Kalinski1970's Blog

My own personal view on UK Education and bits n bobs

Caïn by Henri Vidal, Tuileries Garden, Paris, 1896. Cain is depicted after killing his brother hiding his face in his hand

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Submitted to Schools that Work for Everyone

Submitted to Schools that Work for Everyone – short version of consultation

Submitted on 2016-10-06 21:00:57

Introduction 1 What is your name? Name: Liam collins

4 What local authority area are you based in? Please select: East Sussex comprehensive school

5 Are these the right conditions to ensure that selective schools improve the quality of non-selective places? No (please provide further comments below)

What is the incentive? It is clearly proven that the way to increase the quality of schools is to allow them all access to all ability levels. Or to ensure that every parent has the choice of a good school. Not ensure that a good school can choose which students it allows in.

6 Are there other conditions that we should consider as requirements for new or expanding selective schools, and existing non-selective schools becoming selective? No (please provide further comments below)

Don’t. It will be popular with UKIP voters, but it will be a massive vote loser as 3/4 of every middle class family quickly work out that their children won’t get into the selective schools

7 What is the right proportion of children from lower income households for new selective schools to admit?

Ensure comprehensives are great. In existing grammars it should be at least the national average or get rid of the existing grammars.

8 How can we best ensure that new and expanding selective schools and existing non-selective schools becoming selective are located in the areas that need good school places the most?

Don’t create grammars. Ensure that schools are funded fairly across the country. Fund schools in areas that are perceived tough in such a way that they can keep class sizes small. That they can offer wrap around care to the support the students and their families. Bring back front loaded funding so that children aren’t behind when they start school. Ensure that teachers and SLT have job security for working in tough areas. Move all those areas to equal term lengths so that staff and students don’t suffer from the ridiculous long terms

New faith schools 9 Are these the right alternative requirements to replace the 50% rule? No (please provide further comments below)

Remove all religious schools and make them all secular. There is no parent choice to a school that chooses its intake

10 How else might we ensure that faith schools espouse and deliver a diverse, multi-faith offer to parents within a faith school environment?

Don’t segregate students by their religion. In studies i have seen it is shown that creating religious schools has the opposite effect you appear to want such as a diverse, multi-faith offer.  See unlocking the gates report where they explain:

“Yet we know from research that children can do better if schools are not socially segregated.  Increasingly our schools are just that, with half of all pupils entitled to free school meals (a proxy for poverty) concentrated in a quarter of secondary schools, while the top secondary schools take – on average – only five per cent of pupils entitled to free school meals, less than half the national average”

11 Are there other ways in which independent schools can support more good school places and help children of all backgrounds to succeed? No (please provide further comments below)

Private schools are private, let them be. Remove the tax relief and use that additional income to fund the services around schools. Especially sure start, mental health service and family support

12 Are there other ways in which universities could be asked to contribute to raising school-level attainment? Yes (please provide further comments below)

By offering a sabbatical relevant to teachers after ten years of service. The teacher goes into supporting ITT and research for a year. Recharge and reinvigorate

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Love the one you’re with – recruitment and retention


So Tim Matthews (@purplepedagogy) and I were invited to lead a session at . The last four slides show the feedback we received from the tables, but we would love you to also comment.

Please feel free to leave questions and I’ll do my best to answer them…although see the small print on the first slide!

Sources for the diagrams and tables are

SFR 21/2015 School Workforce in England: November 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440577/Text_SFR21-2015.pdf

National Audit Office Training New Teachers HC 798 SESSION 2015-16 10 FEBRUARY 2016 https://www.nao.org.uk/wp-content/uploads/2016/02/Training-new-teachers.pdf

Initial teacher training census for the academic year 2015 to 2016, England SFR 46/2015, 19 November 2015 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/478098/ITT_CENSUS_SFR_46_2015_to_2016.pdf

Schools Week “What do the statistics say about teacher shortages”, John Dickens, Sep 27, 2015 http://schoolsweek.co.uk/what-do-the-statistics-say-about-teacher-shortages/

Edit (slide 23) I threw away the comment that men are unrepresented in teaching until you get to SLT. This seemed to get an number of quotes from those attending on twitter and at least one raised eyebrow.

Looking at the figures this was me being very Secondary and very Headteacher focused.  Where 62% of the workforce are women and yet only 37% of headteachers are.


Women into School Headship (http://www.womenintoschoolheadship.co.uk/womens-leadership/) point out that:

“The DfE School Workforce Census continues to evidence the underrepresentation of women in Headship in all sectors, compared to their numbers in the profession.  With women accounting for over 60% of the profession in secondary and over 85% in primary we would expect to see more women headteachers than the disproportionate 37% and 71% respectively.”


“The Census shows that female deputy and assistant headteachers now make up over 50% of senior leadership teams, an increase of nearly 2% in both primary and secondary schools since 2011. In 2014 there was an incremental increase of 1.6% over the last three years for women in primary headship and a slight improvement in the number of women secondary headteachers by 0.7%.”

I hope that clarifies!

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You can only laugh

Productivity in schools stalls http://bit.ly/7oaMt0

When a report explains that students haven’t actually made much progress over the past 10 years, schools minister Vernon Coaker condemned the report as having “far too narrow a view of the education system in England”. Coaker said: “Parents will appreciate that there is far more to a school and to a child’s time at school than productivity.

Basically saying there is more to a school than exam results. YES THAT’s RIGHT! hasn’t everyone apart from the government been saying that! Tell that to the schools judged outstanding by OFSTED by judged failing because of an arberterry pass rate figure set by…THE GOVERNMENT!!!

Sadly typical if this current thinking was pointed out in the Guardian Education crib sheet:

“Ed Balls’s belt-tightening measures went down like a lead balloon, not least his proposal that schools share cleaners. Here’s Kolman:

“How very Ballsian to hit at the cleaners.

There are literally billions that could be saved within the DCSF – over 200 “scientific advisers” for a start. Then there is the elimination of excessive paper-work, over-zealous planning, excess testing, demoralising Ofsted inspections, grotesque catch-up programmes (how not to teach struggling readers at £2,600 per child). There is excessive use of PR and spin doctors, plus obscene mountains of materials supplied “in house” by bureaucrats who don’t actually teach. Micro-management at all levels.

To be fair, the advice to cut down on excessive use of heating and light is sensible. What wouldn’t be sensible would be to haul in hundreds of advisers to advise on how to save on electricity, or waste thousands on producing glossy leaflets.”

If you didn’t laugh you would never stop crying!

Sent from my phone, so apologies for the typos!

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Why so blue?


without wanting to keep the general view of a moaning teacher, i feel we are at a tipping point for the teaching profession. Every teacher i speak to says the same things, “it’s getting harder”, “drowning in paper work”, “judged measured quantified beyond need”. I can’t think of another job where how you do something is constantly changing and monitored. Each year, it feels like everything done in the previous year must be ripped up and started afresh, just to keep up with the ever changing whim of a dying Government. Most teachers work upwards of a 60 hour week and the guilt of work has reached such an epidemic that they feel that they are looked on as having a break if they are caught marking.

News that more changes are going to be announced in the Queen’s speech, was met with general tired shrugs. The fact that more religious groups will be able to open more schools, with no evidence that they improve the results (as quoted from a recent Church Times article) in a vastly secular society.

Vive la revolution, if we aren’t too tired.