Last week, in the first part of our blog series on multi-academy trusts (MATs), we looked at what pupil performance data could tell us about MATs and found rather inconclusive evidence. In this blog post, we will look at three areas where there is a growing evidence base about MATs; teacher career paths, collaboration and financial efficiencies. Continue reading
Currently the United Kingdom’s (UK) gross domestic product per hour worked is at least 20 per cent behind that of the USA, France and Germany, according to official figures from the Office of National Statistics. The green paper, Building our Industrial Strategy (January 2017) argues that the productivity gap between the UK and these other countries could be partially closed by developing the technical and higher level vocational skills of the UK workforce. This green paper argues that high-quality apprenticeships are a core way to improve these skills across the UK. The strategy also highlights that improving these skills is especially important because of the increasing mechanisation of low skill jobs and the UK’s departure from the European Union. Continue reading
In the first year of the annual phonics screening check (PSC) in 2012, less than three-fifths of pupils achieved the expected standard. There was also a large variation in outcomes between different areas of the country. However, the latest PSC for primary pupils in England, published yesterday by the Department for Education (DfE), shows that many more pupils are now achieving the expected standard in 2017 and the wide variation previously seen has largely disappeared. This is good news, as the teaching of phonics is considered by the Department of Education to be the best practice to provide a secure foundation for the teaching of reading. Continue reading
The Government has today published the provisional national curriculum assessment results for Key Stage (KS) 2 for primary pupils in England. They show very encouraging increases in attainment compared with the 2016 results, with 61 per cent of pupils reaching the expected standard in reading, writing and mathematics (i.e. a scaled score of 100 or more or a teacher assessment of ‘reaching the expected standard’ or ‘working at greater depth’ in writing) in 2017 compared with 53 per cent in 2016. Continue reading
Amidst the excitement of GCSE results and commentary on the new grading system for English and maths yesterday, you may be forgiven for missing the fact that the latest quarterly statistical first release (SFR) from the Department for Education on young people not in education, employment or training (NEET) was also published.
The latest Department for Education (DfE) statistics on income and expenditure in academies in England for 2015/16 were released last week. Press coverage focused on the extent to which academies’ expenditure exceeds their income. This shows that the total excess expenditure for all academies has risen from one per cent of total income in 2014/15 to 1.5 per cent in 2015/16 equating to an overspend of £280m in 2015/16. The DfE states that these figures do not necessarily mean that individual academies are in debt as they could be drawing on their reserves. It is not possible to tell from this Statistical First Release (SFR), which, overall, we think raises more questions than it answers. Continue reading
By Maire Williams
Teacher recruitment has been a widely reported and challenging issue for the education sector for some time. The Government has responded by running recruitment campaigns and offering financial incentives to attract new trainee teachers. The latest Initial Teacher Training performance statistics for the 2015/16 academic year, released today, show a small increase in the total number of trainees for the first time since 2009/10. In part, this is because Teach First trainees have been included, but even excluding these figures a small increase remains. Coming at a time when more teachers are needed in the next ten years to cope with the large projected increase in pupil numbers, this increase looks promising. Yet, due to the longer-term trend, the number of trainees (including Teach First trainees) remains 13 per cent lower today than it was in 2009/10. Continue reading