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Hello, everyone. 
Welcome back to the episode of 

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Teach Sleep. 
Repeat. 

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My name is Dylan and my name's 
Tayden. 

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And if you're back at school 
this week, welcome back with a 

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bang. 
And if you're not, then shut up 

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about it and don't tell 
everyone. 

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We don't want to hear you get an
extra week, all right? 

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Just enjoy it. 
Sorry, this is not how you 

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introduce yourself to our 
listeners. 

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You're actually insulting them. 
Maybe half of them, yeah. 

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Yeah. 
Both both types of people are 

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lovely. 
There we go. 

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So we'll cut that bit in. 
Yep, we don't use it. 

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No problem, absolutely fine. 
We're going to talk about 

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Saturday. 
Alienate the other half straight

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away. 
I'll go. 

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So switch that off. 
No, it's going to be a chat 

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about the whole school aspect of
SATS as well as narrowing down 

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into actually preparing and what
you should do. 

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But before we get into it, I did
just want to say to you guys 

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right now that you can sign up 
your school for a free trial of 

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math suit. 
It is completely free. 

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There are no strings attached 
whatsoever and it's our platform

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we built to help with 
arithmetic, maths fluency. 

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And at this point in the year, 
let me be really straight, 

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whether we like Sats or not, 
schools up and down the country 

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are getting ready for children 
to be sitting these tests and 

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what better way to help them? 
And we'll talk about this later 

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for the children become to 
become more familiar with the 

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types of questions they might 
see, and also to be able to 

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actually understand what 
children can and can't do and 

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help them. 
So Matthew can do just that. 

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Exactly, that arithmetic does 
exist. 

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There is an arithmetic paper, 
OK. 

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And also arithmetic is the kind 
of the foundation for building 

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on reasoning and problem 
solving, all that good stuff we 

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talked about. 
Yeah, but at the end of the day,

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they're going to be sat there 
doing arithmetic paper, and 

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you're obviously going to be 
practising arithmetic in any 

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year group, especially year 6 
right now. 

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So why not take advantage of us?
Links down in the description 

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below. 
Click it. 

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I'm just going to cut across him
because he's waffling right now.

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Get down there, it's completely 
free. 

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Like I said, get in touch and 
we'll get your school using it 

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as soon as possible. 
But Hayden, yeah, let's talk 

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about SATS then. 
You spent a lot of time in Year 

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6 as a teacher, and I want to 
start off with a video I saw 

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this week. 
OK, which do you know when you 

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see a video, right? 
And the number of comments is 

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really, really close to the 
number of likes it gets? 

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And you always think, OK, 
something's gone on here 

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engaging because usually, you 
know, there's just a few 

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comments compared to maybe 
hundreds of likes. 

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And I thought, OK, the people 
are talking. 

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So I watched the video and the 
video said it was somebody who 

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worked in a school, someone who 
wasn't in year 6, who said year 

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six teachers should be paid more
than other teachers in a primary

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school. 
Couldn't agree more. 

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I'm. 
Joking, firstly that's very 

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interesting because normally 
rage bait videos do that kind of

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thing, but that doesn't sound 
too rage baity I'm presuming 

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some people got very annoyed 
about. 

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It no, but this person from what
I saw the video, genuinely 

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thought and believed. 
This and then not a year 6 

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teacher. 
No, that's interesting. 

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Well, do you know it is 
interesting because I also 

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wasn't in year 6IN my career and
I looked at year 6 and thought, 

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wow, they're doing way more than
everyone else. 

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I looked at you and I thought, 
what are you doing? 

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Do you know what I mean? 
Like in terms of you seem to, 

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you seem to get sucked into the 
whole, oh, it's the most 

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important thing in the world to 
do this that and we got to do 

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all this extra stuff and we got 
to do, I looked at you and I 

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thought, you don't even think 
that this is the thing to do and

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you're still being drawn into it
to a degree. 

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And I just think you were just a
complete sellout fraud. 

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So it was really interesting to 
me. 

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And I never once thought you 
should get paid more either. 

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I thought you were just an 
idiot. 

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And that again, because it was 
just because it was me. 

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If it wasn't me, you might have 
thought that. 

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OK, so just like coming. 
I want to hear the end of your 

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thought train here. 
Other than, you know, I. 

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Don't remember, I got a tangent.
So did you when you when you saw

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that, did at any point you 
think, oh, this isn't fair for 

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year six teachers, There should 
be some remuneration. 

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No, I don't think that. 
I think it's, it's, I think that

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the base understanding of what 
year 6 is like was completely 

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true. 
That was my point. 

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I don't think the conclusion I 
would come to personally is that

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they therefore needs to be paid 
more. 

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Yeah, I think that the 
conclusion I come to is they 

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therefore need to be treated 
equally, the same as the rest of

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the school. 
And you know, at the end end of 

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the day, the Sats are in Year 6 
and that becomes a focal point 

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for year six teachers. 
But the only reason it tends to 

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be that they're overworked and 
have to do way more is because 

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of the pressures from the top 
down, from the score for Sats 

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results to look good. 
There are loads of reasons why I

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think that's a bad thing and 
that's what I'd fix and I think 

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should be a culture of Year 6 
not being treated that way, 

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rather than it simply being, 
well, no, that's acceptable and 

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we'll just pay you a bit more as
well. 

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Have you always been a Tory? 
What are you talking about? 

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Have you always been someone who
just says, yeah, we should do 

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the thing that's never gonna 
happen and not pay the people 

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for doing the extra work when it
continues to happen? 

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Have you always thought that? 
Do you attribute that with Tory?

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That I was trying to say 
anything where I was like, just 

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not you. 
It didn't really make sense, but

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do you not think there is an 
element of so, yeah, that's 

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cool. 
That's nice to say. 

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But you know, it has just 
happened consistently over 20 

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years. 
No one's changing the system and

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they do just do more work. 
Yeah, OK, sure. 

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So when the MTC came in in year 
4, do we just kind of pro R to 

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the extra that you get for SAT 
in year 6 because there's a 

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little extra test in year 4 now?
So year 4 teachers get a bit 

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extra as well. 
And actually are we we happen to

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do residential in year 3. 
So the year 3 let's pro R to 

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that was a bit more or less than
the MTC. 

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Oh, I just can't tell. 
No cut all that Goff and just 

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and just pay teachers the same. 
I I go further. 

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You know what I'm like in terms 
of, I don't think necessarily 

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just because you've been a 
teacher longer, used to be paid 

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more than someone else. 
Yeah, I think, you know, you're,

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you're the way you are as a 
teacher and the quality that you

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bring that isn't necessarily 
tied to how long you've been 

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doing the job. 
So I think the whole pay 

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system's a bit strange. 
But I understand that we live in

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a culture and a society where 
the more you've been doing 

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something, you build up 
experience, obviously the more 

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you likely you are to be better 
at the job. 

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So therefore you get more money.
Very closely linked. 

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I understand that, but I, I 
thought two years into my career

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I was a better teacher than some
people who are 10 years into 

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their career. 
And I also thought 10 years into

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my career I was a worse teacher 
than some people who were two 

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years into their career. 
It was it fluctuated as a 

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general rule. 
Fair enough. 

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And that's why I'm not. 
Yeah, that's OK. 

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So I also think as a general 
rule, you should just get paid 

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what you get paid as a teacher. 
And if there are external forces

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coming in, I don't think that 
necessarily means you should get

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paid more. 
Like for example, do you think 

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teachers who are teaching GCSE 
classes should get paid more and

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teachers who are teaching A 
level classes should get paid 

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more, even more, because it's 
even more of a of a impact on a 

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child's life? 
That's interesting. 

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You're I, I don't think so, by 
the way, but I'm funny. 

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Interesting that you're equating
the pay with like how much 

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impact it has on the on the 
kids. 

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Whereas I reckon the majority of
people that are commenting on 

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that and that whole point in 
that video was there is just 

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more workload because they end 
up doing. 

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Why is there more workload? 
Because, because it is, because 

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the that's what I'm talking 
about 100%. 

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So that's what I mean. 
I, I, I I'm not I'm. 

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Not saying it's because of the 
kids. 

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I'm saying because they're doing
a level, because they're doing 

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GCC, because they're doing Sats.
Yeah, that brings pressure, 

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which brings added workload. 
Yeah, yeah. 

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I'm not saying just simply 
because of the the test they're 

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doing OK. 
I mean, because of that test, 

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they're being asked to do more. 
They're being asked to come in 

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in the holidays. 
The amount of secondary school 

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teachers I know who work through
their Easter and basically do 

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sessions constantly and they'll 
get paid overtime for that. 

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But in general, like day-to-day 
time to time test to test, 

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marking constant past papers, 
there is obviously an increased 

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workload at this point of the 
year compared to maybe a teacher

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who has mainly year 78 and 9 
That, that, that's that. 

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That's obviously just true. 
In the same way there's more 

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workload right now for year six 
in a lot of schools compared to 

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year 2345. 
Yeah, that's all true. 

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But all all I'm saying with that
is it's just because of the year

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group they're in. 
It's not because of the test 

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they're doing. 
That makes sense. 

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Sure. 
The way you said it at first was

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you were like, should we get 
paid more if you do GCSE and 

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then paid even more if you do A 
levels? 

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If like the harder the exam, the
more you get paid, yeah, maybe 

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the more they're all equal in 
terms of like, OK, there are 

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some years where there's test 
pressure, which might just add 

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to workload. 
Yeah, I don't think so. 

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In general, I find the whole 
conversation interesting because

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it to me it boils all the way 
back down to how inconsistent 

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the job of a teacher is in terms
of like if you just look at the 

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meta level across the country, 
yeah, all teachers are being 

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paid other than like some areas 
of London and there is like 

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different bands, but generally 
you're being paid to be a 

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teacher, being prayed no matter 
being. 

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Prayed please pay me. 
Please pay me in some schools. 

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To get your pay packet, you have
to pledge allegiance to the 

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Pope. 
Yeah, yeah. 

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Who's on the wall? 
Who's on the wall? 

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In every single. 
Room in my cafe, but we don't 

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indoctrinate kids here. 
We're sorry there's no 

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indoctrination here. 
Don't bring your lefty walk 

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liberal nonsense to this 
classroom Now. 

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Eat the bread of Christ. 
Not in the eyes of the Pope. 

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It's Friday, so we better go to 
church. 

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Anyway, when you when you start 
bashing. 

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Gosh indoctrination Dylan. 
Oh yeah, such a bad thing to do.

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It's just awful of saying that 
indoctrination bad in that way. 

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But yeah, put it in full circle.
I just think I always find it 

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very interesting that a teacher 
can work in one school and have 

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an unbelievably different 
workload to a teacher who works 

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down the road and in a different
school. 

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They both have the same job role
and let's say they're on the 

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same pay point and they're and 
there's like astronomical 

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difference in the hours they do.
I just find that weird in 

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general. 
Yeah, sure, absolutely. 

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And, and I think that's maybe 
boils down to why I think that 

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paying someone different is just
stupid. 

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Yeah, yeah, I I agree. 
You're in year 6. 

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I don't even think it 
automatically means you're doing

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more. 
I think it think it probably 

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means you're doing more, but 
doesn't automatically 

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necessarily mean you're doing 
more. 

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And I just think you're going 
down a, a, a, a, a path that 

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it's going to be really hard to 
be consistent on. 

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It's already hard with the whole
experience thing that I spoke 

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about. 
Like that's already, to me, 

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slightly flawed. 
So we're just adding even more 

227
00:08:31,320 --> 00:08:33,159
to it. 
Yeah, it, it gets too chaotic in

228
00:08:33,159 --> 00:08:34,600
terms of trying to work out too 
complex. 

229
00:08:34,600 --> 00:08:36,280
I agree. 
If you had a graph, yeah, that 

230
00:08:36,280 --> 00:08:38,840
where, where you plotted and you
messaged it, every single person

231
00:08:38,840 --> 00:08:40,520
is teaching in the country, 
right, where you plotted against

232
00:08:40,520 --> 00:08:42,280
their year group and what their 
workload's like. 

233
00:08:42,480 --> 00:08:44,960
You probably would see like a 
really loose correlation where 

234
00:08:44,960 --> 00:08:47,000
where some years are just sort 
of like they spike a bit higher 

235
00:08:47,360 --> 00:08:49,080
than others. 
But it's like, but there will be

236
00:08:49,080 --> 00:08:51,160
tonnes of outliers in every 
single direction in every single

237
00:08:51,160 --> 00:08:52,560
year, in every single year in 
every single school. 

238
00:08:52,560 --> 00:08:53,760
And it's like you can't really 
standardise. 

239
00:08:53,920 --> 00:08:55,800
In year 6, the year 6, the year 
6 will look different. 

240
00:08:55,800 --> 00:08:57,120
Exactly. 
That's what I mean, you know, 

241
00:08:57,120 --> 00:08:59,320
with workload as well, we talk a
lot about workload, but 

242
00:08:59,320 --> 00:09:01,800
sometimes it's in the control of
the teacher, it's in the control

243
00:09:01,800 --> 00:09:03,880
of the professional. 
Like we say, a lot take control 

244
00:09:03,880 --> 00:09:05,520
of your workload. 
And there's a lot of people who,

245
00:09:06,120 --> 00:09:08,520
you know, learned helplessness 
is a really harsh way of saying 

246
00:09:08,520 --> 00:09:11,480
it, but it's, it's along those 
lines of like people just 

247
00:09:11,480 --> 00:09:12,800
comment saying, well, how easy 
for you? 

248
00:09:13,560 --> 00:09:16,160
We, we have to work 2 hours a 
day after school every single 

249
00:09:16,160 --> 00:09:19,960
day. 
You actually don't like, you 

250
00:09:20,000 --> 00:09:21,480
actually just don't have to do 
that. 

251
00:09:21,720 --> 00:09:23,600
You might have convinced 
yourself you have to, to meet 

252
00:09:23,600 --> 00:09:25,320
this threshold that you've put 
in your head, which is really 

253
00:09:25,320 --> 00:09:26,960
high. 
And that might be for the best 

254
00:09:26,960 --> 00:09:28,200
interest of the children in your
heart. 

255
00:09:28,200 --> 00:09:29,760
And you think, actually, this 
is, well, how am I going to help

256
00:09:29,760 --> 00:09:32,200
the kids the most? 
But you've still chosen to do 

257
00:09:32,200 --> 00:09:34,440
that. 
And if that threshold you've set

258
00:09:34,440 --> 00:09:37,280
yourself means you end up 
burning out, then you need to 

259
00:09:37,280 --> 00:09:39,640
move that threshold yourself and
accept that has to be lower. 

260
00:09:39,640 --> 00:09:41,840
And that's not nice for some 
people, but you have to do it. 

261
00:09:42,040 --> 00:09:44,640
Same I'd say for year 6 if year 
6 is completely burning you out.

262
00:09:44,840 --> 00:09:47,840
I had a joke and a laugh earlier
about you being in year 6 and, 

263
00:09:48,680 --> 00:09:50,920
and I think we have said this 
plainly to before. 

264
00:09:50,920 --> 00:09:54,040
I think there are some things 
that I've said to you like why 

265
00:09:54,040 --> 00:09:57,280
are you doing that or why are 
you not mentioning this thing 

266
00:09:57,280 --> 00:09:59,920
which you think is stupid that 
we're all doing that you are 

267
00:09:59,920 --> 00:10:00,840
doing. 
I've done it because I've 

268
00:10:00,840 --> 00:10:02,680
already met my quota of 
mentioning stupid things. 

269
00:10:03,320 --> 00:10:07,600
So, so, so, so my, my point is 
like, I'm, I'm joking because 

270
00:10:07,680 --> 00:10:10,960
you, you are nowhere near like 
the you still push back on a lot

271
00:10:10,960 --> 00:10:13,320
of things, but even you and 
everyone who listens to this 

272
00:10:13,320 --> 00:10:15,480
podcast will understand where we
both stand on stuff. 

273
00:10:15,760 --> 00:10:19,360
There was still some stuff like,
you know, doing booth, doing 

274
00:10:19,360 --> 00:10:20,880
booster math and English in the 
afternoon. 

275
00:10:20,880 --> 00:10:23,440
You still ran some boosters, I 
remember. 

276
00:10:23,760 --> 00:10:27,920
So my point to you is just 
flipping this on its head here. 

277
00:10:27,920 --> 00:10:30,840
Even with the best of intentions
and we were in a lovely school 

278
00:10:30,840 --> 00:10:34,280
and you had the best outlook in 
the world in terms of I know you

279
00:10:34,280 --> 00:10:36,000
personally thought that we 
should just be treating sounds 

280
00:10:36,000 --> 00:10:38,840
like it's a normal week. 
It's still in that environment 

281
00:10:38,840 --> 00:10:41,040
and with your attitude you still
did more. 

282
00:10:41,320 --> 00:10:44,840
So do they have a point that 
it's just inherently actually do

283
00:10:44,840 --> 00:10:47,480
you know what, maybe you should 
get a bit of overtime, or maybe 

284
00:10:47,480 --> 00:10:49,680
you should get a bit of extra 
time out of class, at least 

285
00:10:49,680 --> 00:10:53,800
something to show that you are 
doing more than other teachers. 

286
00:10:55,240 --> 00:10:58,440
Ultimately no, like even though 
I was trying to play there was 

287
00:10:58,440 --> 00:11:00,800
advocate, I do actually agree 
with what you said. 2 two big 

288
00:11:00,800 --> 00:11:02,640
reasons. 
One, it is just different in 

289
00:11:02,640 --> 00:11:06,400
every school anyway. 3 reasons 
#2 we should actually be aiming 

290
00:11:06,400 --> 00:11:09,000
to tackle that as a systemic 
issue rather than just being 

291
00:11:09,000 --> 00:11:10,960
like accepting it and then 
saying cool yeah everyone has 

292
00:11:10,960 --> 00:11:12,320
boosters, we just pay ES6 
teachers more. 

293
00:11:12,320 --> 00:11:14,600
Actually, that's just tackle. 
But do you think there's room 

294
00:11:14,600 --> 00:11:17,560
for, like, for example, I know 
some ES6 teachers who over that 

295
00:11:17,560 --> 00:11:20,440
Easter break were doing some 
boosters, right, and got 

296
00:11:20,440 --> 00:11:23,080
literally paid overtime for 
going in and doing that. 

297
00:11:23,520 --> 00:11:25,600
Yeah, yeah, yeah, yeah. 
Whilst I don't think year six 

298
00:11:25,600 --> 00:11:27,680
teachers should just blankly get
paid more because they're year 

299
00:11:27,680 --> 00:11:30,800
6, I do actually think that if 
you're doing boosters in your 

300
00:11:30,800 --> 00:11:33,600
half term that you should be 
getting paid over time for it. 

301
00:11:33,600 --> 00:11:36,200
So, so there's what all, all I'm
trying to get to here is that 

302
00:11:36,200 --> 00:11:39,000
there is, there is some weird 
grey area here where actually, 

303
00:11:39,000 --> 00:11:41,080
you know, if you just castrate 
someone for saying year six 

304
00:11:41,080 --> 00:11:45,320
teachers should get paid more, 
like castrate is such a don't 

305
00:11:45,320 --> 00:11:48,440
know why you castrate them. 
It's such a strange choice. 

306
00:11:48,600 --> 00:11:51,880
Of verb. 
Sorry, I'm just going to 

307
00:11:52,320 --> 00:11:53,040
continue. 
What's that? 

308
00:11:53,040 --> 00:11:54,240
Imagining my balls being cut 
off. 

309
00:11:54,640 --> 00:11:57,640
Carry on. 
You see, you see, teachers get 

310
00:11:57,640 --> 00:12:01,280
paid more, get the scissors. 
It's such a shame. 

311
00:12:02,080 --> 00:12:03,360
Listen, I'm sorry. 
It's the rules. 

312
00:12:03,880 --> 00:12:07,480
You think now Castrate. 
Oh, she was going higher. 

313
00:12:07,480 --> 00:12:10,840
So it's really weird. 
But come back, I'm just going 

314
00:12:10,840 --> 00:12:12,600
to, I'm going to cut you off 
here because I because I agree. 

315
00:12:12,600 --> 00:12:14,080
But I think that's almost like a
separate thing. 

316
00:12:14,080 --> 00:12:16,120
I mean, it's not even 
necessarily a year six thing. 

317
00:12:16,120 --> 00:12:18,320
I know schools where it's like 
they just open it to any skip 

318
00:12:18,320 --> 00:12:20,520
teacher to come and do the 
booster things. 

319
00:12:20,520 --> 00:12:22,080
I don't think, I don't think, I 
don't think schools should be 

320
00:12:22,080 --> 00:12:23,560
doing that at all. 
This is my, this is my saying, 

321
00:12:23,560 --> 00:12:26,400
but I think when, when schools 
are doing stuff like come in 

322
00:12:26,400 --> 00:12:29,240
early, like literally before 
your contract or directed time 

323
00:12:29,240 --> 00:12:31,800
starts and do this teaching, 
which you don't normally have to

324
00:12:31,800 --> 00:12:33,840
do in your contract or in the 
Easter holidays or the weekend 

325
00:12:33,840 --> 00:12:36,240
or whatever that has to that has
to come with pay. 

326
00:12:36,240 --> 00:12:37,000
What? 
What don't you? 

327
00:12:37,120 --> 00:12:38,200
What don't you think schools 
should be there? 

328
00:12:38,200 --> 00:12:40,960
I don't think schools should be 
doing extra like booster 

329
00:12:40,960 --> 00:12:42,160
sessions over the Easter 
holidays. 

330
00:12:42,160 --> 00:12:44,480
I don't think it's good for the 
staff, genuinely all the kids. 

331
00:12:44,720 --> 00:12:48,920
Just side thing, can I book onto
your SATS course for tutoring 

332
00:12:48,920 --> 00:12:51,120
that you offer? 
Yeah, yeah, you can. 

333
00:12:51,400 --> 00:12:53,160
So what's the like, what do you 
think That's OK? 

334
00:12:53,320 --> 00:12:54,680
Yeah. 
So do you think extra in general

335
00:12:54,680 --> 00:12:57,080
is like, I'm a director of this 
tutoring company here. 

336
00:12:57,080 --> 00:12:58,280
Yeah, yeah, yeah. 
So I'm just trying to play 

337
00:12:58,280 --> 00:13:00,160
devil's advocate again here a 
little bit in terms of it's a 

338
00:13:00,160 --> 00:13:01,280
good question. 
You know, you're just saying I 

339
00:13:01,280 --> 00:13:02,680
don't think schools should be 
doing boosters. 

340
00:13:02,680 --> 00:13:04,440
It's like, well, you know, we 
offer tutoring. 

341
00:13:04,600 --> 00:13:06,760
I think there's, I think I can 
understand there's a crossover. 

342
00:13:07,120 --> 00:13:09,560
I think there's a very different
intent in terms of. 

343
00:13:09,560 --> 00:13:11,240
Porn Houdini got this. 
No, no, I think so. 

344
00:13:11,240 --> 00:13:12,840
I think I think this is an 
interesting discussion because 

345
00:13:12,880 --> 00:13:16,160
otherwise we wouldn't do it, of 
course, I don't think, I don't 

346
00:13:16,160 --> 00:13:18,240
think boosters should happen 
when it takes up other learning 

347
00:13:18,240 --> 00:13:19,320
first time. 
We'll get on to that in a bit 

348
00:13:19,320 --> 00:13:20,960
because I know you're really 
passionate about the whole idea 

349
00:13:20,960 --> 00:13:23,360
of boosters taking up by PE and 
all that sort of stuff, right? 

350
00:13:23,360 --> 00:13:24,520
I don't think that really should
happen. 

351
00:13:24,800 --> 00:13:28,120
I think from the school's 
perspective, when you've got 

352
00:13:28,120 --> 00:13:30,800
these kids, when your school is 
being held accountable for the 

353
00:13:30,800 --> 00:13:34,400
data and if it's a situation 
where a school is putting on a 

354
00:13:34,400 --> 00:13:39,160
lot of pressure during 1/2 term 
or a school holiday to get all 

355
00:13:39,160 --> 00:13:41,520
the kids in that are on the cusp
of expected to come in and 

356
00:13:41,520 --> 00:13:44,000
they're putting on that pressure
because and for them to come in 

357
00:13:44,000 --> 00:13:46,920
and do those groups. 
I generally I generally don't 

358
00:13:46,920 --> 00:13:49,320
like that idea. 
I don't I don't inherently think

359
00:13:49,560 --> 00:13:52,240
boosters are bad by the way. 
I don't inherently think giving 

360
00:13:52,240 --> 00:13:55,240
children more opportunities to 
learn stuff yeah is bad. 

361
00:13:55,440 --> 00:13:57,000
Like I don't like that really 
clear because it's. 

362
00:13:57,160 --> 00:13:59,880
So just to clarify then, because
you're talking about half term, 

363
00:13:59,880 --> 00:14:01,360
right? 
You said about in half term what

364
00:14:01,360 --> 00:14:03,800
you mean is 1/2 term break not 
like an actual when they're in 

365
00:14:03,800 --> 00:14:04,240
school? 
Yeah. 

366
00:14:04,240 --> 00:14:06,640
So, so it's in the classic. 
What you're saying is I just 

367
00:14:07,160 --> 00:14:08,840
want to make this really clear 
because you said you don't think

368
00:14:08,840 --> 00:14:12,200
boosters should be happening. 
I think, you know, we in in the 

369
00:14:12,200 --> 00:14:15,200
half term breaks we don't offer.
We have breaks as well. 

370
00:14:15,200 --> 00:14:17,080
Basically we don't offer the 
tuition lessons. 

371
00:14:17,760 --> 00:14:19,760
I think that's because we've 
always said the same thing of 

372
00:14:19,760 --> 00:14:21,280
want to give, be able to give 
the children a break. 

373
00:14:21,520 --> 00:14:23,440
Ultimately parents can do what 
they want with the children in 

374
00:14:23,440 --> 00:14:24,800
half term. 
Yeah, parents want to do some 

375
00:14:24,800 --> 00:14:26,840
extra work with them. 
They can, they have our 

376
00:14:26,840 --> 00:14:29,080
catalogue of lessons, our 
catalogue of homeworks and 

377
00:14:29,080 --> 00:14:30,680
stuff. 
A parent can log on and say to a

378
00:14:30,680 --> 00:14:32,920
kid you're doing this. 
Ultimately that's not down to 

379
00:14:32,920 --> 00:14:34,360
us. 
We've made the decision to not 

380
00:14:34,360 --> 00:14:36,760
do groups in that time and we 
recommend to actually have a 

381
00:14:36,760 --> 00:14:38,280
break exactly that. 
Same for schools. 

382
00:14:38,280 --> 00:14:39,880
We're saying here like if 
schools, you know, if you're 

383
00:14:39,880 --> 00:14:43,600
offering some actual half term 
boosters, why? 

384
00:14:43,600 --> 00:14:46,320
Like, OK, and in your point is, 
it's because normally it's 

385
00:14:46,320 --> 00:14:48,480
because there's a lot of 
pressure and that pressure can 

386
00:14:48,480 --> 00:14:51,520
lead to those boosters not being
as helpful, maybe being a bit 

387
00:14:51,520 --> 00:14:54,080
stressful, being a bit boring 
potentially. 

388
00:14:54,080 --> 00:14:56,600
And there are some amazing 
teachers out there who'd push 

389
00:14:56,600 --> 00:14:59,240
back because I know I've seen 
them myself who do boosters and 

390
00:14:59,240 --> 00:15:01,760
have done boosters in this half 
term and I've seen videos and it

391
00:15:01,760 --> 00:15:03,440
looks really fun. 
It looks really nice. 

392
00:15:03,440 --> 00:15:05,120
So you you're not trying to 
paint. 

393
00:15:05,120 --> 00:15:07,360
No, I, I think it's actually a 
really complex issue genuinely. 

394
00:15:07,360 --> 00:15:09,560
And I think there are obviously 
situations where it's fine and 

395
00:15:09,560 --> 00:15:11,720
there are even situations where 
I might look at them and go, 

396
00:15:11,720 --> 00:15:13,240
well, that's stressful. 
Kids are not very nice. 

397
00:15:13,240 --> 00:15:15,120
And some of those kids still 
enjoy it and it's actually good 

398
00:15:15,120 --> 00:15:16,840
for them. 
I think there was lots of loads 

399
00:15:16,840 --> 00:15:19,400
of crossover. 
I just think in general, in 

400
00:15:19,400 --> 00:15:22,680
general, we should be 
prioritising maybe having an 

401
00:15:22,680 --> 00:15:26,320
actual break in those holidays. 
Like you said, you can't control

402
00:15:26,320 --> 00:15:28,600
every variable. 
There are going to be parents 

403
00:15:28,600 --> 00:15:31,160
who just who would literally say
to the teachers, can we have 

404
00:15:31,160 --> 00:15:32,200
something though for over the 
half term? 

405
00:15:32,200 --> 00:15:33,840
I want, you know, we just want 
to do literally like an hour 

406
00:15:33,840 --> 00:15:35,520
over half term. 
Is there like a little pack or 

407
00:15:35,520 --> 00:15:37,520
something we can work on? 
And I don't think it's the worst

408
00:15:37,520 --> 00:15:40,200
thing in the world for a school 
to say, yeah, sure, here's an 

409
00:15:40,200 --> 00:15:43,000
optional little pack of stuff. 
It's like a revision booklet if 

410
00:15:43,040 --> 00:15:44,640
you really want to. 
And they really want to do it 

411
00:15:44,720 --> 00:15:46,760
because it's because it's kind 
of you can't control everything.

412
00:15:47,040 --> 00:15:49,160
If the parent wants to do that 
with that child, whether the 

413
00:15:49,160 --> 00:15:51,680
child likes it or not, that it's
under the parents control at 

414
00:15:51,680 --> 00:15:53,120
that point. 
And I think going back to our 

415
00:15:53,120 --> 00:15:55,760
tutoring service, ultimately, 
although we, yeah, we do offer 

416
00:15:56,040 --> 00:15:58,720
basically booster sessions. 
We offer extra learning 

417
00:15:58,840 --> 00:16:00,560
opportunities after school in 
term time. 

418
00:16:00,800 --> 00:16:02,840
We do also have a bunch of 
resources you can download and 

419
00:16:02,840 --> 00:16:05,080
pay for on a website. 
And will some people pay for the

420
00:16:05,240 --> 00:16:06,840
pay for those and use them over 
the half term? 

421
00:16:07,080 --> 00:16:08,680
Yes. 
Does that make us automatically 

422
00:16:08,680 --> 00:16:09,920
awful? 
I don't think so. 

423
00:16:10,160 --> 00:16:12,520
I still think it's good for us. 
When we recommend our parents, 

424
00:16:12,520 --> 00:16:14,600
we literally say to them, please
make sure you have a break. 

425
00:16:14,600 --> 00:16:16,400
Breaks are really important for 
your children. 

426
00:16:16,560 --> 00:16:19,200
Let's drill down to term time 
then because we are obviously 

427
00:16:19,200 --> 00:16:21,640
our our Year 6 lessons are 
English and Maths and they are 

428
00:16:21,640 --> 00:16:23,840
during term time. 
They'll be after school at some 

429
00:16:23,840 --> 00:16:26,040
point. 
If the equivalent was happening 

430
00:16:26,040 --> 00:16:29,040
and a school was putting them 
on, is that acceptable? 

431
00:16:29,040 --> 00:16:32,040
So for example, if a school is 
saying, OK, OK, kids on 

432
00:16:32,040 --> 00:16:34,760
Wednesday, after school, SAT 
booster revision club. 

433
00:16:35,480 --> 00:16:38,720
I've I get the impression that 
your base reaction to that would

434
00:16:38,720 --> 00:16:42,920
be don't do that because what's 
going on, you know, if a school 

435
00:16:42,920 --> 00:16:47,880
is paying the teacher over time 
to do it and the children are 

436
00:16:47,880 --> 00:16:51,000
choosing to go, is there a 
problem with that? 

437
00:16:51,120 --> 00:16:55,880
In principle, no, genuinely no, 
like otherwise we'd be a massive

438
00:16:55,880 --> 00:16:57,480
hypocrite. 
Everything we offer, like we 

439
00:16:57,480 --> 00:17:01,240
literally offer a service where 
people could get one or two 

440
00:17:01,240 --> 00:17:04,440
hours a week of extra learning 
outside of school times, after 

441
00:17:04,440 --> 00:17:06,680
school hours. 
And it's and it's obviously 

442
00:17:06,680 --> 00:17:07,920
optional because it's a 
business. 

443
00:17:07,920 --> 00:17:10,440
We make, we make money from it, 
right? 

444
00:17:10,440 --> 00:17:12,640
You're not going to pretend it's
also always we're such good 

445
00:17:12,640 --> 00:17:13,599
people. 
We're just doing it for the 

446
00:17:13,599 --> 00:17:15,040
love. 
No, we are making profit from 

447
00:17:15,040 --> 00:17:18,040
that and tutors are getting paid
and a service is being delivered

448
00:17:18,040 --> 00:17:20,480
to paying customers, parents of 
of children, right? 

449
00:17:20,920 --> 00:17:22,839
That exists. 
I obviously don't think that's 

450
00:17:23,359 --> 00:17:24,720
terrible, otherwise I wouldn't 
do it. 

451
00:17:24,880 --> 00:17:27,480
So in the same light, I don't 
think it's terrible if schools 

452
00:17:27,520 --> 00:17:29,280
have some. 
If anything it's great because 

453
00:17:29,280 --> 00:17:31,320
it it's probably free for the 
children at school, right? 

454
00:17:31,440 --> 00:17:32,840
If they're often that thing 
after school. 

455
00:17:33,240 --> 00:17:38,040
The only time I get sceptical is
when that comes with because a 

456
00:17:38,040 --> 00:17:40,920
school is inherently held 
accountable by those stats. 

457
00:17:40,920 --> 00:17:43,280
We're not we're held, we're held
accountable by the profit we 

458
00:17:43,280 --> 00:17:44,400
make, right. 
So I get it right. 

459
00:17:44,400 --> 00:17:47,440
But we even with that, I mean 
maybe just table businessman, we

460
00:17:47,440 --> 00:17:49,560
don't, we don't market these 
groups at all. 

461
00:17:49,680 --> 00:17:53,040
If anything, just clarification.
We spent about three years 

462
00:17:53,600 --> 00:17:56,120
basically not offering this 
service because we didn't want 

463
00:17:56,120 --> 00:17:57,840
to fall in. 
We didn't want to do what we 

464
00:17:57,840 --> 00:18:00,320
think is bad. 
Like regarding like, you know, 

465
00:18:00,320 --> 00:18:03,000
actually like really making kids
feel like overly pressured and 

466
00:18:03,000 --> 00:18:05,160
overwhelmed, which is what some 
schools I think can do. 

467
00:18:05,160 --> 00:18:07,840
When they put on these extra 
groups, they put the pressure 

468
00:18:07,840 --> 00:18:11,240
with it and it's a net loss. 
We spent years bang parents off 

469
00:18:11,240 --> 00:18:13,080
basically because they were 
literally asking us to. 

470
00:18:13,160 --> 00:18:16,200
Like we had people coming for us
from year 4, Year 5, and they're

471
00:18:16,200 --> 00:18:19,680
saying, oh, my kid loves this 
club, which is what it was for 

472
00:18:19,680 --> 00:18:21,560
them. 
Can you do it in year 6 as well?

473
00:18:21,560 --> 00:18:23,240
And we're like, no, we don't 
want to because we don't want to

474
00:18:23,240 --> 00:18:24,120
be pushing. 
That's pressure. 

475
00:18:24,320 --> 00:18:26,400
And actually in the end we were 
like, well, they literally just 

476
00:18:26,400 --> 00:18:27,640
want to learn more English and 
maths. 

477
00:18:27,640 --> 00:18:30,400
So we started that service. 
So I still think there's lots of

478
00:18:30,640 --> 00:18:32,120
nuances and little 
clarifications. 

479
00:18:32,120 --> 00:18:33,840
I think there are plenty of 
schools who do it great. 

480
00:18:33,840 --> 00:18:35,440
And I don't think inherently 
it's a bad thing. 

481
00:18:35,640 --> 00:18:38,680
It's, it's, it can be a nice 
option for, you know, kids to 

482
00:18:38,680 --> 00:18:40,880
come after school if anything, 
if that means they're not doing 

483
00:18:40,880 --> 00:18:43,320
it in their afternoon time and 
ruining their curriculum. 

484
00:18:43,360 --> 00:18:44,520
Yeah, exactly. 
Like history and stuff. 

485
00:18:44,520 --> 00:18:45,640
I'm like, OK, actually, you know
what? 

486
00:18:45,640 --> 00:18:48,080
Do that instead because at least
then this is optional and the 

487
00:18:48,080 --> 00:18:50,320
kids that want it can. 
Come and fundamentally, the 

488
00:18:50,320 --> 00:18:51,920
teachers should be getting paid.
If they're not getting paid, 

489
00:18:51,920 --> 00:18:53,480
they're not being exploited. 
There's lots of other things 

490
00:18:53,640 --> 00:18:55,520
along with it. 
So in terms of actual SAT 

491
00:18:55,520 --> 00:18:57,800
boosters, you're not then 
necessarily just against all SAT

492
00:18:57,800 --> 00:18:59,880
boosters ever? 
No, it's, it's the context in 

493
00:18:59,880 --> 00:19:02,680
which they give it as well. 
And if the context exactly lines

494
00:19:02,680 --> 00:19:04,480
up with our private tutoring 
company, then it's obviously 

495
00:19:05,240 --> 00:19:05,920
good. 
That's the good one. 

496
00:19:05,920 --> 00:19:07,280
That's the good version. 
Do you know how I can summarise 

497
00:19:07,280 --> 00:19:07,920
it genuinely? 
Right. 

498
00:19:08,160 --> 00:19:11,200
The context is this number one, 
are the people providing the 

499
00:19:11,200 --> 00:19:12,480
service being paid fairly for 
it? 

500
00:19:12,480 --> 00:19:14,760
Cool. 
That has to tick a box #2 Are 

501
00:19:14,760 --> 00:19:17,160
the children that are going 
happy to go and they want to go 

502
00:19:17,680 --> 00:19:21,560
like genuinely, that's it. 
And #3 is, is the school making 

503
00:19:21,560 --> 00:19:24,040
some effort, some effort to 
think about the, it might be 

504
00:19:24,040 --> 00:19:26,600
putting on staff, the pressure 
it might be putting on children 

505
00:19:26,760 --> 00:19:28,600
and just factoring that into the
decision. 

506
00:19:28,600 --> 00:19:30,360
If they're not factoring in at 
all, I think it's a dangerous 

507
00:19:30,360 --> 00:19:31,760
game. 
They are factoring it in. 

508
00:19:31,760 --> 00:19:34,040
I think they can come to very 
sensible conclusions and offer 

509
00:19:34,040 --> 00:19:36,880
really lovely booster services 
for children to learn more 

510
00:19:36,880 --> 00:19:38,560
English, maths. 
I think it's there's a nice 

511
00:19:38,560 --> 00:19:41,320
middle ground there. 
Yeah, we don't not think 

512
00:19:41,320 --> 00:19:45,240
intervention should exactly go. 
So obviously it can be good. 

513
00:19:45,480 --> 00:19:47,840
It's just because it's got that 
SAT booster against it. 

514
00:19:47,840 --> 00:19:50,120
That's the reason because 
ultimately I think most teachers

515
00:19:50,120 --> 00:19:51,680
think the Sats are a complete 
waste of time. 

516
00:19:51,880 --> 00:19:53,160
Yeah. 
So when it's got that attached 

517
00:19:53,160 --> 00:19:56,680
to it, it's like, but no, when 
you actually dive into what 

518
00:19:56,680 --> 00:19:58,720
you're doing in those lessons, 
and I can only talk from our 

519
00:19:58,720 --> 00:20:00,360
experience of our lessons of 
English and maths. 

520
00:20:00,600 --> 00:20:01,760
They're learning English and 
maths. 

521
00:20:01,760 --> 00:20:02,960
Yeah, they're doing about 
English and maths. 

522
00:20:02,960 --> 00:20:05,920
So it, it can be good. 
But you know, ultimately it's 

523
00:20:05,920 --> 00:20:08,600
still, it is still frustrating. 
And you're absolutely right. 

524
00:20:08,800 --> 00:20:10,760
I've got notes here with this 
whole thing's about SAT. 

525
00:20:11,080 --> 00:20:14,280
The biggest thing that comes to 
my mind is please stop taking my

526
00:20:14,280 --> 00:20:18,960
children from my lesson out of 
my afternoons to do more English

527
00:20:18,960 --> 00:20:20,760
and maths. 
Just to be clear, yeah, it 

528
00:20:20,760 --> 00:20:23,440
literally wrote the words. 
Including the F word in this 

529
00:20:23,440 --> 00:20:27,120
document multiple times because 
that is what is so annoying to 

530
00:20:27,120 --> 00:20:28,240
me. 
And that's how people can be 

531
00:20:28,240 --> 00:20:30,120
like, well, you do tutoring. 
Yeah. 

532
00:20:30,200 --> 00:20:32,360
After school. 
It doesn't eat into their PE 

533
00:20:32,360 --> 00:20:33,160
time. 
Yeah. 

534
00:20:33,160 --> 00:20:35,640
What are we doing? 
In a school? 

535
00:20:35,760 --> 00:20:38,480
Children will do six hours of 
maths a week and probably more 

536
00:20:38,480 --> 00:20:39,720
than that of English a week. 
Yeah. 

537
00:20:39,880 --> 00:20:43,120
OK. 
Do we need to really ever be 

538
00:20:43,120 --> 00:20:47,000
taking children out of afternoon
lessons to teach them where a 

539
00:20:47,000 --> 00:20:48,760
comma should go in a relative 
clause? 

540
00:20:49,160 --> 00:20:51,640
No, of course we shouldn't be 
doing that. 

541
00:20:51,840 --> 00:20:53,480
What? 
No one can convince me. 

542
00:20:53,600 --> 00:20:56,120
I've heard no convincing 
argument yet as to why that's an

543
00:20:56,120 --> 00:20:59,400
acceptable thing to do, and I'm 
talking specifically when it 

544
00:20:59,400 --> 00:21:00,840
takes away from the other 
lesson. 

545
00:21:01,240 --> 00:21:04,720
Imagine being a child who is 
less confident in English, which

546
00:21:04,720 --> 00:21:06,400
is the reason they're in the 
group, by the way, in the first 

547
00:21:06,400 --> 00:21:10,680
place, and therefore means you 
miss other lessons because of 

548
00:21:10,680 --> 00:21:12,680
it. 
English becomes it's almost like

549
00:21:12,680 --> 00:21:14,920
you've committed a crime, here's
your punishment, even more of 

550
00:21:14,920 --> 00:21:16,200
the thing you hate and you're 
not very good at. 

551
00:21:16,200 --> 00:21:17,240
Let's try it for another half an
hour. 

552
00:21:17,240 --> 00:21:19,120
You still probably won't get it 
because you didn't get in six 

553
00:21:19,120 --> 00:21:21,040
hours you did this week. 
In place of the lesson that you 

554
00:21:21,040 --> 00:21:22,240
do actually like and feel. 
Constantly. 

555
00:21:22,240 --> 00:21:24,000
You love PA, you're fantastic at
tennis. 

556
00:21:24,440 --> 00:21:26,320
And. 
And the worst thing I absolutely

557
00:21:26,320 --> 00:21:29,920
hated was when you'd get them 
ready, get their change for PA. 

558
00:21:29,920 --> 00:21:31,640
You're going outside, you got 
all the equipment ready, right, 

559
00:21:31,640 --> 00:21:33,200
guys? 
First drill and then someone 

560
00:21:33,200 --> 00:21:34,480
comes out. 
Can I have this place, this, 

561
00:21:34,480 --> 00:21:35,880
this, this person, please. 
Yeah. 

562
00:21:36,040 --> 00:21:39,480
The kids look like they want to 
cry because they just want to 

563
00:21:39,480 --> 00:21:41,800
join in with the PA lesson. 
I hate that and we are taking 

564
00:21:41,800 --> 00:21:44,680
them away from that because they
need to go and sit in a dingy 

565
00:21:44,680 --> 00:21:47,800
room with someone and look at a 
past spag paper. 

566
00:21:47,960 --> 00:21:51,680
It is absolutely disgusting and 
I hate it and there is no one 

567
00:21:51,680 --> 00:21:54,200
who can convince me otherwise 
and I don't care how much 

568
00:21:54,200 --> 00:21:56,440
pressure there is on a school. 
I don't care. 

569
00:21:56,560 --> 00:21:59,200
There comes a point where the 
pressure stops being an excuse 

570
00:21:59,360 --> 00:22:01,680
because I see it too often with 
people online with comments 

571
00:22:01,680 --> 00:22:04,360
saying you can't moan it, 
teachers or leaders because it's

572
00:22:04,360 --> 00:22:08,040
the pressure from the top. 
OK, but there is a line where it

573
00:22:08,040 --> 00:22:10,280
is, it becomes unacceptable. 
There's certain stuff the 

574
00:22:10,280 --> 00:22:13,640
pressure can affect you doing, 
but when it comes to a child 

575
00:22:13,640 --> 00:22:16,320
starts crying because they're 
only PE lesson this week that 

576
00:22:16,320 --> 00:22:17,360
they're really looking forward 
to. 

577
00:22:17,480 --> 00:22:19,200
They can't do it anymore because
you're going to take them to do 

578
00:22:19,200 --> 00:22:22,400
an extra bit of English. 
And instead of having 6 1/2 

579
00:22:22,400 --> 00:22:24,880
hours of English that week and 
one hour of PE, which is 

580
00:22:24,880 --> 00:22:26,600
disgusting already, let me make 
that clear. 

581
00:22:26,600 --> 00:22:29,480
One hour of PE is not enough. 
Instead of that, they've now got

582
00:22:29,480 --> 00:22:33,400
7 hours of English, an extra 
half an hour of maths and 

583
00:22:33,560 --> 00:22:35,160
they're not going to miss their 
PE completely. 

584
00:22:35,880 --> 00:22:37,520
What world are we living in 
where we think that's 

585
00:22:37,520 --> 00:22:39,200
acceptable? 
There's no amount of pressure 

586
00:22:39,400 --> 00:22:42,760
that makes you think it's OK to 
inflict that on a child, make 

587
00:22:42,760 --> 00:22:44,600
them upset because it's the only
lesson they look forward to that

588
00:22:44,600 --> 00:22:45,520
week and they just sat in a 
room. 

589
00:22:45,640 --> 00:22:48,520
You're not fostering a love for 
master English, you're in 

590
00:22:48,520 --> 00:22:50,880
creating pressure for a test 
that they're struggling with 

591
00:22:50,880 --> 00:22:53,240
anyway and you're taking away 
the one thing they love. 

592
00:22:53,240 --> 00:22:55,400
Every week in the classroom is 
disgusting. 

593
00:22:55,400 --> 00:22:57,360
Yeah. 
And let's not forget the nice 

594
00:22:57,360 --> 00:23:00,040
little bit of extra context. 
The icing on the cake is the 

595
00:23:00,040 --> 00:23:03,800
fact that that child that's been
taken is only only being taken 

596
00:23:04,160 --> 00:23:05,560
because their number is close to
100. 

597
00:23:05,760 --> 00:23:07,400
Yeah, yeah. 
Because they're close, they'll 

598
00:23:07,400 --> 00:23:09,960
be children who, if you looked 
on paper, would technically 

599
00:23:09,960 --> 00:23:11,960
maybe need more support. 
Yeah, and they're not getting. 

600
00:23:11,960 --> 00:23:13,760
Left behind, then I'll gain it 
because I didn't know I would 

601
00:23:13,760 --> 00:23:14,720
give. 
I can't get those. 

602
00:23:14,840 --> 00:23:16,360
PE is important. 
How many can't? 

603
00:23:17,000 --> 00:23:18,160
Take them out. 
PE is important. 

604
00:23:18,160 --> 00:23:19,200
For them, yeah, yeah, yeah. 
What's that? 

605
00:23:19,200 --> 00:23:20,560
They can't, they can't read 
properly yet. 

606
00:23:20,560 --> 00:23:22,280
Well, they need PE, don't they? 
What's that? 

607
00:23:22,360 --> 00:23:24,520
They don't know how to tick 
twice in a box. 

608
00:23:24,520 --> 00:23:26,160
Let's do that test technique 
because that's really important 

609
00:23:26,160 --> 00:23:26,880
all of a sudden. 
Yeah. 

610
00:23:26,960 --> 00:23:29,280
It is an absolute game. 
It's an absolute sham. 

611
00:23:29,400 --> 00:23:32,800
There's it doesn't wash with me.
Oh, pressure from the top. 

612
00:23:33,200 --> 00:23:35,840
Look out for the kids. 
Part of your job should be to 

613
00:23:35,840 --> 00:23:38,320
absorb that pressure because 
it's children that's involved. 

614
00:23:38,640 --> 00:23:41,160
There has to be a barrier 
between pressure from top. 

615
00:23:41,320 --> 00:23:44,320
You child, it's your job to 
absorb that pressure. 

616
00:23:44,920 --> 00:23:46,920
So when it when it, when you 
just say, oh, people from the 

617
00:23:46,920 --> 00:23:49,240
top are making my life hell. 
So you're going to make the kids

618
00:23:49,240 --> 00:23:51,800
life hell? 
Do you think that's OK? 

619
00:23:52,080 --> 00:23:53,320
Who are you aiming this at right
now? 

620
00:23:53,320 --> 00:23:55,040
Because what's interesting? 
Teachers and leaders. 

621
00:23:55,040 --> 00:23:56,760
You, you never taught in your 
six, No. 

622
00:23:56,760 --> 00:23:58,440
So you've got a unique 
perspective here where you can 

623
00:23:58,440 --> 00:24:01,040
say this kind of from a high 
horse perspective of you never 

624
00:24:01,040 --> 00:24:02,200
actually taught your six 
yourself. 

625
00:24:02,520 --> 00:24:05,760
I taught this for a long time 
and I never in multiple schools 

626
00:24:05,760 --> 00:24:08,560
and I never ever taught a year 
of your 6 where there weren't at

627
00:24:08,560 --> 00:24:10,520
least some of these boosters 
that you're describing that I 

628
00:24:10,520 --> 00:24:12,880
had to do. 
But my point is these boosters 

629
00:24:12,880 --> 00:24:14,920
and things still happen in the 
lower year groups as well. 

630
00:24:15,240 --> 00:24:18,040
Yeah, boosters and English 
interventions and maths boosters

631
00:24:18,040 --> 00:24:20,560
still happen in afternoons in 
those lessons. 

632
00:24:20,720 --> 00:24:24,640
So I see it happening even when 
there's no pressure at all. 

633
00:24:25,200 --> 00:24:28,160
That's why I get even more 
you've done more angry I hate. 

634
00:24:28,160 --> 00:24:30,000
It yeah, I hate it, but you've 
done them because. 

635
00:24:30,000 --> 00:24:32,000
It's my job and I got told to do
it and I didn't. 

636
00:24:32,000 --> 00:24:35,960
What I'm saying is I didn't make
it into a thing where it's huge 

637
00:24:35,960 --> 00:24:37,440
pressure and I'm going to put in
the kids now. 

638
00:24:37,800 --> 00:24:41,160
And, and I'll be perfectly 
honest with you, I practise what

639
00:24:41,160 --> 00:24:44,960
I preached because when the kids
are doing PE, I didn't take them

640
00:24:44,960 --> 00:24:45,920
out. 
Yeah, yeah, yeah. 

641
00:24:45,920 --> 00:24:47,280
I didn't do it. 
I didn't take them out. 

642
00:24:47,640 --> 00:24:49,320
And I and I carouseled over 
lessons. 

643
00:24:49,720 --> 00:24:51,200
Yeah, Yeah. 
And I said, OK what, what did 

644
00:24:51,200 --> 00:24:52,600
you miss last week? 
You won't miss it this week. 

645
00:24:53,000 --> 00:24:55,880
And when it came to PE and I, I 
can't say this now because I'm 

646
00:24:56,000 --> 00:24:58,520
not in the job anymore. 
Every single time I took kids 

647
00:24:58,520 --> 00:25:00,720
out of PE, I said to them, do 
you want to do PE or do you want

648
00:25:00,720 --> 00:25:02,360
to do the group? 
And if they said they wanted to 

649
00:25:02,360 --> 00:25:03,400
do the group, they came into the
group. 

650
00:25:03,760 --> 00:25:05,640
If they said they wanted to do 
PEI said go and do PE. 

651
00:25:05,880 --> 00:25:06,840
Yeah. 
Every time. 

652
00:25:07,000 --> 00:25:08,320
Yeah, yeah. 
And that was when it got to the 

653
00:25:08,320 --> 00:25:10,200
end. 
Like obviously I'm not going to 

654
00:25:10,200 --> 00:25:11,840
pretend I was an ECT. 
I was doing that because I 

655
00:25:11,840 --> 00:25:12,960
didn't have the confidence to do
that. 

656
00:25:12,960 --> 00:25:14,680
But when I got to the point 
where I'm actually, actually 

657
00:25:14,680 --> 00:25:17,080
like, well, you know, I'm in a 
professional here and I am 

658
00:25:17,080 --> 00:25:19,120
taking this child out of their 
only PE lesson this week. 

659
00:25:19,560 --> 00:25:22,920
I I refuse to do that. 
So when you say I did it, I did 

660
00:25:22,920 --> 00:25:24,160
to it. 
Yeah, of course I offered them. 

661
00:25:24,560 --> 00:25:27,960
But I, I equally I, and if 
someone pulled me up on that, 

662
00:25:27,960 --> 00:25:30,280
I'd say, yeah, they'd get 10 
minutes to PE otherwise this 

663
00:25:30,280 --> 00:25:31,200
week. 
So I'd stand to PE. 

664
00:25:31,360 --> 00:25:33,480
But ultimately, you still took 
kids out of afternoon lessons. 

665
00:25:33,640 --> 00:25:35,360
Yeah. 
Regardless, even even it wasn't 

666
00:25:35,360 --> 00:25:36,080
PE. 
Yeah, so you never. 

667
00:25:36,080 --> 00:25:39,400
Spanish and Spanish is. 
Right. 

668
00:25:39,400 --> 00:25:41,360
But just a minute ago you very 
passionately, I'm just 

669
00:25:41,360 --> 00:25:43,160
challenging a little bit. 
You very passionately said it 

670
00:25:43,160 --> 00:25:44,640
doesn't wash and you don't think
it. 

671
00:25:44,760 --> 00:25:47,600
You don't think teachers can 
have the excuse of oh, well, 

672
00:25:47,600 --> 00:25:48,720
there's all the pressure from 
top down. 

673
00:25:48,720 --> 00:25:50,360
But you literally said, oh, I 
have to do it, it's my job. 

674
00:25:50,360 --> 00:25:50,880
Yeah, Yeah. 
So. 

675
00:25:50,880 --> 00:25:53,320
When I when I talk about I'm 
saying adults in a school, do 

676
00:25:53,320 --> 00:25:54,400
you want to say teachers and 
leaders? 

677
00:25:54,440 --> 00:25:56,400
Yeah, I think adults in the 
school as a whole, Yeah. 

678
00:25:56,400 --> 00:25:58,480
Think I want to band together 
ultimately hide a boss. 

679
00:25:58,760 --> 00:26:00,480
Yeah. 
And that's what I mean when 

680
00:26:00,480 --> 00:26:02,040
people say, oh, the pressure 
from the top down means I have 

681
00:26:02,040 --> 00:26:02,800
to do this. 
Dah, dah, dah, dah. 

682
00:26:02,840 --> 00:26:03,680
Yeah, Yeah. 
OK. 

683
00:26:04,200 --> 00:26:05,920
I turned around and told him I 
didn't want to do it. 

684
00:26:05,920 --> 00:26:07,200
Yeah. 
And you still have to and. 

685
00:26:07,280 --> 00:26:10,720
But then I got moved off it and 
it became my my Ugrid leader did

686
00:26:10,720 --> 00:26:13,000
it in the second part as well. 
I still enjoyed doing them. 

687
00:26:13,000 --> 00:26:15,760
I still enjoyed doing boosters. 
But ultimately my point ended up

688
00:26:15,760 --> 00:26:17,520
being that I did give the kids a
choice. 

689
00:26:17,640 --> 00:26:20,880
Yeah, I did Like, I literally 
said to them, like, look, and 

690
00:26:20,880 --> 00:26:23,320
and I carouseled it around 
today, we're missing less of 

691
00:26:23,320 --> 00:26:24,520
every subject. 
Yeah, yeah. 

692
00:26:24,520 --> 00:26:25,760
Yeah. 
So I don't, I completely 

693
00:26:25,760 --> 00:26:26,680
disagree with them. 
Absolutely. 

694
00:26:26,680 --> 00:26:27,760
And I think you should push 
back. 

695
00:26:27,760 --> 00:26:30,320
And I did push back. 
And I think there are some, 

696
00:26:30,320 --> 00:26:33,120
there are some lessons. 
And I'm going to be perfectly 

697
00:26:33,120 --> 00:26:35,760
honest again, I'm sorry, Spanish
or MFL people right? 

698
00:26:36,480 --> 00:26:40,000
But to to me PE was a court in 
my head. 

699
00:26:40,000 --> 00:26:42,720
Of course, subject Yeah, a kid 
should not be missing they. 

700
00:26:42,720 --> 00:26:44,880
Just cannot for. 
Anything for anything it would 

701
00:26:44,880 --> 00:26:47,320
be like that you you would not 
get someone coming into your 

702
00:26:47,320 --> 00:26:50,080
English lesson to take them out 
for for PE booster. 

703
00:26:50,400 --> 00:26:52,200
Yeah yeah, yeah, that wouldn't 
happen yeah right. 

704
00:26:52,440 --> 00:26:54,840
So I in my head, it appears 
sacrosanct to me. 

705
00:26:55,120 --> 00:26:56,040
Yeah. 
And there are certain lessons 

706
00:26:56,040 --> 00:26:57,280
that are sacrosanct and I 
completely. 

707
00:26:57,480 --> 00:26:59,680
Disagree, it's true isn't it? 
You in in in maths and English. 

708
00:26:59,680 --> 00:27:01,480
You don't get people coming in 
to take those kids out to do 

709
00:27:01,480 --> 00:27:03,360
boosters in other subjects. 
Yeah, well, sometimes you get 

710
00:27:03,360 --> 00:27:05,040
people to come in to take them 
out for a music lesson. 

711
00:27:05,200 --> 00:27:06,640
Yeah, that's true. 
Music has always had this 

712
00:27:06,640 --> 00:27:08,520
universal like, yeah, Trump 
telling, doesn't it? 

713
00:27:08,520 --> 00:27:09,560
Especially when it's like a 
private. 

714
00:27:09,600 --> 00:27:11,440
By the way, I I liked. 
Yeah, yeah, yeah. 

715
00:27:11,480 --> 00:27:13,200
Because we did nothing. 
Not the end of the world, is it?

716
00:27:13,200 --> 00:27:15,440
We did nothing but. 
But yeah, in general though, in 

717
00:27:15,440 --> 00:27:18,160
general, it's a lot more like 
straightforward. 

718
00:27:18,200 --> 00:27:20,160
It's a lot more expected that if
you're teaching a history 

719
00:27:20,160 --> 00:27:22,320
lesson, that four of your kids 
at any point could be taken out 

720
00:27:22,320 --> 00:27:23,760
to some random group you didn't 
even realise. 

721
00:27:23,760 --> 00:27:25,560
Exactly. 
Whereas that is very unlike less

722
00:27:25,560 --> 00:27:26,720
likely to happen during a maths 
lesson. 

723
00:27:26,720 --> 00:27:28,760
Someone takes them out to, we 
got to do a French intervention.

724
00:27:28,760 --> 00:27:30,400
Yeah. 
So he's like, no, sorry, they 

725
00:27:30,400 --> 00:27:32,120
don't do maths. 
And interventions do have to 

726
00:27:32,120 --> 00:27:33,520
happen at some point in the day.
Yeah, of course. 

727
00:27:33,520 --> 00:27:35,240
I'm not an idiot. 
I understand all of this. 

728
00:27:35,240 --> 00:27:38,000
But I just think it needs to be 
done in a way where it's not 

729
00:27:38,000 --> 00:27:41,040
every single week as well. 
And it's because you you're 

730
00:27:41,040 --> 00:27:43,880
arbitrary next to this line. 
Yeah, the interventions I did 

731
00:27:43,880 --> 00:27:45,360
were really are targeted and 
short. 

732
00:27:46,040 --> 00:27:48,120
They weren't ongoing 
interventions for weeks and 

733
00:27:48,120 --> 00:27:50,200
weeks and weeks and weeks. 
It was, here's a group of 

734
00:27:50,200 --> 00:27:51,960
children who need this gap 
addressed. 

735
00:27:51,960 --> 00:27:54,040
I'm gonna address it with them. 
It's gonna be a small part of 

736
00:27:54,040 --> 00:27:57,480
the afternoon, and I always did 
it at a point in the afternoon 

737
00:27:57,480 --> 00:27:58,880
where it wasn't disruptive to 
the lesson. 

738
00:27:59,240 --> 00:28:03,120
And if it wasn't a lesson that I
deemed as just too important and

739
00:28:03,120 --> 00:28:05,400
I'm, I've got no qualms in 
saying this PE was on that 

740
00:28:05,400 --> 00:28:07,640
pedestal. 
I always gave the kids choice. 

741
00:28:08,160 --> 00:28:09,880
And sometimes I said to them, 
just going to PE. 

742
00:28:09,880 --> 00:28:10,320
Yeah. 
Yeah, yeah. 

743
00:28:10,440 --> 00:28:12,320
Because actually, if they wanted
to, they needed to. 

744
00:28:12,320 --> 00:28:15,680
PE because we had a carousel at 
our school where they'd do like 

745
00:28:15,680 --> 00:28:17,080
PE for a certain part of the 
afternoon. 

746
00:28:17,280 --> 00:28:19,720
If I ever had to take kids out, 
I'd be like, you literally are 

747
00:28:19,720 --> 00:28:21,280
going to go and join the other 
class now and do PE. 

748
00:28:21,360 --> 00:28:23,240
Yeah, I I made sure no one ever 
missed out on APE. 

749
00:28:23,280 --> 00:28:25,120
Yeah, exactly. 
But OK, let's let's take to the 

750
00:28:25,120 --> 00:28:26,440
next level because ultimately 
it's quite. 

751
00:28:26,440 --> 00:28:28,840
It's more common in year 6 
during that SAT window, however 

752
00:28:28,840 --> 00:28:30,160
long that is. 
Might be a month, might be two 

753
00:28:30,160 --> 00:28:32,800
terms. 
Some schools it's more, it's 

754
00:28:32,800 --> 00:28:36,400
more more systematic in terms of
it's quite often that a whole 

755
00:28:36,400 --> 00:28:39,440
afternoon every single week or 
multiple afternoons a week will 

756
00:28:39,440 --> 00:28:41,800
divert from whatever the normal 
curriculum was and become 

757
00:28:42,000 --> 00:28:43,200
additional English and maths 
lessons. 

758
00:28:43,200 --> 00:28:45,600
That's, that's like quite a 
standard practise across a lot 

759
00:28:45,600 --> 00:28:46,880
of schools to some extent, 
right? 

760
00:28:46,920 --> 00:28:49,160
It's some give and take. 
That's a little bit different I 

761
00:28:49,160 --> 00:28:51,320
think from to a like a 20 minute
intervention every now and then 

762
00:28:51,320 --> 00:28:53,680
or once a week, right? 
It's, it's, it's all the kids 

763
00:28:53,680 --> 00:28:56,080
missing out on everything 
constantly for weeks on end 

764
00:28:56,400 --> 00:28:59,360
preparing for that. 
So do you think I, I, I did that

765
00:28:59,360 --> 00:29:00,400
for my whole career? 
Yeah. 

766
00:29:00,400 --> 00:29:03,120
Not because I wanted to, yeah, 
but very much because like, like

767
00:29:03,120 --> 00:29:04,480
literally that's what I've been 
told to do. 

768
00:29:04,480 --> 00:29:07,280
Like, I have to do as I'm told. 
So do you think I'm a shill for 

769
00:29:07,280 --> 00:29:09,720
like and I'm AII should be 
accountable for that? 

770
00:29:09,720 --> 00:29:11,520
Only a teacher. 
Only if you rolled over and 

771
00:29:11,520 --> 00:29:14,400
didn't say anything about it. 
If if you just rolled over and 

772
00:29:14,400 --> 00:29:20,200
went I hate this but hey ho. 
My point is in the day you're a 

773
00:29:20,200 --> 00:29:21,960
teacher who knows the kids 
better than anyone who's a 

774
00:29:21,960 --> 00:29:25,080
professional. 
And you and I clearly thought 

775
00:29:25,080 --> 00:29:27,760
this is bad. 
So when I did the groups myself,

776
00:29:27,760 --> 00:29:30,280
I tried to manage those things 
that I think were bad and I took

777
00:29:30,280 --> 00:29:33,160
it upon myself that if someone 
moaned at me it's my fault. 

778
00:29:33,160 --> 00:29:35,360
It's not the kids fault. 
I'm not going to make the kids 

779
00:29:35,360 --> 00:29:36,440
miss PE constantly because of 
it. 

780
00:29:36,640 --> 00:29:38,600
If someone came out and said oh,
why didn't you do that group 

781
00:29:38,600 --> 00:29:40,000
with them? 
I'd say because otherwise I 

782
00:29:40,000 --> 00:29:41,800
wouldn't do PE this week. 
And I've made that decision. 

783
00:29:41,800 --> 00:29:43,440
And it doesn't have to be 
anything to do with the kids. 

784
00:29:43,640 --> 00:29:46,160
There has to be some shielding 
from you as the adult sure to 

785
00:29:46,160 --> 00:29:47,800
give the kids the best thing. 
What if you work in a school 

786
00:29:47,800 --> 00:29:49,680
where where? 
Because we work in a very nice 

787
00:29:49,800 --> 00:29:51,240
school. 
So what if you work in a school 

788
00:29:51,240 --> 00:29:52,680
where that results in a 
disciplinary action? 

789
00:29:52,680 --> 00:29:54,320
You get three of those and you 
go to a hearing and you get 

790
00:29:54,320 --> 00:29:56,160
fired and it's like horrendously
toxic. 

791
00:29:56,160 --> 00:29:58,480
I don't work in a school. 
Yeah, yeah, I don't want to work

792
00:29:58,480 --> 00:29:59,280
on. 
That we need a job and they 

793
00:29:59,280 --> 00:30:00,400
haven't got another job coming 
up. 

794
00:30:00,400 --> 00:30:02,080
Right now you're just, you are 
just in that school right that 

795
00:30:02,080 --> 00:30:03,240
moment. 
Like, do you make that decision?

796
00:30:03,240 --> 00:30:04,720
Life. 
Life's too short. 

797
00:30:05,160 --> 00:30:07,440
I'm not going to make kids 
life's hell because I've got a 

798
00:30:07,440 --> 00:30:09,760
crap boss. 
End of story. 

799
00:30:09,760 --> 00:30:11,400
I'm not going to do that. 
I'm not going to do that. 

800
00:30:11,400 --> 00:30:14,120
So if it was that bad, yeah, 
that you had to be doing these 

801
00:30:14,120 --> 00:30:15,920
things that were just completely
detrimental to the kids 

802
00:30:15,920 --> 00:30:17,400
constantly. 
And I just refused to do it. 

803
00:30:17,920 --> 00:30:20,160
And then they somehow got around
somehow that's disciplinary and 

804
00:30:20,160 --> 00:30:22,240
they managed to fire me somehow.
See you later. 

805
00:30:22,240 --> 00:30:23,440
I don't want to work in that 
school. 

806
00:30:23,440 --> 00:30:25,320
And there's other schools who 
won't hire me because of that. 

807
00:30:25,320 --> 00:30:26,520
They don't work in that school 
either. 

808
00:30:26,960 --> 00:30:29,000
So I'm not, I'm not. 
I just don't want to become 

809
00:30:29,000 --> 00:30:32,480
this, this shill of like going 
completely against all of my 

810
00:30:32,480 --> 00:30:35,600
morals and values because I have
a bad boss that lets the bad 

811
00:30:35,600 --> 00:30:38,440
boss get away with it. 
And I can, by the way, I 

812
00:30:38,440 --> 00:30:40,040
completely understand there were
people listening. 

813
00:30:40,040 --> 00:30:41,960
I know I just got on with it. 
I understand. 

814
00:30:41,960 --> 00:30:43,800
I don't understand most people. 
I don't know. 

815
00:30:43,800 --> 00:30:47,560
I genuinely understand that. 
I I honestly do honestly, 

816
00:30:47,560 --> 00:30:49,560
because I've just got a certain 
personality type where I'll be 

817
00:30:49,560 --> 00:30:51,680
spiteful for the sake of it. 
And I don't even think this is 

818
00:30:51,680 --> 00:30:52,600
for the take of it at this 
point. 

819
00:30:52,600 --> 00:30:54,600
I think it's justified my point 
as well. 

820
00:30:54,600 --> 00:30:56,720
When I said teachers and 
leaders, I'm just saying as a 

821
00:30:56,720 --> 00:31:00,000
whole, there is clearly 
something in that system in that

822
00:31:00,000 --> 00:31:03,400
hierarchy before it gets to the 
kids really broken there. 

823
00:31:03,720 --> 00:31:06,360
And if you're just a part of 
that broken cog that doesn't 

824
00:31:06,360 --> 00:31:10,200
even attempt to try and fix 
something, then I think it's not

825
00:31:10,200 --> 00:31:12,160
necessarily your fault because 
it could be coming from above 

826
00:31:12,160 --> 00:31:14,240
you, but you are part of the 
problem. 

827
00:31:14,680 --> 00:31:16,760
And and there has to be a point 
where you look at it and you go,

828
00:31:17,480 --> 00:31:19,520
this is literally we're talking 
about toxic schools, but not 

829
00:31:19,520 --> 00:31:21,400
just a generic school right now.
I'm talking about a horrible 

830
00:31:21,400 --> 00:31:23,880
system where kids are not given 
what they need and made them 

831
00:31:23,880 --> 00:31:25,600
feel like crap because they've 
constantly got so much pressure 

832
00:31:25,600 --> 00:31:27,000
on them. 
They don't do any afternoon 

833
00:31:27,000 --> 00:31:28,480
lessons at all. 
It's just constant English and 

834
00:31:28,480 --> 00:31:30,520
maths and they're burning out 
and they and they're upset 

835
00:31:30,520 --> 00:31:33,800
because they're not getting any 
like PE are kids upset because 

836
00:31:33,800 --> 00:31:35,920
we're bit you're dragging out PE
to do more English and maths. 

837
00:31:36,360 --> 00:31:40,160
OK, ultimately for the school 
stats to look about. 

838
00:31:40,600 --> 00:31:42,520
Yeah. 
Not because if we stripped 

839
00:31:42,520 --> 00:31:45,120
everything back and just looked 
at it, what's better for that 

840
00:31:45,120 --> 00:31:47,160
kid to do right now? 
Yeah, yeah, yeah. 99% of people 

841
00:31:47,160 --> 00:31:48,280
would say PE. 
Yeah. 

842
00:31:48,400 --> 00:31:49,760
OK. 
If we're if we're not doing that

843
00:31:49,760 --> 00:31:52,720
simply because of the pressure 
from the school, the school need

844
00:31:52,720 --> 00:31:55,840
to look at themselves in the 
system and do something about 

845
00:31:55,840 --> 00:31:56,240
it. 
Yeah, yeah. 

846
00:31:56,240 --> 00:31:58,480
Instead of just washing their 
hands and saying, oh, the system

847
00:31:58,480 --> 00:31:59,480
pressure. 
No, I agree. 

848
00:31:59,480 --> 00:32:02,680
So we have to do something and 
you can even carry on doing 

849
00:32:02,680 --> 00:32:04,160
those groups and no, I've got to
do something. 

850
00:32:04,720 --> 00:32:07,280
Arrange a meeting with your with
your line manager. 

851
00:32:07,280 --> 00:32:10,160
It can carry on for a bit. 
I'm obviously that has to happen

852
00:32:10,160 --> 00:32:12,240
sometimes. 
But you try and do something 

853
00:32:12,240 --> 00:32:14,720
about it, try and improve it. 
And if you don't, you just roll 

854
00:32:14,720 --> 00:32:16,720
over and you accept it. 
And you get annoyed at people 

855
00:32:16,720 --> 00:32:19,200
like me online for raising it 
and saying, well, don't blame me

856
00:32:19,320 --> 00:32:20,960
when you've not tried to do 
anything yourself. 

857
00:32:20,960 --> 00:32:24,320
You can fuck off. 
Like it's not my fault. 

858
00:32:24,400 --> 00:32:26,200
It's not my fault. 
What I'm saying is what I'm 

859
00:32:26,200 --> 00:32:28,920
saying here isn't unreasonable. 
And if you don't even bother to 

860
00:32:28,920 --> 00:32:31,880
try and fix it or do anything 
about it, then why you moaning 

861
00:32:31,880 --> 00:32:34,400
at me? 
You've decided to not bother 

862
00:32:34,400 --> 00:32:36,200
trying to do anything about it. 
Why are you moaning at me? 

863
00:32:36,200 --> 00:32:37,760
I'm just raising it. 
I'm not even blaming you. 

864
00:32:37,760 --> 00:32:39,280
If you listen to what I said, 
there were people who get 

865
00:32:39,280 --> 00:32:41,600
annoyed at what I've just said. 
They've not listened to what 

866
00:32:41,600 --> 00:32:43,600
I've said clearly. 
Yeah. 

867
00:32:43,800 --> 00:32:48,440
Because if you think children 
are getting a bad deal, do 

868
00:32:48,440 --> 00:32:50,040
something about it because 
you're an adult. 

869
00:32:50,040 --> 00:32:51,600
As a professional who's in 
charge of them. 

870
00:32:51,720 --> 00:32:53,280
Yeah. 
Try and do something about at. 

871
00:32:53,280 --> 00:32:55,600
Least try and be a voice. 
Try in that school. 

872
00:32:55,600 --> 00:32:59,080
You might fail. 
Try, because what's going to 

873
00:32:59,080 --> 00:33:01,240
happen otherwise? 
Well, sorry Jimmy, no. 

874
00:33:01,240 --> 00:33:03,200
PE for you for two months it's 
my job to do what's worse for 

875
00:33:03,200 --> 00:33:06,280
children, I. 
Know I hope what I'm saying 

876
00:33:06,280 --> 00:33:08,200
comes across. 
I get frustrated because 

877
00:33:08,200 --> 00:33:10,800
ultimately it's the kids who 
have a crap time in these 

878
00:33:10,800 --> 00:33:14,000
situations. 
And it is ultimately, I thought 

879
00:33:14,000 --> 00:33:17,240
always my role as a teacher to 
be protecting the children as 

880
00:33:17,240 --> 00:33:20,040
much as possible. 
And I didn't find it acceptable 

881
00:33:20,040 --> 00:33:24,360
to just simply say, well, I've 
been told, yeah, I didn't. 

882
00:33:24,360 --> 00:33:25,880
I didn't watch for. 
Me, one thing I've always liked,

883
00:33:25,880 --> 00:33:27,720
if you know, if you're 
listening, thinking, Oh my God, 

884
00:33:27,720 --> 00:33:28,840
like this is overwhelming. 
What do I do? 

885
00:33:28,840 --> 00:33:31,040
Like if you're in that 
situation, One thing I always 

886
00:33:31,040 --> 00:33:34,040
helped found helped my brain and
also was a good thing, a good 

887
00:33:34,040 --> 00:33:35,960
conversation starter with 
leadership. 

888
00:33:35,960 --> 00:33:38,440
If you want to open the doors to
let's try and maybe change 

889
00:33:38,440 --> 00:33:40,080
something about the system. 
Because if we are in a school 

890
00:33:40,080 --> 00:33:42,880
where actually, yeah, the kids 
get this crap deal because we 

891
00:33:42,880 --> 00:33:45,800
serve SAT's data rather than 
serving actual children's needs,

892
00:33:45,800 --> 00:33:49,800
which is generally what happens.
The conversation I always find 

893
00:33:49,800 --> 00:33:52,520
very, very interesting is for 
this key Stage 2 paper, remember

894
00:33:52,520 --> 00:33:53,800
there's, there's four years of 
that. 

895
00:33:54,400 --> 00:33:56,960
Remember that when it's a month 
before and, and it's the worst, 

896
00:33:56,960 --> 00:33:58,960
biggest pressure in the world 
and you feel all the personal 

897
00:33:58,960 --> 00:34:01,760
burden as the year 6 teacher of 
of course I have to, I have to 

898
00:34:01,760 --> 00:34:03,600
cave and roll over and do all 
these SAS boosters because 

899
00:34:03,600 --> 00:34:05,200
ultimately they need to make 
this progress because it's so 

900
00:34:05,200 --> 00:34:07,080
important. 
Just remember that there were 

901
00:34:07,080 --> 00:34:09,199
four years before that where 
they were also learning. 

902
00:34:09,199 --> 00:34:11,400
And all of those years were 
literally equally important in 

903
00:34:11,400 --> 00:34:12,679
terms of getting them ready for 
this test. 

904
00:34:12,800 --> 00:34:16,280
Half of the key Stage 2 paper is
year 3-4 and five content. 

905
00:34:16,920 --> 00:34:21,159
You could not even do two year 6
and have mastered year 3-4 and 

906
00:34:21,159 --> 00:34:23,719
five everything, which is 
obviously a silly reality but as

907
00:34:23,719 --> 00:34:27,280
as an analogy and technically 
still get expected on that exam.

908
00:34:27,440 --> 00:34:33,040
So when that pressure is on a 
month before Sats in year 6, use

909
00:34:33,040 --> 00:34:35,760
that as a conversation starter 
of OK, cool, I get the pressure 

910
00:34:35,760 --> 00:34:37,120
on this year. 
What can we do next year to help

911
00:34:37,120 --> 00:34:38,840
alleviate this in this four year
process? 

912
00:34:38,840 --> 00:34:41,120
Why are we leaving it to the 
last month or the last term or 

913
00:34:41,120 --> 00:34:44,480
the last two terms to feel all 
the pressure and make and 

914
00:34:44,480 --> 00:34:47,600
literally ruin the children's 
days when we could have maybe 

915
00:34:47,600 --> 00:34:49,400
tried to tackle this problem 
over 4 years rather than two 

916
00:34:49,400 --> 00:34:51,560
terms. 
Like I find that's a good a good

917
00:34:51,560 --> 00:34:53,480
conversation. 
And that's why I like maths too,

918
00:34:53,600 --> 00:34:55,800
because you can get it in early,
you can get them really good at 

919
00:34:55,800 --> 00:34:58,920
arithmetic from from down below.
It's all the way through school.

920
00:34:58,920 --> 00:35:01,120
Arithmetic's just sorted. 
It's all about foundations. 

921
00:35:01,160 --> 00:35:03,360
It's all about the foundations. 
I'm really solid at it. 

922
00:35:03,600 --> 00:35:05,560
You don't need to be cramming 
arithmetic when it comes to the 

923
00:35:05,560 --> 00:35:07,960
end of year six. 
You can spend your time then in 

924
00:35:07,960 --> 00:35:10,960
lessons really thinking about 
how to solve problems and reason

925
00:35:11,080 --> 00:35:12,280
and become better 
mathematicians. 

926
00:35:12,280 --> 00:35:13,680
So I'd say yeah, well, just try 
maths. 

927
00:35:13,680 --> 00:35:15,320
So down in the description 
below, click the link. 

928
00:35:15,560 --> 00:35:17,200
Get a completely free trial for 
Term 5. 

929
00:35:17,560 --> 00:35:18,360
Why not? 
It's free. 

930
00:35:18,360 --> 00:35:19,880
There's no strings attached. 
Help your kids. 

931
00:35:21,040 --> 00:35:22,680
Maybe you could do it at maths. 
So as an intervention in the 

932
00:35:22,680 --> 00:35:25,160
afternoon? 
Yeah, Instead of instead of PA. 

933
00:35:27,880 --> 00:35:30,000
Split the script, baby, We got 
to make money. 

934
00:35:30,360 --> 00:35:33,400
I feel like I got really annoyed
at someone imaginary in that in 

935
00:35:33,400 --> 00:35:34,800
that rant. 
It was very passionate and. 

936
00:35:35,400 --> 00:35:38,480
I care about kids and their 
outcomes so much. 

937
00:35:39,160 --> 00:35:40,960
So much. 
I know that that that's where 

938
00:35:40,960 --> 00:35:44,040
all this comes from because it 
just winds me up when we wash 

939
00:35:44,040 --> 00:35:46,600
our hands of stuff because it's 
uncomfortable for us and we're 

940
00:35:46,600 --> 00:35:49,400
happy seeing that 
uncomfortableness pass on to 

941
00:35:49,520 --> 00:35:51,040
children. 
Don't like it? 

942
00:35:52,000 --> 00:35:55,400
Let's finish this part of the 
conversation by maybe then just 

943
00:35:55,400 --> 00:35:58,680
talking about on a slightly more
positive note than I guess at 

944
00:35:58,680 --> 00:36:01,320
the end of the day, positive. 
At the end of the day, as you 

945
00:36:01,320 --> 00:36:03,480
said with Matsu, the SAS do 
exist. 

946
00:36:03,480 --> 00:36:05,360
Though yes, of course. 
You will actually be held 

947
00:36:05,360 --> 00:36:07,120
accountable for it and so will 
the school. 

948
00:36:07,560 --> 00:36:10,680
And it is ultimately in the 
system in the best interest for 

949
00:36:10,680 --> 00:36:12,840
the children to be as prepared 
as they can be and feel good 

950
00:36:12,840 --> 00:36:15,000
going into that exam and just 
doing the best they can, right? 

951
00:36:15,240 --> 00:36:17,560
It's not good for them to be 
feeling stressed, overwhelmed, 

952
00:36:17,800 --> 00:36:20,440
and feeling all the pressure, 
the school's pressure on them. 

953
00:36:20,440 --> 00:36:22,360
Like really, it doesn't actually
affect them that much, right? 

954
00:36:22,840 --> 00:36:25,480
So let's talk about in that, in 
that lead up then what can we 

955
00:36:25,480 --> 00:36:28,520
actually do with the kids to 
help them relax? 

956
00:36:29,040 --> 00:36:31,480
OK, even in SAT's week itself or
in the I. 

957
00:36:31,880 --> 00:36:33,040
Mean you're literally a year 6 
teacher. 

958
00:36:33,040 --> 00:36:33,800
Sophie you. 
Should. 

959
00:36:33,800 --> 00:36:36,760
Yeah, sure. 
But I will just start with my 

960
00:36:36,760 --> 00:36:39,360
view of a general thing where 
you can go into more detail. 

961
00:36:39,560 --> 00:36:42,400
My, my, my generic advice for 
everyone in this, in this 

962
00:36:42,400 --> 00:36:46,320
period, because ultimately you, 
you all, all your groups do an 

963
00:36:46,320 --> 00:36:48,080
end of year tests. 
That is ultimately what you're 

964
00:36:48,080 --> 00:36:49,400
judged on to your progress 
meeting, etcetera. 

965
00:36:49,400 --> 00:36:53,200
So we feel it to a degree. 
Yeah, My my main advice here is 

966
00:36:53,320 --> 00:36:57,520
teach normally, plug gaps that 
you normally would do what you 

967
00:36:57,520 --> 00:37:00,400
normally do in lessons because 
you wouldn't normally do it if 

968
00:37:00,400 --> 00:37:01,440
it was bad. 
Yeah. 

969
00:37:01,560 --> 00:37:04,240
Don't just think, oh, oh, sorry,
it's a month before SAT, so I 

970
00:37:04,240 --> 00:37:06,440
better completely, fundamentally
change how I teach to the good 

971
00:37:06,440 --> 00:37:08,280
version. 
No, you've been doing the good 

972
00:37:08,280 --> 00:37:09,760
version of. 
She wouldn't have been doing 

973
00:37:09,760 --> 00:37:11,000
that for eight months. 
Yeah. 

974
00:37:11,000 --> 00:37:13,160
So just back yourself. 
What you've been doing for eight

975
00:37:13,160 --> 00:37:15,600
months is good. 
You can't magically make kids 

976
00:37:15,600 --> 00:37:18,520
learn more because if you could 
magically make kids learn more 

977
00:37:18,520 --> 00:37:20,000
in a short period of time, you 
just have done that from 

978
00:37:20,000 --> 00:37:20,600
September. 
Yeah. 

979
00:37:20,640 --> 00:37:22,160
So you know, it's not the best 
thing to do. 

980
00:37:22,240 --> 00:37:24,520
In in November, do you just 
randomly put a lesson in your 

981
00:37:24,520 --> 00:37:26,440
week where the whole lessons 
were about cramming a bunch of 

982
00:37:26,440 --> 00:37:27,560
knowledge for the next day for 
some reason? 

983
00:37:27,720 --> 00:37:28,800
Exactly. 
We're going to cram loads of 

984
00:37:28,800 --> 00:37:30,840
knowledge today for today so 
that tomorrow we've got all this

985
00:37:30,840 --> 00:37:32,080
knowledge fresh in our head for 
that reason. 

986
00:37:32,360 --> 00:37:33,240
Yeah, but you? 
Don't. 

987
00:37:33,320 --> 00:37:34,760
You don't do that. 
You only do that for a test. 

988
00:37:34,840 --> 00:37:37,360
Yeah, yeah. 
And and you know, OK, there is, 

989
00:37:37,440 --> 00:37:39,560
there's obviously some room for 
a bit of revision and they still

990
00:37:39,560 --> 00:37:41,880
got to come up and stuff. 
But it we know it's not the best

991
00:37:41,880 --> 00:37:43,800
way of teaching kids. 
So if you've got a month left 

992
00:37:43,800 --> 00:37:45,880
until the test, just keep 
teaching them like the way you 

993
00:37:45,880 --> 00:37:47,440
know is good because that's what
you've been doing. 

994
00:37:47,680 --> 00:37:51,200
So yeah, that's my generic 1 is.
Just don't fall into the trap of

995
00:37:51,200 --> 00:37:52,960
thinking you need to completely 
transform what you're doing, 

996
00:37:53,080 --> 00:37:54,760
because if that was the case, 
you would have transformed it 

997
00:37:54,760 --> 00:37:56,120
six months ago. 
Here's an interesting one. 

998
00:37:56,120 --> 00:37:58,800
Do you think it's bad to show 
kids because you wouldn't 

999
00:37:58,800 --> 00:38:00,960
normally do it in November or 
you wouldn't do it the year 

1000
00:38:00,960 --> 00:38:02,120
before? 
You think it's bad to show them 

1001
00:38:02,120 --> 00:38:04,480
like test questions? 
I would normally do it November.

1002
00:38:04,600 --> 00:38:06,520
There you go. 
So I think it's absolutely fine.

1003
00:38:06,560 --> 00:38:09,680
It's just another tool of it's 
maths at the end of the day. 

1004
00:38:09,880 --> 00:38:12,520
It's a type of question. 
You see, when I do arithmetic 

1005
00:38:12,520 --> 00:38:14,680
starters with my class, I 
constantly do them in the start 

1006
00:38:14,680 --> 00:38:17,200
of what would come up in the 
test because why wouldn't I? 

1007
00:38:17,200 --> 00:38:19,160
It's just arithmetic. 
When it comes to reasoning and 

1008
00:38:19,160 --> 00:38:21,520
problem solving, the types of 
question that I ask, it's a 

1009
00:38:21,520 --> 00:38:24,000
mixture of stuff. 
Stuff I write myself, stuff I 

1010
00:38:24,000 --> 00:38:26,800
get from providers like maybe 
White Rose etcetera. 

1011
00:38:27,080 --> 00:38:30,280
And lots of stuff is past test 
papers because they're all maths

1012
00:38:30,280 --> 00:38:32,800
papers. 
And I think familiarisation is 

1013
00:38:32,800 --> 00:38:35,360
not the same as cramming. 
I think children being able to 

1014
00:38:35,360 --> 00:38:38,000
see what questions will look 
like and knowing what the test 

1015
00:38:38,000 --> 00:38:40,600
paper will look like and looking
what the answer box will look 

1016
00:38:40,600 --> 00:38:43,640
like and what it means to show 
your method etcetera. 

1017
00:38:43,840 --> 00:38:45,920
All of these things are useful 
things You should drip feed over

1018
00:38:45,920 --> 00:38:47,600
time. 
Yeah, you should be, you should 

1019
00:38:47,600 --> 00:38:50,760
be doing it in November. 
I, I, my first lesson of the 

1020
00:38:50,760 --> 00:38:53,760
year, I'd have I, I would not be
against you having a test 

1021
00:38:53,800 --> 00:38:56,080
question up, because it's just a
question at the end of the day 

1022
00:38:56,240 --> 00:38:57,760
and you normalise it through 
doing that. 

1023
00:38:57,760 --> 00:38:58,320
Yeah, yeah. 
So. 

1024
00:38:58,440 --> 00:39:00,280
Possibly. 
That's fine familiarising 

1025
00:39:00,320 --> 00:39:02,440
really, because ultimately like,
yeah, why would you, why would 

1026
00:39:02,440 --> 00:39:04,160
you not want them to be familiar
with the layout? 

1027
00:39:04,160 --> 00:39:05,920
Like I don't want them to be 
stressed on the day if that that

1028
00:39:05,920 --> 00:39:07,840
would help them not be stressed.
Is that they know what this kind

1029
00:39:07,840 --> 00:39:09,960
of format looks like kind of. 
Makes sense if you would have 

1030
00:39:09,960 --> 00:39:11,840
been answering that type of 
question anyway, yeah. 

1031
00:39:11,840 --> 00:39:13,960
Why can't it just look like a 
test start question? 

1032
00:39:13,960 --> 00:39:15,080
That's no problem. 
Great. 

1033
00:39:15,120 --> 00:39:18,240
And any last wise words from you
in, in terms of, you know, not 

1034
00:39:18,240 --> 00:39:22,080
making the kids feel rubbish? 
This is based on my little rant 

1035
00:39:22,080 --> 00:39:23,160
I had a minute ago. 
Yeah. 

1036
00:39:23,520 --> 00:39:26,320
But remember, I think people do 
forget sometimes that we, it's 

1037
00:39:26,320 --> 00:39:28,560
me and you in my loft and we're 
not teaching kids right now. 

1038
00:39:28,720 --> 00:39:30,880
People do forget that it's like 
how these guys would be like 

1039
00:39:30,880 --> 00:39:32,840
this in the classroom. 
I'm not remotely like this in 

1040
00:39:32,840 --> 00:39:36,280
the classroom, obviously. 
So the biggest thing I always 

1041
00:39:36,280 --> 00:39:40,960
say to people is control your 
emotions and your stress because

1042
00:39:40,960 --> 00:39:42,360
it will drip down to the kids. 
Yeah. 

1043
00:39:42,840 --> 00:39:47,160
Do you think I would dream for a
second of talking what the the 

1044
00:39:47,160 --> 00:39:49,120
way I am in this podcast you've 
seen me teach. 

1045
00:39:49,120 --> 00:39:51,280
Yeah, yeah, yeah. 
It's it is completely different.

1046
00:39:51,480 --> 00:39:56,440
You are that classes vessel of 
education. 

1047
00:39:56,720 --> 00:39:58,720
You're you're their beacon. 
You're their guide. 

1048
00:39:58,800 --> 00:40:01,480
You're the head of the class. 
You're the person they look to 

1049
00:40:02,240 --> 00:40:03,880
when they learned for the year. 
Yeah. 

1050
00:40:04,160 --> 00:40:07,760
You're the person who is between
them and the curriculum and the 

1051
00:40:07,760 --> 00:40:11,200
government and the SLT everyone.
You're you're you're the you're 

1052
00:40:11,200 --> 00:40:12,840
the face of everything. 
You. 

1053
00:40:12,880 --> 00:40:16,120
So the way you act and the way 
you are will. 

1054
00:40:16,800 --> 00:40:19,600
Seep into your kids. 
So do you know what? 

1055
00:40:19,720 --> 00:40:21,560
Absolutely. 
Year six teachers up and down 

1056
00:40:21,560 --> 00:40:23,760
the country will be in 
environments where they feel 

1057
00:40:23,760 --> 00:40:26,360
extremely stressed. 
They'll be in environments where

1058
00:40:26,360 --> 00:40:29,000
they feel like they're at the 
end of their tether, they're 

1059
00:40:29,000 --> 00:40:31,560
overworked, they're tired, 
they're knackered, snappy, 

1060
00:40:32,120 --> 00:40:34,720
snappy, horrible, etcetera. 
And it's it's not what they're 

1061
00:40:34,720 --> 00:40:39,040
like, but they're in their 
environment as best as you can. 

1062
00:40:39,400 --> 00:40:42,360
Firstly, obviously try and fix 
it obviously, because we don't 

1063
00:40:42,360 --> 00:40:44,680
want you to be over overtired or
banged out etcetera. 

1064
00:40:44,880 --> 00:40:47,920
But secondly, and the teachers 
do this, I'm teaching me with 

1065
00:40:47,920 --> 00:40:50,800
the suck eggs put on that show 
for the kids. 

1066
00:40:50,800 --> 00:40:52,360
Definitely, yeah. 
As best as you can. 

1067
00:40:52,480 --> 00:40:54,600
It's got to be in the forefront 
of your mind, no matter how you 

1068
00:40:54,600 --> 00:40:57,280
feel, not dripping down the 
pressure like you. 

1069
00:40:57,280 --> 00:40:59,240
Like you literally said, right? 
That passionate rant you had on 

1070
00:40:59,240 --> 00:41:01,200
this podcast is obviously 
because we're in a room as a 

1071
00:41:01,200 --> 00:41:03,000
podcast, right? 
You wouldn't talk like that, 

1072
00:41:03,040 --> 00:41:06,040
never to 30 kids, but you would 
do it to thousands of listeners 

1073
00:41:07,000 --> 00:41:09,720
and dripped, I'm dripped down 
that you know that that anxiety 

1074
00:41:09,720 --> 00:41:12,320
and that anxiety, I'm joking. 
Anxiety is the opposite of. 

1075
00:41:12,320 --> 00:41:13,600
Anything that you spent the 
whole time talking. 

1076
00:41:13,600 --> 00:41:15,280
Then I was thinking, I really 
want to make this little joke. 

1077
00:41:15,280 --> 00:41:16,400
I really want to make this 
little joke. 

1078
00:41:16,400 --> 00:41:18,640
At first it started off with you
don't mind doing it to me. 

1079
00:41:18,640 --> 00:41:20,000
And then I was like, hang on, 
hang on. 

1080
00:41:20,160 --> 00:41:22,680
Thousands of listeners. 
No, but you're absolutely right,

1081
00:41:22,680 --> 00:41:24,600
you know, at the end of the day.
Yeah, and I'm talking to adults.

1082
00:41:24,600 --> 00:41:25,640
Yeah, speaking to 8 year olds 
is. 

1083
00:41:25,640 --> 00:41:26,360
Different. 
Exactly. 

1084
00:41:26,800 --> 00:41:28,720
I do think that's also a very 
big difference a lot of time. 

1085
00:41:28,800 --> 00:41:30,200
Yeah, definitely. 
I think there are also a few 

1086
00:41:30,200 --> 00:41:31,880
things I'll just go through. 
I just wrote a little list of 

1087
00:41:31,880 --> 00:41:34,080
like actually in SATS weeks, OK 
because. 

1088
00:41:34,080 --> 00:41:35,320
You've done this. 
Yeah, it's true. 

1089
00:41:35,360 --> 00:41:37,200
My experience, you know, and 
again, I've, I've taught Sats, 

1090
00:41:37,200 --> 00:41:38,520
I've taught year 6IN different 
schools as well. 

1091
00:41:38,520 --> 00:41:40,280
So I've had some different 
experiences under different 

1092
00:41:40,280 --> 00:41:41,360
leaders, all sorts of things, 
right? 

1093
00:41:41,640 --> 00:41:43,080
And there are some things where 
I'm like, you know what, these 

1094
00:41:43,080 --> 00:41:45,160
are just nice practises because 
the Sats does exist and the kids

1095
00:41:45,160 --> 00:41:46,920
are going to be there doing it. 
So there are some things you can

1096
00:41:46,920 --> 00:41:49,320
obviously do just to make it a 
bit more relaxing children, 

1097
00:41:49,320 --> 00:41:51,440
right, on top of all the stuff 
you said that we should be doing

1098
00:41:51,440 --> 00:41:52,680
really just in the whole year 
leading. 

1099
00:41:52,680 --> 00:41:56,400
Up to it #1 Cheat number. 
One cheat, yeah #1 cheat, yeah 

1100
00:41:56,400 --> 00:42:00,280
#2 cheats and more no #1 
communal breakfast. 

1101
00:42:00,480 --> 00:42:02,040
There was something about it. 
We've done that a few years of 

1102
00:42:02,040 --> 00:42:04,040
my career and there was 
something about just offering a 

1103
00:42:04,040 --> 00:42:05,880
breakfast to the children when 
they come in and they're all 

1104
00:42:05,880 --> 00:42:09,560
together and the whole point is 
you make it really light hearted

1105
00:42:09,560 --> 00:42:12,120
and fun and chilled. 
And as teachers, you're just 

1106
00:42:12,120 --> 00:42:14,320
wandering around, milling around
with them as well, showing them 

1107
00:42:14,320 --> 00:42:15,680
how relaxed you are about the 
day. 

1108
00:42:16,200 --> 00:42:18,160
I'm so relaxed, I'm really 
relaxed. 

1109
00:42:18,160 --> 00:42:21,320
Shaken by sausage, Saani, shaken
in your mouth. 

1110
00:42:21,320 --> 00:42:24,080
It's kind of important. 
So it's no, it's fine kid. 

1111
00:42:24,080 --> 00:42:26,760
Just remember, just remember, 
there are 1000 millimetres 

1112
00:42:26,800 --> 00:42:30,160
millimetres. 
Yeah, so very important context.

1113
00:42:30,160 --> 00:42:32,440
The whole point in the communal 
breakfast is to get them in 

1114
00:42:32,600 --> 00:42:35,000
talking to each other so they're
not sat at home thinking about 

1115
00:42:35,000 --> 00:42:36,080
stuff, they're worrying about 
it. 

1116
00:42:36,240 --> 00:42:38,400
They're you're modelling to them
being calm and how the day is 

1117
00:42:38,400 --> 00:42:39,760
just chill. 
It's, you know, yeah, it's a 

1118
00:42:39,760 --> 00:42:40,960
test day, but we're just gonna 
try. 

1119
00:42:40,960 --> 00:42:43,160
Our best And I suppose you don't
want to walk into school and 

1120
00:42:43,160 --> 00:42:44,520
then into the test seat. 
Yeah, like the. 

1121
00:42:44,520 --> 00:42:46,200
Test environment set up and 
they've got the pencils there. 

1122
00:42:46,200 --> 00:42:47,880
Oh, no, we're not sitting in 
normal registration places today

1123
00:42:47,880 --> 00:42:49,920
because this is all set up. 
Yeah, just get them into the 

1124
00:42:49,920 --> 00:42:50,960
hall or whatever. 
That would work. 

1125
00:42:50,960 --> 00:42:52,800
Like, obviously you get the 
hall, you get the sandwiches and

1126
00:42:52,800 --> 00:42:55,000
stuff, and the kids would just 
sit there and it would just be 

1127
00:42:55,000 --> 00:42:56,040
Chai. 
I've watched through the hall. 

1128
00:42:56,040 --> 00:42:56,880
It's always buzzing. 
Yeah, exactly. 

1129
00:42:56,880 --> 00:42:58,560
But the kid is actually really 
good for the kid. 

1130
00:42:58,560 --> 00:43:00,280
It's fantastic. 
So then do they go to, like, do 

1131
00:43:00,280 --> 00:43:02,120
they go straight to the test? 
No, we should go outside. 

1132
00:43:02,120 --> 00:43:03,480
For a bit. 
So we get them in. 

1133
00:43:03,480 --> 00:43:05,360
So we get them in. 
So we have like normal morning, 

1134
00:43:05,360 --> 00:43:07,480
you know, when kids drip in the 
going anyway, we just come in, 

1135
00:43:07,480 --> 00:43:09,680
we offer it, open it a bit 
earlier so they can come in as 

1136
00:43:09,680 --> 00:43:11,560
early as they want, basically up
to like another 20 minutes or 

1137
00:43:11,560 --> 00:43:11,840
so. 
Yeah. 

1138
00:43:11,840 --> 00:43:14,200
And for us, to be fair, we did 
it in like a year group shared 

1139
00:43:14,200 --> 00:43:15,920
area, but you can do it. 
In a hall as well. 

1140
00:43:15,920 --> 00:43:16,560
We've done it. 
Yeah. 

1141
00:43:16,560 --> 00:43:17,640
I've seen it in the hall. 
Yeah. 

1142
00:43:17,640 --> 00:43:19,360
So, yeah, the kids just come in,
they have some breakfast. 

1143
00:43:19,360 --> 00:43:20,440
We, you know, give them some 
cereal. 

1144
00:43:20,440 --> 00:43:21,680
Some fruit, yoghurt, all that 
sort of stuff. 

1145
00:43:21,680 --> 00:43:22,960
Is it also to try and make 
people? 

1146
00:43:22,960 --> 00:43:24,520
Not late for the test. 
Is that part of it? 

1147
00:43:24,520 --> 00:43:25,760
I think that probably is part of
it. 

1148
00:43:25,760 --> 00:43:26,680
I've never really thought that 
myself. 

1149
00:43:26,680 --> 00:43:28,400
But it absolutely makes sense, 
Yeah, Like, just do that because

1150
00:43:28,400 --> 00:43:30,440
if they're going to be late, at 
least they're late and then they

1151
00:43:30,440 --> 00:43:32,320
do the test rather than they 
come in. 20 minutes, so true, 

1152
00:43:32,320 --> 00:43:33,880
I've never even thought about 
that, but that's definitely a 

1153
00:43:33,880 --> 00:43:34,960
passive benefit. 
And then, yeah, generally we 

1154
00:43:34,960 --> 00:43:37,000
have to have a chat and go 
outside and play for a bit and 

1155
00:43:37,000 --> 00:43:39,000
then we come in and, you know, 
and then we start the day. 

1156
00:43:39,000 --> 00:43:40,720
But it just gives them that. 
I don't know. 

1157
00:43:40,720 --> 00:43:42,480
I just, I found with a lot of 
George, when they come and they 

1158
00:43:42,480 --> 00:43:44,600
look worried and by the end of 
the breakfast they're chilled 

1159
00:43:44,600 --> 00:43:46,120
out. 
I'm glad we had that period of 

1160
00:43:46,120 --> 00:43:48,200
time and then not coming in and 
looking that worried and then 3 

1161
00:43:48,200 --> 00:43:49,160
minutes late they're doing a 
test. 

1162
00:43:49,160 --> 00:43:50,080
Yeah, that's good. 
That's bad. 

1163
00:43:50,360 --> 00:43:56,120
That's one thing I think 
reminding, reminding the kids of

1164
00:43:56,400 --> 00:43:58,200
the things that you might not 
think of, right? 

1165
00:43:58,200 --> 00:43:59,800
They're not highest priority to 
you, but they're the things that

1166
00:43:59,800 --> 00:44:03,040
really the kids actually care 
about #1 is how, how long when 

1167
00:44:03,040 --> 00:44:05,000
they can use a toilet. 
I know it sounds so silly, but 

1168
00:44:05,000 --> 00:44:07,560
like you can forget how much 
like how much of them will just 

1169
00:44:07,560 --> 00:44:09,960
be worrying like God, there's a 
40 minute timer on the board. 

1170
00:44:09,960 --> 00:44:11,200
I need to wait. 
What if I need to wait 20 

1171
00:44:11,200 --> 00:44:12,920
minutes in? 
Just tell them all, just tell 

1172
00:44:12,920 --> 00:44:14,640
them all. 
This is the toilet procedure. 

1173
00:44:14,640 --> 00:44:16,720
Whatever is in your school, you 
know, this is how you use the 

1174
00:44:16,720 --> 00:44:18,120
toilet and goes the toilet and 
say what? 

1175
00:44:18,120 --> 00:44:20,880
Just so they know and they come 
for when break time is they want

1176
00:44:20,880 --> 00:44:22,640
to know how long the test is it 
is it break after? 

1177
00:44:22,640 --> 00:44:24,400
Do we do another lesson? 
Are we doing math lesson after 

1178
00:44:24,400 --> 00:44:26,200
this? 
Just tell them the schedule for 

1179
00:44:26,200 --> 00:44:27,320
the day. 
That was pretty straightforward,

1180
00:44:27,320 --> 00:44:28,600
but, you know, you've got to say
it sometimes. 

1181
00:44:28,680 --> 00:44:30,440
Yeah. 
How many exams there are on that

1182
00:44:30,440 --> 00:44:31,560
day? 
How many are left for the end of

1183
00:44:31,560 --> 00:44:32,640
the week? 
A lot of kids don't know the 

1184
00:44:32,640 --> 00:44:34,520
SAT's timetable like you do. 
They don't know. 

1185
00:44:34,840 --> 00:44:36,320
Well, it's completely new to 
them. 

1186
00:44:36,320 --> 00:44:38,160
It makes sense. 
Like to be really, really clear.

1187
00:44:38,160 --> 00:44:39,560
Like that's just good practise 
in general. 

1188
00:44:39,560 --> 00:44:42,480
Like even when you get 
repetitive timetables, it's good

1189
00:44:42,480 --> 00:44:44,400
practise to have a visual 
timetable exactly because one 

1190
00:44:44,400 --> 00:44:46,040
thing might change, but this is 
huge. 

1191
00:44:46,040 --> 00:44:48,360
A lot of SAT teachers might 
think SAT teachers, a lot of the

1192
00:44:48,360 --> 00:44:50,040
SAT teachers might think, well, 
we've done a couple of mock Sats

1193
00:44:50,040 --> 00:44:51,040
across the yes, they should 
know. 

1194
00:44:51,720 --> 00:44:53,040
They don't know. 
It isn't like it's not as 

1195
00:44:53,040 --> 00:44:54,680
important to them. 
They might not remember. 

1196
00:44:54,680 --> 00:44:56,640
Oh yeah, the last time we did 
SAT if we did this test on this 

1197
00:44:56,640 --> 00:44:58,560
day, like just tell them. 
They're coming to school every 

1198
00:44:58,560 --> 00:45:00,160
day for 120 days. 
They should know. 

1199
00:45:00,200 --> 00:45:01,840
You still do a visual timetable 
on the board, don't you? 

1200
00:45:02,040 --> 00:45:03,160
Exactly. 
Exactly right. 

1201
00:45:03,480 --> 00:45:04,560
So that's that's another thing 
you can do. 

1202
00:45:04,560 --> 00:45:06,960
Longer break times I think is 
always a nice level, like just a

1203
00:45:06,960 --> 00:45:09,200
nod to them, you know they're 
doing something that's quite 

1204
00:45:09,200 --> 00:45:10,760
stressful. 
Can I add one thing into this, 

1205
00:45:10,760 --> 00:45:13,120
which is it's not in here, but 
I've seen a lot of people talk 

1206
00:45:13,120 --> 00:45:16,200
about it is splitting the cohort
up into when they do the tests. 

1207
00:45:17,040 --> 00:45:19,200
So a lot of a lot of people sort
of had two different start 

1208
00:45:19,200 --> 00:45:21,480
times, right. 
The kids can't mingle at all. 

1209
00:45:21,760 --> 00:45:23,400
So they split year 6IN half. 
Yeah. 

1210
00:45:23,600 --> 00:45:25,720
The first lot set off of the 
test at a certain point. 

1211
00:45:25,800 --> 00:45:27,120
Yeah. 
And the second lot set off 

1212
00:45:27,160 --> 00:45:29,040
later. 
It helps with adults. 

1213
00:45:29,080 --> 00:45:30,320
You get more adults per kid. 
Oh. 

1214
00:45:30,720 --> 00:45:31,680
OK. 
Because you just basically 

1215
00:45:31,680 --> 00:45:33,800
stagger it a bit. 
Yeah, rather than all doing it 

1216
00:45:33,800 --> 00:45:35,040
at once. 
Let's say you've got, let's say 

1217
00:45:35,040 --> 00:45:36,480
you've just got 20 adults with 
everyone. 

1218
00:45:36,920 --> 00:45:40,040
You can have 20 adults with half
the cohort and then it staggers 

1219
00:45:40,040 --> 00:45:42,400
the next half start their test 
straight away and you get more, 

1220
00:45:42,600 --> 00:45:45,040
more adults with the kids. 
OK, so it's a logistical thing 

1221
00:45:45,040 --> 00:45:47,320
to give kids not even 
necessarily just not even just 

1222
00:45:47,320 --> 00:45:50,600
logistical, but like if there's 
six adults in a room compared to

1223
00:45:50,600 --> 00:45:52,400
three, you can read questions 
more to them if you need to. 

1224
00:45:52,400 --> 00:45:53,480
That's. 
What I mean by the just like you

1225
00:45:53,480 --> 00:45:55,360
can just get more. 
Adults and it's just like fewer 

1226
00:45:55,360 --> 00:45:58,160
children in the room. 
It's it's, it's just, it seems 

1227
00:45:58,160 --> 00:46:00,240
to be better for the kids 
because they get more support. 

1228
00:46:00,400 --> 00:46:03,480
That's interesting, my my gut 
reaction to that was what if 

1229
00:46:03,480 --> 00:46:05,400
their what if their mates in the
other one and they don't get to 

1230
00:46:05,400 --> 00:46:06,760
mingle with them all day? 
Yeah, yeah. 

1231
00:46:06,760 --> 00:46:08,880
But I mean, before maybe as 
teachers, obviously you choose 

1232
00:46:08,880 --> 00:46:09,600
wisely. 
Yeah, of. 

1233
00:46:09,680 --> 00:46:11,800
Course, yeah, that doesn't make 
sense a lot of people. 

1234
00:46:11,880 --> 00:46:15,400
Speak really highly of that as a
good way of, you know, giving 

1235
00:46:15,400 --> 00:46:16,800
kids more support within the 
rules. 

1236
00:46:16,800 --> 00:46:18,600
Yeah, yeah, yeah. 
It makes sense because I know 

1237
00:46:18,600 --> 00:46:21,720
one struggle we've always had 
always is getting literally 

1238
00:46:21,720 --> 00:46:23,360
getting enough adults to give 
the children what they. 

1239
00:46:23,400 --> 00:46:26,800
Literally are entitled to I've 
I've taught year 4 during SAT's 

1240
00:46:26,800 --> 00:46:29,920
week with a skeleton crew where 
we barely even have teachers. 

1241
00:46:29,920 --> 00:46:31,520
Yeah, Oh yeah, sorry. 
Actually nothing on this list of

1242
00:46:31,680 --> 00:46:33,560
how would how to help the kids 
relax in SAT's week is take 

1243
00:46:33,560 --> 00:46:36,280
every single TA from every other
year group and just let them 

1244
00:46:36,440 --> 00:46:38,560
around. 
So now the other groups have 

1245
00:46:38,560 --> 00:46:42,200
them Yeah, but then last couple 
from me really normal routines 

1246
00:46:42,200 --> 00:46:43,800
outside of the test. 
You've already said that just 

1247
00:46:44,200 --> 00:46:45,920
keep it light, don't do a bunch 
of cramming. 

1248
00:46:45,920 --> 00:46:48,320
Just try to keep the rest of the
day fairly normal so they can 

1249
00:46:48,320 --> 00:46:50,600
relax a bit, Get back into 
normal routine till the next day

1250
00:46:51,080 --> 00:46:52,720
and then just. 
Oh, last one, but two? 

1251
00:46:52,920 --> 00:46:56,600
Last one, praising everything 
you can other than knowledge I 

1252
00:46:56,600 --> 00:46:58,560
Sometimes we just want we just, 
we're so intense. 

1253
00:46:58,560 --> 00:47:00,400
Mr Stevens, I've got this really
hard question mark. 

1254
00:47:00,400 --> 00:47:03,120
Don't care. 
Don't care obviously you can 

1255
00:47:03,120 --> 00:47:05,120
still praise knowledge but try 
and do other things like really 

1256
00:47:05,120 --> 00:47:06,960
try and praise the kids on 
things like resilience in this 

1257
00:47:06,960 --> 00:47:09,720
week because it will mean a lot 
more character yeah character, 

1258
00:47:09,840 --> 00:47:11,960
yeah exactly that that that 
summarises the issue all of it 

1259
00:47:11,960 --> 00:47:14,200
determination or all of it you 
know just like go out of your 

1260
00:47:14,200 --> 00:47:15,880
way to do that because it can be
easy to forget that because 

1261
00:47:15,880 --> 00:47:17,800
you're as a teacher are so 
obsessed in that moment of the 

1262
00:47:17,920 --> 00:47:19,880
only thing that matters to me 
right now is is the sats like 

1263
00:47:19,960 --> 00:47:21,800
it's so easy to fall into that 
so I'm. 

1264
00:47:21,960 --> 00:47:24,240
Be a nice person, just be 
supportive of being. 

1265
00:47:24,240 --> 00:47:26,800
Your normal nice person. 
Got a few weeks until the Sats 

1266
00:47:26,800 --> 00:47:27,760
anyway. 
Yeah, exactly. 

1267
00:47:27,760 --> 00:47:30,400
So, you know, there's a lot of 
people going to be thinking 

1268
00:47:30,400 --> 00:47:32,440
about that SATS prep now in this
in these last few weeks. 

1269
00:47:32,440 --> 00:47:34,880
And I hope this episode has been
somewhat helpful at least. 

1270
00:47:34,880 --> 00:47:38,760
Just insight into Dylan's ranty 
brain about what you shouldn't 

1271
00:47:38,760 --> 00:47:40,960
do and how you're a terrible 
person if you do any of the 

1272
00:47:40,960 --> 00:47:42,120
things he said. 
I might. 

1273
00:47:42,560 --> 00:47:47,280
I'm worried I said that now I, 
you know, Yeah, hopefully it's 

1274
00:47:47,280 --> 00:47:48,480
clear to you what I really 
think. 

1275
00:47:48,480 --> 00:47:50,120
I just think we should be 
helping the kids. 

1276
00:47:50,160 --> 00:47:52,840
If we're adults in a school and 
we see kids getting upset about 

1277
00:47:52,840 --> 00:47:56,120
stuff we think is wrong as well,
I don't think we can just wash 

1278
00:47:56,120 --> 00:47:57,480
our hands of it and just say 
that's what it is. 

1279
00:47:57,640 --> 00:47:59,120
I agree, I think it's a very 
good point to make. 

1280
00:47:59,120 --> 00:48:01,720
I think people will struggle 
with that more than you do, but 

1281
00:48:01,880 --> 00:48:03,520
I don't think it's a bad thing 
to hear genuinely. 

1282
00:48:03,520 --> 00:48:06,400
I don't think it's a good 
reality check sometimes to be 

1283
00:48:06,400 --> 00:48:08,280
actually, hey, what am I doing? 
Why am I just rolling over to 

1284
00:48:08,280 --> 00:48:10,720
this system that I literally 
hate Got so bad that I didn't 

1285
00:48:10,720 --> 00:48:12,880
want to do the job anymore. 
Get some, get some morals and 

1286
00:48:12,880 --> 00:48:14,240
stop being a shell, no? 
No, just quit. 

1287
00:48:14,240 --> 00:48:16,240
You don't have to deal with it. 
You have to think about it like 

1288
00:48:16,280 --> 00:48:17,800
us. 
Cool, see you next time.