ResearchEd Durrington: Takeaways

What a fantastic day at ResearchEd Durrington. My takeaways.

“No pressure but I wanted to feel re-engaged with education and inspired to bring the benefits of research into the schools I work with. I will take away a new perspective on how important it is to understand the research behind so many aspects of teaching and learning. Sessions with Sarah DonarskiClare Sealy and Tom Sherrington were particularly interesting with lots of ideas to develop teaching, learning and assessment with a better understanding of cognitive overload.”

I am a bit of a veteran of TeachMeets but this was my first ResearchEd Conference. What a great day! Given an unenviable choice of 25 different sessions, I went with the soft option that would confirm some of my existing practice and knowledge, rather than those I thought might challenge my current thinking. Next time, I would choose the same ones again but would somehow clone myself or become a fly on the wall and visit all the others too.

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Takeaways:

Keynote: Daniel Mujis  A refreshing perspective from a well-respected Ofsted guru looking at how we can learn from each other, share ideas and make the most effective use of research. He eloquently described how we must be always seeking evidence to support our professional roles.

Session 1: Tom Sherrington  Totally confirming all my thoughts about reports, assessment and data. Total ‘guff’ as Tom put it so succinctly. He added a simple analysis of the bell-shaped ‘curse: 30% of kids this summer are going to get a grade 1, 2 or 3 in Maths no matter how hard they try. 50% of kids are going to be worse than average. So what should we do instead? 1. Redraft and Re-do (third time for excellence). 2. Rehearse and repeat (improve confidence). 3. Revisit and respond (practice makes perfect. 4. Knowledge testing, quizzes to check understanding. 5. Research and find out. Record your findings. Such a great opening session. Good book plug at the end too.

Session 2: Dr Caroline Creaby I am always looking for ways to support teachers preparing classes for revision so this session was ideal. Upshot: a really simple but effective way to train learners in a reflective process using a wheel format. It works. Simple.

Session 3: Clare Sealy If you do one thing after reading this, try learning how to tell the time on a Fibonacci Clock. You will need to know the rules and you will need a non-colour blind friend too. All designed to show how difficult it is to process instructions as an adult but even more importantly how we teach young children to tell the time on an analogue clock. All about cognitive overload and how our short-term memory just can’t cope with too much information. Clare was easy to listen to and clearly passionate about her thinking. Fantastic session.

Session 4: Sarah Donarski. A terrific end to the day. Sarah was clear and concise, erudite and eloquent and bristled with teaching ideas. A thorough debrief on research on questioning; how to do it, when to do it and why. There was a great selection of teaching ideas, ways to stretch and challenge and key concepts to link research to practice. Brilliant.

There’s a link to many of the presentations and twitter accounts here. If you get a chance to attend or even participate in a ResearchEd event, then I thoroughly recommend it. With thanks to Durrington High, Organiser Shaun Allison and all the staff, presenters and teachers attending the event.

 

 

 

 

 

Running: a British School in Nanjing

I have always been an advocate of running. Good for the soul and good for the heart. Not so good for the knees. It clears my mind and gives me breathing space away from 4G, Wifi, browsers and emails. It’s always been a key to a better work-life balance.

As part of my work with Dragonfly Training, I was invited to run two training days at The British School in Nanjing. My two year visa and an excellent track record, meant I was a good fit. We had lots of time to find out exactly what the school’s needs were, so we formulated a toolbox of practical ideas to improve, regenerate and revitalise teaching and learning. After a long journey, my first priority was to explore the school, share resources and connect with senior staff. I was able to spend time listening to the Head of Senior School, Heidi Witt-Williams and the Headteacher, Matthew Shephard, describe the unique context of their school. It was time well spent.

I just want to say how much of a pleasure it was to host Marcus here in Nanjing. I think it’s often overlooked how important it is that training is enjoyable and that trainers need to be engaging. Marcus was excellent; I only got to sit in a couple of hours of the two days but I felt inspired. – Matthew Shephard, Head, BSN

The two days were filled with practical suggestions for differentiation, assessment for learning, stretch and challenge and ways to create independent learners. The final session looked at how to use projects (particularly STEM projects from www.practicalaction.org/schools) to bring classrooms alive. Staff completed the Squashed Tomato Challenge, starting with a scavenger hunt for various items and then constructing a working model to show how to bring small amounts of tomatoes down a Nepalese hillside to markets in the valleys. Great fun, highly engaging and a fantastic way to finish the two days.

Day one started with a ‘Keynote’ presentation to the whole staff. It was called ‘Brilliant Brains’ and was really a way to get people thinking about how connections, brain development and memories are key factors in learning. I have learnt a great deal from a fellow trainer at Dragonfly, Dave Taylor and been lucky enough to share ideas about how kids learn best and what makes us better teachers. I was able to use some of these during the first session.

Making connections with real teachers really matters to me. I invest a huge amount of time and effort in creating a tailored course to suit the needs of individual schools. I want people to enjoy it, but most of all I want it to impact on their professional lives, making work more rewarding, fulfilling and ultimately more enjoyable. I want children to be engaged and nurtured, stretched and challenged rather than become passengers in a classroom full of uninspiring content and knowledge. I was inspired by the passion of the educators at the British School in Nanjing, their flexibility and willingness to adapt to new situations, new buildings and new challenges. I have a follow up chat with the Head in the next few days to see how things are progressing.

The Head, Matthew Shephard, has a calm and uncomplicated approach to school leadership. He promotes quality first teaching, supporting and encouraging his staff. He is surrounded by a highly experienced team of educators who promote and model excellent teaching and learning from Nursery up to Year 13. We discussed leadership styles, teaching and learning……. and running. I suggested a simple program to build up to 10k over the next few months. Good for the soul. Good for the heart. I look forward to joining him on a run in Nanjing the next time I visit.

For details on Dragonfly Training courses, give Mary Chapman a call on +44 (0)2920 711787 or email mary@dragonfly-training.co.uk

 

Return to Ethiopia – finding your ‘ikigai’

Whilst not quite the eye-opening experience of last summer, my return to Bingham Academy in Addis Ababa, was none the less inspirational and uplifting. I was delighted to be asked back to work with an amazing group of teachers, many of whom were present last year. Retention of staff in International Schools is always an issue especially when they don’t get paid. That’s right. No pay. Teachers raise money through friends, family and their church groups in order to fund a year at Bingham Academy in Addis Ababa. The funds cover food, some of the travel costs and general living. Many teachers bring their families. Lock, stock and barrel. They often commit themselves to at least two years with many staying longer or returning at a later date.

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This is where staff are: right in the middle.

There is an undeniable feeling of warmth and welcome in the campus. It’s not the weather – it was rainy season again and just about scraped into the twenties (seventies Fahrenheit) – but the people who work there. From the drivers, security staff, cleaners and cooks to the teaching assistants and teachers, everyone plays their part and very much contributes to the unique atmosphere at Bingham Academy. Their Faith is key. They come here to help spread the word of God. It’s not overt and ‘for the sake of it’ but it is interwoven in everything they do. They are fully committed to what they do. A husband of one of the teachers works in a recording studio, translating the bible stories into many of the 80 different local languages in order to improve literacy rates. Fascinating and inspiring.

Dragonfly Training delivers an extensive range of courses for teachers. This is my third year and they have sent me to all sorts of places to deliver training. It’s a real privilege to be part of a team committed to improving standards in education and supporting teachers with practical strategies to engage and inspire young people. Bingham Academy identified some key issues that were hindering their rate of progress. Children come from diverse backgrounds, cultures and educational systems. They often dip in and out and their starting points can vary widely. Add to this the fact that ‘results’ count and teachers are under pressure to make every lesson count. Dragonfly Training approached this with some teaching and learning fundamentals: Assessment for Learning strategies and good old fashioned differentiation. Teachers explored how to assess learning in a number of practical ways. Great responses and engagement from teachers meant each of the ideas generated even more suggestions for success within this unique context. A series of differentiation ideas and some Project Based Learning followed in the last two sessions with positive outcomes for all staff.

I will apply ‘digital’ strategies to learning wherever possible but the internet in Ethiopia often hangs quite literally by a thread. I offered some use of Spiral (www.spiral.ac) which with strong internet will be a potent tool for learning and assessment. We also had a play with Kahoot and Quizlet. The Ethiopian Government often disconnects the Internet (it’s a big red switch) at the first sign of political unrest or for days on end when there is exam season. Last year, exam papers were released online (unofficially) from which widespread cheating ensued. This year, WiFi went offline for 3 weeks in June which negated the (online) cheating somewhat. The school has to cope with regular outages and it just becomes part of life. I found it rather refreshing.

I had three evenings on campus; A chance to socialise and get to know a little more about what makes Bingham Academy such a great place to be. The first night was pizza night with board games. I haven’t really played board games for decades (apart from a family game of Scrabble which I ended up winning because I was the only player left!) and it was great not to be reliant on devices electrical or otherwise for entertainment. It was social networking in its truest form. New staff joined in and I became one of the family for the evening. I loved it. The second night was dinner in a family home with friends, stories, good food and the usual warmth of welcome. Thirdly, was dinner out with twenty teachers and a bit of local grub. Njeera is the must-have and requires a good palate, a taste for spices and plenty of antibacterial hand gel. A sense of adventure helps too.

I am looking forward to another return to Addis Ababa. The people are fascinating, charming and passionate about what they do. There is a great deal of commitment to improving things in every classroom from Kindergarten right through to Year 12. I have set them some ‘Project Based Learning’ ideas – sown a few seeds – and I hope that these have created enough of a spark in each teacher to take them through the year. I am keen to develop science teaching in the elementary and junior school and thinking of ideas that fit with their unique context. You can find out more about their work here http://binghamacademy.net/ 

With best wishes for the next year and thanks to all the staff at the school.

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Spiral to success

Teaching and learning are all about engagement. If you can find the right way to ‘hook’ learners then the ‘reeling in’ is much easier. In my role as a teacher and trainer, I have used a wide variety of tools to switch people on; tone of voice, body language, volume, music, video, quizzes, pupil leaders, active tasks, readers, visual stimuli (‘fascinators’ my art teacher friend calls them) and more recently digital tools.

I am running a new course for Dragonfly Training called ‘Current Best Practice in Digital Pedagogy’ as I believe there is a real lack of clarity about what really works in the post-big-digital-spend wave that has passed through so many schools. Ultimately schools are looking for tools that improve outcomes for learners, don’t require huge training and engage pupils and staff alike. It doesn’t matter if the next tool is all singing and all dancing because if teachers have to spend hours getting to grips with the mechanics and preloading data it just won’t work.

I’m using three highly efficient and simple to use tools for my teaching, training and business use. Spiral.ac, Google Apps for Education and Kahoot. I have written about Kahoot and Google Apps already, so here’s some info about Spiral.

Spiral.ac  is a suite of four apps that provide engagement, collaboration and live feedback. They are simple to use, efficient and reliable and really work. The first one is

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The first one is Quickfire. A quiz app that allows preloaded questions or shoot from the hip kind of teaching where pupils answer through devices and the teacher can tick, send back, comment or present to the class. Answers can be anonymised and names revealed at a later date. Responses can be collated by individual or by class and archived for use at parents evenings or review sessions to reflect on progress. You can also search for other public quizzes and edit those to save time. A new feature within Quickfire called ‘Step’ means you can pull out particular questions and responses for expansion.

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Next up is Discuss. Import a slide show from PowerPoint or Google Slides and the app creates images of each slide which can then be populated with questions or just responses from learners from open-ended questions. This is really useful for Assessment for Learning at key points in the lesson (start, middle and end). Again, all feedback can be archived and shared with learners in a review session. You can also create slides in a variety of formats from scratch which provides flexibility in presentation styles.

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The third in the suite is Team Up. This is a great tool for differentiation in lessons. Divide up students into random or pre-arranged groups, allocate roles, objectives and outcomes and they work collaboratively to create presentations through instantly linked devices and present them as a team. Evidence is collected and it’s easy to see who has contributed (or not!). It provides for creativity, collaboration and teamwork – essential employability skills.

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Last but definitely not least is Clip. This is a game changer and means you can take any YouTube clip and add questions at key points to check understanding and learning. The progress indicators are obvious. Play the video without questions, then repeat with questions, open up for discussion with open-ended questions and then check responses. The Chrome Webstore (apps for the Chrome browser) provides a Spiral add-on that makes adding questions to video clips seamless. There’s also the ability to set viewing for home time and independent study, where pupils can watch as many times as they like – flipped learning at it’s best.

As a trainer, these apps work really well. Presentations become highly engaging, interactive and fun. There’s minimal setup time because I can import directly from Google Slides, YouTube and PowerPoint or just have open-ended discussions in workshops. Being able to demonstrate the features of Spiral whilst delivering a training session is great and all the apps are applicable to a classroom, training room or board room equally well.

The best news is Spiral is free. There are some premium ‘dashboard’ style features available to account managers that provide a detailed analysis of usage and progress reports but the basic suite of apps is free and is likely to remain so. So what do you need to get started? Sign up for a teacher account at www.spiral.ac, check out their Twitter account for news, tips and tricks and updates.

For more information on the Dragonfly Course ‘Current Best Practice in Digital Pedagogy’ get in touch with them here http://www.dragonfly-training.co.uk/

 

 

 

Need a good idea? Ask a child!

Pupils gather to share STEM solutions to major world issues in UK’s first STEM Leaders’ Conference for young people.

Over one hundred 9-12 year-olds from 11 East Sussex schools across Eastbourne, Hailsham and Seaford took part in the UK’s first STEM Leaders’ Conference. They had been working on a range of projects to create imaginative and sustainable solutions to major issues facing many populations around the world including sanitation, clean air and renewable energy sources. The projects were inspired by the work of the charity Practical Action (www.practicalaction.org) who work globally to tackle major issues in developing countries. Their projects include the Squashed Tomato Challenge, Floating Garden Challenge and Beat the Flood. They provide high-quality free resources for schools through their website.

The event was organised by Pevensey and Westham CE Primary School to raise awareness of global issues and to raise the profile of practical STEM subjects. Richard Thomas, Headteacher, said, “We have made practical science a priority at our school. Primary School is not just about Maths and English. We want to equip our pupils with a range of skills and enthusiasm for learning. It is through engaging science that we have been able to raise standards across the whole school. Ofsted inspectors confirmed this last month. This Conference has allowed us to share this enthusiasm with other local schools.” The schools involved were Pevensey and Westham CE Primary, The Haven Voluntary Aided Primary School, Stafford Junior School, Langney Primary, St. John’s Meads Primary School, Grovelands County Primary, Oakwood Primary, Willingdon Primary, Seaford Head School (Secondary), Hailsham Community College (Secondary) and Gildredge House (Secondary).

Pupils from Years 5, 6 and 7 brought along their ideas in the form of working models, presentations, videos and posters. The emphasis of the Conference was very much about the ideas rather than the presentation but the level of expertise in presenting to a packed auditorium of peers and teachers was commendable. Pupils also developed a range of employability skills, a focus of STEM Learning UK, including teamwork, collaboration, brainstorming, leadership and persistence. Pupils were also delighted with Conference ‘goodie bags’ and a variety of prizes drawn through the afternoon.

Conference coordinator, Marcus Cherrill was delighted with the level of support from local businesses and educational companies alike. He said, “These kinds of events don’t really happen without support and people working together. We would like to thank Eastbourne College for hosting the event in The Birley Centre and to TEVA Pharmaceuticals Ltd for sponsoring the staff training event. David Lloyd Eastbourne, The Beach Deck, Deliciously Gorgeous and Games Workshop also provided vouchers for the event. Twig World, Music4Learning and Twinkl Resources also supplied prizes and vouchers for educational resources. We are very grateful to our supporters.” Attending the event, Sarah Jerkins from TEVA Pharmaceuticals Ltd, said, “We were impressed by the enthusiasm all of the teams showed. It was clear that they had put a lot of effort and research into putting their ideas together to make a working model and were able to present their findings to the audience. We look forward to welcoming the voucher winning team to visit our distribution centre in Eastbourne.” The Conference was also supported by the ASE (Association for Science Education), The Science Museum and STEM Sussex and their team of STEM Ambassadors. Marcus Cherrill added, “We believe that with the right support and good planning, this kind of Conference for young people with Science leadership roles in schools, can work without imposing great burdens on teachers or pupils. It really works.”

Two year 7 pupils from Hailsham Community College commented afterwards, “That was great fun! We were really nervous as we had to wait until the very end but we were pleased with our water filtration system. We think it will solve clean water issues in a number of countries around the world. We are already thinking of ideas for next year!”

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Group photo courtesy: India Pocock – Eastbourne College

All other photos: Sarah Carmody https://www.sarahcarmody.uk/

Sir John Jones: magic weaving

June 2016 – University of Sussex

Some key ideas from the talk given by Sir John Jones to a large group of trainee teachers at Sussex University this summer. It was remarkably inspiring.

“Magic weaving”

The three most important words to an educator should be ‘children, children, children’, nothing else too catchy or well-thought out just tell it like it is straight from the heart. Most educators would say they join the profession to ‘make a difference’ and Sir John Jones would generally agree that this matters. However, bigger factors influence the success of our endeavours as educators. Babies are born (fairly frequently apparently) into a ‘demographic’ (a family, a postcode and an income level) and life begins. For some, this is a happy journey but for others, it’s a daily struggle against the odds. It’s not fair. One in four children in the UK lives in poverty. One and a half million children live in a house where no adult has worked. Sir John described four battlegrounds that these children face over the next few years:

  • Cognitive – in a professional family a four-year-old will have been exposed to over 40 million words. Adults will hold conversations over the dinner table and read books together. In a deprived area, the likelihood is only 10 million words and lower levels of literacy. Society wrongly confuses this gap with ability. Not fair.
  • Emotional – in a professional family, children will get on average twelve encouragements to every one discouragement. A huge impact on self-esteem. At the other end of the spectrum in benefit street, one encouragement is met with two discouragements. Not fair.
  • Aspiration – society distinguishes the aspirations of children from wealthier backgrounds as ‘high’ and those from poorer backgrounds as ‘low’. Sir John suggests we use the words ‘broad’ and ‘narrow’ instead.
  • Expectation – most wealthier children would expect to attend university. Those from poorer backgrounds have never heard of a university. He reveled in the fact that at a Bolton Academy, where he is a governor, 15 students went on to University last year. The first members of their families ever to have attended University. Boy did they party.

He went on to quote Nelson Mandela:

“It is only through learning that the son of a miner can become the manager of the mine and it is only through learning that the daughter of a cleaner can become a doctor and it is only through learning that the child of a farm worker can become the president of a proud nation.”

The future of the planet lies in the palms of the hands of those adults that have dedicated their lives to young people – the magic weavers.

Sir John skillfully and passionately described the context in which teachers are required to perform. It was not a political statement. It clarified the importance of the role of the teacher as a route to social justice.

“The keeper of dreams”

Everyone should have one of those teachers. The ones that made school better or even bearable. I remember mine, Mrs Yorke. A maths teacher from the old school. She taught we learnt. We practised and we got really good at it. We would do anything for her. Sir John described a conversation with a teacher who was inspired by one of her teachers. A teacher who was there on a wet and windy November afternoon to see her one and only netball hattrick. The teacher who said I’ll look after your self-belief until you’re ready to take it back. She was the one person who a year after her mum’s death, whilst she was still at school, came up to her and whispered in her ear “Are you okay? I’m here if you need me.”

Working in a school is a supreme act of faith he went on to say. Never quite knowing what children have become. Sir John then described four gifts that teachers provide to young people:

  • opportunity – skills and expertise that teachers talk about in interviews should be brought into schools and used whether it’s embroidery, cooking, golf or playing the piano. Plant a seed.
  • passion – create passionate children by putting passionate adults in front of them. Passion gives you a desire to do more. A desire to do more gives you an appetite for discovery. Be enthralled by learning.
  • time – given unselfishly – teachers are good at this!
  • world class teaching – plant the seeds and allow children to fly.

“You’re hired!”

Sir John revealed key elements of his interview process. Before saying a word, he would look deep into the candidate’s eyes and look for passion. He knew when it was absent too. The look of a ‘velociraptor’ who doesn’t like children. Not good. The next thing he looks for is warmth. A warm heart of someone who cares.Not someone who brings fear and trepidation to a class. Next on the list, it was ‘fire in the belly’. Stand up for what you believe, push the boundaries and tell people what gets up your nose. Then, an unconditional positive regard. Liking all children is key even the ones who are tough. He described a school where some of the children were definitely unloved. An OfSTED inspector arrived for a visit but somehow ended up coming through one of the back doors only to be nearly knocked over by a group of teenagers leaving the school building. He asked one of the girls at the back, “What’s going on here?” She replied, “There’s a big inspection going on today so they’re sending all the dickheads home!” Out of the mouths of babes. The final attribute Sir John was looking for was a relentless pursuit of excellence. Doing small things brilliantly and relentlessly. There’s always a better way.

“We would like our teachers to …..”

A plea from children to their teachers. Sir John described some fundamental needs from a child’s perspective.

  1. Have a great relationship with us. We’ve got to spend lots of time with you. It’s no good for our self-esteem if you don’t really like being with us. It has long-lasting effects on our cognitive and emotional status.
  2. Ask me brilliant questions, abstract questions to which there is no right or wrong answer. About 80-90% of questions asked in a classroom are answered correctly first time.
  3. Let me learn independently.
  4. Don’t tell us how to do it.
  5. Let me learn with my friends.
  6. Tell me how I’m doing. John Hattie says this is important!
  7. Have high expectations of me. Believe in me!
  8. Give me challenging work.

Sir John ended with a reminder about telling good stories because all good teachers are good storytellers. Make it RING. Relevant, Interesting, Naughty and a Giggle. He described the American teacher who was asked out of the blue by one her more persistent students, “Mrs Johnson! How many times did you have sex with your husband last week?” He defied anyone not to see a ‘win-lose’ situation but being the true professional she ignored the question and carried on with the lesson, choosing to act not react. The boy asked again. He said, “Mrs Johnson, are you ignoring me?” She replied, “No! I’m still counting.” One-nil to the teacher. Humour is very powerful in the right context. The poor boy is still in therapy.

This was a heartwarming, stimulating and insightful talk. If you get a chance to see Sir John Jones talk then make a date. You will not be disappointed. Thanks to Jo Tregenza, Head of ITT at University of Sussex, for organizing and my invitation. @sirjohnfjones 

Training in Ethiopia

August 2016 Bingham Academy, Addis Ababa

A long flight from London Gatwick to Addis Ababa via Dubai brought me to Bingham Academy, a mission school in the heart of the bustling city. It was rainy season. Proper rain. Can’t see the roads kind of rain. For three months of the year, the quality of road surface gradually deteriorates and large holes are commonplace. The journey to the school was bumpy, slightly concerning but nevertheless eye-opening and entertaining.

The school is set within a busy market district of the city within a walled compound. A guarded gate provides entry. The buildings were a mixture of concrete and corrugated iron roofing with polished wooden floors and spaces in the walls for a select group of rodents, and newer buildings with offices and well-lit classrooms. The vultures flying overhead were interested in the local abattoir located just round the corner. The heavy humidity meant a variety of new smells were hanging in the air.

Brad Adams, Director of Bingham Academy showed me around. I had a little apartment within the main school building. Brad described how the teachers were sponsored by their local churches to teach children of missionaries working in the country. Most would raise tens of thousands of pounds to fulfil their calling to work in this fascinating country. Many teachers came with their families, with a long term commitment. Some were young Christians, wanting to start a lifelong career of service.   I got settled and then went to my first hosts for dinner. We chatted over spaghetti about faith and service, teaching and commitment and the Olympics.

Monday was the first of two training days for over fifty staff. We looked at differentiation and assessment for learning. Techniques for personalising learning and getting the best out of individuals. A great deal of engagement from participants helped along with some chocolate and some Haribo love. Dinner was hosted by an English couple, one a GP responsible for looking after the teachers, the other staff and the missionaries. Bizarrely, he was also my late cousin’s GP back in St.Albans in another life. Small world. Shepherd’s Pie, apple crumble and a bottle of local beer to wet the whistle was welcomed heartily. We talked about drones and how small the world was.

Tuesday was a day for Active Learning. We danced, sang and played. Lots of ideas for engaging learners. Maximum participation and excellent feedback on the day. We had a debate, we had trust games, team building skills, science experiments and lots of discussion about effective teaching. A good day.

My last evening was hosted by Shane and Naomi. An Australian couple. Both teachers, who had brought their four children with them for the long game. Strong in faith and full of hope and optimism yet painfully realistic about the challenges facing the people of the local area. Naomi had provided outreach to groups and families, supporting them to overcome poverty, prostitution, and lack of hope. A chance to refit a steel roof for a family of eight brought tears of joy to everyone and fortified links with the local community.

We sampled local food that evening washed down with local beer and the best coffee I have ever had. We were joined by three of Shane’s children who all delved into the ‘njeera’. They loved their days at school and were passionate about wanting to stay there and finish with good qualifications. We chatted that night about life, kids, fishing and the lemons that come our way occasionally. Lovely lovely people.

My route home was via an ancient monument on Entoto and a flying visit to see Lucy (Australopithecus afarensis to her friends) which was a real treat. I was fascinated by the culture, the people, the history, and how they make their living. It is undoubtedly tough out there but people seem genuinely happy even when it’s raining. The flight home was filled with Ethiopian girls looking for work in the bright lights of Dubai. Housemaids, cleaners, domestics perhaps. Very few of them had been on a plane before. They struggled to familiarise themselves with airline toilets, food and drink choices and general etiquette on a plane but who could blame them.

On reflection, I would love to work with Bingham Academy again, if only to be in a place where character, commitment and faith are valued above all else. It was a collection of motivated teachers wanting to give their very best. I was inspired.

The building and surrounding walls have taken a battering in the last week as a result of torrential downpours. The school is funded by charity donations. If you have read this far and would like to help they can be found on Facebook (here) and a link to a fundraising page is here https://rceinternational.webconnex.com/43000

Training was provided by Dragonfly Training Ltd who bring hands-on practical courses to schools across the planet.