End the long summer holiday?

It's been an odd summer, having just finished in one post and preparing for a major move out to the Persian Gulf for a new teaching job. If you thought moving home in the UK was a task, you should try reducing your life to 70kg, selling any vehicles you own and arranging house lets - and all before coping with the well-meaning flurry of friends and family wishing to bid you farewell and notifying you misguidedly that no-one in Arab countries is allowed to do anything, ever. I'm exhausted despite having the long summer holidays to sort it all out in. I have a vague recollection from childhood of being bored as hell two weeks before the end of that holiday every year - but not any more. Either I've got much better at entertaining myself or have a hell of a lot more to do.

I'm a big fan of travelling and have developed a predictably dull teacher routine of one very long trip every summer holidays so setting aside my customary jaunt round Europe in order to be practical and responsible feels dismal. My feeling-hard-done-by is self-afflicted but none the less miserable for it. I keep trying to tell myself that I can use my new teaching base as a point to explore India or South-east Asia, which I've never been able to afford to get to before, again in equally long or longer holidays, but that's sparse consolation right now. I almost wish, perversely, that I only had a week to sort it in so I would be forced to make swift and brutal decisions. And so all this wallowing got me to thinking the unthinable - should we stop having a holiday of this length?

Ah - I can hear the hissing of teachers nationwide through strained teeth, like angry geese. Or perhaps something more aggressive than geese: threaten the long holiday and teachers turn positively lupine at you. If you're the Daily Mail this is because they are cossetted public sector spongers with no sense of what a real job looks like: witness this typically-poisonous article slyly tarring teachers for not wanting to work hard. Anyone in the industry knows otherwise. And yet many of us would confess that the fixed structure of (almost) nationally-identical term dates makes no sense at all. Isn't there some middle way in discussing this?

There are multiple good reasons for cutting the long holiday, and we can start by dividing them into (mostly) uncontenious reasons, which teachers wouldn't see as an attack on their rights or sanity, and the cultural assault reason propogated by opponents of the profession. To start with the uncontentious: (1) Teachers pay more for their holidays than anyone else because the fixed dates create a high-demand arrangement. Embittered, we have attempted to afflict all other parents with this same heightened cost, by insiting children can never, ever, ever be taken out of school on holiday in termtime - or they will fail everything, ever. Sane parents nod politely and remove the child anyway, not least when a summer in Rome or Paris is infinitely more educational, in the holistic sense, than grinding through those agonising last two weeks of exhausted term, filled with wasps, DVDs and French bingo lessons. (2) Half-terms are an astonishing waste of time. In my experience in every post I've ever taught in, there's a 50% chance I'll collapse into illness and exhaustion at the start of every holiday, and start to feel human again about 4-5 days in. This makes a half-term week-off effectively a protracted illness followed by a weekend too busy on the roads to go anywhere anyway. Half-terms have never ceased to irritate me in their worthlessness, and I had rather have a couple of long weekends scattered through a full term, and three weeks at Easter and Christmas instead. (3) The terms are woefully imbalanced. September to Christmas, descending into darkness and SAD despair (additionally fueled by commercial cynicism) is a Promethean torture; the period to Easter is comparatively sane at first, although grisly with failing resolutions, rising in panic towards exam season and then summer a confusion of testing and bizarrely shortened weeks trailing away into purposeless nothing. (4) The long summer holiday clearly harms most the prospects of more disadvantaged children, a well-documented phenomenon, nodded-to amongst wider points by Mick Waters in the TES recently. You might argue his article should be taken with a pinch of salt - the opening line is a give-away that here is a Labour-era educational guru repositing to apply for high favour under the Tories - but Waters has always been a credible champion of young people and his points are valid despite the kow-towing to the Gove line. Most importantly, he also hits: (5) teachers rise and fall in energy levels in unison, which cannot be good for a collective body or the institution it forms. Everyone in schools knows there's a tide in a term, and we all ride it together - ten thousand staff morning briefings around the country in the last week of each term are filled with headteachers wearily paraphrasing Henry V's "Once more unto the breach...", in varying levels of irony and sincerity - and we are indeed like a force-marched army grinding to a useless halt as the campaigning season runs out. Consider that students work much less hard than us (NB, please, Michael Gove) and keeping them at school more consistently would (a) be good for them and (b) be welcomed by most parents; the key to Waters' point is an implicit acknowledgement that you would need to keep teacher days at 190, while  students study more; teachers would take some of their holiday allowance in term-time. This has complications to which I'll return below. But at the very least you could change term dates to make more sense.

Sigh. Didn't we go through all this debate a decade and more ago? About five-term years? We did. In my (Gloucestershire) experience it got hijacked at the county level, with some dimlar jobsworth going "Yeah, five terms sounds like more learning than three. You know what's even better? SIX terms. And it's easier too, cos we can just split each of the three terms not into two half-terms but into two 'terms', that sounds more and better. Great. Master will be pleased with Igor. I don't have to work anything out, but I can relabel everything to confuse everyone. If no-one knows what to call the 'half-term holiday' anymore, because now it's between two 'terms', maybe the Daily Mail won't notice their existence. And I get to spend at least three weeks of 'work' giving seminars on this tokenistic change. Gosh, I hope the Tories don't win the next election and cut my valueless post." Six terms is a nonsense, but five might be worthwhile - two before Christmas and three after, and you'd need to ignore / railroad Easter (who really cares, now? Honestly?)

And now the insincere and inflammatory right-wing reason for cutting the holidays: (6) Teachers don't work hard enough and get "all these holidays." Witness the TES community rants on this fevered issue. The real answer is simpler: teacher stress levels are far too high compared with almost any other job reports the Guardian, while the equivalent Mail article blusters about "15,000 teachers go sick EVERY day" as if it were shifty-eyed workshy malevolence - that's 3.5% of the workforce, you moron, like in any other profession on any given day. Teachers are incredibly highly stressed; their mental illness and career dropouts rates are things of horror compared to any other graduate profession; we get the holidays because we need them. The Health & Safety Executive's (impartial) analysis, replicated graphically here by the NUT, is a nightmare to observe (please, click that link and spend a few minutes looking.) It is very overtly ironic that the main parental / right-wing press complaint about the holidays amounts to "Good God, [even with nanny / childcare / summercamp], I can't handle my 1/2/3 children for 6 weeks, please take them back as soon as possible" because the implied subtext is: "to add to the 25-30 you handle for 40 weeks." (See teacher Francis Gilbert make mincemeat of parent Barbara Ellen's illogic in this structured debate.) A walk round a tourist site on Saturday in August, or Asda on any Friday night, will affirm for most teachers the complete inability of people to handle even two children compared to what we do: the plea that teachers should work hard because they're slackers is a smokescreen covering parental desperation and incompetence. Well, tough: you chose childbirth, now take responsibility. Teachers are not babysitters and our termtime workload is insanity by the standards of any other profession: in what job do you have not ONE major hour-long meeting a day but FIVE, with no time to prepare for them, and that meeting is with 25 clients, who don't really understand what it's about, five of whom want to swear at you and provoke confrontation while another ten withhold most co-operation? Name me another industry that works under those parameters if you dare. In addition, bureaucratically, teachers work extremely hard in evenings and often weekends in term-time - personally I don't begrudge this that much - but need extensive breaks to balance this. Soldiers and oil rig workers have extended, high-intensity tours of duty followed by much lighter respite windows and the same rationale applies with teaching. I am two totally different people: a work robot in termtime, dedicated heavily, professionally, and continuously, but emotionally drained and physically exhausted - beyond what most jobs demand - and myself, free to recover and have the identity and hobbies most people in most jobs consider normal, in holidays. Teachers do not have "extra" time off versus other workers: rather, we condense our stress / workload and our free time where others spread it more evenly. This is partly a necessity, because good learning should be intense; partly an effect of the fact that classes over about 18 in number (half that if there are multiple learning or behavioural difficulties) really can't be taught with genuine individual support - yet our system is predicated on contact numbers double these. Having spent time in the tutorial / crammer sector, I can tell you that I could teach those small numbers year-round without holidays at all, by comparison with state-sector classes and workloads.

This doesn't kill the argument about summer holidays. If we set aside the unreasonable argument, the good arguments for cutting it are still incredibly compelling by themselves. Why shouldn't every local council set slightly different term dates, spreading the holiday market and reducing prices for teachers and all parents alike? In light of the recent riots, differing term dates across regions would make universal dissatisfaction less widespread and enable police resources to be concentrated more easily. It would enable consultancy / cross-county support services / extended services offers to be spread more effectively for schools. This seems a non-brainer. Set your dates differently to adjacent counties and the benefits are obvious. I'm going to teach in the Gulf, where the climate dictates the calendar - only a couple of days at half-terms and a lot longer again than the UK in the summer, in order to flee the desert at its worst - but were this not an issue, or were I setting up a free school, I'd have five eight-week terms starting (like the Scots) before August ended, each with a long weekend "exeat" in the middle instead of a half-term, with 3 week breaks inbetween each and only slightly longer in summer - the same 190 days split sensibly. Christmas would be preserved but archaic dates like Easter and Whitsun provided only as bank holidays, not included in the structure of weeks off.

Mick Waters' more radical suggestions are tougher but worth a brief flight of fancy. Imagine (as I think Gove justifiably does, but sadly without doing his budgetary or teacher-workload maths) schools open 50 weeks a year, twelve hours a day. Imagine staff working the appropriate 190 days a year on rolling dates, booking their holidays to a central calendar and taking one another's classes in the same department while colleagues took their holidays, the school always having the right number of staff drawn from a pool Waters rightly identifies as needing to be 20% larger; imagine student total holidays being fewer (to the relief of parents) and with an understanding approach to parents removing students for culturally-valuable holidays in termtime. Don't baulk at the idea of leaving your class in a colleague's hands: in a good school, with good teachers (NB, ones that are not as tired as under the fixed-terms system!), and stability of (valued!) teachers to ensure students had positive relationships with all staff, there would be not only no loss but potentially a refreshing change for students in taking a module with a different staff member for 3 weeks; county groups, federations or academy groups would need to (at last) responsibly and sustainably source a pool of regular support / supply staff and cultivate them with better-than-the-current-ragged-treatment they receive; all but the smallest schools would be able to programme like this without difficulty. In other words - we'd function like normal business organisations with sensible depth of staffing capacity. Since total holidays were shorter for students, some of the (very valuable) Extended Schools provision in summer could be run alongside / integrated with normal schooling - an awkward divide at present. There is a difficulty of course, Mr. Gove - far from teachers not working hard enough, you currently have a system predicated on driving half a million skilled graduates to the verge of nervous collapse three times a year and effectively no effective staffing reserve in any school - so you currently have a term dates system structured as a prop to barely prevent that. If you want all the "Imagine" possiblities above, you'd need a 20% rise in education funding at a stroke, wouldn't you?

But at the very least - we could change to a sensible five-term year right now, without cost or difficulty, to the benefit of all. Still knee-deep in packing boxes after three weeks I may be, and with a fortnight of chaos yet to come - but even I see the sense in shorter summer holidays.

EBacc to basics

You have to be amused about the whole EBacc thing, predominantly because a red rag has rarely so transparently been waved at the educational establishment with such little substance behind it. The spitting fury is palpable, from teachers and teaching associations of the "new" subjects suddenly downgraded, to the Heads of the best private schools who suddenly find themselves at the wrong end of league tables they never anticipated. But all this sound and fury is laughably unnecessary. Gove doesn't mean what people think he means by introducing the EBacc.

Presume for a moment that a bunch of advisors a few months back, who spent years in opposition denigrating Labour's target-driven culture, and recognising that brutal cuts in all sections of public spending were unlikely to promote raised achievement in difficult schools, had a meeting trying to work out how, by the 2015 election, to paint the ConDem government an educational success. You need a target that sounds nothing like the other targets. And referencing the past is always sound territory for Conservatives, so do that too. Where you'd start is where many teachers start a GCSE course: with a difficult, traditional baseline assessment on which they help students little, so as to get an idea of the natural lie of the land, uninfluenced by support or later political interpretation. And in the case of Gove's advisors, that would take the form of this question: how can we select a criterion which is currently very low, so everything counts as progress? Dare I say drama teachers might use a difficult traditional play as the baseline assessment at the start of year 10, or English teachers a challenging textual extract for analysis? Quite. All those Gs and Fs would be a good place to start: not so much things can only get better as the only way is up.

So only one in six students got the EBacc? And very few at top schools? Perfect. Even if there were a mass revolt, or even mass disinterest, there'll still be enough careerists, traditionalists and downtroddenly-obedient teachers to rapidly and dramatically swell the rate of uptake once they focus on this measure. Progress will be effortless and government able to claim credit for "restoring rigour to our educational system" (allegedly, whenever Tory Press Officers open a Press Release email template, the subject line autocompletes the word "Restoring" as the opening word.) But, cynicism aside - dare I say it as a centre-leftist and a teacher? - what's wrong with the EBacc as an idea?

There are two obvious responses: one, that it forces children to do subjects they hate, with little modern real-world relevance (honestly - how many geographers do we think UK PLC needs?), and problematic behavioural consequences in thousands of classrooms; and second, the protest that applying the statistic retrospectively to compare schools is unfair. The former is genuinely problematic, because it's about real education, and we'll come back to that; the latter, merely PR, and easy to dismiss. The cacophonic cries of "unfair / it's retrospective" are pointless: these claims are predicated on a target-obsessed mindset from speakers literally unable to see wood for trees. "But we worked so hard to skew our curriculum to the targets about A*-C!" goes the underpinning non-philosophy; "it was all rubbish and now it's worthless rubbish! That's not right or fair!" Well, nor was rigging your subjects to suit a league table, so quit pretending you're on a moral high ground - you're in the mire and now you simply have to wade to another point of it.

But, dear me! - all this kerfuffle from the right as well as the left. The terrible state of British education! So few educated well! Actually, since so few got the EBacc - since the outcomes are so low, it will be generally disregarded by most parents as an invalid comparison of real quality even if it marks an interesting point of note about the recent drift of education. As it happens, back in the Dark Ages when I left school, these traditional subjects were all you could do - ironically my GCSEs do form an EBacc, despite my now teaching subjects outside of it. A saner response is taken by my own head, who stops short of the word boycott but expresses general indifference to the publication event, indicating that his first priority is subject relevance to particular pupils. Good for him. It's quietly conspicuous that the options grid this year now discretely maximises the chance of pupils, however accidentally, selecting an EBacc combo (doesn't it sound like a Subway sandwich?), and doubtless we shall all landslip gradually and quiescently into the being-forced-to-count-against-it swamp over several years, but the expression of hope from some heads that there might be a general consensus to pay no attention to it (or better yet, to actively publish to their parents a rationale for ignoring it) is admirable in its disinterest - even if unlikely to come to anything other than the squished compliance so engrained in teachers' genomes. In the end, this profession does whatever it's told.

This is not to say that Gove doesn't have a point: these traditional subjects are indeed underdone; it would indeed be better if we had a little more of this kind of knowledge in society. The question is whether a focus this explicit and narrow will so dramatically hack back the new technology-type subjects that we'll be unable to staff the only kinds of jobs Britons are still likely to get in this day and age. As with much Tory education philosophy, it is hard to escape the sense of an initiative genuinely positively-intentioned (even for the most deprived) but designed at such a lofty Olympian height in the public school clouds that its effect at ground level will be massively ineffective at best - or heavily counter-productive. The "engagement" issue with comprehensive pupils ("but we have to do courses they'll enjoy!") may well be pandered-to too much, but shifting them forcibly onto the EBacc is only likely to produce a raft of hybrid courses (please await "IT History", "BTEC Geography of Sport" and "Maths Travel and Tourism") to avoid the behavioural car crash that would follow from forcing vocational-type students back into more academic-type lessons. The EBacc, ironically, will damage and devalue the vaunted purity of the subjects it aims to promote.

It will be adopted, though. The clever trick of the EBacc, and why it will succeed in dominating debate and forcing schools (in time) to adhere and be interested is that sheer narrowness of its list, creating an artifical debate. Notice that only Geography and History are permitted as Humanities. Cue a predictable debate (already now starting) where The Telegraph attempts to row religion back into the frame. This is likely to end with RE included as an equivalent option, thus affirming Gove's "flexibility" and "responsiveness." But it is unlikely those framing the original plan anticipated anything other than allowing this in when pushed anyway; it is less likely that Citizenship, for example, will be permitted to count, as this is a subject born and bred under Labour - no matter how much more relevant it is to the modern world and young people than RE. A sham debate will cover the absence of a real one. English Literature might be permitted the same exception, where Media Studies will not, although this government doesn't seem massively enamoured of books; Music and perhaps even Art might be allowed to slip in somewhere (as traditional arts), although Drama teachers will remember the 1988 curriculum's erasure of the subject from existence and would be wise not to hold out any hopes. By playing in a general sense to the traditional assumptions of a mostly educationally backward-looking populace (who, en masse, almost all did only these traditional subjects, but not for the reasons enshrined in the EBacc) Gove easily hands the fight over to becoming the teaching profession versus the traditionalist press - leaving himself a free hand to tinker, unobserved, in more specific ways elsewhere - while all the time watching the EBacc rate rise. Clever boy.

Of course the presented argument for the EBacc - that these other subjects are less challenging than the traditional ones - is simply not true. As anyone who's ever examined knows, a gargantuan industry exists around standardisation of difficulty between subjects - and it works. (Cynics might suggest that the public-sector cull will destroy this effective process and thus genuinely require a return to old subjects. Hush my lips.) Media cherry-picking of select questions for political comparison is a classic fallacy of argument from single example and simply cannot prove the superiority of one subject over another: they are cross-standardised, and it does work. But nonetheless, Gove is in some ways right: it is certainly true that "new" subjects like Media Studies, Psychology, ICT and BTEC Sports have proliferated - for all their genuine relevance to students, and (more importantly) relevance to real-world employment futures - beyond the real need for them; it is difficult to challenge the rightist assertion that schools are using such courses to bump themselves up the tables unrepresentatively. It is true that we could do with more students knowing a little more history, culture and grammar - Gove and The Telegraph are right in this. It is irrelevant that the measure is retrospective, and complaints to this effect more likely damn the complainer than the Secretary of State or his advisors or press cheerleaders. It is futile to suppose the measure will be ignored or go away. If anything, as yet another measure amongst increasingly many (GCSE A*-C, A*-C inc English and Maths, EBacc, CVA...) it will rightfully inform those bothered to interrogate the figures in the round about the nature of a given school; schools are free to explain which targets they pursue, how and why - and if overall success rate clashes with EBacc rates, forcing a thoughtful choice between relevance and traditional status could be a good thing indeed. The EBacc certainly mustn't be the Holy Grail - but it's a good idea - if used right.

The choice, as usual, is in the hands of the profession; will we be so moronic as to mangle all wider aspects of education for this one Crufts hoop, just as we did when the A*-C including English and Maths score became focal? We needn't. You can sell success in many ways - and forge it in yet more. If there is a brutalisation of relevant education for young people just to chase the EBacc percentage, teachers and Heads will have only themselves to blame. Don't hold your breath.

Elitism in British education and society

It's a clever move by Cameron, you have to give him that. In the days of tight budgets, the declaration that he is going to raise the entry profile for teachers above third-degree entrants in act of "Brazen Elitism" is smart because it's simple. It will cost nothing (a few quid on PGCE subsidy is a drop in the salary ocean); it will be divisive amongst teachers on subject and age lines; it appeals to the idea that you can raise the bar by setting high aspirations (without reference to actual teaching change); it delights the traditionalist right-wing press because it is tacitly blaming teachers for educational failure; it steals Ed Balls' every-teacher-should-do-an-MA-thunder without either (a) the cost or (b) the risk of educating a profession more fully. Most worryingly, it's a brilliant steal of stupid teachers' votes, because idiots in the profession will think it designed to enhance the prestige of their role. Witness the patronising flag-waving of the opening paragraphs of the Telegraph article on the news, guaranteed to fool some.

It's also nonsense as recruitment strategy. Raising the bar of a profession does nothing to fundamentally affect the status of a profession. Changing the conditions / rights / most of all, salaries of a profession does; Fiona Millar in the Guardian is much more on the ball here. What she doesn't notice, and what is surely in the sly calculations of Osborne et al is that, since Labour have returned teacher pay to a roughly decent level (despite the NUT's claims, to which I am not unsympathetic) and solved a recruitment crisis; and since the credit crunch has set in motion a managerial-dream decade of teacher oversupply from career-switchers, the next government of any colour has some degree of carte blanche about facing down teachers on pay and conditions. Cameron could have two terms treating the profession without absolute disinterest or hypocrisy and still not have to pay the price: it took a decade after Baker's introduction of National Curriculum 1 in 1988 for the vast numbers of the offended professionals to swell to crisis, and so it could be again.

This brings us to Labour's recruitment drive early in their government. Why did they work so hard on either side of the millenium to reinvigorate recruitment into teaching? I am not disposed to believe then-and-now Labour claims that they wanted to raise standards by paying teachers an attractive salary, nor the unspoken (they wouldn't dare say anything so old-Left) thought that maybe it was catch-up payback for all the years of sub-inflation Tory pay rises. Rather, their prompt was desperation - there was a staggering recruitment crisis about to happen and they (effectively, it must be conceded) averted it by high-volume recruiting, with increased salaries and a new route in. It worked. The profession is better off. Schools are better for it. Has it made a difference?

Well... we find ourselves through the looking glass here. The great sleight-of-hand tradition in which Cameron's latest policy stands is one in which the mainstream fail to break through because of the fault of some part of the mainstream. It is divide and conquer stuff. Average parents are told - by implication - that their children would do better if state school teachers were as good as private school ones (they are usually far better); average teachers, that they would be able to achieve more if average parents did a better job of instilling obedience in their offspring; we don't approve of Grammars but we understand some average aspirant parents want to open them; and so forth. Famously, 7% of children attend private schools but form 75% of the judiciary, have access to the same proportion nationally of cadet training opportunities (leading to forces officership) and half of the top civil service. Naturally, the Milburn report from which these figures are drawn drifted into quiet obscurity, mostly ignored by the government once it had the anti-Cameron headlines they afforded. Labour's gutlessness on meaningful social mobility is depressing. And can any credence really be lent to the woe-is-us-it's-all-so-unfair claims of the independent school brigade given these figures? Additionally, industries dependent on unpaid internship work - positive-potential, expanding and / or high-paid "new economy" sectors like finance, journalism, arts, management consultancy - become, apparently without any prejudice, the province yet again of those whose parents can fund this extended education, and / or have appropriate personal links to open doors.

The difference ultimately between Labour's teacher recruitment drive a decade ago and Cameron's glitz today is that, in a similarity to Fiona Millar's Guardian narrative (in which she herself back-references Francis Gilbert's same point): this would be a bar to many good teachers - and populate the profession with idiots, in some cases. I entered teaching in that early New Labour wave of recruitment through one of those new routes - and my students' results speak for themselves. Whatever the motivation, the access opportunities, rising salary, and desire to recruit well were important, rather than a narrowing of the field like Cameron proposes. And by contrast, one of the best teachers I have ever worked with, and the best manager I have ever worked for in education, got a third - and would not now be allowed to enter teaching. Blunt tools don't work. But will more people know, and think about, these comparisons from great teachers of our own experience, than are seduced by the glib Dave headline about raising standards? Haven't we learnt yet that those words almost always presage intrusive idiocy in educational policy?