There are estimated to be about 900,000 people of working age living with cancer but the good news is that, with new treatments being developed all the time, survival rates have doubled in the last 30 years and 67% of employees do return to work. For many people work can play a pivotal role in their return to as normal a life as possible and, even during treatment, can provide emotional benefits, helping the individual to cope with the trials of facing cancer.
The current accountability system for schools is ineffective and inhumane. Professor Colin Richards considers how we can fix the system and bring back trust as a guiding principle.
Transitioning to secondary
school is a challenging
moment for most children.
David Watson, OBE shows
how his trust is looking at the
big picture and prioritising
the values that will allow
children to succeed in
secondary and beyond.
Grief can have a profoundly detrimental effect on teens’ performance, but Dawn Jotham has seen that effective support and understanding can help them go on to pursue their goals and help them reclaim the focus and determination they need to succeed.
Alexandra Riley reports on some new research, highlighting five key ways for school leaders to make maths work for both children and teachers.
Head teachers have lost a great deal of their influence and ability to positively affect their schools. Geoff Barton, head of the ASCL, seemed destined to turn this around. After 18 months in the post, however, it appears big changes are unlikely to occur. Howard Sharron reports.
Starving Pupils Taking Food from Rubbish Bins, State Sixth Form Beating the Oxbridge Odds, Schools Need to Encourage Healthy Eating, Colleges Forced To Promote ‘Popular Low-Value Courses’
The 30 hours’ free childcare
scheme is having mixed
degrees of success.
Childcare platform Yoopies
suggest how it can be
Throughout England, there is a shocking level of language delay in young boys, which is limiting their potential for academic achievement. Kathryn Boothroyd and Julie Hoodless report on an innovative programme that is successfully reversing this trend.
Intelligent textbooks empower students to be at the centre of their learning and to create better communication flow between learners and teachers. Karin Bjerde shows how Box Hill School is benefitting from their implementation.
To mark the 81st birthday of one of School Leadership Today’s most illustrious contributors we are publishing one of Professor David Hellawell’s articles that was first published in 1997. It went on to feature in his best-selling book Managing in The Education Madhouse. It’s surprising how little has actually changed!
A new pilot programme shows how putting a dedicated wellbeing expert into schools makes a real difference to staff and students alike.
Tens of thousands of sixth form pupils were forced to wait an extra year before resitting their English and maths GCSEs because of reforms to the qualifications, acording to this Ofqual report.
This new research from LKMco and the Greater London Authority (GLA) looks at how support for white free school meal-eligible and black Caribbean boys across London can be improved. The research suggests teachers in London are biased against black Caribbean and white boys from poorer backgrounds.
This DfE report explores ways teachers assess their pupils in primary and secondary schools following the removal of national curriculum levels.
This report from UK Onward argues that up to a quarter of students in England are doing degrees that will not give them sufficient earnings to justify the cost of their loans. It also suggests tax breaks of up to 50p in every pound owed should be offered to graduates repaying loans.
Universities in England are giving too many students top degree grades, according to this report by the Office for Students (OfS). The report shows starkly that there has been significant and unexplained grade inflation since 2010-11. Even accounting for prior attainment and student demographics, it still finds significant unexplained grade inflation.
Leadership Briefing 13.04(148)
Almost a third of children who failed the phonics check at age 5 or 6 – and failed the resit a year later – still went on to reach the expected standard in reading by the end of primary, according to this DfE report. But those pupils who performed well in the phonics check, were far more likely to read well at the end of primary.
Leadership Briefing 13.04(148)