Last week the Department for Education (DfE) published their first White Paper in more than five years. Commentators have highlighted how it outlines plans for the most radical reshaping of education governance since the 1902 Education Act. It covers the big themes of how our education system is arranged, funded, governed and supplied with good quality teachers and leaders. However, it is not designed to set out the details of how these reforms will be implemented. Continue reading
Consider two scenarios. In the first, a reception practitioner (teacher or teaching assistant) takes children aside one by one to listen to them ‘read’. For some children this means seeing if they understand that print conveys meaning, if they can point to the words on the page and understand that they relate to the pictures alongside, or if the book engages them. For other children, further ahead in their reading development, the practitioner considers which letters or words they can recognise or sound out, or their interest in and level of understanding of what they are reading. Continue reading
When you walk along a coastal path close to the cliff edge, it’s hard to concentrate on anything other than the sheer drop below. It’s more difficult to hold a conversation and positively risky to look too far ahead for fear you might slip. This situation becomes all the more exaggerated for someone who does slip towards the edge, scrabbling to regain their footing.
By Ben Durbin
Substantial and increasing numbers of English schools are run by Multi-Academy Trusts (MATs), and yet we currently have no consistent and agreed upon method for assessing how well these MATs are performing.
This is one of the issues that was touched upon during yesterday’s Select Committee hearing on Regional Schools Commissioners (RSCs), which I was invited to appear before. Continue reading
By Matt Walker
The waiting is finally over, and the government has now set out their definition of what constitutes a ‘coasting school’. In my earlier post I explored some of the potential issues around the criteria chosen, and many others have commented too (see for example education datalab’s ‘Choose your own coasting secondary school’ tool). While discussion of the definition will inevitably continue, it’s also important to consider the government’s proposed remedy. Continue reading
Yesterday, I wrote about how, according to new NFER research, a majority of parents feel that they have a genuine choice in choosing a school. I also noted how local factors, such as the ‘school that suits my child’ and the location of the school were some of the most important factors in this choice. However, there is a little more nuance to this second point that needs to be explored… Continue reading
Today, parents up and down the country will be anxiously waiting to hear if their son or daughter has been accepted to join their chosen primary school. Next year, I will be joining the nervous masses, but this year I am just gearing up for it. In fact, last weekend, I spent much of my time looking at the websites of local primary schools and discussing with my husband the factors that are important to us in choosing the school that our three-year-old daughter might attend. Whilst admittedly slightly ahead of the curve (well what would you expect from an education researcher and an English teacher), this is a choice that an ever increasing number of families will need to make this autumn.