College Staff Survey 2019 Follow-Up

College staff leave at rates higher than primary and secondary schools. The most common reasons that teachers and leaders gave for leaving the FE sector were poor college management and unmanageable workload.

Poor college management and unmanageable workload are among the reasons for staff leaving, according to new government research by the DfE.

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      string(259) "This Ofqual report on 'malpractice' in GCSEs, AS and A-level exams for the 2018 summer series shows that 1,295 penalties were handed out for taking mobiles into exams, compared with 1,060 in 2017 – an increase of 22 per cent.
Leadership Briefing 13.04 (148)"
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      string(310) "... to students in 2018, compared with 2,740 in 2017. There was also a big fall in the number of penalties issued to school and college staff, which dropped from 1,030 in 2017 to 620 this year – a decrease of 40 per cent. Incidence of “school or college malpractice ..."
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      string(259) "This Ofqual report on 'malpractice' in GCSEs, AS and A-level exams for the 2018 summer series shows that 1,295 penalties were handed out for taking mobiles into exams, compared with 1,060 in 2017 – an increase of 22 per cent.
Leadership Briefing 13.04 (148)"
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      string(3940) "Overall, the number of candidates docked marks for malpractice has risen by 16 per cent compared with 2017. Taking unauthorised materials – including phones – into the exam room was the most common type of pupil malpractice reported in 2018, also rising by 22 per cent in 2018 compared with 2017. Mobile phones were by far the most common unauthorised material, accounting for 75 per cent of such penalties. In total, punishments for having mobile phones accounted for 47 per cent of all student penalties handed out in 2018. Taking a mobile into an exam was usually punished by a loss of marks, which explains the 16 per cent increase in this type of penalty in 2018. However, the overall number of malpractice penalties issued to students remained stable: 2,735 penalties were issued to students in 2018, compared with 2,740 in 2017. There was also a big fall in the number of penalties issued to school and college staff, which dropped from 1,030 in 2017 to 620 this year – a decrease of 40 per cent. Incidence of “school or college malpractice” – where there is evidence that malpractice is the result of a serious management failure and sanctions are applied against a whole department or school – was also down. Ninety-five such penalties were issued in 2018, compared with 165 in 2017. Penalties issued for plagiarism decreased by 90 per cent compared with 2017, which Ofqual said may be due to a fall in the number of non-exam assessments in GCSE subjects, particularly computer science, compared to last year. Key Findings: 2,735 penalties were issued to students in 2018, similar to the number of penalties in 2017 (2,740), and representing 0.02% of entries. 620 penalties were issued to staff, down from 1,030 in 2017. The largest proportion of offences were for maladministration (the failure to adhere to the regulations of non-examination assessments). Improper assistance to candidates remains the second most common offence. Instances of deception fell to less than 5 in 2018, compared to 25 in 2017, and no cases of failure to co-operate with an investigation were recorded this year. Written warnings continue to be the most common penalty issued to staff, despite a 34% reduction compared to 2017. 95 penalties were issued to schools/ colleges, down from 165 in 2017. The largest proportion of offences in 2018 were for maladministration, followed by breaches of security. There were fewer than 5 instances of improper assistance to candidates in 2018 compared to 25 in 2017. The most common type of malpractice reported in 2018 was the introduction of unauthorised materials into the exam room, which, in most cases, was a mobile phone or other electronic communications device. Mobile phones accounted for 47% of all student penalties. Mobile phone: main reason for student penalties: Plagiarism 2% Inappropriate materials 8% Disruptive behaviour 7% Other reasons 19% The largest decline in categories of malpractice was seen for plagiarism, which decreased by 90% compared with 2017. This may be due to a fall in the number of non-exam assessments in GCSE subjects, particularly computer science, compared to last year. The most common type of penalty issued in 2018 was a loss of marks. This has increased by 16% compared with 2017 while two other types of penalties have gone down. In 2018, a total of 2,570 individual students were issued with penalties for malpractice compared to 2,610 in 2017. There were a small number of students who committed more than more offence and received a penalty for each of these offences. WEB LINK Malpractice For GCSE, AS And A Level: Summer 2018 Exam SeriesKeywords Malpractice, GCSE, AS, A Level exams, marks, unauthorised materials, phones, pupils, student penalties, staff "
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Leadership

Malpractice For GCSE, AS And A Level: Summer 2018 Exam Series

2 Jan 2019

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Leadership Briefing 11.04(124)"
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      string(296) "... awareness and expertise in SEND, and the impact of loss and trauma on a child’s abilityto learn. It’s clear from the school and college staff that I spoke to that they really are trying to dotheir best. I appreciate that training takes time and resources, but it’s ..."
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      string(4156) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.SEND: EXPERIENCES WITH SCHOOLS ANDCOLLEGESKeywordsSEND, schools,colleges,parents,children, specialeducationalneeds,disabilities,communication,support,funding,legislation,opportunitiesSummaryThis DfE report looks at the experience that parents of children with special educational needsand disabilities (SEND), and young people with SEND, have of school and colleges.Key themes in the report include communication, support, funding, legislation, the voluntary andcommunity sector, the link between education and health, and the lack of opportunities for youngpeople when they reach 19.Conclusions: ■ Improving Communication. Improvement, across all agencies and in every area, would go a longway to making a reality of the ‘person-centred’ approach the SEND system is trying to achieve.It has the power to be transformative. Capturing and replicating good practice in this areacould help with that improvement. I also feel that it’s important that the government, and otherleadership agencies, continue to send out strong messages about the need to improve. ■ More training for all staff working with children and young people, for example on identifyingSEND, and understanding the particular needs of adoptive children. It’s important that staffhave access to training, and that leaders both allow and encourage staff to undertake training toimprove awareness and expertise in SEND, and the impact of loss and trauma on a child’s abilityto learn. It’s clear from the school and college staff that I spoke to that they really are trying to dotheir best. I appreciate that training takes time and resources, but it’s clearly an investment worthmaking. ■ More transparency over funding. Are there ways we could encourage local authorities, schoolsand colleges to make it clearer to families how the money they receive is being spent? Andare there ways we could challenge local authorities to look hard at their contingency funds andconsider ways of releasing at last part of it to help meet the shortfall in SEND spending? ■ I think it’s important to encourage all local areas to interpret and apply the legislation, and theSEND Code of Practice, in a way that demonstrably leads to culture change, and which helpsto ensure that families don’t have vastly different experiences depending on where they live. Iam sure the new Ofsted and Care Quality Commission area inspections will help with this. It’simportant that all areas can learn from the best and most innovative practice, and that ways arefound to share this. ■ Could we encourage staff in schools and colleges to do more to support children and youngpeople with medical needs? A child or young person’s educational development can beWeek Commencing7th November 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/564348/SEND_experiences_with_schools_and_colleges.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/564348/SEND_experiences_with_schools_and_colleges.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.potentially significantly disrupted if they have to have it punctuated by periods unnecessarilyspent at home or in hospital for something health-related that is quite basic. ■ Could we do more to encourage local areas to develop better expertise, brokering discussionsand developing strategies for bringing employers, local authorities and colleges together, toensure more young adults with SEND have access to training and employment opportunities?WEB LINKSEND: Experiences With Schools And Collegeshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/564348/SEND_experiences_with_schools_and_colleges.pdf"
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Leadership

SEND: Experiences With Schools And Colleges

3 Nov 2016

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Leadership Briefing 9 ..."
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      string(379) "... the array of careers provision available, use and value of the provision and natureof delivery.This report presents the feedback gathered from 107 school and college staff with some responsibilityfor careers provision. The report summarises the findings, evidence gaps and points for considerationgoing forward.Careers provision offered across all types ..."
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      string(317) "This research, commissioned by the Department for Education, looks at what kind of careers provision is available in schools and colleges. The aim was to explore across a range of providers, the array of careers provision available, use and value of the provision and nature of delivery.
Leadership Briefing 9.12(108)"
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      string(5698) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.MAPPING CAREERS PROVISION IN SCHOOLSAND COLLEGES IN ENGLANDKeywordsCareersprovision,schools,colleges,providers,delivery, gaps,staff, access,information,advice, guidanceSummaryThis research, commissioned by the Department for Education, looks at what kind of careersprovision is available in schools and colleges. The aim was to explore across a range ofproviders, the array of careers provision available, use and value of the provision and natureof delivery.This report presents the feedback gathered from 107 school and college staff with some responsibilityfor careers provision. The report summarises the findings, evidence gaps and points for considerationgoing forward.Careers provision offered across all types of institution responding to the survey, regardless of yeargroups taught, encompassed a broad range of activities and formats through which students couldaccess careers education, information, advice and guidance. Much of this provision was aimed athigher year groups (Years 10 to12) to support key decisions at transition stages.Key Findings: ■ Respondents reported that their institutions used a wide range of activities and formats throughwhich to disseminate careers information on learning and work opportunities to students. Aleading method was via websites, nearly all institutions reported using this approach. At least90% also said they disseminated information through organised events such as careers fairsand visiting speakers, and the use of printed materials. Signposting to external services, suchas printed materials, talking directly to institutions and national websites, was also very commonpractice. ■ Careers advice and guidance appeared to be provided by a range of staff and multiple staffwithin institutions. It was most commonly reported to be provided by internal staff – those notqualified as professional careers advisers (to level 6), teachers and tutors, and other internal staff(including those qualified to levels 3 and 42, student services and support staff). Use of internalprofessional careers staff and external professionals were fairly common – each used by aroundhalf of institutions. ■ Personalised careers advice and guidance was said to be offered by nearly all respondents,generally from Year 10 onwards although one-third of institutions were offering this to Years 7 to9. Although it tended to be offered across year groups, it was sometimes targeted, most often tothose in lower year groups, for example for students who were said to have ‘additional needs’and gifted and talented students.Week Commencing 20th July 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/443848/Mapping_careers_provision_in_schools_and_colleges_in_England.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/443848/Mapping_careers_provision_in_schools_and_colleges_in_England.pdfhttp://www.youthsporttrust.org/media/24072132/the_class_of_2035_report.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ The majority of respondents reported that students received careers education via lessons/classes that teach them about how to identify and pursue career opportunities (16% reported thatstudents do not receive careers education in this format). ■ It was delivered most commonly via tutor periods (59%) and Personal Social Health andEconomic Education (PSHE, 50%) and by internal staff (not qualified as professional careersadvisers), teachers and tutors and others (84% said it was delivered by teachers and tutors). ■ Careers education was most often provided to Years 10 and upwards, although compared to otheraspects of careers provision, reasonable proportions (48%) offered it to Years 7 to 9. ■ Skills development and employability education was offered by the majority (88%) of institutionssurveyed, and again was most common among older year groups (Year 10 onwards). It appearedto be delivered across a range of lesson types (PSHE, tutor periods, subject lessons, otherlessons). ■ Nearly all institutions helped students to gain contact with employers to learn about careers/jobs. This was through a range of methods, common ones being, external employer speakers,lecturers or industry specialists visiting schools/colleges, workplace visits and work experience.These links were more likely to be offered to older year groups (Year 10 onwards). Someinstitutions did not use these methods at all, 13% said they did not provide workplace visits and8% said they did not provide work experience. ■ Just over one third of respondents (35%) reported that work experience was the responsibilityof a dedicated work experience co-ordinator. One-fifth (20%) said it was the responsibility of adedicated careers adviser/careers staff, teachers, tutors and other internal staff. Several staffnoted that there was an emphasis on students to arrange their work experience with support froma wide range of staff. ■ Around half reported that their institution did not have formal links with employers to"
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Leadership

Mapping Careers Provision In Schools And Colleges In England

16 Jul 2015

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Leadership Briefing 9.12(108)"
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      string(2796) "shouldensure that the Local Offer includes local post-school provision to support the aspirations of all Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.local young people with autism, across the full autism spectrum, so that young peoplewith autism are not forced to move out of area in order to access appropriate post-schooleducation. ■ Through the development of individual EHC plans every further education college shouldwork with its feeder local authorities to support strategic planning for successful post-school transitions for young people with autism. This practice should support the transitionfor all young people with autism including those who do not have EHC plans. ■ Further education colleges should work with Local Authorities to ensure that specificinformation about courses and facilities for potential and existing learners with autism ispart of the Local Offer. ■ Each further education college should, as far as possible, enable young people with autismto have opportunities (such as clear information, taster sessions, link courses) to find outabout the range of courses offered at college. Colleges should recognise that the youngpeople may need support from parents or school and/or college staff to take up theseopportunities. College staff should be aware of, and act upon, the requirement to have abespoke transition plan in place for each young person with autism wishing to attend acollege. ■ Further Education colleges should develop outcomes-focused personalised studyprogrammes based on the aspirations in individual’s Education, Health and Care plan. ■ As far as possible, each college should plan alongside feeder local authorities and schoolsto ensure that a college representative is invited to attend, and attends, annual reviewsfrom Year 9 onwards for any learner with complex autism who is likely to transition to thecollege. ■ To support the requirements of the Equality Act 2010, and the Children and Families Act2014, every general further education college should make ‘best endeavours’ to includein its Quality and Improvement Plan and Equality and Diversity policies a commitmentto staff training on autism awareness and to embedding effective practice supportinglearners with autism. All staff in general further education colleges should have access toat least awarenessraising training on autism from a credible provider.WEB LINKFinished at Schoolhttp://www.ambitiousaboutautism.org.uk/sites/default/files/Evaluation%20Report.pdf"
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Leadership

Finished at School

16 Jul 2015