Edition 2, 2019
p17 Are you ready for the 2020
mandatory multiplication checks?
p8 The campus continuum:
Design of UK’s national satellite test facility makes space for collision and curiosity
p18 How digital learning can enhance student experience across HE
p8 We will look after your children. They are safe with us
p11
Core Maths – What’s that?
p18
Data in education: managing transparency and consistency in multi-academy trusts
p10
Using midyear reviews to improve performance
p22
Teacher Recruitment and Retention Strategy – is it the answer to the teaching profession crisis?
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Education Magazine Edition 80
Publisher Steve Mitchell
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Published by Review Magazines Ltd, 53 Asgard Drive,Bedford MK41 0UR Tel: 01234 348878 Fax: 01223 790191 E-mail: info@education-magazine.co.uk Website: www.education-magazine.co.uk Copyright Education Magazine 2019
Contents 4 News 12 8 We will look after your 16 children. They are safe with us
Gloria Elliott is an Assistant Head at Dunraven School in Streatham
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Using mid-year reviews to improve performance
Denise Inwood, former Assistant Head and Managing Director of BlueSky
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News from OFSTED
Support the Child Mental Health Charter – to give the children the support they deserve
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Are you ready for the 2020 mandatory multiplication checks? Jayne Warburton
18 How digital learning can enhance student experience across HE
Xavier Briche, Head of Digital Learning at the University of Roehampton,
22 Teacher Recruitment
and Retention Strategy – is it the answer to the teaching profession crisis? By Robyn Johnstone,
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Data in education: managing transparency Core Maths – What’s and consistency in multithat? academy trusts By Kevin Lord, Programme Leader for the AMSP
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Edward Timpson publishes landmark exclusions review Timpson Review makes 30 recommendations to ensure exclusions are used appropriately and Government commits to new school accountability. Schools will be made accountable for the pupils they exclude and there will be a clampdown on off-rolling, as part of Government measures taken in response to the Timpson Review of exclusions. The review, published on 7 May, makes 30 recommendations to Government as it highlights variation in exclusions practice across different schools, local authorities and certain groups of children. The report concludes that while there is no optimal number of exclusions, there needs to be action to ensure permanent exclusions are only used as a last resort, where nothing else will do. Analysis shows 85% of all mainstream schools not expelling a single child in 2016/17, but 0.2% of schools having expelled more than ten pupils in the same year. Vulnerable groups of children are more likely to be excluded, with 78% of permanent exclusions issued to children who had special educational needs (SEN), or classified as in need or eligible for free school meals. Certain ethnic groups, including Bangladeshi and Indian pupils, have lower rates of exclusion than White British pupils, with the analysis also finding some ethnic groups, such as Black Caribbean and Mixed White and Black Caribbean pupils, experiencing higher rates, after controlling for other factors. Edward Timpson CBE said: “No parent sends their child off to school believing they will end up being excluded but when this does happen we all need to be confident we have a wellfunctioning system that makes sure no child slips through the net. Exclusion from school should never mean exclusion from education.” “Throughout this review I have found too much variation in the use of exclusions and too many missed opportunities for children to remain in the education that best suits their needs.” “Although I did see examples of schools using exclusions appropriately and effectively, there is clear room for improvement and everyone – from teachers and parents, the Department for Education and Ofsted, to local authorities and children’s services - has their part to play.” “We expect school leaders to make sure
all children are getting a good education, but we must equip them with the skills and capacity to do so. We need to reward schools who are doing this well and hold to account those who are not. Most importantly there must be safeguards in place for when things go wrong so that we can keep children on the path towards the successful future they all deserve.” Edward Timpson’s review of exclusions found that in addition to variations in the way schools use exclusion, there was a small minority of schools ‘off-rolling’. This is where children are removed from the school register without a formal exclusion, which can lead to children being pushed out of education altogether and exposed to potential safeguarding risks. It also found evidence that good behaviour cultures are vital in maintaining orderly environments that support all children, but teachers need consistent guidance and tools to deal effectively with poor and disruptive behaviour. The Department for Education welcomed the review and agreed to all 30 recommendations in principle, committing to act to make sure no child misses out on a quality education. Addressing Edward Timpson’s recommendation that changes should be made to strengthen accountability around the use of exclusions, the Government announced that it will launch a consultation later this year. This will include how to make schools accountable in the most effective and fair way, so they can fulfil their responsibilities for permanently excluded children. This may include through reform to commissioning and funding arrangements for alternative provision (AP). Education Secretary Damian Hinds said: “Every child deserves an education that fosters ambition and provides the knowledge and skills they need to make the most of their potential. That must include children at risk of exclusion or those that have been expelled.” “This pivotal review demonstrates widespread good practice in support for students and in the use of exclusions, and I will continue to back headteachers in creating safe and orderly environments that enable teachers to teach and provide the right learning conditions for pupils – and sometimes exclusion will be the final option.” “Exclusion should not be considered the end point for any child; it has to be the start of something new and positive – with
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alternative provision offering smaller class sizes and tailored support.” “We also need to support those most at risk of exclusion, taking action before exclusion happens. Too many children can fall through the cracks, so I want schools to be accountable for the pupils they exclude, alongside tackling the practice of illegal off-rolling. This is not an easy answer, but it is one that will help the most vulnerable children in our society to fulfil their potential.” “Teachers do not take the decision to exclude lightly. Neither the review or the Government propose limiting the number of exclusions, with intervention aimed at supporting schools to use them effectively, while encouraging early intervention in support. The Government has confirmed that it will re-write guidance on managing behaviour and the circumstances when exclusions should be used. This will extend to the use of isolation units and support for those with SEND, to make sure they are used constructively, as outlined in Edward Timpson’s recommendations.” The proposed reforms will support schools to intervene early to help a child before exclusion is necessary, improve alternative provision, as well as reducing incentives for schools to off-roll pupils. The new Ofsted framework will also contribute to a clampdown on off-rolling by requiring inspectors to question schools where there are signs of it, and instruct them to report where pupils are taken off-roll primarily in the interests of the school rather than the pupil. Further key measures being taken forward by the Government in response to the review include: Making early intervention the norm Bringing together education providers and councils so that schools are better equipped to take action early and provide the right support for children at risk of exclusion. Calling on leaders to work together Taking action on concerning variation in exclusion rates among certain groups of children. School leaders, governing bodies and Directors of Children’s Services should collect and share data to help understanding of how exclusion is used in local areas, assess and act to reduce disparities, with particular reference to certain ethnic groups, those with special educational needs, or those who have a social worker. Making sure exclusion is the start of something new and positive Setting out plans later this year to improve outcomes for children who leave mainstream education and go into AP and recognising
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News good practice in AP, including support for AP to attract and develop high-quality teachers. Enabling local authorities to establish forums For schools and other local services to convene to plan support for vulnerable children who are at risk of leaving school, by exclusion or otherwise. Cracking down on poor behaviour The Government has already committed £10 million to help teachers crack down on poor behaviour in the classroom, with Tom Bennett appointed as lead adviser to implement the pioneering programme. Hundreds of schools will benefit from the programme, where a network of expert schools will be identified to help teachers and school leaders in need of support. The review comes as work continues across government to tackle serious violence crime and ensure that every young person is safe and free to fulfil their potential. There is no formal evidence that exclusion is a direct cause for young people to become involved in knife crime, and the Education Secretary has been clear that education is the best protection for young people most at risk of being led down a dangerous path. The Department for Education continues to act in concert with other services to provide a joined-up approach and safeguard young people against harm. The Prime Minister announced the intention to launch a review of school exclusion in October 2017, in response to the Race Disparity Audit. Edward Timpson was announced to independently lead the review in March 2018, which set out to explore how schools use exclusion and why certain groups of children, including children in need, those in care, as well as those with SEND or from certain ethnic groups, are more likely to be excluded. New analysis conducted for the Review shows that some pupil and school characteristics are associated with greater risk of exclusion, even after controlling for other factors which could influence exclusions. In particular: 78% of pupils who are permanently excluded either have SEN, are classified as in need or are eligible for free school meals. 11% of permanently excluded children have all three characteristics. Boys with social, emotional and mental health difficulties (SEMH) but no statement were around 3.8 times more likely to be permanently excluded than a non-SEN child while girls were around 3.0 times more likely after controlling for other factors. Disadvantage is strongly associated with exclusion, after controlling for other pupil
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characteristics. Children in receipt of Free School Meals were around 45% more likely to be excluded than other pupils. After accounting for other factors, Black Caribbean were around 1.7 times more likely, and Mixed White and Black Caribbean children were around 1.6 times more likely, to be permanently excluded compared to White British children. Indian and Bangladeshi pupils are around half as likely to be permanently excluded. Controlling for other factors, children on a Children in Need Plan are around 4 times more likely to be permanently excluded compared to those with no social care classification. Children who have a Child Protection Plan are around 3.5 times more likely to be permanently excluded, and children who are looked after are around 2.3 times as likely to be permanently excluded than children who have never been supported by social care.
New analysis identifies courses where students aren’t earning enough five years after graduating to repay student loans Universities and higher education providers offering poor value degrees are letting down thousands of students and costing the taxpayer millions, the Education Secretary warned on 26th May. Damian Hinds has called on institutions to drop or revamp courses delivering poor value for money as new analysis shows that on more than one in 10 of all courses, there is a 75% chance that graduates won’t be earning enough five years after leaving university to start making loan repayments. Every subject – from creative arts to medicine – has the potential to generate a positive return, but the percentage of courses where the loan repayment threshold is not met five years after graduation varies from subject to subject. For example, for psychology it’s more than a fifth of courses and for creative arts it is almost 40% of courses. Graduates must start repaying their loans when they earn £25,000 or over – a threshold that was raised by the government in April 2018. Mr Hinds has recognised the need for degrees to be both high value to students and the economy, and urged them to make sure they are using the unprecedented levels of data available to them to make sure they are picking a course and institution that is right for them – also considering alternatives like
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technical education or new high-quality apprenticeships. The same analysis identified around 20 providers where at least three quarters of all students are still not earning enough to start repaying their loans five years after graduation. While research shows a university degree can improve a person’s earning potential and employability, Mr Hinds believes the figures should be a ‘wake up call’ for universities about their responsibility to deliver the best outcome for students. Education Secretary Damian Hinds said: Our university sector is world class and we are rightly proud of it. Its reputation is built on trust and when young people apply to go to university it is based on the assumption is that a degree will set them up for a bright future – but today’s analysis shows that isn’t always the case. The opportunity to study at university should be open to anyone with the talent and potential to benefit from higher education. With students and taxpayers sharing the cost of higher education it’s right that we challenge those institutions which could appear to be more focused on ‘getting bums on seats’ than getting students into high quality courses worth paying for. That’s why I want universities to be brave and ask themselves if they’re running courses that really help students gain the skills they need for the workforce of tomorrow – if they’re not they should improve them or end them. But if universities think other options like apprenticeships or technical education are a better fit for a student, they should give young people that advice rather than put them on a course that isn’t providing what they need for a bright future. Around 45% of the value of outstanding post2012 student loans are not expected to be repaid, which comes at a significant cost to the taxpayer. Mr Hinds says it isn’t right that institutions benefit from student loan funded fee income for delivering poor value courses, as students and taxpayers are the ones that suffer. Research shows that graduate salary is an important driver when it comes to choosing a university. Universities have benefitted from a sustained period of investment and growth, but this increase in capacity has not always been in those areas that deliver most benefit for students or society. Mr Hinds’ comments come as an independent panel conducting a review into continues overleaf u
NEWS News News News NEWS News NEWS News post-18 education and funding finalises its recommendations to government. The Prime Minister has previously made clear that value for money will be a key part of the government’s review, which will identify how to help young people make more effective choices between different study routes after sixth-form or college. As the new universities regulator, the Office for Students (OfS) has made it a condition of registration that a higher education provider must deliver successful outcomes for all of its students. The OfS has the power to intervene where a provider is not meeting this criterion, and impose sanctions, which in the most serious cases could include deregistration.
Education Secretary announces £2.5m boost to Careers Hubs in 20 areas New networks will mean thousands more young people can access high-quality careers education The Secretary of State for Education has announced the expansion of a successful model helping to transform careers education around the country. This follows news last year that careers support is improving across England and is now strongest in disadvantaged areas. Last year, The Careers & Enterprise Company launched the first 20 Careers Hubs accross England. Each Hub brings together a group of up to 40 schools and colleges to improve careers support for young people in their area. Schools and colleges in this first wave of Careers Hubs are already outperforming the national average across all aspects of careers education. After two terms, schools and colleges which are part of the first wave of Hubs are:
This announcement is for a second wave of 18 new and two expanded Careers Hubs, backed by a further £2.5m investment. Just over 1,300 secondary schools and colleges (around a quarter of those in England) will now benefit from being part of a Careers Hub.
greater. Connecting business and young people is a proven way of improving life chances. Just four employer interactions has a transformative effect, making a pupil five times less likely to be out of work as an adult.”
Careers Hubs bring together schools and colleges with employers, universities, training providers and career professionals to improve outcomes for young people, through a relentless focus on best practice.
“Firms can sometimes struggle to engage with the schools and colleges that need their support. It’s therefore hugely encouraging to see more Careers Hubs on the way. There is no doubt they will play a pivotal role in helping employers get more involved.”
Schools and colleges will have access to support and funding, including an expert Hub Lead to help coordinate activity and build networks, a central fund to support employer engagement activities, and training for a Careers Leader in each school and college. Employers are vital to the Hub model’s success, with all Hubs required to demonstrate strong engagement amongst local businesses and a clear plan for increasing employer engagement As well as support from the CBI, more than 100 ‘Cornerstone Employers’ across the country have committed to driving and championing all-important connections to the world of work. These include Airbus, KPMG, Anglian Water and GCHQ. The Careers Hubs are based on a model first piloted by the Gatsby Foundation and the North East Local Enterprise Partnership (LEP) from 2015-17. Schools and colleges in the pilot made rapid progress against the Gatsby Benchmarks, and independent evaluation showed increased attainment and career readiness among students. Damian Hinds, Secretary of State for Education, said: “It is so important that young people get to see and know about a range of different jobs and careers so they can see the possible opportunities out there. Good careers education is such a valuable asset that helps children to explore future possibilities and go on to lead happy rewarding lives.”
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outperforming the national average on every single one of the eight Gatsby Benchmarks of good careers guidance;
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the majority (58%) are providing every student with regular encounters with employers;
“Careers Hubs bring together schools, colleges, universities and employers to share their expertise and improve the careers education on offer to make sure young people have the information they need to make the most of their talents.”
the majority (52%) are providing every student with workplace experiences such as work experience, shadowing or workplace visits.
“This investment will give thousands more young people access to expert careers guidance as they take those first exciting steps into their future.”
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Most striking is that improvements are strongest in disadvantaged areas, including in Careers Hubs located in Tees Valley, Lancashire, the Black Country and Liverpool City Region.
Carolyn Fairbairn, Director General of the CBI, said: “Employers understand just how important their role is in preparing the next generation for the world of work and their enthusiasm for supporting schools has never been 6
Claudia Harris, CEO of The Careers & Enterprise Company, said: “Careers education is improving across the country. The accelerated progress we’re seeing in the first wave of Careers Hubs shows that this model is working and delivering for young people, with schools and colleges in this first wave of Careers Hubs already outperforming the national average across all aspects of careers education.” “We are delighted that the Government’s investment is supporting us to roll out this model to a quarter of schools and colleges in the country, helping more young people get the vital support and opportunities they need.” Local Enterprise Partnerships (LEPs) were invited to lead bids to establish Careers Hubs, with the applications judged on levels of need in an area and capacity to deliver. All bids were moderated by independent assessors. The following LEPs were today announced as successful in their bids to establish a Careers Hub: Black Country, Liverpool, Tees Valley, Leeds (SEND Hub), Solent, West of England, Birmingham, Thames Valley Berkshire, North East x 2, Dorset, Swindon & Wiltshire, SEMLEP, Hertfordshire, Heart of the South West, D2N2, Solihull, Coventry, Warwickshire and Oxfordshire.
Education Secretary: “Character and resilience are key to social mobility” Character panel announced to explore best ways for young people to build character and resilience Having a go at new activities and learning from failure will boost children’s character and resilience, said the Education Secretary. A new advisory group of experts in character education has been set up to look at how best to support schools to run more activities, which will help build character and resilience.
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News Alongside this, Mr Hinds has called on young people, parents, teachers and community groups to give their views on what they think are the best non-academic activities to offer young people and how to make the most of them, as well as the traits and skills they need to get on in life. Finding the right balance between academic study and other activities is crucial to helping young people achieve their goals, overcome challenges and develop their readiness for adulthood, aiming to help the most disadvantaged to compete more equally with their advantaged peers in the labour market. Education Secretary Damian Hinds said: “It’s a good time of year to remind pupils that in in 10 years’ time their exam results might be a distant memory – but the life skills they acquire will stay with them forever.” “Of course, I want every child to excel at school and do well in their exams – but this is just one part of how education prepares them for the future. Through school and college, young people gain the skills and qualifications they need to get a well-paid job, but to truly prepare for adult life we also need to make sure our young people build character and resilience.” “Life lessons are learned by having a go. With all of us – but particularly young people – spending more and more time online, we should all put our phones down, look up and get involved in activities that stretch and challenge us.” “The reason character and resilience matter so much to me is that they are key to social mobility. Social mobility starts with giving young people the unstoppable confidence that they can achieve amazing things, teaching them to cope with the challenges life brings and recognise their achievements – because they each have their own, unique potential to fulfil.” Research published by the Department for Education suggests that activities pupils are most interested in include sports, fitness and outdoor pursuits. In a survey of more than 2,500 pupils aged 11 to 16 and their parents or carers, sports and fitness was the most popular kind of activity, chosen by 50 per cent of school pupils and 43 per cent of college students. This was followed by ‘outdoor pursuits in both age groups (27 per cent), with creative activities coming in third (22 per cent and 23 per cent). It comes as families mark the May Bank Holiday, and follows the launch of the Department for Education’s activity ‘passport’, a list of encouraged activities for different age groups to try new life
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experiences endorsed by the National trust, Scouts and Girlguiding UK. The call for evidence will help shape the recommendations the group makes later this year on character education, to reflect the voices and experiences of teachers, young people, educational professionals and the organisations that offer the kind of activities the Education Secretary has identified in his 5 foundations for building character. The 5 foundations for building character encompass an extensive list of activities, which help young people build character. They are: Sport – which includes competitive sport and other activities, such as running, martial arts, swimming and purposeful recreational activities, such as rock climbing, hiking, orienteering, gym programmes, yoga or learning to ride a bike. Creativity – this involves all creative activities from coding, arts and crafts, writing, graphic design, film making and music composition. Performing – activities could include dance, theatre and drama, musical performance, choir, debating or public speaking. Volunteering & Membership – brings together teams, practical action in the service of others or groups, such as volunteering, getting involved in the #iwill campaign, litter-picking, fundraising, any structured youth programmes or uniformed groups like Beavers, Brownies, Cubs, Guides, Scouts, Cadets and Duke of Edinburgh. World of work – practical experience of the world of work, work experience or entrepreneurship. For primary age children, this may involve opportunities to meet role models from different jobs. The advisory group is chaired by Ian Bauckham CBE of the Tenax School Trust and includes James Arthur OBE, Director of Jubilee Centre for Character and Virtues, and Dame Julia Cleverdon, Co-founder of Step up to Serve. This builds on the approach schools already take on character education. It seeks to provide a framework to help schools consider how delivering these 5 foundations can best build character, alongside the ethos set by the school, its curriculum and wider offer it makes to its pupils.
Thousands of schools to improve through shared expertise Changes to school-to-school improvement to be tested in up to nine areas of the country. High performing schools in England are set to provide a new way to help struggling counterparts make the most of their
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resources, boost professional development opportunities for teachers, and recruit and retain staff. The Department for Education on 24 May 2019 set out plans to launch a £2m pilot to simplify how the Government supports underperforming schools. This builds on the successes of the Teaching Schools and National Leaders of Education programmes by tasking them to lead nine Teaching School Hubs across the country, to simplify and strengthen the way schools support each other to improve. More than 2,000 struggling schools will benefit from a three-year programme of support to drive up standards with each Hub supporting 200 to 300 schools, giving them access to the expertise of some of the country’s highest performing school leaders. The scheme will be tested in areas including Sheffield, Bromley, Northamptonshire and Bradford, from Autumn 2019 – with the application window now open – ahead of a proposed national roll-out of Teaching School Hubs in 2020/21. Minister for the Schools System Lord Agnew said: We want to ensure our best system leaders are able to support struggling schools in a way that is most efficient and beneficial for all. Each of the hubs will act as the centre point of an area’s school improvement offer, which will be shared across the region, with schools most in need benefiting the most from these reforms through the improved levels of consistency and quality in the support they receive. A clear, transparent and accountable system of school-to-school support is essential to the maintaining the high standards that we are already seeing in today’s school system. Today’s announcement builds on the launch of the first-ever integrated recruitment and retention strategy, underscoring the Government’s commitment to review the current system of school leadership. To complement the launch, the Department for Education has also published a research report on school-to-school support, that sets out there is still more to learn about the effectiveness of partnerships and collaborations which the Teaching School Hubs ‘test-and-learn’ will help to address. Richard Gill, Teaching Schools Council Chair said: “We believe that Teaching School Hubs will empower the system to build on the excellent work that is already taking place in many parts of the country, and ensure there is even stronger, collaborative provision to meet any given local need.”
We will look after your children They are safe with us
have experienced bullying, or been disruptive or needed any additional support. We also talk about their friends who are coming to the same school and perhaps children who they want to avoid. As in any community, there might be occasions where families don’t get along with each other. We need to be aware of this so such personal issues don’t affect a child’s well-being at school.
Gloria Elliott is an Assistant Head at Dunraven School in Streatham. Here she talks about why working with families and the community is the key to successful transition Dunraven is an All Through School for children 4-18. It was graded ‘outstanding’ in every category by Ofsted in October 2014 and became a National Teaching School and Academy Sponsor in 2016. Our values are clearly displayed on our site: Self-discipline, Working hard, Gratitude Resilience, Optimism and Courtesy. The annual open evening for prospective new students regularly attracts some 2500 parents, so competition for one of the 218 places in the secondary phase is fierce with eight applications for every place. Our local area is very mixed and houses worth millions of pounds sit alongside social housing. Our annual Year 7 intake reflects the diversity of our community at all levels. Dunraven has eight forms of entry and as well as joining a form group, new students are also allocated to one of eight houses. These are all named after one of the local streets and provide an opportunity for new entrants to mix with older students in assemblies, on school journeys as part of our activities week and in competitions and events which raise money for charity.
We like to find out about their interests – perhaps they play a musical instrument or would like to learn. We ask them to write a short piece about what they enjoy. I always ask them to read it out so I get an idea of their ability and confidence. We also try to visit all students in their own primary schools so as to ensure we are finding out as much about them as individuals as possible.
organise their own workload. These children are clearly ready for the challenge but there will always be others who will need more support.
We have a half day induction for the students in the summer term. Families can be as excited and anxious as the students so we give them a warm welcome, offer to take photos for them at the gates, suggest they go and have coffee and reassure them that their child will be safe with us. This is so important. If families don’t trust us, it’s harder to work with them to make sure that their child thrives.
Getting to know the child (not just the student) At Dunraven we interview every child and their family in the summer term. This takes place over two evenings from 4pm till 8pm and we try to make sure we get a really clear picture of the child, their interests and concerns and learn something about their home life. Of course, as in any school, children are worried about a number of things: toilets, rules and where they will eat their lunch. We hold the interviews in the heart of the school so they walk through the building to get there and see that it is not such a scary place!
Right from the beginning, we stress what it means to be part of our community: how we conduct ourselves and what we gain by being part of this group. Big issues in the early days In September we give them a full day before the older students return, so they have chance to find their way around and settle in without the distraction of others.
When we talk to parents, we want to know if the child has had any challenges at any stage in primary. For example, perhaps when there were big changes at home, in cases where they
All Year 7s have their form rooms in one area so they
are all together rather than being scattered around the school. We also put them in sets for most subjects, based on the information we have on them as part of our admission process. This ensures they have appropriate support and challenge in lessons. These groups are dynamic and once they have settled in we may move them into a different set. Key is that they are learning at the right pace to ensure as much progress as possible. We enjoy seeing our Year 7s grow in so many ways as they go up the school. The systems we put in place have to work for everybody, not just the most able or the most vulnerable. It is so encouraging when they start to engage more confidently with the staff and the school. They quite naturally offer to carry things or hold open doors and most importantly apologise of their own accord when they get things wrong, This is part of growing into adulthood and becoming the best version of themselves that they can possibly be. Top tips for working with feeder schools
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Get as much information from schools from families and from students themselves
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Meet the parents and the child before they come so everyone feels part of the process
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Visit students. The system doesn’t record softer more social situations so teachers from Dunraven go and meet students in the primary school
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Get families on board straight away so they feel positive about transition
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Make sure that you have SEN, EAL and MFL staff, support staff and translators at parents’ evenings – parents need to understand all the nuances of what is said, not just the bare bones
BBC Bitesize’s Starting Secondary School campaign provides resources for 10 to 12 year olds, teachers and parents to help support transition. For more information visit bbc.co.uk/ startingsecondaryschool
Some pupils come up from primary ready for the next step. In some cases they are eager to widen their group of friends and are keen to show that they can look after themselves and
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Education Magazine
Are Your Staff and Students Ready for Lockdown?
Due to recent events, safety and security in UK schools are a paramount concern. There have also been reports of violent attacks on staff and students all over the country. However, it’s not just direct attacks on school property which are causing concern, but other incidents which potentially put staff and students at risk. Examples of dangerous occurrences include a youth wielding a knife outside a school in Sherborne, a teenage gang attempting to gain access to school grounds in Stoke-on-Trent and an air rifle being fired at a school in Almondbury. All these resulted in schools going into lockdown. It is essential that accurate information is communicated clearly and quickly throughout the school, no matter whether the situation warrants evacuation or lockdown. Schools must have a working fire alarm fitted by law, but
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many use the same fire bell to announce class changes. This can lead to confusion, and whilst a bell can provide a clear alert that an emergency situation has arisen, it cannot differentiate between lockdown or evacuation. In the event of a possible violent intruder on the premises, the last thing any school wants is pupils streaming out onto a playground and gathering at assembly points. To solve this issue, some schools have installed integrated class change and PA systems such as Bodet’s Harmonys, which store a range of different tones, melodies and pre-recorded voice messages. As well as routine announcements such as class change, lunch or the end of school, in the event of an emergency they enable specific alarms to be broadcast across the entire site. These can be triggered via a range of wired or remote methods, such as wireless remote control, mobile phone, PC or multi-button control panel. That way, both staff and pupils know what’s happening and what action to take. Due to the random nature of these attacks and threats, there is little schools can do to prevent them. However, by having clear and effective communication systems installed alongside robust lockdown and evacuation procedures, schools can be certain they are doing all they can to ensure the safety of staff and students.
Richard Manby is managing director of Bodet Class Change Systems
Website: lockdown.bodet.co.uk Tel: 01442 418800 9
Lease Options Lease options for Lockdown Alert Systems are available from Bodet’s financial leasing partner, over periods of either two or three years. For example, a financial amount of £10,000 plus VAT over a 36 month period would equate to monthly payments of £284.78 plus VAT plus an agreed residual payment. Please contact us for further details and to obtain a lease quotation for your school. Bodet Limited is regulated and authorised by the Financial Conduct Authority. We act as a credit broker in this finance transaction and work with an asset finance lender to find a suitable arrangement for you. We do not make a charge to you for helping you to find a suitable asset finance lender, however, we may receive a commission payment from the lender for our work. Business customers only.
For further details and to obtain a lease quotation for your school, please contact Bodet.
Using mid-year reviews to improve performance Denise Inwood, Former Assistant Head, outlines the key principles of ensuring that midyear reviews have maximum impact on improvement. Denise Inwood, former Assistant Head and Managing Director of BlueSky
Conducting mid-year reviews in line with appraisal objectives can often be seen as a tick-box exercise that helps schools follow appraisal policy and procedure. However, if schools approach mid-year reviews as an opportunity to have a focused learning conversation with their staff, these reviews can inform the school’s annual programme of professional learning or CPD entitlement. The benefits of mid-year reviews Appraisal is a key driver in staff performance and when done well, will support staff in their performance, career prospects and most importantly, have a positive influence on how they feel professionally which usually increases job satisfaction and morale. Midyear reviews are an opportunity for staff to reflect upon their teaching and performance, share successes and areas in which they would value more professional learning as well as formally record progress towards objectives. In doing this, school leaders can ensure that their staff receive appropriate professional development to impact positively on their pedagogy and the learning and progress of all pupils. Using the review as a professional learning conversation Effective pedagogy is characterised by regular and focused feedback. This feedback ensures reflection upon practice, measures the impact of learning through performance and provides a clear pathway to improvement. It makes sense to apply these same principles to professional dialogues. Conducting mid-year reviews as professional learning conversations, rather than to ‘check how you’re doing against your objectives’, is a positive method in helping staff achieve their goals. Ensuring an effective mid-year review Model and train – don’t leave it to chance All appraisers should be well trained in managing review dialogues, both mid-year and end-of-year. To make the mid-year review a professional learning conversation,
it needs to be modelled accordingly by senior appraisers and given prominence in a mandatory training programme. Providing a structure for these conversations, for example, using coaching models like Goal, Reality, Obstacles, Way forward (GROW), allows appraisers to prepare in advance as to whether the conversation should be celebratory or if performance needs to be questioned. Be prepared Ahead of the mid-year review meeting, both appraisee and appraiser should review each objective carefully with a detailed focus on the success criteria, identified actions and any CPD and support that was identified and provided. Both parties should look at the evidence of progress so far. This should be linked to the evidence base agreed when the objective was set.
appraisee’s need to meet their set objectives and improve overall performance. On the rare occasion that both parties cannot agree, then your school’s appraisal policy should be followed, which should outline what is recorded and how leaders proceed from this point. Identifying and agreeing support The mid-year review should be designed to formally track any member of staff who may need additional support to meet objectives. If the review identifies that further support and guidance is needed, the appraiser should write a clear plan of action, defining the support offered to help that individual succeed in meeting their objectives. Appraisers will then follow the plan of action to ensure that this support is provided.
The appraisee should be ready to outline their progress, based on this evidence, and to judge whether they are on track (or not) to achieve, or exceed, each objective. The appraisee should also highlight factors that are supportive and factors that may be proving to be barriers to further progression.
Impact measures of support should be used to regularly update the appraisee on progress towards any objectives at risk of not being met. There should be ongoing engagement with the appraisee by providing precise, carefully-planned guidance and monitoring the recognition of success and progress. This communication should be documented for all parties.
And now the conversation…
Moderation and monitoring
A professional conversation is a dialogue that can be made effective by using a coaching style that allows the appraisee to lead the dialogue with carefully positioned questions after which the appraiser can guide and shape the review to qualify and validate the appraisee’s perception.
On completion of mid-year review statements, the school’s senior leaders should moderate a selection to ensure fairness, consistency and rigour. Any issues should be addressed immediately and the mid-year review statement amended and agreed. The outcome of this moderation can be reported to governors and, if appropriate, used to shape further appraiser and appraisee training before the end-of-year review.
By detailing how they view their performance based on evidence, the appraisee can give feedback on the CPD that they have received and the impact it is having on meeting objectives and improving performance, teaching or leadership. Finally, the appraisee can share their view on what support is particularly helpful to them and if there are any potential barriers they face. Mirroring and recapping are helpful techniques that ensure the conversation ends with clear agreement on the judgement about progress; outlining the how to meet objectives, leaves the appraisee empowered to take those next steps. Documenting the conversation The appraiser records the overview of the conversation for both parties. This should detail the extent to which the appraisee is on track to achieve, not only each objective but objectives overall. It should also summarise the request for further CPD to support the
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Taking feedback from staff about the midyear review process helps members of the senior leadership team to manage selfevaluation. Effective mid-year reviews, can provide schools valuable information such as the impact of CPD, staff views on their CPD and its impact and future professional learning requirements for individuals, teams and the whole school. It can identify what coaching or mentoring is required and where and most importantly, which staff are on track to achieve or exceed their objectives and which need additional and more personalised support. Denise Inwood, is a former Assistant Head Teacher and Managing Director of BlueSky, creators of BlueSky Education, the leading online performance management, CPD and self-evaluation solution for schools.
Education Magazine
Core Maths – What’s that?
By Kevin Lord, Programme Leader for the AMSP No doubt you’re familiar with the two maths A levels, Mathematics and Further Mathematics, but have you heard of Core Maths? This level 3 qualification is designed for students who’ve passed GCSE Mathematics (grade 4 or higher), but decide not to study AS or A level Mathematics.
Why another level 3 maths qualification?
Core Maths was first examined in 2016, so it’s fairly new, but its popularity is growing rapidly. In a recent survey by the DfE, 42% of the post-16 institutions interviewed offered Core Maths. In 2018, entries for Core Maths topped those for A levels in German and Music, and the upward trend is set to continue.
“The Xaverian maths department strongly supports the college’s ethos of inclusivity, seeking to give opportunities for all students to fulfil their potential. To meet this vision we offer a full range of level 3 maths courses so that no matter a student’s entry qualification we have an option for them to continue to study maths post-16.
The University of Bath recently took the lead in acknowledging the value of Core Maths as preparation for higher education. Students applying to the University for courses that don’t require A level Mathematics, such as Psychology, will receive reduced offers if they are studying Core Maths. Other universities are considering a similar move. As the word gets out, potential applicants will want to know where they can take Core Maths. So what is Core Maths? Core Maths is a specific type of level 3 qualification defined by government technical guidance. There are six specifications, offered by five awarding bodies: AQA, City & Guilds, NCFE, Pearson Edexcel, and OCR, which offers two variants. Core Maths qualifications are equal in size to an AS level and have the same GLHs and UCAS tariff points as an AS. They are graded A–E and are included in the government’s school/ college performance tables. Core Maths can be studied over one or two years. It can be taken alongside A levels and other qualifications, including vocational courses, making it a flexible option to enhance your prospectus.
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prepared for higher education and the numerical selection tests used by many employers.
Around 250,000 young people drop maths at the end of Key Stage 4. It may be that A level Mathematics isn’t an option for them, or they prefer other subjects. However, it’s increasingly
Core Maths clearly offers huge advantages for your students, but what can it do for your school or college, and what support is there to help you introduce it?
We believe this policy improves students’ life skills, supports their study of other subjects and, perhaps most importantly, gives them an opportunity to enjoy and challenge themselves with further mathematical study. To do this we offer A levels in Mathematics, Statistics, Further Mathematics (including an AS option) and level 3 Core Maths.”
which is worth £600 per year per ‘additional’ student for one year for AS level equivalent courses, including Core Maths, and for two years for A level and equivalent courses. So if you start a Core Maths cohort of 15 students, you could be eligible for an additional £9,000. Introducing a new type of qualification can be daunting, but help is at hand. The Advanced Mathematics Support Programme (AMSP) provides extensive advice and support, including:
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Free professional development, with subsidies to help with the cost of participation.
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Free on-site inset day sessions.
Alex Jacques Williams • Head of Mathematics at Xaverian College important that they sharpen their mathematical skills, rather than let them rust. Technology pervades our lives and we need the skills to use it effectively. The upward trend of data analysis in so many fields accentuates the need for a good understanding of statistics. Then there’s fake news – the ability to question ‘facts’ is ever more essential.
Offering a wide range of level 3 maths options can help you attract both students and teachers. Students may be swayed by the subject options available. Similarly, teachers generally want to work where there are opportunities to develop their expertise. What’s more, encouraging the study of maths in Years 12 and 13 can boost attitudes towards maths across Years 7 to 11.
Core Maths meets these needs by developing competency in applying maths – mostly content from GCSE Mathematics – to the kinds of real-world problems we often encounter. It assists students in developing their quantitative and problemsolving skills, and builds confidence in understanding the mathematical content of other courses they are taking. It also helps them become better informed citizens, able to make sense of the huge volume of quantitative information they will meet in employment, further study and later life. By studying Core Maths students hone their mathematical skills so that they are better
Core Maths helps your students reach their full potential, and that’s also good for your institution’s reputation and credentials. It supports the study of other subjects with mathematical content, such as Biology and Geography, and so can improve your results more widely. With universities starting to recognise it in their offers, it can also help your students gain places in prestigious higher education institutions. There’s also a big financial incentive. You may qualify for additional funding through the Advanced Maths Premium,
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Free teaching and learning resources.
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Free support to encourage uptake, including enrichment opportunities for Key Stage 4 and materials to inform students and their parents/carers.
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Free tailored support from your local Area Coordinator.
The Advanced Mathematics Support Programme (AMSP) is funded by the DfE and is managed by Mathematics in Education and Industry (MEI). It provides national support for state-funded schools and colleges in England. In addition to Core Maths, it also offers extensive support for GCSE Mathematics, AS/A level Mathematics and Further Mathematics. Find out more at amsp.org.uk. Kevin Lord is Programme Leader for the AMSP. Before joining MEI in 2011, he taught maths in a number of secondary schools for over 20 years, including five years as head of department and eight years as Director of Maths and Computing Specialism.
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Teachers say parents need help to resist offrolling pressure New research for Ofsted finds that a quarter of teachers have seen off-rolling happen in their schools. Teachers want to see more support for parents to help them resist the practice of ‘off-rolling’. New research for Ofsted finds that a quarter of teachers have seen offrolling – when a child is removed from the school roll for the school’s benefit, rather than in the child’s best interests – happen in their schools. Two-thirds of these teachers believe the practice is on the rise. The study, based on survey responses from over 1000 teachers, paints a concerning picture of the extent of off-rolling in England’s schools. Teachers believe that parents with less understanding of the education system and their rights are most likely to be pressured into taking their child out of school. Some spoke of “fear-mongering”, with school management giving parents a “worst case scenario” for their child’s future if they remained in the school. Teachers said that they want to see better support for parents, so they understand their rights and options. The YouGov survey for Ofsted looks at teachers’ awareness of, and views about off-rolling. It also finds that:
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There is mixed understanding among teachers of what off-rolling is, but many teachers are aware that it is happening and believe that it is on the increase Teachers agree that it usually happens before GCSEs, either during years 10 to 11 before results are collected, or in year 9 before exam teaching begins Vulnerable students with special educational needs (SEN) or other needs are more likely to be affected Many teachers think there is an overlap between off-rolling and other, sometimes legitimate, practices
thought that schools needed more support to address special educational needs and other behaviours that are linked to off-rolling. Only a third of teachers that had experienced off-rolling believed that off-rolled pupils went on to other mainstream schools, while just a fifth of those with experience of off-rolling said that there was any follow-up to check what had happened to pupils. Amanda Spielman, Ofsted’s Chief Inspector, said: “These are troubling findings. While not every school is off-rolling, teachers tell us that some are clearly pushing vulnerable pupils out through the back door with little thought to their next steps and best interests.” “Ofsted takes a dim view of off-rolling. When inspectors uncover evidence of this happening we make it clear in our inspection reports. And under our new inspection regime, taking effect in September, schools found to be off-rolling are likely to be rated inadequate for their leadership and management.” The researchers surveyed more than 1,000 teachers from primary and secondary schools across England and interviewed teachers and senior leaders who had direct experience of off-rolling, either through teaching pupils who have been taken off the schools’ roll, or by being involved in decisions around off-rolling. Professionals were chosen from a range of roles and school types. Off-rolling and exclusions Off-rolling is the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil. Exclusions can be temporary or permanent and are carried out formally within the Department for Education’s statutory guidance on school exclusion. They are a legitimate means of managing behavioural issues.
Teachers believe that academic achievement is central to schools’ decision-making when pupils are off-rolled. Half of those that responded to the survey said the main reason for schools to off-roll a pupil is to manipulate league tables. Some teachers felt that it was easier to justify off-rolling when there are behavioural concerns, and that behavioural issues are “dressed up” to support the pupils’ removal.
Ofsted’s new inspection arrangements to focus on curriculum, behaviour and development
The vast majority of teachers taking part in the research opposed off-rolling, but some thought it was understandable when there are underlying issues at play. Teachers also
Ofsted has published the outcome of the consultation on its new education inspection framework, which will take effect from September 2019.
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From September 2019, Ofsted will refocus inspections of schools, early years settings and further education and skills providers, to make sure that learners are receiving a highquality education that puts them on a path to future success. Ofsted inspectors will spend less time looking at exam results and test data, and more time considering how a nursery, school, college or other education provider has achieved their results. That is, whether they are the outcome of a broad, rich curriculum and real learning, or of teaching to the test and exam cramming. The changes follow a 3-month public consultation, which prompted more than 15,000 responses – the highest number Ofsted has ever received. Ofsted confirmed that it will proceed with its headline proposal for a new ‘quality of education’ judgement, after it received strong support from three-quarters of respondents. More than three-quarters of respondents also supported plans to introduce 2 new key judgements, evaluating learners’ ‘behaviour and attitudes’ separately from their ‘personal development’. The ‘behaviour and attitudes’ judgement will assess whether leaders are creating a calm and orderly environment, where bullying is tackled effectively by leaders when it occurs. While the ‘personal development’ judgement will recognise the work early years providers, schools and colleges do to build young people’s resilience and confidence in later life, including through participation in sport, music and extra-curricular activities. Together, these changes will make it easier for Ofsted to recognise and reward early years providers, schools and colleges that are doing the best they can for their pupils, particularly those working in challenging circumstances. Schools will be empowered to always put the child first and be actively discouraged from negative practices, such as ‘offrolling’, where schools remove pupils in their own best interests, rather than that of the pupils. Such schools are likely to find their ‘leadership and management’ judged inadequate under the new framework. All inspection judgements will continue to be awarded under the current 4-point grading scale: outstanding; good; requires improvement; and inadequate. Reports will be redesigned and shortened to give parents the key information they need to know about a school and a sense of how it feels to be a pupil there. HM Chief Inspector Amanda Spielman said: “This was the largest-ever consultation Ofsted has undertaken and I am very grateful to all those who took the time to respond.”
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News “The new framework puts the real substance of education at the heart of inspection and supports leaders and teachers who act with integrity. We hope early years, schools and college leaders will no longer feel the need to generate and analyse masses of internal data for inspection. Instead, we want them to spend their time teaching and making a real difference to children’s lives, which is why they entered the profession in the first place.” “Our goal is really simple: to be a force for improvement through our inspections. We want to provide parents with the assurance they need, support teachers and leaders to excel – and help make sure all children and learners to get the education they deserve.” The consultation was the result of nearly 2 years of research and engagement with teachers, headteachers, governors, unions, academics and parents. The new framework and inspection handbooks, will be used across all education inspections from September 2019.
Stronger partnerships needed to tackle knife crime New knife crime research looks at how schools, colleges, and pupil referral units (PRUs) in London protect children from knife violence in school. Schools in London aren’t supported well enough when it comes to dealing with knife crime and need to be included in strong multi-agency partnerships, new research from Ofsted finds. Today’s Ofsted report: Safeguarding children and young people in education from knife crime – lessons from London found that while schools need to keep children safe, they do not have the ability to counter the complex societal problems behind the rise in knife crime. These need to be addressed by a range of partners including the police, local authorities and policy makers. Ofsted’s research looks at how schools, colleges, and pupil referral units (PRUs) in London protect children from knife violence in school, and how they teach pupils to stay safe outside school. The study also examines how exclusions are being used when children bring knives into school. Overall, Ofsted’s study shows that it is extremely rare that children are caught up in serious violence on school grounds. However, it is also clear that schools’ valuable role in local partnerships is not being realised, leading to inconsistencies across London in the way schools respond.
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The report finds: Schools have very different ways of dealing with knives and teaching children about the risks of carrying a knife. Schools need guidance about what works. Some schools shy away from using searches or specific education programmes because they are worried about sending the “wrong message” to parents, despite evidence that these methods can effectively deter children from bringing weapons into school. Inconsistent approaches to police involvement. School leaders have very different approaches to involving the police in incidents of knife-carrying, and there is an overall lack of clarity on when police involvement is necessary. This means that some children are more likely to be criminalised for their actions than others, depending on which school they go to, or even within the same school. Too often decisions are made on the basis of children’s background, rather than the risk they pose to others. Clarity is needed on ‘managed moves’. As an alternative to exclusion, pupils who carry knives are sometimes moved to other mainstream schools or PRUs. But no single body has a clear picture of the number of children who are moved, where they go, or for what reason. It is difficult to know what happens to these children, whether they are kept safe or what their educational outcomes are. The report recommends that the Department for Education collect data on managed moves in the same way it collects information on exclusions. This data will help Ofsted and others to determine how effective managed moves are for children. The report finds there is no evidence to suggest exclusions are the root-cause of the surge in knife violence. Children who carry knives almost invariably have complex problems that begin long before they are excluded. While acknowledging that permanent exclusions are a necessary and important sanction, the report warns that some schools may be doing children a disservice by failing to follow statutory guidance on exclusions and considering whether early intervention or extra support can be put in place for children in groups with disproportionately high rates of exclusion – such as children in care. Exclusion may well be the right option in many cases, and schools must be able to take the necessary action to keep other pupils safe. However, it is important that all factors are considered. For a longer term solution, it’s imperative that partners work together on early help services that can prevent children from reaching the point of exclusion in the first place. The report acknowledges, however, the challenges local agencies face in prioritising resources for such services.
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Mike Sheridan, Ofsted’s Regional Director for London said: Schools should be fully involved in local knife crime strategies, but too few are brought around the table. Only just over half of the schools surveyed were aware their borough had a knife crime strategy. Schools work effectively to keep their pupils safe, but they can be isolated from each other and other agencies, leading to inconsistencies in the way schools approach this issue. It is clear that there is an overwhelming desire from different agencies to reduce the prevalence of knife crime. I hope that this insight into the issue through the eyes of school leaders will create momentum across London for a more co-ordinated approach to protecting vulnerable children from the dangers of knife violence. Ofsted’s research is based on survey responses from more than 100 secondary schools, colleges and PRUs across London. We also undertook 28 in-depth interviews with school, college and PRU leaders and focus groups with children and the parents of children who have been victims and/or perpetrators of knife crime. The inspectorate consulted an expert panel made up of academics, charitable organisations, headteachers, parents, youth workers and ex-gang members.
9 out of 10 parents know the Ofsted rating of their child’s school or childcare provider Ofsted’s latest parents survey found that 9 out of 10 parents know the Ofsted rating of their child’s school or childcare provider – underlining the clarity of the grading system. The survey, carried out by YouGov and published today, also found that 6 in 10 parents feel Ofsted is a force for improvement and a trusted judge of standards. Ofsted reports and the views of other parents are the 2 main sources that parents use when choosing a childcare provider, school or college for their child. In conjunction with the survey, Ofsted has published a new report considering the criticisms and advantages of the grading system. It concludes that the current 4-point grading system will be retained, as Ofsted prepares to launch a new inspection framework, to come into effect in September. Ofsted currently awards schools, colleges, further education and skills providers, and early years settings with an overall continues overleaf u
NEWS News News News NEWS News NEWS News judgement of either outstanding, good, requires improvement, or inadequate. ‘Retaining the current grading system in education: some arguments and evidence’ argues that these inspection judgements provide parents with a useful headline indicator of provider quality, which is different from, but complements performance data. The report lists a range of evidence on the high degree of public trust in Ofsted’s work that suggests that the current system is working for parents. It is also used as a trigger for intervention in schools by regional schools commissioners, local authorities, academy trust leaders and governors, when a school is judged as ‘inadequate’ overall. Her Majesty’s Chief Inspector, Amanda Spielman, said: Choosing the right childcare provider, school or college for your child is one of the most important decisions a parent will make. Parents use our reports to help them make that choice and to better understand the strengths and weaknesses of their child’s school. The grades are a reliable measure of quality. They are simple, they are well understood and they work for parents. The 4-point scale was developed by Ofsted and has since been adopted as best practice across public sector inspectorates. The current grading system Under the current inspection framework, inspectors make graded judgements on the following areas:
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Effectiveness of leadership and management
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Quality of teaching, learning and assessment
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Personal development, behaviour and welfare
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Outcomes for pupils
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Grade 1 (outstanding)
In each area, schools are graded on a 4-point scale: Grade 2 (good) Grade 3 (requires improvement) Grade 4 (inadequate) They also receive an overall effectiveness grade using the same 4-point scale.
About Ofsted’s 2018 parents survey This online survey was developed together with Ofsted and carried out amongst parents between 23 November and 28 November 2018. The total number of respondents was 1,111
parents: 1,000 with a school-aged child and 111 with a pre-school-aged child attending childcare. The figures have been weighted and are representative of all parents in England by family type, age of family reference person, social grade and region.
New data shows illegal schools are a huge nationwide problem Ofsted has published detailed figures revealing the scale of the problem with suspected illegal schools in England. The data, which has never been published before, shows that Ofsted has investigated 521 settings, and inspected 259 since January 2016. Ofsted estimates that as many as 6,000 children are being educated in the unregistered settings it has inspected to date. These children are potentially at risk because there is no formal external oversight of safeguarding, health and safety or the quality of education provided. Almost a quarter (23%) of the settings investigated are in London, with the rest spread fairly evenly across the country. Alternative provision is the most common type of setting (28%). Around a quarter (26%) of the settings are general education providers, and a fifth (21%) are places of religious instruction. In total, 71 settings have been issued with a warning notice by inspectors. Today’s data shows that 15 of those settings have since closed, while 39 have changed the way they operate in order to comply with the law, and 9 have registered as independent schools. An unregistered school is defined as a setting that is operating as an independent school, without registration. It is a criminal offence to operate an unregistered independent school in England. Ofsted’s Deputy Director in charge of the unregistered schools taskforce, Victor Shafiee, said: We continue to have serious concerns about unregistered schools. As today’s data shows, this is not simply an issue with faith settings, nor is it limited to certain areas of the country. Unregistered schools come in many shapes and sizes, and not all of them are run with malicious intent. But, all children deserve the best. These settings deny children a proper education and can leave them at risk of harm. The problem here is first and foremost about safeguarding. Many of these places are unsafe – with poor facilities and hygiene, badly trained or untrained staff, who may not have had any employment checks made
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on them, and little care for children’s health and well-being. We need to make sure children are safe and receiving a good education that prepares them for life in modern Britain. Ofsted will continue to do everything we can to investigate and inspect unregistered schools, and where necessary we will seek to prosecute those running them. To be required to register as a school, a setting must be providing full-time education to at least 5 children of compulsory school age, or one child who is looked after by the local authority or has an education, health and care plan. The setting must operate from a building, and must offer a curriculum that includes maths and English. There is currently no legal definition of ‘full-time education’. The Department for Education (DfE) has issued guidance to say that 18 hours or more a week is likely to constitute full-time education. However, some providers circumvent the requirement to register by operating for 17 hours and 50 minutes per week. By doing this, they are able operate on the cusp of the law and avoid scrutiny. Settings that offer only religious instruction are also able to evade registration, even though they operate full time and their pupils do not receive an education anywhere else. The DfE’s proposal for a register of children not in school is a welcome first step to help identify and tackle unregistered schools. However, Ofsted will continue to call for the legislation to be strengthened, and for additional powers that would allow inspectors to collect evidence they find in unregistered schools. Ofsted’s unregistered school’s taskforce was established in January 2016 to investigate and inspect suspected illegal schools. The team receives £1 million of annual funding from the Department for Education.
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Support the Child Mental Health Charter – to give the children the support they deserve Children’s mental health needs have been shamefully neglected through inadequate funding and poor standards. However, the recently launched Child Mental Health Charter is a proposed blueprint for placing children’s needs at the heart of the mental health legislation promised by the Prime Minister in 2019. Don’t let BREXIT obscure the urgency for this reform. We need your support.
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Focus on the needs of children – which are very different from adults and young people
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Protect children – make sure that they are treated by professionals who are registered and not exposed to risk from unqualified persons
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Invest in a properly qualified workforce – through post graduate training courses
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Ensure that policy is informed by the best available and appropriate evidence and adequately funded
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Focus on the needs of parents and carers
The Charter’s six principles affirm that mental health and wellbeing is an indivisible part of general health and is the right of every child.
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Make policies work through joined up working between all agencies concerned with children’s welfare
Enacting these will ensure that families receive the highest quality mental health support for their children and that funding is allocated on a good value for money basis. Steve McCabe MP Chair All Party Parliamentary Group (APPG) – For a Fit and Healthy Childhood has tabled the Early Day Motion #2285 New Mental Health Legislation For Children in the House of Commons. This has already gained the cross-party support of 39 MPs . We urge you to visit: https:// childmentalhealthcharter.com/ for more details of the Charter and to register yourself and if appropriate, your school or organisation as an early supporter. It will only take minutes – no donations are requested. The more supporters we have, the greater our chances that the Charter will be enacted in legislation. If you can spare more time to contact your MP, have any questions or would like copies of the two APPG reports: ‘Mental Health in Childhood’ and ‘Children’s Mental Health beyond the Green Paper’ that have informed the charter please email: info. childmentalhealthcharter.com Jeff Thomas Child Mental Health Charter Campaign
School Photography & GDPR What have you done about it?
One family we know buys two pictures every year, one of each of their nowteenaged sons. Over time this collection has developed and now covers a side-wall in their living-room: as a record of the boys’ education and a memory of the friends with whom they have grown up.
Surprisingly, it is not unusual for schools, and even schools within the same foundation, to employ more than one photographic company. One firm may take the complete school group: another, class and sporting groups. A solo photographer or a parent might take portraits.
Recent research reveals that mobilephone users take, on average, 150 photographs a month.
………. And then in the spring of last year along came GDPR. Given its complexity, there still remains widespread confusion regarding its impact on school photography.
This pattern might have worked well in the past but, with GDPR now embedded, is this a rational system to maintain?
No doubt these include any number of selfies; but more will be of holiday scenes, beaches, and friends. How many of them, though, will be framed and find their way to a wall back home? Maybe, at most, a couple; perhaps of family and a favourite one that marks a special memory. The huge majority, however, will just stay on the mobile – to be flicked through occasionally or deleted when the max-limit (up to 1,500 on some phones) is reached. School Photography is different and remains, even in this mobile age, as popular as ever. Marketing Departments and Heads like photographs of the whole school, portraits and teams as they reflect their school at its best. Corridors and classrooms are embellished by them. Parents and students like photographs as they give a sense of identity, belonging and history. And school photographs go up in homes.
So, what have you done about it? Can your school confidently answer these questions? 1 – Have you defined the legal basis for the taking of school photography in the following categories:
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Groups with Names? Groups with the School Crest? Portraiture?
2 - Can your current photographic supplier demonstrate GDPR compliance in relation to:-
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Data Retention? Data Flow? Data Security? Training of company staff who will handle your school’s data?
3 - Do you have a data-processing agreement and does that document indemnify you, as the data controller, against risk?
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Would it not be more efficient, both for your school and for parents wishing to order photographs, to work with one supplier under the terms of a single data processing agreement? So, do compare privacy policies. Decide on which is the most comprehensive and secure. GDPR, under the care of the ICO, will keep evolving. Marketing Departments and Heads will, no doubt, continue to shudder at the whisper of the word ‘breach’. In the sphere of school photography, however, the risk of a breach can be negated if senior management do what needs to be done. Have you? By Guy Canning – Consultant & David Swainson - Data Protection Officer guy.canning@gillmanandsoame.co.uk Gillman & Soame – School & College Photographers
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Are you ready for the 2020 mandatory multiplication checks? Jayne Warburton is the CEO Europe, Middle East and Africa (EMEA) of 3P Learning - the awardwinning providers of educational resources Mathletics, Mathseeds, Spellodrome and Reading Eggs, designed to help children gain confidence and improve learning outcomes in maths and literacy. Established in Australia in 2004 and in the UK in 2006, 3P Learning has its UK headquarters in Bristol. Its focus is on creating motivational, curriculum-aligned content to engage learners and inspire a lifelong love of learning through fun, game-based resources for Key Stages 1 – 3. Jayne firmly believes that education and a love of learning is the key to success in life. The government’s announcement that it will be introducing a mandatory times tables check for Year 4 pupils was met with mixed opinions, with some opponents to the test citing increased workload for teachers and additional stress for children, as well as maintaining that in the digital age the need to learn multiplication has been largely voided. However, I believe that these checks are a positive step for schools. As a former teacher and passionate advocate of maths learning, it is my belief that a renewed focus on times tables will significantly improve numeracy in schools, as children without the fundamental skills of multiplication have been shown to struggle as they progress through school. When it is mastered by primary-aged children it will set them up to succeed in maths at secondary level and obtain that magic GCSE maths pass! With many primary teachers’ non-maths specialists, multiplication can be intimidating. However, armed with the right knowledge and resources, you can make multiplication fun and ensure your pupils are well-prepared for the upcoming times tables check. As a sector, we’re now extremely aware of stress and mental health problems within schools, so these Year 4 tests have made people concerned about the potential impact on children’s wellbeing. However, the fact that it’s very short and online means it’s more likely for the tests to be like a game which the Education Magazine
pupils have done many times before. Embrace the gamification of learning In the past gamification has been associated with gimmicks; designed to engage but not necessarily embed knowledge. However, there is no reason why gamification shouldn’t both motivate and embed learning. When gamification is well integrated into the learning environment it should:
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Capture learners’ attention Challenge them Engage and motivate them Help them learn
Gamification is present in many aspects of life outside the classroom, such as scaffolded targets on a fitness app or holiday reading challenges. It builds a sense of achievement which can vastly improve outcomes if harnessed correctly within the classroom. Online resources often employ gamification as a tool for subjects like mathematics which can be seen as dull or intimidating. For times tables in particular online resources can be more motivational than traditional techniques for teaching multiplication, such as reciting aloud or using worksheets. Competitive elements such as speed contests can motivate some pupils whilst others may prefer to take their time solving a multiplication question. Online resources and other targeted
methods of teaching cater to both these needs as they are able to provide an element of differentiation and personalisation that encourage growth. These games do contain competitive elements, but also have features which appeal to less confident learners. Any gamified approach is also highly interactive, an essential for motivating developing learners. Foster a growth mindset and mastery of concepts A growth mindset is a disposition that embraces challenge, seeks out feedback and values effort as the pathway to mastery. Developing a growth mindset is crucial for 17
both children and adults but is especially relevant to maths education, where a focus on mastery of concepts (rather than rote learning) is what will result in confident, lifelong learners who are equipped to perform well in SATs, GCSEs and beyond. At 3P Learning we support The National Centre for Excellence in the Teaching of Mathematics (NCETM) definition of mastery, which rejects the idea that only certain people ‘can do maths’. Instead, all pupils are taught that by working hard at maths they will be able to succeed. The mastery model is founded upon fostering deep, conceptual learning. A child taught using this model can use and apply their knowledge in different scenarios. The three key elements of the mastery model are fluency, reasoning with mathematical language and problem solving. In the past, maths curricula tended to favour a procedural approach to teaching maths rather than a conceptual one. This has resulted in a generation of learners who are intimidated by maths because they find it difficult to memorise all the methods and therefore inaccessible. Happily, we are seeing reforms to teaching practices with strategies in place that nurture a conceptual understanding of mathematics. One of the barriers to multiplication however can be the teachers’ or pupils’ own fixed mindsets to maths, and approaches to teaching that focus on immediate results rather than developing confidence, fluency and mastery. When teaching times tables, it is vital not to fall into the trap of maths memorisation as this feeds into the psychology of a fixed rather than a growth mindset. Teachers must remain aware of whether or not they are teaching multiplication facts without deeper understanding. Although the tests are timed, it would be detrimental for teachers to focus on rote learning of multiplication. Ultimately, I believe the renewed focus on times tables will bring about a beneficial step change in maths learning. If you revitalise your approach to multiplication this year you will be well equipped to build a strong knowledge of the topic in your pupils; helping prepare them not only for the multiplication test but to become strong maths learners for life. For further information on 3P Learning’s resources please call 0117 370 1990 or visit http://www.3plearning.com/ 1 https://www.ncetm.org.uk/files/37086535/ The+Essence+of+Maths+Teaching+for+Maste ry+june+2016.pdf
Data in education: managing transparency and consistency in multi-academy trusts By Andy Richardson, he explains how a single view of data, generated in real time, will enable Multi Academy Trusts to save costs, reduce the time spent on reporting and contribute to future strategic development Since 2014, there has been a significant increase in the number of schools forming or joining multi-academy trusts (MATs), with over 700 now operating in England. While some MATs are flourishing, many have experienced teething problems as they get to grips with this new, collaborative approach. However, teachers have expressed strong opinions about the future of MATs: divided between continuing to grow MATs, freezing MAT development or reverting MATs back to the local authority. From funding to time, there are numerous limitations placed on MATs. Yet, the biggest challenge faced is the need to deliver a
better level of transparency, consistency and accountability across the trust, leading to real, actionable outcomes for staff, students and all stakeholders. There is a need for a consistent data reporting system, to streamline information and allow targeted conversations to take place; shortening reporting times and relieving pressure on CEO’s who need to be able to make fast but informed decisions without waiting until the end of term – or end of the academic year. But how can this be achieved? Andy Richardson, CEO, Dynistics, discusses how a single view of data, generated in real time, will enable MATs to save costs, reduce the time spent on reporting and contribute to future strategic development. Finding funding opportunities The value of data in providing the transparency, accountability and visibility required to tackle these issues can’t be ignored - but with so much data to look at, it’s knowing where to start that can often be the problem. Currently, there are too many gaps in data analysis and reporting, with 90% of education professionals wanting to make better decisions based on real data. One area where this is essential is finance, with sourcing funding and planning or using
budgets high on the agenda for many MATs. At the start of the process, funding can be tricky and complicated. Selected academies may have financial difficulties and therefore cross-funding could be considered; this requires effective communication and organisation to ensure costs are allocated accurately and fairly across the MAT. However, with multiple departments involved and a need to report to numerous parties, communicating funding challenges and opportunities isn’t always straightforward. Displaying funding and budget information in a visual and engaging manner will ensure the right schools are getting the support they truly need to deliver those improved results. And being able to quickly and concisely see the information required, rather than trudging through various files and documents to find the stats needed, will actually save costs itself. By providing the budget holder with direct access to the MAT’s financial position, the time spent resolving budget issues can be reduced by 14%. Making the most of time In a sector where staff are in demand and time-poor, having a single view of real-time data, 24x7, means that every member of
How digital learning can enhance student experience across HE Xavier Briche, Head of Digital Learning at the University of Roehampton, discusses how the Digital Learning department contributes to enhancing the students’ learning environments, their digital experience and supporting academic delivery. Xavier has been Head of the Digital Learning unit at the University of Roehampton since it was created 7 years ago. The department supports teachers and students using educational technologies and subject-specialist digital tools
across the University. It works across a wide range of subject areas, modules and programmes to provide technical support for educational technologies, Technology Enhanced Learning (TEL) and subject-specialist Media and IT. Since 2014 he has been a member of the Heads of eLearning Forum steering group (HeLF) and was involved in JISC’s Media Oversight Group in 2015 as well as the UK HE Learning Spaces Toolkit project. He currently runs the annual ‘What’s In Your (TEL) Toolbox?” survey on the adoption of learning technologies and market analysis in UK HE.
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Here at The University of Roehampton we pride ourselves on delivering an exemplary student experience by ensuring that the learning environment, both on campus and online, is outstanding and engaging. Our current on-campus community welcomes around 8,500 students from all backgrounds. The University offers a range of support to its diverse student body, as well as providing students with the opportunity to develop their interests beyond the course of study and encouraging them to grow as individuals. In order for us to fulfil these commitments, the University has created a robust Digital Learning Services department (DL) to support technology for teaching and learning, which provides dedicated eLearning, specialist IT and Digital Media services. Roehampton’s Digital Learning department The department and its service teams strive
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staff can save a minimum of ten minutes per month by presenting data in a central place. Ten minutes might not seem significant, but for a team of six this would equate to 12-hours saved per year; and for a CEO who is already feeling the pressure, it can take a weight of their mind and their to-do list. Additionally, data can be used to spot any errors that may occur, monitor staff and student performance, or identify any central changes the trust has made to its academies or the structure. A visual representation of data will give MATs the ability to do just that, in a quick and straightforward manner. This transparency will also encourage a more simplified method for a CEO to communicate with Academy Trust Board members, contributing to further time and cost savings. Using this insight will give Board members the confidence to make informed and valuable decisions that will have a positive impact in the long term, and ensure the trust continues to grow and succeed. A step in the right direction Whilst the MAT structure enables more school-to-school support so that smaller schools can benefit from the skills and resources evident in larger ones, this advantage will be lost if practices are not put in place to keep this platform consistent and valuable. It is very easy to get caught up in the day-to-day running of a growing trust, losing sight of if procedures are successfully being implemented across the academies. Waiting until educational results are
for innovation within the University and focus on new and existing technologies to support the learner’s journey and to provide digital tools to the teaching community. In most academic institutions, this remit would fall under the responsibility of the IT Services, but here at Roehampton we have separated the two departments. Allowing a greater focus on bringing in cutting-edge
impacted or structures are breaking down to act will have even greater implications down the line; should just one school in the trust fail, then this in turn will impact the reputation of every academy involved. A far more proactive, rather than reactive, approach is needed to ensure reliable data is produced and reported on, in real-time. By considering how the data is being used, and not just how it looks, better insight will be gained and improved efficiencies will be seen across the MAT. Additionally, adopting a system that will ensure data is in one place at all times, honing in on particular aspects to analyse and dissect, will not only give MATs the insight they need to make informed decisions, but will ultimately allow them to save fundamental costs, not just within departments, but across the whole trust. And, instead of having multiple viewpoints or reports to look through, a single dashboard will provide a unified view of the truth: promoting greater consistency and accountability. Whether it’s funding, performance or structure, it is evident that steps must be taken towards encouraging greater collaboration between the members of every MAT. Just think, with the right tools and better data-led insight, the expectations of each academy can be managed efficiently, eliminating the challenges that come with this structure and creating a governing body that will be beneficial to the trustees, the teachers and most importantly, the students. Data in education: managing transparency
educational technologies to support the outstanding student digital experience, online and physical learning environments and employability. Following various changes to Disabled Student Allowance (DSA) we have been building inclusive practise into the curriculum with our work on digital learning material
and consistency in multi-academy trusts Since 2014, there has been a significant increase in the number of schools forming or joining multi-academy trusts (MATs), with over 700 now operating in England. While some MATs are flourishing, many have experienced teething problems as they get to grips with this new, collaborative approach. However, teachers have expressed strong opinions about the future of MATs: divided between continuing to grow MATs, freezing MAT development or reverting MATs back to the local authority. From funding to time, there are numerous limitations placed on MATs. Yet, the biggest challenge faced is the need to deliver a better level of transparency, consistency and accountability across the trust, leading to real, actionable outcomes for staff, students and all stakeholders. There is a need for a consistent data reporting system, to streamline information and allow targeted conversations to take place; shortening reporting times and relieving pressure on CEO’s who need to be able to make fast but informed decisions without waiting until the end of term – or end of the academic year. But how can this be achieved? Andy Richardson, CEO, Dynistics, discusses how a single view of data, generated in real time, will enable MATs to save costs, reduce the time spent on reporting and contribute to future strategic development. By Andy Richardson, CEO at Dynistics.
and lecture capture. This includes one of our commitments to support disabled students as well as promoting student engagement in their studies. We also have data from our learner analytics project which can help identify the students who are experiencing difficulties and have low student engagement. The departments mission is underpinned by Roehampton’s ongoing strategic development that includes supporting its diverse student base, improving digital accessibility and championing inclusive practices. A solution for diversity Three years ago, the University decided it was time to enhance one of its main online learning tools, the virtual learning environment (VLE) as a key enabler for improving accessibility and our learning environments. The existing solution wasn’t fit for this purpose as it was too static, which proved challenging for any pedagogical development work and new business integrations with the VLE. What we needed was a versatile solution, one that would easily allow regular upgrades and the integration of new functionalities to help improve the user experience for less continues overleaf u
Education Magazine
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How digital learning can enhance student experience across HE continued able students as they enter higher education.
engage and support Roehampton’s extremely diverse student population. The strategy and direction of any UK university is Students and staff often rely on We also needed the VLE to be hosted assistive technology integrations in underpinned by scores in their Module Evaluation by a vendor who understood our the VLE such as JAWS, Zoomtext and challenges, to provide comprehensive Survey, the National Student Survey (NSS) and Texthelp Read and Write so it is key support with Roehampton-specific the Teaching Excellence Framework (TEF). Our to ensure the VLE is an inclusive and developments of the VLE platform. Digital Learning department follows these key accessible digital environment. It’s It was very important to us that our performance indicators and results closely, to important to point out the benefits technology partner would always of online learning and VLEs for see how outsourced services are performing and, be on-hand to give expert advice most importantly, whether they are adding value students with disabilities, since it can and support, feed in ideas for new be more difficult for them to access developments to the platform and to the student experience. materials and physical resources. work closely with our teams and the However access issues can be more University to create this. teams about GDPR, and the steps needed quickly resolved as e-resources and teaching to ensure the online learning practices, We decided to work with CoSector – material like course slides are systematically processes and systems are compliant. University of London to meet this vision and uploaded to the VLE. It also gives more implement a Moodle platform. Recently we time to all students to prepare and review The Moodle platform and the provided have been working with them on a SMS plug- service has clearly been a contributor to the course material before and after their in as an add-on to our online assessment lectures. Most virtual learning environments improving student satisfaction. Students workflow. The plug-in automatically sends (VLEs) now provide a way of navigating now feel the VLE is reliable and robust, as a text message out to students when their around an online course without a mouse it has minimal downtime and the platform assessment feedback is available on the and access web links and additional files by can be accessed platform 24/7 from any VLE, to engage our students in their learning location. The design itself is easier to use and using keystrokes only. further and close the all-important feedback more accessible and the range of tools that When you change VLE host, you are taking loop more effectively. are available is increasing. Since switching a big risk because the system is embedded provider, student satisfaction with the VLE Complying with GDPR in all aspects of the delivery of teaching has increased by around 6%. and learning and is business critical for The provider offers support for any issues institutions like Roehampton. In terms of that arise, whether these are small technical Overall, we are pleased with the Moodle account management and value added for issues, or larger concerns such as the new platform and the benefits that a well our students and teaching staff it has proven GDPR regulations and EU directive on online developed and supported VLE adds to to be worth the switch. accessibility which came into effect recently. our teaching and learning ecosystems. There have been discussions between both Blended and online learning are priorities to
Clear results for students
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Education Magazine
News News NEWS News
News
FPS and OFTEC welcome ASA ruling on misleading claims from renewable heating supplier Trade associations, The Federation of Petroleum Suppliers (FPS) and OFTEC welcome the decision today by the Advertising Standards Authority (ASA) that a poster distributed by a renewable heating supplier to schools about the cost-efficiency of air-source heat pumps is misleading. The ASA has advised the supplier that their poster must not appear again in its current form. In a poster, the renewable heating supplier wrongly claimed that ‘oil heating will be outlawed by 2030’ and encouraged schools and colleges to switch to alternative systems ahead of the 2030 ‘deadline’. The ASA considered that consumers were likely to understand the claim, “Don’t forget it’s now Government policy that oil will be outlawed from estates by 2030” to be an objective statement that there was current government policy intended to prohibit the use of oil from estates by 2030. Because the ASA had not seen evidence that showed that the government intended to prohibit, as opposed to phase out, the use of oil from estates, they concluded this claim “had not been substantiated, was therefore misleading and breached CAP Code (Edition 12) rules 3.1 (Misleading advertising) and 3.7 (Substantiation). Guy Pulham of the FPS, who challenged the claims together with OFTEC says: “We are delighted that the ASA has agreed with us that these claims could not be substantiated and that the poster must not appear again in its current form. The ASA has told the renewable heating supplier to remove the claim “Don’t forget it’s now Government policy that oil will be outlawed from estates by 2030” and not to suggest that oil would be prohibited by 2030. “Promotional campaigns like this highlight the need for government to ensure education establishments, businesses and consumers are not misled through the communication of a clear future pathway. OFTEC and FPS want to work with the Government to create a customer focused decarbonisation programme. We see liquid fuels (whether that is a bio or e-fuel) as part of renewable future energy, and we would like the renewables sector to recognise that the future will be a mix of technologies and fuels dependant on the infrastructure of the building and the financial restrictions of Education Magazine
the consumer. Our door is always open to explore how this can be best achieved.” OFTEC CEO Paul Rose adds: “These misleading claims may have been a great cause of concern for many schools and led them to falsely believe they had to switch to an alternative heating system. This would have been completely unnecessary. “Liquid fuels are very much part of the future energy mix and we welcome this ruling from the ASA as it demonstrates the importance of ensuring schools and other organisations are given accurate information, so they make informed decisions.”
Positive Futures
Warwickshire County Council, the pair were given a tour of PET-Xi Training’s headquarters in Coventry by the project’s managing director, Fleur Sexton. After meeting employees, Dr Blair visited PET-Xi Training’s new Skills Hub in Nuneaton to hear more about the Positive Futures project and the impact it has had on participants’ lives. Dr Blair said: “It was fantastic to see how this project is making a real difference to the lives of young people at risk of social exclusion. “Staff can offer young people practical advice on a range of issues, including employment, and support individuals with their next steps such as moving or providing transport to interviews. “Youth unemployment is at a record low and it’s great to see the difference projects like this make, helping more young people move into work or education.”
Dr Catherine Blair from the Department for Work and Pensions (fourth from the left, front row)with trainers and participants from the Positive Futures course which is run by PET-Xi Training
Young people in Warwickshire are being helped into work by Positive Futures, a training scheme targeting 15 to 24-year-olds not in education, employment or training who do not have basic maths and English qualifications. Co-funded by the Department for Work and Pensions’ European Social Fund and 50 per cent match funded by Warwickshire County Council and PET-Xi Training, the training course is helping break down barriers to entering the jobs market for young people in the local area. Deputy Director, Head of European Social Fund Division, Dr Catherine Blair visited young people taking part in the training course, to see first-hand the support offered by the training and education specialists. Since its launch in 2016, the project has seen over 350 young people secure jobs or enrol in education on completion of Positive Futures. The programme, launched by PET-Xi Training, has an ambition to support a further 400 young people move into employment or education. Joined by Glenn Robinson, manager of the Skills for Growth programme run by
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Cllr Colin Hayfield, Cabinet Portfolio Holder for Education and Learning at Warwickshire County Council, said: “The county council has prioritised young people who are at risk of social exclusion and has established a planning and co-ordination group where we liaise with partners such as PETXi Training to provide our young people with the support in areas where it is most needed.”
Fleur, winner of Businesswoman of the Year 2017, said the legacies of Positive Futures include the impact on the lives of young people and the Skills Hub which has been opened to make it easier for young people in Warwickshire to gain qualifications and improve their career prospects. She said: “For over 20 years, PET-Xi’s vision has been to champion every single person to fulfil their potential through education and employment, find their place in their community and transform their life. “This scheme is designed to break down barriers to help young people in local communities to achieve essential basic maths and English qualifications and to improve their life chances by giving them the support they need to gain a job or a place in further education. “It was fantastic to welcome Dr Blair and Glenn to PET-Xi Training to show them firsthand the benefits of the project. “The feedback we have had from everyone involved whether it is young people or funders has been extremely positive – the Department of Work and Pensions and Warwickshire County Council have helped to fund this essential project which is making a real difference to young people’s lives.”
NEWS News News News NEWS News NEWS News Damian Hinds’ new Teacher Recruitment and Retention Strategy – is it the answer to the teaching profession crisis? As Jack Worth, NFER School Workforce Lead so eloquently said, ‘the latest DfE statistics on teacher retention in England make for sober reading’ with exodus from the profession at an all-time high and secondary school student numbers set to grow by 19% over the next ten years. As a result of teacher shortages, Geoff Barton, general secretary of the Association of School and College Leaders (ASCL), has even suggested schools use YouTube videos to teach groups of students. Teacher mental health charity Education Support Partnership’s Teacher Wellbeing Index 2018 has drawn attention to the reasons behind the worrying churn rate. Unsurprisingly 72% of education professionals who completed the survey named workload as a top factor in considering leaving the profession and an alarming 31% had experienced a mental health issue in the past academic year. 80% of senior leaders reported feeling stressed all or most of the time - an even higher percentage than the 64% of frazzled teachers who reported feeling the same. Thankfully though there does at last appear to be light at the end of the tunnel with Damian Hinds’ Teacher Recruitment and Retention Strategy coming as a welcome announcement to all in education The Early Career Framework is a key element of this strategy - the biggest teaching reform in a generation, backed by at least £130million a year in extra funding when fully rolled out. New teachers will receive a two-year package of training and support at the start of their career, including a reduced timetable to allow teachers to make the most of their training. Extra investment will also be pledged, through the £42million Teacher Development Premium, to roll-out the Early Career Framework - a move that I whole heartedly applaud in the light of the latest Initial Teacher Training (ITT) statistics from the Department for Education (DfE), which show a continuing fall in both the number of final year trainees and the number of trainees awarded Qualified Teacher Status (QTS). Simplifying the process of applying to become a teacher is long overdue as is the introduction of a new one-stop application system to make it easier for would-be teachers to enter the profession. With so many different routes to market - including
Schools Direct, Teach First, apprenticeships, PGCEs and bursaries - it is no wonder that applicants simply don’t know where to start. Reducing teacher workload too? I’m curious as to exactly how this will be achieved when high accountability is top of the DfE’s agenda - too much so at present. Nonetheless, last year the DfE did publish a workload reduction toolkit, providing schools with materials to critically examine and simplify workload. The toolkit is paired with a top tips advice document from school leaders on managing and cutting down workload. This is a good start - both in supporting teachers and ensuring pupil outcomes aren’t compromised. However, more must be done to attract talented professionals and retain our experienced teachers. Flexible working conditions for teachers, such as job sharing, are an option which can help attract teachers back into the profession and keep them in a career they love. Mr Hinds plans to help schools introduce flexible working practices through a new match-making service for teachers seeking a job-share – so this is potentially another step in the right direction. As a pioneer of the Flexi job share programme, we know from experience that flexible working is proven to improve teacher work-life balance and most importantly help schools retain talent. However for this to work well, time must be spent highlighting to parents the benefits of their child having two class teachers. Rather than getting one tired and disaffected teacher their child gets two for the price of one – all fresh and fired up! Another consideration the government must bear in mind is how teacher retention varies across the country, with some areas experiencing higher attrition rates than others. NFER flags that London has more teachers exiting the profession than the rest of England, with the main cited reason higher housing costs. To solve this location-specific crisis, housing subsidies could encourage good teachers to remain in challenging schools and areas. Cheaper accommodation would mean teachers aren’t forced to switch schools or job simply because they can’t afford to live in the area! It’s encouraging to see increasing awareness of the challenges faced by the teaching profession, both within the education sector and wider public consciousness. I hope that the new initiatives and strategies implemented by the government, schools and other education companies will reduce the trials in teaching and increase the rewards – just the way it should be.
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Headline stats on teacher recruitment and retention: Education Support Partnership, Teacher Wellbeing Index
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57% of all education professionals have considered leaving the sector over the past two years as a result of health pressures
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In 2017, 3,750 teachers were ‘signedoff’ work on long-term sick leave
Education Policy Institute, The teacher labour market in England: shortages, subject expertise and incentives – 30 August 2018
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Exit rates for teachers have increased, especially at the start of teachers’ careers
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Only 60% of teachers remained in state-funded schools five years after beginning teaching.
Department for Education, Initial Teacher Training (ITT) Census for the academic year 2018 to 2019, England – 29 November 2018
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For English Baccalaureate (EBacc) subjects, recruitment numbers for biology, English and history exceeded Teacher Supply Model (TSM) targets
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Within other EBacc subjects, recruitment against the TSM target ranged between 99 per cent for modern foreign languages and 47 per cent for physics
House of Commons Library, Teacher recruitment and retention in England, 12 February 2019
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The total number of teachers has not increased along with pupil numbers: the ratio of qualified teachers to pupils has increased from 17.8 in 2013 to 18.7 in 2017
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The recruitment of initial teacher trainees has been below target since 2011-2012, with wide variations across subjects
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42,830 FTE (full-time equivalent) qualified teachers exited the statefunded sector between November 2016 and November 2017 – a ‘wastage rate’ of 9.9%
By Robyn Johnstone, Group CEO, Education Placement Group specialists in matching school staffing needs with the best available teachers and teaching assistants -discusses Damian Hinds’ new Robyn Johnstone Teacher Recruitment and Retention Strategy and its impact on the profession. Education Magazine
78% of students experience stress, mostly due to debt Are cost-savvy investments the answer to creating a more stressfree journey across university?
also include making wise investments that are cost-effective in the long run, such as getting a cartridge-free printer with a refillable ink tank.” While some expenses are simple to cut out, it is the essentials, such as accommodation, food, transport and even printing, that blow a hole in their budgets. In fact, 64% of students agree that the cost of printing from their university library or print shops is very high. Despite the unsettling outlook, there is a lot that parents and aspiring students can do to prepare themselves ahead of starting university. The top recommendations from current and former university students are having a realistic understanding of the costs of living and putting yourself forward for work experience to help secure a well-paid part time job alongside studying.
For most young people, attending university signifies the start of their independent life, filled with fun, friendship and broadening knowledge. However, most aspiring university students are not aware of the pressures that university life can bring. Settling in to any new environment will often carry new and unfamiliar costs which the experienced student will know how to keep down or even avoid.
There are also some less obvious ways that students can make significant savings on their daily expenses, from getting the best deal for their mobile phone contract to swapping bus fares for a bike. Learning how to cook and shopping for groceries in the evenings when supermarkets price-down many items can make a substantial difference in a student’s budget, especially if combined with going vegetarian for a few days each week.
Freshers will inevitably find themselves covering more trivial costs in their first few months, particularly when it comes to food, transport, coffee (increasingly popular among students today), and printing. New research commissioned by Epson shows that more than three quarters (78%) of UK students experience significant levels of stress at university. While the transition to a new lifestyle, exams, deadlines and tuition fees are the usual triggers, high living costs are equally troubling.
Some of the savvy ways to save money on life expenses in the long run include making wise choices and investing upfront. For example, students may pay for a fitness app to replace expensive subscriptions at big gym chains or buy their own coffee maker instead of spending money on daily visits to cafés and coffee shops. Similarly, over a third (40%) of students recommend buying a personal printer before starting university.
The research revealed that 64% of UK students worry more about living expenses than tuition fees and this figure rose to 69% among 18-19 year olds. For 54% of students the cost of living at university is ‘stressful’, 41% describe it as ‘worrying’ and 24% describe their living expenses as ‘scary’. With 55% of university students getting stressed about making ends meet financially and 62% stating that the cost of living at university is higher than they envisaged, it is clear that students can easily find themselves in a situation where every penny counts. Alice Ramsden de Gomez, consumer product manager at Epson UK says: “We know how much stress students are under, but it is surprising to find out just how much they are concerned about covering their living expenses. It is important that they put the right resources in place and prepare ahead of their university life to ensure they handle what can be a stressful transition. Part of this will of course be learning how to manage budgets, but it can
In fact, three quarters (75%) of students who had a printer at the start of university agree that it helped them to save money when compared to printing at the library or in a print shop. 60% state that having a personal printer was a weight off their minds. Ramsden de Gomez continues: “An EcoTank printer makes printing one less thing for students to worry about after it’s set up. Its low-cost design offers unlimited printing for two years, which helps students to save time and money avoid any stress associated with buying new cartridges or pay premium prices at the library or print shops.” The EcoTank ET-2750 comes with the equivalent of 88 cartridges worth of ink and can print 14,000 pages in black and 5,200 in colour with the included ink. Epson’s EcoTank printer is an investment that students can make early in their university life that will save them money on cartridges in the long-run. The hours, days and even weeks spent on writing essays is something that shouldn’t then be followed by the agony of running out of printer ink and being unable to submit your work. So why let it?