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Issue 5.12

Leadership

Anti-Bullying Strategies In Schools

This Department for Education project aimed to examine which strategies schools in England use to deal with episodes of bullying, which are supported by local authorities, why schools choose these strategies, and how choice of strategy varies by sector and type of bullying. It also aims to evaluate the effectiveness of a range of strategies, from the perspective of the anti-bullying lead, pupils and other school personnel. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

CBI / EDI Annual Education & Skills Survey 2011

This CBI / EDI annual Education & Skills survey shows that employers are concerned with the basic skills levels of school and college leavers, and that young people are not in a position to make informed choices about their future career because of inadequate advice in schools and colleges. The report findings are echoed in the OECD PISA survey which shows that between 2000 and 2009 secondary school pupils in the UK fell in international rankings for reading, maths and science. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

Evaluation Of Find Your Talent

The Find Your Talent (FYT) programme comprising an entitlement to five hours per week of high-quality cultural experiences. The intention was to help ensure children and young people stay on the path to success by participating in positive activities and experiences which develop their talents. This report by the Department for Education provides an overview of the main findings of the FYT programme evaluation. The aim of the evaluation was to assess the impact of the programme and to construct the evidence for future investment. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

Community Cohesion And PREVENT (open access article)

The Education and Inspections Act 2006 placed a new duty on the governing bodies of maintained schools in England to promote community cohesion. This report presents the findings from research commissioned by the Department for Education to assess the effect on schools and local authorities of implementing the duty to promote community cohesion and the extent to which schools are aware of, and undertaking activities to contribute to, the Government’s PREVENT strategy. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

Children And Young People’s Views Of Education Policy

Children and young people spend around a third of their waking hours at school. They are the end users of education. The quality of education they receive will affect their chances in life more than almost anything else. Given their experiences, they are arguably more knowledgeable about what happens in schools than many in the adult world who are engaged in policy debates about education. This research by the National Foundation for Educational Research (NFER) examines what young people think of their time at school, and what they think the Government and others with influence and power should focus on. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

Preventative Work In Schools And Other Educational Settings In Wales

This review by the National Foundation for Educational Research looks at school based work to address domestic abuse and preventative work in schools and other educational settings to address domestic abuse. It incorporates a literature review around what works well in terms of initiatives to address domestic abuse, identifies examples of good practice and makes recommendations on the key components of a successful programme. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

NFER Teacher Voice Omnibus Survey

The Academies Act has made provision for the establishment of ‘free schools’ - additional maintained schools that do not replace existing provision and are set up by parent groups, teachers charities and other organisations. Opinions have been polarised on the impact of these structural measures on the educational outcomes of the most disadvantaged pupils. This report by the Sutton Trust provides an analysis of the responses from 2,199 teachers to questions asked by the researchers. Leadership Briefing 5.12 (60)

  • 24mins
Leadership

Every Child Counts: The Independent Evaluation

Every Child Counts (through the Numbers Count intervention) provides intensive support to the lowest-achieving Year 2 children. Children are taught on a one-to-one basis by a specialist teacher for half an hour a day over the course of a term. This evaluation brings together the results of two randomised controlled trials that assessed the impact of receiving Numbers Count teaching in comparison to not receiving the intervention and secondary data analyses that analysed the impact of receiving the wider Every Child Counts programme. Leadership Briefing 5.12 (60)

  • 24mins