Up to 10 pilots across the country will trial new high quality mental health assessments, that ensure young people are assessed at the right time, with a focus on their individual needs as they enter care.
Currently half of all children in care meet the criteria for a possible mental health disorder, compared to one in ten children outside the care system. The pilots will identify a child’s mental health and broader wellbeing needs, including whether a referral to a more specialist service is needed.
Research into anti-bullying practices used by schools to prevent and tackle bullying, including case studies.
The DfE commissioned CooperGibson Research (CGR) to conduct in-depth qualitative interviews with senior leaders in schools, identified by several high profile anti-bullying organisations that the department works closely with, as exhibiting some examples of promising practice to combat bullying.
This report outlines the approach taken and the case studies which have been developed, along with common themes found across the schools interviewed. It is hoped that this report will be a helpful resource for schools and other stakeholders looking to improve anti-bullying practices in schools.
Whilst each school employed a range of different practices, a number of themes emerged which were common across the schools in how they tackle and prevent bullying and in the challenges they face.
Common approaches to tackle bullying included: whole school, focus on preventative practices, creating an inclusive ethos/environment, keeping anti-bullying high profile, empowering pupils and having a rapid response to bullying incidents.
Common challenges includedengaging parents/carers, which was seen by schools as an important part of preventing and tackling bullying, to align the messages that pupils receive from home and from school.
However, all schools faced challenges in doing so and schools found some parents particularly hard to reach, such as working parents and those disengaged with their children’s education.
Schools constantly tried to think of different ways to communicate with parents and carers and encouraged them to come into school regularly, as face to face communication was deemed to have the most impact.
In particular, schools aimed to foster open lines of communication with parents and carers and several mentioned employing an ‘open door policy’, encouraging parents to come in and speak to the school at any time.
The main focus of this research report is the first ‘wave’ of LSYPE2 data, year 9 pupils during the 2012/13 academic year. Overall findings showed that:
Young people generally report that they enjoy school and work as hard as they can.
But despite the generally positive trend, young people from deprived backgrounds, with greater needs, who are being bullied frequently or attending less successful schools tend to be less positive about education and to undertake more risky behaviours.
Young people in 2014 were more likely to believe in the importance of hard work, were more positive about school, were less likely to play truant and, in spite of the increase in tuition fees since 2005, were more likely to have aspirations to apply to university.
Less positively, young people from disadvantaged families fared less well than those from more advantaged families.
There were also challenges in terms of the mental wellbeing of young people. Overall levels of psychological distress of girls increased between 2005 and 2014, though the scale of this change was not large.
On average, levels of psychological distress among boys remained fairly stable. This is a phenomenon that would merit further investigation as would the experiences of other specific groups of young people who fare worse – including young people in single parent and step families and those with a longstanding illness or disability that affects their school work.
Damian Hinds called on leading employers to lend their business expertise to support schools to improve education for every child.
Speaking at the National governance Association Conference, he said:
‘I want to urge people from different backgrounds, different professions, to come forward – offer up your time, your energy, your skills, your expertise… I’m also making an appeal to the nation’s employers today.
Because of course to become a governor, people with full-time jobs will need their employer’s support. I believe businesses can make a contribution to society here – and it’s not just schools either. Governors of Further Education colleges are key to providing the skills and training businesses need, and will play a pivotal role delivering our new T Level qualifications.
That’s why I’m writing to the 30,000 members of the Institute of Directors, urging them to encourage employees to take on this role, and give them the time it needs…’
He also announced that funding for governor and trustee training will be doubled to £6 million up to 2021.
More system leaders are required in some areas of the country from September 2018. The Department for Education is inviting applications from system leaders to work with schools in the following areas: Bolton; Blackburn; Derbyshire; East Riding; Essex; Greater Manchester; Lancashire; Lincolnshire; Norfolk; Nottinghamshire and Suffolk. Further information from email: Subnational.Teachersupply@education.gov.uk
Discounting ensures that, where a pupil has taken two or more qualifications with an overlap in curriculum, the performance tables only give credit once for teaching a single course of study.
Discounting is only applied to qualifications which count in the school and college performance tables in a given year. There is a restricted list of qualifications which count in secondary school performance tables, and each qualification counts for no more than the equivalent of one GCSE. The number of non-GCSEs that can count in the tables is restricted to three.
This publication provides headline official statistics on the use of the apprenticeship service. These include apprenticeship service account registrations (ASAs) and numbers of commitments (reported to April 2018). Additionally, monthly apprenticeship starts information for the first eight months of the 2017 to 2018 academic year are also presented (reported to March 2018).
Key data shows that:
As at 30 April 2018, there have been a total of 13,900 ASAs registered
As at 30 April 2018, there have been a total of 160,800 commitments entered into the apprenticeship service. Of these, 151,400 were fully agreed.
There have been 261,200 apprenticeship starts reported to date between August 2017 and March 2018 for the 2017/18 academic year. This compares to 362,400 and 346,300 starts reported in the equivalent period in 2016/17 and 2015/16 respectively.
As of May 2017 there were significant structural changes to the apprenticeship funding system including the introduction of the apprenticeship levy and Apprenticeship Service. As shown in the January 2018 release of this publication, 91.7 per cent of those who had PAYE schemes with apprenticeship levy declarations in England of over £150,000 had registered on the Apprenticeship Service. These firms have two years to spend their funds and as the new system becomes more established, such changes are likely to significantly impact on apprenticeship starts being reported.
Guidance on the role of National Leaders of Governance (NLGs) in supporting college improvement. It includes information on: how the new further education programme will operate and who’s eligible to apply.
The form can be used to apply for the programme. Serving governors and clerks at further education (FE) colleges are eligible to apply.
A correction on both documents, has been made to a sentence in the last paragraph of the ‘Providers and places' section. It now reads ‘As at 31 August 2012, the average number of places offered by childminders on the Early Years Register was 5.1, whereas as at 31 August 2017, the average was 6.2.'
The research by IFS and commissioned by the Children’s Commissioner ahead of next year’s Spending Review, looks at budget changes affecting children over the last two decades.
The report, ‘Public Spending on Children in England: 2000 to 2020’, shows that levels of government spending on children have been broadly maintained over the last twenty years. Last year, total spending on children from the main government departments which fund services for children – but excluding healthcare where data is limited – was over £120bn or £10,000 per child under 18. Spending per child is 42% higher in real terms than it was in 2000–01, although 10% below its high point of £11,300 in 2010–11.
However, the analysis also reveals a number of deeply concerning trends, with mainstream and acute services, such as 4-16 education and support for children in care, protected at the expense of targeted preventative services. Almost half of spending on children’s services now goes on 73,000 children in the care system, while the other half has to cover the remaining 11.7 million children in England. Altogether, 72% of children’s services budgets go towards helping families in severe need.
The research report reviews the best available research to offer early years professionals practical “do’s and don’ts” to make sure all children start school with the foundations they need to read, write and communicate well.
According to the report, around 13 per cent of children in the UK could have undiagnosed eye conditions - like short-sightedness, or astigmatism - that hold back the development of their literacy skills. While these issues can affect all children, those from disadvantaged backgrounds are more likely to go without a diagnosis.
The latest report from the National Literacy Trust - Fake news and critical literacy, reveals that fake news is driving a culture of fear and uncertainty amongst young people. Half of children are worried about not being able to spot fake news and almost two-thirds of teachers believe fake news is harming children’s well-being by increasing levels of anxiety, damaging self-esteem and skewing their world view.
The online proliferation of fake news is also making children trust the news less. Almost half of older children get their news from websites and social media, yet only a quarter of these children actually trust online sources of news. Regulated sources of news, such as TV and radio, remain the most used and the most trusted by children and young people in the UK.
Half of teachers feel that the national curriculum does not equip children with the literacy skills they need to identify fake news and a thirdfeel the critical literacy skills taught in schools are not transferable to the real world. In response to the commission’s recommendations, the National Literacy Trust have published a series of fake news and critical literacy resources and posters for teachers, school librarians and children, as well as a top tips guide for parents,
The author concludes thatthere is considerable variation even when only a relatively small number of trusts are considered. This is likely to be a result of multiple factors including:
The mix of schools within each trust (the balance between converter and sponsored academies, as well as free schools, university technical colleges and studio schools);
Local labour market conditions (how easily can the language teachers needed in order to enable EBacc entries be found?)
As well as trust- and school-level policies on curriculum and qualifications. In itself, the finding about ECDL entry rates suggests that among the largest trusts there may be a reasonably large degree of autonomy given to member schools on these matters.
Last year, Education Secretary Kirsty Williams announced the appointment of Professor Harvey Weingarten, President and CEO of the Higher Education Quality Council of Ontario (HEQCO), to undertake a Review of Systems for Monitoring and Improving the Effectiveness of Post-compulsory Education in Wales.
The Review, recognises the fragmentation of the current system for performance monitoring and provides 10 recommendations for how this system could be improved.
The recommendations are based on a more comprehensive and holistic assessment of the contribution of Wales’ individual institutions and its PCET system as a whole.
This is the first of the EWC’s guides to support practitioner research. Journal clubs are meetings which are held on a regular basis where individuals with similar interests get together to discuss recent articles and academic literature. They aim to bridge the gap between research and practice and promote discussion about how to evaluate and apply research.
A new report by the OECD - A Broken Social Elevator? How to Promote Social Mobility - says that given current levels of inequality and intergenerational earnings mobility, it could take at least five generations or 150 years for the child of a poor family to reach the average income, on average across OECD countries.
This ranges from just two to three generations in the Nordic countries to nine generations or more in some emerging economies. One in three children with a low earning father will also have low earnings, while for most of the other two-thirds upward mobility is limited to the neighbouring earnings group.
Across generations, earnings mobility prospects tend to be weaker in countries where income inequality is high, and stronger in countries where inequality is low. The Nordic countries combine low inequality with high mobility whereas Latin American countries and some emerging economies have high inequality but low mobility.
Income mobility was a reality for many people born between 1955 and 1975 from low-educated parents but it has stagnated for those born after 1975.
Over the four-year period observed in this report, about 60% of people remained stuck in the lowest 20% income bracket, while 70% remained at the top. At the same time, one-in-seven of all middle- class households, and one-in-five of people living closer to lower incomes, fell into the bottom 20%.
Countries need to put in place policies that give everyone the chance to succeed, says the OECD. Increased investment in education, particularly at an early age, health and family policies would create a more level playing field for disadvantaged children and mitigate the impact of financial hardship on their future.
The report, Effective Teacher Policies: Insights from PISA analyses the PISA global education survey to show how countries can improve the quality and equity of education by ensuring that high-quality teaching benefits all students. The report includes analyses of the first PISA survey of teachers, who provided information about their jobs, careers, and school leaders.
On average across countries and economies that participated in PISA 2006 and PISA 2015, giving schools more responsibility to hire teachers appeared to lead to improvements in student achievement, while reducing their responsibility tended to worsen results. School leaders with more freedom to adapt teachers’ responsibilities, working conditions and pay are also better able to attract the most talented teachers to the most challenging classrooms.
“In most countries, a student’s or school’s postal code still remains one of the best predictors of education success,” said Andreas Schleicher, OECD Director for Education and Skills, launching the report in Madrid. “This evidence shows that countries can redress inequities in opportunities if they assign high-quality teachers, and not just more teachers, to the most challenging schools. Teacher policies have a critical role to play in delivering a future for millions who currently may struggle to have one.”
School leaders warned in the survey that the lack of qualified teachers is a major barrier to overcoming disadvantage and improving learning. Most countries and economies compensated disadvantaged schools with smaller classes and/or lower student/teacher ratios. However, in more than a third of countries and economies, teachers in the most disadvantaged schools were less qualified or less experienced than those in the most advantaged schools.
Gaps in student performance related to socio-economic status were wider in countries where disadvantaged schools employed fewer qualified and experienced teachers than advantaged schools. More can be done during initial training and through mentoring and professional development to equip teachers with the skills needed to work in disadvantaged schools, according to the report.
Teacher policies in high-performing systems shared three common traits: a mandatory and extended period of practical classroom training before starting a career; opportunities for in-service professional development, such as workshops organised by the school; and teacher-appraisal mechanisms with a strong focus on teachers’ continuous development.
The report published by the Department for Education, highlights a key challenge for schools in tackling bullying as that of engaging parents- to align the messages that pupils receive from home and from school. Achievement for All works with schools to support and develop parent and carer engagement, particularly through the successful structured conversation model.