No, not a negative diatribe but my belief that we, in England, have the best primary teachers, primary children and provide the best inclusive education experiences for our young people. No, it's not perfect. Yes, it is dependent on the leadership of the school. Yes, it is dependent on collective visions. Yes, we do have the worry of the big O. But I am again sickened at the negativity out in media land - Twitter, Press, TV etc.
We put up with constant criticism about our long holidays, easy job and failing children because we don't reach government targets. Yes, I could go on about the 70+ hour week I put in, the hours spent through the holidays working but my simple (slightly sarcastic) answer is 'choices and consequences'. But seeing, yet again, another press release, that is supposedly research based, slating our children, our teachers, our curriculum. I want to (in a small way) redress the balance with a very loud
THREE CHEERS FOR ALL EDUCATORS.
Recently, my blood boiled to read that our children in English schools are the unhappiest in the world
http://www.theguardian.com/society/2015/aug/19/english-children-among-unhappiest-world-widespread-bullying
Apparently 50,000 children took part in the research - do you know anyone who took part?? No, neither do I. And no, I am not so blinkered that I don't know that some children are unhappy but in my experience this is primarily to do with influences outside of the daily school environment. Who are these people who (in my opinion) waste money on negative, pointless, finger pointing 'research'? Spend the money on finding out why children can't read (Hint - look at Parenting). Find out the real reason why good teachers are leaving the profession. Find out why educators have such negative press. I could go on...
Come and visit our school where we have 400 happy children who love coming to school and are immersed in their irresistible curriculum. No, we're not leafy green but in the middle of a housing estate with above average Pupil Premium children, above national SEN and are in a designated deprived area and Outstanding (DEC 2014)
More recently we have, yet again, woken up to the media slating GCSE and A level results, the 'easiness' of the exams and the reduction in University entrants.
Does anyone think of the impact for the children? And what about the hard working teachers?
Yes, we must all strive for high standards. Yes, we must all provide a broad and balance curriculum. Yes, we are educators, that is what we trained for, what we spend hours working for. I have yet to meet a teacher who doesn't want the very best for all the children in their class.
But come on, someone give us a break. Even the government seems to be against us. Think of all the new initiatives that have thrown at us recently. I don't disagree with many of them, just the way we are dictated too and 'patted on the head' and told to get on with it as if we don't have any understanding of what is best for our children and how they learn.
I was lucky enough to spend two weeks in America at the start of the summer holidays. I was based in Pennsylvania, New York and 'nipped' up to Niagara Falls (Wow, now that was an amazing experience). For most of the time we stayed with my partner's cousin and her husband who is a secondary school teacher in New Jersey. Phil is English, trained and taught as a teacher in England but for the past 15 years has taught science in American schools. We had some very in depth conversations about educational and cultural differences which left me knowing that without a doubt (in my humble opinion) that England provides the best, most rounded and inclusive educational experience for all.
Children in America (sweeping statement at all states and counties seem to do something slightly different, have different laws and different expectations - Why is it the UNITED States of America??) start formal school at 6. They may not have had any pre school experience due to the very high costs. So, from the moment they step across the schools threshold they appear to be 'hot housed' towards academia.
In huge (2500+) secondary schools they are taught from 8 till 4 with no outside breaks (kept inside just in case they get into trouble!). Homework is set for at least 3 hours every night and the expectation is that all children will be sporty or musical. It appears that if they are not then they are failures. I asked about special needs pupils. This was met with a shrug and 'I don't know, they're just there'.
Leaving school the expectation is that they go on to college. I spoke with Phil's daughter and her husband who, between them, have debts of over $100,000 which is considered a small debt. They hope to pay it off in 10 years!!
I am passionate about all pupils being include and know that at my current, Outstanding (Dec 2014), school all staff provide a truly inclusive environment supported by our irresistible curriculum which ensures that all children reach their full potential, no matter what their starting point is.
I know this Blog is a very small, probably biased (and definitely without significant research), personal insight but coming back to work on Thursday all I could think of was 'thank goodness I work here in England.
So,PLEASE Social Media give us a break. It's fine to compare with other countries but please look at the bigger picture, develop an understanding of cultural differences and our countries unique and multi cultural society. Government talk to on site school educators not just those who have the academic background and probably have never worked at the chalk face or if they did it was prior to Interactive White Boards, National Curriculum and 70 hour weeks. Let me be the first of many to say
THREE CHEERS FOR ALL EDUCATORS
