Tag: Michael Gove

The comments made by Michael Gove, the then Secretary of State for Education, on 9 June 2014.

We have to ensure children are safe in our schools. Evidence uncovered in Birmingham clearly indicates that schools have used the notice they have been given of inspections to evade proper scrutiny. Sir Michael Wilshaw will now examine the practicalities of moving to a position where all schools know they may face an unannounced inspection.

Our children need to be protected in schools, kept safe from the dangers of extremism and guaranteed a broad and balanced curriculum. This change will help provide parents with the reassurance they need.

The comments made by Michael Gove, the then Secretary of State for Education, on 1 May 2014.

There has never been a better time to be a teacher. There are more teachers in England’s classrooms than ever before, with a rise of 9,000 in the last year, and there is no doubt that the current generation of young teachers is the best ever.

While we have already taken steps to improve teacher training, including through the popular School Direct route, it is right that we look at how we can ensure all courses are providing the best possible training.

I am very pleased to appoint Andrew Carter to lead this important review. He has a wealth of experience in this area and I look forward to receiving his report.

The comments made by Michael Gove, the then Secretary of State for Education, on 15 April 2014.

Throughout her tenure, Amanda has proven to be a respected chair of the Ofqual board, ensuring that Ofqual has been a strong regulator, driving up standards in exams and increasing confidence in the system. Under her guidance Ofqual has retained its focus and rigour, making sure that our examinations push pupils to reach their full potential, and I am delighted she will be continuing as chair.

The comments made by Michael Gove, the then Secretary of State for Education, on 9 April 2014.

I am passionate about great art, drama, dance, music and design, and I am determined to ensure every child enjoys access to the best in our culture. I also want all schools to be able to nurture creative talent in every child.

That is why I am delighted that new high-quality qualifications in creative and cultural subjects will be made available to all students. They will now have the chance to take these new qualifications from September 2016.

The statement made by Michael Gove, the then Secretary of State for Education, in the House of Commons on 9 April 2014.

The Government is today announcing the next steps in the reform of GCSEs and A levels.

We are introducing more rigorous content into reformed GCSEs and A levels to be taught from September 2016 and 2015 respectively.

Our changes will make these qualifications more ambitious, with greater stretch for the most able; will prepare young people better for the demands of employment and further study; will address the pernicious damage caused by grade inflation and dumbing down, which have undermined students’ achievements for far too long; and will give pupils, parents, teachers, universities and employers greater confidence in the integrity and reliability of our qualifications system.

GCSEs

In November of last year, the Department for Education published details of revised content for GCSEs in English and mathematics, for first teaching from September 2015.

Today, I am publishing revised content for GCSEs in science, history, geography and languages, which will be taught in schools from September 2016.

These GCSEs set higher expectations. They demand more from all students and specifically provide further challenge to those aiming to achieve top grades.

In science, the level of detail and scientific knowledge required has increased significantly, and there are clearer mathematical requirements for each topic. New content has been added, including the study of the human genome, gene technology, life cycle analysis, nanoparticles and space physics.

In history, every student will be able to cover medieval, early modern and modern history – rather than focusing only on modern world history, as too many students do now. Greater emphasis has been placed on British history, which will account for 40% of GCSE rather than 25%, as now; balanced by an increase in the number of geographical areas studied, and an explicit expectation that students will study the wider world. The new GCSE will also be clearer about the range of historical knowledge and methods students will need to develop, from critical assessment of sources to an understanding of chronology, individuals, events and developments.

In geography, the balance between physical and human geography has been improved – developing students’ locational and contextual knowledge of the world’s continents, countries and regions and their physical, environmental and human features – alongside a requirement that all students study the geography of the UK in depth. Students will also need to use a wide range of investigative skills and approaches, including mathematics and statistics, and we have introduced a requirement for at least 2 examples of fieldwork outside school.

In modern languages, greater emphasis has been placed on speaking and writing in the foreign language, thorough understanding of grammar and translation of sentences and short texts from English into the language. Most exam questions will be set in the language itself, rather than in English; and there will be a sharper focus on using the language appropriately in different contexts, from personal travel to employment or study abroad.

Finally, ancient languages have been given a separate set of criteria for the first time, reflecting their specific requirements. Students will now need to translate unseen passages into English, and will have the option to translate short English sentences into the ancient language. We have also provided greater detail about the range and type of literature and sources to be studied, without specifying particular set texts.

A levels

I am also publishing revised content for A levels in English literature, English language, English literature and language, biology, chemistry, physics, psychology, history, economics, business, computer science, art and design and sociology, for first teaching from September 2015.

The content for these A levels was reviewed and recommended by Professor Mark E. Smith, vice-chancellor of Lancaster University, drawing on advice from subject experts from higher education establishments and subject associations.

By placing responsibility for the content of A levels in the hands of university academics, we hope that these new exams will be more rigorous and will provide students with the skills and knowledge needed for progression to undergraduate study.

I thank Professor Smith and all of those involved for their conscientious work and thoughtful suggestions – and I have accepted all of their recommendations for A level content.

In the sciences, computer science, economics and business, mathematical and quantitative content has been strengthened: for example, understanding standard deviation in biology and the concepts underlying calculus in physics.

In computer science, basic ICT content has been removed and emphasis has been placed instead on programming and far more detailed content on algorithms.

In the sciences, there will also be a new requirement that students must carry out a minimum of 12 practical activities, ensuring that they develop vital scientific techniques and become comfortable using key apparatus. This will make sure that all A level scientists develop the experimental and practical skills essential for further study.

In history, as well as covering the history of more than one country or state beyond the British Isles, A level students will also now be required to study topics across a chronological range of at least 200 years – increasing breadth of focus.

In English literature, to ensure a broad and balanced curriculum, specified texts will include three works from before 1900 – including at least one play by Shakespeare – and at least one work from after 2000. In addition, we have reintroduced the requirement for A level students to be examined on an ‘unseen’ literary text, to encourage wide and critical reading.

Finally, in economics, content has been updated to include the latest issues and topics – for example, financial regulation and the role of central banks.

Copies of the content for these reformed GCSEs and reformed A levels are available.

Alongside these announcements, Ofqual is today setting out its decisions on how these new GCSEs and A levels should be assessed – with linear assessment rather than modules, and a greater focus on exams rather than controlled assessment.

All of these reformed A levels will be ready for first teaching in schools from September 2015, and reformed GCSEs from September 2016.

Awarding organisations will publish their detailed specifications for these A levels this autumn, and for these GCSEs next autumn – giving schools plenty of time to prepare.

New A levels and GCSEs from 2016

Based on the advice of the A level content advisory board established by the Russell Group of leading universities, I have also already announced that A levels in mathematics, languages and geography will be reformed for first teaching from September 2016.

I can announce today that GCSEs and A levels in religious studies, design & technology, drama, dance, music and PE – and GCSEs in art & design, computer science and citizenship – will also be reformed and brought up to these new, higher standards for first teaching at the same time, in September 2016.

Awarding organisations and subject experts will draft content for these new A levels and GCSEs over the coming months, and we will consult on their recommendations for content – while Ofqual consults on its recommendations for assessment – later in the year.

All our reforms to GCSEs and A levels complement the changes we have already made to technical and vocational qualifications, removing those which are not endorsed by businesses or employer bodies from league tables, and leaving only those which represent real achievement.

Taken together, these changes mean that every young person in this country will have the opportunity to study high-quality, rigorous, demanding qualifications across the academic and vocational curriculum from September 2016 onwards.

These changes will increase the rigour of qualifications, strengthening the respect in which they are held by employers and universities alike. Young people in England deserve world-class qualifications and a world-class education – and that is what our reforms will deliver.

The statement made by Michael Gove, the then Secretary of State for Education, in the House of Commons on 27 March 2014.

I wish to inform the House that the Department for Education has received information about Jimmy Savile relating to several children’s homes and schools in England, dating back to the 1960s, 1970s and 1980s. This information was uncovered as part of the document review process undertaken by the Metropolitan Police Service on behalf of the Department of Health.

Having reviewed the information, I have decided that the Department for Education should pass the information to the appropriate organisations for further investigation. In most cases the work will be conducted by the relevant local authority; in others the relevant institution or a legacy organisation will take the lead.

In order to ensure consistency of approach with the NHS Savile investigations, I am replicating the arrangements adopted by the Department of Health to quality assure the work. I have appointed Lucy Scott-Moncrieff to provide independent oversight and quality assurance of the process, undertaking a similar role to that of Kate Lampard in the NHS trust investigations. I have asked Lucy Scott-Moncrieff to ensure that investigating organisations take all practicable steps to establish what happened and why at the time of the incidents, and any lessons there might be to inform current safeguarding practice in our schools and children’s homes.

I will inform the House of the outcome of this work.

Information has been provided to responsible organisations as set out in the table below:

Institution(s) mentioned in the information Investigating body Area
Children’s home (name unknown) Local authority Bournemouth
Colletton Lodge Local authority Devon
The Ride Children’s Home Local authority Hounslow
Parklands Children’s Home Local authority Gloucestershire
Sevenoaks School Sevenoaks School Board of Governors Kent
Northways Residential School Local authority Leeds
Beechcroft Children’s Home Local authority Leeds
Henshaw School for the Blind Henshaw Society for Blind People Leeds
Notre Dame Grammar School Notre Dame Catholic College Board of Governors Leeds
Care home (name unknown) Local authority London Borough of Islington
Hollies Care Home Local authority London Borough of Southwark
St Leonard’s Children’s Home Local authority London Borough of Tower Hamlets
Sarah Laski Home Local authority Manchester
Broome House Children’s Home Local authority Manchester
Children’s home (name unknown) Local authority Manchester
Aspley Wood School Local authority Nottingham
Bassetlaw School Local authority Nottinghamshire
National Children’s Home, Penhurst Action for Children Oxfordshire
Beach Holme Children’s Home Local authority Surrey
Broomfield Children’s Home Local authority Surrey
Barnardo’s children’s home (name unknown) Barnardo’s Redbridge

The comments made by Michael Gove, the then Secretary of State for Education, on 26 March 2014.

By moving into the Old Admiralty Building we will be saving the taxpayer millions and freeing up money that was being spent on rent so it can be reinvested back into the department’s budget.

This decision makes sense financially and shows how the government is getting the most benefit possible for every square metre of property we own and every pound of taxpayers’ money we spend.

The comments made by Michael Gove, the then Secretary of State for Education, on 25 March 2014.

There is no excuse for skipping school. We have taken action to reduce absence by increasing fines and encouraging schools to address the problem earlier.

Today’s figures show we are making progress, with 130,000 fewer pupils regularly missing school under this government.

Alongside our measures to give teachers powers to search pupils and impose same-day detentions, this demonstrates our determination to get tough on bad behaviour.

The statement made by Michael Gove, the then Secretary of State for Education, on 13 February 2014.

Children’s social work is one of the most demanding careers a person can pursue, with the power to transform the lives of deeply disadvantaged children. It requires a unique and highly complex set of skills and knowledge. When those skills and that knowledge are not present, lives which might have been transformed immeasurably for the better can be left damaged instead.

Today we publish an independent report, by former Barnardo’s chief executive Sir Martin Narey, which reveals a training system which in too many universities is not fit for purpose. He concludes that entry demands are not high enough, the system of endorsement of courses is insufficiently rigorous, and the content of those courses too generic. The result is a failure to protect the most vulnerable children in our society.

While Sir Martin stresses that some fine social work courses do exist, in too many universities and in many social work texts, social work training can be dominated by an emphasis on inequality, empowerment and anti-oppressive practice. As Sir Martin Narey says, “sometimes, parents and other carers neglect and harm children. In such circumstances, viewing those parents as victims, seeking to treat them non oppressively, empowering them or working in partnership with them can divert the practitioner’s focus from where it should be: on the child.”

Sir Martin argues that there is too much theory, not enough good practical experience. Training for children’s social work ought to include: recognition of the signs of abuse, understanding of the impact of child abuse and neglect in very early years and beyond, assessment and analytical skills, training in how to question and engage parents and children, a sound knowledge of the evidence base around parental capacity and effective intervention including how to prepare a child to move home, either in an emergency or to a new permanent family, management of risk, the legal framework, and child development. To learn how to apply this knowledge in practice, training must always include a placement in a statutory setting.

Sir Martin reveals there are some good undergraduate courses, and there are many better masters-based entry routes – but too many social workers are leaving university today ill-prepared for their vital role working to protect at risk children.

Children’s social work requires a uniquely fine balance of moral, legal, practical and psychological considerations; challenge as well as support; a hard intellect as well as a generous heart.

Too many prospective social workers, as Sir Martin also reports, are entering university ill-equipped to meet those demands. Between 2003 and 2012, no fewer than 307 social work degree courses at 83 institutions were formally approved, with a rapid increase in the number of entrants and worryingly low entry standards: less than a third of those on undergraduate courses had one or more A levels. The failure rate on these courses was just 2.5%. We want to see universities demand more of prospective social workers.

We accept Sir Martin’s recommendation to set out, in one place, what a newly qualified children’s social worker needs to understand, based first on a definition of what a children’s social worker is, work which is being led by the Chief Social Worker for Children, Isabelle Trowler. And we want to see university students committed to working with children specialise in children’s issues both academically and in their practice placements.

The Chief Social Worker is also developing plans for the introduction of a more rigorous testing regime for children’s social workers, including a license to practice examination, continuing professional development and compulsory revalidation; and I am personally supportive of this work.

The Frontline and Step Up to Social Work programmes are leading the way in increasing the ambition of children’s social work; more traditional entry routes must, at all universities, have similar aspiration. We want to do for social work what has been done so successfully for teaching: raise the status of the profession and the quality of those wishing to join it through higher quality entry routes and training.

The cluttered landscape of standards and university endorsement criteria should be cleared, and the criteria sharpened. We shall consider Sir Martin’s recommendations for a single body to approve and audit children’s social work training; and further consider how to strengthen regulation of the profession.

The fundamental reform of social work training recommended by Sir Martin sits alongside our existing reform programme in children’s social work: a swifter and surer adoption system, sharper intervention in inadequate authorities, diversification in delivery, and an innovation programme to encourage a wider range of partners, greater creativity, and more intelligent and supportive practice systems. What we would want for our own children, we should aim to deliver for all children.

The comments made by Michael Gove, the then Secretary of State for Education, on 4 February 2014.

The new computing curriculum will give our children the skills they need to succeed in the 21st century. That is why we replaced the obsolete and boring curriculum with one that is forward-thinking, modern, and drawn up by teachers, industry experts and leading technology firms.

I want IT firms, university computing departments and software developers to use this fund to share their knowledge with the next generation.