The ‘unusual’ academy changes that risk autonomy
A digital newspaper determined to get past the bluster and explain the facts. P6
Why Jewish The Duchess, An inset day teachers are the First Lady won’t solve sex leaving the NEU and me abuse problems
P25 P27 P24 SCHOOLSWEEK.CO.UK | @SCHOOLSWEEK FRIDAY, JUN 18 2021 | EDITION 254 DfE plans schools white paper
EXCLUSIVE | Page 4 Ofqual flunks key promise to ‘rebuild trust in exams’ Regulator misses second deadline to publish last year’s grade fiasco data Researchers say ‘time running out’ for the stats to stop chaos this year Track and trace firm to staff phone lines, as appeals warning sounded
SAMANTHA BOOTH | @SAMANTHAJBOOTH EXCLUSIVE PAGE 8 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
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2 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
Contents EDITION 254
Inside the hidden lives of learners
Profile: ‘I arrived to change AP, but it
Page 32 changed me’ Pages 20-22
DfE data dump: Rise in poor pupils, drop in primary places and teachers stay put Page 10
A new chapter for professional development Page 28
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DfE officials plan white paper to deliver schools vision
SCHOOLS WEEK REPORTER districts, so no specific data on them is included. The data, published by the DfE yesterday @SCHOOLSWEEK EXCLUSIVE (Thursday), shows large variation in the Gavin Williamson has pledged to set out a proportion of pupils in ‘good’ or ‘outstanding’ “broader vision” for the school system later this schools between local areas across England. year, with officials understood to be planning a This ranges from less than 51.8 per cent in white paper. South Derbyshire to 100 per cent in the London Asked about his plans for schools, Williamson boroughs of Camden and Kensington & Chelsea. said the system would be “moving over time to The government has prioritised trust capacity a fully academised model, with all schools being funding (TCaF) for 118 districts which have the within a family of schools”. lowest proportions of pupils in top schools or are Speaking at the Festival of Education on part of the opportunity areas programme. Wednesday, he added: “That’s one of those key Gavin Williamson Williamson said on Wednesday that “improving planks, finishing those reforms that were started outcomes for pupils is our number one priority back in 2010.” government to direct all schools to become and as we build back better from Covid, it’s more While he pledged to “set out a broader vision academies. critical than it has ever been”. for what our whole school system looks like” later But the forced academisation plans were He added, “We must go further and faster if we this year, he would not be drawn on what form it abandoned just two months later following a are to complete the revolution, end the postcode would take. backlash from the education sector and MPs. lottery and truly level up the whole nation.” But Schools Week understands Department for Schools Week understands the £10 million Williamson confirmed that government Education officials have met with Williamson “levelling up” scheme announced earlier this is planning “a full programme of primary over a proposed white paper. year will act as a pilot to show the Treasury that assessments in the 2021-22 academic year”. They want to get more high-performing academisation can raise standards. This will include the introduction of the academy trusts into areas with the lowest number The cash included £5 million ringfenced for statutory reception baseline assessment and the of schools judged ‘good’ or ‘outstanding’ by Ofsted trusts to expand in four areas: Plymouth, Ashfield multiplication tables check, details about which – particularly in northern regions. and Mansfield, South Sefton and North Liverpool, will be confirmed “in due course”. Officials are now looking into whether they and North Durham and City. The education secretary also announced a want more, smaller trusts, or to allow bigger trusts Government said these were chosen because phonics check will be held in the autumn again to get bigger. Schools Week was told there is “some they had a low proportion of pupils attending the “so that any pupils who need support are spotted scepticism” within the department over larger best schools, but also a “high potential for rapid early”. MATs. improvement”. When asked whether league tables will return, The plans will also have to get approval from According to DfE analysis of 312 districts in Williamson did not commit to a date. But he said the Treasury, which will scrutinise the cost England, Plymouth has the 17th lowest proportion bringing back league tables had to be “done in a effectiveness of any proposals. of pupils in ‘good’ or better schools, at 68.6 per considered and fair way” that reflected schools’ The last schools white paper, Educational cent, while Ashfield is 28th with 71.3 per cent and Covid challenges. Excellence Everywhere, was published in Mansfield is 95th with 79.8 per cent. The other He said details on plans for exams next year will March 2016 and proposed new powers for the areas highlighted are smaller parts of other come “very shortly”.
My deepest regret? Last year’s grading approach, says Williamson
Gavin Williamson says his “deepest regret” elements”, was felt to be the “right approach”. close “has to be based on the best scientific during the pandemic was trying to standardise “I think on reflection what we saw is an and medical advice”, and it was “right that teacher grades last year. algorithm that didn’t produce the results and we’re guided” by the advice of government Asked if he could do one thing differently fairness that we expected it to produce. And scientific advisers, he said.. since the pandemic, the education secretary that was certainly my deepest regret.” Asked how he would be remembered as said “without a shadow of a doubt” it would be However, he stood by his decision to threaten education secretary, Williamson said his “one the government’s 2020 approach to grading legal action against schools and councils over key interest was making sure we got children and assessments. plans to close classrooms early for Christmas back into school at the earliest possible He said there was “no playbook” for dealing as the Kent variant caused huge disruption. moment”. The next key priority was to continue with a global pandemic, and that the use He said the government was “absolutely delivering reforms. of teacher assessments “with moderating right” to keep schools open. Any decision to
4 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
DO YOU HAVE A STORY? News CONTACT US [email protected] Ofsted chief launches expansion offensive
“We still operate what in some respects is JAMES CARR historic inspection legislation, that constrains us @JAMESCARR_93 to look at the level of the individual school.” Ofsted’s chief inspector has pressed the case for Spielman also called for a “gateway threshold” the further expansion of Ofsted’s role within for withdrawals of pupils from school for education after securing two more years in the elective home education. Ofsted said this would post. be some form of assessment of circumstances Amanda Spielman spoke this week of plans before a youngster is allowed to withdraw from to increase Ofsted’s SEND inspection remit, school. a need for extra cash to fully inspect school’s Amanda Spielman Any “threshold” should consider whether safeguarding and said she still has an eye on full Spielman said the watchdog wanted to “broaden parents are able to provide a good education inspections of academy trusts. the scope” of its area SEND inspections to look that meets pupils’ needs, and look at any social It was announced last month the chief at support for all pupils in alternative provision. care concerns, they said. inspector had been given two extra years in She explained that as a high proportion of Last month, Ofsted’s remit was given her role following the disruption and delays children in AP have SEND, areas’ “response and powers to inspect online schools under a new brought on by the coronavirus pandemic. commissioning strategies for AP and SEND are accreditation scheme after the government However concerns have previously been also likely to be intertwined”. failed to secure a commercial provider. raised over the watchdog’s reach with calls last SEND area inspections are carried out jointly However, when addressing the select year from school leaders to #PauseOfsted as by Ofsted and the Care Quality Commission committee, Spielman said she had “significant critics questioned the performance metrics of (CQC). The inspections assess provision across concerns about this message that Ofsted is current inspections. Any further expansion is local authority areas, but currently only look at enormous”. She pointed out that the watchdog likely to be met with further opposition. AP for pupils with SEND. was half the size it was 20 years ago. Committee chair Robert Halfon asked if there Plans to ‘broaden the scope’ of SEND Ofsted ‘constrained’ by not should be an “offshoot” of Ofsted, or a separate inspections inspecting MATs independent body to advise and inspect schools On Wednesday, Ofsted published research When appearing in front of the education select specifically on safeguarding. warning that children and young people with committee on Tuesday, Spielman was asked Spielman said: “We could absolutely do it if special educational needs and or disability which areas of Ofsted’s scope she would like to we were funded. In terms of Ofsted funding, as (SEND) have been disproportionately affected by change following her extension. a percentage of the school budget, the school the Covid-19 crisis. She explained the watchdog’s inability to inspection budget is I think now under 0.1 per The report described parents quitting their inspect academy trusts is something she wanted cent of school funding, where it was once 0.4 jobs to care for their children as existing to address. “I re-read my pre-appointment per cent. weaknesses in the SEND system were hearing transcript the other day – things I talked “It has been a policy choice to reduce that exacerbated by the pandemic. about then that I think are still unresolved are capacity. That could be restored if there was a In commentary accompanying the report, the position of MATs. desire to put more effort into this area.”
JAMES CARR | @JAMESCARR_93 An inset day on sexual abuse ‘won’t cut it’, says Spielman
Amanda Spielman has warned schools that a “won’t cut it”. be pulled into safeguarding procedures as a one-off safeguarding inset day alone “won’t cut The watchdog’s rapid review found that result. it” as the sector looks to address sexual abuse school leaders and teachers consistently Spielman explained Ofsted’s review and harassment among pupils. underestimated the scale of abuse. highlighted the difficulty schools faced when In response to Ofsted’s review of sex abuse in Elsewhere this week, the Ofsted chief was drawing the line between incidents that were schools, the Department for Education pledged forced to clarify comments she made to a “serious concern” and those that required to “encourage” schools to include relationship, the education select committee after it was education to help boys understand what health and sex education curriculum and suggested she claimed sending unsolicited “oversteps the mark”. safeguarding training as part of a national nude pictures was not a safeguarding concern. But in a later statement she said: “Sexual inset day. Spielman was asked when an allegation of abuse or harassment is a safeguarding issue. But writing for Schools Week, the chief sexual harassment involving a child would not The challenge for schools is how to respond inspector said it was important schools did not be a safeguarding issue. appropriately to individual incidents while still take “a tick-box approach” and that a one- She highlighted the high number of girls recognising it’s an endemic problem.” off inset day, commissioning a safeguarding who reported receiving photographs of nudes. consultant or requiring staff to read guidance Most “laughed that off” and wouldn’t want to Amanda Spielman on Ofsted’s report, page 24
5 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 Speed read The new ‘one-stop shop’ for academy leaders
Sector leaders say “highly unusual” reforms to the for academy leaders, with most changes simply pulling in academies financial handbook could pave the way for a existing guidance from elsewhere. “broader intervention role” for regulators. Major changes include financial notices to improve The Department for Education has published the 2021 renamed “notices to improve”, to reflect that the “academies financial handbook”, now known as the warnings issued to academies sometimes cover “broader “academy trust handbook”. governance issues”. Gavin Williamson, the education secretary, said at the Meanwhile, trusts must now inform their regional Festival of Education the change brought “significant school commissioners of chief executive changes, and improvements and updates” to the rules, which take there is greater emphasis on holding spaces on boards effect in September. for parents. Ministers dubbed the latest edition a “one-stop shop” Here’s your trusty Schools Week guide.
Handbook becomes a more than £100,000 now covers non-employees with off-payroll 1‘one-stop shop’ arrangements. Baroness Berridge (pictured), the minister for the school system, said the latest edition had been renamed to highlight trusts’ DfE emphasises role of parents responsibilities “in a wider range of areas” than finances alone. 4on boards It was now “close to a “one-stop shop” for trustees, governors Berridge said the new handbook “emphasises” existing rules on and leaders, she said in the foreword, highlighting rules “by which trusts, reserving board places for parents or carers. you are already bound”. This “helps ensure that boards stay accessible and connected to the community they serve and supports robust decision-making”. FTNIs become NTIs Single academy trusts need two board places, and multi- 2 The name of financial notice to improve warnings issued by academy trusts need two on either the board or every local the DfE has also changed, becoming merely a “notice to improve”. governing body. Emma Knights, the chief executive of the NGA, Berridge said the change recognised that the government welcomed the focus and called it a “very different attitude” to “intervenes on occasion in broader governance issues, not only in several years ago. response to financial management concerns”. Ministers had planned to scrap the requirement for reserved Sam Henson, the policy director at the National Governance places for parents, but the proposals were shelved in 2016. Association (NGA), said the rebranded notices and handbook Cruddas agreed it was important boards were “accountable to “continues a pattern of introducing more rigorous controls and communities”. checks”. “It is logical to assume the Education and Skills Funding Agency Permission needed to pay cyber ransoms (ESFA) will potentially have a broader intervention role for trusts. Berridge highlighted a new section on cyber-security that The NGA is seeking further clarification on these changes.” 5 says the ESFA backs the National Crime Agency’s advice to not pay cyber ransoms. Inform RSCs over leader departures Trusts must seek ESFA permission before paying ransoms, with 3 One of a handful of new obligations is to approach the local the handbook noting payment is likely to spark repeat incidents. regional schools commissioner when the senior executive leader Trusts must also have “proportionate controls” as attacks plans to leave the trust. affecting education increase, and take “appropriate action” over This will allow discussion of trust “structure incidents. and options, including plans for recruitment”. Leora Cruddas, the chief executive of the Confederation of School Trusts, called it a External review over self-evaluation The updated handbook encourages external governance “highly unusual” requirement to place on 6 reviews as a “more powerful diagnostic tool” than self-evaluation. legally independent charities. “We need Knights called it an “exceptionally good move”. to understand more about the intention The DfE’s “strong preference” is for their routine use, but they behind this.” are particularly important before significant changes such as Meanwhile, pay information that large trust growth or where there are governance concerns. trusts must publish for those earning
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Visit bbc.co.uk /bitesize for more info @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 2021 grades ‘Time running out’ for Ofqual’s ‘rebuild trust’ promise
Robert Halfon, the chair of the education SAMANTHA BOOTH select committee, said Ofqual “buried it head in @SAMANTHAJBOOTH EXCLUSIVE the sand” in the run-up to results day. He also The publication of data from last year’s grading accused the regulator of “hiding away in the fiasco, promised by Ofqual to “rebuild trust in Ofqual attic” over a lack of communication. exams”, has been delayed. Roger Taylor, Ofqual’s former chair, told the Academics say the setback means “time committee last September that it was “absolutely is running out” for the data to be any use in essential that independent researchers” have Sir Peter Lampl preventing possible chaos this year. access to data from last year “in a secure way The regulator pledged in December to use the happened last year. “Knowing how different that will enable those lessons to be learned”. the Office for National Statistics’ (ONS) Secure groups and schools were affected should play Ofqual said the planned release would include Research Service to publish the source data used an important part in mitigating against this data used to develop the standardisation model, to award grades last year. More “transparency” happening in 2021.” including centre-assessed grades, calculated would help Ofqual “learn” from last year’s chaos. Ofqual said it was “working towards” making grades and final grades. It would date back to Accredited researchers could then forensically the data available “before this summer’s results”. 2017 to allow comparisons and would include analyse the data, including looking at the A spokesperson said: “It’s important to get this linked data from the Department for Education relationship between results and university right. While we anticipated that this would take and UCAS, with support from Ofsted. applications and attainment data, as well as the some time, there is some further work that we Two reports from Ofqual’s new expert data- model used. need to do to ensure that pupils’ data is shared sharing advisory board are also delayed. The regulator initially said it expected securely.” One is expected to look at “factors affecting researchers would be able to apply to access the Professor Julius Weinberg, who is leading an centre-assessed grades” (CAGs) compared with data from “early 2021”. In March it said the plan expert board advising on the project, said last examined grades. The other is the difference was to send data to the ONS in April or early May year it could affect “fundamental change”. between CAGs and calculated grades in 2020 “at the latest” as it sorted data protection issues. It was about “trusting others” to interrogate as well as the characteristics of those students But Schools Week can reveal the release has data, allowing independent researchers to “hold “with larger gaps”. been delayed again over “further data protection the system to account” and “being confident and Weinberg, the board’s chair, said in December issues”. open”. he hoped to report in May. Ofqual said the Sir Peter Lampl, the founder and executive “Ultimately openness and accountability will, reports would now be published in “the coming chair of the Sutton Trust and chair of the I hope, rebuild the trust that young people, their weeks”. Education Endowment Foundation, said: parents, teachers and others should have in the Several evaluations and analyses on summer “While due consideration must be given to data exam system.” 2020, including a 340-page technical report, protection, time is running out for the data to be Ofqual was heavily criticised for keeping have already been published, a spokeperson said. of any use this year.” details of its ill-fated algorithm secret in the run “The data-sharing project is a long-term project It was “imperative” to analyse and review what up to last summer’s exams. and we will move forward as soon as we can.”
EXCLUSIVE SAMANTHA BOOTH | @SAMANTHAJBOOTH Regulator calls in Sitel to manage public enquiry phone lines
Ofqual is paying £225,000 to an outsourcing A National Audit Office (NAO) report in company used in the government’s much- December said contract tracers employed by criticised Test and Trace system to answer Sitel and Serco reached just 60 per cent of calls from students, parents and teachers. contacts by the end of October. The regulator outsourced its public enquiries It also found that “utilisation rates for call lines to Sitel to meet an expected rise in calls. handlers remained well below the target of Last year Ofsted staff were deployed to help 50 per cent” during September and October. in the height of the grading fiasco, but they qualifications. The contract will run for two “Substantial public resources” had been spent have since gone back to the watchdog. years. on “staff who provided minimal services in The contract notice states Sitel will be Ofqual said it had “secured the services of return”, the NAO said. required to answer all incoming calls, working an acknowledged expert organisation who are Ofqual said the procurement process with Ofqual service managers and frontline currently delivering services in the education “included appropriate due diligence and Ofqual staff who will handle all email and sector to meet expected demand”. provided us with access to Sitel’s existing outgoing calls. Sitel has received tens of millions of pounds systems and people”. Sitel will also “represent” the regulator in for its part in the government’s Test and Trace Sitel did not respond to requests for “support of promoting public confidence” in scheme. comment.
8 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 2021 grades
Blame human error not algorithm, says former Ofqual chief
SAMANTHA BOOTH @SAMANTHAJBOOTH
Last year’s exams fiasco resulted from a “gross miscalculation” about how to treat people, Ofqual’s former chair has said. Roger Taylor (pictured) also admitted the regulator knew “that in many cases people would be given the wrong grade”. Speaking publicly for the first time since leaving Ofqual in December, Taylor revealed more about what went wrong last summer when the government was forced to abandon its moderation algorithm and issue centre-assessed grades. Exams appeals will set ‘high threshold’ Boris Johnson blamed the chaos on a “mutant algorithm”, but Taylor wrote in a are wrong”. report this week that “the mistakes were SAMANTHA BOOTH Ofqual and exam boards have attempted made by humans, not machines”. @SAMANTHAJBOOTH to lower the volume of appeals by allowing Speaking at a Centre for Progressive students to know what evidence is submitted to Policy event, he said blaming the algorithm Appeals against this summer’s GCSE and support their grade, but not the final result. was the “wrong response” as the problems A-level results will have to meet a “very high” But there are still concerns about teacher lay with the policy choices and a “colossal threshold with no scope for “speculative” workload. The Department for Education will misjudgment”. attempts to earn a better grade, says Ofqual’s pay schools £75 for each “priority appeal” so “It was in effect a gross miscalculation chief regulator. they can bring in staff to oversee the process in about what was a reasonable and It appears to be a step change from ministers’ the summer holidays. acceptable way to treat people.” reassurance this year of a “full and fair” appeals When appealing to the exam board, a student He added that there was a “risk that we system after the chaos of last summer. will need to say “in what way they considered don’t take the right lessons from what Students can request that their school reviews there was an unreasonable exercise of happened. If we make that mistake we will their teacher assessment grade for procedural academic judgment”, either in the evidence problems or administrative errors. used or the final grade. continue to repeat the same errors.” If they are not satisfied, their school will Some respondents to Ofqual’s consultation Ofqual knew that the mechanism put in escalate an appeal to exam boards, which can on the appeals process were concerned pupils place to award grades “wouldn’t be wholly consider whether the grade was a “reasonable “might find it difficult” to explain why an accurate. exercise of academic judgment” based on the academic decision was unreasonable. “We knew that in many cases people evidence available. One unnamed exam board told Ofqual that would be given the wrong grade, that they But Simon Lebus, Ofqual’s interim chief “consideration must be given to the possibility would have done better in an exam and they regulator, told the Girls’ Schools Association’s that not all learners will be equally supported, would know that, and they would feel a deep summer briefing this week that it was by their centres or others”. Another said sense of injustice.” “important to emphasise that this a very high appeals might “effectively increase inequality” He said the regulator had “very strong threshold to meet”. since disadvantaged pupils were “unlikely to legal advice” not to fix those grades before Grades were based on a teacher’s “holistic be confident or comfortable in disagreeing with results day as it was likely it would lose any judgment” so there was no scope, as in a their teacher or school”. potential judicial reviews. normal year, for “speculative appeals” in which But Ofqual said any explanation “need not be While there was a “deep sense of unease” a student was near a grade boundary. “That is complex” and student request template forms about the process, this did not “sufficiently not the nature of the grading judgment that is have been produced. crystallise in the policy-making”. being applied.” However, law firm Stone King said “very few” Taylor blamed a “frame of mind that is Lebus said Ofqual would try to emphasise this appeals would be successful. weak at recognising the experience of point in its communications over the next few The firm said the standard set by Ofqual the individual and thinking about it from weeks. “broadly mirrors” the legal standard required the citizen’s perspective, which greatly Ian Bauckham, Ofqual’s interim chair, said to avoid a claim of negligence. If an appeal in April that a successful appeal would be succeeded on this ground, it “may result in an overvalues benefits in “unlikely” if the school had followed its approved attempted negligence claim”. terms of the smooth policy by using a “reasonable and consistent But lawyers admit the claim would “still have running of the set of evidence for the whole cohort, permitted to prove causation of actual damage and loss to administration, exception circumstances notwithstanding”. the student, which we anticipate will be difficult keeping things on But when the plans for this year were in practice”. track, enabling the confirmed in February, Gavin Williamson, the Meanwhile, nearly two thirds of headteachers systems to work as education secretary, told the Commons “a think schools should get back at least 75 per closely as they can as full and fair appeals system” would “provide cent of exam fees this summer, a move that they normally work”. a process to enable students to appeal their exam board Pearson has already said was grades, should they believe that their grades “unrealistic”.
9 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 Speed read DfE data dump: everything you need to know The Department for Education yesterday published reports on the pupil and teacher workforce, and school admissions. Here’s what you need to know. Pandemic fuels rise in free reported increases in elective home education registrations of more than 200 per cent. 1school meal pupils The DfE also said there was a reduction in births in England More than one in five pupils are now eligible for from late 2016 onwards. A “larger than usual” number of late free school meals, following a steep rise during the applications could be a factor as was a “reduction in migrations” pandemic. due to pandemic travel controls. Children living in households in England on income-related The decrease takes applications down to their lowest level since benefits are eligible, as long as their annual household income at least 2014-15. does not exceed £7,400 after tax. As of January, 20.8 per cent of all pupils were eligible, up from … 11-plus test delays hit secondaries 17.3 per cent last year – an extra 300,000 young people. Overall, it 4 The number of secondary school applications rose 0.8 per means 1.74 million pupils can now claim free school meals. cent. The highest rates were in the north east (27.5 per cent) followed However, the proportion of applications receiving an offer from by the West Midlands (24.5 per cent). their first-choice school dropped 1.1 percentage points, to 81.1 In contrast, just 16 per cent of pupils in the south east are per cent. eligible for free meals. The DfE said there were increases in all The DfE says this figure will have been affected by delays to regions. selective school tests. Some areas allowed parents to name selective schools as preferences before they knew whether their Pupil premium “stealth cut” child had passed the 11-plus. 2totals £145 million Slough, which has a high number of grammar schools, had the Schools are missing out on funding for potentially lowest first preference rate (56.1 per cent). It is the first time the more than 100,000 vulnerable pupils after the government council with the lowest first preference rate was outside London. altered its method for calculating pupil premium. In December last year, ministers decided to base premium Teacher numbers rise as staff stay funding on the number of free school meal pupils in October, 5put during Covid rather than January as previously. New school workforce figures for 2020 show the The number of eligible pupils rose by 103,900 between the number of teachers increased 7,000 on 2019, rising autumn and spring term alone. It means £129 million of funding to 461,088 last year. could have been lost – confirming similar estimates from an The number leaving the profession dropped 17 per earlier Schools Week investigation. cent to 34,116 as the pandemic boosted retention. Under the DfE’s recovery premium, schools will receive £145 for Teachers are also younger and more diverse. The proportion of each child eligible for pupil premium – suggesting schools could teachers aged 50 and over continued to fall, with the number aged miss out on another £15 million on top. 30 to 49 increasing. Jon Andrews, the head of analysis at the Education Policy The proportion describing themselves as an ethnic minority rose Institute (EPI), said the government should “publish its analysis of to 15 per cent, up from 11 per cent in 2010. the impact of this decision … and clarify whether any savings from this have been redistributed”. Secondary and special schools grow 6 The annual schools, pupils and their characteristics data Primary applications drop 5 per cent … collection, based on the January census, shows numbers in 3 Primary school applications fell 5.1 per cent this secondary schools grew 2.5 per cent, from 3.41 million to 3.49 year. The government said this could in part be due to million. The state special school population increased 4.7 per cent an increase in home-schooling. from 128,146 to 134,176. Parents made 580,771 applications to primary schools, down In contrast, the overall number of pupils in all schools rose just from 612,146 for the 2020-21 academic year. 0.2 per cent. In primary, the number of pupils fell 1.2 per cent. The The DfE listed four possible reasons, including “reactions to the largest drop was in London (1.6 per cent). pandemic” such as “an increase in the number of parents and Meanwhile, the number of youngsters in pupil referral units fell carers opting to home-school”. 17 per cent from 15,396 in January 2020, to 12,785 in January this A Schools Week investigation last year found some councils year.
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RSC’s push to get communities on board not matched by academy guidance
include advice. analysis reveals a watering-down of other local TOM BELGER The Academies Act simply states governors accountability. @TOM_BELGER EXCLUSIVE must “consult such persons as they think In 2017 a line was added saying boards appropriate”, which the guide says includes must “never become detached, distant or The Department for Education has quietly parents, staff and community. unanswerable”, and must be “connected with, removed the need for schools to be “If there’s a move to allow more parental and answerable to, the communities they serve, “answerable” to communities and parents from voice within academisation, there should be particularly parents/carers”. its governance handbook. clarity about how schools should respond to Yet the first line was removed in 2019, and the It comes in spite of renewed emphasis in consultation. You can’t have people guessing,” second last year. recent weeks on community involvement, with said Andrew Pilmore, director of school Pilmore said schools should remain Claire Burton (pictured), the regional schools improvement at DRB Schools and Academies answerable, with the changes a symptom of commissioner for south east England and south Services. “slow disintegration” of parental involvement as London, saying academising schools must Burton’s comments came in an email governors. show the DfE how they have addressed local responding to criticisms of Peacehaven Heights’ He noted multi-academy trusts were not objections. conversion by Angela Mills, a former chair of required to have local governing bodies, Meanwhile, the latest academies financial governors. but welcomed recent National Governance handbook emphasises being “connected” to Burton also recently blocked another Association research suggesting Covid had communities. It reminds trusts to reserve two conversion following local opposition. Schools increased commitment to them. places on boards or every governing body for Week analysis of board minutes found no other But Marshall said schools were accountable to parents. RSCs blocking voluntary conversions on similar many stakeholders beyond parents. Governors Experts say guidance should be clear and grounds over the previous eight months. should be responsible for “strategic thinking for consistently applied by regional schools Jeff Marshall, the managing director of generations to come”. commissioners. Some sector leaders say conversion advisers J&G Marshall, said RSCs also face questions over accountability. parental voice is key, but others argue governors requirements should be “communicated Parents, staff and media cannot attend RSC are better placed to determine schools’ long- better from the top” as RSCs interpreted headteacher board meetings, including one term futures. them differently. “It should be joined-up and next Thursday in which Peacehaven Heights’ Burton will decide next week whether to consistent or it becomes a postcode lottery.” conversion will be decided. Minutes are approve one of the most fiercely opposed In her email, Burton said she may order typically published weeks or months later. academy conversions in recent years. non-complying boards to properly consider Mills said they should not be “veiled in Plans to transfer Peacehaven Heights primary feedback, and highlighted a “greater emphasis secrecy”, and decision-makers needed to hear in East Sussex to the Step Trust sparked protests on parental engagement” in recent directly from those affected. and staff strikes last month. editions of the governance handbook. A Peacehaven Heights spokesperson The RSC said recently that governing Updates in 2019 include schools said conversion would deliver the “rapid bodies facing objections “must outline to the having to inform strategic decision- improvement needed”. department how these concerns have been making with parents’ views, and being A Step Trust spokesperson said it supported addressed”. able to show how they have “fed back” to all views being “carefully considered”. The Neither academy legislation nor the parents and communities. school already had experienced the trust under government’s conversion guide But there is no requirement an existing deal that provided leadership and mention having to inform the DfE to proactively inform the learning support. over addressing objections, or DfE, and Schools Week The DfE has been approached for comment.
EXCLUSIVE JAMES CARR | @JAMESCARR_93 Struggling schools need ‘support, not public tellings-off’
An academy trust given a termination warning pandemic and praised the strengthening of this goes against the basic principles of notice has called the procedure “demotivating” senior leadership and delivery of curriculum. education that we aspire to, which is that if and “against the basic principles of However, Carol Gray, the interim regional a child is struggling we provide support and education”. schools commissioner for East Midlands and encouragement as opposed to admonishment, The Dean Trust was sent the notice by Humber – who issued the notice – said the which simply serves to demotivate them.” the Department for Education in May after scope of the March report was limited and Julie McCulloch, the director of policy at the its Dean Trust Wigan school was rated she still had concerns about the school’s Association of School and College Leaders, ‘inadequate’ after an Ofsted inspection in educational standards. said struggling schools needed “timely February last year. Tarun Kapur, the trust’s chief executive, told support, not public tellings-off”. The notice, published last week, warns the Schools Week it had been “successfully taking “The system of warning notices is a trust’s funding agreement for the school may action over the last 15 months to improve heavy-handed and inflexible approach that be terminated. the school during the pandemic” and was is not conducive to supporting improvement, Ofsted’s report highlighted areas “delighted” by Ofsted’s recent feedback. and may well be counterproductive by for improvement such as behaviour He also said the trust did not consider the demoralising staff, parents, pupils and management, attendance and SEND provision. publication of the notice “to be motivational. communities.” But a further remote monitoring inspection Whilst the trust is fully cognisant of the The DfE did not respond to a request for in March this year found the school was taking requirement to publish a termination comment. effective action to provide education during the warning notice following a grade 4 category,
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DO YOU HAVE A STORY? News CONTACT US [email protected] No 10 looks for adviser to push education policy
FREDDIE WHITTAKER Lawson, England’s lead on vaccine deployment, @FCDWHITTAKER will be similar to Barber’s group during the Blair years. Downing St is seeking a “deputy director for Johnson warned in a speech last year of a need education, jobs and skills” to join its new delivery to fix problems “brutally illuminated” by Covid, unit set up to drive policy implementation. including the “parts of government that seemed But former government advisers this week to respond so sluggishly so that sometimes it said the No 10 role would only make a difference seemed like that recurring bad dream when you if the government had a “clear vision”, and that are telling your feet to run and your feet won’t its impact on policymaking and delivery would move”. depend on having “the ear” of the prime minister. According to Civil Service WorldI, Johnson’s According to a job advert, the new £71,000 to official spokesperson said earlier this year £117,800-a-year role will be based in the No 10 that the unit would not affect policymaking at Delivery Unit, a new team within the Cabinet department level. It was “about making sure Office that “should grow to around 40 staff”. that the prime minister’s priorities are being The vacancy is likely to exacerbate concerns delivery against - and I’m not sure we always delivered”. that education policy is increasingly run not have that”. But i News reported that the prime minister from the Department for Education, but from It was “not a surprise” that the new unit wanted risked accusations of trying to “override” the civil Boris Johnson’s office. a team covering these issues, and it was “good to service. The unit, set up on the recommendations of see an explicit link between jobs and skills and Kate Green, the shadow education secretary, former Tony Blair adviser Sir Michael Barber, education”. pointed to the recent resignation of Sir Kevan will “support capacity building in government “I’d expect the attention to be more on FE and Collins, the education recovery commissioner, departments”. skills and HE than schools issues.” and said creating new government jobs “does The deputy director, who will be appointed Sam Freedman, who worked on policy during nothing to create better outcomes for children or on a two-year contract, will lead an education, Michael Gove’s time at the Department for better public services”. jobs and skills team and “focus departments and Education, said role’s impact would depend A Number 10 spokesperson said the new delivery partners on the successful delivery of “entirely on who they hire. Who their boss is. deputy director would be “crucial to the critical outcomes in that area”. Whether they have the PM’s ear and whether successful delivery of the plan for jobs, the The new role will involve using the prime they have any relationships in the DfE”. lifetime skills guarantee and our ambitious minister’s “backing” to “intervene effectively “Everything in Westminster in relational. Titles education and schools programme”. where delivery is slowing to get projects back on don’t mean much.” This includes the government’s tutoring track”. The advert says the unit is looking for someone programmes and other education recovery But Jonathan Simons, who did a similar job with expertise “relating to the education, jobs measures, they added. during Gordon Brown’s premiership, warned and skills mission”, for example, in “education or They also said the government had a “clear that “no central unit, however lavishly staffed, skills policy or education bodies”. Applications vision for education to make sure that every can make a difference unless the government close on June 27. child gain the skills and knowledge they need to has a clear vision of what it wants to track The new unit, which will be run by Dr Emily be able to seize opportunities in future”. Virtual heads to help schools support children with social workers
Virtual school heads will be asked to help schools statutory responsibility for promoting the team members to support them with these support children with social workers under an educational outcomes of children with, or who responsibilities”. expansion of the scheme first mooted two years have previously had, a social worker. The department also said this week that virtual ago. Department for Education guidance said it was school heads would be “central” to ensuring its From September, virtual school heads will be a “strategic leadership role” which will not involve education recovery package reaches children with asked to work with schools to “create a culture of “intervention, help and support” for individual social workers, and could advise on spending of high aspirations that helps all children with social children or their families. the recovery premium and access to tutoring. workers to make educational progress”. Councils will get £16 million in funding to Expansion of the virtual school heads role was Virtual school heads have a statutory role based support the expansion up until March 2022, proposed in the 2019 Children in Need review. in local authorities, and currently oversee the though it is not known how much of this is core The DfE said it “recognises the short timeframe education of looked-after and previously looked- funding they normally receive for existing duties. between announcement of the role change after children. In guidance about the expansion, the DfE said and the start of these new responsibilities in They will now also have an additional non- the funding was “sufficient to recruit additional September 2021”.
14 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
DO YOU HAVE A STORY? News CONTACT US [email protected]
x Durand cottages for sale - but who gets the cash?
FREDDIE WHITTAKER @FCDWHITTAKER x EXCLUSIVE
A dispute over proceeds from the sale of a failed state boarding school is dragging on four years after it closed, with two cottages on the West Sussex site now listed at £500,000 apiece. Durand Academy’s satellite boarding site at St Cuthman‘s, near Midhurst, closed in 2017 after the Department for Education withdrew its offer of more than £17 million in funding. It opened three years earlier to cater for pupils in certain year groups from Durand’s main school in Lambeth, The Rightmove advert for the cottages south London. It was the first in the country not to charge parents boarding the midst of a long dispute over what will which runs commercial leisure facilities fees. happen with the proceeds from the estate’s and accommodation on the Lambeth The site, known as the Wispers Estate, sale. site. was put on the market for about £4 In its accounts for the year ending Although the commercial land was million. Its current owner is the Durand August 2018, DET said the Education and transferred back to Lambeth council Education Trust (DET), the sister Skills Funding Agency “consider the funds in October, DET is embroiled in a legal charity of Durand Academy, which was from the proposed sale of the property at fight for compensation. It lost a Court of rebrokered in 2018 and is now called St Cuthman’s should be held on trust for Appeal last year to get the money, and is Van Gogh Primary School. the benefit of the primary school on the now appealing to the Supreme Court. But two cottages on the estate were Hackford Road site {in south London], Durand has racked up huge legal recently listed for sale, while the rest of which the trustees dispute”. bills through court action. In 2017, the site will be sold for a development of DET’s latest accounts, for the year to the academy trust took Ofsted to the flats and houses. The fee has not been August 2019, said the company was still High Court and was initially successful disclosed. “in the process of selling” the St Cuthman’s in quashing a damning ‘inadequate’ An advert on Rightmove lists the two site and “will apply the proceeds towards grading, but the inspectorate won at cottages as ripe “for refurbishment its charitable objects”. appeal. within charming rural surroundings of But the Department for Education said Accounts show Durand’s legal and the South Downs countryside”. it was still “in discussion” with Durand professional fees bill rocketed to more The cottages also have the “potential and the Charity Commission over the than £620,000 in 2018. to extend, subject to planning approval, proceeds, but could not say more because DET also had a “special payment” on the outskirts of the desirable village of separate legal proceedings regarding contractual agreement to pay Sir Greg of Stedham”. the school’s main site. Martin, th academy’s former head, Adrian Hearle, who lives near the A Charity Commission spokesperson £850,000 in compensation from the estate, said residents were keen to see it said it had been “made aware of the sale profits of the leisure facilities. brought back into use, but questioned of two cottages on land owned by the Kevin Courtney, the joint general the rationale for selling the cottages Durand Education Trust in Sussex”. secretary of the National Education separately. “We continue to engage with the charity Union, said it would be “morally “It’s been very sad to see the on a number of issues following our earlier reprehensible” for Durand to be given deterioration of the building over the statutory inquiry, including about the any more public money. years. The dumped rubbish on the site application of funds arising from the sale “The eye-watering sums that have of the demolished classroom blocks, of the former boarding school site. We accrued to the charity over the years things like that. It’s all very depressing. can’t comment further.” and the fact that the former headteacher Certainly as locals we’re very keen that The failed boarding school was one of received such lavish compensation, are the site has a sustainable future,” he told a number of controversial ventures by an indictment not just of Durand, but of Schools Week. DET. The charity wholly owns a private the system that allowed this to happen.” The listing of the cottages comes in company, London Horizons Limited, DET was approached for comment.
15 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
DO YOU HAVE A STORY? News CONTACT US [email protected] Catering giant’s menu leaves a sour taste in some schools
found itself stuck with Chartwells, despite a TOM BELGER critical petition. @TOM_BELGER EXCLUSIVE Chris Barnham, children’s services cabinet The catering giant Chartwells has lost member, admitted “not enough schools” school food contracts worth up to £19 backed its preferred in-sourcing plan. million since its lockdown parcels sparked Chartwells alone applied for the contract. outcry earlier this year, with one trust Lewisham will “explore the scope for more accusing it of putting “profit before pupils”. ambitious models” in future, he said. But the company has still bagged seven Hayley Dunn, a business leadership deals in recent months worth at least £92 specialist at the Association of School million over the next six years, assuming and College Leaders, said there was no schools use extension options built into “definitive answer” on in-house versus new contracts. contracted services. They include a £20 million deal agreed Covid disruption might have led many by Lewisham council in south London schools to review arrangements, but equally last week, after it canned its plans to bring “logistical implications” around staffing and services in-house. Royal Docks Academy cut ties with Chartwells over “quality administration could deter switches. issues” - like this burger Chartwells’ owner Compass and other Jacquie Blake, the vice-chair of the school caterers faced public fury when viral also ditched Chartwells last week, handing meals industry group LACA, said some images appeared of meagre food parcels another provider a £18.6 million five-year schools had found in-sourcing a “bigger for children on free school meals during deal. It did not respond to request for task than they thought”, particularly during lockdown in January. comment. Covid. The company, part of footballer Marcus Yet Schools Week analysis shows Councils have had to run competitive Rashford’s child poverty taskforce, pledged Chartwells has won or extended seven tenders since the 1980s. While many higher standards. other deals covering more than 280 schools authorities remain major providers, Blake But it faces scrutiny once more as Royal this year. said devolved budgets and academisation Docks Academy in east London has “We are really pleased to have won and had further fuelled fragmentation, confirmed it will end a three-year deal early retained a number of contracts this year,” increasing private provision. over “quality issues”. said the Chartwells spokesperson, praising Historian Alan Finch said before the 1980s, BMAT Education, which runs the the company’s staff for their hard work many children disliked council meals. school,will move services in-house, during the pandemic. But as subsidies and national food highlighting not only “appalling” parcels, They include a £56.6 million five-year standards were slashed, contractors but also meals like a reported £2.20 half- extension with West Sussex County prioritised cost and mimicked high street burger served without garnish last month. Council, after positive feedback from fast food to boost sales. “These outsourced firms’ thing is profit schools. National food standards returned in 2015, before pupils. Ours is pupils before profit,” Officials in West Sussex had also warned after campaigning by chef Jamie Oliver and said Lucia Glynn, BMAT education’s head of schools of “turbulence” in the catering as concerns over childhood obesity grew. operations. sector, arguing retaining suppliers would Quality was now a primary driver for A Chartwells spokesperson apologised and help weather Covid and Brexit. some schools, Blake said, as no one wanted said it worked to resolve concerns, but was Financial results for multinational a “race to the bottom”. “obviously disappointed” to lose contracts. Compass show cost-cutting helped to raise Providers also face other expectations. “The image falls short of standards we its profit margin from 2.7 per cent to 4.2 per Merton and Lewisham councils demanded would expect.” cent between January and March however, climate change commitments. West Sussex But she noted secondary pupils could despite education sales slumping 21.6 per and Chartwells worked to cut sugar levels choose salad, relish and wedges “within the cent in the half-year to April, versus a year and food miles. The company said it price” of burgers. earlier. planned a more plant-based, sustainable Merton council in south west London Meanwhile Lewisham’s Labour council menu from September.
16 Celebrating excellence in education We’d like to take the opportunity to thank all the educators who have kept learning and the support of young people going throughout this truly eventful year.
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16–30 June 2021
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Find out more and register online at educationfest.co.uk. @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
DO YOU HAVE A STORY? EDITORIAL CONTACT US [email protected]
A schools white paper would be a welcome development
Kudos to education secretary Gavin Williamson maintained schools, single or smaller academy for fronting up to questions this week on trusts and a handful of large chains. his and his department’s actions during the A more joined-up system is needed, with clear pandemic. roles for all the important players. Appearing in front of the Festival of The government wants all schools to become Education, he spent nearly an hour talking academies, which would make solving the about his vision for schools – and answering our problem easier. So it will again have to confront readers’ questions. how it reaches its goal without forcing the It was refreshing to hear him open up about point. the tough decisions he had to make, and his It looks like officials are scoping out a match- regret for last year’s grading fiasco. People making approach: to link good trusts up to make mistakes, especially so in a pandemic. failing schools in left-behind areas. Let’s just hope lessons have been learned for But, as always, any plans will require cash this year’s grading system. incentives to make them work, and the Treasury Another welcome development was a is looking increasingly like it has pulled up the commitment to set out a “broader vision” for drawbridge on its Covid-induced spending. the school system later this year. It might not be Williamson who ends up Williamson has rightly been focused on the unveiling this vision. Several newspapers have Get in Covid response, but as we start to emerge from reported he is to be moved on in the next the pandemic, it’s the right time to come up reshuffle. with a proper plan for schools. But it is welcome that he is taking on the touch. It is currently a mish-mash of local authority- issues that need resolving.
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‘Once you’ve worked in a specialist setting, it’s hard to go back’
Caron Johnson arrived to change alternative provision, and it changed her. After taking her school straight to ‘outstanding’, she explains what she wishes she’d known in mainstream
Caron Johnson, executive headteacher, schools. In 2010, her then-boss told demand rises in the area. The Rowans AP Academy, and chief her about a job at the nearby struggling “I couldn’t believe what I was seeing,” she executive, The Inspiring Change Multi- provision, suggesting as a formidable says of her initial arrival at the school. “It Academy Trust assistant principal she would be well placed was awful. The children were loved and to help. She could always leave and return. their welfare was of paramount importance, aron Johnson, executive More than a decade later, she didn’t expect but in terms of curriculum, academic headteacher at The Rowans to still be in the sector, explaining to the rigour, expectations of outcomes, future CAlternative Provision Academy in government why they should let her open plans for them, that didn’t exist. It was a Kent, hadn’t meant to leave mainstream a new primary alternative provision, as massive shock to me.”
20 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 Profile: Caron Johnson
Johnson as a child
Pupils gardening at The Rowans “Academic rigour, expectations, future plans - that didn’t exist”
It was partly a shock because, as a reservations, she would move to The mainstream secondary teacher since Rowans pupil referral unit to support age 24, who’d risen rapidly through the improvement. “It was a lot of children doing Johnson and her mother ranks, Johnson had never thought very what they wanted to do,” says Johnson with hard about life for excluded pupils. She a wry smile. Students were on a fixed diet of But then two things happened. First, she was known as a “strict teacher”, she tells maths, English, science, ICT and art, and if was showing around the school “a guy in me. “I’m embarrassed now when I look “you didn’t like art, you did it anyway… The a suit” who was interested in the headship. back, because when a young person was staff had lost links with any other type of One of the year 11 boys, who didn’t think permanently excluded, in all honesty I school, and so were quite narrow in their much of him, turned to Johnson later. didn’t really think about where they were thinking,” she continues. “They’d become “He said to me, ‘Are you actually going to ending up.” Rowan-ised.” let him run the school? Are you actually Johnson herself was from the Medway Johnson was astonished at some of going to let that happen?’” And I thought, area, and had been brought up by her mum, the attitudes: she was told certain pupils ‘He’s right. We’ve actually already made a strong, powerful character, and a loving couldn’t take their maths lessons that day progress.’” Secondly, Johnson spotted her and supportive stepdad. Finances were because of a distressing family event in the deputy-to-be, Fiona May, teaching at a tight, but her mum was so determined for morning, for instance, or that assemblies nearby school. Impressed, she persuaded her kids that she booked Johnson’s PGCE should not be attempted. “It would be, ‘but May to join her. interview herself, forcibly picking her up by we can’t put them all in one room – it’s A third thing had perhaps also happened. car to make sure she attended it. “She told just an opportunity for them to act up.’ It Johnson describes with admirable me, ‘You need to grow up.’ My mum taught was, ‘you can do that in your mainstream frankness the transformation the provision us, don’t whine about what you don’t have, school, Caron, but not here’.” had already wrought on her – easily as go and fight for it. She equipped me with When Rowan’s head left, Johnson was much as she had changed it. the skills I needed to survive.” invited to apply for the role. She wasn’t “At my old school when I walked down the By now a successful senior leader, especially keen to join AP full-time. “I said, corridor, they were quaking in their boots,” Johnson told her head, with some ‘No way, this is not where I want to be.’” she says. “They were petrified of me, and
21 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021 Profile: Caron Johnson
“At my old school they were petrified of me, and I had no problem with that”
mainstream. Otherwise, the real world will be too much of a shock for them, she explains. They need to learn how to cope with larger class sizes and a wider society not trained in trauma-informed practice. “Part of the problem at The Rowans is, we’re victims of our own success. The kids come and they don’t want to go.” So now her team has secured sign- off from the Department for Education for a primary AP site, to break the cycle. Delayed since 2017 due to elections and the Johnson and pupils at The Rowans pandemic, construction of The Beeches will start next year and it will take pupils I had no problem with that.” Johnson had them, and to take a different angle.” Having from as young as five to year 9. Both will spent her career before The Rowans in a her own teenage sons also led Johnson to come under the trust headed by Johnson: single-sex all-boys secondary modern, and hear how children really feel about their The Inspiring Change MAT. The idea is was physically smaller than most of her teachers, she adds. Authentic relationships, to offer 12-week interventions – possibly charges. She felt she needed to be tough. “If where teachers show who they really are, longer – as a “service, rather than a school”. we were talking about outcomes, progress, matter to them. “There was lots of talk in the area about behaviour management and controlling In 2015, Ofsted arrived. The school went the need for primary behaviour support,” 30 boys, I was good at that. My view was, from special measures to ‘outstanding’ says Johnson. Fixed-period exclusions you do what you’re told. For 99 per cent of – such an unusual and rare leap the lead from primary schools increased from 2017 people that worked. But for the one child inspector had to talk it through with Ofsted to 2019, government data shows. “Now that didn’t fit, I wasn’t good at that.” HQ, says Johnson. The report simply glows. with the pandemic, that need has grown. Just as much as Johnson had found a “Teachers are expert at gaining students’ The Beeches can’t come soon enough.” closed culture at The Rowans, she seems interest and challenging them to improve Johnson adds: “We’ve got children who I also to have found that mainstream was their work. Students respond extremely honestly believe, if we’d met them much cut off in its own way. “I’d gone from being positively”; the “partnership between the earlier, they wouldn’t be here now.” what I’d considered a highly skilled teacher, headteacher and her deputy is the driving But isn’t the problem in mainstream itself? to being completely deskilled overnight. force behind the improvement in the Isn’t the solution for more mainstream The pupils didn’t take any notice of me. school”; and perhaps most tellingly of all, teachers to have Johnson’s epiphany? One I became acutely aware it was all about “students make excellent progress, and of the senior leaders at The Rowans is set to relationships.” for many of them, it is the first time they return to a mainstream secondary school As Johnson brought in a new curriculum, have experienced success in education”. next year. high expectations, better behaviour – Of course, that report is six years old now, For Johnson, though, she’s not keen to which some staff welcomed, while others and there is always more to be done in return. “I think once you’ve worked in a left – her approach was changing, too. alternative provision: 14 per cent of the year specialist setting, it’s hard to go back into “I’m still a strict teacher. Just this morning 11 students got five GCSE passes including mainstream. I’ve got so many ideas, I think I gave a pupil short shrift for being quite English and maths in 2019-20. I’d be too much of a maverick now.” rude, saying, ‘This is very disappointing.’ Johnson is conscious of the paradox Perhaps that’s fine, and AP has simply But the difference is that I’ve got a real of alternative provision. The report says gained a brilliant leader who suits it. But relationship with her. I know when to be the majority of pupils will spend “the rest perhaps mainstream – and staff who may stern. And I know the young people who of their school career” at The Rowans – be too stretched or inexperienced to focus wouldn’t cope with me being upset with but she is clear they are best served in on relationships – still needs to change too.
22 SECONDARY RESOURCES FROM
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2 Complete the calculations using counters. 3 + –5 = 1 a) 1 1 –1 –1 –1 Add directed numbers –1 –1
+ –3 = 1 1 1 b) 1 1 Select the appropriate method to solve –1 right-angled triangle problems –1 –1 1 = 1 1 –1 = –1 and FREE 2 + = What is the total value of each set of counters? 1 d) c) 1 a e) –1 –1 –1 1 –1 –1 –1 x b a) –1 –1 1 f) Aisha and Eva are trying to find the b a length of = x in this triangle. x a –2 + b 1 1 1 37° d) 1 1 x
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–1 1 –1 –1 –1 –1 1 14 cm b) –1 1 Here are their workings.
Aisha 3 3 Complete the calculations. Calculate the value of cos 37° = 14 Eva x Use counters to help you. x Give your answers to 1 decimal in each place. triangle. 1 2 c) c) –2 + 7 = 37 + 14 2 1 –1 1 x = 14 = x2 a) –1 1 a) 2 + –7 = cos 37° 1,369 + 196 = FREE –1 x = 17.5 cm (to 1 d.p.) x2 x c) d) –4 + –3 = 12 cm x = 39.6 cm (to 1 d.p.) b) –8 + 3 = 18 cm
Who is correct? 14.2 cm x –1 –1 –1 –1 –1 d) –1 –1 Explain why. HOME LEARNING VIDEOS 1 1 1 1 1 1 1 Use the counters to help you work out –2 + –6 4 8.3 cm –1 = –1 –1 –1 –1 + –1 –1 –1 x =
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Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
when it happens. That includes thinking about AMANDA how staff model positive behaviour, for example by not SPIELMAN sexualising uniform issues – such as girls being told that their skirt Ofsted chief inspector length is distracting to others – and instead focusing on smartness and standards for boys and girls. While some schools brought in organisations to support with RSHE, what mattered most to the Tackling sexual abuse is urgent - pupils was that the person in front of them was knowledgeable and and an INSET won’t cut it provided time for discussion. And while some children said Our review into sexual abuse The government’s guidance on review of their RSHE curriculum. they found it less embarrassing has been widely accepted, keeping children safe offers a Children and young people talking to outsiders about sex, writes Amanda Spielman. So framework to help shape culture need to have confidence in the others appreciate talking with a how can leaders make a start change and should be the first people and the process they will trusted teacher. Meanwhile, many tackling the issues it raises? port of call. But beyond that, it’s be dealing with. Some girls told teachers said they found talking important that schools don’t take us they had concerns about what the issues through with pupils ast week we published our a tick-box approach. Just doing a would happen when they told opened their eyes to what the review into sexual abuse one-off INSET day, commissioning a teacher – so demystifying the children were dealing with and Lin schools and colleges. meant they were closer to any While we knew these issues were safeguarding issues. a problem, it was appalling to see It’s intolerable that children see sexual We all know this corrosive that so many children and young harassment as part of growing up culture extends beyond the school people – especially girls – feel gate. It can’t be right that children they have to accept harassment have easy access to pornography and online sexual abuse as part of a costly safeguarding consultant, process could help. Some have or that social media platforms normal life, to the point that they or requiring staff to read the created a “What happens next?” can enable 24-hour bullying don’t think it’s worth reporting. guidance won’t cut it. guide. Others have set up different and harassment. We need the The response to the review has So there’s no one-size-fits-all and ways for children and young government to put its shoulder been really positive. There’s been certainly no “Ofsted-approved” people to report. to the wheel, and I’m pleased no attempt to deny the scale of approach. However, through the Some schools said they found ministers have accepted all the the problem or to define it as an review we’ve seen some useful it helpful to have a small number review’s recommendations. There issue that affects some schools examples of what schools are of trained staff working with the is also a huge role for parents to and colleges more than others. already doing. designated safeguarding lead play here. Teachers and leaders are clearly For example, the review calls so that there are a variety of But we can’t overstate the determined to grasp the nettle. for a whole-school approach. adults for pupils to turn to. Some positive impact schools have on So where to begin? Accepting Some are using focus groups or had appointed governors with the social development of our this is an endemic issue means we anonymous reporting systems to a safeguarding background to children. It’s intolerable that can’t stop at tackling the incidents gather pupils’ views about where challenge and support leaders. thousands of children see sexual we know about. Whether it’s they feel their peers could be Some teachers told us they lack harassment and abuse as part of evident on the surface or not, we better educated. At one school, confidence or feel under-prepared growing up. My hope is that our have to start with the assumption girls had raised concerns about to teach RSHE. Where schools review galvanises policymakers, that sexual harassment and the normalisation of harmful have recognised this, they’re teachers, parents and young online sexual abuse are going on sexual behaviour in light of the training teachers to recognise and people, and helps to bring about underneath. Sarah Everard case, leading to a tackle harmful sexual behaviour real and lasting change.
24 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
feel represented in this union. These Jewish teachers just want to be teachers work in both Jewish and represented and supported in MADELEINE non-Jewish schools. Many say they the face of antisemitism, writes want a union that will represent them, Madeleine Fresko-Brown, so FRESKO- protect their employment rights and why are the NEU finding that so provide legal representation, not take difficult? BROWN controversial political stances on Assistant headteacher and member, foreign policy. he actions of some NEU Jewish Teachers’ Association That’s not to say education doesn’t leaders over the past few have a role to play. We may not be able weeks have reignited to solve conflict in the Middle East questions about its ability to T from our classrooms, but there are represent its Jewish members. The 1996 Why is the NEU finding it so practical steps we can take. Instead Education Act mandates that schools of speaking at one-sided rallies, we provide “a balanced presentation of hard to retain Jewish members? can champion organisations such opposing views”. So why, faced with as Solutions Not Sides and Stand Up one of the most partisan issues, did the distance themselves from hatred of prioritised over being pro-peace or Education, which are working hard NEU encourage members to join “Free this kind, but it provides some context pro-solution. According to its website, to dispel myths and educate young Palestine” rallies? Why were the NEU’s for why Jewish students and staff the NEU runs three international people in a balanced way. “understanding antisemitism” events members can feel uncomfortable delegations: two to Palestine and When we teach about antisemitism, organised by a staff member infamous when confronted with Palestinian flags one to Cuba. This prompts another we can avoid falling into the trap of for spraying “Free Gaza and Palestine” at school. Moreover, when banners question: is this a delegation to Gaza, equating antisemitism to only the on the wall of the Warsaw Ghetto? comparing Israel/Zionists/Jews (often or the occupied territories of the Holocaust, as seen in many of NEU’s And when it could have been used interchangeably) to Nazis are seen West Bank – sometimes referred to “tackling antisemitism” resources. supporting Jewish members facing a Teaching about antisemitism before rise in antisemitic incidents in schools, and since the Holocaust allows for why did the NEU leadership instead put Scores of Jewish teachers leaving a more holistic understanding. This their energy into defending their stance may include acknowledgement of against Jewish members who decided the NEU no longer feel represented contexts where anti-Zionism can feel they’d had enough? like antisemitism. It hasn’t been an easy term to be a as Palestine – or does the NEU not at a rally, it becomes hard to justify the As leaders, we should strive to Jewish teacher. While support for the recognise Israel as a country? attendance of an elected officer who recognise nuance and complexity rights of Palestinians is not antisemitic, Although the total numbers have claims to represent all members of his in political conflicts such as Israel- some who align themselves with this not been shared by the NEU, the union. Palestine. “Free Palestine” means cause can be. The devastating flare-up Jewish Teachers’ Association has Jewish members have long felt that different things to different people. in violence in the Middle East brought heard of scores of Jewish teachers the NEU has a clear pro-Palestine Jewish staff and students should its own violence (mostly verbal, but leaving the NEU as they no longer and anti-Israel bias. This seems to be never feel like they are being held occasionally physical) to UK streets. accountable for the actions of the In May, a convoy of cars draped in Israeli government. Unbiased support Palestinian flags drove through Jewish for people who find themselves on areas of North London loudly inciting different sides of the argument can go sexual violence against Jewish women a long way. and girls to “show support for Palestine”. All that is within our grasp as At a Jewish school, the older brother of teachers, and it is achievable for the a non-Jewish student with a similarly NEU. So until they act differently, they adorned car shouted “we’re coming for will continue to leave many Jewish you” to Jewish parents collecting their teachers with more questions than children. answers – and a clear motivation to Of course, the majority of people who find another union. support Palestinian rights vigorously
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Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
their understanding that EY is a As a school leader, I’ve never cross-sector issue that requires been more convinced of the collaboration and integrated importance of the early years, ED services. The UK was represented writes Ed Vainker. And now the by a psychiatrist, a professor of sector has two powerful allies VAINKER neuroscience and a parenting support leader, alongside me from espite education having spent CEO, Reach Foundation education; while the US delegation weeks on the front pages since comprised senior officials from DMarch 2020, we have heard far their departments of education and too little about Early Years (EY), given health and human services. its importance and the impact of the The panel reflected on how pandemic on our youngest children. much we now know about this age I started my career in secondary, but The Duchess, the first lady and a group, the vital role parents play when we founded Reach Academy new global focus on the early years and the need to support them, the Feltham, Rebecca Cramer and I were importance of the EY workforce in no doubt that we wanted our school and the need to raise the sector’s have found a brilliant ally in the to be all-through and to start with a The Duchess spoke compellingly profile. On that last point, we made Duchess of Cambridge. For years, nursery. Since then, we have extended at the roundtable about the impact immediate progress. I imagine she has invested time in building her our provision to offer additionally ante- of early development on adults, the this was the only time this century understanding of the sector, meeting natal classes and perinatal support as importance of parents and the need that CNN ran a live 30-minute parents and children, visiting settings part of our cradle-to-career offer. for integrated, holistic support for discussion about the first years of and speaking to professionals, In truth, if I’d known then what I young people. Alongside her, Dr life, a reflection of the convening and learning from researchers in know now, I wouldn’t have set up a Biden is a powerful ally, reflecting power of our hosts. neuroscience, psychiatry and child school; I would’ve focused my work on on how she came to understand the The event showed, in a the years 0-5. We know so much more microcosm, the role the Duchess than we used to about their importance Early years is a cross-sector issue of Cambridge can play here in and what works to help children the UK - bringing attention to flourish, and at the moment we are which requires collaboration research and fostering insights simply not investing as much as we in wider society around its should in children of this age. development. She has made a long- sector’s importance through her findings; convening partnerships In that context, it was a pleasure to be term commitment and is brilliantly career as a teacher in high schools between diverse groups with invited to chair a discussion about the informed about what matters and and community colleges. an interest in EY; and involving importance of EY between the Duchess what works. The panel they convened reflected parents to collaborate around new of Cambridge, the First Lady of the approaches. United States and UK and US experts in But the EY sector – which
Cornwall last week. Alamy includes all primaries with Rumours that the county would reception years – also has work become a ‘no-go zone’ were to do. We must remain solution- exaggerated: an empty train carriage focused and optimistic, amplify to Penzance and clear roads got us to other voices in the sector and push Connor Downs Academy in plenty of for the integration of health and time. Fans of The West Wing will not education around our youngest be surprised to learn that the White children. House advance team were pretty It’s no small feat, but we are exacting. But the team from Aspire fortunate to have the Duchess Academy Trust did a brilliant job: the of Cambridge on our side in the school looked stunning and the pupils effort. She understands the work, were charming. recognises its importance, and will Those of us with a passion for EY be with us for many years to come.
27 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
Opinion DO YOU HAVE A STORY? CONTACT US [email protected]
specialist qualifications in leading There are encouraging signs that teaching and leading teacher school improvement is being put development offer new development on a more sustainable footing, DAVID opportunities for teachers (another writes David Weston. And not a helpful way to retain staff) while also minute too soon WESTON building specialist middle leadership that embeds these same respectful xhausted by Covid. Worn down Chief executive, Teacher principles. by waves of change. Teachers Development Trust The new NPQs for senior leaders Eand school leaders have never and for headteachers explicitly been asked to give so much nor to be support leaders to harness the more resilient. But, just in time, policy fact that “teachers are more likely shifts are pointing in a much more We’re finally turning the corner to a to improve if they feel that they positive direction. are working within a supportive Teachers have been feeling the stress, more sustainable improvement model professional environment, where with one-third planning to leave within both trust and high professional five years. Covid has been particularly associated with improving outcomes you know you are doing something standards are maintained”. New challenging, with spikes in staff anxiety for children and young people. wrong. headteachers are now eligible for every time schools have reopened, We also find that when teachers Fortunately, government policy is a targeted package of additional and workload from teacher-assessed are involved in shaping change encouraging the system in the right coaching support to help them apply grades has left staff feeling extremely and improvement efforts, in an direction. The revised headteacher and embed these ideas with the tired. atmosphere of mutual trust and standards ask school leaders to help they need in their first roles. Economic challenges have seen a respect and open communication, this “promote positive and respectful And teachers and leaders will be surge in applications for teaching, also supports better pupil outcomes. relationships across the school supported to access these with £184 but there are signs that this may be Ultimately, we see that effective community” and to “prioritise the million of new government funding. returning to normal levels as we begin It’s only recently that the NAHT-led to emerge from the pandemic. So, School Improvement Commission once again, retaining our teachers Effective improvement doesn’t noted that, “first and foremost, the and leaders is becoming a top system come at the expense of staff morale role of the school leader is to create priority. the conditions in which teachers can But the picture isn’t uniform. Across flourish and pupils can succeed. Yet professional development of staff”. the profession, the intention to leave and sustainable improvement doesn’t in recent years this simple truth has A new specialist national teaching varies considerably with come at the expense of staff morale. […] become lost”. professional qualification (NPQ) how supportive workplaces are. In It’s respectful and supportive and it Now, the new leadership courses in leading behaviour and culture particular, teachers in England are less puts teachers and leaders at the heart my colleagues and I are preparing will build the capacity in schools likely to leave when they feel more of change instead of making them the for these reformed NPQs are rooted for every pupil and staff member supported by leaders and peers, when victims of it. To contradict a former in the growing evidence that school to thrive and learn in a supportive, they have less struggle with classroom chief inspector, if anyone says to you improvement must be grounded in calm and warm environment. New behaviour and when they have that “staff morale is at an all-time low” the art, craft and science of people more time to collaborate internally development. with colleagues for their continuing Echoed across the system as a professional development. whole, that all adds up to a profound And the case for better working and important shift for the sector. conditions isn’t just about retention. My And it comes not a minute too colleagues and I have been exploring soon. We’ve been through some the impact of staff working conditions profoundly challenging times, but on pupil outcomes, finding that these the signs are very encouraging that same factors (collaboration, support the next generation of leadership from leaders and peers and better thinking will help to bring about classroom behaviour) are also clearly better times for the whole profession.
28 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
Reviews
BOOK REVIEW
Writing for Pleasure: Theory, Research and Practice Authors: Ross Young and Felicity Ferguson Publisher: Routledge Reviewer: Louise Quinn, deputy head, Ashington Academy
As an English teacher, for many years authenticity, pleasure and motivation; when they meet groups of pupils. I have found myself both perplexed and, finally, developing self-regulation. I found the sections on setting writing and frustrated at the lack of high- Collectively, and when utilised successfully goals the most engaging. Their focus quality writing instruction that goes and flexibly, these principles have the on the fundamentals of good writing – on in classrooms. Too often, I see potential to develop children and their purpose, audience and genre – echo a writing presented as a task rather than teachers as lifelong writers. common message from any synthesis a process, without effective explicit After a round-up of the evidence, of the research on the subject. But what teaching despite the wealth of robust subsequent chapters in Writing for made Writing for Pleasure stand out is evidence around teaching writing Pleasure then go on to take each of the 14 the depth of its exploration. effectively. principles individually to dig deeper into Another particularly interesting section So I was delighted to find that in their finer detail. Throughout, Young and looks at what constitutes high-quality Writing for Pleasure, Young and Ferguson take great pains to show how feedback and the contentious issue of Ferguson have set out to deliver each principle is rooted in evidence before how to provide it. I was surprised to exactly that, albeit with an alternative discussing their various facets, offering a read that excessive written feedback slant. In it, the authors synthesise list of practical strategies and posing some can actually be detrimental to writers in the global research into a pedagogy reflective questions. terms of their enthusiasm for writing. that advocates the importance of the That structure makes the book’s content Supporting the recent push towards affective domains (feelings, emotions very accessible, but for me it was a source verbal and whole-class feedback, Young and attitudes) as well as high-quality of high and low(er) points in equal and Ferguson offer pupil conferencing explicit instruction. With regards to the measure. As a busy teacher, I welcome the – essentially a one-to-one or small- latter, they are also keen to emphasise practical strategies, but I would have liked group discussion with a teacher – as its dual role in not only influencing to have seen a much greater amount of an effective and efficient alternative cognitive development and academic exemplification than the case studies the to excessively marked compositions. achievement, but also how children authors have provided. This mirrors the Education Endowment approach the writing process with When looking to implement pedagogical Foundation’s latest guidance report and confidence, pleasure and enthusiasm. tips in the real classroom, examples are gets a definite thumbs up from me! As a writing and evidence enthusiast, always crucial, no matter the Writing for I found most affiliation with Young and subject. This is especially true Pleasure is initially Ferguson’s useful summary of meta- because of the wide range of quite dense in analyses regarding types of writing contexts in which teachers academic content instruction. They then integrate these operate, and nowhere truer and theory, so it is findings with observational studies of or more important than not for the faint- exceptional teachers of writing across when it comes to writing. hearted. But it is different contexts. Together, these two And because the evidence well worth a read. It sources of evidence are synthesised to the book explores comes comes to life when create 14 interconnected principles for from such varied fields diving into each the effective teaching of writing. of research, including individual principle The principles can be broadly self-regulation, cognition and, as someone grouped into teacher expectations and and affective domains, it reasonably well instructional methods (goal setting is all the more necessary versed in evidence being the most effective practice); for readers to get a around writing, it children being part of a collaborative real feel for what the certainly challenged writing community; fostering recommendations look like my thinking.
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a serial (or worse yet, a single episode). Thus stretching the narrative timescale, he reasserts our role as custodians rather than owners, whose duty is to pass schools on to those who come after in TOP BLOGS good condition. Recovery from toxic leadership of the week @HughesHaili
An excellent contrast to Evans’s blog about custodianship, this post sees Haili Hughes reflect on her experiences of the devastating impacts of toxic leadership cultures on those unfortunate enough to work in them. Here, she outlines Our blog reviewer of the week is Mary the short- and long-term effects of Hind-Portley, assistant subject leader (English), Hillside High School, Bootle the manipulative behaviours that characterised a leader she worked for @Lit_liverbird commit to developing their expertise.” and also comments on the responsibility If you want to create a culture where staff we all share to out such behaviours and The leverage of professional discourse are highly valued, nurtured and challenged their consequences. SLTs, she argues, are @saysmiss to be their best, then this post with its accountable for the behaviours they allow extensive reference list – and indeed through inaction. And colleagues, too, This is the final post in a series of six the whole series that leads to it – will be have a duty to ensure senior leaders know exploring the intricacies of effective invaluable. what goes on in the shadow cultures of professional development in schools, and their departments. a post that captures the essence of her The school improvement story Now an author and leadership insightful session for ResearchEd Rugby. @head_teach consultant, I’m glad Hughes hasn’t Here she asks “What is the problem we are allowed her suffering from that toxic trying to solve?”. Also emanating from ResearchEd Rugby, culture to cause her light to fade. Too Howard argues that much of our and also exploring school improvement, many of our colleagues simply undergo professional development is about this blog by Matthew Evans focuses instead it and disappear from the profession. And ‘busyness’ rather than a ‘less-is-more on the role of the headteacher. still we wonder at our retention problem. approach’. She presents a thoughtful All the while entertaining us with exploration of the uncomfortable examples from film, comics and musical On beauty relationship between PD and performance theatre (among them two of my favourites), @stoneman_claire management where, at its worst, the Evans presents a critique of the notion former becomes little more than a tick-box of the ‘hero-head’. As an English teacher, This is a blog to rejoice in as we crawl to exercise for the latter. a headteacher fronting the narrative to the end of a hard and challenging term. Further, a consideration of the DfE’s explore the hero-head motif from different Claire Stoneman reminds us of the beauty standards for teachers’ professional narrative viewpoints delights me. More of our work, that despite the barriers and development leads to a rigorously than that, he uses the concepts of narrative challenges we can face in our schools, our evidence-informed discussion of our as powerful tools to disrupt that once- work is about “the power, luminosity and options for PD aligned with specific popular notion. beauty of thought”. examples. Howard is a well-known Evans looks beyond the surface of the This is no mere esoteric musing on champion of teachers’ wellbeing, and super-school improver to give other beauty, but an honest and reflective in this post she continues to challenge leaders their due consideration – all those account of the beauty of knowledge and traditional and often ineffective approaches bit-part heroes without whom the grand the power of curriculum. It reminds to it. ‘[…] if professional development was edifices of all educational leaders would fall us that our job brings new joys for our a core feature of school improvement apart. students, and that knowledge illuminates alongside a concerted effort to reduce the But the main point of this blog goes them and us in equal measure. pace of change,” she states, “then perhaps beyond that. Evans encourages us to see An inspiring read to take us through to teachers would have the time and scope to school improvement as a series rather than the summer holidays.
CLICK ON REVIEWS TO VIEW BLOGS 31 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
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 What do we know about the hidden lives of learners?
Harry Fletcher-Wood, associate dean, attaining students is that the former create Ambition Institute more opportunities to learn – asking relevant questions, for example – while the latter depend on teacher-designed activities. f we are truly to meet students’ needs, then Nuthall emphasised, however, that teacher- we must never lose sight of what they designed activities may not give students Ithink, know and believe. One researcher the opportunities they need to learn. understood this profoundly, and his work Teachers tend to evaluate lessons based on offers us the closest glimpse we have of the their students’ reactions. So “the criteria for “hidden lives of learners”. successful learning”, in many teachers’ eyes, Graham Nuthall’s approach to “are the same as the criteria for successful understanding students’ experience was classroom management”. exacting. He and his colleagues worked with Often, teachers keep students “busily a class teacher to specify everything they engaged in activities that produce some hoped students would learn in a unit, and tangible product”. But these may not conducted a pre-test to discover what they produce learning. Much student and teacher Nuthall and Alton-Lee conclude that already knew. Selecting four focus students attention is applied to resources and timings: remembering can require complex and in each class, they observed and recorded how long an activity should take, whether substantial intellectual effort, combining the everything each student did and wrote and headings should be underlined, what should learning experience, students’ thoughts, and every word they spoke and heard. At the end be done for homework. For most students, the concepts to be learned. of the unit, the researchers tested students the goal is to get things done quickly and Nuthall is often cited, accurately, as stating and interviewed them about what they easily. that students must be exposed to new recalled. Finally, they returned a year later to Helping 30 students learn at once is hard. ideas at least three times if they are to learn repeat the test and interview. The “ritualised routines of teacher-student something new. But he is not advocating I want to share two examples of Nuthall’s interaction,” Nuthall concludes “appear to bland repetition. He found that students who work. The first was published alongside have evolved to solve this problem”. We must answered a question correctly were far more his longtime collaborator, Adrienne Alton- look beyond these rituals, learning what likely to report “multiple ways of arriving at Lee. In this paper, they examined what it students are really thinking and what they the answer”. means for students to remember something, have understood if we are to help them. So learning depends on multiple exposures testing the suggestion that remembering is a I find many aspects of Nuthall’s work to new ideas and varied classroom relatively simple process. powerful and rewarding. And I’m moved by experiences across those exposures. They found that correct answers on his effort to share his findings with teachers. The second paper I want to share was the end-of-unit tests reflected classroom He was still working to complete his book, his last. In it, Nuthall narrated a 45-year experiences. Students recalled the content, The Hidden Lives of Learners, the week research journey that led him to believe that the context – “Tony put up his hand and before he died. I’m impressed with how much of what teachers and students do in said…” – and their own thoughts: many contemporary debates he anticipated, schools is “a matter of cultural routines “I thought, you have got to be offering nuanced and thoughtful answers. and myths”. All students learn the same wrong.” A year later, however, Most importantly though, I find his method way, he had found. But much of their students were much less likely compelling. It’s easy to claim we should experience is “either self-selected or self- to remember the original focus on students. But arguably, no one has generated, even in quite traditional learning experience, and done a better job of it than he. classrooms”. more likely to deduce the So the crucial distinction right answer from related The Hidden Lives of Learners is published between higher- and lower- knowledge. by NZCER Press
32 @SCHOOLSWEEK EDITION 254 | FRIDAY, JUN 18, 2021
WEEK IN WESTMINSTER Your regular guide to what’s going on in central government
MONDAY year as to what an exam season would look like” in 2021. THURSDAY Given how popular he and his “We gave people a clear indication The Department for Education seemed department are, we were astonished to of some of the key mitigations that keen this week to get in on England hear the education secretary cancelled would be put in place in order to be football fever, with a social media post an interview with regional press this able to help children and we would be about how the team’s stars found their week. expecting to do a very similar approach love for the game at school. The editor of The Yorkshire Post for next year as well.” The tweet was sent out to promote reported Gavin Williamson had been due Pressed on whether Williamson was the fact the DfE has finally confirmed to speak to the paper during a visit to saying the approach to mitigations that the PE and sport premium will be Bradford on Monday, “but the interview would be similar to last year, the funded for another year. was cancelled, amid mounting criticism Department for Education clarified It’s just a pity ministers waited until over the schools catch-up funding fiasco that he was just saying that he would a few weeks before the end of term and a lack of opportunity for young update the sector on his plans later. to confirm the funding, prompting people in the region”. Clear as mud, as ever. We only hope warnings that uncertainty was leading Williamson still seemed keen to he doesn’t intend to leave it until to a “scaling back of initiatives and promote his visit though, but only in his December, as he did last year. of jobs” among groups that support own words, by issuing a series of social *** schools to use the cash. media posts. We know Williamson can be pretty More “own goal” than “back of the net”? So the government will be “levelling up” crafty when it comes to dodging by ignoring important newspapers in interview questions, but we were the regions they are promising to help. particularly disappointed when he Got it. couldn’t come up with an answer to WEDNESDAY something very simple. As is traditional at the Festival of Williamson did, though, have time to Education, Williamson was asked at speak at the Festival of Education, giving the end of the interview what fictional up nearly an hour for not only a speech, or historical figure he would compare but also a question-and-answer session. himself to. See: WiW DOES give kudos when it’s due! Suddenly the ed sec was at a loss for Anyway, we got a pretty big hint that words, telling delegates he’d never a schools white paper could be coming really thought about it and would send later in the year. The education secretary his answer in later “on a postcard”. also sounded almost human as he spoke Was Gav really unable to come up of his “regret” about last year’s exams with an answer, or was he worried fiasco. he would accidentally default to a But other answers were more classic, somewhat unkind likeness used in the ambiguous Gav. education sector: the hapless Frank Asked about plans for exams next year, Spencer from Some Mothers Do ‘Ave he pointed to how the government had ‘Em (see cartoon, page 18). “laid out very clearly at the end of last
33 Alamy EDITION 254 | FRIDAY, JUN 18, 2021
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Teaching Institute Programme Director of Programmes and Project Manager Salary: from £55,000 – subject to skills An exciting opportunity to join a high performing academy trust and experience as we extend our reach from West Yorkshire into the North West. Dixons Teaching Institute provides first class training and A very exciting opportunity to work in the education sector development for staff in our academies. It is also home to and make a real difference. Bradford Research School, part of the EEF Research School Network and a DfE Behaviour Hub. We work across the North SFCA is the membership organisation for England’s sixth form West to develop evidence informed teaching and leadership. colleges. It supports, champions and strengthens the work of its 116 We are now looking for an experienced programme and project member institutions through a suite of events, CPD and services. manager to manage the professional development provision we offer and support our rapid growth. SFCA seeks to appoint a Director of Programmes, who will play a key role in initiating, developing and delivering a suite of membership Why choose Dixons Academies Trust? activities associated with curriculum, leadership, governance and • Values driven quality. • Almost 30 years of challenging educational and social disadvantage Recent experience of a management or leadership role in a 16-19 • Ambitious for every child and highly inclusive environment would be an advantage. • Always in the top 5 nationally for progress at secondary • Committed to recruiting a diverse workforce Please apply by letter, setting out your experiences and why you • Exceptional colleagues will support you to be your best think you are suited to this post, as well as a CV, giving two referees. • Low staff turnover One referee should be your current or most recent employer.
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