I should explain the title of this one first. It’s a label that was offered to the group of new faces at the event I’ll describe below as an alternative to “the usual suspects”

I don’t think I’ve blogged much about my work towards Chartered Teacher status. I will, once it’s all finished and I can properly reflect on what’s been involved so far, and work out which bits I am allowed to share and which have to remain confidential! This week, Dame Alison Peacock, CEO of the Chartered College of Teaching, presented an update on the College’s work to the All Party Parliamentary Group for the Teaching Profession. Members of the College were invited to attend, and I was one of the lucky ones chosen to represent the College. Duly suited and booted, with childcare in place, I found myself in Westminster waiting in the queue for security at Portcullis House, slightly concerned about what I’d agreed to attend. I’d decided that I would observe only, and definitely not contribute or ask questions.

The agenda items really interested me. Obviously the Chartered College update was up my street, but the items on teacher well-being (presented by the Education Support Partnership) and educational isolation (presented by Prof Tanya Ovenden-Hope from Plymouth Marjon University)

The report on teacher wellbeing made for especially uncomfortable listening. To hear that almost 1/3 of educational professionals have experienced a mental health issue in the past 12 months, and that over 3/4 have experienced behavioural, psychological or physical symptoms due to their work (compared to 60% of all UK employees) The headline causes of poor wellbeing and mental health were overwhelmingly workload and behaviour. The Education Support Partnership have made six recommendations for steps to improve the situation, but these are not quick fixes and will require investment in terms of time and money for the picture to change nationally.

Tanya Ovenden-Hope’s presentation on educational isolation was focused on her own area, Cornwall, but really resonated with me as a teacher in a rural school. She described eloquently the issues of transport, funding and limited opportunities that are experienced by those in isolated areas of the UK. She highlights isolated areas as “social mobility cold spots” Ovenden-Hope identified the funding issues faced by such areas.

{Note: this post was unfinished but is published anyway to share what I thought at the time}