Category: Press Releases

The press release issued by the Department for Education on 30 March 2011.

Dame Clare Tickell is today recommending that the Early Years Foundation Stage (EYFS) is radically slimmed down to make it easier to understand, less burdensome and more focused on making sure children start school ready to learn.

Setting out her recommendations, Dame Clare says that while parents and early years professionals agree that the EYFS has had a positive impact on children’s outcomes and helped to raise standards, in its current form there is far too much time spent filling in forms and not enough interacting with children. She says the EYFS needs to be simplified and made even more accessible for parents and practitioners.

The current EYFS has 6 areas of learning and 69 learning goals. These goals are used to monitor children’s progress while they are in pre-school. At the age of 5 they are assessed against these goals, on a 117 point scale, as part of the EYFS profile.

To reform the current framework and make it less bureaucratic, Dame Clare’s recommendations include:

• Significantly reducing the number of early learning goals children are assessed against at age five from 69 to 17.
• Parents to get a summary of their child’s development, alongside the health visitor check at age two, to help identify any early problems or special educational needs.
• A new focus on three prime areas which are the foundations for children’s ability to learn and develop healthily: personal, social and emotional development; communication and language; and physical development.
• Beneath these should be four areas of learning where these skills are applied: literacy, mathematics, expressive arts and design and understanding the world.
• With the three new prime areas of learning, a greater emphasis on making sure children have the basic social, emotional communication and language skills they need to learn and thrive at school – things like being able to make friends and listen effectively. There should also be a stronger link between the EYFS and what is expected of children in KS1.
• Freeing the workforce from unnecessary bureaucracy so they can spend more time interacting with children – including scrapping written risk assessments for nursery trips and outings.
• All early years practitioners to have at least a level 3 qualification (which is equivalent to A level) and the Government should consider applying the ‘teaching schools’ model to the early years.
• Ofsted should be clearer on what is required of settings when they are inspected to help reduce high levels of paperwork.
• Independent schools should be allowed to apply to opt out of the learning and development part of the EYFS, and the exemptions process should be made easier.

Dame Clare Tickell said:

“The earliest years in a child’s life are absolutely critical. Next to a loving and stable home environment, high quality early years education is one of the most important factors in a child’s development. It’s clear that the current EYFS has helped to improve outcomes and is popular with parents and professionals who welcome a framework that lets them know how children are developing.

But it’s far from perfect. The current EYFS is cumbersome, repetitive and unnecessarily bureaucratic. And it isn’t doing enough to engage parents in their child’s development or make sure children are starting school with the basic skills they need to be ready to learn.

My recommendations will help give those professionals more freedom and are designed to make the entire system work better for children, professionals and parents. I hope my review leads to a slimmer, more resilient EYFS, that makes sure every child has the best possible start in life.”

Responding to Dame Clare’s report, Children’s Minister Sarah Teather said:

“The importance of the early years – as a foundation for life and for future attainment and success – cannot be over estimated. That’s why it’s vital we have the right framework to support high quality early years education.

I am pleased that Clare has focused on what really matters – making sure a child is able to start school ready to learn, able to make friends and play, ready to ask for what they need and say what they think. These are critical foundations for really getting the best out of school.

I’m also pleased that Clare has responded to the concerns we have all heard about the level of paperwork. Parents just want to know in a clear and frank way what their children are learning. I am hugely grateful to Clare and look forward to reading her review in detail.”

To help improve the experience of professionals working with children, Dame Clare has looked at the confusion that exists around the level of paperwork providers need to keep for Ofsted inspections. In the call for evidence, some practitioners felt there was sometimes too much focus on the inspection of forms and not enough on children’s experiences.

To tackle this Dame Clare has recommended that Ofsted and local authorities work more closely together to provide consistent information on inspection. She will also recommend they avoid creating extra burdens by asking early years providers to keep paperwork that isn’t required.

As part of her review, Dame Clare has consulted extensively with parents, nursery and early years practitioners, teachers and the voluntary and community sector. These views are collected in an Evidence Paper published alongside the report today.

• When questioned on their views of the EYFS, the vast majority (72 per cent) thought the EYFS was successful. And when questioned about the value of areas of learning, 82 per cent thought they provided an effective structure for young children’s learning.
• When asked what was the most important thing settings could do to support a child’s learning and development, 81 per cent of respondents said support for personal, social and emotional development – one of the three areas recommended by Dame Clare as a prime area of learning.
• But 30 per cent of those who responded to the call for overall views on EYFS felt there is too much bureaucracy and paperwork. And professionals were unclear how much paperwork they should be keeping for Ofsted inspections.
• On the question about the EYFS profile assessment at age 5, only 28 per cent of respondents said they liked the Profile in its current form. And many think the profile reports fail to draw out the most important things that teachers want to know when a child starts school.
• And in a survey of parents, less than half (42per cent) knew they should be given an update on their child’s development at the end of the EYFS, and only 36 per cent said they actually received it.

Jean Gross, England’s Communication Champion for children, said

“I’m delighted with Dame Clare’s report. It preserves all the best of the current EYFS whilst helping us focus on making sure we get the basics – the new ‘prime’ areas of learning – right for all children. If implemented, it will mean that any difficulties children may have in their language, social and emotional or physical development are picked up much earlier, and that agencies can work together to provide timely support.”

Kate Groucutt, Policy Director at Daycare Trust, said:

“Daycare Trust is pleased that Dame Tickell has listened to the views of the early years sector by maintaining the Early Years Foundation Stage as a universal framework for all providers. The EYFS was introduced less than three years ago, yet it has already delivered clear benefits to children and providers alike.

In particular we welcome the review’s emphasis on making the EYFS more accessible to parents. This must be accompanied by practical tools which support parents to play an active role in their child’s learning and development, as we know parents are so keen to do, and help them identify high quality early years services.”

Neil Leitch, Chief Executive of the Pre-school Learning Alliance, said:

“We welcome Dame Clare’s review of the Early Years Foundation Stage (EYFS). She and her team have done a great job in managing to take views from a wide range of sources and present a thoughtful and considered review of the EYFS without changing its core structure.

We trust that in the light of the review the EYFS’s emphasis on learning through play will continue as this is a cornerstone of Alliance philosophy and has been embraced wholeheartedly by the early years sector.

We welcome the review’s focus on the ‘prime areas’ of physical development, emotional development and communications as these are the focus of early years provision. If young children are given the support to develop in these areas as they grow, they will be well prepared to undertake formal learning at school.

We also welcome the separation of literacy from the Communication, Language and Literacy learning area as this should ensure that no children – especially boys – are introduced to reading and writing too early, as such a move could impair their lifelong enjoyment of language and literature.”

Purnima Tanuku OBE, Chief Executive of National Day Nurseries Association (NDNA), said:

“NDNA welcomes how the review team has listened to a wide range of views and that the value of the EYFS in delivering for families has clearly been recognised. Overall this is an impressive report that considers all major issues. NDNA and its members were clear that radical change needed to be avoided and we are pleased that the review outlines ways that potentially the EYFS can be improved even further. NDNA very much looks forward to working with government to discuss these recommendations and what aspects should be taken forward. We will also be working closely with members to support them to respond to any potential changes and ultimately adapt their childcare practice so that they can continue to provide high-quality care and early learning that benefits children and families.”

Professor Chris Pascal, OBE, Director of the Centre for Research in Early Childhood, said:

“This Review builds on the strong achievements of the sector in raising quality using the original EYFS framework but refocuses attention on those aspects of practice that really shape children’s future lives and frees practitioners from many of the perceived burdens they felt were preventing progress.

I particularly welcome the identification of the three ‘prime’ areas of learning as a key focus to our work in the early years and the clarification on assessment requirements and the closer involvement of parents. Also welcome is the acknowledgement of the critical importance of well trained professionals who understand children’s learning and development and see their partnership with parents as the critical element in their work. Leadership and commitment at all levels will be required to take forward the Review’s recommendations into policy and practice to ensure and safeguard the quality of services for our youngest children and families in the current challenging climate.”

Nicola Amies, Director of Early Years, Europe, Bright Horizons Family Solutions, said:

“Bright Horizons was proud to be invited to participate in the Tickell Review of the EYFS, representing those delivering the EYFS in the full daycare context, and we welcome many of the recommendations contained in the Expert Panel’s report. It is evident that the Panel considered thoughtfully the views submitted by so many providers and parents, and we believe that the recommendations contained in the report will do much to improve the experiences and outcomes of children attending nurseries and visiting childminders. For example, one of the key desires expressed by both parents and practitioners was for the streamlining of paperwork, so that staff can give more focus on what they do so well – their interactions with the children in their care. It is passion and commitment to children’s care, learning and development that draws the best people into the profession and we believe that their aspirations will be supported by the Review’s proposals.”

Dorian Bradley, Independent Advisor on EYFS exemptions, said:

“Revising the EYFS at a time when it was still bedding down but already delivering improved outcomes for children was a difficult task. I’m delighted therefore that Clare has done so well in ironing out some difficulties while maintaining all that is good to give an even better EYFS.”

The press release issued by the Department for Education on 25 March 2011.

Following the first ever Church School Awards, held in London on 24 March 2011, Schools Minister Lord Hill said:

I am delighted to congratulate the regional and national winners of the first ever Church School Awards on their superb work. These schools have demonstrated their commitment to respecting and supporting other young people around the world as well as in their own local community.

Church schools make an important contribution to education in this country – not only in achieving good exam results, but also in nurturing young people to become real ambassadors for the ethos of their schools. It is wonderful to be able to celebrate this and see the links they have established in volunteering in local communities, fundraising for countries hit by disaster and building relationships with pupils around the world.

The Church School Awards website contains more details about the awards, including how to enter for next year.

The press release issued by the Department for Education on 23 March 2011.

The Department for Education has welcomed Chancellor George Osborne’s commitment in the Budget for an additional 12 new Technical Academies such as University Technical Colleges (UTCs).

These Academies will offer high quality vocational and technical education to give secondary pupils the skills they need and employers want.

The new money will mean at least 24 new Technical Academies will be set up across England by 2014.

These Academies will be sponsored by local businesses and local further or higher education institutions which would help set the ethos and curriculum of each Academy and provide support and work experience for students. They will have the freedom to employ lecturers and instructors working in relevant industries. Pupils will continue to study core academic subjects but will spend additional time on specialist vocational and technical training in areas such as engineering or construction. They can extend the working day for students and teachers and organise work experience with local firms.

Michael Gove MP said:

Professor Alison Wolf showed in her independent report on vocational education that thousands have been let down. There is an urgent need for more specialist Academies giving high quality technical and vocational education. The announcement today will mean many more children will have this opportunity.

Lord Kenneth Baker, co-founder of the Baker Dearing Educational Trust (BDET), said:

We are delighted that we have the backing of the Government on what we see as one of the most radical changes in education for a generation.

Mike Wright, Executive Director of Jaguar Land Rover, said:

Jaguar Land Rover welcomes the announcement by the Chancellor regarding the expansion of University Technical Colleges. It is essential for economic growth that we increase the number of young people prepared to work in engineering and manufacturing.

The press release issued by the Department for Education on 21 March 2011.

The School Teachers’ Review Body’s (STRB) recommendations on pay for those unqualified teachers who earn a full-time equivalent salary of £21,000 or less are being published today. The recommendations cover the first of two matters which were referred to the STRB in October 2010. I am grateful for the careful consideration which the STRB has given to this matter.

Copies of the STRB’s analysis and recommendations are available in the Vote Office, the Printed Paper Office and the Libraries of the House and from the Office of Manpower Economics.

The STRB has recommended that a non-consolidated payment of £250 should be made to those unqualified teachers who earn £21,000 or less; that the £250 is pro-rated for part-time unqualified teachers; and that consultation should seek to identify a simple and cost-effective method of payment.

I am grateful to the STRB for these recommendations which will apply to those unqualified teachers on scale points 1 to 3 and subject to consultees’ views, I intend to accept these recommendations.

My detailed response contains further information on these issues.

Annex to Written Ministerial Statement of 21 March 2011:

School Teachers’ Review Body’s (STRB’s) recommendations on pay for those unqualified teachers who earn a full-time equivalent salary of £21,000 or less and response from the Secretary of State for Education (Michael Gove).

The Secretary of State for Education (Michael Gove): The STRB’s analysis and recommendations on pay for those unqualified teachers who earn a full-time equivalent salary of £21,000 or less are being published today. The recommendations cover the first matter which was referred to the STRB in October 2010. Copies of the analysis and recommendations are available in the Vote Office, the Printed Paper Office and the Libraries of the House and from the Office of Manpower Economics.

In making its recommendations, the STRB was required to have regard to items a-e set out in the remit letter of 27 October 2010. The recommendations apply to those unqualified teachers earning £21,000 or less in the context of the two-year public sector pay freeze that will affect teachers from September 2011; and the Chief Secretary to the Treasury’s instruction that there should be a minimum award of £250 in each of these two years. I am grateful for the careful attention the STRB has given to this matter.

The STRB is due to submit its 20th Report, which will include the recommendations set out below as well as recommendations on whether there should be a limit on the value of discretions that can be applied to head teachers’ pay, by 30 March. I propose, therefore, that the statutory consultation on the STRB’s recommendations (below) should wait until the 20th Report and my response to that report are published in due course. I will, however, accept comments in the meantime on the pay recommendations for unqualified teachers earning £21,000 or less.

Recommendations on pay for unqualified teachers earning £21,000 or less

The STRB has recommended that:

• A non-consolidated payment of £250 be made in both years to all full-time teachers on spine points 1-3 of the Unqualified Teachers’ scale;
• The £250 payment be pro-rated according to their working hours for part-time teachers on points 1-3 of the Unqualified Teachers’ scale;
• The Department consult, with a view to identifying a simple and cost-effective method of payment, and issue guidance as appropriate.

I am grateful to the STRB for its consideration of this issue and, subject to consultees’ views, I intend to implement the payment from September 2011. I also intend, subject to consultees’ views, for the school’s relevant body to decide how the £250 payment should be implemented.

The press release issued by the Department for Education on 17 March 2011.

More than 79,000 children have missed out on a place at their first-choice secondary school for this September, official statistics figures reveal today.

Schools Minister Nick Gibb said too many pupils – nearly one in six – would be going to a secondary school that was not their top choice.

The statistics break down the secondary school offers made to more than 512,000 children by 151 local authorities in England on 1 March.

They show that nationally:

• 84.6% of children received an offer at their first-choice school. This is up 1.4 percentage points on last year.
• 95.6% were offered a place at one of their top three preferred schools. This is a 0.7 percentage point increase on 2010.

This year there were far fewer children applying for a similar number of secondary school places. The number of children decreased by 17,500 on 2010 while there were 1,200 fewer places available.

Schools Minister Nick Gibb said:

More than 79,000 children missed out on their first choice of secondary school, nearly one in six of the entire year group, and more than 22,000 do not even get into any of their top three schools.

These figures expose the fact that there simply aren’t enough good schools.

Too many parents are forced to choose between schools which don’t deliver the academic standards and good behaviour they demand.

Yesterday’s OECD report underlined the serious problems in our school system and showed how far we have fallen behind other leading countries over the past decade. That is why we are restoring the integrity of the curriculum and exams, and giving more powers to teachers.

Our reforms to education, with a focus on raising standards of behaviour, trusting teachers and encouraging new schools to be established, are designed to deliver higher standards and genuine choice for parents.

Only when every school is regarded by parents as a good school will we be able to remove the anxiety parents suffer when choosing a school for their children.

Regional headlines

• The North East had the highest percentage of first preference offers at 94.3%
• Greater London had the lowest percentage at 66.2%.

Specific local authorities

• the Isle of Wight had the highest percentage of first preference offers, at 100%, followed by Cornwall and North East Lincolnshire with 99% and Central Bedfordshire with 98.6%
• apart from City of London (where there are no secondary schools), Slough had the lowest percentage of first preference offers at 46.2%, followed by Southwark (52.5%) and Wandsworth (55.5%)
• the biggest increase in first-choice preferences being met was in Trafford (11.5 percentage points), then North East Lincolnshire (11.4 percentage points)
• the biggest decrease in a first-choices preferences being met was Westminster (down 7.7 percentage points), followed by Kensington and Chelsea (6.6 per cent) and Camden (6.5 percentage points).

London headlines

Bexley had the highest percentage of first preference offers at 81.1%, followed by Newham at 79.9%. Apart from City of London (where there are no secondary schools), Southwark had the lowest percentage at 52.5%, followed by Wandsworth (55.5%).

The press release issued by the Department for Education on 15 March 2011.

Kingsford was one of the first schools in the country to introduce the study of Chinese into their curriculum and it now has one of the largest and most successful Chinese departments in the state sector. It was one of the first 5 Specialist Schools and Academies Trust (SSAT) Confucius Classrooms in England. There are now 34.

Schools Minister Nick Gibb said:

“Getting more young people to study a foreign language is vital to the social and economic future of our country. The introduction of the English Baccalaureate will encourage more pupils to take GCSEs in a broad range of academic subjects, including a language.

Schools like Kingsford are leading the way in language teaching. China is at the centre of the global economy, which is why it is important that our young people understand its culture and language.”

The press release issued by the Department for Education on 14 March 2011.

In response to the letter in the Guardian on Saturday 12 March 2011 about the SEN Green Paper:

Dear Sir

I was very disappointed to read the misrepresentation of the government’s green paper on special educational needs and disabilities (letters p.41 Saturday 12 March 2011).

The suggestion that government is trying to make children with complex needs ‘earn’ a place in a mainstream school is both offensive and inaccurate. At the heart of the green paper is the importance of parental choice. Parents know what type of education they want for their child and they should be allowed to decide if that is a mainstream or special school, academy or free school.

At no point do we suggest that one form of schooling is better or preferable for children with additional or complex needs – this is about parental choice, not the ideologically driven idea that the state knows best.

Sarah Teather MP, Children’s Minister

Department for Education

The press release issued by the Department for Education on 13 March 2011.

In response to the publication of Ofsted’s report entitled ‘History for All’, Schools Minister Nick Gibb said:

“It is worrying that Ofsted finds that many pupils lack a chronological understanding of history and are unable to make links between events. It is also a concern that secondary schools are squeezing history out of the curriculum or into general humanities courses. The facts, dates and narrative of history cannot be learnt in disparate chunks – without them we cannot compare, interpret or evaluate the past or draw lessons from them.

We are carrying out a root and branch reform of the national curriculum to set out the essential knowledge that children need, while leaving schools free to decide how to teach it. We are toughening up recruitment and training, attracting the brightest graduates, increasing the number of specialists, building a network of top class training schools, and transforming professional development throughout teachers’ careers. We have also introduced the English Baccalaureate so more pupils study the core academic GCSEs which we expect will lead to an increase in uptake of subjects like history.”