We turn the spotlight on Phil Champion, the Operations Manager (Schools and Colleges) at Hesley Group, who has enjoyed a long career in special education
Reflecting on a career that started in 1973 at a teacher training college in North-West England, Phil Champion (pictured right) identifies three key attributes which have helped throughout this time, namely stamina, a sense of humour and an ability to “think outside the box”. We focus on teaching, as we consider the intervening years which have passed so quickly.
Retaining an interest outside work, in addition to being very much a family man has been very important. Originally a physical education teacher (and a footballer of no mean ability, independent report has indicated), Phil is a life-long Liverpool football club supporter. He was often buoyed, through any difficult times in the first half of his career, by the success of the team. He admits he more frequently had to look elsewhere for inspiration in the second half. While he might possibly be moving towards extra time in career-terms, Phil retains enthusiasm for all things education-related, as well as for Liverpool.
Phil has worked through a period of huge change in special education. He cites the Warnock Report of 1978 and the subsequent 1981 Education Act, as having had particular impact, with the formal introduction of the notion of “special educational needs” (SEN) and of “statements”, the emphasis on integration and inclusion and the identification of common educational goals for all children – independence, enjoyment and understanding – whatever the nature or level of their abilities or disabilities. Phil notes the development of the National Curriculum, further to the 1988 Education Act, had specific effects on education for children with complex needs and disabilities and on the wider context in which provision evolved and was viewed, with for example, the impact on schools of league tables and potentially associated issues such as inclusion policy.
Latterly, the Children and Families Act of 2014 has the potential Phil feels, to have over time, the same seismic influence as did the Warnock Report, if all parties can embrace a number of particular opportunities he believes it offers: firstly, a renewed emphasis on every child, whatever their start in life, having an equal chance to reach for their full potential; secondly, of families receiving greater and more consistent support to remain positively involved for the long term in – and contributing to – the lives of children with complex and potentially challenging needs; and thirdly, of actively and fully supporting for longer, children and young people who need more time to learn.
It is in the context of legislative change, considerable economic and political flux and changing fortunes for Liverpool Football Club, that Phil has pursued his career. Initially the focus for Phil was on working with young people with emotional and behavioural disorders. Over time this focus became one of autism, learning disabilities and associated complex needs.
In 1974 while studying for a dual teacher and youth leader qualification, a summer opportunity arose for Phil, in a small assessment and treatment service, to work as a relief residential social worker and teach P.E. and General Subjects to young offenders. He loved the work and the challenges and responsibility that went with it. When he qualified as a teacher in 1976, Phil joined what was then a residential Community Home with Education, staying in this job for eight fulfilling years. One highlight of this time was co-founding a regional Residential Schools Sports Association, involving nine special schools in a range of regular sporting activities, which had not been tried in that geographical area before, in particular for boys who presented the range of needs and challenges that they did. The overall initiative – and the individual fixtures – proved highly successful, with staff committing actively and with far fewer problems occurring than some predicted. There were many positive outcomes, including in relation to team-work, an exposure to winning - and losing - well; and some great fun, for the young people – and staff – involved.
At this point – in the aftermath of the Warnock Report and the subsequent 1981 Education Act – Phil was seconded by National Children’s Homes, who ran the school, to do an Honours Degree in Special Education, which greatly helped draw theory and practice together, forming a key foundation stone in his further career development.
Stamina, a sense of humour and “thinking outside the box” all helped Phil enjoy this part of his career as much as he did. When on duty one break-time, Phil “lost” “half” of the 66 boys at the school, who absconded only to return one-by-one, in a way guaranteed to stretch his nerves and the amusement of the boys and some more experienced colleagues, to the maximum.
Phil moved on to become, for five years, a senior teacher and Acting Deputy Head of a local authority residential school for children with moderate learning difficulties (as described at that time), which helped hone his managerial skills and during which time he supported local mainstream schools with the integration agenda.
In 1989 Phil joined the Hesley Group, as Deputy Head at a school near Doncaster, with a remit to revise educational provision there, for boys aged 5-13 years with emotional and behavioural disorders, in line with the newly emergent National Curriculum. Around this time, Hesley was developing its first schools for children and young people with Autism. In January 1994 Phil moved to Fullerton House School near Doncaster, as Head, to lead a new senior management team, in the development of a service for 8-19 year olds with autism, learning disabilities and complex needs, including behaviour which challenged. He was involved in developing the first care modern apprenticeships of the current era and loved, as ever, the opportunity to see – and help – young people and staff progress positively.
Phil has had a number of senior roles within the Hesley Group since this time, including his current Operational Lead role for Children’s and College Services. Though the option of retirement has offered itself, it seems that Phil is intent on extra time and passing on his experience, expertise and passion for positive education, for a while yet to come.