Tag: Department for Education

The press release issued by the Department for Education on 4 October 2011.

1000th school converts to academy status

Nearly 1.2 million children in England now attend academies – schools with the freedom to meet the needs of their pupils, rather than answering to local or national politicians and bureaucrats. This means one in three secondary pupils are taught in academies.

Today, Schools Minister Lord Hill opens the 1,000th school to choose academy status. Smarden Primary School in Ashford, Kent, is becoming part of the Kemnal Academies Trust and joins more than 1,300 academies already open across the country.

The Academies programme has expanded rapidly in the last twelve months. In July 2010 the Academies Act made it possible for any good school to apply to become an academy. Since then more than 1500 have applied with 1031 set to be open by the end of this week.

In addition, there are 319 sponsored academies, turning around schools that were previously underperforming. The Government is increasing the number of sponsored academies with 116 opening since the election. More will open this year than ever before.

More than 40 per cent of all secondary schools are now open or in the process of opening as academies.

Education Secretary Michael Gove said:

There are now more than 1,300 academies open. One thousand have opened in the last year. One million children are now educated in academies.

They benefit from longer school days, smaller class sizes, better paid teachers, more personalised learning, improved discipline and higher standards all round.

Sheila Todd, Headteacher of Smarden Primary School, said:

Smarden Primary School has converted to academy status to further improve our children’s progress, attainment and achievement.

We have taken advantage of the freedoms and opportunities given to academy schools by working in close partnership with both primary and secondary schools to make a difference to pupils across The Kemnal Academies Trust.

Academies benefit from greater freedoms to innovate and raise standards. These include:

• freedom from local and central government control
• the ability to set their own pay and conditions for staff
• freedoms around the delivery of the curriculum
• freedom to change the lengths of terms and school days.

As of today:

• 1,350 schools are now academies across England. By the end of this week 1,031 schools will have converted from local authority control since the new Government. 319 are sponsored academies – of which 116 have opened since May 2010 and 45 more are expected to open later this academic year.
• There are 101 chains of converter academies with a total of 289 schools. On average there are around three schools working together to improve education for their pupils making up these chains.
• Nearly 1.2 million pupils are now attending academies – this means around one in seven pupils in state maintained schools are now attending Academies and one in three pupils in secondary schools.

Strong schools that convert to academy status are expected to support other local schools that could benefit from improvement and the Government is targeting the 200 worst primary schools in the country and turning them into academies next year. The government is also seeing a range of other academy models coming through – including schools that converted at the start of the programme who are now becoming academy sponsors and running a chain of schools. These schools recognise that, by working in partnership with good or outstanding schools, they will be able to gain the knowledge, teaching and leadership expertise they need to raise standards faster.

The press release issued by the Department for Education on 29 September 2011.

Teacher assessment scores published today show that thousands of 7-year-olds have fallen behind in the 3Rs after just three years of school.

Schools Minister Nick Gibb said although many children were well taught and making the grade in the key subjects of reading, writing and maths, too many were struggling.

The provisional statistics show that:

• More than 83,000 seven-year-olds have a reading age no better than a five-year-old.
• Almost 106,000 cannot write to the level expected of a seven-year-old.
• More than 58,000 fail to make the grade in maths.
• There is a marked difference between the poorest children and the rest.
  • Only 73 per cent of all pupils on free school meals achieve the expected standard in reading, compared to 88 per cent not on free school meals.
  • Only 56 per cent of white British boys eligible for free school meals achieved the expected level in writing, compared with 81 per cent overall.
• Overall there has been a flat-lining over the last five years in basic attainment in all subjects.
  • The proportion of seven-year-olds achieving at least the expected level is the same as 2007 in maths, and one percentage point up in reading and in writing.
  • The proportion working above the expected level is the same as 2007 in reading and in writing, and down two percentage points in maths.

Key figures

		2009			2010			2011
	Boys	Girls	All	Boys	Girls	All	Boys	Girls	All
Reading
Level 2 or above	80	88	84	81	89	85	82	89	85
Level 3 or above	22	30	26	22	30	26	22	30	26
Writing
Level 2 or above	75	87	81	75	87	81	76	87	81
Level 3 or above	9	16	12	8	16	12	9	17	13
Speaking and Listening
Level 2 or above	84	90	87	84	90	87	84	91	87
Level 3 or above	18	25	21	18	25	21	18	25	21
Maths
Level 2 or above	88	91	89	88	91	89	88	91	90
Level 3 or above	23	19	21	23	18	20	23	18	20
Science
Level 2or above	87	91	89	87	90	89	87	90	89
Level 3 or above	23	21	22	22	20	21	21	19	20

2011 data is provisional.

Schools Minister Nick Gibb said:

These figures show that many children are doing well. But it is worrying that there are still so many who are behind just three years into their school careers.

Success in later life is founded on an understanding of the 3Rs in the first few years of school. Problems must be identified at a young age and rectified before it is too late.

For instance, in reading, it is the method of systematic synthetic phonics which is proven to help all pupils improve, especially the weakest. That is why from next summer teachers will check how six-year-olds are reading, and will then be able to give extra help to those who need it so they become strong readers.

He added:

The overriding objective of the government is to close the attainment gap between those from poorer and wealthier backgrounds.

Today’s Key Stage 1 figures revealing that a third of boys eligible for free school meals are not reaching the expected level in reading, demonstrates the scale of the challenge and why tackling poor reading is such an urgent priority.

Our focus on improving the teaching of reading in reception and Year 1 of primary school, with an emphasis on systematic synthetic phonics, and the age six reading check are all designed to improve reading, particularly among children from poorer backgrounds.

Level 2 or above: percentage of pupils on free school meals compared with all other pupils

	2011
	FSM pupils	All other pupils	Attainment gap
Reading	73	88	15
Writing	67	85	18
Mathematics	81	92	11

Percentage of boys on free school meals achieving Level 2 or above

	2007	2008	2009	2010	2011
Reading	63	63	65	66	67
Writing	56	56	58	59	59
Maths	78	77	77	77	78
Science	75	75	75	76	76

 Local authority data

In Tower Hamlets, in inner-city east London, more than 47 per cent of pupils are eligible for free school meals, two-and-a-half times above the national average – yet 85 per cent achieve at least the expected level in reading.

The top local authorities for percentage of pupils achieving Level 2 or above in reading are:

• Rutland, and Windsor and Maidenhead (92 per cent)
• Richmond-upon-Thames, Solihull, Bath and North East Somerset, Wokingham, and West Berkshire (91 per cent)
• Kingston-upon-Thames, and Northumberland (90 per cent)

The top local authorities for percentage of pupils achieving Level 2 or above in writing are:

• Rutland (91 per cent)
• Windsor and Maidenhead (90 per cent)
• Richmond-upon-Thames (89 per cent)
• Bath and North East Somerset, West Berkshire, and Wokingham (88 per cent)
• Solihull, Central Bedfordshire and Northumberland (87 per cent)

The top local authorities for percentage of pupils achieving Level 2 or above in maths are:

• Isle of Wight, and Windsor and Maidenhead (95 per cent)
• Wokingham, Richmond-upon-Thames, Rutland, Bath and North East Somerset, Solihull, and West Berkshire (94 per cent)
• Surrey, Hampshire, Derbyshire and Central Bedfordshire (93 per cent)

Progress statistics

The Department for Education also today published statistics showing the progress made by pupils between Key Stage 1 and Key Stage 2, the end of primary school.
They show that:

• In English, 83 per cent of pupils made the expected progress of two levels or more. This is the same as in 2010.
• In maths, 82 per cent made at least the expected progress. This is the same as in 2010.

Schools Minister Nick Gibb said:

As with basic attainment, these figures show that most pupils are making good progress – but there is more to do.

The progress children make is vital. We want schools to be developing all pupils’ knowledge and abilities, from whatever position they start.

Our new fair floor standards recognise the importance of progress and encourage schools to think about the performance of all their pupils, rather than focusing only on those who could help the school rise above the attainment threshold.

For the first time this year’s performance tables will include information on progression of groups of pupils with different attainment levels so parents and others can see how children of different abilities are stretched and catered for.

The press release issued by the Department for Education on 27 September 2011.

Schools Minister Nick Gibb responds to today’s Independent front page on proposals by the AQA (Assessment and Qualifications Alliance) to rank all A-level students according to the schools they attend.

Schools Minister Nick Gibb said:

Universities are in charge of deciding their own admissions policies. But this proposal risks confusing employers, teachers and pupils by giving different values to the same A-levels and would undermine the integrity of public exams.

All pupils who work hard and achieve high standards deserve to have their qualifications recognised. The key to widening access to university is by ensuring more young people are achieving good grades in the right subjects – regardless of background.

That’s why we are stepping in to drive up standards in failing schools; raising teacher quality and training; strengthening exams and curriculum; and targeting investment at those who need the most support through the Pupil Premium.

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.

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.

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.

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.

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

Study finds the short check is popular with pupils

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.

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.

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.