day with a wellbeing tsar, wrote in a blog that during “times of and sufficient”. activity before focusing on a project to build on heightened risk to our health, it is important This remained the case, despite the new caveat. skills in preparation for secondary school. The that students (and staff) are made aware that But if a school did not follow the guidance afternoon will be more creative, such as art, unhygienic behaviour has to be reclassified or there were “other shortcomings”, it was drama or PE. from a misdemeanour to something much more more likely the Health and Safety Executive Meanwhile, the Department for Education serious”. would “engage to ensure they tighten their has yet to publish any detailed guidance for processes rather than move straight towards an secondary schools, which are expected to give Legally, where do schools stand? investigation with a view to prosecution”. year 10 and 12 pupils some “face-to-face learning” Unions have fired a Covid-19 “liability” warning “It is important to emphasise that the priority from June 1. shot to school leaders, quoting health and safety and primary purpose in all of this is the safety of At Coastal Academies Trust in Kent, Kate Greig, laws that “you are exposing yourself by following all children and staff.”

6 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

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Kitchens feel the heat of June 1 return Cleaners need safety reassurance too, says union

FREDDIE WHITTAKER @FCDWHITTAKER

Schools have been told to ensure their cleaners are safe and protected as pupils return. Unite, which represents thousands of school support staff including cleaners, has reminded its members of their right to leave or refuse to return to work if they feel they are in danger. The union said it would back members who suffer any “detriment or dismissal” for doing so. It follows reports in the national media that workers have been asked by cleaning firms to return to work without proper Guidance states that schools should provide personal protective equipment, and that meals for “all children in school”, with food FREDDIE WHITTAKER some cleaners have even faced the sack “available free of charge” for pupils who meet @FCDWHITTAKER EXCLUSIVE for questioning the lack of PPE or refusing the criteria for free school meals (FSM). to work without it. “To ensure food is available for pupils who School kitchens face a planning “nightmare” Government guidance on plans for the attend, educational settings are expected to for the return of pupils, with uncertainty and phased return of pupils states that schools reopen their kitchens and ensure that meals concern over numbers, food availability, rising will be asked to implement “a range of are able to be prepared and served safely,” it prices and a lack of government guidance. protective measures”, including “increased says. The Department for Education has said cleaning” to facilitate the safe return of No further details have been provided. The school kitchens should provide meals for all children. Department for Education was approached for pupils returning on June 1. Jim Kennedy, Unite’s national officer comment. Official guidance, however, is brief. Following for local government, told Schools Week Sam Ward, a school food consultant who the partial closure of schools in March, the cleaners had an “absolutely essential role manages five in-house catering services government urged schools to continue paying to play in reopening schools” and were “no across an academy trust and supports three their suppliers “as normal” to keep the supply different” from any other staff in terms of other in-house operations in the south west, chain moving and to protect jobs. the protection needed. said her team had been providing weekly food However, data from LACA, the body that He said cleaning contractors “should parcels for FSM families. represents the school catering industry, shows be required to maintain exactly the same She said the plan for schools to reopen that 57 per cent of its members’ employees standards” as schools themselves, and presented “so many uncertainties”, including have continued working, while 24 per cent have said responsibility to ensure all cleaning how caterers would provide onsite meals and been furloughed. staff are protected by their employers food for FSM pupils not in school. This is despite the “majority of schools” “rests with schools”. “It will be really tricky for caterers with continuing to pay their food suppliers. LACA “Every person who walks through those economies of scale, providing for lower pupil said about 5 per cent had not – “something that doors, whether they’re catering staff, numbers. we are concerned by”. cleaners, pupils, parents or teachers, must “We are working on tight budgets as it is, Smaller catering organisations told Schools be absolutely assured that the workplace with food costs being 90p to £1 per pupil, so Week of uncertainty over plans to reopen and the environment is safe.” rely on volume of numbers. We have in-house schools. The union’s guidance reminds members operations across our trust and staffing levels, Caroline Morgan, the chief executive of Local that section 44 of the Employment Rights as in all settings, are based on average daily Food Links, a social enterprise that provides Act protects employees from detriment or meal numbers.” She also feared price rises. meals to 56 Dorset schools from its four dismissal if they leave or refuse to return Ward said caterers desperately needed kitchens, said that planning for phased return to their place of work because they believe planning time before June 1 “as our local from June 1 was “a bit of a nightmare”. they are in “serious and imminent danger” wholesalers have had to change to a retail “It is going to be complex. Although overall which they cannot “reasonably be expected model to survive, so we will need to liaise with numbers will be smaller, some schools want to have averted”. them re stock”. packed lunches only, some want hot meals and Section 100 of the act also states that “Hopefully after all this planning, organising some want both, [including] packed meals for employees have the same protection if they and potential ordering of stock they will give vulnerable families to collect.” “took (or proposed to take) appropriate us ample notice if it's not happening, and not She said the government “should be very steps to protect themselves or other an announcement on a Sunday evening for a clear with schools about plans for feeding persons in danger”. pupils”. Monday.”

7 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

DO YOU HAVE A STORY? News CONTACT US [email protected] Lay off criticising teachers, says Spielman

EXCLUSIVE expected of them.” SCHOOLS WEEK REPORTER Inspections have been paused this term to @SCHOOLSWEEK allow schools to concentrate on the pandemic. But Ofsted has started to consult parents on Ofsted’s chief inspector has said it is “profoundly when they think they should start again (see disappointing” to see commentators trying story below). to “polarise” the back-to-school debate by Spielman said that Ofsted would “play its part” “portraying teachers in a negative light”. in the “period of recovery” when schools started Teachers’ safety concerns about returning to to readmit pupils. the classroom have prompted criticism from they are doing what they can in the absence of “When we do pick inspection back up, we will national newspaper columnists and some clear guidelines. need to meet schools where they are, focus on politicians. “When calls have been made for Ofsted to building confidence in parents and supporting Writing for Schools Week, Amanda Spielman inspect home learning, I have been very clear the process of recovery,” she said. “To help us, said it was “very clear to me that teachers that there are no standards to judge against and we will be working with government, unions, want to teach and the current situation is as little clarity over what schools are required to do professional representatives and parent groups professionally frustrating as it is personally in these extraordinary circumstances.” to gather views.” concerning”. She reiterated calls for the government to set The road to reopening was a “difficult balancing She also said that criticism of the level of home “clear expectations” for schools and parents act”, but that as the crisis abated it would be learning provision was “unhelpful”. about what could be expected as “some children “schools once again in the forefront – helping a Lord Adonis, a former Labour schools minister, [will] need to be educated remotely for some unique generation of young people regain the recently called on Ofsted to name and shame time to come”. confidence, resilience and optimism that a great schools not providing adequate online learning. “That needs to be part of the government plan education provides”. Spielman said: “Many schools have made a if not this term then certainly next, so that tremendous effort from a standing start, and schools, parents and children know what is Read Spielman's full piece, page 20

Ofsted’s questionnaire for parents’ panel goes viral

SAMANTHA BOOTH should start inspecting, answers ranged from straight away to a full academic @SAMANTHAJBOOTH year. Ofsted has closed applications for new When it asked what should be members to its parents’ panel after a prioritised, answers included quality survey on when inspections should restart of education, teacher wellbeing, pupil was shared on social media. behaviour and how well the school was The inspectorate asked the panel, which supporting the most disadvantaged helps to shape its work, for its views on children get back in education. whether inspections should restart as soon Ofsted said it would focus on the responses An Ofsted spokesperson said it asked the as pupils go back to school - or wait for up to from panel members. The others would be panel a "few questions" to help understand a year. disregarded. how parents felt about what was happening in It also asked parents what impact restarting The option to join the panel disappeared schools. inspections would have on their confidence from the government's website on Monday "As you would expect, we’re listening to lots in sending children back to school, and what afternoon, although it was shown on a cached of groups – from teaching unions to parents inspectors should prioritise. page of the site from earlier in the day. - about how and when we might return to However, the survey closed on Monday – Ofsted said it was “not accepting new something approaching routine inspection. three days early – after the watchdog was members” of the panel “at this time”, but did "These are ongoing conversations. We’re “inundated with thousands of unsolicited not confirm why. keeping our options open and no decisions responses”. The Education Policy Institute think tank have been made. The questionnaire was only The survey asked for the email used wants Ofsted inspections suspended until next ever intended for our parents’ panel, but to register with the panel, but it appears year to help disadvantaged pupils "catch up" the link was shared on social media and we any address could be used to reply to the when schools reopen. were inundated with thousands of unsolicited questions. When Ofsted asked parents how soon it responses.”

8 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020 News EXCLUSIVE Meet the DfE’s key coronavirus advisers

Guidance for how primary schools can reopen safely was published by the Department for Education last week. The guidance stated it was “designed by school leaders for school leaders”. But who has a seat at the table? The DfE provided a full list of its advisers, who were approached individually by the department to sit on the panel as they could offer a “variety of views”.The department said they also consulted with a “wide range of channels”, including unions, a wider group of educationalists and existing stakeholder groups.

Ian Bauckham, CEO, Richard Gill, CEO, Martin Pratt, executive Tenax Schools Trust Arthur Terry Learning director of supporting As well as running the eight- Partnership people, Camden school Church of England Alongside running the Council academy trust, Bauckham is Midlands-based 14-trust Pratt joined Camden Council a regular on DfE advisory panels, including school, Gill was last year appointed chair of in 2014 as director for children, schools on character education and the new sex the Teaching Schools Council, the national and families, having worked in children’s and education guidance. He also sits on the body representing all teaching schools in services departments at Luton, Central boards of exams regulator Ofqual. England. Bedfordshire and Northamptonshire councils. He is also chair for the Greater London region of the Association of Sir Jon Coles, CEO, Becky Francis, CEO, Directors of Children’s Services. United Learning Group Education Endowment Coles leads United Learning, Foundation which is the largest academy Francis is an academic who Jonathan Simons, trust in the country. He specialises in educational director at Public First previously worked for the DfE, including inequalities. She has headed up the Simons heads up the as director general for schools and Education Endowment Foundation since education department at then education standards, where he January. Prior to that she was director of the policy and PR firm. He was responsible for areas including the the UCL Institute of Education. previously worked as head of education at national curriculum review and National right-leaning think-tank Policy Exchange Challenge. and was head of education in the prime Rowena Hackwood, minister’s Strategy Unit, when Gordon CEO, David Ross Brown was PM. Angela Cox, director Education Trust of education at Leeds Hackwood joined DRET, Diocese one of the country’s system- Mrunal Sisodia, co- Cox has been at the diocese, leader trusts, with 35 schools across the chair of the National which oversees the provision country, in 2017. She was previously an Network of Parent of Catholic education across eight council education director at outsourcing giant Carer Forums areas, for nearly ten years. She previously Capita. She is set to join the Astrea Sisodia joined NNPCF, which worked in the education team at Leeds City academy trust this summer as its new CEO. represents over 150 parent carer forums, in Council. 2016. Prior to that he was a director at the Leonard Cheshire Disability charity. Martyn Oliver, CEO, Susan Douglas, CEO, Outwood Grange Eden Academy Trust Academy Trust Ed Vainker, executive Douglas has led the six- Oliver has led OGAT, which principal, Reach school trust since 2012. runs 32 academies in the Academy She is also a senior schools north of England, since 2016. The trust Vainker is co-founder of the advisor at the British has been praised by ministers for its ‘outstanding’ free school in Council, providing expertise on education educational outcomes, and has also led Feltham. He also helped set up the Reach programmes involving ministries of the integrated curriculum and financial Children’s Hub, which offers cradle-to- education, school leaders and teachers planning tool, favoured by ministers to career support for the area’s youngsters, across approximately 40 countries. help schools in trouble to balance the and was one of the team behind the Oak books. National Academy. He has also sat on numerous DfE expert groups.

9 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

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Calls to end BBC's lockdown lessons will hit poor hardest

JOHN DICKENS @JOHNDICKENSSW EXCLUSIVE The BBC is under pressure to axe access to its home-learning lessons – used by millions of children during the coronavirus crisis – over fears they will squeeze commercial curriculum providers out of the market. The British Educational Suppliers Association is seeking written assurances that the national broadcaster will wind down its beefed-up education offerings amid claims they may breach competition laws. One of the demands is for the BBC to remove lessons from its Bitesize website from the first day of the summer holidays. But Lee Elliot Major, professor of social mobility “tombstoning”) from the Bitesize webpage and at the University of Exeter, said: “Any move app from the first day of the summer holidays to withdraw the BBC’s online resources for (July 22). They also want a content lock on iPlayer home-learning would be a retrograde step as it is to ensure that once schools reopen this can’t be increasingly clear that children will be continuing used as a teaching aid in schools. to learn online for an extended period, stretching On the former, it’s understood the BBC has into the new academic year.” committed verbally to removing the content, When launching the new service in April, The BBC’s additional education content is a key but will wait for further information on when the BBC promised 14 weeks of educational part of the government’s offerings for pupils who children will return to ensure they are not left programmes and lessons to “every household in are unable to attend school. BBC director general without support. the country”. As well as the online lessons, that Tony Hall said it was the “biggest education effort BESA, along with education software firm RM, included daily education programmes and content the BBC has ever undertaken”. took legal action against the BBC in 2003 after such as videos, quizzes, podcasts and articles. Figures released by the BBC show its Bitesize the government awarded the broadcaster £150 In the letter, Wright stated while she understood website registered 5.2 million hits in the first week million to provide free material to schools under such a move was necessary, the BBC should now of lessons. the “digital curriculum”. “give serious consideration to the future of those James Turner, chief executive of the Sutton Trust, BESA reminded the BBC of its legal obligation, educational suppliers whose main service offering said the BBC’s service was “especially important” highlighted during that case by the European consists of curriculum-mapped audio-visual for teaching the poorest pupils, particularly the Commission, that it is “not exempt” from content”. lessons on TV for those without their own phone, competition law and should set out how its The government has also funded the Oak laptop or internet connection. education service will be “distinctive and National Academy, an online classroom providing “The impact of school closures will not be complementary” to those provided by the lessons for homebound pupils. temporary, nor should the spirit of collective commercial sector. When asked if BESA had similar views on endeavour and national effort that has been Caroline Wright, director general of BESA, that project, Wright said it was a “very helpful so good to see over the last few weeks,” Turner said while they are supportive of the BBC’s work initiative” that the group would be “pleased to added. during the crisis, they want to see a “normal support”. But she pointed out that “when back But BESA wants the BBC to put in writing its operating process” after the closure period to to normal” any government funding for such commitment to stepping away from the market “reduce the risk of permanent market distortion”. initiatives should be “as clear and transparent as when schools reopen. “This is important to help safeguard the UK’s possible”. The trade association, which represents 400 strong history of quality educational content The DfE did not want to comment. A UK online curriculum content providers and provision for schools and learners over the spokesperson for the BBC they’ve had “very education publishers, outlined five demands in longer period. Teachers and learners in the UK positive and open conversations with BESA… a letter sent to Hall in April. It is understood the benefit from a wide choice of content from many We are thankful of theirs and their members’ BBC has yet to officially respond. high-quality educational publishers because of continued support, which underpins so many of BESA wants the BBC to start removing all the UK’s healthy and competitive commercial our lessons, and look forward to continuing to additional home-learning content (known as marketplace.” work with them as the service rolls on.”

10 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

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EXCLUSIVE Government suspends free travel for London children

SAMANTHA BOOTH @SAMANTHAJBOOTH

Free travel for children in London will be temporarily suspended as part of the government’s bailout deal for Transport for London. Of the six million journeys made each day by bus in the capital, around 1.5 million are for education purposes, and 200,000 tube journeys are made to school each day. Children in London are entitled to Oyster cards offering free travel on different modes of transport, depending on their age. Announcing the suspension, the Department for Transport said “special Schools turn to community for laptops arrangements” will be made to ensure children eligible under the national legislation can still travel to school for free. FREDDIE WHITTAKER the coronavirus outbreak and associated school Details of this are yet to be announced but closures could widen the attainment gap by up @FCDWHITTAKER under government rules, local authorities to 75 per cent. are required to provide free school transport The Tutor Trust In the north of England, which for certain groups of children. Schools and education charities are asking trains university students as tutors, has secured Those eligible for free school transport philanthropists and local businesses to provide £10,000 through the Northern Powerhouse devices for disadvantaged youngsters as the Partnership to help about 20 disadvantaged under national rules include children aged wait for Department for Education hardware pupils. eight and under whose nearest school is continues. Nick Bent, the charity’s chief executive, told further than two miles away. This rises to The government has pledged “over 200,000” Schools Week that most vulnerable young a distance of three miles for pupils aged devices for disadvantaged year 10 pupils, care people had been “desperate to keep working between eight and 16. leavers and children who have a social worker. with their tutors, but couldn’t get online”. There is also an entitlement for other But Schools Week revealed earlier this month Private businesses and some individuals have groups, such as SEND children and families that many schools’ allocations have fallen well also donated hardware to help pupils get online. on low incomes. short of what is needed. Ministers have admitted Cambois Primary School in Blyth, The DfT said these changes would take some children may not get a device until well into Northumberland, received 50 refurbished place “as soon as practicable”. TfL is yet to next month. laptops from the National Grid, while four confirm how long these would be in place. The Beckmead Trust, which runs eight settings schools in West Sussex were given 40 laptops The changes are one of several in south London for pupils with social, emotional by Ferry Farm Community Solar, according to agreements TfL reached with the and mental health needs, recently raised local news reports. government as part of a £1.6 billion pay-out £144,000 from “charitable and philanthropic” The Bohunt Education Trust received 111 sources to pay for Chromebooks and dongles. devices and cash donations after it appealed to help run public transport for the next four These will go to 800 children in its own settings, for help. and half months. and in pupil referral units, special schools and And in Brixton, south London, Bell Ribeiro- Other conditions include suspension of local authority services for vulnerable children Addy, a local MP, has collected spare laptops free travel for over-60s in the morning peak, outside the trust. and tablets from the community to give to and requiring TfL to collect fares on buses Dr Jonty Clark, Beckmead’s chief executive, schools in the area. while ensuring driver safety. said he understood why the government’s Pressed this week on the progress of its own Grant Shapps, transport secretary, said: scheme had been targeted at certain year groups, scheme, the DfE insisted there was “no delay”. “These conditions are needed to avoid but his trust “needed to provide across all our Deliveries “have started this month and will crowding and reduce the exposure of students because of their specific needs”. continue in June”. vulnerable groups.” “This wasn’t just for academic reasons but “The department is prioritising the delivery London Mayor Sadiq Khan said coronavirus because we needed to maintain our attachments of devices to the most vulnerable children has had a “catastrophic impact” on TfL’s to our students – they are incredibly vulnerable first - children with a social worker and care finances, seeing fares income fall by 90 per and, for most of them, school is the only place leavers. This will be followed by devices for cent in two months they are truly safe.” disadvantaged year 10 children who do not have Last week, a senior DfE official warned that the access to a device through other means.”

11 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

DO YOU HAVE A STORY? News: in brief CONTACT US [email protected]

Ofsted ‘outstanding’ for Hull UTC Demand falls for free sanitary products A 14 to 19 university technical college in Hull has been dubbed a “guiding light in the education sector” after being rated ‘outstanding’ in its first Ofsted Schools are being encouraged to keep inspection. providing free sanitary products for Ron Dearing UTC, which opened in September 2017, received grade ones pupils after the coronavirus outbreak across the board in a report published dented take-up of its scheme to tackle yesterday. period poverty. Inspectors said pupils received an “exceptional” quality of education and Phs, which received £11.4 million from heaped praise on the college’s 100 per the government to deliver the scheme, cent positive progression, a result of its said demand was “understandably “considerable” links to industry. lower” during lockdown, although According to the UTC’s 2018-19 accounts, 94 of its 117 year 11 students progressed to “raised the bar” under its new framework a “significant number” of education its sixth form, 14 to an FE college, eight to an which “makes the achievement even sweeter”. organisations were still ordering Ofsted’s report said the UTC had the apprenticeship and one to employment. products. And of the 86 year 13 pupils on roll last “hallmarks of a school that could be viewed as Thousands of products have been year, 28 started university, 22 went into a guiding light in the educational sector”. employment with one of the UTC’s partners, Inspectors reported that the curriculum was delivered to more than 200 schools and 29 to an apprenticeship and seven to other “superbly” designed. A-level results in 2019 colleges in the past seven weeks, it said. employment. put the UTC in the top 1 per cent of schools However, Warren Edmondson, the Ron Dearing, which had 506 students at nationally. the time of the inspection in March against a Attendance rates were found to be “much” managing director of phs Direct, said capacity for 600, is the first UTC to be given higher than the national average with no that uptake was increasing as schools exclusions since it opened. a grade one under Ofsted’s new inspection created “drop-in points and care framework. It becomes only the third The UTC’s patron, the former education packages for learners staying at home”. ‘outstanding’ UTC across the country. secretary Alan Johnson, said he never doubted Sarah Pashley its principal, said Ofsted the college would be a success. “We are actively encouraging schools and colleges to keep providing free products to students to ensure access £10m fund for SEN pupils at home continues for students who need them; helping to create period equality for all." The government has set up an emergency £10 Vicky Ford, the children’s minister, said: “I Schools do not receive money directly million fund to help the home education of about know that these unprecedented times may put for the scheme. Instead each school is 19,000 children with special educational needs. additional pressure on families, particularly The announcement comes alongside those whose children have the most complex allocated a certain amount, depending confirmation that the £26 million Family Fund needs. These parents deserve some extra help on pupil numbers, when it orders will continue next year (2020-21). to look after and educate them at home.” through an online portal. The fund typically provides £400 to £500 to However, there may be a delay in receiving Research commissioned by phs found help low-income families with seriously ill or the cash because the fund has fewer staff who disabled children to pay for equipment, goods have to respond to more enquiries. that 52 per cent of girls have missed or services. The government estimated 75,000 According to statistics released last year, 1.3 school or college because of their families will get support next year. million pupils have special educational needs period. A new pot of £10 million, provided by the (14.9 per cent of the total pupil population). The And research published this month Department for Digital, Culture, Media and Sport, number has risen for three years running. has been committed specifically to the “unique But school funding for SEND pupils has been by Plan International UK, the children’s difficulties” presented by the coronavirus slashed by more than a sixth since 2015. charity, found that a third of the 1,010 pandemic. Steve Broach, a barrister at the law firm 39 girls aged 14-21 it surveyed had trouble The cash will help families educate and look Essex Chambers, said while the additional after children who are “staying at home more funding was welcome, “disabled children paying for or accessing sanitary wear than usual”. It could be used for computers, should be able to benefit from entitlements to during April. specialist equipment or educational toys. essential support, not have to rely on charity”. Phs said contactless delivery was A Department for Education adviser revealed The government has been criticised for available and orders could be diverted to last week the attainment gap between poorer a slow response and not doing enough to pupils and their peers could rise by 75 per cent if provide additional support for children off neighbouring schools or colleges. schools stay closed to most pupils. school.

12 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

DO YOU HAVE A STORY? News CONTACT US [email protected] Lack of records thwarts abuse investigation

JOHN DICKENS @JOHNDICKENSSW

A lack of records from a collapsed free school hampered an investigation into the alleged sexual abuse of a child with learning difficulties, a damning review has found. A Manchester Safeguarding Partnership report into allegations that the child was abused by their step-grandfather also said that an inability to contact former staff – alongside a lack of forensic evidence – contributed to not being able to secure a conviction. The school, which is not named, closed after Ofsted rated it ‘inadequate’. The rating followed safeguarding failures. In a 2018 investigation into the records of closed academies, Schools Week found little school, they are also systemic problems that have the assets of the company. guidance or official process for shutting schools. plagued the whole free schools and academies The Department for Education did not respond Kevin Courtney, the joint general secretary of project.” to a request for comment. the National Education Union, said: “This is a truly The review also found it impossible to locate Labour MP for Manchester Central Lucy Powell disturbing report to read that clearly finds that a former staff at the school because of the “closure, said the “deeply worrying safeguarding issues particularly vulnerable child was put at risk by a and the difficulty the police and other agencies which must be investigated fully. Ministers free school’s safeguarding failure.” have had in contacting them”. must take necessary action to learn the lessons of the profound failures in our oversight and The report said the mother of the child, referred Vicky Beer, the regional schools commissioner accountability system this has revealed.” to as “child Q1”, chose the free school as it was for Lancashire and West Yorkshire, also did not Unity Howard, the director of the New small and better suited to her child’s needs. respond to “several” attempts to take part in the Schools Network, said the school’s failings were Before enrolment, the child’s primary review. Courtney labelled this “truly shocking”. “clearly the direct result of poor leadership and had “unsuccessfully” tried to engage with The ‘inadequate’ Ofsted inspection found a governance, and it is right that the matter has the secondary free school over sending on “lack of up-to-date policies and procedures, been properly investigated”. educational files. It meant the mother had to take inexperienced staff and lack of training”. She said it highlighted the importance of all photocopies into the school. The review stated the council then asked for parties working “collaboratively to ensure new But the review found there was “no evidence” a section 11 audit to show that the school had schools are set up in a way to ensure a safe to show these records were ever used to provide regard to the need to safeguard and promote the environment, with robust policies and open either educational or social support, a “failure” welfare of children. However, the school did not channels of communication”. that put the child “at risk”. respond to requests to submit to the audit. “One of the many strengths of the free schools’ programme is that where there Information from the records was also not part The review recommended that the failings have been failures, they have of the child’s files when the school closed, with over lost records and “possible breaches of been addressed quickly, but “minimal information” transferred to the pupil’s the Data Protection Act” when free schools it must be the case that if new school. and academies closed were raised with a school is closed their The report stated: “This lack of information the government. There was no further records are maintained would have contributed to staff at the [free] information on the data breach claims. for proper scrutiny.” school not identifying concerns relating to Child Charity law states that documents and Q1 for some considerable time.” records, such as board minutes, must be kept The decision not to prosecute the step- for three to six years. grandfather had “caused distress” to the child and The government said liquidators or their family, the report said. administrators were responsible for Courtney said the findings were “distressing ensuring that relevant documents and worrying… The failures identified in this were safeguarded after a report are not simply those of the individual closure, a service paid for from

Lucy Powell 13 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

EDITORIAL DO YOU HAVE A STORY? CONTACT US [email protected]

School leaders are giving so much, it's time they got more back

If this were a normal term, we’d perhaps be signing academic year, too. off with a cheery message to enjoy your break next The government is asking a hell of a lot from week before heading into the final stretch of the school leaders, but it hasn’t given them much to academic year. go on: we’re still waiting on the scientific evidence But this hasn’t been a normal term. And, as it for reopening, and guidance has been vague and stands, school leaders won’t be getting much of a non-committal. break next week. According to a poll in March, teachers were The government’s plans on reopening are mostly working less during the lockdown. Just one currently hanging in the balance: there’s no track- in ten were working longer hours. and-trace system, councils all over the country are But nearly 30 per cent of headteachers were refusing to reopen and unions are still in rebellion. working longer hours (on top of an already pretty But, amid the loud noise, school leaders have long working week). been quietly going about transforming their The government is due to make a final call on schools into hygienic hubs – whether they are Thursday on whether reopening will go ahead – expecting pupils back next month or later. just one school day before classrooms are set to And they’ll continue to jump over those logistical, reopen. health and safety and moral hurdles throughout Whatever the decision – ministers need to Get in next week. For those pupils who won’t be returning do better for school leaders. They need better this year, schools will also continue to fine-tune guidance, clearer instructions, and a better touch. their online learning offer – with an eye on the next thought-out plan. It’s the least they deserve.

CONTACT: [email protected] OR CALL 0203 4321 392

14 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

REPLY OF THE WEEK Jane Orr

rs’ Attainment gap could widen by de ea 75 per cent, DfE official warns R plY The most effective way to close the attainment gap is to identify the children who are struggling with literacy, in year 1, and to provide them with 3 x weekly support, in school, following a structured ONS figures reveal 65 Covid-related deaths in and cumulative synthetic education workforce phonics programme, taught in small groups (max 6 Maggie Conway children), by a trained Maybe the fact that schools are closed affects the numbers teacher. Those children who are of deaths in the profession? I am very concerned that still underachieving by year school support staff like cleaners and dinner ladies will be 2 should have a formal assessment of their learning needs to at risk. It takes much more than teachers to run an effective diagnose their cognitive strengths and weaknesses. This will school. enable their teacher to plan an appropriate programme of remediation and to call in other professional support, if needed, Schools won’t be ‘swarming with cases’, for example, speech therapy, occupational therapy. says medical chief It is vital that children who are struggling are identified and assessed as early as possible. This is the only way to prevent a cycle of failure that leads to myriad emotional and behavioural Stuart issues that affect self-confidence, motivation and aspiration. Many teachers have not been in schools during the closure Without this support, children are regularly arriving at period and have only been on an occasional rota to work secondary school without the literacy skills to cope. These with children of key workers or vulnerable children. failing teenagers are nearly three and a half times more likely to The death rate is of course going to be lower than other be excluded from school. professions! If we are going to compare, then let’s at least do As the attainment gap widens, due to Covid, and children it on a level playing field, with some sophistication. with poor literacy skills are unable to access online learning, I support getting children back into school, but we need to early intervention will be even more vital. have assurances which still seem woolly about safety to do THE REPLY OF THE WEEK WINS A MUG. CONTACT US AT so, particularly when social distancing has already proved [email protected] TO CLAIM hard with small numbers of children in school. One question that I haven’t seen an answer to is how Ofsted raps first school over Baker clause are schools going to welcome all year groups back – particularly in September, when presumably class sizes will Paul Holliday still be small without a rota or blended approach to school While applauding young people being well informed about the and home-based learning. School estate cannot magically educational opportunities open to them, I would question whether double in size! Ofsted should act as the enforcer in these circumstances. The fact that King Edward VII Science and Sport College teaches NEU says questions remain after government students aged 14 to 18 indicates that they have already considered scientific briefing their options at a non-traditional transfer age. Surely that is something Lord Baker advocates? Julie Ward, Given the apparent lack of any precedent for being “pulled up” by I think the unions have their own agenda, which is to Ofsted for failing the Baker clause, this gives the appearance of an make as much political gain as they can from this awful over-reaction. situation... The government has made it perfectly clear that The article indicates that there were other shortcomings in the proposed steps are indeed cautious and not written in leadership and safeguarding, which is more reason not to conflate stone for June 1. If the R rate, or anything else, deems it the issues. unsafe for children, they will not be going back to school Ofsted has enough to consider without adding duties that and that will not be anything to do with union action. Most appear to be more honoured in the breach than in the observance UK parents get this. nationally.

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The rebel councils FREDDIE WHITTAKER | @FCDWHITTAKER

BIRMINGHAM CALDERDALE

PETERBOROUGH GATESHEAD

HARTLEPOOL LIVERPOOL

Dissent grows as councils shun deadline for reopening

June 1 is too early for pupils to start going back to school in England, rebel council leaders tell Schools Week

he government’s determination to begin 20 have said they will back headteachers who intervention is unlikely. the phased return of pupils to England’s decide to open later on safety grounds. Ministers this week said they were hoping Tschools on June 1 looked in serious doubt Rebel council chiefs told Schools Week they are England would move “as a whole nation” to this week as more than 27 councils said the move unwilling to put staff and pupils at “unacceptable readmit reception, year 1 and year 6 pupils on threatened the safety of pupils and staff. risk”, although the government does have the June 1. Seven have advised schools not to allow more legal powers to force schools to readmit more But interventions from worried council chiefs, pupils back on the preferred date, while a further pupils. A legal expert, however, said such an coupled with variable transmission rates across

17 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

The rebel councils

they all have different challenges to overcome in terms of maintaining social distancing and hygiene.” Following Liverpool’s announcement, six more councils - Bury, Calderdale, Hartlepool, Redbridge, Sefton and Stockport – advised schools not to reopen more widely on June 1. In a letter to heads in Bury, Tamoor Tariq, the council’s deputy leader and cabinet member for children’s services, said it had “become very clear that there is an unacceptable risk to our pupils, our staff and to the communities of vulnerable people in Bury if we were to extend the opening of our schools from June 1 as central government has proposed”. Adam Wilkinson, Calderdale’s cabinet member for children and young people’s services, told Schools Week his authority backed advice from the council’s director of public health that the government’s “five tests” for easing the lockdown had not been met. the country, make it likely that many schools will very earliest”. “The lockdown has only just been eased . . . and ignore June 1. Detailed plans seen by Schools Week show the we think it’s far too premature to be able to tell Unlike the secondary sector, where most city proposes that year 6 pupils return and year whether or not the infection rate will rise again schools are now academies, councils still have 10 and 12 pupils receive some “face-to-face” as a result of that in the run-up to June 1,” he said. oversight of more than 60 per cent of primaries. support from June 15, providing it is safe. Although the council would help schools The decision on whether to reopen lies with They will be followed by other year groups from evaluate their risk assessments, “ultimately the individual heads, but town halls still hold some June 29. decision will lie with the headteacher”. influence over the schools that they maintain. Steve Reddy, the council’s director of children’s “However, we recognise that as the local authority, schools will be looking to us for guidance, advice and leadership on this, and “It simply isn’t feasible nor safe to that’s why we’ve issued this very clear advice - that we don’t think June 1 is the right date for stick to the same timeline” opening.” Some of the loudest objections come from areas with high infection numbers. Schools Week revealed last week that Liverpool services, said there was “no doubt in my mind For example, Gateshead, in the north east, has council, the first to tell schools to defy the that we simply cannot reopen schools in line the second highest rate of cases in England, government’s wishes, has said that no pupils with the suggested timetable outlined by the according to government data. other than vulnerable and key worker children government”. It is one of 18 councils that have backed heads should go back to school “before June 15 at the “The layout of every school is different and to open later than June 1, but stopped short of

Tamoor Tariq Adam Wilkinson Martin Gannon 18 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

The rebel councils

advising them to do so. the government made any announcements”. said this gave Gavin Williamson the power not In a joint statement, Martin Gannon, the “Some will be able to take pupils from June 1, just to require schools to reopen, but to require council’s leader, and Gary Haley, its cabinet but some will not. I can’t ask them all to stick to them to “allow back certain year groups”. member for children and young people, said the same timeline – it simply isn’t feasible nor However, he said this would be a “brave and it was “the decision of the headteacher and safe.” startling move…particularly if the reason schools governors of each school to determine whether Responses from local authorities in the past were choosing not to open was on the grounds of or not they can comply with government week show a growing consensus that different health and safety”. instruction, partly or fully”. schools will go back at different times. “It risks unnecessary conflict at a time where it “The council will fully support any school that Even the Local Government Association, which is better avoided. after careful consideration of all these factors, represents councils across England, said this “Clearly in these unprecedented times determines that they cannot comply with week that some areas “may want to work faster the normal conventions do not apply, but government instruction,” they said. than others”. nonetheless it would be an unusual move for the Birmingham council, one of the largest in The growing dissent has led to questions about government to directly overrule decisions made England, said earlier this week that opening on what the government can do, and indeed what it by schools in this regard.” June 1 “may not be possible” for some schools. will do, if schools decide against the June 1 target John Fowler, from the Local Government It trusted headteachers to “make the right en masse. Information Unit, agreed that resorting to decisions for their school communities”. Ministers have played down any suggestion legal processes “means handing the issue to a However, it is not just Labour-run that they could force schools to take pupils, third party” and that in these cases, the “local authorities that have doubts. Essex, Solihull, referring repeatedly to the need to work argument, debate and cooperation to meet the Cambridgeshire and Peterborough say “cooperatively”. But legal experts believe challenge of the pandemic takes a back seat”. they will back heads who decide to they do have the power to intervene. “And it tends to ruin important local delay. The Coronavirus Act, passed earlier relationships, which are, as ever, important in Jonathan Lewis, the service director this year, includes a provision to allow maintaining a local education system.” for education at Cambridgeshire the education secretary to give schools Fowler also believed there was little a local County Council and Peterborough City “temporary continuity direction”, authority could do if one of its schools reopened Council, said heads in his area had requiring them to open, stay open or on June 1 against its wishes. been “working tirelessly reopen, and to allow “specified “Schools will see the local authority’s view as to consider different persons” to attend. just one opinion, important maybe, but other models of phased Michael Brotherton, a information is available, and heads talk to heads reopening long before partner at Stone King LLP, away from the ears of the local education office.” Michael Brotherton How schools and councils will fill the FSM gap

Schools and councils will dig into their from the start by delays and technical Tyneside said it will continue to provide own pockets to provide food for needy issues. packed lunches or food hampers. children during what would normally be the Ministers have now refused to extend In Blackpool, food parcels will be available Whitsun half-term break, followings the the scheme to cover half term, despite an through local community hubs; in South government’s refusal to extend its national earlier extension for the Easter holidays. Tyneside packed lunches will be available voucher scheme. Last week school business managers and for every FSM-eligible family that asks for At least seven councils have confirmed food campaigners told Schools Week the one. plans to provide either vouchers or food government could not stop schools ordering However, many councils have opted not to parcels and hampers next week to families vouchers to cover the break, but several fund their own schemes, either because this usually eligible for free school meals. councils opted for their own schemes just will be done at school level or because they Other local authorities told Schools Week in case. cannot afford it. their schools would foot the bill themselves. Bury and Liverpool have said they will Jayne Aston, the cabinet member for The government’s national meal voucher pay for vouchers, with the latter telling the resources on Knowsley Council, said: “The scheme, which launched at the end of Liverpool Echo it would cost about £170,000. council is already looking at a huge funding March, offers £15 of vouchers a week for Pupils in Dorset’s schools already signed gap running into millions of pounds, which every pupil eligible for free school meals. up for its £11.75 weekly vouchers will is creating an unprecedented pressure on However, the system has been hampered continue to receive them, while North our finances.”

19 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Opinion DO YOU HAVE A STORY? CONTACT US [email protected]

AMANDA SPIELMAN

Her Majesty’s Chief Inspector of Schools

The road to recovery is one we must uncover together

Heated debate and unhelpful officer and chief scientific adviser commentary aside, it is by last week. pulling together that we will It was a very good briefing and frustrating as it is personally are spending their school days. That do best for our teachers and much of what was said supports the concerning. needs to be part of the government their pupils, writes Amanda strategy of gradually introducing There has also been criticism plan if not this term then certainly Spielman next, so that schools, parents and children know what is expected of ednesday’s “thank a There will be a period of recovery, them. teacher day” couldn’t When schools do start to re-admit Whave come at a more and Ofsted will play its part more pupils, there will be a period of appropriate time. Since schools recovery, and Ofsted will play its part. closed to most pupils in March, you – We’ve made it clear that we won’t be teachers, headteachers and support doing normal inspections this term, staff – have been doing a remarkable more children back to school. But levelled at schools for their provision so we are thinking carefully about job in circumstances that were I know that many teachers and of home learning. Again, this is when we should re-start that work unthinkable just a few short months parents will still have genuine unhelpful. Many schools have in the next academic year. When we ago. And I know you are doing it concerns about whether it’s safe to made a tremendous effort from a do pick inspection back up, we will because you feel a deep sense of do so. Similarly, there are powerful standing start, and they are doing need to meet schools where they commitment and responsibility arguments about the impact on what they can in the absence of clear are, focus on building confidence in to the children in your care. You children of not being in school. For guidelines. When calls have been parents and supporting the process are mastering new approaches the government and for schools, made for Ofsted to inspect home of recovery. To help us, we will be and technology to keep children this is a difficult balancing act. The learning, I have been very clear that working with government, unions, motivated and learning. You are road ahead is not obvious to map there are no standards to judge professional representatives and making sure those you are worried out, or easy to follow, but I’m sure we against and little clarity over what parent groups to gather views. about remain in sight. And, of course, can all agree that children are best schools are required to do in these I will end where I began, by saying you are keeping school gates open off returning to school as soon as is extraordinary circumstances. thank you to teachers and all those for the children who really need to feasible, in a way that protects their And even though we can now see working in our schools. You are be there. health and the health of school staff. the path to reopening schools for all, providing leadership at a time of As I write, there is a vigorous In the heat of debate, it has been we can also see that some children national crisis. And, as that crisis debate under way about the merits profoundly disappointing to see need to be educated remotely for slowly abates, it will be schools once of the government’s decision to some commentators trying to some time to come. It will be helpful again in the forefront – helping a allow more children back to school polarise by portraying teachers in a to schools and parents alike to unique generation of young people from June. Along with union leaders, negative light. It’s very clear to me have clear expectations as soon as regain the confidence, resilience I was invited to attend a discussion that teachers want to teach and the possible about what all children and optimism that a great education with the government’s chief medical current situation is as professionally should be getting, wherever they provides.

20 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Opinion DO YOU HAVE A STORY? CONTACT US [email protected]

Never mind the tussle between ensure staff coming into close contact government and unions, writes with pupils – for example, our first- the Harris Federation CEO. This is DANIEL aiders – are well protected. how we’re getting on with the job The physical safety of everyone in of preparing for our students to MOYNIHAN our schools is the most important return Chief executive, Harris Federation consideration in the decisions we are taking, but so is their mental health. n the much-watched clip of BBC The return to a normal routine will be Newsnight’s Emily Maitlis blasting the beneficial in terms of the wellbeing of myths of Covid-19, she said: “They tell I children, as will face-to-face contact us coronavirus is a great leveller. It’s The phased return is starting. We with their friends and teachers. not. It’s much, much harder if you’re There has been a lot of contact poor. How do we stop it making social must be ready for its challenges during lockdown between our schools inequality even greater?” and those children whom we know This question, of how we stop may not be resolved for the next year We are talking to them about any are vulnerable or have additional disadvantaged children becoming even or two, or longer – none of us knows. worries and concerns they have and needs and we are training all 4,000 more disadvantaged, has occupied So, yes, we are apprehensive about will go as far as we can to minimise staff in the Harris Federation in a the minds of most of us in education reopening, and staff are apprehensive the risks involved. As well as installing trauma-informed approach to mental over the past eight weeks. The Harris too; but the bottom line is that unless handwashing sinks outside school we health. We will be teaching pupils to Federation was lucky enough to raise schools can intervene, the already will also be taking temperatures daily feel safe and resilient as they come to hundreds of thousands of pounds unacceptable disadvantage gap will using infra-red thermometers held at terms with any possible traumas of in charitable donations at the outset simply open up even more widely, with a distance to ensure no one is in school their lives in lockdown. of the crisis, which we’ve used for ramifications for years to come. if they pose any avoidable risk. Our Despite the restrictions in place, supermarket vouchers, play equipment, we want to ensure that the return laptops and WiFi access for pupils in to school feels happy for pupils. We need. Despite the restrictions, we want to have asked parents not to allow their Against the noise of the fight ensure the return to school feels happy children to spend time worrying between some teaching unions and the about work that has been missed government about reopening, it should during lockdown, or to worry about it not be forgotten that the response We welcome the government’s technology departments have made themselves. As a federation, we have a of teachers across the country to cautious approach to reopening thousands of masks and visors during good record of “levelling up” children coronavirus has been amazing. Many schools. Staff are looking forward to lockdown, donating most to healthcare and are writing a recovery curriculum schools adapted practically overnight being able to see their pupils again. providers but keeping enough aside to for primary and secondary that gets to virtual schooling, and stayed open pupils up to speed, whatever their for the children of critical workers and starting point when they return to vulnerable children, including over school. Easter and on Bank Holidays. The global evidence is still that But, for all this remarkable coronavirus does not particularly risk professionalism, and for all the social the physical health of children, but media feeds filled with photographs of they have undoubtedly suffered in virtual learning, we couldn’t agree more other ways. Though it is obviously not with the Children’s Commissioner’s without challenge, we are delighted warning that decisions about returning that the phased return to school is to school cannot wait until a vaccine is starting, and believe this is the vital available. first step in enabling us to begin Bereavement, financial worries, making up to children what they have neglect and domestic violence are just lost, not just in terms of schooling but some of the terrible stresses children also their emotional wellbeing and have suffered in lockdown. Coronavirus social development.

21 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Opinion DO YOU HAVE A STORY? CONTACT US [email protected]

NATALIE PERERA

Executive director and head of research, Education Policy Institute

Policymakers need to think differently

to make school reopening a success and tracing, we are already seeing should be able to do so without a chasm between the advice from fear of reputational damage. With The traditional civil service policymakers need to rethink the the scientists and statements from rigorous testing and monitoring in approach to decision making traditional approach of balancing politicians. place, the option to cancel or scale will not be enough to build all the factors. Now, the scientific The guidance must also consider back reopening should always parents’ and teachers’ advice must take precedence over lessons learned internationally from remain on the table. A pact between confidence in a safe return, government and the sector needs writes Natalie Perera to be made to ensure that decisions A two-way dialogue between made further down the line can be fundamental skill of guided by the science and not by the civil service is being policymakers and practitioners is crucial politics or point-scoring. Aable to weigh up a range In turn, the government should of factors in order to reach a respect the decisions of school policy recommendation. It’s an everything else. countries that have already begun leaders if they, with their governing important craft, particularly in a The announcement that the to reopen schools and it must be bodies and trusts, conclude that profession where one has to remain government will look to reopen realistic in how those measures can they cannot reopen in a way that objective and free from politics schools to certain year groups be implemented, for example, by complies with the guidance. The and ideologies. This approach from June 1 has generated endless considering staggering reopening choices of parents should also leaves ministers with the ability to debate. That debate has been, dates between infant pupils. It be respected and the decision by pursue policies based on whether understandably, driven by a need to must also address pupils who have government not to penalise parents they value the economic, health, protect children, teachers, families, additional or acute health needs for non-attendance of their children education or any other benefit the businesses and society. It has, at – a group who have been largely is absolutely right. At the same most. times, been polarised and divisive. overlooked during this debate. time, the government will need to It’s tempting to apply this That is why it is crucial that the A two-way dialogue between consider how it targets support to approach to the decision to reopen government publishes the scientific policymakers and practitioners disadvantaged families if, as the IFS schools. As the number of daily advice behind any decision to is crucial. The scientists know find, they are less likely to send their cases and deaths continue to fall, reopen schools in full and with best about the transmission of children back to school in June. we must consider how we rebuild urgency. Until it does so, we cannot the virus. Practitioners know best The decision about when to start the economy, get back to work expect parents or teachers to feel about how children behave and the to reopen schools more widely is and to our normal lives. Also at the completely confident in the decision environments that enable them to not an easy one. But it is crucial that forefront of our minds is the lost to go back to school. thrive. when the government announces learning time that many children Government guidance needs to If battle lines continue to be drawn its final decision later this month, it will have experienced during this be clear about the risk of spreading now, the government will find it must do so with full transparency, period; time that disadvantaged the virus and needs to set out the difficult to retreat if it needs to do with the full weight of the scientific children can ill afford. safety precautions that must be put so. But it is imperative that it has evidence behind it and with the But in this case, when faced with in place in order to mitigate that the ability to withdraw if it looks expertise of the sector in how to a global and deadly pandemic, risk. On the critical issue of tracking like the virus is spreading, and it implement it.

22 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Opinion DO YOU HAVE A STORY? CONTACT US [email protected]

Recovery is about rethinking our values, not just rewriting our MARY personal narratives, our conversations lesson plans, writes Mary Myatt ought to consider how our MYATT experiences stand in relation to our Education consultant and author t’s pretty obvious that we can’t just school values. In other words, we have pick up, without missing a beat, been through a collective experience Iexactly where we left off. We need to and we need to articulate again our acknowledge the big event everyone core purpose. Why do we come to will have experienced in terms of A ‘recovery curriculum’ or school each day? What difference are the lockdown – and for some, the we making? What is different now significant loss associated with it – ‘recovery conversations’? from before? Our values provide the before we can hope to get back to the lodestar for our decisions and actions second, it’s important to start with the share theirs. This might be in small business of teaching and learning. In and the return to school for all pupils adults first. (And when we are talking groups, departments or whole staff, the words of sociologist and holocaust is a chance to revisit these. about adults, this should include but whatever form it takes, if there survivor Viktor Frankl, “suffering ceases There is a case to be made for a everyone: teaching assistants, site isn’t some way of allowing people to be suffering at the moment it finds a similar process as classes and tutor staff, lunchtime supervisors, teachers the chance to talk about what has meaning”. groups come back together. There and leaders.) The way an organisation happened, feelings are likely to fester. But what might we hope to achieve can be a tendency only to focus on acknowledges its collective experience Of course, there is a complicating through any kind of “recovery” process? the negative, but it’s important to will affect the school climate and, in caveat on disclosure: not everyone will One ambition might be that, given remember that no experience is ever turn, how pupils respond upon their want to share their experiences, and what has happened, we can arrive at a black and white. There are plenty return into that environment. that should be respected. However, it better frame of mind, individually and of accounts of pupils rising to the collectively. Another might be that we challenge not just of doing work set can set out clear, agreed expectations Our values provide the lodestar for by teachers but also of looking out for for how things will be from now on. And our decisions and actions others and helping during lockdown. a third might be to find a mechanism One way of doing this is to deliberately for acknowledging recent events in scaffold these conversations to There is something so momentous should be an expectation for all that we a way that allows us to get on with identify and acknowledge both about the lockdown that it cannot listen to those who choose to recount educating children. negatives and positives. Underpinning be ignored. Everyone will have a their experiences. Out of consideration for this need for this is that we listen carefully when story to tell and many will want to Beyond the catharsis of expressing schools to make sense of our shared others are talking. And the option to experience, some have suggested a speak, or not, applies to pupils as it “recovery curriculum”. Yet there is does to adults. an inherent danger in the phrase, In this way, by investing time in and which implies rethinking content and for the whole school community at rewriting materials. That could be the start of staff and pupils’ return – pretty time consuming and detract through storytelling, speaking and from teaching by adding workload to an being heard, and wrapping things up already stretched and tired profession. as a collective – we acknowledge what The alternative is to consider the has happened, good and bad, and can “recovery conversations” we have as draw out the most positive aspect of adults and with children. As we are all: that it is good to be back together. human beings first and professionals Hopeful, not helpless.

23 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Opinion DO YOU HAVE A STORY? CONTACT US [email protected]

Lockdown diaries – a week in the life of…

ED VAINKER Founder and executive principal, Reach Academy Feltham

Monday, May 11 a brilliantly organised collective Last night’s announcement by the endeavour across the sector, with prime minister ensures questions organisations offering their time all day, the first from a key worker and expertise for free to develop with groups around the country to can return throughout June and parent at 7.30am. I confess to not brilliant content. explore this in the coming years. July. being able to answer. That becomes Some lessons have been watched In the afternoon, I catch up a stock phrase as we await detailed 50,000 times and as a parent I am with our Reach Children’s Hub Friday, May 15 guidance. not at all surprised. My three weeks team to learn about the Citizens We add detail about a phased Mondays and Thursdays, we of quarantine before Easter were UK listening campaign they’ve return to school and supporting distribute food – 2,000 meals saved by the video lessons provided just completed. As they have with those at home. Smaller class sizes a week to families from our by our teachers. My two – 9 and delivering food and connecting will need more staff, meaning school, two others and the wider 6 – have no interest in being taught with isolated members of our less time to deliver remote community. It has been a great way by their dad; a teacher explaining community, our parents have teaching. We will use Oak National to keep track of our pupils and has things to them works much better stepped forward to lead this Academy’s lessons for those still become an important ritual for in our house. campaign. It’s about returning at home with remote staff focused our community, but the increasing power to people, and there’s no on feedback and pastoral support. number of people coming to collect Wednesday, May 13 doubt that is happening in Feltham. Like all the schools involved, we’ve it is a reminder of the massive Much of today is spent talking committed to keep making Oak economic impact the lockdown to prospective candidates for Thursday, May 14 lessons for all year groups until the is having, especially on the many our new fellowship. We want to Feltham’s headteachers have end of term. whose work was on zero-hours support people pursuing headship always met regularly but our Later, I teach my health and contracts and who the furlough to do what Rebecca Cramer and collaboration has had more social care group. I was already scheme doesn’t help. I didn’t have the opportunity to purpose in this period. Today, we eager to teach the public health do before we started Reach – visit agree a common framework for unit long before all of this, but the Tuesday, May 12 other brilliant schools, understand communicating with our parents second assignment, “Evaluate the Tuesday is filming day for Oak finances and shadow experienced about the next steps to provide effectiveness of a chosen public National Academy teachers. leaders. clarity. We resolve to come back health campaign”, has made the Fourteen of our teachers are Lockdown hasn’t stopped the together on Tuesday to reflect on lessons fascinating. We’ve wrestled filming 50 lessons a week and, education system from looking at what our parents are telling us and with the Imperial College paper, like their counterparts all over the opportunities for development, agree our next steps. discussed R and compared our country, are doing it alongside their and I chat with two teachers We write to parents, describing approach with South Korea’s. They other responsibilities as volunteers. interested in what impact an measures we will follow and need to start writing but complain We have seen healthy competition all-through school and cradle-to- asking whether they will send their that every day things change. in recent weeks and production career community hub could have children in. It is for each family to Try being in charge of a school, I values have shot up. It has been where they live. We intend to work decide and we explain that pupils tell them.

24 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Reviews

BOOK REVIEW

How Learning Happens Authors: Paul A. Kirschner and Carl Hendrick Publisher: Routledge Reviewer: Amir Arezoo, vice principal, Horizon Community College Evidence-based practice. We know all of his less remembered but potentially most their thinking. That said, the authors are the answers, right? Frequent and regular important papers.) not afraid to cut down persistent examples testing will help students remember Despite being academic in principle, of received wisdom and popular ideologies better. Developing a growth mindset How Learning Happens is easy to digest. (the assumed benefit of using ICT, discovery increases your chances of success in life. Kirschner and Hendrick don’t simply learning, etc) through their “Cautionary Being a good problem solver is domain- reproduce the texts verbatim. Instead, Tales” and “10 Deadly Sins of Education”. specific. So why does a book like How the book is written with the classroom Kirschner himself is referenced in some Learning Happens matter? practitioner in mind, using each paper’s sections, which sceptics may claim is self- Well, as Kirschner and Hendrick abstract and key elements, linking them serving and driving a particular ideology. explain, the misapplication of to wider connected research (there are However – and this is important – said educational theory is unfortunately copious references) and then developing sceptics should not ignore the scope of the prevalent: one only has to think of the findings into concrete methods of chosen papers, the referencing, and the Bloom’s Taxonomy and Multiple application. reasoning behind their choice. Champions Intelligences as cases in point. Kirschner Importantly, the authors take lengths to of those practices grouped under the “10 and Hendrick set out their rationale to explain caveats when putting theory into Deadly Sins” banner may point to the take “the often implicit knowledge that practice. For example, in the discussion numbers of subscribers to their philosophies [teachers] have about our profession and of Dweck’s paper on motivation and to advocate for persisting in their beliefs, but make it explicit”, with the understanding personality, the authors set out a the depth of academic theory and research that “good teaching is an art informed theory of why attempts to replicate her presented here seems to slay their sacred by science”. Clearly then, How Learning interventions may not have generated cows. Happens is designed to be a force for similarly effective results to the original My key takeaway from this book is preventing teachers from falling into the research. It is through this methodology how important a teacher is. According trap of misconception, and incorrectly that Kirschner and Hendrick demonstrate to Kirschner and Hendrick, they are the putting theory into practice as a result. that, while we may know the best lynchpin of learning – responsible for the The book consists of commentaries examples of evidence-based practice, right environment and incentives to learn on 28 papers that the authors consider when it comes to application of that as well as clarity of communication and key to understanding how we learn. practice, there is more than a “one and rigorous activity design. The papers are grouped into six distinct done” approach How Learning Happens is fields: how the brain works; prerequisites needed. ambitious in reach, determined for learning; how learning can be Throughout in argument and thorough in supported; teacher activities; learning in the book, and reasoning. The authors have context; and, perhaps most interestingly, whatever their produced a text that will aid cautionary tales and the deadly sins of stance on the teachers to appreciate and education. research discussed correctly use the science There are some “famous” (in the realms or ideologies necessary to improve their of educational psychology at least) criticised, practice. Schools looking academics here: Sweller, Rosenshine, Kirschner and to implement professional Wiliam and Black; and there are some Hendrick write development on teaching and not so famous, such as Rothkopf and with a warmth learning on an evidence-based Pintrich. There are some who are that doesn’t detract footing would do well to use perhaps infamous, for example Dweck from the academic it as the foundation of any and Bloom. (The latter features for one of rigour applied in programme.

25 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020 Reviews

of society and the role schools are required to play in meeting them. Throughout this period of reduced school provision, all school leaders and staff have focused on TOP BLOGS the needs of the disadvantaged. All are worried about disadvantaged children of the week falling behind. This has now been seized as the moral imperative to lever a return to more normal school provision. Khan carefully picks his way through this narrative, exploring the sometimes dangerous assumptions that are made about the disadvantaged and questioning Our reviewer of the week is James Pope, Can we be the midwives of our own the solutions that are formed from these director of Whole Education and founder of InspirEDucate future? A call to the education sector assumptions. The idea that solving @lifeflowbalance complex societal issues such as poverty @popejames and disadvantage can be achieved through A New Broom Echoing these themes, Charmaine Roche education alone is proof enough that the @MoreMorrow takes a slightly different perspective. Our way government thinks and “cares” about situation leads us to some fundamental the disadvantaged needs to change, Khan Focusing on how Covid-19 has exposed questions about society, equity and argues. the inequalities in our society, Dan Morrow education’s part in these, but change is hard writes about the need to take our collective at the best of times. So how can we best Educators: You Can Do This experience and build something better, for prepare? How can we find the capacity to @gatortiff the benefit of everyone. He leads with his lead this change before the opportunity is perspective of society’s response, how in gone? How can we build something new Tiffany Beck serves up the antidote to this “hour of need” we have collaborated and through the lens of appreciative inquiry, a week of negative rhetoric from some co-operated, recognising and celebrating celebrating with positivity what came quarters of government, media and society the contribution of key workers. Dan before? Building her narrative around with a refreshing reminder that we should implores us to recognise a fundamental a quote from Antonio Gramsci – “the be positive about the impact we have on truth, that many of those we are celebrating old world is dying, while the new world the lives of young people and their families. are ordinarily overlooked and dismissed as struggles to be born…” – Roche explores School staff and the education system as unimportant in our busy pursuit of more. how we can, and must, lead our way a whole have had to rapidly respond to a Oh, how we have come to rely on them through the death of the old world, the significantly changed world, and Beck uses now. Morrow goes on to reflect on how struggles and possibilities presented by this post to celebrate the skills, experience this applies to education, how we can re- delivering the new one, and the uncertainty and traits that have made that possible. We imagine and reprioritise our work focusing of what lies beyond. put our pupils first and do our best for them; on the true purpose of education. If our we are resilient; we seize opportunities to celebrations and gratitude are genuine, then Enemy of the State do things differently; and we communicate we must surely not allow things to return @shuaibkhan26 with kindness and empathy for the benefit to “normal”. Even though each and every of our communities. Beck also reflects on one of us desires normality, we must build Continuing on the subject of change, the need to share our narratives with each something new. To not do so, to sweep the Shuaib Khan reflects on growing tension other, because a shared professional culture inequalities back under the carpet when all and upset as the country starts the process and a collaborative community are how this is done, would be to have failed those of emerging from lockdown. A narrative schools will emerge stronger and better we are celebrating. has built around the needs and demands from the current chaos and uncertainty.

CLICK ON REVIEWS TO VIEW BLOGS 26 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

Research

Harry Fletcher-Wood reviews the evidence on a school-related theme. Contact him on Twitter @HFletcherWood if you have a topic you would like him to cover Can we educate teachers effectively in a remote learning environment?

Harry Fletcher-Wood, associate dean, teachers interact with a group of students Ambition Institute on screen who are voiced and characterised by a trained actor. In this study, trainee teachers taught a simulated class briefly ne problem schools face on and were supported to improve through reopening is how to help their either independent reflection, immediate, teachers to keep improving. This O structured coaching (while interacting is particularly acute for trainee and newly with students) or subsequent, structured qualified teachers, both of whom have coaching. suffered from truncated training and school Both immediate and subsequent coaching experiences this year. With disruption helped teachers to improve their classroom to travel, limitations on face-to-face management. They addressed problems encounters and many teachers and teacher between the groups was about their future more quickly, more succinctly and more educators looking after their own children, preferences: given the choice between effectively; since they were able to manage traditional teacher development may prove online and face-to-face learning in future, the challenges they experienced, they were more difficult than previously. Very few teachers who had experienced online less likely to seek further punishments for research studies have tackled the online teacher education were more likely to minor incidents of poor behaviour. teacher education directly, but the handful choose it again. Reflection alone, however, did not that have offer promising avenues for Another study reveals one of the most help them to improve and instead led teachers and teacher educators to explore. powerful approaches available for teacher them to become more frustrated. The One study offered teachers a maths educators. It is a randomised-controlled authors conclude that “immersive virtual professional development programme and trial of My Teaching Partner – a coaching environments create fairly authentic ‘field- set out to directly compare “the effects of programme that helps teachers to improve like’ spaces to approximate practices with online versus face-to-face courses in which classroom climate and their interactions feedback and support from expert teacher the goals, content and activities are kept as with students through video-based educators”, demonstrating that teachers comparable as possible”. The teachers read coaching. The teacher submits video “do not have to learn ‘on the job.’” While the the same material, tried the same classroom recordings fortnightly: the teacher educator coaches were working face-to-face with activities, and completed the same reviews them, highlighting particular teachers in this study, this need not be the assignments across an eight-week period, segments which form the focus of a phone case: it suggests that simulations can help with the same teacher educators leading the conversation about students’ reactions and teachers to improve, even if they can’t get programme. possible teacher actions to address them. into the classroom. The study showed that what teachers This approach has a lasting impact: Effective remote teacher education clearly thought about maths teaching had changed, students gain substantially better results in still faces barriers. A meta-analysis of and students had noticed changes in teachers’ classes the following year (after teacher professional development suggests teachers’ practices, such as being asked to coaching has stopped). The same approach that online elements tend to be associated come up with more ways to solve maths has been tested in other studies in a variety with lower impact for teacher development problems. When the researchers compared of schools, for longer and shorter periods, approaches, though its authors aren’t able to the online and face-to-face groups, and has continued to demonstrate positive identify why with the data they have. the effects where practically impact, suggesting that coaching can Nonetheless, the studies described here identical on the two groups. work even when teachers can’t meet suggest that when teacher educators focus Teachers in the face-to-face their coaches in person. on the most important aspects of teaching version of the programme felt Finally, a very recently released study and provide the most promising forms of they’d had a slightly better looked at teacher development and support, they can help teachers improve experience, but the coaching using simulations: even if they can’t meet face-to-face. biggest difference

27 @SCHOOLSWEEK EDITION 215 | FRIDAY, MAY 22, 2020

WEEK IN WESTMINSTER Your regular guide to what’s going on in central government

FRIDAY other releases, including a 2014 key TUESDAY stage 4 science consultation. It’s fair to say the Department Environment secretary Oliver Dowden Copy and paste errors aside (they were for Education hasn’t excelled in was so keen to reel off details of the quickly rectified), the document also the response to the coronavirus government’s plan for the return of gave conflicting information. pandemic. schools at the Downing Street briefing One passage stated that “in the event The free school meal voucher earlier this week that he managed to of a child or member of staff testing scheme was bungled to a spectacular miss out an entire year group. positive for coronavirus (Covid-19), the degree. Schools have complained of Speaking about the phased return relevant group of people within the absent and confusing guidance from of primary school pupils, he spoke school with whom the child has mixed the department. The promised free about years 1 and 6, but neglected to closely (their cohort) should be sent laptops are taking their sweet time mention reception children, who are home and advised to self-isolate for to reach vulnerable children. And, also supposed to go back from June 1. seven days”. to top it all off, they seem woefully It’s a good job headteachers gave up However, a later paragraph states that unprepared for the return of pupils on the briefings as a decent source of in the same situation, they should be to schools that they seem to want so information a long time ago, isn’t it?! much. sent home and advised to self-isolate But the DfE really outdid itself today, for 14 days. WEDNESDAY Clear enough for you? when it finally allowed us all to see an Another day, another cracking overview of the scientific advice it has MONDAY intervention from Lord Adonis. received on the virus and the impact This week, the former schools As seasoned Week in Westminster on children. minister and self-appointed regulator readers will attest, we refrain from When we say overview, of course, of lazy schools, was fuming about making fun of people for poor spelling, we’re being generous. The document problems with virtual meetings of the punctuation and grammar…unless of was about as informative as the House of Lords. course they’re trying to make a point government’s daily Downing Street “About one in four speeches & about the quality of English education. press conferences. questions in the virtual House of Lords So, we felt we had to include the However, the immediate problem either can’t be heard properly or fails doozy below in a question to ministers with the document wasn’t its lack of online entirely. Is this people’s typical from the office of an MP detail, but rather some details that experience in large Zoom gatherings?” “to ask the Secretary of State for weren’t supposed to be in it at all. he said on Twitter (of course). Education, what assessment his Under the heading “spread and Cue plenty of educationalists Department makes of parents's vulnerability to disease”, there were a pointing out that he had (eventually) competence in (a) reading, (b) writing few lines of erroneous text discussing arrived at one of the main problems and (c) mathematics in relation to “testing subjects”. standing between schools and home schooling; and if he will make a A search of DfE documents shows successful online lessons. this line also appears in a number of statement.” D’oh!

28 EDITION 215 | FRIDAY, MAY 22 2020

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Shoreham FOR BOYS AND GIRLS College AGED 3-16

Head Teacher Competitive salary

The Governors of Shoreham College invite applications for the post of Head Teacher, to commence within the next academic year. We seek an experienced senior school head or an ambitious senior leader with a proven track record of overseeing whole school initiatives. We are looking to appoint an articulate, intelligent, innovative and visionary leader with strong business acumen, who will build on the achievements of our current head and lead the school to further growth and success.

Shoreham College is a registered charity, overseen by the Kennedy Independent School Trust Ltd. The College was founded in 1852 and is close to the sea, Brighton and the South Downs National Park. A candidate pack, including application form, recruitment We have a Christian foundation and a strong reputation for meeting monitoring form, job description, person specification and information the individual academic and pastoral needs of our mixed ability intake. letter from the Chair of Governors is available from the College website We are co-educational from age 3-16, and we are proud of our pupils (www.shorehamcollege.co.uk/recruit) or upon request from: and their achievements. We are fully compliant and our exam results are impressive. The Clerk to the Governors The Governors wish to appoint an inspiring, motivational and dynamic Shoreham College leader who is solution focused and intuitive. The appointee will possess St Julian’s Lane high levels of emotional intelligence and demonstrable strategic skills, Shoreham-by-Sea someone who is proven at the most senior levels in education. West Sussex The Head Teacher will have direct responsibility for educational BN43 6YW outcomes, safeguarding, student recruitment and community engagement. The Head Teacher will be the public face for our School.

Tel: 01273 592681 Fax: 01273 591673 Applications should be returned no later than noon on Friday 5 June 2020. e-mail: [email protected] Longlisted online interviews: Tuesday 16 and Wednesday 17 June 2020.

Shoreham College is an equal opportunities employer and is committed to safeguarding and promoting the welfare of children and young people. Applicants must be willing to undergo child protection screening, including checks with past employers and the Disclosure and Barring Service.

We will process your data for recruitment purposes only. If you are unsuccessful in your application, we will keep your data on our systems for 6 months in case any similar future roles become available. If you have any objections to us storing your data for this purpose please email [email protected].

For further information about our compliance with GDPR please see our privacy notice.

Kennedy Independent School Trust Ltd. | Company No: 875915 | Registered Charity No: 307045.

EDUCATIONWEEKJOBS.CO.UK EDITION 215 | FRIDAY, MAY 22 2020

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HEAD TEACHER Salary: Group size 6, starting salary L21 to L35 (£67,183 to £94,669) Contract: Permanent Start Date: September 2020

The Taunton Academy is seeking to appoint an exceptional, Application process: driven, dynamic and inspirational leader to build on the academy’s many strengths and further develop our vision If you would like to discuss this role further please contact of delivering high class education. We are an ambitious The Richard Huish Trust CEO [email protected] Church of England secondary school based in the beautiful Further details and an application pack can be found on the county town of Somerset. vacancies pages of the school website www.thetauntonacademy.com or the Richard Huish Sponsored by the Richard Huish Education Group, the Education Group www.huish.education Multi-Academy Trust model offers the school potential to retain its unique characteristics and to maintain its own Please complete the application form and a covering local governing body; whilst also offering the Head Teacher letter in which you explain how your values, knowledge, a high degree of autonomy in the work of leading the experience and skills/abilities meet the requirements of the school, with the freedom to focus on teaching and learning. Job Description.

We are looking for an exceptional leader who: Please return your completed application to: The HR • Will demonstrate strategic vision and have a track Manager at Richard Huish College, South Road, Taunton, record of exceptional leadership and management Somerset TA1 3DZ or [email protected] experience • Is dynamic, motivational and has a proven record of Closing Date for applications: delivering high quality teaching and learning Friday 29th May 2020, 12 noon • Is resilient and financially astute with an unparalleled understanding of education and the challenges in developing schools The Richard Huish Trust is committed to Safeguarding and • Has an aspirational mindset, leading by example in the promoting the welfare of the children and expect all staff and pursuit of high standards and levels of achievement volunteers to share this commitment. The successful candidate • Is able to understand, value and develop the values of will be subject to all necessary pre-employment checks the school and wider Trust including Enhanced DBS, Prohibition check,, qualifications, • Is an excellent, engaging communicator who will identity and right to work. We actively promote equal develop strong relationships with children, parents and opportunities and welcome applications from all sections of the wider community the community. • Can embrace and relish the opportunities available for collaboration and strive for excellence within the Huish All applicants will be required to provide two suitable group of schools. references.

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