Nottingham schools have given their thoughts on government plans to extend school weeks to 32.5 hours across the board. One head teacher said it could in some cases "lead to disruption" and that "quality provision" must be prioritised.
David Phillips, head teacher at Chilwell Secondary School, said there would only be a "minor adjustment" for his pupils, who attend for 32 hours a week at present. "Very simply it's about the quality of provision a school is putting in place," he told Nottinghamshire Live. "It seems to a certain degree to be an element of tinkering. It may just involve having 10 minutes at the end of the day.
"To go down that road could be disruptive, what should be looked at is the quality of provision to enhance learning. It would be a small adjustment for us and may be just a case of extending registration in the morning." Mr Phillips said that the government should be focussing on "making sure we have got quality staff and holding onto that".
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Schools will be asked to ensure their week is at least 32.5 hours long by September 2023 in the forthcoming White Paper, it has been revealed. The Schools White Paper, published in full on Monday, will detail how school weeks should run for at least 32-and-a-half hours, from for example 8.45am to 3.15pm Monday to Friday.
While most school weeks across primary and secondary schools in England cover this length of time, the Department for Education said there are some “discrepancies” which could see a pupil who receives 20 minutes’ less teaching time per day lose out on around two weeks of schooling per year. As one of several measures set out in the White Paper, the DfE said the change aimed to build upon the Government’s Levelling Up mission for schools, which aims for 90% of pupils leaving primary school to have reached expected standards in numeracy and literacy.
Amanda Dawson, head teacher at Mellers Primary School in Radford, said her school already met this requirement. "It's what I already assumed that I had to do," she said. "I imagine most schools will be complying to that."
Liz Anderson, chief executive officer at Djanogly Learning Trust, which runs eight schools across Nottinghamshire and Derbyshire, added: "We already offer breakfast clubs at our academies and a wide range of enrichment opportunities for all children as part of an extended day. In addition, we offer individualised programmes for our children to ensure that they have every opportunity to catch-up on learning and make accelerated progress in order to reach their potential and be fully prepared for the next stage of their education.”
On Tuesday, the long-awaited Special Educational Needs and Disability (Send) Review will also be published.
“The Send and alternative provision green paper will build on education support and change the culture and practice in mainstream schools to be more inclusive, helping the workforce to adapt to every pupil’s needs,” the DfE said.
The Labour Party’s shadow education secretary, Bridget Phillipson, said that the proposals amounted to telling most schools to “carry on as normal”. She said that after two years of “pandemic chaos” the plan would leave parents, teachers and pupils “wondering where the ambition for children’s futures is”. “For almost eight in 10 schools, the Education Secretary’s big idea is to carry on as normal,” she said.
“Hundreds of thousands of primary children live in an area with no ‘good’ schools, the gap in learning between the most and least well-off pupils has widened during Covid, four in 10 young people leave education without the skills they need and young people are experiencing a mental health crisis. Yet the government has no answers,” Ms Phillipson said.
Labour pointed out that 75% of schools had days that met the average length of between six hours 15 minutes and six hours 35 minutes. Headteachers have also said they are “unconvinced” of the benefits of a minimum expectation for the length of the school week.
Geoff Barton, general secretary of the Association of School and College Leaders, said: “We are unconvinced by the benefits of introducing a minimum expectation on the length of the school week of 32.5 hours.” He said that the vast majority of schools already met this expectation or came “very close” to meeting it, and that it was important to understand the factors that might lead to a shorter week in some schools.
“For example, it may be the case in some rural schools that start and finish times are affected by transport arrangements,” he said. “Adding time on to the school week may sound straightforward, but there are many issues which need to be considered in individual schools, and we would encourage the government not to rush any changes.”
“We look forward to seeing the full details of the schools white paper and the SEND and alternative provision green paper,” he added. And Paul Whiteman, general secretary of school leaders’ union NAHT, said: “We hope that during the year before these proposals are implemented, there can be a review of the evidence supporting this plan.”
“Simply adding five or ten minutes to a day is unlikely to bring much, if any, benefit. The government says it will be guided by evidence – they need to meet that undertaking,” he said.
Kevin Courtney, joint general secretary of the NEU teaching union, said that the education sector was “crying out” for a Schools White Paper and Send Green Paper that addressed “the huge challenges that battered and bruised schools face to support all their pupils during and beyond a pandemic”.
“The expectation of a 32.5 hour week for pupils is a classic example of Government trying to hit a target but missing the point,” he said.
“The vast majority of schools’ days are of this length or a little more or less. We are looking for much more sophisticated change.”
“Where is the multifaceted recovery plan? What should happen in the extra 10-15 mins some pupils will now spend in school? How will pupil wellbeing and education staff workloads be improved to ensure their time together is as impactful as both want and deserve?” he added.
“Children, parents and those that teach and support them need more from a government policy platform than easy headlines like this.”
Education Secretary Nadhim Zahawi said: “Every child deserves support from excellent teachers, who in turn deserve to be backed by a supportive and inclusive school, whether they live in Doncaster or Dartmouth, whether they plan to study T-levels or A-levels, whatever their background.
“Over my time as Education Secretary, my guiding focus has been creating opportunity for all, with strong schools and great teachers for every child. Every plan and policy I will set out in next week’s Schools White Paper works towards this goal.
“The Schools White Paper, closely followed by the Send Green Paper, will demonstrate levelling up in action, delivering fairness for every child and making sure nobody is left behind.”
