Leadership

Review of Level 4 and 5 Education

This DfE research reveals that less well known Level 4 and 5 qualifications could be the key to unlocking the skills demanded by employers and lead to rewarding, well-paid jobs.

This DfE research reveals that less well known Level 4 and 5 qualifications could be the key to unlocking the skills demanded by employers and lead to rewarding, well-paid jobs.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43900"
  ["title"]=>
  string(38) "Unlocking Talent, Fulfilling Potential"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/unlocking-talent_020118/"
  ["post_date_timestamp"]=>
  int(1514979943)
  ["objectID"]=>
  string(12) "post-43900-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(277) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(407) "... are less likely to enter high quality higher education. Actions:Introduce the first T levels from 2020.Review higher technical education at level 4 and 5. Incentivise more employers to provide quality apprenticeships through the apprenticeship levy. Develop and increase the take-up of degree apprenticeships.Develop a further education ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(38) "Unlocking Talent, Fulfilling Potential"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(277) "Vulnerable children, including those in care and those with SEND are particularly likely to underperform at school. This DfE report recognises the extra help these children need and pledges a review of the ‘children in need’ system.
Leadership Briefing 12.05 (137)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "review"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5365) "The social mobility strategy provides a focus on closing the education gap between rich and poor children. However, it will be a challenge for the Government to deliver a step change in social mobility in the face of on-going cuts to benefits and public services, and the projected dramatic rise in child poverty over the next five years. To be effective, this strategy must form part of a wider cross-Government commitment to a country that works for all children. Main Points:Identify and spread evidence-based home learning environment programmes that support early language development. Form a partnership with Public Health England to enable health visitors and early years practitioners to identify and support children’s early speech, language and communication needs. Provide £50 million funding to create more high-quality school-based nursery provision for disadvantaged children. Identify communities with low take-up of early education – particularly for disadvantaged children – and provide bespoke support to improve this. Develop and deliver a comprehensive offer of support to improve early language and literacy – especially for disadvantaged pupils. Spread best practice to where it is needed, including from high performing local authorities to underperforming areas. Improve the outcome goals in reception, with a particular focus on reducing burdens and strengthening literacy and numeracy in the early years. Identify and share best practice on what should be taught in reception year. Ensure the accountability regime gives full credit to what teachers and leaders achieve in challenging schools. Ensure that the consequences of accountability are about securing the right support at the right time, rather than simply imposing punitive sanctions or structural change. Introduce smarter incentives to train, attract and retain the best teachers in challenging areas. Provide £30 million in tailored support to schools with disadvantaged intakes that are facing significant recruitment and retention challenges. Provide an enhanced offer of early career support by strengthening qualified teacher status (QTS), and support clearer career pathways and improved professional development for all teachers. Transform the quality of professional development available in challenging areas, by investing over £115 million in evidence-based approaches. Prioritise the growth and coverage of high quality MATs and Teaching Schools in challenging areas. Provide £300 million of targeted, evidence-based school improvement support for underperforming schools across the country. Increase access to the most effective curriculum support in more challenging areas and schools.Extending the reach of the free school programme to benefit more areas of educational underperformance. Make sure our system can benefit from the full range of expertise from across the education sector. Prioritise work to understand the needs of the most vulnerable children and how best to improve their outcomes. Transform the quality of Alternative Provision (AP) and special provision. Ensure that disadvantaged pupils can access the core academic subjects that unlock opportunity. Spread evidence-based approaches to supporting disadvantaged pupils. Young people who currently choose a technical route face a fragmented and confusing system.Young people who have fallen behind their peers by age 16 then find it harder to catch up and have options shut off. Young people from less advantaged backgrounds are less likely to enter high quality higher education. Actions:Introduce the first T levels from 2020.Review higher technical education at level 4 and 5. Incentivise more employers to provide quality apprenticeships through the apprenticeship levy. Develop and increase the take-up of degree apprenticeships.Develop a further education improvement support structure. Invest in further education college leaders to raise standards. Establish new Institutes of Technology. Invest the resources and capacity needed to make further education colleges centres of excellence for maths and English. Introduce a new transition year, with English and maths as a key component, for 16-year-olds who are not ready for more advanced academic or technical study or employment. Ensure higher education providers spend their access and participation funding effectively, targeting low participation areas. Improve transparency of widening participation practices to encourage applications to the most selective higher education institutions. Ensure every young person has at least seven encounters with employers during their education. Improve the quality of careers advice in school.Improve the advice available outside of education to young people and adults, including those who need the most support. Provide an Essential Life Skills programme in targeted areas, alongside a national mentoring programme. Introduce a National Retraining Scheme.  Improve adult basic skill provision. Provide more flexible provision to develop advanced skills. WEB LINK Unlocking Talent, Fulfilling Potential KeywordsSocial mobility, talent, potential, SEND, vulnerable children, underperform, children in need, child poverty, best practice"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "review"
        [1]=>
        string(5) "level"
        [2]=>
        string(1) "4"
        [3]=>
        string(1) "5"
        [4]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Unlocking Talent, Fulfilling Potential

3 Jan 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#41752"
  ["title"]=>
  string(18) "Invisible children"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(49) "https://www.teachingtimes.com/invisible-children/"
  ["post_date_timestamp"]=>
  int(1407409689)
  ["objectID"]=>
  string(12) "post-41752-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(239) "Almost 15,000 children are missing from education every day, and we don’t know what happens to them. Lou Kinnaird looks at the risks they face and what the authorities need to do to protect them and keep them on the school roll."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(398) "... education as part of its integrated inspections of localauthority looked after children and safeguarding services, but it has also calledthe government to conduct a national review of children missing education, toimprove the way data is collected both locally and nationally. The review shouldconsider how local authorities, schools, social services and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(18) "Invisible children"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(239) "Almost 15,000 children are missing from education every day, and we don’t know what happens to them. Lou Kinnaird looks at the risks they face and what the authorities need to do to protect them and keep them on the school roll."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "education"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5760) "sensitive to signs that mayindicate possible safeguarding concerns’. They have a duty to report to their localauthority if a child is absent for ten or more days continuously. The local authority is thenresponsible for investigating the child’s whereabouts and wellbeing, and if he cannot betraced he is placed on the list of children missing from education.The study by NCB highlights the fact that some local authorities do not keepadequate systems for monitoring all children in its county. Her Majesty’s Chief InspectorSir Michael Wilshaw makes it clear that there are some shortcomings in terms of localauthority leadership effectiveness. What is required, he says, is strong commitment fromsenior officials, for robust systems to be put into place, good partnership working andhigh expectations for the children involved. It also requires clear accountability at localauthority level.The Ofsted report shows that the effective local authorities and providers who supporttheir children successfully are those who have exercised their responsibility for leadershipwell – both strategically and at a personal and individual level. The individuals in all thelocal authorities must be proactive in communicating with others ensuring that no child intheir area slips out of sight.Ofsted’s calls for reformThe Ofsted report of 2013 highlighted the need for ‘clearer lines of accountability’over who is responsible for these young people’s education and said thatlocal authorities, schools and partner agencies need to work together to shareinformation more effectively and systematically to identify children missing fromeducation, particularly when their whereabouts are unknown.Ofsted promised to carry out an assessment of local authorities’ arrangementsfor children missing education as part of its integrated inspections of localauthority looked after children and safeguarding services, but it has also calledthe government to conduct a national review of children missing education, toimprove the way data is collected both locally and nationally. The review shouldconsider how local authorities, schools, social services and their partners can workwith children and their families, to ensure they and their families receive the bestsupport possible so they can get back into education.www.teachingtimes.com n Vol 4.5Education Every Child Journal59RecommendationsOfsted sets out a list of recommendations that details how each partner organisation should conduct its management ofchildren missing education. In particular it recommends that each local authority should:establish a central record of all children not accessing full-time education in the usual way, including those who areaccessing alternative provision, regardless of where they are on roll; maintain good information about the achievementand safety of any child or young person not accessing education in the usual way.identify clear lines of accountability for the quality and amount of provision, as well as the educational and socialoutcomes, for all children and young people of compulsory school age who do not access education in the usual way,taking note of the survey’s finding that this was most effective when a named person at a senior level was held toaccount for this statutory duty.share information across local authority boundaries in a timely and appropriate way to minimise interruption to a childor young person’s educational provision.ensure that every child is on the roll of a school, regardless of circumstances, unless parents have elected to educatetheir child at home.Schools, including academies and free schools, should:immediately stop unlawful exclusions and provide suitable support for children with behavioural difficulties.establish clear accountability for the achievement, safety and personal development of all children who are on theschool roll but not accessing school in the usual way, and for the quality and amount of provision made for them.inform the local authority of any part-time education arrangements, regardless of the type of school. This includesschools maintained by the local authority, academies, free schools and independent schools.keep children and young people on the school roll during periods of illness or custody (or for as long as it is relevant), inline with Government policy and guidance.respond quickly to any early signs of children and young people’s raised anxiety or dips in their progress, attendance orengagement in learning.give governors sufficient information about children and young people who are not accessing school in the usual way,so that governors can challenge the amount of provision being made and evaluate its effectiveness.**Taken from Ofsted (2013) Pupils missing out on educationExample of good practice: information sharing and monitoring (Ofsted 2013)One local authority has a single data system that uses information from education welfare services, behaviour supportservices and mental health services. This enables the authority to identify young people accessing provision other thanat school who are not on the roll of a school, as well as those who access alternative provision through referrals fromindividual schools.The multi-agency teams in each locality are responsible for reviewing and evaluating the effectiveness of the provisionand the progress made by children and young people identified through this system. The locality teams are accountable toa senior member of the local authority.Schools in the local area continue to receive school improvement visits from local authority staff. One"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "review"
        [1]=>
        string(5) "level"
        [2]=>
        string(1) "4"
        [3]=>
        string(1) "5"
        [4]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

Invisible children

7 Aug 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#42121"
  ["title"]=>
  string(42) "A Census Of The Children's Homes Workforce"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(63) "https://www.teachingtimes.com/childrens-homes-workforce_190115/"
  ["post_date_timestamp"]=>
  int(1421253704)
  ["objectID"]=>
  string(12) "post-42121-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(163) "This DfE report gives a census about the pay, qualifications and training of people working in children’s homes in England in 2013.
Leadership Briefing 9.06(102)"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(380) "... Conclusions: ■ The level of staff meeting qualifications set out in regulation was generally positive across thesector. Managers reported that 80% of staff held a Level 3 qualification or higher and 12% wereworking towards the Level 3 Diploma. Nine in ten managers held the Level 5 or equivalent Level4 qualification ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(42) "A Census Of The Children's Homes Workforce"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(163) "This DfE report gives a census about the pay, qualifications and training of people working in children’s homes in England in 2013.
Leadership Briefing 9.06(102)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5783) "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.A CENSUS OF THE CHILDREN’S HOMESWORKFORCEKeywordsChildren’sHomes,workforce, pay,qualifications,training, reform,programme,effectiveness,managers, staff SummaryThis DfE report gives a census about the pay, qualifications and training of people working inchildren’s homes in England in 2013.This census was the first of its kind and was carried out to capture a snapshot of the children’s homessector in 2013. The findings are being used to inform the Department for Education’s children’s homereform programme. This census gathered detailed information about staff qualifications (includingwhether staff met the qualification requirements set out in regulation), data on staff pay and trainingand Continuous Professional Development (CPD) in the sector. The census also gathered informationon the services homes offered and the type of staff they employed. A separate review of theeffectiveness of training and qualifications currently undertaken by staff in children’s homes is beingcarried out as part of the reform programme.Main Findings: ■ Over nine in ten staff (excluding registered managers) either held a Level 3 qualification, or wereworking towards the Level 3 Diploma (92% – of which 80% held a Level 3 qualification or higherand 12% were working towards the Level 3 Diploma). Similarly, around nine in ten managerseither held the Level 5 or equivalent Level 4 NVQ qualification or were working towards the Level5 Diploma (89% – of which 76% held the Level 5 or equivalent Level 4 qualification and 14% wereworking towards the Level 5 Diploma). ■ Three quarters of all homes had budget for CPD, 98% had a formal appraisal system and 93%had CPD in place for their staff. Managers reported that a wide range of training was available tostaff, with 83% of homes offering to release staff for external training, 79% saying they bring inexternal trainers to the home and 80% offer internal training. ■ Over half of all managers (54%) said that they find it difficult to recruit staff with the appropriatelevel of skills and training for the advertised position. Managers who have difficulty recruitingwere asked why they have these difficulties. The main responses given were that applicants donot have the required experience (91%) and do not have the necessary qualifications (52%). ■ When asked where staff had worked in their job prior to their current position in the children’shome, the most common response was in other children’s homes (29%). Similarly, mostemployees leave to go to another children’s home (44%). Also common was that staff come froma job working with young people (14%) and leave to go into employment working with youngpeople (40%). This indicates that staff within the children’s home sector are dedicated to workingWeek Commencing 19th January 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/391529/RR437_-_Children_s_homes_workforce_census_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/391529/RR437_-_Children_s_homes_workforce_census_.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.with children and young people.Conclusions: ■ The level of staff meeting qualifications set out in regulation was generally positive across thesector. Managers reported that 80% of staff held a Level 3 qualification or higher and 12% wereworking towards the Level 3 Diploma. Nine in ten managers held the Level 5 or equivalent Level4 qualification. ■ Overall, managers reported that only 1% of staff were being paid at or below the NationalMinimum Wage (NMW) and 11% of staff were being paid less than the Living Wage Rate (LWR).There are areas where staff pay is low (for example, London where 27% of all staff in the regionare paid below the LWR). Similarly, it was more common for staff to be paid below the LWR in theprivate sector compared (15% in private sector compared with 0% in local authority run homes).All other staff were paid above the NMW and LWR. ■ All homes have some form of training and personal development system in place for their staff.Three quarters have budget for continuous professional development (CPD), nearly all (98%)had a formal appraisal system and 93% had CPD in place for their staff. Generally a variety oftraining is available to staff, with 83% of homes offering to release staff for external training, 79%saying they bring in external trainers to the home and 80% offering internal training. The censusdid not capture if additional training to these options was offered by homes. ■ Recruitment of new staff across the sector seems to be of concern to managers, with over halfof all managers (54%) saying that they find it difficult to recruit. When those who have difficultyrecruiting were asked why they believe they have these difficulties, the main responses werethat applicants do not have the required experience (91%) and do not have the necessaryqualifications (52%). ■ Career pathways into and out of children’s homes seemed to be broadly"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "review"
        [1]=>
        string(5) "level"
        [2]=>
        string(1) "4"
        [3]=>
        string(1) "5"
        [4]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

A Census Of The Children's Homes Workforce

14 Jan 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#41033"
  ["title"]=>
  string(24) "Is the SPAG test flawed?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/is-the-spag-test-flawed/"
  ["post_date_timestamp"]=>
  int(1384962171)
  ["objectID"]=>
  string(12) "post-41033-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(280) "Around 600,000 primary school students sat the new spelling, punctuation and grammar test for the first time this summer, and the results show that one in four children are leaving primary school without a firm grasp of spelling, punctuation or grammar. So were the critics right?"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(365) "... the expected level (level 4) in thespelling, punctuation and grammar (SPAG) tests – 139,000 pupils.Almost a third of boys did not reach the expected level – almost 85,000 pupils.While girls did better, one-fifth still did not reach level 4 – almost 55,000 pupils.■■■�Vol 5.4School ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(24) "Is the SPAG test flawed?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(280) "Around 600,000 primary school students sat the new spelling, punctuation and grammar test for the first time this summer, and the results show that one in four children are leaving primary school without a firm grasp of spelling, punctuation or grammar. So were the critics right?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5857) "�Vol 5.4School Leadership Todaywww.teachingtimes.comTrendsBack-to-basicsThe ‘back-to-basics’test of spelling,punctuation andgrammar was firstrevealed almost twoyears ago and metwith much criticismfrom both teachersand unions. Around600,000 primaryschool students satthe test for the firsttime this summer, andthe results show thatone in four childrenare leaving primaryschool without a firmgrasp of spelling,punctuation orgrammar. So were thecritics right?Is the SPAG testflawed?Data revealed by the DfE shows that:One-quarter of 11-year-olds failed to reach the expected level (level 4) in thespelling, punctuation and grammar (SPAG) tests – 139,000 pupils.Almost a third of boys did not reach the expected level – almost 85,000 pupils.While girls did better, one-fifth still did not reach level 4 – almost 55,000 pupils.■■■�Vol 5.4School Leadership Todaywww.teachingtimes.comTrendsBack-to-basicsOverall, more than 408,000 11-year-olds, just over three-quarters of pupils, achievedat least the expected levels in the 3 Rs (reading, writing and maths). That is a onepercentage point increase from last year.The test consisted of one 45-minute grammar exam and one 15-minute spellingassessment. It replaced the discredited written component of national curriculum tests(SATs), which was scrapped in 2011 as a key part of Michael Gove’s ongoing educationreforms to improve literacy among school pupils.An unpopular moveWhen it was announced, the National Association of Head Teachers (NAHT) said thenew tests were a waste of taxpayers’ money, and that it would cost millions of poundsto administer – money that would be better spent on teacher training and learning. Atthe NAHT conference in Liverpool, the union voted almost unanimously (98.8 per cent)to find ways of stopping the test going ahead.Moreover, headteachers threatened to disrupt the tests, demanding that teachersshould be left to assess pupils in spelling, punctuation and grammar. They alsoclaimed it would lead to further narrowing of the curriculum, teaching to the testsand increased misery for our Year 6 students and their families already sick of a dietof practice SATs and drills. Many of those opposed to the test believed most childrenwould do well – but in fact, the results show that one in four are failing in all the basicsbeing tested.Debra Myhill, a professor of education at theUniversity of Exeter, and Ruth Miskin, an expert onphonics and a member of the national curriculumreview team, were among experts who originallyraised concerns about the SPAG tests when consultedby the government.She warned the government that it was wrongto test children on grammar out of context andsuggested that it would give a false impression oftheir literacy skills. She said: ‘I did a very detailedanalysis of the test and I had major reservations aboutit. I think it’s a really flawed test. The grammar test istotally decontextualised. It just asks children to doparticular things, such as identifying a noun.’In fact, 50 years of research have consistentlyshown that there is no relationship between doing thekind of work demanded in the test and what pupilsdo in their writing. It does not ask students to usegrammar in context, which means they will not beable to apply rules more generally.The Department for Education has defendedthe test, saying that it was introduced following amajor review of Key Stage 2 assessment, led by LordBew and instigated by Education Secretary, MichaelGove. It recommended replacing the writing test withteacher assessment and introducing a new test ofessential writing skills, with externally marked tests ofspelling, punctuation, grammar and vocabulary.However, common sense says you should lookat grammar and creativity together, and to raise onetechnical skill within that is to distort outcomes.Key results of the SPAG tests:76 per cent of pupils achieved level 4 or above in allof reading, writing and mathematics compared to 75per cent in 2012.Figures for the percentage of pupils achieving a‘good’ level 4 or above have been published for thefirst time in 2013. These show that 63 per cent ofpupils achieved this standard in both reading andmathematics while also getting level 4 or above inthe writing teacher assessment.66 per cent of girls achieved this standard comparedto 61 per cent of boys.The percentage of pupils achieving level 4 or abovein the new grammar, punctuation and spelling testwas 74 per cent.Girls performed better than boys in this new test – 79per cent of girls achieved level 4 or above comparedto 69 per cent of boys.The percentage of pupils achieving level 4 or abovein the reading test decreased by one percentagepoint to 86 per cent.The percentage of pupils achieving level 4 or abovein the mathematics test increased by one percentagepoint to 85 per cent.The percentage of pupils achieving level 4 or abovein the writing teacher assessment increased by twopercentage points to 83 per cent.■■■■■■■■10Vol 5.4School Leadership Todaywww.teachingtimes.comTrendsBack-to-basicsYes, grammar is important. But what exactly is it that’s important? Knowing anabstract noun from a common one? Knowing the difference between a phrase anda clause, or where to use inverted commas? More important than knowing thesethings is understanding these things. Having the ability to use them in writing, to usepunctuation and sentence order to make writing more playful, more exciting is key.This is what the SPAG test overlooks.A balancing actWhile the new national curriculum allows teachers greater scope for creative"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(6) "review"
        [1]=>
        string(5) "level"
        [2]=>
        string(1) "4"
        [3]=>
        string(1) "5"
        [4]=>
        string(9) "education"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Is the SPAG test flawed?

20 Nov 2013