Edu-blog

The dust from the General Election has settled and, as forecast, there is no clear cut victory for any individual party. Indecision reigns and everyone gets wet. But is this the main issue for primary education? One hears many variations of how politicians see the educational future of the nation. Even the much lauded Rose Curriculum has taken a back seat as it did not receive the Royal Assent before the dissolution of the last Parliament. So here we are in the doldrums and not a breeze in sight.

Another issue which has clouded the complexities of the future is that of the annual SATs  roundabout. Decisions by some of the professional associations has advocated a boycott of this year’s tests. Thereby hangs another tale, that of a further whiff of indecision and this time from the professionals. Not all schools are going to boycott the tests, many are wavering in an attempt to placate criticisms for the public at large. This does mean, in an odd way, that some neighbouring schools might be at odds with each other. This inconsistency from headteachers is certain to be seized upon by the media and politicians. If change is to be brought about in a professional and logical way then all primary headteachers must bury any doubts and act with their courage of conviction.

Further to this aspect there are three other main issues to take into consideration. Funding, Trust and the future direction of education. At the chalkface there has been an inundation of political initiatives to confuse the general picture. The troops have taken their eye off the ball and have focussed solely on reactive responses rather than standing back and looking, objectively, at the way ahead.

If we look at the political promises what do we find? Labour says it will ring fence front line services “for a bit”. LibDems and Conservatives promise extra amounts for disadvantaged pupils. But these statements defy credulity when one takes into account the national deficits we are facing. Education will, no doubt, be squeezed at some point. So the finances are most uncertain.

Secondly, there is the issue of trust. In the last twenty years governments,  since the Great Debate, have sought to improve our schools by diktat. We have been subjected to nationalcurricula, strategies, challenges, Ofsted inspections, endless targets, relentless tests and a welter on initiatives. These have all implied that schools and teachers cannot be trusted to do our job. This paternalistic attitude has treated the education sector as if it was constantly in danger of backsliding into chaos, and so removed responsibility and limited potential. If politicians want an improving educational system they will have to trust teachers to teach. The big question is, if given more freedom will teachers know how to handle it? 

Last, but not least, what do we, as educators, want education to do? Which direction do we go in? Where do we want to go? This is a Lewis Carroll moment of Through The Looking Glass. As Alice asked “Where are you going?” “It depends on where you want to get to,” was the reply. We are burdened with a system constructed during Victorian times and pupils left school at 14. This is the time for some serious thinking on the part of teachers. Otherwise the ground will disappear from beneath our feet. We are masters of our own destiny…

As Summer winds its way relentlessly onwards towards the Autumn Solstice and all is silent in the corridors of power, the view from the rear window of life and society in general is more than interesting. Attention from the panic scares of Swine Flu has switched to The Ashes and the alternating successes of both combatants. The Press in particular have filled their pages with a wide variety of “filler” articles. This is beach reading material. Obviously stories that sell newspapers are heavily biased towards the political. Parliament is on holiday. This is the longest break they have had yet, not reconvening until October. But as bat hits willow and the crowds roar their approval. The Ashes have been regained…

Little snippets of educational news filter out almost unnoticed. Could it be that the latest SATs results show little improvement, according to a previous Chief Inspector? He says that it is scandalous that 40% of boys leave primary school with standards below the expected level in reading? Or could it be the other gem which shows that it is possible to attain an “E” grade in GCSE’s in certain subjects without even sitting the exam?

Meanwhile, at a slight tangent, QCA becomes QCDA and loses its autonomy by falling into the remit of DCSF. Now that the Rose Curriculum Review has been completed does this mean that the continuing debate over SATs dominating the delivery of the curriculum is done and dusted? Therefore all curriculum matters are dealt with by DCSF?  The view from the rear window becomes altogether more fascinating as QCA moves from Piccadilly to Birmingham, pro tem, until its new offices are ready in the Warwick area. This alone provides another facet of disturbance  as relocation does not appeal to existing personnel and new faces are sought. This is the ideal opportunity to seek staff of a completely different mould who will meet any new prescriptions from DCSF.

On that theme, there is another article in this issue of NPH News on the topic of curriculum driven teaching, reflecting all that was good in Excellence and Enjoyment. It seems obvious that with the constant drumming of the testing agenda, focus has been taken off the basic fundamentals of pedagogy and the needs of the pupil. Our whole purpose is still driven by those early Victorian thoughts on providing a malleable workforce and the testing that accompanies it.

The Twenty-first Century has totally different needs. Society and its demographics are a new species to consider. Just look at the recent upheavals in the banking world and the knock on effects throughout society. Unemployment rises, dissatisfaction rises in proportion and society at large feels totally under threat. 40,000 would be students cannot gain entry to University.  What of the newly graduated students seeking work in a shrinking economy? The need to prepare students in a totally different way for life is of paramount importance, yet here we are still plodding along this Victorian style pathway.

So what do the politicians do? They insist on testing because it gives them a so called yardstick which can be handed down to parents as proof of the success of their system. This does this or future generations no favours. If anything it disenfranchise them. At this juncture it would be as well to look at how secondary schools have adapted to meeting these testing demands. In order to achieve the basic government requirement of 5 GCSEs by offering students a tailored group of options which includes many non academic subjects. Success means much for the schools but often students are clutching worthless certificates.

So what new aspects will we be facing in the Staff room this Autumn?  Do keep contact with our website on www.primaryheads.org.uk 

Do add your comments and thoughts.