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Teach children to fail well and fast

17 Aug

Summer is a time of tests and examinations and autumn of league tables.  Throughout the year we have inspections.  All three have one thing in common.   Achievement.   God help children if they fail and thus threaten their schools/academies with a lower rank on the national league table.  God help schools/academies if they fail their Ofsted inspections.   The education culture in our country appears to be obsessed with success and terrified of failure.   I question whether this is the culture we should be promoting.

Education is sometimes compared to a three-legged stool.  The first leg constitutes the disciplines/subjects that are taught, often, discretely, subjects such as mathematics, history, geography and music.  The second leg is each of the cross-curricular themes that help develop children in a rounded manner – such as expression/language and the ability to think.   The third leg is the way education is promoted, e.g. how teachers teach (e.g. telling and teamwork) and enabling children to learn (e.g. discovery, imitation and observation).  The late Professor Ted Wragg of Exeter University ascribed a different metaphor to this calling it the cuboid curriculum.

But there is a fourth leg (going by my analogy) or dimension (going by Professor Wragg’s one) – i.e. the qualities that we wish to promote within our children, a key one being resilience.   Intrinsic within resilience is managing and coping with failure.   Because every school/academy wishes to be at the top of its league table, governors, headteachers and staff do everything it takes to succeed.  This desire is both, intrinsically and extrinsically, passed on to the pupils.   And when they fail, their skies come tumbling down on them – as it did with chicken-licken in the toddler’s story.

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New Opportunity Fund to boost provision for bright, disadvantaged children

17 Aug

It is now official.  Bright children from disadvantaged backgrounds are underachieving.  Some time ago, the Sutton Trust were banging the drum for them.  Rebecca Allen, Director of Datalab who carried out the research for the Trust, revealed that a much higher proportion of children on free school meals or from disadvantaged backgrounds were unable to go on from primary SATs to secondary GCSEs and achieve similar results – even for those in the highest 10% of results at state primary school level in England.

The Social Mobility Commission had pointed out in the past that disadvantaged children of all ages underperform.   Allen’s research specifically compared the results of most able disadvantaged children at the primary stage with their later results in GCSEs.   She discovered that one of three boys eligible for free school meals – where households earned £16,000 or less annually or on benefits – who attained top marks at the end of Key Stage2 failed to feature among the top 25% of those at GCSE level.   Meanwhile, a quarter of disadvantaged girls who attained top Key Stage 2 results, failed to feature in the highest quarter of GCSE grades.

Allen wondered: “The highly able Pupil Premium children had the school and home support to do really well at primary school, so why do things go so wrong for some of them at secondary school?

“Nobody’s looked at how this happens; what sort of qualifications highly able Pupil Premium children take, or where this missing talent is in the country. Obviously, it is in areas that are underperforming generally, but there are also areas with good schools that nevertheless do poorly for highly able children.”

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Proposal to add VAT to private school fees – a knee-jerk notion

18 Apr

Two politicians at the opposite ends of the spectrum of thinking – Michael Gove, former Education Secretary, and Jeremy Corbyn, leader of the Labour Party –  have come together on a plan to “soak the rich”.

Writing in The Times (Put VAT on school fees and soak the rich) on 24 February 2017 Gove pointed to “group of highly successful enterprises that is pretty much insulated from the present row about business rates” – private schools – because they are charities.  Because private schools are VAT-exempt, writes Gove, “the wealthiest in this country” are able “to buy a prestige service that secures their children a permanent, positional edge in society at an effective 20% discount”.

Turning to the knotty issue of the number of scholarships and bursaries these schools provide, he criticises (with a rhetorical question) the small number of students given educational opportunities from depressed areas of the country such as Knowsley, Sunderland, Merthyr Tydfil and Blyth Valley.

Two months later, Jeremy Corbyn, Labour’s leader, and the Shadow Education Secretary, Angela Rayner, came up with a not dissimilar proposal to charge parents VAT on the fees they pay to private schools, with a view to using the income to offer free meals to all children in primary schools.

Rayner told the BBC: “There are many private businesses that are paying VAT that are struggling.  I don’t see why the state school system should subsidise the private sector.”

She added: “The evidence from the National Centre for Social Research (NCSR) and the IFS (the Institute of Fiscal Studies) have both been quite clear that actually providing universal school meals at primary level will raise attainment.”

She was backed by Labour’s headquarters which claimed that research had shown that access to free school meals improved educational attainment by two months.

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Mental Health: a case for placing it centre-stage

18 Apr

I           The Health and Education Select Committee

In the last week of March 2017, MPs on the Health and Education Select Committee received oral evidence from experts in the final session of their joint inquiry into the role of education in preventing mental health problems in children and young people.

Baroness Tyler of Enfield, the chair of the values-based child and adolescent mental-health system commission, Lord Layard, director of the Well-Being Programme at the London School of Economics, and Natasha Devon, a former government mental health champion, among others, presented evidence.

The main points raised during the session included the following.

  1. Embedding well-being and mental health awareness across the whole school was very important. Baroness Tyler explained that well-being in the school context includes parents and teachers. She welcomed the move to place Sex and Relationships education (SRE) on a statutory footing and called for compulsory personal, social, economic and health education (PSHE) in all schools.
  2. Senior leaders should be encouraged to measure how schools were influencing the well-being of children through surveys, and their integration into school improvement plans. Lord Layard asked the committee to run a pilot with volunteer schools to re-balance the present focus on measuring academic performance only.
  3. The impact of school funding pressures on mental health should be measured. Natasha Devon highlighted the effect of cuts on access to school support services including counsellors, to the enrichment curriculum and to subjects like sports, drama and music which support positive mental health.

The cross-party group of MPs on the Committee questioned ministers on their record on education and children’s mental health. Edward Timpson MP, Minister of State for Vulnerable Children and Families, said: “There was still much to be done” to address patchy and variable access to mental health services for young people across the country.

The MPs involved recognised that governing boards are responsible for promoting the well-being of children and young people and required to ensure that they set a supportive ethos and culture.

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Supreme Court rules against term-time holidays for pupils

18 Apr

Jon Platt, a parent living in the Isle of Wight, lost his long-running battle in the Supreme Court on 6 April 2017 with the Council to take his daughter on a seven-day trip to Disney-land in Florida, USA. He had contested the Council’s £60-fine imposed following her absence.  He had argued that his daughter had had a good attendance record leaving parents such as he free to take their children on term-time holidays.

The High Court had backed his case but referred the matter to the Supreme Court.  The Government fought him in that arena, fearing that if he won it would open the floodgates for other parents/carers to make mayhem of their children’s school attendance.

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Unpacking the dilemmas of promoting British Values

1 Jan

Are we losing our way in promoting British values?  Take two recent test cases.

I        A tale of two incidents

(a)        In early November 2016, British Gymnastics suspended Louis Smith, the UK Olympian, after he appeared in an online video in October 2016 with his friend and former gymnast, Luke Carson.  The video shows him pretending to pray to Allah while laughing.   British Gymnastics issued a statement: “Louis Smith admitted his behaviour was in breach of the Standards of Conduct.  The panel upheld the allegation and, taking into account a previous breach of the Standards of Conduct heard in June this year (where it also was made clear to Louis the consequences of any further breach), the panel determine a cumulative penalty was appropriate and order a two-month period of suspension……”

Twenty-seven-year-old Smith accepted offers to learn more about the Muslim faith after admitting he had been “ignorant to people’s religion”.

(b)        Later in November 2016, a row broke out over free speech following a government ban on 32-year-old Milo Yiannopoulos, a right-wing journalist, after an invitation extended to him by sixth former pupils at his former secondary school, i.e. Simon Langton Grammar School for Boys in Canterbury, Kent.  Yiannopoulos is the editor of the far-right news website, Breitbart.   The Department for Education’s Counter Extremism Unit cancelled the arrangement over safety concerns and the “threat of demonstrations at the school”.

Yiannopoulos, labelled by Claire Fox, Director of the Institute of Ideas, a “notorious troll and Donald Trump supporter”, is a colourful character, to say the least, who has described feminism as a cancer, called Islam the real culprit of race culture and said women who are offended online should just “log off”.

However, the decision to cancel the journalist’s talk caused a major row over free speech.  More than 200 – 220 to be precise – sixth form students had signed up for the event – with parental permission.

Yiannopoulos wrote: “My old high school has been bullied into cancelling my talk …. by the ‘counter-extremism’ unit at the UK Department of Education.  Who even knew the DoE (sic) had a counter-extremism unit?  And that it wasn’t set up to combat terrorism but rather to punish gays with the wrong opinions.  Perhaps if I’d called the speech ‘Muslims are awesome’ they’d have left us alone. Disgusted.”

A Simon Langton student encapsulated the feelings and thoughts of many of his peers when he said, despite disagreeing with Yiannopoulos’s opinions, he felt the decision to ban his talk was “wrong”. He observed: “I feel the old adage applies: ‘I disagree with what you say, but I will defend to the death your right to say it.’”

The school, which expelled Yiannopoulos when he was a student, stated that objections to his talk had come almost “entirely from people with no direct connection to Langton”.

“The staff and students of the school were overwhelmingly in favour,” said Dr Matthew Baxter, the Headteacher.  “While disappointed that both, the pastoral care and intellectual preparation we offer to our students, have been called into question, we, at Langton, remain committed to the principle of free speech and open debate, and will resist, where possible, all forms of censorship.”

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Ofsted Annual Report 2015/16

1 Jan

Preamble

Sir Michael Wilshaw, Her Majesty’s Chief Inspector of Schools (HMCI), published his fifth and final Ofsted annual report on the education system in England on Thursday, 1 December 2016.  He retired 30 days later.  In presenting the report, Sir Michael said “a world class education system is within our grasp – but only if serious capacity challenges are urgently addressed”.

Sir Michael stressed that a north/south ‘geographical divide’ meant the ablest pupils in the North and Midlands were less likely to reach A/A* at GCSE. He said: “Standards can only truly be considered high if they are high in every part of the country and for all pupils regardless of background or ability.”

However, his report is, in the main, positive.    The country’s schools/academies, he avers, had made progress over the last five years. Educators could be justly proud.  “Young people are getting a better deal than ever before,” he said.  School/academy leaders responded well to the changes in the system.  The decision to replace the “satisfactory” judgement with “requires improvement” led to schools/academies upping their game, making a greater effort ensuring that pupils are offered the very best possible education.     Of the former 4,800 satisfactory primary schools/academies, 79% were now good or outstanding and, of the previous satisfactory secondary ones, 56% were good or better.

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