Age 45 to 57 ...Work
It was now July 1996. Aged 45, I had just voluntarily made myself jobless (see work>). I was not too concerned about the lack of income. Having recently sold my big house in Sittingbourne, and bought, mortgage-free, a scruffy little house on the Isle of Sheppey (see home>), I had a healthy wedge of cash in the bank. My plan was to spend some time refurbishing my little house, and become relaxed about not having to worry about school or teaching. I spent a happy summer wielding assorted tools and decorating materials, and gradually made a reasonable home out of my little house.
On Supply
Earning some kind of income eventually became desirable though, and shortly after the start of the school year in September 1996, I visited a few schools on Sheppey and in Sittingbourne, making myself available for supply teaching work. Now having considerable teaching experience, I was very soon being offered jobs. There is only one Secondary School on Sheppey, where I worked occasionally, but there are three Middle Schools, where I also spent some time. I registered with an agency in Maidstone as well, and they had plenty of work available, but where possible, I tried to work directly for the schools, as the pay was better, with no agency creaming off their commission.
To begin with, I avoided taking any long-term jobs, preferring to pop into a school for a day or two at a time. Sometimes I was covering for a teacher who was at a meeting or on a training course, so copious notes and plans would be left for me to follow. On other occasions, and usually with no prior notice, I covered for teachers who had phoned in sick. I have always been able to entertain a class for an hour or two 'off the cuff', and this gave me the chance to hone to perfection my skills at thinking on my feet. I worked in a wide variety of schools and with all age groups, with my youngest pupils being aged just six (I must have been begged to take that particular job...) It was quite a treat to find myself in a Secondary School Art room - though that didn't happen often.
As time went on, I began to find myself mostly working in just three or four schools. The schools had come to rely on me, and I was getting to know the staff, the pupils, and the routines of each school. In the summer term of 1997, I was offered the full autumn term on supply basis at a Special Needs Further Education College near West Malling, and at about the same time, I was offered the last half term of the summer term with a Year Six class at a really nice Junior School in Rainham. Both schools then offered me permanent posts. It really wasn't a difficult decision. I did the seven weeks at the Junior School, and saw my class through their SATs tests and their end of year talent show, and then the pupils left primary education behind them - with lots of questions to me about what Secondary School was going to be like. As for me - after the summer, I was going back to full time teaching in Special Needs.
On Supply
Earning some kind of income eventually became desirable though, and shortly after the start of the school year in September 1996, I visited a few schools on Sheppey and in Sittingbourne, making myself available for supply teaching work. Now having considerable teaching experience, I was very soon being offered jobs. There is only one Secondary School on Sheppey, where I worked occasionally, but there are three Middle Schools, where I also spent some time. I registered with an agency in Maidstone as well, and they had plenty of work available, but where possible, I tried to work directly for the schools, as the pay was better, with no agency creaming off their commission.
To begin with, I avoided taking any long-term jobs, preferring to pop into a school for a day or two at a time. Sometimes I was covering for a teacher who was at a meeting or on a training course, so copious notes and plans would be left for me to follow. On other occasions, and usually with no prior notice, I covered for teachers who had phoned in sick. I have always been able to entertain a class for an hour or two 'off the cuff', and this gave me the chance to hone to perfection my skills at thinking on my feet. I worked in a wide variety of schools and with all age groups, with my youngest pupils being aged just six (I must have been begged to take that particular job...) It was quite a treat to find myself in a Secondary School Art room - though that didn't happen often.
As time went on, I began to find myself mostly working in just three or four schools. The schools had come to rely on me, and I was getting to know the staff, the pupils, and the routines of each school. In the summer term of 1997, I was offered the full autumn term on supply basis at a Special Needs Further Education College near West Malling, and at about the same time, I was offered the last half term of the summer term with a Year Six class at a really nice Junior School in Rainham. Both schools then offered me permanent posts. It really wasn't a difficult decision. I did the seven weeks at the Junior School, and saw my class through their SATs tests and their end of year talent show, and then the pupils left primary education behind them - with lots of questions to me about what Secondary School was going to be like. As for me - after the summer, I was going back to full time teaching in Special Needs.
Grange Park, West Malling
My post at Grange Park became permanent from January 1998. At the time, Grange Park was a Further Education College jointly funded by Kent County Council and the National Health Service catering for young people aged 16 to 21 with Profound and Multiple Learning Difficulties. For that first year, my class group was of seven 17-year old students, four of whom were unable to feed themselves or stand. Although the other three students were able to walk, only one had spoken language. I was supported by a team of three wonderful full-time Assistants.
In my youth, if anyone had asked me if I would like to spend my working days in the company of a group of severely handicapped teenagers, I would have immediately answered with an emphatic 'no way'. As it turned out, this year At Grange Park was one of the most rewarding and enjoyable years of teaching that I spent in my entire career. Anyone who has not experienced getting to know a person with disabilities as severe as those of my group of students, would probably find it difficult to believe how able these youngsters could be at communicating. At times, they very clearly showed discomfort, but most of the time their eyes would sparkle, and each in their own unique way would show love, respect, happiness and enjoyment. The atmosphere in my room was always light and cheerful, and quite often filled with laughter and singing. My staff were tireless, and we all worked flat out to make the most of every day. Lunchtime was especially busy, as we each had to help a student with their meal as well as watching over the students who could feed themselves. We went out a lot - sometimes just to enjoy fresh air, but also to go shopping or to a cafe for a drink and a cake. I became very adept at loading wheelchairs into the minibus and securing them for travel.
I Specialise In Autism
I stayed with the same group of students for another great year the following year, but then the wheels of finance and reorganisation rolled again, and in spite of some loud protestations from some of the parents of the students, the NHS withdrew their funding for the 19 - 21 part of the establishment, and Social Services would not pick up the bill. So the older students were placed in adult day-care centres, and Grange Park was re-designated as a School regulated by the Education Department, with an intake of younger students. The re-written admission criteria stated that all new students would have a diagnosis of Autism. The intake of younger students was planned to start initially with just Year 7 (11 year olds) and I was to be their class teacher. At a planning meeting with the Head I was told, in no uncertain terms; 'The future of Grange Park depends on your new class being successful' - no pressure then... As it happened, things were not so hard. I started my new class with only three pupils, and I had two Teaching Assistants, so we were working 1:1. Between us we delivered all the National Curriculum subjects, but I was allowed to modify the curriculum to suit the needs of our pupils. More students joined the class as the first year went on, but my assistants were very experienced (both, in fact, later progressed to qualify as teachers) and through training courses, listening to the parents of our pupils, and learning through observation (call that 'trial and error'), between us we quickly came to recognise most of the very complex needs of our students, and acquired considerable understanding of Autism as it affects young people.
Over the next few years, the school quickly grew in pupil numbers right across the secondary age range. Because for a time I was the most experienced of the staff when it came to 1:1 interaction with Autistic pupils, I was heavily involved with the induction of new students, as well as keeping a teaching role, though now, not with a class group of my own, but as the specialist Information Technology teacher. I was given a generous budget, and established a dedicated IT Suite which was equipped with sufficient computers for every student to have one to themselves. I spent as much of my time teaching the Teaching Assistants the new technology, as I did teaching the pupils. Everyone learned together. It felt good to be in at the beginning of the school-based computer revolution, and I personally taught myself a tremendous amount about computer technology in general, as well as about the use of all the popular software packages.
Grange Park at Holmesdale, Holmesdale Technology College, Snodland
Time rolled on again. The Grange Park Headteacher retired early due to ill health, and a bit of a reshuffle of senior staff took place. By now, Grange Park had established a 16-19 Autism provision housed within two dilapidated huts at the back of Holmesdale Technology College - a mainstream Secondary School in Snodland, a village about three miles from Grange Park itself. This provision was unimaginatively named 'Post-16' and at the time had one part-time teacher and a small team of Teaching Assistants. There were then about a dozen students, though this number was on the increase. In 2005, a new challenge was offered to me. This was to take on the role of Head of Post-16, with the brief to develop the unit into a proper three-class 'sixth form' for the Grange Park pupils to move on to, so they could gain greater life skills after leaving behind the restrictions of the National Curriculum when they reached the minimum school leaving age of 16.
Initially, we had some extremely challenging severely autistic students to manage. Although our rooms were separate from the main school buildings, our students moved through the main school from time to time, some attended some lessons with mainstream pupils, and we all ate at lunchtimes in the school canteen. I was again supported by some extremely dedicated, loyal and hard working staff. I became very fond of my staff - they were a fantastic team. Taking our volatile and potentially violent 18-year old students out into the community was part of our daily routine, which could become a bit lively. We were obliged to undertake training in physical restraint techniques, but I was adamant that no restraint would be necessary if we had achieved a proper understanding of each student's wants and needs. I am proud to say that it was extremely rare for any restraint technique to be used. We conquered all manner of difficulties, not least being the conditions within our classrooms, with extreme cold in the winter and extreme heat in the summer, and an electricity supply which would trip out if we turned on the kettle while more than four computers were in use...!
My post at Grange Park became permanent from January 1998. At the time, Grange Park was a Further Education College jointly funded by Kent County Council and the National Health Service catering for young people aged 16 to 21 with Profound and Multiple Learning Difficulties. For that first year, my class group was of seven 17-year old students, four of whom were unable to feed themselves or stand. Although the other three students were able to walk, only one had spoken language. I was supported by a team of three wonderful full-time Assistants.
In my youth, if anyone had asked me if I would like to spend my working days in the company of a group of severely handicapped teenagers, I would have immediately answered with an emphatic 'no way'. As it turned out, this year At Grange Park was one of the most rewarding and enjoyable years of teaching that I spent in my entire career. Anyone who has not experienced getting to know a person with disabilities as severe as those of my group of students, would probably find it difficult to believe how able these youngsters could be at communicating. At times, they very clearly showed discomfort, but most of the time their eyes would sparkle, and each in their own unique way would show love, respect, happiness and enjoyment. The atmosphere in my room was always light and cheerful, and quite often filled with laughter and singing. My staff were tireless, and we all worked flat out to make the most of every day. Lunchtime was especially busy, as we each had to help a student with their meal as well as watching over the students who could feed themselves. We went out a lot - sometimes just to enjoy fresh air, but also to go shopping or to a cafe for a drink and a cake. I became very adept at loading wheelchairs into the minibus and securing them for travel.
I Specialise In Autism
I stayed with the same group of students for another great year the following year, but then the wheels of finance and reorganisation rolled again, and in spite of some loud protestations from some of the parents of the students, the NHS withdrew their funding for the 19 - 21 part of the establishment, and Social Services would not pick up the bill. So the older students were placed in adult day-care centres, and Grange Park was re-designated as a School regulated by the Education Department, with an intake of younger students. The re-written admission criteria stated that all new students would have a diagnosis of Autism. The intake of younger students was planned to start initially with just Year 7 (11 year olds) and I was to be their class teacher. At a planning meeting with the Head I was told, in no uncertain terms; 'The future of Grange Park depends on your new class being successful' - no pressure then... As it happened, things were not so hard. I started my new class with only three pupils, and I had two Teaching Assistants, so we were working 1:1. Between us we delivered all the National Curriculum subjects, but I was allowed to modify the curriculum to suit the needs of our pupils. More students joined the class as the first year went on, but my assistants were very experienced (both, in fact, later progressed to qualify as teachers) and through training courses, listening to the parents of our pupils, and learning through observation (call that 'trial and error'), between us we quickly came to recognise most of the very complex needs of our students, and acquired considerable understanding of Autism as it affects young people.
Over the next few years, the school quickly grew in pupil numbers right across the secondary age range. Because for a time I was the most experienced of the staff when it came to 1:1 interaction with Autistic pupils, I was heavily involved with the induction of new students, as well as keeping a teaching role, though now, not with a class group of my own, but as the specialist Information Technology teacher. I was given a generous budget, and established a dedicated IT Suite which was equipped with sufficient computers for every student to have one to themselves. I spent as much of my time teaching the Teaching Assistants the new technology, as I did teaching the pupils. Everyone learned together. It felt good to be in at the beginning of the school-based computer revolution, and I personally taught myself a tremendous amount about computer technology in general, as well as about the use of all the popular software packages.
Grange Park at Holmesdale, Holmesdale Technology College, Snodland
Time rolled on again. The Grange Park Headteacher retired early due to ill health, and a bit of a reshuffle of senior staff took place. By now, Grange Park had established a 16-19 Autism provision housed within two dilapidated huts at the back of Holmesdale Technology College - a mainstream Secondary School in Snodland, a village about three miles from Grange Park itself. This provision was unimaginatively named 'Post-16' and at the time had one part-time teacher and a small team of Teaching Assistants. There were then about a dozen students, though this number was on the increase. In 2005, a new challenge was offered to me. This was to take on the role of Head of Post-16, with the brief to develop the unit into a proper three-class 'sixth form' for the Grange Park pupils to move on to, so they could gain greater life skills after leaving behind the restrictions of the National Curriculum when they reached the minimum school leaving age of 16.
Initially, we had some extremely challenging severely autistic students to manage. Although our rooms were separate from the main school buildings, our students moved through the main school from time to time, some attended some lessons with mainstream pupils, and we all ate at lunchtimes in the school canteen. I was again supported by some extremely dedicated, loyal and hard working staff. I became very fond of my staff - they were a fantastic team. Taking our volatile and potentially violent 18-year old students out into the community was part of our daily routine, which could become a bit lively. We were obliged to undertake training in physical restraint techniques, but I was adamant that no restraint would be necessary if we had achieved a proper understanding of each student's wants and needs. I am proud to say that it was extremely rare for any restraint technique to be used. We conquered all manner of difficulties, not least being the conditions within our classrooms, with extreme cold in the winter and extreme heat in the summer, and an electricity supply which would trip out if we turned on the kettle while more than four computers were in use...!
The whole of the Holmesdale Technology College building was suffering from old age, and soon after I started work there, a total rebuild of the school got underway. Funding was by PFI (Private Finance Initiative) so building standards were high, and all the fixtures and furnishings within the new building were also new.
The classic 1930s façade of the main building was retained, with 21st century additions behind it. It was planned at the outset that the new buildings would incorporate Grange Park's 16 Plus unit, which I renamed Grange Park at Holmesdale. Our new accommodation was commodious and very smart and comprised three huge classrooms, an enormous practical and life-skills room with kitchen area, one smaller classroom, three staff offices, toilets and a spacious central atrium. We occupied the entire ground floor of one new building, with the main school's Special Needs Support department, and some staff offices, occupying the floor above us. We felt very important, and very privileged to be accommodated in such beautiful new surroundings. It certainly did our students good to find themselves properly integrated within a mainstream school, and it was also good for the mainstream students to interact with our students. To begin with, as we only had a handful of students on roll, we only used two of the big classrooms and the practical room. I furnished and equipped the smaller room as a computer suite, and our students all ate in the main school canteen - there was to be no segregation for us. I claimed the biggest office for myself and furnished it with a big desk and swivel armchair. After more than 30 years of teaching in shabby and dilapidated school buildings, standing on bare concrete floors and drinking from chipped cups while sitting on threadbare staffroom chairs, I decided it was time I had a bit of proper comfort! My staff comprised one teacher and six full time classroom-based Teaching Assistants, plus two further Teaching Assistants to run the Mainstream Inclusion and Work Experience aspects of our work. |
At this time, I was also busy establishing an Outreach service, whereby through Grange Park, and with the help of our Speech and Language Therapist, I would offer support to staff in mainstream schools for pupils who were on the Autistic Spectrum. Take up for the service was rapid, and the service was popular, most especially with Headteachers of Primary Schools who struggled to get support for some of their more challenging pupils. The Special Needs Co-ordinators in the local Secondary Schools were also always pleased to see me. I operated the service for a couple of terms, and spent my days visiting many of the local primary and secondary schools observing pupils, talking with teachers, offering help and advice, and meeting with parents and other professionals. Sadly, largely due to a lack of support from the Grange Park management and governors, and partly due to my own lack of drive at persuading the Local Authority to properly fund the service, my Outreach initiative had to be phased out, and I found myself back in the classroom as a class teacher.
The End Is Nigh - Retirement
I felt disillusioned by the closure of my Outreach service, and also felt uncomfortable at the lack of autonomy I was allowed to have over the running of my department. Financial considerations were at the centre of everything, and cost cutting became more and more a priority. The future of Grange Park itself was in question, as the buildings were deemed unsuitable, and a move to a new site was on the cards. An Ofsted inspection didn't paint a very rosy picture either. The pressures on the Head of Grange Park must have been enormous. (A couple of years later, this Head also took early retirement on health grounds). I began to dread the weekly Management Team meetings, which would sometimes drag on well into the evenings. It didn't help that I was now, at the age of 56, becoming very tired of my job, and I was aware that I was struggling to find sufficient vigour and enthusiasm to get the best out of my own staff team.
At home, Sue and I knew that we had other plans for our future. We arranged a meeting with our friendly Financial Advisor, who Sue had known for many years. He took a look at our financial situation - we owned three properties on Skye by this time, as well as our little house in Kent. He then investigated my pension provision, and immediately declared that we could easily afford for me to take early retirement. I didn't need to be told twice.
I handed in my resignation from Grange Park at Christmas 2007, and at Easter 2008, shortly after my 57th birthday, I retired from my teaching career. I left the profession very quietly, with a slightly emotional farewell to my own staff, but with no final visit to Grange Park. By my request, there was no retirement 'do', and my leaving collection was donated to the Woodland Trust for pay for 18 native trees to be planted, with a further cash donation being sent to the Trust. The dedicated trees are not individually identified in any way, but they are planted among others in Collards Copse, in the Hucking Estate close to the Hook and Hatchet Inn, near Hucking village, Maidstone.
On leaving teaching, the relief I felt was enormous and immediate. Only after I had walked out of school for the last time, and the pressure was no longer upon me, did I realise just how unhappy I had been in the job for the past few years. I felt enlightened and invigorated. Sue and I moved to Skye almost immediately, ready and enthusiastic to begin our New Life >
The End Is Nigh - Retirement
I felt disillusioned by the closure of my Outreach service, and also felt uncomfortable at the lack of autonomy I was allowed to have over the running of my department. Financial considerations were at the centre of everything, and cost cutting became more and more a priority. The future of Grange Park itself was in question, as the buildings were deemed unsuitable, and a move to a new site was on the cards. An Ofsted inspection didn't paint a very rosy picture either. The pressures on the Head of Grange Park must have been enormous. (A couple of years later, this Head also took early retirement on health grounds). I began to dread the weekly Management Team meetings, which would sometimes drag on well into the evenings. It didn't help that I was now, at the age of 56, becoming very tired of my job, and I was aware that I was struggling to find sufficient vigour and enthusiasm to get the best out of my own staff team.
At home, Sue and I knew that we had other plans for our future. We arranged a meeting with our friendly Financial Advisor, who Sue had known for many years. He took a look at our financial situation - we owned three properties on Skye by this time, as well as our little house in Kent. He then investigated my pension provision, and immediately declared that we could easily afford for me to take early retirement. I didn't need to be told twice.
I handed in my resignation from Grange Park at Christmas 2007, and at Easter 2008, shortly after my 57th birthday, I retired from my teaching career. I left the profession very quietly, with a slightly emotional farewell to my own staff, but with no final visit to Grange Park. By my request, there was no retirement 'do', and my leaving collection was donated to the Woodland Trust for pay for 18 native trees to be planted, with a further cash donation being sent to the Trust. The dedicated trees are not individually identified in any way, but they are planted among others in Collards Copse, in the Hucking Estate close to the Hook and Hatchet Inn, near Hucking village, Maidstone.
On leaving teaching, the relief I felt was enormous and immediate. Only after I had walked out of school for the last time, and the pressure was no longer upon me, did I realise just how unhappy I had been in the job for the past few years. I felt enlightened and invigorated. Sue and I moved to Skye almost immediately, ready and enthusiastic to begin our New Life >