A time to vote: a time for action
As we near the deadline for ballot papers to be returned, I would like to thank all those who have actively supported me through letters, meetings, phone calls and encouragement.
Being the ASCL Council’s ‘nominated candidate’ is a double-edged sword. On the one hand, I am flattered to be selected from a competitive field, and reassured that my skills have been assessed by a professional recruitment firm as well as a panel of serving and representative school leaders. On the other hand, some have sought to paint me as the establishment figure, seeking to preserve the status quo. In fact, I have been clear throughout that there is a huge amount of work to do and no room for complacency at all. My meetings with ASCL members over the last few weeks have reinforced the urgency of the task.
The most frequent challenge expressed to me in these meetings was funding — the National Funding Formula is underfunded, and the NFF consultation is silent on 2017; on 16–18 funding; on the £3bn gap between income and costs; and on the £600m cut to the Education Support Grant. As I stated in my article published by the TES, many schools have already slimmed staffing and activities to the bone, and can go no further.
Teacher supply is a huge and growing issue, with an increase in teachers wanting to leave, missed targets for teacher recruitment and a confusing array of routes into teaching fuelling widespread shortages. The impact is seen in schools around the country. As I wrote for the TES following the failure of the National Teaching Service, we need a properly funded and planned approach.
Many schools spoke of the ‘juggernaut of curriculum change’, with uncertainty over Progress 8, new grading, and a stalled consultation on the future of the eBac. There can be no escaping the conclusion that Government tinkering with curriculum and assessment has to stop.
Workload is a topic of concern not only for teachers, but for school leaders, with Deputy and Assistant Heads being stretched into greater teaching loads at the same time as increasing managerial duties. This makes day to day work more onerous, and causes challenges for recruiting future leaders.
Much of this is driven by the accountability framework — there is an urgent need to sort out relationships and roles between Ofsted; RSCs; LAs; MATs; Schools; and the role of performance tables, all of which drive a ‘football manager’ approach to firing senior leaders. This is no way to build system capacity and support dedicated professionals.
Members are dismayed by the government’s distracting focus on new grammar schools. The expansion of grammars as a drive for social inclusion is rebutted by all the available evidence, as indeed ASCL has stated.
With these challenges being recognised by all, what members want to know is, ‘What will you, and ASCL, do about them?’
I do believe there is a window of opportunity for action, with Justine Greening, Amanda Spielman, Sir David Carter and Dame Alison Peacock all appearing to want to focus on pragmatic approaches to improve things for students (although as noted, the consultation on selection is a distraction imposed by No 10).
To capitalise on the challenge, ASCL and the sector needs to ACTIVATE, INFLUENCE AND SECURE:
1. ACTIVATE: ASCL and its members must win public support by explaining to communities the very real consequences of the issues above for their children. No-one is more concerned to improve education for all and narrow the gap between rich and poor neighbourhoods than ASCL members. But the profession’s voice must be heard. This will require a vocal and coordinated campaign.
2. Having gained attention, we need to INFLUENCE government to make the right decisions. This requires a strong understand of how government works, as well as the right relationships. We may need to use stronger levers than before, if government will not listen.
3. We need to show the reality of a self-improving school led system through on the ground work to SECURE progress.
To do this, ASCL must be fighting fit, an excellent national body focused on serving members.
It has been suggested that there are two components to this role — understanding school leadership, and influencing government. I can point to over 20 years of working closely with school leaders (including several years in direct leadership of a group of schools); as well as working within government and alongside it. On top of that I have negotiating and financial expertise that will be vital in the coming years.
Elections are quintessentially divisive, especially ones with a binary choice such as this. However, I hear little disagreement about the issues to be addressed, and a consensus that vigorous action will be needed at all levels, whoever is elected. I think the main choice is over the style of engagement — personally I propose to be professional, purposeful, postive and pro-active — as well as capabilities; and experience. Therefore, I would urge all ASCL members to unite behind the democratically elected candidate. Whilst healthy and vigorous debate should always be encouraged, the issues facing the sector are too pressing to allow for unproductive internal division.
But, to conclude, the most important thing right now is for ASCL members to vote, and to encourage their colleagues to do so.
