Response To Education And Inspections Bill
The Bill was published on 28 February 2006. This note highlights some of the issues arising from the Bill, particularly in the context of the strategic role of local education authorities, and the new proposed “Trust Schools”.
The Safeguarding Vulnerable Groups Bill
The Safeguarding Vulnerable Groups Bill is a 58–page document published by the DfES to establish a centralised vetting system for people working with children and vulnerable adults.
Healthy Eating in Schools
This is a summary of a 22–page report is Ofsted’s response to the increasing public concern about the quality of children’s diets and rapidly increasing rates of child obesity. It assesses how schools have responded to guidance on school meals and healthier eating. Its findings are based on a small–scale survey of primary and secondary schools made in preparation for a major survey of food in schools to be carried out in 2006/07. Update Note: The full report is no longer available.
Minority Ethnic Pupils in Mainly White Schools
This is a summary of a 179–page publication of new guidelines for schools on tackling racist bullying by the DfES. Developed in partnership with anti–racist organisations, schools, local authorities, professional associations, community and voluntary sector groups and young people themselves, the guidelines offer suggestions for lessons, staff training and anti–bullying strategies to help schools identify and prevent racist bullying. Update Note: The full report is no longer available.
Parents’ Satisfaction with Schools
This is a summary of a 16–page report which identifies factors that may influence parents’ satisfaction with schools. A number of inspection judgements, such as links with parents, overall effectiveness and quality of teaching and leadership are examined.
Independent Review of the Teaching of Early Reading
This is the final report by Jim Rose, reviewing the teaching of early reading, which sets out how children should be taught to read. The Rose report stresses that good teaching, attention to speaking and listening skills and the systematic learning of phonics are crucial to raising standards, with early interventions to prevent children from falling behind.