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| We promote harmony amid financial
trouble |
Somers Town primary school head Seán
O’Regan explains what it is like to be at the centre of a recent
study
Former pupils and current members of staff, non-identical
twins Joan Williamson and Jean Sussex at Edith Neville with
head Seán O’Regan with pupils |
ORANGES and Lemons is an important book. It tells of the lives
of pupils and staff of Edith Neville Primary School. Although names
of pupils have been changed, the stories are real. Staff have all
allowed their own names to be used. Neville is an average sized
primary school in Somers Town. It draws children from many parts
of the world.
Whether long settled or recently arrived, many families have suffered
a wide range of trauma and upset: the strife of poverty, crime,
abuse or war. Yet the visitor would not know: laughter is the soundtrack
of the playground and working day at school; tears are mostly for
a missing mum or a cut knee.
In telling the story of one school, the book tells of the work done
in all schools, especially of the challenges and endeavours in inner-city
schools.
Everyone has a view on schools and they are frequently compared
by their glossy brochures, test results, uniforms (or not) or local
gossip. This book goes further in telling the fuller picture.
The work of school staff is different from that of social workers,
doctors, lawyers and other professionals who only meet children
when things go wrong. Children in full health and without a care
in the world turn up daily for learning, friendship and fun. And
while teachers do have to deal with challenging situations, schools
like Edith Neville are happy and safe places.
Parents tell me their children miss school at the weekend and bemoan
the long holidays.
We face pressing issues: we seek to retain the best staff while
housing costs are beyond the reach of staff. We benefit from new
housing schemes run by Camden and by the fact that many teachers
are happy at the school, indeed numerous others have returned from
spells out of London.
But budget problems remain a serious concern. The core work of schools
was hit hard by budget problems two years ago. Funding was particularly
hit for staff working with children new to English.
We lost six posts in the school at that time, including our art
teacher and reading recovery teacher; whilst we have not suffered
such cuts since, neither have we had the funding to return to our
earlier staffing level.
While our funding per head may look high to those outside London,
costs in the capital are high and much funding is tied to specific
spending outside our control.
Either way, it is insufficient to meet our needs. The building and
school site need investment. Not only must we keep the school and
pupils safe from anti-social behaviour; the building needs improvement.
Ofsted rightly praised the work, but found the physical environment
wanting, to the point of giving us a ‘key issue’ to work
with Camden LEAS to improve accommodation.
Schools should have sufficient classroom space and suitable libraries.
We need help to improve both. Finally we strive to support those
families facing real difficulties with health and housing; illness
and status.
I arrived in London in the summer of 1990. I was keen to find a
teaching job but particularly one in a school to which I could commit
myself. In a week I had six interviews. Other boroughs offered more
money than Camden and various inducements, but an inspirational
head teacher and the magic of the Edith Neville children drew me
in.
Fifteen years on I have never regretted that decision. I am inspired
by the staff and those who support their work. I am lucky enough
to be married to one of these teachers, Nasima. Not only have we
given 25 years’ service to the school between us (and there
are longer serving staff and families at work here) but our son
has attended our nursery for the past 18 months (and his baby sister
is desperate to join in).
We are not alone: nine staff have children at the school. In all,
some 18 children can say ‘Mum’ or ‘Auntie’ to
staff. We are a real community school. When Ofsted inspected a few
months ago, they praised highly the school’s commitment to
parents and the community, deeming it ‘excellent’ at social
inclusion and in promoting harmony.
We were all delighted when the report also gave top marks for English,
maths and science, when compared to similar schools.
Ofsted’s confidential survey of parents showed over 98 per
cent of parents agreed or ‘strongly agreed’ that their
children like school, further proof of what we are doing right.
We often hear facts and figures like this proving how good Camden’s
schools are. This book gives a rare insight into the human stories
behind the headlines. |
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