Why do Finland's children score some of the highest average results in the whole of the developed world...

The Finnish philosophy with education is that everyone has something to contribute and those who struggle in certain subjects should not be left behind. The children are not streamed or setted but are all kept in the same classroom, regardless of their ability in that particular subject.

Interestingly Finnish children spend the fewest number of hours in the classroom in the developed world. This reflects another important theme of Finnish education. All through schools are common in Finland where primary and secondary schooling is combined, so the pupils don't have to change schools and so avoid the potentially disruptive transition from primary school to secondary school.

Children in Finland only start main school at age seven. The idea is that before then they learn best when they're playing and by the time they finally get to school they are keen to start learning. Finnish parents and carers play an important part in achieving these impressive results. There is a culture of reading at home and families have regular contact with their children's teachers. The educational system's success in Finland also seems to be part cultural. Finland also has low levels of immigration. So when pupils start school the majority have Finnish as their native language, eliminating an obstacle that other societies often face.

The system's success is built on the keep it simple principle. Teaching is a prestigious career in Finland and teachers are highly valued and teaching standards are high. There is an emphasis on trust and workforce development in relaxed schools, free from political prescription. This combination, they believe, means that no child is left behind.

Chris

"It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly; who errs and comes short again and again; because there is not effort without error and shortcomings; but who does actually strive to do the deed; who knows the great enthusiasm, the great devotion, who spends himself in a worthy cause, who at the best knows in the end the triumph of high achievement and who at the worst, if he fails, at least he fails while daring greatly. So that his place shall never be with those cold and timid souls who know neither victory nor defeat."

Theodore Roosevelt

As we face yet another year here in Leeds, and sadly our last together as Education Leeds, we need to celebrate our incredible achievements with education, learning and schools, nurture and support the brilliant initiatives we are involved in and marvel at the people we have become...

These things are all the consequences of the journeys we have been on as individuals over the last however many years. Personally, I have been doing this for over 36 years and if we collect together the talent, the wisdom, the experience, the knowledge and understanding and the insight we have across Leeds what can't we achieve together... no-one can tell me that we can't build world class learning here in Leeds and continue to create brilliant learners, brilliant learning places and brilliant learning communities.

Of course I know that we are travelling through difficult and troubled times and that many of us have struggled over the years against command and control, missives from DCSF, OFSTEDs limiting judgements and frameworks, other national frameworks and potential straight-jackets which have in many ways limited and constrained learning rather than liberating and enabling it. This is an important time for those of us who are passionate about learning and how we create brilliant learners, brilliant learning places and brilliant learning organisations. As we wait for the 'perfect storm' we simply can't continue to tinker, to fiddle, to refine and to adjust the controls every five minutes... the current systems simply aren't fit for purpose!

The fundamental challenge is that the world is becoming increasingly complex, increasingly diverse and how we connect and communicate in this new conceptual age is critical to our success as individuals, as communities, as a city and as a country. Everything is changing and we had better wake up, stop looking backwards and start looking forwards. Looking forwards to a digital world, a world driven by abundance, automation, technology and global skills. We must understand that intelligence is everywhere... it is rich and diverse, it is dynamic and it is unique to each and everyone of us and not restricted to a priviledged and special few. As Dirk would say everyone is bright and everyone has a talent... it's the educators job to find it and to nurture and grow it.

We have missed the point with our never-ending focus and attention on testing and data and accountability and we must refocus our collective energies on creating a more personal, a more vivid, a more engaging and more stimulating offer for ALL our children, our young people, our families and our communities. If we are going to succeed in this challenge we must develop three things in our children, our families and our communities... creativity, capability and confidence. We must re-imagine our learning places and build.. brilliant leadership, brilliant teaching and intelligent assessment and accountability systems. We must work together to invent pathways to learning, pathways to excellence, pathways to success.

We must transform our provision... buidling on the outstanding practice we have here in Leeds and getting rid of the irrelevant, the redundant and the obsolete which clutters our lives. We must radically change the way we encourage, coach, nurture and support our children and young people, our families and our communities to become brilliant learners. This is fundamentally a partnership enterprise, a community enterprise, a cultural enterprise, an economic enterprise and above all it's a passionate enterprise.

And by the way anyone can join in!

Chris

'When the going gets tough, the tough get going.'

This year will be about attitude, determination and persistence. If you want to be successful in any aspect of your life you need great support, a lot of luck and to work hard, be determined and be persistent. There will always be people who will tell you that things can't be any different, that you are wrong to search for better things and that what you are doing is impossible to achieve.

Persistence is the powerful force that keeps pushing you on when that little voice in your head is telling you to quit. Persistence is an intense desire to succeed. You either have it or you don’t but the good news is that persistence is a state of mind and you can develop persistence. Now is the time to be more persistent than ever. Now is the time for us all to step up. Persistence will reward us all for our efforts when we achieve our goals.
Chris

"Another year is fast approaching. Go be that starving artist you’re afraid to be. Open up that journal and get poetic finally. Volunteer. Suck it up and travel. You were not born here to work and pay taxes. You were put here to be part of a vast organism to explore and create. Stop putting it off. The world has much more to offer than what’s on 15 televisions at TGI Fridays. Take pictures. Scare people. Shake up the scene.
Be the change you want to see in the world."
Jason Mraz

More Success for Schools in Leeds

Seven Leeds schools have been recognised as being among the highest achievers in the country...

Woodkirk High Specialist Science School; St Mary's School, Menston; Otley Prince Henry's Grammar School Specialist Language College; Horsforth School ; Guiseley School Technology College; Garforth Community College and Abbey Grange CE High School feature on a list of high-attaining schools published by the Specialist Schools and Academic Trust after all hit targets of 60 per cent or more students achieving five or more A*-C GCSEs including English and mathematics; 53.7 per cent or more with two or more A* -C GCSEs in science subjects and 31.6 per cent or more with at least one A*-C GCSEs in modern foreign languages.
BRILLIANT NEWS
Chris

Mike Chitty sent me this post...

"Chris, If you think making change is hard you should try making progress. Change is inevitable. Progress is not."


I agree with Mike and the interesting thing is that wherever I have worked in local government, in Wolverhampton, North Yorkshire, York and now here in Leeds, we have made great progress. I believe that the real keys to success lie in developing great leadership everywhere across the organisation, valuing, empowering and trusting talented people and building strong and effective partnerships with those who share your passion and commitment. Alongside this wherever I have worked we have built strong performance management systems to ensure that outcomes drive the business and strong resource management systems so that every thing we have at our disposal is used to make a difference where it matters... in our business this means getting better outcomes for children and young people... whatever it takes!
Chris

A "perfect storm" is an expression that describes an event where a rare combination of challenges come together to create something simply extra-ordinary...

You could argue that this is what happened nine years ago to create Education Leeds and today's challenges threaten to overwhelm what we have achieved together over the last nine years with huge budget cuts looming, capital funding disappearing and an increasing difficulty attracting and retaining talented colleagues. However if you look at it more creatively these challenges are really opportunities for talented colleagues with the future of public services hingeing on brilliant leadership, social enterprise, powerful communities, responsibilities alongside rights and civic companies enabling local authorities to champion and commission rather than provide services.
Chris

I have been managing change for the last twenty five years and over those years these are the biggest mistakes I've made in managing change -- and the lessons I've learned on the way...

Mistake Number 1 : I didn't understand the critical importance of people.

Lesson learnt: Organizations don't change. People do -- or they don't.

Mistake Number 2: I didn't appreciate that people throughout any organisation have different reactions to change

Lesson learnt: Some people are more "ready for change" We need encourage the early adaptors and champions.

Mistake Number 3: I treated transformational change as an event, rather than a mental, physical and emotional process.

Lesson learnt: Large-scale organizational change usually triggers emotional reactions -- denial, negativity, choice, tentative acceptance, commitment.

Mistake Number 4: I wasn't totally honest with colleagues.

Lesson learnt: Communicate openly and honestly.

Mistake Number 5: I didn't carefully "set the context" for change.

Lesson learnt: Colleagues need to know the vision, goals, and strategy for any new arrangements.

Mistake Number 6: I tried to manage transformational change with the same strategies used for incremental change.

Lesson learnt: Continuous improvement is linear, predictable, logical, and based on a progressive acceleration of past performance. Transformational change is none of these things.

Mistake Number 7: I forget to negotiate the new "agreement" between the boss and his colleagues.

Lesson learnt: A new relationship needs to develop, based on mutual trust and respect.

Mistake Number 8: I used to believe that simple communication engages colleagues.

Lesson learnt: We must learn the importance of behaviour-based communication as a requirement for leading change.

Mistake Number 9: I underestimated the potential of my colleagues.

Lesson learnt: Trust in the innate intelligence, capability, and creativity of your colleagues and people will simply amaze you.

These lessons have helped me build something extra-ordinary at Education Leeds; a unique, award winning company that has transformed education and learning.

Chris

We are entering another difficult period in the story of Education Leeds, where we need to carefully manage another complex and difficult change...

I have been talking to my colleague Dirk Gilleard about how we do it and we agreed that these are the approaches we should use:

1. We need to educate and work with all the colleagues involved.
2. We need to use a "systems" approach to ensure that all aspects are considered when planning and implementing the necessary changes.
3. We need to use a team approach that involves as many stakeholders and partners as possible in the change process.
4. We need to share power to encourage the implementation of the change.
5. We need to make plans, but "hold our plans loosely." Develop plans, but know that they will have to be adapted to change as opportunities arise and needs change.
6. We need to realize that there is a tension between establishing readiness for change and the need to get people implementing new approaches quickly.
7. We need to provide considerable amounts of training and staff development for everyone involved.
8. We need to choose innovative practices that are research-based and "organisation friendly."
9. We need to recognize that change happens through people; understanding colleagues resistance to change and working with it to build consensus and engagement.
10. We need to be prepared for "implementation dip"; things often get worse temporarily before improvement begins to appear.
11. We need to help colleagues develop an "intellectual understanding" of the change process we are engaged in.
12. We need to seek out "enablers" and "champions" who are interested in and supportive of the substantial changes we are making.
13. We need to take the long view; realizing that change takes time and should not be forced to occur too quickly.

I hope this helps.

Chris

“And the pleasure of discovery differs from
other pleasures in this [...] Other desires perish
in their gratification, but the desire of knowledge
never: the eye is not satisfied with seeing nor
the ear filled with hearing. Other desires
become the occasion of pain through dearth of
the material to gratify them, but not the desire
of knowledge: the sum of things to be known is
inexhaustible, and however long we read we
shall never come to the end of our story-book.”

A.E. Housman, 1892

A "perfect storm" is an expression that describes an event where a rare combination of challenges come together to create something simply extra-ordinary...

You could argue that this is what happened nine years ago to create Education Leeds and today we are facing a combination of challenges that threaten to overwhelm what we have achieved together over the last nine years with huge budget cuts looming, capital funding disappearing and an increasing difficulty attracting and retaining talented colleagues. However if you look at it more creatively these challenges are really opportunities for talented colleagues with the future of public services hingeing on brilliant leadership, social enterprise, powerful communities, responsibilities alongside rights and civic companies enabling local authorities to champion and commission rather than provide services.

It is important that we rise to these challenges and continue to focus on the things that really matter... whatever it takes!
Chris

I saw 'Invictus' last night which is based on the book "Playing the Enemy"...

It's a great film starring Morgan Freeman as South African President Nelson Mandela and Matt Damon as Rugby Captain Francois Pienaar. It is the story of Nelson Mandela's first years as President of the culturally separated country in the run up to the Rugby World Cup in South Africa in 1995. The poem 'Invictus' is a great reminder to us all about what really matters in life.

"Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate,
How charged with punishments the scroll.
I am the master of my fate:
I am the captain of my soul."

William Ernest Henley

A friend sent me this brilliant quote to help steady the nerves...

"A pessimist is one who makes difficulties of his opportunities
and an optimist is one who makes opportunities of his difficulties."
Harry Truman

"Ability is what you're capable of doing.

Motivation determines what you do.

Attitude determines how well you do it."

Lou Holtz

My colleague Geoff Roberts sent me this after reading my Interesting Times blog...

"Hi again Chris, One of your posts from The Guardian Public Services Summit 2010 got my mind working – which for a Friday pm is pretty impressive. It led me to think about the difference between change management (which is what tends to get discussed) and change leadership. I don’t doubt that change management is important and that there is a place for standard methodologies such as PRINCE2 – although I suggest that such methodologies are more appropriate for building roads or writing software than the sort of ‘human change’ that we tend to get involved in and which lies at the heart of the challenge. We also know that the difficulty of implementing change varies with each different change. Why might that be – it’s not about the plans or the technologies it’s about the people and people do not respond in programmatic ways that can be ‘managed’, they respond in individual ways depending on their individual Values, drivers, motivations, circumstances, etc. Where change efforts so often fail is in not answering each individual ‘Why?’ and ‘What is in it for me?’ – if there is nothing in it for me then the best anyone can expect is compliance, whereas good answers to Why? And Wiifm? can generate the sort of commitment that makes change much easier.

If I have learned one thing in my many years as a change agent it is Communicate, Communicate, Communicate – and to do most of that by listening, not preaching. We (and to be very frank, "we" includes quite a few Education Leeds people that I come across) need to understand the difference between consultation and involvement as well as appreciating where and when to do each. My typification of the difference is:
Consultation – "We plan to do this, have you any thoughts on the proposal before I make my decision?"
Involvement – "We share a problem, let’s sit down and figure out how to solve it"
The latter takes time and means early stakeholder identification and persistent involvement to craft a mutually satisfactory solution, the former lets the experts sit in their current paradigm and each side blame the other when things go wrong. The former requires rudimentary skills, the latter much more sophisticated interpersonal and group dynamic capabilities. We know that change is more effective and sustained when it is done by the participants rather than being done to them. Don’t know if this is just me ‘soapboxing’ or whether it makes a useful thinkpiece – you judge. Be well, thanks and have fun, Geoff."

"All that is gold does not glitter,

Not all those who wander are lost.

The old that is strong does not wither,

Deep roots are not reached by the frost."

J.R.R. Tolkien

I found this brilliant article on the web...

The Dream Cycle

by Anthony Fernando

The process of transforming your dreams into reality is the same regardless of what your specific goals are. I’d like to share with you The Dream Cycle..

There are six stages in the Dream Cycle and each one of them is very important.
Stage 1: Dream
Every man-made item you see around you began as the spark of an idea in the mind of a single individual. The greatest architectural monuments, the most famous works of art, the most stirring pieces of music, the most profound works of literature – they all began as a thought…an idea…a dream.
We all have flashes of inspiration from time to time, but sadly, many people let these ideas fade away. Successful people however are different. They realise how precious these ideas truly are and they are not afraid to dream BIG dreams.
Stage 2: Plan
Imagine for a moment that you want to travel from your home to the supermarket. You get into your car, drive to the nearest intersection and flip a coin to decide which way to turn. If it’s heads you turn right, if it’s tails you turn left. At every intersection you come to you repeat this process of flipping a coin and choosing a direction. How long do you think it will take you to reach the supermarket using this navigational approach?
Clearly it is unlikely that you will ever reach your destination unless you know how to get there.
Unfortunately this is how many people navigate through life. They make random decisions from day-to-day and hope that somehow they will reach their destination.
In order to make your dreams a reality you must take the time to formulate a plan which will act as your ’street directory’ to guide you from where you are today to where you want to be tomorrow.
Stage 3: Work Hard
Don’t listen to anyone who tells you that success is easy. It isn’t.
True success in any area of life involves focused and consistent hard work. A good way to gauge your chances of achieving success is simply to count the number of hours each week that you are actively working on achieving your goal. If you don’t put in the work – you won’t get the result.
Stage 4: Achieve
The feeling of achievement that comes from working hard and transforming your dream into reality is one of the most satisfying feelings you can ever experience. This is why the Olympic Games are so popular. Elite atheletes are a great example of people who are prepared to put in the hard work necessary to achieve their dreams.
Stage 5: Celebrate
It is very important when you achieve a major goal to take the time to really enjoy and celebrate your achievement. Don’t make the mistake of trying to launch straight into your next goal. Take a break and enjoy your success. Go out with someone you love, do something you enjoy or buy yourself something special. By doing this you will reinforce the positive energy associated with achievement and be ready to move on to your next dream.
Stage 6: Give Back
The final stage of the Dream Cycle is to give something positive back to the Universe. If you’ve achieved a monetary goal, give 10% of your profits to a worthy cause.
This idea of giving back does not only relate to financial goals however. For example, if you’ve just lost 30 pounds and reached your ideal goal weight, share your knowledge and experience with others. Tell them how you achieved your goal and encourage them to pursue their own dreams.

The Inner Circle
You will see that the inner circle of the Dream Cycle contains two items:
(1) Visualise
(2) Enjoy
Visualisation
Visualising your goal in every detail is the best way to clarify your dream. It also helps you to create your plan and keeps you motivated while you work hard to make your dream a reality.
Enjoy
Don’t be afraid to really enjoy your success and achievement. Celebration and giving back to the Universe helps you create a positive mindset which in turn helps you achieve bigger and better dreams.
Action Steps:
This week, review your major goals and see where you are in the Dream Cycle. Ask yourself these questions:
(1) Do I have a clear plan for transforming my dream into reality?
(2) Am I putting in the regular hard work necessary to make my dream a reality?
(3) Am I visualising my dream daily?
Until next time,
Dare To Dream!
Dr Anthony Fernando

"If people are good
only because they fear punishment,
and hope for reward,
then we are a sorry lot indeed."
Albert Einstein

"The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born"
UNICEF