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
By Tami McCrone
What did your child do at school today? An age old question that any parent will tell you is difficult to get an answer to at the best of times. In my house, I might achieve a grunt of ‘maths’ from my son, and perhaps a bit more of a detailed explanation of the latest graphics project from my daughter. But I don’t think any of my children ever came home and told me ‘we did careers education today mum and I’m interested in finding out more about working in business because that’s where my skills and interests lie!’
Today the Education Select Committee published their report on The role of Regional Schools Commissioners.
NFER provided evidence to the inquiry – both written and oral – based on our Guide to Regional Schools Commissioners. Our Guide explained the background and role of the RSCs, and presented an analysis of characteristics and challenges for each region, including the number of ‘coasting’ schools that the RSCs will need to tackle if the Education and Adoption Bill becomes law. Continue reading
By Caroline Fisher, NFER Product Manager
Recently, we were thrilled to get a group of school leaders together with whom NFER has worked independently on research engagement over the past couple of years. We wanted to find out how these schools have successfully managed to engage with research and what they have learnt from the process.
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.