- 2 weeks ago
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🎥
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00:00I wish I knew you, back when we were both small, I wish I knew you, but I have got to talk.
00:13Over a decade ago, the nation fell in love with a school in Yorkshire.
00:18Before it felt like a sin.
00:21Like my eyebrows. She had done my eyebrows on.
00:25This is her coffee. Coffee? Keeps me awake, you know.
00:28And an inspiring English teacher, Mr. Burton.
00:31It's the same moment when the trees are loose.
00:34Bloody hell. That's insane.
00:36Who helped one student.
00:38I want to thank you today for letting me speak.
00:40Overcome his stammer.
00:42Especially thank Mr. Burton.
00:45Now, ten years on, Mr. Burton's been promoted to head teacher.
00:50Shirts in, ties on, coats off.
00:53Wipe the smirk of your face now. Don't make myself clear.
00:56You should be really, really, really proud of your achievements.
00:59In that time, we've had six prime ministers.
01:02Hello!
01:03A global pandemic.
01:04That's a bit dramatic.
01:05And Huddersfield Town have been in and out of the Premier League.
01:09Now, the cameras are back.
01:11These lot are insane.
01:13To capture the new challenges.
01:15Get rid of Snapchat, TikTok, get rid of Instagram.
01:17Facing the school.
01:18Not a therapist, you know.
01:20No!
01:21He's just said, leave me alone.
01:22I can tell you don't want me here.
01:24We do want you here, pal.
01:25It's a difficult world that we live in now,
01:27and it's a difficult world to grow up in.
01:29But these are moments that, hopefully, children will look back on
01:32in the years to come and think, actually, I learnt a lot from that school.
01:35Call me fat slut.
01:36How old are you?
01:37Five.
01:38Can we just talk about the bad that you kissed my ex-boyfriend?
01:41So we spent a year...
01:43Oh, well, thank you so much.
01:44...seeing the troubles...
01:45Oh, my...
01:46No.
01:47...tears...
01:48It's so hard to do.
01:49It's toxic.
01:50And he's dragging you down the wrong path.
01:52...and triumphs...
01:53You little legend.
01:54Ready?
01:55Whoa!
01:57...through the eyes of the staff...
01:58You've committed a criminal offence.
02:01...and the students at the very start of adult life.
02:05My aim is to inspire you to achieve your goals.
02:11Can we just...
02:12Oh!
02:13Jacob, it's not funny.
02:14Time flies when you're having fun, baby cakes.
02:16Baby face!
02:1732 and I'm going great.
02:19And I blame you, Rob.
02:20That was the most mentally exhausting three months of my entire life.
02:25Life would be so much easier working in a school
02:28if there were no students.
02:30Welcome to the world of education!
02:35Right, girls.
02:39So...
02:41I think it'd be really important to have a look at amount of time
02:44we're actually spending on screens.
02:49So we're going into screen time.
02:50Daily average, six hours and 33 minutes.
02:52Mine's 15 hours and 30 minutes.
02:54So, look, daily average?
02:55That is bad!
02:56What is it?
02:57I think it's 20 hours.
02:59That can't be possible.
03:00Look!
03:01It must be!
03:0220 hours a day on your phone, 16, 15, whatever it might be,
03:08is not conducive to being successful in the future, is it?
03:11Do you know what I mean?
03:12Yeah.
03:13If we're honest about it.
03:14For all the students at Thornhill, headteacher Mr Burton
03:19is determined they leave school with a clear set of values.
03:23You don't get along with students, and five years might sound a lot,
03:26but it really isn't in the grand scheme of things.
03:29Gentlemen, be nice and work hard.
03:31Well done, folks. Keep it up.
03:32Work hard, be nice.
03:33That's the bottom line.
03:34I don't need answering back.
03:35I just need you to be nice, work hard.
03:36All right?
03:37I make no apologies for going on about it, because it's...
03:40..it's important to me.
03:42Shirts in, ties on, coats off, let's go.
03:45What are you doing, Mr Burton?
03:47Girls, clock's ticking.
03:50Sometimes you can be really annoying, but I actually do like it.
03:53Girls, let's go, please.
03:55Be nice, work hard.
03:57Be nice, work hard.
03:5920,000 times a day.
04:01He's even put it on the walls.
04:02You ask any student or any member of staff, they know it.
04:05Inside out, back to front, left to right.
04:07What do you think of the school motto?
04:09I didn't know the other one.
04:10Be nice, work hard.
04:12Or is it work hard, be nice?
04:15Can't remember which way round it goes.
04:17Short of having it tattooed across the small of my back,
04:21it's an indelible part of who I am and what this school's about.
04:25Milo, let me try and do that thing where I put you on my shoulder.
04:29You need to record it.
04:31The world's changed so much in the last ten years.
04:34Ready, three, two, one, jump.
04:36Let me see that.
04:41Don't delete that one, I need to see that.
04:44But something that's not changed is the fact that teenagers are still teenagers.
04:48We'll guide them, we'll support them and we will help these brilliant young people become whatever they want to be.
04:57We've got some exam questions that we're going to have a complete of.
05:01So, do you know how to put the radiators on?
05:03Yeah, I'll turn them off.
05:04Why?
05:05Because it's too hot.
05:06It's freezing.
05:07It's the first lesson of the day and for the year 10's double geography.
05:12I'm going to give you six minutes for a break.
05:16But 14-year-old Casey has other things on her mind.
05:20I need someone to help me.
05:23Because he messaged me, right?
05:24It's not me going, I miss you.
05:25And I didn't...
05:26I couldn't...
05:27He messaged me going, he missed me and I didn't understand...
05:28Have you dropping me?
05:29She's helping with my boy problems.
05:31I don't know what that is.
05:32Get a chair.
05:33Pull up.
05:34Yeah.
05:35Pull me a double.
05:36He's a good sponsor.
05:37Me and him, we used to be on and off ages when we spoke up.
05:40I need him back.
05:42I love him so much.
05:45Whoa.
05:46That is a strong word.
05:48He's...
05:49Oh, he's too sexy.
05:50All right, guys.
05:51Back to your seats, please.
05:52Bye, Maisie.
05:53See you in another lifetime.
05:55I've been told I can be dramatic.
05:57Your books, any ones that are left can go in the box as well.
05:59See you later.
06:00So I'll update you on the boy drama.
06:02Next lesson.
06:03Oof.
06:04I don't like causing drama.
06:08Have a good day, sir.
06:10Have a good day.
06:11Drama just follows, apparently.
06:13Oh, yeah.
06:14Sorry.
06:15A lot of people find me funny, to be fair.
06:17I'm gonna bet.
06:24It's the first term of Year 10,
06:26but Casey and the other students
06:28already have a lot on their plate.
06:30Here.
06:31Have something in it.
06:33As preparations begin for GCSEs.
06:35I've not always put the effort in.
06:40I used to get in trouble a lot.
06:42I used to have a few detentions.
06:44Hey!
06:45I think it's mainly because I have too much energy.
06:47You stole my book!
06:48But I don't think I've had any detentions this year.
06:52I've actually been good.
06:54What about fun?
06:56What's up?
06:57School's getting harder and seriously.
06:59Oh, yeah.
07:01You start to realise that your mocks are what you need for your colleges instead of your GCSEs and that.
07:06And you actually have to study.
07:08Why are your lights so bright?
07:10I can be very confident when I need to be.
07:13But being in a classroom can be very difficult for me.
07:17A lot of my confidence can disappear in one second.
07:20Time needs to be on.
07:21Detention needs to be on.
07:22Detention needs to be on.
07:24She's in detention.
07:25I'm a good kid.
07:26I don't get detentions.
07:28Case is a fantastic young lady who really, really, really wants to succeed.
07:34But going from year nine into year ten, there's quite a big jump for a lot of young people.
07:40You are ultimately starting a two-year process towards leaving.
07:44Right.
07:46God, it's been a day.
07:47In the staff room, her English teacher, Miss Hardy, has concerns about Casey's latest Shakespeare assessment.
07:55Did you teach Casey last year?
07:57Year ten now.
07:58Yeah.
07:59I just want you to have a look over her assessment because I have tried to mark it and it's actually really, really good.
08:05Right.
08:06But way ahead than what the other students have managed.
08:09So I just want you to know what your opinion is on it.
08:12This isn't the same Casey Lee I taught last year.
08:17Yeah.
08:18Like, she's wonderful, like, verbally.
08:21Yeah.
08:22But this has got subheadings, written in paragraphs, punctuation, hardly any spelling mistakes.
08:29What are you doing on your knee under your scalp?
08:32You got some crisps under there or something.
08:34No, it's just because my legs are cold.
08:36The fact that she talks about him becoming a symbol, destructive nature, unchecked ambition,
08:41how much would she have written normally?
08:43Normally in a lesson, like, with my help, probably a paragraph.
08:46I can't prove it without speaking to her.
08:51I think she's probably a Tuesday either.
08:52Yeah.
08:53My first impressions of Casey were, this is a student with potential, but very low expectations
09:08of herself.
09:10That could be because she has dyslexia.
09:13And she can struggle with it.
09:17Right.
09:18Can I have your books?
09:21Ah!
09:23Right, has everyone got a seat?
09:28Nurse!
09:29Nurse!
09:30It's Thursday and Casey's in her first English lesson since handing in her Shakespeare
09:36assessment.
09:37So, Casey, can you just read the what section for me?
09:41In Macbeth, Shakespeare presents ambition as a powerful but ultimately destructive force
09:46that drives Macbeth from noble intentions to moral corruption.
09:50Brilliant.
09:51Lovely.
09:52Macbeth's ambition.
09:53It's powerful but it's destructive.
09:56That's the downfall.
09:58I don't always look concentrated or look like I'm listening or interested in lessons.
10:05Great luck.
10:06That he...
10:07..and difficult...
10:08I do alright when I know someone...
10:09..is unapproachable...
10:10..and difficult...
10:11..wee!
10:12Excuse me, Karina, stop.
10:13Right, Casey, can I have a word?
10:14Bring your book with you as well, please.
10:39Oh, God.
10:40You've noticed I've not marked it?
10:44Yeah.
10:45Why do you think I've not marked it?
10:46There you are.
10:47OK.
10:48So, it is really good, though, to the point where it's beyond what anyone's produced in
10:54this lesson.
10:55It looks nothing like the work that you've produced for me before.
10:58I'm gonna admit, Beth.
10:59I have got a strong suspicion that it's been done with an artificial intelligence programme.
11:05I have used artificial intelligence.
11:08It brings up some really good subheadings, so you're able to then use those subheadings.
11:12I do that with most of my work.
11:13So...
11:14It depends if I put...
11:15..if I'm, like, like, I know I'm at best.
11:17So, you can tell me, hands down, promise...
11:20Promise, sorry.
11:21..you have not cheated whatsoever.
11:23I do.
11:24This is all your work and you tell me.
11:26Yeah.
11:27Yeah, I do this.
11:29Alright, that's fine.
11:30Go back in.
11:31Sorry.
11:32Yeah, yeah, all good, thank you.
11:33I want you to tell me what happens in the scene before, what happens in the scene after.
11:43Shall I just say an idea?
11:44Me too.
11:45Instills ambition...
11:46..to this essay.
11:50This is how I like the introductions to be written for literature essays.
11:56What do you know about artificial intelligence?
11:59It's an AI.
12:01It's called ChatGPT.
12:03And, erm, some kids, erm, use it to cheat on tests, but I don't.
12:08How have you heard about that?
12:10Because it's just...
12:11Everyone used to use it in primary school.
12:13There's the Snapchat, erm, co-pilot, Google, goth AI.
12:18There's my AI, erm, and that's like a robot on your phone, that.
12:22Like, we have Sparksmart.
12:23They take a screenshot of it, send it to the app, and it gives them all the answers.
12:28And then you're like, hmm, that's cheating, you know?
12:32Obviously, it's cheating, isn't it?
12:34It's cheating, but sometimes you have to do it cos, like, you're tired
12:37or you just don't feel it, or...
12:38You get the attention if you get caught on your phone
12:41or you get it taken off you.
12:43What's the key to not getting caught?
12:45Don't look straight down, cos then it's obvious that you're on it.
12:48Like, put it in front of you, like, where they...
12:50Oh, it turns, like, where you work and it's just there below the desk.
12:54Wow.
12:55Yeah.
12:57Who's that? I sent a phone. Thank you.
12:59It's great.
13:01Right, girls, come on, move forward.
13:03Assistant Head, Mrs Delaney Hudson, has been made aware of an incident
13:08that happened over the weekend.
13:09What is it? So it's a gif, like a gif on a...
13:12basically, he's doing an AI-generated video
13:18that says something like, if you move, you're gay,
13:21and then has got them both moving and kissing.
13:25How on earth do you do this?
13:27I know how...
13:29The video of two students from the school
13:32is being circulated on Snapchat.
13:34He's created an image gif video of kissing.
13:38How do you know that?
13:40I'm gonna find out now how this IT genius has done that.
13:44I've got a lot with it.
13:45AI's a new problem.
13:47Schools are finding out what the right way to use AI is
13:50and utilise its capabilities,
13:52and then also be aware of the potential pitfalls.
13:55It's frightening what people can do with AI now, though, isn't it?
13:58Terrifying.
13:59Right, well done, guys. You did well.
14:02Oh, I did, yeah.
14:04I will not step back into that English classroom.
14:07What did you get taken off?
14:09She's accused me of cheating because I had subheadings.
14:21Hi, it's Mr Wilson at Thornhill.
14:23Yesterday on the school computers,
14:25he's typed in the words
14:27car, model, girl and sexy
14:29into the Google search bar.
14:32I just wondered if you'd be able to have a conversation
14:34with him about that at home, please.
14:36Absolutely, absolutely.
14:38He did try something like that at home,
14:40but we caught him out.
14:41OK.
14:42Morning, Louis.
14:43You poorly yesterday?
14:44No.
14:45Were you here?
14:46Morning, Louis.
14:47What's your name?
14:48Archie.
14:49No, it's not.
14:50It is.
14:51It is?
14:52No, it's not.
14:53I don't know if you're aware,
14:54but your name's changed.
14:55Oh.
14:58All right, I got that wrong.
14:59And I am sorry, Archie.
15:00I'm sorry.
15:03Good morning.
15:04Good morning, good morning.
15:05Morning.
15:06Morning.
15:07Morning.
15:08Riley, you're sending them on the way
15:09to have a good day.
15:10It needs to be inspirational.
15:11Good morning, have a good day.
15:15Every year...
15:16Mase, did you see that?
15:17...around 211-year-olds join Thornhill
15:20and must quickly adjust to life at secondary school.
15:27You all right?
15:28Year 11 said I'm leaving.
15:30Year 11 doesn't tell you whether you're in IE or not.
15:32Oh.
15:36Miss Nurse, sorry.
15:37Can you tell me whether that's genuine or the wind him up?
15:42I think he might be being well-looked.
15:44Yeah, I thought so, Miss. I'll send him away.
15:46Yeah, you're not in truck, you're not in.
15:47Right, OK.
15:50Enjoy the rest of your day.
15:52In charge of looking after all aspects
15:54of the Year 7's welfare and behaviour
15:57is student manager, Miss Nurse.
15:59So, although some of the incidents I deal with
16:02are not as severe as maybe some of the older year groups...
16:05Who's doing the whistling?
16:06I promise you, I don't know.
16:07They are younger and they do need more support
16:10in doing quite simple things sometimes.
16:12Are you going to admit to anything?
16:14I've listened once.
16:16Just be honest, I'm not laughing.
16:18Miss Promise, I don't know how to listen.
16:20Sometimes the things that have been quite petty,
16:23but to an 11, 12-year-old...
16:25In you come.
16:26..it's the biggest thing in the world.
16:28It's ruining their life in some cases.
16:31When did you split up with each other?
16:33Call me... Call me a fat slag.
16:35Have you done that?
16:36I have, yeah. After she said first they were retaliation.
16:39Oh, golly, that's all I did, isn't it?
16:41Call me a fat slag. Yes, she did.
16:43Yes, I did, though.
16:44I don't think you did, though.
16:45I think I did, though.
16:46Guys, how old are we? Five?
16:48Typically, though, there are a couple,
16:52maybe even one student in particular,
16:54that takes up a lot of my time.
16:59Tremaine?
17:0111-year-old Tremaine is yet to fall in love
17:04with life at secondary school.
17:07He arrived behind his year group in reading and writing,
17:11so can struggle to concentrate in class.
17:15He's allowed short breaks during lessons
17:17to help, but he's supposed to wait outside the classroom door.
17:21If anyone sees Tremaine,
17:23can you direct him to our office, please?
17:28So what do you think of school?
17:30Er...
17:31It can be alright, but it's a lot of writing and reading,
17:35and sometimes it can be quite scary.
17:38Tremaine?
17:40Tremaine?
17:42Meet me at my office.
17:44Who's your favourite teacher?
17:46Probably Miss Miss.
17:48She just, like, helps me calm down.
17:50Hello.
17:51Hello.
17:53How are you doing?
17:54Er...
17:55Can I have a feed you?
17:57Every single day I spend a lot of time with Tremaine.
18:01He can be quite disruptive in the classroom.
18:04He does struggle to sit still.
18:07However, he is so caring.
18:10Come on.
18:12I'll take a chill in here, mate.
18:14He wants to impress and he wants to please people,
18:18but he gets carried away very, very easily.
18:22Come on.
18:24I've just had to open the window.
18:26It's hot in here.
18:28How can you...
18:29You climbed.
18:30You stood on your chair.
18:31You didn't.
18:32You can't even reach.
18:33Right, you watch this.
18:36It can be a real battle.
18:38I'm tall to get him back out of the office
18:40and into the classroom where he needs to be.
18:43Are you, like, six foot?
18:44Yeah.
18:45Eat your words.
18:46No, not quite.
18:47He is behind his peers in his learning.
18:50Back up by.
18:51Come on, I know what you're doing.
18:53I think it makes him feel like...
18:56..he's not good enough.
19:01Come on.
19:03I knew you were going to jump out from somewhere.
19:06So I'm doing everything I possibly can to help him catch up.
19:11Right, last lesson, let's make it a good one.
19:13Let's make it a good one.
19:14Let's make it a good one.
19:15Let's make it a good one.
19:16I know.
19:17Let's go.
19:18Let's make this one.
19:19Let's make it a good one.
19:20See you later.
19:21Let's make it a good one.
19:22I'm gonna follow that one.
19:23If you want to make it a good one.
19:24Let's make it a good one.
19:25Let's make it a good two.
19:26I know.
19:27MUSIC PLAYS
19:48We were hanging out and my mum was picking me up.
19:51I said, my mum don't know, we're still tracking.
19:53I'm waiting for him to ask Miss B's girlfriend.
19:55So, me and him hugged, forgetting my mum was there.
19:58And I climbed in the car, realising what I've done.
20:00She's like, you been kissing him?
20:02I was like, no, no.
20:04Are you being very, very sensible?
20:06Yeah.
20:07We're not rushing things or anything like that?
20:09Yeah, no.
20:10OK, set your soul out to see how things go, yeah?
20:14Yeah.
20:19So, Emma, obviously we sat the Macbeth assessment
20:22at the end of last half-term,
20:24and this is what Casey Lee produced for me.
20:26Right.
20:27See what you think.
20:28Right.
20:29After Casey denied using artificial intelligence
20:31in her Shakespeare assessment...
20:33Yeah, that's quite good though, isn't it?
20:35It is, isn't it?
20:36..Miss Hardy has escalated the matter to the head of English.
20:39Do you think this is a set-three piece of work?
20:41No.
20:42No.
20:43Well, where has she got things like inner turmoil?
20:49Really, what I wanted to ask you is, where do you want us to go with this?
20:52Have you spoken to her yet?
20:53So, I've spoken to her, but she has denied it.
20:56You need to work out the why, don't you?
20:58So, if she has, we need to work out why she has.
21:00Mm-hm.
21:03Speak to her again.
21:04Mm-hm.
21:05Because, obviously, she's done it for the right reasons, hasn't she?
21:07She wants to do well, clearly.
21:11The last question is, then, what if she denies it again?
21:20Where's Miss Hardy?
21:23Hi, you all right, Casey?
21:24Do you want to just take a seat so you can speak about it?
21:28Be honest with me, because if you were struggling...
21:31Yeah.
21:32..I want to be able to give you that support.
21:34And you've denied it and you've said that you didn't
21:36and you said it's your own work, that's all.
21:37If you're not struggling on Macbeth, fantastic.
21:39Obviously, I wouldn't be doing my job if I didn't say to you,
21:42look, if you need some support, I can give it to you.
21:45I understand why you think, cos normally it depends what topics I can like.
21:49With Macbeth, even though I don't like it, I understand it.
21:53And then on other things, I won't get it at all.
21:56At the end of the day, I don't want you next year to be failing English.
22:00Yeah.
22:01I want you passing, because you're a bright, you're an intelligent girl
22:03and you've got the ability.
22:05Yeah.
22:06So tell me if there's anything that you need and just come to me.
22:09Thanks.
22:10All right, no worries.
22:12Casey probably sees me very much as someone that is always on a case,
22:16but I just want the best for her.
22:19Brilliant.
22:20Right, see you later.
22:21Have a nice lunch.
22:22A lot of teaching is about assessing where they are at.
22:27So if artificial intelligence is being used, we don't know how to make them better.
22:33But it's hard to detect.
22:37You can ask them, and if they say no, then where do you go from there?
22:42Are you dropping?
22:43There were a time in Slimming World when it first came out when it said you could go to the supermarket and buy a full chicken.
22:55And my mum, she used to eat the full chicken.
22:59But you can't just sit and eat a full chicken.
23:02Well, you're not in with the egg.
23:04All that chicken looks like a bab.
23:06Get some gravy.
23:07Go on.
23:08Can't have a roast dinner without a grinder.
23:21Are we nearly ready, Tremaine?
23:23It's after lunch, and Tremaine is heading to his reading support class.
23:31I get quite frustrated with myself.
23:33I don't have a very hard time at primary.
23:38Are we ready?
23:39Let's go!
23:41At one point, I had to just leave because I couldn't read in front of the class.
23:47But now, there's a lot more people here who are helping me.
23:53What if you don't finish these?
23:56Oh, don't worry.
23:57You can only do what you can do, can't you?
23:59Especially if you're trying your hardest.
24:00As I point to each word, read it out loud, OK?
24:04Yeah.
24:09Frail.
24:10Fab.
24:11Snail.
24:16Snail.
24:17Snail.
24:18Where?
24:20Let's try this one.
24:21Tremaine started secondary school with a reading age of five years old.
24:27Chin, man.
24:29Well done.
24:31With more year sevens than ever struggling with literacy.
24:34So, let's have a go at this one, then.
24:36Thornhill have a primary teacher in school to help them catch up.
24:40Spring.
24:41Good coding.
24:42It's frustrating to see the inequality in the system.
24:47I think, post-pandemic, there's a greater division between those children who can read,
24:53and then those children who really struggle to read to the secondary-ready level.
24:56And I think it's more stark than it has been before.
24:59Eep. Creep.
25:00The pandemic Iboshed two school years, and when you start to look at the students for whom it's not gone well,
25:08you see that children who need support have fallen through the cracks.
25:13That gets you, that really gets you, because you just think, how is it fair?
25:18Don't worry about getting through them really quick.
25:22Just concentrate on really thinking about, are they diagraphs or trigraphs?
25:27That's why helping him to catch up is really, really important,
25:31and we're doing everything we can to make that happen.
25:34Oh, and that's it.
25:36That was a quick test.
25:38Keep on moving, guys. Nice and sensible. Thank you.
25:43Ugh! I actually can't get it on.
25:47Lunch is over, but the next class on Casey's timetable is more English with Miss Hardy.
25:54I'm not going in with her.
25:56What's the issue, sorry?
25:58Apparently I've cheated on my English assessment when I am.
26:01OK. Don't take it personal.
26:03Did you use anything to write your assessment? No.
26:06I will continue to argue with someone until I've proven myself,
26:10because I'm not going to get a punishment for something I have not done.
26:14Ultimately, you know you're not. Yeah, I know.
26:19You know what? Don't be cheating.
26:21Say I've done it.
26:23Back me up as well. Yeah.
26:26Just say I am.
26:28I feel like I wouldn't want to be in an argument with you.
26:30That's what my mum says.
26:32I'm going to phone my mum.
26:34She always complains about me attitude,
26:36but then she's my mother, I got that off her.
26:38She just texts me about English and the assignment that she's done.
26:47She's not happy.
26:49So I might have to make a phone call later.
26:54I can put him outside.
26:57Coming up to breeding season.
26:58So he sees me as his caregiver and he thinks I'm his mate.
27:03He's an archangel show pigeon.
27:07I found school really hard.
27:11It makes me very protective over Casey.
27:14I don't want her to have to go through the same thing.
27:17He didn't know whether a ghost so transparent might find himself in a condition to take a chair.
27:25Necessity of...
27:27I have dyslexia.
27:29From the age of four, we knew that Casey had dyslexia as well.
27:35Incredulous.
27:37Incredulous.
27:38I hope that her journey would be a lot easier than mine.
27:42But it has been quite a battle to get her to believe in herself.
27:46Lovely. Stop there.
27:48She does really care and she wants to do well.
27:52Right, fantastic reading today, guys. Well done.
27:54We're going to look at our word of the day and it's symbolised.
27:59So I'm going to count to three and we're all going to say it together.
28:03One, two, three.
28:05Symbolised.
28:06Great work.
28:07So, see if you can find your word bank, please.
28:10Tremaine, can you find yours?
28:12It's period three and Tremaine is in his English class.
28:16Are you OK?
28:18Having a bad day?
28:21Oh, I'm sorry about that.
28:22Lovely.
28:23So, back to today's day at Tremaine LP.
28:25Can I stand outside?
28:27You can have a few minutes outside, that's fine, Tremaine.
28:29Miss Taylor, could you just keep an eye?
28:37It was shaking this morning.
28:41It was irritating and it hurts.
28:45Do you walk out quite a bit?
28:47Sometimes.
28:49Depends on how I wake up, really.
28:51Ooh, you always, you always hear me.
28:54I just want to be fine like that.
28:56Ooh!
29:00Would you mind redoing for Alan?
29:03Sorry, guys.
29:05What's going through your mind?
29:06Nothing.
29:07Because, like, I'm not thinking of anything at that time.
29:10We'll get you a painkiller.
29:12Ooh!
29:13Maybe two minutes, Tremaine.
29:15When I'm sad, sometimes I feel like I'm about to, like, explode.
29:20I'm afraid I'm afraid I'm afraid I'm afraid that I'm afraid of.
29:24I'm afraid I'm afraid of my pace.
29:25If that doesn't matter, they're going to try and change my mind.
29:26There's a lot of issues, but it could be history.
29:28If that doesn't matter.
29:30If, that doesn't matter, I'm afraid I'm afraid of a puppy a puppy a puppy a puppy a puppy.
29:31Come down with me.
29:40Yes, Tremaine.
29:41Tremaine is somebody I really care about.
29:44I really want him to do well.
29:46I want him to get through high school.
29:48I want him to go on and get his qualifications.
29:51But he's so far behind with his reading, with his writing.
29:55I think it does embarrass him.
29:57So he'll try and avoid it.
29:59Look, you cannot just sit here.
30:02Why, Tremaine?
30:03Because you're at school, Tremaine.
30:05It's a vicious cycle that's really quite difficult to break.
30:18Morning, all right? Yeah, how's it going?
30:20Good.
30:21Thanks.
30:24Morning.
30:26It's Friday morning and a chance for senior staff to discuss new challenges facing the school.
30:34Can I mention to you gender-questioning children, our approach to them, the guidance?
30:40Yes, so students, if they're gender-questioning, they are always encouraged to have conversations with families.
30:47Now, the difficulty is we can't just bulldoze in and say, right, we're going to have that discussion.
30:51As far as we know, we've got very few students that fit into that category anyway.
30:55I saw a student yesterday, Zoe, I don't know if you're aware.
30:59She's definitely a furry.
31:04She was dressed as a fox.
31:07Right.
31:09Furry?
31:09She had that big hat on?
31:10Yeah.
31:11You know, it was part of a coat.
31:13As she walked out, she sort of made a gesture that she'd got a tail.
31:15Well, there we are.
31:20So, if I really could do with some training on furries.
31:24Furries.
31:25Furries.
31:27I'm not aware of anyone who is officially identifying as a furry.
31:31No.
31:35Miss, babies, when they grow, do you know what size they are as a furry?
31:39You mean ones that have been born?
31:41No, but they're in their stomach.
31:43In your womb?
31:43That's the questions, yeah.
31:44In your womb?
31:45Yeah.
31:45From what age?
31:47From one month to nine.
31:49One month to nine?
31:50Yeah.
31:50Well, I'd say they'd start off maybe like...
31:52No, it goes from a pea to, like...
31:54To, like, a pear.
31:56We put pumpkin.
31:58Or watermelon.
31:59Oh, no.
32:00Watermelon.
32:01Think of the size of a baby's head.
32:02A melon.
32:03A melon?
32:04No, all together, like...
32:05I feel sorry for the poor lady that's giving birth to a pumpkin-sized baby.
32:11Can you make sure you've got your booklet out on the desk, please?
32:13So, obviously, this session is all about pregnancy and parenting.
32:20Hi, is it possible to speak to Mr Young, please?
32:23It's Casey Lee's mum.
32:25With trouble still bubbling around Casey's Macbeth assessment...
32:29Hello?
32:30Hello there, it's Mr Young. You all right?
32:32Hi, Mr Young.
32:33Her mum has called the Year 10 student manager.
32:36I want to talk to you about the issues around English.
32:39Right, OK.
32:40What's your concerns?
32:42We all need to kind of collaborate and speak about moving forward,
32:45because otherwise this is going to continue.
32:46I don't want Casey failing her GCSE English.
32:49Let me email the relevant members of staff...
32:51OK.
32:51..and I'll get back to you.
32:53Is it all right?
32:54No, that's absolutely fine.
32:56Thank you. Bye.
32:56Bye.
32:56Worried it's becoming too much of a distraction for Casey,
33:02Miss Hardy has decided to draw a line under the matter.
33:06It's really hard to get to the bottom of whether a student's work
33:10has been created by artificial intelligence or not.
33:14We've had a couple of, like, training sessions on it,
33:17but it's the start.
33:20Like, everyone's learning themselves.
33:24We've got to move on.
33:26Because the biggest thing, the biggest thing for me with Casey,
33:30I want her to be able to sit those exams next year
33:34when she gets to Year 11 and have the confidence to do so.
33:39Morning.
33:39So that was a big change over her lessons.
33:41She's in here.
33:51This is the inside of her vagina.
33:53Nothing's going to get lost in there, all right?
33:55Hello, sorry.
33:56I'm going to help Casey now, or is she going to come next one?
33:58Yeah.
33:58I can't come home, of course.
34:00She's here.
34:02All right?
34:03I'm learning about condoms in there.
34:06Nice.
34:06I know.
34:07Right.
34:08Sorry about that.
34:09Right, are we getting on?
34:12If Casey's cheated, which she's absolutely adamant that she hasn't,
34:15and I would like to hope that she'd have given up by now.
34:18Not passing the book at all, but I can't determine whether she has or hasn't.
34:22I can't, because I'm not an English teacher.
34:25But I think, ultimately, Miss Hardy's said it's done now.
34:28They don't want to drag it out anymore and sort of try and move past from it.
34:31All right?
34:32Yeah.
34:33Miss Hardy, it sounds like she wants to help.
34:36I know that you don't feel like that right now, and I get it,
34:39and I'm not even going to minimise your feelings, Casey.
34:42But you've got to work with Miss Hardy to get your English.
34:48Why have you not got a tray?
34:52Why do I need a tray to watch?
34:54Well, because you're wearing it, not eating it.
34:56Hello?
35:16Hiya.
35:16Hi, it's Miss Nurse calling from Thornhill.
35:19Hiya.
35:19Have you spoken to Tremaine about what's happened today?
35:26After an up-and-down few days,
35:28Miss Nurse is catching up with Tremaine's mum.
35:32He's taken another student's pencil case,
35:34has then called another student a cheeseburger
35:37and then another student a freak.
35:39We seem to be going backwards and I'm like,
35:41I don't know what more, we need to try.
35:43As well as being supported at the school for his reading,
35:46Tremaine is waiting for an assessment for ADHD.
35:49I know that he can't keep stuff in,
35:52but he still doesn't excuse the behaviour that he's showing.
35:55But it could be three years before he's seen.
35:59I think the time we got back in there and made a difference.
36:01We're working really hard with Tremaine and his family
36:03to help him understand himself,
36:05but it can often be that children are children
36:08when that paperwork's submitted
36:09and that they're almost young adults when the diagnosis is completed.
36:14Tremaine, spit it out.
36:16It's Monday afternoon
36:17and Tremaine is in maths with Mr. Geary.
36:21Right, using coloured method, add these together.
36:23So doing 41.3...
36:25With Tremaine not listening to his teacher...
36:34With Tremaine not listening to his teacher...
36:50Right, Year 7, could you start packing away your things for me, please?
36:54We're going to do this again tomorrow.
36:55Miss Nurse is called to see if she can assist.
36:59Chewing gum in now.
37:02Please, will you put into the bin?
37:03Happy!
37:08If you've just spat out the window as well,
37:09which I think I've seen you do...
37:11You didn't!
37:12Tremaine?
37:13I don't have any chewing gum!
37:15Tremaine?
37:16I don't have none!
37:18No, because he's claiming me for no one I've got...
37:21No!
37:22Tremaine?
37:23Just watch out, Tremaine!
37:25I don't have no one in the morning!
37:27Hold on, yeah!
37:28He's just spat something out of the window, whatever it was.
37:30Tremaine!
37:33Tremaine?
37:34We're not throwing doors open.
37:36I didn't mean to do that!
37:38Who's that?
37:40Tremaine.
37:42Just leave me alone, I can tell you I don't want me here!
37:46He's just said, leave me alone, I can tell you you don't want me here,
37:49and walk the other way.
37:50Aw!
37:51We do want you here, pal.
37:53We just want it to be done right.
38:00Do you want me to have a go, Manny?
38:03All right, Tremaine.
38:08It's Monday afternoon, and an upset Tremaine has stormed out of class.
38:23You know you used to teach your mum, don't you?
38:28Really?
38:30Absolute legend.
38:32Every child's starting point is very different.
38:36Some children come to Thornhill with a really unfair disadvantage.
38:40What really, really upsets me is you saying, nobody wants me here.
38:44No, no!
38:45On that night, articulate itself sometimes in tears and tantrums and storming out and wandering
38:54around and things like that, but it's coming from somewhere.
38:58Every single day, every single lesson, there are teachers that sing your praises, that tell
39:02me how impressed they are with you, Tremaine.
39:04We really do.
39:06I promise you that.
39:09Can I go to my office?
39:10It's come for you.
39:11Yeah.
39:11Good luck.
39:12Come on.
39:13Go on, have a sit down.
39:19Do you want to talk about what happened, Mr Geary?
39:21Yeah.
39:23What do you want to tell me then?
39:24I did have children gone.
39:26Okay.
39:28So why did you say you didn't?
39:29I think I get upset too much.
39:34You want to be here, don't you?
39:38You like being at school?
39:40Yeah.
39:40Because I need you to remember and know, we want you here, absolutely, 100%.
39:47Because you were saying nobody cares, nobody wants me here.
39:52Do you actually think that, or is that just your anger talking?
39:56Anger.
39:58I think so.
39:59You're doing really well.
40:00There's lots and lots and lots and lots of good.
40:02As soon as you're out of that zone where you can't understand that we care about you,
40:08you're calm, aren't you?
40:11Look, because of the shouting and screaming and banging doors, because we know we bang doors,
40:14we're going to just finish today and I, and then from there, we're going to tomorrow.
40:18Clean slate, we start again.
40:19The only person who I want to want you here more than us is you.
40:27And if that's the case, then we've all done our job.
40:30Will there be mistakes?
40:31Yeah.
40:32But what do we do when we get them wrong?
40:35Work hard to put it right.
40:38We'd be nice to people, be nice to ourselves.
40:40Does that make sense?
40:41Good lad.
40:42All right.
40:46Right, we're going to put it right?
40:47Yeah.
40:48Put it there.
40:49Proud of you for how you've come down from that.
40:50Good lad.
40:55He knows we're here for him.
40:58Our job is to build him up and help him to become the man that he's going to be in a few years' time.
41:06But we need to see Tremaine buying into what we're asking him to do.
41:10Good.
41:12He knows where the line is.
41:16He knows that there'll be a consequence if he steps over that line.
41:23But his potential is fantastic.
41:35I'm doing all right on some subjects.
41:37I just think English is one thing I am never going to be smart at.
41:45Because I'm very much of a self-doubter.
41:47I don't like how I look a lot of the time.
41:55I hate how I write.
41:56It's horrible.
41:57I can't remember who I'm writing half a time.
41:58I hate being dyslexic.
42:02If I wasn't dyslexic, would I be smart like all the other people?
42:05Is it going all right?
42:07It's a nice detail.
42:08It's just over the top.
42:09A bit like you, then?
42:10Yeah.
42:11When I'm older, I want to be like my mum a lot.
42:14But it's mainly off-smart.
42:15She does not believe she's smart, but she is.
42:17She's the smartest person I know in my family.
42:18He says that I am smart and it's not confident.
42:22You are smart and you do like confidence.
42:23You'll get there.
42:24Have you thought about what you want to do after school?
42:29I want to be a police officer.
42:30If you were a police officer and you were investigating me for cheating...
42:34You can't use that!
42:35What would you say to me?
42:37Just be honest, because...
42:39I don't know.
42:40I don't know.
42:41I don't know.
42:42I don't know.
42:43I don't know.
42:44I don't know.
42:45I don't know.
42:46I don't know.
42:47I don't know.
42:48What would you say to me?
42:50Just be honest, because if you don't, you're not going to pass your GCSEs.
42:55Because if I know you've done it, people know you've done it,
42:58I'll find every single resource to figure that out.
43:06So, the conversation that we had in here last time,
43:09and we said that maybe we might put a bit of intervention just temporarily in
43:13just to bring you up to speed, how would you feel about that?
43:16That's fine.
43:17Yeah.
43:1820 minutes after school.
43:19Yeah.
43:20Can you do a Thursday?
43:21Yeah.
43:22Yeah?
43:23Should we do this Thursday?
43:24Yeah.
43:25Yeah, is that all right?
43:26All right.
43:27Brilliant.
43:28See you later, Casey.
43:29With Casey, she sees her dyslexia as a barrier for her to do well.
43:32We can go back in now.
43:34But if she could just remove that and have that self-belief,
43:37then she will...she will fly.
43:41It's completely normal that young people would want to use AI
43:44and explore it and try and find out what it can do.
43:46But whatever's going on in the big wide world...
43:49I want to start off by looking at something called a New Year's resolution.
43:54Dealing with low self-confidence or low self-esteem will always be part of the job description.
43:59Yeah?
44:00This app done.
44:01Done.
44:02Brill, I'll come and read it in a second.
44:03I need to improve in my behaviour.
44:06I want to help people, be good in the future.
44:09Oh, I want to do this because I want to get better at controlling my anger.
44:16This is going to make me better in life and not get a B3 or a managed move.
44:23But this just shows that he does care.
44:26I wish they thought like that when they got into Year 8.
44:29They lose that kind of...they lose a conscience by Year 8.
44:33That's the key.
44:37Making them feel like they belong, because they do.
44:40Jermaine, really good writing.
44:43And your hard work has paid off.
44:45I'm so incredibly proud of you.
44:48Right, so, we're getting into the swing phase.
44:51It's like you believe in your life.
44:57WHISTLE BLOWS
45:01WHISTLE BLOWS
45:03WHISTLE BLOWS
45:05WHISTLE BLOWS
45:06WHISTLE BLOWS
45:07WHISTLE BLOWS
45:08Whoa, whoa, whoa, whoa, whoa.
45:09Work hard, be nice. That's all we're asking.
45:11Next time.
45:12Alfie, you can come with me to the lavatory.
45:14Yeah, lavatory.
45:15No, he doesn't need an entourage.
45:17For the Year 10s, friendships are rarely straightforward.
45:20Conflict resolution. It's a challenge.
45:23Saturday night, I literally, me and my grandma were trying to watch the holiday and he had like five people texting me.
45:29Turn it off.
45:30Watch the film with your grandma.
45:32Upcoming tests are piling on the pressure.
45:35We're doing this.
45:36This is why I do it even more.
45:38And for one talented sportsman, his future on the field risks being let down by his behaviour off it.
45:44Oi! Settle down!
45:46Mr Young, abusive language from Scott Hage.
45:48You are swearing on a corridor and you're refusing to do what I'm telling you to do.
45:51The rules are the rules. You need to hear some tough messages, Scott.
46:05OK, Luc.
46:07Thanks,aro.
46:09We will continue to do that, nh?
46:10No.
46:11Leave me a lot, let's get into that andelim.
46:13Don't forget to subscribe it.
46:14Not everyone if you see any of these.
46:15LI is a charity.
46:19If you know this, please leave us for interest sooner of me.
46:25We'll see you once again.
46:27STATE ROT WITH secure Disease.
46:29That's beautiful.
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