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
Photo: Getty Images
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Autumn Statement 2015: George Osborne abandons his target

How will George Osborne close the deficit after his U-Turns? Answer: he won't, of course. 

“Good governments U-Turn, and U-Turn frequently.” That’s Andrew Adonis’ maxim, and George Osborne borrowed heavily from him today, delivering two big U-Turns, on tax credits and on police funding. There will be no cuts to tax credits or to the police.

The Office for Budget Responsibility estimates that, in total, the government gave away £6.2 billion next year, more than half of which is the reverse to tax credits.

Osborne claims that he will still deliver his planned £12bn reduction in welfare. But, as I’ve written before, without cutting tax credits, it’s difficult to see how you can get £12bn out of the welfare bill. Here’s the OBR’s chart of welfare spending:

The government has already promised to protect child benefit and pension spending – in fact, it actually increased pensioner spending today. So all that’s left is tax credits. If the government is not going to cut them, where’s the £12bn come from?

A bit of clever accounting today got Osborne out of his hole. The Universal Credit, once it comes in in full, will replace tax credits anyway, allowing him to describe his U-Turn as a delay, not a full retreat. But the reality – as the Treasury has admitted privately for some time – is that the Universal Credit will never be wholly implemented. The pilot schemes – one of which, in Hammersmith, I have visited myself – are little more than Potemkin set-ups. Iain Duncan Smith’s Universal Credit will never be rolled out in full. The savings from switching from tax credits to Universal Credit will never materialise.

The £12bn is smaller, too, than it was this time last week. Instead of cutting £12bn from the welfare budget by 2017-8, the government will instead cut £12bn by the end of the parliament – a much smaller task.

That’s not to say that the cuts to departmental spending and welfare will be painless – far from it. Employment Support Allowance – what used to be called incapacity benefit and severe disablement benefit – will be cut down to the level of Jobseekers’ Allowance, while the government will erect further hurdles to claimants. Cuts to departmental spending will mean a further reduction in the numbers of public sector workers.  But it will be some way short of the reductions in welfare spending required to hit Osborne’s deficit reduction timetable.

So, where’s the money coming from? The answer is nowhere. What we'll instead get is five more years of the same: increasing household debt, austerity largely concentrated on the poorest, and yet more borrowing. As the last five years proved, the Conservatives don’t need to close the deficit to be re-elected. In fact, it may be that having the need to “finish the job” as a stick to beat Labour with actually helped the Tories in May. They have neither an economic imperative nor a political one to close the deficit. 

Stephen Bush is editor of the Staggers, the New Statesman’s political blog.