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The press release issued by the Department for Education on 2 July 2012.

Highlighting that there are some cases where trainees receive little more than a single lecture, Charlie Taylor calls for more practical training for trainees. This includes knowing how to vary the tone and volume of their voice to teach effectively and manage behaviour, as well as how to use posture in order to be an authoritative presence in the classroom.

The headteacher of The Willows, a special school for children with behavioural, emotional and social difficulties in West London, has also today published the document ‘Improving teacher training for behaviour’. It sets out the knowledge, skills and understanding that trainees will need in order to be able to manage children’s behaviour.

Charlie Taylor said:

The greatest fear trainee teachers have is that they won’t be able to manage behaviour. It also remains one of the main reasons why teachers leave the profession.

There are essential skills – including some which are underestimated, such as body language and posture – that all teachers need in order to manage behaviour effectively.

There are some great training providers but too often trainees aren’t taught the skills they need to ensure discipline in the classroom. We must spread best practice because without strong discipline and good behaviour children can’t learn.

Charlie Taylor, who from September 2012 will become the chief executive of the Teaching Agency, has carried out a review of what trainees are currently taught. It found differences in the quality of training on behaviour management. The best ITT providers take considerable time and thought to produce programmes that mean trainees leave with a range of practical skills, knowledge and understanding. It allows them to feel confident to manage behaviour when they begin to teach.

However, there are some cases where trainees receive little more than a single lecture and limited support from a tutor if things start to go wrong. Some providers are not always aware of what is good training on behaviour and this means they continue to train inadequately.

A survey, published last week, revealed how more than two-fifths (41 per cent) of teachers rated their initial teacher training (ITT) in managing behaviour as ‘poor’ or ‘very poor’. This includes teachers who may have been in the profession for a number of years.

Improving teacher training for behaviour’ has been developed to complement the new Teachers’ Standards that all teachers have to demonstrate from September 2012. It also reflects the new Ofsted inspection framework for ITT providers, which will come into effect at the same time. It has been produced taking on board the practice from some of the outstanding teacher training providers, Ofsted and some of the best schools who train teachers.

It will help ensure consistency across providers and includes how trainees should know how to:

• vary the tone and volume of their voice to teach effectively and manage behaviour;
• stand, move, make use of the space and use eye contact in order to be an authoritative presence in the classroom;
• use praise effectively to improve behaviour, and understand how to apply rewards and sanctions to improve behaviour;
• manage behaviour in a range of different situations such as whole class teaching, group work, the corridors and the playground;
• plan and teach lessons that take account of individual children’s special needs, so that they are less likely to misbehave;
• take appropriate and effective action when they are confronted by more extreme behaviour.

Jo Palmer-Tweed, course director at teacher training provider Thames Primary Consortium, said:

The importance of coherent high-quality training for behaviour management in teacher training cannot be underestimated.

With a wide range of routes into teaching available and training programmes that are growing in diversity these guidelines will be essential to ensure the provision of high quality training.

Crucially they do not tell providers how to structure their training programmes, but they do set high expectations in terms of what a trainee teacher should expect to receive. This will have a positive impact on the quality of teacher training and subsequently on children’s behaviour for learning.

The press release issued by the Department for Education on 30 June 2012.

New cadet units across England will be given a £10.85 million boost so that more young people can join up and take pride in their community, the government announced on 30 June 2012, Armed Forces Day.

The Ministry of Defence (MOD) and Department for Education have committed the money to roll out 100 new cadet units across state-funded schools in England by 2015. This will give thousands of children the opportunity to learn leadership skills, volunteer in their communities and build their self-confidence.

Over the next three years, the new cadet units will be created through partnerships with existing units in schools or by creating completely new units. The £10.85 million will go towards essential equipment and training of staff. Interested schools will simply need to demonstrate they are able to provide the adult volunteers and third-party funding to maintain the unit.

Research has found that cadets tend to have high levels of respect for authority and high levels of self-esteem. They are likely to be committed citizens, with high aspirations and a greater sense of community. The vast majority, nearly 80 per cent, said being a cadet has helped them stay out of trouble.

Education Secretary Michael Gove said:

Cadet forces provide an exciting and challenging way for young people to learn teamwork, self-discipline and respect. They have made a hugely positive impact, especially in boosting standards and discipline.

By extending the scheme in state schools, more young people can benefit from the cadet experience. It will help them develop into well-rounded, accomplished adults fully prepared for life beyond school.

We know many schools with cadet forces have a partnership or collaboration arrangements with neighbouring schools to allow more young people to take part. We want to see more partnerships to allow schools to share their expertise and facilities for the benefit of all.

Defence Secretary Philip Hammond said:

Cadet forces offer a great opportunity to gain life skills and we are determined to ensure that we open that opportunity up to as many young people as possible. The funding announced by the government today will kick start an exciting new phase in the development of our cadet forces – fostering greater social mobility, and raising awareness of the values and ethos of our armed forces among local communities.

The press release issued by the Department for Education on 28 June 2012.

Thousands of young people with special educational needs are to get intensive support into long term paid work, thanks to a new government programme.

From this autumn supported internships are being trialled at 14 colleges around England for young people aged between 16 and 25 who have complex learning difficulties or disabilities. The trials will test a study programme for supported internships that could be adopted by all further education colleges from September 2013.

The supported internships trial, backed by £3 million from the Department for Education, will provide a structured learning programme at an employer, like a restaurant, library or clothes retailer, that is tailored to the individual needs of the young person. It will equip them with the skills they need for the job, backed by expert job coaches to support interns and employers, and give them a chance to study for relevant qualifications. The programme gives them the platform to break down negative attitudes and show employers what they can do.

Giving these young people experience of work allows the young adults to boost their confidence and empowers them to become more independent.

Sarah Teather, Minister for Children and Families, said:

This is about helping young people with complex needs learn the skills they need for the workplace within a real job situation.

We have to be more ambitious and tap into huge potential in people with learning needs. We can’t leave the most vulnerable on the scrapheap, without a way of getting a job and being able to live as independently as they can.

With appropriate mentoring, even young people with complex needs can shine in a successful business.

The Minister saw how this works in practice at the Rose Project at Havering College of Further & Higher Education in east London, which has operated a supported employment programme for young adults with special educational needs for several years.

Jenny Carr, Programme Manager for the Realistic Opportunities for Supported Employment Project, said:

We are passionate about the work that we do because we see how life changing this is for our clients who want the same opportunity as others to have jobs and develop their own independence. The benefits to businesses are also immense as the employers we already work with will happily testify.

Brian Mott, Facilities Manager, said:

An unexpected benefit of employing people with learning disabilities has been the attitude they bring to the workplace. Most of us can be a bit jaded with work but they’re a breath of fresh air and it impacts on others.

Every person you employ has their own idiosyncrasies and if you don’t prejudge people with learning disabilities then I think you’ll be pleasantly surprised.

The supported internships trial is part of the biggest reform of special education needs policy in 30 years. The special educational needs green paper Next Steps details how the government supports young people who lose support when they leave school.

Special educational needs statements and learning difficulty assessments will, from 2014, be replaced with a single assessment which cuts red tape and helps to provide a continuous plan to support teenagers with special educational needs prepare for adulthood.

The press release issued by the Department for Education on 26 June 2012.

Teachers are feeling more positive about the standard of pupils’ behaviour in schools, according to a new survey published today.

It reveals how the government’s work to back teachers in improving behaviour in schools and classrooms across the country is starting to deliver positive results.

Of the teachers surveyed, more than 3 out of 4 (76%) said the standard of behaviour was ‘good’ or ‘very good’ in their schools – an increase of six percentage points compared with the previous survey in 2008. More than 4 out of 5 teachers (85%) felt well equipped to manage pupil behaviour.

Whilst these findings are encouraging, the survey also reveals that 3 out of 5 (60%) of teachers asked felt that ‘negative pupil behaviour is driving teachers out of the profession’. While this is a welcome decrease of 8 percentage points from the 2008 survey, it shows there is still more to do.

Also, the latest Ofsted inspections published earlier this month show that, under the new tougher and more focused inspections, behaviour and safety was judged outstanding or good in only four out of five schools (79%).

Schools Minister Nick Gibb said:

The majority of pupils are well-behaved and want others to behave well too. This survey shows encouraging effects of the government’s reforms, and that schools need to continue with their relentless focus on behaviour.

The survey also reveals some concerns about negative behaviour which is driving some teachers out of the profession. The government is committed to maintaining our relentless focus on raising standards of behaviour in schools until every school is a safe and happy place in which pupils can excel academically.

The government’s expert adviser on behaviour, Charlie Taylor, said:

Without good behaviour teachers can’t teach and pupils can’t learn.

I am encouraged to see that teachers are feeling more in control of the classroom, but still more needs to be done. We need to ensure trainee teachers are equipped with the right training in behaviour management.

The press release issued by the Department for Education on 22 June 2012.

Higher Apprenticeships enable the Government to drive economic growth by targeting specific sectors where advanced skills gaps have been identified.

For example, it is estimated that between now and 2030 European airlines will need to recruit 92,500 new pilots while the UK will need to train 96,300 new engineers over the next four years just to replace those who are due to retire.

Higher Apprenticeships also allow people to pursue degree level study while getting paid, widening access routes and helping to widen participation.

The second round of the £25 million Higher Apprenticeship Fund will support the development of 4,230 new Higher Apprenticeships in sectors including aviation, low carbon engineering, legal services and space engineering.

Employers, including Siemens, Unilever and the UK Space Agency will benefit from world class, nationally accredited technical training delivered in the workplace.

Business Secretary Vince Cable said:

“Through the Higher Apprenticeship Fund we can target sectors where skills shortages are threatening to choke off growth.

“They also help us break down the doors of professions that are not representative of the society in which we live. It cannot be right for example that only 4 per cent of registered commercial airline pilots are women.

“Higher Apprenticeships are an essential step in rebalancing our economy and building a fairer country where growth is spread evenly and opportunities are not limited to the privileged.”

Skills Minister John Hayes said:

“By radically increasing the number of degree level apprenticeships we are putting practical learning on a level footing with academic study.

“Doing an apprenticeship should be one of the best gateways to university-level study. Through the Higher Apprenticeship Fund we are creating 23,000 places for young people to take degree-equivalent Higher Apprenticeships in sectors like space engineering and renewable energy.”

David Way, Chief Executive of the National Apprenticeship Service said:

“The expansion of the Higher Apprenticeships underpins our commitment to raising the quality of Apprenticeships.

“We are seeing major employers opening up recruitment and training to young apprentices. Young people and their parents can see clear opportunities to climb the jobs ladder right to the top through taking up Apprenticeships.”

Procter & Gamble Higher Apprentice Lori Douglass said:

“I have enjoyed every minute of my apprenticeship with P&G. As well as an exciting career with excellent progression opportunities, I have gained confidence and a wealth of invaluable experience and training.”

Nine partnerships comprising employers and training providers will receive a total of £6m, following a competitive bidding process.

This is the final tranche of projects being supported by a £25m fund for Higher Apprenticeships and builds on the 21 projects announced in December last year.

The press release issued by the Department for Education on 19 June 2012.

An important aspect of the survey, No place for bullying, was inspectors’ focus on pupils’ own experiences and understanding of bullying and its effects. Inspectors asked pupils what they would do if they were bullied, whether they had been bullied while at their current school and how well they thought their school dealt with bullying.

Training for staff was an important aspect of the schools’ work to prevent and tackle bullying. The training that the majority of schools had provided on bullying tended to be general and did not always focus on the different types of bullying that could occur, such as homophobic bullying. This led to some staff not feeling wholly confident to tackle all types of incident.

Research suggests that certain groups of pupils are more likely to be bullied. These include disabled pupils and those who have special educational needs, and pupils who are, or are perceived to be, homosexual.

Inspectors found that casual use of language that discriminated against these groups of pupils, and others, was common in many of the schools visited.

Many pupils were well aware that such language was not acceptable, but it was often seen as ‘just banter’. Staff also indicated that they did not always feel confident to challenge unacceptable language or have the strategies to do so.

Director, Education and Care, Susan Gregory said:

Schools must develop a positive culture so all pupils learn in a happy and safe environment. Teachers should receive the right training and support so they have the skills and confidence to teach pupils about diversity and the effects of bullying.

This report shows many examples where action to tackle bullying has been very effective and I hope this best practice can be emulated by other schools.

Inspectors found that most of the schools visited had a positive culture and most pupils were considerate of each other. Many of the schools had developed a range of effective strategies for pupils to learn about moral and social issues. In the best schools, expectations and rules clearly spelled out how pupils should interact with each other. This meant that children developed empathy and understood the effect that bullying could have on people.

However, in some schools the analysis of behaviour and bullying was not always as sharp as it should be. This meant that schools were not able to see exactly what the issues were or what actions needed to be taken next. The best schools recorded bullying incidents, which meant they could look for trends and patterns and could take action promptly.

In a small group of schools visited, behaviour was more variable and interactions between pupils were not as positive. Incidents were dealt with when they happened but the preventative work was not as effective.

Many headteachers and staff spoke about the tensions that could sometimes exist between the culture that they were trying to instil and maintain in their schools, and aspects of the culture in the wider communities around the school.

Some schools had achieved significant success by working with parents and carers and members of the community to reach a better understanding.

The press release issued by the Department for Education on 19 June 2012.

Equipping staff with the right skills is the key to ensuring better quality early years education – this is the finding of Professor Cathy Nutbrown’s independent Review of Early Education and Childcare Qualifications, which was published today.

In her independent report, ‘Foundations for Quality’, Professor Nutbrown sets out 19 recommendations to improve the skills and knowledge of those who work with young children.

The report’s other recommendations include:

• Improving qualifications to make them more rigorous and demanding, with a stronger focus on child development.
• A focus on improving the delivery of qualifications so that tutors have the support to improve their skills and maintain the current experience of the sector.
• Asking the early years sector to lead on mentoring new staff, to support them as they enter work and make sure students learn from good practice.
• Build on progress to encourage graduate leadership in the sector, through Early Years Professional Status, as part of the move towards more teachers in the early years.
• That the Government should not impose a licensing system for the sector at this stage.

Professor Cathy Nutbrown said:

I have seen many inspirational examples of dedicated staff providing the best environment for playing and learning. I want more young children to benefit from this.

Every child deserves excellent early education and care, and every parent should be confident that their child is getting the best. Early education and care needs to support babies’ and young children’s all round well being and development. That is why I want the workforce to really understand child development, the importance of play, and have good English and maths skills.

There is no doubt that high quality education is important. We need to make sure the early years workforce has the necessary skills, qualifications and experience to provide the very best for our young children.

My recommendations stress quality in ensuring that staff are as good as they can be, and have the skills, knowledge, and understanding to make the most of the government’s investment in the early years. Working in the early years sector should be a recognised and fulfilling career that attracts the best women and men.

There cannot be a compromise on quality and we must be relentless in our desire to improve experience for young children. Taken together, I believe my recommendations will give parents and the early years workforce confidence in the standards of early education and care qualifications.

The report shows that high quality early years provision narrows the gap between disadvantaged children and others, and that staff qualifications improve quality.

The government will now carefully consider Professor Nutbrown’s recommendations before publishing a response later this year.

Children’s Minister Sarah Teather said:

This government wants the best for our young people. It is clear that if children are to have the best start in life, then they must have excellent early education. The evidence that disadvantaged children particularly benefit from quality early education is compelling. This is why we are offering free childcare to hundreds of two year olds across the country.

I warmly welcome Professor Nutbrown’s thoughtful and thorough report. It takes a careful and measured look at the sector, and will be very useful in helping us to shape the future of the early years workforce. We need to attract bright people to the sector so that our young children get the best possible start in life – after all, they only get one chance.

Parents want to be sure that the childcare they use is both high quality and affordable. The review of childcare affordability announced by the Prime Minister will be informed by Professor Nutbrown’s report, for example her suggestion to look at the link between better qualified staff and child : staff ratios.

We will now consider her report very carefully before responding in further detail later this year.

This comes as the Prime Minister has today launched a commission on childcare which will look at how to reduce the costs to families and the burdens on childcare providers. This will explore the effectiveness of current government support and look at how to encourage childcare after school and in the holidays.

It will draw widely on expertise and evidence from within this country and abroad and it will report back in the autumn.

Anne Longfield, Chief Executive of 4Children, said:

4Children is delighted to welcome the recommendations set out in Professor Nutbrown’s review. The clear commitment to delivering the highest quality for our youngest children speaks strongly to the overwhelming evidence showing how crucial the foundation stage is to the social, emotional, cognitive and health outcomes of children.

If implemented, I believe that this review has the potential to lead to a radical change in the early years and childcare support on offer to children and their families in this country – increasing training and skills for workers with challenging and rewarding job opportunities. This report puts forward informed and insightful recommendations to provide the high quality workforce needed to ensure children – especially those with the most disadvantages get the best start possible.

Today 4children is launching a summary of the Early Years Foundation Stage (EYFS) for parents. This has been developed with parents and the Department for Education to ensure parents know what the EYFS is about and what they can expect from the professionals working with their child. It was developed following a recommendation from Dame Claire Tickell’s review of the EYFS, that parents should be provided with a brief, simple explanation of what the EYFS is and what they can expect.

The press release issued by the Department for Education on 15 June 2012.

In a speech to the National College annual conference in Birmingham today (15 June 2012), Sir Michael Wilshaw, HMCI, launched a new review of access and achievement in education.

Addressing the audience of headteachers and school leaders Sir Michael said:

Twenty years ago, Ofsted produced a landmark report entitled Access and Achievement in Urban Education, which described the lack of educational success and the paucity of good-quality provision in deprived communities. Ten years later, David Bell, the then Chief Inspector of Schools, marked the anniversary by producing another report under the same headline. What was so depressing was that his report painted a similarly bleak picture of underperformance in these same communities.

I am asking the educational leaders of this country to take ownership of the situation and show the leadership needed to change the learning landscape. Everyone who agrees that all children deserve a good education needs to work in partnership to introduce the radical solutions needed today to make a real difference for the children of tomorrow.

The original report, published in 1993, gave recommendations for closing the gap on the educational achievements of children from rich and poor backgrounds in the English education system. Based on evidence collected from visits to schools, youth and adult education providers in Bristol, Derby, Kingston-Upon-Hull, Manchester, Slough, Thamesmead and Thurrock the report painted a bleak picture of the quality of education received by the majority of children and young people at the time.

In 2003, David Bell, the then HMCI, published Access and Achievement in Urban Education: 10 years on, which collected data from 1,000 schools serving areas of urban deprivation and having more than 35% of their pupils on free school meals. The 2003 report identified a lack of progress in most of the schools covered by the 1993 study and pointed to some common features such as high pupil turnover and difficulties in teacher recruitment preventing schools from improving sufficiently.

The programme of work to inform Access and Achievement in Urban Education: 20 years on, will include a review panel of leading heads and academic experts who will seek to answer 5 key questions:

• Why are some children and young people more affected by socio-economic and educational disadvantage than others?
• What more can be done by parents and education providers to ensure the best possible start for those that need it most?
• Some schools are doing a great job for pupils from disadvantaged backgrounds. So what can we learn from them and how can we ensure that many more schools do as well as the best?
• Schools and colleges have greater autonomy now over their policies and use of resources. So how do we secure effective coordination and improvement of local education services in areas of the greatest educational need?
• What more needs to happen to ensure that young people from disadvantaged backgrounds achieve success in employment and as citizens?

The expert panel will include representation from schools, local authorities, academia and the third sector.

The press release issued by the Department for Education on 15 June 2012.

Outstanding headteacher Charlie Taylor was today appointed as the first permanent Chief Executive of the new Teaching Agency.

The Teaching Agency, based within the Department for Education, came into existence on 1st April 2012. It is responsible for ensuring the supply of high-quality teachers and training and for teacher regulation.

It also delivers policy for teachers and instructors; those working in Early Years; classroom-based school support staff; special educational needs co-ordinators (SENCOs); educational psychologists and examinations officers.

Mr Taylor will take up the new post from 3rd September 2012, taking over from Lin Hinnigan, who was appointed as an interim Chief Executive.

He is currently the department’s Expert Adviser on Behaviour. Previously he was the head teacher of The Willows, a special school for children with behavioural, emotional and social difficulties in West London. During his time at the school, he received two ‘outstanding’ Ofsted ratings.

Charlie Taylor said:

I am delighted to be able to take on this new role at such a key time.

Ensuring we have the very best professionals in our classrooms and schools, and working in Early Years, is vital. I am looking forward to the challenges ahead and being part of the Teaching Agency team.

Mr Taylor has been a behavioural specialist for more than 10 years and has also worked as a freelance behaviour consultant, coaching teachers in behaviour management techniques. He has taught every age group, from nursery to 16-year-olds, working in tough inner-city primary and comprehensive schools. He lives in London and is married with 3 children.

Welcoming the appointment, Education Secretary Michael Gove said:

I am delighted that Charlie Taylor has accepted this vital role. The skills and experience he brings will ensure the success of this new and important agency.

I would also like to thank Lin Hinnigan for her excellent work setting up the agency and guiding it through its early days.

The press release issued by the Department for Education on 14 June 2012.

• Extra bursaries for primary maths teachers and trainee teachers who work in the most challenging schools
• Weeding out poor teacher training providers

Schools will soon get more of a say in how teachers are trained, including taking on new trainee teachers themselves, under new plans to be unveiled today (Thursday 14 June).

The new School Direct programme, starting this September, will allow schools to train top graduates as teachers in the subjects and phases they need, in the way they want them trained. They will also be able to choose which accredited provider – such as top universities or Teaching School partnerships – they want to work with.

This will give schools greater control of how new teachers are recruited and trained, encourage more school-led partnerships for teacher training, and will help drive up the quality of teacher training.

The plans include:

• Extra financial incentives for trainee primary maths teachers and trainee teachers who work in the most challenging schools
• More collaborative school-led teacher training for top graduates
• Weeding out poor-quality initial teacher training (ITT) providers while guaranteeing allocations for outstanding ones
• A new employment-based training programme for high-calibre career changers

Speaking at the National College annual conference in Birmingham, Education Secretary Michael Gove will say:

The idea is a simple one: take the very best schools, ones that are already working to improve other schools, and put them in charge of teacher training and professional development for the whole system

The impact of these changes on initial teacher training will be revolutionary. By the end of this Parliament well over half of all training places will be delivered by schools

Each year around 30,000 teacher training places are allocated to a network of ITT providers for qualification-based courses. School involvement in the way the courses are designed or managed is limited and varies between providers. Schools do not always have an influence over who is recruited and how they are trained. Too many trainees are also on courses which Ofsted considers as only ‘satisfactory’.

From this September there will be more than 900 places on the new school-led School Direct programme – nearly double the expected level. The programme will be expanded massively over the next few years as it is opened to all schools. It is expected that Teaching Schools, academy chains and outstanding schools will take the lead, working with other schools in their area.

By the end of the Parliament we expect that as many as 10,000 students a year could be trained by schools that are either offering Schools Direct places or are full providers of teacher training.

New dedicated training route for high-calibre career changers

Starting in September 2013, around 5000 teacher training places will be made available for high-calibre career changers, through a new employment-based strand of School Direct. This scheme will replace the current Graduate Teacher Programme (GTP) which has been in place since 1998.

Whilst the GTP has delivered some superb training, and recruited some brilliant teachers, it has also suffered from serious flaws. Recruitment has not always been targeted at high-fliers, it has been difficult to access and apply to the programme, and some schools have been left frustrated by restrictions over salary and training.

The new School Direct route will build on the GTP’s strengths and give schools greater control. Those who have already gained at least 3 years’ valuable experience in the world of work will be able to apply for the programme via a single website.

Other plans include:

• Extra £2,000 incentive on top of current bursaries for top graduates who train to become primary specialist maths teachers. Trainees with a grade B or above in A level maths would qualify for this additional bursary.
• Driving up the quality of initial teacher training (ITT) providers. ITT providers rated ‘outstanding’ by Ofsted will get guaranteed allocations of places for two years at least, at their current level. Good providers will receive some allocations, but no places guaranteed, whilst satisfactory providers will receive no allocations. All providers will be able to supplement their central allocations by working with schools to train their School Direct trainees.

Providers rated as ‘requires improvement’ under the new Ofsted framework will not get any central government places and if they receive two consecutive ratings in this category, they will be closed down.

• Incentivising the best trainee teachers to work in the most challenging schools. If a School Direct trainee spends the majority of their training in a challenging school, they will receive an extra 25% in bursary payments. For those starting this September, they will receive up to £5,000 extra. Challenging schools using the employment-based School Direct route will receive 10% extra – up to £2,000. This additional funding will allow them to offer higher salaries or better training.