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 . affected by the dispute and that would put you up at 300,000 —i 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, _ 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 fourl find a solution, but with all four of us _ find a solution, but with all four of us acting _ find a solution, but with all four of us acting together _ find a solution, but with all four of us acting together i - find a solution, but with all four of us acting together i think- find a solution, but with all four of us acting together i think we| of us acting together i think we will all— of us acting together i think we will all pass _ of us acting together i think we will all pass the _ of us acting together i think we will all pass the government'sl of us acting together i think we i will all pass the government's and democratic— will all pass the government's and democratic officials _ will all pass the government's and democratic officials and _ will all pass the government's and democratic officials and it - will all pass the government's and democratic officials and it would l will all pass the government's and i democratic officials and it would be an enormous— democratic officials and it would be an enormous response _ democratic officials and it would be an enormous response from - democratic officials and it would be an enormous response from our. an enormous response from our members — an enormous response from our members-_ an enormous response from our members. ., ., ., , ., an enormous response from our members. ., ., ., members. pardon me, can any of you recall any similar _ members. pardon me, can any of you recall any similarjoint _ members. pardon me, can any of you recall any similarjoint proposal- recall any similarjoint proposal for coordinated action between your four for coordinated action between your tour unions— for coordinated action between your four unions or your predecessor unions — four unions or your predecessor unions in — four unions or your predecessor unions in the past? certainly some of my— unions in the past? certainly some of my colleagues have been around education _ of my colleagues have been around education longer than me but i've been _ education longer than me but i've been around a decade. and education longer than me but i've been around a decade.— education longer than me but i've been around a decade. and i have never seen _ been around a decade. and i have never seen the _ been around a decade. and i have never seen the coordination - been around a decade. and i have never seen the coordination that i been around a decade. and i have l never seen the coordination that we are seeing here. i think what's different about this is, the reason why it will happen in every school, is peoplejoin why it will happen in every school, is people join different unions for different cultural reasons and we take different approaches to things, although very sympathetic to each other and we try very hard not to step on each other�*s toes. but it's become so difficult now, the erosion

in quality that actually what is happening here is the profession is saying they have completely lost confidence in the government and therefore the government will lose therefore the government will lose the cooperation of the profession and they are appealing to us to work together to organise that. i think that's what the difference is. {wild that's what the difference is. could i 'ust that's what the difference is. could i just make — that's what the difference is. could i just make one — that's what the difference is. could ijust make one additional- that's what the difference is. could ijust make one additional comment, richard _ ijust make one additional comment, richard i_ ijust make one additional comment, richard ithink— ijust make one additional comment, richard. i think it— ijust make one additional comment, richard. i think it is— ijust make one additional comment, richard. i think it is unprecedented l richard. i think it is unprecedented so i completely— richard. i think it is unprecedented so i completely agree, _ richard. i think it is unprecedented so i completely agree, except- richard. i think it is unprecedented so i completely agree, except in. richard. i think it is unprecedented i so i completely agree, except in one respect _ so i completely agree, except in one respect what— so i completely agree, except in one respect. what the _ so i completely agree, except in one respect. what the secretary- so i completely agree, except in one respect. what the secretary of- so i completely agree, except in one respect. what the secretary of state| respect. what the secretary of state says. _ respect. what the secretary of state says. she _ respect. what the secretary of state says. she says — respect. what the secretary of state says. she says it _ respect. what the secretary of state says, she says it every _ respect. what the secretary of state says, she says it every time - respect. what the secretary of state says, she says it every time she - says, she says it every time she meets— says, she says it every time she meets us, — says, she says it every time she meets us, there _ says, she says it every time she meets us, there is _ says, she says it every time she meets us, there is a _ says, she says it every time she meets us, there is a truth - says, she says it every time she meets us, there is a truth in - says, she says it every time she i meets us, there is a truth in this, that— meets us, there is a truth in this, that during — meets us, there is a truth in this, that during the _ meets us, there is a truth in this, that during the very— meets us, there is a truth in this, that during the very early- meets us, there is a truth in this, that during the very early part - meets us, there is a truth in this, that during the very early part ofi that during the very early part of her tenure — that during the very early part of hertenure in— that during the very early part of her tenure in the _ that during the very early part of her tenure in the autumn- that during the very early part of her tenure in the autumn term l that during the very early part of . her tenure in the autumn term she says that _ her tenure in the autumn term she says that she — her tenure in the autumn term she says that she was _ her tenure in the autumn term she says that she was able _ her tenure in the autumn term she says that she was able to - her tenure in the autumn term she says that she was able to secure . says that she was able to secure additional— says that she was able to secure additional funding _ says that she was able to secure additional funding through - says that she was able to secure additional funding through the l additional funding through the chancellor, _ additional funding through the chancellor, that— additional funding through the chancellor, that was _ additional funding through the i chancellor, that was announced additional funding through the - chancellor, that was announced in the autumn — chancellor, that was announced in the autumn statement. _ chancellor, that was announced in the autumn statement. to - chancellor, that was announced in the autumn statement. to whichl chancellor, that was announced in l the autumn statement. to which we salute _ the autumn statement. to which we salute her_ the autumn statement. to which we salute her and — the autumn statement. to which we salute her and say— the autumn statement. to which we salute her and say thank— the autumn statement. to which we salute her and say thank you. - the autumn statement. to which we salute her and say thank you. the i salute her and say thank you. the reality— salute her and say thank you. the reality is — salute her and say thank you. the reality is that _ salute her and say thank you. the reality is that all _ salute her and say thank you. the reality is that all four— salute her and say thank you. the reality is that all four of— salute her and say thank you. the reality is that all four of us - reality is that all four of us working _ reality is that all four of us working with _ reality is that all four of us working with other- reality is that all four of us - working with other organisations as well, _ working with other organisations as well, national— working with other organisations as well, national governance - well, national governance association _ well, national governance association was— well, national governance association was involved, | well, national governance - association was involved, parent kind was — association was involved, parent kind was involved, _ association was involved, parent kind was involved, cst- association was involved, parent kind was involved, cst was - association was involved, parent - kind was involved, cst was involved. we sent _ kind was involved, cst was involved. we sent a _ kind was involved, cst was involved. we sent a letter— kind was involved, cst was involved. we sent a letter to _ kind was involved, cst was involved. we sent a letter to every _ kind was involved, cst was involved. we sent a letter to every backbenchl we sent a letter to every backbench mp in _ we sent a letter to every backbench mp in the _ we sent a letter to every backbench mp in the conservative _ we sent a letter to every backbench mp in the conservative party- we sent a letter to every backbench mp in the conservative party and i we sent a letter to every backbench| mp in the conservative party and we simply— mp in the conservative party and we simply set _ mp in the conservative party and we simply set out — mp in the conservative party and we simply set out using _ mp in the conservative party and we simply set out using the _ mp in the conservative party and we simply set out using the school-

mp in the conservative party and we simply set out using the school cuts| simply set out using the school cuts website _ simply set out using the school cuts website the — simply set out using the school cuts website the applications _ simply set out using the school cuts website the applications of- simply set out using the school cuts website the applications of the - website the applications of the chancellor— website the applications of the chancellor didn't— website the applications of the chancellor didn't find - website the applications of the chancellor didn't find more - website the applications of the - chancellor didn't find more money at the implications— chancellor didn't find more money at the implications work— chancellor didn't find more money at the implications work here _ chancellor didn't find more money at the implications work here is - chancellor didn't find more money at the implications work here is the - the implications work here is the number— the implications work here is the number of— the implications work here is the number of teachers _ the implications work here is the number of teachers and - the implications work here is the number of teachers and teaching assistants — number of teachers and teaching assistants in _ number of teachers and teaching assistants in your— number of teachers and teaching | assistants in your constituencies. number of teachers and teaching i assistants in your constituencies. i know— assistants in your constituencies. i know that — assistants in your constituencies. i know that seriously— assistants in your constituencies. i know that seriously spooked - assistants in your constituencies. i know that seriously spooked the l know that seriously spooked the government— know that seriously spooked the government because _ know that seriously spooked the government because the - know that seriously spooked the . government because the backbench know that seriously spooked the - government because the backbench mps were the _ government because the backbench mps were the ones— government because the backbench mps were the ones putting _ government because the backbench mps were the ones putting the _ government because the backbench mps were the ones putting the pressure - were the ones putting the pressure on the _ were the ones putting the pressure on the chancellor. _ were the ones putting the pressure on the chancellor. so _ were the ones putting the pressure on the chancellor. so all— were the ones putting the pressure on the chancellor. so all credit - were the ones putting the pressure on the chancellor. so all credit to l on the chancellor. so all credit to the secretary _ on the chancellor. so all credit to the secretary of _ on the chancellor. so all credit to the secretary of state, _ on the chancellor. so all credit to the secretary of state, but - on the chancellor. so all credit to the secretary of state, but it - on the chancellor. so all credit to the secretary of state, but it is. the secretary of state, but it is also _ the secretary of state, but it is also an — the secretary of state, but it is also an indication _ the secretary of state, but it is also an indication of _ the secretary of state, but it is also an indication of how- the secretary of state, but it is also an indication of how that i also an indication of how that working — also an indication of how that working together— also an indication of how that working together and - also an indication of how that i working together and identifying areas _ working together and identifying areas the — working together and identifying areas the problem, _ working together and identifying areas the problem, here - working together and identifying areas the problem, here is- working together and identifying areas the problem, here is the l areas the problem, here is the solution, — areas the problem, here is the solution, did _ areas the problem, here is the solution, did lead _ areas the problem, here is the solution, did lead to _ areas the problem, here is the solution, did lead to a - areas the problem, here is the solution, did lead to a partial. solution, did lead to a partial solution, _ solution, did lead to a partial solution, doesn't _ solution, did lead to a partial solution, doesn't go - solution, did lead to a partial solution, doesn't go far- solution, did lead to a partial. solution, doesn't go far enough, solution, did lead to a partial- solution, doesn't go far enough, but nevertheless — solution, doesn't go far enough, but nevertheless a — solution, doesn't go far enough, but nevertheless a partial— solution, doesn't go far enough, but nevertheless a partial solution. - solution, doesn't go far enough, but nevertheless a partial solution. the i nevertheless a partial solution. the early— nevertheless a partial solution. the early signs— nevertheless a partial solution. the early signs of— nevertheless a partial solution. the early signs of how _ nevertheless a partial solution. the early signs of how we _ nevertheless a partial solution. the early signs of how we can _ nevertheless a partial solution. the | early signs of how we can coordinate with air— early signs of how we can coordinate with air in _ early signs of how we can coordinate with air in the — early signs of how we can coordinate with air in the campaign _ early signs of how we can coordinate with air in the campaign in _ early signs of how we can coordinate with air in the campaign in the - with air in the campaign in the autumn— with air in the campaign in the autumnterm~ _ with air in the campaign in the autumn term. [— with air in the campaign in the autumn term.— with air in the campaign in the autumn term. . ., �* .. autumn term. i have ignored brown when three — autumn term. i have ignored brown when three times. _ autumn term. i have ignored brown when three times. so... _ autumn term. i have ignored brown when three times. so... quite - autumn term. i have ignored brown when three times. so... quite all . when three times. so... quite all riaht, when three times. so... quite all right. quite _ when three times. so. .. quite all right. quite all— when three times. so... quite all right, quite all right _ when three times. so... quite all right, quite all right with - when three times. so... quite all right, quite all right with being i right, quite all right with being ignored — right, quite all right with being ignored. strikes that closed schools mean _ ignored. strikes that closed schools mean that _ ignored. strikes that closed schools mean that there will be other parents. _ mean that there will be other parents, working parents, losing money, — parents, working parents, losing money, taking days off to look after their children at home. what have you got— their children at home. what have you got to — their children at home. what have you got to say to parents about how

they should think about these strikes? — they should think about these strikes? because many of them may not be _ strikes? because many of them may not be happy with them. i strikes? because many of them may not be happy with them.— strikes? because many of them may not be happy with them. i don't mind who takes it- — not be happy with them. i don't mind who takes it- l _ not be happy with them. i don't mind who takes it. i will— not be happy with them. i don't mind who takes it. i will kick _ not be happy with them. i don't mind who takes it. i will kick off _ not be happy with them. i don't mind who takes it. i will kick off on - who takes it. i will kick off on that one. _ who takes it. i will kick off on that one, thanks _ who takes it. i will kick off on that one, thanks for - who takes it. i will kick off on that one, thanks for that, - who takes it. i will kick off on - that one, thanks for that, brangwyn. let's be _ that one, thanks for that, brangwyn. let's be clear. — that one, thanks for that, brangwyn. let's be clear, our— that one, thanks for that, brangwyn. let's be clear, our members- that one, thanks for that, brangwyn. let's be clear, our members are - that one, thanks for that, brangwyn. let's be clear, our members are not| let's be clear, our members are not happy— let's be clear, our members are not happy about— let's be clear, our members are not happy about taking _ let's be clear, our members are not happy about taking strike _ let's be clear, our members are not happy about taking strike action, . let's be clear, our members are not happy about taking strike action, it. happy about taking strike action, it is the _ happy about taking strike action, it is the last— happy about taking strike action, it is the last thing _ happy about taking strike action, it is the last thing our— happy about taking strike action, it is the last thing our members - happy about taking strike action, iti is the last thing our members want to do, _ is the last thing our members want to do. the — is the last thing our members want to do. the last _ is the last thing our members want to do, the last thing _ is the last thing our members want to do, the last thing teachers - is the last thing our members want to do, the last thing teachers and i to do, the last thing teachers and head _ to do, the last thing teachers and head teachers— to do, the last thing teachers and head teachers want _ to do, the last thing teachers and head teachers want to _ to do, the last thing teachers and head teachers want to be - to do, the last thing teachers and head teachers want to be doing. i to do, the last thing teachers and i head teachers want to be doing. we have tried _ head teachers want to be doing. we have tried absolutely _ head teachers want to be doing. we have tried absolutely everything - head teachers want to be doing. we have tried absolutely everything to. have tried absolutely everything to -et have tried absolutely everything to get the _ have tried absolutely everything to get the government _ have tried absolutely everything to get the government to _ have tried absolutely everything to get the government to the - have tried absolutely everything to get the government to the table i have tried absolutely everything to i get the government to the table and to get— get the government to the table and to get the _ get the government to the table and to get the government _ get the government to the table and to get the government to _ get the government to the table and to get the government to engage . get the government to the table and to get the government to engage inl to get the government to engage in genuine _ to get the government to engage in genuine dialogue _ to get the government to engage in genuine dialogue. we _ to get the government to engage in genuine dialogue. we have - to get the government to engage in genuine dialogue. we have even. genuine dialogue. we have even employed — genuine dialogue. we have even employed the _ genuine dialogue. we have even employed the services _ genuine dialogue. we have even employed the services of - genuine dialogue. we have even employed the services of a - genuine dialogue. we have even employed the services of a castl genuine dialogue. we have even. employed the services of a cast to try to _ employed the services of a cast to try to broker— employed the services of a cast to try to broker negotiations - employed the services of a cast to try to broker negotiations with - employed the services of a cast to try to broker negotiations with the government— try to broker negotiations with the government and _ try to broker negotiations with the government and that _ try to broker negotiations with the government and that has - try to broker negotiations with the government and that has been - government and that has been rejected — government and that has been rejected by— government and that has been rejected by the _ government and that has been rejected by the government. . government and that has been rejected by the government. ii government and that has been - rejected by the government. i think parents _ rejected by the government. i think parents understand _ rejected by the government. i think parents understand the _ rejected by the government. i think parents understand the sheer- rejected by the government. i think parents understand the sheer level| parents understand the sheer level of frustration — parents understand the sheer level of frustration and _ parents understand the sheer level of frustration and indeed _ of frustration and indeed desperation _ of frustration and indeed desperation that- of frustration and indeed desperation that many. of frustration and indeed - desperation that many teachers of frustration and indeed _ desperation that many teachers are feeling _ desperation that many teachers are feeling right— desperation that many teachers are feeling right now _ desperation that many teachers are feeling right now. parents - feeling right now. parents understand _ feeling right now. parents understand about - feeling right now. parents understand about the - feeling right now. parentsl understand about the gaps feeling right now. parents i understand about the gaps in feeling right now. parents - understand about the gaps in their children's— understand about the gaps in their children's education— understand about the gaps in their children's education as _ understand about the gaps in their

children's education as a _ understand about the gaps in their children's education as a result - understand about the gaps in their children's education as a result ofi children's education as a result of huge _ children's education as a result of huge levels — children's education as a result of huge levels of _ children's education as a result of huge levels of vacancies, - children's education as a result of huge levels of vacancies, rising . huge levels of vacancies, rising levels — huge levels of vacancies, rising levels of— huge levels of vacancies, rising levels of vacancies _ huge levels of vacancies, rising levels of vacancies in _ huge levels of vacancies, rising levels of vacancies in school, . huge levels of vacancies, rising l levels of vacancies in school, and the lack — levels of vacancies in school, and the lack of — levels of vacancies in school, and the lack of qualified _ levels of vacancies in school, and the lack of qualified teachers - levels of vacancies in school, and the lack of qualified teachers to i the lack of qualified teachers to teach _ the lack of qualified teachers to teach their— the lack of qualified teachers to teach their children, _ the lack of qualified teachers to| teach their children, particularly in a number— teach their children, particularly in a number of— teach their children, particularly in a number of specialist - teach their children, particularly . in a number of specialist subjects. parents— in a number of specialist subjects. parents understand _ in a number of specialist subjects. parents understand that _ in a number of specialist subjects. parents understand that actually. parents understand that actually investment _ parents understand that actually investment in— parents understand that actually investment in their— parents understand that actually investment in their children's . investment in their children's education _ investment in their children's education pays— investment in their children's education pays dividends - investment in their children's education pays dividends and investment in their children's . education pays dividends and is absolutely— education pays dividends and is absolutely essential. _ education pays dividends and is absolutely essential. and - education pays dividends and is . absolutely essential. and parents will not _ absolutely essential. and parents will not thank _ absolutely essential. and parents will not thank the _ absolutely essential. and parents will not thank the government - absolutely essential. and parents will not thank the government for failing _ will not thank the government for failing to — will not thank the government for failing to do — will not thank the government for failing to do that, _ will not thank the government for failing to do that, for— will not thank the government for failing to do that, for failing - will not thank the government for failing to do that, for failing to i failing to do that, for failing to listen — failing to do that, for failing to listen to— failing to do that, for failing to listen to the _ failing to do that, for failing to listen to the concerns - failing to do that, for failing to listen to the concerns that - failing to do that, for failing to - listen to the concerns that teachers and the _ listen to the concerns that teachers and the profession _ listen to the concerns that teachers and the profession are _ listen to the concerns that teachers and the profession are expressing i and the profession are expressing about— and the profession are expressing about the — and the profession are expressing about the recruitment, _ and the profession are expressing about the recruitment, retentioni and the profession are expressing. about the recruitment, retention and morale _ about the recruitment, retention and morale crisis — about the recruitment, retention and morale crisis which _ about the recruitment, retention and morale crisis which each _ about the recruitment, retention and morale crisis which each and - about the recruitment, retention and morale crisis which each and every i morale crisis which each and every day is _ morale crisis which each and every day is impacting _ morale crisis which each and every day is impacting on— morale crisis which each and every day is impacting on the _ morale crisis which each and every day is impacting on the quality- morale crisis which each and every day is impacting on the quality of. day is impacting on the quality of education — day is impacting on the quality of education that— day is impacting on the quality of education that children _ day is impacting on the quality of education that children and - day is impacting on the quality of| education that children and young people _ education that children and young people receive _ education that children and young people receive. so— education that children and young people receive. so of— education that children and young people receive. so of course - education that children and young people receive. so of course we l education that children and young. people receive. so of course we want to avoid _ people receive. so of course we want to avoid disruption _ people receive. so of course we want to avoid disruption in _ people receive. so of course we want to avoid disruption in schools. - people receive. so of course we want to avoid disruption in schools. it- to avoid disruption in schools. it is vitally— to avoid disruption in schools. it is vitally important _ to avoid disruption in schools. it is vitally important that - to avoid disruption in schools. it is vitally important that from . to avoid disruption in schools. it| is vitally important that from our point _ is vitally important that from our point of— is vitally important that from our point of view— is vitally important that from our point of view the _ is vitally important that from our point of view the education - point of view the education secretary— point of view the education secretary is _ point of view the education secretary is hearing - point of view the education secretary is hearing that. l point of view the education . secretary is hearing that. but point of view the education - secretary is hearing that. but she has to _ secretary is hearing that. but she

has to take — secretary is hearing that. but she has to take absolutely _ secretary is hearing that. but she has to take absolutely seriously. secretary is hearing that. but she l has to take absolutely seriously the sheer _ has to take absolutely seriously the sheer level — has to take absolutely seriously the sheer level of— has to take absolutely seriously the sheer level of frustration _ has to take absolutely seriously the sheer level of frustration and - sheer level of frustration and indeed — sheer level of frustration and indeed desperation - sheer level of frustration and indeed desperation that - sheer level of frustration and - indeed desperation that teachers are feeling _ indeed desperation that teachers are feeling right— indeed desperation that teachers are feeling right now— indeed desperation that teachers are feeling right now which _ indeed desperation that teachers are feeling right now which has - indeed desperation that teachers are feeling right now which has led - indeed desperation that teachers are feeling right now which has led the l feeling right now which has led the profession— feeling right now which has led the profession to — feeling right now which has led the profession to this _ feeling right now which has led the profession to this point. _ feeling right now which has led the profession to this point. [- feeling right now which has led the profession to this point.— profession to this point. i want to... i absolutely _ profession to this point. i want to... i absolutely agree - profession to this point. i want to... i absolutely agree with i to... i absolutely agree with everything patrick has just said. the bit that we don't want to take strike action and the bit that we think we have a parental audience. we would sincerely apologise to parents for disrupting their children's education, if we were pushed to that and would sincerely apologise to them for disrupting their home and working lives. however, what we are seeing is disruption in children's education every week of the school year. at our recent conference i was talking with a physics teacher and in his school physics a—level class taught only half the timetable time that the a—level students have self study of the other half of the time because they don't have a physics teacher to cover. that is disruption

to education in every week of the school year and you can repeat, i put that on my social media, and i astonished myself, actually, by the number of teachers, notjust physics teachers, in such a range of subjects repeating that story, schools that have abandoned teaching computer studies because they can't get computer studies teachers, and if your child wants to do computer studies then that is a huge impact on every bit of their education. we don't want to take this action, we don't want to take this action, we don't want to disrupt, but the disruption is there everyday and we are calling on the government to act, and we think, i parents will support us and put pressure on government to invest in their children's education. aha, government to invest in their children's education.- government to invest in their children's education. a quick thing from me on _ children's education. a quick thing from me on that _ children's education. a quick thing from me on that question, - children's education. a quick thing from me on that question, when l from me on that question, when talking _ from me on that question, when talking to — from me on that question, when talking to an htm members, school leaders _ talking to an htm members, school leaders taking action that will disrupt— leaders taking action that will disrupt education is anathema to them, _ disrupt education is anathema to them, it— disrupt education is anathema to them, it is— disrupt education is anathema to them, it is to everybody but their 'ob them, it is to everybody but their job is— them, it is to everybody but their job is to — them, it is to everybody but their job is to give the show on the road no matter—

job is to give the show on the road no matter what, so it perhaps weighs a bit longer— no matter what, so it perhaps weighs a bit longer in their consideration. but what — a bit longer in their consideration. but what they are now saying as things— but what they are now saying as things have got so bad, continuing to keep _ things have got so bad, continuing to keep that show on the road is complicit — to keep that show on the road is complicit in the destruction of education and they are no longer prepared — education and they are no longer prepared to be complicit.- education and they are no longer prepared to be complicit. given the scale of the — prepared to be complicit. given the scale of the unprecedented - prepared to be complicit. given the scale of the unprecedented naturel prepared to be complicit. given the i scale of the unprecedented nature of this coordination, _ scale of the unprecedented nature of this coordination, are _ scale of the unprecedented nature of this coordination, are we _ scale of the unprecedented nature of this coordination, are we looking - this coordination, are we looking at, this coordination, are we looking at. and _ this coordination, are we looking at. and i'm — this coordination, are we looking at, and i'm assuming _ this coordination, are we looking at, and i'm assuming if- this coordination, are we looking at, and i'm assuming if you - this coordination, are we looking at, and i'm assuming if you pass| this coordination, are we looking - at, and i'm assuming if you pass the threshold _ at, and i'm assuming if you pass the threshold of— at, and i'm assuming if you pass the threshold of the _ at, and i'm assuming if you pass the threshold of the bigger— at, and i'm assuming if you pass the threshold of the bigger strikes - at, and i'm assuming if you pass the threshold of the bigger strikes to . threshold of the bigger strikes to hit the _ threshold of the bigger strikes to hit the education _ threshold of the bigger strikes to hit the education sector- threshold of the bigger strikes to hit the education sector on - threshold of the bigger strikes to . hit the education sector on record? ithink— hit the education sector on record? i think the — hit the education sector on record? i think the only— hit the education sector on record? i think the only hesitation - hit the education sector on record? i think the only hesitation in- i think the only hesitation in confirming the premise of that question is where you to plan exact to what we are going to do so the steps now to get through the threshold and then to sit and meet and discuss what coordinated action actually looks likes once we are through those thresholds so it's a difficult question to answer one way or the other. potentially, yes, but we don't know what that action looks like right now. i think the important part about your question is whatever it looks like it can be avoided. there will be a period of

time between now when we announced this coordination and when we get through the balance and when we begin to call those days for the government to come to the table to sit down with us to find a solution to these problems. simply taking your bat and ball home because we didn't agree with you and saying that sittwe will turn her back on children and stick our fingers up the education profession is really a mark of insecurity. what this government needs to do is to sit down with us, find a way through. they are probably closer to a solution than they think but actually trying to demonstrate that they are tough is backfiring on everybody. i would add to that, and it wasn't us that rejected the government's pay offer, it was our members. it was the teaching profession that rejected it. the profession that re'ected it. the teachinu profession that rejected it. the teaching profession, ordinary teachers. _ teaching profession, ordinary teachers, who are working their socks _ teachers, who are working their socks off — teachers, who are working their socks off each and every single day, are looking — socks off each and every single day, are looking aghast at a government

that asked — are looking aghast at a government that asked for their view and now refuses _ that asked for their view and now refuses to— that asked for their view and now refuses to engage with them. that is remarkable. so unprecedented industrial action. well, unprecedented circumstances. the fact that _ unprecedented circumstances. the fact that we have four unions representing the overwhelming majority — representing the overwhelming majority of the teaching profession in this— majority of the teaching profession in this country in formal disputes with the — in this country in formal disputes with the government, that's pretty unprecedented. the fact that we have one of— unprecedented. the fact that we have one of the _ unprecedented. the fact that we have one of the worst recruitment and retention — one of the worst recruitment and retention crises since the second world _ retention crises since the second world war. that's pretty unprecedented. the fact the government can't recruit enough students — government can't recruit enough students into initial teacher training _ students into initial teacher training and is missing its targets right— training and is missing its targets right across the board, that's pretty— right across the board, that's pretty unprecedented. so for me and my union. _ pretty unprecedented. so for me and my union, and i'm sure for my other colleagues _ my union, and i'm sure for my other colleagues here, our focus is not about— colleagues here, our focus is not about the — colleagues here, our focus is not about the strikes that could result

following — about the strikes that could result following ballots taking place this term, _ following ballots taking place this term, but rather the unprecedented nature _ term, but rather the unprecedented nature of— term, but rather the unprecedented nature of the disputes with the government that frankly isn't listening and doesn't seem to be prepared — listening and doesn't seem to be prepared or willing to engage in talks— prepared or willing to engage in talks to — prepared or willing to engage in talks to resolve the central issues of concern — talks to resolve the central issues of concern to the teaching profession.— of concern to the teaching rofession. ., . . .~ profession. sam from schools weaker. you 'ust profession. sam from schools weaker. you just touched _ profession. sam from schools weaker. you just touched on _ profession. sam from schools weaker. you just touched on the _ profession. sam from schools weaker. you just touched on the coordinated i you just touched on the coordinated action— you just touched on the coordinated action and _ you just touched on the coordinated action and you — you just touched on the coordinated action and you might _ you just touched on the coordinated action and you might not— you just touched on the coordinated action and you might not be - you just touched on the coordinated action and you might not be able . you just touched on the coordinated action and you might not be able to| action and you might not be able to answer— action and you might not be able to answer this— action and you might not be able to answer this yet. _ action and you might not be able to answer this yet, but _ action and you might not be able to answer this yet, but what _ action and you might not be able to answer this yet, but what could - action and you might not be able to| answer this yet, but what could that look like? _ answer this yet, but what could that look like? have _ answer this yet, but what could that look like? have you _ answer this yet, but what could that look like? have you got _ answer this yet, but what could that look like? have you got anything. answer this yet, but what could that look like? have you got anything onj look like? have you got anything on the table _ look like? have you got anything on the table about _ look like? have you got anything on the table about what _ look like? have you got anything on the table about what it _ look like? have you got anything on the table about what it might - look like? have you got anything on the table about what it might look. the table about what it might look like -- _ the table about what it might look like -- schools— the table about what it might look like —— schools weaker. _ the table about what it might look like —— schools weaker. what- the table about what it might look like —— schools weaker. what is. the table about what it might look. like —— schools weaker. what is the updated _ like —— schools weaker. what is the updated demand _ like —— schools weaker. what is the updated demand of— like —— schools weaker. what is the updated demand of the _ like —— schools weaker. what is thel updated demand of the government like —— schools weaker. what is the - updated demand of the government and has changed _ updated demand of the government and has changed since — updated demand of the government and has changed since the _ updated demand of the government and has changed since the initial— has changed since the initial dispute _ has changed since the initial dispute began? _ has changed since the initial dispute began? [— has changed since the initial dispute began?— has changed since the initial disute bean? .., . , dispute began? i will let colleagues come in but — dispute began? i will let colleagues come in butjust _ dispute began? i will let colleagues come in butjust to start _ dispute began? i will let colleagues come in butjust to start it - dispute began? i will let colleagues come in butjust to start it is - dispute began? i will let colleagues come in butjust to start it is not i come in butjust to start it is not dodging the question, it is just simply too early to begin to paint a picture of what that action would look like. we would need to get through those thresholds. the importance of this conference is laying the market down that it is the whole profession that has rejected this pay offer, soundly

rejected this pay offer, soundly rejected it. the consultation ballot results from all four unions were not close things, absolutely unequivocal about rejection, so we have to plan that now, but we are planning it in a window when the government can talk to us, and let's make sure that all of this is unnecessary and that we sit down with government and find a solution and if we are close to finding a solution that will give us consideration about what that action may or may not look like. does anybody want to add to that, colleagues? i anybody want to add to that, colleagues?— anybody want to add to that, colleagues? anybody want to add to that, colleauues? .. . ., . . colleagues? i would echo what paul said in a slightly _ colleagues? i would echo what paul said in a slightly different _ colleagues? i would echo what paul said in a slightly different way, i said in a slightly different way, and this— said in a slightly different way, and this is— said in a slightly different way, and this is pertinent to brand when's — and this is pertinent to brand when's question about parents. the endgame _ when's question about parents. the endgame of all this is not that we want _ endgame of all this is not that we want to— endgame of all this is not that we want to have industrial action. the endgame — want to have industrial action. the endgame of this is that we don't want _ endgame of this is that we don't want to— endgame of this is that we don't want to have industrial action. absolutely. want to have industrial action. absolutely-— want to have industrial action. absolutely. want to have industrial action. absolutel . . ., absolutely. the fact we are all here today talking _ absolutely. the fact we are all here today talking about _ absolutely. the fact we are all here today talking about that _ absolutely. the fact we are all here today talking about that is - absolutely. the fact we are all here today talking about that is giving i absolutely. the fact we are all here today talking about that is giving a | today talking about that is giving a window _ today talking about that is giving a window of — today talking about that is giving a window of opportunity, and you heard paul's_ window of opportunity, and you heard paul's words, may be the government is closer— paul's words, may be the government is closer to _ paul's words, may be the government is closer to a — paul's words, may be the government is closer to a deal than they realise _ is closer to a deal than they realise hip. why are they not

talking — realise hip. why are they not talking about that? studio: let's move on from this press conference, these are the four teacher's' unions in england and they have announced they are teaming up they have announced they are teaming up for any strike action over pay. so this could potentially mean this that as these four unions, the neu, the naht, the association of head teachers, and the association of school and college leaders, the asc l, if they team up in the autumn, potentially, as mentioned by one of the leaders, that could mean up to 300,000 - 400,000 the leaders, that could mean up to 300,000 — 400,000 teachers in england could be on strike at the same time. so this is the latest from this conference, and they were asked questions about parents at home who would have to stay at home and miss out on pay from work to look after children. —— nasuwt. they reiterated they were not happy to take strike action but they feel this is the only course available to

them in terms of trying to negotiate with the uk government. there are quite a few issues going on in terms of strokes in the uk at the moment. strikes have been continuing across parts of the public sector and there are a couple of significant updates to bring you in terms of public sector strikes, particularly in the health service. let's bring in our correspondent marc ashdown who is in our newsroom, we heard from the four teachers' unions that they will be teaming up for strike action over pay but they are not the only ones that are being highlighted today in terms of pay disputes. talk us through what has happened. this is the nhs workers, _ through what has happened. this is the nhs workers, we _ through what has happened. this is the nhs workers, we have - through what has happened. this is the nhs workers, we have had i through what has happened. this is. the nhs workers, we have had some big updates in this dispute today, the gmb unionjust big updates in this dispute today, the gmb union just about an hour big updates in this dispute today, the gmb unionjust about an hour and a half ago announced that they had voted to accept the government's pay offer. there are tens of thousands offer. there are tens of thousands of nhs workers, including

paramedics, in that union. they voted by 56% yes vote to accept the offer. a reminder that is a 5% pay rise for 2023—24, this year, but also one of payment of £1655 minimum for all staff as last year's top up to the pay rise they have already had. earlier in the day another union, unite union, voted to reject that offer. 4000 members voted by 52% to turn it down and will go on strike next week and marched through central london over the weekend as well. there was no surprise really, well. there was no surprise really, we were expecting that. they are quite a small membership really. the impact next week on nhs services is expected to be quite minimal. all eyes now on next tuesday. there is a meeting of the nhs staff council when all four de maeght 14 unions get together and vote across the board on this offer. we have some unions voting to back it, unison, the biggest are backing it, and the midwives but we are hearing that

unite are against it and the rcl are against it as well, they go out on strike again on monday. but i think the feeling is if this is accepted across the board, of course individual unions are still able to go on strike but the feeling is we would be entering some kind of endgame there because increased pay start going into pay packets, even those whose unions are still technically in dispute. i think there is a feeling that they would find it harder and harder to keep that support going of most of their colleagues have accepted. mart: colleagues have accepted. marc ashdown, thank _ colleagues have accepted. marc ashdown, thank you _ colleagues have accepted. marc ashdown, thank you very i colleagues have accepted. marc ashdown, thank you very much indeed. the chairman of the bbc richard sharp has announced he is resigning after admitting he breached the british government's code for public appointments. a 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. ihis morning mr sharp released this statement-— morning mr sharp released this statement. . , . statement. his view is that while i did breach the _ statement. his view is that while i

did breach the governance - statement. his view is that while i did breach the governance code i statement. his view is that while i | did breach the governance code for public appointments he states very clearly that a breach does not necessarily invalidate an appointment. indeed, i have 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 view. nevertheless, i have decided thatitis view. nevertheless, i have decided that it is right to prioritise the interests of the bbc. 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 therefore, this morning resigned as the bbc chairfor the therefore, this morning resigned as the bbc chair for the secretary of state and for the board. i’m the bbc chair for the secretary of state and for the board. i'm “oined b kevin state and for the board. i'm “oined by kevin brennan, i state and for the board. i'm “oined by kevin brennan, a i state and for the board. i'm “oined by kevin brennan, a labouri state and for the board. i'm joined by kevin brennan, a labour mp i state and for the board. i'm joinedj by kevin brennan, a labour mp for cardiff west. kevin, you made it clear is a clue what you thought of mr sharp's appointment in 2021. so are you pleased now that he has

resigned? it are you pleased now that he has resiuned? . , are you pleased now that he has resiuned? . . . , ., resigned? it was inevitable he had to resin resigned? it was inevitable he had to resign when _ resigned? it was inevitable he had to resign when it _ resigned? it was inevitable he had to resign when it became - resigned? it was inevitable he had to resign when it became clear- resigned? it was inevitable he had| to resign when it became clear that he had breached the public appointments code and hadn't revealed in full, neither to the panel who appointed him or the select committee which has a constitutional role to approve that appointment before he gets into post. he hadn't fully disclosed his dealings with the then prime minister borisjohnson, the very person who was responsible for appointing him so the select committee reached this conclusion some time ago, cross—party select committee, that it had been a serious breach of the code, we have not changed our mind and i think today's report shows it was a breach of the code and it also shows really that it of the code and it also shows really thatitis of the code and it also shows really that it is a failure by the government in dilating the by which public appointments are made, making them less independent, with more political interference, interference, brief names to the press, putting off of the panel with people who make these appointments might not following the advice of civil servants. this whole sorry

affair is a personal failure for mr sharp but also a massive failure for the government. the sharp but also a massive failure for the government.— sharp but also a massive failure for the government. the bbc chairman has alwa s been the government. the bbc chairman has always been a — the government. the bbc chairman has always been a political— the government. the bbc chairman has always been a political appointment, i always been a political appointment, hasn't it? what has changed? nothing hasn't it? what has changed? nothing has chan . ed hasn't it? what has changed? nothing has changed in — hasn't it? what has changed? nothing has changed in this _ hasn't it? what has changed? nothing has changed in this sense, _ hasn't it? what has changed? nothing has changed in this sense, in - hasn't it? what has changed? nothing has changed in this sense, in the i has changed in this sense, in the sense that our cross—party select committee were content with mr sharp's appointment, we didn't think it was a diverse selection of candidates, we were annoyed by some of the actions of the government but we were content at the time that he was qualified on the basis of the information that we had. what we didn't know at the time was that he had concealed from us the fact that he had been involved in helping to facilitate a loan of £800,000 to borisjohnson the prime minister at the very same time that that prime minister was considering appointing him as the chair of the bbc. that is an absolute clear breach. it is perfectly normal that somebody might have political opinions and may have had political connections when they become the chair of the bbc. but it is an independent role of the government and it is absolutely essential that they are independent and that they are perceived to be

independent. this sorry saga shows that wasn't the case.— that wasn't the case. apologies for interrupting _ that wasn't the case. apologies for interrupting you — that wasn't the case. apologies for interrupting you but _ that wasn't the case. apologies for interrupting you but what - that wasn't the case. apologies for interrupting you but what will i that wasn't the case. apologies for interrupting you but what will you i interrupting you but what will you do to change the process? ltrul’hgt interrupting you but what will you do to change the process? what the government — do to change the process? what the government should _ do to change the process? what the government should do _ do to change the process? what the government should do is _ do to change the process? what the government should do is look i do to change the process? what the government should do is look to i do to change the process? what the government should do is look to go | government should do is look to go back to the process as it was before about 2016 when they downloaded and watered it down and allowed ministers to interfere much more directly and much more readily in the appointments process. for example, in this instance the report shows the government packed the panel with people they wanted rather than putting the people on the appointments panel that were recommended by the independent civil service will stop that sort of thing shouldn't be happening in the appointments process. so the public can be content they are getting the best people for the job put up for a job that is so important like the chairman of the bbc. and they should stop this business of briefing in advance who their preferred candidate is before anybody else has applied. how on earth are they going to get a wide, diverse and talented field of candidates when people are reading in the newspaper the prime minister has already decided who they want to even before the

interviews have taken place? lloathe interviews have taken place? who should be the _ interviews have taken place? who should be the next _ interviews have taken place? who should be the next chairman of the bbc, do you think?— bbc, do you think? well, we will have to adjudicate _ bbc, do you think? well, we will have to adjudicate on _ bbc, do you think? well, we will have to adjudicate on whoever i bbc, do you think? well, we will have to adjudicate on whoever is| have to adjudicate on whoever is chosen through the process. do you have faith in — chosen through the process. do you have faith in the _ chosen through the process. do you have faith in the process _ chosen through the process. do you have faith in the process now i chosen through the process. do you have faith in the process now for i have faith in the process now for the next one?— have faith in the process now for the next one? ~ . ., the next one? well, at the moment, clearl if the next one? well, at the moment, clearly if the — the next one? well, at the moment, clearly if the government _ the next one? well, at the moment, clearly if the government is - the next one? well, at the moment, clearly if the government is going i clearly if the government is going to go ahead and choose a new chair, which it will have to do, i understand they are intending to appoint an interim chair injune but they will have to go through this process, i don't have confidence in the process as long as they go about it in the same way they did last time. they have got to stop reefing out who their preferred candidate is to depress, make it clear they want a diverse and wide—ranging bunch of candidates are qualified for the job and allow the civil service to independently suggest the people who are on the independent panel, then they can recommend a number of candidates and the government can have the choice of the ones that they want. what they mustn't do, though, as they must not go around handing out these jobs to their mates who are donors to their political parties and going around

arranging personal loans and not telling anybody about it. it has got to be transparent, clear and above board. �* . . ~ .. board. kevin brennan, labour mp for cardiff west, — board. kevin brennan, labour mp for cardiff west, good _ board. kevin brennan, labour mp for cardiff west, good to _ board. kevin brennan, labour mp for cardiff west, good to talk _ board. kevin brennan, labour mp for cardiff west, good to talk to - board. kevin brennan, labour mp for cardiff west, good to talk to you. i cardiff west, good to talk to you. i want to take you into space, not literally, but through tv. let's look at what is going on, these are amazing pictures coming to us from the international space station, this is a spacewalk with a difference because it is a history making spacewalk no less. the people you are seeing there are two astronauts, stephen bowen, who is american, and there is saltor nowthey adi and astronaut for the united arab emirates and he is the first arab man or woman who has walked in space.

there is a robotic arm carrying mr bowen, the american astronaut, he will remove the hardware. he is being held upside down and in different positions so he can complete the work and doctor sultan alneyadi is there helping him. an historic spacewalk happening right now above the skies on planet earth. the first arab astronaut to walk in space. before we go, let's bring you back to our other big story in the

uk, that is in regard to teachers. in the last ten minutes or so we have been watching very closely a press conference held by the four big teachers' unions in the uk. why does this matter? well, this coordinated strike action which could potentially happen at some point this autumn, could mean that “p point this autumn, could mean that up to 300,000 — point this autumn, could mean that up to 300,000 - 400,000 point this autumn, could mean that up to 300,000 — 400,000 teachers could take strike action. these four unions are the neu, the national education union, the nasuwt, the national association of head teachers, the naht and the association of school and college leaders. the general secretary of the head teachers union said their decision to coordinate action was an unprecedented show of solidarity. he went on to say that school staff will not put up with eroded pay, squeeze school funding and unbearable workload and working

conditions any longer. he said that we are fully united together in fighting for change. so there will be ballots for teachers coming up for some of these unions. they did mention potentially strike action could happen at some point this autumn. of course, remember, that some teachers in england are already going on strike next week. that's tuesday second may. as always, if you want to hear more about this story and all the stories you have been watching here on bbc news, you're more than welcome to go to our website. the website will bring you up—to—date with all the latest. the top story at the moment is the strike action we have just talked about with the teachers. the bbc chairman resign is also understandably a big story on the bbc website —— the bbc chairman resign in. and the crisis in sudan which continues. many people are still desperately trying to escape the country. our correspondence in the country. our correspondence in the very latest on the bbc�*s

website. well worth a look. but for now, stay with us on the bbc. i'm maryam moshiri. bye—bye. we have seen so much drier weather today and where the sun has come out it has felt a bit warmer as well. a typical mixed fare for the bank holiday weekend for this time of the year. it may well feel warm in the sunshine and for many temperatures are going to be a bit higher but there is a chance of some heavy showers as well. there are one or two showers kicking around at the moment, not very many, and for most it will be dry over night, some breaks in the cloud could lead to some short lived mist or fog patches, the clouds thickening in scotland, chance of a bit of rain here and in the far north of scotland the air is cold but for other parts of the uk we start at 4-7 other parts of the uk we start at 4—7 on saturday morning. it could be quite cloudy for much of mainland scotland, north—east england and the chance of some rain and cooler here. other parts of the uk will see

sunshine at times but we may generate a few more showers, some of them heavy and thundery, particularly across northern ireland running across wales into the west midlands. east midlands, east anglia, south—east of england are seeing may be the best of the weather, warm spells of sunshine, temperatures may be reaching 20 degrees, lot warmer than it will be under the cloud in scotland and north—east england. the warmer air never really fully reaches scotland over the bank holiday weekend. colder air are certainly towards the north of the country but it will be warmer elsewhere. but there is more cloud around on sunday and more showers from the word go. for northern and western areas. those could turn heavy and potentially thundery. but again through much of the midlands, lincolnshire and east anglia and the south—east, it should stay dry with some sunny spells, temperatures up to 17 or 18 degrees and we could make double figures in scotland despite the showers here. there will be quite a few showers around on sunday, they will push their way into eastern parts of england after dark, high pressure tries to build in and settle things

down for monday. not completely, though. the heaviest showers this time towards east anglia and the south—east for a while. following on from that the odd light shower as possible but many places will be dry with some sunshine at times. there is a northerly breeze in northern scotland do so again it is cooler here but otherwise pleasant enough in the sunshine with typical temperatures around 16 or 17 degrees. over the bank holiday weekend, some warmth around, but some heavy showers, looks a bit dry on monday. and into next week we have some drier weather with some sunshine but it may be a little bit cooler as well.

today at six... the chairman of the bbc richard sharp resigns after a report finds he was not open about his dealings with borisjohnson when he interviewed for the chairman's job. mr sharp had faced claims of cronyism, which he denied — but today he accepted that he had �*inadvertently�* failed to disclose his links over a loan. it is right to prioritise the interests of the bbc. 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. we'll be looking at the role of bbc chairman — and why mr sharp felt impelled to go. also on the programme:

the uk announces evacuation flights from sudan will end in 24 hours'