Educational Hardware

Leadership Briefing: Report Update

Leadership Briefing is a weekly online summary of all that’s new and relevant to education, linked to original source documents that can be downloaded or viewed on screen, and available to everyone in your school leadership team. The briefings here give a sample of what’s on offer.

SOCIO-ECONOMIC DIFFERENCES IN TOTAL EDUCATION SPENDING IN ENGLAND: MIDDLE-CLASS WELFARE NO MORE

This research by the Institute for Fiscal Studies (IFS) has found that children from poor backgrounds in England now have more spent on their education than those from better-off families, in what experts called a ‘remarkable shift’ that has closed the long-term gap in government spending.

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      string(322) "... meals are the lowest-attaining of the main ethnic groups in the capital—and the attainment gap widens as they move through secondary school.The report, which includes interviews with experts, teachers and pupils, calls for teachers and school leaders to be given the training to help minimise the impact ..."
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      string(318) "Leadership Briefing is a weekly online summary of all that’s new and relevant to education, linked to original source documents that can be downloaded or viewed on screen, and available to everyone in your school leadership team.      The briefings here give a sample of what’s on offer."
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      string(5102) "that as per the Government policy directive in 2016, classroom teachers teach within their area of specialism and that this is respected.Ensure that all teachers are supported to access regular and relevant high-quality subject-specific CPD, and improve the working conditions of the workforce.Ensure that there is a sufficient number of properly qualified teachers coming through to support the delivery of music education in our schools and Hubs.Secondary music should be treated as a shortage subject, and greater efforts and financial incentives applied to attract high-quality candidates onto ITE/ITT programmes. The Government must ensure that primary teachers have access to high-quality, relevant and practical subject-specific learning opportunities relating to teaching the music curriculum through their training, NQT period and beyond. In line with other subjects, funded subject-knowledge enhancement courses should be developed and offered through partnerships with ITE providers in higher education.Web Link: Music Education: State Of The NationIMPROVING SUPPORT FOR BLACK CARIBBEAN AND FREE SCHOOL MEAL-ELIGIBLE WHITE BOYS IN LONDONThis 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.The GLA commissioned this research because attainment among London’s most disadvantaged young people lags an average of 12 months behind their more advantaged peers, having an adverse effect on these young Londoners’ life chances. Unconscious prejudices affect the way they are disciplined at school, how their work is assessed, and the academic ability set that they are put in, the study found.It said black Caribbean boys’ attainment in London is 17 percentage points behind the London average for expected standards in reading, writing and maths by the end of primary school. White male pupils eligible for free school meals are the lowest-attaining of the main ethnic groups in the capital—and the attainment gap widens as they move through secondary school.The report, which includes interviews with experts, teachers and pupils, calls for teachers and school leaders to be given the training to help minimise the impact of unconscious bias. Two of the largest groups at risk of educational underperformance in London are black Caribbean and free school meal-eligible white boys.The study highlights research showing that non-black teachers can have lower expectations of black students and they are more likely to negatively judge pupils from minority ethnic backgrounds. The report calls for more research into the impact of unconscious bias and teachers’ expectations on educational outcomes across London, and the impact it has on disadvantaged groups.It also calls for schools, mental health services and youth workers to work together to support the emotional wellbeing of this group of young people.Key Actions:The report identifies seven key ‘areas for action’, which will help build on excellent work already taking place across the capital in early years settings, schools, post-16 provision, and youth settings.These seven areas are: Enhancing pupils’ emotional wellbeing and mental health.The emotional wellbeing and mental health of all children and young people —including black Caribbean and white free school meal-eligible boys—should be everyone’s responsibility. This involves raising awareness, skills and capacity to respond among frontline professionals, organisational and sector leaders, families and communities.Working with parents and families, involving them in their children’s education.Organisations working with young people should build strong, constructive relationships with parents and families.Securing access to high quality early years provision. Disadvantaged and vulnerable families should be supported to take up free, quality childcare provision across London. Raising teachers’ expectations and addressing their biases. Greater understanding of teachers’ and school and college leaders’ awareness of unconscious bias, and ways of reducing the impact of biases, is needed. Recruiting and retaining a more diverse teaching workforce.Teachers and school leaders from a diverse range of backgrounds need to be recruited and retained in London, as well as supported into leadership roles. Enhancing access to work experience opportunities, careers guidance, and support into employment.Young people need support to make informed and ambitious decisions about their futures, and in particular those from disadvantaged backgrounds (including white free school meal-eligible and many black Caribbean boys in London).Encouraging peer support among young people.Young people in London should have access to peer support, particularly during the primary and secondary school transition.Web Link: Boys on Track"
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Financial Management

Leadership Briefing: Report Update

21 Mar 2019

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"
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      string(360) "... teacher, deputy head or business manager. WEB LINK Managing Stress, Sickness Absence And Other HR Issues Amid The Funding Crisis In UK SchoolsTHE ATTAINMENT GAPThis report from the Education Endowment Foundation looks at the gap between disadvantaged and non-disadvantaged children and young people, including those with SEND, at all ..."
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"
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      string(5571) "that should be spent managing or teaching. At a time when school leaders and teachers need to devote all their time to tackling the funding crisis, meeting performance targets and dealing with Ofsted inspections, they are increasingly being distracted by HR and employment issues. The issues detailed in the survey are causing many teachers and support workers to feel stress, which can lead to low morale and ill health or cause them to consider leaving the profession. Less than a third of the schools and colleges have a designated HR specialist within their structure. The role is more often left to the head teacher, deputy head or business manager. WEB LINK Managing Stress, Sickness Absence And Other HR Issues Amid The Funding Crisis In UK SchoolsTHE ATTAINMENT GAPThis report from the Education Endowment Foundation looks at the gap between disadvantaged and non-disadvantaged children and young people, including those with SEND, at all stages of education. The report states that the attainment gap is largest for children and young people who claim free school meals, and for those with special educational needs; the gap begins in the early years and grows at every stage of education, so that by the end of secondary school, it is 19.3 months. This means that it is crucial that we intervene early and continue to attend to the needs of these groups. The gap has reduced slightly over the last ten years, following much hard work by schools and settings, but it remains significant: the forecast is that over the next five years, no headway will be made on Attainment 8 and the gap will actually widen for Progress 8. At the current rate, it would take 50 years to close the gap. Interestingly, the data shows that there is no difference in the size of the gap between schools with different Ofsted ratings; it makes no difference whether a school is ‘outstanding’ or ‘inadequate’, the gap is aroung 10%. However, 10% of primary schools and 8% of secondary schools show us that it is possible for this gap to be closed altogether: in these schools, disadvantaged children perform better than the national average for all children. Key Findings: The attainment gap is largest for children and young people eligible for free school meals (the best available proxy measure of economic disadvantage) and those assessed with special educational needs. The gap begins in the early years and is already evident when children begin school aged 5. The gap grows wider at every following stage of education: it more than doubles to 9.5 months by the end of primary school, and then more than doubles again, to 19.3 months, by the end of secondary school. This shows the importance of intervening early and then of continuing to attend to the needs of disadvantaged pupils. A majority of 19 year-olds who have been eligible for free school meals leave education without a good standard of recognised qualifications in English and maths – without which, achieving their goals in the world of work or further study will be much harder. While the attainment gap has reduced a little over the past decade, it remains significant. The current slow progress in narrowing the gap means it will persist for decades. Our forecast of the attainment gap for the next five years suggests some positive progress for free school meal-eligible pupils in GCSE English and maths; but no headway on Attainment 8 and a widening of the gap in Progress 8. Even small improvements in young people’s GCSE qualifications yield significant increases in their lifetime productivity returns and in national wealth – highlighting the importance of continuing to focus on improving results for currently low-attaining pupils. The attainment gap is not a problem found only in schools assessed by Ofsted as performing poorly – the gap is as large in schools rated ‘Outstanding’ as it is in schools rated ‘Inadequate’. There does not appear to be a direct relationship between increased school funding and increased pupil attainment – what matters most is how schools can effectively and efficiently use the resources they have (both financial and human) for maximum impact. The Pupil Premium is a valuable focus for closing the attainment gap – but it is important schools consider how they can best use all their resources to improve the quality of teaching, as this will benefit all pupils, but particularly the most disadvantaged. One region, London, stands out for its success in improving attainment for disadvantaged pupils and closing the gap. There is huge variability in outcomes for disadvantaged pupils between schools with similar levels of disadvantage. In 10% of primary schools and 8% of secondary schools, disadvantaged pupils are doing better than the national average for all pupils. This shows it is possible to narrow the attainment gap – if we can find effective ways to learn from the successes of the best-performing schools, and achieve greater consistency between similar schools. Schools where disadvantaged pupils are currently attaining below the average of disadvantaged pupils in similar schools should consider how they can help those young people to at least reach that average level of attainment as an initial goal. Reaching this goal would make a big difference – both in improving the outcomes of disadvantaged pupils and in closing the overall attainment gap.WEB LINK The Attainment Gap"
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Leadership

Leadership Briefing Report update

16 Apr 2018

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      string(343) "... useful in considering what works or mightusefully be developed in the curricula in the UK. Some key findings are presentedbelow. Others are included in the report, along with more information about thesurvey.Key FindingsA wide range of labels are used internationally to describe the subject areas of ICTand computing, ranging ..."
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      string(3142) "experience availableto students internationally, and for their potential relevance and/or interest to policymakers.Key findings from this survey highlight variability in ICT and Computing educationinternationally, as well as some areas of common ground. They are potentially usefulin informing discussions about how to motivate students to pursue their ICT andcomputing education. They may also be useful in considering what works or mightusefully be developed in the curricula in the UK. Some key findings are presentedbelow. Others are included in the report, along with more information about thesurvey.Key FindingsA wide range of labels are used internationally to describe the subject areas of ICTand computing, ranging from Information Technology or Technology Literacy toInformatics and Computer Sciences, Computer Studies or Computer EngineeringTechnology.In some educational systems, the subject is not represented in the curriculum. Insome it is optional and in others mandatory.Approaches to the subject vary. Use of ICT as a tool is generally integrated andcross-curricular at the elementary stage of schooling, even in countries where it isnot included in the curriculum. At upper primary and secondary level, the subjectareas are usually taught as discrete elements.■■■Internationalcomparisonof computingin schoolsThe use of ICT is included in the curriculum more commonly than the technical aspects of computing,such as programming.The age at which the teaching of ICT is expected by the curriculum varies, from introduction at orbefore age 6 in Ontario and Massachusetts to first introduction at the age of 12 in Singapore and 14 inItaly. There is evidence, however, that many students use ICT earlier than the curriculum implies.Younger students are generally expected to use ICT for activities such as producing and presentingtext, making presentations and carrying out Internet searches. Computers are also used across thecurriculum, in subjects as varied as the arts, physical education and mathematics.■■■Safe and secure use of ICT tends to be included in the curriculum.Massachusetts, unusually, sets out an expectation for keyboarding skills.The introduction of more technical computing skills occurs later, typically from theages of 12-14 upwards.In terms of basic technical computing skills, students are generally expected toknow common terminology, to understand concepts such as ‘hardware’ and‘software’ and to be able to name parts of a computer system, among otherelements.Programming is covered in most computing curricula investigated. In some,specific languages are identified, while in others, there is flexibility (e.g. Ontariosimply specifies that programming languages should be ‘industry standard’).Only the older students are exposed to the technicalities of networking andsystems management, and even then not in all countries/regions.Curriculum design varies. Most courses are linear, while Ontario offers a menu ofcomputing courses at the higher levels, from which students can select coursestailored to their different interests and aspirations.■■■■■■■"
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Leadership

Leadership Briefing Report update

15 Mar 2012

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The Education Act 2011: Restoring order in the classrooms?
Evaluation of the impact of changes to A Levels and GCSEs.
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      string(396) "... inspection. Exempteducation providers who request inspection will have topay for the privilege.Schools will now be judged against just four keybenchmarks: pupil achievement, teaching quality,leadership and behaviour. This replaces the previoussystem in which inspectors measured schools in 27categories such as equality, community cohesion andhealthy eating.New powers granted to ..."
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      string(1834) "measures from the Department for Business,Innovation and Skills.Most provisions in the Act will be commenced withinthe next two months, with those relating to abolition ofregulatory bodies being commenced at the end of thefinancial year and the remainder at the start of the schoolyear in September 2012.Key changesProviding free of charge early years provision fordisadvantaged two year olds.Extending teachers’ power so that, for the first time, staffwill be able to search pupils without consent for anybanned or dangerous items.Teachers will be allowed to issue on the spot detentionsand will no longer have to provide pupils and parentswith 24 hours notice.Protecting teachers where they face allegations frompupils in relation to a criminal offence.Replacing exclusion appeal panels with review panels,which will not have the power to order reinstatement ofan excluded pupil.Certain schools will be exempt from inspection. Exempteducation providers who request inspection will have topay for the privilege.Schools will now be judged against just four keybenchmarks: pupil achievement, teaching quality,leadership and behaviour. This replaces the previoussystem in which inspectors measured schools in 27categories such as equality, community cohesion andhealthy eating.New powers granted to the Secretary of State, includingthe power to close under performing schools andinstitutes.More freedom in the set up and running of theseAcademies.Removing the current interest rate cap on student loanswith rates being set no higher than the market rate.Next stepsThe introduction of the Education Act 2011 will hopefullylead to more day-to-day control for each individualeducational provider. In light of this, educational institutesmay wish to consider the new freedoms and review theirstructures and objectives.nnnnnnnnnnn"
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Leadership

Leadership Briefing Report update 3.45

23 Dec 2011

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SOCIO-ECONOMIC DIFFERENCES IN TOTAL EDUCATION SPENDING IN ENGLAND: MIDDLE-CLASS WELFARE NO MORE

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