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Issue 1.09

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Connected Leadership

Successful schools overcome two related challenges: They share ideas rapidly and effectively across the whole school; and they encourage many people to be leaders. Unfortunately, our traditional notions of professionalism and leadership are ill suited to cultivating these sorts of connections. In the past, a professional was someone who honed their own expertise, managed their own time, exercised their discretion and sought to meet clear standards or accountabilities. In the past, a leader was a manager; someone who had formal authority over a set of resources (budget, staffing, procedures) and who acquired their influence through the use of this authority: telling people what to do, basically. No longer. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

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School’s out for Summer?

As we move into the summer months and parents are tempted to book term time holidays, the issue of securing school attendance will once again be on Headteachers' radar. In light of rising absenteeism figures, Mark Blois, head of education at law firm Browne Jacobson, explores the legal ins and outs of pupil absence, what powers are at the disposal of teachers to tackle the problem and the headache of term time holidays. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Make School Make Sense – Autism & Education: The Reality For (open access article)

This 49–page research document by The National Autistic Society is the largest autism and education survey ever undertaken in the UK. The NAS 'Make School Make Sense' campaign aims to exert pressure on Government and local authorities to deliver improvements to education for children with autism. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

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Survey of Teacher Induction and Early Professional Developme

This 21–page survey by Estyn, the education and training inspectorate for Wales, shows that induction and early professional development of newly qualified teachers in the initial three years of their teaching is a high priority for schools. The report seeks to ascertain the impact of induction and early professional development (EPD) on: accelerating teacher capability and capacity; teacher retention, teacher identification and job satisfaction; pupil performance; continuing professional development benefits for induction tutors/mentors; and the developing role of the LEA in supporting professional development. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

The 2005 Childcare and Early Years Providers Survey Report S

Key guidance has been launched on integrated working and safeguarding children. The research report series ‘2005 Childcare and Early Years Providers’, consists of the following five separate reports: Overview Report, Full Day Care Providers, Sessional Day Care Providers, Out–of–School Providers and Childminders. This research brief covers all four of the 2005 surveys that form part of this research project. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Improving Performance Through School Self–Evaluation and Imp

This 37–page guidance on improving performance through school self–evaluation and improvement planning has been jointly produced by the DfES and Ofsted. The guidance suggests ways to manage the self–evaluation process without adding to the bureaucratic burden on schools. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Child Poverty In Large Families

This 64–page study by the Joseph Rowntree Foundation investigates the prevalence and characteristics of poor children in large families (three/four or more children) in the UK and how we compare with other countries. Large families still constitute a third of all children and have a much higher risk of poverty than those in smaller families. The study also discusses how the benefit system might be adapted in favour of large families. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

National Curriculum Assessments Of 14–Year–Olds In England,

This Statistical First Release (SFR) provides provisional information on the achievements of eligible pupils (typically 14 year olds) in the 2005 National Curriculum assessments at Key Stage 3. Updated June 2006. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Tackling bullying in schools – A survey of effective practic

This 21–page document by Estyn, the Wales inspectorate for education and training, reports on effective practice in tackling bullying. The report highlights progress made, and how the most effective schools have well–developed strategies that are part of school life. The report includes case–studied projects that seek to curb bullying by mobile phones – an increasing problem across the UK – and on home–to–school transport. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

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Delinquent Youth Groups and Offending Behaviour

This 68–page Home Office report examines the extent of young peoples’ involvement in ‘delinquent youth groups’ and the delinquent and criminal behaviour of members of such groups (both individually and as groups). Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Review of Strategies to Address Gender Inequalities in Scott

This research document by the Scottish Executive Education Department (SEED) has two main aims:(i) To undertake a substantial analysis of relevant literature on gender–related inequalities, of various forms, in order to establish current views on underlying causes and related factors, and to identify possible strategies to address them.(ii) To gather evidence from local authorities and schools across Scotland on policy and practice with regard to gender, in order that these might be evaluated against the findings of the literature review. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word

Peer Effects And Pupil Attainment: Evidence From Secondary S

Pupils seem to do better in their early stages of Secondary school when their new schoolmates have a good record of prior achievement. This 42–page report by the Centre for the Economics of Education at the London School of Economics analyses the impact of peer groups on attainment. In this study, the population of state Secondary school pupils in England is used to find out how pupil attainments at age 14 respond to differences in the prior, age–11 attainments of their current school grade peer–group. It concludes that success or failure is not determined by whether a child goes to a school with high or low ability children. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

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Planning And Funding Extended Schools

This 48–page document by the DfES is intended to help schools plan and fund their extended opportunities in ways that will best support children, young people, their families, and local needs. Folder: Leadership Briefings Issue 09

Date:
01/01/1970
File Format:

Word DocumentMS Word