Keeping up with everyday school life leaves little time for anything else.
It is unlikely that you will have the time or energy to read-up on many new developments.
If you check on this site from time to time you will
- see links to the most recent documents
- be provided with brief summaries that allow you to decide if you need to read the whole thing
- catch up on our CONSULTANCY work
We will not cover the very obvious (e.g. things like a new National Curriculum) that will be hard to miss.
Jen’s World is a reflection of real classroom issues by a full time class teacher:
May 2020 The Digital Age: Learners of the 21st Century
22 Jul 2024
21 Jun 2024
NFER report each year on the Teacher Labour market in England.
This is worth being aware of because of issues that will be affecting your daily work.
The statistics are interesting. The recommendations are pretty obvious i.e. These things need to be addressed.
The comparatives with other professions is reasonably useful, but could do with more detail.
Check for more detail here to be able to have a good discussion about important evidence. It will take you beyond ill-informed rumour and gossip.
12 Jun 2024
Promises! Promises!
We’ve been rushed off our feet recently… like everyone else in our world and certainly taken our eyes off of this site. Unforgivable.
But from 20 June 2024, we will be publishing regular updates like we did from 2014 until 2020. Then things got fragmented and somewhat random. But enough excuses.
We would like to get back to our regular 240 non-bot daily visitors, and we can only do that by providing you with valuable content.
We want to help you make a difference.
20 Sep 2023
Any report about reading is worth looking at but none more-so than The National Literacy Trust’s recent ‘Children and Young People’s Reading 2023’. (Clark, Pickton and Galway)
This is substantial research covering over 71,300 eight to 18 year olds across 285 schools across the UK.
They say that reading for enjoyment is at “a crisis point”, with only 2 in 5 saying they enjoyed reading.
The whole report deserves your attention and will be a source of high-level professional discussion. There is a link on the specific page.
We have mentioned some findings we found fascinating and thought provoking on this page.
26 May 2023
It’s been a while, but we’re back.
A main focus for us has always been how to maintain a workforce that is populated by people who don’t want to leave. So it was interesting to pick up a copy of The First 18 Months: Teachers Views on the Early Career Framework.
This report by Teacher Tapp comes up with some findings that make you realise how good we are, as a profession, at shooting ourselves in the foot. Here we have data that says a big problem with the ECF is that it adds to teacher workload.
Although the ECF is probably well-meaning, why give your least experienced colleagues more work at a time when workload is at the forefront of national debate? Again.
There are some more gems to think about on this subject’s specific page. Here’s one: What percentage of respondents agreed that they learned more from ECF training “that they didn’t know already”?
09 Sept 2022
‘Quiet quitting’ – an awkward name for something it actually isn’t – has been talked about a lot recently. Articles and opinion pieces are turning up in places like the New York Times.
One that caught my eye was in Business Insider. It’s about a teacher in the US who started to ‘quiet quit’ in 2018.
She gives advice about how to go about it in this article.
It would be good if you could read the whole piece, although it lacks detail for us.
There are implications.
How much do you recognise?
21 July 2022
Keeping our best people has always been a challenge. Therefore, we’d like to remind you of something that probably went under your radar two years ago — teacher autonomy and it’s link to job satisfaction and retention.
Have a look at this post from Feb 2020. It covers work done by NFER and highlights a lot of interesting issues. For example, teachers have less say about their work than any other similar profession.
What type of schools are worst for this lack of of autonomy? Have a look. You might be working in one.
July 2022
As we get to the summer break we thought it would be good to see what is affecting schools across the world. It’s a way of easing back into regular posting. More specific content will come along in September… when our minds aren’t so full of End of Year expectations!
Post (ish) pandemic time has thrown the Great Resignation into our vision. The Big Quit (nice phrase?) is an issue across professions.
Here we look at what is happening in US, Australia and UK. Yes, the focus is on our profession, but a glimpse of another might surprise you – 75% of employees in which industry are looking to quit?
March 2022
Just when we thought it was safe to get back into things… in November 2020, it all changed again.
A lot has happened since then. But we’re back. There will be regular posts on or around the 20th of each month.
Before the pandemic hit, we were getting around 250 non-bot visits each day. We’re bound to be way off that for a while, but hope we can tempt you back.
November 2020
Back in May we didn’t expect to be away for so long. It has been a tough time. We have decided to get back to it now. The next update will be by the end of this month.
We want to select the most appropriate content. This will be a blend of issues relating to current challenges along with things that you need to know – regardless.
I am delighted with the reviews of Middle Leadership for 21st Century Schools. There is plenty there to help get through challenging times.
“I would have found this book an invaluable guide when I moved into my first middle leadership role, and can recommend it to those currently managing that transition.” Dr. Jill Berry
May 2020
As the arguments about returning to school grow, we have a very interesting article by Jenny Wilkinson about teaching in a digital world.
The Digital Age: Learners of the 21st Century
Teachers are becoming world leading experts in online learning. We hope it will get you thinking.
March 2020
Under the current dreadful situation, we have decided to let you get on with your challenging jobs and not pester you with things that can wait for a while.
There is a lot of advice on social media.
Please keep safe.
February 2020
We often hear experienced teachers talking about how much more say they used to have over their jobs than they do now. NFER research seems to back this up. It is always useful when anecdotal evidence is hard to prove, so this work is welcome.
NFER’s research is the first large-scale quantitative study to look at teacher autonomy. There are very strong links to teacher retention.
They argue that role autonomy is strongly correlated with job satisfaction. This has a major effect on a teacher’s desire to stay in the profession.
Comparing our jobs with others is a time-honoured pastime, so NFERS’s finding that the average teacher has a lower level of autonomy compared to workers similar professions is worth noting.
Something that drew us:
“… autonomy does not increase with length of experience/ age as it does in other professions”.
As in any good report, reasons are suggested and recommendations made.
January 2020
We are putting the finishing touches to ‘Stuck schools’. This is an evaluation project by Ofsted. It has some thought-provoking comments, like –
“Most stuck and unstuck schools stated that they had received too much school improvement advice from too many different quarters of the school system.”
and
“One teacher in a stuck school commented: ‘In the last seven years, we’ve had four headteachers. We’ve looked like we’re joining three different MATs.’
along with
“Much of the literature on school improvement warns against schools trying to implement too many strategies at once.”
See what we’ve highlighted so far here
November and December 2019
Since starting this site in 2014, we have regularly posted reports by the CBI.
There is a common theme that can be seen in this quote from page 6 of their latest work – The 2019 CBI-Pearson Education Skills Survey:
Both employers and learners understand that those skills that make us uniquely human, such as creativity, originality, problem-solving and the ability to learn, give people the advantage over machines. They may be the hardest to teach and learn, but it is vital that the education and skill system develops ways for people to master these skills.
Add to this the findings about the most important factors when recruiting school leavers:
Wider character, behaviours and attributes 5.00
Literacy and numeracy 3.71
Academic results and qualifications 3.29
Digital and IT skills 2.93
… and you have the basis of a strong discussion about a wider curriculum.
Have a look at a summary of key points and a link to the whole report here.
As education workers, we can be happy to see the predictions for employment in 2030:
“Jobs are in sectors such as education and healthcare, where the overriding effect of technology is likely to be an improvement in outcomes, not a reduction in workforce.”
Nice to know.
October 2019
- Teamwork is in focus at the moment
1) According to the Educational Psychology journal, children do better in spelling tests if teachers reward them for team effort rather than as individuals.
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2) A report by the Education Commission argues that teamwork is an important factor in successfully educating the world’s children. It looks at workforce implications and how it needs to be ‘reimagined’. Hattie’s ‘Collective Efficacy’ perhaps? This has a truly global perspective and is certainly trying to address what they call the ‘broader challenge’ in education.
Here is a link to the full report.
You will find a lot of suggestions that can be applied in the general school setting.
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3) Estyn (Welsh Inspectorate) puts forward what makes ‘effective federation’. The report mentions such things as use economies of scale to help pay for enhancements to the curriculum. Their definition of a federation is where between two and six schools join an are governed by a single body.
There are several points that any group of schools need to look at. For example, their is criticism of the lack of cross-federation use of expertise. This is a failing of their system leadership.
As is often the case with these things, some of the recommendations shed light on some surprisingly poor practice. For example, Recommendation 3 states:
“Use self-evaluation processes to identify how the skills and expertise of staff may be deployed to improve learning experiences for pupils across the federation”.
As this is a growing aspect of school organisation, it is well worth reading the report.
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- We are always interested in seeing how other countries perform.
4) Although it is almost impossible to unpick some of the cultural and historic influences on a nation’s performance, it is always good to be aware of global issues.
The DfE have published School Improvement Systems in High Performing Countries. The spotlight is on how these high-performers approach low performance.
September 2019:
We thought we’d hold for a few weeks, to let everyone settle back in.
This academic year starts with Jen’s World reflecting on the new Ofsted Framework:
Intent, Implementation and Impact: The New Ofsted Framework.
See what Jen thinks of the new approach around things like ‘Deep Dive’ … a new phrase to add to our Ofsted derived vocabulary!
I’d like to thank Jen for this contribution, because she is getting to a critical part of her Master’s degree as well as taking on new responsibilities at school.
You’re a true star, Jenny!!
June 2019: The last one for the 2018-19 academic year.
- Looking back over five years of content on here, several themes keep emerging. This is one:
The DCMS reports on the dangers of cutting back on sport and the arts in schools. It criticises the government for ignoring evidence that:
- there is a clear link between taking part in sport, and educational attainment
- having access to sport and cultural programmes can cut reoffending rates
- positive role models can be found if you get involved in the arts and sport
Despite the evidence, the report says that art subjects are being ‘downgraded’ and sport is ‘dropping off’ the agenda. More details here about The Social Impact of Participation in Culture and Sport.
This will be of interest to anyone hoping to influence a broader curriculum in their current or prospective school.
The report argues that just requiring schools to offer a ‘broad and balanced curriculum’ is not enough. This quote will get reactions from your colleagues:
“The DfE and DCMS should work alongside Ofsted to design an inspection regime for primary and secondary schools that measures the volume of cultural education; the integration of cultural education with other areas of the curriculum; and the universality of schools’ cultural offers in ensuring that all children have access to the benefits that cultural participation can bring.”
They are openly critical of the state of music education in State Schools and recommend that funding for Primary PE and Sport Premium is extended beyond 2020.
May 2019:
- In ‘What makes people teach, and why do they leave?’, it’s the nature not the amount of work, that is the crucial factor in decisions to leave. The study by British Journal of Educational Studies draws attention to responses that suggest that ‘the reality of teaching worse than expected’.
Do you recognise this situation? What can we do about it?
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2. Assessing English is the subject in Ofqual’s ‘A review of approaches to assessing writing at the end of primary education’. It looks at international practice as well as looking back at the approach in England.
It is worth looking at what schools in other countries are doing. The author points out that the report is not a critique of the different methods and that caution is needed – because it’s not a good idea to think they can be easily transferred to other countries.
April 2019:
We will shortly be posting information on what makes teachers consider leaving the job and , therefore, what will make you stay.
We’ll also have a look at Ofqual’s study of primary-age writing assessment around the world that considers the benefits and drawbacks of their different approaches.
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Mar 2019:
We’ve chosen a maths theme this month:
- The American Psychological Association’s publication Journal of Educational Psychology has published a paper about how effective maths apps can be for younger children.
2. Cambridge University has a report Understanding Maths Anxiety. The comment that “one in ten children suffer from overwhelming negative emotions towards the subject, ranging from rage to despair” should be enough to provoke action.
You will see how important it is for teachers and parents to think about how they show their own levels of ‘maths anxiety.
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Feb 2019:
- Ethical Leadership will have a trickle-down effect in any workplace. The Association of College and School Leaders (ACSL) founded the Ethical Leadership Commission in 2017 because leaders face ethical dilemmas every day but have never had an agreed Framework to follow. Not until now.
2. In response to the “sad legacy of the compliance culture cemented into school and college leadership over recent years…” they have come up with THE FRAMEWORK FOR ETHICAL LEADERSHIP IN EDUCATION. However, it is not just about leaders and how they should conduct their work.
This has produced some checklists that encapsulate what Ethical Leadership is. An example:
- Selflessness
- Integrity
- Objectivity
- Accountability
- Openness
- Honesty
- Leadership
They talk about an ‘ethical climate’ which will, of course, be recognised throughout the school. It states that :
“Ethical practice should be embedded at the point of entry to teaching.”
We think this goes beyond leadership. It is interesting to see comments about governors, teachers and ITT.
Jan 2019:
Just before Christmas, the DfE published its findings on how schools are working without National Curriculum Levels (AWL). These were removed in 2014.
There appears to be mixed feelings about the abolition of levels. It is worth looking at the document to see what schools are doing and how you match-up. There are examples of practice and comments from teachers. Issues such as workload and communication with parents are included.
Have a look to see how you match-up.
A DANGEROUS DIET: HOW EXAM RATIONS ENDANGER A BROAD AND BALANCED CURRICULUM
This has been written about for years but it is good to see more survey findings being published.
Comments like this:
“It is hard to find anyone – teacher, employer, parent,
politician or policymaker – who isn’t in favour of a broad and
balanced curriculum.”
… certainly bring a fresh focus to the subject.
There are some interesting percentages that underline how dissatisfied members of the teaching profession are (“Nine in ten of them (90%) think too many schools are pressuring teachers to concentrate on an exam-driven syllabus to the exclusion of the wider curriculum”) and this is also reflected in parent views.
They try to answer the question of how we’ve got to this point… but it is pretty obvious.
This is one of the themes in Jen’s World this month
Nov 18:
The 2018 CBI Education and Skills Annual Report adds to the debate about curriculum and standards in the context of what employers want to see in school leavers.
EDUCATING FOR THE MODERN WORLD reflects the demands of a developing workplace.
Findings such as over two-thirds of employers (70%), rate Literacy and numeracy skills as one of their three most important considerations when recruiting school and college leavers as well as broader skills such as resilience, communication and problem-solving being highly important when recruiting.
Over half (60%) rated these skills as among their top three priorities.
It’s not confined to school leavers, but comments about primary school input are included.
September’s ‘School Accountability’ page has been updated.
Oct 18:
- Here’s something different.
The National Literacy Trust reports on the The NewsWise programme. This was developed as a collaborative partnership between Google, The Guardian Foundation, the National Literacy Trust and the PSHE Association. It comes about from their shared mission to create a generation of news literate children.
The pilot that took place earlier this year has some positive findings, and it seems that most of the children who took part in it thought it was fun.
They argue that the rise of digital technology over the last decade has brought unprecedented levels of change in how news is created and experienced. Their concern is children may not have the knowledge and skills to assess the reliability of what they find there.
- The Fair Education Alliance writes in Report Card 2018 about progress in closing the attainment gap between the wealthiest and poorest students is still too slow and progress beginning to slow down. They report that there are marginal improvements.
Some of the statistics are striking. Disadvantaged children are
- less than half as likely to achieve passes in GCSE English and maths than their peers
- a whole year behind their peers
- just over eight months behind their peers in reading, writing, and maths by age 11
- students on free school meals four times as likely to be excluded than their peers
For more details and the suggestions about how to put things right, have a look at this page.
Sep 18:
- The DfE’s suggestions for supporting disadvantaged children come from finding out what works in schools where they do this well.
Having a shared sense of purpose comes across strongly as well as teachers believing that their work can make a difference.
There is significant reference to training in using data, involving parents and governors along with leadership implications.
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- High-stake testing is becoming an important point of discussion (Ofsted having made comments recently). School accountability and its outcomes (intended or otherwise) is the focus here.
“What Impact Does Accountability Have On Curriculum, Standards and Engagement In Education?” is written by NFER. It is a review that illustrates the for and against aspects in all accountability systems, including those in high performing countries.
It covers ‘teaching to the test’ and how different systems in different countries approach the varying levels of accountability. The international comparisons are very interesting.
Jul 18:
The shortage of maths teachers in secondary school is reported in this Nuffield Foundation report. It suggests why this might be and identifies the groups which will be impacted the most. It comes as no surprise that ‘high-stakes’ exam groups are allocated the highest qualified maths teachers.
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The public services think-tank Reform thinks that Education technology (EdTech) can help transform outcomes for disadvantaged pupils but is being neglected.
The paper highlights the different areas where they think that EdTech could support pupils and the ways in which we should be helping schools to embrace the opportunities offered by technology.
Jun 18:
Parental involvement can have a big impact on children’s performance at school. It is quite a common interview question.
This Estyn (inspectors of education and training in Wales) report looks at how well schools communicate and engage with parents. It looks into parents’ views of how schools go about it.
There are some interesting conflicting findings like the fact that a minority of parents feel that their school consults well with them on their child’s education yet schools across all sectors say that responses to consultation are sometimes low.
It will be particular useful if you are asked about how to develop parental involvement… at any stage of our career.
May 18:
- A report on how much 8-11 year-olds enjoy writing and the effect this has on their attainment has been published by the National Literacy Trust.
Findings such as 1 in 4 pupils aged 8 to 11 say that they rarely or never write something in their free time should help to understand how well they achieve in this area.
April 18:
- Maths teaching in KS2 and KS3 is examined by the Education Endowment Foundation’s Improving Mathematics in Key Stage 2 and 3.
One focus is on using calculators. Its findings are positive, especially when certain conditions are applied. There are other findings on things like feedback, collaborative learning and homework. some of these support research evidence form other sources… so worth looking at.
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- ‘Why closing the word gap matters’ is the title of Oxford University Press report. It states how a ‘vocabulary deficit’ has an adverse effect on attainment. there are some startling statistics, such as:
’49 per cent of Year 1 pupils have a limited vocabulary that impacts on their learning.’
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- ‘Children’s well being and social relationships – UK: 2018′ The ONS looks at how children aged 10 – 15 in the UK deal with a range of things that matter to their quality of life. There are some very interesting details. For example:
The percentage of children aged 10 to 15 year-olds who reported high or very high happiness with their friends fell significantly, from 85.8% to 80.5%.
Mar 18: Secondary school PE is the focus of theYouth Sport Trust (YST). It suggests that 38% of English secondary schools have cut timetabled Physical Education for 14-16-year-olds since 2012
and 24% have done so in the last academic year.
This seems surprising at a time when obesity levels amongst the country’s young people is well reported in the news.
What isn’t surprising are the suggested causes. Have a look at the detail.
If you are a Secondary PE specialist you’ll probably know all about it. If you are involved in primary teaching and have an interest in the subject or need to have an overview of the whole curriculum, it is an important document.
The Education Development Trust looks at what can be learnt from getting on for 30 years of England’s approach to school performance data. ‘England’s approach to school performance data – lessons learned‘ attempts to unpick the impact of the National Pupil Database. There are seven headline points that reflect on successes and shortcomings.
A very interesting report to add to your understanding of wider issues.
Jan – Feb 18: A mighty 300+ pages from the U.S. Dept of Education (Institute of Education and Sciences) report that feedback to teachers and principals can have a positive effect on student performance in Maths.
THE IMPACT OF PROVIDING PERFORMANCE
FEEDBACK TO TEACHERS AND PRINCIPALS suggests that even a small amount of the ‘right feedback’ will have effective impact.
The DfE have published Unlocking talent, fulfilling potential. Here the Department recognises the extra help that vulnerable children need in order to combat their under-performance in school.
It pledges a review of the ‘children in need’ system.
Oct 17: The DfE has published thoughts on ‘Developing Character Skills’. There has been growing interest in character education over the last decade. This is due to an “increasing recognition” of the role that certain character traits can enable children and young people to achieve positive health, education and employment. Attributes such as resilience, self-regulation, and emotional and social skills are noted.
There will be many in the profession who say that there is nothing new here, but the report is worth consideration.
Sept 17: Reducing inequality in education is some thing mentioned here before. It seems that progress is very slow. A report by the Social Market Foundation tells how little has changed. In some cases it is actually worse. Geographical areas are cited.
It is very interesting to see that more experienced and highly-qualified teachers gravitate to schools whose children come from wealthier families, leaving children in poorer areas with lower-quality teaching and thus widening the gap between them.
June/ July 17: The IPPR have a report titled Success in the 21st century: The education of heart head and hand. It looks at what it sees as a ‘one dimensional’ education system and the dangers that it might cause in the ‘100 year life’. Front loading education needs to be a thing of the past. Regular ‘top-ups’ of learning will be needed along with a broad curriculum.
There are suggestions about what a 21st century teacher should look like.
In Hidden Talents, GL Assessment draw attention to their findings that poor verbal reasoning skills can mask a student’s full potential. There are some very interesting findings that can be applied across different age groups.
May 17: The cross-party Education Select Committee has published their report on Primary Assessment. There are comments about assessment levels being withdrawn and the impact of high stake testing.
A lot of the teaching community have found the comments reflect what they have been saying for a long time.
Apr 17: Behaviour management can often be the maker or breaker. The Department for Education published this report in March:
Case studies of behaviour management practices in schools rated Outstanding
It will confirm what you know and give you confidence when discussing this key issue.
The report has comments like: ‘Schools had a clear behaviour policy’. Obvious, but good to have built into your natural understanding. Examples are provided. This will useful if you are asked: ‘What does a clear policy look like?’
Characteristics such as early identification of problems and a collaborative approach to behaviour management are noted.
The case studies are very useful. This is where the day to day application is covered.
Feb 17 – Mar 17: There have been some recent reports on children’s welfare including the things that worry them most. Also, the problem of social mobility is examined by Teach First.
This will be very useful when thinking about the range of teachers’ responsibilities and concerns.
If you want to catch up on recent opinion regarding how teachers should use evidence (or not) to improve their practice head over to Learning Spy
Nov 16 – Jan 17: If you have an interest in Maths teaching and need to find out about the effectiveness of ‘Singapore methods’, the Oxford University’s research paper ‘Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England’ should help you to form some opinions.
October 2016: Does experience make you a more effective teacher?Research carried out in USA by the Learning Policy Institute may confirm what you have always thought but it has uncovered some wider ranging points.
September 2016: What makes an ‘Inspiring Teacher’?
The Education Development Trust investigated the notion of ‘inspiring’ teaching and what attributes an ‘inspiring teacher’ has.
This came about from headteachers suggesting that schools should identify their ‘inspiring’ teachers and encourage them to share their practice.
Have a look to see if you have these attributes. There is nothing particularly new, but it is good to have your beliefs confirmed.
April 2016: The Early Intervention Foundation provides evidence of links between social and emotional skills in children and how they fare as adults. It is suggested that children with well-developed social and emotional skills have a better chance of being happy and healthy adults than those who are just academically able.
This is particularly useful at the time of year when the ‘narrowing’ curriculum is at the front of a lot of educators’ minds.
March 2016: ‘Flipped Learning’ is being discussed and views differ. It is good when research is published so have a look at work done by NESTA and NFER. You can then be a part of an informed discussion.
This is an important comment:
[It] should be considered as one approach amongst the wide repertoire of teaching methods that can be used to suit the context and specific content of lessons. Feedback from teachers and students suggests that in some schools it will not be used for every homework exercise as it may not always be best suited to topics and the workload for students could be too high.
November 2015: Important work from Scotland about inequalities in the Early Years.
October 2015: Schools in England are coming to terms with working without National Curriculum levels. The Final Report of the Commission on Assessment without Levels sets out the thinking behind the decision to do away with levels and what to look for when implementing the alternatives.
September 2015: New Ofsted Framework. There are some changes that are worth noting and a couple of points that are reinforced. Very similar to the ‘proposed changes’ mentioned below.
July 2015: A bit of a gap due to the election in the UK. Things tend to go quiet apart from the political posturings. This makes John Hattie’s ‘What doesn’t work in Education: THE POLITICS OF DISTRACTION’ EVEN MORE worthwhile. It takes things further than the Sutton Trust’s review.
February 2015: The Centre Forum policy group’s ‘Progress Matters in Primary too‘ puts forward how a rethinking of our approach to pupil progress is needed. This has relevance to the new proposed floor targets.
January 2015: Ofsted Annual Report for 2013/ 14 has a list of findings that you could find useful. Some comments are unsurprising but will give you an informed position.
January 2015: Ofsted’s proposals for a new inspection framework from Sept 2015. Although only proposals, you can get an idea of what might happen. Note that ‘good’ schools might now only get a very short visit every 3 years. If they have kept up standards then no specific grades will be awarded. What these standards are… we will see.
Sutton report: on what makes great teaching. All evidence based. This adds to the increasingly heated debate about what works. For example, using preferred learning styles… good or pointless? ‘Active learning’ more effective than sitting and listening quietly? What about discovery based learning?
October 2014: 1) Ofsted’s report on low-level disruption. Evidence (and some advice). Worth noting the comments about ‘some senior leaders’.
2) Social mobility and ‘closing the gap’. a) ‘Cracking the Code: how schools can improve social mobility’ from the social Mobility and Child Poverty Commission (Oct 2014) reads well alongside b) Joseph Rowntree Foundation Report : Does money affect children’s outcomes? (Oct 2013). It is important to be aware of this key issue and have different sources to cite.
August 2014: RSA’s ‘Vision for Maths and Science’ Interesting report on these subjects; Advisory Committee on Maths Education (ACME) Proposals for the development of maths teaching
June 2014: IWFO ‘It works for Others’ A list of tried and tested strategies
May 2014 : Phonics Report (DFE Screening Check evaluation); SMSC The Ofsted focus and some possible activities; New Ofsted approach (with video link) and 2014 Inpsection updates
To inform Not indoctrinate
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