Tag: 2011

  • PRESS RELEASE : Consultation launched to lift teacher restrictions [September 2011]

    PRESS RELEASE : Consultation launched to lift teacher restrictions [September 2011]

    The press release issued by the Department for Education on 22 September 2011.

    The Department for Education today launched a consultation on proposals to allow schools to appoint the talented and experienced teachers they need.

    The changes would see bureaucracy reduced so that fully qualified teachers from the United States, Canada, Australia and New Zealand and further education teachers are more easily permitted to teach in schools as qualified teachers without further training or assessment, or serving statutory induction.

    Evidence from around the world shows that the most important factor in fostering excellence in schools is the quality of its teachers.

    Currently:

    • Teachers from the European Economic Area can teach in England’s schools. But those from the US, Canada, Australia and New Zealand are not allowed to work here as qualified teachers without further training and assessment. The National Academic Recognition Information Centre (NARIC) reported in 2003 that teacher training systems in those countries are equivalent to those in the United Kingdom. Schools will be able to appoint these teachers if they cannot otherwise find the high-quality teachers they need.
    • Further education teachers with Qualified Teaching and Learning Skills (QTLS) status can only be appointed in schools as unqualified teachers on a temporary basis. Professor Alison Wolf recommended in her review of vocational education earlier this year that this restriction be lifted because it was making it more difficult for schools to provide high-quality vocational teaching. The recommendation was accepted immediately by Education Secretary Michael Gove.

    Subject to the consultation, heads will be given greater freedom to appoint teachers with the right skills, special qualifications or experience in order to provide a broad curriculum for their pupils.

    Schools Minister Nick Gibb said:

    We want to put qualified teachers from the USA, Canada, Australia and New Zealand on an equal footing with qualified teachers from the European Economic Area, who can already teach in this country without needing further qualifications.

    These are important deregulatory proposals that will make it easier for many highly talented teachers to remain in the classroom.

    Professor Alison Wolf said:

    During my Review I found no support or acceptable rationale for the current situation, which refuses recognition to QTLS in schools.

    The sooner this is changed the better; and I am delighted that the government proposes to make it easier for schools to hire the best person for the job.

    Toni Fazaeli, chief executive of the Institute for Learning (IfL), said:

    Some 5,000 further education teachers made the case for QTLS to be recognised for teaching in schools, on a par with QTS, as their contribution to the Wolf review. IfL has consistently made the case for our members’ professionalism and the professional status of QTLS to be recognised for teaching in schools’ settings as well as further education, so that young people have access to expert vocational teaching wherever they learn.

    Recognising QTLS status and certain overseas teaching qualifications will require a change in the law. Subject to the public consultation and parliamentary process, we anticipate that revised regulations will come into effect from April 2012. Until these changes are made, the existing regulations will remain in force. The consultation will close on 16 December.

    Professor Wolf’s review of vocational education.

    What we are consulting on:

    1. Teachers with Qualified Teacher Learning and Skills (QTLS) status will have qualified teacher status and will therefore be able to teach in schools as qualified teachers on a permanent basis.
    2. Teachers with QTLS status will be required to maintain their membership of the Institute for Learning (IfL).
    3. Teachers with QTLS status will not be required to complete a statutory induction period in schools.
    4. Qualified teachers from the US, Canada, Australia and New Zealand will have qualified teacher status. This means that they will be able to teach in schools as qualified teachers on a permanent basis without undertaking additional training or assessment.
    5. Qualified teachers from the US, Canada, Australia and New Zealand will not be required to complete a statutory induction period in England.
  • PRESS RELEASE : Special educational needs and disabilities green paper pathfinders [September 2011]

    PRESS RELEASE : Special educational needs and disabilities green paper pathfinders [September 2011]

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

    The government has announced today (21 September 2011) that 20 pathfinders, covering 31 local authorities and their primary care trust (PCT) partners, will test out the main proposals in the SEN and disabilities green paper.

    The consultation on the SEN and disabilities green paper received 2,378 responses – 26 per cent were from parents and parents’ organisations.

    Children’s Minister, Sarah Teather, said:

    We’re proposing the biggest reforms in 30 years to help disabled children and those with special educational needs so we need to make sure we get them right. It’s good to see that the overall response from parents, teachers and professionals is supportive of our vision for change.

    There are some interesting responses that will help us shape future policy decisions. For example, we can see that people think there should be a greater emphasis on meeting particular needs that emerge in school, just as much as identifying development problems in the early years.

    I’m looking forward to seeing how the pathfinders progress over the next few months to test out how we can make our proposed changes a reality.

    The pathfinders will all test some core elements of reform, including:

    • a single education, health and care plan from birth to 25 years old, focusing on whether outcomes for disabled children and their parents have been improved
    • personal budgets for parents of disabled children and those with SEN so they can choose which services best suit the needs of their children
    • strong partnership between all local services and agencies working together to help disabled children and those with SEN
    • improved commissioning, particularly through links to health reforms
    • the role of voluntary and community sector organisations and parents in a new system
    • the cost of reform.

    Pathfinders will also test some optional elements, including:

    • whether a national funding framework would help parents understand what level of funding is available to support their child’s needs
    • better support to help parents through the process
    • support to vulnerable children through the new process
    • and the impact of reforms on children aged 16 to 25, or children in the early years.

    The pathfinders will receive up to £150,000 per local authority per year.

  • PRESS RELEASE : Funding for deprived pupils set to double [September 2011]

    PRESS RELEASE : Funding for deprived pupils set to double [September 2011]

    The press release issued by the Department for Education on 19 September 2011.

    The total funding available for the Pupil Premium is set to double and will rise to £1.25bn in 2012-13.

    The Pupil Premium began to be allocated to schools this year and is targeting funding at pupils from low income families who generally do not achieve as well as pupils from more advantaged backgrounds. Government funding will support them in reaching their potential and help schools reduce educational inequalities.

    Children’s Minister Sarah Teather confirmed that the total funding available for the Pupil Premium will be £1.25bn in 2012-13. This is a rise from £625m in 2011-12, and will rise again each year until 2014-15 when it will be worth £2.5bn.

    Children’s Minister Sarah Teather said:

    The amount the Government is making available through the Pupil Premium will double next year and I am delighted to announce this increase. It shows this Government’s commitment to reforming funding for schools to make it fairer for the most deprived children.

    It is our responsibility to close the gulf in achievement, where the poorest children are almost three times less likely to leave school with five good GCSEs than their richer classmates.

    This extra funding will help tackle inequality and make sure thousands of children get the extra support they need to succeed and reach their potential.

    Per pupil allocations and how the Pupil Premium will be distributed in 2012-13 has not yet been finalised. This will be announced in due course.

  • PRESS RELEASE : Government trials parenting classes for all parents of children under 5 [September 2011]

    PRESS RELEASE : Government trials parenting classes for all parents of children under 5 [September 2011]

    The press release issued by the Department for Education on 19 September 2011.

    The government today announced a trial to offer vouchers for parenting classes to mothers and fathers of children under five. This is part of plans to increase support for parents to help them communicate better with their children, encourage good behaviour, and prevent problems developing later on.

    The trial is likely to run in three or four areas of the country. The Government hopes to encourage demand for parenting classes and reduce the stigma of asking for information, advice and help with parenting.

    Around three-quarters of parents say they want more information and support to help their parenting. The vouchers will potentially benefit parents from a wide range of backgrounds, not just those who may have significant problems, like drug or alcohol abuse. Many good and able parents still need information and advice in the early years of their child’s life.

    Most parents will have accessed antenatal classes during pregnancy, which provide useful guidance and support. The trial will give parents similar access to parenting classes in the first five years of their child’s life, so that support does not stop when their baby is born but is available right through to when their child starts school.

    Children’s Minister Sarah Teather said:

    The Government should do all it can, without interfering in family life, to support parents to be the best they possibly can be.

    The first few years of a child’s life can be the toughest period for parents’ relationships. And these early years are also the most crucial for healthy child development.

    Parenting classes can be life-changing because they give parents the skills to manage challenging situations, give their children clear and firm boundaries and help them learn the consequences of their actions. This strengthens families and means children are better behaved, more respectful and can achieve more at school.

    Increasing help, advice and support before a child reaches school age also reduces the likelihood of families needing more expensive support later on. It makes moral, social and economic sense.

    The Government wants to make asking for parenting support the norm rather than the exception. The Government will work with organisations with an existing track record to test the supply and demand for universal parenting classes, as well as other products and services that support families in the earliest years of a child’s life.

    Evidence shows that parents are the single most important influence on their child’s development. They can have a lasting and positive impact on their children’s emotional, physical and intellectual development.

  • PRESS RELEASE : New phonics check will identify thousands of children needing extra reading help [September 2011]

    PRESS RELEASE : New phonics check will identify thousands of children needing extra reading help [September 2011]

    The press release issued by the Department for Education on 16 September 2011.

    Thousands of children will receive the extra support they need to become confident, fluent readers thanks to the Department for Education’s new phonics check, an independent study today reveals.

    In a pilot, 43% of teachers said they had been able to pinpoint 6-year-old pupils with reading problems of which they were not previously aware.

    Those children will now be given additional support to improve. The study of the pilot also found that:

    • the majority of teachers found most aspects of the check appropriate;
    • most pupils found the check to be a positive experience;
    • it took on average between four and nine minutes for each pupil to complete.

    The check, supported by three-quarters of parents in a survey by the National Confederation of Parent Teacher Associations, was piloted in 300 schools this summer and will be rolled out across England next year. All Year 1 pupils will be screened between 18 and 22 June 2012. The check involves teachers taking pupils through a booklet of 40 words on a one-to-one basis.

    If the pilot’s success rate is replicated when it is rolled out, thousands more teachers will be able to identify children who need extra reading help.

    In this year’s tests for pupils leaving primary school:

    • 1-in-6 11-year-olds did not reach the reading standard expected.
    • 1-in-10 boys aged 11 can read no better than a 7-year-old.

    England has also slipped down the international table for reading in primary schools. The Progress in International Reading Literacy Study (PIRLS) of 10-year-olds saw England fall from third out of 35 countries in 2001 to 15th out of 40 countries in 2006.

    Schools Minister Nick Gibb said:

    Ensuring that every child leaves primary school as a fluent and confident reader is key to raising academic standards overall and is important in closing the attainment gap between those from poorer and wealthier backgrounds. It is unacceptable that 10% of boys aged 11 can read no better than a 7-year-old.

    The new check is based on a method that is internationally proven to help children learn to read and the evidence from the pilot is clear – thousands of 6-year-olds, who would otherwise slip through the net, will get the extra reading help they need to become good readers, to flourish at secondary school and to enjoy a lifetime’s love of reading.

    This study finds that the check will be of real benefit to pupils but takes just a few minutes to carry out and is a positive experience for most children.

    High-quality academic research from across the world shows that the systematic teaching of synthetic phonics is the best way to teach children to read, especially those aged 5 to 7.

    The main findings of the study, carried out by the Centre for Education and Inclusion Research (CEIR) at Sheffield Hallam University for the Department for Education, are that:

    • 43% of pilot schools were able to identify pupils with phonics problems of which they were not already aware.
    • all aspects of the check were seen as appropriate by at least 74% of teachers.
    • Three-quarters of pilot schools said the check assessed phonic decoding ability accurately. Most schools interviewed in the pilot also plan to use the results to inform their teaching and planning.
    • Most teachers and pupils understood the purpose of the check correctly.
    • More than 90% of teachers said the content of the check was suitable on most levels.
    • 83% of teachers said the number of words was suitable; 80% said the type of vocabulary was suitable; and 74% thought the non-words used were suitable.
    • The check took on average three hours for schools to prepare for the check, and 12-and-a-half hours to administer it.
    • 65% of schools found the resources used to administer the check “straightforward” or “very straightforward” to manage.
    • 89% of pilot schools said the guidance provided to them by the Department for Education was ‘useful’ or ‘very useful’.
    • Pilot schools wanted detailed results of the check. Almost all 97% wanted pupil-level results and 88% wanted commentary on national-level results. Some 90% of schools wanted benchmarking data to help them set appropriate expectations for their pupils.
    • The experience of the check was positive for most pupils. Some 62% of pilot schools felt the experience had been positive for all pupils, while 31% said it was neither positive nor negative.
    • The check took on average between 4 and 9 minutes to complete per pupil.

    Nick Gibb added:

    Overall the report provides sufficient evidence to roll out the check nationally next year. There are also some helpful suggestions from teachers, and we will consider making some amendments to the check when it is introduced for all Year 1 pupils next summer.

    The Department for Education is also launching a catalogue of approved phonics resources for teaching pupils and training teachers. Primary schools with Key Stage 1 pupils will be able to claim up to £3,000, if they match that funding, to spend on these approved materials.

    Schools will decide which of the resources will help them to deliver high-quality phonics teaching for their pupils and will be able to buy products and training with the match-funding any time up to March 2013.

    How phonics works

    Phonics focuses on sounds rather than, for example, having children try to recognise whole words.

    In analytic phonics, words are broken down into their beginning and end parts, such as ‘str-‘ and ‘eet’, with an emphasis on ‘seeing’ the words and analogy with other words. In synthetic phonics, children start by sequencing the individual sounds in words – for example, ‘s-t-r-ee-t’, with an emphasis on blending them together. Once they have learned all these, they progress to reading books.

    The ‘synthetic’ part comes from the word ‘synthesise’, meaning to assemble or blend together. Children who learn using synthetic phonics are able to try new words working from sound alone, whereas those using analytic phonics are more dependent on having prior knowledge of families of words.

    High-quality research evidence

    In Clackmannanshire, Scotland, a seven-year study of the teaching of synthetic phonics to 300 children found they made more progress in reading and spelling than other children their age.

    A 2005 Australian report, Teaching Reading, said:

    The incontrovertible finding from the extensive body of local and international evidence-based literacy research is that for children during the early years of schooling (and subsequently if needed) to be able to link their knowledge of spoken language to their knowledge of written language, they must first master the alphabetic code – the system of grapheme-phoneme correspondences that link written words to their pronunciations. Because these are both foundational and essential skills for the development of competence in reading, writing and spelling, they must be taught explicitly, systematically, early and well.

    The US National Reading Panel report of 2006 said:

    Systematic synthetic phonics instruction had a positive and significant effect on disabled readers’ reading skills. These children improved substantially in their ability to read words and showed significant, albeit small, gains in their ability to process text as a result of systematic synthetic phonics instruction. This type of phonics instruction benefits both students with learning disabilities and low-achieving students who are not disabled. Moreover, systematic synthetic phonics instruction was significantly more effective in improving low socio-economic status (SES) children’s alphabetic knowledge and word reading skills than instructional approaches that were less focused on these initial reading skills… across all grade levels, systematic phonics instruction improved the ability of good readers to spell.

  • PRESS RELEASE : Schools Minister Nick Gibb announces that the Standards and Testing Agency will commence operating on Monday 3rd October [September 2011]

    PRESS RELEASE : Schools Minister Nick Gibb announces that the Standards and Testing Agency will commence operating on Monday 3rd October [September 2011]

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

    Schools Minister Nick Gibb said:

    I am today announcing that the Standards and Testing Agency (STA), a new executive agency of the Department for Education, will commence operating on Monday 3rd October. The STA will be responsible for the development and delivery of all statutory assessments from early years to the end of Key Stage 3.

    This work was previously carried out by the Qualifications and Curriculum Development Agency, which – subject to the will of Parliament – will cease its final remaining functions in March 2012.

  • Nick Gibb – 2011 Speech at the Centre for Social Justice

    Nick Gibb – 2011 Speech at the Centre for Social Justice

    The speech made by Nick Gibb, the then Schools Minister, on 12 September 2011.

    It is a pleasure to be here at the launch of another important report from the Centre for Social Justice. Since the think tank was founded in 2004, by Iain Duncan Smith, it has contributed hugely to the public debate about how to tackle some of Britain’s most intractable social problems. Its seminal report, Breakthrough Britain, highlighted the central role of education in the life chances of us all and the role that poor quality schools have played in “stifling the chances of children in our poorest areas”.

    This report looks in more detail at educational exclusion, whether that be the literal exclusion of persistently poorly behaved children from school or the metaphorical educational exclusion of those attending schools that fail to deliver the type of education available to the most advantaged in society. The report makes an important contribution to the education debate and for that we are deeply indebted to the Centre for Social Justice and in particular to Adele Eastman.

    I have long taken the view that education is the only route out of poverty and a poor education is, in this modern world, a clear pathway to low income and narrow opportunities.

    And the starting point to anyone’s education is learning how to read. This country is one of the world’s highest spenders on education and yet one in five 11 year-olds leaves primary school still struggling with this basic skill. Nine per cent of 11-year-old boys leave primary school with a reading age of seven or younger. And that problem is compounded further when you look just at white boys eligible for free school meals amongst whom 60 per cent aren’t reading properly at the age of 14.

    Today’s CSJ report points out that “significant literacy and numeracy problems are found in between 50 and 76 per cent of children who are permanently excluded from school”. It also points to literacy and numeracy problems in 60 per cent of children in special schools for those with behavioural problems and in 50-60 per cent of the prison population. As Adele Eastman correctly concludes:

    “Many display challenging behaviour to hide the fact that they cannot read.”

    There is a strong body of opinion and evidence that the reason for this country’s problems with reading is the teaching method that was introduced in the 1950s known as Look and Say, that asserted that exposure to and repetition of high frequency words was the easiest way to teach children to read. But evidence from longitudinal studies such as the Clackmannanshire study by Rhona Johnston and Joyce Watson, showed that early systematic synthetic phonics was the most successful method of teaching children to read. Indeed the Clackmannanshire study of 300 pupils over seven years showed that at the end of that seven year period systematic synthetic phonics had given those children an average word reading age of 14 by the time they were 11. The multi-million dollar meta-analysis from the US, the National Reading Panel, came to similar conclusions.

    That’s why the Government is giving primary schools matched funding of up to £3,000 to buy phonics materials and training. We’re also introducing a phonic check at the end of year one of primary school to ensure that every child has mastered the basic skill of decoding words. Too many children are slipping through the net, with their struggle with reading allowed to continue without the help they need.

    The OECD’s PISA report also shows that Britain ranks 47th out of 65 countries when it comes to reading for pleasure. Four out of 10 teenagers fail to do so in this country compared to just 10 per cent in Kazakhstan, Albania, China and Thailand. So we’re also working on policies to promote greater reading for pleasure.

    Today’s CSJ report, interestingly, points to boredom as a factor. “Boredom”, the report says, “has been regularly cited as a factor in challenging behaviour and a reason for disengagement with education”. There are obviously a range of reasons why children might be bored with some lessons. Not being able to read might be a factor or the skills-based approach to history or geography.

    A report by the Centre for the Use of Research and Evidence in Education points to a significant proportion of pupils not being challenged sufficiently. In that study 8,000 children were asked whether they agreed or disagreed with the statement, “lessons are often too difficult for me”. 50 per cent disagreed and 20 per cent strongly disagreed with the statement.

    So that’s why we are reviewing the national curriculum, slimming it down so that it concentrates on the core knowledge that pupils need to be taught. We are looking at the curricula of the best performing education systems in the world to ensure that our national curriculum is on a par with the best.

    The OECD has also been looking at how some students around the world are able to overcome their socio-economic background when it comes to educational achievement. The report shows that deprived pupils from this country perform significantly less well than deprived pupils in most OECD countries – putting us 39th out of 65 countries.

    It is measured in terms of the resilience of students to their social backgrounds. In the UK just a quarter of pupils from poor backgrounds are “resilient” according to the PISA measure compared to three-quarters in Shanghai-China and Hong Kong and nearly half in Singapore. The OECD average is 31 per cent. The OECD concludes that what helps disadvantaged students to overcome their social backgrounds and achieve well in school in spending more time in class, particularly in science.

    “Among disadvantaged students, learning time in school is one of the strongest predictors of which students will outperform their peers. In practically all OECD countries … the average resilient student spends more time studying science at school – on average between one and two hours per week – than the average low-achiever.”

    That’s why the English-Baccalaureate is such an important concept. Last year only 22 per cent of all students and just 8 per cent of those eligible for FSM, were entered for the E-Bacc subjects at GCSE – English, Maths, at least two of the three sciences or the double award, history or geography and a language. Indications are that GCSE choices for this September show that figure rising to 47 per cent and while we don’t have the breakdown of that figure to show the FSM proportion, it is likely to have increased across the board.

    It is the quality of education available to those pupils from disadvantaged backgrounds that is the driving force behind all our education reforms. We want to see the attainment gap between those from wealthier and poorer backgrounds narrowing and ultimately closing.

    For example, less than 10 per cent of schools with the highest proportion of pupils eligible for FSM make languages compulsory compared to 50 per cent of schools with the lowest level of pupils eligible for FSM. Pupils on FSM are three times more likely to be persistent absentees and around three times more likely to be excluded than non FSM pupils. So again, we believe the E-Bacc policy will increase opportunity and encouragement to study languages even in areas of the greatest deprivation.

    And it’s why we are so determined to drive forward the academies programme – because academies, in some of the most challenging areas of the country – are improving their academic results at twice the pace of non-academy schools. It’s why we believe the Free School policy will make such an impact – with 24 such schools opening this month after just 16 months in office. 50 per cent of those free schools are in the most deprived 30 per cent of local areas.

    It is why we have raised the threshold when it comes to persistent absence from schools, so now being away for 15 per cent of the school year rather than 20 per cent is the new definition and ultimately we need to take that down to 10 per cent.

    And we also need to do more to make schools safe, happy and calm places where pupils are free to study and able to learn. Persistent low level disruption distracts children, it helps spread poor behaviour and it drives out talented teachers from the profession. The OECD estimates that 30 per cent of effective teaching time is lost because of poor behaviour in schools.

    We have to restore the respect for teachers and shift the balance of authority in the classroom away from the child and back to the adult. This is what pupils want as much as teachers and parents. That’s why the Education Bill going through Parliament at the moment will strengthen teachers’ powers to enforce school rules.

    It will remove the absurd 24 hours’ notice rule for detentions and it will seek to improve the quality of alternative provision for those pupils who are excluded from school by allowing Pupil Referral Units to have the same autonomy and freedoms as academies. We’re also encouraging new providers to establish alternative provision free schools and we’re piloting a new approach to exclusion in which the school will be responsible for selecting any alternative education and be held accountable for the academic results of those excluded pupils.

    Early intervention is also key which is why we’re recruiting an extra 4,200 health visitors to support parents after the birth of their children, extending free childcare for three and four year olds to 15 hours per week from the current 12.5 hours, and introducing 15 hours a week free childcare for the poorest two year olds.

    The CSJ and this Government share many objectives – the principal one being to tackle social disadvantage and to close the attainment gap between those from poorer and wealthier backgrounds. Today’s report is a welcome contribution to understanding how we deliver on those vital objectives and I look forward to working with the Centre for Social Justice on what more we can do to ensure that our joint objective becomes a reality.

  • PRESS RELEASE : Schools given freedom from bureaucratic rules to have control over school day [September 2011]

    PRESS RELEASE : Schools given freedom from bureaucratic rules to have control over school day [September 2011]

    The press release issued by the Department for Education on 12 September 2011.

    All schools are now able to vary their school day to benefit their pupils.

    Up until this September, if a local authority maintained school wanted to change its lunchtime, for example, by five minutes or extend its school hours, it had to go through a bureaucratic process which in some cases took up to three months. Foundation, foundation special, voluntary aided schools and academies were free from these restrictive regulations and so could already vary their school day.

    Under the changes, which came into effect on 1 September 2011, the same freedoms are now extended to local authority maintained schools.

    Schools Minister Nick Gibb said:

    We want to give teachers and heads more power over how they run their schools. It shouldn’t be central government or detailed regulation that determines the time a school day starts or the length of the school lunch break. Academies have already benefited from this freedom and used it to help their pupils with catch up lessons or extra-curricular activities. We want all schools to benefit from this freedom if they choose to do so.

    Supporting the changes Russell Hobby, general secretary of the NAHT, said:

    Longer school days can be one of the most powerful ways of bringing about school improvement. Carefully planned changes will be fine; heads are very aware of the needs of parents and their working lives.

    Many academies have taken advantage of this freedom to vary their school day to provide extra-curricular activities or additional learning.

    • ARK Academies across England have a longer school day both at primary and secondary level. At secondary level, this provides 31 hours of teaching per week, which allows for targeted catch up where needed as well as wider enrichment, extension and ‘masterclass’ activity – for example achieving the European Computer Driving Licence (ECDL) as an on-line course in the extended day flexible time.
    • At the Milton Keynes Academy, students have a 30-hour week, with lessons from 8.30am – 3.20pm each day. This gives them five hours of extra learning per week and allows for all students to receive the equivalent of an hour of both literacy and numeracy every day.
    • The West London Academy has extended the school day with an additional four hours teaching time per week.
    • The Harefield Academy in Hillingdon, London, has used the freedom to structure the school day differently to accommodate its day boarders – young people who arrive very early and don’t go home sometimes until seven or eight at night. These are youngsters who have a particular talent in their sporting activity. During the day they have extra coaching and after school they catch up with their lessons; they do their homework, have their tea, and then they do more training.
    • The JCB Academy in Staffordshire has hours that are more like business hours than normal schools and sixth form colleges. The curriculum encourages a structured and effective use of time, meaning that there should be very little – if any – homework in years 10 and 11 (sixth formers will have some homework, but probably less than other schools).
    • Haberdashers’ Aske’s Federation of Academies across London maximise learning and teaching time by extending the length of the school day.

    Schools will still be expected to consult and to take account of the views of all interested parties before they implement any changes to the school day. They will be advised to consult and serve reasonable notice on their local authority, parents, pupils and staff, but free from national regulation being imposed on them.

  • PRESS RELEASE : Michael Gove article in the ‘Evening Standard’ on free schools [September 2011]

    PRESS RELEASE : Michael Gove article in the ‘Evening Standard’ on free schools [September 2011]

    The press release issued by the Department for Education on 8 September 2011.

    Free schools, the cynics say, are cuckoos in the nest. They’re greedy interlopers, swallowing up the resources which should properly go to the existing family of schools.

    The only children who’ll benefit, they say, are the rich. Because it’s the sharp-elbowed middle classes who’ve barged their way into these schools.

    It’s a powerful argument. Which, nevertheless, has nothing to do with the facts. Free schools have been created to save children from being poorly served by other local schools, whether through poor standards or a desperate lack of places.

    And the people behind them are crusaders for social justice who deserve all our thanks. Their principal opponents – like Tony Benn’s daughter, the Hon Melissa Benn, or Alastair Campbell’s partner Fiona Millar – tend to be well-connected media types from London’s most privileged circles.

    But the free school I’m opening today in Enfield serves children from some of our least privileged neighbourhoods. Woodpecker Hall has been set up by a modest but inspirational headteacher who has devoted her life to helping children in need.

    Patricia Sowter took over her first school, Cuckoo Hall, when it was in special measures and risked closure because it was so bad. Now it is one of England’s best, doing far better than the national average.

    Two-thirds of pupils leave at age 11 performing as well as most 14-year-olds, though the school has twice as many pupils from poor homes as the national average.

    Patricia has already helped turn round schools elsewhere in London and in Cambridgeshire. Now, under the Coalition, she is launching a new primary. So 450 more children can benefit from her traditional teaching, strong discipline and wonderful, loving, pastoral care.

    Patricia’s is just one of 24 free schools opening this week, many set up by inspirational teachers like her. Sajjid Husain Raza, the son of a bus driver from Bradford who read science at Oxford, has gone back to his home town to open one for underprivileged children ambitious to follow in his footsteps.

    In Norwich, a group led by another great teacher, Tania Sidney-Roberts, is launching one that will open from 8:15am to 5:45pm, 51 weeks a year, to give hard-pressed working parents a better deal.

    By allowing teachers, not bureaucrats, to run schools, we have given the people who know most about education the chance to make an even bigger difference.

    And by opening superb schools that bring smaller class sizes, longer hours and inspirational teaching, we force complacent local authorities to raise their game and improve all schools.

  • John Hayes – 2011 Speech on Cutting Apprenticeship Red tape for Employers

    John Hayes – 2011 Speech on Cutting Apprenticeship Red tape for Employers

    The speech made by John Hayes, the then Education Minister, at the CBI in London on 6 September 2011.

    Good morning everyone.

    Most of us might think of this time of year as one of endings rather than beginnings. With the nights starting to draw in and a cold nip in the morning air, summer holidays are over and harvest-time is upon us. Whether or not they amount to mellow fruitfulness, the temptation is for us all to sit back and admire the results of the work we did earlier in the year.

    But as we stand on the threshold of autumn, we should remember that this can be a time of important beginnings as well as endings. My children, like millions of others, returned to a new year at school yesterday. Take today, 6 September, for example. William the Conqueror landed in England and set in motion amongst the most profound social and political changes that this country has ever seen. Nearly six centuries later, this was also the day on which the Mayflower set sail for America, not just starting the rise of a new superpower, which in crucial ways sowed the seeds of the modern business environment in which most of you operate.

    And what we do in the future can be as glorious as all the best of what we’ve done in the past. So I want to speak today of a future which is better for Britain because it’s better for business. Specifically, I’d like to share some thoughts with you about the steps we are hoping to take with you to spread the social and economic benefits of Apprenticeships even more widely.

    That’s not merely a technical issue – it’s about investing in human capital.

    Anyone who has seen for themselves just what an Apprenticeship can do to turn someone’s life around, knows the power of that investment, whether the apprentice is an adult looking for a new direction or a young person just starting out. Power not only to give them new skill, fresh hope and undreamt-of earning potential, but even more importantly power to give new pride in new abilities, people with a constructive purpose in life, real self-respect reinforced by the respect of those around them.

    You know that, our Government is facing two profound domestic policy challenges. First, promoting renewed economic growth and prosperity for British businesses. And second, giving renewed hope and purpose to British people, especially the young, whose disaffection with things as they are was shown so graphically recently.

    Building an Apprenticeships programme that delivers to its maximum potential is highly relevant to increasing the chances of meeting both challenges successfully.

    And it’s highly relevant to you. Some businesspeople say that they’re reluctant to become involved in training because it’s easier to just go out and buy the skills they need to grow and to thrive, if necessary by looking abroad. But that’s a short term fix not a long term solution to Britain’s skills shortages.

    I appreciate that many of you already engage apprentices in large numbers as well as offering training to your existing staff. You know already what they can do for your businesses’ performance and for their standing within the community, you value the difference skills make to productivity and competitiveness. I know, too, that many of you have been powerful advocates of training among other businesses in your own sectors. And I want to pay public tribute to that this morning.

    Your efforts have played their part in allowing us to offer at least 250,000 more Apprenticeships over this Parliament than the previous Government had planned. Thank you.

    But with nearly one million young people not in education, employment or training, I think it’s obvious that we haven’t yet done enough.

    Too often in the recent past, businesses have been asked to collude in Government numbers games. Getting more so-called NEETs off the unemployment register by setting arbitrary targets and creating schemes just to meet them is just not right.

    We must also make progress in increasing the range of Apprenticeships, and improving their quality. Their reach must become as wide as the scope of learners’ abilities and aspirations. Their quality must be such as to make the apprentice sought after by employers, envied by their peers and admired by the rest of us.
    That necessitates, among other things, for creative thinking and for expanding our own perceptions of what Apprenticeships are.

    They certainly remain highly valuable for traditional crafts. The special quality of the interface between an apprentice and his mentor, the vital symbiosis, can inspire both; between one generation eager to pass on all it knows and the next ready to learn. Too rarely are, these days, generations brought together in that way. But the potential for knowledge to be passed on from one generation to another, and for them to find common cause as craftsmen, goes far beyond a particular discipline.

    I said last year that craft is as much about learning to be a film technician as furniture maker; as much about learning to be a fashion designer as a fishmonger. I did not have Pinewood Studios in mind when I said that, but I’m still glad that you will hear from them later on about how they have brought together a network of small employers in their supply chain to deliver successful Apprenticeships.

    This variant on the Group Training Associations theme, with small employers working with a large totemic employer, is something that is worthy of further consideration. Its very nature generates cross-Sector Skills Council working and a sector-led approach to generate growth. This is something that I obviously welcome and about which I have been talking to the UK Commission for Employment and Skills.

    A second key area where we must make progress, one that I think will strike a particular chord here. The Government said in its response to the Wolf Review in May that we were committed to simplifying Apprenticeships, in order to remove unnecessary bureaucracy and make them less onerous for employers to offer.

    And I, for one, see no contradiction between our wish to raise quality and our commitment to cut red tape. That’s why we have started a specific project looking further at how we can facilitate greater engagement with small and medium-sized enterprises in skills, training, and Apprenticeships. That project will report to me this Autumn.

    But I also recognise that reducing bureaucracy and burdens for large employers is not easy. Tinkering would not be the answer. It had – as some of you may recall – been tried before and had made little difference. Instead, we needed to start from some robust analysis of the systems and burdens imposed on large employers to allow us to step back and think about the way the system operates as a whole.

    What we do must be evidentially based.

    Which is why I was so delighted to give my full support to a commission by the Employer Reference Group, in which the CBI and many large employers played an important part. The commission’s aim was to review the processes faced by large employers seeking to take on apprentices and the result of its work is the excellent report being published today. This sets out in detail the processes involved in taking on apprentices and how bureaucracy can be reduced for large employers who contract directly with the Skill Funding Agency.

    The report has been co-sponsored by two of the Employer Reference Group members – BT and TUI Travel, and I am delighted that Andy Palmer from BT will speak to you in a moment. The study and the report were produced by the Learning and Skills Improvement Service – LSIS – who are also here today.

    The report has made a series of broad recommendations to simplify the system and help encourage more large employers to recruit apprentices. Naturally, we were reluctant to wait for publication of the report before taking action, and I have here an Action Plan that we are implementing to take forward the report’s recommendations.

    One key measure suggested by employers – that we look at paying large employers by outcomes only, thus stripping away a significant number of data collection and audit burdens – has, I am delighted to say, started this month with a pilot of over 20 major employers.

    But we will go further:

    Providing an online, plain-English, toolkit for employers that clearly explains the end-to-end processes employers need to undertake for apprenticeships;
    Streamlining contracting arrangements;
    A commitment to no “in year” changes to contracting arrangements;
    A more proportionate approach to audit and inspection – reducing preparation time for employers;
    Greater use of electronic information, thus reducing paperwork;
    A more streamlined certification process.
    Progress against this Action Plan will be monitored via a Task and Finish Group of employers being set up by the National Apprenticeship Service, with the Skills Funding Agency. This group will not only keep me informed of progress and the impact that the changes are having but will also report regularly to the Employer Reference Group. And I will insist on 6 month and 12 month progress reports tested against the views on major employers, the CBI and other key players. I know that many of you, too, will also be keen to see how this work is progressing.

    It remains only for me to thank the CBI, for their hospitality this morning, their championing of Apprenticeships in general, and the work they, and all the employer members of the Reference Group, especially Andy Palmer from BT and Andy Smyth from TUI Travel, have done to support this study and the resulting report and action plan.

    Apprenticeships: time honoured, but right for now.

    Right for business because they boost productivity.

    Right for those that gain the skills to prosper.

    Right for Britain because by fuelling economic growth and fostering the common good they feed our national interest.