Leadership

Longitudinal Analysis of Music Education on Executive Functions in Primary School Children

This research by the VU University Amsterdam of almost 150 primary school children has found that those learning music benefit in cognitive abilities. Furthermore, the results indicate a positive influence of long-term music education on cognitive abilities such as inhibition and planning. Leadership Briefing (140)

Regardless of ability, they do better in language and memory tests and are better at planning and controlling their behaviour than classmates who do not have music lessons.

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It was hypothesised that an emotional temperament would predict maths attainment, given that childhood temperament and internalising symptoms are linked. However, this idea was not supported, suggesting that we cannot predict later problems with underattainment in maths using emotional difficulties this early on in childhood.Although not the main aim of this study, the findings imply that strategies focusing on improving parental education (or related factors) for example might be more successful in increasing attainment. Although one possible solution could be to provide better provisions for parents to attain higher educational qualifications, this is not necessarily practical (or desirable) for every family.Existing research investigating factors linked to parental education has found that greater parental education is associated with greater school involvement, greater enrolment in educational activities (e.g. music lessons) and higher educational aspirations for their child. 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Leadership

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2 Jun 2020

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Executive Leadership

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      string(5779) "of the staff in their home schools to support the weaker schools (Earley and Weindling, 2006).  The brief for these staff was to co-design solutions with staff from the supported school, thereby enabling ‘joint practice development’ rather than imposed ‘best practices’ (Higham et al., 2009; Hargreaves, 2010; Ofsted, 2010; Ainscow, 2015).  Consultant headteachersThe ‘consultant head’ model pioneered through the London Challenge was scaled up nationally by the then National College for School Leadership through the National Leaders of Education/National Support Schools (NLE/NSS) and Local Leaders of Education (LLE) initiative.  These headteachers and their teams were designated against a clear set of criteria and then brokered to support schools deemed to be underperforming (whereas seriously failing schools tended to be closed and reopened as sponsored academies).  Importantly, the core remit of these government-designated system leaders was to provide temporary support – ‘mooring alongside’ – withdrawing once the supported school was back on its feet (Matthews and Hill, 2008; 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2011) research indicated a positive federation effect on pupil outcomes over time, most significantly in the case of ‘performance federations’ (i.e. strong and weak schools together) and where an Executive Head was in place across both schools.  Academy chains, which are generally groups of sponsored and converter academies overseen by a single Multi-Academy Trust (MAT), have emerged since 2010 as the dominant structural model for school partnership (DfE, 2016).  Critically, a MAT is a single legal entity (a charity and a company), so the academies within a MAT do not have autonomy except in so far as the MAT board grants this to them (Wilkins, 2017).  The government, more recently through its Regional School Commissioners (RSCs), has played an active role in brokering underperforming schools into academy chains, generally run by successful schools.  Kee and Wespeiser (2017) report that the number of MATs has expanded significantly; from 391 in March 2011 to 1,121 in November 2016.  MATs range in size from two to over 40 schools and generally charge their schools a proportion of their core funding to cover central services, including ‘back office’ services such as finance as well as aspects of school improvement.Hill’s early reports on academy chains (Hill, 2009; 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Executive Leadership

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Leadership Briefing Issue 4.11 (47)"
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      string(5823) "ResourceApprenticeships, Skills, Children and Learning Bill 2008-09Original DocumentApprenticeships, Skills, Children and Learning Bill 2008-09. This Bill introduces a wide range of measures covering apprenticeships, learning and skills and educational provision. The main purpose of the bill is to reform education, training and apprenticeships for young people and adults, provide new powers to strengthen children’s trusts, improve standards in schools and increase confidence in qualifications.KeywordsApprenticeships, learning, skills, educational provision, children, standards, schoolsSummaryThis Bill introduces a wide range of measures covering apprenticeships, learning and skills and educational provision. The main purpose of the bill is to reform education, training and apprenticeships for young people and adults, provide new powers to strengthen children’s trusts, improve standards in schools and increase confidence in qualifications.Key Points:The Apprenticeships, Skills, Children and Learning Bill:· Provides for a statutory framework for apprenticeships and creates a right to an apprenticeship for suitably qualified 16-18 year olds.· Introduces a right for employees to request time away from their duties to undertake training, and places a corresponding duty on employers to consider such requests seriously and to be able to refuse them only for specified business reasons.· Dissolves the Learning and Skills Council.· Transfers the responsibility for funding education and training for 16-18-year-olds to local authorities.· Makes provisions with respect to the education of offenders.· Creates the Young Person’s Learning Agency, the Skills Funding Agency, a new regulatory body for qualifications (Ofqual), and a new agency to carry out the  non-regulatory functions currently performed by the Qualifications and Curriculum Authority.· Strengthens the accountability of children’s services.· Amends intervention powers in respect of schools which are causing concern.· Establishes a new parental complaints service.· Changes the school inspection arrangements.· Creates a new negotiating body for pay and conditions for school support staff.· Makes provisions in respect of pupil and student behaviour.Summary of proposals in the Act:Parts 1 and 4: ApprenticeshipsThe Act incorporates proposals that were originally published on 17 July 2008 as the Draft Apprenticeships Bill, and support the Government’s plans for the expansion and strengthening of the Apprenticeship programme set out in World-class Apprenticeships: Unlocking talent, building skills for all (January 2008). The proposals would place the Apprenticeships programme on a statutory footing, and would guarantee that all suitably qualified young people will be entitled to an apprenticeship place. The Act will also ensure that young people in schools receive proper information, advice and guidance about vocational training opportunities.Part 1: Right to request time to trainAll employees will be given a right to request from their employer time away from their core duties to undertake training. The employer must consider the request carefully, but can decline it for a good business reason. There will be no obligation on employers to meet the costs of the training or to pay an employee’s salary during the training.Parts 2 to 5: Reforms to delivery of post-16 education and training The Act will take forward significant reforms to post-16 education and training to improve the delivery to young people and adults.The Learning and Skills Council (LSC) is currently responsible for the planning and funding of all post-16 education. It is proposed that from 2010 local authorities (LAs) will have responsibility for commissioning and funding all education and training for young people up to the age of 19, making them the strategic lead for all children’s services from 0 to 19. A new slim-line non-departmental public body, the Young People’s Learning Agency (YPLA), will support and enable LAs to carry out their new duties.The LSC’s responsibility for post-19 education and training will be transferred to the Chief Executive for Skills Funding who will head up the new Skills Funding Agency (SFA). The Agency will oversee a new demand-led approach to adult education and training, which will be supported by strengthened advice and support services for adults and employers in the form of a new Adult Advice and Careers Service (AACS), National Employer Service and National Apprenticeship Service.Provision for 16- to 19-year-olds Responsibility for securing education for all 16- to 19-year-olds will be transferred to LAs, who will plan, commission and fund provision for young people in their area. Because many young people may live in one local authority but receive education in another, LAs will work together in sub-regional and regional groupings to ensure that commissioning plans are coherent and reflect the ways young people travel across LA boundaries to access learning and training.The primary purpose of the YPLA will be to support and enable local authorities to carry out their new responsibilities by providing national frameworks to support planning and commissioning, ensuring coherence of commissioning plans, managing the national funding formula, and providing strategic data and analysis. Once local authority commissioning plans are agreed by the sub-regional group and the regional planning group, the YPLA will check these to ensure that they cohere and are affordable. The YPLA will then fund local authorities to"
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Leadership

Apprenticeships, Skills, Children and Learning Bill

18 Mar 2010