8 Comments on Getting a buzz from the RSA Academy

oldandrew on Thu, 15th Jul 2010 6:21 pm


It isn’t the “progressive” stuff that worries me here.

It’s my experience of working in schools that claim to have improved behaviour and point to reduced exclusions as an indicator. It’s very easy to reduce exclusions, and to reduce reports of poor behaviour. All you have to do is ignore bad behaviour. I suppose that sounds horribly cynical. I don’t know the RSA academy and hopefully I am wrong to be suspicious, but I have seen too many claims like this before when the reality was very different.

The other thing that concerns me here is the idea of a popularity contest for teachers voted for by students. Can you really believe that is a good idea? I can’t imagine any other profession being subjected to that.

Mick Gernon on Fri, 16th Jul 2010 8:53 am


I don’t normally comment on replies to Matthew’s blog but having read oldAndrew’s reply (forgive me but I don’t know who you are), I feel compelled to do so. Whilst I understand that past experiences in schools may lead you to be slightly cynical of Matthew’s claims, I can assure you that the Academy does not entertain quick fixes, gimmickry, or sleights of hand with any aspect of our work. We are open and transparent (how else can we seek to make and then share the genuine improvements that we all want from our education system?), we are rooted in a fundamental reform of curriculum, systems and structures (not tinkering at the edges) and, as a result, have transformed the learning experiences for all our students. The outcomes of this are perfectly clear and stand up to any form of scrutiny. The way to achieving good behaviour is to be consistent in how you deal with it (not ignore it), coupled with a curriculum which is engaging, relevant and challenging. If students enjoy the latter (and ours certainly do), they are less likely to disrupt the learning of others – it may be better for you to ask them directly, though?

The impact on our young people and their families is significant. Students genuinely talk about the differences we are making to their lives, the opportunities that we are creating for them and how we are raising their aspirations and expectations. The “grunts” and “dunnos” have been replaced with articulate and mature responses. We listen to them, we concourage them, we give them a genuine voice – not about benches, bins and toilets, but a Student Parliament who give up 3 hours of their own time every week to have a real involvement in shaping their learning, in working with their teachers on planning, co-construction and evaluation of the teaching and learning they experience, and talking about the differences they can make to their local community. As an example, their focus this term has been to research and plan for introducing restorative practices – something that students feel strongly about.

Our student voice focus is not just limited to a small group of students e.g. our Lead Learner programme has involved over 30 students working with teachers in this way this year. There are an addtional 40+ students who have applied (yes, they want to do this!) to become Lead Learners next year! Additionally, another 75 are involved in our 3 House Councils, and our students have presented at national conferences (SSAT) outlining their involvement in our Students as Learning Partners programme.

We have created a very positive ethos which, thankfully, does not result in cynicism from staff but does generate huge optimism and overwhelming support and commitment to making a difference to our students, which in turn impacts within the local community. Incidentally, the Staff Awards arose from Student Parliament themselves who wanted to recognise the outstanding work that their teachers do. Their rationale was simple – “our teachers praise and reward us for our work all the time, we should do the same for our teachers”. I really don’t think you can argue with the sincerity that lies behind this.

Can I invite you to visit the Academy and see it for yourself – it may help to remove any scotomas you have developed from your previous experiences in schools.

Livy on Fri, 16th Jul 2010 6:38 pm


Sounds like he’s calling you out, Oldandrew…

Measuring how good a school is by falling levels of bullying reminds me of changes made to the tube stations during recent years. We now have signs near the escalators that list which lines are actually working, not busted…

But fair enough, we all have an impatience problem at times. An obsession over reaching the goal rather than enjoying or learning from the task means we overestimate what we can do in a year and underestimate what we can achieve in a decade. It’s why my American friends can’t watch ‘soccer-ball’; the scores are extremely low compared to the continuous action and high point tallies seen in the NFL and NBA. I was recently asked why we don’t just make goalposts wider, so we get more goals. That kind of misses the point, just as blind obsession with academic attainment and continuous exam assessment marginalises intelligent kids who are bad at learning through traditional means or don’t have a flair for academic subjects. If we widen the goalposts all that will happen is more players (from cultures where diving is considered legit and part of the game) will go down near the box to ‘earn’ free kicks.

The game is bigger than the scoreline. All the best talent and complexity is played out in midfield, just like the middle part of our lifetimes. It’s unfortunate that myopic political pressures place unrealistic expectations on results and teaching performance, as the most valuable skills and knowledge are never taught. Only learned.

Livy

oldandrew on Sat, 17th Jul 2010 6:43 am


As I said I’m not familiar with the RSA academy and I wasn’t making any particular claims about it. I was just pointing out that what Matthew gave as evidence of its success is something that a lot of really bad schools also claim and I thought it was worth pointing out because, regardless of what it indicates about the RSA Academy, it is not something that should generally be accepted at face value as evidence of success.

With regard to Mick Gernon’s long list of points about the RSA Academy. I really don’t want to discuss a school I don’t know. All I can say is, there is a lot of things on that list that are claimed by a lot of schools, including very bad schools. It’s the sort of stuff schools throw at governors and parents to impress them but which cut no ice with teachers who have seen again and again the reality behind this sort of rhetoric.

I’d actually have been interested to see a similar list but aimed at convincing experienced teachers as opposed to naive onlookers. As it is, the only item on the list that sounds like it might impress those familiar with the secondary system is the point about children spending three hours of their own time every week on School Parliament. Do you mean after school or at lunchtimes or what?

As I say, that’s the only thing mentioned here that I haven’t heard claimed by many other schools. But perhaps there’s other positive stuff that could be mentioned. How are the exam results?

Marina on Sun, 18th Jul 2010 9:08 am


It’s a pity that OldAndrew doesn’t seem to have had a good experience of education, and this may have skewered his viewpoint.
There are schools such as OldAndrew describes. I’ve worked in some, the experience is not great, especially if behaviour is an issue, management is wishy-washy and figures are massaged. That doesn’t mean you cannot teach well there – it’s just more difficult and often stressful. I now work in an outstanding comprehensive school, with much the same intake of some of the other schools I’ve worked in. However, what is clear, in all these schools, children respond to good teaching – regardless of the ethos. True, you have to work twice as hard in a school where discipline is not enforced by management. Students are basically the same everywhere, though. Deep down, they want to learn, and they want to be engaged.

What is also clear is that children thrive on open, innovative curriculums, where it is, as Mike Gernon says, “engaging, relevant and challenging”. They also seem to do a great deal better when they are given choices and a real voice in their education including curriculum planning and development. If you looked at the intake of my school you would think “bog standard comprehensive”. It is in fact – an outstanding schol. If you come in and look around you will see a mini-University – young people engaged and excited about learning. I’m just an ordinary classroom teacher, I remember being amazed as I first walked in that students weren’t talking about what was on TV, or their favourite band, or something on MSN, instead they were excitedly talking about their latest homework project, or what a great day they were going to have today in particular lessons. The solution really is simple – high standards, good and consistent discipline and learning that engages and excites the students. It’s not easy to get to, but can be done.

Mick Gernon on Sun, 18th Jul 2010 2:52 pm


I am in danger of writing absolutely everything that we have achieved over the past two years since taking over the predecessor school, but will limit myself to oldandrew’s specific points.

Firstly, the 3 hours for Student Parliament is part of our 6 hour enrichment programme which happens for 3 hours on a Wednesday afternoon and 3 hours on a Friday morning – part of our normal curriculum experience. All staff and students take part in a wide range of enrichment activities – student driven choices, mixed age and certainly developmental. The impact has been huge. Our staff and students have a 36 hour taught week as a result (not for the faint-hearted!). Incidentally, attendance has risen from 89% to 94% in the last 2 years.

Our exam results…..well, last year we did pretty well for our first year gaining 72% 5A*-C overall (58% in the previous school) but only 29% 5A*-C including English and Maths ( a legacy of very little maths teaching for a year prior to us opening). This year, 96% will achieve 5A*-C overall and we predict close to 50% 5A*-C with English and Maths. Our first cohort of P16 are due to leave this year (no Post 16 in the predeccessor school) – all those who applied for university have been given offers on the courses they wish to follow. All but one of these students will be the first in their familiy to go to university. Before you ask, the catchment has stayed exactly the same – all our students come from within 0.7 miles of the Academy and yes, we transferred all 1168 students from the predecessor into the Academy.

However, this isn’t the appropriate forum to banter about statistics. It is though an indication that if you embrace school improvement in its entirety (not little projects) then the transformation can be quite astounding. The aspects that Matthew mentioned coupled with growing academic attainment and personal achievement make for a very solid case. The change leadership process requires boldness, dynamism, a clear and shared sense of vision, and a workforce that feel valued, and are professionally fulfilled and fully supported in their endeavours. It requires us to think beyond the constraints teachers pay and conditions, a school year which was designed in the C19th and a purely content-driven curriculum, and address the needs of learners who will face a very different world to the one we now live in, not the one we remember from our time in school. Soapbox time over……..I could go on!

I realise that we are in our infancy (we are now 2 years old) but have made a pretty good start. My invitation still stands – I’m happy to explain all this and more in person.

oldandrew on Sun, 18th Jul 2010 4:00 pm


Well that means that your only claim which really impressed me “a Student Parliament who give up 3 hours of their own time every week” wasn’t actually as impressive as I thought. Combined with your less than impressive 1st year exam results, I’m not exactly overwhelmed by your case here.

That said the proof of the pudding is in the eating (well, that and asking the local supply teachers what they think which usually identifies the quality of a school in about 30 seconds flat), so if you want to arrange it I would be willing to visit, although I imagine we might have serious scheduling difficulties.

Cheers.

Mick Gernon on Sun, 18th Jul 2010 4:06 pm


Happy to find time in the diary for you – Academy contact details are via the link on the RSA website. Look forward to hearing from you!

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