Leadership

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.

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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(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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      string(330) "... or third year reported that they wanted training and support that would help them to progress into subject, year group/key stage, or other middle leadership roles, while some wanted to take on specialist roles or responsibilities. Many ECTs also wanted to ‘hone their craft’ and to broaden their skillset ..."
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      string(4309) "views of induction were associated with a number of common enabling factors, identified across our sample of case-study schools. These included: the importance of having a balanced package of support, typically involving a standardised training programme alongside more personalised, teacher-led opportunities.a supportive whole school culture, where induction was viewed as the start of a lifelong journey of training and support having a range of support options available, including informal support from a variety of colleagues. Many teachers in their second or third year reported that they wanted training and support that would help them to progress into subject, year group/key stage, or other middle leadership roles, while some wanted to take on specialist roles or responsibilities. Many ECTs also wanted to ‘hone their craft’ and to broaden their skillset. This often accompanied new opportunities that presented themselves to RQTs, such as working with pupils with different educational needs, or teaching year 6, GCSE and A-level pupils, which, for many, was for the first time. There is no statutory requirement for schools to provide training and support specifically for RQTs. As such, it is perhaps not surprising that in most of our case-study schools, dedicated support for RQTs appeared to be limited. However, in most cases, ECTs reported that they had continued to receive informal support from a more senior colleague, who, in many cases had been their NQT subject mentor. None of the ECTs or MCTs we spoke to appeared to have received any formal mentoring support in their second or third year of teaching. However, in most cases, RQTs reported that they had continued to receive informal support from a more senior colleague, who, in many cases had been their NQT subject mentor. There was recognition in schools that many RQTs were looking for opportunities to progress in their careers, particularly into subject and middle leadership roles, and that offering such opportunities was essential to ensuring that some ECTs maintained high levels of job satisfaction. It was clear from interviews with ECTs that high-quality training opportunities alone would not ensure job satisfaction, and that they needed to be accompanied by genuine opportunities to take on new roles and responsibilities. The extent to which schools were able to offer such opportunities, particularly ones that attracted an additional teaching and learning responsibility (TLR) payment, appeared to vary, leading to some ECTs feeling frustrated by the lack of genuine opportunities to progress, and what they saw as a lack of recognition. In such cases, ECTs reported that a key reason for them staying in their settings was because of the positive and supportive school culture. NQT year: Key development needs related to developing knowledge and skills in: behaviour management, assessment, pedagogy and supporting pupils with particular needs. Positive views of induction related to: a balanced package of support, typically involving a standardised training programme alongside personalised, teacher-led opportunities a supportive whole school culture, where induction was the start of a professional development journey a range of support options, with informal support from a variety of colleagues, including a senior leader professional mentor and a subject mentor from their department/key stage. Second and third year: Training and development was required to support progression into subject, year group/ key stage, or other middle leadership and specialist roles. Many teachers wanted to ‘hone their craft’ and broaden their skillset, to support their teaching of year 6, GCSE and A-level pupils and pupils with different educational needs. Dedicated CPD for RQTs was limited although many continued to receive informal support from a senior colleague. However, they could access formal CPD open to all staff. Positive views of this related to: a supportive and developmental school ethos opportunities to learn about a range of career options personalised, light-touch training and support. Web LinkEarly career continuing professional development (CPD)"
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Financial Management

Leadership Briefing: Report Update

24 Jul 2019

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framework
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Class
size and
education
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report.
International
comparison
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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