Black boys can
Black boys aren’t achieving the grades they are capable of at school. But the charity Excell3 is fghting back, says Dr Tony Talburt – with the ‘National Black Boys Can Association’.
Book prize calls for nominations
Books are a powerful way to communicate personal experiences and social issues. That’s why the YoungMinds book prize rewards writers who tackle diffcult mental health issues for young readers – with a £2000 prize. Hannah Smith explains.
A new funding body for children’s cycling clubs will help all kids get independent and healthy. Clive Andrews reports.
Childhood Obesity In London And In New York
In 2008 and 2009, researchers interviewed health offcials and city leaders from London and New York – to fnd out which anti-obesity campaigns work.
Early Years Profile Attainment by Pupil Characteristics
These DCSF statistics from 2008/09 review preschoolers’ academic achievement across gender, ethnicity and social class.
Families and Relationships Green Paper
The government has published a summary of its Green Paper, Support for All, to suggest ideas to support families and family relationships. The proposals are open for consultation until 21 April.
Improving progression to sustainable unsupported employment
A review of strategies developed by Workstep providers. In this report, Ofsted reviews the ‘Workstep’ employment programme - which supports disabled people aged 16+ in getting and keeping a job. It is funded by the DWP.
Foster carer shortfall hits crisis point
In the wake of the Baby Peter case, social workers are getting braver about putting kids into care – but there aren’t enough foster carers for them. Enver Solomon, Barnardo’s assistant director of policy, explains why he believes social workers are doing the right thing – and why government funding is desperately needed.
Languages learning at key stage 2
Modern foreign language teaching is now compulsory in primary schools. This three year study - between 2006/07 and 2008/09 - explored children’s progress and the broader cross-curricular effect of language learning.
Materials used to teach about world religions in schools
The national framework for RE insists that students should ‘learn from’ – not just ‘learn about’ - religions. RE teaching has developed since the days of dogmatic Christian ‘instruction’ - but do the teaching materials available to schools reflect that?