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Issue LB.48

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Poorer Children’s Educational Attainment

The aspirations, attitudes and behaviour of parents and children play an important part in explaining why poor children typically do worse at school. This report from the Joseph Rowntree Foundation reveals where the disadvantage gaps are and where we might find answers to reduce this inequality. The research also suggests the potential benefits of finding robust policy interventions: 25 percent of the attainment gap between rich and poor children at GCSE level might be closed if we could even out differences in attitudes, aspirations and behaviours.

Date:
31/03/2010
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Report On The June 2009 GCSE And A Level Exams

This is an Ofqual report on enquiries about results and appeals made to awarding organisations for the June 2009 GCSE and A level examinations series in England, Wales and Northern Ireland. The report provides details of the number of enquiries about results and appeals, and the number of these that resulted in changes to candidates' overall subject grades. The report also summarises the awarding organisations' performance in relation to providing notification of the result of enquiries and appeals within the deadlines set out in the GCSE, GCE and AEA Code of Practice.

Date:
31/03/2010
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Practical Work Survey Report March 2010

This report from the Science Learning Centres asks teachers and technicians for their views on practical work in science within their school or college. It finds that a combination of curriculum pressure and over-assessment is strait-jacketing science teachers and limiting the amount of time spent on vital classroom practicals.

Date:
31/03/2010
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Parents' Involvement In School Work At Home

This report highlights the important role technology can play in engaging parents, and giving parents tools and advice to enable them to help their child with homework. It also highlights how schools are using simple technologies to extend learning both within and beyond the classroom.

Date:
31/03/2010
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Teaching Assistants Get Better Results For Pupils

The Training and Development Agency for Schools (TDA) has released a new report which shows that increasing the number of Teaching Assistants (TAs) in schools is strongly associated with improved student attainment. It shows that schools that have fewer TAs do less well than schools that have a high density of TAs. In short, the larger the number of TAs in a school the more possibility there is of improved student attainment.

Date:
08/04/2010
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Physical Punishment: Improving Consistency And Protection

The Government has announced its intention to ban physical punishment of children in any form of tuition or care outside of the family following recommendations from the Chief Adviser on Child Safety, Sir Roger Singleton in this DCSF report. Current legislation means that teachers in schools are banned from using any form of physical punishment, but those who tutor outside of school, including in part-time educational and learning settings and evening and weekend faith schools, are not covered by the ban.

Date:
08/04/2010
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The Teachers’ Guarantee

As part of the continued drive to improve the quality of teaching in schools, the Government has set out a new commitment with the 'Teachers' Guarantee' to help support teachers to do what they do best - teach. The 'guarantee' includes new powers for teachers to tackle bad behaviour and dispels the myth that schools should have 'no contact policies'. This guide challenges the idea that teachers shouldn't be able to intervene when pupils are fighting, causing risk of injury to themselves or others, where a pupil refuses to leave a classroom or where a pupil is behaving in a way that seriously disrupts a lesson, school sporting event or school visit.

Date:
08/04/2010
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What Money Means

This survey, carried out by YouGov on behalf of the Personal Finance Education Group (pfeg), has found that four out of five parents felt that children aged 9 to 10 should learn about financial matters in primary school and only one in ten could remember having received tuition on personal finance whilst at school themselves. It also found that children are strongly feeling the impact of the recession - over a third hear about it more than once a week and a quarter are reducing their own spending.

Date:
08/04/2010
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Behaviour In Scottish Schools

This research by the University of Edinburgh for the Scottish government looks at behaviour in publicly funded schools. The aim is to provide a clear and robust picture of positive and negative behaviour in primary and secondary schools and of policy and practice in managing behaviour. This report provides a picture of perceptions and experiences of behaviour in publicly-funded primary and secondary schools in 2009 and compares current findings to those in 2006.

Date:
14/04/2010
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Learning Lessons From Serious Case Reviews

Serious case reviews are local enquiries into the death or serious injury of a child where abuse or neglect is known or suspected to be a factor. They are carried out by Local Safeguarding Children Boards so that lessons can be learned. This Ofsted interim report provides an analysis of the evaluations of 85 serious case reviews that Ofsted completed between 1 April and 30 September 2009.

Date:
14/04/2010
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Lamb Enquiry: Local Authority Learning

This study from the University of Warwick and the Institiute of Education, University of London, shows what eight participating LAs have learned from undertaking innovative projects aimed at improving parent confidence in the SEN process, including the challenge of information exchange, developing communications, provision, involving parents in SEN panels and supporting parents at transition.

Date:
14/04/2010
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National Evaluation Of Diplomas

The introduction of the Diplomas for 14-19 year olds is a central part of the government’s reform of 14-19 education and represents a major innovation in educational opportunity for young people in England. This DCSF report by the National Foundation for Educational Research (NFER) and the University of Exeter reports the findings of research which explored experiences of the first year of delivery of the diploma.

Date:
14/04/2010
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Understanding The Impact Of Technology

This research by the University of Birmingham looks at the effectiveness of e-learning in schools at the individual learner level. It shows that disparities exist between learners even within the same school and class. Effective learners responded positively to personalised challenges set by teachers, but ‘learner autonomy’ was also a consistently negative predictor of performance. This suggests that offering learners too much choice can lead to falling standards. Focus group data confirms that most pupils thrived when their learning took place in an educational environment that set a clear framework for their learning.

Date:
22/04/2010
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Access For All Pupil Referral Units & Extended Services

This report explores how PRUs can be linked into extended services and ways of ensuring that pupils who attend PRUs are able to benefit from the full range of extended services in and around schools. In addition, the report draws on national materials and research in order to highlight effective practice and emerging strategies through which access to extended services can be improved for all children and young people in PRUs. Some of the issues identified will also be relevant to pupils in certain types of alternative provision or in Further Education colleges.

Date:
21/04/2010
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Evaluation Of The Making Good Progress Pilots

PricewaterhouseCoopers was commissioned by the DCSF to undertake an independent evaluation of the Making Good Progress (MGP) Pilot, which was set up to test new ways to increase rates of pupil progress. This is the final report of the two year evaluation and provides an update on the experiences of MGP schools and Local Authorities.

Date:
22/04/2010
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Impact Of Literacy On Parents, Children, Families & Schools

This report summarises the findings of a two-year evaluation project to assess the impact and effectiveness of family literacy programmes in England. The work was undertaken by the NRDC and NIACE for the Learning and Skills Improvement Service (LSIS).

Date:
20/04/2010
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