I was struck recently by an observation made by UCL Institute of Education’s Professor Ian Ball that the latest education reforms have in fact taken England’s school system back into the 19th century.
Giving a lecture at the British Academy, sponsored by the John Cass Foundation, this isn’t as far-fetched as it may sound.
The professor of sociology of education argued that the current system is looking increasingly similar to the way schools were organised before the introduction of local school boards in 1870.
The “performance by results” culture is in addition, he added, putting teachers and children “under undue pressure”.
Last year marked 140 years since Education Support Partnership’s founding charity – the Teacher’s Benevolent Fund – was created.
It was formed in 1877 by a group of dedicated people who wanted to help teachers in difficulty through illness, bereavement, redundancy or other emergency. We continue this work today, supporting thousands across the sector each year.
Since this time the education system may have evolved but the unique pressures of stress relating to ever-greater accountability and untenable workload are more prevalent than ever.
Both our confidential helpline and emergency grants service have been experiencing a growth in demand. We hear from a wide range of professionals at different stages of their career who are finding the pressures too much to bear.
For those considering leaving the profession, it is sometimes the right decision. For others, they often tell us how, with our support, they have managed to find a way through.
Given the scale of the current challenges facing secondary schools, it is no wonder that many of us are confronting growing retention and recruitment issues.
Colin Harris, a former school leader in a deprived area of Portsmouth, has said that while workload has always been too high in the profession and pay too low, the key difference now is the erosion of professional autonomy.
Far too much pressure he says is now put on new teachers to run before they have learned to walk. Little time is given to developing a new teacher’s craft, but they are instead “smothered by the culture of targets, deadlines and accountability”.
This is resulting he argues in an unsurprising reaction – teachers seeing the job like any other and one that “they can leave at the drop of a hat”.
Of course results are essential but our school system now tests more heavily than most countries in the world. How can this make for happy, fulfilled staff and students?
There is perhaps a glimmer of hope emerging and a possible shift in approach. The negative impact on students and staff of providing constant “proof” of success it would seem is finally being realised, and the importance and value of protecting our health and wellbeing is increasingly being vocalised – whether that’s by school leaders who may themselves be bearing the brunt of the pressures, by staff, students or event parents. Importantly, it is also being increasingly recognised by the government.
More than three quarters (79 per cent) of teachers, school leaders and support staff told us in a recent YouGov TeacherTrack survey that “I feel my work is important and of value”.
This fundamental belief is still held by so many. It may have been shaken of late, but it is proof that despite current challenges and with strong support and leadership (and knowing where to turn for help), we can keep sight of the incredible job that so many teachers and school leaders do.
This can help us to get through these difficult times.
- Julian Stanley is CEO of the Education Support Partnership.
#laughorcry
A host of comedians have come together to produce a series of films in praise of teachers as part of Education Support Partnership’s latest campaign: “The funny thing about teaching...”
Following the charity’s recent first ever comedy fundraiser, performers including Kerry Godliman, Hal Cruttenden and Angela Barnes joined teachers-turned comedians Rob Rouse and Jo D’Arcy to reminisce about their school days, the teachers they loved and the importance of support for the profession.
To watch and share the films, visit www.laughorcry.org
Further support
For help or advice on any issue facing those working in education, contact the Education Support Partnership’s free 24-hour helpline on 08000 562 561 or visit www.educationsupportpartnership.org.uk