A trainee teacher on practice with us said to me recently, “You know when you just feel comfortable somewhere? When somewhere just feels like home? That’s where you want to stay.”
And so it was, when I walked into Thomas Tallis School in 2008 for an interview for the Head of Wellbeing. As I passed through the front gates I was met by two towering, colourful, cartoon-looking… robots? people? They turned out to be bin covers but were like big, friendly guards, welcoming me to some mythical place. The buildings looked old and ramshackle, but there were bright flashes of art and imagination everywhere. Hanging from the ceiling, just visible through cracks in walls, artful graffiti. At lesson changeover there were boisterous but happy voices, coloured hair and odd assortments of shoes and socks rushing by. I liked it.
It's strange how you can walk into a school and feel something. I’m sure that not everyone feels the same thing. Schools are made up of the people in them and, just like individual people, we might not always click with the places we go or the people we meet. But Tallis clicked for me. I was happy to be offered the job later that day, and even happier to be beginning a project that was not wide-spread in the UK at that time. My job was to set up the Wellbeing Faculty, which was a combination of PSHE, Citizenship, RE, Careers and Work Experience, Social and Emotional Aspects of Learning (SEAL), Alternative Accreditations and a whole host of small and large projects – the Jack Petchey Speak Out Challenge, Circle Time, the International Schools Award, the Healthy Schools Award, Student Council, Debating, the Health Hut... we took on anything that would make a difference to the lives of the students who passed through our gates. We set up a thematic curriculum and built up a wide range of experiences that were not usual in schools. Or, if they did exist, were side-lined or tokenistic, while our offer became central to the Tallis way of doing things. They were exciting times.
But, like many things in schools (or organisations in general), what is considered important enough to give time and space to can be dependent on the people in charge. The importance of a head teacher cannot be underestimated, I have found. A change in leadership meant a change in direction and Wellbeing was no longer something that was seen as valuable or relevant or necessary. Although the Faculty of Wellbeing disappeared and my role was diminished to something less than what I had arrived at Tallis with, although my work and reputation practically disappeared overnight (over a number of agonising months in reality but that is a drop in the ocean compared to all that can happen in our lives), the essence of Tallis survived. There were enough people among us who held onto some essential idea of Tallis, that thing that I felt when I first walked into the school, so that when the next (and current) head teacher came along we could rebuild.
Wellbeing became Guidance. We created Tallis Character and Community Days and Ways to Change the World. Some of these things might once again, in some future Tallis, be taken away or be deemed unnecessary or simply replaced by something new. But some are woven into the fabric of Tallis. These Tallis Tales are another aspect of what it is to belong to Tallis. Like all things Tallis. Tallis Habits. Tallis Character. Tallis Futures. Tallis Choices. Tallis Voices.
We are Tallis.
-- Michelle Springer, Director of Guidance