The start of a new year is a time for reflection - on how much we (hopefully) enjoyed time with our loved ones, and on our bulging waistlines. But I have also reflected on work, as did headteacher colleagues who provided dozens of responses when I asked this question: “What would you wish for in 2023?”
At the top of the list came an undifferentiated wage rise. There’s a great deal of frustration and anger around the Scottish government once again seeking to impose a cap on promoted postholders’ wages, trying to save some money by reducing the salaries of those earning above £60,000 - a shortsighted financial policy that only serves to further diminish the number who would choose to seek a promotion and exacerbate the headteacher recruitment crisis.
Linked to that, there is a wish to see a new job-sizing toolkit that more accurately reflects the 21st-century roles of all promoted postholders, and headteachers and principal teachers of guidance in particular.
While that was top of the list, there was a wealth of other ideas that may or may not catch hold as the year progresses. A four-day week and outdoor learning to address mental health concerns in schools and society have more than a few proponents, as did more nationally provided and directed additional support needs funding and specialist training.
Also popular was the empowerment for state schools to break from local authorities and establish more schools in the mould of Jordanhill School, where schools hold more of the finance and the opportunity to use their finances to buy in services, such as mental health counsellors or specialised tutors to cater for local contexts: academic, health or career-related.
The variety of truly interesting and ambitious system-wide change ideas included abolishing the Regional Improvement Collaboratives and reducing the number of local authorities to save money. Savings could then contribute to the establishment of a learning directorate, with serving heads supporting the leadership of more effective and tailored collaborative groups.
Indeed, having headteachers on all the educational review boards was highly desired. It was felt that this would more likely result in a more coordinated and sensible pace of change, while ensuring both practical and local contexts were considered.
Headteachers wish the Muir report to be followed in full. Redesigning both Education Scotland and the Scottish Qualifications Authority and having school leaders more centrally involved would ensure clarity or understanding and awareness of local contexts, as well as more experienced, practical school leadership at the heart of the decision-making process. Reducing bureaucracy would also save millions of pounds that could prevent anticipated school-level cuts for 2023.
Similarly, they wish to see Professor Hayward’s Independent Review of Qualifications and Assessment (the consultation deadline for which falls on Friday 13 January) produce transformational change in the way we assess learners. There is deafening demand to end the annual high-stakes exams and narrow benchmarking that merely serve to produce inaccurate and misleading school league tables (league tables that pressure schools to make narrow curricular choices); the current approach also fails to provide a breadth of subject and award body choice that would best serve individual learners’ pursuit of their desired careers.
We must recognise holistic success in all schools. Academic and career-related experiences must have parity of resource as well as esteem to ensure our learners are best placed to make their way in life. Foundation Apprenticeships, NPAs (National Progression Awards) and non-credited work experience are as important, if not more so, than simply acquiring as many Highers as possible.
Fairness and equity continue to be central to the call for national school funding and staffing formulas. There is a view that rural schools suffer from underfunding and that the government does not recognise the geographical costs related to services, travel and recruitment. Others believe that some local authorities keep their budget allocation to schools suitably high, while other councils’ central staffing levels are unnecessarily inflated and costly, reducing school staffing levels - which in turn creates very inequitable pupil-staff ratios and school budget allocations across the country. Headteachers want a level playing field.
The wish for further school empowerment is as strong as the call for fair wages. And education secretary Shirley-Anne Somerville has reignited the desire for empowerment: the “headteacher charter” is back on the table, with Education Scotland promoting the concept and opportunities for engagement around this issue. Devolved school management and job-sizing reviews are also in the mix of the wealth of educational reviews being led by Claire Hicks, director of education reform, who has also sought to include headteachers more fully in the reforms.
It seems to me that there is light in the tunnel and that headteachers will eagerly make their way towards that light - and that at least some of their new-year wishes will come true.
Peter Bain is executive headteacher of Oban and Tiree schools, vice-president of School Leaders Scotland and chair of the BOCSH group of headteachers
