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tv   BBC News  BBC News  April 28, 2023 5:00pm-5:31pm BST

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richard sharp has announced he will stand down over his dealings with borisjohnson. both sides have agreed to extend the cease—fire for another three days. and in the uk, industrial action continues in parts of the public sector. when union settles for the latest nhs pay offer, another rejects it. as we came on air, teachers have set out their latest demands. hello and welcome to the programme.
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the chairman of the bbc richard sharp has announced he's resigning after admitting he breached the british government's code for public appointments. the report found that mr sharp failed to properly disclose his involvement in facilitating a loan of £800,000 for the uk's former prime minister borisjohnson. this morning, mr sharp released this statement. the morning, mr sharp released this statement-— morning, mr sharp released this statement. , statement. the view is while i did reach the code _ statement. the view is while i did reach the code for— statement. the view is while i did reach the code for public- reach the code for public appointments, he states very clearly that a breach does not necessarily invalidate an appointment. indeed, i've always maintained the breach was inadvertent and not material, which the facts he lays out substantiate. the secretary of state has consulted with the bbc board, who support that view. nevertheless, i have decided that it is right to prioritise the interest of the bbc.
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i feel that this matter may well be a distraction from the corporation's good work were i to remain in post until the end of my term. i have therefore, this morning, resigned as a bbc chair to the secretary of state and to the board.- a bbc chair to the secretary of state and to the board. let's remind ourselves of— state and to the board. let's remind ourselves of the _ state and to the board. let's remind ourselves of the events. _ state and to the board. let's remind ourselves of the events. richard - ourselves of the events. richard sharp was appointed chairman of the bbc back in february 2021. at the start of this year, the sunday times reported he had been accused by mps of failing to properly disclose his involvement in facilitating an £800,000 loan guarantee for boris johnson. just weeks before the day and prime minister recommended mr sharp for the bbcjob. his appointment was investigated over his relationship with that then prime minister. there was added pressure for the bbc chairman to resign. richard sharp denies any wrongdoing. let's cross live to our correspondent david willis lockhart
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—— david willis lockhart. the announcement from richard sharp happened before the report came out. how much of it impacted it have on the way the report was accepted? well, i think unlike to draw a comparison last week, when we saw the deputy prime minister resigning, there was a gap between him pleading out his side of things and writing an article and us getting our hands on the floor report. it wasn't quite such a big gaffe. what was essentially what we then went on to read in the 25 page report, that he had been found to have breached the rules twice. he took issues with one of them, apologised for another, but that now he didn't want to distract from the good work the bbc had been doing, and he was going to step down
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at the end from june. what doing, and he was going to step down at the end from june.— at the end from june. what is this auoin to at the end from june. what is this going to mean in _ at the end from june. what is this going to mean in terms _ at the end from june. what is this going to mean in terms of - at the end from june. what is this going to mean in terms of the - going to mean in terms of the government's next move? now we have to fill that position at the bbc, and there is obviously a bit of pressure about the way in which the government fills this position. yeah, and with richard sharp's resignation, this being a government appointment, this is a certain element of how that reflects on how the government thought it was a different prime minister at the time. how the government went about doing that. 0pposition parties had been quite quick to stress that they think rishi sunak should have acted before this point and sacked richard sharp. we've heard from the prime minister today and he's believes this was right to go through this process and wait until we saw today's reports from the public appointments watchdog before thinking about what happens next.
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0bviously, thinking about what happens next. obviously, this is taken any potential difficult decision out of rishi sunak�*s hands. you're right to identify questions about how this position is filled going forward. the labour party are saying they would like to see more independence in the process. we've heard from the s as well, saying they don't want to see any political donors —— the snp. the lib dems essay rishi sunak should have been acting quicker here and they would like to see a bit more scrutiny and how that position is filled. important to stress mr sharp is not the first chairman of the bbc who's had political links. the government doesn't seem to be indicating that they don't really have any plans to fundamentally change how that position is filled to fundamentally alter the process for doing so. it will still be an appointment made on the recommendation of the government. it sounds like the next candidate will have to go through the process of speaking to an appointment. they'll
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get a grilling from the parliament's culture committee. but fundamentally, it still looks like it will be appointed in the same way, a government appointment, someone the prime minister and culture secretary think will perform well in the job. the culture secretary think will perform well in thejob. the big question is who will the government select, who will come next? in who will the government select, who will come next?— who will the government select, who will come next? in the meantime, how much damage — will come next? in the meantime, how much damage you think— will come next? in the meantime, how much damage you think there's - will come next? in the meantime, how much damage you think there's been l much damage you think there's been done now to the bbc, david? certainly, i don't think this is the sort of story that the bbc will be enjoying being in the news today. it's obviously never great for any organisation to have to accept they process rules —— they broke rules. it's not an appointment made by the bbc. attribute today from the director general, there was a lot of
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warm words for the work richard sharp has done. this all comes down to thing the wash dog thinks he should have declared during the process that he didn't declare. i'm sure the bbc will be looking forward to getting onto speaking about different things rather than its own chairman. ., ~ , ., , . chairman. david, thank you very much indeed. doctors in sudan �*s at least 7a people have been killed during two days of fighting this week in the darfur region in the west. despite agreeing to extend a cease—fire, the army and arrival groups, the rapid support forces, have been fighting each other in the city of elgin nina in west darfurand each other in the city of elgin nina in west darfur and the capital. take a look at these pictures from khartoum. there are reports that fighters have looted and torched markets, aid warehouses and banks in
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various areas in the dark for. the world health organization warned that the world is having a direct impact with patients unable to reach facilities. i spoke and asked for the latest on this fragile cease—fire. the iatest on this fragile cease-fire.— the latest on this fragile cease-fire. ., . ., , cease-fire. the violence has significantly _ cease-fire. the violence has significantly raised. - cease-fire. the violence has significantly raised. it's - cease-fire. the violence has significantly raised. it's notl cease-fire. the violence has i significantly raised. it's not as intense as it was before, but that doesn't mean the violence is completed. we've seen fighting in west darfur, some 800 miles west of the capital khartoum. it's in the capital, except there were incidents of gunfire, people reporting looting �*s of property. even explosions. it seems that while the violence have
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reduced, enough from the pressure, it has not completely stopped it. there are still fears and concerns for thousands of foreign nationals that were trapped. for for thousands of foreign nationals that were trapped.— for thousands of foreign nationals that were trapped. for those who are tra ed, that were trapped. for those who are trapped. life — that were trapped. for those who are trapped. life is— that were trapped. for those who are trapped, life is becoming _ that were trapped. for those who are trapped, life is becoming incredibly l trapped, life is becoming incredibly difficult in terms of giving access to any basic items like food, fuel, medicines. to any basic items like food, fuel, medicines-— medicines. each day, this is dragging — medicines. each day, this is dragging on. _ medicines. each day, this is dragging on, the _ medicines. each day, this is dragging on, the situation l medicines. each day, this is| dragging on, the situation is worsening. even urban areas like mike khartoum... theirfood stop is depleting and medical support is not easily accessible. so, life really
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is difficult there. but what is also making it very difficult is the uncertainty of the confusion of what's going to happen in the next hours and days. fighting could break out any moment. we hours and days. fighting could break out any moment.— hours and days. fighting could break out any moment. we were well or 'ust seeing pictures — out any moment. we were well or 'ust seeing pictures of the i out any moment. we were well or 'ust seeing pictures of the ethiopian h seeing pictures of the ethiopian border, where many thousands of sudanese people are trying to get into. how are the authorities coping right now? ethiopia has its own problems. right now? ethiopia has its own roblems. , right now? ethiopia has its own problems-— right now? ethiopia has its own roblems. , ., �* , . problems. yes, that's right. we were s - eakin . problems. yes, that's right. we were speaking with — problems. yes, that's right. we were speaking with local _ problems. yes, that's right. we were speaking with local authorities - problems. yes, that's right. we were speaking with local authorities in - speaking with local authorities in the un here and there is a large influx of people crossing borders. but other countries are also using the country as a transit point. as a
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result of a brutal civil war that ended late last year. it's going to be difficult to find support. there is a critical need for food and shelter and supplies for these people who are crossing borders to ethiopia. people who are crossing borders to ethioia. ., v people who are crossing borders to ethioia. . �*, ., , ethiopia. that's our correspondent kee - in . ethiopia. that's our correspondent keeping across _ ethiopia. that's our correspondent keeping across what's _ ethiopia. that's our correspondent keeping across what's happening l ethiopia. that's our correspondent| keeping across what's happening in the region from addis ababa. the unhcr representative for sudan has told me about how bad the situation is in sudan. many of them refugees who are already here in sudan before the recent fighting broke out, especially in khartoum. the situation is very, very dire when it
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comes to the delivery. many of the agencies are actually in evacuating, but we are trying to do our best and we are staying in many areas in order to assist these refugees and the people who seek safety. should this conflict continue, _ the people who seek safety. should this conflict continue, how - the people who seek safety. should this conflict continue, how many . this conflict continue, how many people, worst case scenario, do we expect to try to leave the country? what kind of a pressure will that put on neighbouring countries, many of whom already deal with their own crises? it’s of whom already deal with their own crises? �* , ' . of whom already deal with their own crises? �* , , . ., of whom already deal with their own crises? �*, , . ., , crises? it's difficult to stay. hopefully. _ crises? it's difficult to stay. hopefully, this _ crises? it's difficult to stay. hopefully, this recent - crises? it's difficult to stay. i hopefully, this recent fighting crises? it's difficult to stay. - hopefully, this recent fighting will come to an end soon and the movements will halt. we have already seen movements to chad and we see movements to egypt. but it's very hard to say how many people will leave sudan at this point in time. what do you think about the people
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who are displaced within the country? because we are talking a lot about people who are escaping out of sudan, including many foreign nationals. there is a lot of movement within the country, that is creating a unique problem of its own. , ., ., , creating a unique problem of its own. , . ., , ., ., own. yes, we are ready have a situation _ own. yes, we are ready have a situation here _ own. yes, we are ready have a situation here in _ own. yes, we are ready have a situation here in sudan, - own. yes, we are ready have a situation here in sudan, and i own. yes, we are ready have a situation here in sudan, and it| own. yes, we are ready have a - situation here in sudan, and it was one of the countries in the region which had the largest internal displacement. those that had been displays, but also ordinary citizens, have to seek safety in neighbouring states and in other areas of sudan. so, there will be an increased level of internal displacement. many of the people who leave also leave without their belongings. after a couple of weeks or even days, some of these people
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will be in need of food, they will be in need of the basic commodities. hopefully the un will be there to actually help them out with food, the water, the health, but also with the water, the health, but also with the protection very much needed. that's the unhcr representative in sudan talking to me. efforts to get for nationals out of sudan to safety are continuing, but not everyone has found that process easy. sudanese born nhs doctor abdul had been trapped in sudan after visiting families for eid. he was turned away because he didn't hold a british passport, though he has lead to work in the uk, but he now has been accepted onto a flight before he got. he spoke tojoe inward. e
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got. he spoke tojoe inward. '5 mixed feelings. it's a bit difficult to leave — mixed feelings. it's a bit difficult to leave my family in this risky area — to leave my family in this risky area they— to leave my family in this risky area. they are trying to... for myself, — area. they are trying to... for myself, i'rn _ area. they are trying to... for myself, i'm feeling much better now that at— myself, i'm feeling much better now that at least i am eligible now to evacuated. that at least i am eligible now to evacuated-— that at least i am eligible now to evacuated. �* ., ., evacuated. are the there are other doctors that _ evacuated. are the there are other doctors that are still _ evacuated. are the there are other doctors that are still trapped? - evacuated. are the there are other doctors that are still trapped? so, | doctors that are still trapped? so, man of doctors that are still trapped? so, many of them _ doctors that are still trapped? so, many of them were let in yesterday, which _ many of them were let in yesterday, which is _ many of them were let in yesterday, which is great news. we have lots of hope _ which is great news. we have lots of hope in which we are telling each of our if— hope in which we are telling each of our if somebody make it or not. how
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do ou our if somebody make it or not. how do you feel — our if somebody make it or not. how do you feel about _ our if somebody make it or not. firm? do you feel about the idea that you're going to be... back at work at a few days? i’m you're going to be. .. back at work at a few days?— at a few days? i'm supposed to be back tomorrow. _ at a few days? i'm supposed to be back tomorrow. my _ at a few days? i'm supposed to be back tomorrow. my first _ at a few days? i'm supposed to be back tomorrow. my first day - at a few days? i'm supposed to be l back tomorrow. my first day working is on tuesday. i'm ready to work. with_ is on tuesday. i'm ready to work. with all— is on tuesday. i'm ready to work. with all the — is on tuesday. i'm ready to work. with all the situation in here, my friends _ with all the situation in here, my friends and — with all the situation in here, my friends and all the neighbours, i'm really— friends and all the neighbours, i'm really thinking about them. really difficult _ really thinking about them. really difficult to sleep without thinking about _ difficult to sleep without thinking about the situation. i don't think i'll about the situation. i don't think i'll have — about the situation. i don't think i'll have the mental power, to be honest — let's get some of the day's other news now. the uk prime minister rishi sunak says he will continue using the english name
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brecon beacons for the welsh national park. it was rebranded with its welsh name, banni bru—kai—niog, this month, and the decision has been criticised by welsh tories. a man has denied murdering metropolitan police sgt matiu ratana, who was shot dead while on duty in south london. sgt ratana was shot in the chest as a handcuffed suspect was being taken into custody at croydon custody centre in september. the defendant louis de zoysa has been in hospital after being shot in the neck during the incident. french actress eva green has won a high court case over her $1 million fee for a sci—fi film that never got made. the casino royale star sued white lantern film, saying she was owed the sum after the film collapsed amid a bitter dispute with producers. here in the uk — where strikes have been continuing
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across part of the public sector — a couple of significant breaking updates to bring you. and it's a mixed picture. in the health service in the past hour, we've had news from the gmb union, who've accepted a government pay offer. but earlier, their counterparts in the unite union rejected it. and the dispute involving staff at state—funded schools in england looks like it could be escalating. let's cross life to telford word two teachers unions are meeting. we got kevin courtney _ teachers unions are meeting. we got kevin courtney from... _ teachers unions are meeting. we got kevin courtney from... patrick - kevin courtney from... patrick rhodes and jeff barton. my name is paul whiteman from the nhd. i don't know how many of you wear it in the halljust now know how many of you wear it in the hall just now for the know how many of you wear it in the halljust now for the in the dash endorsement. that ballot will be taking strike action going forward. but we all do every year is we all invite each other to our
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conferences, but we're normally so busy that there is a polite decline. this year, with everything going on, we wanted to be with each other and as we all talk about taking industrial action again, being together to talk about how we co—ordinate that and make that action is powerful as possible. i'm going to hand over to colleagues to talk about the position of their unions. i will open to questions once we finished. kevin, perhaps i go to you first, and then patrick and jeff. ., «a go to you first, and then patrick and jeff. ., ., �* go to you first, and then patrick and jeff. . . ~ ., and jeff. thanks, paul. and thanks ve much and jeff. thanks, paul. and thanks very much to _ and jeff. thanks, paul. and thanks very much to the _ and jeff. thanks, paul. and thanks very much to the in _ and jeff. thanks, paul. and thanks very much to the in ht _ and jeff. thanks, paul. and thanks very much to the in ht for - very much to the in ht for the invitation— very much to the in ht for the invitation to be at this joint press conference — invitation to be at this joint press conference and welcome to press colleagues. i think the government should _ colleagues. i think the government should pay close attention to this 'oint should pay close attention to this joint conference. they should concerned about it. none of these unions _ concerned about it. none of these unions want to take strike action,
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none _ unions want to take strike action, none of— unions want to take strike action, none of us — unions want to take strike action, none of us want to disrupt education or parents— none of us want to disrupt education or parents working, but we all believe — or parents working, but we all believe we are engaged with something with a high moral purpose. we are _ something with a high moral purpose. we are prepared, and that's what the significance _ we are prepared, and that's what the significance of this is. there is a preparation _ significance of this is. there is a preparation to take action if necessary. the government should pay attention _ necessary. the government should pay attention i_ necessary. the government should pay attention. i think all of us are sayingm _ attention. i think all of us are saying... we use different words to describe it — saying... we use different words to describe it. there needs to be a correction— describe it. there needs to be a correction to the pay of teachers so that we _ correction to the pay of teachers so that we can — correction to the pay of teachers so that we can start to address the crisis _ that we can start to address the crisis in — that we can start to address the crisis in teacher recruitment and retention — crisis in teacher recruitment and retention. our schools need to be properly— retention. our schools need to be properly funded to award any such correction — properly funded to award any such correction, and we are calling for the government to invest in this generation of children. the in eu —— neu has _ generation of children. the in eu —— neu has another strike on thursday, but we _ neu has another strike on thursday, but we anticipate that we can co—ordinate action in the autumn
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term _ co—ordinate action in the autumn term with — co—ordinate action in the autumn term with other unions. i think it's important — term with other unions. i think it's important to — term with other unions. i think it's important to say to jillian team, she can't outsource this problem to the sdr— she can't outsource this problem to the sdr b~ — she can't outsource this problem to the sdr b. the government appoints the sdr b. the government appoints the members. it sets the remit, it sets the _ the members. it sets the remit, it sets the affordability limit, and the strb is not binding. the secretary of state can still vary it. secretary of state can still vary it so _ secretary of state can still vary it so the — secretary of state can still vary it. so the strb is unlikely to be the settlement to the dispute. only jillian— the settlement to the dispute. only jillian keegan can settle it, she should — jillian keegan can settle it, she should work with us now to find a solution — should work with us now to find a solution to— should work with us now to find a solution to end this dispute. thanks very much. — solution to end this dispute. thanks very much. paul. — solution to end this dispute. thanks very much, paul, and _ solution to end this dispute. thanks very much, paul, and good - solution to end this dispute. thanks. very much, paul, and good afternoon solution to end this dispute. thanks i very much, paul, and good afternoon, colleagues _ very much, paul, and good afternoon, colleagues very— very much, paul, and good afternoon, colleagues. very grateful _ very much, paul, and good afternoon, colleagues. very grateful to _ very much, paul, and good afternoon, colleagues. very grateful to paul- colleagues. very grateful to paul and the — colleagues. very grateful to paul and the nht_ colleagues. very grateful to paul and the nht for— colleagues. very grateful to paul and the nht for allowing - colleagues. very grateful to paul and the nht for allowing us - colleagues. very grateful to paul and the nht for allowing us to i colleagues. very grateful to paul and the nht for allowing us to al and the nht for allowing us to a crasher— and the nht for allowing us to a crasher conference, _ and the nht for allowing us to a crasher conference, but - and the nht for allowing us to a crasher conference, but these i and the nht for allowing us to a i crasher conference, but these are important — crasher conference, but these are
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important times _ crasher conference, but these are important times. at _ crasher conference, but these are important times. at the _ crasher conference, but these arei important times. at the significant of four— important times. at the significant of four union — important times. at the significant of four union generals _ important times. at the significant of four union generals aligned - important times. at the significant of four union generals aligned in i of four union generals aligned in this way, — of four union generals aligned in this way, i— of four union generals aligned in this way, i don't _ of four union generals aligned in this way, i don't think _ of four union generals aligned in this way, i don't think should - of four union generals aligned in this way, i don't think should be| this way, i don't think should be understated _ this way, i don't think should be understated. it's _ this way, i don't think should be understated. it's a _ this way, idon't think should be understated. it's a real- understated. it's a real demonstration - understated. it's a real demonstration of- understated. it's a real demonstration of unityj understated. it's a real. demonstration of unity on understated. it's a real- demonstration of unity on our understated. it's a real— demonstration of unity on our part and determination _ demonstration of unity on our part and determination on _ demonstration of unity on our part and determination on the - demonstration of unity on our part and determination on the part- demonstration of unity on our part and determination on the part of. demonstration of unity on our partl and determination on the part of us and determination on the part of us and our— and determination on the part of us and our members. _ and determination on the part of us and our members. after— and determination on the part of us and our members. after weeks, - and determination on the part of us and our members. after weeks, if. and determination on the part of us i and our members. after weeks, if not months. _ and our members. after weeks, if not months. of— and our members. after weeks, if not months, of stonewalling _ and our members. after weeks, if not months, of stonewalling from - and our members. after weeks, if not months, of stonewalling from the - months, of stonewalling from the secretary — months, of stonewalling from the secretary of — months, of stonewalling from the secretary of state, _ months, of stonewalling from the secretary of state, it's _ months, of stonewalling from the secretary of state, it's a - months, of stonewalling from the i secretary of state, it's a reminder— not that _ secretary of state, it's a reminder— not that you — secretary of state, it's a reminder— not that you need _ secretary of state, it's a reminder— not that you need it— _ secretary of state, it's a reminder— not that you need it— jillian - secretary of state, it's a reminder— not that you need it— jillian keeganj not that you need it— jillian keegan asked _ not that you need it— jillian keegan asked us— not that you need it— jillian keegan asked us to — not that you need it— jillian keegan asked us to consult _ not that you need it— jillian keegan asked us to consult members - not that you need it— jillian keegan asked us to consult members over| asked us to consult members over her pay offer~ _ asked us to consult members over her pay offer~ we — asked us to consult members over her pay offer. we did _ asked us to consult members over her pay offer. we did that, _ asked us to consult members over her pay offer. we did that, we _ asked us to consult members over her pay offer. we did that, we did - asked us to consult members over her pay offer. we did that, we did that- pay offer. we did that, we did that in good _ pay offer. we did that, we did that in good faith _ pay offer. we did that, we did that in good faith. our— pay offer. we did that, we did that in good faith. our members - pay offer. we did that, we did that in good faith. our members told i pay offer. we did that, we did that. in good faith. our members told her what they thought _ in good faith. our members told her what they thought of _ in good faith. our members told her what they thought of her _ in good faith. our members told her what they thought of her pay - in good faith. our members told her what they thought of her pay offer. i what they thought of her pay offer. that is _ what they thought of her pay offer. that is neither— what they thought of her pay offer. that is neither fair— what they thought of her pay offer. that is neither fair nor— what they thought of her pay offer. that is neither fair nor reasonable. | that is neither fair nor reasonable. two words — that is neither fair nor reasonable. two words that _ that is neither fair nor reasonable. two words that the _ that is neither fair nor reasonable. two words that the secretary- that is neither fair nor reasonable. two words that the secretary of. two words that the secretary of state _ two words that the secretary of state keeps _ two words that the secretary of state keeps on _ two words that the secretary of state keeps on using, - two words that the secretary of state keeps on using, fair- two words that the secretary of state keeps on using, fair and i state keeps on using, fair and reasonable _ state keeps on using, fair and reasonable. neither— state keeps on using, fair and reasonable. neither of- state keeps on using, fair and reasonable. neither of those, j reasonable. neither of those, neither— reasonable. neither of those, neither does— reasonable. neither of those, neither does it _ reasonable. neither of those, neither does it provide - reasonable. neither of those, neither does it provide for- reasonable. neither of those, | neither does it provide for pay restoration _ neither does it provide for pay restoration, and _ neither does it provide for pay restoration, and since - neither does it provide for pay restoration, and since the - neither does it provide for payl restoration, and since the time neither does it provide for pay- restoration, and since the time of our consultation— restoration, and since the time of our consultation with _ restoration, and since the time of our consultation with our - restoration, and since the time of. our consultation with our members and since _ our consultation with our members and since our— our consultation with our members and since our members _ our consultation with our members i and since our members emphatically rejected _ and since our members emphatically rejected that — and since our members emphatically rejected that pay _ and since our members emphatically
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rejected that pay offer, _ and since our members emphatically rejected that pay offer, the - rejected that pay offer, the secretary _ rejected that pay offer, the secretary of _ rejected that pay offer, the secretary of state - rejected that pay offer, the secretary of state has - rejected that pay offer, the| secretary of state has gone rejected that pay offer, the i secretary of state has gone to ground — secretary of state has gone to ground she's— secretary of state has gone to ground. she's not— secretary of state has gone to ground. she's not talking - secretary of state has gone to ground. she's not talking to i secretary of state has gone to i ground. she's not talking to us. now, _ ground. she's not talking to us. now. her— ground. she's not talking to us. now, her haste _ ground. she's not talking to us. now, her haste to _ ground. she's not talking to us. now, her haste to strike - ground. she's not talking to us. now, her haste to strike a - ground. she's not talking to us. j now, her haste to strike a week ground. she's not talking to us. - now, her haste to strike a week and underfunded — now, her haste to strike a week and underfunded deal— now, her haste to strike a week and underfunded deal in _ now, her haste to strike a week and underfunded deal injust— now, her haste to strike a week and underfunded deal injust six- now, her haste to strike a week and underfunded deal injust six days . underfunded deal injust six days has seriously— underfunded deal injust six days has seriously backfired. - underfunded deal injust six days has seriously backfired. hence i underfunded deal injust six days - has seriously backfired. hence we're here today — has seriously backfired. hence we're here today its— has seriously backfired. hence we're here today. it's galvanised _ has seriously backfired. hence we're here today. it's galvanised not - has seriously backfired. hence we're here today. it's galvanised not just i here today. it's galvanised notjust us, but _ here today. it's galvanised notjust us, but actually— here today. it's galvanised notjust us, but actually our _ here today. it's galvanised notjust us, but actually our members. - here today. it's galvanised not just i us, but actually our members. school leaders _ us, but actually our members. school leaders who— us, but actually our members. school leaders who are — us, but actually our members. school leaders who are going _ us, but actually our members. school leaders who are going to _ us, but actually our members. school leaders who are going to be - leaders who are going to be validated _ leaders who are going to be validated for— leaders who are going to be validated for industrial- leaders who are going to be i validated for industrial action through— validated for industrial action through our— validated for industrial action through our four— validated for industrial action through our four unions. - validated for industrial action through our four unions. i- validated for industrial action i through ourfour unions. i hear validated for industrial action - through ourfour unions. i hearthe prime _ through ourfour unions. i hearthe prime minister— through ourfour unions. i hearthe prime minister is _ through ourfour unions. i hearthe prime minister is saying _ through ourfour unions. i hearthe prime minister is saying that - through our four unions. i hear thel prime minister is saying that unions need _ prime minister is saying that unions need to— prime minister is saying that unions need to negotiate. _ prime minister is saying that unions need to negotiate. well, _ prime minister is saying that unions need to negotiate. well, are - prime minister is saying that unions need to negotiate. well, are four. need to negotiate. well, are four unions _ need to negotiate. well, are four unions want _ need to negotiate. well, are four unions want nothing _ need to negotiate. well, are four unions want nothing more - need to negotiate. well, are four unions want nothing more than i need to negotiate. well, are four| unions want nothing more than to need to negotiate. well, are four- unions want nothing more than to be able to— unions want nothing more than to be able to sit— unions want nothing more than to be able to sit down _ unions want nothing more than to be able to sit down and _ unions want nothing more than to be able to sit down and negotiate. - unions want nothing more than to be able to sit down and negotiate. we l able to sit down and negotiate. we repeatedly — able to sit down and negotiate. we repeatedly asked _ able to sit down and negotiate. we repeatedly asked the _ able to sit down and negotiate. we repeatedly asked the secretary- able to sit down and negotiate. we repeatedly asked the secretary of. repeatedly asked the secretary of state _ repeatedly asked the secretary of state to _ repeatedly asked the secretary of state to return _ repeatedly asked the secretary of state to return to _ repeatedly asked the secretary of state to return to the _ repeatedly asked the secretary of state to return to the table. - repeatedly asked the secretary of state to return to the table. shei state to return to the table. she started — state to return to the table. she started negotiations, _ state to return to the table. she started negotiations, and - state to return to the table. she started negotiations, and now. state to return to the table. she i started negotiations, and now she should _ started negotiations, and now she should see — started negotiations, and now she should see them _ started negotiations, and now she should see them through. - started negotiations, and now she should see them through. it's - started negotiations, and now she should see them through. it's the | should see them through. it's the secretary— should see them through. it's the secretary of — should see them through. it's the secretary of state, _ should see them through. it's the secretary of state, just _ should see them through. it's the secretary of state, just to - should see them through. it's the secretary of state, just to be - secretary of state, just to be clear. — secretary of state, just to be clear. not _ secretary of state, just to be clear, not the _ secretary of state, just to be clear, not the strb - secretary of state, just to be clear, not the strb that - secretary of state, just to be clear, not the strb that willl secretary of state, just to be - clear, not the strb that will make the decisions _
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clear, not the strb that will make the decisions in _ clear, not the strb that will make the decisions in respect _ clear, not the strb that will make the decisions in respect of- the decisions in respect of teachers' _ the decisions in respect of teachers' pay. _ the decisions in respect of teachers' pay. i— the decisions in respect ofl teachers' pay. i understand the decisions in respect of- teachers' pay. i understand she says she's _ teachers' pay. i understand she says she's a _ teachers' pay. i understand she says she's a good negotiator, _ teachers' pay. i understand she says she's a good negotiator, but- teachers' pay. i understand she says she's a good negotiator, but i- teachers' pay. i understand she says she's a good negotiator, but i have. she's a good negotiator, but i have to tell— she's a good negotiator, but i have to tell you — she's a good negotiator, but i have to tell you this _ she's a good negotiator, but i have to tell you this — _ she's a good negotiator, but i have to tell you this — i'm not _ she's a good negotiator, but i have to tell you this — i'm not so - she's a good negotiator, but i have to tell you this — i'm not so sure. i to tell you this — i'm not so sure. we're _ to tell you this — i'm not so sure. we're not so _ to tell you this — i'm not so sure. we're not so sure _ to tell you this — i'm not so sure. we're not so sure that _ to tell you this — i'm not so sure. we're not so sure that the - to tell you this — i'm not so sure. i we're not so sure that the secretary of state _ we're not so sure that the secretary of state is _ we're not so sure that the secretary of state is a — we're not so sure that the secretary of state is a good _ we're not so sure that the secretary of state is a good negotiator- we're not so sure that the secretary of state is a good negotiator or- of state is a good negotiator or that she's _ of state is a good negotiator or that she's up _ of state is a good negotiator or that she's up to _ of state is a good negotiator or that she's up to the _ of state is a good negotiator or that she's up to the job. - of state is a good negotiator or that she's up to the job. if - of state is a good negotiator ori that she's up to the job. ifjillian keegan — that she's up to the job. ifjillian keegan isn't _ that she's up to the job. ifjillian keegan isn't capable _ that she's up to the job. ifjillian keegan isn't capable of- that she's up to the job. ifjillian keegan isn't capable of finding i that she's up to the job. ifjillianj keegan isn't capable of finding a resolution to _ keegan isn't capable of finding a resolution to our— keegan isn't capable of finding a resolution to our disputes, - keegan isn't capable of finding a resolution to our disputes, the l resolution to our disputes, the government— resolution to our disputes, the government needs _ resolution to our disputes, the government needs to - resolution to our disputes, the government needs to find - resolution to our disputes, the - government needs to find someone who is up to— government needs to find someone who is up to the _ government needs to find someone who is up to the job — government needs to find someone who is up to the job. some _ government needs to find someone who is up to the job. some went _ government needs to find someone who is up to the job. some went up- government needs to find someone who is up to the job. some went up to - is up to the job. some went up to the job— is up to the job. some went up to the job of fixing _ is up to the job. some went up to the job of fixing that _ is up to the job. some went up to the job of fixing that crisis - is up to the job. some went up to the job of fixing that crisis in - the job of fixing that crisis in recruitment— the job of fixing that crisis in recruitment and _ the job of fixing that crisis in recruitment and retention. the job of fixing that crisis inl recruitment and retention. of the job of fixing that crisis in - recruitment and retention. of ending the toxic— recruitment and retention. of ending the toxic culture _ recruitment and retention. of ending the toxic culture of— recruitment and retention. of ending the toxic culture of excessive - the toxic culture of excessive workload _ the toxic culture of excessive workload and _ the toxic culture of excessive workload and giving - the toxic culture of excessive workload and giving teachersj the toxic culture of excessive - workload and giving teachers and head _ workload and giving teachers and head teachers _ workload and giving teachers and head teachers the _ workload and giving teachers and head teachers the pay— workload and giving teachers and head teachers the pay and - workload and giving teachers and i head teachers the pay and rewards that they _ head teachers the pay and rewards that they deserve. _ head teachers the pay and rewards that they deserve. our— head teachers the pay and rewards that they deserve. our members i head teachers the pay and rewards i that they deserve. our members are saying _ that they deserve. our members are saying today — that they deserve. our members are saying today that _ that they deserve. our members are saying today that they've _ that they deserve. our members are saying today that they've been - that they deserve. our members are saying today that they've been left i saying today that they've been left with no _ saying today that they've been left with no other— saying today that they've been left with no other option. _ saying today that they've been left with no other option. if— saying today that they've been left with no other option. if the - with no other option. if the government— with no other option. if the government walks- with no other option. if the government walks away. with no other option. if the i government walks away from with no other option. if the - government walks away from the with no other option. if the _ government walks away from the table after the _ government walks away from the table after the crisis — government walks away from the table after the crisis they— government walks away from the table after the crisis they have _ government walks away from the table after the crisis they have created - after the crisis they have created over 13 _ after the crisis they have created over 13 years. _ after the crisis they have created over 13 years, then _ after the crisis they have created over 13 years, then we _ after the crisis they have created over 13 years, then we have - after the crisis they have created| over 13 years, then we have been forced _ over13 years, then we have been forced to— over 13 years, then we have been forced to balance _ over13 years, then we have been forced to balance our— over 13 years, then we have been forced to balance our members, i over 13 years, then we have been. forced to balance our members, and we are _ forced to balance our members, and we are doing — forced to balance our members, and we are doing so— forced to balance our members, and
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we are doing so this— forced to balance our members, and we are doing so this term _ forced to balance our members, and we are doing so this term so - forced to balance our members, and we are doing so this term so that. we are doing so this term so that we, we are doing so this term so that we. together— we are doing so this term so that we, together with _ we are doing so this term so that we, together with our— we are doing so this term so that we, together with our sister - we are doing so this term so thati we, together with our sister trade unions, _ we, together with our sister trade unions, our— we, together with our sister trade unions, our members _ we, together with our sister trade unions, our members will- we, together with our sister trade unions, our members will be - we, together with our sister trade - unions, our members will be standing together to _ unions, our members will be standing together to demonstrate _ unions, our members will be standing together to demonstrate the - unions, our members will be standing together to demonstrate the power i unions, our members will be standing together to demonstrate the power of the teaching _ together to demonstrate the power of the teaching profession _ together to demonstrate the power of the teaching profession and _ together to demonstrate the power of the teaching profession and the - the teaching profession and the opposition— the teaching profession and the opposition of— the teaching profession and the opposition of teachers - the teaching profession and the opposition of teachers to - the teaching profession and the opposition of teachers to pay i opposition of teachers to pay restraint _ opposition of teachers to pay restraint and _ opposition of teachers to pay restraint and cuts _ opposition of teachers to pay restraint and cuts to - opposition of teachers to pay restraint and cuts to real - opposition of teachers to pay i restraint and cuts to real terms. once _ restraint and cuts to real terms. once again _ restraint and cuts to real terms. once again i_ restraint and cuts to real terms. once again, i have _ restraint and cuts to real terms. once again, i have to _ restraint and cuts to real terms. once again, i have to say- restraint and cuts to real terms. once again, i have to say this. restraint and cuts to real terms. j once again, i have to say this to gillian _ once again, i have to say this to gillian keegan _ once again, i have to say this to gillian keegan — _ once again, i have to say this to gillian keegan — return - once again, i have to say this to gillian keegan — return to- once again, i have to say this to gillian keegan — return to the i gillian keegan — return to the negotiating _ gillian keegan — return to the negotiating table. _ gillian keegan — return to the negotiating table. work- gillian keegan — return to the negotiating table. work with i gillian keegan — return to the i negotiating table. work with us gillian keegan — return to the - negotiating table. work with us so we agree — negotiating table. work with us so we agree a — negotiating table. work with us so we agree a deal— negotiating table. work with us so we agree a deal that _ negotiating table. work with us so we agree a deal that will- negotiating table. work with us so| we agree a deal that will command the support— we agree a deal that will command the support on— we agree a deal that will command the support on for— we agree a deal that will command the support on for teaching - the support on for teaching profession— the support on for teaching profession or— the support on for teaching profession or deal- the support on for teaching profession or deal with- the support on for teaching profession or deal with the| profession or deal with the consequences. _ profession or deal with the consequences.— profession or deal with the consequences. profession or deal with the conseeuences. ., y . profession or deal with the conseeuences. . , . consequences. thanks very much. good afternoon, consequences. thanks very much. good afternoon. i'm — consequences. thanks very much. good afternoon, i'm pleased _ consequences. thanks very much. good afternoon, i'm pleased to _ consequences. thanks very much. good afternoon, i'm pleased to be _ consequences. thanks very much. good afternoon, i'm pleased to be here. - consequences. thanks very much. good afternoon, i'm pleased to be here. i- afternoon, i'm pleased to be here. i wanted _ afternoon, i'm pleased to be here. i wanted to— afternoon, i'm pleased to be here. i wanted to say something about us, i wanted to— wanted to say something about us, i wanted to say something about us, i wanted to say something about asko members _ wanted to say something about asko members and something about the government. members and something about the government-— government. studio: at this _ government. studio: at this point, - government. studio: at this point, i- government. studio: at this point, i would | government. studio: . at this point, i would like government. studio: - at this point, i would like to say goodbye to our international
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audiences, but audiences in the uk, do stay with us here on bbc news as this press conference for the five teachers unions continues in telford in england. stay with us on the bbc. we've rejected that. short of strike action— we've rejected that. short of strike action won't send out the seriousness and urgency that the message — seriousness and urgency that the message appears not to be hearing. -- the _ message appears not to be hearing. —— the government appears. we went to those — —— the government appears. we went to those talks in good faith. they were _ to those talks in good faith. they were bizarre and surreal in many times, _ were bizarre and surreal in many times, but— were bizarre and surreal in many times, but what we did, and we saw it, times, but what we did, and we saw it. we did— times, but what we did, and we saw it. we did not— times, but what we did, and we saw it, we did not pay the union barons. we gave _ it, we did not pay the union barons. we gave an — it, we did not pay the union barons. we gave an absolute evidence—based case that _ we gave an absolute evidence—based case that unless you, the secretary of state _ case that unless you, the secretary of state, and you from number ten, and you _ of state, and you from number ten, and you from — of state, and you from number ten, and you from the treasury, start to understand — and you from the treasury, start to understand serious crisis that the people _ understand serious crisis that the people read represent —— we represent, that we are unable to
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recruit— represent, that we are unable to recruit them, we are unable to retain— recruit them, we are unable to retain them and the workload issues need to— retain them and the workload issues need to be _ retain them and the workload issues need to be tackled. that was the case _ need to be tackled. that was the case we — need to be tackled. that was the case we made and we provided absolute — case we made and we provided absolute evidence for it, and yet here _ absolute evidence for it, and yet here we — absolute evidence for it, and yet here we are finding ourselves where we are _ here we are finding ourselves where we are i_ here we are finding ourselves where we are i run — here we are finding ourselves where we are. i run a leadership organisation. if i was leading a school— organisation. if i was leading a school and i had a crisis between me and some _ school and i had a crisis between me and some of— school and i had a crisis between me and some of our staff, i would pick the phone — and some of our staff, i would pick the phone up and saying, what do we need to— the phone up and saying, what do we need to do behind the scenes to sorts— need to do behind the scenes to sorts out? — need to do behind the scenes to sorts out? and the nation because my parents are _ sorts out? and the nation because my parents are watching on and saying, why isn't— parents are watching on and saying, why isn't the government sorting this out? — why isn't the government sorting this out? -- _ why isn't the government sorting this out? —— the nation's parents. we are _ this out? —— the nation's parents. we are here — this out? —— the nation's parents. we are here on a bank holiday weekend _ we are here on a bank holiday weekend because we want this sorted out. weekend because we want this sorted out my— weekend because we want this sorted out. my second point is askell members. they are saying enough is enough _ members. they are saying enough is enough we — members. they are saying enough is enough. we have to do something to enable _ enough. we have to do something to enable the _ enough. we have to do something to enable the job became into leadership to do, to recruit creatures, to retain teachers, to provide — creatures, to retain teachers, to provide facilities and services for young _ provide facilities and services for young people. that is about pay, conditions. — young people. that is about pay, conditions, funding. it feels from
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where _ conditions, funding. it feels from where we — conditions, funding. it feels from where we are that the treasury, number— where we are that the treasury, number ten where we are that the treasury, numberten and the where we are that the treasury, number ten and the government is in a parallel— number ten and the government is in a parallel universe. they think that they in— whitehall, by holding webinars, they can show— whitehall, by holding webinars, they can show people who are running our schools _ can show people who are running our schools i_ can show people who are running our schools. i was in a school this week, which even with the money and the _ this week, which even with the money and the term, has got a deficit of £200,000. we have to do something around _ £200,000. we have to do something around all— £200,000. we have to do something around all of that. when my colleagues here, this is the first opportunity to start talking about with the — opportunity to start talking about with the autumn term might look like. with the autumn term might look like this — with the autumn term might look like this is — with the autumn term might look like. this is the profession fighting _ like. this is the profession fighting for the profession. my final point would be about the government. it feels from where i sit, government. it feels from where i sit. this— government. it feels from where i sit. this is— government. it feels from where i sit. this is a — government. it feels from where i sit, this is a government that wants education _ sit, this is a government that wants education on the cheap. they don't want _ education on the cheap. they don't want to— education on the cheap. they don't want to pay— education on the cheap. they don't want to pay teachers. if you're a good _ want to pay teachers. if you're a good graduate in physics formats and
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looking _ good graduate in physics formats and looking for— good graduate in physics formats and looking for work, you won't be able to get— looking for work, you won't be able to get that — looking for work, you won't be able to get that in teaching. you have to be in _ to get that in teaching. you have to be in the _ to get that in teaching. you have to be in the classroom. you can'tjust io be in the classroom. you can'tjust go out _ be in the classroom. you can'tjust go out and — be in the classroom. you can'tjust go out and have a cup of coffee. there _ go out and have a cup of coffee. there has— go out and have a cup of coffee. there has to be something different that makes you choose to be in teaching — that makes you choose to be in teaching. of course, moral purpose is the _ teaching. of course, moral purpose is the part. — teaching. of course, moral purpose is the part, and giving a sense that you're _ is the part, and giving a sense that you're bringing on the next generation. but frankly, pay is the issue _ generation. but frankly, pay is the issue as _ generation. but frankly, pay is the issue as well, evidence is absolutely overwhelming that pay to be restored for teaching. so, that's why we're _ be restored for teaching. so, that's why we're here and that's what the government needs to do. and the department for education has the title department for education. it doesn't _ title department for education. it doesn't feel like that. it feels to me as _ doesn't feel like that. it feels to me as if— doesn't feel like that. it feels to me as if we're here on behalf of parents — me as if we're here on behalf of parents and communities saying, we are the _ parents and communities saying, we are the ones— parents and communities saying, we are the ones now fighting for your children's— are the ones now fighting for your children's opportunities and if we're — children's opportunities and if we're not _ children's opportunities and if we're not doing it, frankly, who is? just to— we're not doing it, frankly, who is? just to underline the contribution
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they are, the debate you would have heard in the conference there, there wasn't a single voice and gets taking action. but the tenor of the debate was doing this for the heart and soul of education, and doing it to make sure children are properly we're open up for questions and i won't remember everyone's name, so don't feel insulted. the first hand was at the back. sky news, potentially with this coordinated action that takes place, how many— coordinated action that takes place, how many teachers could we see walk-out — how many teachers could we see walk—out and how many schools could be affected? walk-out and how many schools could be affected?— be affected? who wants to take that? with our four — be affected? who wants to take that? with our four reunions _ be affected? who wants to take that? with our four reunions you _ be affected? who wants to take that? with our four reunions you will - be affected? who wants to take that? with our four reunions you will find i with our four reunions you will find every— with our four reunions you will find every state — with our four reunions you will find every state school _ with our four reunions you will find every state school in _ with our four reunions you will find every state school in england - with our four reunions you will find every state school in england is - every state school in england is affected — every state school in england is affected by— every state school in england is affected by the _ every state school in england is affected by the dispute - every state school in england is affected by the dispute and - every state school in england is| affected by the dispute and that would _ affected by the dispute and that would put — affected by the dispute and that would put you _ affected by the dispute and that would put you up— affected by the dispute and that would put you up at _ affected by the dispute and that would put you up at 300,000 i affected by the dispute and that would put you up at 300,000 —j would put you up at 300,000 — 400.000 — would put you up at 300,000 — 400,000 teachers _ would put you up at 300,000 — 400,000 teachers involved - would put you up at 300,000 — 400,000 teachers involved in. would put you up at 300,000 — - 400,000 teachers involved in taking the action— 400,000 teachers involved in taking the action i_ 400,000 teachers involved in taking the action i would _ 400,000 teachers involved in taking the action i would have _ 400,000 teachers involved in taking the action i would have thought. - 400,000 teachers involved in taking the action i would have thought. we i the action i would have thought. we don't _ the action i would have thought. we don't want _ the action i would have thought. we don't want to — the action i would have thought. we don't want to take _ the action i would have thought. we don't want to take it, _ the action i would have thought. we don't want to take it, we _ the action i would have thought. we don't want to take it, we want - the action i would have thought. we don't want to take it, we want to - don't want to take it, we want to find a _ don't want to take it, we want to find a solution, _
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don't want to take it, we want to find a solution, but _ don't want to take it, we want to find a solution, but with - don't want to take it, we want to find a solution, but with all- don't want to take it, we want to find a solution, but with all four| find a solution, but with all four of us _ find a solution, but with all four of us acting _ of us acting together _ find a solution, but with all four

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