The Impact of School Closures on Autumn 2020 Attainment

At the end of the 2020 autumn term, there were measurable declines in attainment compared to the previous year across virtually all subjects and year groups.

Mainstream state schools show measurable declines in attainment between 2019 and 2020 across all years in reading, maths and GPS. This study from RS Assessment looks at the impact on performance of deprivation, location, subject and year group.

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      string(372) "... not differ significantly between the partially selective and non-selective schools.■ As with overall pupil performance, we found that, at all levels of prior attainment performance,the outcomes of pupils at Key Stage 4 (KS4) in partially selective schools was either similar orslightly worse than performance of similar pupils ..."
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      string(5711) "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.THE PERFORMANCE OF PARTIALLYSELECTIVE SCHOOLS IN ENGLANDKeywordsPerformance,partiallyselectiveschools, results,pupils, academicbenefit,comparison,differences,outcomesSummaryThis analysis by NFER compares the results of pupils at partially selective schools withcomparable pupils at similar non-selective schools. It shows that there is no overall academicbenefit to attending a partially selective school.Partially selective schools are those that select a proportion of their intake (usually on the basis ofacademic ability) and the remainder on standard criteria.There is very little research into partially selective schools or evidence about the impact they haveon the students who attend them. NFER conducted this new analysis to compare outcomes betweenthose who attend partially selective schools and a matched comparison group of those who do not.The analysis revealed that, when compared to similar pupils in comparable schools, there wereno significant effects of attending a partially selective school. Where significant differences areobservable, they reveal small negative effects based on some outcome measures, particularly forpupils in partially selective schools with low prior attainment.The research also identified potential access issues in relation to the admission policies of somepartially selective schools in our population.Key Findings:■ Overall, the main message from this research is that partially selective schools are no better interms of pupil outcomes than nonselective schools. According to some measures they are worse.■ Pupils with high prior attainment make less progress in maths at partially selective schools thantheir peers at non-selective schools■ Pupils with low prior attainment are significantly less likely to achieve 5 good GCSEs, includingEnglish and maths than their peers at non-selective schools■ Some partially selective schools have over-complex admissions policies and over-subscriptioncriteria that are lengthy and difficult to navigate and which may act as an additional barrier toapplicants from disadvantaged backgrounds.■ The proportion of children with English as an additional language (EAL) is greater in partiallyselective schools than non-selective secondary schools (19 per cent compared to 15 per cent)and fully selective schools (12 per cent).Week Commencing 13th March 2017https://www.nfer.ac.uk/publications/GRAM02/GRAM02.pdfhttps://www.nfer.ac.uk/publications/GRAM02/GRAM02.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.■ Overall, when compared to similar pupils in comparable schools, there were no significant effectsof attending a partially selective school. Where significant differences are observable, they revealsmall negative effects.■ No significant difference was found between the capped GCSE point scores of pupils in eithergroup of schools. Similarly, the average probability of a pupil achieving expected progress inboth English and mathematics did not differ significantly between the partially selective and non-selective schools.■ As with overall pupil performance, we found that, at all levels of prior attainment performance,the outcomes of pupils at Key Stage 4 (KS4) in partially selective schools was either similar orslightly worse than performance of similar pupils in non-selective schools.■ Pupils with low prior attainment who attend partially selective schools are up to eight percentagepoints less likely to achieve five A* to C GCSEs only (including English and mathematics) thantheir peers in non-selective schools. However, pupils with average or high prior attainment do notperform significantly better or worse on this outcome measure.■ Similarly, low prior attainment pupils in partially selective schools are up to seven percentagepoints less likely to achieve five A* to C GCSEs or equivalent qualifications (including English andmathematics) than their non-selective school peers.■ Whilst there is no overall significant difference in the probability of achieving the expectedprogress in English between the two groups of schools, pupils with high prior attainment inpartially selective schools are actually performing worse based on progress in mathematics.■ High prior attainment pupils in partially selective schools are up to five percentage points lesslikely to achieve their expected progress in mathematics compared to their non-selective schoolcounterparts.Recommendations:■ Given the lack of evidence about the impact of partially selective schools to date and the findingscontained in this report, NFER recommends that the Government conduct further researchbefore allocating public funds to the expansion of academic selection.■ In order to enable evidence to be gathered on the effects of partial selection, as well as fullyselective schools, the Government should consider requiring all selective and partially selectiveschools and local authorities to make 11+ test results available for research purposes, includingresults for those who do not pass and data on pupil characteristics.WEB LINKThe Performance Of Partially Selective Schools In Englandhttps://www.nfer.ac.uk/publications/GRAM02/GRAM02.pdf"
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Leadership

The Performance Of Partially Selective Schools In England

10 Mar 2017

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      string(5653) "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.ANNUAL LONDON EDUCATION REPORT 2017KeywordsLondon,educationsystem,secondaryschools, pupils,ethnic group,performance,attainment,pupilpopulation,apprenticeshipsSummaryThis report by the Education Policy Institute explores all aspects of educating young peoplein the capital; from childcare and the early years, through to apprenticeships and entry intothe labour market. 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In addition, only 57 per cent of disadvantaged 2 year-olds in Londonaccessed their free part-time place, compared to 68 per cent nationally.■ There are over 3,000 schools in the capital, and 92 per cent of state-funded schools are good oroutstanding7. Although nearly all schools in London are high performing, 97,000 pupils are beingeducated in schools rated by Ofsted as less than good.■ In 2016, 57 per cent of pupils in London met or exceeded the new expected standard in all threeof reading, writing and maths by the end of Key Stage 2, compared to a national average of 52per cent.■ At Key Stage 4, London had the highest Attainment 8 score of any region in 2016 (51.7 pointscompared with a national average of 49.9).■ The attainment gap between disadvantaged children and their peers is lower in London thanelsewhere in the early years, at the end of primary school, and at the end of secondary school.However, the attainment gap increases with a child’s age and at the end of secondary school isaround a third larger than at primary school.Week Commencing 20th March 2017https://epi.org.uk/wp-content/uploads/2017/02/Final_GLA_Annual_Report_2017-21st-Feb.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.■ Pupils from black backgrounds are the lowest performing major ethnic group at each Key Stageand the attainment of black Caribbean boys is particularly low. 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Leadership

Annual London Education Report 2017

17 Mar 2017

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      string(4059) "57May/June 2005 Teaching & LearningICTIntroductionSouth Africa and its people have experiencedmassive change, both politically andeconomically, over the last ten years. As a partof the many positive changes the country hasseen, education is at last stepping into thespotlight with the South African Government’sDepartment of Education stating that, by2013, every teacher and pupil will be ICTcapable. Specifically it sets out that they shouldbe able to use ICT confidently and creatively tohelp develop the skills and knowledge theyneed to achieve personal goals and be fullparticipants in the community. As the SouthAfrican Minister for Education, Naledi Pandor,explained: “The digital era has revolutionisedthe way society handles information, andadvances in ICT have dramatically changed theteaching and learning process. This has openedup new learning opportunities and providedaccess to educational resources well beyondthose traditionally available.”Pandor went on to say that: “We want toensure that every school has access to a widerange of diverse, high-quality communicationservices that will benefit all pupils and localcommunities. The services provided by theinitiative will enhance lifelong learning andprovide unlimited opportunities for personalgrowth and development to all.”New study commissionedWith resources a major obstacle for SouthAfrican schools, and budget for ICTequipment consequently hard to come by,interactive whiteboard manufacturersPromethean have commissioned anindependent three-year international studyto investigate the links between classroomtechnology and achievement in threecountries around the world – China, Mexicoand South Africa. The study aims to providecredible evidence that interactivewhiteboards raise standards of teaching and,in turn, student attainment. MirandaNet,the international research and educationconsultancy, is undertaking the study usingits global members in the MirandaNetFellowship. It will also investigate effectivemanagement methods for the introductionof interactive whiteboards. The results of thisstudy will help support the Government’sinitiative by providing schools in SouthAfrica with tangible evidence about theimpact of technology on teaching andlearning, which will hopefully help ensurethe success is replicated in more and moreschools around the country.Pupil attainment and performance willbe measured at critical points in the syllabuslooking at achievement in classes withinteractive whiteboards and those without.The study is being conducted over a numberof years so that we can establish a benchmarkand then measure against this in thefollowing years. It is an important study toascertain the role of technology, and inparticular interactive whiteboards, in thelearning environment.South African classroomsDuring March we visited several participatingschools around South Africa to see howteachers there are successfully transformingtheir classrooms with interactive teachingtechnology. While South African teachers andpupils have been inspired by the best practiceexample of their UK counterparts, there arealso lessons to be learned by the rest of theworld from the great examples already beingset in some South African schools. Inparticular, Schoonspruit school inBloemfontein showed us how it is managingto teach (and control!) two classrooms at onceusing an interactive whiteboard and a webcamin one room with the teacher, and a supervisorand screen in the other. South Africanteachers may be short of money but they’recertainly not short of innovative ideas!Focus onSouth AfricaContinuing our look atinteractive technology solutionsin education from around theworld, Stephen Jury turns hisattention to South Africa.Teachers taking part in the study will beencouraged to publish case studies at eachphase of the project via the Prometheanwebsite — www.prometheanworld.com.Here, teachers will be able to follow theprogress of the projects and even advise onbest practice in implementing and usinginteractive whiteboards."
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Creative Teaching & Learning

Focus On South Africa

1 Nov 2006

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      string(2474) "ResourceCHILDREN AND YOUNG PEOPLE’S USE OF ICT AT HOMEOriginal DocumentChildren and Young People’s Home Use of ICT for Educational Purposes: The Impact on Attainment at Key Stages 1-4. This is a 106 page report by the DfES, undertaken to understand the links between children’s educational uses of ICT at home and their performance and attainment at school.KeywordsICT, home, children, attainmentSummaryThis study aimed to:· Investigate the types and amount of home use of ICT by children and young people at Key Stages 1-4;· Establish the relationship between the types and amount of home use of ICT and children and young people’s attainment at school;· Identify the drivers for home use of ICT by pupils and what motivates pupils to choose (or not choose) to use ICT;· Establish the significance of digital divide issues in the relationship between home use of ICT and attainment.Key findings:· Nearly all students have access to ICT at home (89%).· Both teachers and parents think ICT improves pupils’ motivation and confidence.· Levels and type of home use of ICT varied according to subject, year group and gender. Use of ICT for schoolwork outside of lessons intensified with age due to the increasing demands of coursework and exam revision pressures.· Using ICT at home is linked to an improvement in maths in years 6 and 9 and a bigger impact on maths and English in year 11.· Substantial use of ICT for leisure purposes is linked to a significant decrease in attainment. In other words, it is not the use of ICT itself that affects attainment but how it is used.· There is a strong link between subject specific use of ICT in lessons and pupils’ use of it at home for educational purposes.· Girls are more likely to use computers at home for schoolwork than are boys. Boys are more likely to use them for leisure purposes.· Home-school ICT links are not well developed, even though parents want them.ActionHome-school ICT links are poorly developed. Teachers in the study had limited understanding of what this might involve and were generally fearful about the potential impact on their time of using ICT in this way. Further attention to these matters is needed in pre- and in-service teacher education.Notes AuthorRaspal Chima, Questions PublishingDate CreatedSeptember 2005Enquiries to:rchima@qiis.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Children and Young People's Use of ICT at Home

1 Sep 2005

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      string(4528) "Many British Muslims experienced a disproportional level of racism and discrimination throughout higher education (HE). The findings suggest that whilst many Muslims students have positive experiences of higher education, others face unequal levels of disadvantage, prejudice, or discrimination. This can lead to feelings of isolation and marginalisation and impact on Muslim students’ experiences, sense of belonging, academic outcomes and their subsequent upward social mobility. The report, published in partnership with The Bridge Institute, shows Muslim students’ experience of higher education is not always positive and some may feel the odds are stacked against them. It suggests a rethink in the approach universities take to religion, and how it should not be treated as a threat or minority interest but instead as an essential part of teaching and open debate on campus. The key findings infer that there are more female Muslim students who are more successful than male Muslim students, which is noted in the results by gender. the report also noted that the data challenges the stereotype of Muslim students to follow professions of doctors, dentist and accountants; as across the data, from 2012-2016. it showed that Muslim students were equally represented in STEM and non-STEM subjects, 48.11% and 51.89% respectively. Key areas where Muslim students expressed feelings of inequality and inequity: Religious diversity on campus. Some felt largely unrecognised, which made Muslim students feel invisible, ignored, overlooked, undervalued or disregarded as Muslims. Some Muslim students also felt highly visible as a result of the threat from Islamic fundamentalism on campus arising from HE institutions’ statutory duty to engage with the government’s Prevent agenda. Many Muslim students experience intended or unintended racism or Islamophobia. This was caused in part by institutional and/or individual understanding about Islam or the needs of religious students. This varied from causal micro-aggression to overt discrimination, intolerance or even hatred, and is frequently unchecked and unchallenged on campus. The study also found invisibility of religion, alongside the visibility of being Muslim and/or experience of Islamophobia could threaten Muslim students’ sense of belonging on campus and affect their overall experience of being a student in UK higher education. The findings also reveal, where debates around religion do exist on campus across the UK, much of the discourse has drawn on a “moral panic” relating to the growth of fundamentalism and global terrorism. Some students noted a sense that many university staff felt uncomfortable raising or addressing issues around religion and challenging issues of ignorance, intolerance or islamophobia, creating a missed opportunity for institutions to halt these issues. Key Recommendations: Data should be routinely and robustly collated, by HE institutions, on the access, retention, success and progression into further study or employment, of Muslims students. Under representation, performance or outcomes of Muslim students should be disaggregated to determine patterns of specific under attainment, with key performance indicators set by all HEIs to recognise, address and eradicate disparities. HE institutions should develop a clear institutional understanding of Islamophobia, in negotiation with all staff and students, recognising how this is understood and experienced by Muslim students (and staff). Robust mechanisms for reporting Islamophobia or hate crime should be put in place across all HE institutions; such process should also indicate and report back to students and staff on what action has been taken. HE institutions should develop initiatives or programmes which help build the confidence of staff and students to discuss both Islam and Muslim student experiences, and to deal with ‘difficult conversations’. Religious literacy training should be offered to all staff and to students. Exemplary practices in supporting Muslim student academic success, and develop a sense of belonging, should be recognised and rewarded by HE institutions. WEB LINK Muslim Students in UK Higher EducationKeywords Muslim students, UK Higher Education, Islamophobia, inequality, inequity, university, racism, discrimination, isolation, marginalisation, disadvantage, prejudice "
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Leadership

Muslim Students in UK Higher Education

7 Nov 2018

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