Reflecting on a visit from Schools Consent Project
In our latest blog post, Teacher of English Mark Belassie-McCourt, discusses what happened when Schools Consen...Read More
Former Deputy Head (Academic), Dr David James, reflects on our recent Education Summit and the future of schools post election.
On Wednesday 7 June Bryanston held its first Education Summit. Our strapline was: ‘delivering a world class education in turbulent times’. Just how turbulent these times are was driven home the following day when the first results from the general election started to come in. With so much uncertainty affecting so many aspects of this country’s future it seemed particularly important to bring people together to discuss what were the biggest issues facing schools today, and how could they be resolved.
And so we invited some of the most influential speakers working in education to give us their insights, and over 400 delegates arrived to listen, take notes, debate and disagree. Those attending came from all sectors: primary, prep, maintained and fee-paying secondary, and there were representatives from higher education as well. Themes developed over the course of a fascinating day: the role that technology could play was explored by Ian Fordham, Head of Education at Microsoft UK. Award-winning teacher Paul Turner looked at how technology could be used meaningfully in the classroom, and there were other sessions by, among others, Crispin Weston, James Penny and Jane Basnett, which looked at how far technology could shape learning. The answer? Quite a lot, but only if the teachers are fully trained. And that requires investment, of resources, trust ... and time.
And time was a theme running through the day. Professor AC Grayling discussed ‘educating the future in the present’, and Martin Robinson explored similar themes arguing for a return to the ‘trivium’ style of teaching which places emphasis on grammar, rhetoric and logic. Russell Speirs discussed the ten biggest educational trends in 2017, and a panel of prep school heads looked at the future of prep schools in a turbulent world with ever-changing priorities (and demographics).
In such uncertain times people often reach out to others, for guidance, and support. And colleagues from maintained schools discussed the nature of partnerships, both within the sector and across independent and state. Sharing, it was felt by many, results in strength, not dilution. But the pressures schools are under was also debated, with one panel of head teachers arguing about whether leading a school at such times is the ‘impossible job’. It was heartening to hear so many school leaders say it remained such a valuable and rewarding job, but the responsibilities are growing, and resources are shrinking.
There was also a strong evidence-based strand running through and across sessions. Experienced teachers and researchers such as Nick Rose (on using memory research in the classroom), Lucy Crehan (on the role that culture plays in creating education superpowers), David Didau (on the research that helps us make kids more academically successful), and, in the final keynote, leading educationalist Professor Dylan Wiliam talked about how we can create the schools our children need (which are different from the ones they actually have). It was stimulating, provocative stuff.
I end where I began: on uncertainty. Now that we know the result of the general election, it seems less likely that we will see a return to grammar schools, but what fills that policy hole? How important will schools be to a government that is struggling to retain a working majority while it is negotiating Brexit? My guess is that schools will slide down the political agenda quite quickly, and that is potentially very serious for the future of our country. On a more positive note, the summit showed what is possible when teachers come together, and share ideas, good practice, and find local solutions to perennial problems. Of course, such things cannot be scaled up to a national level, but perhaps this is the most we can achieve in the immediate future, and indeed this might be enough to ensure our schools still help produce gifted students ready for the 21st century. That is the hope, and until these turbulent times settle down, that might be just enough.