Eight Out Of Forty-Three Ain’t Bad (If You’re a Member of SMT)April 30, 2009
After six weeks of term in which my year ten class have continued to disrupt every lesson, I decided I’d had enough. I found the worst few incidents of the last couple of weeks (being called a twat by Charlene and being told to fuck off by Daniel) and emailed SMT about it. I was surprised to get responses. I was not surprised that the responses consisted of passing responsibility to other people and/or denying knowledge of the incidents. Neither incident had appeared on the school’s behaviour database system despite two weeks having passed.
There were some incidents on the system. Madelaine and Will had been given a day in isolation on Wednesday (this is the standard punishment for being sent out of lessons). Madelaine had earned this by repeated interruptions and calling another student “a pregnant bitch” and Will had earned this by refusing to stop singing while I was talking. The odd thing about this is that on Wednesday, when they were meant to be isolation, Madelaine and Will had attended my lesson and disrupted it. I raised this and was told that these students had been let out of isolation unsupervised to go and have injections. They had then gone to my lesson to disrupt it rather than returning to isolation. Evidently the pleasure they get from stopping me from teaching is not easily foregone.
At a tough school you expect to have lessons disrupted and you expect to get verbal abuse. You can also expect SMT and HOYs to ignore incidents referred to them. However, they usually act eventually when it’s every lesson for a fortnight and you are emailing them every day about what’s happening. This time it’s been six weeks without progress. Previously well-behaved kids were joining in. So I contacted my union rep, Diane, to ask to see her about what was happening. (Unions are actually quite good at politely asking why kids are allowed to victimise their members with impunity, that’s why Jim Bulmer the head at Stafford Grove was reputed to bully union reps with hostile observations until they left). She popped in to see me while I was in the detention hall. I was allowed out for a brief chat and the Deputy Head “just happened to” overhear. Before I knew it there was a flurry of activity and he was agreeing to meet me Friday afternoon to discuss the matter.
I did my homework. I compiled the 43 incidents into a handy spreadsheet. 17 had not appeared on the behaviour system. Of those that had appeared only 8 listed any form of action that had been taken.
8 out of 43.
It even shocked me to see how many incidents of verbal abuse had been ignored. That said, it is the repeat offenders that make the inaction so depressing. Dave had walked out of 5 lessons without anybody doing anything to encourage him to stop. Daniel had been sent out of half the lessons he’d attended. Printed it out just made it obvious how badly I’d been let down by the system. How badly the kids in the class had been let down by the system.
On Friday I was surprised to see the Year Head for year 10 joining us. The Deputy Head and Year Head were soon promising to chase up certain students and let the year ten mentor assist in lessons. If anything they were too helpful now that the unions were involved; I had to persuade them that I didn’t currently want any help with my other year 10 class. As ever, the excuses were the main entertainment value of the meeting. The Deputy Head talked at length (convincingly) about how the schools budget for Teaching Assistants had been underspent and how outside contractors had been unable to deliver the updated behaviour system on time. The Year Head was less convincing. Apparently the lack of action on her part was down to:
a) Computer errors which made incidents just disappear from the system
b) Other members of staff leaving the door to the Year Head’s office open, thereby allowing students to sneak in and remove referrals from her desk.
Of course, if you believe that you’d probably also believe that the main discipline problem in school is “low-level disruption” and that exams are as difficult as they were twenty years ago.
The following Monday I got to see the full list of results from the first modular GCSE exam year 10 took in March. Out of the ten classes in the year group there were only two in which the majority of students had met or exceeded their targets. I had taught both of those classes. No other class had more than three pupils reach their targets. A number of my colleagues later explained to me that their results were disappointing because they’d had some poor behaviour with year ten recently.