Report June 2012

report

JUNE/JULY 2012

THE MAGAZINE FROM THE ASSOCIATION OF TEACHERS & LECTURERS Â£2.50

More snakes, less ladders Will changes to appraisal procedures be more punitive than supportive?

ADVICE Tips on how to make the most of differentiation

No case for regional pay Local pay will be a disaster for poorer pupils

Too much testing An alternative early years curriculum

JOIN THE DEBATE How negative body image is affecting children and adults alike

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Contents

Welcome

MEDIABLITZIMAGES (UK) LIMITED/ALAMY

10 18 Join the debate

Features 10

The rules have changed Report looks at the new appraisal and capability procedures

Too much, too young An alternative to the Early Years Foundation Stage is proposed

Agenda General secretary Mary Bousted on why regional pay would be a disaster for both pupils and teachers

ATL in Wales, Northern Ireland and Scotland Philip Dixon, Mark Langhammer and Keith Robson on education policy, performance management and schemes to reduce exclusions

Letters ATL members have their say on Ofsted, the beauty of FE and maintaining teaching’s professional status

Final word Psychotherapist and author Susie Orbach on body image

Help and advice 22

Justifying age discrimination ATL’s legal team on when age discrimination may be permitted

Contact All the details you need to get in touch with ATL

Differentiation made easy A guide to differentiating lessons to help all pupils learn

Your ATL 04

News Including updates on pensions, proposals on regional and performance-related pay, and FE pay claims

Noticeboard Advice, information, events and opportunities to get involved

Report and accounts A summary of ATL’s financial position in 2011

Alice Robinson, national president, ATL

Resources 26

ATL resources Useful newsletters, publications and factsheets

28 29

Classified advertisements Crossword Your chance to win £50 in Marks & Spencer vouchers

Report is the magazine from the Association of Teachers & Lecturers, 7 Northumberland Street, London WC2N 5RD Telephone: 020 7930 6441 Fax: 020 7930 1359 Email report@atl.org.uk or membership@atl.org.uk Internet www.atl.org.uk Managing editor Victoria Poskitt Editor Alex Tomlin News editor Oonagh Hayes Head of advertising sales Samantha Overton 01603 772520 Advertising sales Lisa Parkinson 01603 772521

he end of another academic year is in sight. After a belated half-term holiday because of the Queen’s Diamond Jubilee, we are on the home straight to the summer holiday and some well-deserved respite from the constant pressure of the classroom. I am sure many of you will agree with me that perhaps Sir Michael Wilshaw has been out of the classroom too long if he genuinely believes that being a teacher or a practitioner in the classroom is not stressful, especially with the constant threat of Ofsted impacting on our workload. These last few weeks before year-end are some of the busiest, with trips being organised and the subsequent risk assessments completed (please remember to read the ATL advice on taking students off site before you organise your trip), along with sports days and other events that may already have taken place, school-based assessments have been marked and reports written, at the same time as all the normal preparation and planning. I have been very privileged to visit many branches over the past term, attending their AGMs and visiting schools and speaking to teachers in their workplaces. It has been invaluable to me to hear first hand some of the issues that members face in the classroom. The impact of academy status on workplaces, the threat of redundancies, the added workload in schools preparing for inspection, the impact of the English baccalaureate on the curriculum design in schools and the worries about the changes to the performance management arrangements, to name but a few (see the article on page 10). The visits do, however, provide me with insight and specific examples that I can use in meetings with politicians and others who are introducing radical changes to our education system with little or no consultation. This issue, as always, contains some important articles that you will find helpful and informative: on making the most of differentiation (page 24), and plans for an alternative to the Early Years Foundation Stage on page 18. Most importantly, have a well-deserved break over the summer holidays, make time for your own interests and recharge your personal batteries.

Report is produced and designed for ATL by Archant Dialogue Ltd, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Email: mail@archantdialogue.co.uk Production editor Catherine Page, Managing art editor Nicky Wright, Art director Nick Paul, Managing ad production controller Kay Brown, Publishing director Zoë Francis-Cox, Managing director Mick Hurrell Printed in the UK on FSC-accredited stock. Subscription: Non-members, including libraries, may subscribe at the rate of £16 per year. ATL accepts no liability for any insert, display or classified advertisement included in this publication. While every reasonable care is taken to ensure that all advertisers are reliable and reputable, ATL can give no assurance that they will fulfil their obligation under all circumstances. The views expressed in the articles in Report are the contributors’ own and do not necessarily reflect ATL policy. Official policy statements issued on behalf of the Association are indicated as such. All rights reserved. Material contained in this publication may not be reproduced, in whole or in part, without prior permission of ATL.

Regional pay concerns The government’s plans to introduce regional pay in England and Wales have been met with anger by ATL, which feels it would have a detrimental effect on schools, staff and pupils living in poorer areas. The government finally submitted its evidence to the School Teachers’ Review Body (STRB), the independent body that makes recommendations on teachers’ pay reforms in England and Wales, in May. The government stated it wants to: • reward good performance and attract the highest-performing graduates and professionals into the profession • give schools as much freedom as possible to spend their money as they see fit to meet their pupils’ needs • ensure the best teachers are incentivised to work in the most challenging schools • provide the best value for money for the taxpayer. It feels this would be best met by, among other things, varying the level of prescription in national pay arrangements, setting a minimum and/or maximum pay level and the possibility of having local pay zones.

Dr Mary Bousted, general secretary of ATL, said: “We fully support Michael Gove’s desire to attract the highest-performing graduates into teaching and retain the best teachers. “We also agree that good teachers help raise standards, but constant bashing and undermining of teachers and schools by the Secretary of State and his sidekick at Ofsted is not the way to achieve this. “Pupils in the most deprived schools would have less chance of getting the best teachers if their schools’ pay had to reflect the local economic conditions. “ATL members, both teachers and heads, have told us they fear a regional pay system would discriminate against younger and older staff, those teaching younger children, and those not teaching English, maths or a science subject. “And it is impossible to imagine many headteachers would want to spend time and resources devising their own pay scales, which don’t lay them open to claims of discrimination on the grounds of age, sex, disability, religion or ethnicity.” See Dr Bousted’s agenda article on regional pay on page 14.

More than half of all school children living in poverty are missing out on free school meals, shocking new research by The Children’s Society has revealed. The Fair and Square report, published in April 2012, shows that 91% of UK adults believe that all children living in poverty should receive free school meals. However, 1.2 million of these children are not receiving free school meals, with 700,000 children not entitled to receive them at all. There are 2.2 million school children living in poverty in the UK, with free school meals providing vital financial support for low-income families — for almost a third of children, school lunch is the main meal of the day. Evidence shows that eating a healthy meal at lunchtime improves children’s concentration and can have a positive impact on classroom behaviour. Nutritious school meals for disadvantaged children can also help develop healthy eating June/July 2012

habits and have the potential to decrease health inequalities. The Children’s Society, backed by several organisations including ATL and the Trades Union Congress, wants the government to extend free school meals to all children living in poverty, including low-income working families. It is asking ATL members to sign a petition lobbying the government on this issue. The Fair and Square campaign demonstrates that eligibility for free school meals has serious ramifications for families in low-paid work and those looking to move back into work. The planned introduction of universal credit means that many of the current benefits used to assess who is entitled to free school meals will be scrapped. A completely new system of entitlement is set to be put into place in the next year. To sign the petition, visit www.atl.org.uk/ campaigns.

ROB WHITROW

Children miss out on meals

L-R: Professor Frank Coffield of the Institute of Education, AMiE president Bob Vesey and Dr Mary Bousted

An uncertain future An AMiE seminar, Managing Change in an Uncertain Future, took place in Manchester on 9 May with keynote speaker Professor Frank Coffield of the Institute of Education offering an overview of the implications of coalition education for school and college leaders. ATL general secretary Dr Mary Bousted and AMiE president Bob Vesey also offered their views. www.atl.org.uk

your ATL / news

FE negotiations continue Concerns around pay, the use of zero-hour contracts and untenable workloads for staff in FE colleges continue to be at the forefront of joint union discussions with the Association of Colleges (AoC). The joint unions are asking for a five per cent pay increase with a minimum of £750 for staff and changes to conditions for 2012/13. Currently, 40% of colleges don’t pay the national agreement on pay scales that was set and agreed by the AoC. And in the last year members have reported a sharp increase in colleges attempting to impose zero-hour contracts alongside a spiralling workload. The AoC issues guidelines on pay and conditions, but, as many FE colleges are autonomous,

they don’t have to follow them. At the first meeting of this round of negotiations on 17 May, the AoC refused to offer any pay increase until the trade unions accepted that, as part of any settlement, local employers could freeze or discontinue incremental progression on pay scales. The union side was also asked to sign up to allow further “flexibility” on local college working hours and conditions of service. All trade unions rejected these stipulations, as the ending of progression would mean massive pay cuts for huge numbers of staff and effectively tear up national pay scales. Employer representatives were firmly informed

by the trade union side that it was unacceptable negotiating practice to seek to impose such conditions before making any offer whatsoever. The AoC also rejected out of hand most of the non-pay elements of the joint union claim and refused to negotiate on lesson observation or taking any action over zerohours contracts. The trade union side advised the AoC to rethink its position for the next meeting on 1 June as Report goes to press. Further updates will be found on our website at www.atl.org.uk/fepaybackground. Join the debate on twitter at @atlunion or on Facebook at www.facebook.com/ atlunion.

ROD LEON

unemployment for BME young people than their white peers, even when they had the same qualifications, and stated that the increase in youth unemployment, while tragic for young people in general, is a disaster for BME youth. The motion was well supported and passed unanimously. Avie Kaur, union learning rep for Warwickshire, gave an impassioned speech about her experiences of workplace bullying, discrimination and fighting for her rights as a young Indian woman in a supermarket to present-day working as a primary school teacher. Mr Choudhury said: “I know our fellow colleagues from ATL enjoyed the conference and took a lot from it. For me, personally, it was wonderful to hear about Chris Lubbe’s experiences of living ATL members (L-R) Godwin Agbi, in apartheid South Africa and working Alec Clark, Avie Kaur, Chris Lubbe and Abdul Choudhury at the TUC with Nelson Mandela and Archbishop Black Workers Conference Desmond Tutu.” Executive member Alec Clark added: “ATL is proud to support the TUC Black Workers Conference and the work of the Race Relations Committee. It is clear that BME workers will be some of the biggest sufferers of this Issues facing black and ethnic minority teachers and support staff government’s onslaught on the public sector. were debated at the annual TUC Black Workers Conference in April. The conference, in London, was attended by ATL members Godwin “This year saw an increased delegation and presence at this essentially important event. ATL will continue to support it and Agbi, Abdul Choudhury, Alec Clark, Avie Kaur and Chris Lubbe. hopes to send another successful delegation next year who will Abdul Choudhury proposed the opening motion of conference further pledge ATL’s commitment to respect and dignity for all on urban disturbances and black and minority ethnic (BME) youth workers, regardless of race.” unemployment. He spoke passionately about the higher levels of

Black Workers Conference

June/July 2012

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cover feature / appraisals

Changing the rules

New appraisal and capability proceedings have caused consternation among teachers in schools in England, worried that it will be too easy to end up on capability. Words by Alex Tomlin

ost teachers find that performance management is something that is done to them, not for them. This was ATL member Kim Knappett’s summary when proposing a resolution warning of the effect of linking performance management and capability proceedings at ATL’s Annual Conference in April. Ms Knappett, a science teacher in London and ATL lead member for appraisal, was speaking ahead of changes to performance management that take guidance down from 60 pages to eight. Among the most significant changes are the removal of the three-hour-a-year limit on classroom observations and no mention of ill health as a mitigating circumstance for not meeting targets. There is also a perception that appraisal and capability proceedings, while always connected to a certain extent, are now much more closely linked. From 1 September 2012, performance management will be renamed appraisal in state schools in England. The new, more simplistic recommended guidance applies to teachers working in state schools, but not to academies, free schools or independent schools, which can set their own procedures. It is not intended for support staff, but schools can apply it to them if they wish. Ms Knappett acknowledges that, after a strong response from ATL and other unions, the government has made some concessions on its original proposals. Nevertheless, she remains concerned:

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“I’m not sure members understand this is than appraisal and we’re not always sure happening. In many places they have only how they use those. Our advice would be just got performance management up and that members need to be clear what the running with any level of success and now purposes of observations are.” it’s changing again.” ATL member Lesley Davies, a secondary Appraisal in England takes on more teacher from Yorkshire, says: “Observation significance in light of the announcement on causes stress at every school. You get your performance-related pay by the Education three formal observations and then you Select Committee on 1 May, where it asked get your pop-in, drop-in, book scrutiny, the School Teachers’ Review Body to: learning walk and all the others, and you’re “Develop proposals ... for a pay system that dreading that door opening all the time.” rewards those teachers who add the greatest Ms Davies describes how some lessons value to pupil performance.” Although the are deemed inadequate on the basis of a details of what such a system would look 10-minute observation at the end of a like are yet to be established, it seems likely lesson. The pupils had made significant that the appraisal progress through the process would play a lesson but that was not Members need large part in deciding evident in the period to be clear what an individual’s pay. being observed. the purpose of The new appraisal Removing the threeobservations are system will also form hour limit will provoke part of Ofsted more teachers to reach judgements on the school. breaking point and leave the profession, she The removal of the three-hour limit on believes. One newly qualified teacher told observations is perhaps the most emotive her she had decided to leave teaching aspect of the changes for teachers, for because she can’t cope with continually whom being observed can be extremely being told so many things are not being stressful, in addition to the extra work done right. “She’ll finish this year,” says Ms required on lesson plans for observed Davies. “It’s a waste of taxpayers’ money, all lessons. One teacher recently reported that training for one year’s teaching.” spending four hours on a lesson plan That is not to say that teachers do not for an observed lesson, to the detriment readily acknowledge the benefits of positive of other lessons, and her colleagues told observation. As Ms Davies says: “You get her she had done the right thing. your feedback, you’re told the areas you “I think in some schools people will be need to work on and what the school excessively observed,” says Ms Knappett. is going to do. I had some training on “Schools do observations for reasons other differentiation and worked on it, and

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June/July 2012

MEDIABLITZIMAGES (UK) LIMITED/ALAMY

it’s got better. This year one of my more experienced colleagues is going to work on another weakness with me, which is great. You’ve always got areas to improve.” This type of improvement through support is how ATL believes appraisal should work. The objectives set in the appraisal are key to this process. From September there will be two groups of targets set: objectives agreed with the appraiser, and the eight new teacher standards, which all teachers have to meet to different degrees depending on their levels of experience. The standards will include elements of the defunct GTCE’s code of conduct covering teacher behaviour outside of school. The new guidance says that objectives set by the appraiser should be obtainable, although there is no limit on the number of objectives that can be set. It is possible that someone could have objectives set as a classroom teacher, a department head, a year head and for other roles. Failure to meet any of these targets could lead to an individual being moved onto capability proceedings. Ms Knappett believes a change of focus is needed. “A more supportive appraisal June/July 2012

would be one where people could be set challenging targets and ongoing targets that will develop them. “At the moment the teachers’ appraisal system doesn’t allow people to say they want to try for a target, because if they fail it could mean they’re on capability.” She sees the new appraisal system as “a tightrope, because people are only ever going to be one step away from capability. In the past there was a point made where you clearly moved from appraisal to capability. Now it seems as though an appraiser could meet with a teacher and in the teacher’s mind it’s a continuation of appraisal, but in the appraiser’s it’s the start of capability. People won’t contact the union and get support because they don’t know they’re on capability.” This view is echoed by Andy Peart, head of ATL’s legal and member services department. “Our concern is that matters that could and should be dealt with under an appraisal policy go straight into a capability procedure. So you get a situation where someone’s appraisal identifies some areas to work on and all of a sudden that goes into capability, but it shouldn’t do. “If you look at the advice from the

Department for Education, it’s clear that only serious cases of competence should be dealt with under capability, but the undercurrent to that are interviews with [Secretary of State] Michael Gove, where he talks about fast-tracking teachers out that schools perceive as not being up to standard.” Ramping up the pressure further is the shorter amount of time now given to improve during capability proceedings. Previously, those on capability would have up to 20 weeks, but this has been reduced to between four and 10 weeks, exacerbating an already stressful process, with questions over how much support a school is able to offer an individual, particularly at busy times in the school year, such as during exams. Mr Peart explains that unfair dismissal laws still prevent a teacher being summarily dismissed for competency issues without going through the proper procedure, but he offers the sobering thought that “the reality is that, once you get on a capability procedure, it’s hard to get off it. It’s very undermining for teachers, especially if they’ve had long service. It’s a stain on their character and professionalism.” Many of those put on capability are understandably reluctant to stay working at the same school or even to stay in teaching. The likelihood that any capability proceedings will be required to be recorded on references will exacerbate that sentiment. The stress of capability proceedings often results in sickness absence, but the new guidance does not appear to allow for illness as mitigating circumstances. “Sometimes people go off sick during capability proceedings,” says Mr Peart. “The undercurrent seems to be that being off sick wouldn’t stop a capability procedure going ahead, but I don’t see how you can set targets to improve if the teacher is not at the school, and then dismiss them. “And there are also disability issues: if someone falls under the Equality Act, that could be one of the reasons they are perceived to be underperforming. Schools have to address that and make reasonable adjustments.” In all workplaces, different personalities come into play and the capability changes have been likened to a ‘bullies’ charter’, with widespread concern that schools would find it easier to intimidate or dismiss individuals www.atl.org.uk

cover feature / appraisals

that they simply do not like or get on with. Many are concerned that older teachers are particularly vulnerable to the use of capability proceedings for dismissal, especially if they are perceived as being too expensive or out of touch with recent changes in teaching practices, although ATL would argue that the school has a responsibility to help train all teachers in this regard. With the removal of the retirement age, there is also a concern that heads may look to get rid of older teachers on competency grounds, rather than waiting for them to retire. One contrary view expressed by some suggests that schools might be less keen to move a teacher onto capability if they taught a subject in which there is a shortage of teachers. Mr Peart adds that, because the new model policy on capability is only a recommendation, there is no obligation for schools to accept it and some local authorities have already decided not to. “I really don’t think that any school that’s got a decent capability procedure will want to change it,” he says, “because if it’s working and everyone sees it’s fair, why would you put in a procedure that staff see as threatening?” ATL member Jackie Harvey, a headteacher www.atl.org.uk

at a first school in Hertfordshire, is pleased that her local authority has clearly separated out appraisal and capability. “The difficulty is that you have to be very sure before you go into capability proceedings,” she explains. “The onus is on the appraiser to show that someone isn’t meeting the standards rather than on a teacher to show that they are. If I felt that someone wasn’t performing I would want to develop them; that’s what we try to do as educators, with pupils or with staff. “It would be a very serious step taking someone onto capability; a last resort,” she continues. “At the same time I recognise that children only have one stab at education and can’t afford to have a duff teacher for years. I’m very pleased to have the new teacher standards as the profession needs high standards, but I think that to go straight from appraisal to capability, it’s just not that black and white.” The incoming scheme in England contrasts sharply with that in Wales, where guidance clearly states that: “The performance management appraisal does not form part of any disciplinary or dismissal procedures.” The performance management regulations have been revised by the Welsh

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on three targets. Normally the targets relate to the school development plan, but ATL recommends that teachers insist that one should reflect wider, personal CPD needs. PRSD provides for classroom observation on two occasions, totalling no more than one hour in duration, and should follow the advice set out in the Teachers’ Negotiating Committee guidance. In Scotland, the publication of the Donaldson review in January 2011 saw recommendations to improve the performance review and development (PRD) framework for teachers; something ATL Scotland had called for in its Scottish Parliament election 2011 manifesto. On 2 April 2012, the General Teaching Council for Scotland (GTCS) became independent from the Scottish Government, but was obliged by the deal to introduce a scheme of ‘re-accreditation’ for teachers, a move not warmly received by the profession. The GTCS has reassured the profession that it seeks to introduce a PRD system based on professional dialogue, coaching and mentoring, which focuses on ‘continual improvement’ rather than teachers continually proving themselves. The intention is for two or three local authorities

If I felt that someone wasn’t performing, I would want to develop them; that’s what we try to do as educators, with pupils or with staff government, and must now be in place in every school by the end of December 2012. ATL was involved in discussing the proposals with the government and lobbied effectively to insist that any confusion with capability was avoided. The Welsh guidance also continues to insist on no limit to observation and dictates that teachers are observed at least once a year. Each teacher is now required to keep a practice review and development record of their own assessment and development activities. ATL believes that this document should be short, sharp and focused, and that, used properly by both appraiser and appraisee, will make for a more fruitful dialogue about CPD and performance. In Northern Ireland, the performance review and staff development (PRSD) scheme allows for annual appraisal based

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to pilot the proposals in 2012, with all teachers participating by 2014/15. Of appraisal in England, Ms Knappett concludes: “Members as a whole need to take hold of appraisal and make it into a positive thing. Teachers are professionals and deserve good appraisals to develop.” ATL will support members who find themselves having difficulty with appraisal or capability proceedings. Branch secretaries and regional officials can represent a member through the process and, if a member is dismissed and it is felt a breach of employment legislation has taken place, ATL can take it to tribunal. ATL has also produced principles on teacher appraisal and capability, developed with ASCL, NAHT and NUT, as well as a model policy and help and advice factsheets available at www.atl.org.uk/appraisal. June/July 2012

join the debate / agenda

No case for regional pay Regional pay would simply be a disaster for the teaching profession, says ATL general secretary Mary Bousted

am increasingly bemused by the coalition’s approach to the teaching profession. Ministers tell us that we have the best generation of teachers ever, that they value the work we do with children and young people, and that they want teaching to be the career of choice for graduates. Warm words will not, however, convince many teachers of the government’s good intentions. Actions speak louder than words. The government’s actions are increasingly hostile towards teachers and will have unintended, and harmful consequences — driving teachers away from the profession and making teaching far less attractive as a career. The latest coalition wheeze is regional pay for public sector workers. Following hard on the pensions dispute, Michael Gove has asked the School Teachers’ Review Body (STRB) to advise ministers on how (not if) regional pay should be introduced. Let me be clear. ATL opposes regional pay for teachers, and for very good reasons. Our stance is supported by ordinary ATL members who responded to our recent survey in huge numbers and were fervently against regional, and flexible, pay arrangements. Regional pay would be a disaster for the teaching profession. Teachers have already made major sacrifices to pay for a recession caused by the reckless lending of unregulated banks. On top of a two-year pay freeze, teachers are now facing a pay cap of one per cent for the next year. Teachers only need to look at their lecturer colleagues to see the effect of the break-up of national pay structures upon salaries. FE lecturers earn, on average, 10% less than teachers. Regional pay, combined with greater flexibilities on reward and remuneration, would have only one end — teachers being paid less while their workload inexorably increases. It is clear that the Department for Education is finding it very hard to

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defend its case for regional pay. The to work in these challenging schools, with government’s evidence to the STRB all the consequences for teacher workload was more than three weeks late. So, and stress levels, if they get paid less than what uncomfortable facts might the their colleagues working in wealthier, and civil servants have been struggling healthier, parts of the country. with as they attempt to argue that Ministers want not only to introduce regional pay would be a good thing regional pay, they also want to introduce for the teaching profession? more flexibility into the pay system. What Firstly, and most importantly, there this might mean is unclear, although is no evidence that, as the government Michael Gove has talked about having claims, public sector workers’ salaries a ‘floor’ for pay, with huge flexibility for are making it harder for private sector school leaders to determine who gets employers to hire staff. The Guardian paid what above the floor. recently reported: “You can’t average This is where the alarm bells become out the two sectors because there are deafening. Can the coalition seriously five times more unskilled workers in the be suggesting that, at a time when they private sector — most manual jobs have are exhorting school leaders to have a been contracted out from the public forensic focus on standards of teaching sector. The state sector is far more and learning in their schools, they should highly skilled.” become embroiled in time-consuming Nor does the rounds of pay evidence on how negotiations, Let me be clear. national private sector devising pay systems companies remunerate ATL opposes regional and fending off their staff back the threats of equal pay for teachers, and government’s case pay appeals? for very good reasons for regional pay for The whole point the public sector. The of a national pay highly respected Income Data Services system is that it is fair and transparent, found that the most common approach and significantly reduces the potential operated by firms was to have a national for discrimination. There is already quite scale with a premium for London and enough flexibility in the current pay the surrounding area. This, as the system to reward outstanding teachers, government is well aware, is currently and pay recruitment and retention the case for teachers. allowances for shortage subjects. And Private sector companies who want to if some school leaders are gung ho about employ well-qualified, highly motivated becoming paymasters they should staff know that national pay scales are vital remember that what is sauce for the if they are to be able to recruit a flexible goose is sauce for the gander — do they workforce who will be prepared to move really want their pay to be determined by to areas where they are needed. The same governing bodies, and are they ready for is true for schools situated in economically a shareholder revolt if the GCSE results deprived areas. Teachers working in aren’t good enough? schools populated by poor children know What do you think of the idea of regional just how hard it is to try to combat the pay? Let us know your views by letter using the details on page 17 or at toxic effects of poverty, family instability www.facebook.com/atlunion or and breakdown, unemployment and www.twitter.com/atlunion hopelessness. They will be far less willing

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June/July 2012

join the debate / Scotland, Wales, Northern Ireland

Wales Dr Philip Dixon

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Northern Ireland Mark Langhammer

The best-performing education systems are those that devolve responsibility to teachers

ATL Cymru responds to the Education Bill

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The long-awaited Education Bill has finally begun its passage through the National Assembly. The School Standards and Organisation Bill has provision for the following: intervention for schools and local authorities causing concern; school improvement guidance; school organisation; regional collaboration for SEN provision; Welsh in Education Strategic Plans; annual parents’ meetings; flexible charging for school meals; support for free school breakfasts in primary schools; and the enhancing of school-based counselling for children and young people. Some of the proposals we have welcomed, such as those relating to counselling, others we will be pushing for greater clarity over. The intervention sections, for instance, concentrate a great deal of power in the hands of the minister. We are not opposed to the minister being able to intervene in schools and local authorities as a last resort but we are concerned that this does not become the norm. We know that the best-performing education systems are those that devolve responsibility to teachers and school leaders. We are also concerned that school reorganisation plans are scrutinised fairly and due weight given to local considerations. We know that Wales has a long-lasting problem with surplus places, but we want that dealt with sensitively. Members’ careers and pupils’ education will be affected by reductions in the number of schools operating in Wales. ATL Cymru will be scrutinising the bill in detail, supporting what is useful and constructive, and making a reasoned case for changes where necessary. Although the bill will not become law until next year, we need to get it right and ensure that its legacy is positive for schools in Wales. June/July 2012

What road is performance management going down? Performance management systems, like education policy generally, are diverging across the four UK administrations. In Northern Ireland, educational philosophies sharply divide opinion between (to steal a Scots analogy) the high road and the low road. The low road is characterised by microaccountability, league tables, excessive testing, tightly prescribed central curriculum and data-driven appraisal based on microtargets. In short, teaching as a low-skill, lowdiscretion craft. The high road has teaching as a reflective, highly skilled, highly autonomous profession, with teachers recognised for their knowledge, expertise and judgement, at the level of the individual pupil and in articulating the wider

role of education. Our current performance review and staff development (PRSD) process is ‘light touch’ relative to England. However, the recently agreed Teachers’ Negotiating Committee’s guidelines sets classroom observation within a supportive framework. The recent GTCNI publication on research lesson study (RLS) promotes a different, more collaborative, less pressured form of peer professional development. Developed from experience in Japan, where school-based professional development is seen as integral, it is promoted as a bottomup and voluntary system. Predicated on professional trust and respect, teachers reported within the pilot that it was “empowering”, and “less stressful”. RLS is easily identified as a ‘high road’ experiment. Pity then, that our major school improvement policy, Every School a Good School, looks to be more and more ‘low road’. Let me know your thoughts at mlanghammer@atl.org.uk.

Scotland Keith Robson An innovative behaviour strategy is getting results The chief inspector of Scottish prisons recently called for the creation of behaviour units in more schools to prevent young people ending up in jail. It followed an Education Scotland report on the inclusion unit at Dunfermline High School in Fife, which has delivered a 75% reduction in the number of pupils at the school being suspended or expelled. The unit, which works with eight pupils at a time, discusses alcohol and drugs, invites speakers and has arranged visits to prisons, which have had a profound impact on the participating pupils. Costing £28,000 a year, the unit is less than the cost of keeping one person in a young offender institution. The unit is run by Apex, which specialises in working with ex-offenders

and young people at risk, and whose staff are credited with developing relationships between the pupils in a manner that the teaching staff can’t do. Education Scotland, launching their report, said: “The Dunfermline High School inclusion unit shows the outstanding effect that the right intervention at the right time can have on the learning, attendance and social and emotional well-being of young people.” It is certainly a theme that will resonate with ATL members, who have responded to our recent survey on Scottish education citing pupil behaviour management as the one issue they would like to change to improve their learning and teaching practice. With budgets being cut, it remains to be seen where the funding for the creation of more units will come from.

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Visits to prisons have a profound impact on pupils

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www.atl.org.uk

join the debate / letters

Send your letters to: Report, ATL, 7 Northumberland Street, London WC2N 5RD or email report@atl.org.uk. The views expressed in the letters printed in Report do not necessarily reflect ATL policy or opinion.

STAR LETTER

The fairest inspection I found myself agreeing absolutely with ‘Ofsted’s mission impossible’ (Report, May 2012). I remember vividly the very first inspection that I encountered when I was music coordinator in a middle school. It was very thorough, lasting five days, but in retrospect, it now appears that it was the fairest inspection that I encountered. At least everything was inspected and had the chance to prove that the school was doing its job, providing an all-round education to the pupils in our charge. No department felt By all means have demoralised because they had not been given independent assessors, the same opportunity to prove they were but let’s return to a concern doing a good job. Account was taken of the whole child belonging to the whole school. for the whole child A child’s achievements are now minimised in a narrow field of school life. Where does data take into consideration the fact that a child took a leading role in the school production/ musical, or passed a music exam not related to national curriculum levels? I totally agree that no teacher or school can continually keep up the energy and motivation needed to keep every pupil working at their expected achievement level. It does not take into account that children are little people and have off days just like adults. And how fair is it if one child is absent or working under par on a certain day, which affects results when data is sent off for national comparisons? This could lower the expected statistics for the school, which puts them in jeopardy of going into special measures. Educate the whole child with a balanced diet of academic and non-academic, allow teachers to work with and for the pupils, developing strengths and aiding weaknesses, and give local ‘advisers’ the freedom to both advise and inspect. By all means have independent assessors, but let’s return to having a concern for the whole child in the whole school and lower the stress levels for many teachers — especially when Ofsted is mentioned.

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P Herrington, Oxfordshire

WIN

P Herrington wins £100 in book tokens. If you want to voice your opinion on any issues raised in Report or any other aspect of education, please send letters to the address above, including your phone number. One star letter will be chosen every issue to win the book tokens.

Stop the political football I am currently completing a PGCE in London after a long career in the private sector. Despite my inexperience it seems obvious to me that, if the teaching profession is to be considered on a par with the other professions such as law or medicine, we must have a credible professional body, with real powers. I have heard many people lamenting the demise of the General Teaching Council for England, but why should we rely on government largesse when often we are opposed to their goals? The legal and medical professions do not suffer June/July 2012

continuous government tinkering or an outside regulator’s constant critique. If we could establish a credible and united voice for the profession and prove that our aims were to promote the education of our pupils rather than our own agenda, I believe we could operate more independently. Maybe we could even thwart successive governments’ attempts to use education as a political football and get some sort of national agreement on the purpose of a state-funded education. M Curtis, London

Tribute to FE I shall be retiring this summer; a voluntary redundancy package coming at just the right time in my life. I am fortunate to be leaving on a high from a job that I love, while I still have energy and enthusiasm to try out new experiences. Having spent the last 25 years of my teaching career in FE, I would like to pay tribute to the talented and dedicated professionals I have been privileged to work alongside, not forgetting, of course, the ever-helpful ATL reps who have guided us safely through several local and national crises. FE is sometimes seen as the poor relation in education, but what I have found consistently rewarding is the opportunity it provides for second chances; it is a truly inclusive sector. I think back to some of my adult returners, the shelf-stackers, dinner ladies, or long-term unemployed, lacking in confidence and formal qualifications; now lawyers, social workers or midwives. I have seen recalcitrant, ‘challenging’ teens move steadily upwards from a level one vocational course to the point where they can venture, with a well-rounded portfolio of skills, into HE or the world of work. This is thanks, in no small part, to the patience, hard work and positive attitude of lecturers who refused to give up on them. As a tutor for many years on the post-compulsory education and training course, it has also been gratifying to witness those engineers, hairdressers and others from a range of industries intent on a career change, become inspiring and dynamic teachers; although admittedly there have been a few who decided quite quickly that the ‘soft option’ of teaching was far too exhausting! So, I wish my friends and colleagues all the best with their continuing endeavours, although I won’t disappear altogether: I’ve been browsing the part-time prospectus and there are a couple of evening courses I really like the sound of! M Ashley, Wales

www.atl.org.uk

feature / early years

Too much testing? Over-testing and monitoring of under-fives is causing concern among a group of early years professionals who fear the current provision is detrimental to our future generations. Words by Oonagh Hayes

sing a ‘one size fits all’ teaching approach and setting targets for four-year-olds is damaging children in the English pre-school system, according to the Early Childhood Action Group (ECAG). And, says ECAG founder Richard House, unless major changes are made to early years provision, there is a danger that children’s emotional well-being will be underdeveloped. ECAG is a group of early years professionals who came together earlier this year as they were concerned about the state of early years education in England and wanted to make positive changes to the provision for under-fives. The action group is currently producing a report suggesting an alternative for early years provision in the hope the government will take it on board. The report sets out what they feel is wrong with the current system, as well as making recommendations for change. The first draft is to be published in the autumn and will make reference to the government’s recently published revision of the Early Years Foundation Stage (EYFS). ECAG believes there are a number of issues that need to be tackled in the current provision. In their view, the most pressing problem, which underpins the rest, is that the current compulsory framework implies a single model of ‘normal’ children’s development, which is fundamentally flawed. Mr House, a senior lecturer in psychotherapy and counselling at the University of Roehampton and a Steiner/Waldorf teacher, explains: “Anyone who has experience of working with very young children knows that there is an enormous diversity in the way children develop and learn and grow. So the idea that some kind of normalising framework can be centrally defined by the government, which we believe has no basis in evidence or research whatsoever — which is crucial in this age of evidence-based practice — is ludicrous.” Following on from this are the learning Anyone who has experience goals and targets set of working with very young children for under-fives, which knows that there is an enormous ECAG believes leaves diversity in the way children develop teachers feeling a preoccupation with and learn and grow meeting these targets

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www.atl.org.uk

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rather than being creative and letting children learn at their own pace. “There is a very strong argument that relentless monitoring is not necessary or appropriate between birth and five,” Mr House says. “If you create the right environment then young children will flourish according to their capacity and abilities.” ATL’s head of education policy and research Nansi Ellis agrees: “ATL is equally concerned that the new framework in England encourages even earlier ‘formal’ and adultdirected activity, which goes against all we know about the best ways of learning for children. “We feel early education in England should extend to age seven, as it does in Wales, with an understanding that the ways in which children learn, through play, will develop and change as they mature.” ECAG believes there shouldn’t be any formal structured learning and that instead, play should be at the heart of early years education — in particular child-led rather than adult-focused play. “Play is wonderful and young children learn through it,” Mr House says. “But when you look in detail at the curriculum guidance in 2000 you see it is structured play and guided play, which is a complete misunderstanding of what play actually is. “Play needs to be free for it to be genuine, and to come from the child’s own resources. They choose to play in the way they want to in their environment without an adult agenda or parent guiding it to what they think it should be.” Mr House feels particularly strongly about this and says that if children are in structured learning environments there is a danger this will hinder their emotional development. Montessori and Steiner, in which Mr House and his colleagues are trained, are systems responsive to the children’s needs rather than making children responsive. He says: “The more time taken up by cognitive learning at a young age, the less space there is for children to be engaging in the much more naturalistic learning we think is more age-appropriate. “The key is for young children to learn about relationships, being with each other, their emotions — which all human beings are subject to, and for practitioners to create an environment where children can learn about all the social aspects to being a human being in an organic way. June/July 2012

JANINE WIEDEL PHOTOLIBRARY/ALAMY

“This is severely limited though by the system where teachers are performing to someone else’s tune.” ATL also believes play is vital for children’s learning and development, and recently published a book on the subject, Playing to Learn. However, we have some reservations about suggestions that free play is the only true play. Ms Ellis says: “Free play is essential, and skilled teachers will learn a great deal about children’s interests, abilities and questions from freely observing play. But it is not the only way in which children learn. “Children’s play, guided by sensitive teachers who are genuinely interested in what children are doing, can lead to deep and complex levels of thinking and learning. It is the inhibiting perception that teachers must assess against narrow goals, and tick pre-ordained boxes, which limits what children can do.” One aspect of the government’s revised EYFS that ECAG is happy with is that the four principles have been retained. These are: • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. • Children learn to be strong and independent through positive relationships. • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers. • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. However, Mr House says, these principles become bad practice when they are made compulsory. “We need to have a framework that sensitively responds to children rather than have this top-down schoolifying framework. We have a very funny situation at the moment where the government keeps on saying things which people think are great; for June/July 2012

example, Gove saying he’s going to free up schools, but when you look at what’s actually happening, it’s the opposite. “The fascinating thing is that everyone knows this system is ludicrous, both teachers and probably the politicians, but there’s a fear within politics — and this is in all parties — that they need to be seen to be doing something so they can proclaim to the world they are doing the best for children by ‘driving up standards’. We have become an audit culture.” Richard’s view is that Ofsted should not be inspecting early years provision. Instead, schools could be held accountable through a peer assessment framework where schools in the same area supported each other. They would visit each other, set up systems where they could share effective practices and speak about concerns about work, so it would create a community of schools who are looking out for the qualities of the whole system. He says: “The alternative inspection process should be looking at whether the staff had a coherent vision of what they were trying to do — be it Steiner, Montessori, state, or any one of the diverse approaches — and to show that in their practice that is what they are doing. That would be a system that would work really well.” Ms Ellis feels this could both help schools to continually improve and offer a positive and professional system of accountability. She says: “ATL believes that, alongside such mechanisms, we must not lose sight of schools’ democratic accountability to the local community, nor some form of national accountability for what schools do with taxpayers’ money. The danger of current systems is that the fear of Ofsted inhibits quality and innovation rather than enhancing creativity and deep learning for children.” Mr House would also get rid of league tables, which he says are misleading. “Parents and governments like to see results and figures written down,” he says. “But there’s been recent research that league tables are simply a measure of social class and nothing else. Therefore, parents and local authorities are making strategic decisions on data that is fundamentally flawed. “Rather than putting all the money and energy into Ofsted and league tables, we should be creating the best environments for our children to learn that we possibly can and then trust the professionalism of the teachers to help those children whom they know need more help. “There will always be children who thrive no matter what circumstances they are put into, but many do not and we need to have a system that supports them.” For further information on ECAG and the work it is doing, go to www.earlychildhoodaction.com. If you would like to share your views on this article you can email us at report@.atl.org.uk. Alternatively, you can debate the issues on Facebook at www.facebook.com/atlunion or on Twitter at @atlunion. ATL’s Playing to Learn is available from www.atl.org.uk/playingtolearn. www.atl.org.uk

YOU’D THINK THE GOVERNMENT HAD BETTER THINGS TO DO THAN ATTACK YOUR RIGHTS AT WORK.

was exactly short of issues. We face urgent problems like a stricken economy, record youth unemployment and the gap between the super-rich and everyone else. Yet the government is devoting precious time and energy to attack, of all things, rights at work.

IT’S NOT AS IF THIS COUNTRY

A stealthy series of changes that add up to a wholesale assault. Already an extra year to wait for protection against unfair sackings, with reduced maternity rights and more dangerous workplaces in the pipeline. These sly attacks have nothing to do with getting the economy moving. They

come from the same people who fought the minimum wage and paid holidays. By slicing away a bit at a time, they hope no-one will notice. But we have, and you should too. Visit the website to find out more, and tell ministers they’ve been rumbled.

VISIT WWW.STOPEMPLOYMENTWRONGS.ORG.UK TO FIND OUT MORE

your ATL / report and accounts

Statements to members as required under Trade Union and Labour Relations (Consolidation) Act 1992 (Amended) for the year ended 31 December 2011

Association of Teachers and Lecturers Summary financial information extracted from the full accounts Summary income and expenditure account for the year ended 31 December 2011 2011 2010 £’000 £’000 Subscription Income 15,116 14,272 Other income 788 982 Total income 15,904 15,254 Total expenditure (16,170) (14,552) Operating Surplus/(Deficit)for the year (266) 702 Non-operational items (42) 24 Items relating to FRS17 545 646 Surplus/(Deficit) for the year 237 1,372 Summary balance sheet at 31 December 2011 2011 £’000 Fixed assets 5,898 Investments 3,239 Current assets 2,659 Current liabilities (2,554) Provision for liabilities and charges (533) Net assets excluding pension scheme 8,709 Net pension scheme asset (232) 8,477 General Fund 6,450 Revaluation Reserve 2,027 8,477 Report of the independent auditors to the members of the Association of Teachers and Lecturers We have audited the accounts of the Association of Teachers and Lecturers (ATL) for the year ended 31 December 2011, which comprise the Income and Expenditure Account, Statement of Total Recognised Gains and Losses, Balance Sheet, Cash Flow Statement and the related notes. These accounts have been prepared under the accounting policies set out therein. This report is made solely to the ATL’s members, as a body, in accordance with the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended). Our audit work has been undertaken so that we might state to the ATL’s members those matters we are required to state to them in an auditor’s report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than the ATL and the ATL’s members as a body, for our audit work, for this report, or for the opinions we have formed. Respective responsibilities of the ATL’s Executive Committee and Auditors As described in the statement of ATL’s Executive Committee responsibilities, the ATL’s Executive Committee is responsible for the preparation of accounts in accordance with applicable law and United

2010 £’000 5,660 3,254 2,607 (2,368) (611) 8,543 829 9,372 7,345 2,027 9,372

Summary of salaries and benefits provided Name and position M Bousted General Secretary

Details Amount Salary 113,788 Pension contributions 23,528

A Brown President to August

Clothing allowance 500 Salary reimbursement 32,762

A Robinson President from September

Clothing allowance

Basis of opinion We conducted our audit in accordance with International Standards on Auditing (United Kingdom and Ireland) issued by the Auditing Practices Board. An audit includes examination, on a test basis, of evidence relevant to the amounts and disclosures in the accounts. It also includes an assessment of the significant estimates and judgements made by the ATL’s Executive Committee in the preparation of the

“A member who is concerned that some irregularity may be occurring, or have occurred, in the conduct of the financial affairs of the union may take steps with a view to investigating further, obtaining clarification and, if necessary, securing regularisation of that conduct.

Salary reimbursement 24,167

In addition, six officers of the Association, who are members of the Executive Committee, receive clothing allowances totalling £2,000. The president’s allowance is separately shown above. All the other members of the Executive Committee do not receive any salary from the Association or any benefits. All members of the Executive Committee are reimbursed for any expenditure incurred by them in the performance of their duties on behalf of the Association, as are the general secretary and the president.

Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice). Our responsibility is to audit the accounts in accordance with relevant legal and regulatory requirements and International Standards on Auditing (United Kingdom and Ireland). We report to you our opinion as to whether the accounts give a true and fair view and are properly prepared in accordance with the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended). We also report to you if, in our opinion, the Honorary Treasurers’ report is not consistent with the accounts, if the union has not kept proper accounting records, or if we have not received all the information and explanations we require for our audit. We read the Annual Report and consider the implications for our report if we become aware of any apparent misstatements within it.

We are required by the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended) to include the following declaration in this statement to all members. The wording is as prescribed by the Act.

500

accounts, and of whether the accounting policies are appropriate to the ATL’s circumstances, consistently applied and adequately disclosed. We planned and performed our audit so as to obtain all the information and explanations which we considered necessary in order to provide us with sufficient evidence to give reasonable assurance that the accounts are free from material misstatement, whether caused by fraud or other irregularity or error. In forming our opinion we also evaluated the overall adequacy of the presentation of information in the accounts. Opinion In our opinion the accounts: • give a true and fair view, in accordance with United Kingdom Generally Accepted Accounting Practice, of the state of the ATL’s affairs as at 31 December 2011 and of its income and expenditure for the year then ended; and • have been properly prepared in accordance with the Trade Union and Labour Relations (Consolidation) Act 1992 (Amended). Chantrey Vellacott DFK LLP Chartered Accountants Statutory Auditor Dated: 2 March 2012

“The member may raise any such concern with such one or more of the following as it seems appropriate to raise it with: the officials of the union, the trustees of the property of the union, the auditor or auditors of the union, the certification officer (who is an independent officer appointed by the Secretary of State) and the police. Where a member believes that the financial affairs of the union have been or are being conducted in breach of the law or in breach of rules of the union and contemplates bringing civil proceedings against the union or responsible officials or trustees, he should consider obtaining independent legal advice.”

To view the full report and accounts go to www.atl.org.uk/conference2011 and download ‘Conference accounts 2011’ on the right.

June/July 2012

www.atl.org.uk

help and advice / legal

Can age discrimination be justified? Recent legal cases may mean that employers can justify discriminating on the grounds of age. ATL solicitor Mary Towers explains

n April 2012, three important cases on age discrimination were decided by the courts. These cases mean an employer may be able to justify acts of age discrimination and so avoid a finding that unlawful discrimination has taken place. Age discrimination is still a relatively new area of the law. In October 2006, the Employment Equality Age Regulations 2006 came into force. This was repealed, but largely re-enacted in the Equality Act 2012. It is unlawful to discriminate against a worker because of their age. There are different types of age discrimination, including direct discrimination and indirect discrimination, victimisation and harassment. In this article we only address justification of direct and indirect discrimination. Direct discrimination is where a worker is treated less favourably on the basis of their age. Indirect discrimination is where a worker is disadvantaged by the application of a ‘provision, criterion or practice’ that would put people in a particular age group at a disadvantage compared to people of a different age group. There are certain exceptions when age discrimination is allowed (such as those relating to life assurance and childcare benefits), but there are no longer any exceptions in relation to retirement, the default retirement age being abolished last year.

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DEVILMAYA/ALAMY

www.atl.org.uk

It is possible for an employer to justify an shortened its usual period of consultation act of direct or indirect age discrimination. for redundancy, terminating Mr Woodcock’s When justifying direct age discrimination, employment just before he turned 50 when an employer will have to show there is a he would have accessed early retirement legitimate, public interest aim (as opposed enhanced benefits. The trust did this to to an aim based on specific reasons relating save a considerable sum of money. only to the individual’s employment), taking The Court of Appeal decided that into account the circumstances of the consideration of costs alone cannot amount particular employer. to a legitimate aim. However, if there is However, the business needs alone for another factor in addition to costs, together the employer may well suffice as justification these considerations may justify the for indirect discrimination. discrimination. In Mr Woodcock’s case, they In the recent case of Seldon v Clarkson, decided that the direct age discrimination Wright and Jakes, the Supreme Court was justified by the legitimate aims of cost confirmed that there are different tests savings plus the requirement to dismiss a for justification of direct and indirect redundant employee. age discrimination. In the case of Homer v Chief Constable Mr Seldon was a partner at a law firm, of West Yorkshire Police, Mr Homer was which had a mandatory retirement age employed for many years by the Police of 65. Mr Seldon wanted to work beyond National Legal Database. A new salary 65, but his request was turned down. structure determined that for Mr Homer to The Supreme Court found that the reach the highest grade, he had to have a law mandatory retirement age was directly degree. Mr Homer was due to retire at age 65 discriminatory, but that this was potentially and he did not have enough time before justified as it was to retirement to complete further ‘legitimate social a law degree. The It’s important to policy aims’. This was Supreme Court found request evidence founded on the ‘dignity’ that Mr Homer was argument, whereby an employer asserts that it indirectly discriminated against by the is better to have a mandatory retirement age requirement that he obtain a law degree. than for a long career to have to come to an The case has gone back to the employment end through a less desirable process such as tribunal to decide whether the indirect a capability procedure. The other legitimate discrimination was justified. aim was ‘inter-generational fairness’ whereby As both the Homer and Seldon cases have older employees must leave to give younger gone back to the employment tribunal for employees a chance at progression. The court decision on elements of justification, we confirmed that factors such as staff retention will soon have more guidance on this from and workforce planning would also be the courts. interpreted as legitimate social policy aims. Please note it will be up to employers to The case now has to go back to the prove and evidence a justification defence. employment tribunal to decide whether If you feel you have been discriminated choosing 65 as the retirement age was a against on the basis of age and your ‘proportionate means’ to achieve these aims. employer is asserting justification, it is In the case of Woodcock v Cumbria important to challenge this and request Primary Care Trust, Mr Woodcock was evidence. Contact ATL for support using dismissed by reason of redundancy. The trust the details on page 23.

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June/July 2012

help and advice / contact

Help and advice If you need help with matters related to your employment, your first point of contact should be your school or college ATL rep, or your AMiE regional officer if you are a leadership member. You can also contact your local ATL branch for advice and support. If they are unable to help, contact ATL using these details:

Membership enquiries 020 7782 1602

General enquiries 020 7930 6441

Monday to Friday, 5-8pm during term time. ATL’s regional officials are available to speak to you about work problems.

Email: info@atl.org.uk Website: www.atl.org.uk London: 7 Northumberland Street, London WC2N 5RD. Belfast: 16 West Bank Drive, Belfast BT3 9LA. Tel: 028 9078 2020. Email: ni@atl.org.uk Cardiff: 1st Floor, 64B Newport Road, Cardiff CF24 0DF. Tel: 029 2046 5000. Email: cymru@atl.org.uk Edinburgh: CBC House, 24 Canning Street, Edinburgh EH3 8EG. Tel: 0131 272 2748. Email: scotland@atl.org.uk AMiE members: 35 The Point, Market Harborough, Leicestershire LE16 7QU. Contact your AMiE regional officer (contact details at www.amie.uk.com) or call the employment helpline 01858 464171. Email: helpline@amie.atl.org.uk

Email: membership@atl.org.uk

Pension enquiries 020 7782 1600 Out of office hours helpline 020 7782 1612

Personal injury claims 0800 083 7285 Call Morrish Solicitors LLP, ATL’s appointed solicitors, or go to www.atlinjuryclaims.org.uk. This service is open to members and their families, subject to the rules of the scheme. ATL should be your first port of call in the event of work-related issues. If you feel you need emotional support, Teacher Support Network is a group of independent charities and a social enterprise that provides emotional support to staff in the education sector and their families. Their support lines are available 24 hours a day:

If you are not a member of ATL and would like to join, please contact us on 0845 057 7000 (lo-call) Remember to pass your copy of Report to colleagues who may be interested in it!

England: 08000 562 561 Wales: 08000 855 088 Scotland: 0800 564 2270

Terms of ATL’s support are outlined in our members’ charter, available via www.atl.org.uk. When emailing ATL from home, please include either your membership number or home postcode to help us deal with your enquiry more efficiently.

June/July 2012

www.atl.org.uk

help and advice / guide

Differentiation in the classroom Differentiation can be a challenging subject for teachers in any phase of education and at any stage of their career. Trainer Colin Troy offers some straightforward tips on improving differentiation

t sounds like it involves lots more work with planning, providing different worksheets for several groups of students and causing delays in delivery of the curriculum. Although some or all of these things may occur at times, good differentiation should not be too burdensome. It needs to be regarded as good systematic practice, something we are all already doing that needs tweaking. So this is a step-by-step guide to improving differentiation without too much blood, sweat and tears. Differentiate the task: • Tasks may be graduated and presented as a ladder of short tasks of increasing difficulty. Some students would be expected to get further up this ladder than others. • Open tasks. These require a student to make an individual response (eg to design a leaflet promoting dental floss). There are many different satisfactory responses to an open task. More able and motivated students can interpret them to a higher standard. • Choice may be given, or different tasks may be set for different students. For example, a communication key skills class could be composed of students working towards two different qualification aims.

Not everyone needs to do the same type of learning: • Younger pupils can indicate where they are in their learning process by using a traffic light system: green for go, amber for ‘I need to practise this a bit more’, red for ‘I have stopped, can I go over the basics again please?’ • Introductory learning may involve grasping the big picture: ‘in a nutshell this is what this lesson is about’, making the new vocabulary clear and making basic concepts clear through examples. • For some students a clear task list of short one-step-at-a-time instructions may be needed to get them started. • Practise learning by using graded examples of increasing difficulty or complexity. • Mastery learning: using higher-order thinking questions in test conditions or quizzes to explore the understanding of the subject, eg ‘What if…’, ‘What next…’, ‘Can the subject be viewed from different viewpoints?’ Differentiate resources: Students can choose, or be given, different resources to assist them with assignments and worksheets. • Helpsheets may be produced to break tasks down or make them easier for weaker students. Students could request a recipestyle helpsheet that tells them exactly how to do this practical if they cannot work it out for themselves. • Extension tasks. Some teachers make clear which are the extension tasks, others just put them last and only expect the more able to get to them. Accommodating different learning styles: This might include allowing opportunities for the student to explore more fact-based, logical analysis, while others have the opportunity to describe through a picture or advertising slogan. Ask yourself how else these pupils can show their understanding. Can they use: radio interviews, a PowerPoint presentation, a tablet, post-match sports

www.atl.org.uk

interviews, postcards, posters, post-its to show a sequence or time line, etc? Different learning styles for students with additional needs: • Autistic spectrum disorder pupils may prefer visual styles of learning and being given logical and analytical questions. • ADHD pupils need opportunities for visual, kinaesthetic and intrapersonal styles of learning. • Pupils with a dyslexia profile will need many opportunities for VAK (multisensory) learning opportunities and respond well to being given evaluative and open questions. Differentiate the time allowed to complete tasks: This is useful for starters and plenary, and for differentiating homework. ‘How many can you do in 20 minutes?’ ‘Do as many as you can in 10 minutes and keep your scores and see if you can beat your personal best.’ Oral and written questioning: Questioning needs to include a greater variety of higher-order thinking skills. It is common for teachers to concentrate heavily on factual recall questions for both oral and written questions. It is also true of tasks given to students for group work, or before watching a video, and so on. We need to ask more: • ‘which?’ questions for evaluation • ‘how?’ questions for synthesis • ‘why?’ questions for analysis. Overall, differentiate feedback, then set individual tasks and targets. Offer feedback on the progress made, not just the overall outcome. Colin Troy is an experienced trainer and consultant who specialises in supporting pupils with additional needs. He has more than 30 years’ experience working in schools and is still actively working with pupils of all ages. www.ct-training.org.uk June/July 2012

Don't miss out!

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included. Offer valid on new orders placed between 18th June and 28th September 2012 and is available where the total of a single or a series of multiple orders placed during that period equal £3500 or over, ex VAT and the purchase of stamps. Only one free gift per educational establishment. Free gift will be delivered during October 2012 and is subject to availability. Viking reserve the right to offer a similar product of greater or equal value if, due to unforeseen circumstances, all or part of the free gift should become unavailable. Orders placed are subject to our usual terms and conditions which are available on our website www.vikingschools.co.uk or you can request a copy from our customer services team by calling us on 0844 412 1111. The promoter is Viking, a trading brand of Office Depot International (UK). Office Depot International (UK) Ltd, registered in England at 501 Beaumont Leys Lane, Leicester LE4 2BN registration no. 2472621

resources / ATL resources

ATL resources Newsletters Post-16 News has been sent to all members in further education and sixth form colleges. It leads with an update on the ongoing negotiations to set sixth form and FE pay. There is also news of FE reps’ training and their triumph in the ATL rep awards. Looking at the wider educational picture, three education experts offer their thoughts on professionalism in FE and the parlous state of vocational education. Finally, there is a new health and safety tool for colleges and news of great learning successes at Oldham College. ATL Support has been sent to all support staff members in all sectors and leads with a round-up of support staff matters discussed at ATL’s Annual Conference. There is also ATL’s response to the news of funding for support staff training on working with children with special educational needs, a chance to have your say on Ofsted inspections, news of training success and the opportunity to help steer ATL in support matters by joining the Support Staff Members Advisory Group (SSMAG). New2Teaching magazine ATL’s student and newly qualified members will receive New2Teaching magazine in this issue of Report. The cover story offers tips on ways of managing your workload to retain a better work-life balance. There is also the chance to read about a newly qualified teacher’s experience of an external inspection, a discussion of how technology can work in the classroom, and members’ questions answered on building relationships with colleagues on placement, and being clear on what powers of restraint teachers have. Finally, ATL Future convenor Paul Campbell

www.atl.org.uk

talks about how being active in ATL has benefited him, a report of ATL Future activities at Conference, and the return of ATL’s popular summer seminars. ATL diary and wall planner

The 2012/2013 ATL diary has been sent to school/ college representatives, health and safety representatives, union learning representatives, Executive Committee members and branch secretaries in this issue of Report. Copies can also be ordered from ATL’s despatch service at a cost of £3.50 including postage and packing. The bright and cheery diary comes complete with a week-to-view (Monday to Sunday) and a handy facing page on every double spread for you to make your own notes. Running from mid-July 2012 until December 2013, it is packed with useful information for members, including ATL policies, services, benefits and pensions, a comprehensive useful websites section, and much more. A handy timetable planner and London underground map are also included. Visit www.atl.org.uk/ diary to order online. An order form also appeared in May’s Report magazine. The ATL wall planner for the upcoming academic year is being sent to all members (excluding student and newly qualified members) with this issue of Report.

You’re failing at your job The government keeps giving out the message that you are failing at your job with its changes to capability proceedings, yet another new Ofsted inspection framework, proposals for regional and performance-related pay, and other innovations to increase pressure and workloads. ATL has produced an A5 flyer asking you to let us know the situation in your school and inviting you to join in our ‘Speak out for education’ campaigns. All members in maintained schools in England will receive a copy of the flyer, which can be downloaded from the ATL website at www.atl.org.uk/ failingatyourjob or ordered from ATL Despatch using the details on the right. Factsheets ATL has produced two factsheets offering advice on the new appraisal system that comes into effect in schools in England

from September 2012. Split into the areas of appraisal and lesson observation, they include advice on the length of the appraisal period, how your current arrangements will be affected, who your appraiser should be and how objectives should be set. ATL has also produced a factsheet on safety on school trips. Ensuring a Safe Journey on School Trips explains some of the main factors to consider when planning a school trip or educational visit, including risk assessments, choosing a bus provider, using public transport and driving a minibus. All factsheets are available to download from www.atl.org.uk/factsheets.

How to order ATL resources There are a number of ways you can access the range of publications, newsletters and position statements ATL provides: Website: you can download PDFs of most of our publications or place your order using an online form via the ‘Publications & resources’ section of our website at www.atl.org.uk Email: you can email your order using despatch@atl.org.uk (quoting the product code, wherever possible) Telephone: you can phone our publications despatch line on 0845 4500 009 (quoting the product code, wherever possible).

June/July 2012

HATS HA AT TS O ON FOR R

HOMELESS HOM ELESS S

The work of an NGO

PEOPLE E

“Woolly Wo oolly Hat Da Day ay is 3 y years e ears old d and d rready e ead dy to g go o to school!”

A multimedia resource for KS3/4 Geography or Citizenship teaching. Learners investigate, debate and critically evaluate key questions relating to ActionAid’s approach to development. This free, downloadable resource contains: • ‘ActionAid in Action’ audio slideshow full of case studies • A short history of ActionAid’s approach to development • Lesson ideas and activity sheet

Thiss yyear’s eear’s W Woolly o oolly Hat Da Day ay is on

Friday rida ay 26 October! All yyou o ou need to do is get yyour our o school or company company involved invo olvved ed and askk everyone ever eryone o to wear weaar their w woolly oolly hat ffor or thee o day and make nd mak ke a small donation tion to help St Mungo’s work. ungo’s w ork.

Don’ Don’t on t miss i out info ffor o or more more inf fo please 12 2012 ay 26 October 20 rida Friday F contact us on: Email: woollyhatday@mungos.org woollyhatda ay y@m mung un os.org os org WOOLLY (966559) Call: 0845 2 W O OOLL LY (9 966559) Website We ebsite www.woollyhatday.org www w.w .wo oollyhattda ay..org Charityy ex exempt empt p from from registration registration I&P Society Socieety No. No. 20598R Housing Association No. No. LH0279

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Sylvia (right) and friends collecting water at Kitemba primary school, Uganda. PHOTO: GEORGIE SCOTT/ACTIONAID

Download from www.actionaid.org.uk/schools Registered charity no 274467

Cats in the Early Years

A new, free resource that provides: z Information about Cats Protection z The aims of the pack z Curriculum links for all the fun activities z Comprehensive teachers’ notes The Cats Protection CD-ROM is a new, free resource for Early Years teachers to educate the under 5s about responsible cat care. It covers the whole EYFS curriculum across the UK. To obtain your free resource, email your name and nursery address to education@cats.org.uk

www.cats.org.uk/learn Reg Charity 203644 (England and Wales) and SC037711 (Scotland)

resources / classified To advertise here please contact Lisa on 01603 772521, or email lisa.parkinson@archantdialogue.co.uk Recruitment Teachers required to host and teach adults and/or teenagers from Europe, Russia and Japan in their home on total-immersion English language courses or GCSE/A-Level revision courses in maths, science and business/economics. A professional qualification is required, comfortable home and enthusiasm for sharing your language, culture and location. Short summer placements of 2-3 weeks are available and also year-round placement of 1-4 weeks. Good rates. Tel: 0117 9042483 or Email: info@livingenglish.com

Resources Positive Images Bringing sporting and diversity images to your classroom. Visit www.multicultural-art.co.uk and see our exciting, updated website for great, new resources. Order posters, books, banners, workshops, lesson plans and more. We also specialise in special needs/disability posters. Tel/fax: 020 8691 4563. Email: positiveimages@aol.com. Pass it on!!

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Looking for a new challenge? Recently retired but still have something to give? Or perhaps you are seeking a fresh challenge before settling down? World City Links is looking for qualified teachers to teach English in schools and colleges across Thailand. You do not need to be an English/CELTA teacher, but you do need to hold qualified teacher status and have a current CRB check. Good terms and conditions, private, public and vocational schools and colleges, urban or countryside, secondary or primary. World City Links is an organisation that shares good education and curriculum practice between the UK and countries around the world. Established in 2001, we have partnerships between schools and colleges in China, Thailand, Brazil and Canada.

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Self-catering in Tuscany Restored medieval house in mountain hamlet near Lucca – sleeps four. Superb views, ideal for walkers, art/history lovers, food/wine enthusiasts. Tel: 01226 753050 email: barmax@globalnet.co.uk or visit www.tuscanyproperties.co.uk

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Mr M

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AVEYRON B+B/self-catering in beautifully updated medieval farmhouse. Three en-suite bedrooms. Stunning views. Tranquil rural location. Perfect walking/cycling. Tel: 00 33 565997645 email: sharon.colback@live.co.uk Cevennes National Park Architect’s tranquil riverside house for two. 90 mins from Nimes or Montpellier. Email: bidey@onetel.com Tel: 020 7935 1084 www.laruchefrance.com

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Tel: (0034) 942 706208 or visit www.muddy-boots.co.uk Luxurious two-bedroom apartment on Jack Nicholas Golf Course in Murcia 20 metres to large pool and short drive to airport and coast. Good availability during school holidays. Colour brochure on request to stevemfowler@hotmail.com or Tel: 07968 358113.

Turkey Attractive two-bedroom apartment in Altinkum A few steps from pool. Less than 10 minutes’ walk to three beaches, harbour, shops and restaurants. Good availability during school holidays. Colour brochure on request to stevemfowler@hotmail.com or Tel: 07968 358113.

Spain &

Wensleydale C16 cottage, sleeps four, cosy and comfortable with log burner. No smoking. Dogs permitted. www.lightfoothouse.co.uk Tel: 01954 202938 Aviary Court Hotel, Cornwall Near St Ives. Small private hotel. Quiet escape for couples even in school holidays. Good food. Attractive weekly rates. www.aviarycourthotel.co.uk Tel: 01209 842256 Yorkshire Dales Stone Cottage Tranquil hamlet near Dent – sleeps up to six, ch, log burner, stunning views (sorry no pets). Tel: 07753 871475

Trapezaki Bay Hotel. The Vacationers Paradise. No children.

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June/July 2012

WIN £r5k0 in Ma cser & Speners vouch

29 1

Prize crossword

Down 1 One who established the school to fail and go under? (7) 2 Book of maps — your organisation has Middle East (5) 3 Ministers close to the PM: ‘Can’t I be replaced?’ (7) 5 Ofsted reorganisation — ‘F’ becomes ‘D’ — it’s the strangest thing! (6) 6 Teacher’s favourite from Cleveland resort gets VIP treatment? (3,6) 7 Goes beyond former tennis stars, we hear (7) 8 He digs up the past, afresh about beginning of Olympics (13) 15 Strangely, really good (9) 17 Result of cuts in woodwork teaching? (7) 19 Short swim — behold, graduate with certificate! (7) 20 Having insufficient power to be remarkable? (7) 21 After 5 I convert girl to author of the Aeniad (6) 24 Country in return of international assistance? (5)

The winner of the May crossword competition will be announced on the ATL website. Congratulations to Mr Hall, the winner of the April crossword competition.

June/July 2012

15 19

17 17

18 19

20 23

25 25

27 31

27 28

WIN!

One lucky reader will win £50 in Marks & Spencer vouchers. Simply send your completed crossword, with your contact details (incl. telephone number), to: ATL Jun/Jul Competition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 05 September 2012. If you have an ATL membership number, please include this _________________________________________________________________

Terms & conditions: Please include your full name, address and telephone number. The winner will be picked at random from the correct entries on 05 September 2012. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL are not eligible for the prize draw.

✁

Across 1 Complete failure if a school is reorganised and hol cancelled (6) 4 Company sure to alter series of lectures (6) 9 Northern university has main part of ship (4) 10 Drilled a hole, finding lessons tedious? (5) 11 Lower head to avoid ball? Zero runs scored (4) 12 An inventor in need is one (6) 13 ‘SATs go,’ he amends. ‘They may be taken by terrorists!’ (8) 14 Make an unfairly excessive amount of money for Peter and I, perhaps (9) 16 Stirred soup to produce musical work (4) 17 Not mad to start school as nursery ends (4) 18 Prime Minister who was pleased with Eton’s development? (9) 22 Bad language and dreadful anger is end of fellow (8) 23 Produces a portrait of one in knickers! (6) 25 Place outside Nag’s Head for boat on the Cam? (4) 26 Enthusiasm got us in trouble (5) 27 Money owed after penny bet goes wrong (4) 28 Equipment to nail the French (6) 29 Friend and expert at St James’s? (6)

Last month’s solution — May 2012 Across: 7 Dormitory 8 Colon 10 Boarders 11 Ladies 12 Glee 13 Learning 15 Hothead 17 Heiress 20 Clinical 22 Pass 25 Cosine 26 Tea break 27 Essay 28 Monitored Down: 1 Not on 2 Amoral 3 Et cetera 4 Trestle 5 Londoner 6 Governess 9 Alma 14 Coalhouse 16 Handicap 18 Emphasis 19 Platoon 21 Crew 23 Sermon 24 Mater

www.atl.org.uk

join the debate / final word

Body distress

ILLUSTRATION: PHIL WRIGGLESWORTH

Preoccupation with body image is having a major impact on adults and young people alike, says psychotherapist and author Susie Orbach

CHARLIE HOPKINSON

R Susie Orbach Susie Orbach is a psychotherapist, author of 11 books including Bodies, and convenor of www.any-body.org. She recently spoke at the UN on women and bodies, and works on the government’s campaign for body confidence.

www.atl.org.uk

ecently a group of sixth formers and their teachers took part in a workshop on body image run by www.ditchingdieting.org. The girls and one boy talked about the anguish that body issues, eating, dieting and looking good were provoking in them. I wasn’t surprised. Body image has moved to the centre of many people’s daily lives, besieging them with critical thoughts from when they get out of bed and accompanying them throughout the day. ‘Am I too fat?’ ‘I shouldn’t have eaten that,’ ‘I must exercise,’ and so on. None of these students would be diagnosed with an eating disorder despite the fact that compared to 25 years ago, their eating would be considered pretty eccentric, if not to say troubled — avoiding eating in the week and bingeing at weekends, or throwing up to compensate for overeating. Today this way of managing food has become so normal. Perhaps you think it isn’t that worrying. Perhaps you too worry about your body — goodness knows there is enough pressure out there from the commercial giants and the government to destabilise

anyone’s sense of their appetites — and you take it for granted that being dissatisfied is just part of life? Selfimprovement is one of the mantras driving consumerism and if we are to treat our bodies as a site of consumption, what’s the problem? But there is a big problem and one that those sixth formers were not new to. They’d had body distress for years, many since junior school and others who can’t remember a time when they were ever without it. Moreover, even though they talked about their body preoccupations, their years in school had done little to address it. They hadn’t solved the problem at all. Indeed, it was getting worse. It’s not that these young women and men were anything but gorgeous. They all were and are. But they didn’t feel it and they didn’t have any confidence that they could get on with their lives and their ambitions without worrying about how they should look, how they should eat. Fretting about the body was second nature to them. A combination of factors means that body distress is eating into younger and younger children, and stealing their childhoods. If they are not being assaulted by pop videos and video games about how to transform their bodies, they are being weighed and measured, and schools are being made to convey a message to parents that their children’s bodies are in danger of being overweight or obese. As one very sane mother said, if she’d taken seriously the letter from primary school about her son being overweight and tried to regulate his perfectly okay eating, she would have instigated an anxiety and worry around food that could have dogged his days. As it was he grew several inches and ‘fitted the criteria’ in the next term. There is a lot of money to be made from destabilising bodies. The diet, fashion, beauty, style, fitness, food and cosmetic surgery industries all grow fat by creating a perverse sense of how our bodies should be. They are hard to take on. But schools could do a lot to help students not just deconstruct the limitations of today’s visual culture, but also encourage them to challenge its narrow aesthetic and reshape it themselves. To help them, though, teachers need to be aware of how the nefarious practices of those industries have infiltrated their own consciousness, turning them against their own bodies too. And they need to join forces with parents who too are under attack, so that our bodies once again become a place to live from, not a site of constant selfhate/self-improvement efforts. June/July 2012

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