Can schools work harder so that everyone’s a winner?

For My Welsh Sport_The Conversation, a range of experts share their thoughts on the future of sport in Wales.

Today Owen Hathaway from the National Education Union argues that re-thinking school buildings could spark new opportunities. 

A common theme we see across all high performing schools is that they inevitably have community support. Where schools are truly seen as the centre of their societies, where parents and teachers work in collaboration, and where a child’s development is seen as something which extends beyond the school timetable, attainment and well-being is maximised.

One way in which the education sector can ensure better relationships are built between schools and communities is to establish our institutions as a community resource. A school building as an incubator for academic curiosity by day, and a house of extra-curricular exploration outside of those hours.

Too often over recent years the consequences, unintentional or otherwise, of Welsh Government initiatives such as the literacy and numeracy framework, school banding and categorisation or standardised testing, have been a narrowing of the curriculum. Those creative subjects such as art, music, drama and physical education have become marginalised, and with them the emphasis on key aspects of pupil well-being and child development. It is right that we build on the opportunities presented by reforms, such as the design of the new curriculum for Wales, to once again embed their importance within the school day. However, we should also explore the extended avenues available.

Working with community groups, sports clubs, volunteers and third sector organisations, schools can create a resource in their areas that not only enhances the quality of our education sector but can also meet the challenges posed by deep cuts to our leisure services brought about by year on year austerity budget settlements.

In calling for a greater utilisation of school buildings it is important to acknowledge two key points.  Firstly, this level of cooperation is undoubtedly taking place in some parts of Wales already. More likely than not it is teachers going above and beyond the call of duty to run these after school clubs.  Secondly, I am very aware of the existing demands on the teaching profession. The Education Workforce Council’s survey of the sector provided some alarming detail about the pressures currently put on the shoulders of classroom practitioners:

  • 78.1% of teachers felt workload was an issue.
  • Full-time school teachers revealed they regularly work an average of 50.7 hours during the working week.
  • 33.6% of school teachers indicated they intended to leave the profession in the next three years.

As tempting as it may be to want and expect teachers to take on additional roles and responsibilities, the truth is it is an unsustainable prospect. To achieve the aim of school buildings as community hubs we will have to see a greater investment at national and local level. That may come in the form of a child-care offer to parents or employing individuals in specific roles to run these facilities and put on activities and clubs. Making that argument at a time where essentially every sector is seeing their budgets absorbed into the health portfolio is a difficult prospect, yet this is an invest to save proposal.

We have an opportunity to create an environment where everyone is a winner. For children there are clear educational and physical benefits and can be a driver in engaging those often disenfranchised by traditional academic pursuits. For parents it offers the security of constructive care around their working day, adding to the economic viability of our nation, particularly if the resources are available throughout weekend and school holiday periods also. For teachers, taking those extra-curricular activities off their agenda’s helps tackle the stubborn workload problems that are blighting the sector. Finally, for policy makers it improves our educational, health and economic outlooks with the potential for immediate and long-term success in these fields.

There will be barriers in the way to delivering this ambition.  The big question is if those with the will, and more importantly access to the purse strings, can see beyond the problems with delivery today and look towards the solutions it will provide tomorrow.

Owen Hathaway
National Education Union

Now it's time to let us have your thoughts. Use the Comments section below to share your views.

Sport Wales has launched 'My Welsh Sport - The Conversation', an opportunity for everyone in Wales to give their view on Wales's sporting future.

For more information and to give your views visit www.mywelshsport.wales 

You can read the Welsh version of this thought piece here.

Comments

  1. I think some of the problem is that "sport" is increasingly focused on the core of getting an "education " in sport or PE. While a certificate of education is a good thing, I do feel that sport in schools is no longer fun. I ask my nieces and nephews about school sport and they all dislike it, one nephew plays cricket two nieces play tennis at county level yet they do not like school PE.
    I do feel that less pressure in school sport, more varied sports and possibly welcoming outside qualified coaches from local clubs to run after school sports would be of benefit to both pupils and the school. Yet when I asked two local schools if they wanted help in delivering archery I didn't get a reply from one school and the other school while seeming to be interested went no further than a coversation.

    Take archery: As a sport it isn't physically demanding, it can be integrated in to History, English/Welsh lessons and Math. Yet it isn't widely used. Archery can be a sport that can be great for children that are not keen on the core school sports, have a disability or are injured.

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