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Ethos and Culture in Schools in Challenging Circumstances Ethos and Culture in Schools in Challenging Circumstances A Policy First Publication Policy First is a Teach First Ambassador Initiative, providing a forum through which ambassadors* can share their views on current educational issues through debates, focus groups, consultation with policy makers and publications. This publication has been researched, written and edited by Teach First Ambassadors, with the contribution of over 250 ambassadors and participants*. * AMBASSADOR: A graduate of the two year Teach First Leadership Development Programme * PARTICIPANT: A participant of the two year Teach First Leadership Development Programme Teach First is a registered charity, no. 1098294. www.teachfirst.org.uk Page 6 “Teachers are, I believe, like the CONTENT front line ethos troops in a school.” ‘03 Ambassador Foreword from Brett Wigdortz, Founder and CEO, Teach First 6 Foreword from Chris Kirk, Partner, Education and Enterprise, PricewaterhouseCoopers 8 Executive Summary 10 Section one Chapter 1.1: Why does ethos and culture matter? 16 Chapter 1.2: What do we mean by ethos and culture? 20 Section two Chapter 2.1 Processes 28 Chapter 2.2 People - Senior leaders 32 Chapter 2.3 People - Teachers and staffing 34 Chapter 2.4 People - Pupils 36 Conclusion 38 Recommendations 39 Section three Response from the Secretary of State for Education 46 Response from the Minister of State for Children and Families 47 Response from the Shadow Education Secretary 48 List of Contributors 50 Appendices Appendix 1: Survey results 54 Appendix 2: The Teach First Ambassador Community 56 Page 7 Page 8 FOREWORD Teach First is an independent charity that is All of these schools, without exception, had one reluctance to be prescriptive about what exactly dedicated to building a network of leaders “ thing in common: a talented and dedicated that ethos and culture should consist of. Our focused on implementing this solution to ensure workforce; a workforce who had created a strong experience would concur that the journey is all children in the UK get access to the excellent ethos of high expectations, and who worked hard often more important than the destination. education that is their right and our obligation. to ensure that pupils had both the desire and the means to meet these expectations. The recommendations in this document are based on Since Teach First was founded in 2002, we have ” the experiences and observations of an increasingly placed over 2,520 teachers in schools serving A strong ethos is difficult to define, but you know diverse community of Teach First Ambassadors Brett Wigdortz disadvantaged communities, and now have a when it’s there. I have visited over 100 schools and Participants – diverse in the extent of their > Founder and CEO, Teach First network of over 1,170 ambassadors, over half of in challenging circumstances during my time at experiences, ranging from participants who are in whom are still working as teachers, and over two- Teach First and it’s the one thing that the most their first year of teaching, through to ambassadors I am delighted to introduce this third Policy First thirds of whom are actively engaged in pursuing successful ones have in common. They may be with up to seven years teaching experience and publication, researched and written by a team of the Teach First mission of addressing educational grant maintained comprehensives, academies, many years of leadership responsibilities; diverse Teach First Ambassadors – graduates of the two-year disadvantage year after year. We have been voluntary aided or faith schools, but within a few in the schools in which they work, in five different Teach First Leadership Development Programme, and voted seventh in the Times Top 100 Graduate minutes of visiting, one can tell what the school regions in the UK; and diverse in their political views. members of a uniquely empowered network working Employers, showing that teaching in schools in is trying to achieve and how they are uniting their Despite this diversity, the surveys, focus groups from all sectors to achieve the mission of Teach First. challenging circumstances has now become one pupils, employees and parents behind their vision. and discussions that went into the production of the most prestigious careers for those leaving It’s a feeling that permeates every aspect of the of this publication all suggested overwhelmingly In the UK today, the greatest determinant of a university. Recent research from the University of school environment, which everyone, including an agreement about the importance of ethos and child’s academic achievement is the wealth Manchester into the impact of Teach First teachers an arriving visitor, innately understands. culture for schools in challenging circumstances of their parents and this correlation is the on pupils in schools in challenging circumstances and the need for it to be high on the agenda of strongest of any wealthy country on the globe. has shown that there is a statistically significant From the beginning, therefore, the ethos of a school policy makers at a school, local and national level. correlation between participation in the Teach First and a classroom has been an essential part of the I would urge you to read that sentence a few programme and raised pupil achievement levels. work of our teachers. This publication aims to explore Discussion with mentors from PwC and also times and pause to think about it before delving this aspect, highlight the strategies our participants Professor Chris Husbands, Director of the Institute into this booklet so that you understand the Teach First works to inspire, mobilise and equip our and ambassadors have used in collaboration of Education, has helped to inform and develop passion and urgency behind our ambassadors’ ambassadors by providing a number of initiatives with their colleagues to create this ethos and the ambassadors’ recommendations. In addition, work. It’s a statement that sounds obvious at through which they can create the systemic change put forward recommendations that capture the these recommendations have provided the basis first glance, but increasingly awful, unfair and necessary for us to achieve our mission. Policy voice of the Ambassador Community. Earlier this for roundtable debates at the three political unacceptable the more one peels back the layers First is one of these initiatives. We believe that year, The Sutton Trust sponsored a research trip party conferences. It will be interesting to see of its meaning. Behind those words lies hundreds influencing policy is a critical way to create systemic for a group of Teach First Ambassadors to visit four how this discussion further unfolds in light of the of thousands of potentially wasted opportunities, change in education, and that this systemic change New York schools and investigate their approach current education policy environment and in the of children who are not allowed the opportunity will be achieved through collaboration with other to ethos and culture. Their experiences there have context of the Comprehensive Spending Review. to make the most of their individual talents. colleagues in the education sphere, including also helped to inform their recommendations. teachers, school governors, business leaders, social We hope therefore that this publication sparks We believe that this one fact is society’s most entrepreneurs, and educationalists, as well as Teach First, as an organisation, has worked over debate about an important aspect of education serious problem and a major contributing policy makers. This publication has been produced the last year to embed a set of values into our that is often considered too intangible to factor to many other ills. We also believe to capture the views and recommendations own working ethos – commitment, collaboration, tackle, and that through this debate we can that this is a problem that can be solved. of ambassadors and to provide a method for excellence, integrity and leadership – and the help improve the ability of schools and teachers communicating them to these key stakeholders. process we have been through to involve all to address educational disadvantage. We know that excellent classroom teachers colleagues in this has been as important as and school leaders – who together can build a Three years ago, in the first Policy First publication the values themselves in creating a positive If you would like to contribute your thoughts success-driven ethos for their pupils as discussed ‘Lessons from the Front 2007’, I wrote about the organisational culture. I am therefore particularly and experiences to the discussion, please in this document - can change this situation founding of Teach First and how it was based on interested in the ambassadors’ emphasis in this email [email protected] and ensure that children from the lowest socio- the observation that there were schools which report on the people and processes involved economic backgrounds can succeed at the were successfully breaking the link between in creating and enhancing a positive ethos same level as their more fortunate peers. parental wealth and educational outcomes: and culture in schools and understand their Page 9 FOREWORD carried in this report, and they should be looking a more prominent place in discussions around for sustainable and scalable methods to develop pupil outcomes and what makes a good school. a strong and positive ethos and culture. One of the key recommendations of the report is that the PwC is proud to be associated
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