Faddism

Clearly something that is to be avoided, but something that is very tempting to those in education. Barely a week goes by without some great new educational idea being introduced on an unsuspecting world. Some initiatives are adopted wholesale, others fall by the wayside pretty quickly. A trip down memory lane will bring up such marvellous ideas as learning outcomes, verbal feedback stamps and sitting in form order. This week, Her Majesty’s Chief Inspector of Schools turned her withering gaze upon the formerly popular primary education scheme, Brain Gym. The programme has been around for
a while now and gained a loyal band of adherents convinced of its benefits. The scheme started in California in the late 1980s and was used widely in Europe; indeed in 2008 it received the official stamp of approval with the then Department for Children, School and Families.

It gained an enthusiastic following and I am sure it was enjoyed by many who took part in it. There is little to suggest that it actually helps with learning (if you want to read an entertaining demolition try Ben Goldacre’s Bad Science analysis). All reservations put aside I’m sure that for some it was a way of finding success at school and maybe in turn
it drew pupils to further academic progress. Who knows? Scientifically unsound, it could still have some value. I firmly believe that a tiny amount of success in school can lead to the sort of momentum that grows greater and even greater success.

Over the course of the week I read a piece of what seems to be a well-researched, thoughtful academic paper which called into question certain educational beliefs that I have held dear for many years. Gabriel Heller Sahlgren’s report ‘The achievement well-being trade-off in education’ suggests that many recent attempts to put children at the
centre of leaning and teaching methods are ill-founded.

He questions the view that pupil-led learning, enjoyment and performance form a virtuous circle (he clearly must have loved his school days). He hypothesises that we have all read our Rousseau incorrectly and suggests that “effective learning is often not enjoyable”. Having read all this I was starting to worry that I’d got it all wrong and had been heading off into a happy land of educational mediocrity. I was relieved to note towards the end of the paper that he wasn’t suggesting a return to Gradgrindian education but rather explaining that there may well be times that pupils will be less than happy about doing their homework and other elements of their learning. He advocates making pedagogical trade-offs depending on whether we are looking for education to provide the state with income or to produce fulfilled adults. All in all, I think we may be on the right track here at the BSP. I’ll probably read it again just to check though…

ShowI finished my week seeing the Reception and Key Stage 1 Christmas Show. An extravaganza of talent and indeed joy. Most of the joy was in the audience. Well done to all the performers and thank you to their teachers who have worked so hard to bring the show to fruition. Experiences like this are both joyful and valuable. The good thing is there are plenty more to come in the coming weeks.

Nicholas Hammond
Headmaster

No-one is bigger than the team – John Kirwan and Sean Fitzpatrick, 1999

U18 girsl foot ASPWe are entering the time of year where sports players shift their attention from autumn sports to winter sports. I had the pleasure of watching the boys’ 1st XI play their final game on Saturday morning and round off their season with an emphatic win. Regular readers of the newsletter will be aware that our girls’ 1st XI had their most successful season on record remaining unbeaten in the regular season. This magnificent achievement is testament to their extraordinary team spirit and skill. They have been coached effectively and have worked together to produce exceptional results. I suspect that all of the players in this all-conquering side will remember this season as being one of the best, no matter how long they continue to play the game. Chapeau.

An ability to be an effective team player is valuable skill indeed. Over the course of a pupil’s time at school they will be put into a team. Sometimes they will be with their
friends and often they won’t. In many ways I favour the latter. As an educational experience there can be little that is more valuable than to be placed in a situation
where one is forced to co-operate with other people, to communicate clearly and to support a collective endeavour. At the BSP many opportunities to be part of a team
exist. Obviously there are sports teams but the cast of a play is also a team. Our orchestras and ensembles are also areas of mutual co-operation and I am looking forward to seeing these teams in action at the end of term concerts. But the experience of co-operation is not limited to co-curricular activities. We regularly build teams in the
classrooms. Group work when I was at school was always a bit of an excuse to skive off and let someone else do the heavy lifting. Now group work tasks are established that
really test students’ knowledge and develop their team working skills. Today I observed some Year 12 Economics students work in teams for ten minutes to produce mini presentations on a topic that they had not known before they started. This is a real and meaningful learning challenge which develops both skills and knowledge. The results were very impressive. I would never have envisaged a Hackathon team – but we have one.

I am not a huge fan of management books but James Kerr’s “Legacy” is something of an exception. Whilst on the surface it is about rugby we have used it as a staff to consider the way in which we approach our roles in the various teams that we belong to. Kerr, in looking at the recent culture of leadership in All Black rugby provides us as teachers or adults working in a school with many useful lessons concerning the way we play our part. It is well worth a look. I believe that we have learned from it.

So be it a Maths Challenge team or a rock band, the cast of a musical or being the substitute on the bench, I hope that every member of this school has the opportunity to be part of a team each term. We won’t all have an unbeaten season but we will develop a vital life skill.

Nicholas Hammond
Headmaster

More important than Dora…

JL EtienneIt took Jean-Louis Etienne an epic 63 days to single-handedly drag a sled to the North Pole. Once at the Pole he had no-one to celebrate with so he shared his achievement with his cooking stove and his sledge. Thirty odd years later he has become one of the world’s most celebrated and well respected explorers. He joined the Senior School and Year 5 in the newly refurbished Redgrave Multi-Purpose Hall this morning to share his thoughts about his lifetime of achievements and to challenge us to think about the threats to the world that we face today. You can read about his inspirational story on his website which tells you much about the man behind the legend:
https://www.oceanpolaire.org/en/biography/

As a school we have joined with wider communities in behaving in a more environmentally responsible fashion. We’ve reduced our consumption of single use plastic, we harvest rainwater, we have energy efficient lighting and we have a beehive. What Dr. Etienne made clear was that whilst such measures are good, we as a global community have far to go. We should be in no doubt that the crisis that we face today will only be solved with the application and dedication of the next generation. Young people like ours have the key to saving the planet. I suspect that, having listened to Dr. Etienne some will have been inspired to consider being part of the solution. Whilst he claimed not to be a “superman” just a person who persisted with their dream, I find it hard to believe that there are not pupils who will be thinking differently today as a consequence of having met him.

If you don’t have a chance to look at the recording of the event here are six key points from the talk:
• Passion might mean that you start a project. Perseverance is the thing that will see the project to success. So follow your idea and don’t give up.
• Expect difficulties. Few things in life come easily and if you give up because the going gets tough you should never have started in the first place.
• Cold temperatures won’t kill you. Ill winds will.
• Language is a tool. Use it to increase your knowledge. Never stop exploring.
• Don’t push your boundaries. Discover your boundaries. Find opportunities to discover how great you really are.
• Change is sometimes necessary.

In summing up his thoughts, Dr. Etienne told some older students that his experiences of fundraising for expeditions have taught him that it is normally the case that a few well-chosen words make more of an impact than many. I thought that was excellent advice so I’ll stop now.

Nicholas Hammond
Headmaster

When will we ever learn?

It would be interesting to know if, one hundred years from today, British Schools will still spend so much time studying the First World War. To some extent modern British culture is considered to have been shaped by the First World War. At least in the public imagination it was a war of stiff upper lips and playing the game, of noble sacrifice gone wrong as warfare changed beyond all recognition to harness the industrial power of nations. Poetry, novels, plays and films have been written; it is a conflict that has stamped itself on the national psyche of the UK in a way that it hasn’t in other countries. The idea of lions led by donkeys and the dangers of unchecked nationalism also weigh heavy on our latter day interpretations.

This week I had the great fortune to go with Year 9 to the First World War battlefields of Northern France and Belgium. We were blessed with both exceptional weather and engaged, interested students. Many of them asked the inevitable questions about the futility and waste of war, after all, who could not be moved standing in front of a pristine war grave for a fifteen year old boy who died under fire? The answers don’t get any easier to find.

As we stood looking at the Menin Gate, bathed in early morning sunlight, I was struck that as teachers we have an obligation to ensure that the First World War does not slip into the mists of time. It was a modern conflict in which the world was forced to understand, for the first time, that targets could be found far from the immediate battlefield. It was perhaps the first mass media war with its own brands of propaganda and fake news. It had unexpected consequences, positive ones, such as votes for women. It was a crucible of nations with Canada, Australia and New Zealand asserting their independence from Britain, the old order was questioned. But at what price? Carnage, sorrow, dispossession. Without World War 1 the Middle East situation would be different indeed. These are not easy concepts for young minds but it is important that we challenge our pupils to consider the views they need to develop, to compel them engage with “difficult” subjects. In doing so we have to, as parents or as teachers, allow them to disagree from time to time.

I have written before that we are developing a new generation of leaders at this school. Our young people will, I am sure, go on to make a massive contribution to their communities (wherever they may be) and it is important that they are ready to apply the lessons of the past to their futures and the decisions that are made for them and on their behalf.

AlexWe are right to remember and right to commemorate. All who had the opportunity to hear Georgie Green’s poem in Notre Dame on Sunday cannot help but consider the cost of conflict and those who heard Nicholas Lo’s stirring playing have been given pause for thought. I hope that 100 years from now we are still commemorating Alex’s great, great grandfather and his comrades who gave so much.

Nicholas Hammond
Headmaster

“People do not decide to become extraordinary. They decide to accomplish extraordinary things.” – Edmund Hillary

Perhaps it is a consequence of living in a world governed by bells, timetables and a prescribed year that there is a danger of allowing the school year to roll along “as normal”. On Monday, teaching staff had an INSET (training) day. On Tuesday the half term started – the school picked up where it had left off ten days before with a few new faces. All very familiar, all very normal.

Despite this seeming familiarity an event occurred during the half term that has shaken many from this comfortable routine; former BSP teacher, Nicholas Lowndes, sadly died following an accident at his home. Nicholas Lowndes joined The British School of Paris in 1974 and he left our immediate community for retirement in 2015. Those who were not taught by him may have met him doing stalwart service on the second hand book stall at the summer fair. Nicholas was always going to make the most of retirement. Having already lovingly restored a house in Brittany, he had other plans. Some will know of his exceptional woodworking skills. There are few among us with the expertise to create a lute. Retirement was not an end to learning or talent development, it merely signalled a new phase in a life where learning remained central.

The loss of a long-serving member of staff is a matter for sorrow. Our deepest sympathies are with Mrs Lowndes our Junior School Librarian and wife of Nicholas and also with their children who all attended the BSP. I know that friends and colleagues will rally round and support; such is the way of this school.
Loss affects a community, but the institution carries on. Sometimes this is a comfort. Death is not necessarily a comfortable subject for adults and it is perhaps more alien for children. That acknowledged we should confront the subject. There are members of this community who have lost parents, siblings and a significant number will have lost grandparents. Loss can come in many forms and it is generally traumatic. But in a school, a place dedicated to making the most of talent and to the realisation of potential it also provides a powerful reminder. Very little in life is guaranteed and to that end we must make the most of every day that we wake up to. Whilst comfort, familiarity and routine are all good, we must never forget that we have, each day, the chance to do not just something extraordinary but many extraordinary things.

British-School-of-Paris-1280I wonder if, over the course of this coming week, we can reflect upon something that we have done that is worthy? Have we used the extraordinary opportunities that we have here? Have we used our talents wisely? Sometimes the jolt of tragedy serves to remind us that this life of ours is indeed precious. This half term we should avoid the trap of simply going through the motions and ensure that we continually strive for excellence. This may mean doing different. If we are able to achieve this then it will have been a half term well spent.

Nicholas Hammond
Headmaster

Five reasons to be cheerful

I recently had the great good fortune to hear Geoff Barton, the General Secretary of the Association of School and College Leaders speak at a conference.  Geoff is a fount of good sense in a sometimes turbulent educational world and he has recently blogged about 5 reasons to be cheerful at the end of this half term.  In a spirit of healthy plagiarism (if there is such a thing) I am taking his excellent idea and adapting it to a BSP purpose.

So, 5 reasons for us at The British School of Paris to be cheerful at the end of this half term:

1)     Learning has happened in spades (massive amounts)!

ApplesI am fortunate to be able to tour the schools on a regular basis and I am constantly impressed with the knowledge and eloquence of our young people.  From Nursery’s incredible work with apples to A level students in Year 13 pushing the limits of their knowledge and understanding it has been a successful half term by any measure.  Everyone can do something that they couldn’t do before!  Thank you to teachers and very well done to our pupils.

2)    New pupils are now established pupils

At the start of term we had nearly two hundred new students.  Such is the welcoming nature of the BSP these “newbies” have become “old hands”.  Our pupils are settled and are able to develop friendships, build on the talents and enjoy coming to their school.  Over the course of the half term there has been only one Monday morning where we have not welcomed a new pupil.  Our warmth and openness as a community means that no-one feels new for long!  Next half term we will welcome still more pupils, we look forward to all that they will bring to our community.

3)    We have an ever developing sense of responsibility for wider communities

This term we have made massive steps forward towards reducing single use plastic and whilst there is still work to do we are well on the way to achieving our goals.  We enjoyed the first batch of honey from the beehive.  Our Sixth Formers are currently in Cambodia visiting the school that we have built with the support of the tireless BSPS. We’ve contributed to local sports events and are proud to be part of Croissy’s Remembrance activities next term.  Our volunteers have given many hours to charities such as the Red Cross, Genetic Disorders UK (Jeans for Genes), Arbre À Pain and Emmaüs – Bougival. We make a difference both locally and globally.

4)    We are about to open a new multi-purpose hall

Whilst education can (and often does) occur anywhere it is always an advantage if learning happens in an inspiring environment.  The newly refurbished Redgrave Hall will give us the opportunity to perform in a space that will match the talents of our pupils.  It will give us room to hold lectures, assemblies and it will make parents’ evenings much more effective!  Most importantly it is a shared space, Junior School pupils will use it and Senior School pupils will use it. Sport, music, drama, public speaking and many other activities will take place in it. One thing that we have learnt over the last eighteen months is that we are fortunate in having a variety of spaces shared on two campuses and it is easy enough to move from one campus to another.  We are one school.

5)    We get to do it all again after the holiday

There is an enormous amount to look forward to next term.  Trips will still go out despite the weather, fixtures will be played, lessons will take place; there will be challenges and discovery.  There will be opportunities for pupils to show determination and endeavour.  We will continue to play a leading role in our community and we will seek to serve others with integrity and we will strive for excellence.  We are fortunate to work in a school which offers us all, be we pupils, teachers, support staff, administrators, governors, alumni, parents or friends such opportunities to learn from each other.

Have a great holiday.

Nicholas Hammond
Headmaster

A comma not a full stop

Half term is one of the educational world’s greatest ideas. Whilst it was probably invented to allow children to go back to pick potatoes from fields or make the last preparations for the coming winter on a farm, it now fulfils a very different and no less valuable purpose. After six and a half weeks of the school year it gives us all an opportunity to take stock, to reflect on what we have achieved at the start of the year and to look ahead. Having enjoyed the most wonderful weather over the past few weeks, we have perhaps been slightly tricked into thinking that we have only just returned to school and I for one have found that this half term has passed incredibly quickly.

Breteuil for coverThe second half of the Autumn Term is one of the most important periods of learning in any school year, for those in examination years it is nothing short of vital. It is most valuable time and we will use it wisely – it is here that the foundations of success are laid, thus we will need to be ready to be working at our maximum levels when we return. But we face a danger in this coming holiday, if we stop completely the habits we have built up this half term will take too long to re-establish. Young minds are like high performance engines, they need to be run regularly if they are to perform at their best. To ensure that we do not lose our vital academic momentum I need to ask for parental help. The forthcoming holiday is one in which pupils should have a well-earned rest. But such a rest does not mean letting all things academic slip or grind to a halt. As well as spending time on screen (seemingly everyone’s favourite pastime these days), our children should take time to read a book, talk to family and friends (face to face) and spend time in the fresh air. If you are travelling then a diary, scrapbook or blog will stimulate the mind now and be an interesting artefact later. Half term is a good time to sort out those files that might just be getting a little messy and a time to revisit the elements of work that perhaps would benefit from some revision. If something can be done each day then the momentum will remain and starting next half term will be all the easier. At the risk of causing familial fallout I’d be grateful if you could remind your children that whilst half term is a holiday, it needs to be, at least to a small extent, a working one.

Whilst I realise that this column will win me few friends in the pupil body, I know that if half term is used to refresh rather than to simply flop then it will be time well spent and in the long run it is sure to pay handsome dividends. Minds that have been kept active will need little start up time in November and that is a great advantage. Who knows, reading a book might even turn out to be quite interesting…?

Have a wonderful half term.

Nicholas Hammond
Headmaster

Why we like to have visitors…

One of my favourite films is Les Visiteurs, a comic film from the 1990s. As is the case with most franchises the first one is great, the following films stretch the joke a little too far to be really funny. But for all that, the original film makes a valuable point; when we visit, we are very much strangers in that community. We can understand a good deal but there will be differences between our place and others. We often learn when we have the chance to visit other places and when we have the chance to make contact with other views. I’ve written before about the importance of getting out of the classroom to learn, similarly important is to bring people in to tell us something new or from a different perspective.

Michael StoneFor most people the words ‘school visit’ conjure up the time that parents and children take an initial tour around the school before joining. These tours are often led by a Sixth Form student who gives a pupil-eye view of what goes on at the BSP. The participants achieve an impression of the place, a flavour of what we offer. It is, inevitably, a partial view. But prospective parents and pupils are not our only visitors. Each week we welcome a wide range of visitors to our campuses and indeed these visitors are vital for us to develop a wide understanding of the world around us. Unlike Coleridge we believe that our visitors aid creativity rather than disrupting like the person from Porlock.

This week is a case in point. Today we welcomed representatives from London universities who talked to the Sixth Form, Dr Fleury one of our governors who was advising on careers in medicine, Mr Butterworth was discussing engineering and Ashley an alumnus who happened to be in Paris dropped in to revisit the school of his youth… Over the course of the week we have also been visited by an educational consultant, Mr Stone who spent much of the week observing lessons and activities prior to his providing us with a quality assurance report next week. We’ve welcomed representatives from the local Mairie to discuss future projects and a British architect who was involved in the initial planning of our soon to be completed Redgrave Multi-Purpose hall. I’ve probably missed a few others but you get the picture. The School cannot be an island entire of itself as Donne didn’t exactly say.

Perhaps the most unusual visitor this week was the magpie that has taken to participating in Year 10 PE lessons. Bold as brass he has been perching on balls, goals and striding up the touchline like an avian Klopp or Mourinho. Perhaps he just wants to take part as well.
(https://twitter.com/BSP_SSCPhysEd)

Over the coming months we will be making contact with many of our alumni and inviting them to link with us via social media. In doing this we aim to harness the reservoir of talent in the BSP Community to act as mentors or to record short films for us about their careers and the subjects that matter to them. Visiting in this modern age can take many forms and we are happy to join with people digitally as well as in the flesh (or feather).

We learn when we connect with the stories of other people.

Nicholas Hammond
Headmaster

Join the real world – Humane technology anyone?

A Swiss company sells a mobile phone which is designed for making telephone calls and sending SMS messages. If their website is to be believed they are supplying an antidote for distraction and access to “non-virtual reality”. Their founder compares his product to a pair of spectacles, something that is a pleasure to own and useful. If market forces are to be trusted, there is good money in the dumb phone market; Punkt released their second generation dumb ‘phone last week. At almost the same time iPads were being updated with the latest iteration of the IOS operating system. As part of this change a new feature has been introduced which allows parents a greater level of control over the length of time their children spend on their machine. Mr. Pearey sent a communication to parents about this feature last week.

iPad photo for coverIt is perhaps easy to believe that the BSP and many other schools embrace too quickly the latest technological marvel. The School was an early adopter of tablets but we have never seen technology usurping the very human, very real, often analogue process of education. Recent research regarding the efficacy of tablets in the classroom did not come as a surprise to us. We have always known that the iPad is an adjunct to established methods. We still have libraries, we write in exercise books, we debate face to face and we use pencils to draw. We also use iPads to research, discover and draw. I’m sure that the early adopters of exercise books were criticised by those who favoured slates. The iPad won’t replace the teacher, nor will it replace human thought. The 4th educational revolution is being written about but it has yet to really take hold.

Used thoughtfully the iPad allows for (amongst other things) greater levels of discovery. My Year 9 historians this week saw not only a photocopied map of Europe in 1890 but had access to the British Library’s collection of nineteenth century satirical maps. We did our research virtually but we recorded our results in a far more traditional manner. iPads push the walls of the classroom wider. Educational debate often focuses on a fruitless argument that pitches skills against knowledge. Young people need to have early exposure to technology and they also need to be educated as to what responsible use looks like. The iPad can develop both skills and knowledge. Every generation has a point of friction with the older generation. For me it was television, for the generation before it might have been transistor radios, I’m sure that the gramophone was viewed with suspicion. Balance is the key. Recently our Year 8s went to Normandy to study coastal geography, no iPad needed, they saw and they experienced. The subsequent write up may well have been done on their device.

Tech free evenings and weekends sound like a good idea to me and I am sure would fill many pupils with horror. Mindful use of machines seems a happy compromise, screen controls may be part of this. Prohibition is rarely successful, careful stewardship of a powerful resource would seem to be more prudent.

Nicholas Hammond
Headmaster

“What a wise parent would wish for their children, so the state must wish for all its children.” – R.H. Tawney

I am not sure if it is a peculiarity of British politics or if other countries have a season of party conferences that coincides with the start of the academic year. During these conferences political parties decamp from London to discuss what they need to do to win the next election or to decide what is best for the country. The Liberal Democrats congregated a couple of weeks ago, the Labour Party met this week and the Conservative party will confer next week. As the Headmaster of a British School I am always keen to see what each of the major parties has to say about education.

Jim callaghanPolitics and education rarely sit comfortably together; one is generally short term, the other is intrinsically long term. That is not to say that there have been no political movements that have resulted in beneficial progress. Political parties have widened access to education providing wide swathes of the population with opportunities they were once denied. The problem for education comes when politicians seek to bend the curriculum to their own view. In Britain, the watershed moment for education came back in 1976 when the then Prime Minister, James Callaghan made the now notorious (at least with educationalists) “Secret Garden of the Curriculum Speech”. During his discourse he claimed control of the curriculum as a political issue. Subsequently, there have been few governments that have not sought to influence, both the structure of the British educational system and its content. Allowing politicians control of what is taught in schools (and indeed how it is taught in schools) almost inevitably leads to the curriculum being used as a political football. The last Conservative Government engaged in one of the widest reforms of the curriculum ever seen, with large scale changes to GCSE and A level the result.

The Labour Party’s shadow education secretary, Angela Rayner, talked this week of structural and systemic reform of the national educational system and made no real mention of the curriculum (phew), while the Lib Dem’s Layla Moran launched an attack on grammar schools, excessive testing, some independent schools and the inspection body Ofsted. Now we await the Conservatives from Brighton. I’m rather hoping that the curriculum is not on Damian Hind’s agenda. If previous speeches give any clue, preserving the status quo with regard to exam rigour, giving head teachers greater autonomy and reducing teacher workload via different assessment methods are likely to feature.

Much of what is being said at the party conferences this year moves British education back to where we were when I started teaching (except with better buildings and more IT). I remain hopeful that one day we will have politicians who understand that education cannot be run on a “between elections” timetable and that all change has an impact on the children who live through their ideological whims.

Education is a long, slow and steady process. Politics isn’t. Perhaps the boldest move that any politician could make at this point is to leave well alone.

Nicholas Hammond
Headmaster