The government inherited a national curriculum stripped of knowledge and we were determined to tackle this injustice. Pupils, regardless of where they are born or how much money their parents have, deserve an education in ‘the best that has been thought and said’. All deserve a grounding in the history of their country and the world, a deep and broad understanding of science and a rich arts education that gives them a deeper appreciation of their culture. For real social justice and for social mobility to occur, all pupils must have access to the rigorous curricula that characterise our world-renowned independent schools. Prior to 2010, this was not a widely held view within the education establishment in England. It was widely believed that the curriculum should focus on generic skills such as problem solving and critical thinking. But greater diversity in the school system coincided with the beginnings of a great debate in the profession. With the growth of social media, teachers have been more able to discuss the evidence that informs their practice with fellow professionals beyond the staff room in their school.
But as Gabriel Sahlgren argued in Real Finnish Lessons, Finland’s success – often a catalyst for skills- focused educationreforms in other countries – is probably not explained by their more recent curriculum changes. These changes have been wrongly credited with education success, which is more likely to be due to Finland’s traditional educational culture until that point at about the turn of the millennium when it changed.
Teaching children to read is the key to unlocking human potential. It is the cornerstone of education. Infinite worlds are laid at our feet; from Charles Dickens’s portrayal of ambition and lost values in 19th century England in ‘Great Expectations’ to Ishiguro’s subtle portrayal of repression in the dying days of Britain’s great houses in ‘The Remains of the Day’.
The Centre Manager will update the individual Placement Support Plans to ensure it includes clear direction for staff on the appropriate action to take when a young person is deemed missing child from care. This will be updated by on the 31st July 2017. In the interim the Centre Manager has given clear direction to staff regarding the requirement to make all reasonable efforts to locate the young person. The Centre Manager will review the young person’s significant event notification to ensure staff responded appropriately, any deficits identified will be addressed by the Centre Manager immediately. The Interim Service Manager will review all significant event notification to ensure that the policy and guidelines are followed and will address any deficits identified with the Centre Manager.
The sudden decision to bring an end to the Education Maintenance Allowance was controversial, and a vigorous campaign for retention of the Allowance followed. The vast majority of submissions to our inquiry commented on the Government’s decision, and almost all were opposed. Large numbers of young people and their parents contacted the Committee directly, giving reasons why they believed that it was essential to retain the EMA. We were told that the Allowance was used by students to meet the cost of travel, computers and
There were a number of precautions against the risk of fire in place. There were procedures in place to ensure a safe evacuation and exit signs with the means of escape unobstructed. Records were kept which included details of regular checks of equipment and quarterly fire drills. Staff and children confirmed to inspectors their participation in fire drills and their knowledge of what to do in the event of a fire. Annual fire safety training was provided with the most recent in February 2017. A fire safety register was in place and there was adequate fire equipment but records of the servicing of such equipment were not up-to-date. The servicing of the fire alarm was also out-of-date and the centre manager gave assurances that these equipment
Inspectors found that residents had good access to relevant medical and allied health and social care professionals. General Practitioners [GP] visited the centre regularly and residents could keep their own GP if they wished to do so. Out of hours GP services were available for residents. A range of allied health care services attended the centre when required. These included; physiotherapy, dietician, speech and language therapy, community mental health services and specialist nursing services such as palliative care and tissue viability. Inspectors saw examples where recommendations had been
The initial teaching and learning funding allocations for adult further education (FE) and skills in England fell from a 2010-11 baseline of £3.18 billion to £2.94 billion in 2015-16, a reduction of 8% in cash terms or 14% in real terms. The allocation for 2015-16 fell further as a result of the 2015 Summer Budget, which reduced the non-apprenticeship part of the Adult Skills Budget (ASB) by an additional 3.9%. While funding for community learning and offender learning stayed fairly constant over the period, ASB funding declined by 29% in cash terms between 2010-11 and 2015-16 – this in part connected to the replacement of grant funding with loan funding for some learners from 2013-14 onwards. The minimum annual funding allocated to adult apprenticeships increased by 113% between 2010-11 and 2015-16, meaning that non-apprenticeship funding comprised a smaller proportion of the reduced ASB.
The second cause was, once again, the sheer volume of curriculum material, which filled the available time and therefore reduced the possibilities for broader engagement. In one school, their previous approach had been that alongside GCSE RE, all its students should have read a Gospel in its entirety before they left. However, the school’s senior management reported that, ‘We’ve stopped doing that so we can actually fit in the content of the GCSE, because we have been chasing our tails this year for Year 11’ (School 8M). Likewise, engaging creatively with questions of the students’ own spirituality has been somewhat compromised: ‘It feels a bit more … academic. It’s a bit more, “Right! We get in. We’ve got to use every second, and we’ve got to be really productive.” And I guess we’ve lost that creative spiritual element in a sense.’ (School 9D)
The Area Walk will be taking place on Sunday 15 th October, 2017. Our Group will be responsible for the organisation so it has been decided that all 3 walks will start from the Old Station Car Park at Rowsley (still free parking as I write this) and will head up to the Birchover Reading Room (village hall) by various routes to meet up for lunch. Hopefully, there will be cauldrons of hot soup to warm the weary walkers. The 3 walks (already outlined) will be 6, 9 and 12 miles in length. I would appreciate it if some members could volunteer to lead these 3 walks. I am happy to discuss & recce the walk routes with them.
This government has also pledged to introduce a computerised multiplication check to ensure that basic number facts are being mastered by pupils before they leave primary school. The announcement was received positively by many parents and teachers. But I am disappointed that some influential voices within maths education remain opposed.
It is increasingly clear from international comparisons that neglecting knowledge is educationally disastrous. One body of international evidence for that is assembled by E. D. Hirsch in his 2016 book Why Knowledge Matters. Especially cogent arguments in the same vein have come from two teachers in England who have become eloquent writers – Daisy Christodoulou’s ‘Seven Myths About
The high prevalence of morbidity and mortality related to physical inactivity also carries great financial costs to society. The National Audit Office produced the first authoritative estimates of the costs and consequences of obesity in England. They estimated that obesity accounted for 18 million days of sick leave and 0,000 premature deaths in 1998. On average, each person whose death could be attributed to obesity lost nine years of life. Treating obesity costs the NHS at least £½ billion a year, with the wider costs to the economy in lower productivity and lost output amounting to a further £ billion each year 5 .
Jenny is half-walking, half-running, towards the school gates. She’s scared, of course, but exhilarated, too. All that pressure, and all those years of education, suddenly over, unexpectedly, and certainly unceremoniously. She looks neither left nor right, but other girls, younger girls, watch her through the windows as she leaves. Jenny doesn’t even look round when she goes through the school gates.
As a result of considerable urbanization in recent years, an epidemiological transition has occurred in countries such as Africa and the Middle East (AfME) similar to that seen in other developing regions [4,5]. For example, the proportion of individuals living in urban centers in developing countries doubled between 1970 and 1994, and it is expected to double again by 2025 . This rapid increase in urbanization has been paralleled by a rising burden of chronic diseases that has not been matched by the development of national preventive health systems and screening programs. In the absence of an infrastructure for universal CV screening in many developing countries, targeted screening strategies may be a useful solution for improving early detection of CV risk factors, particularly if screening is targeted at adults who attend general practice clinics [9-11].
One concern I have heard is how we will achieve the Welsh Government’s goal of a million Welsh speakers by 2050, if we haven’t got sufficient teachers in place. Planning and developing the education workforce is a vital part of reaching our aim. We will ensure that all ITE programmes include Welsh language skills development so that all NQTs have a basic level of Welsh when entering the profession, and develop the skills as they progress.
We have heard loud and clear the views that ‘choice’ doesn’t automatically mean ‘diversity’. As Gordon McKenzie of GuildHE has stated: “Students aren’t homogenous; institutions shouldn’t be either.” So we have tabled, [with Baroness Garden], an amendment to the OfS’s duties which specifies that the choice duty includes choice amongst a diverse range of types of provider, higher education courses, and means by which they are provided (such as accelerated courses, part-time study or distance learning).
Our intention is that opportunity areas will help local children get the best start in life, no matter what their background. Ensuring all children can access high-quality education at every stage is critical. We will focus not just on what we can do to help inside schools, but also create the opportunities outside school that will raise sights and broaden horizons for young people.
My Lords, through our careful management of the economy, we have protected the core schools budget in real terms. In 2017-18, schools will have more funding than ever—over £40 billion—set to rise to £42 billion by 2020. The IFS analysis shows that per pupil funding in 2020 will be over 50% higher in real terms than in 2000. While we know schools are facing pressures, we know that there is scope for schools to become more efficient and we are supporting them to achieve this. 21 Mar 2017 | Oral questions - Lead | Answered | House of Lords | 782 cc149-151