I recently vented into the Twittersphere my angst at how I felt those in charge of educational policy had lost their way. It seemed to touch a sentiment which was wide spread. A lot of lovely folk, some in positions of actual power about such things, said some nice things. One even suggested I should try out for Secretary of State (which is lovely.. and hilarious – as I’d be terrible at it).

But it did make me think…

It’s all well and good for those of us lucky enough to lead schools to stand on the side lines and ‘tut’.

But, what if it really was up to us?

What then?

My Primary School Education Policy Manifesto for 2024

I have no political power, nor any remote interest in acquiring any. I have no great knowledge or an insightful overview of the world of primary education.

I do have 27 years experience as a primary school teacher (I still count myself as one of these despite having left the classroom some time ago); 17 years experience as a Headteacher and, now, Executive Headteacher; plus a laughably short period as an OFSTED inspector; some time focusing on behaviour for my small LA and now Head of Inclusion for The Leaf Trust.

So if we awoke to find ourselves in a parallel universe where I was Secretary of State for Education (a terrifying prospect) , here’s what I’d do…

1. Re-articulate what we, as a nation, want for our children.

This sounds ridiculous – I know – surely there is a nationally agreed definition of this?

But there isn’t.

There is a National Curriculum.

There is a lot of research about early childhood etc.

But there isn’t a single agreed definition of what we are trying to do as a nation to educate our youngest children.

Depressingly, twenty year ago we had exactly this. It was called ‘Every Child Matters’ and set out clearly what all arms of the government wanted for Britain’s children.

It had five main goals, namely that children were:

1. healthy – both physically and mentally;
2. safe – the project was closely linked to a number of high-profile safeguarding failures so sought to ensure different services acted in unison for the first time;
3. enjoying and achieving in their lives;
4. making a positive contribution to society (and were thus protected from criminality and exploitation).
5. protected from the negative impact of economic disadvantage.

Whilst there is plenty to be said about the failings of Every Child Matters, it did shape the work of all the services linked to children and families. Every arm of government, every local council and every school had to demonstrate what they were doing to further these priorities.

In this blog’s first draft, I tried to think of what five things I would add to such a list. But reading back the five pillars of ‘Every Child Matters’, I am struck by how relevant these continue to be (more so perhaps than back in 2003).

So maybe my first act as the imaginary SoS for Education would be to focus all arms of government on those five original goals.

Because after twenty years I’d say we are as far away from meeting them as ever. And what is more, we currently have no shared language with which to identify this systemic failure to act in unison.

2. Keep focusing on reading, writing and mathematics – and keep the KS2 SATs (incl. SPAG!), Phonics check & Multiplication check.

On this point, I suspect I may lose some imaginary votes from the Edu-blogging readership.

But, for all the faults in the system of accountability which has grown up around data and targets, in the last twenty years children have got a lot better at reading, writing and maths. This is down to the huge emphasis which all schools have put into these areas. Although I was once sceptical of the SPAG test, I have to concede that it focused teaching which ultimately ensured that more children gained a more secure understanding of grammar (in my opinion, benefiting disadvantaged children the most).

Likewise, the drive to secure reading early, through phonics, has focused us all on making sure all our children learn this fundamental skill. And the introduction of the multiplication check has ensured that children have instant recall of core number facts; making progress in maths far easier.

‘But we can do all this without the hated SATs!’ comes the cry.

But sadly, as Wales and Scotland have shown, I don’t think this is the case. And you only have to look at what has happened to the standard of achievement in primary science since the SAT was removed: *spoiler* – it fell off a cliff.

The old adage ‘What gets measured is what gets done’ I’m afraid is true.

3. Slim down the National Curriculum and create space

The current National Curriculum is fine. There is nothing I inherently disagree with in terms of content. But there is too much of it.

Whilst well intentioned, the OFSTED subject reports have worsened this situation by making each subject the focus of some specialist or other… leading to layers of additional ‘stuff’ being piled on top. Add in PSHE (essential), Citizenship, MfL and soon you can’t move for content.

But from visiting many truly exceptional schools, I am convinced that much of what actually matters currently happens in the slim culverts beneath this overcrowded curriculum.

There needs to be a more strategic and deliberate focus on this: whether through a new curriculum, or through allowing schools to use existing rights to be more selective on what is currently taught.

Better still, give schools a focused list of core knowledge across the wider curriculum which every child is expected to master, and supplementary knowledge (nice but not essential) and then set an expectation that schools bring this slim curriculum to life through localisation and deepening understanding of this core knowledge.

But we need to reduce the primary curriculum by about a third.

4. Provide compulsory parenting support

Okay, this is where I run the risk of getting myself into trouble with the libertarians – but hear me out.

With the perspective of a quarter of a century of working with young families, I think that there has never been a more confusing or difficult time to be a parent.

This is an issue which cuts across socio-economic boundaries.

When Julie and I became a parents (in 2001 and 2005) most of what we learnt about parenting came from our own parents or books on parenting which we (occasionally) referred (and which generally concluded with the final chapter on two year olds – after that being up to you). There were also trusted Health Visitors who had the training, confidence and experience to tell us when they thought we were getting it wrong. In addition there was ‘Sure Start’ – which delivered many benefits to young families – especially disadvantaged families.

Fast forward nearly twenty years and the state has largely withdrawn from this most essential of areas. The internet (with good advice diluted in a soup of a thousand – often untested and unproved – parenting approaches) has filled the void.

The outcome? A generation of parents who have no shortage of opinions coming at them from every angle, but often lack access to trusted advice.

I truly believe that most new parents, if presented with a well-developed and credible parenting education package, would jump at the opportunity.

5. Improve pre-school provision

The cost and availability of Pre-school provision is a national scandal.

Look at all the countries whose educational outcomes we aim to match – they all spend far more on pre-schooling and make free child-care a priority.

As a tool for social mobility this has numerous benefits: allowing parents to work without crippling childcare costs (thus improving economic resilience for families); providing children with early speech and language support; developing social skills in young children to ensure that they can cope with formal schooling (something we have all noticed Covid has impacted on greatly). The list is endless.

Admittedly the cost would be significant. But other countries have shown that the long-term economic benefits are also huge.

6. Institute a national resilience programme for young people (with a catchier title).

In the last twenty years, our children have become more anxious and more frightened of the world in which they live. They are becoming fragile.

This is not because the world in which they live is a more dangerous place than it was twenty years ago – it is actually a lot safer. But the perception which children internalise is that of us all going to hell in a hand-cart. We allow them unsupervised access to the whole world, via the internet, beamed into their bedrooms – something I’m convinced in years to come will be viewed with incomprehension.

In Doug Lemov’s excellent book ‘Reconnect’, he talks about the importance of re-building trust in our institutions (including our schools); curbing access to social media during the school day; and re-building a sense of belonging through activities which foster real (not virtual) human interaction.

So as SoS, I would introduce a wide-reaching programme which would provide all children with these opportunities. I would re-open youth clubs; fund Scout/ Guide, sports & arts groups. I would ensure schools offer a wide range of extra-curricular opportunities and incentivise attendance. Private schools with specialist staff and facilities would be compelled to provide free clubs and societies to the wider student populous. Private companies who are creating a toxic environment for our children (starting with tech & junk food companies) would pay for this enterprise with a Robin Hood Tax.

I would even consider adding an hour on to the end of the school day for ALL children so that attending clubs and societies daily becomes the norm – staffed by coaches and specialists paid for by the measures above. Okay, so I’m drifting a bit into authoritarianism here, but I’m the imaginary SoS/ Emperor of the UK (a working title) so I can do as I please!

I think this would have huge benefits to society for not a lot of money.

7. Re-design SEND support

The current system of EHCPs (although not that old) is in a terrible state.

Attempts to create a system to allocate funding and support for children with complex needs has completely failed.

At every level this failure lets down young people and their families. The woefully-inadequate national funding approach bankrupts LAs, drives parents towards litigation (as the only way to secure their child’s education) and frustrates schools who are hampered in their best efforts in supporting children by a fundamentally flawed system.

I have no answers here.

But what we’re doing now isn’t working – so we need a radical review.

And whilst on the subject of SEND, I would make it impossible for a school to be graded ‘Outstanding’ if they don’t support inclusion. How would I test this? Well, if your school has far fewer SEND children than the schools surrounding it, then that would be an opening line of enquiry on any inspection.

8. Champion teaching as a noble profession.

It’s no great surprise that after ten-plus years of telling the public that teachers are the ‘enemies of promise’, part of ‘the blob’ – and promoting loud, factionally-driven ‘Tsars’ – who think nothing of publicly tearing down young (and far less powerful) teachers on social media – that graduates are voting with their feet.

The position of teachers within society has been eroded enormously in the past twenty years. Some of this is the result of society’s more sceptical view of public institutions as a whole. Some of this is the result of an (apparently) deliberate adversarial relationship between the profession, unions and politicians. Whilst I am old enough to remember the near-constant outrage by the NUT to New Labour’s reforms, it fell within the usual outrage which is the bread and butter of any union’s response to any government.

But the last few years have been… well… just mean.

It’s become the norm for all sides to throw personal insults at one another.

As SoS/ Supreme World Leader (again, a working title), I would make basic manners in political discourse an expectation. Spirited argument? Certainly. Name-calling? Never.

I would also tell stories.

Stories of the impact a good teacher has on society.

Stories of the huge satisfaction which every educator feels when they know that they have improved a child’s life chances. The happiness which comes from a life spent doing something which is genuinely worthwhile.

I’d also have to sort out workload/ pay/ flexible working etc etc in order to get recruitment numbers back up – but I don’t yet have a plan for this.

9. Formalise Executive Headteacher arrangements as the norm.

As well as a national teacher recruitment crisis, the crisis in Headteacher recruitment is just as acute.

Decades of treating school leaders like football managers (safe – as long as you’re winning) has led a generation of Deputy Headteachers and Middle Leaders concluding that the ‘top job’ is just too risky.

At the same time, a generation of fifty-something Heads have decided that it is better to cash in their career chips a few years early than risk their luck running out; having their life’s work being viewed as a failure. Or simply being so tired out by the demands of a relentless public-facing role that it is no longer worth the rewards.

I have been a headteacher for 17 years. I have been a (substantive) Executive Headteacher for 18 months – with two extremely capable Heads of School managing many of the operational issues.

I LOVE this role.

I have the space to think and act strategically and at scale, whilst also using my experience on operational matters when serious issues need my input. My Heads of School tell me that, as leaders new to the ‘top job’, they enjoy running the schools – but also like the fact that they have someone with more experience on hand to advise and take the lead when needed. And also to ‘carry the can’.

When I took on my first headship everything was on me. I remember the huge weight of responsibility in having to lead a school whilst still learning the job for the first time. It was a lot to cope with, and is a reason (I believe) why many capable young leaders are no longer aspiring to be Heads.

I believe that more Executive Headteacher arrangements would encourage more middle leaders to consider stepping up to Head of School positions, then full Headteachers, whilst also keeping more experienced Headteachers in the profession for longer.

10. Keep OFSTED

If I haven’t put you off my manifesto yet, now might be the time!

I have been publicly very critical of OFSTED following the Ruth Perry inquest – they have behaved appallingly and need to look deep into their values in order to regain any moral legitimacy. They have lost the confidence of the profession.

And yet…

I do believe that a truly independent school inspectorate leads to better schools, with better teaching, and better outcomes for young people.

I think single word judgements have no future – as they lack the nuance which is needed to describe any complex organisation. That said, I think the current Labour suggestion of school ‘report cards’ is worth exploring.

It also needs to become a more compassionate organisation – just as the JMC had to after a number of scandals involving its behaviour a number of years ago.

So whilst reform is essential, so to is OFSTED’s continued role in a healthy education eco-system.

But, thankfully, I am not in charge.

As it happens, I don’t actually get to choose what happens next in the world of education in England.

But change is coming.

And what I want from whoever wins the next election is some sense of a national programme for education. Some sense that education is a priority for government in a way which I fear has been lacking in recent years.

I don’t want trendy ideology to replace dogma.

I don’t want meaningless soundbites or eye-catching, but pointless, novelty.

I want political leaders who can look past traditional binary positions. Leaders who will inject ambition and hope into our political discourse.

Because, we as a nation – one of the richest on the planet – need to think bigger about the future of our children.