Nurturing talent

How do we recognise and nurture talent and potential?

Sporting opportunity

As a Prep School boy in Scotland, I was a keen sportsman but not especially talented. I can remember one of my Schoolmasters, looking at a rather gangly 12 year old, tall for his age but somewhat uncoordinated, and saying: ‘Reid. Keep working hard at your rugby and you’ll get in the 1st XV and get your ‘colours’. He was right on both counts although my ‘colours’ were only awarded after the final match of the season!

The following term, this same Master spotted that I have a little talent at cross-country running (a sport I went on to develop significantly at my secondary school). Once again he encouraged me by setting a target of getting into the top three when the end of term school event took place. Again he was right to set the goal. I may, of course, have managed this without his interest and challenge – but I doubt it.

Professional sport scouts

Scouts for professional football spend less time these days on the side of muddy pitches looking for talent and much more in front of screens analysing data. Nonetheless, they still have to spot potential. In a course run by the Professional Football Scouts Association, they start with the photo seen above of a team of young kids in red and white shirts. It’s from the 1990s and they are on a dirt pitch in less than salubrious surroundings. ‘If you were a scout, which of these ten players would you most be interested in?’ You might pick the lad in the front row with the wide smile as he looks like he’s enjoying himself and so could have a good mentality. What about the boy standing taller than the others: he is presenting himself with confidence? How many would be drawn to the lad on the back row, far left, with his shirt hanging off his shoulders? He’s smaller than the others and has a shy smile. This young man is the future football megastar – Lionel Messi!

Nurture well

Let’s nurture well all those in front of us – at home, in school, at work, in a hobby setting, at church – and be prepared to be at pleasantly surprised by the outcome!

School’s out – but let’s still finish well

I visited a school last week with my Governor’s ‘hat’ on and was impressed to see how far the online teaching had progressed. If ever there was an incentive to enable reluctant staff to master computing skills, this crisis has created the prefect storm. As a Head said to me, ‘Every crisis has its uses!’ In fact, despite the unprecedented times, I am pleased to note that humour is continuing to prevail. Another Head mentioned that a parent had just been in to the school and had remarked to the receptionist: ‘The visitors’ car park is rather empty. Is there something I’m missing?’ Missing indeed!

School ‘graduation’ ceremonies

It’s another kind of ‘missing’ that worries me. Many of our pupils who are in the final year of their schooling will now have had their last day in school. Whilst no doubt a cause of rejoicing for the majority, it will before long be a reason for much sadness. I never experienced the modern preference for school ‘graduation’ celebrations when I left school in the mid-1970s, but we did have ways of saying goodbye to our peers. I recall several pranks, one involving removing my Housemaster’s car and replacing it with a ‘dinky toy’ replica. Another involved turning all the chairs around in the speech day marquee. No doubt all very tiresome for the staff who had to rush round putting everything back to where it belonged, but they built shared memories. We enjoyed, too, the official end of year functions, meals, photos and signing of autograph books.

Finishing well

Today the celebrations might be more spectacular – balls, games, dinners and formal speeches together with special T-shirts or sweatshirts – but whatever the goings-on they form part of leaving well and transition. I am, thus, concerned that the present crisis might have already made such leave-taking all but impossible. Is this always going to be known as the ‘crisis generation’ which didn’t do final exams and wasn’t able to leave properly? One Head I spoke to about this remarked wryly, but with real pathos, that he had heard of a fee-paying school which recognised it might struggle to charge school fees for the summer term but was considering charging £4,000 a head to all the leavers wanting to attend the graduation ball! It might appear to be a small matter in view of the unprecedented times in which we find ourselves, but I do hope that schools will give some thought in due course as to how to enable their pupils to leave well.

Closure

I was, therefore, heartened to hear of a rural school in East Anglia which had called the leavers together for a final, open-air, assembly. It was a relatively brief affair but had finished, with all involved the regulation two metres apart, singing Blake’s ‘Jerusalem‘ at such a pitch that it was heard some distance away in the local town centre. Other schools, too, had gathered their final year pupils to listen to speeches from their Head prefects and senior staff and then to close with prayer and an act of collective worship – usually the singing of a well-known hymn. Poignant and emotional, yes, but also occasions which will have enabled ‘closure’ to begin. I trust that all schools, whatever the next few weeks and months contain, will consider how best to enable such endings to be positive beginnings for the next chapter in their leaving pupils’ lives.

‘The past is for reference and not for residence’

I have just returned from an exhausting but exhilarating week with nineteen teenagers as part of a Rekonnect Camp run by a Christian organisation called Global Connections. I first started helping three years ago and have found it to be as much a help for myself as it is for youngsters today.

TCKs

Kriss Akabusi, the Olympic athlete, made the statement above and this resonates with me. I was born in Nigeria, brought up in Ghana and educated in Scotland at boarding school. In recent years I have come to call myself a TCK – a Third Culture Kid – and this has helped to add further meaning to my early years. As an historian I can also relate to Akabusi’s statement: we need to understand the past, even enjoy its study, and to learn from it where applicable – but we mustn’t live in the past.

Hidden immigrants

At my first official ‘date’ in 1976 with the lovely lady who became my wife, I wore a long, flowing, Nigerian robe. It says a great deal for my wife that she wasn’t immediately put off. It could so easily have been our first and last ‘date’! Without being able to express or articulate it then, here I was aged 19 years trying to ‘say’ that I have a past that was significant and worthy which helped to define who I was. To be more technical, I was (in the words of the Pol Van identity model) a ‘hidden immigrant’: I looked like I was white Caucasian British (apart from when I was wearing my Nigerian robes!) but inside I thought differently.

Many of the teenagers with whom I have lived alongside this past week are also ‘hidden immigrants’. To look at they seem wholly British: they have a British passport and speak perfect English. However, look more closely and you see the African and Asian bangles; listen more acutely and you can identify traces of the Hindi / Swahili / Mandarin / Thai / Japanese which they grew up speaking; ponder on their stories and you start to realise that they are actually global citizens – complex but genuine, needy and yet so able to give and to serve wholeheartedly.

Listening

Let’s not be so quick to judge from the outside – to see someone’s skin tone, hear their intonation and observe their ‘strange’ habits. Take time to listen and to learn, to understand and so to appreciate. Our society too readily rushes to separate and divide. The life experience of the TCK should help us to embrace and celebrate differences, not to dwell in the past but to acknowledge its impact and so to draw the best from it for the future.

Collective worship

RE and RSE

I have just attended the All Party Parliamentary Group (APPG) meeting in the House of Commons on ‘Promoting positive outcomes in Religious Education (RE) and Relationships and Sex Education (RSE)’. I was especially struck by the contribution of Ron Skelton, Head at Broadway Academy in Birmingham. Whilst accepting the legal imperative to teach both RE and RSE, Ron emphasised the importance of a third component (also enshrined in law – viz the 1944 and 1988 Education Acts) – daily collective worship. Ron is a Christian, whilst his school roll is predominantly of Asian and Muslim background, and he posed the question: why is it that our young people are amongst the unhappiest in the developed world with a frighteningly high incidence of self-harming and teenage suicide? Could this possibly have some link (albeit in part) to the abject failure of most schools to obey the law and hold a daily (let alone weekly) act of collective worship? Added to this is the failure of 24% of secondary schools in England and Wales (and 44% of academies) to offer RE in the 14-16-year age range – also in contravention of the law.

Daily / Weekly whole-school assemblies

I’m not going to fall into the ‘trap’ of suggesting that the high incidence of troubled youth, with a high proportion suffering from mental health issues, is simply down to the lack of curriculum RE and the paucity of assemblies and chapels – and neither, I suspect, is Ron Skelton. I would agree (with Ron), however, that the lack of the latter is a significant contributory factor. So much that is positive can be achieved in a daily (or at the very least, weekly) gathering of the whole-school community even if much of the time the ‘visible’ content is ‘only’ notices, exhortations and information. There is an incredible strength to be had in gathering regularly to share together as a community. Clearly there are practical issues for some schools (such as the size of the roll and the available space) but even here there remains the possibility of several daily, smaller, gatherings where the same ethos and message are shared. Ron talked about character development in these times with shared values promoted and encouraged, commendations shared, joys celebrated and community sorrows recognised. All too often we bemoan the rise of the smart ‘phone, the loneliness of the long-distance online surfer and the time spent in front of individual screens and we fail to utilise the opportunities we have – even those which are actually required of us – to share together corporately in our schools.

Shared experiences

As a Head I certainly valued meeting with the whole school at least weekly (on other days we had smaller group assemblies and form assemblies) for a gathering in which I was able to share centrally (often around a termly theme), where we sang together, had a Scripture reading and a prayer. (One of the schools of which I was Head had a significant non-Christian population but these pupils and their parents valued having a clear structure, backbone and ethos to the assembly even if it didn’t reflect their faith-position.) These assemblies also afforded me the opportunity to stand at the door at the end of the gathering and look each pupil (and staff member) in the eye and exchange a greeting. Yes, it’s an effort to find space in the daily routine for this and also to come up with something interesting (even instructive) to say – but let’s not shrink from the brave and, may I say, the right thing! In my last school the age-range involved was from Reception Class to Year 11: a challenge regarding the overt message to be shared but well worth the effort in the ‘subliminal’ message of a shared time together.

So, yes to RE and RSE but also a ‘yes’ to daily, or at least weekly, corporate worship together as a whole school.

Rubbishing resilience!

Key expressions in school

When I first started out in teaching in 1980, there were several key expressions doing the rounds. ‘The photocopier’s on the blink again’, is a polite form of what I regularly heard on teaching practice. ‘Where’s the banda paper?’ was another refrain as was a line from a Riding Lights Christian sketch about the Prodigal Son – a Social Worker from Camden Town saying (as she dragged on her cigarette), ‘I really care about the kids’!

I certainly did (and do) ‘care about the kids’ and for me a buzz-word in education was ‘holistic’. I wanted to involve pupils outside of the classroom with activities and sport as much as I wanted to inspire them academically inside. (I still do.) As the 1980s moved on into the next decade, a key educational term was ‘cross-curricular studies’. I remember teaching History and English at a rural boarding school in Scotland (Glenalmond): we re-enacted Shakespeare’s Macbeth among the trees and paths of the school drive before returning indoors to research Medieval Scottish monarchs and their wars whilst plotting their campaigns on large-scale maps before going into the wonderful Episcopal Chapel and trying to imagine how they worshiped. It was an incredibly creative time and, I think, great fun for all concerned – but this phase didn’t last the early 1990s.

Differentiation – for all

Next we were on to ‘differentiation’ and this seemed much more challenging. The core subjects of Maths, English and Science – as well as Modern Foreign Languages and the Classics – were safe from interference as they stuck rigidly to their setting. Humanities’ teachers, however, had a challenging time devising ‘hands on’ lessons which allowed pupils of all abilities to access the curriculum and be stretched accordingly. This emphasis definitely had the advantage of ensuring teaching material and approaches were always being re-examined. I remember one priceless lesson with a mixed-ability Year 9 Religious Studies class. We were considering the run-up to Easter and I happened to point to a picture on the wall which was a reproduction of Leonardo’s ‘The Last Supper’. Quick as a flash, one boy blurted out: ‘Ah, sir, that’s the one with Jesus’ wife in it’. The Da Vinci Code has a lot to answer for!

Resilience and relationships

In more recent years much has been said about ‘resilience’ as part of the character-building we pride ourselves with in schools (and that’s not just for the pupils). Many school ‘Mission Statements’ now contain this word and in my last school (Ballard in New Milton, Hampshire) we put it into our list of pupil expectations. I happen to like the word and the grit and determination it tends to inspire. Recently, however, I read an article by Andy Wolfe (Deputy Chief Education Officer for the C of E @mrawolfe) in the TES, in which he calls on us to re-think the concept of resilience – and I warm to his reasoning.

Resilience as a word has Latin roots and from there to an old English word, ‘to resile’, which means variously ‘to return to the same place’, ‘to spring back’ and ‘to return to normal’. Considering these definitions, the word is much less inspiring than we would wish. Andy Wolfe quotes from a recent conversation with a Headteacher which rather sadly sums this up: ‘Resilience for me means coping until I retire’.

In the New Testament (and the book of Romans), St Paul (who knew a thing or two about opposition, heartache and struggle) wrote this: ‘We know that suffering produces perseverance; perseverance, character; character, hope’. Andy Wolfe argues: ‘Re-thinking resilience offers a different lens to re-imagine our present situation. It can help us move beyond the idea of just getting through or coping. In the most difficult situations we face at school, it is primarily the formation of character (as opposed to technical competencies) that defines our response and shapes our relationships’. Andy quotes another Headteacher who uses a telling phrase which I like a lot: ‘I need the courage to tell a more realistic story’.

The courage to tell a more realistic story

Staff, pupils and parents need to see that we, too, have struggles and don’t have all the answers. If we endeavour to let times of difficulty shape and mould us positively so we emerge all the stronger; then our pupils (and others) will see that the teacher is also learning and not simply doing and repeating. Learning and Teaching rather than Teaching and Learning – I feel a new expression emerging!

Boost your mood

Mental health concerns

As a recently retired Headmaster, I remain a member of three professional associations which serve schools in many and varied ways: ISA, The Independent Schools Association (representing around 500 private schools from primary through to the secondary sector), TISCA, The Independent Schools Christian Association (supporting schools with a Christian foundation and ethos and assisting Christian teachers) and the Society of Heads. In each case, conferences and meetings over the past two years have shared a theme: ways of understanding mental health in schools and how we might better boost wellbeing. The Government has also been sponsoring studies into this area and various charities have been promoting ‘mindfulness’ in schools. It seems that young people (let alone staff in schools) are facing unprecedented levels of mental pressure, and not simply at key exam times.

Government initiatives

In its NHS Long Term Plan, published this month, the Government said that by 2023-24, an extra 345,000 children will be able to access mental health support via local health services and new school-based mental health support teams. Alarmingly, however, a goal of ensuring all children get access to the specialist care they need will only be achieved ‘over the coming decade’, the document states. Furthermore, a damning report by the parliamentary education and health committees last year was very critical of the Government plans and argued these delays will put additional pressure on teachers.

Useful advice for all

It was with all this in mind that I was attracted to an article in a back edition of Women’s Weekly (not, I might add, my normal choice of reading, but definitely full of useful features and advice). The article in question was called, ‘Boost your mood in just one day’ and I share a few suggestions from it – either for your own wellbeing or even for that of your children. There may even be a New Year’s resolution here! It was written for key moments of the day (adjustable according to your diary and routine):

7.00am Let in the light: daylight stimulates our body’s serotonin (the so-called ‘happy hormone’) and thus it’s good to open the curtains early
8.00am Eat yogurt for breakfast: probiotic-rich foods are great but I am also profoundly aware that some pupils arrive at school having had little breakfast at all
9.00am Log on and laugh: a great antidote to the backlog of emails awaiting me which I’ll tackle much better once I’ve seen one of the 50 funniest YouTube films (such as the one about playful kittens)
11.00am Catch up with coffee: it’s not just the caffeine which (in moderation) can be helpful but also the stimulus of the oxytocin hormone which is released when we bond with friends
12.30pm 10-minute tidy up: even sorting out a small pile of mail can help create some inner calm and combat the stress hormone cortisol
1.00pm Have a happy meal: ideally not the fast-food variety but a low-carb lunch, again with friends or colleagues to assist bonding
2.30pm Flick through photos: it’s a real mood-booster to look at a few pictures of family and friends
3.00pm Get up against a wall: apparently a 30-second stretch pressed up against a flat surface will enhance our mood
3.30pm Say thank you: my favourite – and see below for an example. Writing one appreciative text, email or letter a week boosts our own satisfaction and happiness levels. Just think what one a day might do!
4.00pm Try speed-thinking: give yourself 30 seconds to list all you can about a loved one or friend. Quick thinking has been proven to improve our mood
4.30pm Cheer up with chocolate: say no more (except it ought to be the dark variety for best results)!
5.00pm Do a good deed: volunteering, giving to charity, doing a random act of kindness – all boosts our mood but also enhances others. A ‘win win’ situation!
6.00pm Chop some fruit: see, feel and smell the fruit – another great activity to raise the spirits
7.00pm Have a fish supper: omega-3 rich salmon is apparently best and thus don’t just wait for Friday (or that seaside holiday) for fish
8.00pm Start your wind down: steady breathing, relaxing muscles…you might fall asleep before you know it! Begin to switch off your devices and have a break before bed – and leave your mobile ‘phone outside your bedroom
10.00pm Go to bed on a kiwi: apparently this fruit is high in serotonin-boosting nutrients and vitamin C…the perfect way to drift off for a happy sleep…

Saying ‘thank you’ – the best of remedies

And so to return to my favourite from the list above – the ‘thank you note’. The following, from a parent last year who had three children through my school and with the youngest just about to leave, was by all accounts stimulated by one of my earlier blogs. I quote just a few sections here and will let them speak for themselves. Suffice it to say, emails such as these go a long way to boosting my mental health and so I wonder who else we might similarly encourage today?

Thank you for your latest email about mind sets. I found it very interesting and it was this that prompted me to write to you. Yes, I know another email for you! I’m sure you get so many, but I hope this will be a welcome addition…

I have thought long and hard how I can thank you all for having (my children) and helping my husband and myself and all our family to shape them into the adults that they have become. It is our belief that basic principles, attitudes and morals are so important to teach children from the minute they are able to recognise them and whilst this indeed starts at home, we have always felt that they have been enforced at your school alongside the way we would teach them. I could buy wine or chocolates, but to me this seems so impersonal whereas I hope the sentiment in this email will stay with you and your colleagues for a little longer than a drink or a box of sweets…

There are so many proud moments that will stay in our memories for ever thanks to your school. Nothing compares to hearing from teachers that they like and enjoy our children’s company. I know that parents’ evening are some people’s nightmares but we always looked forward to it as we heard only constructive comments and we felt that the teachers really knew and understood our children. It is important to us to teach the children to be kind and considerate to others in life as many other things then tend to fall into place. The ‘act of kindness week’ was a fabulous idea: it really makes us stop and think that it doesn’t take much to make others happy.

To say that all of you go beyond your duties as teachers is an understatement…thank you to all the teachers and staff who have been a part of our family for all this time. I truly believe that it takes a very special type of person to be involved with kids’ learning and wellbeing on a day-to-day basis and your school has managed to get it right on every level.

A New Year and an Old Story in schools

‘And so this is Christmas, And what have you done? Another year over, And a new one just begun…’ (John Lennon)

It’s time to ‘bash’ the independent schools again: as ever last year we have had the attack on charitable status (again), the criticism of elitism and places at Oxbridge (again and again) and now, as we enter the New Year, too many private schools are apparently offering ‘easier’ IGCSEs rather than the ‘tougher’, newly reformed, GCSEs. Bah! Humbug!

‘Bashing’ independent schools – again and again

It always strikes me as amazing that with fewer than 10% of the UK school population in independent schools, we seem to attract 90% of the Press attention. We are meant to be a Nation which values ‘the little man’, privatisation, democracy and freedoms – individual and collective – and yet somehow when the word ‘education’ or ‘school’ is combined with ‘private’ or ‘independent’ the blood boils, the prejudices rise and ignorance abounds!

We applaud competition on the High Street and online, we allow people to choose between a range of supermarkets for their weekly shopping without comment and, unless you’re the Home Secretary enjoying a hard-earned family holiday overseas, we value being able to choose a whole range of exciting holiday destinations. When it comes to recognising those families who scrimp and save, however, make sacrifices and hard choices in education – even paying twice for the privilege of schooling – all of a sudden we get onto our self-righteous hobby horses.

Choosing where we might be most effective

The arguments are well rehearsed and clearly made but too many people choose to close their ears and trot out the same old invective against those of us who dare to choose an independent school for our children or, what’s almost worse, deign to work in one. The latter criticism is easily refuted, I feel. When as a 17-year-old I spoke to my Housemaster about being a teacher (yes, I went to an independent boarding school – paid for by working class parents who both left school at 14 years and who sacrificed home ownership, fancy cars and expensive holidays), he wisely suggested I consider where I might be most effective. Having only ever been in private schools myself, I told my Housemaster that I felt I should teach in the State sector. He didn’t try and dissuade me but he also knew me well enough to believe I’d be most influential, happiest and fulfilled in a setting I understood best. At the time of our conversation in the 1970s there was much upheaval in the maintained schools and many teachers were no longer offering to help with sport and extra-curricular activities – aspects of holistic schooling which I value highly. Much has changed in State (and private) schools today, of course, but the advice I received remains valid: choose a school setting where you can best use your talents to enhance the lives of the pupils and, indeed, the colleagues around you.

IGCSEs – the easy option?

And so what of the latest attack on schools which choose IGCSEs? The critics forget that some State schools choose them before the Government decided not to include them in annual exam statistics. They also forget that most independent schools chose them not because they were easier but because they were harder and prepared pupils better for the rigours of A level. Many IGCSES, being international in focus, have a broader curriculum to master. Julie Robinson, the independent schools’ council (ISC) general secretary, puts it succinctly: ‘Schools in the independent sector choose the subject qualifications their pupils sit based on the intrinsic educational quality of the course content. They have a responsibility to ensure pupils are fully prepared for their next steps in life, achieving qualifications that are well-respected and valued by universities and employers…Historically, independent schools opted for IGCSEs due to their rigour and reliability compared with GCSEs, before the introduction of recent reforms, which are still being rolled out’.

Contribution to the UK economy

Others, much more eloquent than me, have made the case for independent schools retaining their educational charitable status – the partnership with local State schools, clubs, societies and community projects speak volumes for their real world ethos – but for those who listen only to economics one statistic stands out: the annual saving to the UK tax payer through the education of children and young people in the independent sector is approximately £3.5 billion. (Please note that if independent schools are drummed out of existence then these pupils will need State educating…) Moreover, independent schools contributed £11.6 billion to the UK economy in 2017 and supported 257,000 jobs. (Figures such as these can be confirmed via the ISC website and RSAcademics, a specialist educational consultancy which works across the State and independent sectors.)

I conclude where I started, with some lyrics from John Lennon’s ‘And so this is Christmas’, and the hope that the New Year is indeed a good one in which we find more to unite than to divide ourselves across the whole of education:

And so happy Christmas, For black and for white, For yellow and red ones, Let’s stop all the fight

FYI -ELI5 is not a postcode

Acronyms are everywhere!

I am currently in Liverpool visiting family. The other day I had my four-year-old grandson in the car on our way to football club. We passed street signs telling us that ‘dream’ should now be ‘believe’ and ‘stadium’ was now to be called ‘home’ when my grandson suddenly exclaimed, “Look Bubba (his name for his granddad), we are now in L5”. What on earth has happened to our language? I think I am in need of ELI5…’Explain it Like I’m Five’.

AMA…Ask Me Anything

I am in the City of the so-called ‘friendly derby’ (apparently the Blues and the Reds in this City of Belief and Home really like each other except when playing footy) and I am here to help out in a family which has a new baby and so I am AMA…’Ask Me Anything’ (which translates further as ‘I’m ready, waiting and willing’).

I am all for KISS (‘keep it simple, stupid’), not least in the home of a new born and when the headlines this week about baby research are all about DNA: did you know this stands for ‘deoxyribonucleic acid’? Clearly another case for ELI5. Still, now I am retired I am no longer afflicted by YAM. (In my younger days in Africa this was the name for sweet potato but apparently now means ‘Yet Another Meeting’.)

Things move fast, however, and my children now tell me that I should take care when putting LOL at the end of a text or WhatsApp message. I thought it meant ‘Laugh Out Loud’ (or ‘lots of love’) but apparently this has long since been replaced by LUZL which is a corruption of LOLs and denotes fun, excitement, kicks and laughs (and not always of the straight forward kind).

TIL…Today I Learned

My head is already reeling and so I’ll conclude by telling you this: TIL (‘Today I Learned’) that the most useful acronym of our time is ‘TL;DR’. I wish I’d known this when dealing with 80+ emails a day as a HM / HT (Headmaster/Head Teacher), not to mention the YAMs. I expect that President Trump uses ‘TL;DR’ rather a lot. Worked it out yet? It stands for ‘Too Long; Didn’t Read’.

JSYK (‘Just So You Know’) I am indebted to Gyles Brandreth in a recent edition of the I newspaper for his stimulus here. OAO (‘Over And Out’).

Dirt can be good for you!

I can remember as a young boarder at Drumley House Prep School in the Ayrshire countryside, regularly coming into the ‘boot room’ in the Main House and being ticked off by Matron for the state of my muddy knees and ‘play clothes’. I always sensed an underlying attitude of good humour and tolerance, however, and I can’t ever remember being punished for my muddy adventures. In fact, we were encouraged to spend time ‘in the woods’ in the school grounds building dens, climbing trees and playing active games. I can also remember the whole school being marshalled onto a newly cleared piece of ground that was being prepared as a cricket field and asked to pick up any stones left lying on the surface. I am sure today that there would have been cries of ‘child labour’ and ‘my rights’ but back then in the 1960s I only remember the fun had from collecting odds and ends including one of my earliest prize possessions – a very tarnished George III shilling dated 1819.

Healthy Food, Healthy Gut, Happy Child

In her book published in 2016, Healthy Food, Healthy Gut, Happy Child, Dr Maya Shetreat-Klein advocates contact with the microbes present in soil, saying dirt could prevent early-onset health issues. “Parents today are keeping their children away from the things that are critical to their health,” suggests Dr Shetreat-Klein. “We are sanitising their lives with cleaning products, pesticides and antibiotics.” (A more recent study also promoted the habit of mothers of new-born babies sucking their child’s bottle, rather than sterilising them, so as to pass on healthy, motherly, antibodies!)

Education Secretary, Damien Hinds

I was delighted that just last week the Education Secretary, Damien Hinds, announced he will launch a ‘bucket list’ of life goals for children. Activities include outdoor activities such as tree climbing, sleeping under canvas and exploring a cave. “Bluntly”, Mr Hinds told the I newspaper, “it is about doing stuff that doesn’t involve looking at a screen. It’s about getting out and about”. He is advocating tree climbing to grow character and build resilience.

Tree climbing is good for you

I have just retired as Headmaster of Ballard School on the edge of the New Forest in Hampshire. At Ballard we encourage the climbing of trees, running around in the grounds, the adventures of camping and trekking and the playing of old-fashioned games such as ‘tag’ and conkers, the making of dens and the kicking around of a football with friends ‘just for fun’. One of the prospective parents I met before I had even started my first term at Ballard ten years ago told me how they had just popped into Lymington Hospital to have one of their children checked over after a fall. One of the nurses enquired about their school choice (they were moving to the New Forest) and when they said they intended to visit Ballard, the nurse said (in an approving way I am relieved to say), ‘Oh, that’s the school which lets them fall out of trees’!

Mud, glorious, mud

I have to admit to having been a little cross with pupils who came off the fields after the lunch break with mud on their trousers or their shoes. My thoughts, of course, were with Mum or Dad at home who will likely have to wash the offending article of clothing (or perhaps in the most modern of households the children play their part in the cleaning!). I hope, however, that underlying my stern exterior lay the Prep School boy who rather enjoyed the great outdoors and the dirt and grime which went with it! With a grandson who attended a forest school nursery until recently I have seen life moving full circle.

I’d better follow Mr Hinds’ advice and close down my screen now and get out on the forest trail…even though it’s raining hard!

Back to basics and ‘chalk and talk’?

‘No evidence’ that enjoyable lessons help pupils?

At a time when there is so much Brexit ballyhoo in the Press, I very nearly missed the article last week in the ‘I’ newspaper with its beguiling headline: ‘No evidence’ that enjoyable lessons help pupils learn.

The age of the Banda machine

I am immediately suspicious when I see something in single inverted commas – clearly the ‘school sceptics’ are at work (see what I did there?). My educational antennae are set all the more aquiver when in the first line of the article I find the word ‘myth’ not now inside single inverted commas but within two sets of these over-used indicators! Richard Vaughan writes: The belief that lessons should be made enjoyable for pupils to boost academic achievement is based on a “myth”, according to research. All of a sudden my efforts over the past 38 years to produce coloured Banda worksheets and maps (aka a spirit duplicator invented in 1923), in my best handwriting, to relieve the tedium of monochrome Gestetner copies (first used in 1879) are deemed to be a waste of time. Those hours I spent carefully substituting coloured ink sheets, one after the other, and then reproducing sheets with that delicious smelling lubricant (just heavenly for pupils) were actually null and void. I should have given my hours to honing my most commanding voice, improving my blackboard writing skills, and choosing my nattiest ties to ensure my captive audience sitting in their bare-walled classroom would at least keep their eyes fixed on me.

Computer games, apps and online resources

Gone, too, should be the industry of computer games and apps, whiteboards and video clips in the face of the research carried out for the Centre for Education Economics. (I wonder if the clue is in this imposing title?) A more traditional approach to education, championed by Michael Gove, Nick Gibb et al since 2010, is being giving top marks. The author of this research, Gabriel Heller-Sahlgren, pours much chalk dust on child-centred approaches: The idea that positive emotions and achievement go hand in hand has become deeply entrenched within the education system. Indeed, it is still commonly believed that it is necessary to make learning ‘invigorating’ (there we go again – those pesky inverted commas) for learning to take place at all. Yet our research has found that there is little rigorous evidence in favour of this assumption.

Engaging lessons

Ah! A small chink in the research appears: ‘rigorous evidence’ (sorry, my emphasis this time). My mind flits to the Modern Languages’ classroom next to the Head’s study in my last school where the pupils were invariably excited and interested as the IPads came out, the headphones went on, and the individualised learning started to engage them. (Surely ‘engage’ is the key word here?) Having been so absorbed, the pupils would then chant their vocabulary, practise their pronunciation and even enjoy having a Skype conversation in a language other than their own with pupils in far-flung lands.

My memory now stirs as I recall several ‘learning walks’ (sorry for those pesky commas – I want you to notice this modern? term) during which I come across a diminutive History teacher standing on a desk brandishing a ruler as she led Harold’s doomed forces to quell the Norman invader, the chemistry class in the corridor having exploded yet another test tube leaving their lab filled with green smoke and the English teacher re-enacting scenes from MacBeth outside in the woods complete with mock battles, mysterious blasted heaths and haunting sleep walks. Whatever the research seems to suggest, these pupils were engaged, excited and enthralled by their learning.

Chicken pox

I have just returned from my four-and-a half year old grandson’s house. He was home from school with chicken pox. In amongst the chasing games, the imaginative Lego pirates and the football, I was amazed at how easy it was to engage him in reading using a variety of online and interactive programs, and how effective a booklet on writing skills was in helping him form his letters. Snakes and Ladders was great fun and also hugely useful in learning his numbers and, moreover, this and other games helped him understand the importance of rules, winning and losing. (I was more often than not having to learn how to lose gracefully.)

All I can say, therefore, is that whilst the Centre for Education Economics has no doubt carried out some very useful research, I do hope that it is understood alongside the wealth of attested evidence from hard-working and creative teachers within schools today which more than amply demonstrates that interesting, informed and interactive lessons enable pupils to engage with their learning and to succeed where a diet of chalk and talk teacher-centred lectures will not so readily enable them to do so – even if they sometimes do have their place in today’s classroom.