Supporting bilingual children - National Union of Teachers

our aim: one union for all teachers
www.teachers.org.uk November 07
IN THIS ISSUE…
Putting your teaching principles
into practice
Supporting
bilingual children
CPD for supply teachers
Fighting for fair pay
PLUS...
NUT at the TUC

9-12 January 2008
Olympia | London
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CONTENTS
Features
November 2007
12 Stick to your principles
Diane Hofkins urges teachers to
follow their instincts on education.
14 Conference call
Chris Brown and Emily Evans
report from this autumn’s party
political conferences.
18 Teachers at the TUC
Ellie Campbell-Barr and Janey
Hulme report on NUT contributions
to the 2007 TUC congress.
21 Lessons from America
Richard Knights writes about his
visit to San Francisco as a Walter
Hines Page scholar.
25 Keep it clean!
Dr Linda Miller gives tips on
preventing tummy viruses.
26 Are you speaking the
same language?
Tony Eaude speaks up for
emerging bilingual pupils.
29 On supply and
in from the cold
Diane Hofkins looks at new CPD
initiatives for supply teachers.
36 Learning to lead
Crispin Andrews explains the
benefits of young leaders’ schemes.
43 How we did it
Maria Mather reveals how
Oaklands special school has
developed strong links with the
local community.
50 Backbeat: Time to think
about drink
Alcohol Concern’s Srabani Sen
argues that schools have a part to
play in cutting underage drinking.
Cover image: www.JohnBirdsall.co.uk
Regulars
4 Upfront
11 International
16 Your union
22 Ask the union
30 Teachnology
33 NUT training and development
38 Reviews
41 Noticeboard
44 Staffroom confidential
46 Letters
The Teacher is the
magazine of the
National Union of
Teachers, Hamilton
House, Mabledon Place,
London WC1H 9BD
Tel.020 7388 6191
www.teachers.org.uk
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36
President: Baljeet Ghale
General secretary: Steve Sinnott
Deputy gen sec: Christine Blower
Editorial board: Kevin Courtney,
Angela Davies, Neil Foden, Keith
Gardiner, Dave Harvey, Goronwy
Jones, Alex Kenny and David Lyons
Editor: Elyssa Campbell-Barr
Journalist: Janey Hulme
Administration: Maryam Hulme
Editorial support: Peta Lunberg
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F: 020 7383 7230
E: teacher@nut.org.uk
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Welcome
Public sector pay was the big
issue at this year’s TUC congress
in September. The NUT
seconded a motion calling for “a
joint campaign of opposition...
to the government’s unfair
public sector pay limit”, and a
TUC general council statement
warned of the dangers the
government faces in failing to
value public sector employees.
With average earnings in
the private sector increasing by
4.3 per cent in the year to July
and inflation hitting 4.1 per
cent in August, it’s little wonder
that teachers and other public
sector workers are growing
increasingly dissatisfied with
meagre rises of around 2.5 per
cent. To add insult to injury, the
government has announced
planned pay increases of just
2 per cent for teachers from
2008-11, broken its promise to
review teachers’ pay if inflation
rose above the ‘trigger’ level of
3.25 per cent, and claimed that
increases in public sector pay
cause inflation – all in a year
when top executives have seen
their earnings rise by an
average of 37 per cent!
This year has already seen
postal workers, prison officers,
London Underground staff and
civil servants taking industrial
action over pay. Unison is now
balloting its members – including
many school support staff –
over possible strike action.
The NUT remains committed to
protecting teachers’ pay and
we urge all members to support
our campaign as it unfolds
this autumn.
Elyssa Campbell-Barr
Editor

Campaigning
against
academies
Budding
geniuses
Steve
4
The NUT has stepped up its campaign
against the academies initiative with
the publication of a new booklet
Academies: looking beyond the spin.
The 16-page document explains
why the union strongly opposes
academies. It draws on the latest
evidence about academies from
research reports, media investigations,
campaigning groups and the firsthand
experience of teachers, and
highlights the NUT’s views on
competition and private sector
involvement in state education.
Academies: looking beyond the
spin gives six key reasons for the
union’s opposition:
1. Academies put schools in the
hands of sponsors.
2. Academies threaten fair
admissions procedures.
3. Academies threaten teachers’ pay
and working conditions.
4. Academies do not offer pupils a
better education than other
local schools.
5. Academies undermine the
independent role of school
governors.
6. Academies have a damaging
impact on other neighbouring
schools and on local authorities.
The booklet was widely distributed
at the TUC congress and party political
conferences in September and
October. Read it for yourself at
www.teachers.org.uk (go to
‘campaigns’ and then ‘vs Academies’).
The Teacher / November 07
The achievements of a group of Black London boys
were celebrated on 20 September when the NUT hosted
a science, technology and medicine presentation evening
at Hamilton House.
The 20 or so teenagers all took part in an
exciting three-year project called Generating
Genius, which aims to encourage talented
boys from diverse cultural backgrounds into
scientific professions such as engineering,
medicine, bio-technology and life sciences.
During the three years the boys took part in
science masterclasses and visited university
science departments where they conducted
complex research and challenging
experiments. Some participants spent the
summer of 2005 at the University of the
West Indies in Jamaica.
The celebration event was hosted with
confidence and humour by two of the
boys, Marcus and Shane. In small groups,
the participants gave presentations to an
audience of friends, family, teachers and
VIP guests on the assignments they had
undertaken through the Generating
Genius project. These covered reducing the
spread of malaria, addressing the rise in
diabetes, and the role of robotics in Sierra
Leone’s mining industry. The boys also
showed off their engineering skills in a
‘robotics fashion show’.
Dr Tony Sewell, CEO of Generating
Genius, praised all the boys as “wonderful
role models” who were challenging
society’s stereotypes about scientists. He
explained that the charity, already
successfully established in the UK and
Jamiaica, is now planning to taking the
Generating Genius programme to Trinidad
and would also be making more
opportunities available for girls from black
and minority ethnic communities.
Find out more at www.generatinggenius.org.uk.
In the picture top: Boys demonstrate the robots they
built as part of the project.
above: The NUT’s Steve Sinnott meets event hosts
Marcus and Shane.
Photos: Peter Arkell

NO MORE BELOW INFLATION PAY AWARDS!
Fighting for
fair pay
UPFRONT
Look out for this poster and other campaign materials
in your school and on the NUT website.
Money matters
£ Teachers’ pay increases, at
2.5 per cent in 2006 and 2007,
have been significantly below
inflation, which averaged
3.7 per cent in the 2006-07
financial year and reached 4.1
per cent in August 2007.
£ This summer the government
broke its promise to review
teachers’ pay if inflation rose
above the ‘trigger’ level of
3.25 per cent.
£ Average earnings in the private
sector rose by 4.3 per cent in the
year to July 2007, and the pay of
chief executives of the UK’s top
100 companies went up by an
average of 37 per cent in 2006.
£ The government is threatening a
2 per cent pay limit on teachers’
pay increases for 2008-11, while
inflation looks likely to remain
far higher than this.
£ The real value of teachers’ pay is
failing to keep up with increasing
housing, food, transport, energy
and other living costs.
£ Teachers’ starting pay is
below that of other graduate
professionals, and pay
comparability falls further for
those who continue in teaching.
£ Teachers are suffering cumulative
pay losses in real terms. For
example a teacher on UPS3 since
2005 has already lost out on
over £2,000.
The NUT’s campaign for fair pay for teachers is gathering
pace, with a new petition, new campaign materials, and
the union playing a key part in the debate on public sector
pay at September’s TUC congress.
This year has seen growing unrest among public sector workers, whose
pay rises have generally been limited to 2.5 per cent while inflation has risen
above 4 per cent and private sector pay settlements are averaging 4.3 per cent.
Postal workers, prison officers, London Underground staff and civil servants,
represented by the CWU, POA, RMT and PCS unions respectively, have already
taken industrial action. Unison, the UK’s second largest union, is balloting its
members in local government – including teaching assistants and school support
staff – over possible strike action in November.
The campaign for fair pay in the public sector escalated during September’s TUC
congress in Brighton (see report on page 18), when the TUC backed a general council
statement on public sector pay. This stated that the benefits which should flow from
government investment in public services “are being jeopardised by job cuts, below
inflation pay rises and the increasing use of outsourcing and privatisation”, and warned
that “the growing gap between private sector and public sector earnings will result in
recruitment shortfalls, failure to retain staff, and poor staff morale”.
The TUC statement was supported by a congress motion on public sector pay,
moved by the PCS union and seconded by the NUT’s deputy general secretary
Christine Blower. This instructed the general council to support “unions’ efforts to
protect their members’ real and relative pay levels, to oppose the government’s
2 per cent pay target for public sector workers, and to co-ordinate a joint campaign
of opposition at national and local levels to the government’s unfair public sector pay
limit, including co-ordinated joint industrial action”.
The NUT has already taken out advertisements in publications such as the Times
Educational Supplement and The Guardian to make teachers and the general public
aware of the issues surrounding teachers’ pay and the union’s commitment to ensuring
a fair deal for all teachers. The NUT is campaigning with other unions for fair pay across
the public sector, and is urging other education unions to join us in taking action on
teachers’ pay.
Next steps
The School Teachers’ Review Body report on teachers’ pay is due to be presented
to the government in October. If the report is poor, or the government’s response to it
(expected in November) is disappointing, NUT general secretary Steve Sinnott has said
there will be a strong reaction from teachers. The union will also roll out a national
advertising campaign and organise meetings for teachers across England and Wales.
School representatives will be encouraged to hold meetings for all teachers in their
schools to discuss teacher salaries and the broader public sector pay campaign.
What you can do
• Keep up to date with the NUT’s campaign for fair pay for teachers through the
union’s website www.teachers.org.uk, by reading the NUT News newsletters
sent to every school, and by keeping in contact with your school’s NUT rep.
• Copies of a petition calling on Ed Balls, secretary of state for schools, to protect the
value of teachers’ pay now and in the future have been sent to every NUT school
rep. Make sure you add your name and urge your colleagues to add theirs!
• Add weight to the campaign by sharing your stories about how the erosion of
teachers’ pay is affecting you, your family and your colleagues at
www.teachers.org.uk – and use the website to email your MP on this issue too.
November 07 / The Teacher
5

In brief
Medical advice
The General Medical Council (GMC) has
published new guidance that sets out
doctors’ roles and responsibilities towards
children and young people. The
document, entitled 0-18 years: guidance
for all doctors, covers issues such as child
protection, disclosures to other agencies
and confidentiality.
The NUT was represented on the
guidance working party by assistant
secretary Amanda Brown, who says
the finished publication is “excellent”.
Copies are being sent to doctors’
surgeries, schools and libraries, and
can also be downloaded from
www.gmc-uk.org/children.
Reclaim the night
The NUT is supporting this year’s Reclaim
the Night evening demonstration in
London on Saturday 24 November, as
part of the International Day to End
Violence Against Women. The union will
host a free pre-march reception from
1.30pm until 4pm at the Women’s
Library, London Metropolitan University,
Old Castle Street E1 7NT.
The women-only march starts at 6pm
from Trafalgar Square. NUT divisional
secretaries are encouraged to support
the demonstration and to pay travel
expenses for delegates where possible.
GTC nomination deadlines
Interested in standing for election to
the General Teaching Councils in
England or Wales? The deadline for
receipt of completed nomination
papers/election statements is
9 November for the GTC(W) and
17 December for the GTC(E).
For NUT support with your campaign,
call Tajinder Gill on 020 7380 4725 or
email t.gill@nut.org.uk.
Support LGBT teens
Organisers of Lesbian, Gay, Bisexual and
Transgender (LGBT) History Month are
urging children’s services authorities
and others to ask themselves whether
they are doing enough to support
young LGBT people in their area. They
have written to councils around the
country encouraging them to
participate in LGBT History Month
2008, which takes place in February.
Visit www.lgbthistorymonth.org.uk
for more information.
The Teacher / November 07
New
education
minister
for Wales
(again!)
In July, Jane Hutt became the third
Welsh Assembly minister to take on
responsibility for education in 2007.
After elections in May, a minority Labour
administration appointed Carwyn Jones as
minister, replacing Jane Davidson. No sooner
had NUT Cymru welcomed him than the
Labour-Plaid Cymru coalition made Jane
Hutt Minister for Children, Education,
Lifelong Learning and Skills.
At a recent meeting with senior NUT
Cymru staff Jane gave assurances that she
would not be seeking devolution of
teachers’ pay and conditions to the Welsh
Assembly. Nor did she foresee performance
management being adapted to conform to
Union welcomes QCA restructuring
The Qualifications and Curriculum
Authority (QCA) is to be split into two
independent bodies – one to offer
curriculum advice and the other to regulate
examination standards. Schools secretary
Ed Balls announced the move at the
Labour party conference in September,
saying he hoped it would raise confidence
in exam standards.
NUT says ‘no’
to Ofsted-style lesson gradings
Since the introduction of new performance
management regulations for teachers in
England in September, some NUT members
have reported schools attempting to grade
lessons using Ofsted’s four point scale
of: ‘outstanding’, ‘good’, ‘satisfactory’
and ‘inadequate’.
The NUT is opposed to the use of these
lesson gradings, believing they neither
provide constructive feedback nor support
teachers. Nothing in the new regulations
says lesson gradings should be used.
NUT guidelines on the new performance
management procedures have been sent to
all NUT school reps and can be viewed at
www.teachers.org.uk (go to ‘campaigns’
and then ‘performance management’).
the English model – although she did want
to extend it to teachers presently excluded
from the scheme, such as supply teachers.
The union also told Jane about the
difficulties supply teachers are experiencing
with agencies, and urged her to investigate
Estyn’s “back door” introduction of
league tables.
In the picture: David Evans, secretary of NUT Cymru,
welcomes Jane Hutt to the NUT’s stand at the National
Eisteddfod in Mold in August.
NUT general secretary Steve
Sinnott welcomed the decision, saying it
would take attention “beyond the
damaging debate about diversity of
schools and on to finding the best way
of backing teachers and focusing on
children’s needs”. He hoped it would
bring to an end “the annual ill-informed
criticism of exam standards”.
These state that: “Classroom observation
should be treated as an opportunity for the
teacher to demonstrate their teaching skills
and receive constructive feedback.” Ofsted
has assured the union that headteachers are
neither required nor expected to use Ofsted
grades in this way.
NUT general secretary Steve Sinnott, said:
“I cannot see any advantage to
headteachers taking on the role of Ofsted
inspectors. Classroom observation should be
about generating trust and dialogue.
Imposed lesson grading is not acceptable.”
The NUT advises members who have
seen Ofsted-style gradings introduced in
their schools to contact their regional
office immediately.

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Offer terms and conditions Offer commences 1st October 2007 and closes 31st January 2008 and applies only to new Home and Car insurance policies paid for and taken out before this date.
These offers are available only by calling the Just for Teachers insurance line on 0800 010199 and by quoting reference WINE2. To qualify the premium for your new policy must be £200 or
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CFPAG2247_NUT_09.2007 FM16096

Chain gang
NUT president on the run!
NUT members and staff were among hundreds
of trade unionists at the Women Chainmakers’
festival in Dudley in September. The annual
festival – a joint initiative by the TUC and the
Black Country Living Museum – celebrates the
bitter dispute in 1910 of the women of Cradley
Heath for fair wages and dignity at work.
The NUT Midlands regional manager Lynn
Collins said: “The NUT was out in force, with
several associations bringing along banners. We
had a very busy stall and lots of members
appreciated our presence there.”
NUT past president Hilary Bills (centre,
wearing the cap) added: “It was a great success.
Tony Benn and Billy Bragg made a great double
act AND the sun shone!”
On 16 September NUT President
Baljeet Ghale joined 15,000
women taking part in the Hydro
Active 5km Women’s Challenge
in London’s Hyde Park. Baljeet
(pictured second from left) was
part of a team of 24, aged from
9 to 83, including eight teachers,
raising money and awareness for
the PSP (Progressive Supranuclear
Palsy) Association. The team ran
for the husband of a friend and
colleague who died of PSP.
PSP is a neuro-degenerative
disease, little-known and
often misdiagnosed. The PSP
Association funds research into
the condition, which currently has
no effective treatment.
Baljeet completed the 5km
in 50 minutes, helping the team
raise awareness, and around
£2,000 in sponsorship. She said
it was important to take part in
these events, but expressed regret
that finding money is “left to
charities and not properly funded
by the government”.
Links:
• PSP (Europe) Association:
www.pspeur.org
• Hydro Active:
www.womenschallenge.co.uk
Rochdale leads the way on Peace Day
New
face
in the
north
west
8
Hundreds of children from Rochdale
braved the wind and rain to observe the
UN Day of Peace on 21 September. They
marched through the town, many
carrying giant peace doves and banners,
led by Chitty Chitty Bang Bang (the
original model!) and Wardle high school
brass band.
The Teacher / November 07
Wardle high school’s brass band plays
on staunchly amid the umbrellas.
A two-minute silence preceded a peace
service in the town hall. Organiser John
Farrington told The Teacher: “Rochdale is
the only town in the country to recognise
UN Peace Day. We aim to encourage other
local authorities and organisations to adopt
it as an annual event in their school.”
For more information visit: www.rochdalepeace.org.
Student members in the north west
now have a dedicated NUT officer.
Carly Doyle (pictured) took up the
one-year pilot post in September. She
will support ITT members and develop
links with the NUT.
Regional secretary Avis Gilmore
said: “We are pleased the post has
been based in the north west, as we
have the largest ITT student
population in the country. Carly is
brimming with ideas to support
student members.”
Contact Carly on 01204 521434 or
email north.west@nut.org.uk

Campaign against
academies
Communicating in Preston
Teachers, parents and other anti-academy campaigners
staged a protest outside Carphone Warehouse in Preston in
September over company plans to sponsor an academy.
Carphone Warehouse staff were attempting a publicity
initiative with a loudspeaker, and the two groups caused
quite a stir. Hundreds of leaflets were handed out
advertising an anti-academies alliance meeting and many
people signed a petition against the proposed academy.
Lancashire NUT division secretary Ken Cridland said: “We
wanted Carphone Warehouse to know that they could
become very unpopular if they persist with their attempts.
We also wanted to alert the public. I’m really encouraged by
the support we’re getting. The more people think about
academies, the more they realise how dangerous they could
be for children.”
Protesters in Preston
UPFRONT
Think Again in Accrington
The NUT’s Lancashire
association sent a copy of
Think Again, an antiacademies
alliance report
on the academies
programme, to local
councillors in Accrington.
A consultation about a new
academy there, sponsored
by the United Learning
Trust (ULT), is continuing.
ULT is an educational
charity created to manage
a number of academies
across the country.
Think Again raises the
many questions councillors
should be asking about
the academy programme
in Accrington.
Urging action in
Colchester
In September Colchester and North
East Essex NUT organised a meeting
at Alderman Blaxill secondary
school in Colchester. The aim was
to urge the local community to
fight proposals to replace Alderman
Blaxill and Thomas Lord Audley
secondary school in Colchester with
a new multi-million pound academy
on the Monkwick estate.
On our way in
Wembley
Latest news from the protesters
occupying the Wembley Park
sports ground is that Brent
council is now looking at an
alternative location for an
academy in the south of the
borough. The campaigners
argued months ago that this
new site was a more suitable
location for a new school.
Unions win recognition
at North Liverpool academy
In September the NUT and other teacher
and support staff unions signed a
recognition agreement with the North
Liverpool academy, the culmination of
over 18 months of hard negotiations. The
academy initially refused recognition, and
new staff faced an appalling contract with
no union.
Burston Strike School remembered 90 years on
NUT members and their families were in Norfolk on 2 September to help
celebrate the 90th anniversary of the opening of the Burston Strike School
building. The school was set up by teachers Annie and Tom Higdon when
local children went on strike to support them after they were sacked. The
strike, and the school, continued until after Tom’s death in 1939.
To find out more visit www.tuc.org.uk and search for ‘burston’.
The agreement includes a constitution
for a negotiating committee and union
meetings in the academy.
NUT Executive member and Liverpool
division secretary Julie Lyon Taylor said: “I
am pleased to have recognition and look
forward to working for the members to
provide the best support and conditions
of employment.”
November 07 / The Teacher

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Teachers on the
front line
The NUT marked World Teachers’ Day on 5 October
with a reception focusing on human rights violations
against teachers and their trade unions worldwide.
The event was held jointly with Amnesty International,
whose UK director Kate Allen spoke of the shared
values between the NUT and Amnesty. “Many of our
most active members are, or have been, teachers,”
she said.
Speakers told shocking stories of teachers persecuted just
for doing their jobs or playing a part in their unions. Brendan
O’Malley, Unesco consultant and former international editor
of the TES, talked of teachers being assassinated in
Afghanistan, shot and burned in Thailand, and raped and
mutilated in Iraq. Over 10,000 teachers in Nepal had been
abducted between 2004 and 2006, and hundreds killed in
Colombia, he said.
Gemoraw Kassa, general secretary of the Ethiopian
Teachers’ Association (ETA), revealed how his government had
set up a fake ETA and seized the real union’s assets. Four ETA
members are currently being illegally detained.
Gerard Kelly of Justice for Colombia showed a harrowing
film revealing Colombia to be the most dangerous place in
the world to be a trade unionist – 520 have been assassinated
since President Alvaro Uribe came to power in 2002.
Peter Colenso, head of education at the Department for
International Development, drew attention to the Millennium
Development Goals of achieving universal primary education
and eliminating gender inequality in education. He said 72
million primary-aged children don’t go to school, 41 million of
whom are girls.
NUT general secretary Steve Sinnott ended the evening on
a more positive note: “I used to talk about 145 million
children not receiving primary education; now we’re
talking about 72 million. It’s a huge figure, but also a
tremendous success.”
Links
• Amnesty International: www.amnesty.org.uk/education (order a free DVD,
Human Rights in Focus, and download accompanying resource pack)
• DfID Global Dimension: www.globaldimension.org.uk
• Education International: www.ei-ie.org
• Gobal Campaign for Education: www.campaignforeducation.org
• Unesco: www.unesco.org.uk
• To find out more about the situation in Colombia and show solidarity with
teachers there visit www.justiceforcolombia.org.
• Show your support for teachers in Ethiopia by joining the EI urgent action
appeal at www.ei-ie.org/en/urgentactionappeal/index.php.
At the reception, from the left, Tom Hedley (chair AI UK and Amnesty trade
union network), Shane Enright (Amnesty TU campaign manager), Kate Allen,
Steve Sinnott, Baljeet Ghale (NUT president) and Brendan O’Malley.
Photos: Peter Arkell
Smiles across
the miles
NUT president Baljeet Ghale receives a warm
welcome from Felix Antillano and Ronald Ramos,
both National Executive members of Sintralcasa,
the Venezuelan aluminimum workers’ union, at the
TUC congress in Brighton in September. The pair
were staffing the Venuezula Information Stand in
the congress exhibition.
Turn to page 18 for a full congress report.
Action on Burma
NUT general secretary Steve Sinnott has written to
HE U Nay Win at the Embassy of the Union of
Myanmar following an urgent appeal from
Education International (EI) for trade unionists to
send letters to their Burmese embassies protesting
against the worsening situation in Burma.
EI has deplored the attacks against peaceful
demonstrators and the crackdown on their
freedom of expression. It has also condemned
the curfew imposed by the repressive military
junta, and the attempts to limit phone and
electronic communications.
Expressing profound concern and dismay on
behalf of the union at recent events in Burma and
the violent crackdown on peaceful demonstrations
there, Steve wrote: “It is disturbing to learn that the
Burmese authorities have resorted to violence to
break up legitimate and peaceful demonstrations
led by monks and nuns whose only objective is to
call for change in the country. It is deeply distressing
to hear that soldiers fired automatic weapons into a
crowd of unarmed demonstrators, causing the
death of at least ten people.
“Against this backdrop, your government is
urged to put an immediate end to the violence that
has shocked the world. The National Union of
Teachers calls on your government to immediately
release those who have been unjustly arrested and
to begin a process of genuine social dialogue in a
context of harmony and respect for people and
their human rights.”
Send your own protest letters by email to
headoffice@ei-ie.org.
November 07 / The Teacher
UPFRONT INTERNATIONAL
Martin Jenkinson/pressphotos.co.uk
11

Stick to
your
principles
Teachers can feel that the pressure of
league tables prevents them from
teaching in the way they believe best.
Diane Hofkins says research shows it
doesn’t have to be like that.
Teachers need to appear calm and confident in the
classroom, but many are engaged in a tug-of-war within
themselves. Their principles are pulling them in one
direction, but they believe the demands of league tables
and performance targets are dragging them in another.
There is not enough time to think or experiment when the
pressure is on to get those results. Staff can feel that they’re
not allowed to do what they know is best for the children.
But it doesn’t have to be that way. When Janet English arrived
as headteacher at Malvern Way infant and nursery, near Watford
in Hertfordshire, she had a burning desire to spread the ideals of
assessment for learning across the school.
“What chimed with the teachers was the difference it makes
to children,” she says. “I asked them what is it that has actually
changed their practice. They said it was the climate that it’s OK to
take a risk and try things out.”
12
Teachers at Malvern Way feel they are really able to focus on
the children. They try to understand how children learn and help
children think about their own learning. The supportive, collegiate
climate is essential, say
the teachers. What
mattered was “knowing
they weren’t on their
own,” says Janet.
The Teacher / November 07
Download Principles into
Practice and other TLRP
resources from www.tlrp.org
Teri Pengilley

Before becoming a head, Janet
was one of thousands of classroom
teachers involved in the Teaching and
Learning Research Programme’s (TLRP)
22 schools projects. These studies
show that teachers do not have to
choose between teaching well and
getting good results.
For example, schools that threw
themselves into the Learning How to
Learn project – the one Janet took
part in – were more likely to show
higher added value in league tables.
As teachers became more reflective,
it was easier for them to bring their
beliefs and their practice together.
Meanwhile, teachers in the
SPRinG project on improving group
work discovered that collaboration
led to higher attainment by
individuals. Behaviour also got better.
When groups worked effectively, with
students listening to each other and
thinking together, teachers had more
time to think, too.
Teachers help
children think
about their
learning.
The TLRP is the largest educational
research programme in the UK, and
its director, Andrew Pollard, would
like more teachers to benefit from
its discoveries. The organisation is
sending a teacher’s guide to research
evidence on teaching and learning,
Principles into Practice, to every school
in the UK this term.
The guide looks at findings about
thinking skills, consulting pupils, ICT,
and home-school links, among other
topics, and shows how they have
been developed and used by teachers
in classrooms.
Ten 'evidence-informed' principles
of effective teaching and learning (see
box, right) have grown out of the
findings. These are set out in a large
staffroom poster which comes with
the guide, and illustrated in a
DVD which shows them in action
in schools.
Daine Hofkins was editor of TES Primary
and is now a freelance education writer
and TLRP media fellow.
Children from Malvern Way school. When
Janet English arrived as headteacher she had
a 'burning desire' to spread the ideals of
assessment for learning.
the 10 principles
1
2
3
4
5
What do the ten principles
mean in the classroom?
Teachers should equip learners
for life. School is about more
than passing exams. What
happens in school needs to
connect with the outside world.
Children need to develop the
‘disposition’ to learn, thinking
skills and an ability to
understand other people.
Children should engage with
valued forms of knowledge.
They need to get to grips with
the big ideas, key processes and
narratives of subjects, so that
they understand what
constitutes quality and standards
in science, for example.
Teachers should build on pupils’
experience. Few now see
children as empty vessels to be
filled with knowledge, but it can
be hard to personalise learning
for a class of 25. The EPSE
network (Towards Evidence-
Based Practice in Science
Education) has found that
carefully designed tools can
‘diagnose’ understanding of key
ideas and inform what the
teacher does next.
Teachers should scaffold
learning with appropriate tools.
Activities should be provided to
support learners as they move
forward intellectually, socially
and emotionally so that once
these supports are removed, the
learning is secure. Emotional
support may be needed for
some who are not achieving as
well as others. Make sure those
children get as much recognition
for their achievements as high
fliers do.
Assessment should advance
learning as well as measure it.
At Valentine’s high school in
Redbridge, teachers use a red,
yellow and green ‘traffic lights’
system. Pupils hold up different
coloured cards to show whether
they have understood what is
being taught. It takes away the
stigma of not understanding,
and helps the teacher know when
to move on.
6
7
8
9
10
Teaching should involve and
engage the learner. The aim is
for children to become
confident, autonomous
learners, who develop a
repertoire of strategies and a
positive attitude. At Malvern
Way teachers ask children
what and how they’re going
to learn. It’s in their power, not
just done to them.
Social relationships are vital to
learning. Learning is a social
activity. Students at Kesgrave
High, near Ipswich, learn to
work with others, to share
ideas and build knowledge
together. “You learn it first,
then in a group you bounce
ideas around and put what
you’ve learned into practice,”
said one sixth-former. Giving
learners a voice is both an
expectation and a right.
Recognise the significance of
informal learning. Children’s
lives outside school have a
huge impact on who they are
in school. Through the TLRP
home-school knowledge
exchange project, children
made a video to show parents
how maths is taught. They
brought in shoe box collections
to show teachers about their
home lives. One quiet boy
knew all about birds and
became the class expert.
Student learning depends on
teacher learning. Teachers are
happier and work better if
they have the opportunity to
keep developing their
knowledge and skills,
especially through their own
classroom research.
Consistent policy frameworks
with a central focus on
teaching and learning are
needed. This applies within a
school, local authority or
nation. Policy should not keep
changing, and should help
promote the previous nine
principles. Policy-makers
should not underestimate
teachers’ professionalism.
November 07 / The Teacher
CLASSROOM PRACTICE
13

Photos – LibDem: Andrew Wiard, Labour: Jess Hurd/reportdigital.co.uk, Conservative: David Mansell/reportdigital.co.uk PARTY CONFERENCES
14
Conference call
The NUT’s political officers, Chris Brown and
Emily Evans, report from the union’s receptions
at this autumn’s party political conferences.
Labour
Schools minister Jim Knight attempted to
speak at three different fringe meetings at
the same time at the Labour conference in
Bournemouth. His parliamentary private
secretary, Madeleine Moon MP, gave his
speech on his behalf and then the minister
joined the crowded meeting, chaired by
journalist Fiona Millar, for the subsequent
discussion – a refreshing change given that
government spokespeople tend often to
avoid difficult questions by dashing off
straight after their speeches.
Ben Bilverstone from the English
Secondary Students’ Association (ESSA)
called for more student-led consultations,
and for school councils to be made a legal
requirement in every school. Ben said he
Liberal Democrats
In Brighton the Liberal Democrat shadow schools
minister Stephen Williams argued that resources should
be targeted at school children living in poverty at an early
stage in their schooling. He also reminded delegates that
there could be examples of poverty even in affluent
areas, and that it was important for these vulnerable
children to be identified and money targeted at them.
Kate Green (CPAG) welcomed the range of measures
that had been introduced by the government. But she
argued that the approach taken had still been “nothing
like bold enough”,
and said people were
still inclined to protect
the best educational
facilities for a
privileged few.
Stephen Williams
(alongside the NUT’s
Steve Sinnott) called for
resources to be targeted
at young children living
in poverty.
The Teacher / November 07
Schools minister Jim Knight
didn’t dodge difficult questions.
supported the proposal to increase the school leaving age but stressed the
need for it to be implemented in a way that was motivating and attractive
to students. He suggested the government’s education maintenance
allowance should be adapted to ensure that those facing the greatest
economic deprivation received higher levels of support.
Anyone following the three main party conferences
this year could have been forgiven for thinking that
the only thing on delegates’ minds was a possible
impending general election. Thankfully for the NUT, which
was represented at the conferences in Brighton,
Bournemouth and Blackpool, no such preoccupation was
evident in the very well attended fringe meetings and
receptions organised by the union at each party gathering.
Our presence at the party conferences is not only
effective in taking the NUT’s campaigning messages to
national and local politicians. It is also a valuable way of
getting our point across to delegates – many of whom are
parents or school governors or part of the school
workforce – and also to build alliances with other nongovernmental
organisations on the conference fringe.
Conservatives
In Blackpool at the Conservative party conference, Michael
Gove, the shadow secretary of state, conceded that the
Labour government had been right to stress the importance
of pre-school education in
1997. Although he
questioned whether Sure
Start had been too focused
on helping middle class
parents, he confirmed that
the programme would not
be scrapped under a
Conservative government.
NUT general secretary
Steve Sinnott welcomed the apparent political
consensus and recognition of the impact of
class and poverty on educational outcomes.
He argued that choice in education was
damaging for those in poverty as poorer
families did not access services as successfully
as their middle class counterparts. Moreover,
in Sweden parental choice had led to
increased social and ethnic segregation.
All three NUT fringe meetings
this year were organised jointly
with the Child Poverty Action
Group (CPAG) on the theme
‘education: closing or increasing
the poverty gap?’ The events also
benefited from the inclusion of
three excellent speakers – Jack
Lewars, Ben Bilverstone and Laura
Davies – from the English
Secondary Students’ Association.
Similarly, the NUT receptions
were enhanced by talented young
musicians from the Gower Guitar
Quartet, the Mountbatten Jazz
Combo and the Jazz Academy, all
organised by Music for Youth.
Michael Gove focused on the
importance of good early
years education.
Kate Green, CPAG chief
executive, at the Labour
conference.

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56207

union
your
Festive fun
If you’ve never attended the NUT’s annual National Education Conference
(NEC) you don’t know what you’re missing! This year’s conference will take
place over the weekend of 30 June 1 July in the relaxed atmosphere of
Stoke Rochford Hall, at the union’s Stoke training Rochford
centre in Lincolnshire.
NUT pre-Christmas weekend: 30 November to 2 December
A stress-busting pre-Christmas weekend has been
organised for NUT members, friends and families
in the stunning setting of Stoke Rochford Hall
near Grantham in Lincolnshire.
Evening of Friday 30 November:
Hot/cold buffet, informal Christmas entertainment.
Saturday 1 December:
Explore Stoke Rochford and the countryside,
visit Lincoln with its majestic cathedral, or
shop in Nottingham.
Evening: grand Christmas dinner dance with Phyzical.
For information about Stoke Rochford, visit www.stokerochfordhall.co.uk.
Sunday 2 December:
Walking tour of Oakham or shop for bargains
at the Downtown/Boundary Mills store near Grantham.
Depart Stoke Rochford after lunch.
Special reduced prices for NUT members and guests.
Unbeatable value! All-inclusive cost: Deluxe double/
twin ensuite: £400. Deluxe single ensuite: £215
Children under 12 sharing a twin room: £85
Get a booking form from your local association or
division secretary, or call 01476 530337.
*NUT
16
elections
Why did you become a school
union rep?
I believe that school management
teams need to recognise – and not just
in a tokenistic way – that their decisions
affect us as workers. They shouldn’t be
making an already tough job any harder.
Ideally, they should lighten the burden,
because a happier employee is a more
productive one. Happier teachers make for
happier students and better schools.
Also, I’ve been interested and engaged
in community and political activity all my
adult life, so I have experience in public
speaking and negotiation.
What does the role involve?
Representing NUT members at my
school, both over individual difficulties
and collectively.
I also encourage NQTs and others to
join the union, explaining that we can
The Teacher / November 07
Elections for the union’s senior and junior vice
president, treasurer, and examiners of
accounts, are open to all except student
members. Ballot papers will be sent out from 31
October. If you have not received yours by 8
My role in the union
The school rep
Quentin Deakin is NUT rep at Beckfoot school in West Yorkshire.
offer the professional and legal support
they might need. The NUT has a long
tradition of supporting its members, a
very large membership and more clout
than others. It unambiguously represents
your needs as a teacher as well as keeping
children’s interests firmly at heart.
How long have you been a school rep?
Three months! I guess many take up
the role at an earlier age, but I’m 50.
No ageism in the NUT at least!
Have you had any training for
the role?
This term I’m going on an NUT
residential course for school reps, which
I’m sure will help.
What are you most proud of in your
work as school rep?
I’ve already carried out a questionnaire
of our members to get to know them
better (we are a huge school).
November call the ballot hotline on 020 7380
4825 with your membership number ready.
Voting closes at noon on 21 November.
The independent scrutineer is Popularis,
6 De Montfort Mews, Leicester LE1 7EU.
Members said that their biggest
headache was workload. This had
increased steadily over the years with the
pressure to raise a school’s standing in
the league tables. Teachers felt they were
being held solely to account, including
direct pressure through individual
professional review.
On the positive side, members felt the
union had helped them immensely over
individual concerns. The Teacher magazine
was also well liked.
What advice would you give to other
NUT members considering becoming a
school rep?
Any teacher can do it. You don’t have
to be a self-confessed politico for the
Green Party like me to take on the role of
union rep!

100 years ago
The Schoolmaster, November 30 1907.
Echoes from the Women’s World
We are gradually leaving behind the times when the
unmarried woman was looked upon with pity if not scorn.
But our increasing respect and admiration for the old maid
has not yet reached the pitch it has evidently attained in
China. For here, she is not only regarded with the greatest
esteem while living, but at her death, it very often happens
that a carved arch, in wood or stone, is erected to her
memory in her native village. Numbers of such memorials
are to be seen in different parts of the great empire.
Another curious idea prevalent in the Celestial Empire is
to tell a woman she looks much older than her age to pay
her the greatest possible compliment. Certainly old age is
treated with the utmost respect by the Chinese but only a
very few western women would prefer the esteem of old
age to the charms of youth.
Love music,
hate racism
The NUT has supported the production of a
music CD and a DVD for young people
about Love Music Hate Racism (LMHR) and
the history of anti-fascism and music.
Last year the NUT commissioned a
20- minute DVD, narrated by musician Ms
Dynamite, based on Who shot the sheriff?
a documentary that focused on the history
of Rock Against Racism in the 1970s.
NUT general secretary Steve Sinnott
introduces the new DVD. New footage
includes pupils from Barking and
Dagenham talking about local Love Music
Hate Racism events – in the borough where
the BNP has 12 seats on the local council.
LMHR can provide speakers and
musicians for schools to introduce the DVD
and lead a discussion after the viewing.
They can also arrange for Holocaust
survivors and victims of racism to speak.
The new DVD costs £10 inc p&p, while
the 70-min original costs £12 inc p&p – or
buy both for £20. Order by email:
info@lovemusichateracism.com or phone:
020 7924 0333 or 07838 156052.
l LMHR and New Musical Express have
produced 600,000 CD sleeves schools with
instructions for students to download all 28
tracks from an NME mini-site to burn their
own copy of the CD. NUT members and
schools can bulk-order the sleeves and send
a donation to help with costs. For details
visit: www.lovemusichateracism.com.
A good time
to be young?
identity
More than ever, teachers need
awareness, sensitivity and
commitment to help their
pupils thrive in today’s
complex society.
The latest edition of the
NUT’s Education Review
focuses on this theme, with
thought-provoking articles on
education and race and gender
equality, social class, lookedafter
children, raising pupil
New year, new possibilities
In January you will receive ballot papers to vote for a political fund for the NUT.
This will allow the union to campaign against racism, fascism and the BNP in
elections as well as in the classroom. Vote ‘YES’ and help counter the hatred.
Membership
development
award
winners 2007
Have you recruited new NUT
members this year? Have you
involved young teachers in the
union? Do you make sure that
part-time and supply teachers
know about the NUT? Or have
you helped the union to grow in
some other way?
If you have, it could be you!
You could be the winner of a
regional membership
development award if you are a
member in England, or of the
Valuing
and
diversity
aspiration towards higher
education, ‘a good childhood’,
and more. It is a ‘must read’
for every NUT member.
The twice-yearly Education
Review, plus weekly email
newsletter Education and
monthly Education Worldwide,
is £10 for NUT members.
Call 01363 774455 or email
info@educationpublishing.
com.
Next year it could be you!
Wales membership
development award if you are a
member in Wales.
If you think you could
be a winner, all you need
to do is contact your local
association secretary to say
that you would like to be
nominated for a membership
development award.
Don’t be shy – put yourself
forward. After all, next year’s
winner could be you!
November 07 / The Teacher
YOUR UNION
17

Eradicating
child poverty
NUT deputy general secretary
Christine Blower welcomed the
Prime Minister’s commitment to
raising annual education spending to
£8,000 per pupil and said a date
should be set to achieve this goal.
She called for the gap between
funding in state and private schools to
be closed and urged increased support
for schools that have “a very high
incidence of child poverty and social
disadvantage, to support children in
need from the toughest backgrounds”.
Raising the
education age
Supporting a motion on raising the
participation age in education and
training, NUT Executive member Jerry
Glazier expressed concern about “the
size of the current cohort of 16 to 18
year olds who are not in education,
employment or training”.
TUC NEWS IN BRIEF
Slavery: Executive member Roger
King supported a motion
commemorating the bicentennial of
legislation leading to abolition of
slavery in Europe. He said teachers
must make each generation aware of
the inhumanity of slavery and of the
contribution made to the world by
black people.
• • • • • • • • • • • • • • • • • • • •
Agency work: Executive member
Hilary Bills, drew attention to the
plight of teachers working for certain
supply agencies. “They are not able
to join the Teachers’ Pension Scheme,
are not entitled to national pay rates
and terms of employment, and do
not have access to the usual
employment rights,” she explained.
• • • • • • • • • • • • • • • • • • • •
Migrants: Executive member Kevin
Courtney said migrants needed
union support. Teachers recruited in
Africa and India are promised work,
paid holidays and residency, but
within months they can face
redundancy with no work permit
or casual work at low rates.
18
Congress
faces
Above, from the top: Bill
Greenshields, Hilary Bills,
Ian Murch, Jerry Glazier.
Right, from the top: Roger
King, Kevin Courtney, Tim
Lucas, Judy Moorhouse.
The Teacher / November 07
He welcomed the initiative, but
insisted: “There can be no place for
sanctions or criminalisation of those
who refuse to participate.” He also
called for education maintenance
allowances for all, the abolition of
higher education fees and strategies
to counteract student disaffection.
Supporting
public services
Supporting a motion on public
services, NUT national treasurer
Ian Murch explained: “The council
I work for is saddled with a tenyear
contract to have its education
services run by a private company.”
Six years in, “the gap in the
attainment of the disadvantaged
groups they claimed they would
narrow has actually widened”.
Ian argued that better resources
were needed to help children
overcome disadvantage. “The
ideological assumption that private is
better continues to undermine the
integrity of public services,” he said.
Photos
Martin Jenkinson, www.pressphotos.co.uk
• • • • • • • • • • • • • • • • • • • •
Domestic violence: Executive
member Lesley Auger said the
government had not implemented
UN obligations to develop a national
strategy, while children exposed to
domestic violence do not fulfil their
potential and are more likely to act
dangerously. She added that schools
provide a “crucial contact point”.
• • • • • • • • • • • • • • • • • • • •
LGBT: Executive member Tim Lucas
called for support for teachers to create
understanding of same-sex
relationships, and for an inclusive
curriculum in which LGBT pupils “can
feel safe and valued and can thrive”.
• • • • • • • • • • • • • • • • • • • •
Colombia: Judy Moorhouse, past
president, supported a motion on
Colombia. She explained that
the NUT, NASUWT AND ATL unions
are campaigning together to support
their Colombian teacher colleagues.
• • • • • • • • • • • • • • • • • • • •
Zimbabwe: Vice president Bill
Greenshields called for solidarity
with Zimbabwean trade unionists,
who had been attacked “politically,
economically and physically”. He
urged unions to affiliate to Action on
Southern Africa.

Teachers
at the
TUC 2007
NUT members and staff played an active part
at the Trades Union Congress, held in Brighton
from 10 to 13 September. Janey Hulme and
Elyssa Campbell-Barr report.
Trade unions must remain independent
NUT general secretary Steve Sinnott moved
a motion calling on congress to oppose any
move to incorporate TUC unions into a
government or employer structure that would
limit their ability to act independently.
Steve told congress that, with a new
government and new opportunities, it was
time to restate some of the fundamental
principles guiding trade union work. “Our
trade union movement must continue to be
independent from government and from
employers. Our movement and our unions
must be democratic, led by the members,
and union leaderships must be accountable
to them,” he said.
“We must express solidarity between
unions and our desire and willingness to
give mutual support,” Steve continued.
“This collective restatement of some of
our fundamental principles is important
and essential for the public, potential
members and potential activists. It is
also essential for the government and
employers to understand.”
We will resist any cut in pay
“As public sector workers,
supported by the TUC, we are
saying very clearly we will resist any
attempt to cut our pay,” said the
NUT’s deputy general secretary,
Christine Blower, (left) seconding
a motion on public sector pay.
Christine spoke of the damage
caused by successive governments’
failure to value public sector
workers. The debate on pay in the
public sector was, she said, the most
important debate at congress for
public sector workers and all who
use the services they provide.
Christine dismissed claims that
pay increases to public sector staff
drive inflation, pointing out that
leaders of the UK’s top companies
had average pay rises of 37 per cent
in 2007 and 28 per cent in 2006.
She called for “a united and
co-ordinated campaign across the
public sector unions” and the TUC,
reminding delegates of the success
of the 2005/06 pensions campaign.
The motion deplored the
2 per cent pay rise limit and called
for a meeting of unions to discuss
industrial action.
Steve Sinnott underlined the
need for an independent,
mutually supportive trade
union movement.
Academies
‘a damning indictment’
“Academies are another example
of this government’s obsession
with privatisation,” said NUT
president Baljeet Ghale, moving
an amendment to a motion on
comprehensive education. The
motion reaffirmed congress’s
support for high quality local
comprehensive schools for all.
Baljeet told congress that
recent evidence “revealed a
damning indictment of the
academies initiative”, including
undesirable sponsors, admissions
policies being manipulated and a
lack of regard for special needs.
Most crucially they are not
accountable to the community.
Baljeet called for the funding
pledged by the government to
create academies to instead be
redirected to existing state schools.
November 07 / The Teacher
19

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56307

Lessons from
NUT member Richard Knights visited schools in San Francisco
this April thanks to an NUT scholarship from Walter Hines Page
and the English Speaking Union. He was struck by the
similarities between the city’s education system and our own.
Visiting schools in San Francisco was like
experiencing some weird parallel universe –
the similarities with England were so stark.
The reincarnation of floundering inner-city
schools into ‘dream schools’ was a simplistic
'Clint Eastwood' solution to reform – sack all the
teachers and reopen the school with new staff.
During the 1990s we tried the same thing in
England. It was called Fresh Start. The theory was
that all you needed to do to turn the school
around was clear out all the teachers and
parachute in a ‘superhead’. It never recovered
from the car crash moment in 2000 when four
superheads resigned in one week.
For charter schools in the US read academies
in England. Both involve business, religious
groups or voluntary organisations being invited
to run state schools and being handed control
over the curriculum and staffing.
The No Child Left Behind initiative equates to
our national curriculum tests – yes, the bar chart
fetish is alive and well in America too. Principals
obsess over the rise in results. It isn’t difficult to
‘raise standards’ – teach to test, narrow the
curriculum, constant testing, concentrate on that
all-important borderline group and forget the
gifted and those with special educational needs.
One San Francisco teacher told me that the
prescriptive test-driven curriculum was driving
middle class parents towards private schools
Apply now for a 2008 scholarship!
America
because they wanted a broad, enriched education
for their children.
Ambitious superintendents (chief education
officers in England) wade in promising to be
tough, guaranteeing ‘no excuses’. They offer
managerial solutions but fail to tackle the
underlying problems.
Both countries suffered welfare cuts and tax
concessions to the super-rich during the Thatcher
and Reagan eras. In 1979, one in ten children in
England lived in poverty. By the time Thatcher left
office in 1992 it was one in three and we are still
living with the effects of that legacy.
The main differences in San Francisco are the
vast numbers of children learning in bilingual
programmes and the 30 per cent educated
privately (in England it is 7 per cent).
Above all, schools need adequate and equal
funding. Disparities between different areas are
indefensible. The racial divide in US schools
troubled me, how can they build a tolerant,
inclusive society when segregation is so apparent?
I had a great time in San Francisco meeting
dedicated teachers and wonderful children.
Finally, in all the years I’ve visited the United
States I’ve always struggled with nickels and
dimes, so a big thank you to the kindergarten
teacher at Paul Revere elementary school – you’re
never too old to learn.
Could you be on your way to the USA?
The NUT offers two Walter Hines Page/English Speaking Union (ESU) scholarships to
enable members to travel to the USA to pursue an educational project. American ESU
members provide food and accommodation and arrange the programme.
The value of the awards is £1,565 each. There is also a discretionary NUT award to
meet the cost of supply cover. Interested members should contact Angela Bush – email
a.bush@nut.org.uk, tel 020 7380 4704 or fax 020 7388 7860 – for details, an application
form and guidelines. The closing date for applications is 31 December 2007.
Richard Knights: the
education system was like a
weird parallel universe.
My solutions for
both nations’
education systems?
l Let children be
children
l Structured play is an
important part of early
learning.
l Invest in ‘reading
recovery’ (early
literacy intervention)
- it works.
l Good kindergarten/
nursery education is
money well spent.
l Teachers need and
deserve well
resourced professional
development
programmes.
l Pay teachers a living
wage so they can
afford a house in the
city where they teach.
l Give teachers control
and autonomy over
the curriculum.
This is a slightly amended
version of an article originally
published in the San Francisco
Educator, summer 2007,
reproduced with the kind
permission of United Educators
of San Francisco.
November 07 / The Teacher
WALTER HINES PAGE SCHOLARSHIP
21

Ask the
union
NUT experts answer your questions
on legal, professional, and health
and safety matters.
22
QI read recently that a
headteacher had
been prosecuted after
a pupil died in the
playground at his school. As
a headteacher myself, could I
be at risk of prosecution if one
of my pupils was to harm
themselves, or worse, in the
school playground?
AThe incident you refer to
took place in an
independent school of
which the headteacher was
also the proprietor. A three year old
boy died after jumping off steps in an
unsupervised part of the playground.
The Health and Safety Executive
(HSE), which brought the
prosecution, is at pains to point out
that the circumstances of this case
were quite unusual and that
headteachers generally should not
assume that they are likely to be
prosecuted in similar circumstances.
This headteacher was prosecuted
in his capacity as the owner of the
private school. Though legislation
does make it possible for
headteachers generally to be
prosecuted as managers with overall
responsibilities for school premises,
this would happen only in the most
extreme cases.
It was reported in this case that
the normal supervision ration at the
school was around one teacher to
70 children, although because on
class was away from school on the
The Teacher / November 07
Peter Arkell
day of the
accident, the ratio
was improved to 1
to 59 Nonetheless,
significant areas of
the playground,
including the steps,
were effectively out
of the sight of the
supervising teacher.
The charge against
this headteacher was about
safeguarding the three and four
year old children in his school, and
did not include any older children.
Though this particular case was
unusual, it serves to highlight some
points of general importance.
Although there are no set ratios for
the number of staff required to
supervise pupils during breaktimes,
a risk assessment should be
undertaken to assess what levels of
supervision are appropriate.
Arrangements should take into
A risk assessment
should be
undertaken to
assess what levels
of playground
supervision are
appropriate.
account a range of factors, including
the ages and liabilities of the
children and the geographical and
structural features of the school.
The HSE is not unrealistic. It
believes children should be able to
benefit from the opportunities that
exposure to well-managed risks
presents – they help children learn
important life skills, including how
to manage risks for themselves.
It believes that risk management
should be about practical steps to
protect people from real harm and
suffering, and its approach is to seek
a balance between the unachievable
aim of absolute safety and the kind of
poor management of risk that
damages lives. There is no suggestion
that headteachers should seek to limit
normal physical play at breaktimes.
Sensible management of genuine
hazards is what is required.
NUT guidance on risk assessment
is available from the health and
safety section of the NUT website at
www.teachers.org.uk/hands.
php. Further information on the
principles of sensible risk
management is available from the
HSE website at www.hse.gov.uk/
risk/principles.htm
Send your questions for the NUT’s
experts on legal, professional, and
health and safety matters to Ask The
Union, The Teacher, NUT, Hamilton
House, Mabledon Place, London WC1H
9BD or email teacher@nut.org.uk.
Please note that questions relating to
personal problems or specific workplace
situations should be directed to your
school NUT rep or NUT regional office –
see page 47 for contact details.

QI’ve heard that
Wi-Fi networks
may be dangerous.
Should schools be
removing them?
AIt is understandable that
teachers may have
concerns about the use of
Wi-Fi networks following
recent press articles highlighted in a
May 2007 Panorama programme.
This suggested that the levels of
radiation emitted by wireless
computer equipment were harmful,
and that the increasing use of such
technology in schools should be
re-examined as a result.
Its current view is that the levels
of radiation in wireless networks
are lower than those produced
by mobile phones and fall
well within internationally
accepted guidelines.
Once the HPA has published
the findings of its new research,
the NUT will consider whether
there is any need to change its
current advice, which is that there
is no reason why Wi-Fi should not
continue to be used in schools.
Detailed advice on the safe use
of computers in schools, including
wireless networks, is contained in
the NUT’s health and safety
briefing document Working with
Computers, available from the
health and safety section of the
NUT website at www.teachers.
org.uk/hands.php.
AIf you have had this
experience, the chances
are that other women
teachers in the school
have, or will, experience something
similar. It may be that the senior
managers have never really
considered the impact of the school
timetable on part-timers and
jobsharers and have simply
expected such staff to arrange their
lives around whatever timetable has
been decided, regardless of how
difficult this may sometimes be.
We would approach this by
trying to reach agreement with
your headteacher and governing
body on how the working
arrangements of part-time teachers
and job sharers will be determined.
If you work in a community school,
the local authority will also have a
role to play.
ASK THE UNION
Dmitriy Chistoprudov/istockphoto.com
Are Wi-Fi
networks
dangerous?
Should they
be removed?
Some scientists believe that low
levels of microwave radiation
emitted by the transmitters could be
harmful, causing headaches, loss of
concentration, fatigue, memory loss
and behavioural problems. Others,
however, are not convinced.
Wi-Fi networks have been
installed in 70 per cent of secondary
and 50 per cent of primary schools.
They are also present in many family
homes. There is even a growing
trend for whole cities to be switched
on to Wi-Fi.
The Health Protection Agency
(HPA) is considered to be the
most authoritative source of
information on matters of this
nature. The HPA has undertaken to
re-examine its advice on wireless
networks in schools.
QI have just returned to
teaching on a 0.4 full
time equivalent basis
after taking maternity
leave. During the summer
holidays my head of
department agreed that I
could work over two days,
Monday and Friday.
On the strength of this I
organised childcare around
these days. The headteacher,
however, wrote to me before
the start of term saying that
she’d cut part of my timetable
for Friday and moved it
to Thursday.
That meant me organising
childcare for three days when I
am only paid for two. When I
asked for this to be moved so
that I could keep to my agreed
two days, I received a very
hostile and bullying response.
My mother-in-law has now
agreed to look after my son on
Thursday mornings and I am
happy with the arrangement,
but I am keen to avoid this
happening again in the future.
Is there anything the union
can do?
The case law indicates that a
headteacher who imposes a
change to working arrangements
without consulting part-time
teachers about their preferences
may be acting unlawfully.
In addition, since April this year,
schools have had a public duty:
l to monitor the impact of their
policies and practices on the
workforce by reference to
gender, and
l to have due regard to the
elimination of discrimination
and the promotion of gender
equality where appropriate.
This duty does not entitle you to
work the days you want and the
hours you want. The headteacher is
still entitled to take the needs of
pupils and other members of staff
into account in deciding whether
your needs can be accommodated.
Consulting on the needs of all
workers (including flexible workers)
when organising the timetable may,
however, form part of meeting the
duty to promote equality.
It is better to try to tackle this
now rather than risk waiting for
more problems to arise. If
agreement can be reached on the
process for drawing up the
timetable each year, further
problems may be avoided not just
for you, but for other teachers at
the school
November 07 / The Teacher
23

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Untitled-2 1 22/3/07 10:37:28
Looking for national recognition?
The GTC Teacher Learning Academy offers public
and professional recognition of teachers’ learning and
development work.
The TLA supports, recognises and celebrates the
professional achievements of teachers.
It encourages teachers to share knowledge, ideas
and best practice.
Most of the learning recognised by the TLA takes place
in your school as part of your everyday teaching practice.
The TLA’s four stages support teachers throughout their
career. They are relevant to teacher and pupil learning,
leadership, performance management and other aspects
of career development.
The TLA offers professional recognition for teachers
through partnerships with national organisations and
local authorities.
• Flexible and school-based approach
• Straightforward process to present evidence of
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For more information please visit
www.gtce.org.uk/tla

*Keep it clean!
Linda Miller advises on how to avoid a plague
of tummy bugs this winter.
HEALTHY SCHOOLS
Cases of gastroenteritis, (diarrhoea and vomiting) in the
classroom can spread rapidly. Some infections are due to
bacteria (for example salmonella, E coli or
campylobacter), but the majority are due to viral infections.
Rotavirus is the most common in children.
Dehydration may develop quickly. Children who are
dehydrated become sleepy and lethargic, have sunken eyes,
with dark shadows and their skin loses its elasticity. Serious
dehydration is life threatening, and those affected stop passing
urine with their normal frequency. Blood pressure falls and the
pulse races.
Rotavirus is more common in November, December and
January, coinciding with the peak incidence of bronchiolitis, a
common respiratory viral infection also affecting small children.
Looking at stool samples with a microscope enables certain
bacterial infections to be diagnosed, but recognising different
viruses requires more sophisticated techniques. These are
expensive, so not routinely used. Identifying the virus does not
normally alter the treatment, so costly techniques might appear
unnecessary, but specific diagnosis is useful to monitor an
outbreak and its spread.
Like most viral gastroenteritis infections,
rotavirus is transmitted when children do not
wash their hands properly after using the toilet.
School guidelines recommend that children
with diarrhoea who cannot manage their own
personal hygiene should be kept at home.
School toilets would need to be extremely
clean, however, to stop the virus spreading
when several children are infected. One
documented case saw 300 people being
infected after someone was sick in a
concert hall! The disinfection procedures
were inadequate.
The Bog-Standard campaign
(www.bog-standard.org) has been calling
for a review of school toilet standards. The
Department for Children, Schools and Families
has released guidelines as a part of ‘Building
schools for the future’. Poor school toilets
with restricted access can result in health
problems such as constipation, urine
infections, school avoidance and bullying as
well as contributing to the spread of infection.
Encouraging schools to improve toilets can
also help them achieve National Healthy
School status.
The mainstay of treatment for gastroenteritis is rehydration
with powders of salt and sugars mixed with water to produce the
correct solution. With mild gastroenteritis doctors recommend
encouraging children to drink fluids at home. Carbonated drinks
may exacerbate nausea, and those with caffeine, or pure juices,
may make the diarrhoea worse, so these are best avoided. There
is no research to suggest that milk should be avoided.
In the developing world gastroenteritis is a major cause of
death and illness in children. The problem is worse where clean,
safe drinking water is lacking and people are overcrowded with
poor sanitation. Rotavirus deaths are common in India, China
and Indonesia.
A worldwide vaccination programme could help reduce this
mortality. Unfortunately, the first rotavirus vaccine was found to
be associated with intussusception, which causes a blockage in
the gut.
New vaccines without this complication have been developed.
Hopefully these will reduce the incidence of rotavirus and make
the lives of students, teachers and parents easier.
Dr Linda Miller is a GP and medical writer.
Sebastian Kaulitzki/istockphoto.com
November 07 / The Teacher
25

Are you
the
speaking
same language?
Tony Eaude suggests strategies to enhance the achievement
of children with English as an additional language.
Increasing numbers of teachers are encountering children with
English as an additional language (EAL). Historically, many ethnic
groups – notably Chinese and Indians – have achieved highly
while others – such as Pakistanis and Bangladeshis, and more
recently Somalis and Yemenis – underachieved. These groups have
often been socially disadvantaged and suffered discrimination. Both
teachers’ and parents’ expectations have been low.
Yet bilingualism is an asset. It helps children understand and
talk to other people and enhances their understanding of
language. Just think about the skill involved in a six year old
switching effortlessly between two or three languages.
Children with EAL need the same as everyone else in most
respects – teachers with high expectations, and a broad, balanced,
challenging curriculum. To access this, most need specific support
to learn English fluently, from teachers sensitive to their culture
and previous experiences. They do not have ‘no language’, but
speak at least one other well. They are ‘emergent bilinguals’.
Initially, many children with EAL may be shy and uncertain.
Expectations at school may be very different from those at home.
Children newly arrived in this country may have had interrupted (or
even no) schooling, or other difficulties.
Boosting confidence and providing encouragement is essential.
Asking another child who speaks the same language to ‘buddy’
them can help. Adults who learn a little of other languages can
show they are valued. Using them to take the register, for instance,
enhances all children’s linguistic awareness and is good fun.
Maintaining use of their home language aids conceptual
development. This helps some learn English very quickly. But
learning a new language usually involves time – the ‘latent period’
26
The Teacher / November 07

– listening and absorbing the
patterns of spoken language.
As confidence grows, children
will practise words or phrases in
small groups or to themselves. I
once came across a young boy,
Abbas, repeatedly opening and
shutting a fridge door, whispering
‘pull’ and ‘push’ as he did so.
Joining in songs or nursery
rhymes helps children practise their
English. Confidence grows through
activities where children are in
control, such as play, and where
language is used naturally, such as
art, drama and PE.
Many minority groups
are doing better than
native English speakers
in exam results.
It takes about two years to
acquire what Professor Jim Cummins
calls basic interpersonal,
communicative skills (BICS), but
much longer to acquire the cognitive,
academic language proficiency
(CALP) needed to achieve in school.
Children with EAL often need
additional support in KS2 and
beyond, especially with technical
language, as in science or geography.
Children with EAL may have
special needs, but not because they
are bilingual. Test scores are an
inaccurate measure of ability,
especially in English and with young
children. Use a range of assessment
methods, discovering their level of
understanding in their home
language and looking for particular
strengths and abilities. While early
progress may seem slow, most
emergent bilinguals should make
quicker-than-expected progress
once they speak English confidently.
Staff who speak the child’s home
language can help enormously in
building confidence in English.
While small group withdrawal may
sometimes be appropriate, support
is usually best given as children work
on the same tasks as the rest of the
class. It is important for them to
hear English spoken by English
Dr Tony Eaude (tony.eaude@green.ox.
ac.uk) will be leading a one-day CPD
seminar based on this project at NUT
HQ on 17 November (code ONP/15),
open to all interested teachers and
school leaders. Cost to NUT members:
£15. To book, call 020 7380 4717 or
email nutcpd@nut.org.uk. Packs will be
available for £12 at the seminar.
speakers, both adults and children.
Children with EAL learn best
when teachers:
l encourage them to participate in
a rich and varied curriculum, but
with differentiated support, for
instance by speaking clearly and
repeating where necessary but not
over-simplifying, by giving more
visual clues and by using varied
teaching methods
l have high expectations in learning
and behaviour: low expectations
often prove self-fulfilling
l reinforce success rather than
emphasise difficulties
l provide appropriately challenging
activities, rather than grouping the
children as if they have learning
difficulties.
Cultural and religious
considerations are often important
to identity and confidence. For
example, beliefs about religion and
what is forbidden or unfamiliar may
affect what children can eat, or
draw, and how they should dress for
PE. So find out early on about their
languages and background.
Liaising with and gaining the
support of parents may be tricky,
especially when they too are not
confident English speakers. Use
adults who speak the child’s home
language, working in your school or
through your local authority ethnic
minority achievement team when
possible, especially in assessment
and parental liaison.
Without stereotyping individuals,
your school may need to address
some characteristics. For instance,
some cultures encourage children to
work hard, but their view of
education may be based on rote
learning. Others may be unfamiliar
with your expectations of children’s
learning or partnership with parents
over homework. Some may need
encouragement to get their children
to school regularly and punctually.
All children have a right to a safe
learning environment. Children with
EAL are particularly vulnerable to
unkindness and racism, especially
when in a small minority. Teachers
must be ready to intervene.
Many minority groups are now
doing better than native English
speakers in exam results. By creating
sound foundations and high
aspirations, you can help individuals
to achieve their potential and break
cycles of underachievement.
Photos: Janina Struk/reportdigital.co.uk
Enhancing achievement for
young bilingual learners
“Why are you looking at Bangladeshi children?
I treat all my children the same,” a young teacher
said in one of six primary schools I visited (three in
Newham in London and three in Sheffield) to look
at successful strategies with Bangladeshi children.
In many respects she was right, but different
groups may have distinctive needs. For instance,
Bangladeshi children in those schools, mostly from
very disadvantaged backgrounds, tended to:
n be well-behaved and work hard, though girls
were sometimes quite passive
n have poorer patterns of attendance than
other groups
n have higher aspirations and be much more
successful educationally than their parents.
Schools can do much to build on the strengths.
There are encouraging signs that long-standing
patterns of underachievement can be altered.
This project resulted in a pack of training
materials relevant to all underachieving linguistic
groups, not just Bangladeshis. These describe
strategies, suggest how schools can evaluate
their provision and offer practical suggestions on
aspects such as gifted and talented, supporting
new arrivals and pastoral support. Available from
www.nationaleducationtrust.net, they cost
£17.50 including p&p.
The National Education Trust (NET) is an independent foundation
dedicated to improving the quality of education nationwide,
shaping its future and working to help close the achievement gap.
November 07 / The Teacher
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Free education teaching resources
from Battersea Dogs & Cats Home.
Battersea Dogs & Cats Home has recently updated its schools
‘3R’s for 4R’s’ education teaching resource for KS1/2 and
Foundation stages.
The pack is available on a CD ROM, with extra activities
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Any teacher wishing to receive a free pack, or any of our
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Further details can be found at
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Battersea Dogs & Cats Home, 4 Battersea Park Road, London SW8 4AA

On supply and
in from the cold
SUPPLY TEACHING
CPD opportunities for supply teachers are rare. Diane Hofkins
explains how the NUT and GTC are together trying to put this right.
Supply teachers can feel like outsiders. Not being a
permanent part of a school community, they can miss
out not only on the camaraderie but also on
professional development and keeping up to date.
A new scheme run by the NUT’s CPD programme and the
General Teaching Council (England)’s Teacher Learning
Academy (TLA) is helping to fill the gap. A pilot course at
Scotch Corner in the north east last term helped a group of
supply teachers to gain recognition for their learning, enhance
their CVs and boost their confidence.
Anna Cundell, one of 12 who attended the free course, is
certain that her TLA recognition helped her find the full-time
job she wanted. Anna, who was an NQT doing supply
teaching in a range of primaries last term, is now a Year 2/3
teacher at Kirby Hill primary in North Yorkshire. “It was
something extra on my CV that went down well,” she says.
The Teacher Learning Academy, established in 2004, is the
first national system to offer professional recognition for the
learning and research that teachers carry out at work. It’s
underpinned by a four-stage framework, with a rigorous
recognition system. The TLA aims to nurture and celebrate the
commitment of teachers to their own and their pupils’ learning.
The TLA is open to any teacher registered with the GTC(E).
Participants normally get involved through their school or a
TLA partner, like the NUT. “Supply teachers don’t feel
particularly well-served by CPD,” says TLA link adviser Allyson
Ingall. “We wanted to make sure the TLA was inclusive.”
Richard Stainton, who co-ordinates the NUT’s professional
development programme, was enthusiastic about running a
pilot, and contacted supply teachers in the north east. This
term, a second trial course at Haywards Heath in the south
east has attracted a high number of applications.
To find out more about future
courses email: allyson.ingall@gtce.
org.uk or nutcpd@nut.org.uk – and
keep reading The Teacher!
For more information about the
TLA visit: www.gtce.org.uk/tla
Participants attend two three-hour sessions, about ten
weeks apart. In the first they plot themes to investigate at
work, and in the second they present what they have learned in
the intervening weeks. Importantly, they have a chance to share
ideas, and get feedback from Allyson and their colleagues.
In the north east, a number of attendees chose to update
their understanding of policy initiatives such as assessment for
learning and the latest changes to the national numeracy
strategy. Others focused on something relevant to their school.
Elaine Hunter, who teaches one session a week at a
Northumberland primary, chose Buddhism as her topic. She was
going to be teaching Years 1 and 2 about the faith in RE
lessons, and had to find out more. “Allyson first took us
through a systematic approach to research. I used that as the
basis for the way I went about it,” she says. The planning
helped her to do a more thorough application of new subject
knowledge in the classroom, to plot a timetable for the work
and to do research on the internet for the first time.
For Elaine, recognition was not the most important aspect.
“I’m towards the end of my career and semi-retired. But I like
to keep up with what’s going on.” She was pleased the NUT
and GTC had given her the chance to do so.
Anna Cundell, who was at the start of her career and
working in many different primary schools, developed a
behaviour reward system that could work in one short lesson or
on a long-term engagement. It entailed placing a trophy in
front of a child who was being well-behaved, which could be
moved to a new deserving pupil every day or every hour.
The system enabled Anna to reward those children who
usually had trouble concentrating when they were actually
focusing on their work. Several schools liked the idea and
adopted her system.
Allyson was impressed. “The quality of her presentation was
absolutely stunning. She was really able to reflect on her
learning,” she says. “Like all the participants she deserved to
have her learning recognised; this is what the course gave her.”
Diane Hofkins was editor of TES Primary and is now a freelance
education writer.
Footnote: So far during 2007, almost 200 participants in NUT
CPD programmes have gained Stage 1 professional recognition
for their learning with GTC’s Teacher Learning Academy – it’s a
growing opportunity!
November 07 / The Teacher
29

TEACHNOLOGY
teachnology
Personalised learning is so much easier with ICT. Ann Logan
explains where you can get help to make it a reality.
30
The Teacher / November 07
Good primary practice
Ictopus (ICT online primary user
support) is a free service to help
primary teachers develop their
use of ICT. Just register on the
site for the weekly magazine,
Sharing Good Practice.
Learn about a recent survey
on children’s mobile phone use.
Did you know that 72 per cent
have their own mobile? Some
52 per cent of those surveyed
said they use their phone mostly
without supervision.
Every week, the site offers
four new lessons in different
subjects for different ages,
offering ideas on using the
Personalised learning is part
of the government’s aim to give
children a chance to achieve
their potential by offering them
an approach to teaching that is
responsive to their individual
needs. Schools will need to
engage parents and carers in
children’s learning.
It is up to schools how they
achieve this. Help is available on
the web. The DCSF Standards
site is the ideal starting point. It
explains the government’s view
ICT is an important part of
developing a personalised
approach. To help schools
identify their strengths and
weaknesses, the British
Educational and
Communications Technology
technology. There is a range of
activities including word
searches and puzzles. The
lessons usually require access to
an internet linked computer.
In many instances, the
technology simulates a problem
that could not be solved
conventionally in the classroom.
Ictopus is run by is a
volunteer group of educators.
They are building a community
of teachers who will share good
ICT practice through Ictopus
and its electronic publications.
www.ictopus.org.uk
Learning – now it’s personal
of personalised learning, which
has five components:
l Assessment for learning
l Effective teaching and learning
l Curriculum choice
l Creating a student-centred
environment
l Building strong partnerships
beyond the classroom.
There is funding information,
with case studies and links to
research.
www.standards.dfes.gov.uk/
personalisedlearning
Get the technology right
Agency (Becta) has created a
self-review framework for
schools. This corresponds with
the criteria used by Ofsted. Visit
the site and select the selfreview
framework.
http://schools.becta.org.uk/
My ICT favourites
Kate Morin, a modern languages teacher
at Wilson’s school in Wallington, Surrey,
shares her favourite ICT resources.
Favourite software
My favourite software is called Task Magic
(see www. mdlsoft.co.uk). It is made for
interactive boards. You simply enter the
vocabulary or grammar you want to teach
to your students and the software creates
games and exercises. It also saves them for
later use. It is brilliant for reinforcing
vocabulary or as a plenary activity. The
students love it.
Favourite gadget
I am a huge fan of USB pens. Most of my
resources are saved on one as they are more
manageable than my old big folders. I
recommend the Kingston DT mini fun USB
pen (2G) – it is small and looks like Lego!
Favourite websites
www.myfrenchresources.com
This is a website designed for MFL teachers
and students in search of new resources at
Key Stages 3, 4 and 5. It is very easy to use.
There are a lot of PowerPoint presentations
about all sorts of topics… and it’s free!
http://french.about.com/
An excellent website to teach French
grammar. There are a lot of exercises which
can be used on an interactive board. I
especially use it to teach at KS5.
www.frenchteacher.net
Another very useful website, which I like
using to get new resources or inspiration.
It also contains some useful thoughts
on methodology.
Which websites, software and gadgets help
you most in your professional life? Email your
favourites to teacher@nut.org.uk by Friday
9 November. If we publish them you’ll receive
a £10 shopping voucher courtesy of
Countdown – see page 44 for details.

HAVE YOU
SEEN THE
BIG PICTURE?
Big Picture on Epidemics
is the new issue in our
Big Picture series.
Find out what deadly infections
are emerging and which infectious
disease killed an estimated
75 million people.
The Big Picture series is a post-16
biology teaching resource, vibrant
and accessible for student learning.
Individual copies are free.
www.wellcome.ac.uk/bigpicture/tt
The Wellcome Trust is a
charity registered in
England, no. 210183.

Free education
teaching resources
from Battersea
Dogs &Cats Home.
Battersea Dogs & Cats Home has recently updated its schools ‘3R’s for 4R’s’
education teaching resources for KS1/2 and Foundation Stages to include
some whole school activities and interactive whiteboard exercises.
The pack is available on CD ROM with lots of extra activities, including
downloadable posters, safety advice, films and a photo resource library.
Any teacher wishing to receive a free pack, or any of our education resources,
should contact the Education Officer at Battersea Dogs & Cats Home via
education@dogshome.org or 020 7627 7875 quoting NUT/07.
Further details can be found at www.dogshome.org/rescue/school_pack
Battersea Dogs & Cats Home, 4 Battersea Park Road, London SW8 4AA

Join the growing
learning rep
network
Since 2002, nearly 170 teachers have become accredited
NUT learning reps. They are working in authorities across England and
Wales, at both authority and school levels, helping their colleagues gain
access to a wide range of learning opportunities for personal and
professional development.
With support from the Union Learning Fund, the NUT continues to
develop its network of school-based learning representatives. Division
learning representatives co-ordinate activity across their local authority
while school-based learning representatives are the principal local
contact for teachers.
The NUT’s accredited learning representatives’ courses take place at
the union’s national training centre, Stoke Rochford Hall in Lincolnshire.
The course is for all learning reps, both division and school-based. If you
are interested, sign up for one of the courses in 2007/08:
Autumn 2007: Monday 3 – Friday 7 December
Spring 2008: Monday 4 – Friday 8 February
The courses are free and travel expenses are covered by the union. For
further information contact the Learning Representatives Unit on 020
7380 4822 or email: learning.reps@nut.org.uk.
The NUT will be hosting a one-day consultative conference on
faith schools on 23 November at Hamilton House in London.
The conference will provide members with an opportunity to voice
their views on faith schools and hear about the work of the NUT’s faith
schools task group. Speakers from the National Secular Society, Church
of England, British Humanist Association, Catholic Education Service
and more have been confirmed. There will also be breakout sessions
and group discussions.
For an application form call 020 7380 4729 or email
n.clark@nut.org.uk.
Peter Arkell
One day conference
on faith schools
Pre-Christmas
CPD
There are still places on some NUT
CPD courses this term. Book now to
get the best deals.
Effective interventions in
pupil behaviour (tt56R)
6-7 November (follow-up 15 January), Cardiff.
For mid-career class teachers close to Cardiff.
Tutor: Rob Long.
Getting the ******s to behave (OD42)
9 November, NUT HQ, London.
One day CPD conference for newly qualified
teachers with their induction tutors.
Tutors: Sue Cowley and Julie Temperley
Walking with Curators (WwC5)
22 November (follow-up 7 February), Laing
Art Gallery, Newcastle-upon-Tyne.
Teaching around the abolition of slavery, for
all teachers from all key stages.
Tutor: Jenny Mitchell.
Internationalising learning (T2T40)
26-27 November (follow-up 11-12 March),
Stoke Rochford, Lincolnshire.
For pairs of secondary teachers (supply cover
can be claimed by school).
Tutors: Cathryn Gathercole and
Delphine Ruston.
Supporting young EAL learners
(ONP15)
30 November (not 16 November as previously
advertised), NUT HQ, London.
Seminar (and a new resource pack) for staff
teaching primary/early years pupils for whom
English is an additional language.
Tutor: Tony Eaude (see feature on page 26).
Improving behaviour for learning
10 and 11 December (follow-up 1 February),
Stoke Rochford, Lincolnshire.
For early-career teachers (2nd to 5th Years).
Tutors: Paul Howard and Pete Hrekow.
For full details and application forms email
nutcpd@nut.org.uk or telephone 020 7380 4719.
November 07 / The Teacher
NUT TRAINING AND DEVELOPMENT
33

NUT TRAINING AND DEVELOPMENT
Stoke Rochford
library appeal
Most members will be aware of the catastrophic fire that
devastated Stoke Rochford Hall, the NUT’s national education
training centre, in January 2005.
Through expert craftsmanship Stoke Rochford is being restored
to its former glory, including the reinstatement of the impressive
library. However, no library is complete without its books and we
are now seeking the support of members with donations of
hardback factual and fiction books to fill the many shelves.
Your support will be gratefully received
and recorded on a book plate inserted in
every book contributed during this appeal.
So, when next visiting Stoke Rochford
please take along your books and help us
restore the library to its original grandeur.
Carlos Guarita
Get the most
from your
training
The NUT and the National Union of Students have published a new
charter for initial teacher training (ITT) to promote the rights of
students on ITT courses. It calls for a framework of standards for good
educational practice.
The charter has been distributed to student teachers, schools, local
authorities and ITT institutions. Tell your senior management team, in
particular the induction co-ordinator, about it. For your copy, contact
your school rep or ring 020 7380 4844.
Student teachers can contact the NUT/NUS scholarship holder at
nutscholarship@nus.org.uk.
Dates for
your diary
school reps’ course
14-16 November
teachers as governors course
14-16 November
academy reps’ course
16-18 November
health and safety reps’ course
3-5 December
student members’ course
7-9 December
All of the above are residential
courses held at the NUT’s national
training centre, Stoke Rochford Hall
in Lincolnshire. The costs of tuition,
accommodation and travel are covered
by the union. For more information call
020 7380 4781/4837 or visit
www.teachers.org.uk/training.
34
The Teacher / November 07

A class above!
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• Renault anti-Intruder device
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Learning
to
lead
Illustrations: Susannah Fishburne
Young leaders support younger children’s learning
while developing their own leadership skills.
Crispin Andrews explains the benefits for all involved.
It’s Year 3’s first ever French lesson. While
a few children are apprehensive, most
are excited, waiting for something they
know will be a bit different. At the front of
the class, getting ready to take the lesson,
the Year 10 leaders from nearby Dr
Challoner’s high school are even more
anxious. Uncertain as to whether they
should return or avoid the stares of the
grinning faces in front of them, they await
the start of what is also their first ever
French lesson – as teachers!
One leader steps forward nervously. Even
though she knows her French vocabulary
and has practised this lesson with the others
several times, standing up in front of a
group of strangers, albeit small ones, is
something altogether different.
‘What if I get tongue-tied or run out of
things to do before the end of the lesson?
What if the Year 3s don’t listen or
understand?’ she wonders. She steels
herself. “Bonjour,” she says with a confident
smile. Block out inner uncertainties, project
confidence!
“Boeujuurrrrrr,” is the rather slurred
response from the Year 3s.
Although inside she is mortified – is her
own pronunciation really that bad? – the
young leader remembers another important
rule of teaching. Always give them another
chance; never get frustrated if they don’t
get it first time. ‘C’mon what do you
expect,’ she reassures herself. ‘These guys
are only seven and they’ve never done
French before!’
She beams an understanding smile and
explains calmly that they are going to try
again – ça va?
“Bon-jour,” she says clearly.
This time the reply is far more audible.
The young leaders know that progress is
being made. More importantly the Year 3s,
even those initially worried about doing
something new, are engaged and ready for
some conversation.
36
The Teacher / November 07

Thousands of students all over the country are using knowledge
and expertise in a specialist subject to develop leadership skills. While
helping secure their own futures, these youngsters also provide a
useful service for primary school children and their teachers.
“Not every primary teacher is a confident linguist,” explains Dr
Challoners’ French teacher Angela Callahan. “But if a learning focus
is set for them and a clear role designated to each young leader,
then with their relatively advanced language skills these students can
play a useful part in supporting learning in the primary classroom.”
Young sports leaders are particularly involved, organising and
delivering lessons, competitions and even festivals for primary school
children. Last year more than 5,000 young volunteers helped
organise 1,200 TOP Link sports festivals for tens of thousands of
primary-aged children. This year even more leaders and participants
are expected to be involved.
Developing leadership potential can also help turn around the
fortunes of pupils on the brink of disengaging from school life. Take
Rhiannon, a 14 year old who always seemed to be in trouble at
school. Whether challenging staff, bickering with other students or
simply not trying, school had become a bit of a drag.
Her classmate Ross, on the other hand, tried hard but lacked the
confidence to extend himself. Quiet and shy, he cruised along,
stoically accepting his place as one of life’s underachievers. Risktaking
was something other people did.
A year and a half later, after getting involved in a maths
leadership course at their school, Penryn community college in
Cornwall, things appear to be changing for both youngsters.
Rhiannon’s behaviour is no longer an issue; she is far more
communicative with staff and tolerant in her dealings with other
students. Ross too is much more proactive and is even thinking
about joining the school sailing club.
Penryn’s assistant headteacher with responsibility for maths,
James Lushington, explains how learning about responsibility and
the needs of others, not to mention working with groups of
younger children, helps address personal issues that undermine
students’ progress.
“Whether it is motivational, to do with gaining greater
awareness of how to learn, or simply down to self-esteem and
confidence, the difference in the first cohort of students to
become maths leaders is there for all to see. All 13 – not by any
means the year group’s best mathematicians – went on to achieve
GCSE grade C or above.”
Children don’t have to wait until secondary school before they
learn how to lead. In the playground, in class or even in the
staffroom there is plenty of scope for their skills to be developed
at primary school. Anton junior in Andover is one of many where
Year 6s have become playground leaders. Proudly wearing their
red caps, these pupils organise and monitor a whole range of
lunchtime games for younger children while taking responsibility
for a box of playground equipment that has to be signed for by
the children who use it.
At Langer primary in Felixstowe, Year 6 playground leaders design
their own games for the younger children. Teacher Alison Coates
explains how, in some cases, the experience of leading has had a
massive effect on attitudes to learning. “It helps the children see
responsibility from a different viewpoint and gives them a new
perspective on the adults who lead them in class.”
Sue Croft, headteacher at Cleves school, agrees. At the junior
school in Weybridge, Surrey, selected children act as mediators,
dealing with minor playground disputes. Others are mentors to
younger pupils and those at the neighbouring infant school. As part
of the school council, they consult with teachers and the leadership
team on curriculum and other school issues, including the
appointment of staff.
“Through their experiences and interaction with adults and other
pupils, children are beginning to develop a set of skills that will serve
them well in the future,” Sue says.
Links:
■ www.sportsleaders.org
■ www.youthsporttrust.org/page/top-link/index.htm
Crispin Andrews is a sports teacher and education journalist.
YOUNG LEADERS
Developing
leadership
potential can help
turn around the
fortunes of pupils
on the brink of
disengaging from
school life.
November 07 / The Teacher
37

REVIEWS
Teacher
exposed
I thoroughly enjoyed this
book. It is well written and
made me laugh out loud on
several occasions. The stories
range from heart warming to
toe curling as the author
takes us on a journey through
his career, from the terrifying
first time in front of a class.
It was inspirational to read
his accounts of getting
through to the most apathetic
and confrontational pupils
and I picked up some good
tips from his experiences. An
honest account of teaching.
Laura Robinson
The Hapless Teacher’s Handbook by
Phil Ball. Ebury Press-Random House.
£7.99 p/b. ISBN 0091908973.
Plot
your
path
This useful book answers
queries you may have
throughout your career.
In question and answer
format, grouped into
chapters for easy access,
the queries are based on
alternative career routes
and give information on
opportunities for promotion
or a specific interest.
The book also includes
information on job-hunting,
with useful tips. It answers
questions on the issues that
arise after induction, such as
legal rights.
Samina Hussain
Taking Control of Your Teaching
Career: a guide for teachers by
John Howson. Routledge. £15.99
p/b. ISBN 9780415344357.
for teachers
Another world
This translation of an
unusual coming-of-age
story of a boy growing up
in 1950s Sweden retains
its wintry Scandinavian feel.
The character of Joel,
the hero, is wonderfully
realised. The naïve
narration has a charm and
gentle humour that
prevents the reader from
becoming alienated by
some of the book’s
odder aspects.
Mankell portrays the
relationship between Joel
and his father beautifully,
with a delicate balance
between love and
misunderstanding. The
story examines the blurred
line between religion and
superstition; the blend of
realism with an
undercurrent of the
supernatural creates a
memorable tale.
An intriguing glimpse
into a culture and era
unfamiliar to many British
schoolchildren today.
Recommended for 10 to
13 year olds.
Katrina Simpson
Shadows in the Twilight by
Henning Mankell. Andersen
Press. £5.99 p/b. ISBN
1842706209.
38
The Teacher / November 07
Easy
steps
yoga
This is an easy to follow
introduction to all aspects of
yoga. After exploring the
philosophy, there are clearly
illustrated postures, each
rated for difficulty, making it
easy to build lessons at an
appropriate level. The
pictures are useful for the
children to see exactly how
to position their bodies.
I have used some of the
ideas with my Year 4/5 class
and they particularly enjoyed
the stories which incorporate
postures in the telling.
The ideas are suitable
from one-to-one up to
whole class groups.
Jo Turner
Helping Children with Yoga: a
guide for parents and teachers
by Michelle Cheesbrough, Sarah
Woodhouse, Rosemary Griffiths.
Network Continuum. £16.99 p/b.
ISBN 1855392151.
Survival
guide
Useful for NQTs, students,
and experienced teachers,
this readable book has plenty
of tips on how to remember
names, avoid losing the
upper hand in class, join a
union and more.
Informative, humorous
and well-written, the book’s
greatest strength is the way
it reminds teachers of the
need to keep a suitable
work-life balance. The
author encourages readers
to look after their health
and keep their career in
perspective by having a
private life.
Recommended for
anyone in, or thinking of
joining, the profession.
Alix Liddle
99 Classroom Calamities… and
how to avoid them by Tabatha
Rayment. Continuum. £9.99 p/b.
ISBN 082649157-X.
for pupils
Time
travel
with a
bold
cat
This fourth book in the
series is a wonderful blend
of present family problems
and past challenges.
An emotional
beginning to the story has
you meeting Topher. You
follow his struggles since
losing his mum and
coping with a step-mum
and baby sister who seems
to have an allergy to
something. Surely it can’t
be his special cat, Ka?
When his timetravelling
cat vanishes, she
leaves a word on Topher’s
computer: Tenochtitlan.
Surely not the bloodthirsty
Aztecs?
Topher finds himself
meeting Montezuma, the
legendary Aztec chief,
and Cortes, the famous
Spanish explorer. A
fast moving adventure
takes place.
This book could be
used as a class novel
alongside studying Aztecs
or as an individual reader
for KS2 which could spark
an interest in history.
Jo Kitchen
The Time Travelling Cat by Julia
Jarman. Andersen Press. £4.99
p/b. ISBN 1842705164.
Loss of a
loved one
Grandad’s Ashes takes you
on a charming journey
through the happy
memories that Jessica,
Colin, Sasha and Tom
shared with their grandad
as they try to decide where
he would have wanted his
ashes scattered.
Beautiful illustrations
complement this
sensitively written book
covering the loss of a
loved one. It would be an
ideal tool to approach this
difficult subject with KS1.
Jane Moulson
Grandad’s Ashes by Walter Smith.
Jessica Kingsley Publishers. £8.99
h/b. ISBN 9781843105176.

REVIEWS
Teacher
exposed
I thoroughly enjoyed this
book. It is well written and
made me laugh out loud on
several occasions. The stories
range from heart warming to
toe curling as the author
takes us on a journey through
his career, from the terrifying
first time in front of a class.
It was inspirational to read
his accounts of getting
through to the most apathetic
and confrontational pupils
and I picked up some good
tips from his experiences. An
honest account of teaching.
Laura Robinson
The Hapless Teacher’s Handbook by
Phil Ball. Ebury Press-Random House.
£7.99 p/b. ISBN 0091908973.
Plot
your
path
This useful book answers
queries you may have
throughout your career.
In question and answer
format, grouped into
chapters for easy access,
the queries are based on
alternative career routes
and give information on
opportunities for promotion
or a specific interest.
The book also includes
information on job-hunting,
with useful tips. It answers
questions on the issues that
arise after induction, such as
legal rights.
Samina Hussain
Taking Control of Your Teaching
Career: a guide for teachers by
John Howson. Routledge. £15.99
p/b. ISBN 9780415344357.
for teachers
Another world
This translation of an
unusual coming-of-age
story of a boy growing up
in 1950s Sweden retains
its wintry Scandinavian feel.
The character of Joel,
the hero, is wonderfully
realised. The naïve
narration has a charm and
gentle humour that
prevents the reader from
becoming alienated by
some of the book’s
odder aspects.
Mankell portrays the
relationship between Joel
and his father beautifully,
with a delicate balance
between love and
misunderstanding. The
story examines the blurred
line between religion and
superstition; the blend of
realism with an
undercurrent of the
supernatural creates a
memorable tale.
An intriguing glimpse
into a culture and era
unfamiliar to many British
schoolchildren today.
Recommended for 10 to
13 year olds.
Katrina Simpson
Shadows in the Twilight by
Henning Mankell. Andersen
Press. £5.99 p/b. ISBN
1842706209.
38
The Teacher / November 07
Easy
steps
yoga
This is an easy to follow
introduction to all aspects of
yoga. After exploring the
philosophy, there are clearly
illustrated postures, each
rated for difficulty, making it
easy to build lessons at an
appropriate level. The
pictures are useful for the
children to see exactly how
to position their bodies.
I have used some of the
ideas with my Year 4/5 class
and they particularly enjoyed
the stories which incorporate
postures in the telling.
The ideas are suitable
from one-to-one up to
whole class groups.
Jo Turner
Helping Children with Yoga: a
guide for parents and teachers
by Michelle Cheesbrough, Sarah
Woodhouse, Rosemary Griffiths.
Network Continuum. £16.99 p/b.
ISBN 1855392151.
Survival
guide
Useful for NQTs, students,
and experienced teachers,
this readable book has plenty
of tips on how to remember
names, avoid losing the
upper hand in class, join a
union and more.
Informative, humorous
and well-written, the book’s
greatest strength is the way
it reminds teachers of the
need to keep a suitable
work-life balance. The
author encourages readers
to look after their health
and keep their career in
perspective by having a
private life.
Recommended for
anyone in, or thinking of
joining, the profession.
Alix Liddle
99 Classroom Calamities… and
how to avoid them by Tabatha
Rayment. Continuum. £9.99 p/b.
ISBN 082649157-X.
for pupils
Time
travel
with a
bold
cat
This fourth book in the
series is a wonderful blend
of present family problems
and past challenges.
An emotional
beginning to the story has
you meeting Topher. You
follow his struggles since
losing his mum and
coping with a step-mum
and baby sister who seems
to have an allergy to
something. Surely it can’t
be his special cat, Ka?
When his timetravelling
cat vanishes, she
leaves a word on Topher’s
computer: Tenochtitlan.
Surely not the bloodthirsty
Aztecs?
Topher finds himself
meeting Montezuma, the
legendary Aztec chief,
and Cortes, the famous
Spanish explorer. A
fast moving adventure
takes place.
This book could be
used as a class novel
alongside studying Aztecs
or as an individual reader
for KS2 which could spark
an interest in history.
Jo Kitchen
The Time Travelling Cat by Julia
Jarman. Andersen Press. £4.99
p/b. ISBN 1842705164.
Loss of a
loved one
Grandad’s Ashes takes you
on a charming journey
through the happy
memories that Jessica,
Colin, Sasha and Tom
shared with their grandad
as they try to decide where
he would have wanted his
ashes scattered.
Beautiful illustrations
complement this
sensitively written book
covering the loss of a
loved one. It would be an
ideal tool to approach this
difficult subject with KS1.
Jane Moulson
Grandad’s Ashes by Walter Smith.
Jessica Kingsley Publishers. £8.99
h/b. ISBN 9781843105176.

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noticeboard COMPETITION
RESOURCES
Gunning for the AK47 (KS3-4)
The British Red Cross has four new
resources to prepare teachers for
the revised national citizenship
curriculum. Three ‘ten minute
briefings’ on the laws of war,
modern warfare, and weapons of
war, are available free at:
n www.redcross.org.uk/lawsof
wartmb; www.redcross.org.uk/
moderntmb and www.redcross.
org.uk/weaponstmb.
And a free assembly kit that looks at
the AK47 is at:
n www.redcross.org.uk/ak47ak.
Fun with phonics (KS1-2)
Teacher Mike Jones struggled with
dyslexia and has now devised five
animated books with a limited
simple phonic vocabulary aimed at
five to eight year olds and older
pupils with reading difficulties.
Narrated by comedian Bill Bailey, the
first is free. Download it at:
n www.nessytales.co.uk.
How are you feeling? (KS3-4)
To help young people make sense of
their feelings and encourage them
to seek support when they need it,
mental health charity Mind has
produced a booklet, My name is
Pete. Four times more young people
have psychosis than have diabetes.
n Phone: 0844 448 4448 or email:
publications@mind.org.uk or visit
www.mind.org.uk/osb. 50p+p&p.
Beat bullying (All KSs)
The NSPCC wants schools to sign up
to its foot-related, fundraising, antibullying
campaign. Register your
support to receive a programme of
activities, lessons and assemblies for
use during anti-bullying week 19 to
23 November. In English and Welsh.
n www.nspcc.org.uk/
defeatbullying.
Your favourite word (All KSs)
Education Action has a new online
Words for the World campaign in
support of education for all children,
especially those affected by conflict.
There are more resources on the site.
n Find our more at
www.education-action.org.
speakers and Volunteering
Working in wood (All KSs)
Master craftsman Tommy Livingstone visits
schools to give lighthearted talks about how he
makes walking sticks. He works with the Forestry
Commission and adapts his talks for any age.
n Contact him: 01582 502225 (h) 07786 078961
(m) or email: t.livingstone@ntlworld.com.
Climate talks (All KSs)
Over 100 speakers are available through a
national network set up by Climate Change UK,
which campaigns to increase understanding of
the issues. Suitable for PSHE or citizenship.
n Visit www.climate-speakers.org.uk or ring
01325 378452.
Teaching development issues (Teachers)
Christian Aid needs volunteers who have worked
with young people to get them involved. Age is
unimportant and training is provided.
n If you are interested in volunteering, or
inviting a volunteer to your school, email:
schools@christian-aid.org (for England) or in
Wales schoolscymru@christian-aid.org.
The Sept/Oct Noticeboard said the Cook in the
classroom resource and competition to win
celebrity chef James Martin for a day in your
classroom was for KS3 instead of KS2.
n www.cannedfood.co.uk.
AND EVENTS
Changing spaces (KS1-2)
A last chance to enter creative
arts charity Create’s competition
for inner London primary schools
in need of a free makeover in
spring 2008. Previous winners
have transformed a barren
rooftop playground into a
magical space. Get details from:
n www.createarts.org.uk.
Slow down (All KSs)
National Road Safety Week
takes place from 5 to 11
November, co-ordinated by
national road safety charity
Brake. The main theme is child
pedestrian and cyclist safety.
Brake will urge drivers to slow
down round schools and homes
and call for other measures.
n For ideas and tips on what
you can do during the week visit
www.roadsafetyweek.org.uk.
Brake also has a free resource
on this site to help educators
take action to tackle road
accidents among children with
special educational needs.
Breaking the chains (KS2-3-4)
To commemorate the 200th
anniversary of the abolition of
the slave trade the British Empire
and Commonwealth Museum in
Bristol is putting on an
exhibition, Breaking The Chains,
open to all school groups until
October 2008. An education
pack accompanies the exhibition.
n Phone 0117 925 4980 ext 226
or email: learning@
empiremuseum.co.uk
www.empiremuseum.co.uk.
Boogie with the bogeys!
(All KSs)
Slime, bogeys, mould, magic,
dance and mayhem is promised
through this year’s Christmas
show at artsdepot in north
London. Pilot Theatre’s new
production of Raymond
Briggs’s popular Fungus the
Bogeyman runs from 24
November to 6 January 2008.
Tickets £15/£13 children and
concessions (family ticket £50).
n Showing at various slimes!
so check with the box office:
020 8369 5454.
www.artsdepot.co.uk.
NOTICEBOARD UPFRONT
November 07 / The Teacher
41

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NOVEMBER 2007 OFFER
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LS 178

Out of the
classroom
and into the
community
HOW WE FOLIO DID IT
Oaklands school in Winsford, Cheshire, has 117 pupils aged 11 to 16
– all with moderate or complex learning difficulties. Maths co-ordinator
and Year 9 tutor Maria Mather explains how the school became
involved in this year’s Tatton Park RHS flower show – the latest in a
long line of activities linking the school with the local community.
“
Community Kids
In 2005 a group of
The ‘Wild Cheshire in a Box’ project began
when I went to last year’s Tatton Park
flower show. I thought creating a garden
for the 2007 show would be an interesting and
worthwhile project for my Year 9 class to do
post-SATS, so we applied in the autumn term.
I asked the children what kind of garden they
wanted to create and they decided on a wildlife
garden filled with plants native to Cheshire. They
began doing a loose design in creative arts classes.
In the spring term we found out our application
had been successful. Then we discovered that
the children wouldn’t be allowed to build their
garden on-site. They really wanted to do their own
gardening, so we came up with the ‘garden in a
box’ idea. They worked in maths and in design and
technology (D&T) lessons, calculating the right sizes
and angles for the boxes.
The children did research on the internet to
find out which plants were native to Cheshire and
whether they would be flowering at the right time.
They found two companies that specialised in wild
flowers and we ordered the plants online.
As this was a cross-curricular education project,
we were allocated some of the school’s budget.
Other costs were covered by department budgets,
for example the wood by D&T and some plants by
citizenship. We also approached the parents and
persuaded Focus DIY to give us some materials.
Most of our pupils have very poor language
and writing skills, but they worked as a group
composing the letters asking for donations. In
thinking skills classes they developed ‘ice-breaker’
lines so that they would feel confident talking to
the public at the show.
The children were extremely motivated. Many
spent their breaktimes in the playground, often in
the pouring rain, working on their gardens. Then
one night the gardens were vandalised. It was
heartbreaking. The children had put in so much
effort, but it really didn’t look as if we would be able
to continue. We had no money left for more plants.
Two old ladies turned up at the school gate
with a £10 note and a hosta, having read about
the damage in the local paper. Someone else sent
a cheque for £70. And, thanks to the efforts of our
new school NUT rep Matthew Fazey, we received
£100 from both the NUT’s Cheshire association and
North West region just when we needed it most.
We got logs for the gardens from the local ranger
service. Our pupils have worked with them for 17
years, helping to improve the Weaver Parkway
environmental area. One recent project saw the
children fundraising for, and then building, a
wheelchair-accessible pond-dipping area.
Oaklands also has long-standing links with arts
projects funded through the Mersey Basin and
Weaver Valley Initiative. We worked with some of
the same artists for the RHS show, making dragonfly
models for the garden.
‘Wild Cheshire in a Box’ didn’t win a prize (we
were up against professional gardeners!) but the
RHS awarded us a certificate and allowed the whole
school to visit. They’ve also invited us back next year,
when our garden will probably be a show feature.
But the children thought their garden was the
best of the lot! Creating it was great for their social
and ‘soft’ skills, taught them about teamwork, and
got them making choices and decisions – something
many of our pupils find difficult. Overall it was
fantastic for their maturity.
With projects like this you have to just go for
it, and if you encounter setbacks try again. You
need to allow plenty of time and have a member
of staff willing to apply for grants, fill in forms
and be responsible for the whole thing. You learn
from your mistakes, and once you know the right
people it becomes easier.
It’s valuable publicity for the school and a real
eye-opener for the public to see our pupils involved
in something like this. You also see a different side of
the children. It’s amazing how, when you give them
responsibilities outside of school, they really rise to
the challenge.
“
Oaklands pupils set up a
project called Community
Kids, choosing the name
and logo themselves and
even writing their own
constitution and child
protection policy.
Their first project was to
create a sensory therapy
garden for a community
centre in Northwich.
They raised £3,000 and
divided up the labour
according to who would
be best at talking to
clients, who would be
good at the heavy work,
and so on.
This year Community
Kids set up a dance
project which culminated
in a whole-town dance
competition. They laid
on dance days for local
primary schools,
arranged for teachers to
go on a dance course
and took responsibility
for everything from
administration to
refreshments. “The
project taught them how
to approach people and
ask for things, and how
to work as a team – all
skills transferable to their
lives outside school,”
says Maria.
November 07 / The Teacher
43

confidential
staffroom
afunnything happened…
…when I was training
…here
I was a naive PGCE student, struggling
with a Year 9 English class whom I had to
teach twice on a Thursday. One boy, who
had already been in trouble in the
morning’s lesson, began to make
A increasingly little boy loud at my and nursery objectionable was very
excited comments that accompanied a ‘special visitor’ by equally was coming loud
to and see objectionable us. He was also rude very noises. excited about
his new underwear. When the Ofsted
Lacking the patience and experience
inspector arrived at the door, he rushed
to deal adequately with the situation, I
towards her shouting: “LOOK AT MY
‘lost it’ a little and shouted at the culprit
SPIDERMAN PANTS!” He then pulled
to leave the room. “Just GO!” I shrieked.
down his trousers in an attempt to show
“Walk out the door!”
off the pants. But the pants came down
with “Don’t the trousers, turn around so the now, first view cos you’re the
inspector not welcome had anymore!” of my nursery chorused was of a 25
three-year-old’s Year 9s in unison genitals! back at Fortunately, me. I
don’t think it did too much harm – she
I Will Survive became my mantra
gave us a good grading.
for the remaining Thursdays of the
Pam, placement. Cornwall
A Theresa, parent Surrey came charging into the school
office to report a ‘suspected paedophile’
lurking in the bushes by the school
playground. I was with a Turns small out group it was of an Year Ofsted 3
inspector children observing trying to some discreetly fish observe swimming the
children in a tank at as break part of time! a science lesson. One
Phil, of the Kent fish pooed and coincidentally one
of the children in the
group let out a little wind.
Before I could use this
incident to relate ourselves
as humans to fish as living organisms,
During my school’s second Ofsted
young George cried out: ‘’Miss, miss I can
inspection I, as headteacher, had a
smell his poo, it smells like ours!’’
complaint from the caretaker about the
untidiness Jacqui, Nottingham of the room the inspectors had
been allocated, so the registered inspector
made the team come in especially early
the A Year next 6 morning girl completed to clear a up! lovely field trip
report. It was beautifully written except
Then I received a phone call from the HMI
for a quite hilarious mis-spelling:
telling me he would be inspecting the
inspection “…We team, had to so put I took the great pond delight net in,
in get telling our hands the ‘reggie’. underneath Our senior and turn staff it sent
a inside good out luck into card our to bowel. the team I didn’t and provided like it
sympathy because we on had the to day put the our HMI hands was in in dirty
school. pond water. Priceless! Yuck, (And yuck, our yuck! report Eventually was
OK I got as my well!) hands stuck in and it was all
over and done with. We took our bowels
Sheila, County Durham
back to the classroom and left them
When there for Ofsted after recreation. were in my Year 6/7
classroom, “It was time observing to see a what science we lesson had in (a
subject our bowels. I’m not We very had confident a little fishy, teaching) pond I
was snails demonstrating and loads more.” a filtering experiment,
showing how to get the water back from
a Phil, sandy Hampshire water solution. The water was not
coming On teaching through practice the filter at paper a school quickly in
enough, Hull, I had so my I stuck first my canteen pen in duty the at filter
cone morning to speed break. up There the process. was the The usual filter noise
paper and mess, broke, so leaving to make a sandy impression water I
solution walked across in the to beaker one of underneath. the worst tables.
Total On disaster, the way I thought. I was deciding whether to
say: “Don’t talk with your mouth full” or
Then my one statemented child put his
“Don’t chew with your mouth open”.
hand up and said: “Miss, why don’t you
filter Unfortunately, it again?” It sounds my utterance obvious, was: but
when “Don’t you talk have with Ofsted your mouth in the room open.” you They
don’t saw the think funny straight! side and So I made filtered me it again, aware
and by grunting the rest “mmm of the lesson mm went mmm”. without
a hitch.
Paul, Lincolnshire
I can happily say I got a ‘very good’ for
that lesson and my statemented child,
who Next was issue: the A brightest funny thing of us all happened that day,
got at Christmas a big thank time. you from Send me! your
Jo, anecdotes Norfolk from Christmas plays,
parties and activities by 9 November.
Next issue: A funny thing happened
on our school trip. Send us your
anecdotes by 20 April.
Mike Flanagan
The things pupils say
I was on playground duty when a small
boy ran up with fear in his eyes.
“Someone said the R word,” he said.
I racked my brains. R word?
“Arsehole,” he said.
Amanda, by email
Send in and win!
The sender of every contribution on pages 30, 44 and 45 will
receive a £10 Kingfisher Group voucher – redeemable at
B&Q, Comet and Woolworths – courtesy of Countdown.
Are you enjoying your NUT Countdown savings card?
Save on your daily spend – groceries, lunch or dinner at
high street and local restaurants, cinema tickets, DVDs,
CDs, flower shops, DIY stores and so much more –
including some of the biggest names on the high street.
To find out about these offers and more, consult your
Countdown Book, visit www.countdowncard.com or
call Customer Services on 08701 600 698. Please note that
all NUT members can take advantage of these savings.
Welcome to your year-long savings plan…
44
The Teacher / November 07

Teachers’ tips
Last Last issue issue Helen xxx xxx asked for advice on the use of
mobile phones in schools.
A ban is best
Mobile phones are such a nuisance. They can cause
bullying and arguments. The best thing to do is ban
them from the premises unless it is an emergency.
If it is a special case then the pupil brings a letter
from a parent or carer and leaves the phone in the
office until required.
Cindy, Lancashire
Mobile moans
I work on a supply basis in many schools and mobile
phones are at epidemic proportions in all of them. Many
schools ban phones altogether and all ban their use
during lesson time.
Does this work? No! Phones are constantly used for
texting and games, but the worst use is filming. Look on
YouTube or similar websites and you will find many
examples of teachers who have been filmed, usually
without their knowledge.
Another use to be wary of is recording sound. This has
happened to colleagues when reprimanding a child for
bad behaviour. Parents then complain to the school
because their child has been told off.
I have even had parents ringing their child during
lessons!
I believe mobile phones in schools are, and will remain,
a fact of life. Be careful and watchful, don’t get caught on
film or voice recording. If you think you have, then act
straight away!
Stephen, by email
If you can’t beat ’em, join ’em
Encourage children to leave their mobiles off during class
by giving them an end of lesson texting challenge.
At the end of the class (as long a pupils have resisted
using their mobiles) the teacher writes something up on
the board which reinforces something from the lesson.
Children get mobiles out and, as quick as they can, copy
out this message in text speak.
The fastest few get points for the ‘text league table’
display in classroom (children love seeing their name on
display in a football style league table) and winner at end of
term gets a small top-up mobile gift voucher.
Just an idea – but it works!
Jason, Kent
Next issue…
I’m interested in other teachers’ experiences of buying
keyworker homes. I’m thinking of buying a 40 per cent
share in a one-bed flat, but I’m concerned about possible
difficulties in the future if I want to increase my share, sell
the property or leave teaching. Any advice?
Ali, by email
rant
Reader’s
BMI for five to ten year olds
– what’s the value of this exercise?
As an A-level biology teacher I discuss the actuarially derived
formula for obesity, the Body Mass Index (BMI), with my students
and explain that it should be applied only to adults between the
ages of 19 and 70. Students are warned that it is difficult to
measure obesity in children and adolescents as they store fat as part
of the growth process. Research shows that increases in children’s
BMI are usually due to increases in lean mass rather than fat.
At my first governors’ meeting for my local primary school, I
was horrified to hear that pupils in Reception and Year 6 had had
their height and weight measured to identify those who were
overweight. This nationwide initiative had come from the Minister
for Schools and the Minister for Public Health.
This set me thinking about a Y7 activity where pupils take their
own body measurements. I vividly recall one lass, much taller and
larger than her classmates, crying when the lesson was explained.
She confided that she did not want to have to step on to the
scale. What was the cause of her discomfort? Though she was
extremely conscious of her size, her particular school-based
problem was that she had performed poorly in Key Stage 2 SATs.
It took years to overcome the stigma of ‘being thick’ (her words).
Just imagine the impact of carrying the labels ‘thick’ and ‘obese’.
Have these ministers any idea of the impact of these seemingly
innocuous scores, be they SATs or BMIs? Maybe the time has
come for them to be aware of the consequences. They do not
have to work with the young people who have been labelled,
picking them up and restoring their confidence.
As mentioned above, the BMI is not a medically determined
statistical tool, but an actuarially derived formula that should take
age, gender, ethnicity and level of fitness into account. John
Rousseau has derived a scientific approach to measuring obesity,
taking into account the waistline (W). His formula is Obesity (O) =
W/h (h = height). Obesity starts when the waistline significantly
exceeds 45 per cent (women) and 50 per cent (men) of the
person’s height. This is a more scientific and logical, as obese
children tend to have larger waists.
If the government insists on pursuing the National Child
Measurement Programme, Rousseau’s formula could be used.
Anecdotal information on the pupil’s size could also be recorded.
Such a large sample would provide valuable information to test
Rousseau’s formula statistically.
Dr Lyn Haynes CBiol FIBiol
Part-time science and biology teacher at Chigwell School, and
part-time science tutor on the Teach First programme, Canterbury
Christ Church university. email: Hayneslyn@aol.com
Send your contributions for A funny thing happened, The things
pupils say, Teachers’ tips and Reader’s rant to: The Teacher, NUT,
Hamilton House, Mabledon Place, London WC1H 9BD or email
them to teacher@nut.org.uk. Deadline for next issue:
Friday 9 November. Please include your contact details.
November 07 / The Teacher
STAFFROOM CONFIDENTIAL
45

letters
Crossing the threshold
When the government
introduced threshold and upper
pay scales, many of us thought
that good teachers were finally
to be recognised.
I returned, after having left
my post and the area for a year,
to obtain a two-term contract.
Since its completion I have
been unable to get another
post. Schools haven’t got the
money to pay higher salaries
and tend to go for NQTs. The
school where I last worked
took on four in September.
I also think supply work is
dwindling due to higher level
I was interested to read the
letter ‘Stand up to bullies’ in
The Teacher (September/
October). It does seem that
the few headteachers who are
a law unto themselves and
adopt a bullying approach get
away with it. The head at my
former school certainly has.
He failed to advertise a
large number of posts both
internally and externally,
breaking equal opportunities
regulations. In addition, over
almost ten years more than 25
staff – both teaching and
ancillary – had to seek support
and advice from their unions
to try and prevent victimisation
or unlawful procedure being
imposed on them. Those not
in a union gave up and left, as
did many others, including a
union rep. In my case the NUT
representative was excellent
and prevented a reduction in
my responsibility allowances,
as well as the proposed
increase in workload.
Where did that leave me?
As I was recognised as a highly
competent teacher, the head
had no other avenue to
pursue. But for my last year at
the school I kept a written
record of all my dealings with
teaching assistants covering
sickness and PPA time. If I’d
known ‘crossing the threshold’
would put me out of a job, I
wouldn’t have bothered!
Iris Bain
by email
When is a job not a job?
I am an NQT and recently
started working as a supply
teacher for an agency. I have
found that many schools
directly telephone teachers that
have either worked on supply
or been on a placement in the
school previously.
staff, parents and others, as I
knew the head was waiting
for a chance to confront me.
As a senior member of staff
on UPS2 and five responsibility
points, even though I had
‘won’, my position became
untenable. I made enquiries
about early retirement. I
How can a head get away
with it? The situation is not
helped by the fact that a wide
range of unions were involved.
Alarm bells would have rung if
repeated contact had been
made with the same union.
I would urge standing up to
such a head. The problem is
victimisation is so stressful staff
tend to keep it to themselves,
not realising others may be in
the same boat. It seems a
head can’t lose – if you don’t
challenge them, they get their
own way. If you do, the
atmosphere becomes so tense
many choose to leave anyway.
Teaching is stressful enough
without having it increased by
your head.
Name and address withheld
Obviously leaving your
personal number with the
school during work for an
agency breaks the contract. If
schools form such relationships
with teachers without advertising
a temporary vacancy are they
not also breaking equal
opportunity laws?
I am also aware that many
advertised teaching jobs are
already taken – quite often the
post will go to a candidate who
has worked in the school.
Before we went equal opps
mad at least we didn’t waste
time inviting applications for
jobs that were not available. I
recently travelled quite a
distance to a school, where I
was informed that it was “only
fair” to tell me that a teacher
“is doing the advertised job, is
doing an excellent job and will
be applying for the vacancy”.
I sometimes wonder how
many of the jobs I apply for are
Beating the bullies
As anti-bullying consultant
to Pembrokeshire’s schools, I
congratulate KH on taking a
stand against intimidating
behaviour (Reader’s Rant, July/
August). But stamping it out
once and for all? Over years of
research and work, these
tactics have proved successful:
Understand: It’s vital to
understand that, whether we
like it or not, aggression is part
of what it is to be human. It’s
also vital to remember that
others may be unwilling to
help because they fear
retribution, or prefer to be on
the 'winning side'.
Differentiate: It is important
to differentiate between what
you want to happen and what
you need to happen. Not
everyone can afford to refuse
to work with those who bully.
What most of us need is a way
to work with them, in ways
that make the workplace nicer
for everyone, bullies included.
Experiment: It is very difficult
to sort out bullying when we
feel humiliated. Negative
emotions cloud logical
genuine vacancies. I don’t
blame the schools for
employing proven candidates,
but wish they didn’t have to go
through a process which
wastes my time and costs me
money – for example turning
down supply work.
This silent nuisance probably
affects many job hunters’ lives.
I suppose it is OK when you’re
on the right side of it!
Gillian Goddard
by email
Persistence pays off
I was interested to read the
letter from M Smith (The
Teacher, April/May) about her
11 months of worry over her
pension lump sum. In January
2006, when I was 59, I found
that pay for my supply work
was wrong and had been since
September 2002. I was owed
hundreds of pounds.
thought, so we find it harder
to access support. Experiment
with how it feels to cope
feeling bad about yourself and
then how it feels when you
substitute the bad feelings
with realistic positive ones.
Most people feel more
confident of coping once they
remember their own strengths.
Empathise: Negative emotion
clouds logical thought about
the bully too. Bullies have
good as well as bad bits. Being
able to recognise their positive
points makes compromise
(and getting what you need)
far more likely and raises
personal self-esteem.
Social skills: Controlling
conversations positively,
knowing how to humour,
cajole and give compliments
appropriately are vital life skills.
Demonstrating to pupils how
to do this to make the world a
nicer place is one of the most
important things you will ever
achieve as a teacher.
Dr Emily Lovegrove
by email
l Details of my approach are
given in my book, Help! I’m Being
Bullied, published by Accent Press
(ISBN 9781905170340).
46
The Teacher / November 07

This problem was spotted by
Anne Mallach in the NUT
London East office. With a year
to go until my pension, I was
sure I had enough time to apply.
However, I had not envisaged
11 months of problems with
my local authority.
After the frustration and
stress of countless letters,
messages and telephone calls,
it was Anne who managed to
move matters forward, and my
pay uplift was awarded. At last,
my pension could be correctly
calculated.
So my message to all supply
teachers is, prepare for your
pension in good time and enlist
the invaluable help of the NUT.
Christina Garrett
Bromley, Kent
Primarily great ideas
I have just read the article in
the Teacher to Teacher
primary supplement (Autumn
2007) about pupil-to-pupil peer
coaching. It sounds fascinating
and I’m looking forward to
receiving a copy of your
publication on this subject.
Please continue with the
primary supplement – I got
some great ideas!
Chris Evans
London
l Editor’s note: this year’s primary,
secondary and special schools
Teacher to Teacher supplements
can still be downloaded free from
the NUT website. Visit:
www.teachers.org.uk/story.
php?id=4088 and click on the
appropriate link.
Manners matter
Many teachers doing supply
in schools will have agreed with
Chris Jones (Your letters,
September/October). I deliver
stress prevention workshops in
schools and do occasional
supply cover, and listen to
comments in the staffrooms.
These angels who take over a
class at very short notice are
often ignored.
But being ignored is better
“Before we went equal opps mad at least we
didn’t waste time inviting applications for jobs
that were not available.”
Gillian Goddard
than some of the behaviour
I've encountered. I have often
had the attention of a class,
only to be interrupted by an
adult storming in, withdrawing
a child, switching lights on or,
worse, talking over my head to
the whole class.
If we want children to have
manners, then adults in schools
need to show the way.
A Cartmell
by email
Pensioners’ playtime
I have recently created two
petitions on the government
website asking for free rail
travel for all residents over-65.
Readers may like to sign them.
The first, about making only
bus travel free, is at:
http://petitions.pm.gov.uk/
RailBusParityUK.
The second, asking for free
travel, is at http://petitions.
pm.gov.uk/FreeSeniorsRail.
Bob Lee
West Wiltshire Rail Users’ Group
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 May/June edition
should reach us no later than
Friday 20 April.
Please note that we cannot
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(or NUT membership number),
although we can withhold
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Ring 0845 300 1666, visit www.teachers.org.uk and click
‘Update Your Membership’, or write to Records and
Subscription Services, NUT, Hamilton House, Mabledon Place,
London WC1H 9BD.
Please let the union know if you:
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supply, full-time or part-time teacher)
• are about to change to reduced subscription membership
(maternity leave, retired/left profession membership)
• are appointed to a new post such as deputy head, headteacher,
or Emtag teacher.
Need help or advice?
If you’ve got a problem at work, or want to know more
about NUT services, contact:
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• your local association, or
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The Teacher on Tape is free on cassette for the
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NUT regional and Wales offices
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T: 01638 555 300.
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Haywards Heath RH16 4EA.
T: 01444 452 073
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1 Lower Ave, Heavitree,
Exeter EX1 2PR.
T: 01392 258 028
E: south.west@nut.org.uk
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T: 020 8846 0600.
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T: 020 8477 1234
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T: 029 2049 1818
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November 07 / The Teacher
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November 07 / The Teacher
pitponies.indd 1 6/10/05 09:41:07
49

BACKBEAT
Time to
think
about
Planting
song
the seeds
of
drink
‘Our young
people grow up
in a society
saturated with
positive alcohol
imagery.’
Patrick Rowe
Young people today are drinking more alcohol, and
at a younger age, than ever before. Schools,
parents, the government and the drinks industry
all have a part to play in tackling the problem, says
Srabani Sen, chief executive of Alcohol Concern.
Politically, things seem to
be moving on underage
alcohol consumption.
Last autumn campaigners
working in the area received a
major boost when the Advisory
Council on the Misuse of
Drugs made a case for raising
the price of drink to make it
less affordable to youngsters,
and to re-examine current laws
on advertising. In n June, une, the
national alcohol strategy cited
underage drinking as a priority.
Then at the Labour conference,
Gordon Brown spoke of the
need to crack down on
licensees who persistently sell
drink to children.
Why all the fuss? Those
who drink are beginning earlier
and drinking more – double
the amount drunk by their
predecessors in the early
nineties. This can mean poor
school performance, risky
sexual behaviour, vulnerability
to attack, and other
consequences.
Everyone agrees that
tackling alcohol misuse is
complicated. Parents need to
discuss their own drinking in
front of their children. We
know that parental attitudes
and behaviour towards alcohol
are crucial in shaping their
child’s understanding.
Schools too have a role to
play. Good alcohol education,
delivered through science and
PSHE, should help pupils think
critically about the influences
encouraging them to drink in
the first place, and to develop
the skills needed to make
healthy decisions. But this is
not enough.
The government’s recent
Know Your Limits campaign
cost £3.77m. Compare this
with the hundreds of millions
spent on alcohol advertising.
Our young people grow up
in a society saturated with
positive alcohol imagery
and where drink is available
– cheaply. For Alcohol
Concern, there are three
key issues: advertising,
price and availability.
Many young people see
alcohol as an important part of
the transition to adulthood.
Adolescence is about testing
limits and experimenting with
identities. We know young
people can be particularly
susceptible to the messages of
drinks advertisements.
Alcohol Concern recently
commissioned research into
children's exposure to drinks
advertising. Two findings
stand out. Alcohol advertising
is twice as prevalent on
television before the watershed
as after. And inexplicably, their
incidence also rises significantly
between 3pm and 5pm, when
many young people are just
home from school.
Though Ofcom and the
Advertising Standards
Authority, under pressure from
the government, tightened the
rules on content some years
ago, they refuse to consider
the question of scheduling.
The result is policies that
permit drinks advertising
alongside popular family
programmes. It is time for the
regulators to revisit the issue.
Alcohol is 65 per cent more
affordable than it was in 1980.
Young people can buy
substantial quantities of it.
Much has been made of EU
competition laws which, the
drinks industry argues, make it
impossible to discuss the
voluntary raising of prices. Yet,
there is a perfectly legal
alternative. Significant tax rises
would disproportionately
impact on young people’s
ability to purchase alcohol.
We continue to urge the
industry to stop selling alcohol
to children. Figures from the
Alcohol Misuse Enforcement
Campaign show that nearly
one in three minors taking part
in trading standards operations
were able to buy alcohol in
bars and pubs, and one in five
in off licenses. Despite pressure
from a succession of Home
Office ministers, this continues
to be a problem.
Alcohol misuse among the
young continues to rise. The
government recognises that
something needs to be done. It
is vital, though, that policy be
grounded in an open debate
about solutions. Nothing
should be taboo.
50
The Teacher / November 07

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323