Yesterday, the Secretary of State confirmed that the Government’s ambition remains for 90 per cent of pupils to be entered for GCSEs in the EBacc subjects, although the timescale for expecting schools to achieve this goal has been put back from 2020 to 2025. This is rather a timely change as our recent analysis of teacher recruitment and retention indicated that teacher supply challenges, particularly for science and modern foreign languages teachers, would make it difficult for the Government to achieve its aim in such a short time. Continue reading
The Government has today published the latest Department for Education (DfE) national pupil projections. They show that state primary and secondary pupil numbers are expected to continue to grow over the coming years. The number of primary pupils will see a small increase of 1.9 per cent between 2017 and 2021, after which it will plateau. However, secondary schools will see a much larger increase, with the number of full-time equivalent pupils aged up to 15 years projected to increase by 320,000 (+11.4 per cent) by 2021 and to continue to grow until 2025. This significant growth for secondary schools suggests a major challenge ahead and, in this blog post, we look at what this might mean for the sector. Continue reading
By Joana Andrade
The UK government has recently been consulting on new proposals for ensuring good school places and opportunity for all young people in England, regardless of disadvantage (the consultation closed earlier this week). In my previous post I argued that any such policy should be based on a broad concept of disadvantage, taking account of economic, social and cultural capitals. Continue reading
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