The planned spend per pupil in 2018-19 is £4,647, nominally up from £4,475 in 2017-18.
As in previous years, the majority of local authorities’ planned spend is on the schools budget: £44.3 billion in 2018-19, accounting for 80 per cent of planned expenditure overall.
The planned spend on children looked after is £4.2 billion (7 per cent), followed by other education and community at £2.6 billion (5 per cent), safeguarding children and young people’s services at £2.2 billon (4 per cent) and family support services at £1.1 billion (2 per cent).
This compendium brings together different strands of new analysis around the teaching workforce. The report looks at various statistics over seven areas relating to teachers entering and leaving the profession. Some of the relevant findings are highlighted below :
Section 1 outlines the key figures around Subject Knowledge Enhancement (SKE) courses.The number of SKE places has grown over the four cohorts, largely driven by the introduction of new subjects whilst the proportion of courses delivered online has risen from 43% in 2014/15 to 70% in 2017/18. 8-week SKE courses have remained the most common course length throughout the duration of SKE.
Section 2 presents data on Teacher Subject Specialism Training (TSST) for the 2016/17 academic year.605 participants were recruited to TSST courses in MFL and 2,899 to TSST courses in STEM. Of these, 592 and 2,838 completed the courses respectively.
The English and maths progress measures show achievements by students who did not achieve A* to C in these subjects at the end of key stage 4.The list of English and Maths progress measure qualifications: 2017 to 2018 has been added.
People as young as 17 can apply for the first ever civil service economics apprenticeship with successful candidates being offered a starting salary of more than £20,000 (£22,000 in London). Around 75 new starters will take up their posts across government from Autumn 2019.
Economists play a key role advising ministers, analysing evidence and helping improve policy decisions. They can do everything from helping to write Budgets to predicting how people will travel around or communicate in the future.
The apprenticeship is part of the government’s drive to open up opportunity – and follows the new T-levels which aim to create a world-class technical education system to help people succeed in the economy of the future.
Chancellor of the Exchequer, Philip Hammond said:
‘I want talented young people from all backgrounds to be able to access careers in government. As the Treasury launches the government’s first ever economics apprenticeship, we will grow a new generation of economists who can apply their skills and knowledge to the opportunities and challenges in this country’.
92% of 3-year-olds benefitted from universal funded early education, a slight decrease from 93% in 2017, but the same level as in 2011.
95% of the 4-year-old population benefitted from universal funded early education, the same as in 2017 and down slightly from 96% in 2011.
94% of the 3- and 4-year-old population benefitted from universal funded early education, the same as in 2017 and 2011.
The number of 2-year-olds benefitting from funded early education decreased by 8,290 from 163,250 in January 2017 to 154,960 in January 2018. However the eligible population decreased between the two years meaning the percentage taking up a funded place increased, to 72% in 2018, from 71% in 2017 and 58% in 2015.
In January 2018, 296,920 3- and 4-year-old children benefitted from the extended early entitlement (up to an additional 15 hours – meaning a total of up to 30 hours entitlement).
82% of 3- and 4-year-olds benefitting from the extended entitlement did so in a private, voluntary or independent provider.
96% of all 3- and 4-year-olds benefitted from the extended entitlement at a setting rated good or outstanding by Ofsted.
Since the introduction of the phonics screening check in 2012, the proportion of pupils meeting the expected standard in phonics has risen from 58% to 82%.
Phonics provides pupils with the building blocks they need to read fluently and confidently, as well as aiding future learning and giving them the tools they need to express themselves. Other countries are looking to emulate the success of this approach, with policy makers in Australia currently piloting this screening check.
The results of the phonics screening check and KS1 assessments for this year show:
The proportion of pupils reaching the expected standard in phonics was 82% in year 1, an increase of 1 percentage point on last year and up 25 percentage points since 2012
Free schools performed particularly well with 88% of pupils meeting the expected standard in phonics;
London is the best performing region with Wandsworth, Bromley, Newham and Hammersmith and Fulham the best performing local authorities in the country
1,268 schools had at least 95% of pupils achieving the phonics standard in year 1 in 2018, up from 1,076 in 2017; and
At Key Stage 1 the statistics show 70% of children reaching the expected standard in writing, 75% of pupils reaching the standard in reading, and 76% of pupils reaching the standard in maths
The report is based on findings from eight Annual Literacy Surveys (National Literacy Trust) of 49,047 children and young people aged 8 to 18 in the UK.
Two new measures were developed to enable the researchers to better understand the relationship between mental health and reading and writing:
Mental Wellbeing Index: we quantified children's responses to questions on life satisfaction, coping skills and self-belief on a scale of 1 to 10, where 10 is the highest level of mental wellbeing.
Literacy engagement score: we quantified children's responses to questions on how much they enjoy reading and writing, how often they read and write outside school, what they think about reading and writing, and how good children think they are at reading and writing. Scores were then given out of a total of 52, where 52 is the highest level of engagement with literacy practices.
The analysis found that:
Children and young people who are the most engaged with literacy have better mental wellbeing than their peers who are the least engaged (Mental Wellbeing Index scores of 7.9/10 vs 6.6/10)
Children who are the most engaged with literacy are three times more likely to have higher levels of mental wellbeing than children who are the least engaged (39.4% vs 11.8%)
Children with above expected reading skills are three times more likely to have high levels of mental wellbeing than their peers with below expected reading skills (40.3% vs 13.1%)
As children transition from primary to secondary school, their levels of literacy engagement and mental wellbeing both begin and continue to decline
Boys who are the most engaged with literacy have higher levels of mental wellbeing than girls who are equally engaged (Mental Wellbeing Index scores of 8.1/10 vs 7.6/10)
To investigate the implementation, impact and cost-effectiveness of the Promoting Alternative THinking Strategies (PATHS) curriculum.
Findings showed that:
There was tentative evidence (at a p-value of < 0.10) that PATHS led to very small improvements in children’s social skills, perceptions of peer and social support, and reductions in exclusions immediately following implementation. A very small but statistically significant improvement in children’s psychological well-being [d = 0.12, 95% confidence interval (CI) –0.02 to 0.25; p < 0.05) was also found. No lasting improvements in any outcomes were observed at 12- or 24-month post-intervention follow-up. PATHS was implemented well, but not at the recommended frequency; the qualitative analysis revealed that this was primarily due to competing priorities and pressure to focus on the core academic curriculum.
Higher levels of implementation quality and participant responsiveness were associated with significant improvements in psychological well-being. Finally, the mean incremental cost of PATHS compared with usual provision was determined to be £29.93 per child. Mean incremental QALYs were positive and statistically significant (adjusted mean 0.0019, 95% CI 0.0009 to 0.0029; p < 0.05), and the incremental net benefit of introducing PATHS was determined to be £7.64. The probability of cost-effectiveness in our base-case scenario was 88%.
The impact of PATHS was modest and limited, although that which was observed may still represent value for money. Future work should examine the possibility of further modifications to the intervention to improve goodness of fit with the English school context without compromising its efficacy, and identify whether or not particular subgroups benefit differentially from PATHS.
Thinking Maths is a three-term structured professional learning program for Years 6-9 mathematics teachers to engage middle school students’ mathematics learning. The Thinking Maths program has been developed by the South Australian Department for Education (the Department), based on its Teaching for Effective Learning (TfEL) Framework. The program aims to address a significant drop in students’ mathematics performance in NAPLAN from Years 7 to Year 9.
The evaluation of Thinking Maths was independently conducted by the Australian Council for Educational Research (ACER) during February to October 2017. It involved over 7068 students (Years 5-10)2 in 158 government Primary and Secondary schools across South Australia.
Findings from the current evaluation show
A small positive effect of the intervention overall. Students whose teachers attended the Thinking Maths program made more progress in mathematics than similar students in business-as-usual classrooms. The small positive effect is equivalent to one month of additional learning progress. However, this effect was not statistically significant.
Across this cohort, there was also a small positive effect on students’ cognitive engagement and no effect on metacognitive strategies, which were not statistically significant. Students also showed a small and statistically significant increase in their mathematics anxiety.
There is stronger confidence about the differences between Primary and Secondary students’ achievement.
Primary students (Years 5-7) of Thinking Maths teachers made a learning gain of an additional two months, however for Secondary students (Years 8-10), there were two fewer months of learning progress.
The program had a large positive impact on how teachers perceived their pedagogical content knowledge, particularly at the Primary school level.
Conflict between parents is a normal part of relationships. However, there is a large body of evidence that shows that parental conflict puts children’s mental health and long-term outcomes at risk when it is frequent, intense and poorly resolved.
This EIF sector briefing sets out how local government service commissioners and workforces can understand and address the risks to children associated with long-term, intense and poorly resolved conflict between parents.
The EEF have teamed up with Evidence Based Education to develop a new podcast – Trialled and Tested.
This first episode is on metacognition and self-regulated learning. EBE’s Jamie Scott talks to Alex Quigley (EEF Senior Associate) and Megan Dixon (Director of Aspirer Research School) to ask what is metacognition and self-regulation and how can approaches be implemented in the classroom? Caroline Creaby and Roger Higgins from Sandringham and Norwich Research Schools also contribute.
In August 2018, EEF Chief Executive Kevan Collins visited Australia. Matthew Deeble, Director at Evidence for Learning, spoke with him about how the EEF reached this point - through such initiatives as the development of the Teaching & Learning Toolkit, Guidance Reports, funding trials and its Research Schools Network.
In this podcast, Kevan talks about the initiatives the EEF are taking to bring new insight and new information in education, so educators can make a better decision about what to do in their school.
Tim Opie discusses the role youth work plays in the wellbeing of Wales’ young people. He says ‘….Youth work provides not only opportunities for young people aged 11-25 to build and re-build aspects of their lives, to reflect and evaluate but also provide learning programmes in their own right using techniques in supportive environments which offers an alternative for young people in seeking to achieve their full potential…’
The EWC is making funding of up to £2,000 per research project available to individuals or groups of registrants who wish to undertake action research projects based in your classroom or place of work, which will have an impact on your practice.
CaBan is the regional response to ‘Teaching Tomorrow’s Teachers: Options for the future of initial teacher education in Wales’ (2015). Its aims are to work in collaboration with regional schools and GwE to:
It is a partnership of five equal partners: a wide variety of Lead and Network schools; Bangor University, University of Chester; GwE; and CIEREI. The partnership has successfully been accredited by the EWC to offer: