063 - Pit Pony Kat Philippou-Curtis - Classroom To Film Maker Part 1

In this gripping and harrowing episode, we sit down with Kat Philippou-Curtis, a drama specialist, film writer and filmmaker, as she shares the shocking truth behind her exit from further education.

Kat was a passionate and dedicated lecturer, loved by many of her students and deeply committed to unlocking creativity through the arts. But what started as a dream job quickly unravelled into a nightmare of bullying, systemic malpractice, safeguarding failures and false allegations.

Kat speaks candidly about being ostracised, manipulated and ultimately suspended - following an act of basic human compassion. She was later accused of misconduct and subjected to a biased investigation that stripped away her reputation, mental health and trust in the system. But that was just the beginning.

This is a raw, brave and unfiltered account of what can happen when power is abused and whistleblowers are silenced. It’s also a testament to resilience, truth-telling and the power of storytelling - as Kat turns her lived experience into a powerful independent film called Swallow.

Part 2 continues with the extraordinary story behind the making of the film - and a very special guest joins us.

Connect with Kat:
🎬 Website: www.inventome.com
📸 Instagram: @cubbie3110
📘 Facebook: Katerina Philippou-Curtis

Trigger warning - This episode includes discussion of bullying, discrimination, safeguarding failures, and mental health struggles.

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Edited with finesse by our Podcast Super Producer, Mike Roberts of Making Digital Real

Transcript

Thank you to our sponsors, Little Voices. Are you a teacher with a passion for drama, music and performance, or feeling stuck in the classroom? Little Voices gives you the chance to step into a role where you can truly inspire young minds through the arts. This is a company I know well and admire. 

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Hello and welcome to the Pit Pony podcast with myself Sharon Corley and me Sarah Dunwood, in which we talk to teachers from all walks of life who exited the classroom from what they thought was a job for life and thrived on the other side of teaching. Coming up in this episode... Things got to a head last March, where I was called the C-word in front of the whole class, which I left the classroom and I went outside crying. While I was outside the classroom on the hallway, one of the most bright and vulnerable child, but extremely clever, he came out of concern to see how I was, because he, above everybody else, along with other kids, suffered this constant abuse. 

I brushed my arm against his arm and I said thank you. I tapped him very quickly, one second, two seconds, then I withdrew my hand and three days later I received this letter saying that I have been suspended. Hello listeners and welcome to another episode of the Pit Pony podcast.

Great guest today, really, really great guest. An interesting one. This is going to turn into a mind-blowing sequence of episodes, so it's really settle back, get a cup of tea and listen to this story. 

Today we've got Kat Philippou Curtis. This is a really interesting story and so privileged that she's sharing time with us today. Kat was a drama specialist, a lecturer in film, media and TV, who worked in all different types of institutions, charities, colleges, six-form colleges and she loved the work that she did. 

She loved working with young people and we'll tell you she was absolutely passionate about how her subject could unlock and bring out the very, very best in children. But Kat's story, I have to be fair, is one of the most jaw-dropping experiences I've listened to. I'm not going to give too much away at this point but it gives me the greatest of pleasure today to welcome Kat with us. 

So welcome Kat and what is it you're doing today? Hi Sharon, hi Sarah and thank you for having me first of all in the podcast. I've always been and still I am an independent filmmaker. I'm a writer-director and I have my own production company together with my husband and we work in film and theatre. 

Perfect, so it's all going to dovetail in nicely listeners when you get the full experience of time with Kat. Kat, this is really over to you. This is your time to take us through your story, wherever you choose to start this. 

Kat, what happened? So as you said, I was a lecturer in film and TV. I was asked by the head of department and the programme director after they've seen one of my shows at the Marlow Theatre. I was asked to come at the college and teach part-time, two classes and bring in the real world of filmmaking and theatre making into the classroom.

I had the option to devise a curriculum or add to the curriculum which I've learned and for the first three years things were great. I loved it. I didn't go in as a trained teacher which is all the difference in the story but I was teaching a curriculum and I was preparing lessons and my approach was a very fun, I'd say, and honest and real approach and it worked for all the classes.

We had no issues at all until last year where there's a series of events which led to this unbelievable story. I will try to tell you what I've been through in the synopsis so you kind of know what happened and if you want me afterwards, if you want to ask questions about it, I'm very happy to go in depth. But I was bullied by a particularly student in my class for no reason.

She just did not like me and that was going on for a few months and not being trained as a discipline. I was not allowed to discipline, I was not allowed to chuck kids out of the classroom, I was not allowed to mark them down. In fact, I had a very old computer that wasn't even working and I wasn't doing marking for the first two years until eventually they thought that maybe at a certain time and they gave me a laptop to mark but I had no access to the children's passports and to know their needs, their identities, their pronouns.

It was completely aside to the entire department. The department was always closed off to me. It felt that it wasn't a very welcoming department, the people were lovely but it was only two days a week and it almost felt that I had no desk sometimes. 

It was come do your work and leave. So, I didn't mind that. I did enjoy the work. 

So, I was bullied for quite a few months and I went over and I was saying to them, I really can't, I don't know what to do, I can't do the lesson. Kids suffer in the class because a particularly child was pushing all the buttons possible and I could see kids that were special education needs trying their best to survive in this class. Things got to a head last March where I was called the c-word in front of the whole class along with other things which I left the classroom and I went outside crying. 

I was going to go to the head of department to complain. While I was outside the classroom on the hallway, one of the most bright and wonderful students in my class who happened to be extreme and special needs in terms of like he was extremely clever but he had other issues like, you know, he was on crutches, he had epilepsy, he was fainting. He was a vulnerable child but extremely clever, distinction level child. 

He came out of a concern to see how I was because he, above everybody else, along with that that he suffered, is causing abuse and he came to see me and he initiated his hand around me. He initiated the contact around me to see are you okay because I was crying. As a very natural movement, if someone comes and gives you a hug, I brushed my arm against his arm and I said thank you. 

I tapped him very quickly, one second, two seconds, then I withdrew my hand and I walked off and I said it's fine, I'm sorry to leave in the class, I was in tears. And then somebody saw us and came over one of my departments, says what's going on here? And I said it's fine, I'm sorry, I had the worst abuse, I can't do this anymore. So this boy turns and says in front of my colleague, cat's abuse for the last six months has been vile, quoting good work. 

So she says come on, I'll take you to the head department office and you can say all about that. We went to the head department office, we sat there and we spoke and I left and I went home and three days later I received this letter saying that I have been suspended due to misconduct with a vulnerable student, coercion of a vulnerable student, coercion and God knows what else. And a disciplinary, because I can't remember now, but it was coercion of trying to implicate him into writing a statement to incriminate the girl that was bullying me. 

I was confused, I thought it was a wrong recipient, but I went back to college next day and I'm like what's going on? And nobody's talking to me. Not only nobody's talking to me, half the class which applauded me when I walked in at Christmas, yes we've got cat, yes, and I was received with applause, half the class was missing. Nobody was talking to me, nobody wanted to see me.

The head of department and his wife, because they're married, my program director was his wife, comes to me and says I can't talk to you because of conflict of interest and she turns her back and leaves. I still had no idea what happened, that you need to leave because you're a danger to the kids. And there it followed a gruesome six-month effort to prove that I didn't use the vulnerable child, that I didn't make him write a statement, he did it on his own volition, and that I didn't have gross misconduct with him by touching his arm, which was on CCTV.

So his kindness was weaponized and turned against me. The investigation that was conducted was completely biased because the woman that conducted the investigation was obviously head of department, they've been there for 30 years, they know each other, I'm non-entity, it was very biased and brutal. And I was found guilty. 

So I had to hire lawyers, I couldn't go back to teach, I saw kids in the town and they were laughing at me and they were looking at me terrified. These are the kids that we spoke and we worked so well the whole year. I don't know what's being said about me, this really hurt, so I had to fight it with a lawyer. 

And then you're going to ask, okay, yes, we all been there, we know what happened. What though I'm going to tell you now, it's not just the bullying of the child, which in fact didn't hurt as much. It's that the head of department and his wife consulted false allegations about me and used six hours of recorded slanders, damaging reputation recordings of lies of me as a mother, as a practitioner, as I was called names. 

My Greekness was because I'm from Greece and it was a hugely cultural discrimination and quite sexist things he was telling me, called me all sorts of impossible names. He make things up, he made things up about me being a mother, about my son, he used my son, he lied about my family, he called me stupid, I can't turn the on button on computer and on and on and on. Okay, I'm going to have to just ask some questions. 

Let me get this right. You've been asked to go to this institution. There's a complete understanding that you are not by traditional terms, a qualified teacher.

You work within this organisation and right from the beginning, you're at arm's length in some respects with the integration. You've not got access to children's SEND information, you're ostracised from the department, but you work there and then this starts with a child whose behaviour is completely getting out of control. You're going to help support, you've been pushed back, it's okay, you can handle her, it's important because I know from Memory Cat you've told me that results are everything at this place, absolutely everything.

So you walk out of a classroom when you've been called the C word, a child comes to see if you are okay and an incident that's captured on CCTV, you're suspended pending an investigation. I get that. You come back in and during the investigation, you have a whole host of new allegations thrown at you. 

Can you just clarify for me how that's done? You said there was a six-hour recording, what did you mean by that? Can you just clarify what you meant for me by the six-hour recording that they used? When you're given a disciplinary, there is an investigation, so the person that conducts the investigation goes around the department to try to piece together what happened. So she was asking old friends and colleagues their point of view, which were completely not true. Everybody lied because obviously the head of the department and his wife wanted me out and I'll tell you the reason, but they basically told them what to say to the investigation, that I was shouting all the time, screaming all the time, and they tried to paint a picture of me that I'm completely not fit to teach, which was a line that the head of the whole college used. 

But is she fit to teach? Why do we keep her? It was six hours of horrendous abuse from everybody and lies. And when you conduct an investigation, you ask 20 kids in the class, for example, you ask the girl that bullied me and her best friend, but you also ask other kids to make a clear image what's like a teacher. But they didn't. 

They only asked the girl that bullied me, who lied completely about me, and her best friend, who also lied about me, that were terrifying. I was terrifying to walk in the class. They suffered from anxiety because of me. 

All sorts of things that you cannot imagine. So we have the kids that slander you. You have the head of the department and his wife that slander you, but have a reason why they want me out. 

But also you have the rest of the department not telling the truth and not being asked the right question to tell the truth. Is that to do with the people in the department feeling that they need to side with the head of department and so on? So it's alignment to exercise self-preservation. Is that what that was? I believe so. 

Yes, I believe so. Because this is a department that's very corrupted. Everybody worries about their job. 

I was told not to care about the kids. Don't take it personally. And I was also told to pass everybody.

Because if I don't pass everybody, they're losing funding. Therefore, I can lose my job. I was told you can't discipline kids because if the parent moves the kid out of the classroom, we are losing funding. 

You and I may not have a job. So I quote him. He said to me, give these losers a pass and don't worry about them because they're going to end up to do nothing in their lives. 

But we want our job. So pass everybody. So yes, people will say and will do anything to keep their jobs, particularly when they're not very well fitted for the job. 

And they've got the job by other means rather than the value they bring in the college. So fundamentally, he was overtly asking you to commit malpractice. Oh, it gets even better, Sarah, if I may jump ahead here. 

It gets really, really better than this. Kat, talk us around what you were doing. Just before, take a step back and explain about a qualification. 

It was a distinction, a merit. Can you just frame for us what the marking system was for you? So UIL is a qualification that is from a UIL qualifying body, examining body. And it's a qualification that allows everybody, the whole range of students to pass, to take and move on to UIL universities. 

Effectively, it's feeding kids into universities and get them on a 60,000, 70,000 debt to perpetuate the farming of the money. So we're using these kids. I'm sorry, we have to say and be so blunt, but we are using these kids. 

We do not educate them. We use them for profit. So UIL, and I was working with them, and it was very disappointing, the whole attitude afterwards. 

So UIL has three marking grades, pass, merit, and distinction. There are some guidelines that are quite good, I have to say, which I've tried to implement. And we've implemented that the last years. 

And the kids learn and graduate with merit and distinction and passes. And it was always very fair. So I've never imagined that things could be so suddenly changed so much.

What changed things? And this is the most disturbing of the whole thing. This year, in my class, I had the son of the program director and her husband, the head of department. Their son was in my class. 

I was warned that he was going to be in my class. And because I have a son as well, I have two sons, and one of my son is dyslexic, I could see the signs. I could see the lack of inferential comprehension. 

I could see that the boy was really struggling to write one sentence. He was struggling to grasp the concepts of the classroom. But I also knew that he's in this class to pass with a good grade.

The boy's a musician, but he didn't go to the music department of the college because they didn't think the college department of music was good enough for him. When I mentioned to the boy, are you struggling? I said, are you dyslexic? Because we have great support here in the college. He went very, very angry at me. 

Then the mother came and said to me, why did you call him dyslexic? We don't want to upset him. You shouldn't have said that to him. So not just the mother, but your line manager. 

Yes. And your line manager's husband, who's also your line manager. So they added in all of this, you are teaching the son of the person who's doing the disciplinary. 

And you've said, you're struggling. How can we help? We've got great support. How did that go down? Well, that was the beginning of the end because they didn't like that. 

They didn't like the fact he would really benefit to know that he's dyslexic. It's not a bad thing. It's a good thing. 

And he can thrive anywhere. They didn't like that. They didn't like the fact that I refused to pass kids that were not coming to the college. 

They were telling me that they work from home. So because it's a holistic qualification, if kids struggle, they don't have to come to class. They work from home. 

So pass them all. I was told that everybody has to pass. And also at some stage, during coffee, I was told that, you know, we need to give my son a distinction because I want him to get the top level so he can go to university. 

So I would do the same to your son, do the same to my son and a distinction. Which I said, well, are you putting me in a very difficult position? Because I do believe that the kids in the class, like the same kids that really work hard, really, they had a definite boy in the class and he was brilliant. And I can't fault the wonderful, the array of kids in the class that really want to learn and are very creative and very, very dedicated. 

And I said, I will do my best to give him a good grade, which I gave him a merit. So I was becoming a trouble, right? I wasn't a yes person. I was my own woman and I was demanding discipline for the bullying child. 

I was demanding attendance for kids to come. I can't give attendance. I can't register people as present when they're at home. 

What is this? But eventually you realize that when kids don't come at the college or other schools, the school loses money. I found out that later. So I was creating a bit of waves and that wasn't nice. 

That wasn't going well and I had to go. So it served them very well to create the narrative of me inappropriately touching and hugging the vulnerable child, create a narrative about me being an exaggerated narrative that the bullying child was saying about me and paint me as somebody who is terribly disruptive and pretty much dangerous. The worst thing that happened and the cracks of everything is that the day I was called the C word, that very same afternoon, the mother and program director went into my marking scheme and changed her son's marking from a merit to a distinction. 

She did the same to the bullying child, which I had given a pass and a merit because she was not at all in class. She wasn't caring about it and she gave her a distinction and wrote a massive paragraph under my name to both of them and two other children about how wonderful they are, about how amazing they are, under my signature and my name. Have you read the book Teach, Survive, Repeat by Mark Rickard? It is a blisteringly honest expose of life behind the staffroom door. 

Far from the inspirational posters and recruitment campaigners, this unapologetic book dives into the harsh truths of modern teaching, where burnout, toxic leadership and data-driven madness have replaced passion, purpose and pedagogy. Through unflinching personal accounts and anonymized testimonies, Mark Rickard reveals the emotional toil, institutional failures and systemic injustices that define the teaching profession in the UK. Part memoir, part manifesto, Teach, Survive, Repeat is both a survival guide and a wake-up call, a must-read for educators, policy makers and anyone who still believes the system is working.

Now available in paperback and ebook and I've got it on my coffee table. Please, please, please tell me that you had proof of what you'd put in? Yes, there was an audit trail and it was an audit trail and because they thought I'm so stupid I can't work on a computer, though I'm an editor for 30 years, they thought I was stupid enough not to find out. So, of course, I took pictures and then I put my grievances in because I was found guilty.

Everything was guilty, guilty and then suddenly I'm thinking, hang on a minute, I'm going to put two and two together, this is a pretty thing. And I put two and two together now, file my grievances and the fact that there was malpractice, she was found guilty of malpractice in my administration, from the college, SLT. They sent me a letter and her husband as well, the head of department was found guilty of not training me, of not duty of care.

Some of my grievances were met, but the reality is that they shut me off, but the realities are both there at the moment, both of them still teaching, still marking and the son's still there and possibly graduating with distinction, so nothing's changed. So, can I just rewind a bit because you've obviously lived through this and will come on to the telling of the story in a little bit, but you've articulated there that you put a grievance in and I know you put a grievance that included a number of grievances. In terms of that process, when you put your grievance in, which resulted in what you've just said, people being found guilty of malpractice and maladministration and rightly so, was there anything about that process, which ultimately found in your favor that gave you the vindication that you needed, gave you any sort of commentary about how appalling their behavior was? Did it help? Nothing at all. 

Nothing. It's all for show. I mean, I spoke to UIL and they were very, because I whistleblew that. 

I whistleblew at the college that and they said to me that we would not do anything pending your investigation. So, thank you for sharing that with us, but we put you down as a whistleblower, but we would not do anything until your investigation is completed, but that was not true. They went and whistleblew without my consent to the SLT.

So, I contacted UIL myself and I shared all my information on my audit trails and they took about a year, nine, 10 months to get back to me and they said to me, yes, well, we can't tell you the result. I know people that are enrolling in the same course now and the lady is there teaching and her husband is there and nothing has changed. Of course, you have to understand that to punish somebody that disrupts the circle of funding, it's very difficult. 

We're all in the same circle, right? We have to hold hands and move around the merry-go-round and let these kids live with no qualifications, ready to face a world that will completely disregard them because not all of them, of course, but those that don't care to learn anything and like finding a job, but it's difficult to bring the justice that the carpet is too thick to lift. There's a lot under the carpet, very difficult to admit that you're part of the problem that sweeps things under the carpet. That goes from the system, that goes higher, that goes from a lot higher than the SNT of a college. 

Did you go to a tribunal? Were you cleared of the allegations that were made against you? I didn't go to a tribunal because I couldn't afford it. I had a lawyer try to write me my grievance letters and try to present my argument for what constructed this missile, for what they're trying to do effectively. I didn't because it was so painful. 

As you know, I tried to put all my energies into the film rather than spend money on a tribunal. I said, I will make the film about this. I didn't.

I felt that the result wasn't really a win because I was partially acquitted, which means the fact that when the vulnerable boy came to see me and I was already in tears, I was guilty because I allowed him to see me in tears. I'm sitting 30 meters away from the classroom and he comes behind me and he says, hello, and I turn around and I have tears in my eyes. I'm guilty. 

I'm guilty for allowing him to see this site. I don't think the college will ever give credit or justice to anybody. I think they work the function in their own universe. 

I was like, fine, no problem. I don't care. At some stage, you say, you know what, I'm not going to get the justice I want, but I'm going to get the justice by telling my story. 

As I find out after speaking to a lot of teachers, local teachers and opening up and after reading your Facebook group, my God, this is so common. This is not just me. This happens every day, multiple times a day. 

How did you bring it to a conclusion, Kat? Did you sign a non-disclosure agreement? Did you take a package or something? How did you exit from that college? I asked for a conversation in my grievance letter and they said that the conversation they're going to give Are you ready for this? Your job back, right? Come back in the snake feet. And if your head of department is willing to do some mediation, then things may improve, but we are giving you your job back. Hey. 

So I replied back and I said, do not diminish me so much, for God's sake, do not do that. Fully aware that I can't even walk into the college because I'm suffering from mental health and all this proof that I've obviously been held through that in my health, still on medication I am after a year. Do not do that. 

Don't patronize me. Don't treat me so. It's just a disgusting thing to do.

And then I said, well, I think it's in the interest of the public to learn my story. Then they beat the bait and then they said, oh, well, let's give her some money. So they offered me some compensation and I thought, no, that's, that's not good enough. 

I'm sorry. Then they offered me more and I said, you know, no, no, I don't want your money, but I will tell my story. I don't know if they know that I'm making a film, but I said, I will empty my bank account.

Every saving I have left, I don't care whether I ever get another job, but I will put all my energy into making this film, telling my story and representing all these voices that have been gagged by NDAs because to throw an NDA around and to say that you can never talk about the college, you can't write anything on Facebook, you can't do anything, you can't this, you can't that. No, you know, I don't need you. I don't need another teaching job. 

I've just got one. I just finished one by the way, but I don't need your reference. I don't need to be associated with you. 

So I took them off my LinkedIn. I took them completely off my life and I felt the biggest freedom and the biggest self-respect I've felt in ages making this film. And the universe brought the film to me. 

I didn't chase it. It brought everybody, all the right people, all the group, all the team, all the crew, all the actors that came to me. So it was a big sign that all this pain and everything that all the teachers are going through, it needs an outlet and it needs to be seen to be heard. 

And the film is brutal. I'm not cutting any corners. It's brutal. 

It's poetic, but it's brutal. It's heartbreaking, but it's the exact truth of what all teachers are going through. And I genuinely don't think it can come at a better time really, because I know there's other things that's happening in the world at the moment with regard to support plans and the whole things that's going on at the moment within education. 

So in a nutshell, you were asked to do this job. I think I remember you telling me that they never put you on a fixed contract or a full-time contract to begin with. Every seven months, you almost had to reapply for your job. 

You weren't given support. You weren't given access to the information you needed. You were treated appallingly in the classroom. 

You were set up in many respects. You tried to be ousted, but you fought back with your own grievance. And then in the end, you came to it and you said, I'm going to tell my story. 

And what a story, because you made Swallow. And it's not often I get to say this, Kat, you know, thanks ever so much for telling us your story. Oh, and by the way, can we click on part two where the four of us and the fourth person is Kathy Tyson. 

I mean, I'm going to tell you now, when I first spoke to you, I always do a pre-record, if you remember. So as, as you know, I don't tell, I don't tell Sarah what the guests like, but I said, I've just spoken to this woman who is absolutely, she's just got the most amazing story and she's made a film. And I think she's going to ask Kathy Tyson to come and speak about why she was inspired to work with Kat. 

And we couldn't believe it. And we still can't believe that we're about to introduce Kathy in part two to talk about exactly, you know, why she felt compelled to do this. And at the time, I think when you were making the film, Adolescence had just come out, hadn't it as well.

Um, and we talk about that. I know we do in, in part two at great length, but I just, I just personally want to thank you Kat for sharing that story and giving us the context of what's going to be our part two, which is explaining about the film, how it's made and the issues that are surrounding it. So before we thank Kat and say goodbye, Sarah, is there anything you want to ask, add, unPit? No, I think it's, it's just prudent timing to, just as we're recording this, to, to flag the fact that we're doing some work about support plans and non-disclosure agreements at the moment. 

And, and it's highly relevant in terms of what Kat has said. Kat, to me, a school doesn't make an offer, doesn't then up its offer unless they've got some culpability that they want keeping quiet. Ultimately, that's what that comes down to.

So I think it's highly relevant because listeners won't be able to see the fact that my juror's been hitting the floor at frequent points during this. And part of that is today I have sat and proofread a book. It is a book that has been written by one of our group members who has coordinated with me 101 accounts that people have given anonymously. 

And I have sat in our office today, Sharon, swinging between wanting to punch the wall and wanting to weep because it's horrific. So it's, it's really prudent and timely in terms of things that are coalescing. I can't wait for second part of this episode, but I really wanted to point that out when somebody's offering you money to, and to sign an agreement, that's because they don't want it to get out fundamentally. 

And I shall climb down off my soapbox. And on that note, let's sit tight listeners, sit tight Cat. And looking forward to seeing you pressing play for part two when we're joined by the wonderful, wonderful actor, Kathy Tyson. 

Thanks Cat. Thanks ever so much. Thank you so much.

Thanks for staying with us during another great episode of the Pit Pony podcast. And on behalf of myself, Sarah Dunwood, Mike Roberts at Making Digital Real, we wish you all the very best and we'll see you soon. If you wish to contact me directly for a support session or a clarity call for your next steps, please find my link in the comments below. 

See you soon.