Category Archives: Leadership

Check Out Bloomsbury Education’s YouTube!

The Bloomsbury Education YouTube channel has TONS of brilliant videos to get stuck into; from five top tips for surviving in teaching to dramatic readings of poetry, animated trailers for up-and-coming fiction to suggestions on how to incorporate more kindness in the classroom.

Here’s a quick run-through of all the exciting videos on offer:

Bloomsbury Young Readers

Meet the characters, authors and illustrators behind the Bloomsbury Young Reader series, our book-banded stories for children aged 5-7. There will be pirate ships, there will be canine birthday parties, but most importantly, there will be some children flying into space!

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Happiness and Wellbeing in the Primary Classroom

Adrian Bethune, the author behind Wellbeing in the Primary Classroom, brings you a series of videos on how to create happiness, stillness and positivity in the hive of chaos that is a primary classroom! From tips for teaching kindness to writing your ‘what went wells’ at the end of each week, Adrian is awash with ideas on how to foster happy and healthy children!

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Meet Daniel Sobel

Who’s Daniel Sobel, you may wonder. Well, wonder no more. The inspiring author behind Narrowing the Attainment Gap and Leading on Pastoral Care describes his wonderful work on inclusion and how you can apply his ideas to your school.

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Andrew Brodie Apps

We have a have a terrific range of apps for primary learners, written and designed by the legend himself, Andrew Brodie (full range here). These confidence-boosting apps for home and school cover telling the time, spelling, times tables and mental maths, and are a brilliant way of prepping students for SATS. Want to know more? Here’s a video to show you…

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Teacher Toolkit

Want to hear from the UK’s leading education blogger? We’ve got you covered. Ross Morrison McGill, aka Teacher Toolkit, shares tips, tricks and techniques from his bestselling book, Mark. Plan. Teach.!

Ross

Poetry from Joshua Seigal

He’s hilarious, he’s insightful, he’s brilliant…

Joshua Seigal is the mastermind poet behind Little Lemur Laughing, I Don’t Like Poetry and I Bet I Can Make You Laugh, and here he is reading a variety of poems. From Addicted to Chicken to Love Letter to a Lychee, there’s nothing quite like them!

Josh Seigal

Make Your School an Excellent One

Rob Carpenter, author of A Manifesto for Excellence, has created a series of videos on how to make your school bloomin’ excellent. From creating an aspirational school environment to the importance of mindfulness and wellbeing, there are a plethora of great takeaways to enhance your teaching and inspire your pupils.

Rob Carpenter

Philosophy: 40 Lessons to Get Children Thinking

Fancy a whole lesson at your fingertips, FOR FREE?! Esteemed founder and CEO of The Philosophy Foundation and author of 40 Lessons to Get Children Thinking and The If Machine, Peter Worley presents a 44-minute video where he undertakes a sentence activity with a primary class, encouraging the children to think about meaning, structure and relationships.

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How to Survive in Teaching

How does one survive in teaching amidst the long hours, endless paperwork, demoralising colleagues, stress and anxiety? Ask Dr Emma Kell, author of How to Survive in Teaching and general unwavering optimist, who will teach you how to survive, nay, THRIVE, in this brilliant profession.

Emma Kell

Let’s Perform!

Loosen those limbs and begin those warm-up exercises, it’s time to get dramatic! Watch Cath Howe’s collection of original monologues, duologues and poetry in action, performed by the shining stars of Fern Hill Primary School!

Let's Perform

Head over to our YouTube channel to browse!

How to Increase Poor Behaviour in Schools

Oversized classes

Clear research has shown that the ability of the teacher to teach reduces in relationship to the increase in the size of the class. This of course is an obvious correlation. Indeed, it has been suggested that teacher’s effectiveness increases rapidly as the class sizes go below 20.

Questions to ask are how then do teachers in schools with high pp percentages manage to both control and teach large classes? Particularly considering the increase in the numbers of children with SEMH. The evidence for this may be seen in the significant increase in exclusions in primary schools.

Reduced support services

Over the last 10 years there has been a significant drop in the support services available to schools in relation to children with SEMH.

  1. The increased cost of advice from the schools’ psychological service, coming out of an already squeezed school budget
  2. The admitted failure of both PCAMHS and CAMHS to respond significantly to school’s need for advice with more severe SEMH children, and the lack of long-term commitment to those pupils
  3. The reduction of teacher outreach services (BSS) for teachers and schools struggling with the more profound cases of mental instability and behavioural dysfunction
  4. Lack of quality social support services for schools struggling to manage severe pastoral problems
  5. The inconsistency of the hub system, often creating more problems than they solve

Inadequate analysis of behaviour

  1. Lack of appropriate tools for objective measurement of behaviour patterns of children and groups
  2. Lack of clear and reliable record keeping of incidents

Ineffective Insets on behaviour management

  1. Lack of available knowledge in the school to enable differentiation of presenting behavioural symptoms displayed in the school setting
  2. The virtual absence of appropriate targeted in-service training, on the management of children and carers presenting significant mental health problems.

Inadequate curriculum content

With a narrowed curriculum driven by league tables etc., schools now reduce the amount of time given to the more creative subjects. As a consequence, the more difficult children miss out on areas they may be more competent in, compared with more academic subjects, resulting in poor academic self-image. Research shows clearly that this poor academic self-image correlates strongly with poor pupil behaviour.

Insufficient differentiation

  1. With increased class sizes, differentiation is more complex and as SEMH pupils are often below average, they rarely succeed in the more academic subjects
  2. Differentiation can sometimes mean differentiation by outcome; creating a sense of failure reinforcing poor academic self-image

Insensitivity to pupils’ social dynamics

  1. Because of their behaviour, SEMH children are more likely to be isolated, or form dysfunctional negative groupings. As a consequence, their lack of inclusion causes significant difficulties for the teacher to manage
  2. Paradoxically, outside the classroom, these children have a very high self-image, but when that is exposed to the learning environment the pupil is conflicted, which challenges their self-image and consequently creates significant difficulties

Inconsistent behaviour management in school

  1. If there is inconsistency in adult’s responses to both good and bad behaviour, these sensitive fragile children are confused and consequently their behaviour becomes erratic.
  2. This is particularly evident in areas of free association and movement around the school where rules of conduct are not consistently applied by all managing adults.
  3. Research has shown that clear leadership built on sound and clear ownership by all staff regarding behaviour management significantly reduces behaviour problems.

In this field, so often the child is defined as the problem. However, this may not always be the case. Schools and individual teachers should constantly reassess the success or otherwise of their performance and strategies. Always keep in mind that the school experience of these very unfortunate children may be in sharp contrast to their environment out of school.

I would warn against punitive methods, because only through consistent co-ordinated positive reinforcement will many of these kids see the light of approval, giving them an opportunity to re-assess their own value, and take ownership of their own behaviour.

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Roy Howarth started his teaching career in London working in comprehensive education, remand homes and a 50-bed school for profoundly disturbed adolescents. He was then Headteacher at Northern House Special School in Oxford for over 20 years and now works in primary schools as a general advisor on both class management and behaviour management plans for individual pupils.

For 100 strategies to improve behaviour, Roy’s new book 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties is out now!

 

 

 

The Power of Telling Our Stories

I was thirty-eight years old when I first visited San Francisco.

Walking against the evening rush-hour we came to rest at a bookstore; my partner Mike submerged himself in historical texts, but my gaze was caught by an untidy pile marked ‘young readers.’

I uncovered a book cover featuring two men seated in a wooden boat; a young boy pictured in front of them feeding two white water birds; the cover read ‘Daddy’s Roommate-written and illustrated by Michael Willhoite.’

Intrigued I began to read…about a boy living between his mother and his father separately. Father had a new roommate (Frank) and together they undertook regular activities: working, sleeping, eating and occasionally having disagreements. Father and Frank took the boy to the beach, zoo and baseball. Later in the book, the boy asked Mother about Father and Frank; Mother explained that they were ‘gay’- simply another form of love. The book ended with the boy’s acknowledgement that since all of his parents were happy, he was happy too.

My tears came suddenly and relentlessly; fortunately Mike spotted it.

‘Are you ok?’ he enquired.

‘I’m thirty-eight years old and for the first time in my life I have read a book that, had I read it as a child, it might have made me feel like I belonged in this world’. I blubbed messily.

At primary school, despite knowing that I fancied Benny (not Frida) from the pop group Abba and Sean Connery (not Ursula Andress) in the film ‘Dr No’, I (like many others), was provided with not a single book at school or at home that helped me understand identity.

My transit through state education was punctuated with homophobia, bullying and beatings, so sustained and overwhelming that my story very nearly ended at the age of seventeen.

Diverse human children must experience diverse stories and role models to feel welcomed, validated, celebrated and natural, yet it took thirty-eight years to see my own experience of life on Earth reflected in any children’s books.

May 17th is the International Day Against Homophobia, Biphobia and Transphobia, an opportunity to explore identities histories, experiences and suffering of those who identify as LBGT+ and to stand as allies in the ongoing struggle against hate.

Ten years of facilitating LGBT+ inclusion in schools has shown me that prejudice-related bullying can be targeted at anyone who is perceived as ‘different’. We are all naturally diverse and therefore all potential targets.

In 2009 my primary school uncovered (via pupil data) that 75% of our children were experiencing bullying related to LGBT+ identities, whether or not they identified as LGBT+.

As a school leader I had a simple choice; ignore the data and be negligent or be pro-active.

9781472961501.jpgUnable to source relevant training at primary level I devised an LGBT+ inclusion teacher training programme, delivering it to over one hundred staff. I also sourced books for our classrooms about diverse identities, including ‘Daddy’s Roommate’ the very same book that had once moved me to tears.

 

Shaun Dellenty is an independent education trainer and inspirational keynote speaker who has been working to positively prevent LGBT+ and identity-based prejudice in the UK education system since 2009. His debut book, Celebrating Difference, publishes on 30th May.

My Journey to Writing a Book

I am extremely excited and proud to announce that my first ever book, Wellbeing In The Primary Classroom – A Practical Guide To Teaching Happiness was published on Thursday 6th September, 2018. A dream had finally come true! Except, the reality was that I hadn’t ever really dreamed about writing a book. Ok, so I had thought about it in the past now and then but a dream? No, not really. So, for all you budding writers out there (ones that are dreaming about it and ones that aren’t even aware you will actually write a book one day), here’s how I wrote a book about teaching happiness to children:

  • My ‘quarter-life crisis’

In my late 20s, I experienced a period of acute anxiety which led to a period of depression. Up until that point, I had always been quite a positive and happy-go-lucky type of guy. This was easily one of the most difficult periods of my life but I learned something very important – nothing matters more than your physical and mental health.

  • Researched what happiness isBlog 1

As a result of my ‘quarter-life crisis’, I began to research the causes of anxiety and depression in order to make sense of what had happened to me. In doing so, I also learned about the key factors that contribute to good mental health (regular exercise, good diet, strong personal relationships, a strong sense of purpose, and meditation all help) and began to make changes to my life.

  • Started to practice happiness

The Dalai Lama once said, “Happiness is not something ready-made – it comes from your own actions.” And he’s right. Leading a happy or happier life takes action and effort. Just knowing what contributes to wellbeing doesn’t make you feel any better. So, I signed up to mindfulness courses, I took up weekly sports again, I made space for spending quality time with friends and family and I started journaling. I talked the talk, and I started to walk the walk.

  • Volunteered

A key thing that came up in my research about happiness was that happy tend to volunteer and help others. So, I signed up to become a mentor to a 9-year-old boy at risk of being kicked out of school through the charity, Chance UK. I also took up the offer of a teacher friend who was looking for a governor for the school she taught in. Both of these experiences gave my life a lot more meaning and purpose and had such a profound impact on me that I decided to retrain as a primary school teacher.

  • Realised our education system is broken

Schools are generally not set up to focus on the happiness and wellbeing of their pupils as a primary concern. I learned this through mentoring (the boy I mentored had a school that showed little interest in helping him fit in there) and through my first year as a primary teacher. With such a relentless focus on academic attainment, and the need for children to make rapid progress, children’s emotional concerns are often ignored in favour of the mighty god, ‘Data’!

  • Started to take positive action

Fed up with ‘the system’, I started to make changes to my classroom to integrate some of the things I was using to support my mental health and happiness. I introduced a morning meditation practice, we started exercising daily and I taught my class mini neuroscience lessons about how their brains learn and how ‘happy hormones’ affect their mood. Despite working in a challenging inner-London school, the behaviour of my class improved, their grades went up and they enjoyed being in school more.

  • Learned more and spread the message

I became a passionate advocate for ‘teaching happiness and wellbeing’. I completed more courses in positive psychology, I read more books about neuroscience and Blog 2happiness, and I attended conferences and talks about the science of wellbeing. Every time I learned something new, I’d make subtle tweaks to what I was doing in class. Other teachers in my school noticed the positive impact it was having on my class, so my headteacher gave me staff meeting time to share the research and ideas with my colleagues and also with parents. A charity called Action for Happiness heard about the work I was doing in schools and invited me to speak at one of their events. It happened to be an event where their patron, The Dalai Lama, was also speaking. It was definitely one of the proudest moments of my career, especially because three former pupils spoke on stage in front of the 2,500 capacity audience!

  • Planned to write a book

In all of this research I was doing, I couldn’t find any books that focused on teaching happiness and wellbeing in primary schools. At the Dalai Lama event in September 2015,Blog 3I promised a fellow speaker that I would write a book about teaching happiness to children. It wasn’t until World Book Day, March 2016, as my class were writing stories to go with their comic strip drawings, I took the template they were using and sketched out the chapter plan for my book.

  • Wrote a book about teaching happiness to children

I then did what most people do which is procrastinate. I filed the book plan away somewhere and forgot all about it. Around November 2016, I rediscovered and thought to myself, ‘Sod it, why not?’ and I began writing the introduction. I then wrote two more chapters and got my wife to read them. My wife is a fantastic writer. She has a Masters in English. I was extremely nervous about what she would think. ‘I love it! It’s brilliant!’ was her only feedback. Having a cheerleader when you write is very helpful!

  • Published a book about teaching happiness to children

It took a chance conversation with my best friend at Christmas, 2016. I told him I’d started to write a book and that I might approach Bloomsbury. ‘I know someone that works there!’ he replied and before I could procrastinate for another six months, he’d emailed his friend, told her about my book and that was it. His friend at Bloomsbury asked for a paragraph summary. She forwarded it to the commissioning editor who liked my idea and asked me to fill in their book proposal form. It got approved and then sent out for review (to see if teachers would actually buy it) and it passed that test, and then it went to the editorial board meeting. Blog 4In April 2017, I signed a contract to write my book about teaching happiness to children. I submitted the finished book December 2017, a few rounds of edits in early 2018 and then my editor, Hannah, (pictured with me above) handed me my first printed copied in July 2018.

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If I can do it…

So, that’s how I wrote a book about teaching happiness to children! There’s nothing special about me as a writer. Yes, I enjoy writing. Yes, I have an English degree so reading and writing was a big part of my higher education but, ultimately, I’m just a primary school teacher with a passion for teaching children how to look after themselves and each other.

If you’d like to be a writer too, my advice is: you need passion, a plan, and some luck.

 

Adrian Bethune‘s debut book, Wellbeing in the Primary Classroom, is out now.

How to be an Outstanding Nursery Leader

Being a successful leader takes time and commitment. Leaders need to learn the ropes and be on top of their game in order to motivate and inspire their team. But being a successful nursery leader brings with it a whole host of different challenges.

As a nursery leader you are not just leading a team, you are leading a team who is responsible for helping to bring up our next generation and you only have one shot at it so you have to get it right!

Leadership isn’t something that comes naturally to everyone. I know, because I have spent years trying to perfect it and can honestly say I am still learning.  Just as I think I have the ‘perfect’ team, someone goes on maternity leave and I have to go back to the drawing board again!  Just as my team have got to grips with one set of Standards, Ofsted, in their infinite wisdom, decide to update them and, just as we have settled the most introverted child into the toddler room, his parents announce they are moving out of the area!

Challenges occur daily and the nursery leader must rise to these challenges and perfect the impossible to ensure the smooth running of the setting.

The outstanding nursery leader will need to wear many hats throughout the course of the day as I have explained in my book How To Be An Outstanding Nursery Leader.

  • Role model
  • Mediator
  • Counselor
  • Teacher
  • Friend
  • Boss

Knowing when to wear each hat can be a challenge in itself.  You might find yourself wanting to play the role of friend when a member of staff telephones in tears to say she will be late in for the third time this week because she has slept in and, despite her obvious despair, you know you need to put on your boss hat and tell her to get her act together and buy an alarm clock like everyone else!  Sometimes a nursery manager has to say things that staff don’t want to hear and it won’t make you popular. However it will, if done correctly, gain you respect.

Respect, well what can I say?  A small word with huge definition! Respect has to be learned, it cannot be commanded. However, earning respect takes time and patience.  You will need to prove yourself to your team; you will need to give them confidence in your abilities and show them that you are in it for the long haul. Your commitment, drive, passion and enthusiasm must be apparent all day every day and, when staff are feeling demotivated and downhearted, you will be the one to bring them back to life!

But being a manager isn’t all about long hours, enormous pressure, worry and the constant fear of an Ofsted inspection, there are some good points as well.  What are these I hear you ask? Well there is pride when your team gets the outstanding recognition from Ofsted that you’ve all been working so hard for.  There is camaraderie – the mutual trust and friendship brought about by a team that spends a lot of time together and supporting each other. There is passion for the job well done and most importantly, there is the love in every little face that looks to you for reassurance and support – staff and children alike!!

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Having spent such a long time in the early years sector, I am now finding myself enrolling the children of the children I used to care for decades ago and, although this makes me feel very old, it also makes me feel enormously lucky to have been such a valued part of each child’s family that has crossed my path and for that I can place no value, it has simply been and continues to be an enormous pleasure.  This is a not a privilege afforded to many!

 

Allison Lee owns three day nurseries and a training centre, and her latest book, How to be an Outstanding Nursery Leader, is out now.

You’re Not Alone

If I had to summarise my book, How to Survive in Teaching Without Imploding, Exploding or Walking Away, it would be with these three words: “you’re not alone”. Whether you’re nearing retirement after three or more decades or are a few years in and ready for a change of context; whether you’re a leader working to balance teaching with leadership or a parent negotiating the tricky landscape of parenting and teaching: you’re not alone.

Representing the voices of almost 4,000 teachers, trainees, former teachers and educational professionals, How to Survive provided both a comfort blanket and a source of nightmares during my year of writing. From it, I can promise that you’re not alone if you have:

  • Collapsed into giggles at the umpteenth filthy Shakespeare joke and been openly disapproved of by teenagers.
  • Sobbed in the store cupboard after your showcase lesson went to pot.
  • Spent ten extra minutes in a toilet cubicle during the school day just to enjoy some SILENCE.
  • Walked away from the job but never for a moment stopped loving working with children in the classroom.
  • Been surprised to the point of tears by a touching goodbye card from a student whose life you never imagined you’d touch.
  • Evacuated the classroom due to an unwelcome rodent visitor.
  • Evacuated the classroom due to toxic flatulence from a student.
  • Progressed from wild excitement at being offered a job to crippling depression when it wasn’t what you’d hoped it would be.
  • Taken five years out of teaching and decided to give it another go – and love it now.
  • Thrown caution to the wind and sung and danced in appalling glory on the school stage.
  • Just reached your half-century and want to give teaching a go for the first time.
  • Used the words: ‘I see more of you than my own family!’ to your students in exasperation and exhaustion.
  • Mourned as a community the death of a student or former student.
  • Been turned down for an interview for a job you knew and felt was yours, and your professional purpose twisted on its axis.
  • Then stood up and brushed yourself off and embraced new teaching opportunities.
  • Taken students outside London and watched them swim in the sea for the first time.
  • Hugged a teacher at the news they’re pregnant and hugged another after the loss of their baby… in the same week.
  • Never got tired of ‘Vater’ and ‘Grossvater’.
  • Trailed toilet paper along the corridor; worn your dress inside out; pulled out a tampon instead of a board pen; overslept and driven at law-breaking speeds; set yourself alight; hurled yourself into the middle of a fight; forgotten to check the French film before showing it to Year 9…

You’re definitely not alone in these.

You’re also not alone in the following situations either. But they can make teaching feel like the loneliest job in the world:

  • If you’ve been forced to enact policies and procedures which defy your very reason for being in the job.
  • If you’ve lost weight dramatically or turned to anti-depressants and alcohol.
  • If you’ve broken down, physically and emotionally and had to step away for weeks or months at a time.
  • If you’ve been handed a cardboard box, signed a document which says you’ll never discuss what’s happened, and left your school forever in the middle of a working week – without a chance to say goodbye.
  • If you’ve sobbed in front of a class because you just can’t cope.
  • If, after 20 years service, you’ve been told you’re being made redundant and that the pay you’ll get is dependent on you keeping silent about the process.
  • If your family and friends tell you you’ve lost your passion for the job (and indeed life), and you’re too stubborn to admit it.
  • If you’re suspended from work for weeks at a time after an allegation from a student that nobody will discuss with you.
  • If you’ve been forced to go through a miscarriage at work because your boss refused you time off.
  • If you’ve lost your Mum and the only call you get from school is from HR to check you’re off work for valid reasons.

Our job can feel like the best job in the world. It can also feel like the worst.

Four more words? “There is always hope.” So many of the teachers who were kind and generous and brave enough to share their stories are now flourishing. Some have walked away for reasons that are entirely valid and make me steam with fury. Others have stayed on and excelled. Others still have changed schools. I can tell you from my own experience that changing context can feel a lot like a change of career.

I’m proud to call myself a writer, but I’m even prouder to call myself a teacher. I’m still teaching full time. I’m still experiencing the giggles and the moments of blind stress and the exhaustion that has me sleeping like a teenager at weekends. I’m walking (or stumbling, or racing) the walk with the rest of us. And it’s worth every moment.

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Above all of those, I’m a wife and a mother, and I want the best teachers for my own children. If you’re considering teaching and you love working with young people and are prepared for a steep learning curve, go for it! If you’ve left and are considering coming back, trust me when I say there are good places and good people out there.

If young people represent one thing, it is fresh starts, optimism and determination. And hope. Where there are children, there is hope.

 

Dr Emma Kell’s book How to Survive in Teaching is out now! Follow Emma on Twitter: @thosethatcan.

 

The Liberation of Learning

We all have a view about what education should be like – and we know what it looks like in reality. In the currently dominant model of education, the focus is on learning prescribed syllabus content, determined by what can be easily assessed by written examination, namely, factual recall, divorced from much consideration of relevance or interest and driven by a remorseless concern for successful examination results. The watchwords of traditional education are rigour, knowledge, examined assessment and opposition to student control over the learning process.

This is, of course, not the only way to think about education. By way of contrast, the educational progressive favours independent learning, arguing with Dewey that the centre of gravity must be nearer the child: their interests, concerns and questions matter when we are determining what is to be learned. Progressivism draws on simple but often neglected insights into the learning process, such that students learn better if they are interested in what they are studying, are able to make significant choices about the learning process and the form in which they exhibit their knowledge, and have time to develop a deep understanding rather than simply memorising facts for short term recall.

Progressive education embraces the realms of the unknown, the imaginative, the evaluative and the creative. Learning is connected much more directly to life itself. It is an active process of inquiry and exploration, involving the individual construction of meaning within the domains of study. Skillful exploration of such domains is often not susceptible to assessment by means of a written examination, not least because the choice of question lies with the student. It can however be assessed, and rigorously so, by means of extended projects, a form of assessment which is for many purposes more valid than an examination, not least because students have many skills other than those which lead to success in short, sharp written tests.

Amongst these polarized views of education, where should we stand? For some years now, I have believed that we need a new movement of educational liberation. The processes of teaching and learning have been shackled by an approach which values only what can be measured and which sees only examinations as a valid form of assessment. Education, which should be about the examination of life, is reduced to a life of examination. As for teaching, since the goal is to succeed in the next round of tests, the dominant method is that of direct instruction. ‘Tell us what we need to know’, the student insists, taking for granted that the ‘need to know’ is determined by what is on the test, and that the best way of learning is for the teacher to provide the ‘right answers’ (meaning, once again, those to be written in the exam).

The effect of this process of the reduction of education to test preparation is to lock education into a matrix which is stifling, uninspiring, ineffectual (much of what is learned for tests is thereafter forgotten), psychologically damaging, pedagogically shallow, economically misguided (for the workplace needs creative critical thinkers, not well-trained sheep) and destructive of the roots of liberal democracy.

Despite the ubiquity of this scheme, it is not difficult to describe a better alternative, and some of us have dedicated much of our professional lives to building it. My book, Bloomsbury CPD Library: Independent Learning, offers a practical guide to independent learning, representing the fruits of a quest to find a new way ahead, whilst recognising the inevitable need, as things stand, to work within a framework where a traditional conception of the curriculum remains dominant.

What is manifestly the case is that we need more radical measures to find a way ahead and to give progressive educational methods space to feed into the educational mix. In my book, I review some of the research evidence which shows clearly that the best education combines the core insight of a traditional approach (some things need to be taught directly) with the insight of progressivism (deep learning begins with the learner’s own questions). We need what I would call ‘directed independence’: a process in which we teach students the skills and knowledge they need in order to be able to go on to learn for themselves.

This approach requires space and time for open discussion and debate in the classroom and for students to be able to work on extended projects of their own choosing. In my experience, and the experience of many teachers, it is when we give students freedom to choose and think for themselves, within a carefully structured learning environment, that they do their very best work. Currently, though, this type of rich, deep learning is confined to small pockets and the margins of the syllabus. It should be at the heart.

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Dr John Taylor is Assistant Head (Director of Learning, Teaching and Innovation) at Cranleigh School and is responsible for the development of independent learning across the three schools in the Cranleigh Foundation.

Bloomsbury CPD Library: Independent Learning is out now.

 

June O’Sullivan’s Top Tips for Successful Leadership

Honesty and Integrity…Confidence…Inspiration…Commitment…Passion… Communication…Decision Making Capabilities… Accountability… Delegation and Empowerment…Vision…Courage…Passion…Emotional Intelligence… Resilience… Persuasion…Curiosity…

Leadership is constantly in the news. Mostly for the wrong reasons as we see example after example of weak leadership. Weak leadership is dangerous; it causes businesses to fail, organisations to collapse and for those working with children— especially poor children— it leads to failing education standards. But hey, it’s easy to criticize from the safety of an armchair. The reality is that leadership’s tough.

I have enduring admiration for good leaders, that’s because I spend my entire working hours trying to be one. Like most leaders, I have a lasting vision.  Mine was to create the best social enterprise childcare model where all children, especially those from disadvantaged backgrounds, could thrive and succeed. I think it’s wrong that children from poorer families can’t easily access great childcare, especially when so much research demonstrates the correlation between good leadership in nurseries and schools and good outcomes for children.

Of course, a leader with a vision needs a team of people to support that vision. Great leaders make great nurseries and I am blessed with a team of staff and nursery managers who similarly believe in providing the best childcare. They want to make a difference and do something great every day, which is a continual challenge.

Let’s look at a day in the life of a nursery manager. Wake up to a text from two staff from the early shift telling you they both have diarrhoea and vomiting. Rush to the nursery so you can recruit an agency staff member to remain in ratio. Redeploy the team so that babies are not disrupted by the change of staff. At 8am, busy working parents arrive. One mum’s upset because of a difficulty at home and wants to talk, another has an issue with the fees. A child slips up and hurts his head. Two staff members need to reflect on their attitude to each other. The student tells you that her tutor has announced she is visiting later and she forgot to tell you. This is all before you’ve had a cup of tea.

You end the day with a staff meeting where you want to help the team reflect on the quality of their teaching. You’ve been observing and think they could differentiate and extend more. You’re keen to develop a new piece of action research because you want to measure the benefit of playing music during the day.

How do you manage all this with calm and confidence? I designed a model that summaries all the areas Early Years leaders need to be able to juggle.  It’s quite an ask given that nursery managers are often undervalued and their abilities underrated by the public.

June Blog Diagram

Most leaders are not superheroes, just ordinary people doing extraordinary things because of their great commitment. High management goes hand-in-hand with tremendous responsibility and power which needs to be respected and wielded with care and thoughtfulness. Good leaders buzz with emotional intelligence; they can read people in order to respond with sensitivity and humanity. They care about their staff, which includes having those frank conversations to pull staff into line. Performance management can be considered negative but it’s the framework that gives staff members clarity and a manageable set of expectations that help them recognize, articulate and ultimately achieve their next step.

Leaders need to get things done. I love the completer finisher staff who like to see things through within that SMART target. It’s marvellous to see change occur, no matter how small, like a new display or a whole refresh of the baby room. The joy’s in the sharing, praising, celebrating and evaluating what has been achieved. Even if it’s a fish supper at the Staff Meeting. The progress should always be documented, whether it’s face-to-face with parents, posted on Facebook, written in a newsletter or uploaded to YouTube.

Here are my top ten traits of strong leadership (in no particular order):

  Strong Leadership Consequences of Weak Leadership
1 Visionary with a sense of purpose and ambition You are lost and out of your depth and the business will fail
2 Credible and knowledgeable (a pedagogical leader) Nobody respects you and you will lose in the marketplace
3 Committed and passionate, caring for the staff and purpose Staff will neither follow you nor show loyalty
4 Brave and risk-taking Cowardliness leads to an unwillingness to face problems and a lack of innovation
5 Curious; keen to learn and support others to learn Disinterested staff and poor retention and loyalty. Risks business profitability and success
6 Persuasive, challenging and motivating Unconvincing so staff won’t follow
7 Great communicator Risk of poor organisation culture and brand damage
8 Decisive Doddering about so lack of trust and direction
9 Humble and humane Arrogant and unpopular so no leeway when things go awry
10 Emotionally intelligent; understanding yourself and your motivations Detached and distant so performance and retention likely to be poor

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In my book Successful Leadership in the Early Years, I developed a  practical questionnaire to assess the quality of individual leadership. It might be worth having a look and completing it alone or with staff to review your leadership.

 

June O’Sullivan MBE is chief executive of the London Early Years Foundation and a regular media commentator. Her upcoming books 50 Fantastic Ideas for Nursery Gardens and 50 Fantastic Ideas for Engaging Dads will be out in July and September this year.

 

Riding the Storm

James Hilton, author of Leading from the Edge: A School Leader’s Guide to Recognising and Overcoming Stress, reminds us that it’s important to switch off from work over the school holidays:

In the run up to Sports Relief, I have been following the trials of a number of celebrities, including ‘The One Show’s Alex Jones and Formula One’s Suzie Perry taking part in BBC’s ‘Hell on the High Seas’.

Tasked with sailing a 65- foot yacht around some of the trickiest waters in the UK, they had a clear route and plan in mind. However, forces beyond their control came into play, in the shape of predicted gale force winds. This, combined with sleep deprivation, severely affected the celebs, but they finally emerged victorious raising around a million pounds for some very worthy causes.

Working in education, external forces frequently knock us off, what we know to be the best course. The ability to deal with stress often lies in a sense of feeling in control. The difficulty is that, so many of our targets in our professional lives are dictated to us. The solution? To try and regain some control by setting our own personal targets – regaining some mastery of our own destiny.

So with Easter nearly upon us, two important things for one of the most dedicated and hard-working professions in the world.

Firstly, the ability to switch off from work is crucial to staying resilient. Some of us find it easier to relax than others. If you find it hard, then work on distracting your mind instead.

Secondly, set yourself a personal target that you are in control of. Read that book that you have been meaning to get round to, see that film, join an evening class.

Teaching is one of a few professions where you can always do more but this Easter – try and relax and set your own targets and you will feel so much better – I promise you.

Ride the storm – never let it engulf you!

9781472917348 Leading from the Edge