Context
The cooperative movement has people at its core. The Trust, and all of our academies, have that same mindset. We are collectively committed to doing that which matters most in service to our core purpose – the quality education for our 17,000 students.
Prior to this year, the students of Co-op Academy Swinton had less learning time and less quality opportunity to learn than thousands of other students nationally so the Trust, Community Council Members and school leadership want to address that gap. It’s not fair. The changes identified are fundamentally to improve the educational experiences for all the students at Co-op Academy Swinton and that is the motive for making the improvements.
Changes to Form Time
It is absolutely true that we are asking our teachers to work differently in supporting our students. Form Tutors have long reported that changes were needed to form time, to move away from an unstructured time that served little purpose. Whilst we know that some teachers enjoyed that time and offered support to students, our students would be better served by having experts in student support working with them – rather than teachers who are experts in teaching.
Changing Form Time into a dedicated session for a ‘catch-up curriculum’ and it being a time in which vital learning habits and skills are learnt is a positive use of that time. Vocabulary, assemblies, key knowledge, careers guidance, English, Maths and Science Masterclasses and Reading sessions are all included. The academy leadership listened to staff concerns about increased workload, so they planned these sessions for staff. As a result of the equipment and uniform checks in the morning, there is a huge decrease in students arriving to lessons unequipped.
We have increased the number of pastoral support staff at the academy as the well-being of our pupils is crucial to all our academies. As just one example of this we have invested in a Trust-wide mental health programme that Co-op Academy Swinton are part of – to improve this provision in this area even further. The pastoral support is better than ever for all the students at the academy and will always be the most important priority.
Teaching the Curriculum
This is essential and far from being pointless tinkering – as reported by representatives of NASUWT. The changes represent a real need to bring the quality of curriculum provision up to date. There is no profession or industry that does not recognise the need to change and adapt with the times and we turn to our leaders to make those changes – teaching is no different. Teaching practices and the content taught is constantly being improved and teachers need to be on top of the changes. Teaching now is very different to 10, 20 and 30 years ago. NASUWT representatives have indeed offered some alternatives that they would prefer their members to have but these are models from years ago, outdated, and would not serve our students well despite unfounded claims.
Staff Workload
The changes have accounted for staff workload. Even after adding in many hours of staff well-being and ‘buffer’ time, directed hours have been calculated so that teachers at Swinton still have significantly less direct contact time than the majority of teachers nationally. We feel this is very reasonable. The fact some individuals may have had more ‘free time’ historically is not grounds for industrial action on the basis of being unreasonable. All teachers’ terms and conditions are being met, some suggest generously so.
Negotiations
Throughout, the Trust has, and continues to be, firmly committed to finding an amicable way through the negotiations.
Following a lengthy consultation period in May and June in which governors, staff, parents and students all contributed their opinion on the proposals, a series of changes were finalised. At this point, representatives of the NASUWT raised concerns about the changes and a list of concerns were presented to the Trust. All concerns were listened to from the very beginning and many were negotiated on, resulting in significant alterations to the original model, all of which were focused on individual’s concerns about their working environment. Sadly the NASUWT felt this was not enough.
To begin with, NASUWT concerns focused on teacher workload in preparing for the September changes that meant students received a higher quality of learning experiences. Staff were supported in planning for September and administrative requirements made optional. Union representatives did not see the need so additional sessions and training events were provided as well as numerous drop-ins for those who wished to speak to leaders directly.
Union representatives then communicated that the split lunch was a significant problem for staff and so the Trust invested over £50,000 in providing additional facilities in order to come away from split lunch arrangement and providing additional pastoral staff.
Later, union representatives informed the Trust that the main concerns related to their annual workload amount. This was amended and additional time allocated. A series of adjustments were made to accommodate concerns.
We now find ourselves at a point where it is reported that members wish to strike over the timing and content of form time.
From the very beginning, the Trust leadership have committed to carrying out a review of all the changes, especially regarding the new structure to Form Time and have not only brought that review forward to satisfy the union’s demands, but sought out an independent third party to carry out a full assessment of the impact. This agreement of an independent review was made with the NASUWT in return for a short-term postponement of industrial action. The NASUWT have failed to deliver on their part of this agreement, instead promoting, encouraging, and funding their members to strike.
It is a sad indictment of the attitude of the union’s representatives who fail to see the changes needed and offer their members poor advice as to what is reasonable. It is also disappointing that leaders within the NASUWT feel the need to make baseless accusations of threats and intimidation, how can this help in trying to resolve the trade dispute and in fact shows no commitment to resolution at all. So we call upon anyone making such claims to do so properly rather than spread rumour.
