POST-16 EDUCATION
Quality leadership strongest factor in staff satisfaction
Parents urged to get clued up on post-GCSE options
A new study in schools across England finds that the quality of school leadership is the most important factor behind satisfied and engaged staff – with teaching and learning, professional growth, and diversity and inclusion also key contributors. The report by the social enterprise ImpactEd found that teacher workload and classroom behaviour, commonly cited as major contributors to staff dissatisfaction, were less important factors in whether school staff are happy or not. ImpactEd’s study also concludes that where staff are satisfied, so are pupils. It says pupils’ wellbeing is highest in schools where teachers have a more positive relationship with their work. Owen Carter, co-founder and managing director of ImpactEd, said: “We know highquality teachers are the cornerstone of our education system, yet staff wellbeing and retention continues to be a pressing challenge for the sector. At the same time our research shows that pupils are struggling with mental
wellbeing and anxiety, in particular children with special educational needs and those eligible for the Pupil Premium. “Our report’s findings demonstrate how important it is for school leaders to consider the wellbeing of staff and pupils in tandem, and that achieving one is more than likely to achieve the other. “The last two years in particular have been very challenging for so many people working in schools, with Covid and changes in Government policy. However, whilst national policies may well impact on many aspects of staff engagement, the high variation in scores between schools suggests individual schools are able to have an impact on staff satisfaction and therefore on pupil happiness. The quality of leadership is front and centre among the factors that drive stronger staff satisfaction and engagement.” CLICK TO READ MORE
ASSESSMENTS
Views of assessments during pandemic revealed Research published by Ofqual reflects the views of students, parents and school leaders on assessment arrangements during 2021, following the cancellation of exams. A series of YouGov surveys commissioned by Ofqual finds the public and stakeholders had less confidence in arrangements for 2021 than in exams. Just over half (52 per cent) agreed, however, that the arrangements for grading and assessing students in 2021 were as good as they could be in the circumstances. Agreement was highest among parents (59 per cent) and senior school and college leaders (55 per cent), and lowest among students (46 per cent).
Overall confidence in teacher judgements was relatively high. Stakeholders felt confident that teachers had the expertise to grade their students, although they were less confident that they would grade them accurately in reality, i.e. that they would grade neither too harshly nor too generously. Meanwhile, confidence that grades would be reliable and comparable across schools and colleges was much lower when thinking about 2021 in general, in comparison with perceptions about grades pre-pandemic. CLICK TO READ MORE
News
WELLBEING
Gatsby Charitable Foundation is encouraging parents to get clued-up on post-GCSE options in order to better support their children when it comes to making their decisions. The call follows research which shows that parents feel as though they lose influence over their teenager’s education choices from the age of 13. Only 16 per cent of parents surveyed believe they have a lot of influence over their teenager’s education decisions and 83 per cent of parents believe other people, like teachers, friends and careers advisers have the most influence. Yet, according to a poll of students aged 14-16 they do feel most influenced by their parents, with an overwhelming 66 per cent of students saying they are still influenced by their parents when it comes to education choices. This also resonates with schools and colleges surveyed who said parents and family members were the biggest influencers when it comes to education choices for teenagers. These contradictory figures suggest a potential information gap that could mean teenagers don’t consider all options available to them post-GCSEs, such as T-levels. As students confirm their parents as the most influential, Gatsby are encouraging parents to get clued-up on post-GCSE options in order to better support their children when it comes to making their decisions. New technical education options like T-levels are an exciting alternative to A-levels and Apprenticeships, which put career-focused learning at the forefront. T-levels have been designed with employers and combine classroom study with a 45-day industry placement, giving young people the skills they need for the world of work and addressing skills shortages faced by employers across the country to build the economy. While many parents rely on their teenagers for more information around post-GCSE options (40 per cent), many also say they need to learn more about their children’s future career options (42 per cent) so they feel able to share knowledge on the pathways their children can take.
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Issue 27.6 | EDUCATION BUSINESS MAGAZINE
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