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Issue LB.33

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School Improvement – or the ‘Equivalent’

This report from independent think-tank Civitas looks at vocational qualifications and asks whether such learning is too advanced to be suitable for pupils below the age of 16. It shows how a blind focus on the A*-C benchmark, together with a failure to truly improve schools, has led to a scenario in which pupils are being encouraged to opt out of academic courses and into irrelevant so-called 'vocational' qualifications to boost national GCSE results. Folder: Leadership Briefings Issue 33

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London 2012 Olympic Games

The Department for Children, Schools and Families (DCSF), in partnership with the Department for Innovation Universities and Skills (DIUS), is responsible for the 2012 programme objective to maximise the social benefits, including in health, education and volunteering, of hosting the Games. A plan for delivering this has been developed including sport, culture, languages, international links, volunteering and healthy living. The plan will build on and add value to policy activity over the next six years. Ipsos MORI was commissioned by DCSF to explore young people’s views about how to maximise the social benefits of the London 2012 Olympic Games & Paralympic Games. Folder: Leadership Briefings Issue 33

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Involvement of Business in Education

This report, commissioned by the Department for Children, Schools and Families (DCSF), looks at the impact of education links with employers and asks: What employer activities, interventions and involvement have the most impact, and what evidence is there of other measurable impact on other outcomes for children and young people, such as attendance and behaviour? Folder: Leadership Briefings Issue 33

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Comparison Of The English Core Primary Curriculum To Those O

This report from the National Foundation for Educational Research compares the English core primary curriculum to those of other high performing countries. It finds that the English primary curriculum is strongly aligned to those of its international comparators. Folder: Leadership Briefings Issue 33

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Holding On To Your Talent

Take care to retain and reward your star teachers, says Jody Goldsworthy, head of education at global management consultancy Hay Group, and your efforts will be repaid many times over. Folder: Leadership Briefings Issue 33

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Emerging Patterns Of School Leadership

This report outlines the key findings from a study examining emerging forms of school leadership, conducted by the University of Manchester on behalf of the National College for School Leadership (NCSL). Amongst the reports conclusions are that innovative and traditional approaches appear in combination: innovative frameworks for governance and leadership are often adopted in combination with traditional approaches to leadership and management. Folder: Leadership Briefings Issue 33

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Implementation Of 14-19 Reforms: An Evaluation Of Progress

This report evaluates the progress being made in implementing 14–19 reforms. Partnerships were well established in almost all the areas visited by Ofsted and collaboration was effective in providing a broad range of courses, particularly in Key Stage 4. However, progression from 14 to 19 needs to be made clearer and more coherent, particularly for those on vocational programmes. Folder: Leadership Briefings Issue 33

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Attitudes to Vocational Learning: A Literature Review

This review of the literature on attitudes to vocational learning was commissioned by the Scottish Government Schools Directorate, Qualifications, Assessment and Skills Division. Its purpose is to identify, collate and review the literature with a view to informing future research; identify gaps and outline potential research options. Folder: Leadership Briefings Issue 33

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Continuing Vocational Training Survey 2005

This report presents the findings from the Continuing Vocational Training Survey 2005 (CVTS3), which aims to assess the provision of continuing vocational training (CVT) in businesses in terms of the types of training offered, the numbers of employees being given training, the costs of training provision, and its management and delivery. Folder: Leadership Briefings Issue 33

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Influences on Children’s Attainment and Progress At Key Stag

This large-scale study investigates the impact of pre-school and primary school settings on children’s cognitive and social/ behavioural development. The report concludes that Child, family and Early HLE factors remain significant predictors of children’s cognitive and social/behavioural development, and discusses the growing importance of primary school and peer influences. Folder: Leadership Briefings Issue 33

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Training and Development Needs of Leaders of Children\'s Ser

This report presents the findings of a study undertaken by York Consulting LLP (YCL) for the Department for Children, Schools and Families (DCSF). The Every Child Matters (ECM) policy requires professionals from across all sectors supporting children and young people to work collectively as one workforce. This study sought to understand the development needs of local eaders and how these were being met. Folder: Leadership Briefings Issue 33

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New Relationship with Schools

This Research Brief presents the summative findings from the national evaluation of the New Relationship with Schools (NRwS) policy. The policy, announced in 2004, was recognition of the need to streamline and improve the relationship between the DfES, Local Authorities and schools; ensure closer alignment of national and local priorities; and address bureaucracy as an ongoing area of concern at both the primary and secondary phases of education. The evaluation was undertaken by York Consulting Limited Liability Partnership on behalf of the Department for Children, School and Families. Folder: Leadership Briefings Issue 33

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How To Reduce Carbon Emissions From Schools

This report quantifies for the first time the contribution of English schools to greenhouse gas emissions, and also offers scenarios for how these may change on the way to 2050. The report finds that England’s schools system is responsible for 9.4 million tonnes of greenhouse gas emissions per year. Heat and power used in school buildings account for 37% of those emissions. Folder: Leadership Briefings Issue 33

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Disabled Children: Numbers, Characteristics And Local Servic

There is a lack of data at both national and local level on the numbers and characteristics of disabled children and their use of local service provision. This is a survey of all Directors of Children’s Services in England to collect and analyse data on the numbers and characteristics of disabled children and the services provided to them. Folder: Leadership Briefings Issue 33

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How Colleges Improve

This review has been written to illustrate the characteristics of those further education colleges which improved their performance between first (2001–05) and second cycle (2005–09) Ofsted inspections. The purpose of this review document is to stimulate discussion in the further education sector about how improvement might best be accelerated and barriers to change overcome. Folder: Leadership Briefings Issue 33

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Youth Mentoring

The UK has the highest incidence of father-absent households in Europe. It also has a very low (and falling) proportion of male teachers in primary schools. Large numbers of children, particularly boys, lack role models both at home and in the classroom. This report provides a case study in why this Government has failed to get to grips with social breakdown after more than ten years of record spending and new initiatives. Folder: Leadership Briefings Issue 33

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Education at a Glance 2008: OECD Indicators

Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2008 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides an up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. Folder: Leadership Briefings Issue 33

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The Annual Survey of the Labour Market for Senior Staff in S

An annual school recruitment survey has found too few women teachers are getting jobs as heads at secondary schools, despite a rise in number of schools struggling to appoint a head. The Annual Survey of the Labour Market for Senior Staff in Schools across England and Wales was conducted on behalf of ASCL and the National Association of Head Teachers. Folder: Leadership Briefings Issue 33

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The Case For A National Writing Project For Teachers

This new research report funded by CfBT Education Trust shows how the writing performance of school age pupils could be improved if their teachers are trained in the National Writing Project approach. The research acknowledges that there is a problem with the teaching of writing and writing performance by primary and secondary school pupils and proposes introducing a National Writing Project that would give teachers more practice, confidence and pedagogic expertise in the teaching of writing. This report reviews research into the teacher experience and the outcomes of pupils who have been taught by teachers trained in the National Writing Project approach. Folder: Leadership Briefings Issue 33

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The Importance Of Choice And Interest In Reader Engagement

This report by the National Literacy Trust looks at the impact of choice, interest and self-awareness on reading behaviour. It highlights the importance of interest in reader engagement in particular, both as an important outcome variable but also as a motivational factor that influences reading behaviour and learning. Folder: Leadership Briefings Issue 33

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Quality Standards for Special Educational Needs (SEN) Suppor

This guidance sets out quality standards for all SEN support and outreach services working in early years settings, mainstream and special schools, and other provision. The standards have been drawn up by the South East Regional Partnership (SCRIP/SERSEN), in association with the South West Regional Partnership, through a DCSF funded project. They are intended to: Illustrate good practice in the provision of SEN support and outreach services; Help guide the development of local provision and support; Help local authorities and others to determine appropriate resources and arrangements; Assist in the monitoring and evaluation process. Folder: Leadership Briefings Issue 33

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National Council for Educational Excellence: Recommendations

The National Council for Educational Excellence has now published its recommendations about school and college links with businesses and HE institutions, and about how early years, schools and colleges can work together to help raise standards. Folder: Leadership Briefings Issue 33

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Academic Experience And Outcomes Of Students With Vocational

In January 2007 HEPI produced a report “Vocational A levels and university entry: is there parity of esteem?” that considered whether students with different level 3 qualifications progressed to higher education at different rates. The report concluded that students from vocational backgrounds as a whole were not underrepresented in higher education when their prior educational achievement was taken into account. Specifically, a student with VCE A levels or GNVQs progressed to higher education at about the same rate as a student with GCE A levels who had achieved at a similar level at GCSE. This new report examines the issue in further detail, in particular the different experiences both within and on leaving higher education of those who enter with academic and with vocational qualifications. Folder: Leadership Briefings Issue 33

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Bullying involving Children with Special Educational Needs a

This guidance is designed to help schools support learners with SEN and disabilities to: understand, prevent and respond to bullying of children with SEN and disabilities; increase the participation of all learners in the life of the school; promote equality and diversity; and develop a non-bullying ethos. Folder: Leadership Briefings Issue 33

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Mathematics: Understanding The Score

Pupils should be taught maths in a way that helps them understand and apply it in the context of their everyday lives, according to this Ofsted report. While the quality of lessons is at least good in half of England’s schools, many teachers still adopt the ‘teaching to the test’ approach. This method of coaching students to pass examinations hinders their development of a thorough understanding of the subject. It also reduces pupils’ ability to solve problems using mathematical reasoning. The report includes useful guidance for practitioners to help them differentiate between ‘satisfactory’ and ‘good’ teaching at both primary and secondary level. Folder: Leadership Briefings Issue 33

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Disaster Planning

Does your school have a plan in place to follow in case of a crisis? Jenny McWhirter introduces some suggestions to fall back on and stop disastrous situations becoming worse. Folder: Leadership Briefings Issue 33

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Learning Outside The Classroom

At a time when the government is actively promoting learning outside the classroom, this report evaluates the importance of such learning in primary and secondary schools and colleges. It identifies strengths and weaknesses in practice and shows how schools and colleges overcome common barriers that can limit successful learning outside the classroom. Folder: Leadership Briefings Issue 33

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The High Reliability Schools Project

High reliability organisations (HROs) are organisations where the demand to function correctly first time, every time is imperative. The High Reliability School project demonstrates how HRO characteristics can be applied to shape whole school reform, and improve students’ academic achievement levels. This report summarises the four and nine year findings from a reform programme implemented across twelve secondary schools in Wales. The main aim of the program was to produce sustainable reform. Folder: Leadership Briefings Issue 33

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ICT in English State Schools

The annual BESA research into ICT in English state schools identifies how schools are currently using ICT. One of the key findings of the BESA research is that many schools still do not have a learning platform, or are not using them properly, despite the fact that the Government 2010 deadline for learning platforms in all schools is nearing. While provision has increased from previous years, more than 40 per cent of primary and 32 per cent of secondary schools consider themselves under-equipped. Folder: Leadership Briefings Issue 33

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ESOL In The Post-Compulsory Learning And Skills Sector: An E

This survey evaluates the quality of English for speakers of other languages (ESOL) offered in the post-compulsory learning and skills sector in England and reports on the programmes offered. Folder: Leadership Briefings Issue 33

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Social Selectivity of State Schools and the Impact of Gramma

A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University. This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. Grammar schools take relatively fewer bright, poor pupils than schools that do not select by ability. The report also suggests that state faith schools take fewer poorer pupils compared to other state secondaries. Folder: Leadership Briefings Issue 33

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EMA Satisfaction Survey 2008

A new report from the National Union of Students shows that 60 per cent of 16-19 year olds receiving the education maintenance allowance could no longer study if they did not receive the payment. This comes as a reported 90,000 learners are still waiting for their EMA applications to be processed, more than a month after the start of the academic year. This leaves 50,000 learners still at risk of dropping out. The ‘NUS EMA Survey 2008’ shows the extent to which students rely on the EMA to take part in further education. Folder: Leadership Briefings Issue 33

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School Sport Survey 2007/08

This DCSF survey reveals a massive jump in competitive sport participation – with 375,000 more pupils playing inter-school fixtures and half a million more playing competitive games within their own schools, like house and league matches. Folder: Leadership Briefings Issue 33

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Learning Difficulties Accessibility Guidelines

The Learning and Skills Improvement Service (LSIS) has launched new accessibility materials which will help teachers and trainers meet the needs of students with learning difficulties. Often the most time-consuming and expensive adjustments are not always the most effective, and these guidelines merge, for the first time, technical and pedagogical advice to help personalise the delivery of learning. Folder: Leadership Briefings Issue 33

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Governing Our Schools

Business in the Community has launched a national campaign aimed at getting more employers to support their employees to serve as school governors. This research shows that greater responsibility has been devolved to schools, and Governing bodies therefore now carry more responsibility. The challenge is to ensure that the barriers that exist for employees to volunteer as school governors are removed, and this report gives recommendations on how this can happen. Folder: Leadership Briefings Issue 33

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Gender Gap (Millennium Cohort Study)

This summary shows that girls already have a well-established educational lead over boys by the time they start school and outperform boys at all levels of education in the UK - from the age of seven to higher education. The findings are from the Child Cognition And Behaviour Report, which is part a much wider study by the Centre for Longitudinal Studies, called the Millennium Cohort Study, which seeks to track the development of youngsters born in the first two years of this century. Folder: Leadership Briefings Issue 33

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Working In Partnership

The findings from the first three years of Futurelab’s Enquiring Minds programme reveal that students working in partnership with their teachers and playing a part in designing their own curriculum are more confident, engaged and positive about school. This report is about the ways in which ideas about education commute into educational practices. Folder: Leadership Briefings Issue 33

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Estimating The Costs Of Child Poverty

The moral case for eradicating child poverty rests on the immense human cost of allowing children to grow up suffering physical and psychological deprivations and unable to participate fully in society. But child poverty is also costly to everyone in Britain, not just those who experience it directly. Child poverty’s consequences are wide-ranging and long-lasting. Children from low-income families are less likely to do well in school, and more likely to suffer ill-health and to face pressures in their lives that help to explain an association with anti-social behaviours and criminality. Folder: Leadership Briefings Issue 33

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