Ep 169: Listener Q+A: Exploiting Teacher Free Time, Missing Equipment & Trusting School Staff!

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Hello everyone, Welcome back to
another episode of Teach Leap

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Repeat.
My name's Hayden.

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I'm.
Not I'm not entertaining it.

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My name's Hayden.
No.

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No, no, Gotta say it.
You find I started.

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You gotta say it.
I'm Dylan.

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Yeah.
Thank you.

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And this is AQ.
Here we go, Special.

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Here we go.
It's not special, it's.

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A special Q&A that we do every
single week.

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Messed up completely.
It's always special.

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When you try and do something
you're not trained in.

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Anyway guys, welcome back to
another episode.

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Hope you're happy.
I don't know where to go now

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because I've not been able to
say my line.

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I always say.
I thrown you are I think we're

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gonna straight into questions.
See you and then we can just try

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and ignore the fact that you
completely my day.

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Yeah, it's weird that I'm not
trained in starting it.

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But you're not trained into any
other part of the episode, is

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it?
Is that how it works?

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Is it?
Thank you.

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I'm only trained in complete and
utter control.

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I need autonomy to do the exact
same thing every single week.

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Exactly that if you want to ask
us a question in the future,

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however, you can go down to the
description and join our

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WhatsApp community where you get
access to priority questions.

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You can put in your form and
we'll go through all of the good

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stuff.
Hate them.

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Without further ado, one thing
we need to mention, the very,

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very, very, very last chance to
go to Instagram.

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If you're listening to this
podcast episode on release day,

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go and enter because this week
we're announcing the winner of

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our.
Launch giveaway.

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Which is worth. 1. 1000 lbs
Dream on, dream on, dream on,

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dream on.
Well, well, well, you might win

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£1000 worth of prizes, right?
Yeah, I've got a meme stuck in.

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That way I can tell.
I can tell.

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I feel good now.
Yeah, that's everything released

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from the annoyance.
So that didn't start.

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It really did look like you were
releasing some sort of demon.

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Something was.
Being released Wow 1000 lbs

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though 500 lbs of school
vouchers for your school to get

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books and £500 worth of goodies
for you.

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It's completely free to enter
and it's to celebrate maths to

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the launch of our fluency and
arithmetic platform, which we're

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really excited to be starting to
roll out into schools.

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Hayden Yes.
Do you want me to read the

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first?
One or I'm going to read the

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first one.
Because normally you read it, so

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you get to introduce it and
read.

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I'm getting but I've been
practising my reading obviously

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so I'm getting better.
Here we go.

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This is an anonymous submission.
I'm a trainee teacher with most

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of my experience in upper key
stage 2 and love being able to

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use whiteboards for the children
but no idea how to stop the

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constant drawing.
What's your opinion on each?

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He can't read.
I can't read.

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What's wrong with me?
He can't read.

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Carry on with me.
Keep going.

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What's your opinion on giving
each child their own pen at the

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beginning of the year as a as a
right, right, It's too much

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better watching me.
Everyone's listening and

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watching and it's too much.
Pressure can I just say people

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listening as well.
We have restarted this question

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twice before this because he
genuinely.

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Can't read it.
No, the first time there was a

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typo.
OK, that's not my.

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That's not on me.
Crack on me, that's not on you.

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You're the.
Professional what's?

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Excuse me, Dylan, I'm asking you
a question here.

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It's pretty serious.
What's your opinion on giving

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each child their own pen at the
beginning of the year as a

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responsibility for them?
My previous school did this with

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their handwriting pens and most
children haven't lost them, but

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maybe the allure of the
whiteboard pen is too much.

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Well done.
Can you please read out the

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emoji as well?
Is that right?

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You gotta start crying as well.
What emoji is that?

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Laughing cry emoji.
Okay, so I think this question

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does come in two parts.
First part is like the constant

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drawing on whiteboards, which my
goodness me, I can absolutely

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relate to.
I really, as my career went on,

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my use of whiteboards diminished
lower and lower and lower.

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And there were lots of people
out there going whiteboards are

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fantastic for on the spot
assessment and knowing where

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your children are right there
and then and adapting.

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Yeah.
But yeah.

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Yeah, it's absolutely true.
That is true.

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But you can do it without using
a whiteboard as well.

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And I used to love whiteboards,
don't get me wrong about the act

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of doing it, but it just became
so much of an annoyance.

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Not only the constant drawing
and the doodling whilst you're

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trying to talk.
Some children can doodle and

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listen, I know before someone
comes at me and says, well,

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actually it's good for some
children, I know that.

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Do you not think I understand
that?

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But you?
But you're also just ridiculous

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if you just ignore the fact that
some children are distracted by

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it and therefore learn less,
that also exists.

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And that was frustrating.
So I ended up moving more

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towards just writing on paper.
Like for example in maths, loads

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of assessment for learning,
constantly getting the children

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to do stuff.
I did it, I modelled it, they

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tried it together, they did it
independently.

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Whenever they were doing it.
I always did it in books, not

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only just because of the
annoyance of the whiteboards and

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the running out of the pens,
etcetera, but also because like

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books had square paper, you
could learn any digits properly.

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It kind of gave it that prestige
of let's do this properly and

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get it right.
So I think there's lots of

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reasons.
That's my answer.

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The first one.
Well you also hate trees as well

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don't you?
So you thought why do it on

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something?
Or I can just wipe it away when

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I can waste trees.
Listen, there's an eco argument

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for for for whiteboards.
I agree.

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Why do it on paper when you can
do it on plastic?

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Yeah, yeah.
He probably gets thrown away.

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Come on, Dylan.
And the bends that run out

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constantly and you know what,
every three days that'll fill

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the landfill, but it'll look
good because not doing it in a

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book.
So yeah, I don't know what the

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line is there, but I just, I got
really frustrated by it.

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The constant drawing.
It doesn't matter how good your

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behaviour management is.
It does not matter.

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Kids will draw on whiteboards
when they shouldn't.

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OK, so let me just get that
straight to you right now as a

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trainee teacher, don't think
it's a you problem that kids are

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writing on your whiteboard.
No, you walk into any lesson in

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the country and the land and
there'll be someone duelling on

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the whiteboard, of course.
And when behaviour gurus come

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and say just silently take it
off them and get them to stop

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doing it.
Are you real?

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Like, like, thanks for that
advice.

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I did try that.
I did do that.

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Actually, I've never thought of
no.

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I've stopping them doing nothing
I don't want them to do.

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I've never thought of stopping
them.

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I've never thought of trying to
make them not do the thing.

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Wow, thank you behaviour
consultant, that's really

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helpful.
It's like, come on, honestly.

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So I'm gonna, I'm gonna stop
there.

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I'm just gonna finish with the
first part of this question,

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which is about constant.
Drawing.

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What about the pens then?
So I'm.

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Throwing it over to you here
cuz.

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You freak to me.
Yeah, no, cuz you've spoke about

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this before.
We've had discussions.

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I want to hear what you think
about labelling equipment.

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For children, OK right.
I genuinely don't know if like

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this is just a me problem or if
it's a valid point so you can

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tell me, but I hate the whole
like labelling of equipment and

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giving children their named pens
or named whatever because I just

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find it's a great start.
It's always day one, brilliant

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day 2.
Already someone has lost their

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pen with their name on it.
And then you've got to make the

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decision.
You've just done a whole spiel

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the day before about how
important is to look after it.

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Now you're going to in front of
the whole class, show them that

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I'm going to give you another
one anyway, because I do need

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you to write.
I'm always just like I just

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what's the point?
And then they all the kids that

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would normally mess around and
lose it and then like, OK, cool,

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it doesn't matter.
It doesn't matter.

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I'll do exactly what it's going
to do anyway.

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It's just that my it's got a
name on it and now my teacher

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has to waste time giving me a
new label every single time they

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give me a pen and writing my
name back on it again.

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Like it's just so annoying.
Do.

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You not think, though, do you
not think it does have, like, a

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positive impact on the whole,
though?

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Like, some children might mess
around, but sure.

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But like, you're talking about,
like, literally losing pens.

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But I think what it does really
well is people who are, you

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know, hitting their pen against
the table, splatting it

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everywhere, breaking it, being
silly with it, and then taking

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someone else's pen when their
pen stops working.

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Yeah, it's harder to do that
because, well, that person

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person's got my pen, it's got my
name on it.

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So like there are different ways
in which, you know, equipment

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can get destroyed or lost or not
used properly that labelling it

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could be helpful.
I completely agree.

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There are obviously some pros to
it.

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I've just found from my personal
experience and I have tried it

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many, many times for different
years, it's not worth the

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effort.
Like I'll do it and there might

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be some tiny pros, but it's just
not worth it.

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And it's hard to maintain when
you've got a few of these little

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systems going on when you go, Oh
yeah, I'll do this because

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that's nice and we'll label this
and we'll have a table name for

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that.
We'll do.

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And like we just have little
things where you did it in the

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summer holidays, you'd like set
it all up and then your midterm

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and you know, there's so many
things to do.

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It was a bit like we used to
have to put book covers on our

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books.
I know a lot of schools still do

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that.
I always found that a complete

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pain because if I didn't just
pre prepare book 2 and the book

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3 at the beginning of the year,
all the covers put on.

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There was always that time in
the year where someone was like,

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oh, I need a new book right at
the start of the lesson.

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You haven't got one with the
cover on you got now.

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Now you got to do it after
school or it was just annoying,

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the little maintenance things
that I felt feel like as a

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teacher, we've talked about
decisions and fatigue before and

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you know, option paralysis.
You just got to cut some stuff

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back.
And to me, this falls into that

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camp of it's a, it's a nice
idea, but I can't be bothered to

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maintain that.
It doesn't have that much of an

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impact.
Just don't bother.

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I can't bother to be that good
of a teacher.

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Yeah, literally between us,
we've just stopped using

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whiteboards.
We've stopped labelling things.

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Anything that requires effort is
what we're saying.

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No displays.
I'm going to stand at the front

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and you're going to bloody.
Listen, when do you think I

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would do that?
I just get my contract out kids.

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I was too busy recording a
bloody podcast about how I've

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got no time to do that.
Yeah, that's my run.

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It's it's about professional
judgement.

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Yeah.
I think this falls under the

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massive umbrella in the middle
of this to two extremes where

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it's like, what you talking
about?

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You're a teacher.
Of course you do this thing.

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Every teacher in the country has
to do this thing.

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And then there's the other end,
which is like, of course you

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00:08:36,880 --> 00:08:38,320
don't do this thing.
You're a teacher.

229
00:08:38,320 --> 00:08:39,840
What a waste of your time.
It's ridiculous.

230
00:08:40,039 --> 00:08:42,880
This for me falls under that,
that very grey area which is

231
00:08:42,880 --> 00:08:45,400
what a lot of people struggle
with in teaching, which is that

232
00:08:45,600 --> 00:08:47,360
it is genuinely down to your
professional judgement.

233
00:08:48,000 --> 00:08:50,280
It is genuinely OK if you do
this and it's genuinely OK if

234
00:08:50,280 --> 00:08:51,360
you don't.
And you might have reasons

235
00:08:51,360 --> 00:08:53,480
behind it.
And that's where I think a lot

236
00:08:53,480 --> 00:08:57,200
of, I would say a lot of schools
and management fall down is when

237
00:08:57,200 --> 00:08:59,520
they look at this grey area,
which should be at the

238
00:08:59,760 --> 00:09:03,040
discretion of the professional
teacher to decide what they

239
00:09:03,040 --> 00:09:05,760
should and shouldn't do.
They look at this grey area and

240
00:09:05,760 --> 00:09:08,480
they decide for them.
So for example, from the top

241
00:09:08,480 --> 00:09:11,440
down, imagine everyone saying
you must now label every single

242
00:09:11,440 --> 00:09:13,560
pen you give to a child.
And if a child loses 1, you can

243
00:09:13,560 --> 00:09:15,560
have two pens across the other.
They can get enough 2 pens.

244
00:09:15,560 --> 00:09:17,600
They have to use a pencil now.
And every single time they get a

245
00:09:17,600 --> 00:09:18,560
new pen, you have to label it
again.

246
00:09:18,560 --> 00:09:20,160
And you have to be constantly
reminding them about that.

247
00:09:21,000 --> 00:09:23,080
I don't.
Honestly, teachers, we don't

248
00:09:23,080 --> 00:09:24,280
need that micromanage.
Yeah, I.

249
00:09:24,880 --> 00:09:26,520
Agree, And there might be
teachers out there who choose to

250
00:09:26,520 --> 00:09:29,160
do it and it works for them.
Let's not just look at that and

251
00:09:29,160 --> 00:09:30,480
go.
Therefore, everyone must do it

252
00:09:30,480 --> 00:09:31,880
all the time.
Because you know what?

253
00:09:31,880 --> 00:09:34,800
In that grey area, everything
works for someone.

254
00:09:35,280 --> 00:09:38,720
So if the only criteria for what
a teacher should and shouldn't

255
00:09:38,720 --> 00:09:42,080
be doing is that another teacher
does it and it works, then we'll

256
00:09:42,080 --> 00:09:43,240
be doing everything.
Yeah.

257
00:09:43,240 --> 00:09:44,560
So we have to cut back.
Exactly.

258
00:09:44,560 --> 00:09:46,520
That's such a good point.
Yeah, we'll just be taking every

259
00:09:46,520 --> 00:09:48,400
single practise ever.
It'd be completely unmanageable

260
00:09:48,400 --> 00:09:50,880
if we're doing that.
It kind of reminds me that it's

261
00:09:50,880 --> 00:09:53,240
like a very similar situation,
but I just know you'll you'll

262
00:09:53,280 --> 00:09:56,200
get this as well of like when
you get to a certain point in

263
00:09:56,200 --> 00:09:58,280
the academic year, budgets are
weird, right?

264
00:09:58,280 --> 00:10:01,040
And you have to and most schools
will then be thinking it's

265
00:10:01,040 --> 00:10:02,920
coming into a new financial
year, we need to wrap up this

266
00:10:02,920 --> 00:10:04,720
financial year and then you
might have to get certain orders

267
00:10:04,720 --> 00:10:06,080
in earlier.
Whatever.

268
00:10:06,120 --> 00:10:07,880
How are we going?
To afford.

269
00:10:08,120 --> 00:10:08,960
Maths.
I guess we'll just have to

270
00:10:08,960 --> 00:10:10,480
guess.
Funny enough, I haven't even

271
00:10:10,480 --> 00:10:11,720
showed you this yet, but the
next question.

272
00:10:11,720 --> 00:10:13,320
Is literally.
I'll get to it in a second.

273
00:10:13,320 --> 00:10:16,200
Stay tuned.
But there's been situations

274
00:10:16,200 --> 00:10:19,880
before across my whole career
where I'm running out of pens in

275
00:10:19,880 --> 00:10:22,080
general, like handwriting pens
or whiteboard pens, whatever it

276
00:10:22,080 --> 00:10:24,280
is.
And I'll say I need more pens.

277
00:10:24,280 --> 00:10:26,840
And it's like, we can't get more
pens yet.

278
00:10:26,840 --> 00:10:27,800
We gotta wait for the next
budget.

279
00:10:27,800 --> 00:10:29,280
Now it's too late to order more
pens.

280
00:10:29,280 --> 00:10:32,040
And I'm just always sort of
thinking, OK, but what do you

281
00:10:32,040 --> 00:10:35,720
want me to do then?
Like, I'm not the one with the

282
00:10:35,720 --> 00:10:38,160
policy of how these books look.
I actually don't care.

283
00:10:38,160 --> 00:10:40,880
I'll do it all on white boards
and thought, if you want, I

284
00:10:40,880 --> 00:10:44,840
don't do any marking then.
So it's not an answer like, oh,

285
00:10:44,840 --> 00:10:47,120
I need more pens.
Oh well, there's none.

286
00:10:47,560 --> 00:10:50,040
OK, I'll go home then.
Wait, can I see your books,

287
00:10:50,040 --> 00:10:51,800
please?
Yeah, it's not been underlined

288
00:10:51,800 --> 00:10:52,880
in a purple pen.
Yeah.

289
00:10:52,960 --> 00:10:54,240
That's not been, that's not been
highlighted.

290
00:10:54,240 --> 00:10:57,320
In the orange Penny and I told
you it's a school.

291
00:10:57,600 --> 00:10:59,640
What do you think I'm doing with
the pens, by the way?

292
00:11:00,280 --> 00:11:02,520
Sorry, very quickly, just just
letting you all know, school

293
00:11:02,520 --> 00:11:04,640
staff, that we will be doing a
book look later about the use of

294
00:11:04,640 --> 00:11:05,760
worksheets that we've
implemented.

295
00:11:06,040 --> 00:11:07,440
Also, there's no paper left for
print.

296
00:11:08,040 --> 00:11:10,120
There's no Yeah.
Yeah, and we're monitoring how

297
00:11:10,120 --> 00:11:11,680
much everyone prints.
And we've got a leaderboard here

298
00:11:11,680 --> 00:11:13,520
and you have been printing more
than anybody.

299
00:11:13,760 --> 00:11:15,080
Why is that?
I don't know.

300
00:11:15,080 --> 00:11:16,920
Do you want to?
Do you think I'm printing stuff

301
00:11:16,920 --> 00:11:19,880
for me?
Do you think I've printed 1200

302
00:11:19,880 --> 00:11:21,520
sheets this month for me to take
home?

303
00:11:21,960 --> 00:11:23,760
I just love completing Roman
worksheets.

304
00:11:24,080 --> 00:11:25,200
I just love it.
I just love it.

305
00:11:25,200 --> 00:11:26,400
It's just for me.
It's weird because your

306
00:11:26,400 --> 00:11:27,600
partner's teacher hasn't printed
any.

307
00:11:27,600 --> 00:11:29,400
Yeah, you think maybe I've
printed both of us?

308
00:11:29,640 --> 00:11:32,000
Yeah.
Wonder if it worked that way.

309
00:11:32,520 --> 00:11:34,760
One person in each year groups
printed four times as much as

310
00:11:34,760 --> 00:11:35,800
something.
Yeah.

311
00:11:36,120 --> 00:11:37,080
Yeah.
I wonder why.

312
00:11:37,080 --> 00:11:38,160
Sharing it out.
Yeah.

313
00:11:38,440 --> 00:11:42,160
Honestly stupid analysis of
paper and resources.

314
00:11:42,160 --> 00:11:44,240
It drives me crazy.
Right, come on, you had a maths

315
00:11:44,240 --> 00:11:45,400
question then.
Yeah, this is really funny.

316
00:11:45,400 --> 00:11:46,440
It's anonymous, annoying.
I want.

317
00:11:46,440 --> 00:11:49,520
To know it's good.
I can guess, apparently you guys

318
00:11:49,520 --> 00:11:53,240
have started a new business dot
dot dot maths goo is it?

319
00:11:53,640 --> 00:11:56,520
So come on then, what's your
favourite feature so far and

320
00:11:56,520 --> 00:11:58,560
what's your favourite feature in
the pipeline for the future?

321
00:11:59,000 --> 00:12:01,280
So a nice question.
Yeah, a nice question hidden in

322
00:12:01,280 --> 00:12:03,760
someone just taking a Mick.
That's my favourite.

323
00:12:03,800 --> 00:12:05,120
Maths goo.
Maths goo?

324
00:12:05,120 --> 00:12:08,160
No, it's called Maths Zoo and we
talked about it a lot and we're

325
00:12:08,160 --> 00:12:09,960
really excited about it.
And guys, you're gonna, you're

326
00:12:09,960 --> 00:12:11,960
gonna hear a lot about it.
I'm sorry, but I think it's

327
00:12:11,960 --> 00:12:13,720
gonna be.
Don't be so powerful.

328
00:12:13,720 --> 00:12:15,480
I'm not really.
I'm just paying lip service.

329
00:12:15,680 --> 00:12:17,440
I'm not sorry at all because I
think it's gonna be really

330
00:12:17,520 --> 00:12:19,960
powerful for so many kids.
So maths in general, it's our

331
00:12:19,960 --> 00:12:23,320
fluency as a repetitive platform
and the huge thing for us.

332
00:12:23,520 --> 00:12:25,320
And I'm going to talk about a
generic feature, maybe you can

333
00:12:25,320 --> 00:12:27,520
go into detail about something,
but I'm going to talk about in

334
00:12:27,520 --> 00:12:30,320
general because we've had this
in the pipeline and build,

335
00:12:30,320 --> 00:12:32,080
building this for six to nine
months.

336
00:12:32,080 --> 00:12:34,160
I think in terms of it becoming
an idea.

337
00:12:34,360 --> 00:12:35,560
Then we met the right people.
Obviously.

338
00:12:35,560 --> 00:12:37,720
You had our discussion on Monday
with Sophie and Band about maths

339
00:12:37,720 --> 00:12:39,840
Soon.
It's launch and it's been a

340
00:12:39,840 --> 00:12:41,480
while.
It's been a long time coming.

341
00:12:42,320 --> 00:12:45,640
And in that process, the
curriculum review was released

342
00:12:46,240 --> 00:12:51,000
and maths had such a heavy focus
on how in the new curriculum and

343
00:12:51,000 --> 00:12:54,040
moving forward, children have to
get the foundations right.

344
00:12:54,320 --> 00:12:56,720
We have to have more of a focus
on fluency.

345
00:12:56,960 --> 00:12:59,960
And that was what we've been
saying for years and what we've

346
00:12:59,960 --> 00:13:02,640
been doing in our practise in
the classroom for years, because

347
00:13:02,640 --> 00:13:07,120
we noticed a slide towards way
more problem solving because of

348
00:13:07,120 --> 00:13:09,600
the new curriculum in 2014,
which is a good aim to have.

349
00:13:09,600 --> 00:13:12,040
We need children to problem
solve but like the curriculum

350
00:13:12,040 --> 00:13:14,640
review, as you said, too many
children aren't securing the

351
00:13:14,640 --> 00:13:17,520
foundations, which therefore
means they're not getting the

352
00:13:17,520 --> 00:13:19,640
quality problem solving
opportunities because they

353
00:13:19,640 --> 00:13:22,360
literally can't do the maths in
order to solve the problem.

354
00:13:22,600 --> 00:13:24,320
So we have to get the
foundations right.

355
00:13:24,320 --> 00:13:27,080
And I love the link the
curriculum review made with the

356
00:13:27,080 --> 00:13:29,520
outcomes for children 16 to 18
who are getting their

357
00:13:29,520 --> 00:13:32,160
qualifications in maths, which
has a direct impact on their

358
00:13:32,160 --> 00:13:35,320
further education and their job
prospects because you need maths

359
00:13:35,920 --> 00:13:40,200
that was being affected directly
all the way down to key stage 1

360
00:13:40,440 --> 00:13:42,200
where the foundations weren't
being properly.

361
00:13:42,960 --> 00:13:45,880
And what I will say about maths
too is that it is literally

362
00:13:45,880 --> 00:13:49,600
about fluency and getting the
maths right and getting the base

363
00:13:49,600 --> 00:13:52,520
knowledge and understanding of
how number works and giving the

364
00:13:52,520 --> 00:13:56,000
teacher the power to understand
what children can and can't do

365
00:13:56,120 --> 00:13:58,280
and implement quick
interventions and get them

366
00:13:58,280 --> 00:14:02,560
better at maths early throughout
primary school so that they can

367
00:14:02,560 --> 00:14:05,960
excel when they get older.
And for me, it's easy for me to

368
00:14:05,960 --> 00:14:07,840
say because we're the ones
building it and involved in it,

369
00:14:07,960 --> 00:14:11,320
But I can't express enough how I
think this is going to be so, so

370
00:14:11,320 --> 00:14:13,840
helpful for so many schools up
and down the country.

371
00:14:13,960 --> 00:14:17,360
Couldn't agree more I that the
timing couldn't have been more

372
00:14:17,360 --> 00:14:18,480
perfect.
Could we felt.

373
00:14:18,480 --> 00:14:21,440
I know we've said this before,
but we felt so vindicated when

374
00:14:21,440 --> 00:14:23,120
this because we didn't know it
was coming.

375
00:14:23,280 --> 00:14:26,120
We genuinely had no idea the new
curriculum review was coming out

376
00:14:26,120 --> 00:14:29,160
when it came out.
Like not whispers, not six

377
00:14:29,160 --> 00:14:32,960
months before when we'd started
building MASU or even 2 years

378
00:14:32,960 --> 00:14:36,480
before when genuinely when
realistic, the concept was there

379
00:14:36,480 --> 00:14:38,000
in our minds.
We just know how to sort of go

380
00:14:38,000 --> 00:14:39,640
about it.
So when it came out, we were

381
00:14:39,640 --> 00:14:41,840
like, and it just completely
aligned with literally

382
00:14:41,840 --> 00:14:43,400
everything we were doing.
We felt like we're making that

383
00:14:43,400 --> 00:14:44,640
move.
We we felt like we'd been quite

384
00:14:44,640 --> 00:14:48,440
bolshy to say, do you know what?
Actually we need to nail fluency

385
00:14:48,440 --> 00:14:50,840
and get arithmetic and get
processes right and get the kids

386
00:14:50,840 --> 00:14:53,440
doing the mouse.
It feels, it felt almost like

387
00:14:53,640 --> 00:14:55,960
people.
No, no, no, no, no, no.

388
00:14:55,960 --> 00:14:58,640
Mastery is all about and only
about problem solving and

389
00:14:58,640 --> 00:15:00,120
reasons.
I want it's not.

390
00:15:00,120 --> 00:15:02,040
I think it's just a missing
people have misinterpreted.

391
00:15:02,160 --> 00:15:03,280
It well, it's an.
End goal.

392
00:15:03,320 --> 00:15:04,520
It's an end goal.
Yeah, exactly.

393
00:15:04,520 --> 00:15:07,600
And people and, and I just think
like we've said before that it's

394
00:15:07,600 --> 00:15:10,880
a great end goal, but the
emphasis did dwindle away from

395
00:15:10,920 --> 00:15:12,360
the the actual fundamentals
below.

396
00:15:12,360 --> 00:15:13,960
I'm not saying no one did it at
all.

397
00:15:14,120 --> 00:15:15,600
It's just it just dwindled away
a bit.

398
00:15:15,600 --> 00:15:18,640
The curriculum review actually
said there's people are sort of

399
00:15:18,640 --> 00:15:21,160
rushing through or even just
going through what they thought

400
00:15:21,160 --> 00:15:23,240
was a decent pace to get to the
freezing problem solving.

401
00:15:23,440 --> 00:15:26,560
And the children were left with
a superficial understanding of

402
00:15:26,560 --> 00:15:29,600
the fluency, the fundamental
like literally how to do the

403
00:15:29,600 --> 00:15:31,480
processes.
Oh no, it's been presented

404
00:15:31,480 --> 00:15:33,200
slightly differently.
And then all their cognitive

405
00:15:33,200 --> 00:15:36,000
load was on that rather than the
problem they're trying to solve.

406
00:15:36,160 --> 00:15:38,160
So kids just need to become way
better at doing that.

407
00:15:38,160 --> 00:15:39,280
And it fell at the time, didn't
it?

408
00:15:39,280 --> 00:15:42,160
A bit like all going against the
grain, even though clearly

409
00:15:42,160 --> 00:15:43,600
that's what it was always meant
to be.

410
00:15:43,720 --> 00:15:46,200
Yeah, completely.
And I think there's a couple of

411
00:15:46,200 --> 00:15:49,560
pushbacks that come from on
Mastery in the new curriculum.

412
00:15:49,840 --> 00:15:51,840
And it makes sense people have
these push backs, but I think

413
00:15:51,840 --> 00:15:54,960
there are answers to it.
And the 2 push bucks are #1

414
00:15:55,080 --> 00:15:57,120
every child should be problem
solving all the time.

415
00:15:57,600 --> 00:15:59,640
And it seems as if what we're
saying is against that.

416
00:15:59,640 --> 00:16:01,400
Like, yeah, problem solving is
an end goal, we should get there

417
00:16:01,400 --> 00:16:03,880
eventually.
No, no, no, you're absolutely

418
00:16:03,880 --> 00:16:05,080
right.
We should be problem solving all

419
00:16:05,080 --> 00:16:07,000
of the time, but only in maths
we're fluent with.

420
00:16:07,360 --> 00:16:10,040
So if you're a year 4 child, you
won't be necessarily fluent yet

421
00:16:10,040 --> 00:16:12,040
in that year 4 maths.
It doesn't mean you shouldn't

422
00:16:12,040 --> 00:16:14,000
problem solve.
It means any problems that

423
00:16:14,000 --> 00:16:16,320
you're encountering or
encountering or trying to solve

424
00:16:16,480 --> 00:16:19,080
should be embedded in maths that
you're secure with from previous

425
00:16:19,080 --> 00:16:21,200
learning.
So yeah, sure, we should always

426
00:16:21,200 --> 00:16:23,360
be problem solving, but only
with things we're fluent in.

427
00:16:23,560 --> 00:16:26,240
So when we're in year 4, let's
not give year 4 level problem

428
00:16:26,240 --> 00:16:29,120
solving to children who aren't
yet fluent in the processes.

429
00:16:29,440 --> 00:16:31,560
And the other thing is people
say no, no, no.

430
00:16:31,560 --> 00:16:35,120
It's really important that we
get a full kind of array of

431
00:16:35,120 --> 00:16:37,840
different ways of showing maths,
right, Different

432
00:16:37,840 --> 00:16:41,120
representations.
And again, what we're not, we're

433
00:16:41,120 --> 00:16:43,720
not saying that we shouldn't do
that because a lot of the things

434
00:16:43,720 --> 00:16:46,080
that come out of our mouths are
saying things like children get

435
00:16:46,080 --> 00:16:48,520
superficial knowledge.
Like you said, they're shown 7

436
00:16:48,520 --> 00:16:50,520
or 8 different ways of doing
stuff or how it's represented,

437
00:16:50,520 --> 00:16:52,400
or it's in a parthole model,
it's in a bar model, it's

438
00:16:52,400 --> 00:16:54,360
written in, it's written out for
you in the column method,

439
00:16:54,360 --> 00:16:56,040
etcetera.
It's in a word problem.

440
00:16:56,360 --> 00:17:00,760
What we're saying is that's
fantastic, but it's kind of the

441
00:17:00,760 --> 00:17:02,840
worst of both worlds that have
seen to have happened over the

442
00:17:02,840 --> 00:17:05,800
10 years, which is people have
become more aware that it's

443
00:17:05,800 --> 00:17:08,880
important and it is to show lots
of different representations of

444
00:17:08,880 --> 00:17:10,839
maths.
But then they're spending less

445
00:17:10,839 --> 00:17:13,520
time than ever on them.
So what's happening is

446
00:17:13,520 --> 00:17:16,640
previously you'd only get one
method, 80% of the children

447
00:17:16,640 --> 00:17:18,000
would get it and 20% would miss
out.

448
00:17:18,000 --> 00:17:20,680
And that was bad maths teaching
because you should show children

449
00:17:20,680 --> 00:17:23,440
lots of methods of being more
efficient or maybe even just a

450
00:17:23,440 --> 00:17:27,040
method they prefer with the end
goal of they end up choosing

451
00:17:27,040 --> 00:17:29,400
what's best for them.
So out of the seven different

452
00:17:29,400 --> 00:17:32,480
ways of going about a question,
they might like 2 of them and

453
00:17:32,480 --> 00:17:34,160
use one more than the other,
right?

454
00:17:34,480 --> 00:17:36,640
That's the end goal.
But what was currently happening

455
00:17:36,640 --> 00:17:38,880
was you were shown lots of
representations before you got

456
00:17:38,880 --> 00:17:40,360
really good at doing it.
You were showing a bar model and

457
00:17:40,360 --> 00:17:41,880
then you were showing a parthole
model you didn't really

458
00:17:41,880 --> 00:17:43,800
understand and how they worked.
Your cognitive load went on.

459
00:17:43,800 --> 00:17:45,560
What the hell am I looking at?
I can't even do the maths.

460
00:17:46,120 --> 00:17:49,560
That was worse as well.
So what we're saying here is we

461
00:17:49,560 --> 00:17:52,800
need to empower the teacher to
be able to go through these at a

462
00:17:52,800 --> 00:17:55,400
pace that suits their children
and for them to become fluent.

463
00:17:55,400 --> 00:17:57,840
That should be the aim and you
should not be worried about

464
00:17:57,840 --> 00:17:59,960
thinking I need to get to
problem solving today on this

465
00:17:59,960 --> 00:18:01,560
objective.
No, you don't.

466
00:18:01,880 --> 00:18:03,680
That's what I want to make
really clear.

467
00:18:03,680 --> 00:18:06,240
We are not saying that it's a
nonsense going through all these

468
00:18:06,240 --> 00:18:08,200
different methods and that you
shouldn't be problem solving,

469
00:18:08,200 --> 00:18:09,320
you should just wait until the
end.

470
00:18:09,640 --> 00:18:10,800
Neither of those things are
true.

471
00:18:10,920 --> 00:18:12,720
I agree.
We're just empowering that first

472
00:18:12,720 --> 00:18:14,920
step, the fundamentals.
So let's get we we kind of run.

473
00:18:14,920 --> 00:18:15,360
Off.
Yeah, Go on.

474
00:18:15,480 --> 00:18:16,200
You.
We didn't.

475
00:18:16,200 --> 00:18:18,360
Ask the question.
So my, my favourite feature so

476
00:18:18,360 --> 00:18:20,280
far, the thing I look forward to
when we're doing demos, which

477
00:18:20,280 --> 00:18:22,120
you can book by the way, and
when we're showing people the

478
00:18:22,120 --> 00:18:23,520
product.
My favourite thing I'm looking

479
00:18:23,520 --> 00:18:25,720
forward to like getting on the
screen and showing them is our

480
00:18:25,720 --> 00:18:27,160
whiteboard mode.
And I reckon you're probably

481
00:18:27,160 --> 00:18:28,800
thinking the same because I know
you love this feature as well.

482
00:18:29,000 --> 00:18:31,760
Because in, in our whiteboard
mode, essentially once children

483
00:18:31,760 --> 00:18:33,960
have completed completed a test
and you've got your gap analysis

484
00:18:33,960 --> 00:18:36,080
and maybe you're going through
the test with them.

485
00:18:36,680 --> 00:18:39,000
Not only will it show you as
you're going through each

486
00:18:39,000 --> 00:18:41,720
question which children like how
many children got it right, how

487
00:18:41,720 --> 00:18:43,240
many children got it wrong.
So you've got that instant

488
00:18:43,240 --> 00:18:44,960
analysis right there of which
ones you might want to spend

489
00:18:44,960 --> 00:18:45,520
more time on.
That's.

490
00:18:45,520 --> 00:18:46,640
My favourite feature by.
The way is it?

491
00:18:46,640 --> 00:18:48,560
Yeah, that's so.
Interesting analysis and the

492
00:18:48,600 --> 00:18:52,240
fact you can see overarching
data for all the question types

493
00:18:52,240 --> 00:18:53,400
and all the children
immediately.

494
00:18:53,400 --> 00:18:54,920
That's my favourite.
And just, I'm going to segue

495
00:18:54,920 --> 00:18:56,840
slightly for a second because
something I used to do for that,

496
00:18:56,840 --> 00:18:58,640
and I know this is powerful
because I always used to value

497
00:18:58,640 --> 00:19:00,640
this so much.
And to get around that when I

498
00:19:00,640 --> 00:19:03,040
was working on paper tests, I'd
do anything I possibly could to

499
00:19:03,040 --> 00:19:05,400
gather the information whilst
I'm doing a a weekly arithmetic

500
00:19:05,400 --> 00:19:08,120
test so that I knew which
questions I should spend more

501
00:19:08,120 --> 00:19:10,080
time on because I wanted to go
through the test immediately

502
00:19:10,080 --> 00:19:11,640
afterwards.
I always wanted to do this

503
00:19:11,640 --> 00:19:13,920
thing, but I never quite had the
tools to do it, which is why.

504
00:19:13,920 --> 00:19:15,320
It's powerful to do immediately
isn't.

505
00:19:15,360 --> 00:19:17,080
It exactly right to give you
that information.

506
00:19:17,080 --> 00:19:20,240
But on top of that, and it's my
absolute favourite bit is the

507
00:19:20,240 --> 00:19:22,000
way we've built this.
And the reason it's taken six

508
00:19:22,000 --> 00:19:25,160
months to get this this like
framework underneath it belt is

509
00:19:25,160 --> 00:19:27,280
because we have broken
arithmetic down into every

510
00:19:27,280 --> 00:19:31,160
single nuance of, of how a
question could be shown or, or

511
00:19:31,640 --> 00:19:34,200
how a misconception could appear
inside of a question.

512
00:19:34,480 --> 00:19:37,120
And we've trained it to
understand each of those

513
00:19:37,120 --> 00:19:40,400
misconceptions.
So when I want to go for a

514
00:19:40,400 --> 00:19:42,120
question and I want to go
through it maybe a couple more

515
00:19:42,120 --> 00:19:43,560
because I'm thinking, you know
what, that wasn't enough.

516
00:19:43,760 --> 00:19:45,120
I need to make up some more on
the spot.

517
00:19:45,560 --> 00:19:46,800
Sometimes you make up more on
the spot.

518
00:19:46,800 --> 00:19:48,040
You actually miss the
misconception.

519
00:19:48,040 --> 00:19:49,880
You miss the tiny nuance that
the children weren't getting.

520
00:19:49,880 --> 00:19:52,160
What do you mean by the nuances?
So what are examples of that?

521
00:19:52,280 --> 00:19:55,280
OK, So a really good example
would be with percentages with

522
00:19:55,280 --> 00:19:58,120
my years 6 out on there might be
a question in the test that was

523
00:19:58,120 --> 00:20:01,280
like 49 percent of a number and
and loads of kids got it wrong

524
00:20:01,280 --> 00:20:03,000
and I thought I'm going to go
through that one.

525
00:20:03,640 --> 00:20:06,240
And then I realise when I'm
going through that, that it's

526
00:20:06,360 --> 00:20:09,200
because they're not using an
efficient method that may be

527
00:20:09,360 --> 00:20:12,360
trying to find 40%, then they're
trying to find 1%, then times by

528
00:20:12,360 --> 00:20:14,800
9 put it all together.
And really what I want them to

529
00:20:14,800 --> 00:20:19,840
do is find 50% and subtract 1%.
And then if if I want more of

530
00:20:19,840 --> 00:20:23,840
those questions, we've built it
so that if I Click to create

531
00:20:23,840 --> 00:20:26,360
another one, it will make
another question with that same

532
00:20:26,360 --> 00:20:28,200
nuance.
It might then make 79% of a

533
00:20:28,200 --> 00:20:29,680
number.
So I can say, right, try this

534
00:20:29,680 --> 00:20:32,600
one because I want them to
practise that new skill that

535
00:20:32,600 --> 00:20:34,120
we've just been learning.
I don't want to now give them,

536
00:20:34,120 --> 00:20:36,640
if I put into a random number
generator, right, it might come

537
00:20:36,640 --> 00:20:41,120
out with 25 percent, 25 percent,
17%, yeah, literally anything,

538
00:20:41,120 --> 00:20:42,080
right?
And there's so many different

539
00:20:42,160 --> 00:20:44,960
types of percentages where I'd
be thinking of if I had 25%, I

540
00:20:44,960 --> 00:20:47,840
would not be saying to the kids,
find 30% and take away 5%.

541
00:20:47,840 --> 00:20:50,120
That's not the same thing.
I'd be saying that's a quarter

542
00:20:50,120 --> 00:20:50,800
that's a different.
Thing.

543
00:20:50,800 --> 00:20:52,640
Oh, and if I want more of that,
I'll keep the button again and.

544
00:20:52,760 --> 00:20:55,760
I'll get built that well, yeah,
if 25% was a question, then we

545
00:20:55,760 --> 00:20:58,600
maybe you get 50% or 75% or, you
know, different one like that.

546
00:20:58,840 --> 00:21:02,160
But anyway, I'm I'm rambling
here, but the point is we've

547
00:21:02,160 --> 00:21:04,560
built it so that it will
infinitely generate questions at

548
00:21:04,560 --> 00:21:07,400
the exact same nuance that
you're trying to show the

549
00:21:07,400 --> 00:21:09,240
children within that question.
Exactly.

550
00:21:09,400 --> 00:21:11,920
Or you've got options to widen
it out a little bit.

551
00:21:11,920 --> 00:21:13,880
So let's say now you're happy
with that and you think, OK, I'm

552
00:21:13,880 --> 00:21:15,600
just going to they get that
little skill.

553
00:21:15,600 --> 00:21:17,560
I would just want to see if
they're good in general with

554
00:21:17,560 --> 00:21:19,080
finding percentages for
percentages of a.

555
00:21:19,600 --> 00:21:20,880
Let's see.
And I can click a button to

556
00:21:20,880 --> 00:21:22,560
generate that.
And then there's a third layer

557
00:21:22,560 --> 00:21:24,920
where I can go right to the
entirety of the strand, which is

558
00:21:25,240 --> 00:21:27,240
in this case would be just
finding any percentage.

559
00:21:27,360 --> 00:21:28,880
But there'll be some middle
ground in between that.

560
00:21:28,920 --> 00:21:31,840
The good thing I think about the
bottom one is every now and then

561
00:21:31,840 --> 00:21:34,760
you'd still get your 39%.
So you can be practising,

562
00:21:34,760 --> 00:21:37,840
practising and in 39% comes up
and you just look at your class,

563
00:21:37,840 --> 00:21:40,080
you know, go on then and you
want to see if they're replying.

564
00:21:40,200 --> 00:21:42,640
What we said earlier is so
important for quality maths

565
00:21:42,640 --> 00:21:45,080
learning is children looking at
a problem or looking at a

566
00:21:45,080 --> 00:21:47,960
question even at this level and
thinking what's the best method,

567
00:21:48,000 --> 00:21:50,960
what's most efficient?
What out of my toolkit that I've

568
00:21:50,960 --> 00:21:53,480
built through quality teaching
that maths, who has enabled you

569
00:21:53,480 --> 00:21:55,640
to do?
Can I now go to and think, OK,

570
00:21:55,640 --> 00:21:57,280
I'm actually this is going to
get my question.

571
00:21:57,400 --> 00:21:59,920
It's going to get my answer more
quickly and more accurately and.

572
00:22:00,000 --> 00:22:01,760
Another reason I love.
I'm going off on one here.

573
00:22:01,760 --> 00:22:03,760
You can see I'm really into it
because my I'm like glazing.

574
00:22:03,800 --> 00:22:06,520
This is what happens when you
are talking about a product you

575
00:22:06,520 --> 00:22:10,640
built and you know it's good.
Not every person who I'm going

576
00:22:10,640 --> 00:22:12,920
to take person, not necessarily
teacher who is standing in front

577
00:22:12,920 --> 00:22:15,000
of children delivering some
input to them.

578
00:22:15,120 --> 00:22:18,000
Not every single person in a
school is necessarily confident

579
00:22:18,000 --> 00:22:20,200
with looking at a question and a
immediately bank being able to

580
00:22:20,200 --> 00:22:22,880
identify themselves what that
nuance or what the possible

581
00:22:22,880 --> 00:22:26,320
misconceptions might be.
So you might as a teacher or a

582
00:22:26,560 --> 00:22:29,400
teaching assistant or SRT or
someone might be working with a

583
00:22:29,400 --> 00:22:31,760
group of children because you
said they need, they need to be

584
00:22:31,760 --> 00:22:34,160
working on this, or I'm working
on this with them and they might

585
00:22:34,160 --> 00:22:36,440
genuinely not understand what it
was that they're not quite

586
00:22:36,440 --> 00:22:37,560
getting.
And then they become the random

587
00:22:37,560 --> 00:22:39,000
number generator.
They give them another question

588
00:22:39,000 --> 00:22:41,560
that's no longer that relevant
maths suit.

589
00:22:41,560 --> 00:22:44,640
It takes that burden away.
You can guarantee that it's

590
00:22:44,640 --> 00:22:46,360
going to be giving them the
right nuance if you want the

591
00:22:46,360 --> 00:22:47,880
right nuance so they can
practise this thing.

592
00:22:47,880 --> 00:22:50,160
Oh can you go and practise more
of these questions?

593
00:22:50,280 --> 00:22:53,600
Literally just click regenerate
and it will understand exactly

594
00:22:53,600 --> 00:22:54,880
why that question needs to be or
should.

595
00:22:54,880 --> 00:22:57,160
Make a task for 10 questions for
them to go through and you're

596
00:22:57,160 --> 00:22:58,520
helping them.
Do you want to like about that

597
00:22:58,520 --> 00:22:59,800
as well?
Because I hope you're listening,

598
00:22:59,800 --> 00:23:01,000
going.
Yeah, but you just said the

599
00:23:01,000 --> 00:23:02,200
person doesn't know what they're
doing.

600
00:23:02,200 --> 00:23:03,880
Yeah, it's fine because there'll
be a description as well.

601
00:23:04,120 --> 00:23:06,640
There's descriptions built in
and it says this is this type of

602
00:23:06,640 --> 00:23:08,840
question at this level of the
curriculum with this nuance.

603
00:23:09,040 --> 00:23:14,560
This is a column edition, adding
two numbers together, different

604
00:23:14,560 --> 00:23:17,920
number of digits with exchanging
the every single time you

605
00:23:17,920 --> 00:23:19,640
regenerate, it will do that.
Because you might be thinking,

606
00:23:19,920 --> 00:23:22,120
oh, my child isn't lining up the
digits properly.

607
00:23:22,120 --> 00:23:23,480
It's going to be different
digits every time.

608
00:23:23,720 --> 00:23:25,520
Oh, my child is struggling with
the exchanging.

609
00:23:25,520 --> 00:23:26,840
It's going to have exchanging
every time.

610
00:23:26,840 --> 00:23:28,600
You don't have to sit down and
think about it and generate it.

611
00:23:28,760 --> 00:23:31,760
It does it immediately for you.
And we're going to have such an

612
00:23:31,800 --> 00:23:34,120
instant impact.
And the thing I love the most

613
00:23:34,120 --> 00:23:36,720
about what we've built because
it sticks with our values, which

614
00:23:36,720 --> 00:23:39,000
is that it is about empowering
the teacher.

615
00:23:39,480 --> 00:23:44,000
The teacher saves time and is
able to then spend more of it on

616
00:23:44,040 --> 00:23:47,280
the teaching of the child, and
the outcomes for the children

617
00:23:47,280 --> 00:23:49,760
are better and the outcomes for
the teacher is better and the

618
00:23:49,760 --> 00:23:52,440
outcome for the school is better
because it's more consistent.

619
00:23:52,600 --> 00:23:54,960
Absolutely.
Oh anyway, thanks for your

620
00:23:54,960 --> 00:23:56,840
joking question.
You know what, we'll answer the

621
00:23:56,840 --> 00:23:59,320
second part next week, which was
what is your favourite feature

622
00:23:59,560 --> 00:24:01,600
in the pipeline for the future?
Because I can think of it, I can

623
00:24:01,600 --> 00:24:03,320
think of a few.
But now there's plenty, and you

624
00:24:03,320 --> 00:24:05,520
can book a demo and we'll show
you exactly what it is down in

625
00:24:05,520 --> 00:24:08,000
the description below.
Book a demo, Get your maths

626
00:24:08,000 --> 00:24:10,680
lead, get your SRT involved.
Let's solve.

627
00:24:10,840 --> 00:24:12,360
Maths Dylan.
I don't think it came across

628
00:24:12,360 --> 00:24:14,200
that we're excited enough about
this thing.

629
00:24:14,320 --> 00:24:17,440
We've been building for time.
Let's go to that next one.

630
00:24:20,280 --> 00:24:23,320
Next question is from Tom.
What's the best thing a school's

631
00:24:23,320 --> 00:24:25,640
SLT could do to improve staff
morale?

632
00:24:25,640 --> 00:24:26,680
Tom's not asked me any
questions.

633
00:24:27,520 --> 00:24:30,080
He's not a bit quiet, shy one.
I've not seen this guy.

634
00:24:30,120 --> 00:24:33,560
And the reason I put this in
there just to be clear, because

635
00:24:33,560 --> 00:24:35,320
I know we've answered similar
questions before.

636
00:24:35,600 --> 00:24:37,760
I thought it would be really
good to nail it down to the best

637
00:24:37,760 --> 00:24:39,760
thing because we've talked about
morale in general and staff

638
00:24:39,760 --> 00:24:41,880
morale.
So what do you think is the best

639
00:24:41,880 --> 00:24:45,000
thing a school's SLT could do to
improve start morale?

640
00:24:45,160 --> 00:24:48,880
OK, the best single thing is a
time and loop policy.

641
00:24:50,800 --> 00:24:52,720
And why are you laughing, Dylan?
Because I've seen a note you've

642
00:24:52,720 --> 00:24:56,360
written here which says Hayden
answer time and loop policy and

643
00:24:56,360 --> 00:24:58,000
I like ruining you and taking
yours.

644
00:24:58,040 --> 00:24:58,880
No, go on.
No.

645
00:24:59,000 --> 00:25:00,880
I'll let you talk about time and
loot, then I'll pick one.

646
00:25:01,000 --> 00:25:01,760
Go on.
So funny.

647
00:25:01,960 --> 00:25:03,240
I knew you were going to do it
as well.

648
00:25:03,240 --> 00:25:04,920
There was a look in your eyes
where I was like, I shouldn't

649
00:25:04,920 --> 00:25:07,840
have written this note on the.
Shed sorry that note here oh

650
00:25:07,880 --> 00:25:09,760
Hayden answer.
Oh, I'm out my answer because

651
00:25:09,760 --> 00:25:11,320
then you'll be panicking and
it's a good answer.

652
00:25:11,600 --> 00:25:13,760
Yeah, I'm not panicking now, AM.
I time and loop policy.

653
00:25:14,040 --> 00:25:15,320
Why?
Why and what would it be?

654
00:25:15,320 --> 00:25:16,120
And what?
Are they like sure.

655
00:25:16,120 --> 00:25:18,240
So it's something we discussed
long ago and I and I think it's

656
00:25:18,240 --> 00:25:19,440
so important.
I want to bring it back.

657
00:25:19,640 --> 00:25:22,520
I think teachers time is taken
for granted.

658
00:25:22,520 --> 00:25:24,120
We know that it's taken for
granted all the time and

659
00:25:24,120 --> 00:25:26,440
teachers are expected to go
above and beyond and do lots of

660
00:25:26,440 --> 00:25:29,040
extra things in their own time,
including clubs.

661
00:25:29,040 --> 00:25:31,120
It could be a school residential
trip, it could be a disco,

662
00:25:31,120 --> 00:25:34,200
whatever.
And we got someone wrote in to

663
00:25:34,200 --> 00:25:36,000
us once saying what their school
does.

664
00:25:36,000 --> 00:25:39,200
And I was blown away because I
thought this so sensible and

665
00:25:39,280 --> 00:25:41,120
something I think everyone
should do, which was a time in

666
00:25:41,120 --> 00:25:43,440
lieu policy.
And basically they said that in

667
00:25:43,440 --> 00:25:46,160
their school, if you do
something that is just

668
00:25:46,160 --> 00:25:48,320
completely out of the contract,
like the three things I just

669
00:25:48,320 --> 00:25:50,640
mentioned, including a
residential, right, in terms of

670
00:25:50,840 --> 00:25:52,760
it is just extra.
And it's nice to do and you

671
00:25:52,760 --> 00:25:55,840
don't have to say yes.
But if you do do that, you will

672
00:25:55,840 --> 00:25:58,920
build up some time in lieu that
you can accrue over time.

673
00:25:59,200 --> 00:26:01,040
And I think in their school it
would.

674
00:26:01,040 --> 00:26:03,040
The policy was once you've
accrued like a day, you can just

675
00:26:03,040 --> 00:26:05,000
take a day off basically.
Or you can bank it up.

676
00:26:05,000 --> 00:26:05,440
Yeah.
Exactly.

677
00:26:05,440 --> 00:26:07,600
You can bank it up and take a
couple of days off, but but the

678
00:26:07,760 --> 00:26:10,320
whole point was it was
acknowledged that they were

679
00:26:10,440 --> 00:26:12,840
going way, far above and beyond
because we're all doing extra

680
00:26:12,840 --> 00:26:14,280
time anyway, doing marketing
planning.

681
00:26:14,520 --> 00:26:17,920
This was on top of that.
And when you did those things,

682
00:26:18,320 --> 00:26:23,360
you get thanked for it.
Or or just renumerate it in time

683
00:26:23,480 --> 00:26:26,760
because it's a job.
Oh, but it's for the it's a job.

684
00:26:26,760 --> 00:26:28,440
It is a job.
Stop crying.

685
00:26:28,440 --> 00:26:32,400
Stop making people feel bad for
valuing their own time outside

686
00:26:32,400 --> 00:26:34,720
of a job just because of what
the job is.

687
00:26:34,880 --> 00:26:37,480
We talked about it again in the
previous episode with Ben.

688
00:26:37,680 --> 00:26:40,440
He's come outside of education
looking in, and he's just saying

689
00:26:40,440 --> 00:26:43,160
how it's so weird how this kind
of this juxtaposition in Society

690
00:26:43,160 --> 00:26:46,560
of teachers, nurses, doctors all
putting this pedestal, like,

691
00:26:46,560 --> 00:26:48,120
wow, really?
Respect to professions, but

692
00:26:48,120 --> 00:26:50,000
they're not remotely actually
renumerated.

693
00:26:50,000 --> 00:26:51,680
Or it's like, that should be
enough.

694
00:26:51,800 --> 00:26:53,560
Yeah, we've put you on this
pedestal and we respect you.

695
00:26:53,560 --> 00:26:54,920
Is that not enough?
And then they don't respect

696
00:26:55,120 --> 00:26:56,440
anyway, never mind get
everything.

697
00:26:56,440 --> 00:26:58,000
Else it stops at the lip
service, right?

698
00:26:58,080 --> 00:26:59,880
The lip service is the end of
the respect.

699
00:26:59,880 --> 00:27:02,240
It's not even real.
The word respect means nothing.

700
00:27:02,240 --> 00:27:03,640
Yeah, it's like it's not even
real respect.

701
00:27:03,640 --> 00:27:05,760
I want to dive into your brain a
bit more than and pick because

702
00:27:05,760 --> 00:27:07,360
like there'll be a lot of
leaders listening and people

703
00:27:07,360 --> 00:27:09,160
message those about it saying
sounds great.

704
00:27:09,160 --> 00:27:11,800
It's just not realistic, right?
So I think firstly, I'm just

705
00:27:11,800 --> 00:27:13,680
going to address the realistic
thing, OK?

706
00:27:13,680 --> 00:27:15,840
If it's not realistic, then it
shouldn't be realistic to ask

707
00:27:15,840 --> 00:27:16,960
your staff to do all this extra
stuff.

708
00:27:16,960 --> 00:27:18,800
Exactly.
If it's not realistic to

709
00:27:18,840 --> 00:27:21,400
actually compensate them for
their time, then I'm afraid,

710
00:27:21,400 --> 00:27:23,480
like in any business ever, it's
not realistic for it to happen.

711
00:27:23,600 --> 00:27:24,800
OK.
So that's the first thing done.

712
00:27:25,080 --> 00:27:27,040
But what I will push back to you
and just ask for a bit more

713
00:27:27,040 --> 00:27:32,440
clarification is would you have
a really strict set of things

714
00:27:32,440 --> 00:27:36,040
that are defined as above, the
above and beyond?

715
00:27:36,040 --> 00:27:38,400
So like you talked about
marking, planning, et cetera,

716
00:27:39,080 --> 00:27:40,880
teachers in your school you're
talking about wouldn't be

717
00:27:40,880 --> 00:27:43,480
occurring time in lieu because
they did some marking after

718
00:27:43,480 --> 00:27:45,600
school past directed time or
because they did a bit of

719
00:27:45,600 --> 00:27:48,000
planning at the weekend, right.
So you're, you're saying no, OK,

720
00:27:48,000 --> 00:27:50,480
that, that is, that's
encompassed in the contract,

721
00:27:50,480 --> 00:27:53,040
which is 1265 plus reasonable
extra.

722
00:27:53,200 --> 00:27:54,840
My reasonable extra is this,
this and this.

723
00:27:54,880 --> 00:27:56,200
Yeah.
Where's your line?

724
00:27:56,200 --> 00:27:57,520
What?
What kind of things would you

725
00:27:57,520 --> 00:28:00,200
see as on the side of occurring
time or not?

726
00:28:00,360 --> 00:28:02,920
Firstly, I think the line is
ever so slightly flexible.

727
00:28:02,920 --> 00:28:05,640
I just think the first point you
made, which is do you need to

728
00:28:05,640 --> 00:28:07,680
have a set, like a set list of
things?

729
00:28:07,960 --> 00:28:09,840
Absolutely, yes.
I think as the school

730
00:28:10,080 --> 00:28:13,640
implementing this policy, you
have to decide and tell your

731
00:28:13,640 --> 00:28:17,000
teachers extremely black and
white, these are the things that

732
00:28:17,000 --> 00:28:20,080
you can accrue time in lieu for.
And these are things that you

733
00:28:20,080 --> 00:28:23,040
won't accrue time in lieu for.
And if there is anything else

734
00:28:23,040 --> 00:28:25,040
that doesn't come into those,
we'll have a discussion.

735
00:28:25,040 --> 00:28:27,520
Like I'm sure, I'm sure there'll
be some on Monday that thinks of

736
00:28:27,640 --> 00:28:30,840
some, some obscure thing they're
doing extra for the school and

737
00:28:30,840 --> 00:28:32,560
they say, will this accrue time
in lieu?

738
00:28:32,560 --> 00:28:34,880
And as a reasonable
professional, you just have to

739
00:28:34,880 --> 00:28:37,600
then have a discourse and say,
OK, which camp is this more

740
00:28:37,600 --> 00:28:38,880
likely to fall in?
OK, cool.

741
00:28:39,040 --> 00:28:41,920
This one now goes in the camp of
yes, this is completely outside

742
00:28:41,920 --> 00:28:43,640
of your job.
And this one now is another

743
00:28:43,640 --> 00:28:47,320
thing that will accrue you time,
But that to me is completely

744
00:28:47,320 --> 00:28:48,320
essential.
I feel like you can't really

745
00:28:48,320 --> 00:28:51,240
have this policy without having
a very clearly defined list of

746
00:28:51,400 --> 00:28:53,480
these things will accrue time.
These things won't accrue time.

747
00:28:53,480 --> 00:28:54,960
Otherwise you're going to get
staff getting annoyed.

748
00:28:55,160 --> 00:28:57,480
You'll get staff who think
they're accruing time and

749
00:28:57,480 --> 00:28:59,080
they're not and they're building
up in their head.

750
00:28:59,080 --> 00:29:00,760
I've got this day off.
I'm going to take next year for

751
00:29:00,760 --> 00:29:02,400
someone's birthday.
Oh, actually, you haven't

752
00:29:02,520 --> 00:29:04,440
accrued any of that time.
All of those things don't count.

753
00:29:04,440 --> 00:29:05,880
Like imagine how annoying that
would be.

754
00:29:06,120 --> 00:29:08,600
But it's, it's, it's, you know,
it's vital and equally in the,

755
00:29:08,600 --> 00:29:10,160
in the, in the sense of
fairness, right?

756
00:29:10,160 --> 00:29:13,360
If we go back to the reality of
no one really has this policy.

757
00:29:13,560 --> 00:29:16,640
What actually happens is some
people are just doing this stuff

758
00:29:16,640 --> 00:29:19,640
anyway and some people aren't.
And we've always said, yeah,

759
00:29:19,640 --> 00:29:21,080
that's great.
And, and not everyone's in a

760
00:29:21,080 --> 00:29:23,920
position to do these extra
things, but the idea that it

761
00:29:23,920 --> 00:29:27,400
stops then and we go, so we just
ignore that some people are

762
00:29:27,400 --> 00:29:29,360
doing the extra stuff and we
give them nothing for it, right.

763
00:29:29,680 --> 00:29:30,880
It doesn't.
It's just not fair.

764
00:29:30,880 --> 00:29:32,800
That's equally not fair to me.
I'm like, what?

765
00:29:32,800 --> 00:29:34,400
Why?
Why is that person doing all the

766
00:29:34,400 --> 00:29:35,760
clubs in residential?
Because, oh, because they're

767
00:29:35,760 --> 00:29:36,800
young and they live at home and
got kids.

768
00:29:36,800 --> 00:29:38,240
Yet, Yeah.
And because we know that they've

769
00:29:38,240 --> 00:29:39,960
done it previously and we know
they'll do it if we ask for a

770
00:29:39,960 --> 00:29:42,520
bit because they feel bad.
Oh, so exploitation, yeah, As

771
00:29:42,520 --> 00:29:44,480
they get nothing, they get
absolutely nothing for it other

772
00:29:44,480 --> 00:29:46,200
than lip service, yeah.
No, cool.

773
00:29:46,360 --> 00:29:49,320
And just because people always
say like it's personal autonomy,

774
00:29:49,320 --> 00:29:52,920
they can say no, okay, Oh,
right, maybe.

775
00:29:53,080 --> 00:29:56,000
But like, have you met people?
Like it's just such a

776
00:29:56,000 --> 00:29:58,520
chronically online thing to say
where it's like, actually, you

777
00:29:58,520 --> 00:29:59,600
could not just do that, couldn't
you?

778
00:30:00,480 --> 00:30:03,240
I can think of so many people
right now who are bloody lovely

779
00:30:03,240 --> 00:30:05,480
people who will always say yes
to this stuff and then

780
00:30:05,480 --> 00:30:08,080
afterwards be like, oh God, I'm
so stressed and what I've got to

781
00:30:08,080 --> 00:30:10,320
do it because of this.
And, and sometimes you need a

782
00:30:10,320 --> 00:30:12,160
quality management.
This questions about what can

783
00:30:12,160 --> 00:30:15,200
SLT do?
SLT can take the reins of the

784
00:30:15,200 --> 00:30:18,040
morale and the well-being, not
just thinking I'll get away with

785
00:30:18,040 --> 00:30:19,120
it.
Oh, I know this person will do

786
00:30:19,120 --> 00:30:20,800
it across country at the weekend
because I've always done it.

787
00:30:20,800 --> 00:30:22,480
Thank goodness the same three
people always do it.

788
00:30:22,480 --> 00:30:27,040
Gosh, aren't we great?
No, no, it's not acceptable.

789
00:30:27,080 --> 00:30:30,600
And let's go to the end game as
well of the autonomy, personal

790
00:30:30,600 --> 00:30:31,560
autonomy.
Everyone says no.

791
00:30:32,200 --> 00:30:35,160
Yeah, just think about it for a
second, OK, everyone's saying

792
00:30:35,160 --> 00:30:36,880
no.
Now the kids get nothing.

793
00:30:37,520 --> 00:30:39,880
They get nothing extra.
And then what happens is SRT

794
00:30:39,880 --> 00:30:41,920
will say something like what?
Guys, we've got to.

795
00:30:41,920 --> 00:30:44,000
So I'm I'm, I'm making you now.
Yeah.

796
00:30:44,000 --> 00:30:46,240
No, Also, no.
Here's a rota for the cross

797
00:30:46,240 --> 00:30:48,400
country this weekend.
No, no, you can't do that.

798
00:30:48,400 --> 00:30:50,000
No, you just need.
That's not good for staff

799
00:30:50,000 --> 00:30:51,040
morale.
Going back to the original

800
00:30:51,040 --> 00:30:53,480
question, what's good for staff
morale is saying, oh, hey, guys,

801
00:30:53,680 --> 00:30:55,720
I really appreciate the extra
things you do.

802
00:30:55,880 --> 00:30:59,040
And it's not just me saying it
out loud, as, you know, virtue

803
00:30:59,040 --> 00:31:00,880
signalling.
I actually care.

804
00:31:00,880 --> 00:31:03,720
And here's the policy in place.
I can't renumerate you with

805
00:31:03,720 --> 00:31:05,200
money.
You know how the budgets work.

806
00:31:05,240 --> 00:31:06,960
We are we.
This is reality at the end of

807
00:31:06,960 --> 00:31:08,920
the day.
What I can do though is

808
00:31:08,920 --> 00:31:12,320
renumerate you in time.
So this is the policy from now

809
00:31:12,320 --> 00:31:13,320
on.
Thank you to those that do

810
00:31:13,320 --> 00:31:14,800
extra.
You don't have to do extra by

811
00:31:14,800 --> 00:31:15,960
the way.
You just won't get this extra

812
00:31:15,960 --> 00:31:16,720
time.
That's fine.

813
00:31:16,720 --> 00:31:18,960
That's the baseline.
If you are doing extra, you're

814
00:31:18,960 --> 00:31:20,080
going to accrue a little bit of
time.

815
00:31:20,080 --> 00:31:22,160
You can take a day off next year
or take a day off at some point

816
00:31:22,600 --> 00:31:24,720
and I'm sure there'll be some
other little fine bits like you

817
00:31:24,720 --> 00:31:26,400
can't just tell me tomorrow I'm
having a day off.

818
00:31:26,600 --> 00:31:28,800
You've got to book it in and
it's got to be approved by SLT.

819
00:31:28,800 --> 00:31:31,160
That's all fine to me.
There's also a problem there

820
00:31:31,200 --> 00:31:32,840
with who ends up doing the
covering.

821
00:31:32,840 --> 00:31:35,320
Probably ATA, probably TA is
getting paid a pittance.

822
00:31:35,320 --> 00:31:36,480
We talked about a million times
before.

823
00:31:36,760 --> 00:31:39,320
So I think like the realistic
side, this is what I'm getting

824
00:31:39,320 --> 00:31:42,200
to now.
If the on the way of doing this

825
00:31:42,200 --> 00:31:44,200
policy right, there'll always be
someone at some point saying

826
00:31:44,200 --> 00:31:46,840
that's not acceptable for me.
OK, so that TA is saying, well,

827
00:31:46,880 --> 00:31:48,240
that's not fair.
I'm getting paid a pittance to

828
00:31:48,240 --> 00:31:50,280
cover you.
So you get a jolly, you get paid

829
00:31:50,280 --> 00:31:51,960
extra for doing more anyway.
OK, cool.

830
00:31:52,200 --> 00:31:54,920
Can't afford to pay agency staff
to come in or supply supply

831
00:31:54,920 --> 00:31:56,120
stuff to come in.
We can't afford to do that.

832
00:31:56,120 --> 00:31:58,200
So we can't give you time.
Actually, also, we got no money

833
00:31:58,200 --> 00:32:00,320
for overtime.
OK, every single block if

834
00:32:00,320 --> 00:32:02,320
there's a block, every single
way of ending up with this

835
00:32:02,320 --> 00:32:05,960
policy of teachers should be
given money for their time,

836
00:32:06,080 --> 00:32:08,400
right or time back.
That means that the thing

837
00:32:08,400 --> 00:32:10,680
shouldn't happen.
It doesn't mean Oh well, I've

838
00:32:10,680 --> 00:32:12,880
tried there are blockades.
Teachers give you time for free.

839
00:32:13,080 --> 00:32:15,240
No, I'm sorry.
The answer is if you can't do

840
00:32:15,240 --> 00:32:18,560
it, we have to at some point say
that's the line then Otherwise,

841
00:32:18,560 --> 00:32:21,280
constantly people in charge get
away with cutting and cutting

842
00:32:21,280 --> 00:32:23,320
and cutting and.
Cutting and cutting and cutting.

843
00:32:23,720 --> 00:32:25,000
They get away with it because
eventually.

844
00:32:25,000 --> 00:32:26,560
It just goes Oh well, it has to
happen.

845
00:32:27,040 --> 00:32:29,680
Here's news flash, it doesn't.
Oh, but the kids don't get

846
00:32:29,680 --> 00:32:31,360
across country at the weekend.
Pay for it then.

847
00:32:31,880 --> 00:32:33,560
What do you mean?
Like, yeah, that is sad, isn't

848
00:32:33,560 --> 00:32:34,560
it?
And it's your fault.

849
00:32:34,880 --> 00:32:36,680
Yeah, you're you're not paying
me to do it.

850
00:32:36,880 --> 00:32:38,800
It's not my fault.
It's ridiculous.

851
00:32:39,240 --> 00:32:41,640
Oh, the soup kitchen didn't get
any volunteers at the weekend.

852
00:32:42,320 --> 00:32:44,600
OK.
What are you going to provide

853
00:32:44,600 --> 00:32:46,240
then for them?
Why is it on me?

854
00:32:46,240 --> 00:32:47,920
Like, I agree.
What are you talking about?

855
00:32:48,040 --> 00:32:49,520
It's such a rubbish eventuality,
isn't it?

856
00:32:49,600 --> 00:32:51,880
And because because it's like,
it's like striking, isn't it

857
00:32:51,880 --> 00:32:53,720
really that to me?
And when you were saying that, I

858
00:32:53,720 --> 00:32:55,000
was like, no one wants to
strike.

859
00:32:55,000 --> 00:32:57,640
No one actually wants to take a
like lose a day's pay or

860
00:32:57,640 --> 00:33:00,480
multiple days pay and not
provide the children who they

861
00:33:00,480 --> 00:33:02,560
deeply care about within it with
their education for those days.

862
00:33:02,560 --> 00:33:03,960
No one actually wants to do
that.

863
00:33:04,240 --> 00:33:06,720
It's just that sometimes you
have to make a point of like,

864
00:33:06,720 --> 00:33:08,280
oh, we don't just get walked all
over though.

865
00:33:08,320 --> 00:33:10,680
Yeah, you don't just get what
you want just because like,

866
00:33:10,720 --> 00:33:11,840
yeah.
So it's a tough one.

867
00:33:11,840 --> 00:33:14,080
You've got to balance that with
that with, you know, everything

868
00:33:14,080 --> 00:33:16,160
we said before, basically I'm.
Going to have a really quick one

869
00:33:16,160 --> 00:33:17,720
for me because it's very, it's
very simple.

870
00:33:17,720 --> 00:33:19,360
It's not a clear cut policy like
yours.

871
00:33:19,360 --> 00:33:21,320
I think yours is good because
it's a very clear cut thing.

872
00:33:21,640 --> 00:33:23,640
Mine is more about, you know,
when I look at the question,

873
00:33:23,640 --> 00:33:25,640
what's the best thing schools
SLT can do to improve staff

874
00:33:25,640 --> 00:33:27,720
around?
Genuinely, it's just

875
00:33:27,720 --> 00:33:30,440
reinstalling that trust.
And if I was to be really

876
00:33:30,440 --> 00:33:34,320
specific about it, what I would
say is that when policy changes

877
00:33:34,320 --> 00:33:36,360
come in across the whole school
that are specifically about

878
00:33:36,360 --> 00:33:40,120
teaching and learning and affect
the classroom teacher, listen to

879
00:33:40,120 --> 00:33:42,000
their voice before you just
implement things.

880
00:33:42,000 --> 00:33:45,640
Because I can promise you right
now that if you suggest

881
00:33:45,640 --> 00:33:49,440
something to your staff team and
over half of the teachers think

882
00:33:49,440 --> 00:33:53,920
that it's a bad idea or won't
work, it's not because simply

883
00:33:53,920 --> 00:33:56,120
they're resistant.
Some people are resistant to

884
00:33:56,120 --> 00:33:57,120
change.
Of course they are.

885
00:33:57,120 --> 00:33:59,440
And they might think a bit of
gripe and a bit of a growl.

886
00:33:59,680 --> 00:34:02,600
If your school staff team are
saying, guys, this won't work

887
00:34:02,600 --> 00:34:04,800
because it means we have less
time doing this other everything

888
00:34:04,800 --> 00:34:07,360
you implemented last week.
Well, I can't do handwriting

889
00:34:07,360 --> 00:34:10,159
every afternoon now because you
just implement reading for

890
00:34:10,159 --> 00:34:12,600
pleasure every afternoon now.
I can't make time out of

891
00:34:12,600 --> 00:34:15,840
nowhere.
Just trust your staff team a

892
00:34:15,840 --> 00:34:19,199
little bit more to be the
professionals that they are

893
00:34:19,400 --> 00:34:21,440
because they can just crack on
and choose what's best for the

894
00:34:21,440 --> 00:34:23,560
kids.
So I think increase that trust

895
00:34:23,560 --> 00:34:26,360
and just it's hard to let go of
the rain sometimes when you're

896
00:34:26,360 --> 00:34:28,360
in charge.
But yeah, just a little bit

897
00:34:28,360 --> 00:34:30,120
more.
Yeah, just a little bit more.

898
00:34:30,320 --> 00:34:32,920
That is an insanely good point
in terms of like the passive

899
00:34:33,040 --> 00:34:35,679
morale benefits to that, because
I can think we've lived it.

900
00:34:35,719 --> 00:34:37,719
Yeah.
I have worked in schools where

901
00:34:38,000 --> 00:34:41,080
you don't feel trusted and it it
totally decimates your morale

902
00:34:41,360 --> 00:34:43,520
and yourself worth and how much
you believe in yourself.

903
00:34:43,679 --> 00:34:45,679
Impostor syndrome starts
creeping in because you're not

904
00:34:45,679 --> 00:34:47,760
trusted.
And when you are trusted, it

905
00:34:47,760 --> 00:34:49,960
feels good.
It's such a good point, yeah.

906
00:34:50,120 --> 00:34:53,480
It's a, it's a something you can
just do in general.

907
00:34:53,520 --> 00:34:55,560
And it doesn't have to be like,
oh, but the budget restraint

908
00:34:55,560 --> 00:34:56,840
doesn't have to do budget.
Yeah.

909
00:34:57,000 --> 00:34:59,520
You've hired quality staff,
teachers, teachers who are

910
00:34:59,520 --> 00:35:01,880
trained in what they do.
Just some.

911
00:35:01,920 --> 00:35:04,280
Just give them the leeway.
They're not.

912
00:35:04,280 --> 00:35:06,080
What do you think they'll do?
What?

913
00:35:06,080 --> 00:35:08,200
What?
Honestly, we, we've lived it.

914
00:35:08,200 --> 00:35:10,200
We're an example of it.
We worked in a school that gave

915
00:35:10,200 --> 00:35:12,560
us so much trust.
I was so grateful for that

916
00:35:12,560 --> 00:35:14,280
trust.
And I never felt like I was

917
00:35:14,280 --> 00:35:16,680
constantly being judged.
There were certain things that

918
00:35:16,680 --> 00:35:18,680
we looked at and we looked at
together, but it was always a

919
00:35:18,680 --> 00:35:20,440
conversation.
This is dipping.

920
00:35:20,440 --> 00:35:22,600
That's interesting.
Let's discuss why.

921
00:35:22,600 --> 00:35:24,360
What can we do?
What do you think we should do?

922
00:35:24,360 --> 00:35:26,880
Teacher who's with them all day
and understands the professional

923
00:35:26,920 --> 00:35:28,480
right?
So it's like we're all on the

924
00:35:28,480 --> 00:35:30,480
same page already.
We don't need to be forced into

925
00:35:30,480 --> 00:35:31,920
it.
Yeah, yeah, there's one bonus.

926
00:35:31,920 --> 00:35:32,720
One.
I'm going to leave you this.

927
00:35:32,720 --> 00:35:34,720
We'll end the episode here.
The last thing you can do for

928
00:35:34,720 --> 00:35:37,840
staff morale is book a demo for
MASU, because I thought you're

929
00:35:37,840 --> 00:35:39,320
drinking there.
Yeah, nearly spat it out.

930
00:35:39,800 --> 00:35:41,800
Is book a demo for MASU.
Because if you get MASU in your

931
00:35:41,800 --> 00:35:45,800
school, ultimately teaching is
going to be improved by our

932
00:35:45,800 --> 00:35:48,000
amazing resources.
Their time is going to be clawed

933
00:35:48,000 --> 00:35:51,200
back from pointless admin tasks.
Just unfold them on the spot and

934
00:35:51,200 --> 00:35:53,440
the children benefit it because
it's a fantastic resource.

935
00:35:53,600 --> 00:35:56,680
So I just feel like that would,
if anything, improves staffing

936
00:35:56,680 --> 00:35:58,320
around more than anything,
wouldn't it?

937
00:35:58,440 --> 00:36:00,840
If anything, if anything, if
anything, anything, I think if

938
00:36:00,840 --> 00:36:03,680
anything, not booking a demo is
detrimental to your, to your.

939
00:36:03,720 --> 00:36:06,440
Yeah, I think so.
And it's a sign of actually, you

940
00:36:06,440 --> 00:36:08,480
know, we, you know, we need the
trust in schools, guys,

941
00:36:08,480 --> 00:36:10,120
weakness.
It's a sign of weakness if you

942
00:36:10,120 --> 00:36:12,840
don't book.
Guys do it down below.

943
00:36:12,840 --> 00:36:15,400
Hayden and I are showing off
this to everyone.

944
00:36:15,400 --> 00:36:18,800
We love it with our team.
Book a demo and whilst you're

945
00:36:18,800 --> 00:36:22,520
here listening to the podcast,
why not follow like subscribe

946
00:36:22,600 --> 00:36:24,680
rate?
Someone asked me very quickly, I

947
00:36:24,680 --> 00:36:26,200
want to finish it.
If you've got this far, please

948
00:36:26,200 --> 00:36:27,520
do this.
If you're listening on Spotify,

949
00:36:27,520 --> 00:36:30,200
you have to hit the three dots,
hit the three dots at the top of

950
00:36:30,200 --> 00:36:32,440
this page and it says rate the
show.

951
00:36:32,440 --> 00:36:33,920
Someone couldn't find it.
They asked me, I've been

952
00:36:33,960 --> 00:36:35,720
listening for a while and I want
to, I want to rate.

953
00:36:35,720 --> 00:36:37,440
You ask us all the time.
I want to do it.

954
00:36:37,440 --> 00:36:39,640
And I was like, oh, you got to
go here. 3 dots, rate.

955
00:36:39,640 --> 00:36:41,680
If you're on anything else, rate
rate, rate.

956
00:36:41,840 --> 00:36:43,280
I rate this episode goodbye.