Jon Severs
@jon_severs
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Editor @tes - an award-winning news, analysis, and research magazine for the education sector
Portsmouth
Joined June 2014
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It is shocking that it is not shocking that the news of schools going back to full face to face teaching on 8 March has been leaked late on a Sunday night at the end of half term ahead of an announcement tomorrow. Schools and those who work in them deserve better than this.
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Whatever you think of the Greenwich situation, to be a headteacher in that area right now must be horrendous. At the end of the toughest, longest term of their career, they have now been put in the middle of a political scrap with the country watching. Thoughts with all of them.
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Parents being able to report schools to Ofsted on remote learning... pitting parents against schools, and vice versa, at the moment does not seem the most productive of moves.
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Seeing my kids' school's staff car park half empty this morning was a strangely useful indication of just how desperate things are getting in schools as more and more staff are having to self-isolate. Schools performing miracles to keep classrooms running.
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There's been a disastrous loss of experienced teachers from the profession and not enough people are aware of it, or talking about it.
Even more worrying, not enough is being done to stop the over-50s leaving.
@heymrshallahan
deep dives into the data
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Just chatting to my mum who taught primary for 40 years and she said 'the trouble is Jon, so many people expect kids to think and act like adults and they simply don't' - true that.
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"We’ve failed to look after our headteachers. We’ve failed to give them anywhere near what they need to do their jobs effectively. We’ve heaped more and more on them regardless. And then we’ve sent in inspectors to pick them apart"
Today's
@tes
briefing⬇️
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The growth in Andrew Tate-related issues in schools has been really worrying to see, and some of the detail in this
@mr_englishteach
piece is so sad to read.
Some really practical advice from Mark and those interviewed to try and tackle the issue.
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I guess schools are used to being largely ignored when it comes to covid, but it has gone to another level being silent on them altogether in light of the other measures and the scientific findings announced in this press conference.
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"I’ve accepted the fact I’ve not made anybody happy over the past 12 months. Whatever decision I had to take, somebody was going to disagree. And it has been traumatic."
Outstandingly honest piece from
@vicgoddard
in our special issue of
@tes
this week
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The tone from the DfE is definitely shifting as the unions reject the offer in turn. One DfE source quoted as saying: "You expect this sort of rhetoric from the NEU, not NAHT"
NEW: A third education union has REJECTED the govt pay offer & indicated strong support for industrial action.
@NAHTnews
said that govt must “come back to the table” and that to do otherwise would be to “stick two fingers up” to teachers
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Do people still play rounders in primary school? Not at the moment, obviously, it's bloody awful out. But in general?
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I have been thinking a lot recently about the fact certain names always pop up when people cite research in education and - as lovely as these people are - it always seems odd because they are usually not the leading person in their field and they are almost always... men. So...
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"To put it bluntly, the sector is knackered. Yet all the talk is of ramping things up so pupils can “catch up”. Those in schools would be forgiven for looking at each other and wondering: how much more can we give?"
My leader this week.
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"Schools characteristically scramble to deliver content. However, in this scramble to serve our students academically, we’re in danger of forgetting them socially. It’s not so much content that’s required now, it’s connection, companionship and conversation." - in
@tes
Friday
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Increasingly hearing parents say they are going to pull kids out of school in last weeks of term to avoid them being pinged by Test and Trace and missing holidays that have been booked.
What is already a chaotic situation may become even more chaotic.
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Here's a question: considering the amount of time Year R kids will have missed being in Year R, will we need to see a more Year R style approach in Year 1, at least for the first few months? (I know many schools do play-based Y1 already, but not all....)
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Got a back-to-school cold? It does not mean your Covid precautions are not working. Excellent piece from
@DrShetalAO
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Potty training our two-year old twins: tried direct instruction, child-led discovery, rewards (not punishments), play-based approaches, lecture style teacher talk (that's right, I explained biology to two year olds, because i was tired) - and still there is wee on the floor.
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We need more primary teacher writers for
@tes
- keen to hear from anyone with an interest in research, but also anyone keen to write on other topics, too.
#PrimaryRocks
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Here it is! Your comprehensive guide to what the research says works for revision, courtesy of Prof John Dunlosky and the latest Tes Podagogy podcast: rereading, highlighters, retrieval practice, spaced practice, motivation all covered
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What even is a knowledge-rich, powerful curriculum?
Professor Michael Young's work has been widely cited as a key reference for it, but he's not so sure it should be - and he <is> sure the current curric focus is wrong-headed.
Fascinating interview.
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On 5 September 2017,
@tes
launched a new podcast to connect research to teaching practice. We had no long-term plan, no guests lined up beyond the first two and, as host, I had no experience with podcasts. What could go wrong?
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I know of a head who has resigned today from a challenging school because the stress of filling in for the disappearance of support services has got too much. Unanswered calls, removed interventions, failed kids, teachers left in dangerous situations unsupported.
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Exciting news time - the next three issues of
@tes
will form a special curriculum series: the 17 May looks at curriculum theory; 24 May looks at turning theory into practice; 31 May showcases schools that are doing interesting things with their curriculum (1/4)
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As schools empty of increasing numbers of children (and teachers) for self-isolation, the topic of focus from the DfE swings, as it frequently has done during the pandemic, to mobile phones.
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Any primary schools mandating parents wear masks at drop off and pick up?
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Today in
@tes
-
@johncmorgan3
has done a huge piece of work looking at the science behind school closures and reopenings. It's such an important piece for our readership and wider public that we have decided to put it in front of the paywall. Here it is:
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Here's a big list of all the tech and resources that has been made free in the past few weeks - excellent work
@heymrshallahan
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This is a very, very interesting piece for UK teachers: what's life like in Denmark's reopened schools?
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That's quite a claim considering there is no robust evidence for methodology of teaching during a pandemic-related lockdown lasting for months at a time....
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"schools are sticking with children, working with families, building strong relationships and being a central part of their local community. But, too often, such support happens despite central government, not because of it."
@annelongfield
for
@tes
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This one will prompt some debate: guided play found in a new study to be better for teaching early maths, and as good at teaching most other things, compared with traditional teaching methods.
New analysis from
@Cambridge_Uni
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One of the greatest achievements of my son's school is that he absolutely loves being there. That's actually not the easiest thing to achieve, yet it is so crucial to underpinning everything else that happens in the classroom.
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If masks are required in classrooms from 8 March, why weren't they required at any other time in the past 11 months? The science on masks has not changed markedly in that period.
Secondary students will be required to wear masks in classrooms as well as in the corridor and communal spaces when they return
@educationgovuk
has announced
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If we were to do a special issue on timetabling - literally anything to do with how a school day is structured - what would you want to know?
Why is a lesson around an hour? What happens if we break the year into four week terms.... you get the picture.
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Really interesting piece from principal Jennie Divine, whose school has been in lockdown in Milan for three weeks - useful points to prep for in UK schools if they end up being closed.
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“If children are ready to write and read, then by all means start that process. The problem is when we are trying to teach a child phonics and to write a sentence when they cannot actually articulate a sentence yet."
@louisejkay
on this week's Podagogy
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"We might offer this as an explicit deal: a grade or two worse in each GSCE in exchange for more residentials, more group work in class, more opportunities to socially interact during lessons."
A fascinating thought-piece from
@jon_hutchinson_
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I have interviewed Carol Dweck many times and edited articles about her and Growth Mindset even more regularly - she has always come across as a reflective and interesting academic and this interview I think is no exception.. (1/3)
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On this date two years ago, the majority of children began learning from home. Today on
@tes
we celebrate the huge achievements of schools since then and we detail how much harder the pandemic was made because of the incompetence of others. (1/6)
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... here are a few female researchers who really should be talked about more in education. There are loads more, please add to the thread!
Literacy:
@ReadOxford
@annecastles
@Kathy_Rastle
Jane Oakhill
@ricketts_lara
@lilacCourt
Maggie Snowling, Sarah McGeown (and loads more!)
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"The truth is: schools cannot, on their own, overcome the disadvantages that arise from poverty. But those who express this view are often dismissed as defeatist"
A thought-provoking challenge to the 'schools fix-all' narrative.
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Six year old son, while having a wee before bed.
"Hello my voice. Hello MY VOICE.... Hello my v... Erm... Daddy. Am I talking to my voice or is my voice talking to me?
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Low-level disruption is often cited as the biggest challenge faced by classroom teachers - so what are we doing about it?
Great piece from
@KateParkerTes
talking to
@tombennett71
@Strickomaster
@suzanneMSc15
@Tamsin_J_Ford
and others on that question.
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It is
@tes
Podagogy time! Thoroughly enjoyed this chat with Professor Jane Oakhill about how we should teach comprehension - why knowledge is not enough, why you have to start early, and why vocab lists are largely ineffective
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Remote learning is obviously essential, but government has to be realistic about how much can actually be done (particularly in primary) when parents and carers are working, and that should be reflected in what is being asked of schools in 'enforcing' remote learning...
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Well, this is ridiculously helpful from
@heymrshallahan
-thanks to all the teachers who shared their tips!
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"There are some methods of assessment that I believe are never worth it; continuous assessment is one of them."
This interview with
@dylanwiliam
is the one thing you need to read today. Sensible, informed and provocative (in the right way).
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Chatting to a primary leader today worried more for the kids currently in school than out of it. Experiencing school as a very different thing, with no consistency on staff due to rotation, mixed age teaching, and staff fearful for their health. Thinks home for most more stable.
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That the words 'lower ability pupils' are still being used at all, but particularly in Ofsted reports, is worrying.
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Wouldn't it be nice to hear a big idea that actually addresses the most acute problems facing schools and holding kids back: collapsing mental health and social services, a dysfunctional send system, huge recruitment problems, and big covid-shaped holes in attainment.
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Retrieval, cognitive load and metacognition: where is the sweet spot between research and practice?
@mikehobbiss
uses these three areas to make some really important points about how the profession engages with research.
Fascinating read!
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What we know about the teenage brain is expanding rapidly, and what we are finding out could drastically change the way schools look at behaviour, mobile phones, curriculum, mental health and more.
Here's what
@sjblakemore
would put in her TEDtalk today
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"While the £2,400 is a pleasant welcome to teaching on top of a starting salary of £30,000 and even better golden hellos for teachers of shortage subjects, it leaves quite a desert of expectation beyond for the 'forgotten middle' teachers"
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Finalising plans for
@tes
for september - new faces, new writers and a new approach that i think you will like.
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Really pleased
@sjblakemore
agreed to be interviewed for
@tes
Podagogy - here is the end result, a fantastic chat about how we need a more sympathetic view of teens and how expecting them to make rational decisions is often asking too much
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This is a very powerful piece from a former teacher of Shamima Begum
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"The profession, without which all other professions are impossible, remains the worst paid of all"
A letter to
@tes
on 18 September, 1919.
Today is one part of a long narrative for the profession (1/3)
@NEUnion
#TeacherStrike
#strikes
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If the date of 8 March does hold, much of the talk will shift again to 'catch up' - the trouble with the phrase is that you cannot set an expectation that every child will 'catch up' to a level imagined if the pandemic had not happened. Many won't catch up....
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No one really talks about Hampshire beaches - East Sussex and Dorset get all the plaudits around these parts - but the one near my house is all I need.
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"a watershed moment” says
@PaulWhiteman6
as unions call for Ofsted to pause inspections.
Dissatisfaction with Ofsted during pandemic, with the new framework and with comms issues has culminated in this moment - difficult to predict what happens next.
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"Some of the worst fears about the impact [of the pandemic] on education are beginning to wane," Amanda Spielman is expected to say today in a speech.
There will be teachers - particularly in KS1 - who will very much disagree.
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The SEND Review has to go beyond the mechanics of diagnoses and EHCPs, and understand that SEND has complex emotional and social impacts that need recognition and require support. In my leader this week I urge ministers to take a broader view.
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..
@hannahwitton
on SRE: "We need to talk about pleasure and be LGBT+ inclusive; not make sex seem shameful and embarrassing" (
@tes
)...
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£10m for behaviour interventions but SEND chronically underfunded - maybe the latter is something to do with the need for the former...
DfE adviser
@tombennett71
gives the lowdown on the government's £10m initiative to tackle bad behaviour in schools
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How worried should teachers (and their pupils) be worried about Long Covid? I have spent the past month looking at what Long Covid is, how prevalent it is, whether it is similar to other post viral illnesses and more
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It's a testament to the staff that without that indication, you would have been hard pushed to know anything was wrong as a parent. Remarkable really.
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Some of the information from this new
@EducEndowFoundn
report came to light last week and just those glimpses started a debate on what it might mean for schools. Now the full report is out, it asks some interesting questions…
An EEF review of the application of cognitive science in the classroom warns teachers that more research is needed into its effectiveness
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"Most of the public never come into contact with the day-to-day experience of a school, so education can become something being done, not being felt; reduced to objectives and outcomes, not serendipity and progress; stripped of its complexity and detail."
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"Instructions given by teachers are amazingly powerful at saving huge amounts of time and effort, saving you from having to learn by trial and error forever."
A fascinating neuroscience argument for explicit instruction from Uta and Chris Frith.
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This week's
@OakNational
and
@tes
assembly features an iconic footballer who epitomises resilience - Stuart Pearce. He delivers an amazing talk about coming back from multiple failures - including his 1990 penalty miss - to become an iconic footballer. It is an amazing lesson.
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"The number of low-attaining pupils in reading in Year 2 has more than tripled compared with pre-pandemic levels"
This is genuinely shocking. The knock-on impact of this has to be recognised as a long-term impact on accountability measurements.
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“When children were described as having a ‘reading difficulty’, teachers were more likely to believe they could help the child. When children were labelled as having dyslexia, teachers were less likely to think they could make a difference." - from forthcoming 21 Feb issue
@tes
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Here's a special
#WorldBookDay
week treat -
@ReadOxford
@annecastles
and
@Kathy_Rastle
article on what every teacher needs to know about the research on teaching reading is... in front of the paywall
A must read!
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Our cover feature this week looks at the urgent issue of Staff Burnout. We felt it was so important to get the message out that we have put the article in front of the paywall for the week. Please do read as it is essential these issues are addressed.
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I had a rare and exclusive sit down with
@NickGibbUK
in which he talked about:
▶️ his war on 'progressivism'
▶️ his mistakes and regrets
▶️ what drives his ideology
▶️ who he trusts
And much more. You can drive straight in, but a quick thread (1/6)
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In
@tes
tomorrow the cover feature focuses on a really important topic for schools: supporting kids who have experienced trauma. But are ACEs a good indicator of outcomes? Is trauma-aware practice effective, or useful? Are teachers qualified to diagnose, or intervene? We find out
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I am not a huge fan of the reading record and so I nodded along to so much of this article.
If you want a different approach to tracking home reading, this is ace.
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Want to set meaningful homework that does not need to be marked?
@TLPMsF
is here to tell you how
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Just watched the
@OakNational
assembly in partnership with
@tes
that goes live on Thursday 10am and it is the most amazing science lesson from the first British Astronaut in space
@HelenSharmanUK
. An absolute don't-miss-it moment.
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"We need to think about the extra hours not only for learning, but for children to be together, to play, to engage in competitive sport, for music, for drama because these are critical areas which have been missed in their development"
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"Researchers found the language used by parents/caregivers during shared reading is "more sophisticated" in terms of "vocabulary diversity and syntactic complexity" than in other instances of parent-child talk."
Latest
@AlexJQuigley
column live on
@tes
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There are so many good lines from
@dylanwiliam
in this podcast that it is hard to pick one - so just have a listen
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Today marks 10 years at
@tes
for me.
Still v grateful to
@gerardkelly33
for taking a punt on me and
@AnnMroz
for mentoring me.
I've been editor now for 15 months and it is every bit as rewarding but knackering as they said it would be.
To celebrate, I am now off for a week.
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A very interesting piece from
@thatboycanteach
for
@tes
on books that help children walk in the shoes of others. Interested what people would add to the list?
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Thanks to all of our teacher writers - without you
@tes
would not be what it is. It is an incredibly brave thing to share your thoughts to a huge platform and to not have control of what happens next. We really do appreciate it.
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Here is this week’s Podagogy - “I think, even if you are a teacher informed about how trauma can impact a child, there is still a real challenge because you have to teach a class of 30 – there are 29 other children with needs.”
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"The deficit narrative of catch-up assumes that there has been only one lived experience of Covid-19."
Lovely piece from
@LeoraCruddas
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Pedagogy:
@BeckyFrancis7
Pam Grossman, Harriet Tenanbaum
@SamJPsych
@vmurphyox
Ludovica Serratrice
There really are loads more, I just wanted to get a thread started so people can add more and we can get more of these awesome researchers out there! So add away...
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