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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What type of Brexit did we vote for? 150,000 Conservative members will decide

As Michael Gove launches his leadership bid, what Leave looks like will be decided by Conservative activists.

Why did 17 million people vote to the leave the European Union, and what did they want? That’s the question that will shape the direction of British politics and economics for the next half-century, perhaps longer.

Vote Leave triumphed in part because they fought a campaign that combined ruthless precision about what the European Union would do – the illusory £350m a week that could be clawed back with a Brexit vote, the imagined 75 million Turks who would rock up to Britain in the days after a Remain vote – with calculated ambiguity about what exit would look like.

Now that ambiguity will be clarified – by just 150,000 people.

 That’s part of why the initial Brexit losses on the stock market have been clawed back – there is still some expectation that we may end up with a more diluted version of a Leave vote than the version offered by Vote Leave. Within the Treasury, the expectation is that the initial “Brexit shock” has been pushed back until the last quarter of the year, when the election of a new Conservative leader will give markets an idea of what to expect.  

Michael Gove, who kicked off his surprise bid today, is running as the “full-fat” version offered by Vote Leave: exit from not just the European Union but from the single market, a cash bounty for Britain’s public services, more investment in science and education. Make Britain great again!

Although my reading of the Conservative parliamentary party is that Gove’s chances of getting to the top two are receding, with Andrea Leadsom the likely beneficiary. She, too, will offer something close to the unadulterated version of exit that Gove is running on. That is the version that is making officials in Whitehall and the Bank of England most nervous, as they expect it means exit on World Trade Organisation terms, followed by lengthy and severe recession.

Elsewhere, both Stephen Crabb and Theresa May, who supported a Remain vote, have kicked off their campaigns with a promise that “Brexit means Brexit” in the words of May, while Crabb has conceded that, in his view, the Leave vote means that Britain will have to take more control of its borders as part of any exit deal. May has made retaining Britain’s single market access a priority, Crabb has not.

On the Labour side, John McDonnell has set out his red lines in a Brexit negotiation, and again remaining in the single market is a red line, alongside access to the European Investment Bank, and the maintenance of “social Europe”. But he, too, has stated that Brexit means the “end of free movement”.

My reading – and indeed the reading within McDonnell’s circle – is that it is the loyalists who are likely to emerge victorious in Labour’s power struggle, although it could yet be under a different leader. (Serious figures in that camp are thinking about whether Clive Lewis might be the solution to the party’s woes.) Even if they don’t, the rebels’ alternate is likely either to be drawn from the party’s Brownite tendency or to have that faction acting as its guarantors, making an end to free movement a near-certainty on the Labour side.

Why does that matter? Well, the emerging consensus on Whitehall is that, provided you were willing to sacrifice the bulk of Britain’s financial services to Frankfurt and Paris, there is a deal to be struck in which Britain remains subject to only three of the four freedoms – free movement of goods, services, capital and people – but retains access to the single market. 

That means that what Brexit actually looks like remains a matter of conjecture, a subject of considerable consternation for British officials. For staff at the Bank of England,  who have to make a judgement call in their August inflation report as to what the impact of an out vote will be. The Office of Budget Responsibility expects that it will be heavily led by the Bank. Britain's short-term economic future will be driven not by elected politicians but by polls of the Conservative membership. A tense few months await. 

Stephen Bush is special correspondent at the New Statesman. He usually writes about politics.