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Issue LB.72

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New And Emerging Technologies For Education And Employment

This paper by Livelab and the Education Research Centre, University of Brighton, highlights some of the technological developments, tools and resources that with the appropriate development, innovative thinking and planning, can offer great potential in helping to address key issues relating to the NEET population. The paper aims to stimulate thinking and raise questions that may inspire new debates, approaches, tools and technologies to better address the multiple challenges, needs and issues facing young people, particularly those who are out of work or not in education or training.

Date:
31/05/2012
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A Review Of Careers Professionals Involvement With Schools In The UK

This NFER report explores what the best available recent research tells us about successful careers education, information, advice and guidance (CE/IAG) approaches for supporting all young people and young people at risk of becoming NEET in their transitions and decision-making.

Date:
31/05/2012
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Measuring Child Poverty

This Unicef report examines progress made by the world's wealthiest countries in reducing child poverty and deprivation. It sets out the latest internationally comparable data on child deprivation and relative child poverty. The UK did better than many other rich countries in reducing child poverty and deprivation during the early years of the financial crisis. But the current government's policies to reduce spending will reverse this, and more children will grow up in poverty.

Date:
31/05/2012
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ICT in Independent Schools

This BESA report shows that despite being free from government control, independent schools have a more positive view of the government’s current ICT policy than state schools. The research provides analysis and insight into the views and level of use of a variety of technologies in schools now, as well as anticipated use by 2013.

Date:
31/05/2012
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Food And Academies

A key clause in the Academies Act exempted academies from having to follow the compulsory school food standards introduced by the previous government in 2006. As a step toward understanding the approach being taken by academies to food and drink, the Department for Education asked the School Food Trust (SFT) to undertake this qualitative study with the aim of obtaining an overview of the strategies and management objectives and practices relating to the provision of food and drink in academies.

Date:
31/05/2012
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Attitudes towards Child Protection in Northern Ireland

The four Area Child Protection Committees (ACPCs) are responsible for developing a strategic approach to child protection within the Children’s Services Planning process In Northern Ireland. This NSPCC survey by Ipsos MORI was designed to examine levels of confidence among the general public in Northern Ireland in relation to recognise the signs of abuse; reporting behaviours and the experiences of parents on a range of issues including: Internet safety, Physical punishment, Bullying, Child protection in community and sporting organisations, and the Keeping Safe Curriculum in schools. The Survey’s key findings provide recommendations for possible actions to be taken by the ACPCs and the proposed Safeguarding Board in Northern Ireland (SBNI).

Date:
31/05/2012
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Protection of Biometric Information of Children in Schools

This new advice to schools will make clear that they will no longer be able to use pupils’ biometric data without parental consent. The advice comes into effect from September 2013. The purpose of this DfE advice is to explain the legal duties schools and colleges have if they use automated biometric recognition systems.

Date:
31/05/2012
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Proposed Changes To Child Performance Legislation

This consultation sets out proposals to update and simplify the legislation on the involvement of children of compulsory school age in a range of performance activities. This is a joint consultation between the Department for Education and the Welsh Government. The intention is that reforms to the child performance legislation should be consistent across England and Wales.

Date:
31/05/2012
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Draft National Curriculum for English, Mathematics and Science Key Stages 1 and 2

Plans to restore rigour in the key primary subjects have been set out by Education Secretary Michael Gove in new draft Primary National Curriculum Programmes of Study for English, maths and science. The publication of the draft programmes follow a report by an Expert Panel, chaired by Tim Oates, which made recommendations on the framework for a new National Curriculum, and a parallel report by the Department for Education which identified the key features of curricula for maths, science and English in high-performing jurisdictions.

Date:
14/06/2012
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Exploration Of The Costs And Impact Of The Common Assessment Framework

This DfE report outlines the findings from an exploratory study to examine the costs and impact of the Common Assessment Framework (CAF). The research builds on a number of previous studies carried out as part of the ongoing costs and outcomes programme, most notably, the work to cost services and social care support provided to all Children in Need (CiN).

Date:
14/06/2012
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Practitioners' Experiences of the Early Years Foundation Stage

This DfE research report describes the context, design, conduct and findings of an inquiry into practitioners’ experiences of the Early Years Foundation Stage. The EYFS is a framework for all registered providers of services for children under 5, which became statutory in September 2008 and provides statutory guidance, not only on the ways in which development and learning are to be supported within schools and settings, but on the ways in which relationships with families are to be established in support of these goals.

Date:
14/06/2012
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Young Children Suffering, Or Likely To Suffer, Significant Harm

This is the second report from a study that is tracing the decision-making processes that have influenced the life pathways of very young children who were identified as suffering, or likely to suffer, significant harm before their first birthdays. This report explores their progress between the ages of three and five, with particular emphasis on their experiences on entering education.

Date:
14/06/2012
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Health & Safety: Dispelling The Myths

In an era where we are told that children must wear goggles to play conkers and wear clip-on ties to prevent choking, you would be forgiven for thinking that the UK has gone “health and safety (H&S) mad”. Fortunately, these types of stories are usually exaggerated, but the consequence of these well publicised myths is that many teachers live in fear of being sued.

Date:
14/06/2012
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No Place For Bullying

This Ofsted report looks at what schools can do to create a positive school culture and to prevent and tackle bullying. The aim of this survey was to evaluate the effectiveness of the actions that schools take. An important aspect of the survey was inspectors’ focus on pupils’ own experiences and understanding of bullying and its effects.

Date:
20/06/2012
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Cultural Engagement In London Schools

This NFER report investigates cultural education in London schools, including the extent and nature of schools' engagement with cultural organisations. The review raises areas for further discussion including the need to: build a coherent vision of the value and benefits of cultural engagement, strengthen how cultural organisations communicate their offer to schools, and consider the kinds of brokerage and bridge roles that would support schools to engage with cultural organisations.

Date:
20/06/2012
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Literacy in key stage 3

This report by Estyn found the standard of reading and writing at key stage 3 much lower than children's verbal skills among 11 to 14-year-old pupils in Wales. The report looked at inspection evidence from secondary reports and key stage 3 data from 2009 to 2011.

Date:
20/06/2012
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Responses To Ofsted’s Consultation ‘A Good Education For All’

This evaluation report summarises the responses to Ofsted’s consultation about amended inspection arrangements for maintained schools and academies, including free schools, to be introduced in September 2012.

Date:
20/06/2012
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