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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Will Euroscepticism prove an unbeatable advantage in the Conservative leadership race?

Conservative members who are eager for Brexit are still searching for a heavyweight champion - and they could yet inherit the earth.

Put your money on Liam Fox? The former Defence Secretary has been given a boost by the news that ConservativeHome’s rolling survey of party members preferences for the next Conservative leader. Jeremy Wilson at BusinessInsider and James Millar at the Sunday Post have both tipped Fox for the top job.

Are they right? The expectation among Conservative MPs is that there will be several candidates from the Tory right: Dominic Raab, Priti Patel and potentially Owen Paterson could all be candidates, while Boris Johnson, in the words of one: “rides both horses – is he the candidate of the left, of the right, or both?”

MPs will whittle down the field of candidates to a top two, who will then be voted on by the membership.  (As Graham Brady, chair of the 1922 Committee, notes in his interview with my colleague George Eaton, Conservative MPs could choose to offer a wider field if they so desired, but would be unlikely to surrender more power to party activists.)

The extreme likelihood is that that contest will be between two candidates: George Osborne and not-George Osborne.  “We know that the Chancellor has a bye to the final,” one minister observes, “But once you’re in the final – well, then it’s anyone’s game.”

Could “not-George Osborne” be Liam Fox? Well, the difficulty, as one MP observes, is we don’t really know what the Conservative leadership election is about:

“We don’t even know what the questions are to which the candidates will attempt to present themselves as the answer. Usually, that question would be: who can win us the election? But now that Labour have Corbyn, that question is taken care of.”

So what’s the question that MPs will be asking? We simply don’t know – and it may be that they come to a very different conclusion to their members, just as in 2001, when Ken Clarke won among MPs – before being defeated in a landslide by Conservative activists.

Much depends not only on the outcome of the European referendum, but also on its conduct. If the contest is particularly bruising, it may be that MPs are looking for a candidate who will “heal and settle”, in the words of one. That would disadvantage Fox, who will likely be a combative presence in the European referendum, and could benefit Boris Johnson, who, as one MP put it, “rides both horses” and will be less intimately linked with the referendum and its outcome than Osborne.

But equally, it could be that Euroscepticism proves to be a less powerful card than we currently expect. Ignoring the not inconsiderable organisational hurdles that have to be cleared to beat Theresa May, Boris Johnson, and potentially any or all of the “next generation” of Sajid Javid, Nicky Morgan or Stephen Crabb, we simply don’t know what the reaction of Conservative members to the In-Out referendum will be.

Firstly, there’s a non-trivial possibility that Leave could still win, despite its difficulties at centre-forward. The incentive to “reward” an Outer will be smaller. But if Britain votes to Remain – and if that vote is seen by Conservative members as the result of “dirty tricks” by the Conservative leadership – it could be that many members, far from sticking around for another three to four years to vote in the election, simply decide to leave. The last time that Cameron went against the dearest instincts of many of his party grassroots, the result was victory for the Prime Minister – and an activist base that, as the result of defections to Ukip and cancelled membership fees, is more socially liberal and more sympathetic to Cameron than it was before. Don’t forget that, for all the worry about “entryism” in the Labour leadership, it was “exitism” – of Labour members who supported David Miliband and liked the New Labour years  - that shifted that party towards Jeremy Corbyn.

It could be that if – as Brady predicts in this week’s New Statesman – the final two is an Inner and an Outer, the Eurosceptic candidate finds that the members who might have backed them are simply no longer around.

It comes back to the biggest known unknown in the race to succeed Cameron: Conservative members. For the first time in British political history, a Prime Minister will be chosen, not by MPs with an electoral mandate of their own or by voters at a general election but by an entirelyself-selecting group: party members. And we simply don't know enough about what they feel - yet. 

Stephen Bush is editor of the Staggers, the New Statesman’s political blog. He usually writes about politics.