Inspiration in schools beyond the Great Grade Grab

A teacher outlines the practical difficulties of improving sport in schools.

As the euphoria of London 2012 dissipates, the country's focus has shifted to legacy and to the furtherance of that considered strapline: "inspire a generation". Despite the potential for the whole nation to have been inspired by the incredible scenes of achievement and public commitment, it is natural to hear this phrase and think of the impact of the Games on the next generation. Such thought instinctively leads to questions about provision and very quickly we find ourselves on that well-worn path, the one which begins with an issue and ends with disparaging looks at our state school system.

So it seems we are here again. The school system, and the teachers that build it, are being spurred by yet more emotive political diatribes from those who know; but what do they know? There is little I find more uncomfortable than a politician using individual experience to analyse education holistically, perhaps only more so a politician discussing sport. So you can imagine how I winced at Cameron’s assertion that teachers are not giving enough of their time to school sport or Boris’s suggestion that two hours of exercise a day should be mandatory. It is not that they are necessarily wrong, just inconsistent and ill-considered in their approach. It is easy for Cameron to criticise teachers verbally for not participating in extra-curricular activities – a typically vacuous, faux-man-of-the-people sound-bite – but actions are harder than words. In fact, the comment is blind to the harsh reality of our state school system, a blindness I shared before leaving the City and spending the past year training as a Mathematics teacher. 

Eager to embrace all aspects of school life and equip my pupils with skills outside of the classroom, I was keen to help coach sport during lunchtimes or after school during my PGCE placements. Yet what I envisaged did not match reality. Instead I found PE departments isolated from the rest of the school, hidden from the frenzy of the core-subject-get-me-a-grade-C rush. School senior management, much like politicians, were happy to use favourable sporting results to their advantage but a thousand other pressures meant that sport was pushed to the outermost recesses of their agenda. In fact, the majority of my teaching colleagues advised me not to offer any assistance, viewing it as an ineffective use of time and one particular head of department went so far as actively to discourage it.

Yet this is not to lambast the attitude of teachers; their advice was considered, and although depressing it was designed to make me succeed within the parameters of the current schooling system. State school priorities are so aggressively geared towards achieving benchmark results that it is unsurprising that sport is an after-thought. Far from teachers sharing in the panoply of school life, subject-specific departments act like distinct entities, working frantically and individually to keep their own house in order. Years of governmental scrutiny and review have led to schools being appraised through statistical expectation, altering the dynamic of our education system. Somewhat perversely, I found the school environment distinctly more corporate than the investment bank in which I had previously worked: irrelevant staff-training, convoluted layers of management and endless paper-trails, seemingly created solely to appease an inspector's eye. It is as though those in charge had been reading Management-101 straight from 80s corporate America, complete with the de rigueur motto and mission statement. 

While such a rigorous infrastructure surrounding the profession could arguably engender increased professionalism, I feel it moves schools further from the true essence of teaching. So much pressure is placed on departments to meet GCSE grade targets that any staff spare-time is given over to the endless pursuit of improving results, and in particular the movement of Grade D's to Grade C's. As a result, any teacher’s involvement in other activities can be seen as shirking responsibilities. As an outsider looking in, the status quo is clearly not right. The working balance of teachers has been skewed to such an extent that the job seems to be a Sisyphean task of pushing statistics up a summitless hill. Whilst a plethora of interests and additional skills exist within the profession, such a system straight-jackets teachers into uniform conformity.

So how can the balance be readdressed? How can teachers be encouraged to lead activities and initiatives away from the Great Grade Grab? This is where David Cameron can actually help. Trust needs to return to the schooling system at every level. Government needs to allow school management space to breathe, to trust that this freedom will lead more effective leadership, focused on pupil development instead of lurching to and fro trying to fulfil the latest DfE edict. School management needs to trust departments and teachers. Teaching children is exhausting and fraught with complications that cannot always be explained by statistics. Rather than create a culture of after-school revision classes, the allocated lesson time should be viewed as sufficient, giving greater freedom for teachers to give more of their true selves to schools. Parents need to trust in this more rounded vision of school that improves pupil autonomy, removing the notion that a teacher is an unlimited resource to exploit as exam-stress looms. 

In the final placement of my teacher training course I worked in the only school in a working class town. Despite strong and motivated staff, the absence of choice for pupils meant the school struggled against being viewed as a five-year prison sentence. Results had recently improved and money had been spent to improve facilities but this was irrelevant in the classrooms. The children were not proud of their school and felt unlucky to be on its register. Sport at the school was not a priority and consequently few competitive fixtures were played, let alone won. It struck me that the school was missing a trick. 

Irrespective of teaching, results would always struggle to rise above those of the more affluent local schools. Furthermore what child would care whether 52 per cent rather than 49 per cent of GCSE pupils gained at least five grade Cs? No, that does not change the mood of a population. We do not celebrate if GDP has risen 0.2 per cent quarter on quarter. Yet think what delight we take from a taekwondo gold or a pommel horse silver. We like being associated with winners even if we do not necessarily understand what we have won. The power of human achievement to transform is enormous. If instead this school focused more broadly on success and its sports teams started winning, then maybe motivation would turn and morale lift. Paradoxically, less effort on results could actually lead to their improvement. 

I believe schools should adopt a flatter, more flexible management structure that embraces achievement alongside core responsibilities. At all levels trust is required to build unquantifiable skills in pupils, skills that fuel passions, create dreams and act as inspiration for the future. Yet this vision requires a fundamental structural shift. The current stasis needs breaking and the balance of power readdressing. Maybe the legacy of these Games will allow schools to free themselves from the stranglehold of results as sport steals some of this focus. More probably, the next in a seemingly endless line of society's ills will be blamed on state school under-performance and teachers will retreat further behind the cover of statistics. So, Dave, the Olympians have inspired a generation, now it's your turn.

Local school children taking part in football coaching at Staines FC. Photograph: Getty Images
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PMQs review: Theresa May shows again that Brexit means hard Brexit

The Prime Minister's promise of "an end to free movement" is incompatible with single market membership. 

Theresa May, it is commonly said, has told us nothing about Brexit. At today's PMQs, Jeremy Corbyn ran with this line, demanding that May offer "some clarity". In response, as she has before, May stated what has become her defining aim: "an end to free movement". This vow makes a "hard Brexit" (or "chaotic Brexit" as Corbyn called it) all but inevitable. The EU regards the "four freedoms" (goods, capital, services and people) as indivisible and will not grant the UK an exemption. The risk of empowering eurosceptics elsewhere is too great. Only at the cost of leaving the single market will the UK regain control of immigration.

May sought to open up a dividing line by declaring that "the Labour Party wants to continue with free movement" (it has refused to rule out its continuation). "I want to deliver on the will of the British people, he is trying to frustrate the British people," she said. The problem is determining what the people's will is. Though polls show voters want control of free movement, they also show they want to maintain single market membership. It is not only Boris Johnson who is pro-having cake and pro-eating it. 

Corbyn later revealed that he had been "consulting the great philosophers" as to the meaning of Brexit (a possible explanation for the non-mention of Heathrow, Zac Goldsmith's resignation and May's Goldman Sachs speech). "All I can come up with is Baldrick, who says our cunning plan is to have no plan," he quipped. Without missing a beat, May replied: "I'm interested that [he] chose Baldrick, of course the actor playing Baldrick was a member of the Labour Party, as I recall." (Tony Robinson, a Corbyn critic ("crap leader"), later tweeted that he still is one). "We're going to deliver the best possible deal in goods and services and we're going to deliver an end to free movement," May continued. The problem for her is that the latter aim means that the "best possible deal" may be a long way from the best. 

George Eaton is political editor of the New Statesman.