Celebrating our Community

Last night we had a truly amazing virtual event. I was buzzing from it waaay way into the night, and I really didn’t want it to end.
We were there to celebrate HeadsUp and share what it meant to us. I love the Wednesday evening support sessions; I also enjoy the Saturday morning ones and they have become part of my weekly routine. When there is a Hopes4Ed event I have attended those too.

However, last might was something different. Something special, exploring the very essence and being of HeadsUp as an entity. Not sure what if this is what Kate and James intended, but that is how it felt.

Someone said, ‘it is great just knowing that is it there, going on, existing, even when they are not attending in person’. Someone said, ‘it supported them to change the inner critic to an inner coach.’ Everyone talked about it as a friend, as a group that had supported, saved, rescued, challenged, laughed with and, crucially, as a safe space to be at our most vulnerable authentic self. A place to explore, share and own our narrative, whatever that narrative may be.

‘Being heard by someone is the best feeling in the whole world, being heard is so close to being loved that, for an average person, they are almost indistinguishable’. David Augsburger

When in university in the USA I went along to the on-campus theatre to support a friend who had joined a gospel choir. I’d never heard a gospel choir ‘live’. It was amazing, awe inspiring, powerful and moving. I also got the privilege of attending a Native American (Mohawk nation from Akwesasne) peace circle where drumming, voice work and collaborative dancing was involved. This was also amazing, awe inspiring, powerful and moving.

So, what links a university gospel choir, a Native American peace circle and HeadsUp?

A collection of voices (or drums) in harmony, with each voice and drum in chorus bursting from a unique being with their own emotion, lived experience, thoughts and feelings. Then one voice can be heard as a solo, but backed up by the others, the focus on one, but that one voice knowing that the rest of the choir has their back, it always will be there and will be in congruity. There may be mash ups, there may be support from instruments, but always the choir is heard, is powerful and is loved. The gospel choir I heard was not ‘world renowned’ it WAS made up from diverse humans, in race, age, gender, experience and skill. And to me, that made it even more powerful. (And this is part of what makes HeadsUp so powerful too)
HeadsUp is not a network, it is not a support group, it is so much more, it is a living, breathing, growing, learning, caring, diverse choir and peace circle.

By Jenny Bowers, with much love, respect and appreciation.


Is compliance a disadvantage in leadership?

Is compliance a disadvantage in leadership?

 

After some years of being a teacher I had concluded that compliance was a learning disability. One size does not fit all and yet if we accept without question what we are told to learn, to a standard we are directed to achieve and accept the way we are instructed to learn then we are going to be limited in our achievements. This can become a critical situation if the approach we are subjected to does not suit our learning needs. By being compliant we will be expected to conform,and in many situations, we will be subject to regulation if we don’t.

In June 2016 I had the opportunity to ask Sir Ken Robinson at the Festival of Education if compliance was a learning disability. To which he replied ‘No, but it is certainly a disadvantage’. Sir Ken is known for championing creativity in education and in understanding the need to set learning in a much wider context than just reaching a target or building subject knowledge. Creativity is very much about doing things differently, about solving problems, about making mistakes, and learning from them. Being creative is important, perhaps even critical to learning and therefore to teaching.

Can we be creative if we are compliant, will we ever challenge what we are told, will we ever offer an alternative view or strategy, will we ever change anything if we adopt a compliant approach or will we just give others authority over us?

This is a contentious question but what has it got to do with teaching and leadership, Ofsted, the role of a headteacher? First all teachers are learners, and in my view if we stop being learners then we give up the right to be teachers. Second all teachers are leaders, they lead the learning of their pupils and they lead their classes, and they can lead schools. I would go further and say teachers also have a part to play in leading their wider community for they should understand and reflect the needs of the community through what they do in schools.

Where does the true challenge for leadership in our schools lieand should leaders be less compliant?

In HeadsUp4HT’s #8 James Pope said  ‘We have to seize our profession back, it’s ours’. This is a sentiment many teachers and headteachers feel and reflects a situation where we have given authority for what we do to others. Whether this was due to being too compliant or not is debatable, I certainly think it is. It is certainly due to not being creative enough in how we have responded to the challenges we face as a profession. Within this article I will show you the mechanism you can adopt for seizing back our profession but first the challenges.

I have a theory about those who become teachers, and it may make you think.

We are motivated to find environments in which we feel safe or comfortable, Maslow recognised this as a basic need. Those that are successful in school are often the compliant learners, we can recognise these easily at report time for it is easy to come up with some suitable comment about continuing to work hard and offer praise for the effort they make. Successful learners tend to continue to study higher level qualifications, and many are guided towards university. In seeking out a career we will tend to find our safe environment once again and for some this is back into the education environment as teachers. The outcome of this process is that many compliant learners become compliant teachers. Not all teachers are compliant and not all successful learners are compliant, but I hope you get the idea behind this theory. The theory predicts that leaders in schools are therefore likely to be compliant by nature and so when instructed rather than evaluating the instruction against a need, capacity, or calculating the value they will tend to execute the instruction.

What happens to those who desire autonomy, the freedom to be creative and be a little less compliant? Well, if teacher recruitment and retention is anything to go by they leave the profession.

Compliance works best as a tool to manage or lead people when there are high risk stakes for not complying and any member of a school leadership team will tell you what those stakes are. In school leadership if you want to maintain a career it is better to be risk averse.  Being risk averse often means limiting how creative we are in circumnavigating those things we do not want to do, we weigh one thing up against the other, the risk versus the benefits. The best way to take control of any situation is to be a little less compliant, not obstreperous or belligerent but in a passive and creative manner.

Interestingly mavericks, those that do their own thing are often touted as ideal leaders but the caveat by those in control is so long as they do not step too far out of line. So what can be done about it, how can we take back our profession? The answer is to get creative!

As a design and technology teacher it is not surprising that I see learning as a problem-solving activity and as I also see teachers as both learners and leaders that I view leadership in the same way. A design approach to leadership gives us far more options when it comes to doing the right thing for our pupils, it allows us to get creative.

A simple design model (Figure 1) is not linear and includes several starting or dropping off points making it ideal for monitoring, improving, or changing what we do in schools and for providing evidence, allocating resources and assessing success. Importantly such a model encourages reflection and communication allowing us to learn from both the strategies we adopt and the outcomes we achieve.

 

Figure 1

 

My central tenet as a leader is ‘Do no harm’ and putting this at the heart of what we do informs the primary function of a design model approach to leadership. If what we are being asked builds effective learning relationships then do it, if not then get creative is my advice! In my definition of the learning relationship the pupil and teacher are equally important and happy teachers means happy pupils. You can explore more about learning relationships and pupil teacher responsibility in ‘If you can’t reach them you can’t teach them, Building effective learning relationships’, from which the both the figures 1 & 2 used here are taken.

 

So, in leadership terms what does being creative look like?

Figure 2

Combining the model in figure 2 with a design approach it is easier to actively assess capacity for development or changeas resource analysis is part of the leadership filtering process. Anyone who has been in education for the last 30 years willknow how much change there has been and continues to be and the impact that has on the capacity of their staff to take on anything new. Without the capacity for change, when under stress, we will revert back to learnt and familiar practices as they require less effort to sustain. This makes change difficult if not impossible to embed in an organisation, especially one that is already stressed.

Figure 2 describes my preferred model of a leadership role in schools, placing it between outside influences and the learning relationship providing the ideal opportunities to provide a creative response. This model was developed to show the important role of leadership in schools and confront compliant leadership behaviour in a constructive and creative manner.  After exploring any directed policy or new initiative through a design-based approach one of five leadership actions can be determined in response, effectively filtering out those that will not support or benefit the learning relationship. David Hughes has written an excellent book on school culture and creative capacity and is well worth a read.

I do not underestimate the responsibility of these actions or the risks they impose. I have found that any reasoned response with accompanying evidence is a good basis for taking action and difficult to argue against. It also forms an asset when communicating the ‘why’ to those you lead helping in building trust, a key component of leadership.

I have been prompted to share this approach after listening to HeadsUp4HT’s number 8 as it deals with many of the issues and concerns raised in that episode and provides a framework for responding to the challenge James set at the start, that of seizing back our profession. Remember by being compliant we give others authority over us, by challenging what we are asked to do in schools we are establishing a feedback system that can bring about the changes we want to see by providing evidence. Evidence in the form of better pupil/teacher relationships, a more harmonious school environment, and ultimately what we all desire a better education system fit for purpose.

I’ll leave you with some takeaways from session eight and from other discussions and events I have been involved in recently.

 

Schools are the agents for overcoming inequalities and this requires teachers who focus on learning relationships.
The mission of the leadership of schools is to protect and nurture learning relationships between pupils and teachers above all else.
Compliance is a disadvantage in achieving change
Cooperation results in compromise
Collaboration produces change
Competition leads to castles
Creativity can overcome everything.

 

References and further reading:

Hewitson, K (2021) If you can’t reach them you can’t teach them. Building effective learning relationships.  St Albans: Critical Publishing.

Hughes, D (2019) Future proof your school steering culture, driving school improvement, developing excellence. St Albans: Critical Publishing.

Kell, E (2018) How to Survive in Teaching without Imploding, Exploding or Walking Away. London:Bloomsbury.

 

Kevin Hewitson


What happens to those who unexpectedly come out of their jobs? Is there life beyond Headship?

What happens to those who unexpectedly come out of their jobs? Is there life beyond headship? If so, how to find it? Former headteacher Alex Atherton of Heads Up seeks the answers.

It is an unfortunate fact of life that careers do not always work out as planned. On occasion, this can result in a headteacher moving on from their post. There is a perception that once someone has left a headship in difficult circumstances there is no way back. On the evidence of the many conversations I have had in recent months, the truth is very different. The good news is that in nearly every case there is a positive outcome. This narrative needs to be articulated more often.

Heads Up @HeadsUp4HTs is a free support service set up by former headteacher James Pope. It is led by headteachers for the benefit of their peers. Initially the remit was to support those in crisis, particularly colleagues either in the process of leaving or had recently moved on with no idea of what might come next. Over time this has extended to those who can see the end coming in the near future, are wrestling with their conscience about whether to stay or go or just need someone to listen. After engaging with Heads Up some of those headteachers went on to leave their posts, but usually of their own volition and feeling they had made a positive choice. As one Head who made contact put it, “if you want to leave it will be for a reason; listen to yourself.” Others stayed in post with a clearer sense of what they really wanted and turned a corner.

There is an overwhelming consensus amongst those who have experienced difficult circumstances that it is wise to take some time out if at all possible. For some it was a couple of months, for others a year. Few stuck to their original plan and found their instincts guiding them. Almost all realised that their final months in post had taken more out of them than they thought. During this time one person realised that he had ‘done too much bargaining’ with himself in his previous post and ‘compromised’ on things he shouldn’t have. This was not obvious to him at the time.

Some applied for headship posts too soon and without being in the right frame of mind. It was only at interview, the realisation came that they had not invested enough in their recovery. Others found a hybrid position, where the opportunity arose to work on a part-time or interim basis at an equivalent level to their previous post. ‘Dipping a toe back in’ was a theme and commonly led to a surge in confidence. Sometimes this led to a realisation about what they definitely wanted to do, and sometimes the opposite, but all valued the experience.

For everyone came an opportunity to reassess their lives and their health and see what they really wanted for the years ahead. After years of working with multi-agency teams, plenty found it second nature to organise a team around themselves of family, friends and specialists such as coaches, counsellors and mentors. As another put it ‘bouncing back requires resources’, particularly if what was described by many as a ‘burning sense of injustice’ could still flicker from time to time. One commented that, ‘you aren’t the best person to comment on your own well-being.’ The most difficult moments were often not those anticipated in advance. For some it can ‘take longer to process the nature of the departure more than leaving itself’, particularly ‘when everyone else goes back for the next term and you don’t.’

Some concluded that they wanted to get back into headship, and others opted for a change of tack. For the former group the much feared reputational damage was not the issue they had imagined (people know less about your story than you think), even when a simple internet search showed the details. There are those who found themselves waiting for a job longer than they might have expected and others, to their surprise, got a job they really wanted at their first attempt. The kudos of having once been chosen to run a school, despite other circumstances, outweighed more recent events, particularly, when they could describe their positive impact and ‘own their truth.’ Those who held out against ‘downgrading yourself in terms of your own expectations’, including an inaccurate assumption that they would have to take a step backwards to move forward, reaped the rewards in the end.

For those who wanted to look elsewhere the possibilities turned out to be broader than anticipated. The modern educational landscape offers more in terms of career opportunities than was the case ten years ago. Networks and contacts came through as vital time and again, emphasising the importance of building them on the way up. Some gained permanent work as a result, others a growing range of assignments. Those whose career had all been in one organisation found it could be more difficult to get going, but never impossible in the end. Some found their ‘capacity to work and absorb pressure’ was a significant asset in other settings. A high proportion of their knowledge and skills was also transferable beyond a headteacher’s desk.

Heads Up’s services are now growing to a broader agenda that is now pro-active as well as reactive. They provide nation and local authority intentional support which is vital to those both in and coming out of, and going into headship. It is an established network that enables heads to sustain each other in the job for longer, and where coaching and professional development are on offer. It also encourages heads to be ‘positive disrupters’ in the education system and think beyond how they lead and look beyond a narrow range of accountability measures. Having peers to talk to beyond sector, local authority or MAT boundaries can make all the difference.

Written by Alex Atherton @alexatherton100 a former Headteacher and HeadsUp Advisory Member who has interviewed a number Headteachers for this piece.

James Pope (@popejames) leads Heads Up alongside Kate Smith @MrsKatieSmith. Both are former headteachers. 


‘ I was impressed by how honest and vulnerable people were – that can only come from a place of deep trust.’ Reflections on #Hopes4Ed No. 8

I joined Twitter in December 2019 and the sole purpose of me joining was to see what sort of opportunities and experienceswere available for primary school children – like all schools, we want our children to have the most rounded, interesting education possible and a large part of my leadership role is to make that happen. Safe to say, that isn’t how my Twitter planworked out.

Before I start, please permit me a bit of self-indulgent talk about me so you have some background of where I am coming from.

I did my GTP year at my school, then I did my NQT year at the same school and have since taught in this same school for almost 20 years now. In that time, the school has changed name once, joined a MAT and I’ve personally changed buildings twice. I’ve seen four heads and am about to see in a fifth after Easter. The school has grown from 420 N-o-R to almost 1000. Everything at school changes constantly and it never feels old or stale yet the place offers a strange sense of security and stability. Staff tend to come and stay. Some of us old-timers (partially) joke that we are now too‘institutionalised’ to leave. For all the great things and forward thinking that happens in my school, I am aware that there are some negative effects of staying put in the same school for so long and perhaps the biggest one is my exposure to other settings has been curtailed. Plato’s Allegory of the Cave has sprung to mind on the odd occasion over the years.

I admire people who have ambition and a long-term plan for career development but I am not one of them. I am ambitious for our children but my own sense of life contentment and satisfaction has meant that I don’t tend to have much of a long term plan. That is both a blessing and a curse.

I have never been one to chase formal power or prestige or ‘the next step’. That said, I do enjoy having influence and seem to attract both naturally. I have always felt like I wasmaking a meaningful and purposeful difference so when people talk about their ‘next chapter’, I nod politely but don’t really have any deep understanding of what they mean. The question ‘where do you see your self in 3/ 5/ 10-years time?’ has always left me cold.

The idea of headship never really occurred to me, although for many years different people have said words to the effect of ‘you’d make a great head’. I recognised it on an intellectual and rational level but not an emotional level. There has always seemed to be an imperceptible, impenetrable side to headship, an ‘otherness’ that I couldn’t articulate and that I didn’t recognise in myself – I am not saying it is rational, but it is how I felt and still feel to an extent. I think a large part of that is that, as much as I respected and admired all the heads I have worked under, I didn’t recognise myself in them. The two heads that I have worked for (for a significant period of time) were both consummate diplomats and both seemed to have an ‘inner steel core’ that eluded me. Ergo, I wasn’t head material. Not that that bothered me – I didn’t have aspirationsto be a head any way. Recently, I have become more aware that this is largely all perception and I know that people who don’t know me well tend to find me ‘intimidating and scary’ at first. I have no idea why – it is an aspect of my self-obliviousness that I have never understood. But if others think it about me and I think it about others, perhaps it is all a load of smoke and mirrors.

Another thing that made me (possibly, errantly) think I was not headship material is that I have never been able to get overly excited about data. Due to a personal hobby and using it in school, I am fully conversant in how to interpret data and use it for a variety of purposes but I don’t think weighing theprobverbial pig regularly actually helps to fatten it. If I believed that the people with the highest exam results achieved the most success in life, I would be happy to roll in data. However, whilst being able to read, write and do maths is of the highest importance, I have never been able to convince myself that once a certain functional standard is achieved, it doesn’t serve much purpose other than for people who want it for specific purposes eg a particular career. Maths is actually my favourite subject to teach but, at primary level, I do think a good liberal arts education forms the structure on which to hang academic learning particularly when making connections between different topics and disciplines. I have chosen to work in an inner-city school and I believe once those ‘wider opportunities’ are in place, the rest will come in due course.

It is my belief that Ofsted and SATs, in particular, disadvantage children already suffering from disadvantage even more. The reason for this is that in order to keep Ofsted happy, one’s SATs results must be good. In order to do that, schools are put under enormous pressure to narrow the curriculum for those who would most benefit from the widest curriculum. If Ofsted has to happen, it would be enlighteningto have Ofsted inspections without the inspectors having access to the data at first – this would stop the perceptions of the inspectors being anchored to the data. I realise this can’t happen as school data is currently ubiquitous.

I think one of the things that bothers me most is the notion that disadvantage gaps can be closed solely through good teaching. If that were the case, why do those parents who value education spend so much time talking and reading to their children, taking them to places and paying for music/ sport/ arts/ foreign language tuition? And why do children and young people who are from low socio and economic backgrounds who do get good grades tend not to progress through the ranks of their chosen paths? There is getting your foot in the door and there is staying put and getting ahead.Whilst getting great grades is undoubtedly a good start, it is by no means the whole story when tackling disadvantage.

 

Then there are SATs: with all the research on brain development and gender differences, why does the educationsystem persist in forcing square pegs into round holes by making all children at the age of ten or eleven pass an exam that most adults would struggle with. If it comes across that I am anti-academia, let me make it clear that I am most certainly not. I do, however believe that learning takes place went the student is ready, not when the teacher decides it. I agree with children having high academic standards but I have never been able to understand the rush to get all children past the post at an arbitrary age. The high-stakes nature of SATs isn’t aligned with doing the right thing for children. Schools are disincentivised to do the right thing by their children. The nature of the current education system forces the schools with the most socio-economic issues to resolve to turn to short-term and/ or limiting solutions. Everyone knows the story about if you judge a fish by its ability to climb a tree, it will never know its true ability. But the system makes schools do it anyway. Stanley Milgram’s infamous electric shock experiments spring to mind.

I have been lucky that my MAT and current head harbour some of these thoughts although they are constrained by the degree to which they can freely express it. My head has also allowed me to devote a large part of my leadership role to ‘evening up the playing field’ as best we can. It doesn’t necessarily translate straight into end of KS2 SATs results but it is our belief that it is the right thing for our children and will gush dividends for them in the long term.

Anyway, since March 2020, things have changed for me in a way I didn’t expect. I suddenly find myself thinking that if I don’t apply for headship, I am not doing only myself a disservice. I have seen the impact of our work during the pandemic and suddenly I have this new and strange feeling that I want more and to do more and to be more. I don’t necessarily want to be a head but I do want to make a difference at a wider, more strategic level and as far as I can see, the vehicle for that is headship. I am also a huge wimp and frankly quite scared to step out of my comfort zone. What am I afraid of? I don’t actually know – I think it is my own mind and my incredible imagination!

 

Since last March, I have found myself lurking in the world of Edutwitter and contributing the odd comment here and there. I’ve also found that I am attending more and more online workshops on areas of interest: social justice, Pupil Premium and the odd leadership course. Most of them are large gatherings or livestreams where one can watch on quietly. Sowhen the HeadsUp4HT #8 edition flashed up on my screen, I thought that I would sign up. I recognised Christalla Jamil’s name and the focus sounded interesting. It’d be my chance to find out what proper heads thought about the future of education and Ofsted without having to be diplomatic and ‘toeing the party line’.

My school uses MS Teams and for some reason, Zoom meetings are blocked on my work laptop so I log onto Zoommeetings on my phone. Like I said earlier, most of the gatherings I go to are either large affairs or there is the option to type your name into the Zoom box so the host can decide whether to let you into the meeting or not. Because of this, I don’t think it is noticeable if my phone falls over or I haven’t put a bra on and consequently, I haven’t even got around to changing my Zoom name from the default, which is the model of my phone.

So you can imagine my surprise when I slipped into the meeting earlier this week and noticed it was a very intimate gathering. Not only that but I (and my Honor Lite phone) were personally acknowledged by the host, Kate. There was nothing more that Kate or her co-host, James, could have done to be more welcoming and included everyone. Through my school, I am associated with @NottinghamCitz and they have a saying, “If you aren’t at the table, you are probably on the menu.” This was one of the few meetings that I have seen that people were genuinely listening to understand.

Another thing: many of the heads thought along the same lines as me. I found my self nodding along for pretty much the entire 90-minute session and was also impressed by how the talk was solution-focussed and psychologically safe. I was impressed by how honest and vulnerable people were – that can only come from a place of deep trust. I found myself thinking that perhaps there is a place in headship for people like me after all. When Kate, in particular, spoke – I felt like she crystallised all my deeply held beliefs. And she is a head, so…….

My partner says that making a stand on one’s own is like giving a finger – it can be snapped off easily. When like-minded people band together, a fist is formed and that is an altogether more powerful agent for change. For legal reasons, I must state that this is not a call for violence but a call for collective action!

Will I be going to another event? You bet! Perhaps, just maybe, there is a place in headship for people like me after all.


A New Normal: Looking to 2030

Ten years ago there was a lot of excitement about a ‘2020 Vision’ and what the education system might look like. In the end this excitement was misplaced and not just because of the pandemic. The possibilities which seemed tangible about the future of schooling had not been fulfilled. The pupil premium gap was as stubborn as ever, off-rolling remained a very live issue and the levels of violence which affected young people were disturbingly high. The recruitment and retention of teachers were both significant challenges as had been the case for some time and arguably finished the decade in a worse position than at the beginning. I am sure there will be many with more positive narratives to tell. It is true that the new Ofsted philosophy and the Early Career Framework, amongst other initiatives, were in their infancy at the time of the first lockdown in March 2020 but it was too soon to judge any impact.

 

While it is tempting at the time of writing (January 2020) to want to return to ‘normal’ we should aim for far better than the normality which existed pre-lockdown in March 2020. Some of this normality from an educational perspective was revealed during the first six months of the pandemic in a very public way. The grading process for GCSE and A level examinations in 2020 was a farce, and betrayed all too obviously the lack of trust from the government towards the profession. This was also on show as Ofsted took far too long to abandon its preferred modus operandi on more than one occasion. It felt that unless high-stakes cliff-edge accountability was in place from the angles of both assessment and inspection then central government was very nervous about the quality of what schools would be offering. The Secretary of State’s emphasis on parents contacting Ofsted if they were unhappy with a school’s remote education offer acted as further evidence.

 

By 2031 the relationship between government and the profession must be in a better place, not least because it is a poor advertisement for those who may join and those in two minds as to whether they should stay. As a profession we must aim to attract as many as possible with the potential to become fantastic teachers, and for a much higher proportion of those in their formative years to remain in the classroom. In order to do this the profession will need to work more effectively as a collective whole with collaboration, not competition, between trusts and schools as the distinguishing feature. Relationships within the profession need to mature in the same as they do between the profession and government. In 2020 there was far too much concern within secondary schools and MATs as to how their Centre Assessed Grades would hold up against the competition, as part of a sense that what really mattered was the achievement of the school and not those of the students. The process of recruiting and retaining the best teachers will partly depend on the moral core of the profession and what they see in the behaviour of their leaders.

 

The working conditions available in other professions will also be a factor. The issues around the lack of flexibility for teachers have only been amplified during the pandemic. Working from home with flexible hours is not going to be on offer for teachers, or at least not in the same way in other jobs, and those who have enjoyed it during the pandemic may not appreciate losing it. The gap between the day to day conditions of teaching and those in other industries will only grow. The truth is that teachers have always worked from home but it has been to carry out tasks which could always be delivered off-site, such as marking and planning in evenings and at weekends. Teaching from home may be possible for some, but not as standard practice. 

Conversely there are people who do not enjoy working from home. This includes those who do not have the space to do so. A family in a three bedroom house is in a far different position to several adults in a two bed flat unable to have a private conversation or work with an unreliable connection. Many enjoy the social side of work, and do not want it to be confined to a two dimensional screen. Does anyone really enjoy a ‘zoom lunchtime’? The benefits of having a workplace to attend and a stronger sense of camaraderie may be a greater benefit than is currently realised.

 

The relative stability of the profession compared to others may offer advantages. Schools will be less affected by Brexit than other workplaces, and the same applies to the automation of work or outsourcing to abroad. A salary with a pension may also look attractive in the likely difficult economic conditions ahead. These are all positives, and are worth making explicit, but they are unlikely to be enough to resolve the issue in the long-term.

 

Professional development opportunities need to be in the right place. Every school should be in a position where their programme has the requisite quality and quantity. Online learning for teachers can deliver the new National Professional Qualification programmes, master’s degrees, subject specialist workshops and access to the best researchers and speakers. Previously attendance in person was the only viable option for the vast majority. Anyone can attend any school’s INSET day if both parties are so inclined, or sign up to any university’s postgraduate programmes. High quality candidates will still be able to have their pick of schools, and the professional development opportunities may be the point of differentiation. 

 

The process of schooling must also move forward, and the professionals with them. One legacy of the pandemic is that those whose eyes always glassed over whenever they listened to a message around the speed of change in the workplace in this day and age, or how many different careers or jobs a student might have in the 21st century, are now paying attention. Every adult and child has learned new skills and competencies over the last year as they adjusted to lockdown life, and that process still has some way to run. If schools can demonstrate such agility in such a short space of time, then there is no doubt that education in 2031 can be very different if we choose it to be the case and if the government allows it. In a rare display of unity, education trade unions showed their collective strength in early January 2020 about the safety of returning to school and the government was forced to change its position. If this acts as a catalyst to increase the levels of dialogue and influence in the long term it will be positive for the profession.

 

Today’s year 1 students will take their GCSE examinations in 2031 and they will not expect an education which is stuck in the past. They are the most advanced group of six year olds in terms of their IT skills which has ever existed. They will not expect to abandon how they have learned during the pandemic going forward, or for their opportunities to be narrowed in the future. If their school’s key stage 4 or 5 option blocks do not allow them to take their subjects of choice they will seek a solution to be found if they are to stay. When there are topics they do not understand in class, they should be able to access a high standard of online resources and possibly a qualified adult to take them through it. In the case of the latter they will not care where the person teaching them on the screen is located, which may provide opportunities to some. Above all they are unlikely to accept that their future should be determined by fifty hours of hand-written examinations at 16 and 18 which do not test the breadth of the subject. The relevance of the system will be in play.

 

This includes the day to day experience of schooling. The model of all students and teachers on site for six to seven hours a day from Monday to Friday is much more subject to question given the quality remote education has reached already. In my view, it will remain a sufficiently inferior experience to be a genuine challenge to the standard model but it will shape it nonetheless. What will happen when a year 13 student asks to learn from home one or two days per week, in the way that has become common in the workplace?

 

The young people of 2031 will need a renewed profession as do those who work within it. It is very possible that the economic circumstances over the next five or even ten years mean that the proportion of students who qualify for free school meals will increase, and the prospects for families to extricate themselves from these circumstances diminish. The students whose future is most at risk require qualified, motivated teachers who are happy to be in a physical workplace, reject the flexibility of other professions, want to stay in the profession and develop their skills over time. For that to happen schools must work together more effectively as a group and central government must be explicit in its trust and confidence of the profession.


Do I tick the box?

Do I tick the box?

I am a gay headteacher. This has been and continues to be a professional barrier for me. In the past I have been told that I should not be a headteacher as parents would not want me lead their child’s school, that parents would take their children out of the school ‘in droves’ if they knew. That staff would not respect me and they would leave. Very recently I was told not to apply for headship at a Church of England school as they would not want 'A gay person talking about Jesus.' I realise that these are the views of individuals and not representative of the education sector or indeed the Church of England but it does raise a few questions.

If somebody is willing to say these things out loud and to my face what are they actually thinking on the inside – is it much worse? Also if a few people can say it out loud, how many others think it but don’t say it? The term ‘covert homophobe’ can be interpreted in a few ways but for the purpose of this think piece I am going to use it to describe people who are outwardly positive about members of the LGBTQI+ community but on the inside this is not the case. I cannot count the number of times I hear ‘I love gay people, lots of my friends are gay’ to be followed by a homophobic joke when they think I can’t hear.

Another burning question I have is what to do when I am filling in application forms. Do I tick the lesbian box, leave it blank or lie and tick heterosexual? The easy answer is of course to tick the lesbian box - but does that put me at an immediate disadvantage? Well it does if the person shortlisting is a covert homophobe. I have been advised to always tick it and then if they don’t shortlist you for that reason then it is not the right school for me. Why? There might be only one covert homophobe in a staff of 100 or it could be that I can change their mind? More importantly why should I not be given the job? If I am qualified who are they to stop me! The other side to this coin is if I do get shortlisted, is it because I ticked the box? Are they interviewing me, with no thoughts of ever giving me the job, just because it will look good on their diversity statistics?

I do still hear the phrases

‘Surely that doesn’t happen these days?’,

‘Things are different now.’

In some ways society has progressed, it is less prevalent but by no means gone. In my private life things are the same. I am always conscious of where I am and who is around me. I often feel unable to ‘relax’ in public spaces and show any affection towards my partner.

Covert homophobia happens all the time, I am sure this is the same for covert racism. I have been seated out of turn at restaurants, I have been threatened when I held my partners hand. Then there are the more serious examples including a man shouting ‘I just need the right man to show me how it is done – then I wouldn’t be a lesbian. I am not sure if he meant it to be a harrowing threat, but that is how it felt. The world is a smaller place for me, there are several countries, I cannot visit or teach in. There are still countries where being gay is punishable by death. Ticking the box is not an easy decision, previous homophobic incidents scar in the same way as any other discrimination. It cannot be easily erased. So I ask you to think about the following:    

When you get an application from somebody who has ticked the box, understand how much this person may have agonised over this.
Try to think about new members of staff who are gay and go out of your way to support them as much as you can, covert homophobia is still around and may well be present in your staffroom when you are not there.
Don’t be too keen to join the ‘it doesn’t happen in this day and age’ band wagon, as it does.
You should consider if not being homophobic is enough. Being anti-homophobic and acting as an ally and an advocate at all times is the only way to counteract the covert homophobia that is still there under the surface.

#Hopes4Ed Event Summary: There is a new conversation about education

This event will focused on our #Hopes4Ed theme #01: There is a new public conversation about education: Launch a commission on the future of education and learning in England that unites the needs and ambitions of learners, educators, employers, and parents.

 

To tackle the challenges of the future, we need to design education systems with a broader set of outcomes that support ‘whole child’ development and help young people develop the capability to thrive through change and become agents of change themselves.

 

The HeadsUp4HTs community are dedicated to this. Now is the time to discuss what the future of education should look like and what needs to change in order to make this happen.

 

Big Change have recently published a report in collaboration with IPPR detailing how Covid-19 has disrupted learning in an unprecedented way, and how we might rethink educational priorities to build back better. This means preparing children for life, not just exams & tackling inequalities outside, as well as inside, the classroom.

 

Have a read here: https://www.ippr.org/research/publications/the-new-normal and let us know your thoughts by completing this short survey bit.ly/bigchangesurvey

 

We will focused our HeadsUp4HTs discussions for this event around 3 key points:

  1. a conversation about how our education system can prepare children for life, not just exams
  2. a conversation about where and how learning takes place – as well as who is involved in it
  3. a conversation about the need to tackle inequalities outside, as well as inside, the classroom.

 

Here are some summarised points from the event. The voices of REAL, AUTHENTIC school leaders and big changers at the coal face of the education system.

 

What is Education for?

 

At our special school we have revised our whole curriculum to 'empower our pupils to take on the world'. Our whole school focus each half term is a 'big idea' - eg this half term DIVERSITY (in terms of race) and our teaching is underpinned by Oracy (Voice21)

 

The first thing I would say is what eduction is not. Stealing the late, great Sir Ken’s view, I don’t believe education should be based on the industrialisation of the employment market. I believe education is a mission to live out your talents in the pursuit of contributing to community.

 

Society has inevitably changed and this liminal space should be an opportunity and  time to evolve.

 

As a parent and campaigner I’d like to see schools liberated from backwards-looking education policy, especially around assessment and certain aspects of curriculum, so that all children can thrive and fulfil their potential. At the moment ideological clinging to assessment on the part of policy makers is the tail that wags the dog, and we see narrowed curriculums, children’s love of learning supressed,  valuable teaching time wasted, deprived communities left behind and teachers and heads throughly beaten down. There’s a huge opportunity for change now.

 

We often talk about the beat of the drum... OFSTED drum? Or a values-based, school mission drum? This comes down to what a) the accountability structure is and b) how success is measured and valued.

 

Across the Whole Education network we found that Student agency was the key barrier to remote learning - i.e. access to technology was a barrier but not the barrier - agency was

 

The system currently measures success by grades

 

But what do we measure the success of education by ...we'd all agree it's wider than the results. We need to reclaim this.

 

I agree with the focus on looking beyond exams - the role of tech in ed is much more complicated - not least because use of digital needs to be driven by pedagogy not vice versa, and the what digital pedagogy means for the primary age group is unresolved.  Plus giving everyone digital resources doesn't  solve the problems of sufficient physical space to use them in at home

 

Redefining success will be at the heart of the Co-mission’s agenda

 

There's so much in the neuroscience and EQ linked to disadvantage as well as belonging and agency. Social stereotyping is bound up with so many assumptions and expectations

 

The schools I've looked at in US that have flourished have recognise the value of community agency in education and how this responsibility is broader than just with schools.

 

What is education if our young people leave school without understanding and knowing how to find their place in the world?

 

For our pupils (SEND) the ability to communicate their needs and to be able to make informed decisions and reach informed opinions is key to their success and happiness in life

 

All too often I hear the term 'hard to reach communities' This is always from schools / academy chains that have often isolated the community and have kept them away because of the drive to get the best outcomes

 

Do we feel that the curriculum is narrowing post pandemic? Or, is there a renewed focus on a more holistic curriculum? Is our curriculum out dated and irrelevant in the ‘new normal’ post COVID?

 

We've expanded our curriculum - more protected time for outdoor learning, music & art - all great for positive mental health.

We have an archaic system & archaic curriculum in comparison to schools worldwide. Look at the outcomes of the curriculum in schools like The Green Schools in Bali and SA, a complete different outlook on what education should be with an incredible focus on ethical curriculum and sustainable living

 

The work I did with the RSC ( real Shakespeare people) all supported developing rich language and active engagement with language for all, not drilling for tests. AP children and children from diverse backgrounds felt valued and LOVED it...they flourished. It formed the basis from a rich and vibrant approach to curriculum.

 

Our research with parents and children on the subject of assessment in this school year: 

https://www.morethanascore.org.uk/parents-call-for-government-to-cancel-sats-in-2021-and-put-childrens-well-being-first/

 

Research with parents on the issues in general, showing that SATs  results are definitely not a priority when it comes to choosing a school: https://www.morethanascore.org.uk/wp-content/uploads/2020/01/Parents-research.pdf

 

https://www.morethanascore.org.uk/primary-school-leaders-deliver-damning-verdict-on-high-pressure-testing/

 

The constraints of the system have for too long prevented schools from doing things differently. How can we show that there is another way when leaders fear what could happen?

 

I’m going to be a little bit provocative…..we have been here before with regards to wanting a different way…..the biggest difference is that we need to use the opportunity to action the change - I love discussion but I would also welcome action

 

So, what we need is actionable steps. To feed this back to DfE, to unions.

 

I've sat in on several conversations including with Head trade unions, where heads have been very strongly arguing against catch up and arguing also that their members shouldn't play the role of Ofsted inspectors, monitoring how fast catch up is going.  Our research project conducted a systematic review of the literature on "learning disruption" - not learning loss, a good deal of which is misleading.  The findings emphasise that recovery is helped by slowing down the curriculum, providing space for creative activities and opportunities for children to talk about their experience.  This is a useful reference point to counter the learning loss narrative that emphasises catching up

 

Agreed, slowing down the pace of curriculum and focus on getting the fundamentals right

 

The SEN curriculum has always been and will always be about the whole person. With SEN, we devise the outcomes that young people work towards and are assessed against. so powerful. We get to make a difference.

 

You might be interested in this paper on some ongoing research on the Phonics test in Year 2 bit.ly/AB_PSC

 

It takes us all to come together to make a difference. One HT in their school refusing to do the PSC just ends up with that HT in hot bother. We need to rise up together for change to be possible and now is the time.

 

We've been trying in the IOE project with Gemma to capture and document primary schools' experiences - to amplify the voices of the people who know what is happening in the real world. 

 

If you unpick what works, it’s because there’s a focus on the whole child, it is not exams driven and it’s about life skills and inner curriculum

 

I wonder if there are other ways of rebuilding stronger local partnerships between schools so that individual heads aren't left alone with the decisions they take.  Estelle Morris is chairing the Birmingham Education Partnership which is committed to working with all schools in or out of LA management - rather like London challenge

 

We have designed a system that allows a third of kids to feel like they’ve failed! What even IS that?

 

How about involving/looking at parents, children and communities as shareholders so that we are serving the needs of the people that the school lives in.

 

If SATs etc don’t go ahead this, that will be two years without them! Without the world ending. That is a very strong evidence base to say they should not come back.

 

Get parents on board by educating them too.  Together offer a curriculum that works for our community. 

 

We are doing something at a school level - we have transformed our curriculum and have consulted with staff and pupils. We are just getting on with it because we know its the right thing to do. So far the results (engagement and 'buzz') are exciting and are keeping us going through tough times

 

Our children are the business of everyone..Whether we like it or not the world is transforming...we HAVE to transform their education...it won't fit their world. This is part of the message. The world has changed, and we can all clearly see what attitudes, skills and values that have been so valuable in working through this and thinking creatively about it.


#TheNewNormalEdBook: A HeadsUp4HTs Event Summary

It was a pleasure to host the first in a series of HeadsUp4HTs events focused around The future of Education: What should Education Be?

 

James and Kate welcomed the HeadsUp community, alongside Diana Osagie, Arv Kaushal and Dr Emma Kell and held an electric discussion focused around 3 inspirational chapter from Opogo’s EdBook, which focuses on identifying and implementation a new and purposeful way of educating.

 

Diana empowered us to become Captains in an army of Change. A reminder that we are not defined by our roles as Headteachers, as school leaders. We are more than that. We have the voice, the strength and the power to influence the education system for the better. We will not reduce what we do to a mere title.

 

‘We hold the door open to the future of the nation’

 

‘We can’t keep doing the same normal.’

 

Diana challenged us to think about what changes we would like to see in the system. Thi is what we said:

 

I would love to see…..schools embracing inclusion in its TRUEST form - embracing difference

 

I would like to see an Ethical Curriculum that is devoted to development of self, of others and a sustainable way of living

 

I would love to see….less reliance and strength on the examination process

 

I want well-being for all of the community the top priority.

 

Fairer assessment of progress and achievement

 

A culturally and historically honest and true curriculum.

 

An emphasis on sustainable relationships

 

An end to the social mobility narrative in education - how can we empower young people to be the best people they can be, not just make the most money?

 

I would like schools to be judged against whether they deliver their school motto - every school has a statement of values, but we get judged on data...

 

I would love to see the role of HT become one that is manageable and realistic. 

 

I want all teachers entering the profession to lead a values based strategy to learning development.

 

I need to see that people, families and pupils are not marginalised. I want to see acceptance and a curriculum for all. I want to see consensus and collaboration. 

 

I would love to see more cognitively diverse recruitment panels - with clearer comments when giving feedback to those that weren't appointed - as opposed to inappropriate an lacking in authenticity feedback

 

I want to see competition broken down between schools and really see everyone working together to change education of every child for the better - stop referring to 'brave' leadership - it's just doing what is right for our children.  We shouldn't have to be being brave!  We are just doing what we know is the absolute right thing! 

 

So how are we going to action the above? We will be discussing these points more in our forthcoming meetings and events. But, in the meantime, hold yourselves to account the changes you want to make. What small steps can you achieve in the mean time? How will you start your journey into a new education?

 

Arv shared a moving experience of belonging. Belonging in the UK, belonging in the school’s education system. His vulnerability and transparency was applauded by the community He asked us, ‘How can we ensure that diversity and inclusion remains high on every agenda?’

 

Some points from the conversation that followed:

 

We need to be aware. Hold mirrors up to ourselves and to each other in a compassionate way. Moving from the unconscious to the conscious

 

How do we move from the current state of education to a path that is more aligned to our values and visions?

 

A question for everyone - Do you think the feeling of belonging is different when a protected characteristic is not visible? 

 

Honesty and integrity...comes down to having a long look at self... then re examining . The policy formation needs to be grounded in why...not just how and what.

 

The How is the greatest challenge I think

 

How do we get persons not aligned to our way of thinking etc to see a different point of view? The why is clear. But as Arv has said, the diversity of thought etc in the leadership isn't there.

 

We gotta get started - if not now, then when? Tangible strategies would support next steps.

 

I believe that a unified and conscious sense of belonging is a start. Getting to that start point is uncomfortable but essential. Needs to be meaningful and authentic

 

It’s a tough system, so we need to do all we can can to make sure every pupil and every member of staff belongs

 

We can't carry on like this- change is needed. 

 

We exist! We have voices. We want to make changes. We are powerful!

 

The theme that links both speakers is: "If not now, when and if not us, who?"

 

Dr Emma Kell gave us 5 questions around Wellbeing to think about, following from HeadsUp discussions around sustainable headship, wellbeing and the support (or lack of) available for Headteachers. 

 

1 - How will you know when your wellbeing is under threat?

2 - Where do you go where you don’t think about work?

3 - What’s your next concrete step in looking after yourself?

4 - Who can help you?

5 - When will you take time for YOU?

 

Some of our thoughts and comments focused on wellbeing ensued…

 

The problem we have is that the system is predicated on working way too many hours to achieve "an acceptable standard of education." I resigned at Christmas as a head and my wellbeing is 100% better. I've time for me and my family. It shouldn't have to take me leaving the profession to achieve acceptable personal wellbeing.

 

My work life balance is fantastic since I left headship

 

(In response) That's a sad reality for many at the moment Andy.  It has to change

 

I’ve spent 4yrs dedicated to writing the wellbeing section of the new curriculum

 

How do we change it? The DfE talk about wellbeing but neither they nor Ofsted understand the concept.

 

Being part of a Mat unfortunately put more layers on the time constraints and I was less in control of my time, but I still feel guilty spending time on me!

 

Thank you for highlighting that I have neglected my own wellbeing

 

Need to remind all of the teachers in my life, especially heads, of their FABULOSITY

 

I’m thinking about what disseminates from our Trust board and its impact on the leadership in our school.... I want to get brave and assertive on creating that not having it done to my fabulous school

 

Well being for HTs is absolutely key! It's been difficult for me as a HT this term but I am trying-will walk the school tomorrow pm after my HT time in the morning, at home, reflecting...

 

Model the values you believe in

 

We have to make sure our oxygen mask is on first!

 

If you are working so many hours what are you doing wrong?

 

Because so much of what we are asked to do, from above, is irrelevant!! but we are held to account on it.

 

It is also whether you feel you are supported - by your governors, trustees etc.

 

OFSTED are driving force in grinding school leaders down :(

 

Then the question continues… accountability for what purpose? To whom? If it doesn't add value to your pupils and community, then why? Who decides?

 

When did OFSTED and DfE know more than Headteachers at the coal face??

 

At the moment the frequency of changes in guidance and responses needed for updating risk assessments and covid response...this almost creates a new role within the school dedicated to covid response. The accountability hoops in that we have the additional pressures drives behaviours

 

At the moment Covid takes over the day and all the rest happens in the evening!

 

The agenda and responsibility of the GB to monitor headteacher wellbeing often feels artificial and tick box - and therefore not valuable!


HeadsUp4HTs: A reflection of my experience

I joined HeadsUp during Lockdown. I’d seen it pop up on my feed a couple of times and then I recognised a couple of people that were rewteeting. Several weeks into lockdown and the challenges and pressures from the community, the Governors, the last minute changes from the DfE and the sleepless nights over safeguarding were all taking their toll. I’d been running a school from my kitchen table for 6 weeks on top of home schooling my own children. 

 

Could I share a space with them? 

 

I attended a session on a Saturday morning. Looking around the Zoom studio put me at ease. Some names and faces I recognised. Lots of coffee drinkers. Someone was eating porridge. I could see a pile of ironing in the background of one member’s living room. No one had a fancy bookcase. This was a space for me! 

 

James Pope the founder of HeadsUp framed the space for us all: HeadsUp is a safe space for Headteachers, past, present and future. HeadsUp provide free support to teachers, through crisis calls, career advice, safe spaces to meet with other values-based leaders, events throughout the year all based on things real Headteachers care about. No one would be screen shotting or tweeting about others that attend, it was our choice if we wanted to share that we’d been to a meeting. It is a place to share vulnerabilities and champion the role of Headship. 

 

We talked about what we felt needed to change in the system. We all had a chance to speak. As usual, I felt nervous about sharing a part of myself with others, but James and the other Heads had put my mind at ease with their reassuring nods, smiles and championing chatter in the chat function. Within the first session I felt part of an extraordinary community.

 

Over the weeks, as I attended more sessions, I learned more about the other members. Some Heads appeared each week, fiercely loyal and compassionate in remembering the details shared by others in the weeks before. I shared my number with another Head who had messaged my privately during the session. ‘Are you ok? You look tired this week.’ That Head is now a friend. We are united through HeadsUp and share our values and have telephone chats on our car journeys most weeks. Another Head sent me a book in the post, she noticed I was having a bad week and wanted to cheer me up. 

 

Towards the end of lockdown I was on my knees. James had offered the free crisis calls and I needed help. I called him late one night. He listened as I ranted and struggled to articulate my feelings and explain the situation I’d found myself in. He calmly coached me through my thoughts. He shared a little of his own experience. He repeated my thinking in a way that sounded more logical. He asked me to think about the pros and cons of the situation. Most of all, he reminded me that the problem was not me, and that I was in control of the situation. He left me standing stronger and with some small actions to complete to improve my situation. I’ve had two more calls with James since then and my issues were resolved and I moved forwards. There’s a lot to be said about those that support and give their time for free. I know that there is always someone at HeadsUp who is willing to give their time to me. 

 

Some Heads are really going through the mill. Others have been brutally pushed out of the system and attend as part of a cathartic process and to support others in a similar position. Others are new to headship yet have an enviable energy and innocence! Everyone has a story to tell, a journey to share, and experience to enrich the conversation. 

 

Each week my cup is refilled as I meet with people like me. Heads who sometimes struggle, Heads who are finding it tough, Heads who are courageous in their pursuit of a better education, for their own communities and beyond. Within this group, I have a voice. I am valued and listened to. I am supported and I don’t have to wear a mask.

 

The conversations often develop from mutually supporting each other to a deeper discussion about what education could and should be and how we need to champion the role of Headship more. I know that there are several events coming up where we will get to discuss our ideas with a wider professional community. I like the fact that even Headteachers like me, with a small Twitter following and a small voice, get the opportunity to collaborate with those who are more widely recognised in the world of education. HeadsUp reminds us Headteachers at the coal face, in our crumbling LA schools, that we matter. That we have a voice and we can be heard. We are reminded each week that we are working in a human industry. Relationships are the foundations of what we do.

 

I love that we have opportunities to chair network meetings and contribute to the newsletter. Next month I’m going to host a Saturday morning meeting. I’ll get the chance to facilitate the safe space. There’s no hierarchy, no intimidating Edu Celebs, just a powerful and compassionate group of porridge eating, pyjama wearing professionals who have the potential to shape the future of education. I’m also going to nominate one of the members to appear in the members spotlight in the newsletter. He doesn’t know it yet, but he deserves a light shining on him. I’m also building up to writing a Thinkpiece about what it’s like to be an Introverted Leader and I’ve been asked if I’d like to write a Case Study on one of my experiences which I shared at a recent meeting. It’s surprising how you think you’re the only one that’s ever worked in a toxic environment! No - I can assure you you’re not!

 

I’ve watched Heads laugh and cry. I’ve laughed and cried. I’ve also changed policy and actioned changes in my school as a result of the discussions we have. I’m empowered each week and even when I’m feeling low at the thought of another DfE announcement, or a week of safeguarding issues, I show up. I show up because I also feel a loyalty and a collective responsibility to the members of the network. They’ve been there for me and I will be there for them, although, I am reminded by the hosts most weeks, we should only attend if it serves us to do so. See what I mean about compassion and values-driven? No pressure here, just recognition that there is enough pressure on Heads at the moment. 

 

To anyone who is thinking about coming to a meeting, or getting in touch for a supportive call, then you should. It’s safe, it’s kind and it’s empowering. It’s humanistic networking and leadership at it’s best.


OFSTED During Covid: A summary of their questions and our responses

This is a summary of an experience of an OFSTED ‘visit’ during October 2020 from one of our HeadsUp4HT’s members who is an Executive Headteacher in an infant school in the UK.

In sharing this, we hope to give you a transparent reflection of the items discussed during the inspection. This may support you, help prepare you or build your confidence and understanding of the process. Many thanks to our contributor.

Infant School Monitoring Visit

Telephone Call:

1. After agreeing to come in, inspectors asked for a well -ventilated room and wash room facilities etc
2. They asked if we had any confirmed cases (for their risk assessment)- we had literally just sent all Year 6 and 6 staff home
3. Explained the purpose of the monitoring “Covid time research” visit and that the questions were very much script-like used across all schools visited
4. They outlined the day ahead:

10 am start

10:15-10:45 Context

11:00- 11:45 Safeguarding

12:00- 12:30 Attendance

12:45 -1:45 Curriculum

2-2:30 Behaviour

The call lasted approximately 30 mins.

1. How effective are leaders in returning children to the school and implementing the curriculum?
our plans in the lead up to lockdown
our experience during lockdown
our actions since lockdown and full return to school

They also continually asked if anything positive or negative has emerged as a result of the above areas, actions etc

They went on to ask about our reflections in terms of what we might do differently next time and the learning that we have taken from everything that has happened and what we have actioned moving forward because of this.

Context of our school lockdown

We feel that what we did during lockdown has impacted on the full return of staff and pupils in September 2020:

o Utilised the lockdown opportunity for CPD to tackle areas that clearly needed addressing (my evaluation of current provision)
- Safeguarding
- Online Safety
- Google Classroom
- Purple Mash
- Mindfullness and Wellbeing
- Reading: RWI, Daily Supported Reading, Destination Reader (KS2)
- Writing: The Write Stuff
- Maths: Inspire
- Environments- clear out
o Recovery Curriculum –The Big Think approach for PSHE underpins all our learning now and is accurately aligned to our Christian ethos and values. That is the only change. Expectations are high so all the children are in receipt of a broad, inclusive curriculum. The timetables have not changed and this was the case from the word go. There have been additional outdoor PE sessions and music, singing etc have continued.
o Weekly calls and transition meetings at the end of the summer term, helped identify families who were anxious about coming back.
o Having Reception and Year 6 come back allowed time for staff who were absent to stagger their return and take part in CPD ready for the new term
o Risk Assessments
o Accountability document to delegate new and clarify expectations of roles and areas of accoutability
o SPAH Ways (non- negotiables)
o Communication to staff and children
o Rigour of home learning – high expectations - further enhanced by Google Classroom (and training) Purple Mash (safeguarding keeping safe online)
o Extra INSET days to allow for full preparation and teacher training -safeguarding addendum to include Covid info and Behaviour policy addendum
o Main barrier: No internet access at home (40%) and only mobile phones

Training for staff

o Mostly online training of staff e.g: already mentioned
o Oracy and effective communication, emotional inteligence
o Ongoing training for staff; also accessed training via Tom Sherrington, Mary Myatt, Ed Tech and Reach Team, Curriculum HEP, Bereavement Training, Mental Health First-Aid (Rebecca), SSS online. National Online safety.

Wellbeing of staff & relationships

o Updated staffing structure (Roles and accountability) – thought about where relationships were best, particularly for our most vulnerable children given Covid and absence from school
o Communication and checking in with staff
o SLT – line management structure supported others
o Signposting staff to external courses, including stress management courses – help lines provided on school website

School’s priorities and changes in priority

o Focus on Emotional strength through The Big Think and working closely with councellors
o Inclusive SPAH curriculum
o Sustainable & remote/blended learning offer
o Governor involvement re: Safeguarding, H&S
o More of a focus on oracy and language rich environments

 

Recruitment

Attendance

Behaviour

Recruitment

o 1 new member started during lockdown 
o All new staff were included in all meetings and training opportunities then 3 more in infants and a music teacher

Attendance

Attendance during lockdown

o Reported daily to DfE
o LAT (LDBS London) Weekly State of play

Attendance now

o 96/ 97% overall

Removals from roll since September

8 children left as a result of Covid in

total

A concern are the number of children leaving this week (infants only) due to circumstances out of our Eg. N-1 chid (left the country)

R -1 child homeless and rehoused out of borough

Y1 -1 child homeless rehoused out of borough

Y2 -1 child deported

Barriers to children returning (Google Forms survey and follow up calls)

Y6 first then Reception

o Travelling to school via public transport for those out of borough
o Parental anxieties
o Quarantining children/self-isolating

Attendance Policy changes

o None  - no fining of parents being brought in

Actions to make sure children are attending

o Parent Support Worker
o First day calling
o Calling parents and reassuring them
o Ongoing weekly communication via letters/newsletters and website updates/ Twitter/ phone calls/ visits
o Presence on the gate each day
o Working with EWO
o Home visits where necessary

Behaviour:

How are children adapting to the return to school

o All good – very calm; staggering/timetabling has supported children’s behaviour

What actions have we put in place to ensure smooth return?

o Transition sessions
o The Big Think- mindfulness and wellbeing
o Videos of school on website – new class tours
o Zoom professional Meetings
o Transition information packs for children with 1-1 support or for children who needed it
o Meet the Teacher Meetings remotely – video and phone calls
o Very small school with a Christian ethos, familiar staff (transition not an issue)

Barriers to pupils’ behaviour/ attitudes- no issues

o Lack of routine for some children but thus far, no significant cases of this (quickly remedied)
o Some anxiety about new procedures e.g: children’s families with autism

Changes in routines for staff and pupils

o Risk assessment- shared all staff
o Bubbles, staggering, timetables, one-way systems, hand-washing, spacing, lack of visitors, visits,

Policy changes

o Reviewed Positive Behaviour Policy and addendum to reflect hand, face, space and new expectations – posters around school
o How we communicate and engage parents

Actions to support SEND children and @ risk children

o As above
o Weekly phone calls
o Regular communication with parents
o Individual risk assessments
o Inclusion Manager meetings earlier this term

Any poor behaviours or surprising changes in behaviours of children

o None – no behaviour incidents have been logged thus far

Exclusions – what have we done? What will we do?

o No exclusions to report

Use of external agencies to support behaviour – how has this changed during lockdown and now?

o Specialist behaviour support to support one vulnerable child who has yet to return (Supply Reception- high ratio of adults)
o N/A as not needed for others

Use of funding to support children’s behaviour

o Other than with one children, not applicable as not required

 

Safeguarding:

What are the changes to our safeguarding practices?

o TAF, CP & CIN meetings all undertaken remotely.
o EHCP pupils had individual risk assessments completed that were annotated as and when necessary (phone calls each week).
o Any struggling were referred to external agencies: Trailblazer, EWO, EP
and counsellors available for families and staff
o Recording concerns and following up – this is the same CPOMs.
o Guidance provided to staff about indicators of concern (training).
o Follow-up during lockdown on children not accessing work
o Home visits undertaken to monitor particular concerns and deliver food, check on wellbeing of the families we called
o Teachers completed weekly calls logs- where necessary SLT / DSLs followed up with any necessary safeguarding
o Used own knowledge of families to offer places to other vulnerable groups

How are we ensuring ongoing safeguarding for staff during remote education?

o Remote Learning Policy and handbook that are supported by risk assessments
o Meetings – inviting all staff to meetings and if didn’t attend, follow this up (meetings also recorded and available where necessary to support follow up)
o Weekly support staff meetings
o Free sessions from MIND and regular signposting to support agencies/training
o Offered Zoom staff meetings (NHS)
o Flexible with timetable if others for example, have not been in school
o Phoning staff
o Regular and clear communication to all staff
o Being open, honest and reassuring
o Code of conduct for remote teaching implemented as well as Remote Learning Policy and Contingency Plans

How have we identified new vulnerabilities?

o Same systems as before
o Know families who are vulnerable and providing support as required e.g: use of PSA worker
o home visits
o Risk Assessments including all BAME staff, pregnant staff members and those who arec most vulnerable
o Identifying indicators of new mental health needs and staff understanding its link to safeguarding; this was referred to on during INSET days re: KCSiE

How do we make sure the children get specific help?

o Referrals to relevant agencies
o supporting – food and clothes (books, pencils and packs)
o Resources available in school
o Weekly Inclusion meeting meetings focused on wellbeing and how well children have settled back in school (Team Time, additional time for support staff to meet with class teachers after school)
o Open channel of communication for parents via emails
o School nursing service
o Vulnerable children during lockdown re: FSM vouchers and local foodbank
o Providing individual support to parents who are self-isolating

How are we managing safer recruitment?

o Policy being updated to reflect changes
o Supply staff – checking of DBS and all necessary procedures (usual procedures in place)
o Recruitment would be undertaken remotely
o No volunteers or work experience students
o All specialist teachers, SALT etc when on site adhere to school’s protocols and procedures which have been shared with them e.g: Risk Assessment

How are we managing allegations against adults?

There aren’t any but if there were:

o Report to ExHT / HoS and would refer to LADO
o If about ExHT to Chair of Governors
o Would be done through social distancing and risk assessing each meeting

Any challenges in maintaining the SCR?

o None – all up to date

Concerns raised since lockdown – how have we managed them?

o Managed via email, phone-calls and PPE
o Safeguarding concerns logged on CPOMs
o Children not returning to school via HoS and EWO (only one but has since left to return to their country of birth)
o Parents called within the first day and then every day if necessary
o More details are now required when parents call in about child being sick

 

Curriculum:

What is our trajectory to be delivering our full and usual curriculum?

o In place with rigour
o Immediate return - Transition, well-being, mental health, routine, relationships with peers and adults alongside assessments entered as Summer 2 after 2 weeks in
o Phonics and reading
o The teaching of subject-specific vocabulary, key knowledge or skills will continue to be a focus.

What barriers will we be facing to get this in place by the summer term?

o Class/staff absence and return to remote learning – see Remote Learning Policy
o Reading/writing stamina
o Readjusting to learning routines and behaviours
o Mental health issues
o Interpreting government guidelines
o Gaps as and when summative tests have been analysed – these have started re: tests
o Access to resources – bid in for additional resources re: GT, New Wave, Tottenham Grammar
o Volume of curriculum to cover between now and the end of the academic year

What is the breadth of the curriculum now? Is there anything we are not teaching?

o All subjects are being taught, though in more limited depth in some areas re: content
o Content which is chronologically important will be taught; teaching of required skills is non-negotiable
o RSE catch-up from summer term and prior to statutory requirement for April 2021
o Currently no swimming or external trips/visitors

Is there a difference between the offer each year group is getting?

o No, although each group will adjust according to need

How are we prioritising the content of our curriculum?

o Core areas in the morning to catch up with teaching of core skills where there are gaps

What priorities do we have in each year group?

Already mentioned

What are our assessment practices? What is the initial assessment revealing?

o Referred to week 2 data- early indicators are that outcomes are low.

Reading – are we changing the books we are reading because of COVID?

o Children take books home and quarantine when they come back
o Daily cleaning increased significantly

What is the nature of the support we are offering children to catch up? What strategies are we using?

o QFT – linked to all new training undertaken
o Online resources
o Interventions
o National Tutoring Programme sign up and engagement with EEF resources
o In house training re: high expectations

Are we doing anything to support specific gaps in knowledge?

o Pedagogy of teachers through CPD to determine gaps and plug them
o PLR – Professional Learning Journeys (Flip model of monitoring)

Remote learning – our journey to now. What are we offering currently?

o Purple Mash
o Google Classroom
o Online resources: Oak Academy, Oxford Owl, Learning Village for EAL children, Rock Star Tables etcetc
o Specific resources/work adapted for SEN children
o Packs provided for children as required

Is remote learning aligned to our curriculum?

o It was during lockdown; blended learning opportunities are being developed further via CPD
o Expectation currently to set one piece of online homework and give feedback after half term that has increased

Another Lockdown/ School closure/ Bubbles or Year groups isolating

What might the school do in case of further lockdown?

o See Remote Learning Policy
o Will continue to keep in regular contact with parents  

How are we using funding? How much is it?

o National Tutoring Programme, drawing on best practice from EEF
o Additional resources to be used at home
o Separate bid re: Grieg Trust , New Wave
o Embed funding strategy into Pupil Premium Strategy
o School Home Support

Has remote learning and the lockdown brought any positives? For any specific groups?

o Upskilled staff and children re: remote learning
o Routines and procedures are working better
o Community of staff have gelled better
o Parents more appreciative of what the school is offering – much positive feedback

What is the role of the parent in remote learning?

o Continually reviewing our parental engagement processes and practices
o Encouraging staff to attend parental engagement training
o Maintaining communication with harder to reach parents (AHT for inclusion)
o Tailoring the expectations of parents to the ages of the children
o Ensuring communication is delivered through a range of means (text, email, website or face-to-face)where necessary in order to make accessible to all
o Asking parents for suggestions of how they can help
o Target and communicate with clarity so all understand (consider language needs, translators)
o Home visits
o To ensure that pupils are safe when accessing online work – this was shared with parents
o Parents need to be present during Zoom meetings with councellors or any others that are necessary