Progress? It’s more complicated than they’d have you believe!

Progress is not linear.

My six year old found my clarinet under my bed yesterday and decided in that moment he wanted to ‘learn’ to play it. I put it together for him and explained how to make his lips firm and how to blow. After a little while, he was getting from nothing to screeching to, finally, thankfully, a reasonable tone. I’ve sent him out now to serenade our newly hatched tadpoles in the garden so I can think straight enough to write this. From a little direct instruction, through practice, came a little progress. Simples. Except not really. First, he had a desire to learn. He asked to learn. He listened, and his interest was enough to persist, for several hours until the sound finally matched that which he had heard from me. He still can’t play it – his fingers can’t yet span the instrument and they’re too small to properly cover the holes. There’s muscular and sensory work to be done there. He will need to learn to read music. He will need to learn to love music – to have a canon of tunes at his disposal that he wants to be able to play. There will be complex interplay of patience, practice, passion and supportive parenting in his march towards progress. One thing is for sure though – it won’t be a linear march. This morning, when he picked it up again, he created a screech. He had fallen backwards. I would have failed an Ofsted inspection. It took him ten minutes to get back to where he had been yesterday. He looped. And as anyone who has learned to play a musical instrument will know, progress is not linear and the process is frustrating.

Will my son become a clarinet player? Who knows. He might drop it in the pond. And that will be the end of that. But, in a round about (non linear) way, the point of this post is that neither learning nor progress fit neatly on a ladder, and pretending that they are is getting us all in a bit of a mess.

Progress – it shouldn’t be a game.

One of the most damaging aspects of our current high accountability system is the notion of linearity and a reductivist approach to the idea of measuring progress. The concept that progress should be made in ’20 minutes’ by every child did not come from anything other than a panicked reaction to the words ‘rapid and sustained progress’ in the new Ofsted criteria. An inspector might only be in my lesson for 20 minutes, how can I show that all pupils are making rapid and sustained progress? Well you can’t. You can play all sorts of games to pretend that you can – an unbelievable amount of funky, coloured self assessed progress sheets seems to be around at the moment. Tell the kids something fairly undemanding. Get them to discuss it and then colour in on their progress sheet – your back is covered. The fact that this is getting in the way of, and even interrupting the learning that might be taking place, doesn’t matter. Progress can be ticked off the list. But the thing is, it’s only progress if it sticks. From one lesson to another. From beyond the exam into the next stage of life. Anything else is smoke and mirrors.

In our school, the emphasis on ‘progress over time’ has led to a re-examination of the way we record data and a focus on looking at the marking in books. There is a renewed obsession with levels, which judging from the feedback from our local T&L network group, is leading to some highly questionable practices. Observers demanding that pupils make at least one sub level of progress in a lesson, for example and a move away from portfolio based assessments to the individual levelling of every piece of work. In that world, they’ll all be getting PhDs by the time they’re in Year 9.

When such ‘data’ is scrutinised, the teacher feels under pressure to input data that seems to show progress. When I was adding half termly data into our tracking system at the beginning of the year, I was warned by colleagues not to show too much progress for the pupils, in case they fell back and ‘it looked bad’. Some of them, over a portfolio of six pieces of work, had achieved high level sixes, but I was warned not to put that data in – to ‘save’ it so it looked better later in the year – like I’d made a difference. Needless to say, I put in the marks they got. In the second round, one pupil had fallen back slightly. The others were pressing into Level 7. Elsewhere, some pupils look like they’ve stayed the same. Some look like they’ve fallen backwards. The thing is, we’re measuring different things all the time. The spreadsheet doesn’t allow me to say that a child’s mother was diagnosed with cancer, or that we were assessing technical writing ability at one point and speaking and listening at another. Crude instruments do not allow for a rich timbre, and at the moment, our clarinet is screeching. We think we’re showing progress, but we’re just making a noise.

Progress – it’s complicated.
There seems to be a vocal group of twitter teachers at the moment who are questioning the idea that relevance and engagement matter in learning. I know. It sounds mad, but they do exist. Mostly, they have had six weeks training before being dumped in a classroom, so you can’t really blame them, but a good dose of cognitive psychology, educational philosophy and neuroscience would not go amiss in increasing their cognitive gains. Firstly, then, let’s examine how relationships affect progress.

Relationships are not about being ‘nice’ and being ‘liked’. They are not about having fun all the time. They are rooted in the affective dimension and require watchfulness, humility and flexibility. They work on a complex interplay of actions, gestures, looks and words. A teacher who has great relationships notices things. The minutiae matter. And they matter because the brain is a bit more complicated than some people like to think it is. For a start, physical and emotional processes are more essential than we like to think they are – even into adulthood.

There is, in the communities of neuroscience and cognitive psychology, an emerging consensus of wonder at the complex interplay between mind and body, which challenges the traditional TOD model of cognition (Ryle, 1949). This is a model that has evolved over centuries in a trajectory from Plato to Descartes to Freud. In that determinist model, there was thought to be a close relation between intelligence, conscious thought and human identity. ‘Higher order’ thinking acting like a ‘Mini-Me’ of the conscious mind, collecting the information arriving from the senses and using logic and thought to organise, shape and present it on a clear-cut way. In this model, intuition and action are considered to be less ‘intelligent’ than rational thinking and binaries are formed. This TOD paradigm has permeated science for decades and has influenced education and research that has placed ‘critical’ and reasoned thinking as a pinnacle of intelligence.

Claxton (2012:79) outlines the TOD principles in an acronym – CLEVER:-
Clear-cut (not vague)
Logical (dispassionate)
Explicit (well justified and not hearf-felt)
Verbal (not manifest in gesture or expression)
Explanatory (not manifest in action or perception)
Rapid (requiring neither patience nor contemplation).

Yet there are a series of studies which show a complex and inter-related system of knowing in which the physical, emotional and intellectual are mutually dependent and variably expressed, leading many, including Claxton, to suggest that:-
the idea popularly attributed to Jean Paiget and widely believed in education, that we ‘grow out of’ our reliance on the concrete and the sensorimotor and that once we achieve ‘formal operations’ we can happily kick away the ladder of physical experience that helped us to get there, turns out to be highly questionable. Bodies are a whole lot more than vehicles for getting minds to classrooms and they may deserve a greater and more sophisticated role in education than merely ‘letting off steam’ on the sports field.’ (Claxton 2012:81)

In traditional modes of teaching, the body can be seen as ‘distracting, disruptive or unreliable’ (Claxton 2012:79). In fact, the body can tell us a great deal about what a child knows or is in the process of knowing. There are high levels of activity occurring in what sometimes feel like moments of stillness and silence.

In their article ‘Innovative Data Collection Strategies’, Onwuegbuzie et al (2010) point out that in spite of much writing on data collection, little has been written about the collation and representation of non verbal data. They state that even in the ‘seminal’ Handbook of Qualitative Research, only two short paragraphs in a book of 1126 pages, raise the issue of non verbal communication. We know, however from these recent developments in neuroscience that many ‘conversations’ take place in this space and they are conversations which can shape the mood of the participants powerfully (Curran, 2008). Current thinking in the field of neuroscience shows that it is almost impossible to separate the emotional, motor and higher order thinking processes and where it is possible, there is damage to the brain (Damasio 2006). Moreover, the body’s motor system reacts to metaphor and imagination as quickly and effectively as it does to reality. Claxton notes that unsurprisingly, when we hear a sentence such as ‘Bill caught the cricket ball’, our hand primes itself to catch a ball. He goes on to cite studies from Masson, Bub and Newton-Taylor (2008) and Glenberg (2008) in which similar physiological responses occur in sentences such as ‘Anna had forgotten her Blackberry’ (listeners primed their motor cortex to make small pressing motions with their thumbs) and even in more abstract modes such as ‘Judith delegated the responsibility to Sheena’ where the motor cortex indicated a gesture of giving – open palm handed out. (Claxton 2012:80). While we linguistically accept that metaphors such as ‘kicking habits’ or ‘pushing up daisies’ mean other things, our brains still react literally to them, priming our legs and hands to kick and push. Do the words ‘can’t’ and ‘can’ have a similar impact?

In an observation a senior leader commented that it was good that I was not afraid of silence and would wait, but I wanted to say that there was no silence – there is talk all the time – it’s just gestural talk, waiting for words to catch up. Goldin-Meadow and Wagner (2005) point out that gestures are of the essence of explanation. That children will frequently convey meanings and understandings much richer than their words suggest through gesture. They argue that paralinguistic features of communication are often more daring and creative than children are willing to express in words or writing. We dance our language – sometimes imperceptively, sometimes clearly…

I knew it but I didn’t know I knew it….
I am teaching Year 9 and trying to get them to identify metaphor – can they tell me what a metaphor is? I ask. One boy is bobbing, hand in the air, but when he tries to say it, he falters:-

‘I thought I knew, it’s….no I can’t explain it.’

Normally I would move on, but I’ve just read about embodied cognition and so I look at the boy’s hands.

‘Look at your hands – what are they trying to tell you?’

He looks. His hands are making a curved shape – a bit like the shape men make of women, a bit like a vase. I’m not sure which, but his hands are moving in this shape without him knowing. He looks.

‘Oh, it’s like a vase…a vessel…is a metaphor a vessel – like a container for a meaning? Oh I can’t say it!’

‘You did – you found a metaphor for a metaphor.’

If we are really going to help children to make progress, we need to think about it completely differently. Progress is not about putting numbers into spreadsheets. It is about seizing upon small but significant moments of opportunity. Clues. Being open to possibility. Being positive.

Too often, teachers fail to see those small moments of something that can so easily be lost. We fail to capitalise on clues – to probe a hesitant speaker, to see an embodied explanation. We let them go and they become lost in the frustration of knowing that they almost knew but not quite. I can see my son on the edge of the pond, serenading tadpoles and it prompts a thought of myself as a fisherman, just trying to make sure that none – not even the tiddlers, get away. If we are to take the idea of progress seriously, we need to learn to look, to hook, to reel them in. And it’s complicated.

Lost and Found. For EYFS/KS1


Here is my favourite EYFS/Year 1 scheme of work. It is based around the beautiful children’s book ‘Lost and Found’ by Oliver Jeffers. To keep the post manageable, I’ve just listed activities – you know how to adapt them to your own settings. Pick and choose from them.


A little boy finds a penguin at his door and decides to return him home. Together, they row to the South Pole. But when they get there, the boy realises he has made a terrible mistake…

Entering Storyworld….

My mind is like a little star,
Shining with ideas.
In my mind, I travel far,
No worries and no fears…

Off to Storyworld I go,
A world of my creation,
Off to Storyworld I go,
In my imagination…

Sprinkle the story dust, close your eyes tight….where will we be when I turn on the light?

Setting out the room:-
Role play area – a suitcase, two hats (one a penguin hat), an umbrella, a torch….

Water play area – lots of containers and objects to see what a good boat should be made of…

On display, lots of maps of the world, globes and pictures of marine wildlife. Pictures of the South Pole and its fauna.


Start to read the story with the children and stop to ask them where they think penguins come from. Let them share their penguin knowledge. When you reach the part of the story where it says that they pack, stop. Show the children a big map of the world and give them their own little paper maps (or blow up globes). Point to Britain and then the South Pole. Explore what is land and what is water and ask them to draw what they think the best route would be from England to the South Pole. Spend a little time looking at pictures so they can see that when the boy passes through the equator, it will be hot, but that when he comes to the South Pole, it will be very cold. Give them paper and pens and ask them to draw (and try to label) one item that they would need to take with them on this journey. When they are done, ask each children to pack it into your suitcase explaining to the others why they think this is an important item and carefully add the item to your list which you’ll keep displayed throughout the scheme. If in the future, they need something, you’ll have to check that they packed it! One of the children can wear the penguin hat and decide whether items are a good idea or not.

Check the items off and see if they have forgotten vital items – for example, have they brought food? If they wanted to bring a phone, how will they get a signal? How will they charge it?

If they offer water, ask them “why would I need that? Can’t I just drink the sea?” – assess whether they know if human beings can drink salt water  and explore it with them.

Let the children play and observe them – are they using the story? Are they exploring how these items might be used?

Over the coming days you can:-

1. Spend a day in ‘France’ – stopping off for supplies. Learn a little French, sing French songs, eat French food. You can do the same for Portugal.

2. Think about weather, as the boy travels south, will the weather change? What items does he and his penguin have in their suitcase to help them in the open air in hot weather?

3. Send postcards home.

4. Visit Morocco – learn some Arabic. Look at lovely photographs of Moorish buildings and Art. Eat some Moroccan food. Learn a sufi dance. Listen to arabic music. Send a postcard home!

5. Out at sea, the weather can be very unpredictable. Compose and soundscape a big storm and look at the pictures in the book of the terrible waves. Compare size of waves and think about ‘bigger than’ and ‘smaller than’. How would the boy comfort the penguin? How do adults comfort children?

6. The boy told stories all the way…what are their favourite stories? Can they make story maps/boxes/bags for their favourite stories. Could you place story sacks in the classroom, and costumes and encourage them to tell each other favourite stories?

7.The boy and the penguin will see some amazing wildlife out at sea. Let the children make up tales of encounters with whales and sharks, dolphins and flying fish. Use clips from Blue Planet and from The Life of Pi to explore what marine life is like.

8. Have a stop-over in Ghana – tell Gahnese dilemma stories to the children – The Rains is a great one. Explore the idea of rainforests. Explore African dance and song. Send a postcard home.

9. What does it feel like to row and row for days and days? What happens to muscles when they are used over and over again. Will the boy have changed? Could they draw before and after pictures.

10. Stop off in South Africa. Go on safari – how do the animals of the Savannahs differ from those of the rainforests? Which are predators? Which are prey? Send a postcard home!

11. The South Pole. What is it like there? Will the boy be dressed differently now? What is left in his suitcase? Look at the pictures of the penguin. He looks sadder than ever. What do the children think is wrong? How can we tell when people are sad? What can we do to help them? Finish the story with the children….then…

12. Write the sequel – the journey home. What kinds of adventures might happen on the way home?

You could also :- link this to a mantle of the expert exploration in which the children are sealife experts – for example, what if the boy and the penguin encounter an oilslick on the way home? How do we care for birds damaged by oil? Call in the experts! Or what about a mantle for an ‘Immigration service for penguins and other flightless birds’… or an English Language School for immigrant penguins….or… well you get the idea.

What if when they get home, the boy is told by the local authority that he can’t keep a penguin – that it must go to a zoo? What would he do?

There is a whole world in every book – these were just some of the ideas we played with. I hope they inspire some of your own!

Calling All Parents

If you would like to add your support to the document and letter below, please go to  It takes less than a minute.

Dear Mr. Gove,


We, as concerned parents, carers and citizens with an interest in young people, call upon the Secretary of State for Education to consider and respond to the following issues:-

1. To listen to experts who have given their entire careers over to exploring and researching the best ways to teach young people. These cognitive psychologists, neuroscientists and educational experts are not enemies of promise. We are dismayed that of the entire original panel asked to advise you on the structure of the new curriculum, only one remains. The experts in education all resigned as you both ignored and misrepresented their concerns. The only remaining panelist has no experience in the education of young children at all. The Cambridge Review of the Primary Curriculum; the most comprehensive and independent review of education for 60 years has been entirely ignored because it does not agree with your own opinions.

2. To stop misrepresenting the research of others. Your claims that your policy is rooted in research is false. Your favourite cognitive psychologist Daniel Willingham himself clarifies in an email, that, while he does not intend to become embroiled in an argument about an education system that he has no knowledge or experience of:-

‘I certainly agree with the position that (1) the goal of education is not just to know stuff, but to know how to deploy that stuff to solve problems, be creative, etc. (2) knowing how to think in this way requires instruction and practice and won’t arise spontaneously if you know enough stuff; (3) thinking skills are largely subject-specific (i.e., good thinking in math is not the same as good thinking in history); (4) thinking skills require and are intertwined with domain knowledge’.

To suggest, as you do, that this equates to a simple fact based curriculum, is misleading for parents and an abuse of your position. There are further concerns about the way you, as a government minister, misrepresent information. Further information on this can be read at

3. To put an end to the myth that the exam system is not robust. Oxford University’s recent report into the system casts doubt on your rationale for change. It can be read here Your proposed reforms to the GCSE do not take into account these findings. It is difficult to understand how children are benefitted by end assessed examinations which do not allow the full scope of their talents to be recognised and do not leave room for second chances.

4. Reconsider your decision to allow unqualified staff to teach our children in Academies and Free Schools. Children in all schools should be entitled to a well qualified teacher

5. We urge the Secretary of State to stop using inflammatory and derogatory language to describe children, parents and teachers, encouraging mistrust between people who should be working together to ensure a consistently good education for our young. We are heartily sick of the belittling of the efforts of our children in your assumption that it is too easy to pass GCSE and A Level examinations. In no other walk of life is increasing success seen as an indication of falling standards. We stand and applaud our Olympians as they break new records. We welcome new discoveries from our scientists. Stop undermining the successes of our young. Any parent who has supported their child through this incredibly stressful period, then feel their pride turn to dismay as you and others accuse them of having profited from falling standards, will know how hurtful you have been.

6. We challenge your refusal to accept that childhood is as much a place for happiness and curiosity, as it is for developing the important building blocks for reading and numeracy,  and we suggest that your relentless focus on the teaching of facts and the constant high stakes testing they are subjected to, is potentially damaging to the health and future well being of our children. To add to this demands for children to work ever longer hours at school is to deny the reality of what happens in some of the best systems in the world, in countries such as Finland.

7. Finally we ask that our children are no longer used as political footballs to promote the careers of politicians keen to make their mark. It is not just their future at stake, but that of our nation and indeed our species. We need to have a sensible and open debate about the role of education in our society, which is free from party politics.

Yours very sincerely,

Debra Kidd, Mother of 3 boys, and the signatories of the attached petition.

You might find the following useful as background:

I have been a teacher for 20 years – almost as long as I have been a parent. My three boys, born seven years apart are in each sector – Primary, Secondary and Higher Education and the youngest two stand to lose most as a result of your proposals. The eldest would not have secured his place at Oxford University if your changes to the AS levels had been implemented. If I were not a teacher, I imagine that I would listen to you and agree with what you say. The need for rigour, standards and knowledge are indisputable rights for our children. But the assertion that in some way we are currently failing them is misleading. On April 10th I wrote a letter, expressing the dismay I felt as a teacher at the belittling and inflammatory language that you use to describe my profession. In the Daily Mail, you referred to us as being part of a sinister blob – ‘enemies of promise’. The response from teachers to my rebuttal of this was unprecedented. Heads of Independent schools joined forces with Heads from across the state sector and International sector to condemn your behaviour. You can read the original letter here:-

The letter was presented to members of the Education Select Committee in the House of Commons on Monday and received a positive response, as myself and other concerned professionals discussed with MPs the future of education. That morning, the teachers petition was head line news in The Independent. You can read it here:-

As a result of that article, I appeared on Channel 4 news to discuss with Nick Gibb, Former Minister for Schools, our professional concerns about government educational policy. You can see it here:-

So now what?

That was quite a week! In fact it was quite a month. At the end of last term, I penned a letter of resignation. Tired and frustrated, I’d decided enough was enough. I walked past it every day for a week, feeling sad and defeated, and then I ripped it up. I decided to write another letter instead. Many people are still signing that letter. It ended, exactly a week to the day that it was posted, in a trip to the House of Commons and an unexpected appearance on Channel 4. But what now?

I went back into school this morning – business as usual. No-one’s that impressed up here with folk from the telly, so there was no fuss and I was able to carry on as usual. But I had a spring in my step. We talked a lot about power and democracy today – 11 year olds have some pretty good ideas that I’ll be passing on to government, but for now, this post is about how we use the momentum we have gained to effect change.

1. We need to think about the image of our profession. I believe that there is a direct link from the language and rhetoric of government, passed through the mouthpiece of the media, down into the primal fears of parents, into the ears of their children and out into our classrooms. It’s no good talking tough on behaviour, if the root of the problem is social and cultural. I’ve written more on this complex issue in another post, but making political capital out of attacks on teachers is the fastest way to disrupt learning. We need to start thinking about how we describe those we have entrusted (or not) with the care of our children and the impact that this can have on their attitudes in class.

2. We need to think about how the profession is represented. I am a firm believer that trade unions are a precious and democratic part of our society. I have a fondness for history and to remember Peterloo and the Chartist movement is to recognise the importance of the right to representation and protest. I sometimes get confused though, whether the unions are representing me or children. I’m sure they would say both, but I’m not sure that that is always possible. Is it not time for a separate professional body for teachers? Not the sop of the GTC, but, as Mick Waters suggests in his brilliant new book, a kind of NICE for the teaching profession which would oversee the dissemination of evidence based research and who would implement pedagogical and curriculum guidance based on consensus, not party political ideology.

3. At the meeting in Parliament yesterday, the members of the select committee in attendance (all Labour MPs) were keen to engage and we need to ensure that we, as a profession, keep the channels of communication open with that body. They are, to date, the only organisation that has forced a change in policy – remarkable considering the cross party make up of the committee. We should embrace their capacity to question.

4. We need to consider how, now we are back in school – and in that ‘no time to pee’ mode, that someone is contactable at all times to put our views across. Maybe a committee on rota? I’ve no idea, but it’s not a one woman job, that’s for sure and there are many of you out there with strong and articulate points of view to express.

To begin, I would like to suggest a meeting. It should consist of representatives from the main teacher’s unions, from the select committee, from the Heads’ Round Table, from the Cambridge Primary Review and the Primary Charter, from whatever this ‘unprecedented grass roots’ movement turns out to be – the blob? And finally, of course, government. I was heartened in some ways by meeting Nick Gibb last night. The television interview was short, but our conversation much longer. I believed him when he said it was important to keep the channels of communication open, and I hope his colleagues will agree.

I would welcome comments and suggestions – please add them below. Remember they take time to filter through.

Finally, there are not the words to express my gratitude for the support that many of you offered in this ‘holiday project’. I will always be in your debt. Thank you.

Calling All Teachers

Dear All,

I never imagined when I got up in the early hours of the morning on April 8th to get something off my chest that it would have such an impact. My idea was simple – 1oo Academics, 1000 teachers. I imagined it would take weeks to get to this point. It took 100 hours for 1400 people to sign. They keep on coming in- almost 4000 parents and teachers have signed.

The link to sign is at .

Last week we made front page headline news in The Independent and the same evening , the Channel 4 news. I will continue to campaign to keep this issue in the minds of the media so that parents and children are able to hear what research says about the education system.

 To those of you who have already signed I cannot thank you enough. We have stood, shoulder to shoulder, from public school to PRU, from nursery to night school to ask one simple thing. That a man who is so committed to facts makes sure that he uses them.


Before the Easter break, almost 100 academics drawn from the spectrum of educational research and practice, published a letter in The Independent querying the wisdom of Michael Gove’s changes to the curriculum. The response from the Secretary of State for education was astonishing to say the least. He claimed that the academics belonged to a sinister ‘blob’ dedicated to ruining the lives of children. He claimed that they were Marxist. He called them, and anyone who might associate with them, ‘enemies of promise’. On Question Time, he glibly noted that he could find 100 ‘good’ academics who would agree with him. To date, he has not. The 100 academics, on the other hand, have found support in the teaching profession and beyond. Around 1000 of them have attached their names to this rebuttal. They are people working in and with education on a daily basis. Many of them are also parents. They are drawn from primary, secondary, FE and HE sectors; from state schools, private schools, grammar schools, international schools and academies. They are tired of the way that educational research is being misappropriated by the current secretary of state. They are tired of a ‘yadda yadda’ approach to this crucial job – if I hear something I disagree with, I’ll just shout over it. They are astonished that a man appointed to serve the education system behaves like a child who has not yet learned to listen and to respect boundaries.

Michael Gove has used, frequently, the words of cognitive psychologist Daniel Willingham to support his notions that the curriculum should be based on the acquisition of facts. Gove’s interpretation of this idea is that the curriculum should consist of nothing but facts, but Willingham argues in much of his work, that critical thinking is essential in learning and that all knowledge learned should be supported by thinking. Futhermore, he warns that in the United States, a similar programme led to teachers ‘giving children lots and lots of facts at the expense of critical thinking.’ Far from attacking thinking skills, as Gove suggests, Willingham values them, when taught within context and points out that ‘we’d love to test critical thinking if we knew how to test critical thinking. But we really don’t. So what we tend to do is test factual knowledge.’ While it is clear that Willingham supports a focus on knowledge, he voices concerns about high stakes testing and the isolation of the teaching of knowledge into rote facts.  Indeed, all of the academics and teachers listed at the end of this article would fully support an education system in which children acquire knowledge, but it is how this knowledge is acquired and tested which forms the bone of contention. The education of our young is too important to leave to opinion and ideology. It requires evidence and thought.

This was a position that Michael Gove adopted when he came to office. He appointed ‘experts’ to advise him. Some of those experts have signed this letter. Others have publicly voiced concerns about the way he has ignored their evidence. Let’s take the expert panel on the National Curriculum as an example. In the report that the panel submitted, there was an entire chapter, based on decades of research that oracy underpinned academic success. This can be quite hard to understand if one considers that few examinations take a verbal form, but our written thoughts stem from the speeches we form in our heads. In order to be lucid on the page, we need to be lucid in our minds and practising the articulation of ideas is key to this. It is one of the reasons that the private sector places so much emphasis on debate. It is why Oxbridge universities continue to fund the hugely expensive tutorial system. It is why many of our leading orators – and Michael Gove is one of them – hone their skills in a debating society such as The Oxford Union. It is why we interview people face to face for jobs. Think for a moment of a working life in adulthood in which presentations, participations in meetings or any other form of communication was not essential. Research shows that vocabulary in child hood is a key indicator of future academic success and that building vocabulary and articulacy is essential in bridging that gap between children from disadvantaged and advantaged backgrounds. This chapter has been completely ignored in Gove’s proposals. In fact most of the advice offered by the panel has been ignored, leading to the resignation of all but one of the original expert panel.

Policy on literacy was based on the advice of an expert in the way children develop reading skills – Debra Myhill and the founder of a widely used system of teaching of synthetic phonics – Ruth Miskin. Both have voiced concerns in the past few weeks at the way the government has ignored their advice. They describe the tests as ‘flawed’ and warn that they will lead to ‘poor teaching’. Indeed the DfE’s own research paper into ‘what works’ in teaching children to read warns against teaching and testing grammar ‘out of context’. So, Mr. Gove, where are your good academics – the ones who agree with you? They cannot all be enemies of promise.

Mr. Gove’s oratory skills and his ability to tap into the deepest fears of parents mean that his policies often find support in voters whose access to information is viewed through the lens of a privately educated media. These fears are seated in a belief that standards are falling and that Britain is failing to compete internationally with other systems. But if one explores the data from the OECD – the organization who administers the international PISA tests, we find some interesting ideas which do not at all sit in accordance with Michael Gove’s policies. Firstly, the tests are not based on knowledge, but the application of knowledge in ‘novel situations’. The highest performing countries have students who are able to think critically and innovatively to apply the knowledge they have. The OECD data throws up some other interesting facts. For example when the factor of class is removed, British state schools outperform private schools. In the highest performing countries, teachers are more highly valued than any other profession – in Finland for example, rather than being viewed as ‘enemies of promise’, they set and mark their own tests, are all educated to Masters level and enroll on university courses which are more competitive than Medicine or Law. In fact, the key unifying characteristics of those successful countries is the autonomy of the teaching profession and the regard in which it is held. It is difficult to see how Michael Gove’s attacks on the profession, or his changes to the curriculum help us to compete on an international stage.

It is difficult, when one reads the research written by those that Michael Gove admires, including the Marxist, Gramsci, to find the evidence that supports the highly selective interpretations that Gove incorporates into his policies. He glibly makes statements, presented as facts, which have no basis in reality at all. His statement that ‘you cannot be creative unless you understand how sentences are constructed’ denies the existence of childhood and yet it is delivered as a fact. If challenging this anti-intellectual reasoning makes us bad academics, or raising our concerns makes us bad teachers in the eyes of the Secretary of State, then so be it.

Let us repeat that we do not oppose the acquisition of knowledge. Nor do we oppose the idea that all children should succeed. We instead question the removal of skills from that process. We question the wisdom of the decontextualized testing of knowledge and the notion that there should be high stakes testing in which children’s futures become fixed once and for all. Michael Gove’s proposals for examination changes are akin to altering the driving test to the theory only examination and removing the option to retake the test. Despite the fact that it took six attempts for him to pass his own driving test, in schools Gove proposes the removal of second chances and mistakes. It amounts to the removal of hope and that is the real enemy of promise in this debate.




(AST stands for Advanced Skills Teacher, an alternative career path for teachers who wish to remain teaching rather than pursuing management roles)


  1. Debra Kidd – AST Teaching and Learning, Secondary State.
  2. Louise Astbury – Head of English and MFL, Sixth Form College, Examiner.
  3. Serena Dawson – MFL teacher, Secondary State.
  4. Jackie Schneider – Teacher, Primary State.
  5. Michael Tidd – Year Leader, Middle School State.
  6. Tim Taylor – AST, Primary State.
  7. Rosie Marcus, Director of Programmes, CAPE UK.
  8. Mark Coates – AST English, Secondary State
  9. Julie Wright – KS3 Humanities Co-ordinator, Secondary State.
  10. Sally Dennis – Year 6 and 7 teacher – 3-18 Academy school.
  11. Alison Anderton – Teacher, State Primary.
  12. Pete Benson – Teacher of Theatre – International School
  13. Rebecca Patterson – PGCE Tutor – Higher Education
  14. Emma Owen – Head of English – Secondary State.
  15. David Richards – Teacher – Primary.
  16. Mike Devitt – Principal Moderator – English A Level. Former teacher in both State and Independent sector.
  17. Claire Roberts – Deputy Headteacher – Primary.
  18. Trisha Lee – Teacher and author of ‘Teaching Mathematics Creatively’ – Secondary and Cultural Sector
  19. Rebecca Stacey – Deputy Headteacher – Primary.
  20. Stephanie Oswald, PGCE tutor
  21. Shanti Lall – Teacher of English – Secondary Academy.
  22. Ruth Bennie – Headteacher – Primary.
  23. Ian Startup – AST – State Secondary.
  24. Louise Clark – EYFS/Primary specialist and Artistic Director of Libellulewings Theatre.
  25. Jonny Greemshields – Teacher, Secondary State
  26. Ross Bolwell – Williams – Creative Projects Co-ordinator, Make Believe Arts. International.
  27. Cathryn Throup – Deputy Headteacher – State Primary.
  28. Mollie Weston – Teacher – State Primary
  29. Natalie Masala – Teacher – State Secondary.
  30. Liz Hague – Creative Practitioner – Cultural Sector
  31. Jon Paul Mason – AST Mathematics – State Secondary.
  32.  Tasneem Dhansey – Science Teacher – Secondary Academy.
  33. Jez Gregg – Teacher of Theatre – International.
  34. Mark Edwards – Principal – Primary Academy
  35.  Becky Shickle – Teacher – State Primary.
  36. Karen Whitehead – Head of Faculty – State Secondary
  37. Ase Eliason Bjurstrom – Teacher – International
  38. Will Wade – Learning Assistant – Further Education.
  39. Joanne Mimnagh – PGCE Tutor.
  40. Hywel Roberts – AST and author of ‘Oops – helping children to learn Accidentally’
  41. Charles Parker, Deputy Head, State Secondary
  42. Jane Hewitt – AST and consultant.
  43. Sean Macnamara – Teacher – Primary State
  44. Katie Ward – Head of Sixth Form – Secondary.
  45. Sue Coates – Teacher – Primary.
  46. Lee WillscroftFerris – MFL Teacher – Secondary State.
  47. Nicola Murray – Head of Department – Secondary National Teaching School and Academy.
  48. Emily Young – Senior Lecturer Physical Education– H.E.
  49. Kate Bean – Senior Lecturer in Primary Education. Former Headteacher.
  50. Joe Trier – Literacy Co-ordinator – Primary.
  51. Simon Withey – Head of Department – Secondary Special Education
  52. David Boulton – Teacher of Physics – Secondary State.
  53. Jayne Williams – Teacher of Art – Secondary Academy.
  54. Ondrie Mann –  Lead Teacher – 3 – 18 Academy.
  55. Jen Mann – Teacher of Geography – Secondary Academy
  56. Allan Kidd Course Leader – Sixth Form College.
  57. Lozi Murias – Teacher – Primary State.
  58. Dr. Richard Lodge – Head of English – Secondary State
  59. Beccy Panter – Teaching assistant – Primary State.
  60. Rebecca Farnworth – NQT – Primary State.
  61. Claire Pearce – Deputy Headteacher – Primary State.
  62. Phil Whitney – English Course Co-ordinator, Secondary State.
  63. Christopher Heaps –  Teacher – Primary State.
  64. Rachel Gregory Billington – School Governor – Secondary Academy
  65. Paul McGinity – Peripatetic Music Teacher.
  66. Matt Wright – AST – Secondary Academy
  67. Laura Newman – History Teacher – Secondary
  68. Steve Piggot – Assistant Headteacher – 11-18 Seocndary.
  69. Nick Chandley – Philosophy For Children Consultant and Trainer.
  70. Christine Martin – English Teacher and A Level Examiner – Secondary
  71. Alan Thomas – Teacher – Sixth Form College
  72. Victoria Firbank – Teacher
  73. Suzanne Gannon – English  – Sixth Form College
  74. Jay Whiting – Deputy Headteacher – Secondary
  75. Jan Whiting – Teacher – Primary PRU
  76. Clare Benton – Teacher – Primary
  77. Anne Westland – Teacher of English/KS 5 Coordinator – Secondary
  78. Mark Smith – Teacher of Mathematics – Secondary
  79. Jane Constantine – English 11-18 – Secondary
  80. Joanne Parish – Head of Finance and parent – ISTA.
  81. Nicola Towle – Teacher – Primary
  82. Taryn Elliot – RE Teacher  Secondary
  83. Alix Thatcher – Teacher – Independent sector.
  84. Caroline Newton – Grandparent and stakeholder
  85. Claire Corrigan – Teacher of Sociology – Sixth Form College
  86. Jo Hulme – Deputy Headteacher – Primary
  87. John Connor – MFL consultant, AST assessor
  88. Suzannah Reeves – Head of Humanities, School Governor,
  89. Rebecca Bell – School Governor, Director of Integrate Education
  90. Moira Nolan – Assistant Headteacher –Secondary
  91. Alex Belios – MFL Teacher – Secondary
  92. Tricia Kellerher – Principal – Independent School
  93. Sarah Angill – Teacher- Primary
  94. Charles Richardson – Teacher and ITT Trainer – Primary
  95. Anna Harries – English Teacher – Sixth Form College
  96. Gordon Baillie – AST – Secondary
  97. Angela David – Drama Teacher – International School
  98. Judith Tigerschoild – Headteacher – Primary
  99. Rachel Watkins – AST English – Secondary
  100. Lynne Donaldson – English – Secondary
  101. Ian Gilbert – International Educational Publisher and Author of ‘Super Teaching’ and ‘The Learning Revolution’ among others.
  102. Amy Sharp – English Teacher  Secondary
  103. Lucie Trickett – Drama teacher – Secondary
  104. Sarah Wilson – DT teacher – Secondary
  105. Tom Schultz – Director of Theatre – International (Singapore)
  106. Ian Baker – Teacher – International
  107. Justin Bulpett – English Teacher – Secondary
  108. Lou Liddle-McGhee – AST History – Secondary
  109. Dawn Liddle-McGhee – TA – Special Education
  110. Andrew Horsley – Teacher of Exploration (Maths / Humanities)– Secondary
  111. Elspeth Mackie – English teacher – International
  112. Claire Teach – Teacher – EYFS
  113. John Wilks – General Secretary of the London Association for the Teaching of English.
  114. Katharine McBride – Teacher of English – Secondary.
  115. Chris Wakely – MFL Advisor and former Ofsted Inspector.
  116. Rachael Edgar – Teacher of English – International.
  117. Ruth Horsley – Teacher – Primary.
  118. Joanne Hennesey – Teacher – Primary.
  119. Ian Callaghan – Teacher – Secondary.
  120. Joanne Humphrey – English Teacher – International.
  121. Wendy Banks – English Co-ordinator – International.
  122. Tess McGivney – Lecturer – HE
  123. Anthea Hilson – Headteacher – Infant and EYFS.
  124. Erica Robinson – Teacher of English – Secondary Academy
  125. Dr. Carol Azumah Dennis – Programme Director – Life Long Learning. University of Hull.
  126. Rachel J Ramaker – Teacher – Primary.
  127. Mark Edwards – Principal – Academy.
  128. Barbara Clarke – Assistant Headteacher – Primary.
  129. Sarah Doherty – Teacher – Secondary
  130. Emma Caudwell – Teacher and Specialist Dyslexia Teacher – Primary.
  131. Matthew Donohue – Teacher – Primary.
  132. Gillie Kerrod – Youth Theatre Teacher – Cultural Sector.
  133. Shirley Harrison – SLT Teacher Leader – Secondary Academy.
  134. Elizabeth Challinor – Teacher – Primary.
  135. Leena Robertson – ITT Tutor – HE
  136. Dave Edwards – Teacher – Secondary
  137. Owein Prenderghast – Art and Design Lecturer – FE
  138. Fiona West – Head of Science – Secondary State
  139. Peter Haveland – Art and Design Teacher – FE and HE
  140. Allan Boxer – Former Primary Headteacher, Freelance Music teacher.
  141. Ali Johns – Subject Leader, Mathematics – Secondary State
  142. Jessica Rafferty – Teacher – Primary State
  143. Caron Rainton – Teacher of English – Sixth Form College
  144. Christine Savage – Head of English – Sixth Form College
  145. Elle Elliot – Trainee Teacher – Primary
  146. Kevin Lawton – ICT tutor – Sixth Form College
  147. Liam Spires – Teacher – Primary
  148. Lesley Gibbens – Assistant Headteacher – Secondary State.
  149. Lizzie Hode – Teacher, Primary.
  150. Andy Eachus – E-learning manager – Sixth Form College
  151. Peter Roberts – Vice Principal – Sixth Form College
  152. Katherine Edwards – Teacher of History and founder of
  153. Natalie Ford – Head of PSHE – Secondary State
  154. Jane Mearns – Year 5 teacher – Primary
  155. Stephen Finegold – Youth Theatre Teacher – Cultural Sector
  156. Louise Poole – Head of Music – Secondary State
  157. Sara Petts – Teacher of Biology – Sixth Form College
  158. Stephanie Holt – Teacher of Law – Sixth Form College
  159. Nicola Barthorpe – Director of Humanities – Secondary Academy.
  160. Laura Latham – Senior Teacher – Primary
  161. Fran Keayes – English Teacher – Secondary.
  162. Jess Edwards – Teacher – Primary Academy.
  163. Eleanor Robinson – Teacher – Primary Academy.
  164. Gisela Cook – Former Museum Educator and parent.
  165. Jenna Withney – Music Teacher and Youth Worker – Freelance.
  166.  Eileen Taylor – Teacher – Secondary State
  167. Fiona Douglas-Reeeves – Head of Media – Sixth Form College
  168. Alan Mills – Former Teacher, SSAT consultant, now Charity Trustee and Director
  169. Marie Davidson – Head of RE – Secondary State
  170. Sharon Wainscott – Teacher – Primary.
  171. Elizabeth Ramsay – Head of Drama – Sixth Form College
  172. Sue Berry – Teacher and Trade Unionist.
  173. Samantha Kent – Teacher of Science – Secondary
  174. Amy Combey – LSA – Primary
  175. Jane McGregor – Ex teacher, now educational researcher, Cambridge University.
  176. Sophie Alcock – Year 5/6 Teacher – Primary
  177. Mark Johnson – Teacher of Theatre – FE
  178.  Rebecca Denning – Teacher of Dance – Secondary Academy.
  179.   Victoria Hale – Head of Year – Secondary Academy.
  180.  Kelly Wade – Class teacher – Primary.
  181.  Dave Whitaker – Headteacher – Special Education
  182.   Roz Morton – Teacher of English – Secondary
  183. Maria Beswick – Teacher of English – Secondary
  184. Vikki Clements  – Teacher of English _ Secondary
  185. Sophie Wales – Teacher – Secondary
  186. Jo Rhodes – Teacher of Dance – Cultural Sector
  187. Matthew Douglas – Head of Music – Co-operative Trust Secondary
  188. Phillipa Jackson, Headteacher – Primary
  189. Ben Greenfield – Teacher – Primary
  190. Philip Willis – Teacher – Primary
  191. Frances Mills – Educational Psychologist and Mum.
  192. Janine Chapelle – Teacher of English – Sixth Form College
  193. Matthew Hughes – EYFS Teacher – Primary
  194. Alison Welsh – Teacher – Primary
  195. Claire McDonough – Teacher- Secondary.
  196. Clare Vincent – Year 6 teacher – Primary
  197. Sarah Rhodes – Learning Coordinator – Secondary
  198. Alfie Crump – Deputy Headteacher – Primary
  199. Neil Agutter – Senior Teacher – Outdoor Learning Centre
  200. Martin Borrott – Assistant Headteacher – Primary
  201. Shaun Hopper – Maths and Research Leader – Primary Academy
  202. G. Collins – Teacher – Primary
  203. Alex Lockhart – Teacher – Primary
  204. A. Maynard – NQT – Primary
  205. Jen Shannon – Educational Psychologist and former Primary School Teacher.
  206. Valerie Goodwin – Head of Department – Secondary.
  207. Kirsty Mason – GTP English Teacher – Secondary Academy.
  208. Rhoda Wilson – Year Leader – Middle School
  209. Jo Ward – Yr 5 Teacher and Literacy Co-ordinator – Primary
  210. Katy Street – Head of English -Secondary
  211. Melanie Weinstein – Teacher – Primary International
  212. Gill Wallace – Primary Maths Specialist – Primary State
  213. Masha Bell – Former Teacher, now Literacy Researcher
  214. Damien Mills – Deputy Headteacher – Primary
  215. Steve King – Teacher – Secondary
  216. Emma Prince – Head of English – Sixth Form College
  217. Dennis Kwok – NQT Science and former private sector employee – Secondary
  218. Duncan Bradshaw – Assistant Head of Mathematics – Secondary
  219. Helen Absalom – Teacher of English – International
  220. Ray Dominy – Teacher – Primary
  221. Jo Hoult – Teacher and Arts Coordinator – Primary
  222. Theresa Donegan – Deputy Head – Primary International
  223. Zoe Brown – Learning and Progress Assistant – Secondary
  224. Ron Gordon – RE Teacher – Secondary
  225. Simon Webster – Head of History – Secondary
  226. Emma O’Kelly – Teacher – Primary
  227. Ellen McVicar – Teacher – Primary
  228. Kay Johnston – History Teacher – Secondary
  229. Patricia Oxiade – Teacher – Primary
  230. Madeleine Court – Teacher of Economics and Business – Independent School
  231. Helen Brooks – Teacher and parent – Primary
  232. Armin Sebastian Cano Fuica – Teacher – Primary International.
  233. Georgina Holt – Director of Science – Secondary
  234. Nicky Martin – Teacher – Primary
  235. Susan Rowe-Jones, Headteacher – Primary
  236. Dan Heppner – Teacher of Science – Secondary
  237. Karen Grey – Teacher – Primary
  238. John Gillard – Head of History – Secondary Academy
  239. R.Crowford – Teacher, Primary,
  240. Claire Bills, Teacher, Primary.
  241. Paul Willerton – Assistant Vice Principal – Secondary.
  242. Susan Bowie – Maths/ICT teacher – Secondary Academy
  243. Tracy Gresty – Teacher – Primary
  244. Yvonne Hardman – Teacher – Primary
  245. Lorraine Marshall – Teacher – Primary
  246. Patricia Farmer – Assistant Headteacher – Primary
  247. Zoe Friend – Teacher, Primary
  248. L.Trussel – Teacher of ICT – Secondary
  249. Jonathan Gower – Headteacher, Primary.
  250. Jill Morton – Educational Psychologist.
  251. Val Crane – Science Teacher – Secondary
  252. Shona Wolfenden – Teacher – Primary
  253. Claire Adams – Teacher – Primary
  254. Lestyn Thomas – HLTA – Primary
  255. Andrew Elliot – Head of Geography -Secondary
  256. Jackie Lucraft – Director of Teaching and Learning, Secondary.
  257. Peter Hall – Maths Consultant – Making Maths Fun, Primary
  258. Amanda Morris,  Teacher of DT, Secondary
  259. Lizzie Pascall – Teacher, Primary.
  260. Dave Mingay – Teacher, Primary Special Education
  261. Tavia Allan -Course Leader for English -16-19 School
  262. Carson Elday – Teacher, Primary Special Education
  263. Pamela Rook – Teacher, Primary
  264. Mick Cull, Teacher, Primary
  265. Andrea Jenkins, Teacher, Primary
  266. Tim Handley – Maths/ICT Co-ordinator, Primary
  267. Vanessa Cox, Head of Department, Secondary
  268. Andy Cavadino – Year 5 Teacher – Primary
  269. Helen Weeden – Teacher, Primary
  270. Ruth Ball, Trainee Teacher, Primary
  271. Andrew Lindley – Teacher, Primary
  272. Keith Smith, Head of DT/Engineering, Secondary
  273. Alasdair Smith,  Teacher of History and Senior Lecturer, Secondary and HE
  274. Andrew John, Teacher, Primary.
  275. Jayne Wright, Teacher of History – Secondary
  276. Gorana Henry – Teacher, Primary
  277. Moyra Mahoney, Teacher of English, FE
  278. Sue Mosedale, TA, Primary/EYFS
  279. Louise Bishop, Teacher, Primary
  280. Donna Sparke, Teacher, Primary
  281. Paul Norman, Vice Principal, Secondary Academy
  282. Jane Lovis, Assistant Headteacher, Pupil Referral Unit
  283. Hannah Boydon, Teacher, Primary
  284. Robert Illingworth, Middle School Leader, MFL
  285. Lucy Newman, SEN Teacher, Primary
  286. Chris Chivers, ITT Tutor, Primary, HE
  287. Adam Hayes – Reintegration Coordinator, Education Support Centre
  288. Richard Warren, English Deputy Leader, Secondary Academy.
  289. Philip Anderson, Head of Department, Secondary, Chair of Governors, Primary
  290. Abbie Talbot – Trainee Teacher, Primary.
  291. Eoghan Walsh – Teacher, Primary.
  292. Mark Pratt – Headteacher, Primary.
  293. Alison Smith, KS5 Co-ordinator, Secondary.
  294. Helena Butterworth, Head of MFL, Voluntary Aided Secondary
  295. Adam Pannell – Teacher, Primary.
  296. Tim Rogers – Teacher of Science, Secondary.
  297. Hannah Lloyd, Year 6 teacher, Primary
  298. Charles Tub, Head of Department, Secondary
  299. Vicky Grant, Teacher, Primary
  300. Maria Teresa Jackson, Teacher, Primary
  301. Liz Gallagher-Coates,  English and Psychology teacher, Independent sector.
  302. Morag Scott-Smith – Teacher, Primary.
  303. Emma Payne – Headteacher, Primary
  304. Gary Snapper, Editor, Teaching English, The National Association for Teachers of English
  305. Helen Wright, Trainee Teacher, Primary
  306. Lesley Davis, Headteacher, Primary
  307. Julia Skinner, Retired Headteacher.
  308. Gary Read – Headteacher, Primary.
  309. Katarzyna Klocek, Teacher, Primary.
  310. Tim Browse – Headteacher, Primary
  311. Lisa Roberts, Teacher, Primary
  312. Mags Herbert – Year 6 Teacher, Primary
  313. Sheeylah Price, HLTA and Librarian, Primary
  314. Ruth Jones, Teacher, Primary
  315. Lauren Brown, Teacher, Primary
  316. Debbie Taylor, English Teacher, Secondary
  317. Catherine Barlow Year 3 teacher, Primary
  318. Louise Goode, Head of Mathematics, Secondary
  319. Rob Lloyd, Lead Learning Coordinator and School Governor
  320. Emma Wylde, Teacher of English
  321. Catherine Upton, Literacy Co-ordinator, Primary
  322. Barbara Butterworth, Deputy Headteacher.
  323. Kevin Holland – Bigfoot Theatre Company
  324. Emma Bramley – Creative Practitioner
  325. Matt Wardle, Teacher, Primary
  326. Carol Newton, Teacher, Primary
  327. John Rainer, Academic Division Leader, PGCE Tutor, HE
  328. Joy Sherlock, Teacher of Drama, Secondary
  329. Helen Jones, Headteacher, Primary Academy
  330. Andrew Parsons, Teacher, Secondary
  331. Jennifer Benzer, Teacher, Sixth Form College
  332. Gill Evans, Deputy Headteacher, Primary
  333. Elaine Nielsen, Teacher of Drama, International Primary School
  334. Emily Thurbon, Assistant Headteacher, Primary
  335. Dr. James Turner, Literacy Co-ordinator, Primary
  336. Dr. Joana Soliva Teacher of English, GCSE and A Level Examiner.
  337. Fiona Webster Lee – Teacher of RE and Spanish – Special Education
  338. Lucie Golton – Head of Physics -Secondary.
  339. Niamh Sweeney, Teacher of Health and Social Care, 6th Form Federated Academy.
  340. Alison Cooper – Teacher, Primary
  341. Corinne Howell – Science Co-ordinator, Special Education
  342. Pierette Sims – Head of English – 11-18 Academy
  343. Sharon McCammon, AST English, Secondary
  344. Ian Browne, Science Faculty Leader, Secondary
  345. Jenny Lewis, Teacher, Primary
  346. Suzanne Higgins – Deputy Headteacher
  347. Anne Broadhurst – Geography and CCT Teacher, 3-18 Academy
  348. Phil Wood – Lecturer, HE
  349. Elizabeth Dowling – Teacher of History, Secondary.
  350. Lauren McCoy, Teacher of English, Secondary
  351. Andy Lutwyche, Teacher of Mathematics, Secondary
  352. Tim Appelbee, Primary School Governor, FHEA, CAPE UK associate
  353. Kathryn Law AST Creativity and Learning, Wakefield LEA
  354. Ian Sudbery, Assistant Headteacher, Secondary
  355. Lisa Constable, EYPS Trainer and Advisor for Early Years Education
  356. Rachael Taylor, Teacher, Primary
  357. Andy Bowman, Deputy Headteacher, Primary
  358. Philip Cole – Teacher of Science, Secondary
  359. Neil Wells, Teacher of Science, Secondary Academy
  360. Janet King, Teacher, Primary
  361. Jessica Bubb, Teacher, EYFS
  362. Paul Hacker, Teacher, Independent Sector
  363. Johanna Walkley, Headteacher, Primary
  364. Samantha Salas, EAL teacher, Primary
  365. Fiona Miller, SENCO, Assistant Headteacher.
  366. Lisa Pitman, Teacher, Secondary
  367. Seren Collins, Teacher, Secondary
  368. Rachel Emmett, Literacy Lecturer, FE
  369. Helen Trivers, Teacher, Primary
  370. Sarah Klein, Art Teacher, Secondary
  371. Elizabeth Mynott, AST, Secondary
  372. Fatima Duerden, MFL, Primary
  373. Greg King, Head of Physics, Secondary Academy
  374. Pauline Gaston, AST Behaviour and Maths, 4-16 Academy
  375. Martin Galway – Year 6 Lead Teacher and Senior Manager, Primary
  376. Professor David Davis – HE and International Teacher Education.
  377. Suzy Wedley, Teacher, Primary
  378. Helen Thornton, TA, Primary
  379. Claire Johnson, Teacher, Primary
  380. Alex Scott, Teacher, Primary
  381. Ben King, Geography and Learning to Learn, Secondary Academy
  382. Eliza O’Driscoll, English Teacher, Secondary
  383. Mark Guy, Science/Physics, Secondary
  384. Dr. Roger Caseby, Vice Principal, Academy
  385. Paul Bateson, Teacher of Drama, Secondary
  386. Heidi Hudd, Phase Leader, Primary
  387. Debbie Hough, English, Secondary
  388. John Atkinson, Learning Leader, Secondary
  389. Murray Sackwild – Head of Humanities, Secondary
  390. Damien Keene, Assistant Head for Inclusion, Primary
  391. Donna Beadows – Teacher, Primary
  392. Damian Knollys – Headteacher, Primary
  393. Guy Williams – Director of Performing Arts and Editor of the NATD journal.
  394. Sara Radley – Deputy Headteacher, Primary
  395. Freya Knowles, Lead Teacher for the more able, Teacher of English, Secondary
  396. Mark Wheeller -Drama Teacher and Playwright – writer of Too Much Punch For Judy and other plays.
  397. Jane Ashworth, Teacher, Primary
  398. Simon Horbury, Head of Science Independent Preparatory School
  399. Janet Colledge, WRL Manager, London Academy
  400. Chris Miles, Head of Music , Secondary
  401. Larry Scott, English, Secondary
  402. Ross Cotter, HE
  403. Molly Bertrand, Teacher of Drama, Secondary
  404. Gill Goodswen, Retired Headteacher, Chair of Governors.
  405. Sarah Hambley, Teacher, Primary
  406. Richard Clift, Head of Science, Secondary
  407. Tracey Halford, Teacher, Primary
  408. Ian McDaid Specialist Leader of Education, Secondary
  409. Bridget Solly – Teacher, Primary
  410. Grace Meisher, Teacher, Primary
  411. Camilla Clayton, Teacher, Primary
  412. Rachel Morgan, Teacher, Primary
  413. Kimberley Dutton Hughes, Teacher, Primary
  414. Gary Vessey, Assistant Headteacher, AST English, Primary
  415. Emma Duff, Primary SENCO
  416. Julia Morgans, Every Child Counts Teacher Leader, Derbyshire
  417. Elisabeth Street, Teacher, Primary
  418. Cath Heery, Teacher, Primary
  419. Matthew O Hagan,  Maths Teacher, Primary
  420. Andy Bear, Teacher, Primary
  421. Glyn Bishop, Teacher, Primary
  422. Alison Richardson, Head of Music, Secondary
  423. Jon Haines, Former Head of Dept, ITT Tutor
  424. Stewart Debenham, Deputy Head, Primary
  425. Theresa Lane, Headteacher, Nursery
  426. Gillian Kirk, English,  Secondary
  427. Christine Clarke, Head of Maths, Secondary
  428. John Mountford, Retired Headteacher, Ex Ofsted Inspector and serving Governor.
  429. Nadine Parker, Teacher of Art, Secondary Academy
  430. Louise Cranshaw, Teacher, Primary
  431. Alison Hale, Drama in Education – Schools and Museums.
  432. Mike Barber, Curriculum Manager, Sixth Form College
  433. Nicola Darling, Teacher, Primary
  434. Helen Mayes, Teacher of English, Secondary
  435. Louise Harris, Deputy Headteacher, Secondary Academy
  436. Martin Francis, retired Headteacher, School Governor.
  437. Michael Bunting – Deputy Head, Primary
  438. Matt Wiley, Teacher of Science, Secondary
  439. Heather Cunningham, Headteacher
  440. Mick O’Neill Deputy SENCO, Secondary
  441. Paul de Haas, Teacher, Primary
  442. Julie Lilly, Headteacher and SENCO, Primary
  443. John Kisiala, Teacher, Primary
  444. Stewart Payne, Teacher, Primary
  445. Lynda Froud, KS1 Teacher, Primary
  446. John Parker, Maths Specialist, Primary
  447. Rachel Bonner, NQT, Primary
  448. Katie Moran, Headteacher, Primary
  449. Marion Langford – SENCO, Primary
  450. Andy Molloy Science Curriculum Team Leader, Secondary
  451. Nicola Denney, Teacher, Primary
  452. Jan Marshall, SENCO, Primary
  453. Sarah Leigh Barnett, Humanities, Secondary Academy
  454. Lucy Alway, Teacher, Primary
  455. Sam Johnson, Head of Learning, Secondary
  456. Gareth Metcalfe, Teacher, Primary
  457. Jack Wyatt, Teacher, Primary
  458. Roo Stenning, Geography and Theory of Knowledge Teacher, International
  459. Sharon Patterson, TA, Secondary
  460. Alison Rowe, RE Secondary
  461. Martin Coombes, Teacher of Physics, Secondary
  462. Neil Scanlan, former LA advisor on Assessment, School Governor and Governor Trainer
  463. Michaela Porter, TA, Primary
  464. Miriam Mendez Lovelace, Teacher, Primary
  465. Jenny Elliott, Deputy Headteacher, Secondary
  466. Thomasina Watts-Robinson, Head of Science, Secondary
  467. Sue Gentry, TA, Primary
  468. Heather Harrison, Music Teacher, Secondary.
  469. Carolyn Frea, Literacy Support Teacher
  470. David Lloyd, Teacher of Music and Drama, Special Education
  471. Robin Bertrand – Deputy Headteacher, Secondary
  472. Ilona Schofield, Teacher of Science, Secondary
  473. Lucy Evans, Literacy Co-ordinator, Primary
  474. Dr. Owen Barden, Lecturer in Education, HE
  475. Frederique Lane, Assistant Principal, Secondary
  476. Deb Smith, Teacher, Secondary
  477. Robert Campbell, Principal, Secondary Academy
  478. Joanne Pearson, Teacher Educator
  479. Michael Horner, Teacher of English, Secondary
  480. Hazel Danson, Assistant Headteacher, Primary
  481. Louise Simmonds, Base Leader, Isles of Scilly
  482. Jo Cole, Learning and Teaching, Secondary
  483. Julie Lee Ranson, Teacher, Senior Manager, Governor
  484. Helen Hall Chair of Governors, Primary
  485. Andrew Caffrey, Assistant Headteacher
  486. Matt Beresford, Deputy Headteacher, Primary Academy
  487. Ruth Golding, Head of School
  488. Leon Reed, Teaching Assistant, Primary
  489. Michael Griffin, Head of Year 13, Teacher of Psychology and Author
  490. Katharine Elwis, Teacher of Drama, Primary, Cambridge Graduate
  491. Kim Payne, Assistant Headteacher, Primary.
  492. James Rich, Teacher, Primary
  493. David Beddow, AST Secondary
  494. Helen Mitchell, Director of CPD, School of Education
  495. Jessica Cotton, Head of Creative and Performing Arts, Secondary
  496. Stephen Shieber, Head of RE and Philosphy, Independent Sector
  497. Chris Ewing, Head of PE, Secondary
  498. Daniel Reeves, Teacher, Primary
  499. Elaine Perrigot, Teacher
  500. Ellis Holt, Teacher, Primary
  501. Amanda Gray, Year 6 Teacher, Primary
  502. Emily Pulleine, Teacher, Primary.
  503. Charlotte Hills, Year 6 teacher, Primary
  504. Simon Sylvester, Lecturer in Film and Production, FE
  505. Vivienne Sheil, Teacher, Primary
  506. Ben Walsh, Textbook Author and Examiner
  507. Mark Squires, Headteacher and Local Leader of Education
  508. Ciaran O’Hallaran, Head of Arts Faculty, 4-18 Academy
  509. Emma Harvey, Teacher, Primary
  510. Rebecca Bradley, KS3 Co-ordinator, Secondary
  511. Heidi Lauder, Teacher, Primary
  512. Dai Barnes Head of Academic and In-Curriculum ICT, Independent Sector
  513. Anne O’Connor, EYFS consultant, trainer and writer
  514. Sara Whiley, SEN teacher
  515. Nicky Downes, Inclusion Teacher, Primary
  516. Marcelle Hoare Teacher, Primary
  517. Sue Thom, Teacher, Primary
  518. Andrea Mooney KS2 Teacher Primary
  519. Nicola Gabb, English Teacher, Independent Sector
  520. Gill Davies – PGCE Tutor
  521. David Rees – English Teacher, Secondary
  522. Liz Coales, Maths Teacher, Secondary Academy
  523. Rachael Hughes, Teacher, Primary
  524. Jane Porteous Teacher, Primary
  525. Sue Ellis, Teacher, Special School for Children with Autism
  526. Paul Bridge, History and Careers Teacher, International School
  527. James Hobson, Head of Department, Science, Secondary
  528. Gary Ellison, Teacher, Primary
  529. Fiona Kidney, TA SEN Secondary
  530. Dan Price, Teacher, Primary
  531. Dan Allen, Head of Music, Secondary
  532. Caroline Buchanan, Deputy Head, Infant School
  533. Jane Bettles, Year 4 Teacher, Primary
  534. Neil Kilbourne, Primary PGCE Student
  535. Angharad Jones, Mantle of the Expert Practitioner
  536. Caroline Gibby, Ed Doc Student, Newcastle University
  537. Ron Jenkins, Retired Science Teacher, Secondary
  538. Juliet Cook, Teacher of English
  539. Catherine Arcari, Teacher, Primary
  540. Kimberley Smith, EYFS Leader, Reception Teacher
  541. Jason Tracey Secondary Science Teacher
  542. Angie King Inclusions, Leader, Primary
  543. Vicki Merrick, Head of Department, Secondary and Grandmother
  544. Wendi Roberts Year Team Leader, Primary
  545. Lisa Clarke Teacher, Secondary
  546. Lisa Ashby, Year Leader, Primary
  547. Deborah Key, Teacher, LA Behaviour Support Service and LA Co-ordinator for Elective Home Education
  548. Becky Barros Teacher, Primary
  549. Claire Doherty Teacher of RE, Secondary
  550. Victoria Rogers, Teacher, Primary
  551. Kathryn McGuiness Teacher, Primary
  552. Lisa McLaughlin Teacher, Primary
  553. Alasdair Mussell TA Primary
  554. Anton East, Course Leader, Music and Perf. Arts, Sixth Form College
  555. Amanda Sanders PGCE Student
  556. Ingrid Spencer Education Lecturer, Teach First Primary Lead
  557. Steph Ladbrooke Teacher, Primary
  558. Janette Smith EYFS Adviser
  559. Ruth Woolman Teacher, Middle School
  560. Nicky Simmons Primary Education Consultant
  561. Louise M Bomber, Teacher and Therapist
  562. Jakki Bryant Teacher and Governor, Primary
  563. Kristiane Worsdell, English Teacher, Secondary
  564. Lucie Waggeh, Teacher, Primary
  565. Kay Kearey, History, Secondary Academy
  566. Chris Pim, Independent ICT and EAL Adviser.
  567. Heather Savage, KS2 Leader, Primary
  568. Ann Horton, EAL Co-ordinator, Academy
  569. Tricia Gilbey Teacher, Primary
  570. Ian Morecroft, Technology Teacher, Secondary
  571. Peter Matthews, Education Consultant
  572. Laura Mitchell, ICT teacher, Secondary. Parent.
  573. Emma Miles, Teacher, Primary
  574. Tony Buttifint, Maths Teacher and Data Manager, Secondary
  575. Dan Lyndon, AST History, Secondary
  576. Marie Bonsall, Teacher of English, Secondary
  577. Chloe Tollafield, Teacher, Primary
  578. Patricia Grist, Teacher and former Adviser for the International Education Agency of Papua New Guinea
  579. Vicki Stephens, Teacher, Primary
  580. Nicki Hamilton, Phase Leader, Primary
  581. Laura Stratford, TA, Primary. Parent.
  582. Hannah Quinn, Deputy Headteacher, Primary
  583. Fred Greaves, Division Secretary, Surrey NUT.
  584. Sean Moore, Teacher, Secondary
  585. Sian Jones, Teacher, Primary
  586. Dawn Hindle, English Secondary Academy
  587. Julia Walshaw AST Primary
  588. Alan Darley MA Teacher of RE and Philosophy, Secondary
  589. Christopher Clarke, Head of English, Secondary
  590. Hilary Cremlin, Teacher, Primary
  591. Chrissie Attenborough, English Teacher, Secondary
  592. Lucy Haynes, Teacher, Primary
  593. Lee Probert, Religious Studies Teacher, Primary
  594. Rebecca Morris, PGCE Student
  595. Debbie Ferrer Head of Key Stage 3, English, Secondary
  596. Chris Denson, Teacher, Secondary
  597. Wayne Jenkins Deputy Headteacher, Secondary
  598. Ian Goodyer Teacher, Primary
  599. Kathryn Bennett, Head of English, Secondary
  600. Rebecca Stone, Teacher, Primary
  601. Stephen Friend, Deputy Headteacher, Primary
  602. Christina Skarbek Senior Lecturer in Education
  603. David Mitchell, Music Teacher, Secondary
  604. Sarah Mann Director of Performing Arts, Secondary
  605. Anna Daly, Creative Practitioner and EYFS Trainer.
  606. Esther McKnight English Lecturer, FE
  607. Dr. Chris Denny, Associate Tutor, SEN Adviser, HE
  608. Rebecca Bowden English Secondary
  609. Sarah Coles, Trainee Primary Teacher
  610. Ben Ramsland, Head of English, Secondary
  611. Geraldine Ciantar Headteacher, Primary
  612. Jacinta Mills, Head of English, Public Sector
  613. Stacey Mearley AST History, Secondary
  614. James Wilson Teacher, Primary
  615. Emily Tudor, Head of English, Secondary
  616. Katharine Dunstan, Teacher, Primary
  617. Joanna Dennis, Teacher of English, Secondary
  618. Maria Ioannou Nursery Teacher
  619. Ian Howarth Head of History, Secondary
  620. Chris Brookbank, Headteacher, Primary
  621. Joan Walton, Lecturer Higher Education
  622. Amy Rollason Teacher, Secondary
  623. Sarah Matthews Teacher
  624. Jason Arthur, Teacher, Secondary
  625. Janet Newman, Retired Headteacher,Primary
  626. Suzie James, Teacher, Primary
  627. Lisa Dalgarno-Connelly – Teacher of Psychology, FE
  628. Jacqui Cawdron English Teacher , Secondary Free School
  629. Su Walters, Teacher, Primary
  630. Alaric Thompson Head of Physics, Secondary
  631. Martin Field, Teacher Secondary Academy, Chair of Governors, Primary
  632. Ashleigh Bell, Teacher of English, Secondary
  633. Peter Maynard, Head of Humanties, Grammar School
  634. Belinda J Ourtilbous Headteacher, Infant School
  635. Huw Morgan, Headteacher Primary
  636. Rosalyn George, Professor of Education, Goldsmiths
  637. Emily Tudor, Head of English, Secondary
  638. Phillip Klaus, Houseparent Psychology Teacher, Summerhill School.
  639. Nina Cardinale, Teacher Secondary
  640. Julian Bishop Ex Science teacher, IT Tutor IT Appreticeships, Private and Public Sector
  641. Neil Barton, BSED Mentor, Secondary
  642. Samantha Finch, Teacher, Primary
  643. Kelly Banbury, Subject Leader, Secondary
  644. Clare Perriss Peripatetic Teacher
  645. Nan Fee, Teacher, Primary
  646. Sorrell Thomas, Drama Teacher, Secondary
  647. Theresa Thornton, Learning and Teaching Co-ordinator
  648. Mark Parslow Williams EYFS Teacher
  649. Marion Green Teacher, Primary
  650. Carly Wilson, Deputy Headteacher, Primary
  651. Jo Hampshire, Head of Learning Support, Secondary
  652. Nikki Jones, TA, Primary. Parent.
  653. Olivia Whatcott, EYFS and Primary Teacher
  654. Ian Dickerson, KS5 Mathematics Co-ordinator, Sixth Form Secondary
  655. Michelle Hepburn, English Teacher, Secondary
  656. Owain Jones, Teacher, Primary
  657. Toby Baeyens, Head of ICT Summerhill School.
  658. Russell Cummings, Teacher of English, Secondary
  659. Deborah Niven, Teacher of English, Secondary RC
  660. Joanna Ferguson, Learning Mentor, Sixth Form Secondary
  661. Maggie Pitfield, Senior Lecturer in Education, HE
  662. Vicky Obied, Senior Lecturer in Education, HE
  663. Kim Wheeler, Trainee Teacher, Primary and EYFS
  664. Peter Williams, Curriculum Manager. FE
  665. James Cadieux TA SEN, Primary
  666. Glynn Kirkham, Educational Consultant, Former Teacher, Ofsted Inspector and University Lecturer.
  667. Elizabeth Lockwood, Science Teacher, Secondary Academy
  668. Stanley K.M. Semarco, Lecturer, HE
  669. Caroline Small, Drama and English Teacher, Artist in Education
  670. Rebecca Sutherland Cooper, SEN Teacher
  671. Amy Druce, Deputy Head of English, Secondary
  672. Helen Hunter, Teacher and Creative Practitioner, Independent Preparatory School
  673. Trish Wilson, TA Primary
  674. Chris Coultas Teacher, Primary
  675. Sarah Prentice, Teacher, Primary
  676. Jane Couzens, Teacher, Primary
  677. Dr. Alison Taysum, Lecturer, HE
  678. Tim Ennion, Assistant Headteacher, Secondary Academy
  679. Daisy Camplin, Teacher, Primary
  680. Sue Smith, Teacher, Primary
  681. Rowan Todd, Lecturer Design Technology, HE
  682. Alexia Hodgson, Learning Support, Primary
  683. Esther O’Neill, Music and German Teacher, Secondary
  684. Lynda Houghton, Senior Lecturer in Primary ITT, HE
  685. Indira Banner, Lecturer in Science Education, HE
  686. Neil Davis, Assistant Headteacher, Primary
  687. Emily Thomas, History Teacher, Secondary
  688. Kate Oakley, Senior EYFS Practitioner
  689. Janelle Sims, Deputy Headteacher, Primary
  690. Dr. Kate McKenzie, Educationalist and School Governor.
  691. Alice South, Literacy Co-ordinator, Infant School
  692. Denise Crunden, Teacher, Primary
  693. Tricia Eastley, Headteacher and NLE
  694. Gail Barr – Language Teacher, Secondary and HE
  695. Jane Todd Teacher, Primary
  696. Mark Helliwell, Senior Lecturer, Design and Technology, HE
  697. Jacqueline Perkins, Senior Leader and Lead Teacher for Maths/ICT, Primary
  698. Professor Harry Torrance Director of the Educational Research Unit, MMU
  699. Julian Davies, Art Teacher (retired)
  700. Celine Lawrence, Literacy ESOL Teacher, FE
  701. Rafael Mitchell, Science Education Lecturer, HE
  702. Chris Bailey, Assistant Headteacher, Primary
  703. David Sassoon, Schools Support Services and former Ofsted Inspector
  704. Michelle Dunne, Teacher, Academy
  705. Brendan Higgins, Schools of Education, Leeds University
  706. Nicola Goodwill, Teacher of English, Secondary
  707. Tim Smith, Deputy Headteacher, Independent Preparatory School
  708. Emily Tudor Head of English, Secondary
  709. Alison Munro AST and Training Co-ordinator, Academy
  710. John Wadsworth, Senior Lecturer, Early Child Education, Goldsmiths
  711. Claudia Fabian, MFL Teacher, Head of Year and ITT Lead Mentor
  712. Scott Lyons, Year 6 teacher and Assistant Secretary of the NUT, Norfolk
  713. Jackie Sandy, Teacher, Primary
  714. Juliette Fry, Drama Practitioner
  715. Su Corcoran Physics and Theory of Knowledge Teacher IB
  716. Carl Humphreys, Head of ICT Secondary
  717. Simon Ross Head of World Studies, Secondary
  718. Michael Guy, Teacher, Primary
  719. Madeleine Cutler, Foundation Stage Leader, Maths Co-ordinator
  720. Natalie Squires, Secondary Academy
  721. Grace Blaxall, Teacher of English, Secondary Academy
  722. Tapiwa Katsande, Teacher and Researcher, Vocational Education
  723. Dr. Janet Harvey, Teacher, Educational Consultant and HE Lecturer
  724. Paul Atkin, Reading Recovery Teacher, Primary
  725. Sean Green, Teacher, Academy
  726. Kevin Osborne, Music and Maths Teacher, Deputy Head, Secondary
  727. Kathrine Nutting, Acting Headteacher, EYFS Specialist
  728. Abigail Gosling, Senior Lecturer, Early Years FE
  729. Julia Coyne, Supervising Tutor, FE Primary
  730. Lisa Drage KS1 Co-ordinator Primary
  731. Helen Heery – Teacher, Primary
  732. Alison Leveridge, Teacher, Primary
  733. Dr. Trevor Male, Senior Lecturer in Education, Hull University
  734. Kirsty Lilley, Head of Faculty, Secondary Education
  735. Paula Bryant, Teacher, Primary
  736. Jessica Austin-Burdett, Art Team Leader
  737. Elizabeth Liddard, Primary Teacher
  738. Justine Mercer, Associate Professor, University of Warwick
  739. Paul Baker, Teacher of English, Secondary Boys
  740. Paul Miller, Teacher, Secondary and HE
  741. Sue Clamp Teacher, Primary
  742. Dr. Naomi McLeod, Senior Lecturer, Higher Education
  743. Karen Searle EYFS Advisory Teacher
  744. Sophie Oliver, Teacher, Primary
  745. Vic Whittaker, Teacher Education Lecturer, Sheffield Hallam
  746. Cathie Pearce, EYFS Specialist Teacher and Educational Researcher
  747. Laura Denton, Subject Leader for Science, Secondary
  748. Mick Savill, Film and Media Teacher, Academy
  749. Kendra Cogman, Primary Teacher and NUT representative
  750. Ian Benson. Lead Teacher, KS3 Maths, Secondary
  751. Julia Scoones, Teacher, Primary
  752. Sue Holliday, Teacher Educator, Principal Lecturer, HE
  753. Jigsa Naik, Teacher, Primary
  754. Dene Zarins, AST Primary Drama and Mantle of the Expert Consultant
  755. Vanessa Matthews, Assistant Headteacher, Primary.
  756. Tricia Young, Teacher, Primary and Teacher Trainer
  757. Ursula Edgington, FE Lecturer, PhD Student
  758. Jo Tomalin, Senior Lecturer in Mathematics, Sheffield.
  759. Bev Templeton, Teacher, Primary
  760. Lisa Wilkinson, Teacher, Primary
  761. Katie Cox, Teacher, Primary
  762. Sheila Greedy, Supply Teacher
  763. Haldun Sonkaynar, Maths, Secondary
  764. Sheila Sharpe, Lecturer, Primary, EYFS, ITT and HE
  765. Alison Crosbie, Primary Teacher, Singapore
  766. David Hills Taylor, Design Technology Teacher, Secondary
  767. Penny Brown, Teacher, Primary
  768. Shane Doyle, English Secondary
  769. Sarah Haddy, EYFS Teacher
  770. Kieran McDonald, Senior Lecturer, Design Tech Education
  771. Steve McNally, Teacher, Primary
  772. Jackie Sandy, Teacher, Primary
  773. Len Holman, Headteacher, State Primary
  774. Andrew Stone, History and Politics Tutor, Sixth Form College
  775. Clare Sarson, Teacher, Secondary
  776. Di Wuest, Teacher, Primary
  777. James Barry, Teacher, Secondary
  778. Jessica House, Teacher, Primary
  779. Dr. Joan Walton, Director, Centre for the Child, Family and Society, Liverpool Hope
  780. Jennifer Payne, Head of History, Secondary
  781. Doug Dickinson, Associate Lecturer, HE
  782. Dawn Pattinson, Maths Teacher, Independent Sector
  783. Claudia Ashton, Teacher, Primary
  784. Jayne Spurries, Head of ICT and Business, Secondary
  785. Rachel Mills, Subject Leader, English
  786. Sacha Hateley-Lowe, Teacher, Secondary
  787. Sally Hinchliffe, Senior Lecturer, Teacher Education, HE
  788. Juli Morgan Russell, Head of English, Secondary
  789. Helen Drake, Year 3 Primary/KS1/EYFS leader and SENCO, Primary
  790. John Griffiths, EYFS Phase Leader and Teacher, Primary
  791. Kelly McLoughlin, Teacher, Primary
  792. Frances Egan Assistant Headteacher, Nursery
  793. Lonarna Mathias EYFS Consultant and former Ofsted Inspector
  794. Daniel Major, Head of Humanities, Secondary
  795. Vernonica Halliwell, Teacher, Primary
  796. Anita Braithwaite, Science, Secondary
  797. Emma Patman, Teacher, Primary and MaST
  798. Nick McLeod, Head of RE and Head of Year, Secondary
  799. Paul Bryant, E-Learning Consultant
  800. Christine Hudson, Former Drama Teacher, Secondary
  801. Barbara Hendon, Infant GT Leader
  802. Carolyn Hanwell, Children’s Centre Teacher
  803. Emma Wilson, Head of Music, Secondary
  804. Mark Chambers, Chief Executive Officer, Formerly LA Adviser and Headteacher
  805. Anne-Marie Greenland, RE teacher, Secondary
  806. Catherine Bell, Primary Supply Teacher
  807. Hilary Tunnicliffe, AST Secondary
  808. Jeremy Taylor, Head of History and Politics, Secondary
  809. Ken Muller, History and Politics Teacher, Sixth Form College
  810. Vicki Winning, Drama Teacher, Secondary
  811. Annabelle Scott, MFL, Primary and Secondary
  812. Claire Briggs Assistant Headteacher, Secondary
  813. Anthony Dovan, History, Secondary
  814. Jan Rowe, Senior Lecturer in ITE
  815. Pete Hurst, Deputy Headteacher, Secondary
  816. Helen Gill, Teacher, Primary
  817. Andy Jones, Pro Vice Chancellor and Dean of the Faculty of Education, MMU
  818. Nancy Gedge, Teacher, Primary
  819. Iona Burchell, Parent.
  820. Julia McIlroy, Teacher of English, Head of Year, Secondary
  821. Andrew Cowley, Teacher, Primary
  822. Alice Henderson, English Teacher, Secondary Academy
  823. Janet Hewett, Retired Teacher
  824. Hazel Howat, Numbers Count Teacher, Primary
  825. Jim Duke Teacher
  826. Tim Brown, Second in Maths, Academy
  827. Bridget Cousins, Freelance Music Teacher
  828. Penny Hay, Head of Year, Secondary
  829. Helen Loten, SENCO, Primary
  830. Christine Ng, Teacher, Primary
  831. Dolores McNeill, ESL Teacher FE
  832. Roxie Scott, PCGE Primary Student
  833. K. Jeavons, Year Six Science Subject Leader, Primary
  834. Jamie Abbott, Faculty Leader, Social Sciences, Secondary
  835. Tony Dowling, Peripatetic Behaviour Support Teacher, Primary
  836. Barry Ackerman, Teacher, Secondary
  837. Sarah Winner, Head of Dance Secondary
  838. Simon Davies Senior Lecturer in Professional Studies at Birmingham City University.
  839. Tracey Lawrence, Early Years Teacher
  840. Jane Anderson Brown, Peripatetic Music Teacher, Former Music Adviser and Ofsted Inspector
  841. Natasha Young Teacher, Primary
  842. Gemma Rolfe, KS4 Creative Arts Teacher Secondary
  843. Tricia Carroll, Senior Lecturer, EYFS, Primary
  844. Amanda Daish, Teacher, Primary
  845. Roger Kingsnorth Head of Sixth Form College
  846. Toni Morphew, Teacher, Primary
  847. David Moore, Educational Consultant
  848. Christopher Goymer, Teacher, Primary
  849. Louise Preston Teacher of Science, Secondary
  850. Stephen Readey AST Mathematics, Secondary Academy
  851. Christine Dempster, Teacher, Secondary
  852. Jean Clark, Teacher, Primary
  853. Miriam Ghanam, Trainee Teacher, Primary
  854. Sarah Veltch, SEN Teacher
  855. Alex Kenny Secondary School Teacher
  856. Dave Grimmett, Geography Teacher, Secondary
  857. Anita Turner, History, Secondary
  858. Carolyn Wreghitt, Teacher, Maths Adviser, Primary
  859. Lizzie Brown Academic Coach, Secondary
  860. Sir Paul Grant, Headteacher Robert Clack School
  861. Phil Taylor, Former Teacher and Senior Leader, Current School Governor
  862. Brian Slack, Teacher, Primary
  863. Sarah Barton, Teacher of Art and Design
  864. Ben Preston, Teacher of Science, Secondary
  865. Rachel Harrod, Leading Maths Teacher, Year 6 Primary
  866. Sharron Goodwin, Teacher, Primary
  867. Deborah Courtney, Early Years Under Graduate and TA in a Primary
  868. Steve Squires, Business Studies, Academy
  869. Mahmoona Shah, Lecturer, FE College
  870. Jason Collins Year 4 Primary
  871. Sheila McGregor Head of MFL, Secondary
  872. Helen Wiles, Music, NUT Representative, Primary
  873. Keith Baxter, Teacher, Primary
  874. Jo Scott, AST Drama, Year 6 Teacher, Primary
  875. Chris Myhill, Curriculum Leader, ICT, Secondary
  876. Judy Hatton, English and Communications Teacher, Sixth Form College
  877. Avani Higgins, Teacher
  878. Andrew McPhee, Student Teacher
  879. Sue Pilkington, Assistant Headteacher, Primary
  880. Dave Moore, Education Consultant
  881. Andrew Malcolm, Head of Economics and Business Studies, Secondary
  882. Brigeen Nevin, Teacher Secondary
  883. Anne Nelson, Retired Language Support Teacher
  884. Maureen Barton, Geography State Secondary
  885. Malcolm Groves, Governor, State Secondary, Former Ofsted Inspector
  886. Brian Barton, retired Secondary Teacher and Senior Lecturer
  887. Tara Spicer, Teacher, Infant School
  888. Therese O’Sullivan, Educational Consultant
  889. Ray Liddard, Teacher, Primary
  890. Diane Risley, Headteacher, Primary
  891. Breda Bowler, Headteacher, Primary
  892. Vicky Iglesias Teacher, Primary
  893. Jane Bowman, Deputy Headteacher, Primary
  894. Sarah Robins, Headteacher and SENCO, Primary
  895. Caron Jayne Short, Teacher, Primary
  896. Elvett Charles Phipps, Teacher, Secondary
  897. Toby Barkworth-Knight Vice Principal, British Overseas Primary School
  898. Jemma Gregory, Sixth Form Teacher
  899. Jayne Gibbons, Headteacher, Nottingham
  900. Rachel Peckover, Maths Co-ordinator, Primary
  901. Elizabeth Chubbock, Teacher, Primary
  902. Caroline Lamb Deputy Headteacher, SENCO and Year 5/6 Teacher, Primary
  903. Helen Smith, Teacher, and Literacy Co-ordinator, Primary
  904. Jayne Gibbons, Headteacher, Primary
  905. Sandra Gould, Teacher, EYFS
  906. Paul Hughes, Head of Music, Secondary
  907. John Perrem, Teacher, Primary
  908. Julie Chatterton, GCSE Examiner and mother of 4
  909. Amanda Smith, Head of Sixth Form, Grammar School
  910. Janet Wilde, Headteacher, Primary and School Counsellor
  911. Hanna Bithell, English Teacher, Secondary Academy
  912. Karen Lee, Teacher, Primary
  913. Carol Cooper, KS1 Leader, Primary
  914. Josella Hervey, Inclusion Leader, Secondary
  915. Andrea Moody, EYFS and Primary Teacher
  916. Donna Burton-Wilcock, Head of English, International School
  917. Janet Mansfield, Chair of Governor
  918. Jon Thompson, AST for MFL, Independent Sector
  919. Sinaed Naidoo, EYFS and Teacher, Primary
  920. Lucy Bolsolver Former Secondary teacher and PGCE Course Leader
  921. Steve Whiley Head of History, Academy
  922. Deborah Faulkner, Teacher of Economic and Business, Sixth Form College and Examiner
  923. Gemma Niles, Year 4 Teacher, Primary
  924. Claire McDermott, Head of Psychology, Independent Grammar School
  925. Summer Turner, English Teacher and ICT Co-ordinator, Secondary
  926. Sue Leyden, Educational Psychologist
  927. John Hully, Teacher of IT, Primary
  928. Elaine Blaydes, Teacher, Primary
  929. Claire Dodd, AST Primary Languages, Outreach
  930. Isaac Greaves, Head of MFL, Secondary
  931. Joy Mills, Assistant Headteacher,
  932. Steve Truan, Assistant Headteacher, Secondary
  933. Nicola Daniels, Technology Teacher, Secondary
  934. Kerry Marshall, Teacher, Primary
  935. Roy Tonkin, Teacher of Art, Secondary
  936. Lorraine Price, Teacher, Special Education
  937. Jon Whitehead, Infant Teacher and Parent
  938. Jonathan Blackburne, Deputy Headteacher, Primary
  939. Ross Miller, Year 6 Teacher and Maths Co-ordinator, Primary
  940. Rebecca Beard, Teacher
  941. Penny Stott, Former Teacher
  942. Gemma Tucker, Teacher, Primary
  943. Sue Harris, Primary English Adviser
  944. James Hamilton Scott, Head of Performing Arts, Secondary
  945. Kathy Knight, Teacher and Educational Psychologist
  946. Bob Mitchell, Retired Vice Principal
  947. Patricia Missett, Teacher, Primary
  948. Sharon Humphreys Primary Teacher and Transition Reading Project
  949. Alison Elliot, Headteacher, Secondary
  950. Maria McCarthy, Assistant Headteacher, Secondary
  951. Daniel Whitall, NQT, Primary
  952. Rene Koglbauer, Subject Leader, Secondary
  953. Zoe Barton, Teacher, Secondary Academy
  954. Kelly Banbury, Subject Leader, Secondary
  955. Siobhan McQuilkin, English Teacher, Head of Year, Secondary Education
  956. Dan Woodhouse, Head of English, Secondary
  957. Simon Lowe, Head of RE, Secondary
  958. Giles Falconer, History Teacher, Secondary
  959. John Booth, HE Lecturer
  960. Lesley White, Headteacher, Primary School
  961. Irene Whalley, Further Education
  962. Chrng -Han Wu AST Secondary
  963. Jenni Willis, Lead Teacher in Literacy and Assessment, Primary
  964. Tracey English, Year 5 Teacher, Primary
  965. Jacqueline Morton, EYFS Adviser
  966. Dani Deegan, Teacher of Science, Secondary Grammar School
  967. Martin Said, Head of Music, State Secondary
  968. Kim Noad, Teacher, Primary
  969. Andy Allen, Director of Business, Secondary Academy
  970. Malcolm Jennings, Actor Teacher, Theatre In Education
  971. Neil Finbow, Teacher, Pupils Referral Unit
  972. James Hanson, Sixth Form College
  973. Patrick O’ Donoghue, NQT Primary
  974. Louise Benson, Teacher, Primary
  975. Tracey Langmead, Vice Principal, Secondary Academy
  976. Claire Kennedy, Head of English, Secondary
  977. Kirsty Ridey, Teaching School Leader, Primary
  978. Laurie Mansfield, Senior Examiner in Physics.
  979. Paul Hood, Phase Leader and Class Teacher, Primary
  980. Ed Startup History and Politics, Secondary
  981. Olly Thompson, ICT Teacher, Secondary
  982. Emily Swanson, Teacher, Primary
  983. Anna Lang, Head of Music, Secondary
  984. Jeremy Paige, D&T Teacher, Secondary
  985. Eleanor Hose, Teacher, Primary and Parent
  986. Chris Farrell, Deputy Headteacher, Primary
  987. Zebedee Friedman, Mathematics Facilitator and AST
  988. Emma Willing, AST and MaST, Primary
  989. Joanna Cantwell, English Teacher, Secondary
  990. Maria Rudden, English and Media Teacher, Secondary
  991. Lilian Villafuerte, Teacher of English, International Primary
  992. Helen Shaw, Teacher Primary
  993. Cathie Lacey, Teacher Educator
  994. Margaret Harrison, Teacher, Primary
  995. Claire Dismorr, Primary Teacher and Literacy Co-ordinator
  996. Joe Elwood, Teacher, Primary
  997. Garath Rawson, Science Teacher, Secondary
  998. Rachel Holmes, Teacher, Secondary
  999. Steph Connolly, Curriculum Leader, Maths, Secondary
  1000. Matthew Milburn, Headteacher, Secondary.
  1001. Dr. Paul Clarkson, Teacher of Science, Secondary
  1002. Joanne Smith, Senior Lecturer in Primary Education
  1003. Debra Scurrell, Deputy Headteacher, Primary School
  1004.  Dr. Paul Clarkson, Science Teacher, Secondary
  1005.  Sarah Berke, Year 3 Teacher, Primary
  1006.  Julie Hughes, PCE in HE
  1007.  Linda Sibbons, School Improvement Adviser
  1008. Pip Beer, Visual Impairment Team, Herts.
  1009. Dr. Rona Mackenzie, Principal Designate, UTC
  1010. Sue Swaffield Senior Lecturer in Education, University of Cambridge.
  1011. Becky Cordy, Chair of Governors at 2 primary schools (infant and junior)
  1012. Steve Hitchcock, Headteacher, Primary
  1013. Martin Batchelor, Teacher, Primary
  1014. Clare Sandford EYFS AST, Independent School
  1015. Margaret Newcombe, Year 6 teacher, primary.
  1016. Lucy Johnson, ex teacher.
  1017. Jane Wright Teacher, Primary – Numbers Count
  1018. Beth Bridewell-Mason EYFS Primary PGCE Student
  1019. Alastair Geddes Teacher, Primary
  1020. Helen Gordon, Teacher Sixth Form College
  1021. Jennie Harper Year 1 Teacher, Primary
  1022. Jon Fentiman Maths Co-ordinator
  1023. Stephanie Thompson History, Secondary
  1024. Derek McMillan, Retired teacher, author of The Classroom Teacher Manual
  1025. Angela Hill, English Secondary SEBD
  1026. Debbie Cargill, Teacher Primary
  1027. Robert Cavender, Teacher, Secondary
  1028. Siobhan McGrath Acting Head, Independent Sector
  1029. Rachael Newson, TA Secondary SEN
  1030. Janine Stones, Teacher, Primary
  1031. Nick Tinsdeall Senior Lecturer in Education
  1032. Katy Vanx Teacher Primary
  1033. Su Edwards, retired Headteacher and LA Adviser
  1034. Alex Kenny, Teacher, Secondary. Chair of the NUT Education Committee
  1035. Caroline Wheelhouse, Head of Department ICT Secondary
  1036. Tracy Harman, Tutor, Adult Learning for Adults with Learning Difficulties and Disabilities
  1037. Annie Warwick, Chartered Psychologist
  1038. Lisa Hinton, Deputy Headteacher, Primary
  1039. Jane Davies, Senior Lecturer, Primary Education
  1040. Ron Walton, Teacher
  1041. Mark Sweatman, Teacher of Latin and French, Secondary
  1042. Paul West, Year 6 teacher, Primary
  1043. William. H Taylor, Educational Consultant
  1044. Lucy Kennedy, Year 2 Teacher and Staff Governor
  1045. Freya McLoughlin, Teacher, Primary
  1046. Claire Penketh, Geography, Secondary
  1047. Lisa Coulson, Geography, Secondary
  1048. Fiona Dowley, Teacher
  1049. Zahida Hammond, Associate Vice Principal, Secondary
  1050. Pete Bennet, University Tutor
  1051. Karen Duffy, PGCE Tutor
  1052. Tracey Griffiths, Deputy Head, Primary and Governor
  1053. Angela Lowry, Deputy Headteacher
  1054. Celina Goodfellow, PGCE Student
  1055. Karen Cross, Teacher, Secondary
  1056. Nick Davey Assistant Headteacher, Secondary
  1057. Alison Douthwaite, English Teacher, Secondary
  1058. Caroline Hoggarth, Headteacher, Infant and Nursery School
  1059. Nancy Evans, Director of Learning and Partipation BCMG
  1060. Julia Hope, Lecturer, University of Kent
  1061. Danielle Burnham, Geography, Secondary
  1062. Matthew Dix, Music Specialist
  1063. Sophie Greaves, Teacher, Secondary
  1064. Fiona Joyce, MFL, Secondary
  1065. David Somers, EYFS Teacher, Primary
  1066. Dr. Andy Hodgkinson, Executive Headteacher, Primary
  1067. Clare Martin, Geography, Secondary
  1068. Jonathan Sansom Curriculum Director, Sixth Form College
  1069. Alan Harbottle, Teacher, Primary
  1070. Jennie Bradley Reception Teacher, Primary
  1071. Ruth Heatley, English NQT Secondary
  1072. John Barnes, KS1 Teacher, Maths and Literacy Co-ordinator, Primary
  1073. Hannah Reilly, Teacher, Primaty
  1074. Nishi Saran, Associate Principal, Secondary
  1075. Kate Buttolph, Creative Education Consultant
  1076. Andrew Field, Head of Faculty, Secondary
  1077. Peter Smith, Senior Lecturer in Maths Education, Sheffield Hallam
  1078. Ines Topps Teacher and Middle Manager
  1079. Siobhan Curtis, Reception teacher and Science Co-ordinator, Primary
  1080. Kate Mitchell, SENCO, Primary
  1081. Lynne Copley, Associate Headteacher
  1082. Debra Raffert, Teacher, Primary
  1083. Lynne Harris, Teacher of English 11-19 Secondary
  1084. Alex Peacock KS4 Maths Secondary
  1085. Helen Smith, Middle Leader, Primary
  1086. Bonnie Rogers TA and Parent.
  1087. Sandra David, Assistant Headteacher
  1088. Lizzie Cutler-Davies, Teacher, Primary
  1089. Jodie Gearing, Head of Art, Middle School
  1090. Hannah Pearson, Assistant Headteacher, Primary
  1091. Gillian Challenger, RS Secondary
  1092. Naomi Edwards EYFS Teacher
  1093. Sue Eaglie, Retired Head and Primary Consultant
  1094. Tracey Button, NQT Primary
  1095. Fiona Gray, Teacher of the Deaf, Primary
  1096. Kirsty Barlow, Senior Tutor ESOL, Adult Education.
  1097. Denise Tonkin, Retired Deputy Head, Secondary
  1098. Sam Smyth Assistant Headteacher, Primary
  1099. John Field, PGCE Student
  1100. Robert Lamb, Teacher, PRU 11-16
  1101. Baron Miles Director Careers, FE
  1102. Ian Grove-Stephensen, Educational Publisher, The Chalk Face Project
  1103. Stuart Boothman, Headteacher, Secondary
  1104. Lousie Cummings, Primary PGCE
  1105. Shabnam Bibi, English Teacher, Secondary
  1106. Adam Blackwell, Lecturer of Psychology, FE
  1107. Michael Tracey, MFL, Independent Sector
  1108. Bertram Richter, Curriculum Leader, MFL Secondary
  1109. Alyson Stevenson, Retired Primary Headteacher
  1110. Fiona Ranson Education Adviser, LA
  1111. Veronica Leader, Retired English Teacher
  1112. David Wooldridge, DT, 11-18 Comprehensive
  1113. Jacqui Southern, SEN Secondary
  1114. Ruth Magee, MFL, Secondary Academy
  1115. Cat Jones Teacher Primary.
  1116. Ginette Gillard, Retired Art Teacher, Secondary.
  1117. Rhiannon Scutt, Secondary
  1118. Luke Walters, Teacher of English, Independent
  1119. Ceri Camilleri, Teacher, Primary
  1120. Andrew Paton, Teacher, Primary Academy
  1121. Emily Coates, Teacher, Primary
  1122. Dan Clayton, English, Sixth Form College
  1123. Lady Anita O Brien, retired lecturer in Music, HE
  1124. Luke Abbott, Teacher
  1125. Julie Chase, Educational Psychologist and Mother.
  1126. Carrie Land, Teacher, Primary
  1127. Helen Barkworth-Knight, MFL, Teacher of English, International
  1128. Vicki Stokes, Teacher, Primary for 16 years. Recently appointed as Lecturer in Education, HE
  1129. Ben. A Harvey. Ex-Teacher
  1130. Clare Allport, Teacher, Primary
  1131. Debbie Petts, Assistant Headteacher, Academy
  1132. Joana Barron, English Teacher, Sixth Form College
  1133. Jenny Willis, Teacher of Science, Secondary
  1134. Mark Deacon, Teacher.
  1135. Dawn Denyer, Head of Maths, Secondary
  1136. Helen Yorke Primary Governor
  1137. Natalie Martin, Head of English, Secondary
  1138. Nicola Padley, EYFS Teacher, Primary
  1139. Lyn Lawrence, Teacher, Primary
  1140. Julian Rose, Teacher, Primary
  1141. Anne Reyersbach, Retired Headteacher.
  1142. Ruth Matthews, Teacher of the Deaf
  1143. Mike Healey, ICT Development Officer, Secondary.
  1144. Laura Nicholls, Teacher of RE, Secondary
  1145. Zoe MacGechan, Teacher
  1146. Kay Fuller, Course Leader, PGDipEd, Secondary English
  1147. E. Shearer, History Teacher, Secondary
  1148. Adrian Johnson, NQT
  1149. Pat Putler, English Teacher, Secondary Academy.
  1150. Helen Webster, EYFS PGCE Student.
  1151. Debi Hedderwick, Dance Artist, Learning Through Arts
  1152. Ed Hogan, Retired Teacher
  1153. Bob Delbridge, Supply Teacher
  1154. Yvonne Hunt, Headteacher, Primary
  1155. Charlotte Bell, Year 6 Teacher, Primary
  1156. Clive Wilkinson, TA, Secondary
  1157. Trace Currall, Head of English, Summerhill
  1158. Emma Gildea, Assistant Head, Secondary
  1159. Lia Border, Specialist Teacher for Learners with Dyslexia/SPCD
  1160. Rachel Stone, Teachers of Functional Mathematics and Family Learning, Adult Education College; Lecturer HE
  1161. Linda Adcock, Principal Lecturer, HE
  1162. Julie Hymers, Teacher, Primary
  1163. Michael Lynch, English Teacher, Sixth Form College
  1164. Anthony Heald, English Teacher and Examiner, Sixth Form College
  1165. Parm Mann, English Teacher, Secondary
  1166. Helen Hoarle, Headteacher, Primary
  1167. Paul Gabriel, Headteacher and Local Leader of Education, Primary
  1168. Alison Meaton, Foundation Stage Leader, Primary
  1169. Claire Sewell, Lecturer, HE
  1170. Sue Howes, Teacher, Primary, Voluntary Aided
  1171. Lesley Holditch, Retired Teacher and Educational Psychologist
  1172. Paddy Turner, Education Developer, HE
  1173. Margaret Mcnally, Teacher, Primary, Parent and Grandparent
  1174. Jo Cockram, SEN Teacher, Secondary
  1175. John Sutter, Teacher/Teacher Trainer, HE
  1176. Andrew Dickinson, Head of Faculty, Secondary Upper
  1177. Helen Hann, Teacher, Primary
  1178. Fran Vere, Teacher of Photography and Art, Secondary
  1179. Marilyn Daniel, Teacher, Primary
  1180. Richard Willis, Ex-Teacher, Ex-Governor and Parent Representative of Local Academy Secondary Forum.
  1181. James Mannion, Teacher, Secondary
  1182. Rosie Gamble, Teacher, Primary
  1183. Shelley Jones, Deputy Headteacher, Primary
  1184. Howard Leader, Retired Teacher
  1185. Andrea Kaminski, SENCO and Teacher, Primary
  1186. Molly Scanlan, PGCE Student, Primary
  1187. Katy Gibbins, Teacher, Primary
  1188. Penny Lacey, Lecturer in Coach in Special School
  1189. Alison Shelley, English Teacher, Sixth Form College
  1190. Hayley Charlton, Head of ICT and Business Studies, Secondary
  1191. Christa Morley, Support Teacher, ASD and Early Years
  1192. Lisa Robinson, TA, Primary and MA Student
  1193. Debs Gwynn, English Teacher, Secondary
  1194. Rebecca Bunkle, Teacher, Primary
  1195. Colin Bickley, Retired Deputy Head, Special School
  1196. Richard Beeden, Teacher, Academy
  1197. Elizabeth Kemp, Teacher, Primary
  1198. Angle Matthews, Teacher, Primary
  1199. Julie Squires, Teacher, Primary
  1200. Laura Green, Senior Lecturer, HE
  1201. Jennifer Hopwood, PGCE Student in English, Secondary
  1202. Helen Salthouse, PGCE Student, Primary
  1203. Melissa Parker, Head of ICT, Secondary
  1204. Anne-Marie Henderson, Head of Geography, Secondary
  1205. John Holt, Teacher of English and A-Level Examiner, Secondary
  1206. Martyn Henson, Teacher of History and Archaeology, Secondary
  1207. Dawn Convery, SEN Teacher, Secondary
  1208. Chris Greenall, Head of Sixth Form
  1209. Deborah Fones, Head of English, State Catholic Comprehensive School
  1210. Jenny Saunders, Teacher, Primary
  1211. Martin Smith, Teacher and Lower School Leader, Primary
  1212. Gesine Kuckei, Teacher, Early Years and PSHE Co-Ordinator
  1213. Sarah Parekh, Assistant Head, Primary
  1214. Melanie Townsend, Head of English and Media, Academy
  1215. Lesley Hodgson, Headteacher
  1216. Jo Ling, Teacher, Forest School Leader, Mother, Grandmother
  1217. Celia Deakin, Second in English, Secondary
  1218. John Gillard, Retired Art Teacher, Secondary
  1219. Beverley Wilson, Subject Leader of English Language, SFC Academy
  1220. Kay Thompson, Teacher and Secondary School Governor, Special School
  1221. Stephen Hone, Law Teacher, Secondary
  1222. Dr Neil Burton, Teacher, Primary and Secondary, Educational Consultant, HE Tutor
  1223. Martin Illingworth, English Teacher and PGCE Tutor, Secondary
  1224. Melanie Horne, Teacher and SENCo, Primary
  1225. Carie Wells, Teacher, Primary- Voluntary Aided
  1226. Pascale Lariven, Teacher of French and Theory and Knowledge, International
  1227. Alison Symons, Teacher of Music, Secondary
  1228. A. McCluskey, Teacher of Science, Secondary
  1229. Michael Symons, Co-Director English and Media Centre
  1230. Alison Brett, TA, Primary
  1231. Terence Bevington, Special Teacher
  1232. Lisa Kelly, Teacher and Parent, Primary
  1233. Michael Kelly, Teacher and Parent, Primary
  1234. Dom Clarkson, Teacher, Primary
  1235. Tracey Alma-Coulter, Teacher, Primary
  1236. Alan Green, Retired Teacher
  1237. Paula Moss, Creative Consultant and Learning Consultant
  1238. Suzanne Broom, Teacher, Early Years
  1239. Ben Wilde,  Teacher of Art, Academy
  1240. L. Simpson, TA, Primary
  1241. Chris Botschin, KS 3 Co-ordinator, Secondary
  1242. S.McCavanagh, English Secondary
  1243. Christopher Hartnett, Music Teacher, Secondary
  1244. Sandra Howarth, Ex Teacher, Consultant for Excellence East, Policy Adviser for Gifted and Talented
  1245. Nicky Winder English Sixth Form College
  1246. Daev Jones, Senior Lecturer for Science Education and Teacher, HE
  1247. Robin Ball, ex Teacher, ec BECTA and current head of Product and Content – Education City.
  1248. Joanne Strachan, Lecturer, HE
  1249. Sandra Watt, Teacher, Primary
  1250. Clarissa Ford, Head of English, Sixth Form College
  1251. Laura Butler, English, Secondary
  1252. David Harbord, Head of Media, Secondary
  1253. Hannah Pike, Primary PGCE
  1254. Helen Mahoney, English Teacher, Secondary
  1255. Tricia Le Gallais, Teacher Trainer and researcher, HE
  1256. Jane Mosedale, Colchester Sixth Form College
  1257. Christine Jones, MFL, Secondary
  1258. Jenny Newman, Learning Leader, English, Secondary Academy
  1259. Helen Larcombe, Teacher, Primary
  1260. Rita Hicklin, Assistant Director of Learning, Secondary Academy
  1261. Amanda Bibby, Vice Principal, Academy
  1262. Carol Jepson, University Link Tutor
  1263. Ellen Watson, Teacher, Primary
  1264. Keiran Knight, Geography Teacher, Primary
  1265. Alison Gabriel, EYFS Teacher
  1266. Muriel Caddy, Consultant, Primary
  1267. S.McCavanagh, Teacher of English, Secondary
  1268.  Alex Gwinnett, Teacher, Primary
  1269. Mike Curry, Teacher, SEBD Special Education
  1270. Mr. Manjinder Bhandal, Teacher of ICT, Secondary
  1271. Jenny Lloyd, Governor, Primary
  1272. David Sims, Head of Geography, Secondary
  1273. Dr. Matthew Pearson, Educational Consultant
  1274. Marie Joubert, Educational Researcher in Mathematics. HE
  1275. Lesley Smith, Teacher, Primary
  1276. Nick Heritage, Year 5 Teacher, Primary
  1277. Keith Maxwell, Teacher, Primary
  1278. Natalie Barnett, NQT primary
  1279. Kerry Ford, Teacher, Primary and Parent.
  1280. Jacky Mills, Senior Teacher, Primary
  1281. Francesca Rutherford, EYFS Advisory Teacher
  1282. Cati Sykes, Teacher, Primary
  1283. Jackie Berry, MFL Teacher, Primary
  1284. Carol Webb, Secondary School Librarian.
  1285. Beth Kemp, English Teacher, Secondary.
  1286. Helen Mahoney, Teacher of English, Secondary.
  1287. Mike Gaunt, Teacher, Secondary
  1288. Catherine Jollands, Teacher, Primary Academy
  1289. Nina Gambler, Teacher, Primary
  1290. Jill Catmull, soon to be redundant Head of Drama, Secondary
  1291. Jane Johnson, Head of MFL, Secondary. Parent.
  1292. Jim Crawley, Education Lecturer, HE
  1293. Rebecca Smith, Teacher, Primary
  1294. Tony Geisthorpe, School Governor
  1295. Jackie Powell, Teacher, Primary
  1296. Dr. Ross Cooper, Teacher Trainer and Neurodiversity Consultant.
  1297. Andrew Connel, Teacher, Primary
  1298. Carolyn Swain, retired teacher and curriculum adviser, School Governor
  1299. Rob Connelly, Student Teacher
  1300. John Awty, Teacher of Geography and Geology, Sixth Form College, A Level Examiner.
  1301. Lyz Gardner, Teacher, Secondary
  1302. Louise Cranshaw, Teacher, Primary
  1303. Elizabeth Gunstone, Teacher of English
  1304. Lauren Belcher, Trainee Teacher, Secondary
  1305. Adam Hailsworth, Lead teacher for Science, Secondary PRU
  1306. Janette Coward, Teacher, Primary,
  1307. Samina Asif, Assistant Head Teacher, Primary
  1308. Dean Hackett, Senior Lecturer, ITT, HE
  1309. Tracey Coulter, Teacher, Secondary
  1310. Julie Lamin, Former English Consultant, currently Intervention and Support Teacher
  1311. Clare Blackhall, 3Di Associates, Director
  1312. Kate Simmons, GTP, RE, Secondary
  1313. Margaret Evans, Teacher of Physics, Secondary
  1314. Clare Hollis, Teacher, Primary
  1315. Tony McConnell, Head of Year, Secondary
  1316. Jamie Allen, KS Manager, Primary
  1317. Louise Callaghan, KS1, Primary
  1318. Amanda Dolan, Teacher, Primary
  1319. Debbie Keith, Teacher Secondary Academy
  1320. John McCourt, Deputy Head Teacher, Secondary
  1321. Rebecca Kellaway, PGCE student, School Governor
  1322. Harriet Smith, Head of Department, MFL, Secondary
  1323. Tamsin Young, Teacher, Primary
  1324. Anita Gill, MFL Teacher, Head of Year, Secondary
  1325. Susan Young, Languages Teacher, Secondary
  1326. Elizabeth Bentley, School librarians, Secondary.
  1327. Mark Champion Head of English, Secondary
  1328. Kate Truan, Teacher, Primary
  1329. Susie Hatch, Teacher, Primary
  1330. Nicholas Schober, Teacher of Science, Secondary Academy
  1331. Lucy Atkinson, Teacher, Primary
  1332. Jon Denny, English Teacher, Secondary
  1333. Sue Towler, Teacher plus literacy coordinator, Secondary
  1334. Kathy Barkway, Retired Primary Headteacher and PGCE External Examiner.
  1335. Mark Burrows, Teacher, Secondary
  1336. Claire Stancliffe, Teacher, Primary
  1337. Rachael Goodwin, Head of Drama, Secondary
  1338. Kyrie Jeffrey, Teacher, Primary
  1339. Paula Snook, Teacher of History, Head of Year, Secondary
  1340. Helen Banhill, Director of Science, Secondary
  1341. Jennifer Hutton, Lecturer, HE College
  1342. Trevor Tolentino, Teacher, Primary
  1343. Majilda Khatun, Teacher, Secondary
  1344. Rachel Burchell, Teacher, Primary
  1345. Claire Greengrass, Teacher, Special Education
  1346. Aaron Hui, Maths Teacher Secondary Academy
  1347. Christina Wright, Head of Science, Special Education
  1348. Sally Robertson, CEO, International Schools Theatre Association
  1349. Elena Cadman, Student Teacher
  1350. Natalie Gervaise-Jones, Teacher, Primary
  1351. Asma Laher, Maths
  1352. Sophie Richardson Teacher, Primary
  1353. Steve Beaty, Music Teacher, Secondary
  1354. Emily Haskins, Teacher, Primary
  1355. Cathy Savage, English Secondary
  1356. Alison Turney, Teacher, Primary
  1357. Bill Corbett, Retired Assistant Headteacher and Union caseworker.
  1358. Ken Homes, Teacher, Primary
  1359. Julie Freeman, Teacher, Primary
  1360. Vicky Taylor, Parent
  1361. Amanda Lawson, Teacher, Secondary
  1362. Shareen Hove, Teacher, Secondary
  1363. Gill Murray, Teacher
  1364. Matt Hollister, Teacher, Primary
  1365. Roz Burch, Headteacher, Primary
  1366. Lynne Fernie, Teacher, Primary
  1367. Ian Gray, Teacher, Primary
  1368. Joanna Taylor, Headteacher, PHSE, Secondary
  1369. Lynne Copley, Teacher
  1370. Ross McNeil, Teacher,
  1371. Faye Worthy-Pauling, Reading Co-Ordinator, Primary
  1372. Aaron Todd, Lecturer in Engineering, HE
  1373. Fraser Sparks, Teacher of Technology, Secondary
  1374. Rachel Burchell, Teacher, Primary
  1375. Sally Robinson, Reading Recovery Teacher, Primary
  1376. Sarah Curtis, Headteacher, Primary.
  1377. Karen Wrighton, Head of Social Sciences, Secondary Academy
  1378. Tanya Blake, Teacher
  1379. Adam Jacob, Head of 6th Form, Secondary
  1380. Jonathan Humble, Deputy Headteacher, Primary
  1381. Barry Tipton, Principal of an Independent International School, Africa.
  1382. Holly Brand, Assistant Headteacher, EYFS.
  1383. Duncan Green, TA, Primary
  1384. Zoe Byrne, Leader of English, Primary
  1385. Sue Leyman, Executive Headteacher, Primary
  1386. Mr. J. Brailsford, Teacher of English, Secondary.
  1387. Laura Asquith, KS5 Coordinator, Science, Secondary
  1388. Pat Stone, Reading Recovery Teacher, Primary
  1389. Adam Gillett, Headteacher, Secondary
  1390. Julie Cigmanm EYFS Consultant, Trainer and Writer
  1391. Tim Wilkes, Head of Expressive Arts, Secondary
  1392. Kathryn Hutchings, Key Stage 4 Co-ordinator, Secondary
  1393. Karen Graham, Headteacher, Primary
  1394. Karen Teasdale, Senior Lecturer, HE
  1395. Teressa Cornish, Head of Citizenship, Secondary
  1396. Stephanie Ironside Hollister, Teacher
  1397. Helen Dean, Deputy Headteacher, Primary
  1398. Laura Tyrell, Teacher and Counsellor, International School
  1399. Pamela Wilkes, Teacher, Primary
  1400. Patrice Baldwin, Chair of National Drama, Executive Forum Member of the World Alliance for Arts Education
  1401. Elspeth Myles, Teacher, Primary
  1402. Philippa Sheikh, Teacher, Primary
  1403. Jenny Eyles, Head of Creative Design, Secondary Academy
  1404. Jake Brown, Teacher, Primary
  1405. Lucy McCully, Teacher, Primary
  1406. Karina White, Literacy Co-ordinator, Primary.

And the Original 98 Academics.

Prof Michael Bassey, Nottingham Trent University

Prof Terry Wrigley, Leeds Metropolitan University

Prof Meg Maguire   King’s College London

Prof Dave Hill, Anglia Ruskin University

Prof Stan Tucker, Newman University

Prof John Schostak, Manchester Metropolitan University

Prof Sally Tomlinson, Goldsmiths College, University of London and University of Oxford

Dr Tamara Bibby  Institute of Education, University of London

Prof Justin Dillon  King’s College London

Prof Richard Hatcher, Birmingham City University

Dr Peter Hick  Manchester Metropolitan University (PL)

Dr Peter Jones, Sheffield Hallum University

Ashley Barnes, Sheffield Hallum University

Hanneke Jones, Newcastle University

Anthony Green  Institute of Education, University of London

Prof David Leat, Newcastle University

Prof Heather Piper,  Manchester Metropolitan University

Prof Carrie Paechter, Goldsmiths College, University of London

Assoc Prof Joanna Haynes, Plymouth University

Alpesh Maisuria, Anglia Ruskin University

Dr Dave Trotman, Newman University

Prof Dennis Atkinson, Goldsmiths College, University of London

John Wadsworth, Goldsmiths College, University of London

Prof Tony Brown, Manchester Metropolitan University

Prof Clyde Chitty, Goldsmiths College, University of London

Prof Yvonne Solomon, Manchester Metropolitan University

Prof Helen Colley, Huddersfield University

Prof Richard Andrews, Institute of Education, University of London

Karen Grossman, Institute of Education, University of London

Prof Richard Pring, University of Oxford

Prof Liz Todd, University of Newcastle

Dr Jane Murray, Northampton  (SL)

Dr Gerry Czerniawski, University of East London

Gail Edwards, University of Newcastle

Geoff Bright, Manchester Metropolitan  University

Dr Linda Hammersley-Fletcher, Manchester Metropolitan University

Susan Cox,  University of East Anglia

Prof John Furlong, University of Oxford

Dr Hilary Cremin, University of Cambridge

Richard Cowley Institute of Education, University of London

Prof Jane Martin, University of Birmingham

Allison Tatton, Newman University

Stephen Griffin, Newman University

Prof Keri Facer, University of Bristol

Helen Davenport, Manchester Metropolitan University

Dr Tony Eaude, University of Oxford

Prof Michael Fielding, Institute of Education, University of London

Prof Patricia Thomson, University of Nottingham

Dr Sarah Amsler, University of Lincoln

Prof Harvey Goldstein, University of Bristol

Prof Lucy Green, Institute of Education, University of London

Sarah Dyke, Manchester Metropolitan University

Dr Hugh Busher, University of Leicester

Dr Gee Macrory, Manchester Metropolitan University

Prof Martin Fautley, Birmingham City University

Judith Flynn, Manchester Metropolitan University

Iain Jones, Newman University

Prof Mel Ainscow, University of Manchester

Prof Lori Beckett, Leeds Metropolitan University

Dr Gillian Marie McGillivray, Newman University

Kathleen Middleton, Institute of Education, University of London

Dr Alison Taysum, University of Leicester

Dr Maarten Tas, University of Leicester

Prof John Elliott University of East Anglia

Prof Roger Dale, University of Bristol

Dr Catherine Burke, University of Cambridge

Dr Cathy Lewin, Manchester Metropolitan University

Peter Wright, Institute of Education, University of London

Prof Charles Crook,  University of Nottingham

Prof Margaret Brown,  King’s College London

Chris Watkins, Institute of Education, University of London 82

Prof Patrick Ainley, University of Greenwich

Peter Tallant, University of Roehampton

Eleanor Milligan,  University of East Anglia

Prof Andrew Pollard, Institute of Education, London / University of Bristol

Andrew Pearce, Leeds Trinity University

Prof Colin Richards, University of Cumbria

Prof Frank Coffield, Institute of Education, London

Prof Guy Claxton, University of Winchester

Prof Marilyn Leask, University of Bedfordshire

Prof Patricia Broadfoot, University of Bristol

Prof Bernard Barker, University of Leicester

Prof Roger Murphy, University of Nottingham

Prof Ron Glatter, Open University

Prof Ron Best, University of Roehampton

Prof Vivienne Griffiths,  Canterbury Christ Church University

Prof William Boyle, University of Manchester

Debra Kidd, Manchester Metropolitan University

Jon Berry, University of Hertfordshire

Dr Derek Haylock, University of East Anglia

Jonathan Barnes, Canterbury Christ Church University

Prof Helen Gunter, University of Manchester

Prof Julian Williams, University of Manchester

Dr Joyce Canaan, Birmingham City University

Prof Olwen McNamara, University of Manchester

Sean Doyle, Liverpool John Moore University

Rachel Lofthouse, Newcastle University

Christine Hickman, Liverpool John Moore University

Dr Helen Demetriou, University of Cambridge

Pura Ariza, Manchester Metropolitan University


Behaviour has been preoccupying me a lot recently. There have been a few incidents in school where I’ve found myself angrily thinking things I always thought I’d never think. Days where I’ve verged on turning to the Daily Mail in my desperation to find someone else to blame for ‘them’ (alright, I exaggerate, but I was pretty desperate!). Then as I veered at the precipice, two blogs steered me back in the right direction. Firstly from Tim Taylor @imagineinquiry and then from Gordon Baillie @aflpie – both reminding me that behind every child is a complex system of reasons for behaviour and that each needs to be viewed as an individual. I knew that of course, but it’s easy to lose sight when you’re tired and faced with a group of children pocketing money from a charity box that their heavily pregnant teacher dropped as she tripped.

I started working in a new secondary school this year and niavely expected that behaviour would be good because the school is in a fairly leafy, middle class area. I was wrong of course. I don’t think I’m daft enough to simply assume that middle class children would be ‘better’ behaved, but in the other schools I’ve worked in, challenging behaviours have been almost invariably linked to deprivation, neglect and loss. So I wasn’t expecting so much sass from the middle class, whose parents unfailingly attend parents evenings, demand extra homework, push for their children to be challenged, and where necessary, to be statemented and supported. I think I expected that with all that value placed on education by families, that the children themselves would, well, value it. So….what’s going on?

Gordon Baillie reminds us of Ken Robinson’s statement in his excellent RSA talk, Changing Educational Paradigms (available on YouTube) that ‘children are living in the most stimulating times in the history of the world’ and that in schools, we respond to this by teaching mostly boring stuff. I have always believed that the key to good behaviour was a pedagogical issue and not a pastoral one, and recent experiences have reinforced this for me. But it’s much, much more complicated than simply teaching more interesting lessons. I’ve seen (and planned) lessons which have been active and ‘fun’ and which have been sabotaged by children being children – pushing the boundaries to see what would happen and spoiling what might have been effective learning. Similarly, I’ve observed lessons which have been static where behaviour has been excellent, largely I suspect, because the children have been happy to comply when not being asked to think too much or do too much. This type of compliance is simply passivity and too often we mistake it for ‘good’ behaviour.

The best behaviour and best learning I’ve ever witnessed and experienced have been when children have been immersed in learning which is taking place in an adult realm – in the mantle of the expert. In MoE, children have to adopt the roles of adults with a pressing problem to solve. I’m starting to think that the power of mantle is not in the excitement of the context, or the thrill of role, but in inhabiting the adult space. For example, in one mantle with Year 8, peers who veered from the path of righteousness were hastily hushed by classmates who tutted and said ‘You’re not being very professional!’ There was no need for teacher intervention and it was fascinating that the language used was from the workplace, not the classroom. Similarly in a recent mantle I have developed with Year 9, children have vied for ‘promotion’ as an incentive to work hard. The promotion is entirely fictional – the title of sergeant rather than constable, or inspector over sergeant. There are no extrinsic school rewards or prizes – just a title, but one drawn from the adult world again. These children are starting to manage their own behaviours because they are practicing being adults and they recognise that this demands higher standards than those they need to practice as children. Teachers who have worked in alternative curriculum models where pupils incorporate work experience into their learning often report improvements in behaviours as have those who use enterprise and ‘real world’ learning projects. In all these models, children are practicing adulthood.

There are huge implications here. It suggests that children need to practice responsibility in order to manage their behaviour. In recent times, the burden for managing behaviour has very much fallen on the teacher. This can be problematic. Kids will be kids for as long as they are kids – of course they will – but learning to wait, to listen, to be patient, to empathise, to be resilient, to be bored sometimes, is a essential part of becoming adult. How are we equipping them with these skills if we believe that it is our job to entertain them in every lesson? Is the push to engage and inspire actually inhibiting progress in this area? Don’t get me wrong, I strive to both engage and inspire, but not all the time. Sometimes, when drafting writing, or rehearsing a play, or figuring out a problem, there are prolonged periods of boredom and frustration. We need to expose children to these emotions in managed environments in which there is the thrill of success at the end. That’s one of the beauties of working in a Mantle – some of it is hard work, but it is necessary work – ‘we’ve got a lot to do, we’d best crack on’ . I am beginning to wonder if instead of thinking of teaching and learning in terms of levels of engagement, we would be better to consider levels of responsibility and ownership.

So that’s responsible pedagogy. Now, responsible relationships. Another thing I’ve believed, and something that both Tim and Gordon reinforced, is the enormous importance of relationships in managing children. They need to know that they are liked. And sometimes the ones that are hardest to like need to be liked the most. That’s a tough gig. And the thing is, you’ve got to mean it. For those of you interested in neuroscience, read up on the role of mirror neurones in relationships. Basically, when we look another in the eye, we are capable of downloading their emotional state and throwing it right back. And we hardly know we’re doing it. You have to be in control of the state you are presenting to children and you have to be really careful not to mirror their states back, if they’re not in a good state of mind to start with. And when you’re tired, that’s really hard. But it’s crucial. Carl Rogers, the counselling guru speaks of ‘unconditional positive regard’ in dealing with clients. The same is true of the teacher/child relationship. One of the things we tend to do as teachers (and parents) is to remove positive regard from testing children. You have disappointed me. I liked you, but now….There are only two responses to this removal – begging for it to be reinstated or a ‘f*** you’ response. Neither is healthy. We, as adults, need to react carefully to situations which make us want to punish, through removal of positive regard, the children in our care. And this is a challenge, not only for us as individuals but as a profession. Because tired adults don’t make the best teachers. For this reason alone, the NUT proposals for a limit of 20 hours teaching per week is a sensible one.

Which leads me on to cultural responsibilities. Many of the challenges I receive in my day to day teaching come from children who think that teachers are in some way foolish for having become teachers in the first place. For many of the middle class children I teach, this comes from parents who have bought into the ‘those who can, do, those who can’t, teach’ myth, and who, despite their demands for excellence in the education of their children, fail to impress upon those children the idea that their teachers are generally well meaning and well educated people who are trying to do the best for them. Instead the ‘support’ takes the form of policing the teacher, keeping up pressure to make sure that the teacher is doing their job ‘properly’ and, perhaps most damagingly, talking teachers down in front of their children. And who can blame them? The briefest of glances at our media would convince the most reasonable adult that the system is in crisis; that teachers are work shy enemies of promise and that standards are very much falling. Set this against a background of high unemployment, competition for university places and economic uncertainty and there is little wonder that parents lose faith. What we need is maturity and mutual respect. We need to build bridges with parents to let them see the reality of what it is we do. We need to bypass the media – largely written by the privately educated whose own children are privately educated. Last term, I ran a couple of open lessons where parents could come in and just watch a lesson. I think they did more for my relationships with those families than any parent’s evening could achieve. ‘What an eye opener’ one said. We need to open more eyes.

In short, we need to develop pedagogy that allows children to practice being adults.We need relationships which allow children and adults to practice liking each other and to work in environments where they are not too tired to do so. We need to open our doors to parents, and take control of our own professional images. And this is going to demand a huge cultural shift and an openness and maturity in the way we talk about behaviour, learning and each other.