Already our new government has begun the costly but essential response to the problems in our schools: for example, a pay settlement which has been accepted by teachers and their leaders, a commitment to employing 6,500 more teachers, and a wholesale curriculum review underway. It’s a promising start.
But here’s the thing: as in most organisations some of the most important elements that define them, aren’t easily measured or costed. An ‘ethos’, for example, cannot simply be quantified or described. However, if it’s there, rock solid and everyone is signed up to it, then policy and practice fall in behind it.
This applies profoundly in our troubled schools. A teaching workforce that is involved and participating in policy making, is central to it success. Yet this is far from the current practice. I suggest that this needs to be a starting point for our new Education Minister, and her DfE colleagues. My own experience has taught me the importance of this.
I have worked in education for over 40 years, for most of that time as a teacher and leader, and latterly as a consultant and advisor. My school was often described as ‘succeeding against the odds’: a large comprehensive on a deprived council estate with many dysfunctional families. Yet we achieved four successive ‘outstanding’ Ofsted judgements and year-on-year, we recruited and retained a highly trained and engaged staff.
Does Not Require ‘Big’ Money
All well and good. But here’s the surprising thing: the ingredients of our success did not require ‘big’ money. The staff faced many challenges: for example, the ongoing poverty on the estate, and the lack of aspiration amongst our students. It was a hard place to come and teach. Over time we built a strong culture of resilience and endeavour. We created a narrative which everyone understood and could tell in their own words. It was ‘our school’, and our own students understood that we were prepared to fight their corner. It was authentic and inspired optimism.
All our main school policies were a result of the involvement and participation of our staff. They were not ‘top down’, policies, but ‘bottom’ up, and resulted in a sense of coherence and a signing up to a common agreement.
Our commitment to looking after our staff was always top of the agenda. Their welfare and well-being were central and was the main thing that defined us as a school. This included all staff: the teachers, the TAs, the admin staff, the dinner ladies, the caretakers, the cleaners. ‘Count on everyone because everyone counts’.
As a result, we worked out how to succeed with the most disengaged students; how to attract and retain the best staff; how to build a school community built on mutual respect and trust; how to keep teachers centre stage and look after them; how to build success into pupils’ lives. Success built on high levels of employee engagement.
A Waste of Talent
In my consultancy work I travelled up and down the country and met teachers and leaders who were brow-beaten by bureaucracy, fearful of judgements, and had the creativity knocked out of them. I worked with many good people who were demoralised, and many wanting to leave a profession that they had initially loved. This was not right, a complete and utter waste of talent. These are people who can be won back, turned around given a voice and hope. And it will cost next to nothing.
Teachers are more than ready for a government who will genuinely show that they care about them. Lots of different people in positions of power need to do one simple thing: get into schools and listen. Ask them questions about how schools could be improved: what are the right things and what are the wrong things about school? Give them the chance to speak. Make them believe that they have a part to play in the solution (because they have). They are best placed to contribute; they’re at the chalkface, with their feet planted firmly on the ground.
A Noble Profession
Most teachers come into teaching to ‘make a difference’ to young lives. This is why it should still be considered a ‘noble profession’ and this ideal should never be disregarded as cliched. Many teachers have lost their initial sparkle and belief. They have become much less in control due to outside political influences as the curriculum and the testing regime have narrowed many children’s chances to succeed. There is nothing more demotivating for teachers than working very hard at the wrong things. So much of what they are required to do goes against the grain of what they know instinctively about how children learn, and how to create positive classroom experiences.
Bridget Phillipson is intent on turning the fortunes of our young people around, especially those in deprived areas. Her words are stirring and will be cheered by the teaching profession. Putting her words into action may be easier than she has ever considered, and most importantly, with little or no cost attached. At the core of her thinking must be the teachers. Raising their morale is at the start of it all.
The whole profession is poised and set for a ‘rekindling’. DfE recognition and government acknowledgement offers high value, low cost. They need to step into schools, listen and demonstrate support. Get the teachers involved and on board; win them back; stop them leaving.
Get the teachers right and most of what you hope for falls into place.
Someone once said that “a school should be a reservoir of hope”. With our new Labour government, it’s time now to make it so.
Lindy Barclay
Ex Headteacher, Education Consultant, Trainer, and Writer
barcbarc@hotmail.co.uk
