The Huffington Post recently reported that head teachers are calling for more men to join the education profession, particularly in early years and primary schools. Male primary school teachers support the call and argue that children need more male role models to reduce gender stereotypes in career choices and to more frequently encounter role models where they may be lacking.

According to the most recent government statistics, just 15.4 per cent of nursery/primary school teachers in England are male. And just three per cent of teachers in early years education, who teach two to five-year-olds, are male.

The NAHT (National Association of Head Teachers) trade union and professional association is calling for the Department of Education to acknowledge the low numbers of men employed in early years and want the government to work with the sector to identify ways to encourage more men into the profession.

Talking to Schools Week, James Bowen, head of the school leaders’ union, NAHT Edge section, said, “Early years education is one of the most vital moments in a child’s education, and the point at which attainment and life chances can be set.”

“A diverse early-years’ workforce can help children, especially those from deprived backgrounds, to visualise their futures and fulfil their educational potential. It’s important for all children to experience positive male role models, and to understand that men can be interested in education, science or reading, just as much as in football.”

According to Schools Week News, the NAHT’s early years sector council has participated in a government task group, conducting an in-depth review into the shortage of male teachers in early-years education.

Sally Bates, head of Wadsworth Fields Primary School in Nottingham and a member of the council, said, “Young children need male role-models, boys need to see education settings as reflecting their interests.

“The problem of society being suspicious of men working in this sector means that recruitment is low and this perception needs to be loudly challenged at every level.”

Adam Robbins, deputy head teacher of Roding Primary School in London, also states how important it is to promote interests beyond stereotypes, such as sport. Robbins explains, “My school has a male in-house storyteller, artist and musician. This gives all children in the early years, but particularly boys, more diverse examples of all the things men and boys can be interested in.”

A recent BBC report identified four ways to get more men teaching kids, stating:

1 – Challenge the stigma – early years teaching isn’t just for women
2 – Early Years Teaching salaries need to rise and government needs to offer more bursaries
3 – Government should act on gender diversity targets and offer more training
4 – Change the job name – ‘nursery nurses’ should be changed to ‘early years professionals’

Speaking to the BBC, Patrick Foley, head teacher at Southborough Primary School in Kent, said “Men should be encouraged to join these professions and the barriers to men making these choices should be investigated and removed.

“More men in these key roles would improve outcomes for children in their early years, which would have tremendous benefit for all children.”

The government has unveiled plans to roll out the testing of all four-year-olds in their first few weeks at school, says a report in The Guardian. Ministers say the new tests will enable schools to measure progress in primary education and thus give a better measure of a school’s effectiveness. Critics argue that this measure will lead to some children being labelled as low ability.

More than 700 academics, early years experts and teachers have signed an open letter opposing the new national tests for four-year-olds that are due to begin in September 2020. They say the tests are both pointless and unreliable.

Despite opposition from teachers about the scheme, the government are pressing ahead and have announced that NFER (National Foundation for Educational Research) have won the contract to begin testing in 2020. The rationale behind the testing is to make the accountability of primary schools fairer. It puts the spotlight on progress, rather than the ability children already possess.

The government attempted to introduce baseline assessments for reception classes in 2015. The DfE insisted on using several private providers, but research showed the different assessments were incomparable, so the scheme was scrapped.

Now the reshaped testing scheme is back on the agenda. However, it’s not without considerable opposition from teachers and education experts. Even assessment experts who ran the previous baseline scheme are speaking out against the proposals.

In a report on baseline testing published by TES, academics and education experts opposed to the scheme say “The tests risk children’s wellbeing and confidence by interrupting the crucial early period when they are forming relationships and settling into school.

“And many schools will teach to the test so that early years education will become more narrow and formal. This is not good for children.”

The baseline tests involve a 20-minute one-to-one assessment. The scheme will cost up to £10 million to develop. The largest teaching union is urging teachers to boycott pilot schemes to test children in the first weeks of starting school.

The More than a Score coalition, an alliance of parents, teachers and educational experts, which covers 16 teaching and early years’ organisations, argues that the proposed baseline tests will not produce valid results, and that there is a danger schools will play the game and lower baseline scores to make it easier to show progress later on. The group is also concerned that children will be streamed into sets too early on.

Speaking to The Guardian, Madeleine Holt of More Than a Score said: “There is no research evidence that four-year-olds can be reliably tested. The government has certainly not produced any.

“The score that the baseline test produces will not be a true picture of what children can do – yet it will be used to judge schools seven years later to assess whether they have enabled children to make enough progress.”

With the Easter break over, year 6 primary school teachers up and down the country are gearing up for the KS2 SATs tests fast approaching in May. With just a few weeks to go, revision should be in its final stages and a plan for the primary national tests already in place. It’s all about the preparation if you want to get through SATs week without a hitch. To ensure you and your class are prepared for this year’s SATs, read our 7-step pre-SATs plan.

1 – It’s not too late to recap topics, but keep it simple

There are still a few weeks to go before your children finally sit their SATs tests, so there is still time to recap essential topics. Tes (the former Times Education Supplement) has a number of useful KS2 resources if you need some fresh material.

At this stage, it’s important to keep lesson plans simple and not overwhelm your pupils. Last-minute panic revision will send the wrong message. Revise in short bursts. Target individual support and aim to boost confidence in perceived weaknesses.

2 – Model a positive mental attitude

Keep your SATs preparation simple and maintain a positive outlook. You want to create an air of calm in the lead up to SATs week. How you behave will rub off on your pupils, so being prepared, organised, positive and calm will create the best environment possible.

3 – Don’t panic

It may seem obvious, but don’t panic. There’s no point trying to cram in revision of everything you’ve covered in the year at this late stage.

4 – Dispell scaremongering about SATs

Last year The Guardian reported that more primary school children are suffering stress from SATs than ever before. Fear of failure could be affecting some of your pupils. Keep a close eye on your students to support and encourage them through a potentially difficult time.

Try to keep fun and creativity at the heart of the learning process. Dispell any myths about SATs and reassure children that SATs only test a part of them. Praise your pupils’ ability in subjects not tested in SATs too. Be explicit in positive messages.

5 – Keep parents informed

It’s likely you’ve already held a meeting for parents to explain what is involved in SATs week. Send a reminder letter or email to parents to remind them about what SATs week entails. Simple parenting tips about how to help children relax in the run-up to SATs week can be helpful.

Remind parents about the importance of exercise, such as trips to the park, getting children to bed on time, and to offer nutritious food and snacks, before and during SATs week.

6 – Don’t forget your own well-being

SATs week can be stressful for all involved if you let it. It’s extremely important you look after your own well-being, as well as encouraging parents and children to do the same.

7 – Be organised with the essentials for SATs test days

It’s not just the learning prep that needs to happen for SATs tests to run smoothly. Be clear to your class and helpers who is going where for the actual tests. Some children may have additional time allocated or have a reader assigned to help. Ensure all involved know where they need to be and how it will work.

Make sure you have your school’s DfE number to hand for test papers, and ensure you have all the equipment you need, such as pencils, rulers, protractors etc. Always have spares to hand.