Tag: Department for Education

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

The Education Bill, published today, will help teachers raise standards in schools. It includes measures to root out bad behaviour, tackle underperformance and improve the way in which schools are held to account.

Measures in the Bill include:

• extending the Secretary of State’s powers to intervene where schools are underperforming
• introducing smarter school inspections; Ofsted will now focus only on 4 core elements of schools – pupil achievement, teaching, leadership, and behaviour and safety
• measuring our education system against the best in the world – Ofqual will compare our exam standards against the highest performing countries

Education Secretary Michael Gove said today:

We’re lucky that there are many teachers doing a fantastic job. But there are still too many schools that simply aren’t good enough. We must learn from other countries which do things better.

We’re giving more powers for teachers to do their job properly – the ability to impose better discipline – and freeing them from bureaucracy. The best schools will be freed from inspections so Ofsted will now concentrate on what matters – teaching and behaviour.

But we also need tough new powers to take action when things go wrong. In the worst schools there will be new intervention powers. Ofsted will focus on the worst-performing schools where they are needed most. It is unacceptable that children should suffer in schools that are not doing a good job.

Raising standards

Subject to the passage of the Bill, the Secretary of State will now be able to direct a local authority to close schools that are judged to be in special measures, require significant improvement, or have failed to comply with a warning notice. He will also be able to direct local authorities to give a warning notice to an underperforming school.

These new powers will mean the government can intervene whenever a school is not providing the kind of education children deserve.

Ofsted

The best school systems in the world are characterised by strong accountability, so in addition to recent changes to performance tables, the government is also reforming the school inspection system.

Under the current Ofsted framework inspectors make at least 27 separate judgements. We are focusing inspection on 4 key areas:

• pupil achievement
• teaching
• leadership and management
• behaviour and safety

We want inspectors to spend more of their time concentrating on teaching to drive improvement in educational standards. The Bill will also exempt ‘outstanding’ schools from routine inspection so they can be free to continue doing what they do so well. Ofsted will be able to focus their resources on the underperforming schools.

Responding to these changes, Kate Dethridge, Head of Churchend Primary School, said:

It is good news that there will be a reduction in the criteria against which we are inspected. At the end of the day, the most important thing is to be judged on the core purpose of raising standards. Schools should be trusted to achieve the right outcomes for their pupils, without having to be judged on the process to achieve those outcomes.

It is also welcome that outstanding schools will be exempt from inspections. Constantly self-reviewing and improving the school, and maintaining standards, is a head’s core purpose. Going through the process of an Ofsted inspection is time-consuming and does not add any value in an outstanding school.

Greg Martin, Executive Head of Durand Academy, said:

In recent years monitoring mechanisms have become increasingly complex and we welcome the move today to streamline Ofsted inspections to focus on the things that matter most to parents – quality teaching, effective leadership, good behaviour and safety for every child.

These are also the components of all great schools and Ofsted inspectors will now be able to work closely with improving schools to get these fundamentals right.

Ofqual

International league tables show we are not performing at the same level as many countries across the world. The government believes we must learn from the best education systems. That’s why the Bill puts a duty on Ofqual, the independent watchdog for qualifications, to compare our exam standards against the highest performing systems. It will ensure that England does not continue to fall behind other countries.

Behaviour

The Bill also gives teachers the power to tackle bad behaviour and maintain good discipline. The Bill will:

• give teachers powers to search for items that disrupt learning. Current rules mean children can’t be searched for items like hardcore pornography and video cameras. These items cause serious disruption to learning. Video cameras are used to record incidents of bad behaviour and post them online. The Bill will ensure teachers can search for any item banned by the school rules
• give school the final say in expelling violent pupils. Exclusion should be a last resort, but to ensure order in schools heads need to be able to exclude violent pupils. At the moment a head can exclude a pupil for carrying a knife or acting violently but their decision can be overruled and they can be forced to reinstate the pupil. The Bill will end this – heads’ decisions will be able to be reviewed but not overturned
• protect teachers from pupils telling lies. When violent pupils are punished they may react by making unfair allegations against teachers. These allegations can ruin careers and take good teachers out of the classroom for months on end. The Bill will protect teachers from pupils who tell lies. Teachers will remain anonymous until they are charged
• make it easier to impose detentions. Currently teachers have to give 24 hours notice to a child and parents for any after-school detention they want to issue. This stops immediate punishments and means children escape unpunished as teachers have to spend time outside of the classroom contacting parents. The Bill will remove the 24-hours notice requirement

Responding to the Bill, James McAtear, Head of Hartismere Secondary School, said:

These reforms will help to redress the balance in favour of good discipline in schools. They send out a strong message that our society is not willing to tolerate poor behaviour and that we will provide a safe and supportive environment in which every child can learn.

Bureaucracy

The government is also stripping away the overbearing and unnecessary red tape that takes up teacher time that would be better spent in the classroom or preparing lessons. The Bill includes measures to

• abolish expensive and unaccountable bureaucratic bodies.** **Currently there are too many quangos that take up schools’ time without leading to any real benefits to standards. The Bill will dissolve the General Teaching Council for England and the Qualification and Curriculum Development Agency. It will also abolish the School Support Staff Negotiating Body and the Training and Development Agency for Schools
• remove bureaucratic requirements on teachers and schools. Teachers tell us they have to spend hours outside of the classroom going to meetings and filling in forms because of bureaucratic requirements. It takes them away from the core purpose of improving learning. For example, schools have to produce a specific ‘school profile’ about themselves. The Bill will give schools the freedom to describe themselves how they want and not follow bureaucratic diktats. The Bill will also remove the duty on schools and colleges to cooperate with children’s trusts and for schools to have regard to the area’s Children and Young People’s Plan. Local authorities will no longer have to provide School Improvement Partners, which are often just expensive bureaucracy, to every school
• remove bureaucratic requirements on colleges, including the duties to:
  • secure consent from the Skills Funding Agency before borrowing money
  • promote the social and economic wellbeing of the local area
  • have regard to guidance on consultation with students and employers

Local authority powers to direct a college to invoke disciplinary procedures and appoint members to governing bodies will be removed.

Responding to the measures on bureaucracy, Sue Barratt, Head of Bournville Junior School, said:

Headteachers currently spend 15 or more hours a week on unnecessary paperwork. This time could be better spent doing more important things as a headteacher – doing what we’re there for, raising standards of teaching and learning in the school, and supporting our staff and pupils in the classroom and around the school. We really appreciate that the government is listening to the profession and realises that unnecessary bureaucracy is hindering schools from carrying out their core purpose of raising standards in education for all children.

Larry Montagu, Head of St. Peter’s Catholic School in Gloucester, said:

Any legislation that reduces bureaucracy and allows teachers to concentrate on their core purpose of helping children learn has got to be applauded.

Dr Reena Keeble, Head of Canon Lane First School, said:

I am pleased this Bill will cut bureaucracy – taking away paperwork gives us greater freedom to address children’s needs, which is what we are here for. Spending time doing admin or getting stats together for inspections and data collections takes you away from focusing on your core purpose of ensuring children are able to get an outstanding education.

Penny Barratt, Head of the Bridge School (a special school), said:

Schools will really welcome the removal and clarification of some statutory and non-statutory requirements. This will support the reduction of bureaucracy, which schools have to deal with on a day-to-day basis.

The Education Bill had its first reading on Wednesday 26 January 2011 and is published today.

The press release issued by the Department for Education on 24 January 2011.

On Monday 24 January 2011, 6 local authorities in England (Luton, Nottingham, Waltham Forest, Kent, Newham and Sandwell) begin their judicial review action in relation to the ending of Building Schools for the Future.

A Department for Education spokesperson said:

The Secretary of State terminated the Building Schools for the Future programme because it was unnecessarily complex, poor value for money and unaffordable in the economic climate. In none of the cases are these local authorities challenging the wider decision to end BSF.

We are robustly defending the claims made by the local authorities and believe we have a strong case. The coalition government has been clear that the end of BSF is not the end of school rebuilding. That’s why we have launched a comprehensive review of all capital spending so that school building can be done more efficiently and quickly.

The press release issued by the Department for Education on 20 January 2011.

The Secretary of State for Education today announced a major review of the national curriculum in England.

The review will be led by the Department for Education, supported by an advisory committee and expert panel made up of top teachers, academics and business representatives.

The review will:

• replace the current substandard curriculum with one based on the best school systems in the world, providing a world-class resource for teachers and children
• consider what subjects should be compulsory at what age
• consider what children should be taught in the main subjects at what age

Education Secretary Michael Gove said:

We have sunk in international league tables and the national curriculum is substandard. Meanwhile the pace of economic and technological change is accelerating and our children are being left behind. The previous curriculum failed to prepare us for the future. We must change course. Our review will examine the best school systems in the world and give us a world-class curriculum that will help teachers, parents and children know what children should learn at what age.

Chair of the expert panel, Tim Oates, said:

The national curriculum that we have at the moment has led teachers to move with undue pace through material and encouraged a ‘tick list’ approach to teaching. We will work with the advisory committee, as well as appraising carefully both international and national research, as part of this review. We will make changes only where justified, in order to avoid unnecessary disruption to the education system.

Members of the advisory committee and expert group welcomed today’s review.

Shahed Ahmed, Head of Elmhurst Primary School, Forest Gate, and advisory committee member, said:

I believe this review will be very helpful to re-establish that the best way to teach the primary national curriculum is through a rigorous subject-based approach. It would also be very helpful if the national curriculum is slimmed down so that schools have more time and flexibility to fit in what else they think it important to have in their own school curriculum. I also think it important to emphasise that a good grounding in the basics is the foundation to being creative.

Dame Yasmin Bevan, Executive Principal and Head of Denbigh High School and Challney High School for Boys, and advisory committee member, said:

We need a national curriculum review to establish clarity about what teachers must teach, what children must learn and what parents can expect of their children’s learning. We want to avoid overload, allowing time to ensure concepts, knowledge skills and understanding are fully developed. We also want to establish clarity about the standards we expect our young people to achieve so that they can compete confidently with the best of their peers globally.

Mike Harris, education skills lead at the Institute of Directors, and advisory committee member, said:

Education is on the frontline of the battle for the UK’s future competitiveness. We need to be confident that what we teach, the way in which we teach it, and how we assess and examine the knowledge we impart, matches the best in the world. The national curriculum review will play an important part in that effort.

Professor Nigel Thrift, Vice Chancellor, Warwick University, and advisory committee member, said:

The national curriculum review is important for universities. We need a national curriculum that delivers the knowledge children need to attend university and we need it now. Too often we find that, despite teachers’ hard work and dedication, children do not have what we would consider as the basics in the disciplines that they wish to study at university, and the hope is that – in conjunction with other changes in the educational landscape – this state of affairs can be changed for the better.

Professor Dylan Wiliam, former Deputy Director at the Institute of Education, Professor of Educational Assessment, and expert panel member, said:

There is growing acceptance all over the world that the quality of the teacher is the most important determinant of how much students learn. In this context, it makes sense to check that the national curriculum provides the right balance between providing a firm structure for shared national expectations for what students should learn and allowing enough scope for teachers to have the freedom to use their creativity to maximise student learning.

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

Sixth-form colleges in England will receive much needed investment as Schools Minister Lord Hill today announces a £90 million package of funding. The money will enable sixth-form colleges to make essential improvements to buildings and will help those schools and academies with sixth forms to meet the demand for additional 16-19 student places.

The funding package for 2011-12 includes:

• £57.4 million to address priority building condition needs of the sixth-form college estate
• £30 million for basic need funding for 16-19 student places to help sixth-form colleges, schools and academies meet the demands of demographic changes
• making all sixth-form colleges eligible for Devolved Formula Capital for the first time – funding for maintenance will be given directly to the institution. This means the average sixth-form college will receive an additional £40,000.

Announcing the funding package, Schools Minister Lord Hill said:

I know that there are sixth-form colleges with building needs which have missed out on previous capital programmes. I have therefore allocated more than £57 million to address priority building condition needs within the sixth-form college sector.

Even where funding is tight, it is essential that buildings and equipment are properly maintained to ensure that health and safety standards are met, and to prevent a backlog of decay building up which is very expensive to address. I am therefore also pleased to announce that in 2011-12 all sixth-form colleges will become eligible for Devolved Formula Capital. The average allocation to a sixth-form college will be in the region of £40,000. This funding is primarily for planned maintenance and is in addition to the £57 million for building condition needs.

This Government is committed to ensuring that all young people have the opportunity to continue in education and training after the age of 16. I therefore want to ensure that funding is available to meet the need for additional places where there are demographic pressures in schools, academies and sixth-form colleges. £30 million will be made available in the coming financial year for basic need funding for 16-19 student places in these institutions.

David Igoe, Chief Executive of the Sixth-form Colleges Forum, said:

Sixth-form colleges will warmly welcome this announcement of capital allocations for 2011-12. These allocations will enable them to undertake essential maintenance and refurbishment with some new building also possible. This will greatly enhance sixth-form colleges’ ability to sustain high-quality education in these challenging times. Sixth-form colleges have missed out on capital over the last two years and it is very encouraging to see the Government redressing this unfairness.

The Government has been clear about the central role that sixth-form colleges play in the education system. That is why we are reducing red tape and giving them more freedom. As previously announced, the Department is ending the routine Ofsted inspections of sixth-form colleges rated outstanding and is simplifying the 16-19 funding allocations process to schools and colleges.

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

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

Michael Gove today formally confirmed that Dr Elizabeth Sidwell, the highly respected headteacher and chief executive of the Haberdashers’ Aske’s Federation of schools, will be the new schools commissioner.

Following this week’s school performance tables there are now 216 secondary schools and 962 primary schools below the floor standard. Michael Gove will now challenge local authorities and schools to build on their current work and produce robust improvement plans to turn around schools which are underperforming. Many will benefit from becoming academies, and Dr Sidwell will engage with schools, local authorities and potential sponsors so that more academies replace schools that are underperforming. Her role will be to:

• broker academy arrangements between schools that would benefit most from an academy solution and established sponsors with a good track record of performance improvement
• encourage and recruit more potential academy sponsors
• enthuse leaders of good schools to go for academy status
• raise the profile of Free Schools among prospective proposers.

Welcoming Dr Sidwell to her new post, Education Secretary Michael Gove said:

There are few people in the education world with the pedigree and quality of Elizabeth Sidwell. She has been at the forefront of education policy for over 20 years, first as head of the brilliantly successful Hatcham College, one of the most popular schools in the country, and more recently taking on underperforming schools through the Academy programme.

She will be an excellent schools commissioner, using her credibility and knowledge to go round the country, speaking to local authorities, and challenging them and their schools to come up with robust plans for improving.

I know that Elizabeth will be fair, but not shy away from recommending strong solutions, such as academy status, to those schools who are not making good enough progress.

There are still too many schools below the floor target, and the Government will not blink when it comes to standing up for the rights of children to get a better education.

Dr Sidwell said today that:

It is a tremendous honour to be schools commissioner for England. After 20 years of running schools I am very excited at the prospect of working at a national level to help drive something that all of us want to see – more good schools for all of our pupils, regardless of their background.

I know how great the challenge is in some areas. I know how dedicated and hardworking teachers are across the country – desperately trying to improve their schools. I want those teachers to know that I’m on their side.

However, I will not shy away from confronting failure, and I will be honest when I don’t think schools are improving fast enough. My direct experience of transforming a good school to great, turning round a seriously failing school, transforming primaries and setting up a new school means I am not asking anyone to do what I, and others across the country, have not already done.

The Coalition Government introduced new floor standards for schools in November’s Schools White Paper. These new standards, which are higher but fairer than previous targets, require schools to be above certain attainment levels and also have pupils making at least average progress between Key Stage levels in English and mathematics. For secondary schools the new attainment target is 35 per cent of pupils getting five GCSEs at A* to C including English and mathematics, and in primary schools the requirement is 60 per cent of pupils achieve level 4 in English and mathematics at Key Stage 2.

The schools commissioner post was created in the 2006 Education and Inspections Act, and was formerly held by Sir Bruce Liddington.

Notes to editors

Dr Liz Sidwell is currently chief executive of the Haberdashers’ Aske’s Federation in South London. She was formerly principal of Haberdashers’ Hatcham College in Lewisham, which was rated outstanding by Ofsted. It is also one of the most oversubscribed schools in London, with 12 applications for every place. In 2005 Dr Sidwell led the federation of Hatcham College with the Mallory School, an underperforming school, which became Haberdashers’ Knights Academy. Since becoming part of the federation, results have risen by over 30 percentage points from a start of less than 7 per cent of pupils getting five or more good GCSEs, and Ofsted has said the school is ‘a rapidly improving school that provides a good education for its students’.

The press release issued by the Department for Education on 7 January 2011.

Michael Gove, Secretary of State for Education, has written to the NSPCC, the Musicians Union, Associated Board of the Royal Schools of Music and Youth Music in response to their advice to music teachers to avoid any physical contact with children.

Michael Gove writes:

By telling your music teachers that they should avoid any physical contact with children, it sends out completely the wrong message. It plays to a culture of fear among both adults and children, reinforcing the message that any adult who touches a child is somehow guilty of inappropriate contact. We must move away from this presumption and the Department for Education is taking steps to restore common sense to this whole area.

The press release issued by the Department for Education on 7 January 2011.

Ofsted has today published an evaluation of science education in schools and colleges in England from 2007 to 2010. Responding to the report’s findings, Schools Minister Nick Gibb said:

Science is a critically important subject for this country which needs to be taught by those with knowledge and flair. It is good that many schools are providing pupils with an excellent science education, but it is disappointing that some of our brightest pupils are being held back because of a lack of expertise. The recent PISA study also gives cause for concern, with England slipping down the international league tables in science – from 4th in 2000 to 16th in 2009.

As Ofsted points out, teachers must be properly equipped with the right skills and knowledge if standards in our schools are to improve. Our recent White Paper outlines how we will do this – by creating more opportunities for teachers to learn from each other and by building a new cadre of teaching schools, which will act as local centres of excellence in teacher training and development.

We will also review the National Curriculum to make sure pupils are properly equipped for further study. The introduction of the new English Baccalaureate, which will include science GCSEs, will also provide a powerful incentive for schools to drive participation in science at GCSE and beyond.

We hope all schools and FE colleges will learn from the best practice shown in this report to drive improvement in science education.

The press release issued by the Department for Education on 6 January 2011.

Figures released today show momentum is building for the government’s flagship school reform. The government announced today that

• there are now 407 academies open in England
• 371 secondary schools are now academies – 11 per cent of all secondary schools in England.
• 204 academies have opened since September 2010 under the coalition government, with 46 opening this week alone. Of these, 136 were schools converting to becoming academies that will now use their academy freedoms to support weaker schools. Sixty-eight were weaker schools that had been granted academy status and new sponsors to help them turn round underperformance
• at least one school has converted to become an academy every school day since September
• an additional 254 more schools are in the pipeline having applied to become academies, with more applications coming in every week
• Sixty-four schools applied to become academies in the last week before Christmas alone
• it took 4 years to open the first 27 academies. It took 5 years to open 15 city technology colleges.

In addition, the Department for Education is working with academy sponsors who have targeted underperforming schools. Plans are advanced to reopen these schools as academies in the coming academic year.

Michael Gove today congratulated the schools becoming academies this term:

I am delighted that more schools are opening as academies this week, and are now free from central and local bureaucratic control.

Schools are taking up our offer to become academies because they recognise the huge benefits of being an academy – more autonomy, more power to teachers, and an opportunity to thrive, free from interference from government.

The Coalition believes that headteachers and teachers – not politicians and bureaucrats – know best how to run schools. That’s why all school now have the opportunity to become academies, with stronger schools supporting weaker ones.

The press release issued by the Department for Education on 3 January 2011.

Dear Sir

Your thoughtful leader (3 January 2011) on behaviour in schools points out the radical changes we are making to restore the authority of teachers and headteachers by strengthening their powers to search pupils, issue detentions and use force where necessary.

However, it is wrong to say that we are making it more difficult for headteachers to exclude unruly pupils. In fact, we are increasing the powers headteachers have to exclude by ensuring that pupils cannot be reinstated against a school’s wishes.

You are right to point out that we are also piloting a new system to help pupils who have been expelled. Schools will have the power, additional money and responsibility to secure alternative education for these pupils. We don’t believe this will act as a deterrent to exclusion. Many headteachers are wary of expelling disruptive pupils for fear of the poor quality of alternative provision. By improving that alternative it will be easier for heads to exclude those pupils who need more specialised help to tackle their behavioural problems.

Yours faithfully

Nick Gibb
Minister of State for Schools