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Issue LB.78

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School Teachers' Review Body: Twenty-First Report – 2012

This report by the School Teachers’ Review Body (STRB) reviews the current provisions for teachers’ pay with a view to raising the status of the profession and contributing to improving the standard of teaching in our schools. The independent review body recommends a simpler, more flexible national pay framework for teachers to help schools to recruit, retain and reward the best teachers, give heads freedom to manage teachers’ pay according to pupil needs and local circumstances, and make teaching a more attractive career choice.

Date:
03/01/2013
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Gap Year Takers: Uptake, Trends And Long Term Outcomes

This report by the Institute for Fiscal Studies through the Centre for Analysis of Youth Transitions (CAYT) provides the first quantitative evidence on the characteristics and outcomes of gap year takers in the UK. The researchers assessed the intentions, activities and characteristics of gap-year takers and analysed the long-term effects of deferring higher education, particularly on earnings.

Date:
03/01/2013
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Exploring Interventions For Children And Young People With SLCN

This DfE report set out to explore the range of interventions currently in use with children with speech, language and communication needs (SLCN) in England. It aims to help understand the evidence base of interventions for children and young people with speech, language and communication difficulties.

Date:
03/01/2013
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Developing A Communication Supporting Classrooms Observation Tool

This DfE study looks at the development of a Communication Supporting Classrooms Observation Tool (CsC Observation Tool) for Reception and Key Stage 1 classrooms. The identification of the features to be included in the tool were derived from a comprehensive review of the relevant research literature to ensure that the components of the tool were informed by evidence.

Date:
03/01/2013
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Replacing LACSEG with the Education Services Grant

From 2013-14, new funding arrangements for education services will apply for local authorities and academies. The new Education Services Grant (ESG) will be allocated on a simple per-pupil basis to local authorities and academies according to the number of pupils for whom they are responsible, removing the link between local authorities spend on education services and funding allocations for academies.

Date:
08/01/2012
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Provision For Children With Language Impairments & Autism Spectrum Disorders In Mainstream Schools

This report presents the findings from a three year prospective study of pupils identified with language impairments (LI) and autism spectrum disorders (ASD) as their primary educational need (SEN). The study aimed to explore their characteristics and needs and the provisions made to meet these needs within the education system.

Date:
08/01/2013
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Transitions Between Categories Of SEN Pupils With SLCN & ASD Through The Education System

The main focus of this DfE report was on the transitions into and out of the different categories of SEN that are made in secondary school by pupils who are initially identified in Year 6 in their primary school as having SLCN or ASD. This analysis enables us to understand how student’s needs change as they pass through the education system and how their trajectories may differ according to their personal or school characteristics.

Date:
08/01/2013
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Engaging The Disengaged

This NFER research project examines the impact of interventions that are in place to support students aged 14-16 who are at risk of temporary disconnection from learning. The research is based on six case-study schools with different support programmes for Year 10 students. This is the first report in a longitudinal project that will track students through to post-compulsory destinations.

Date:
08/01/2013
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Unleashing Greatness: Getting The Best From An Academised System

This new report by the Academies Commission recommends that the Government should do more to encourage them to use their new found freedoms to drive up standards in the classroom. Whilst noting many stunning successes, the Commission’s report concludes that driving excellence in teaching and learning particularly requires schools to focus rigorously on what’s happening in classrooms, with greater expectations around collaboration and school to school support. The responsibility to deliver fair access should be reinforced, with greater accountability to key stakeholders, especially parents, backed by strong, expert and independent governance.

Date:
17/01/2013
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Understanding Speech, Language And Communication Needs

The Better Communication Research Programme (BCRP) was commissioned by the government in response to the Bercow review of services for children and young people with speech, language and communication needs to extend our understanding of the needs of and support provided for pupils with SLCN. The report considers how the BCRP studies contribute to understanding of what constitutes quality first teaching and then explore the implications of the studies for understanding and supporting the needs of pupils with SLCN and those with autism spectrum disorders (ASD).

Date:
17/01/2013
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When Does Parental Education Impact Child Outcomes?

Increasing the minimum school leaving age had a positive effect on the educational attainment of future generations, according to this research by the University of Bristol. The study found increasing parents’ education by one year improved their children’s grades by as much as one grade in two GCSEs.

Date:
17/01/2013
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Decoding Learning

This new report by independent charity, Nesta, looks at how technology can be used much more effectively to support learning. The report outlines the proof, promise and potential of digital education and discusses how no technology has an impact on learning on its own, its success depends on how it is used.

Date:
17/01/2013
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Towards Universal Participation In Post-16 Mathematics

The solution to England’s poor participation rate in post-16 mathematics education could lie in a new qualification that provides a clear and attractive alternative for students who don’t currently go on to study AS or A level Mathematics, according to this comparative study of mathematics education published by the Nuffield Foundation. The course, for students who do not take A-level maths, should focus on mathematical fluency.

Date:
23/01/2013
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Building A High Quality Technical And Vocational Route Through The Education System

This Policy Exchange report warns that many students are suffering from the lack of an alternative to traditional academic studies and that a distinct technical and vocational route through the education system may help reduce dropout and disengagement. The report calls for greater competition among academic and technical education providers. It also says that employers should work more closely with technical and vocational education providers to ensure the curriculum is relevant to future jobs and incorporates high quality instruction to industrial-level standards.

Date:
23/01/2013
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What's The Value Of A UK Degree?

This report by the university think tank, Million+, establishes that funding higher education leads to the creation of a substantial number of direct and indirect benefits. These include enhanced employment and earnings outcomes, which directly result in increased Exchequer tax receipts, as well as the spillover effects of a highly skilled workforce and increased firm level productivity. Overall, the report finds that higher education remains an exceptionally good investment for individuals and taxpayers, and concludes that any reduction in participation will have significant and measurable long term consequences.

Date:
23/01/2013
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A New Approach For Our Schools

This CBI report outlines measures to address low performance. They include: giving more freedom to teachers; moving the focus from league tables to delivering a more rounded education; a shift from GCSEs to make 18 the focus of secondary education; and introducing vocational A-levels with the same standing as traditional A-levels. The report also looks at pre-school, primary and secondary school and has consulted businesses, teachers, school leaders and academics, to identify the key issues facing the UK’s schools and the approaches that will help to address them.

Date:
23/01/2013
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