the Teacher – May 2016

teachers.org.uk May / June 2016

Ask the Contents Union

Welcome

Now is the time As we go to press, the Government is plunged further into chaos over the curriculum and assessment.

Baseline has been abandoned and now the KS1 spelling test has also been cancelled.

Education and Adoption Act will mean that academisation will continue apace.

Now is the time for teachers to take a stand against the total destruction of democracy and coherence in our education system. A ballot for discontinuous strike action to restore national pay and conditions to ALL state funded schools will get underway on 22 May.

The breadth and depth of opposition to the Government’s White Paper is immense. The Union is right to dub it The Wrong Priorities. The Government should be addressing teacher recruitment and retention, the school places crisis and funding.

My message to you, in my last editorial, is to VOTE YES. I am hugely proud of the NUT. As I leave office I look forward to the pride I will feel as the Union continues to campaign against utterly unacceptable government policy.

Instead it has sought to defend the anti-democratic forced academisation of our entire school system. Even if the forthcoming Bill softens the Government’s stance a little on academisation, it’s clear that the provisions of the

Christine Blower – General Secretary

19 The results are in…

The NUT surveyed teachers to gauge their views on the current state of education. The results are worrying yet far from surprising.

Features 04 Education under fire Academics, authors, public figures and politicians from across every party have voiced their outrage at the Government’s Education White Paper. But what is it and what will its proposals mean for schools?

21 End austerity now Read all about The People’s Assembly march, which included more than 150,000 people protesting against cuts in health, homes, jobs and education.

26 NUT Conference 2016 We round up the highlights from this year’s annual conference, which included a guest speech from Labour party leader Jeremy Corbyn.

12 Union success We celebrate the sixth form college strike victory at the High Court and share success stories in schools around the country.

50 Backbeat William Davies, co-director of the Political Economy Research Centre at Goldsmiths University writes about the seduction of numbers and the danger of focusing purely on quantitative measures at the expense of professional judgement in schools.

15 English systems Poet in residence Michael Rosen lyrically lambasts the Government’s plans to dramatically overhaul the education system.

President Anne Swift General Secretary Christine Blower Deputy General Secretary Kevin Courtney Editor Daniel Humphry Journalists Emily Jenkins, Monica Roland Administration Maryam Hulme Cover Jess Hurd Newsdesk 020 7380 4708 teacher@nut.org.uk

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Regulars 09 Out and about 25 International 34 Your Union 36 Ask the Union 38 Reviews

41 Noticeboard 43 Learning with the NUT 44 Staffroom confidential 46 Letters

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The White Paper A threat but also an opportunity Academics, parents, public figures and politicians from across every party have voiced their outrage at the Government’s Education White Paper. The consensus across the political spectrum is that this White Paper is founded on the wrong priorities for the future of education.

The proposals threaten to make public education a thing of the past, as more chains and trusts would be free to move in and run pockets of the fragmented system, opening the door to corporations and mass privatisation.

Photo: Justin Tallis

As NUT General Secretary Christine Blower pointed out: “This total dismantling of England’s education system was not mentioned in the Conservative party manifesto.

Understandably, they did not want the electorate to have any idea about it. This Government is ploughing ahead with a policy that is based neither on evidence nor popular demand.”

Now that the Government plans are out of the bag, suddenly thousands of teachers and parents up and down England are discussing how undemocratic, illogical and unjustified it is to force every school to convert.

Parents are talking about it in primary playgrounds.

The national media is covering the story almost every day.

An opportunity has arisen to make parents and voters aware of the risks inherent in making all schools academies; the risks to the profession, to the curriculum and to the future of education.

The Government’s approach to education, intensified in this new White Paper, is leading to pressure on students, a narrower curriculum, too many teachers quitting and the labelling of schools and students as failures. This is an opportunity to make the case that the Government’s approach is undemocratic and that it ignores the evidence about how to actually improve outcomes for children and young people.

A threat to all teachers The academisation proposals also pose significant threats to teachers’ pay and conditions as the national framework that grew under local authority employment would vanish. Most academies have largely adhered to national pay and conditions so far but are not obligated to do so. Without the STPCD and Burgundy Book as benchmarks, academy employers will put pressure on teachers to accept worsened terms and conditions. Teachers could lose any link to a national pay system, rights to minimum PPA time, limits on working time, and sickness and maternity benefits above the statutory level. This is a threat to teachers in local

“To ask school leaders to take time away from educating our children to spend time and money, mainly on lawyers, to convert to an academy is irresponsible.”

Lucy Powell, Shadow Education Secretary

authority schools but also to teachers in academies.

This is an opportunity to unite teachers in defence of the profession to retain the entitlements that previous generations have secured.

At a time of real term funding cuts, parents, voters and MPs are raising questions about the political wisdom of a top down re-organisation of schools. The estimated cost of the process of academisation has been put as high as £1.3bn – money that will be spent on lawyers and administration, not on educational opportunities. As drama, art and music departments close their doors in numerous schools, this Secretary of State earmarks billions for her centralisation agenda, an agenda that will strip schools and local councils of their powers.

The NUT wants teachers to alert parents to the fact that the White Paper is: • based on the wrong priorities and doesn’t deal with the teacher recruitment and retention, school places or funding crises or the chaos in the curriculum; • ignores the evidence; • is undemocratic; and • is expensive.

Growing groundswell of concern There is scant support for the vision of education in the White Paper. Labour party leader Jeremy Corbyn MP characterised the White Paper as “an ideological attack on teachers and on local and parental accountability”.

Professor Chris Husbands, Vice Chancellor at Sheffield Hallam University, also expressed dismay at the “decisively centralising White Paper” that places enormous powers in the hands of the Secretary of State and noted it was “riven with contradictions”.

“It’s difficult to see that this system can be established without a good deal of chaotic upheaval and equally difficult to see a straight line to improving outcomes for children,” he concluded.

Conservative party split

“I am not convinced by the suggestion that [academies] are somehow the only way to improve standards.”

Will Quince, Conservative MP

Opposition to the White Paper was swift and loud, with MPs and councillors from all sides of the political spectrum condemning the move. Many Conservative MPs have joined Labour MPs in speaking out. They do not want to lose local powers over schools and worry for rural schools in the face of this centralisation of powers to Westminster, and the requirement to convert every school.

The White Paper: A threat but also an opportunity

In April, before the ink was dry on the Education and Adoption Act, the Government published an Education White Paper. The plans – disingenuously called Educational Excellence Everywhere – outline a costly plan for every school in England to become an academy by 2022, a plan that ignores the evidence about real school improvement. They also threaten to remove Qualified Teacher Status and continue with a narrow curriculum and high pressure testing.

BALLOT BOX The NUT will ballot for strike action this term in defence of pay and conditions, which are under threat as a consequence of the planned changes.

Our goal: we want the Government to guarantee that every teacher in an English state-funded school will be covered by national pay and conditions, and we want the Government to fund schools properly so terms and conditions can be maintained and improved.

The ballot for action will commence on Monday May 23 and will close on Wednesday June 22.

If the ballot is successful there will be a day of strike action planned for early July and further action in the autumn. Show your support and let your voice be heard.

Vote YES in the ballot!

Will Quince, Conservative MP for Colchester stated: “I believe that academies have a place in our education system and that they have played a part in helping to turn around failing schools. However, I am not convinced by the suggestion that they are somehow the only way to improve standards.”

He continued: “Indeed, in many cases we have good or outstanding schools that are maintained by local authorities so it is a needless shake-up for both schools and councils to suddenly force them to become academies, especially if it is against their wishes.”

Meanwhile Ivan Ould, Conservative Cabinet Member for Children and Families in Leicestershire County Council and a former headteacher also conveyed unease with the proposals: “I do not believe a system driven by dogma will meet the needs of children. I’m not comfortable with coercion.”

Lucy Powell, the Shadow Education Secretary believes that “to ask school leaders to take time away from educating our children to spend time and money, mainly on lawyers, to convert to an academy is irresponsible’’. Many councils up and down the country have already passed motions recording their opposition.

“As with the costly and disruptive re-organisation of the NHS, the Government will live to regret this approach but unfortunately it will be our children who will pay the price,” Lucy Powell also commented.

Stronger together In order to defeat the proposals in the White Paper, the NUT is working with all possible allies, including MPs and councillors across the political spectrum, other education unions, parents and governors.

“The two petitions to Government have gathered over 150,000 signatures,” said Kevin Courtney, NUT Deputy General Secretary. “This is a clear indication of the strength of feeling that exists against these costly and unnecessary plans. We must all speak out to keep education in the hands of our communities and stop this reckless and destructive policy.”

The victory against Baseline Assessment should serve as an encouraging sign that collective effort can effect change.

After considerable outcry, protests, and research-driven

opposition from teachers, education experts, and parents, the Government scrapped the divisive Baseline Assessment, which demonstrates the power of solidarity against damaging policies.

Time for action The White Paper paints a vision for the future of education based on competition, with schools and students as winners and losers, and a narrow knowledge-based curriculum that must be resisted. As well as making this case for a better vision of education, the Union will act to defend your terms and conditions, which is why the NUT has called a ballot for strike action in schools this term.

Teachers want policy making that supports their school to help every child reach their potential. Teachers think that every child matters. These proposals show that the Government is out of touch, out of ideas and has politically miscalculated.

Please support the Union’s campaign and look out for campaign materials in your post. When every teacher speaks out, the Government will have to change its course.

GET THE MESSAGE OUT! Here are ways you can engage with your peers, parents and local community: 1. Speak to other members in your school about the four key Union concerns 2. Ask your rep to call a school meeting or volunteer to become the rep 3. Build the wider campaign – involve parents, MPs, local press 4. Build the strike ballot – can you volunteer an hour or two on our Get Out the Vote phone hotline? Go to: surveymonkey.co.uk/r/volunteersballot

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Hustings in Wales In the run up to the Welsh election NUT Cymru, ATL Cymru and UCAC came together to host a joint education question time. The event ensured representation from all sectors, from primary and secondary schools through to further and higher education institutions. It also managed to give a voice to teachers in large city schools, small rural communities, Welsh language education and people from all different levels of their teaching careers.

Chaired by Gareth Evans, the Western Mail’s education correspondent, the panel included the Welsh Government’s Education Minister, Huw Lewis AM, Simon Thomas AM (Plaid Cymru), Aled Roberts AM (Welsh Lib Dems) and Richard John representing the Welsh Conservatives. The panel was faced with a breadth of knowledge from the audience, which made for a well informed and, at times, forensic debate.

Viewpoint An empowering TUC Women’s Conference Merike Lawlor, the new NUT Division Secretary in Stockton, shares her experiences from the TUC’s Women’s Conference this year.

Last week I had the pleasure of spending three days with some of the

most inspiring, strong, passionate women I have ever met. The TUC Women’s Conference 2016 was unlike anything I have ever attended.

I found myself in the midst of train drivers, shop workers, midwives and actors, all together to improve

the lives of the women they represent.

With the help of the most supportive delegation I could ask for, I gave my first ever conference speech in support of flexible working for women. I shared my own experiences of feeling like a human game of Buckaroo with regards to workload and wondered how colleagues with children fit everything in if flexible working is denied. Delegate after delegate shared similar stories; a sad reminder of the immense pressures our workforce is under.

Following this, I was asked to second a motion on food poverty, which was a great honour. International activists shared their success. Junior doctors told us: “We will not let the Government divide and conquer us.”

Although a lot of the debates left me feeling sombre, I came away feeling empowered knowing that together we can change lives for the better.

Together we are stronger.

Celebrating 100 years of Irish women’s struggles NUT members in London joined SERTUC Women’s Rights and International Committee in Holborn for an evening of celebration on International Women’s Day, honouring 100 years of Irish women’s struggles from the Easter uprising to the present day.

Speakers included Liz Deasey and Karen Gearson, two extraordinary trade

unionists who took international solidarity against the apartheid regime by refusing to sell South African goods at the Dublin branch of Dunnes Stores.

When one worker was suspended, 12 went on strike for two years. Their actions were recognised both in Ireland and South Africa by Nelson Mandela and the Irish Government.

Ambitious for Croydon schools A packed, attentive audience of 150 teachers, school improvement officers and councillors reaped the benefits of a keynote address by Professor Merryn Hutchings, author of the seminal report Exam Factories? at an event jointly organised by Croydon NUT and Octavo, the LA’s professional development arm. Professor Hutchings joined a panel of Croydon educationalists and engaged with the audience in a lively question session and debate. The positive messages that came from the panel and the audience proved inspirational for those who support the mantra “Ambitious for Croydon schools”.

Education Question Time in Rotherham Rotherham NUT hosted an event called Are our schools becoming Exam Factories? with Professor Merryn Hutchings, who opened the public meeting with a summary of her research and laid bare the stark facts about the impact of school accountability measures on teachers, the curriculum and children’s mental health.

Lindsey Thorpe, a Year 3 teacher, explained that the reason she became a teacher was to help every student shine, not to force children through a standardised testing regime that doesn’t

recognise their individual talents. Former NUT President Philipa Harvey talked about the drudgery of the new curriculum and SPAG tests at the expense of play-based learning and children’s self-esteem.

At the meeting there were 70 people from across the community including mental health charities and organisations, CAMHS Parents’ and Carers’ Forum and Rotherham Youth Parliament. The next steps are to organise lobbies of MPs, community leafleting and school meetings.

Keep up to date with education and the NUT – follow us on Twitter at: twitter.com/NUTonline for the latest news and views. And stay informed at: teachers.org.uk

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I the Teacher

Lancaster LGBT+ event Hilary Chuter, from Morecambe and Lancaster Association, and Debs Gwynn, from Halton Association, organised a half-day training session in Lancaster focusing on homo/bi/transphobic attitudes in schools. The event was opened by LGBT+ National Executive seatholder Annette Pryce, who gave an overview of what the Union is doing to promote LGBT+ equality.

There were workshops on challenging homo/bi/transphobic language and behaviour, and creating LGBT+ friendly classrooms.

Both workshops focused on practical tips and strategies that staff can use in schools. The event was a success and all the feedback was positive.

One teacher even reoined the NUT as a result of the event. We hope to do similar events across the region in the future. If you are interested in hosting such an event please contact Debs Gwynn at: debsgwynn@yahoo.com

The Durham Miners’ Gala The Durham Miners’ Gala, also known as ‘The Big Meeting’, is Britain’s biggest and most historic celebration of trade union values. First held in 1871, more than 150,000 people fill the streets every second Saturday in July to celebrate their heritage. The gala is vital to keeping the spirit of solidarity alive and has always been a powerful symbol of equality, democracy and working people standing together. This year’s Gala will be held in Durham on 9 July 2016. For further details visit: durhamminers.org

You can also find the NUT on Facebook.

Keep up with the latest campaigning and Union news via the official NUT Facebook page at: facebook.com/nut.campaigns

Out and about

Reclaiming International Women’s Day The NUT London Women’s Network joined fellow trade unionists at a Reclaim International Women’s Day event at NUT headquarters, celebrating working women’s struggle to gain the vote and equality.

members how a woman’s place was in their union and Megan Dobney from SERTUC reminded the audience of the struggle to gain equality in the workplace and the battles that we still need to win.

Historian and author Louise Raw explained how the women who worked at the Bryant and May factory in London had the temerity to take on one of Britain’s most powerful and successful companies. Christine Blower told

Finally, former Teacher columnist Kate Smurthwaite presented a unique blend of comedy and social commentary.

The event successfully honoured working women and celebrated those who fought for suffrage and equality.

Mark Hopper and Dennis Charman from Hammersmith and Fulham NUT supporting junior doctors in their ongoing dispute with the government over forced contract proposals.

Moving Freely in Nablus A film discussing the importance of freedom of expression in Palestine was launched at NUT headquarters in February. Moving Freely is the third film produced by the NUT and Edukid and is based in Nablus.

The production uses social activities such as the dabke dance to discuss the importance of freedom of expression and movement for young Palestinians. After the film, then President Philipa Harvey led a short discussion with the invited guests. Chris Turner, CEO of Edukid, spoke of his excitement at the opportunities the film gives to children in the UK to break down stereotypes.

You can watch the film at: edukid.org.uk/countries/palestine/videos

London LGBT+ networking event Over 90 people took part in London Region’s networking event for LGBT+ Teachers in March. A survey conducted after the event found that more than 60% of participants had never been to a division meeting before, while 70% would like to attend the LGBT+ conference on 16 July.

The event focused on housing and had speakers from the London Assembly, Generation Rent, the Albert Kennedy Trust, London Teachers Housing Campaign and Regional Secretary Martin Powell-Davies.

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Striking success at theHighCourt The NUT recently faced a battle in the High Court after a planned strike against sixth form funding cuts was met with legal challenges from the Government.

Arguing that the strike was politically motivated and not a genuine trade dispute, the Government sought to render the 16 March action illegal and sent their lawyers for a showdown.

Taking place just one day before the proposed industrial action, the legal dispute cast uncertainty on the strike and sparked fury among the NUT’s members. However, after tense anticipation, the verdict was delivered at the final hour that the Government’s legal challenge was rejected and the strike was deemed lawful.

Not only was this a decisive victory for the Union, the ruling clarified the law and set a precedent for future cases. The Government did not seek permission to appeal the judge’s decision and while the Government may continue with the court proceedings, it presently seems unlikely that they will do so.

NUT Senior Solicitor Clive Romain commented: “In a comprehensive judgment, Judge Kerr recognised the underlying reality that our dispute with the Secretary of State for Education is properly rooted in the terms and conditions of our sixth form college members.”

The Government’s unsuccessful attempt to place greater legal obstacles in the way of industrial action spectacularly backfired. Not only did they fail to impede the strike, they helped to draw media attention to the issue and benefitted the trade union movement as a whole.

“The Government said that because our strike was about defending education it should have been illegal,” said Kevin Courtney, Deputy General Secretary.

“It’s a bit of a turnaround because normally governments say trade unions are selfish and only interested in terms and conditions.”

With the strike given the green light, the London rally and march could proceed as planned. Nearly 500 members packed into a hall in London, buzzing with enthusiasm and filling the air with palpable energy.

NUT deputy general secretary Kevin Courtney addresses teachers outside parliament.

Baseline abolished

“Thank you for standing up for the children and young people who are the future of this country,” journalist and political activist Owen Jones proclaimed in his speech.

“You give us hope, you give us leadership, you show us how it’s done.”

After the rally, members trooped to the Department for Education headquarters and delivered an open letter to the Secretary of State urging her to resume discussions on the future of further education.

Under pressure from unions, researchers, campaigners and teachers, the DfE has announced that its controversial Baseline Assessment scheme has been withdrawn.

“This was a protest but also a way to celebrate the sixth form sector,” explains Eileen, a teacher from a London college. “I love my job but the Government sees us as a threat. We have to protect our rights as teachers so we can continue to play an important role in the lives of young people.”

The battle against 16-19 funding cuts and in defence of pay and conditions continues…

Baseline was problematic from the start. For one, it has cost millions. Contracts with test providers have run to over £4 million, with research and evaluation costs on top of that. Beyond a minimum funded by the DfE, schools paid for the training of staff and in many cases paid extra for supply cover for teachers involved in the testing. This is a burden they are well rid of.

The cost to children has also been great. In research commissioned by the NUT and ATL, many teachers spoke of Baseline’s unsettling effect on children in their first few weeks of formal education. Others commented that the results obtained by Baseline – always expressed in the form of a single numerical score – would stay with children, as a label of success or failure, for much of their early schooling. Above all, teachers could not accept the idea that Baseline was a fair and accurate form of assessment. They commented that they already had a very good system of assessment – the Early Years Foundation Stage Profile – of which Baseline was, at best, a pale shadow.

Photo: Jess Hurd

Encouraged by the DfE, the private companies that sold Baseline Assessment systems to schools will now be trying to persuade teachers to carry on using their tests and observation schedules on a voluntary basis. There is no good reason for teachers to do this: tests that are not fair and accurate are of no use.

The DfE is now ‘considering options for improving assessment arrangements’, on the basis of discussion with ‘stakeholders’. The NUT welcomes the opportunity to participate in such discussions. We believe strongly in developing forms of assessment that support children’s learning needs. Baseline Assessment, with its focus on school accountability, was an entirely inappropriate means of doing this and this assessment confusion must not be repeated.

Success stories

A variety of speakers took the stage and charged the atmosphere with fiery addresses and cries for solidarity against the cuts.

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English Systems It was late at night – the candle was burning low, fault lines in the cabinet were beginning to show, outside on the street hacks were getting curious, alone in her office, Nicky Morgan was furious.

Bit by bit she’d come to the realisation that Osborne would announce academisation: “This isn’t justice, it’s nothing less than a perversion It was MY job to announce the forced conversion How dare he put that in his budget speech?

It’s my job to teach teachers how to teach I thought that Osborne was my best mate What am I? Secretary of Getting in a State?”

That was back in March, events are moving faster Nicky Morgan’s job is turning into a disaster: “PM promised it was my moment of glory, yet some who are against it have always voted Tory PM said I could prove I showed ‘relevance’ but the press keep saying, ‘Show us the evidence!’

Does it really matter that I haven’t got any?

This is how we rule: the few over the many.

Surely it can’t be so very wrong o’me to compel all schools to have autonomy?

Some people say we sound like aristocrats but just you see, we’ll abolish the bureaucrats.

All bureaucracy, we’re magicking away, putting in its place on ‘special’ pay experts, tooled up like Roman legions, ‘school commissioners’ to roam the regions while all academies and academy chains ‘reward’ their managements for holding the reins.”

But Nicky’s not alone in selling this stuff, they know that even she is not enough.

It isn’t easy selling such a big fib So into the breach steps Minister Gibb: “Two systems are bad. We must have ONE system!’

But England loves systems, Nicky must have missed ’em, like the ones where you pay to go to school, learn the technique of how to rule.

‘Independent’, “public” or ‘denominational’ “academy free schools” or “vocational” tucked in corners, tutors or crammers or in several counties, the good old grammars.

Does all this mean we’re heading in the direction of bringing back grammars, bringing back selection?

I’ll keep it simple, we understand the plans: they want to take schools out of our hands.

Our ownership of schools will henceforth cease: a hundred and twenty-five-year lease replaces a silly old-fashioned situation where we the people owned education.

Poem by Michael Rosen Illustration by Dan Berry

May / June 16 I the Teacher

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Be the one who asks

The reason that many people haven’t yet joined a union is a simple one – they haven’t been asked.

Our best route to new members, a stronger Union and even more victories for teachers across England and Wales is you. Help us reach colleagues in your schools and together we will fight for a fairer education system.

Help recruit a student, School Direct teacher or newly qualified teacher and both you and the new member will be entered into a prize draw for a chance to win a £500 Apple gift card, sponsored

by Aviva. Simply ask your colleague to name who recruited them at: teachers.org.uk/join or on 020 7380 6369.

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May / June 16 I the Teacher

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May / June 16 I the Teacher

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PRESENTS

VERSUS: THE LIFE AND FILMS OF KEN LOACH IN CINEMAS FROM 3 JUNE Pa What Y y o Screen u Can ings

Sunday 5 June Find ou

versus t more at film.co m

The results are in…

The results are in…

In March, NUT members were invited to share their views on the current state of education in a survey on curriculum and assessment.

Three surveys were circulated, with tailored questions targeting leadership members, secondary teachers and primary teachers.

Nearly 10,000 responses were received in less than a week and the feedback painted a picture of an education system in chaos.

The results revealed that class sizes are growing, available resources are shrinking, workload is increasing and morale is diminishing. Responses also highlighted the damage that funding cuts and one-size-fits-all accountability measures are having on schools across the country.

Leaders lament In the leadership sector, the survey revealed a distinct lack of faith in Number 10 directives as just 3% of respondents thought the Government has a ‘sensible’ range of policies. Only 1% of school leaders thought the Government’s school improvement policy is evidence-based and only 2% believed that schools are judged and measured in a transparent, reliable and fair manner. Based on the survey results, school leaders clearly do not have confidence in how the Government holds schools to account.

There was also significant discontent with the Government’s White Paper and proposed education reforms. Some 93% of school leaders did not support the Government’s policy to force all schools to become academies, 81% did not agree with replacing QTS with a new accreditation system and 80% disputed that giving schools more freedom over teachers’ pay and conditions will improve educational standards.

Secondary under pressure In secondary schools, the lack of school places and the impact of cuts were the pressing issues for respondents. Meanwhile, 60% of teachers said average class sizes have increased and 59% said

there are fewer resources and materials for students. Essential family and children’s services are also feeling the squeeze as 71% of secondary teachers said the services available did not match the levels of need in their school.

Members were anxious about educational experiences narrowing for students, with 77% of teachers believing that the Ebacc is not flexible enough to meet a range of learner needs.

A shocking 85% of respondents reported that Government accountability measures were harming the self-esteem, confidence and mental health of their students.

Primary teachers up in arms The ever-changing curriculum, paired with new assessment arrangements, is pushing primary teachers to the edge. Results showed that members in primary schools overwhelmingly viewed the new curriculum as unsuitable, with 86% believing it to be too narrow. Likewise, 96% of respondents reported that the new assessment arrangements created demands that are inappropriate for the age group they are teaching and 97% believed the system is likely to brand children as ‘failures’.

Enough is enough These surveys demonstrate that teachers across the profession are fed up with Government policies that are damaging to children’s educational prospects and harmful to teachers’ working conditions.

Primary, secondary and leadership members want education policies that are fair, transparent and evidence-based. The current system is failing both students and educators.

NUT General Secretary Christine Blower shared her view on the situation: “This Government has the wrong priorities. It dresses up every change in the cloak of advancing standards. This is fooling no one.

Their strategy of cuts, teacher shortages and a far-reaching chaotic curriculum and assessment changes simply isn’t working.”

I the Teacher 19

Photo: Jonathan Cherry/Save the Children

Photo: Jonathan Cherry/Save the Children

OPEN UP THEIR WORLD DEN DAY FRIDAY 17 JUNE Take your pupils on a den-building adventure at school!

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End austerity now More than 150,000 people descended on central London in April as part of The People’s Assembly march against cuts in health, homes, jobs and education.

Under banners reading Children’s education, there is a better way, teachers joined ranks with students, junior doctors and other public sector workers in chanting “stop the cuts” and “power to the people”.

The People’s Assembly movement is a broad church that opposes privatisation and funding cuts in education. They also advocate rent controls, greater social housing and a fully funded NHS with properly treated staff.

Speaking on a stage that was shared with NUT General Secretary Christine Blower, Green party leader Natalie Bennett and Unite general secretary Len McCluskey, Labour MP John McDonnell told cheering protestors that “alongside courage and determination we need solidarity. The workers united will never be defeated.”

Photo: Andrew Wiard

For more information about The People’s Assembly, please visit: thepeoplesassembly.org.uk

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May / June 16 I the Teacher

May / June 16 I the Teacher

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International

l a n o i t a n r Inte Empowering women, enabling change Recently the Teacher sat down with Noélie Kouraogo, youth and gender co-ordinator for Amnesty International in Burkina Faso, to discuss how they are enhancing the life prospects for young women in the country.

Childhood should be a time of play, learning and development but in some countries girls as young as 11 are suddenly thrust into adulthood when they are forced into marriage. According to figures from Unicef, 15 million girls a year become child brides, putting them at risk of violence and pregnancy complications and denying them the opportunity of an education.

To promote gender justice, the NUT is supporting Amnesty International’s fundraising appeal that aims to put an end to early and forced marriages in Burkina Faso and Sierra Leone.

Here Noélie explains some of the hurdles they face and how women and girls are taking back their rights over their bodies.

Q. Can you tell me about the work that Amnesty International does in Burkina Faso?

A. In Burkina Faso we implement Amnesty International’s campaigns at a national level. The main focus of our work is to eradicate forced and early marriages affecting children and young girls. We try to provide young people with access to family planning – and that means access to education.

Q. What are some of the challenges you are up against?

A. One of the challenges is that forced and early marriages are ingrained in our culture and traditions. It’s a great challenge to try to change mindsets. Communities believe nothing should be done because they are traditional practices and that they shouldn’t be touched.

Another huge factor is poverty. In a way, traditionalists use a pretext of early and forced marriage for financial reasons.

For instance, when a young girl is given away by her family it may be to compensate someone who has done them a good turn or it may be a dowry.

We also battle against perceived ideas and strongly ingrained notions on issues like family planning. There are many people that think contraception will make them infertile, which puts a lot of people off using it.

Q. Do you find that it’s harder to change the mentality of women, as they are sometimes perpetuating the same cycle of cultural traditions that were forced upon them?

A. In Burkina Faso we are working hard to change attitudes amongst women but I would say that both men and women are open to changing their attitudes. Women are actually the first to want to change. They are the first victims of FGM and forced and early marriage. They are the ones that are suffering so they are very receptive to these arguments.

Traditionally women are not allowed to go against their husband’s decision; there is a sense of fear. So it’s not because they don’t believe it’s the right way forward, they are just too frightened to speak out since they might be thrown out of their community, rejected or harshly criticised.

But I would also say men are becoming more open to family planning as well. They understand that having four children instead of 10 is going to leave them better off financially.

Q. How is the NUT helping you reach your campaign objectives?

A. It’s very important to talk, that’s why I’m here. And it’s important to receive support and help from organisations like the NUT and to create synergies by working together.

Support from the NUT makes it possible for us to work with local associations, charities and community groups to do our capacity building. That’s how we bring about change, that’s how we raise awareness and educate people about human rights.

We need your help!

No child should be forced into marriage. That’s why Amnesty International is supporting those that are standing up and saying no to this practice. Together they’re starting a revolution against early and forced marriage. Will you join them?

Until 18 July, the UK Government will match your donation to Amnesty International UK to help end child marriage in Burkina Faso and Sierra Leone.

Donate now at: amnesty.org.uk/NUTrevolution

May / June 16 I the Teacher

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NUT Conference 2016 Welcoming our new President Opening Saturday’s first session at Conference, incoming President Anne Swift explained that as a former head teacher she understands the pains of workload issues. “The accountability regime has all but sucked the joy out of teaching in many ways and the constant meddling by politicians has led to chaos and confusion,” she said.

Anne spoke passionately against inappropriate testing of the very youngest and told how, when interviewed, children between Year 5 and Year 6 in her school had changed from viewing education as a way to “make your dreams come true” to a way to “get good results and pass exams”.

Photo: Justin Tallis

“But teaching is still the best job in the world and the most worthwhile,” she explained. “I am constantly amazed at the spirit of teachers who take their pupils on exciting visits, put on amazing productions and bring out the best in their pupils, with a real joy and devotion to the young people.”

Closing her speech, Anne urged: “On my office wall I had pictures of people who inspired me to go beyond my comfort zone, my heroes, and I believe that you are heroes: not

for just one day but every day – standing up for what is right in the cause of education in its broadest sense. Who knows who you might inspire!”

Wrong priorities During an urgent primary motion, Conference condemned the Government’s White Paper, which will force all maintained schools to join unaccountable academy trusts.

“It is putting a wrecking ball through our schools,” said Hazel Danson of the Executive, speaking to Conference.

“This is a huge distraction from the real problems facing education.”

Problems include teacher shortages, pupil places, pay and conditions, and funding and workload, Conference heard.

The message came loud and clear from delegates that the Government has the wrong priorities and that teachers must pull together to get their message across.

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May / June 16 I the Teacher

“They are fattening frogs for snakes. We will be swallowed whole,” said Executive member Ian Murch who moved the motion. “Local authorities are too big to eat but when schools are laid out in bite-sized chunks, companies and privatisation will eat them up.”

According to a YouGov survey from March 2016 only 14% of the people surveyed believe that the Government’s White Paper is a good idea and many Tory councillors and MPs are already standing up and expressing their dissent.

Conference committed the Union to a programme of campaigning to defeat the academisation proposals, including industrial action to save national pay and conditions.

The NUT is calling on the Secretary of State to cancel the 2016 SATs. The Union will consider a ballot for the boycott of the 2017 tests after a priority motion was passed at conference.

motion. “This affects all of us,” said Katherine O’Neil from Ealing. “Primary teachers, you are not alone in this fight; this is a fight by and for all of us.”

Speaking to delegates, Executive member Amanda Martin spoke passionately about the current “chaotic, didactic, unequal, draconian and narrow education” that is “treating children like cattle and branding them for life”.

Baseline testing was also a central point for discussion at Conference. After thousands of primary schools chose not to implement the optional Baseline tests last autumn, speakers welcomed the joint NUT/ATL research into Baseline, which has since been scrapped.

Secondary teachers also spoke in support of this

Children and young people’s mental health Cheers and tears abounded in a series of emotional speeches about the struggles that our children and young people are experiencing with their mental health.

“What is happening to our children is a crime,” said Stephen Nolan from Fylde.

On average, three children in every class will suffer from mental health issues.

Poverty, the housing crisis, continuous testing and high pressure accountability systems all contribute to the everincreasing amount of stress, anxiety and mental health issues in young people.

Speakers also welcomed the Union’s Exam Factories campaign and the focus it is putting on these troubling issues.

NUT Conference 2016

Too much, too young

Wales: NQTs and CPD Members from Wales have called on the Welsh Government to guarantee all newly qualified teachers in Wales a post to complete their induction year.

“We as teachers believe that we are the experts in how we educate our children. But we need funding and we need the space to train and share knowledge and experience to help teachers develop,” declared Clare Jones from Rhondda Cyon Taf.

Refugees welcome here Chanting filled the hall as a series of speakers spoke emotionally about their visit to the ‘Calais jungle’ and the urgent need to help Syrian refugees living in appalling conditions. “Say it loud and say it clear, refugees are welcome here!” delegates proclaimed from their seats.

Schools and teachers play a key role in welcoming and educating migrant and refugee children and young people. Conference condemned the Government’s inadequate response to the current refugee situation, which has exacerbated the suffering for so many, including school-age children.

Sixth form college funding “Colleges have lost £110m to austerity cuts in the last few years, yet perversely £45m was spent on one single post-16 free school in London,” told Jason Wye of Brighton Division, as he moved a motion on sixth form funding. “How have colleges dealt with these cuts?” he asked. “Well, many haven’t – they’re gone.”

entire courses. Capturing the mood, Philippe Harari of Cambridgeshire Association asked “Why us?”, suggesting it could be the fact that colleges send so many underprivileged children into HE that the Government doesn’t like, or that Osborne is using the college sector as a testing ground for future cuts in schools.

Seconding the motion Jean Evanson from Shropshire Association listed all that our colleges have already lost, including teachers, support staff, EMA and even

The motion to campaign against cuts and consider further national action in support of sixth form colleges was carried unanimously.

May / June 16 I the Teacher

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Photo: Justin Tallis

Standing ovation for Labour leader

Jeremy Corbyn became the first parliamentary leader in living memory to speak at NUT conference and was promptly greeted by a standing ovation from delegates.

“Disadvantaged children are being left further and further behind. Instead of constructing a market in the education system, the Government should be alleviating obstacles that hold back our children.

The Labour leader immediately condemned the Government’s White Paper on forced academisation, describing it as an “ideological attack on teachers and individual accountability – an attack that was nowhere to be seen in the Government’s election manifesto” and said that the Government should stop “asset stripping our communities”.

“Teachers are having to reach into their own pockets to help them – I admire you for doing that but you shouldn’t have to.”

“My late mother was a maths teacher and member of the NUT and as a maths teacher she would be much in demand now. George Osborne could do with some extra tuition because his new budget doesn’t add up.”

Corbyn discussed the terrible poverty that an ever-increasing number of children are finding themselves facing, due largely to “inadequate housing policies in our country” and divisive government policies, such as the bedroom tax and benefit caps.

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May / June 16 I the Teacher

Discussing the current teacher shortages and school places crisis, the Labour leader thanked Christine Blower for her work as General Secretary in “steering campaigns with principle and vigour.” He pledged his support for the NUT’s campaign and for “an education that works for all”.

Responding to Corbyn’s speech, Christine Blower said: “This Government has the wrong priorities. You, Jeremy, have already grasped that forced academisation is wrong in so many ways.

“We have waited a long time for a politician to say things that chime so closely with the NUT. It’s really important to hear Jeremy Corbyn say that poverty is a fundamental issue.

Hunger and insecure housing are bound to have a negative impact on education.”

Just days before Conference started, Shadow Education Secretary Lucy Powell spoke at a joint NUT/ATL rally against the Government’s proposals to convert all schools to academies. Hundreds of teachers took to the streets to protest against the recently released Education White Paper, with a march past the Department for Education culminating in a rousing assembly filled with impassioned speeches and expressions of solidarity from junior doctors and other trade unions.

“What an amazing turnout!” Powell began, welcoming the crowds that crammed into the Emmanuel Centre in London.

She continued: “I’m here with a simple message from the Labour party – the Tory Government’s plans to force all schools to become academies is a costly and unnecessary reorganisation that nobody wants and that schools don’t need.”

Powell highlighted how the Government’s priorities are in the wrong place.

“There is no evidence whatsoever that academisation leads to school improvement,” she declared. “In fact, there are more failing academies than non-academies.”

The pointless nature of the proposed plans was also brought into focus: “The vast majority of non-academies that will be affected by this policy are primary schools. And of those primary schools, over 80% of them are already good or outstanding schools.”

NUT Conference 2016

Shadow education minister addresses members on eve of Conference

Powell said that the proposed policy was not about school improvement or raising standards but rather an ideologically motivated move and a “political project” of the Conservatives.

She finished her speech by issuing a wake-up call for the Government and a uniting cry for teachers.

“Rather than pitting one type of school against another type of school, the Government really needs to wake up and address the issues that are facing our schools today. Together we can fight these plans, together we can stop these plans!”

“We will fiercely oppose these plans,” she emphasised.

“Schools are facing huge challenges – falling budgets for the first time since the mid-1990’s, a chronic shortage of teachers, not enough school places, absolute chaos with our exams and assessment system.

“This unnecessary and unfounded distraction caused by this Government will actually harm standards, not raise them, in our schools.”

Photo: Justin Tallis

The Shadow Education Secretary also stated that to ask head teachers to redirect their focus from the myriad of challenges facing their schools and instead concentrate on academy conversion was “irresponsible and reckless”.

May / June 16 I the Teacher

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PREVENT “The NUT believes 100% that children need to be protected and kept safe from those organisations that promote hatred and violence.

But Prevent is making that harder,” said Alex Kenny of the Executive.

Several teachers spoke passionately about how they are now finding it difficult to engage in open discussions with their students. “The recent legislation is making students fearful to talk.

The Government is closing down that safe space. Tell this Government to stop making our job more difficult,” said Paul McGarr from East London in support of the motion.

Equality for all Teachers and young people still experience prejudice, inequality and exclusion, Conference heard in a series of motions discussing the daily struggles of some of the Union’s black, disabled, and LGBT+ members as well as reforms affecting young people with special educational needs.

“We must show solidarity for LGBT+ brothers and sisters internationally,” said Annette Pryce, the Executive LGBT+ representative.

“If teaching reflects society in general then there are far too few disabled teachers. We need to reflect diversity and individuality in our profession,”

said Colleen Johnson from Birmingham.

“I stand before you, a black teacher who was once a black child. As a black teacher, and a black child, you can never be sure when the mask of racism can catch you unaware,” said Shaheed Khan from Barking.

“We don’t have the training, the resources and the signposts of where to go to help children with special educational needs,” said Eleanor Brady from Windsor. The motions pledged the NUT’s commitment to support members and children suffering from inequality and prejudice.

The NUT is calling on the Government to involve the profession in developing alternative strategies to safeguard children and identify risks posed to young people.

Professional unity “Our profession is under unprecedented attacks,” stated former President Philipa Harvey – moving a priority motion on greater professional unity. “We must work closer with our allies and come together as one.”

Seconding the motion, Gawain Little of the Executive reiterated that a new unified Union would remain a part of the TUC and combine the two memberships. Conference voted near unanimously to carry the motion, supporting continued negotiations with ATL with a view to formulate a detailed proposal to create a new union.

Commenting after the debate, Christine Blower said: “Professional unity has been a long-standing policy position of the NUT. This aim is more important than ever. We believe that it is helpful for the profession to speak with one voice, both at national level and at the increasingly devolved school level.”

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Supporting our school leaders Conference celebrated teachers in leadership positions and promoted posts in a motion calling for more Union support for these members.

“The most important people [in my school’s success] are the people I work with,” said Georgina Mulhall, a head teacher from Fareham.

David Gilchrist of Islington reminded delegates that the NUT’s campaign for supply teachers has a wider significance than sometimes appreciated. With some 50% of teachers surveyed considering leaving their post, it is likely that many will themselves become supply teachers.

NUT Conference 2016

Supply teachers

Farewell Christine

Urging the Executive to campaign for supply registers, David drew attention to the poor pay that supply teachers face and the lack of basic benefits such as pensions and sick pay.

Likewise Michael Lehane from Coventry explained his anger at supply agencies, whose privatisation of the supply sector has created a culture of low pay, ‘creaming off the top’ and unprofessional conduct.

“Supply teachers are amazing people. They turn up, educate our children when needed the most and do an amazing job… It’s ridiculous that we should be paid less than other teachers!” said Julia Simpkin, Bolton division secretary. The motion was passed unanimously by delegates.

Trade union rights “Now is the time that we have to mobilise the dispossessed in our society,” said Jan of East London, moving a motion on trade union rights that centred on the Government’s vicious attack on workers’ rights.

General Secretary Christine Blower gave her final speech at Conference, before she stands down later this year, using the platform to thank the many colleagues, Executive members and Union staff that she has worked with over the years.

During the session, Jerry Glazier of the Executive used an amendment to focus on the upcoming attacks on facilities time and balloting, calling for a fresh push on electronic balloting to help the Union meet heightened thresholds.

Turning her attention to the Conservative Government, Christine said: “This is a Government with a small majority but a steely determination to change society often in ways unannounced in their manifesto to the British people during the election. In recent days though, we have seen opposition to Government plans from many quarters.

The motion was passed, largely unanimously, with Christine Blower commenting: “The trade union movement is a vital part of what makes up a democratic society. Trade unions ensure that we are all treated fairly and justly at work and they are a fundamental building block of a civilised society.

“If the Government, through its trade union bill, attempts to silence people’s right to a voice within the workplace, then that is worrying in the extreme. It is as worrying for those people who are not members of a union as it is for those who are.”

Climate change “If we don’t commit to a climate change policy, the kids who are in the crèche at Conference today will be visiting another conference centre in 10 years, because this one will be under water.” So said delegate Phillip Allsop during a motion that was quickly passed, which calls on the Government to produce a national plan for the most rapid possible transition to a carbon zero economy.

“Barely was the ink dry on the Education and Adoption Act before the Government launched, in the context of the budget, the White Paper, Educational Excellence Everywhere or what we are much more appropriately calling The Wrong Priorities.

“Our priority motion on The Wrong Priorities White Paper has put us in the right place and in a good position to move forward on campaigning with a broad coalition of people and organisations who have already expressed horror and dismay at this wholly unacceptable Government plan.”

Before leaving the stage, Christine quoted musician Billy Bragg, telling delegates: “There is indeed power in this Union. Use it for the defence of our members, the defence of our children, the defence of education and for a fair and socially just society. What is it that Marx has on his gravestone: The philosophers have only interpreted the world in various ways. The point however, is to change it. Conference, it has sometimes been a challenge being your General Secretary but it has never been less than a privilege.”

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n o i n U Your

And the winner is…

Awards came thick and fast at NUT conference this year, as many of our members were congratulated for their incredible work promoting equality, international solidarity and fighting for the rights of teachers.

NUT Regional/Wales Representative and Officer of the Year Awards On the first day of Conference, the NUT General Secretary presented awards to the Representative and Officer of the Year. These awards were created in 2011 to recognise the tremendous work carried out on behalf of the Union by representatives and officers at local level.

The national award for Representative of the Year was presented to Jean Evanson from Shropshire in recognition of her hard work for members at Shrewsbury Sixth Form College, where the Union took strike action to protect jobs in 2014.

Her nomination stated: “She has dealt with individual casework arising out of the restructure in 2014, stabilised relations with college management and fought off changes to the appraisal and pay policies over the last year.” She is now Shropshire’s joint divisional secretary as well as an active figure in the NUT’s vibrant sixth form colleges’ network. Jean also spoke at the London rally on 15 March.

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I the Teacher

The national award for Officer of the Year was given to Lisa Middle from the Bristol Division. Her nomination noted in particular her work on behalf of supply teachers, with parents through ‘Pop-Up Picnics’ about Baseline Assessment and the stress surveys in schools, which have inspired a proactive culture on the issue.

She is also a regular voice in local media, and has a regular newspaper slot.

Nine regional or Wales Representative of the Year awards and nine regional or Wales Officer of the Year awards were also acknowledged. These too recognise outstanding achievements on behalf of the Union in membership, recruitment and retention.

General Secretary Christine Blower said: “Our school representatives and local officers are what make the NUT such a vibrant and effective Union. It is through their energy and commitment that we are making a difference for teachers on the ‘frontline’.

I congratulate today’s winners and welcome the opportunity this award provides us with to celebrate the work that they do.”

Your Union Photos: Justin Tallis

The Steve Sinnott International Solidarity Award was established to recognise NUT members who have made outstanding contributions to international solidarity. It seeks to foster and celebrate work done on the global stage at association/division/school level in England and Wales.

The winner of the second Steve Sinnott International Solidarity Award is Mary Compton, who runs teachersolidarity.com. As the nomination from Bradford NUT notes, Mary’s campaigning as an NUT member reflects an “inter-connected and multi-faceted understanding” of national and international issues.

In accepting the award, Mary told delegates: “We are in the fight of our lives: a fight for a public, critical education.

Highly educated young people are unemployed or working in precarious jobs or on minimum wage.

Poverty cannot be solved by education. The cause is the deeply unjust economic social relations in which we live.”

Mary finished with the words: “When a teacher is in struggle she is also teaching. International solidarity forever.”

Christine Blower, said: “In maintaining teachersolidarity.com, Mary Compton, a former NUT President, has played a major part in spreading news about the issues affecting teachers and teacher trade unions across the globe. At a critical time for both education and unions, as the virulent Global Education Reform Movement spreads, it is vital that teachers and trade unions spread news of campaigns and share successes. The website plays an important role in this regard and I am delighted that Mary is being honoured with this award.”

Baljeet Ghale, from the NUT’s East London Division and former Union President, receives the Blair Peach Award for her outstanding work as a champion for diversity and equality at every level of the Union and the wider community.

The award is named after the past president of East London NUT who was killed during an anti-racist demonstration in Southall, London on 23 April 1979.

On the day of his death, Blair Peach was marching against the far right National Front.

“In our schools every human life has a value. And good values are universal values,” said Baljeet as she accepted the award on the day that would have been Blair’s 70th birthday.

“Baljeet Ghale is not one for ducking the issues that matter,” said Christine Blower. “She has championed diversity and equality at all levels – both at school level and in the public eye. Many will remember the Joint Council for the Welfare of Immigrants’ widespread poster campaign ahead of the 2015 General Election, in which Baljeet was one of many who said ‘I am an immigrant’. This was a powerful message that celebrated diversity and challenged prejudice. Baljeet is a deserving winner of this year’s Blair Peach Award.”

I the Teacher 35

Photo: HABY

n o i n U e h t k As

Classroom temperatures in my school can be so high in the summer that learning and teaching is affected. With summer approaching, what can we do and what must our employer do to make sure that teachers and pupils do not have to endure unreasonably hot classrooms?

Q

High temperatures can have a serious impact on both pupils and teachers – affecting concentration and causing tiredness and even physical illness.

Although there is no legal

A

maximum temperature for schools, the law still protects teachers and pupils by requiring a safe working environment. NUT policy is that 26°C is the absolute maximum temperature at which teachers should be expected to work.

It is important that schools plan how to deal with high temperatures and pay attention to weather forecasts so they are adequately prepared for outbreaks of hot weather.

Measures that can be taken to reduce the effects of hot temperatures include: installing reflective film or blinds to windows; installing fans or providing portable

air-cooling cabinets; relaxation of staff and pupil dress codes; reallocating classes to cooler rooms; and making sure cool water is always available. If temperatures become too high, consideration may need to be given to closing certain classrooms or even sending pupils home, as long as parents are given enough notice.

Where high summer temperatures are a problem, speak to your school rep or contact the NUT AdviceLine on 0203 006 6266. Full NUT guidance on high classroom temperatures is available at: teachers.org.uk/help-andadvice/health-and-safety/h/ high-classroom-temperatures

Contact the NUT AdviceLine on 020 3006 6266 or email nutadviceline@nut.org.uk. Members in Wales should contact NUT Cymru on 029 2049 1818 or email cymru.wales@nut.org.uk

Ask the Union Next year I will have 32 children in my Year 6 class. The local population is growing and the head teacher, although sympathetic, says there's nothing we can do as the decision has been made by the local authority. Is there anything we can do?

Q

industrial action if the situation cannot be improved by negotiation: • 26 pupils in Early Years Foundation Stage classes with one teacher and a support staff member, with minimum NVQ level 3 qualifications • 27 pupils in Key Stage 1 classes • 24 pupils in mixed age classes

More school places are needed to take the pressure off class sizes in many areas but this clearly can have a knock-on effect in many schools. There is a legal maximum of 30 pupils in England and Wales but only for Key Stage 1 classes and many exceptions are allowed.

A

Aside from educational arguments, there are health and safety considerations for both pupils and teachers. An overcrowded classroom may lead to more accidents and also creates more work and stress for the teacher. Because of the very limited legal protection in this area, a collective response may offer the best chance of success.

If this is something that NUT members feel very strongly about, discuss with your NUT rep or, if your school does not have a rep, your regional office.

In many cases head teachers and governors are sympathetic to Union concerns and will back your case to the local authority.

The NUT's policy on class sizes sets out the following limits, which if exceeded raise the possibility of the Union seeking

• 20 pupils in practical classes • 15 pupils in classes of pupils needing particularly small groups or individual attention • 30 in other cases.

you can seek to directly influence what is happening and suggest improvements. The more people involved in this, the stronger our voice and the greater the ability to effect positive change. This need not take up a lot of your time. For example you might: • help to keep NUT noticeboards updated • ask your colleagues to join the Union – especially those newly qualified • publicise NUT campaigns – from workload to funding.

Don’t forget to remind people of our many successes • encourage attendance at Union meetings.

I’m very busy with school work but would still like to get more involved with the Union. What can I do on limited time?

Q

Whilst the Union has campaigned strongly on the issue of excessive workload – with many NUT school groups successfully negotiating a reduction – there are still too many teachers struggling to achieve an acceptable work-life balance.

This can make it difficult for some members to get as involved in the Union as they would like to.

A

The strength of the NUT is built on the basis of the active participation of members, particularly at school level, where

Just talking with colleagues is vitally important to discuss ways that teachers can work together to make things better.

Of course you may decide that you want to play a more formal role in the Union and we would be delighted if you did. This could range from campaigning in your school or your community on an education issue to becoming a school representative. At many schools, colleagues job-share the role of rep, or perhaps have a network of departmental reps. The NUT is your voice at work and on wider educational matters. Whatever you can do will be welcomed.

It’s your Union.

Send your questions to: Ask the Union, the Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email: teacher@nut.org.uk

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Reviews

s w e i Rev For pupils Fuzzy Mud This is the latest book from Holes creator Louis Sachar. Once again he creates vivid and lifelike characters but places them in a world that is a little more absurd than ours. Two friends, Tamaya and Marshall, walk to school together but avoid being seen so as to not antagonise the bully Chad.

One day they decide to go through the woods to avoid him and they find something that will change the lives of everyone in the town.

Lee Ryder Fuzzy Mud by Louis Sachar. Bloomsbury Publishing Plc. Hardback. £12.99.

Gorilla Dawn Written by vet turned best-selling author Gill Davies, Gorilla Dawn is an inspirational story about endangered gorillas in the Democratic Republic of Congo. Imara and Bobo are children taken from their homes and imprisoned by a group of rebel soldiers in the depths of the African jungle. When a baby gorilla is also captured, they vow to return him to the wild before he is sold.

Lewis’ story is a powerful tale that explores issues such as life in war ravaged areas and the exploitation of both children and the environment. For readers 9+.

Aliss Langridge Gorilla Dawn by Gill Lewis. OUP Oxford. Paperback. £6.94.

Uncle Gobb and the Dread Shed This book from renowned author Michael Rosen is the first in a series of adventures. There’s a strong feel of Lemony Snicket meets Diary of a Wimpy Kid, with a great mix of illustrations, diversions and different writing styles to propel the young reader onwards. Our hero Malcolm has to contend with the mad plans of his Uncle Gobb and even a genie that comes out of his nose. This novel has a fast pace, which helps keep the action going.

Lee Ryder Uncle Gobb and the Dread Shed by Michael Rosen.

Bloomsbury Publishing Plc. Hardback. £6.99.

s For teacher

The KidsKope Peer Mentoring Programme

Educating for Hope in Troubled Times

Unsafe Gods: Security, secularism and schooling

This is a practical mentoring programme that adults can use to train teenage students how to mentor young children. The idea is that primary children will respond to someone closer to their own age who may have experienced some of the same issues. This book provides easy-to-use activities, indicating resources needed and how to deal with possible problems.

Games, breathing techniques, role play and relaxation activities allow children to express themselves in a confidential and safe environment.

Educating for Hope is ostensibly about ecological trauma and the environmental crises facing the world as well as the exciting challenge of instilling active citizenship and imagination within school curriculum and school structures. David Hicks thoughtfully explores the intense power of the unchecked free market and how it contributes to denialism about ecological overshoot. It is sane, measured and forensically referenced and is always aware of the contested arena of global sustainability and the often tendentious language of climate change.

This book sets out an interesting case for a new secularism in education. Written by Professor Lynn Davies, the book offers a timely consideration of the complex relationship between religion, education, politics and security. This is a rational and thought-provoking read, especially for those involved in policy and curriculum planning. This book certainly makes you realise the huge role educationalists can have in promoting tolerance and understanding in a complex world.

Cindy Shanks The KidsKope Peer Mentoring Programme by Nina Wroe and Penny McFarlane. Jessica Kingsley Publishers. Paperback. £19.99.

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I the Teacher

Nick Soar Educating for Hope in Troubled Times: Climate change and the transition to a post-carbon future by David Hicks. Trentham Books. Paperback. £26.99.

Beth Goddard Unsafe Gods: Security, secularism and schooling by Lynn Davies. Trentham Books. Paperback. £23.99.

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First ever UK School Pride Week The charity Just Like Us (JLU) is launching the UK’s first nationwide School Pride Week from 20-24 June to celebrate diversity in education. JLU is uniting schools across the country by organising rainbow non-uniform days in the biggest ever demonstration of support for tolerance, equality and diversity in schools. UK School Pride Week will be the first opportunity for schools to unite in showing their support for LGBT+ pupils and combating homophobia and prejudice.

Visit justlikeus.org or email info@justlikeus.me for more information.

Resources

Photo: Psappha

Events

Noticeboard

d r a o b e c i t o N

Psappha Kids: Music Explained Psappha Kids is a free resource designed to support classroom music teaching to 7-11 year olds, suitable for both non-specialist and specialist music teachers.

Created in collaboration with educationalist, musician and composer Alison Carver, and presented by guitarist and Radio 3 presenter Tom McKinney, it provides a scheme of work and lesson plans to download with a clear method to deliver the music curriculum and develop class-based musical activities and extension work through a series of short films. For more information go to: psapphakids.com

nities u t r o p p o g Trainin Reps’ Foundation Training This three-day course is an exciting opportunity to train as an NUT school rep. The course takes place 15-17 June 2016 at Hilton Newcastle Gateshead and is developed specifically to reflect the changing context in which you will be operating as a workplace rep. It represents the first part of a 10-day training entitlement currently being developed for NUT reps. Check out teachers.org.uk/nutreps for more information.

Beyond the Exam Factory?

This year’s National Education Conference will take place from 2-3 July at Stoke Rochford and will focus on the many problems of the current assessment and accountability system – from reception to secondary schools and colleges. Sessions will look at what needs to change and how teachers can reclaim their profession and their classroom practice. The keynote speech will be delivered by BERA President Professor Gemma Moss, and there will be interactive workshops on creative classroom practice and a head teacher panel on responding to the policy storm.

Please visit teachers.org.uk/news-events/events/nec to find out more and to book a place.

rtunities o p p o t n e m Recruit Action Tutoring National education charity Action Tutoring sends volunteer tutors into partnership schools to support less advantaged GCSE students in English and maths in order to improve their future prospects. They are recruiting new volunteers who can commit a minimum of one hour per week across the course of a term. This would be a perfect opportunity for retired teachers to stay involved in education. For more information on becoming a volunteer visit: actiontutoring.org.uk Saturday Schools for Success: Teachers required Barnet and Harrow Saturday Schools Partnership is seeking committed, outstanding, qualified teachers. The project supports disadvantaged, underachieving pupils in four Saturday Schools. Hours: 9.30-12.30 during term time only. Pay: £100 per session. Please note that planning and marking must take place outside these hours.

Contact emily.beckwith@paiwand.com for an application pack.

May / June 16 I the Teacher

41

Cut her free from sexual exploitation

Help cut children free from sexual exploitation.

Be aware of the signs. www.barnardos.org.uk/ cutthemfree

Barnardo’s Registered Charity Nos. 216250 and SC037605

14148ka11

Photo: Meriel Jane Waissman

Reading for Pleasure

“When you read often and with enthusiasm, just for the sheer fun of it, you lay foundations that last for life. You empathise. You access information more easily.

You learn to express yourself verbally and in writing. You learn to interpret and potentially change your world.”

Reading for Pleasure These are the words of Alan Gibbons, winner of the 2016 Fred and Anne Jarvis Award, NUT member and organiser of the Campaign for the Book, who since 2010 has been chairing the Union’s annual Reading for Pleasure conference. Last year’s two-day residential event brought together over 60 teachers from all settings to engage with puppets, poetry, plays and pictures in an effort to develop a love of reading in their own schools and classrooms.

This year’s Reading for Pleasure conference will take place from 24-25 June at Stoke Rochford Hall. Award-winning teacher Phil Beadle will be leading an interactive session on “a journey through British spelling”. Cathy Cassidy, the author of over 25 books in young-adult fiction, will be talking about the books that influenced her style of writing, and how she was inspired to create characters and imagine the stories she tells.

The engaging teacher and best-selling author Sue Cowley will explain a range of approaches that teachers and practitioners can use to support emerging readers and to build whole-school reading expertise. The Society for the Advancement of Philosophical Enquiry and Reflection in Education will lead a session on using the Philosophy for Children approach for enhancing reading.

The 2015 literature review The impact of reading for pleasure and empowerment, commissioned by The Reading

Agency, reported that younger people who engage in and enjoy reading show an increase in knowledge of the self and other people, which can lead to greater levels of social interaction and increases in social and cultural capital.

Other research has shown improvements in imagination, focus and flow, relaxation and mood regulation for those children and young people engaging in more recreational reading. Teachers can lead the way in developing and sustaining reading for pleasure; creating functional and inviting reading environments; building opportunities for discussion with ‘book talk’ for the whole class or groups of young people; modelling reading as a reflective practitioner; and developing communities of readers.

A Year 1 teacher shares: “We do 15 minutes of quiet reading after every lunchtime. Pupils can read anything they want.

Some find it hard to find something they want to read so you have to support them. I took one group to the library and helped them find something – or encourage them just to pick a book they like the look of and try it. You need to interact with them. One boy just wanted to look at car magazines and so I found him a book about cars. He loved it!”

To find out more about the Reading for Pleasure conference and more learning opportunities visit: teachers.org.uk/courses

May / June 16 I the Teacher

43

Staffroom confidential

m o o r f f l a i t n e d Sta i f n o c s p i t ’ s r e h c a Te We asked what are the best ways to keep your pupils relaxed and focused during revision and exams‌ Be calm and show confidence in front of pupils. If pupils sense stress and doubt from the teacher during the exam period, they will also doubt themselves and become stressed. However, if the teacher models calmness and confidence, pupils are more likely to believe in themselves.

If you have a virtual learning environment, set up a question/ answer forum during exam season. Pupils can go online and post last-minute questions and other pupils can answer these questions. It forms a support network for those who lack confidence. It also allows pupils to share their feelings and last-minute nerves. The students also motivate each other and help each other to stay calm.

Name supplied Classical music during individual writing tasks in class can really help.

Tell students that when they are getting tired during revision to straighten their back, shoulders down, chest slightly raised and gently inhale and exhale through their nose (counting five seconds each time). Try this five times.

Short bursts of revision are better than long hours daydreaming.

Setting a timer where they have to work for 30 minutes and then treat themselves to a five minute break can be a good way to maintain productivity and enthusiasm.

Inspirational quotes on their phone background screens, above the classroom board and post-it notes around their home can keep them motivated.

Name supplied

We are looking for your tips on the best way to relax and unwind over the summer break.

Send your advice by 20 June 2016 to teacher@nut.org.uk

Reader’s rant: Crisis looming You will have to forgive me if I have missed something. Like so many of your readers, I suspect, I am so bogged down in the daily determination to ensure the progress of my students and raise the standards of my school that things might have escaped my notice. I am referring to the fact that somehow, despite obvious opposition and real concerns, we are now facing the fact that ALL schools will become academies.

Add to that the total elimination of coursework, which is likely to lead to a drop in results. We are now facing this rather huge issue that standards will fall and who do you think will be blamed?

We will rise to the challenge. We always do. We are professionals and are absolutely committed to the career we have chosen. But who would want to join this profession with these everincreasing demands and directives?

In a time when we are facing a teacher shortage that can only lead to a crisis, why is this Government ploughing ahead with these changes? How can they lead to things becoming better?

Name supplied

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Star letter Poverty lines Reading your report about child poverty and the contribution from teachers to help their pupils reminded me of my grandfather’s story. His teacher took him to the shoe shop in London for some boots because he was barefoot and then to the bakers for some bread for the family. He was the youngest of nine children and his father had died.

His mother managed to keep the family together by taking in washing and with some help from the parish.

The year? 1895.

More than 100 years later the division between rich and poor in this country is growing wider. It is time for a fairer way of sharing resources so that the poorest do not suffer such terrible poverty as a result of the excesses of people who have appropriated resources for themselves.

Your report makes it clear that this state of affairs is unsustainable in the 21st century and cannot be tolerated.

Name supplied Herefordshire

Please write The editor welcomes your letters but reserves the right to edit them. Write to: Your letters, the Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email: teacher@nut.org.uk Letters for the July/August issue should reach us no later than 20 June 2016.

Please note we cannot print letters sent in without name and postal address (or NUT membership number), though we can withhold details from publication if you wish.

46

I the Teacher

Grammar school I feel I have to respond to the Reader’s Rant from March/April. Whilst I fully understand the point the writer is making, it does come undone in the last paragraph. Despite only being seven years old, surely Michael should be taught correct grammar? Why did his teacher, so affronted by all the criticism of Michael’s story, not correct him when he says “it WERE good”? Maybe all the critics had a point.

Name supplied

Hats off to head teachers I would like to write to you regarding support for teachers.

While so many of the letters I read are from teachers having problems with their head teachers, I have been in the fortunate situation to have the exact opposite. When returning to work from maternity leave, the school I worked in had been placed into special measures with a new head in place. Since then we have had several changes in senior management but have now reached a period of stability with a permanent head who has been nothing but supportive during my transition back to work. In the face of so many negative problems with head teachers, I would like to publicise that there are head teachers out there who recognise and support their staff in the job they are desperately trying to do.

Name supplied Buckinghamshire

White Paper woes I am confused. We are expected to teach British values, such as democracy and respect, yet the current Government has taken away the choice of LEA run schools by force without any consultation with teachers or the parents of the children at these schools. Is this democracy?

As a teacher and a parent, I do not feel that my views have been respected.

Name withheld

Occupational health With reference to the letter “Occupational health” (March/April), I would like to offer my support! That letter could have been written by me a few years ago when I was being bullied by a head teacher. I know what you and many others are going through. It virtually destroyed my teaching career.

Name supplied Lincoln

Overworked and underappreciated

No NUT rep in your workplace?

My school is wonderful and everyone is very supportive but the expectations of us are unfair, so I can see why people choose not to stay in the career after five years!

We are contracted for around 35 hours, but if we give anything less than 70 hours we will be deemed unsuitable for the job.

Please elect one!

I think the demands on teachers needs to be re-assessed and Nicky Morgan would benefit from coming and talking to teachers, spending more time with us and understanding our job. Alternatively, the Education Secretary’s role should only be open to candidates who have been in the position of a head teacher – someone who’s had to work their way up and understands the system and teachers’ expectations and work-life balance.

Find out what reps do at:

Name supplied East Sussex

Poetry corner Meeting expectations There is a man called Mr Gove who has a chum called Nicky.

They say that 10-year-olds must know that English is quite tricky.

Once a rep has been elected, notify your division/association secretary, whose details are on your membership credential and at: teachers.org.uk/contactus

teachers.org.uk/getinvolved

A change in your circumstances?

Please let us know if you: • change your home or school address • change your employment contract (to part-time, fixed-term or supply), where a range of reduced subscriptions apply • are about to retire, take maternity leave, or leave the profession, where differing subscription rates apply • are appointed to a new post such as deputy or head teacher or SENCO. Ring 0845 300 1666, visit teachers.org.uk/update, or write to: Records and Subscription Services, NUT, Hamilton House, Mabledon Place, London WC1H 9BD. By providing your email address and mobile number you help the Union to keep you informed of important campaigns and to contact you about professional development courses and events.

So now I’m taught morphology and how to be a scholar.

Through grammar schemes produced by companies that charge top dollar.

In order for the school to bask in OFSTED’s fulsome praises, Our written work must be awash with long drawn-out noun phrases.

And if I find it hard to use my modals in the passive,

Need help or advice?

If you have a problem at work or want to know more about NUT services, you can contact: • your school representative • the NUT AdviceLine • NUT Cymru.

For advice and guidance in England contact:

My chances of achieving expectations are not massive.

NUT AdviceLine

Adverbials and how to spot subjunctives are the key

Tel: 020 3006 6266 Email: nutadviceline@nut.org.uk

To whether Mick and Nicky smile adoringly at me.

In Wales contact:

But I admit I miss the times we used to write for fun,

NUT Cymru

And poetry and stories were enjoyed by everyone.

Jonathan Humble

Tel: 029 2049 1818 Email: cymru.wales@nut.org.uk Find full contact details at:

teachers.org.uk/contactus

I the Teacher 47

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49

Backbeat

Seduction of numbers

By William Davies, co-director of the Political Economy Research Centre, Goldsmiths University The expansion of quantitative measures into our lives seems relentless. Workplaces are subjected to increasing methods of tracking and evaluating performance. Wearable technologies now enable us to view our own lives in numerical terms.

Public services are ever more reliant on audit and quantified output assessments, in the desperate search for greater efficiency, especially under conditions of austerity.

None of this is new but nor does it show signs of abating. Sociologists have long been interested in the prevalence of quantitative measurement in modern societies. From a pragmatic perspective, numbers are often a simple but necessary way of speeding up judgement in a complex, fast-moving world. Whether it be choosing which film to watch or keeping track of one’s nutrition, we instinctively rely on numbers to help guide our choices. A world without any quantitative indicators would require constant head-scratching, research and word-of-mouth recommendation.

But there is also a danger here. There are some types of moral, political and cultural judgement that should not

be replaced by quantitative indicators. One wouldn’t expect the Booker Prize to be awarded on the basis of which novel had earned the most money or achieved the highest number of likes on Facebook. Nor would you expect the judges to reach their decision through a process of scoring. Such a scenario would involve eradicating the space of deliberation and replacing it with a game.

Yet this is what we see across our public services today.

Professional judgement of what represents good care or education or service is replaced by a test, the outcome of which is a score. And once you have a score you can also have a ranking.

There are two philosophical underpinnings to this worldview. The first is that of positivism, a philosophy that treats the natural sciences as the model for how social science and professional judgement should proceed. From a positivist perspective, it is better that we conceive of a pupil’s abilities in terms of facts (best represented via numbers) rather than as a matter of judgement, interpretation or relationship building.

The second is that of neoliberalism, a political project which seeks to instantiate competition as the template for all human relations. From this perspective, markets are already competitive and therefore need little intervention. But elsewhere, society must be actively sorted into winners and losers or else it is impossible to achieve progress. This ideology has driven public service reform in the UK since the late 1980s.

Such a worldview is laced with paranoia and a desperation for control on the part of managers and policy-makers. The fear is that dialogue and cooperation are too frail to serve as a basis for effective organisations. Hence only numbers and rankings can be trusted. But the side effect of this is the crisis of stress and anxiety that we see across our society today and no more so than in schools. Numbers can make our lives simpler, for sure. Yet where they are imposed in a nonnegotiable way, they destroy the very reasons we have for caring and working in the first place.

Illustration: Cargo

Following this article, the Teacher will be publishing a series of articles on Teaching by Numbers. Please see the Union’s ongoing work in this area at: teachers.org.uk/examfactories

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