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.

The press release issued by the Department for Education on 5 September 2011.

• Two thirds of schools oversubscribed for their first year
• Demand for some schools three times more than places available

Thousands of parents have applied to send their children to the first 24 Free Schools that are aiming to open in next month. This comes as latest analysis by the Department for Education shows that Free Schools are targeting deprivation, with half of the schools located in the 30 per cent most deprived communities.

15 of the 24 schools are oversubscribed for their first year, with some seeing more than three applications for one school place.

For example:

• Moorlands School, Luton, received 420 applications for 115 places.
• The West London Free School, Hammersmith and Fulham, received over 500 applications for 120 places.
• Sandbach School, Cheshire, received 340 applications for 210 places.
• St Luke’s Church of England Primary School, Camden, received 54 applications for 15 places.

Department for Education analysis published today also shows that Free Schools are targeting deprivation. Based on Super Output Areas – the most accurate reflection of a school’s local community – the analysis finds that of the 24 Free Schools opening in the next two weeks:

• Over a third (9 schools) are located in the 20% most deprived communities.
• Half the schools (12 schools) are located in the 30% most deprived communities.

The figures clearly show that the Free Schools policy has already been a success in creating schools in disadvantaged areas and where there is a need for new places. Many of the Free Schools opening this September have been set up because passionate teachers and charities want to support the very poorest pupils who live in communities where results and aspiration have been low for generations.

Free Schools will be good, local schools funded by the Government, but have greater freedoms than local authority run schools. They are run by teachers – not local councils or Westminster politicians – and have freedom over things like the length of the school day, the curriculum, and how they spend their money. These schools are opening because of real, local demand from parents for a new or different type of education to benefit local children and their families. They will meet parents’ simple desire for good, local, state funded schools that have strong discipline and – in many cases – small class sizes.

The teachers running the outstanding Cuckoo Hall Academy, for example, have decided to set up a Free School – Woodpecker Hall Primary Academy – so they can reach more children in a part of North London that needs good new school places, and where the number of pupils on Free Schools Meals is high.

Patricia Sowter, executive principal of Woodpecker Hall Primary Academy, talking about her previous experience before setting up a Free School said:

It would break my heart. I couldn’t give places to half of the children in the nursery class because of local authority admission rules. I remember one Asian family whose mother had tears in her eyes as she pleaded with me to take her daughter. I knew I had to do more to help these parents get what was best for their children. I knew these children could succeed, despite the deprivation and despite what seemed to be a mindset of low expectations at the local authority.

Under the Coalition Government’s new plans, Free Schools will also be able to prioritise the most disadvantaged children (eligible for Free School Meals) in their school admissions arrangements. With the Pupil Premium – worth £430 per pupil this year – there will be an even greater incentive for Free Schools to attract pupils that are most in need of high-quality education.

From initial proposal to opening, the first Free Schools will have taken between ten and 15 months to set up from submitting initial application forms. In the past, it took between three and five years to set up a maintained school, with parent-promoted schools taking up to nine years. It also took five years to open the first 50 Academies. The Government is shaving years off this to respond to the urgent demand from parents, and to drive up standards more quickly – especially for the poorest pupils.

Schools Minister Lord Hill said:

What parents want is the chance to send their children to a good local school with high standards. These new free schools are designed to achieve exactly that and we are committed to opening many more in the next few years.

For too long, politicians in Westminster have assumed they know best and that more political control means better results. The opposite is true. Good schools know better than politicians how to run their own affairs and that’s why we’re confident these free schools – which give them real independence – will offer local children a great education. It’s not surprising many are oversubscribed.

Notes to editors

1. As of 1 September, the Free Schools that are oversubscribed this year are:

• Aldborough E-ACT Free School, Redbridge
• ARK Conway Primary Academy, Hammersmith & Fulham
• Batley Grammar School, Kirklees
• Bradford Science Academy, Bradford
• Canary Wharf College, Tower Hamlets
• Discovery New School, West Sussex
• Eden Primary School, Haringey
• Langley Hall Primary Academy, Slough
• Maharish School, Lancashire
• Moorlands School, Luton
• Sandbach School, Cheshire
• St Luke’s Church of England Primary School, Camden
• The Free School Norwich, Norfolk
• West London Free School, Hammersmith & Fulham
• Woodpecker Hall Academy, Enfield

The press release issued by the Department for Education on 5 September 2011.

• 1,000 new academies have opened in the last year

More children will have the opportunity of a great education as record numbers of weak schools are turned into academies this year.

Forty-five sponsored academies will open in September, with a further forty-nine due to open during this academic year. This is the highest ever number of new sponsored academies to open in one year.

In addition, 185 good schools will become academies this month – on top of the 796 who have already converted. These schools can now take charge of their own affairs and enjoy the professional freedom and control that academy status brings.

Since September 2010, 1,097 schools have become academies (116 sponsored academies, 981 converter academies), meaning that 1300 academies are now open, compared to 203 opened before the Academies Act of July 2011. This is more than a six-fold increase.

This means that more than 40 per cent of all secondary schools are now open or in the process of opening as academies.

As of this September:

• there are 1,300 Academies open across the country
• in 29 local authorities, the majority of secondary schools are academies
• in addition to the open academies, a further 575 are in the pipeline, with more applications expected in the new school year
• the first 12 special schools have become Academies and we are working with 25 who are interested in doing so over the next year.

Education Secretary, Michael Gove, said today:

Teachers, not politicians or bureaucrats, should run schools. They should be free to innovate in the classroom. That is why thousands of schools are becoming academies.

Every child should be able to attend a good school. But we have inherited one of the most stratified and segregated education systems in the developed world.

Thankfully, record numbers of weak schools are becoming academies this year, so we are giving more and more children opportunities that have historically been the preserve of those from wealthy backgrounds.

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.

The press release issued by the Department for Education on 31 August 2011.

Sir,

It is disappointing that Monday’s article plays down the hard work and achievement of so many passionate teachers, parents and charities that have set up new schools to improve education for children in their area (Pupil numbers are scaled back after failure to fill places, Monday 29 August 2011).

Contrary to the gloomy picture painted, many of the free schools opening for the first time in September report that they are oversubscribed – with some receiving four applications for one place.

The fact that hundreds of families are putting their faith in these brand new schools – schools that do not yet have exam results or Ofsted ratings to prove their worth – is remarkable. It clearly shows that parents want a better choice of local schools – run by teachers, not bureaucrats – which offer strong discipline, excellent teaching and high standards.

Lord Hill of Oareford CBE

Parliamentary Under-Secretary of State for Schools

 

The press release issued by the Department for Education on 26 August 2011.

The number of disabled children receiving short breaks more than doubled between April 2008 and March 2011, with increases in every area of the country. The findings are published today in a report by Together for Disabled Children (TDC), commissioned by the government.

Short breaks give disabled children and their families the chance of a normal life and opportunities that other children can take for granted such as playing with their friends, learning new hobbies or going on holiday. Short breaks also give parents a well needed rest from their caring responsibilities and a chance to recharge.

The government has now made it statutory for local authorities to provide short breaks, as of April 2011. The new regulations require local authorities to publish information to parents describing what short breaks services are on offer in their area.

The government has committed over £800 million for local authorities to invest in short breaks between April 2011 and March 2015 through the Early Intervention Grant. This compares with £270 million which was made available between 2008 and 2011.

The number of disabled children receiving short breaks rose from 57,383 in 2008-09 to 162,831 in 2010-11 – an increase of over 105,000 children. This has contributed to a decrease in social care interventions and a fall in the number of disabled children entering the looked after system.

The TDC report also analysed the success of parent forums across the country between 2008 and 2011. Over 1,700 parents of disabled children are now actively involved in planning services in their area through parent forums – over three times more than in 2008.

Children’s Minister, Sarah Teather, said:

Disabled children and their parents rely on support and free time to have a normal family life. Weekends away, overnight care and fun activities give parents a valuable break from caring and give disabled children a chance to learn a new skill or make new friends.

The success of the short breaks programme is clearly down to local authorities working in partnership with parents of disabled children, so that services are shaped by their needs. The families involved benefit and services are better value for money so other families get to enjoy more short breaks services.

Short breaks provide families with early help so they can cope better in times of stress, and are less likely to need help from social care services. That’s why it’s vital that local authorities continue to invest in short breaks and make it a priority. We have backed this up with a new duty on local authorities to provide short breaks.

We want to give parents more influence and control over local services. In our green paper on special educational needs (SEN) and disability we have set out a range of ways that parents should be involved in local decision making. Increasing parent participation means more services are being delivered that are more responsive to the needs of local disabled children.

On short breaks the report finds that:

• Over eight million additional hours of daytime short breaks were provided to disabled children and their families – the number of daytime hours rose from 6,079,681 hours in 2008 to 14,308,283 hours by March 2011.
• An additional 193,000 nights of care are being provided either in the child’s own home, in hospices, holiday parks or on weekend breaks. The number of nights of care rose from 587,095 nights in 2008 to 780,827 nights by March 2011.
• Local authorities have particularly improved activities and breaks for children with severe challenging behaviour and complex health needs.
• Providing a range of short breaks services has led to greater satisfaction from disabled children and their parents and is more cost effective than only using expensive residential care.
• Greater parental involvement in commissioning short breaks services has led to better value for money, and therefore more services are being delivered to more children.
• There have been particular increases in the number of voluntary and community sector organisations, particularly small local groups, delivering services.

Christine Lenehan, Council for Disabled Children (CDC), said:

Short breaks are essential for families with disabled children. Caring for a disabled child can be a full time job. This often means that parents of disabled children have little time to do day-to-day tasks such as cleaning, taking a shower and sitting down to eat a meal.

Access to regular, reliable, high quality short breaks can be life changing for families, providing time to do day-to-day activities, to rest and to build their relationships. Even more importantly, they give disabled children and young people themselves the opportunity to take part in positive activities, to build friendships and to play an active part in their communities.

CDC warmly welcomes the increase in access to short breaks, particularly for children with the most complex needs. However, this is not the end of the story. It is crucial that the Government continues to monitor local delivery of short breaks under the Early Intervention Grant.

The government today announced that Contact a Family, a charity providing advice and support for the parents of disabled children, has won the contract to strengthen parents’ involvement in local decision making across the country. Contact a Family will carry through the commitments in the SEN and disability green paper to give parents more control over the support their child and family needs, and to fund parent forums in every local area.

Parent forums have been developed in almost all local authorities to help parents have a say in the range and quality of services for disabled children. This includes, for example, the supply and delivery of equipment, therapy services, and the local SEN transport policy.

An increase in parent participation and the active involvement of parents in shaping services has resulted in:

• Lower stress for families, helping them feel in control of their child’s wellbeing.
• An increase in value for money services.
• Better, more coordinated local information for families of disabled children.
• Some parents have personally benefitted and have returned to work as a result of the confidence of being part of a group.
• Three pilot projects in Leicester, Hull and Tower Hamlets successfully increased the number of black and ethnic minority parents by tackling barriers such as lack of information and language differences.

Srabani Sen, Chief Executive of Contact a Family, said:

We are delighted the government has committed to continue funding parent forums which have played a vital role in shaping services to meet the needs of families with disabled children over the last three years.

The results speak for themselves: more and more parents’ voices are being heard, parents feel more in control and this has led to a range of improved outcomes for children, young people and their families.

Strengthening parent participation is at the heart of Contact a Family’s work and we look forward to supporting parent carer forums to continue their excellent work.

Local parent forums share experiences, provide peer support, and get updates on national developments via the regional parent forum networks. A National Network of Parent Carer Forums (NNPCF), established in March 2010, supports local and regional forums. This has helped ensure that parents are engaged in shaping national policy, and that their voices are heard.

The NNPCF has worked closely with the government in formulating national policy. Specifically they are involved in the selection of green paper pathfinders that will test the single education, health and care plan and personal budgets.

Anna Gill and Carrie Britton, co-chairs of the NNPCF, said:

We are delighted that the government values the unique and crucial perspective that Parent Carers can bring to strategic decision making at all levels, from national commissioning and policy making through to the local allocation of scarce resources; the ongoing commitment to support the development of all Parent Carer Forums through Contact a Family will help us ensure that the voice of even more families will be heard.

Voluntary and community sector and other organisations have been invited to bid to support local areas, including their ongoing provision of short breaks.

The press release issued by the Department for Education on 28 July 2011.

Responding to the Education Select Committee’s report on the English Baccalaureate, Schools Minister Nick Gibb said:

We believe very strongly that all children have the right to a broad and balanced education that includes English, maths, science, a language and a humanity.

These academic subjects reflect the knowledge and skills young people need to progress to further study or to rewarding employment. It cannot be right that children from the poorest backgrounds are significantly less likely to have the opportunity to take GCSEs in these subjects than children from more advantaged areas. Just 8% of children eligible for Free School Meals were entered for the E-Bacc subjects next last year compared to 22% overall.

Closing the attainment gap between children from wealthier and poorer backgrounds is a key objective of the Government and the E-Bacc measure plays an important part in helping to deliver that objective. The E-Bacc is not compulsory but it is about closing the attainment gap between rich and poor and about increasing opportunity.

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

The new package of support will provide new students with a small non-means tested grant, a means tested bursary and a reduced rate non-means-tested loan. The loan will be provided by Student Finance England. As with the current scheme, different rates of means tested bursary and loan will apply according to where a student lives and studies, whether in London, outside of London, or with their parents.

This means that a healthcare student on an eligible course of 45 weeks in duration and studying outside London could receive a non-means tested grant of £1,000, a means tested bursary of up to £4,395 and a non-means tested loan of up to £2,324.

It is planned that these changes will take effect from September 2012. Any changes which are made will apply only to new students who begin their training on or after the date on which the changes come into effect. Existing students will remain on the current scheme.

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

The Secretary of State for Education has today set out how the Government will ensure that education funding is better targeted in the future.

The key announcements are:

Schools Capital

• The Government will provide £500 million to help local authorities provide extra school places – meeting the extra pressures caused by increased birth rates.
• A new school rebuilding programme has been launched. It will be targeted at those schools in the worst condition. Information will be available shortly from Partnerships for Schools.
• School Building regulations will be pared down significantly – cutting red tape and costs.
• The Government is minded not to fund the BSF projects which were the subject of a judicial review earlier this year, subject to further representations from the authorities involved.
• The recommendations of Sebastian James’s review on school building will be broadly accepted subject to a thorough consultation process on details and implementation. This consultation is being launched today and is available from the publications section. We will carry out a condition survey of all school buildings so that funding can be better targeted. We will revise school building regulations to reduce unnecessary burdens and bureaucracy. We will also improve the design of schools to achieve better buildings and better value.

Schools Funding

• A new consultation (available from the publications section) has been launched seeking views on proposals for a new, fairer and more transparent school funding system.
• The current funding system for maintained schools will continue in 2012-13.
• A consultation has been launched with Local Authorities only about LACSEG academy funding, to ensure that the rapid growth in academy numbers is funded fairly and to ensure that local authorities are not double funded for services they no longer provide. This consultation is available from the publications section

The Secretary of State has written to local authorities, schools and other partners setting out the full details of these announcements. The letter is available below.

Letter from the Secretary of State

Dear Colleague,

Today I am making a series of announcements on education funding with the aim of making the system fairer and less bureaucratic. These announcements cover both capital investment and school revenue funding. The key elements are outlined below.

Capital investment

I am announcing my initial response to Sebastian James’s review of education capital funding. I accept the majority of the review recommendations, subject to consultation.

This consultation will run for twelve weeks and will focus on two key areas. First, the best model for allocating and prioritising capital, recognising the increasing diversity of the schools estate; and secondly the proposals put forward on procurement and project management, calling for a more centralised approach to capture efficiencies and build expertise.

While there are undoubted benefits to implementing these proposals, I would like to hear views from all interested parties.

I am also keen to move forward more quickly on some of the other recommendations. I wish to develop a suite of standardised drawings and specifications for school buildings. I intend to collect condition data so that funding can be better targeted. I will also simplify the school premises regulations. I will consult fully on revised regulations in the autumn.

I am also announcing that an extra £500 million of capital funding will be available this financial year for those local authorities where rising pupil numbers is putting severe pressure on school capacity. Details of how allocations will be made will be provided over the summer and finalised in the autumn.

Furthermore, I am pleased to be launching a new privately financed school building programme. This programme will focus on the school buildings in greatest need of repair.

The programme will be available to all publicly funded schools. I am determined that criticisms of the previous model for private financing must be addressed and I will only agree to projects when a series of rigorous value for money tests have been passed.

Local authorities, schools, and organisations with responsibility for schools will be able to submit applications for the programme.

Information and guidance on preparing applications will be available online. Applications can be submitted between 3 and 14 October.

Revenue funding

The Government is also publishing a consultation on school funding reform: Proposals for a fairer system. This follows our earlier consultation in April, on the high level principles of school funding reform. The consultation will run for twelve weeks, closing on Tuesday 11 October.

The proposals in the consultation deal with the historic inequalities which have meant that similar schools in different areas receive very different levels of funding.

The consultation document sets out proposals to reform the system so that it is simpler and more transparent. We propose to introduce a new national formula so that money is allocated more consistently across the country. We also wish to expand the eligibility criteria of the Pupil Premium. The consultation also includes proposals for funding high need pupils and early education.

In order to allow sufficient time for consultation and to ensure that schools and local authorities have sufficient time to plan for possible changes, we are consulting on whether we should implement these reforms from 2013-14 or wait until a later spending period. We will maintain the current funding system for maintained schools for 2012-13. Details of the arrangements for funding academies in 2012/13, following our spring consultation, will be available in due course.

These reforms will bring substantial benefits. However, they will require funding to be moved between schools and areas, and will take time to have effect. We will apply transitional arrangements from the outset to ensure that the reforms are introduced at an appropriate speed that is manageable for schools. These transitional arrangements will limit the year on year change to schools’ budgets so that there is stability in budgets while the reforms are introduced.

Local Authority Central Services Equivalent Grant (LACSEG)

We will also be consulting local authorities, the Local Government Association and London Councils (in a separate, shorter consultation) on the level and basis for the Local Authority Central Services Equivalent Grant transfer in 2011-12 and 2012-13.

16-19 funding

The Department and the YPLA will be carrying out an open consultation on the 16-19 funding formula and methodology in the coming months. Building on the series of expert panels that schools, colleges, independent providers and their representative bodies have taken part in, we plan to launch the formal part of the consultation in the early autumn, subject to cross government clearance.

This is slightly later than originally planned but will allow us to align with the consultation on the general principles governing study programmes for 16-18 year olds as set out in Professor Wolf’s review of vocational education. The length of the consultation period will not be affected.

I look forward to receiving your views on today’s announcement.

The press release issued by the Department for Education on 18 July 2011.

The government has published its response to Lord Bew’s independent review of testing, assessment and accountability at key stage 2, accepting all the recommendations in full.

Education Secretary Michael Gove said:

These changes represent an educationally sound approach and substantial reform. The system in future will be fairer for teachers and pupils. It will give parents the vital information they need and will hold schools accountable.

Key changes to the current system will include:

• replacing the current writing test with teacher assessment of writing composition from 2013 to ensure that pupils can be more creative and will overcome the dangers of teaching to the test. This teacher assessment will make up the larger part of the overall writing judgement
• introducing a test of some of the essential skills needed to become fluent, confident writers – spelling, grammar, punctuation and vocabulary. This will be trialled in 2012 so that it can be introduced in 2013
• publishing more data in the 2011 performance tables onwards, including new three-year rolling averages from 2012, to give a rounded picture of a school’s performance
• placing a greater emphasis on progress made by pupils
• giving secondary schools teacher assessment judgements before test results, from 2012. This will mean there is more weight attached to them and allow longer for them to inform year 7 teaching and learning
• primary schools providing more information on pupils’ performance to secondary schools so year 7 teachers know right from the outset children’s attainment and the areas where extra work is needed. This will start in summer 2013
• trialling in 2012 of an extension to the testing period, so that pupils who are absent (eg due to illness) on the day of a test will have a week in which to sit it, rather than two days

The review panel was chaired by the cross-bench peer Lord Bew and consisted of headteachers and education experts. Michael Gove set up the review last year. He said external accountability at key stage 2 was vital because it was shown to drive up standards, but agreed the current system was flawed and could be improved.

Lord Bew said:

I am pleased that all our recommendations have been accepted. This is a complex area and many conflicting views were presented to us. But this package will lead to a better system, one that will do the jobs everyone wants it to do and which will have the confidence of all parties involved.

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

• More focused on classroom skills and expertise
• Behaviour management and subject knowledge vital

All teachers will be expected to meet new standards of competence and conduct from September 2012, following an independent review of the skills that teachers should possess. They are a key part of the Government’s ambition to ensure the status and quality of the teaching profession continues to rise.

In March this year, the government asked Sally Coates, Principal of Burlington Danes Academy in West London, to lead a review of standards for teachers. The standards place a sharp focus on the key elements of teaching – including subject knowledge, managing behaviour and teaching pupils with a variety of special needs – and will set a clear and unambiguous benchmark for teachers, regardless of whether they are newly qualified or have been in post for many years.

The government has today accepted the review’s recommendations including:

• Improving the rigour of teaching standards and ensuring they focus more on the essential teaching skills required in the classroom.
• Recommending a single set of standards for all teachers, replacing the current duplication of different standards issued from different bodies – reducing them to just eight standards for teaching from 33 standards for QTS and 41 for Core and to just three standards for personal and professional conduct from the eight principles in the GTCE Code.
• Setting a clear expectation that teachers must not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.

The government launched the review because the existing standards are not fit for purpose. More than a third of teachers do not feel they provide a good definition of teacher competence and 41 per cent believe they do not make any difference to the way they teach.

In place of the old ambiguous and vague system, the new standards are practical and clear about the competencies that all teachers should have.

They will:

• help headteachers assess teacher performance
• provide clear requirements on teachers having skills to tackle bad pupil behaviour
• make sure that teachers are able to teach the core basics of reading and writing, including understanding systematic synthetic phonics.

Sally Coates, chair of the review, said today:

Nothing has more impact on a child’s achievement than the quality of teaching they receive and in the new standards for teachers we have prioritised the importance of classroom practice and subject knowledge.

I hope the review’s recommendations will ensure the benchmark for entry to the profession is rigorous and firmly based in teaching. I want every teacher to consider these the standards of expectation and build upon them in their career.

Michael Gove welcomed the recommendations:

The old standards placed a premium on bland statements and platitudes over practical use for teachers and they had to be improved. Sally and her team have produced a new set of standards with real teeth. They set clear expectations about the skills that every teacher in our schools should demonstrate.

They will make a significant improvement to teaching by ensuring teachers can focus on the skills that matter most.

Review panel member Roy Blatchford, Deputy Chair and Director of the National Education Trust, commented:

The new Teachers’ Standards give an unequivocal message that highly effective teaching is what matters in this profession.

The Review Group has seized the opportunity to raise the bar for current and future teachers. Our nation’s children and young people deserve no less.

Greg Wallace, Executive Principal of the Best Start Federation of schools in Hackney, said:

We’ve been using synthetic phonics as our primary ‘learn to read’ strategy for the last decade. Over that period I’ve consistently seen synthetic phonics serve children with a very wide range of needs incredibly well.

Given what we know about the effective teaching of reading, the expectation that all primary teachers should know how to use this method expertly is long overdue. I am thrilled to see the use of synthetic phonics enshrined in the new national standards for teachers because all children have the right to be taught to read as early – and as quickly – as possible.

The second phase of the review, starting this month, will look at the standards required for advanced skills teachers and excellent teachers.