My Head’s A Bully

A single bully in any promoted position within a school can cause enormous damage. They manipulate others, often unsuspecting senior managers who have full confidence in their judgement and do not question their trust as well as their subordinates who they can ‘ply with favours’ or manage by fear.

The bullies often tell blatant lies knowing they will be believed and that they will be supported by their managers regardless of the real facts. They will target the most competent and well liked subordinates as they are perceived by them to be a threat and need to be ‘kept down’.

The unsuspecting targets often do not even realize they are being bullied or that lies are being told to others. Initially they try hard to please the bully manager whose constant unwarranted criticism they accept but never understand.

The result is that they lose confidence. Their health suffers and the bully then uses negative impression management to destroy the reputation of the target to senior management. The management then is manipulated by the bully into increasing pressure on the target.

When this happens, the feeling of helplessness sets in. The target realizes they are being bullied but knows that they are isolated and vulnerable. If they raise a grievance then the bully, from their position of relative power, steps up the bullying hoping to further destroy their target then claim that their target has a ‘mental health problem’ so that they can claim that it is them that is being bullied rather than their target.

These bullies usually have either narcissistic or antisocial personality disorders.

These disorders allow the bullies to be seen as effective, charming and caring by senior managers and some of their subordinates but their true agenda is personal gain, dominance and control.

The result is a ‘hostile working environment’ where there are clear divisions and insecurity, with some staff being favoured and being ‘kept on side’ whilst others are targeted either individually or as a group.

Staff are often given vague instructions or are over controlled. Bullying can take many forms, too little work, too much work, being given responsibility without authority, nit picking, etc. (If it feels bad then it is probably bullying - trust your ‘gut feeling’ !)

People with these disorders have no conscience, tell lies with ease and skill, do not suffer from guilt from their wrongdoing and cannot empathize (though they can feign what they think are appropriate reactions in emotional situations).

They are very dangerous people (Dr. Jekyll & Mr. Hyde - wolves in sheep’s clothing) and they often gain promotion in schools by a combination of being able to say with conviction at interview that they will do ‘what it takes to get the job done regardless of cost’ and by spreading negative information (privately of course) about their competition.

This all seems unbelievable, unfortunately it happens all too often. Some excellent reading includes - ‘Bully in Sight’, ‘Without Conscience’, ‘Where Ego’s Dare’ and ‘Nasty People’.

The most effective legislation is probably the Protection Against Harassment Act 1997 which makes LEA’s and Councils vicariously liable for stress and anxiety caused by bullying. The time limit for claims is 6 years. You do not need to leave your job and it does not matter if the bully is moved on or leaves. The employer has no defence simply by claiming that they have a ‘dignity at work’ policy in place. The precedent was set in 2006 when it was applied in an employment law situation.

Schools should be good places to work and there is no place for bullies amongst staff. Remember - “All that is necessary for evil to succeed is that good men [or good women] do nothing”.

In bullying situations, there is the bully, the bullied and the bystanders. If the bystanders do nothing then they, by default, side with the bully as they effectively condone their actions.

Finally, even when unmasked, bullies will often continue to lie with conviction and contrive stories to get them out of their situation. Fortunately, they often suffer from poor memories and trip themselves up with their lies.

When called to account, though often still protected by HR and management who do not want the negative publicity of having supported a bully, the bully will feign illness to gain sympathy and divert attention.

A common trait with narcissistic or antisocial personality disorder sufferers is to look for pity - “Why does it always happen to me ?” “Why are my staff so incompetent ?”

When you realize that you or other good teachers are subject to bullying, the first thing to do is to read all that you can. Keep an accurate diary of events and file any memos, minutes and notes. Gather hard evidence and keep it at home until it is needed. Insist that any grievance is independent from the school to avoid a total ‘sham’ investigation.

Once you play your cards, ‘serial bullies’ will retaliate by distancing themselves, using others to do their dirty work.

For safety, assume that the bullies will be supported by their seniors and that they will have others lie on their behalf. Do not rely on a fair hearing or support from others as many are fearful that if they support you then they will be the next target.

Bullying is misunderstood - people think they know what it is but in reality few have a good understanding of the subject.

LEA’s and councils do not want staff to realize the extent of the problem.

In the end, the only people who gain from bullying are the bullies and other bullies within the management chain.

---

If you are being bullied and are forced into grievance procedures then you must be well prepared as there is often substantial bias in favour of the bully manager in internal grievance proceedings.

Neither management nor Human Resources (HR) are keen to find in favour of the complainant and will typically use a variety of tactics to intimidate or wear down the complainant all to avoid a precedent being set and opening the doors for litigation.

These tactics include :

1. To delay proceedings so that the time limit for eligibility for taking your complaint to an Employment Tribunal is reached. (It must be initially lodged within 3 months of the last bullying incident.)
   
   
2. HR can produce inaccurate records of meetings which you must challenge and correct which wears you down further and encourages you to lose heart.
   
   
3. They fail to answer relevant questions even when lodged in writing. (Ignoring and trivializing are themselves both bullying tactics.)
   
   
4. Bullying is a ‘pattern of unacceptable behaviour’. Each incident in isolation can be and often is trivialized - the focus must be kept on the grievance being a ‘pattern of unacceptable behaviour’ rather than focusing on individual incidents.
   
   
5. Investigators are often not qualified to effectively investigate bullying - they should know to look for signs of a ‘hostile working environment’ - high staff turnover - high sickness - low morale from some of the staff - secrecy - a polarization of views from people being interviewed with some speaking very highly of the bully (those favoured by the bully and who like the status quo) while very few openly support the bullied. Investigators should but often do not take account of the employment status of those being interviewed - NQT’s, those on temporary contracts and those looking for a good report for future jobs are very scared to say anything against even the worst bully. Only the secure staff in safe positions who are not looking for anything from the bully (or management) and who have suffered themselves are likely to provide accurate information.
   
   
6. Management often threaten Disciplinary Action on ‘trumped up’ charges to divert attention and increase stress further.
   
   
7. They can change personnel during investigation to dilute rigor and avoid accountability when the wrong decisions are eventually reached.
   
   
8. Probably the worst abuse is for them to ignore hard evidence which clearly demonstrates bullying and close the investigation without looking at substantial evidence they know to be available.
   
   
9. They suggest that its simply a ‘personality clash’ or ‘a breakdown in relationships’ with ‘faults on both sides’.
   
   
10. The bully will often lodge a counter claim that it is them that is being bullied. Experienced investigators know that counter claims actually strengthen the initial claim of the person being bullied. There are lots of other things they do - the bullies have often been through the procedures before and know how to abuse it making it even less effective. As regards claims by HR/management that there are ‘faults on both sides’ - simply point out that, like in child and domestic abuse where there is an imbalance in power, the abuser, when called to account often blames the abused and the result is a breakdown in relationships. There is only one person at fault. It’s the same with bullying. What I am saying is - be well prepared, look after yourself, know what to expect re your health as you will suffer symptoms of stress and by knowing what to expect it is less alarming when the symptoms appear, you will realise that the symptoms are a ‘normal reaction’ to bullying - keep records - keep reminding yourself or those you are supporting that you/they have done nothing to deserve the abuse received and assume that you will need to fight on and on to get justice. Read all you can.
    
    
11. Finally - HR / management will encourage you to keep quiet about proceedings - this helps the bully - know your rights on what is confidential and what can be shared - don’t be intimidated - get things in writing and challenge unreasonable requests for secrecy - share what you can - keep your union involved (but don’t expect much support as often the bully is in the same union and the union gets scared about their own legal position. That said, the more experience the local reps get the more they will understand and be able to advise others in the future. - there is no advantage in falling out with the union, it simply plays into management’s hands.) Learn about bullying in the workplace and educate others. Like someone said earlier - Bullying has to become as socially unacceptable as drink driving, child abuse and all the discrimination that used to be widespread. For this to happen, everyone has to be able to recognize the difference between bullying and ‘strong management’. Strong management is effective but never involves bullying.

Horror Stories

“School disciplinary processes leave teachers ruined, destroyed and damaged beyond repair” argues E. A. Francis, in a series in which TES readers share their experiences of education. Source: TES

Experienced, successful and skilled educationalists are leaving the profession ruined, destroyed and damaged beyond repair.

Confident personalities have been reduced to rubble by the grievance and disciplinary procedures in schools.

Some head teachers are getting away with condoning this travesty through the perpetuation of corruption or subterfuge.

I am talking of that all too frequent occurrence happening in schools around the country every single day. That fateful day when you walk into your place of work only to be summoned by the head teacher and told a colleague has made accusations about you.

Your world stands still. You feel sick, confused, hurt; and then you feel a fear beyond your experience and understanding.

At no time are you allowed to suggest these allegations are malicious; that would violate the accuser’s rights and interfere with the school’s policy to investigate.

You can not get angry; that makes you look aggressive. You can not say anything you have experienced; for example, isolation, being ignored, gossiped about, set up and not spoken to for weeks, months, years.

Oh no ! That would give the investigator ammunition to suggest you are not showing any remorse. You are guilty as charged. Condemned, judged and hanged – before you even get to your first grievance meeting.

Oh, and don’t, whatever you do, speak to another colleague about it. Not even if you are in tears or unable to concentrate on your job or that you have been found throwing up in the toilets. You will be told you are ‘canvassing’ for support which could result in a suspension.

An unofficial action group may form, those types who simply need to get involved, the one, two or three people who you have had a professional disagreement with in the past or maybe even the one or two who internally applied for your job and didn’t get it. They need to be heard, they make it their mission to be heard. Their evidence will help seal your fate because they have all been called as witnesses ! Your reports of this group are considered hearsay. Their reports of you are a vital part of a fact finding investigation.

Then that day arrives, after months of grievance and disciplinary interviews, the hearing, the decision. You receive a Verbal Warning if you are lucky, Written Warning – well not bad, let’s face facts, you have been told for months now you could be dismissed, so any Warning is quite a relief.

It was just such a shame no one believed you. It is even more sorrowful that tissues of convenient lies were believed instead. It is a tragedy you have lost all your confidence, faith, self-esteem and professional self-belief. For these things are to be dealt with by you and you alone, quietly and gratefully. Your life has been torn apart, your heart has been ripped out and every single thing you held dear has been dismantled, analysed and spat upon. You now have a stress related illness.

You need time away to recover. So now you have an official Warning and a sick record with a mental health diagnosis. Well that is fine, you didn’t get the sack. Just because you have lost the ability to go out, enjoy your hobbies, have peaceful evenings with your family, meet with friends, have restful holidays, sleep the entire night. None of that matters, as you didn’t get sacked !

Sometimes, untrained and unskilled members of a senior teaching staff act as a prosecutor would in a criminal court case. Even the police are not allowed to interview suspected criminals for more than a certain amount of hours at a time but schools can - and some do. So this untrained member of SMT who has probably never studied Employment Law, is unlikely to have read the Human Rights Act and who has possibly only just read the school’s grievance procedure is now responsible for your future !

Something has to change and it has to change quickly. I think it an outrage that so many good educationalists have had their careers ruined as a result of malicious allegations made against them by colleagues.

The system whereby a head teacher is able to act as judge and jury is ridiculous, unjust and only seems to favour what is ‘best’ for the school, which means no scandal, no press involvement and certainly no union clashes. Head teachers are seldom trained in law but disciplinary hearings are run by heads and senior managers as though they were QCs for the day.

Thousands of pounds of public money would be saved if this whole system were reviewed. These cases can result in a drawing up of a Compromise Agreement which has been known to involve ‘hush’ money. They are called ‘gagging contracts’ by those in the know.

Why can’t schools recognise the need for strategic management designed to avoid or at least preempt potential cases of staff against staff ? Ad hoc mediators should be available without the waiting lists. In-house counselling services should be available to everyone and the protection of vulnerable staff should be high on every head teacher’s agenda.

Grievance and disciplinary investigators should not be members of the involved school’s Senior Management Team. Be wary about who is taken on. Power in the wrong hands can only result in disaster.

Some cases are so trivial that dismissal may be threatened in order to encourage a resignation but if none is forthcoming, they are taken all the way and broken by the process. If they don’t leave, their Warning can be used against them for up to a year, like the Sword of Damocles hanging over their heads, so just add on a few more ‘misdemeanors’ and with a bit of luck this newly acquired sickness record could be very handy towards conjuring up a capability case.

Current policy must be reviewed, evaluated and changed. The ‘accused’ should be afforded the same rights and support as the ‘aggrieved’. Witnesses interviewed during the grievance and disciplinary procedures are called by the ‘aggrieved’ and cannot be called in defence of the ‘accused’.

How can that be a balanced and just system ? It should be policy to assign an HR support worker for the ‘accused’. Independently run disciplinary hearings must be a forum for outing truth, irrespective of how inconvenient that truth is.

If this does not happen, experienced and respected staff will continue to be forced to leave the profession in droves because this is happening too often and towards too many.

---

“Established and experienced teachers are being forced out of their chosen vocation, through what they have described as malicious and fabricated allegations against them by their colleagues.”
E. A. Francis explains how you can protect yourself against such harmful claims. Source: TES

Here is a check list to help you to protect yourself:

1. Have you got every single accusation in writing ? If not, the procedure must not continue.
   
   
2. Do you still have to work with your accuser ? If so, why is this being allowed ?
   
   
3. Contact your union. If they are unhelpful, call an Employment Solicitor. Ensure you are talking to a solicitor who specialises in Employment Law. You can telephone around and ask the receptionists in Law Firms. They may even be able to recommend a local EL solicitor, should they not specialise themselves.
   
   Do not be afraid of doing this. If you know these allegations are unfounded, do something immediately. Do not wait around to get more and more ill. A solicitor has the potential and the understanding to reassure you within your first free-of-charge half an hour.
   
   
4. If your union is helpful, still call a solicitor for the same reasons. Unions have their limitations, Employment Law lawyers do not. It is a possibility that your union representative wants a quick conclusion. This usually means a quiet resignation. The first meeting with a solicitor is free of charge. Should you appoint a solicitor, you will receive an estimation of costs. Most will be around £500-£800, providing things do not get complicated. It will be the best £500 you have ever spent.
   
   
5. It will doubtless get to the point of organising a Compromise Agreement and your solicitor will negotiate a lump sum of ‘hush’ money way over the amount of their bill. The most valuable input they will have is to ensure every stage of the process is being carried out lawfully. They are also able to link your situation with breaches in Acts of Parliament or the school’s own policy document.
   
   
6. Do you have a copy of the school’s grievance and disciplinary procedure ? If not, do not proceed until you do. When you have this procedure, ensure it is being followed to the letter throughout the entire process because it probably will not be. Show this to your solicitor.
   
   
7. Do not discuss this with any member of staff, no matter how friendly you are with them. Moral cowardice kicks in because people will be frightened of their own careers and will not want to be seen supporting you. This is not wrong, it is human nature. If they are brave and support you, they may be ‘warned off’ doing so. You will feel isolated and alone, but if you know this is going to happen, you are better prepared for it.
   
   
8. Do you have someone to attend the first meeting with you ? You can take either your union representative or a colleague. Some people may not even be in a union, but do not worry. Join one straight away; they will not help you, but you can at least copy all of your letters to them. The union may have a hardship fund to help you with legal costs, even if you have only just joined.
   
   
9. Request the form and fill it in. Be careful who you select, should you need a colleague to attend the meetings. You may have to ask a number of them, as they could say no. What you must bear in mind is that they now know what you are being put through, so they must understand that confidentiality is paramount. This need not be leaked at all. There will be witnesses and they may be biased against you, so if it becomes common knowledge around the school, ensure it is not because of you. If you have not found a companion, do not attend any interview until you do.
   
   
10. Do not be afraid to refuse to answer a question put to you; neither should you worry about being unable to answer a question. You may be asked about something you cannot recall. Fine, say so. If you are unsure of a question, make notes to your companion. If you are still unsure, do not answer the question.
    
    
11. Take your own minutes, preferably taken by your companion, and make notes yourself. Pass these on, with the minutes from HR or SMT, to your union and solicitor. Trust me, they will differ. Subtle changes in emphasis could mean the difference between you sounding frustrated and you sounding aggressive. Benign words or questions you have asked may be conveniently altered. For example, you could ask who supported the ‘aggrieved’ within the school. The investigators could ask you who suspect. You offer a few names as thoughts. The people may then be told you claimed they were supportive and how do they feel about that ? Emphasis changed, another person aggrieved. Do not accept the minutes until you agree with them. Then and only then, sign them.
    
    
12. You will receive a copy of the grievance report and its findings. Ensure you agree with the accounts of your meetings. If you consider any part of the first report to be biased against you, allow your solicitor to write a letter to the school and refuse to continue in the process until you feel you are being reported on fairly and without bias.
    
    
13. If a hearing is decided upon, ensure the reasons for this hearing are set in writing and are just. If you haven’t already, visit your doctor, because by this time you will not be able to eat, sleep or function normally, and listen to their advice.
    
    
14. If you are suspended prior to the hearing, do not accept that you are unable to collect your property. Remember, this is staff against staff. If you have not committed an act of abuse towards anyone then why are you still there in the first place ? If you are suspended, contact your solicitor immediately and question the legalities of the suspension. If you are advised by your doctor to remain away from work at any point during the procedure, take that advice. Listen to your doctor. Do not struggle in because you fear the worst if you do not attend work. The worst has happened anyway.
    
    
15. Do not resign before the hearing; you may be advised by SMT to do just that. Don’t, unless you are negotiating a Compromise Agreement you are happy with, via your solicitor.
    
    
16. Do not be fobbed off with a promise of payment to the end of the term if you resign immediately. You may be tempted by the promise of an excellent reference and pay to the end of term. Do not accept it.
    
    
17. If you do not agree with the outcome of the hearing, appeal against the decision. You should have fourteen days in which to do this. Talk to your solicitor. If the appeal is upheld, revisit your doctor and seek their advice.
    
    
18. If you honestly believe you have been set up in any way, shape or form, submit a grievance against your school. Your solicitor will help you do this. Send it to the person responsible for all school governors within the LEA. If you send it to the school, the head teacher will doubtless open it.
    
    
19. Sit back, take your doctor’s advice and leave everything up to your solicitor. By this time, their solicitor will be negotiating with yours. Wait for an outcome and trust your solicitor to get a fair result.
    
    
20. If your solicitor suggests a tribunal, listen to them. Do not roll over and play dead. The more people act in this way, the less confident SMTs will be about using this system to get shot of you.
    

Stop worrying about future employers, your reputation, what others are thinking and, more importantly, stop any feelings of guilt. Concentrate on getting emotionally strong again and regaining your health. There is life after that school.

In order to continue raising awareness, people have to share accounts. Once the problems are widely recognised, current policy has more chance of being evaluated and positive change can be affected carefully but definitely.

The most important factor is to not get so ill that you lose your ability and your will to fight against what you believe is corruption. If you search your heart and still find what has happened to you to be unfounded in any shape or form, stand up and refuse to accept this miscarriage of justice. You will leave the school, but how you leave will determine your recovery.

It will mean the difference between you saying, “They broke me and I lost my job due to having to resign and then my career went.” and you saying “They tried to break me and the outcome of the Compromise Agreement was negotiated on my terms. I then had a break and got another job.”

There Are Monsters

Newt	:	My mommy always said there were no monsters - no real ones - but there are.
Ripley	:	Yes, there are, aren’t there ?
Newt	:	Why do they tell little kids that ?
Ripley	:	Most of the time it’s true.
		Aliens (1986)

There are indeed monsters and those now in my life are very alien !

---

I glance over my shoulder, looking back at people that I thought were my friends, professional working colleagues, and no longer recognize them. From my perspective, they are now shadowy demons - aliens who would now devour you in a blink of an eye, without regret nor remorse.

Paranoia ? Maybe, but I do not think so. It is very hard to acknowledge that so many people are not only superficial but they are weak, malicious and scheming - such traits are alien to me. The consequence is that is not only difficult but it is dangerous to extend any form of expression of friendship.

In the past, there was nothing that I would not do for another - and in return, they have done nothing for me.

They have become akin to the village angry mob with flaming torches in the dark - vengeful, hostile and cowardly.

Why ? They are frightened - they know that what has happened to me can happen to them. Their fear makes them all vulnerable, open to bullying and further intimidation by the head teacher and therefore they will betray you to protect themselves.

It is sad to realize that I have learned not to trust or believe in the faith and conviction of others - maybe I have just opened my eyes to the truth of the reality of the world ... there are monsters and they are everywhere !

British Stiff Upper Lip

We British are just terrible at complaining. It is not in our nature you know. Stiff upper lip and all that ? “Don’t want to ‘rock the boat’ old boy !” We grin and bear it. Often you will hear a British person say in a crowd “Sorry” - when someone else treads on their feet and the number of times that we say “Thank you” at a checkout !

We are getting better - well a little perhaps. At least when served poor food in restaurants, we are starting to complain - usually by being offensive and loud - no one has taught the British how to complain with dignity and respect. We are surprised when we do receive good service - then what do we do or say ? Express our appreciation ? No - we do and say nothing !

When it comes to poor goods, services and high rip-off prices we still have a long way to go ! Worse when you look at the government policies that we all suffer - we know that so much is morally and ethically wrong ... but what do we do ? “Keep calm and carry on.” - it is the British way you know !

Quiet resilience ? I think not. More like supine apathy and demoralization. Mediocrity, moral and financial dependency upon the state, criminal, anti-social and dysfunctional behaviour are the more usual characteristics of latter day Britain; smothered by layers of complacency and incompetence.

Remember the ‘Procedural Prison’ ? You are trapped by layers of policies, bureaucracy, a complacent acceptance that this is the correct way; it is established, legislated - “How dare you complain ! You are just a trouble-maker who wants to spoil our ‘game’”.

They have taken my life, my career, my future and my health. I have been subjected to 6 months isolation; my life has been put on hold; my family have been hurt and are suffering. It has cost me a fortune in every sense. I have evidence of collusion, coercion, fraud, victimization, bullying, intimidation and conspiracy. What gives anyone the right to inflict such torture on another human being ?

The answer is your school, LEA, DCFS and Government. In every response to the many letters that I have written, there is the overriding sense of complacency - realize that they have the freedom to break any and all of the rules with the comforting reassurance that you can take your case to either a tribunal or the civil courts ... if your health and bank balance permits it. So, the attitude is, if you persist then justice might be served in the end and after many months; by which time you will have lost everything that mattered.

It is the British way ! We have all suffered from this hindsight accountability process from time to time. It might be an invalid parking fine, billing error, bank error - these happen all the time; no one questions why - there is an acceptance that is the way it is and you can always trudge around filling in forms, writing letters and spend hours on the telephone after the event to try to recover your loss - with no expectation of an apology for that is an admission of liability. The fact is that most of us simply accept the injustice and can not be bothered to complain - “What’s the point ?” So keep a stiff upper lip, whistle, smile and carry on - be grateful that you are British and pay the price !

Advice ? Forget being British ! This is your life. You must fight for all that you are worth. Take control and keep control. Write to anyone and everyone - it might not help you but it might help the next teacher. As I said before; fight with honour and dignity and never ever give in and never ever stop - Don’t Quit !

Castle Dracula

Bran Castle, a fortress in Transylvania, also known as Castle Dracula, owned by the former royal family of Habsburgs. The fortress was never actually part of the Dracula novel by Bram Stoker. However, Romania’s 15th century ruler Vlad Tepes who visited there, served as an inspiration for the author to write it.

---

School leadership in England and Wales is legally shared between the full-time head teacher and the part-time volunteers, the school governors. The responsibilities and statutory accountability of a school board of governors is not dissimilar to that of any company board of directors and many processes are identical. The salient difference is that they are volunteers and most have little relevant experience.

Why anyone would wish to become a school governor is a topic in its own right. Much of the literature focuses on the ‘public spirit’ - an altruistic wish to contribute to society. In reality, many choose to become governors for a whole range of less than charitable reasons; it looks good on a CV, training and experience and many for the simple reason that it sounds good and enhances their social status. They have little appreciation of their legal responsibilities and can end up defending their actions and activities in court.

In my past, I had been a teacher governor and up until now, I had never appreciated the impenetrable fortress that surrounds the power of a school board of governors. They are accountable to no one - a law unto themselves.

There is no doubt that the school governance system works and is an extremely cost effective solution and is used by many schools throughout the world.

Many studies have been commissioned over the years that analyze the ‘School Governance Model’. Some reports study aspects of ‘distributed leadership’, its benefits and shortcomings. In some cases, the governors are closely involved with the day to day functions and operations of the school whereas others remain remote, allowing the head teacher greater freedom to do his / her job.

The fundamental problem is that there is a complex and at times fragile balance of relationships between governors and head teachers. There is a reliance on the intrinsic integrity and strength of the governors; especially the chairman. There are two extremes that were identified that are counterproductive to the ‘best’ development of a school. One extreme is where the governors control the head teacher and others where the governors are divorced from the school and the head teacher assumes independent control, not only of the school but also governors.

The school’s inspectorate (Ofsted) is the only investigative agency that can identify leadership / management problems, during a ‘dreaded’ inspection. Ofsted’s prime focus is on the development / performance of the pupils and many schools pass an inspection even though there are considerable failings within the management systems.

Ofsted themselves are accountable to government. The government need accurate figures to demonstrate to the electorate that our education systems are working and are improving. It would seem that Ofsted might be pressurized into revising their own subjective criteria to provide more optimistic reports.

Most schools publish their Ofsted Inspection Reports on the Internet. It is interesting to identify key phrases from a report and then enter that phrase as a Google search ... it is surprising how many results are found ! Teachers are encouraged to produce pupil reports using phrase based software - click from a stock of standard templates; simple and mechanical. I suspect that Ofsted employ similar techniques and ‘cut and paste’ from existing reports - resulting in a report that contains little creative considered or objective content.

There is no way to break down the walls of the fortress that protect a school’s management structure - the horrors and torture continue without end and without hope of intervention ... everyone and all agencies have hidden agendas. You will have the blood and life sucked out of you and you will become one of the ‘living dead’ !

---

Up until the other day, I thought that my case was unique - there can not be many teachers in my position where there is evidence of conspiracy, collusion, fraud and intimidation.

I was really upset when I found the following two articles on the TES website. Note the ‘British’ complacency of the responses from Joan Sallis; "Don’t forget the teacher will not always be blameless and the head will not always be prejudiced ! We must be fair." No one has been fair to me ... it is time to excise this cancer of apathy ... fight and kill this vampire, this thing of evil, horror and nightmares !

---

Facing disciplinary proceedings (05 December 2005)
Question: Not really a question but a comment on the teacher with the personality clash, facing disciplinary proceedings. Unfortunately, you cannot guarantee a fair hearing, especially with governors, as they will support the head. However, if you have positive proof that the charges are trumped up, then you can take the school to tribunal. That will ensure a fair hearing. Unfortunately, you only have three months from the date of the FIRST incident to make your application to the tribunal. Get yourself an ET1 (or IT1) and file it now. Make it a "blank" ET1, explaining that you feel there will be undue delay in the process initiated by your employer and that you wish to preserve your rights to file for a tribunal case. Go to the ACAS site, and to the TUC site to get more information. There are useful links and you can also contact the Citizen’s Advice to get information.

Sorry this person is in such a situation but having experienced the unfairness of the hearing process in schools, I certainly understand what this teacher must be going through. Unfortunately, it’s all too common nowadays.

Joan Sallis replies: Thank you for offering this correspondent such detailed and practical information and sympathy. I am sure it will be very helpful to her and I will e-mail the guidance bit to her (without identification of course) in case she misses it. I did advise her to think in terms of an industrial tribunal but not with all the helpful detail. But I cannot let your blanket assertion that governing bodies never give a teacher in difficulties a fair hearing go unchallenged, as I think it is extremely unfair. There are after all at least a quarter of a million governors! I have had a vast amount of contact with schools and governors over twenty five years or so, and though I would not deny that it is not easy for a panel to stand up to a dominant head, I would say that in the majority of cases governors charged with this difficult task carry it out fairly and honourably. Don’t forget the teacher will not always be blameless and the head will not always be prejudiced! We must be fair.

---

Collusion in sacking (06 June 2006)
Question: Although it might only be hearsay, what can one do if one finds that a head, some teachers and the chair of governors colluded to sack a teacher in the school in order to save money?

Joan Sallis replies: I assume you are talking about sacking and not redundancy which are different processes. If so I’m afraid hearsay doesn’t ever get you very far. More important however is the fact that the governing body and no-one else is responsible in law for dismissing a teacher. They would need to elect a special panel to finalise it, and the panel’s decision would be confidential, the detail even being withheld from the governors not on it. This may seem a technicality when a good deal of talk and investigation and maybe as you suggest gossip have already taken place. It may also ring a bit hollow if governors feel they have not had much real involvement, but the consequences remain. The same is true of appointments – even if a headteacher exercises the right to have no governors on an appointment panel, the governing body takes the responsibility for any problems which may arise later.

If either process results in a legal appeal – not unusual - it is the governing body which has to answer for it, but I’m afraid there will always be cases where no-one will have alerted them or spelled this out. Sometimes only the chair will have been included in the process. So if necessary it is up to us to protect ourselves by being vigilant and challenging any decisions which have appear to have taken our consent for granted.

It may be of course that formalities were observed but the evidence was considered by the governors involved to be cooked. This would have to be proved. Invoke your LEA if what you fear turns out to be the case. The big message is that apathy and inattention are dangerous and that sadly governing bodies themselves sometimes have to make sure that they are not dangerously marginalised in sensitive cases.

Back To The Future

"May you have the hindsight to know where you’ve been, the foresight to know where you’re going and the insight to know when you’re going too far."

In hindsight, my mistake was that I never found the strength to follow through with Grievance Procedure. For years, I fought each case, hoping that the bullying and victimization might diminish; but, like an abusive marriage, it was ongoing - re-occurring after periods of calm.

I came across an old BBC story that describes exactly the same scenario that I had been experiencing. I should have taken action ... you must not make my mistake !

---

Bullied teacher awarded £86,000
Tuesday, 18 November, 2003



A teacher who developed depression after she was bullied by her head teacher has won £86,487 in damages.

Margaret Menzies said she had been left "anxious and exhausted" before retiring early from Chalgrove Primary School in Barnet, north London.

Head teacher Valerie Hughes had been "rude, aggressive and intimidatory" towards staff, Judge Brian Knight told Central London County Court.

Ms Menzies, who has since moved to New Zealand, was also awarded costs.

“Drip, drip effect”

Judge Knight said: "Staff morale was low and Valerie Hughes was unapproachable, unfair in her dealings with the claimant and rude, aggressive and intimidatory in her dealings with the claimant, some children and parents."

He was also critical of the local authority’s senior primary schools inspector David Burns.

Though informed of what was happening to Ms Menzies and its impact on her health, he had failed to treat the matter sufficiently seriously, it was added.

Ms Menzies, 58, said "I suffered from the drip, drip effect of undermining, intimidating and unfair treatment.

There wasn’t a single big event but continuing dismissal of me as a professional, constant criticism of me behind my back."

“Couldn’t sleep”

"My every move was wrong in her [Ms Hughes’] eyes. She wanted me to leave, as 15 other people had in four years."

Ms Menzies added: "I got to the stage where I couldn’t sleep and I was losing weight.

I was anxious and exhausted and would freeze at the thought of going into school.

Sometimes when I went home in the evenings, I would go to bed immediately and stay there. It was the only place I felt safe.

I still can’t visit a school even though I am no longer teaching. I loved teaching. I never imagined this would happened to me.

But four years of being treated as useless, of being shouted at and accused of lack of professionalism have taken their toll."

Ms Menzies started work at Chalgrove Primary School in 1988.

Her responsibilities included being a class teacher, English co-ordinator, premises manager and a teacher-governor.

Ms Hughes was appointed as head teacher in 1997.

Within a year, the National Union of Teachers (NUT) was called by staff wanting to express their concern about the way she was running the school and treating staff.

By November 2000, only two teachers had been at the school for longer than a term.

Notes made by David Burns during a review of Chalgrove Primary said: "Teachers threatened - not allowed to talk to any members of staff - demoralized - harassed. Aggressive management style - threatening. Teacher not allowed to have day off for scan. Bullying style, blame culture from head teacher."

The teacher having the scan was Margaret Menzies.

Doug McAvoy, NUT general secretary, said: "The court’s decision and the size of the award is a clear and strong message to local authorities and senior managers in our schools.

Bullying and intimidation of members of the NUT will not be tolerated. Ms Menzies was harassed and undermined in a concerted campaign by a head teacher.

She went on long-term sick leave in January 2001 and was granted retirement on health grounds in September of that year.

Ms Hughes resigned from the school in July 2001."

A Barnet Borough Council spokesman said: "This award relates to events that took place several years ago and the school has been under a new head teacher since 2001.

Much progress has been made and the school recently received an Ofsted report which commented favourably on the high quality of its leadership and management."

Black Faeries

Sarah	:	Ow ! It bit me !
Hoggle	:	What’d you expect fairies to do ?
Sarah	:	I thought they did nice things, like granting wishes !
Hoggle	:	Shows what you know, don’t it ?
		Labyrinth (1986)

“I believe in everything until it’s disproved. So I believe in fairies, the myths, dragons. It all exists, even if it’s in your mind. Who’s to say that dreams and nightmares aren’t as real as the here and now.”

John Lennon (1940-1980)

---

Young children generally are not incapable of maintaining a credible story of abuse. During interviewing and therapy, a child quickly learns what the interviewer (an authority figure) expects.

Answers are continually reinforced over a period of time and, in many cases, a child is rehearsed on their version of events. In many cases, a child comes to believe the allegation based upon the positive reinforcement they receive; inconsistencies in a child’s testimony are overlooked due to ‘trauma’.

A child’s memory is not similar to an adult’s in collecting and processing events. A child’s cognitive ability to understand events is significantly different than an adult’s. How a child internalizes events is different than an adult’s and results in significant differences.

Children are more suggestible than an adult. Young children believe in Santa Claus, the Easter Bunny, the Tooth Fairy, etc. Not only will the child appear credible when they talk about imaginary persons, they have been led and reinforced to believe in them. The same process can and does happen in regards to abuse allegations.

Behavioural Indicators are not accepted by most professionals as invaluable in determining whether a child has been a victim of abuse. There are no behaviors that are indicative of abuse. Behaviours cited by some so-called experts are attributed to a whole host of other things (equally competing hypothesis). In fact, several proponents of Behavioural Indicators have now reversed their views.

The difference between Credibility v Reliability is, credibility deals with whether the person appears competent to testify. Reliability deals with whether the person’s statements can be relied upon as being factual. A child witness can appear credible in their testimony, yet their statements may not be reliable because their statements have been tainted by outside sources such as the investigators, therapists and so on. A child could appear credible when they testify to the existence of the Tooth Fairy, yet we know the statement is not reliable. The same can and does happen in child abuse cases.

Your survival is based on your ability to educate yourself and take an active part in your own defence.