Tag: Press Release

The press release issued by the Department for Education on 12 July 2012.

The government’s Schools Commissioner, Dr Liz Sidwell, will visit a high-performing primary academy in Lancashire on Thursday 12 July – where she will say that weaker schools across the county should aspire to its success.

At a visit to the ‘Outstanding’ Hambleton Primary Academy in Poulton-Le-Fylde, Dr Sidwell will also warn that poor standards of primary education in Lancashire will no longer be tolerated.

She will explain how, by teaming up with education organisations and great schools with track record of success, the government will ensure that poorer-performing schools in Lancashire will improve quickly by becoming academies.

This follows Education Secretary Michael Gove’s pledge last month to increase the pace at which primary underperformance is tackled.

As it stands, test results for 11-year-olds and Ofsted judgements of 36 primaries in the Lancashire remain stubbornly low – resulting in thousands of pupils receiving an unacceptable standard of education, year on year.

Of these 36 primary schools, 32 are below the Government’s ‘floor standard’ for results in key stage 2 tests. This means Lancashire has:

• the highest number of underperforming primary schools in the North West
• around a third of pupils leaving primary school below the standard expected in the 3Rs – reading, writing and maths.

Lancashire’s 32 underperforming schools are in the following constituencies:

Hyndburn – 5

West Lancashire – 4

Burnley – 4

Chorley – 2

Lancaster and Fleetwood – 2

Pendle – 5

Preston – 4

Morecambe and Lunesdale – 3

Rossendale and Darwen – 3

South Ribble – 2

Fylde – 1

Wyre and Preston North – 1

Across the country, underperforming schools have been transformed by becoming academies.

Research published by the department shows that between 2010 and 2011, results for pupils in sponsored academies improved at a faster rate than in other state-funded schools and at a faster rate than in a group of similar schools. The same is the case when looking over a period of five years.

Academies are not controlled by town hall councillors and officials. Instead, they are run by other strong local schools and education groups – like the United Learning Trust. This means that our best school leaders take over the management of our weakest schools, removing them from local authority control under which they have failed to thrive for years.

Schools Commissioner Dr Liz Sidwell said:

All local people want the very best for local schools. But sometimes change is necessary to really bring about the type of improvement needed to give every child the best chance in life. When schools have been struggling for years, we simply cannot stand by and allow things to continue as they are.

That is why we want to turn around number of primary schools in Lancashire. By becoming academies, these primary schools will thrive under the leadership of some of our best school leaders – rather than staying under the control of the local authority, which clearly isn’t working.

As a headteacher who took over failing schools and helped them become academies, I strongly believe this is the best way to raise education standards for children right across Lancashire.

Research published by the department shows that between 2010 and 2011, results for pupils in sponsored academies improved at a faster rate than in other state-funded schools and at a faster rate than in a group of similar schools.

In sponsored academies that had been open for at least five years, results between 2006 and 2011 increased at a faster rate than in other state-funded schools and at a faster rate than in a group of similar schools.

Dr Sidwell is also working with a number of other local authorities to turn around weak schools by helping them to become sponsored academies. Across the country, there are more than one thousand primaries where more than forty per cent of children fail to reach acceptable standards in literacy and numeracy. Around 200 primary schools will have re-opened as sponsored academies by the end of the year.

The best schools and academies are also encouraged to come forward as academy sponsors.

The press release issued by the Department for Education on 10 July 2012.

Children from poorer backgrounds who are behind in reading and writing at the end of primary school will have the chance to get extra catch-up lessons.

This comes as part of the government’s drive to narrow the attainment gap between pupils from disadvantaged backgrounds and their peers.

Results from last year’s key stage 2 tests show that around 100,000 pupils in England failed to reach the expected standard in English. This means that:

• around one in six pupils (16%) fail to master the basics of reading at the end of primary school
• around one in four pupils (25%) fail to master the basics of writing at the end of primary school

As part of a £10 million programme, projects will be set up across England to help disadvantaged pupils who fail to reach the expected level of English by the end of primary school (level 4 at key stage 2).

Some projects will be fast-tracked through the bidding process to start from this September, while other projects will start in 2013.

Deputy Prime Minister Nick Clegg said:

Reading with confidence is the basis of a good education and to unlocking everything the school curriculum has to offer. Every child should start secondary school with a head start – not a false start.

I’m determined that the Government does everything it can, through the Pupil Premium, to bring children up to speed in literacy as they make the transition from primary to secondary school. This money will be a huge boost to schools in giving extra support the children who need it.

Children’s Minister Sarah Teather said:

Improving reading standards in schools is central to the Coalition Government’s education reforms.

Being able to read fluently by the end of primary school is essential. Without these skills children fall further behind in their education. This programme, funded by the Pupil Premium, will help struggling pupils catch up.

It will also help close the gulf in achievement, where the poorest children are less likely to leave school with five good GCSEs than their less disadvantaged classmates.

The programme will be run by the Education Endowment Foundation (EEF) and forms part of the Coalition Government’s drive to improve standards for all. It will help disadvantaged children make the difficult transition from primary to secondary school effectively, as it is one of the key stumbling blocks to improving social mobility in this country.

The EEF will run a competitive bidding process to fund innovative projects that build on either robust evidence or a strong and practical theory. It is expected that schools themselves, along with charities, local authorities and universities, will bid for the programme.

Projects could start at the end of year 6, in the summer between year 6 and year 7, and in year 7 itself. The Foundation will also consider some projects which include mathematics.

Sir Peter Lampl, Chairman of the EEF, said:

We very much welcome the Minister’s announcement that the Government is providing £10 million for the EEF to fund and rigorously evaluate projects to find out what works in helping disadvantaged children make the difficult transition from primary to secondary school.

The challenge of navigating this transition successfully is one of the key barriers to improving social mobility in this country.

Each successful project will be evaluated by independent research teams drawn from the EEF panel of evaluators. This will help make sure that through robust evaluations the best projects can be made available to all schools to use.

The press release issued by the Department for Education on 5 July 2012.

Up to 300,000 babies born this year are set to benefit from 15 hours of free early education each week when they are two years old, as the government announces plans to roll out free early education to more children across England.

Today Sarah Teather, Minister for Children and Families, launched a consultation calling for views on which two year olds should benefit. This is the second phase of the roll-out of free early education to around 40% of 2-year-old children to help prepare them for school and give them the best possible start in life.

In the consultation launched today the government said that 2 year olds from families who meet the criteria for free school meals will continue to be eligible. In addition, the Department for Education proposes that 2-year-old children should get free early education if they:

• are in low income families earning no more than £16,190 each year
• have special educational needs or a disability
• have been in care and been adopted

Nick Clegg, Deputy Prime Minister, said:

A decent early education can make a huge difference to the start of a child’s progress, unlocking their potential to help them follow their ambitions.

All children should have a fair chance to get on in life, which is why we’re extending free childcare to 40% of two-year-olds. Today’s consultation is about making sure we get that right.

Sarah Teather, Minister for Children and Families, said:

There is compelling evidence that early education, through play and stories, helps young children prepare for school in their crucial early years. We have an ambitious programme to roll out free early education and it is vital that this support, backed by funding rising to £760 million by 2014 to 2015, is targeted towards those who need it.

Babies born this year will receive the benefit of high-quality early education in 2 years’ time. It’s vital that we get this right for their sake. This government is doing all it can to ensure that children in the poorest families are able to achieve what they want to do.

The consultation is launched on the day the minister gave a speech at the Association of Directors of Children’s Services conference in Manchester where she said:

Our recent launch of the childcare commission and the millions we’re investing in early years are a mark of the government’s determination to give every child the best start in life, even against a tough economic backdrop.

This is the right thing to do. It helps create a fairer society and boosts social mobility. The benefits are tangible, real and valued by parents.

From September 2013, under the first phase of the entitlement, the least advantaged 20% of 2-year-olds will receive free early education. The government is trialling the delivery of this first phase in 10 areas in England later this year. The new entitlement for 2-year-olds builds on the universal free entitlement for 3- and 4-year-old children across England.

The press release issued by the Department for Education on 4 July 2012.

The government has today announced that it has asked the co-founders of LEON restaurant chain, Henry Dimbleby and John Vincent, to examine school food across the country. They will create an action plan to accelerate improvement in school food and determine the role of food more broadly in school life.

Over the last decade there has been a big change of attitude towards school food and significant improvement in many schools. This is the result of work done by a large array of people, including the School Food Trust, associated charities such as School Food Matters, and Jamie Oliver’s Foundation – not to mention the individual cooks, teachers, parents, pupils, outside caterers and local authorities who have embraced the cause.

However in both maintained schools and academies there is a lot of work still to do. School Food Trust research shows that:

• take-up of school lunches is just 38% in secondary schools and 44% in primary schools;
• only 22.5% of schools provide at least one portion of fruit and veg per pupil every day;
• half of secondary schools offer pizzas and starchy food cooked in oil on most days;
• a third of young people are not choosing a healthy balanced meal at school.

The plan from Henry and John will examine which schools are doing things well and why. It will set out how all schools can reach a standard to be proud of. They will speak to experts, review research and visit schools as well as conduct primary research in order to build up a systematic picture of school food across England. An important part of their work will involve looking at what factors influence school food choices.

To ensure that our children are eating well in schools the plan will address two key questions:

• What more needs to be done to make tasty, nutritious food available to all school children?
• How do we excite children about the food so that they want to eat it?

Henry and John have experience in creating nutritious food that tastes good, in large volume, to a budget. And before LEON, they both led large scale change in commercial organisations. Henry and John will be looking at all ways that change can be brought about: leadership, communication, rewards, inspiration, training, structures and supply chain, regulation, responsibilities within schools, reporting, and the role of parents and people from the world of food.

Education Secretary Michael Gove said:

There has been an improvement in school food in recent years with many schools transforming school dinners, introducing food growing into the curriculum and teaching cookery. However, there is still more to do particularly in taking localised successes and ensuring they are replicated nationally.

Henry Dimbleby and John Vincent bring a wealth of practical experience in delivering good food on a budget. I am delighted they have agreed to develop a robust plan to improve school food and ensure children are given an education that cultivates in them an understanding of food and nutrition.

John Vincent said:

We have a mission at LEON to make it easy for everybody to eat good food. We do it commercially with LEON, and so we are energised by the chance to do so with school food. We join a powerful and growing team of people who have done so much. What we all now need is an action plan that gets to grips with exactly how the ideas and dreams can be implemented for all kids, and stick.

Henry Dimbleby said:

There is so much good work being done to improve school food by people in schools around the country. Our job is to find out which schools are doing well and why. This is a great opportunity to work with those people to set out in a systematic way what needs to be done to nurture and accelerate those improvements.

The press release issued by the Department for Education on 2 July 2012.

Highlighting that there are some cases where trainees receive little more than a single lecture, Charlie Taylor calls for more practical training for trainees. This includes knowing how to vary the tone and volume of their voice to teach effectively and manage behaviour, as well as how to use posture in order to be an authoritative presence in the classroom.

The headteacher of The Willows, a special school for children with behavioural, emotional and social difficulties in West London, has also today published the document ‘Improving teacher training for behaviour’. It sets out the knowledge, skills and understanding that trainees will need in order to be able to manage children’s behaviour.

Charlie Taylor said:

The greatest fear trainee teachers have is that they won’t be able to manage behaviour. It also remains one of the main reasons why teachers leave the profession.

There are essential skills – including some which are underestimated, such as body language and posture – that all teachers need in order to manage behaviour effectively.

There are some great training providers but too often trainees aren’t taught the skills they need to ensure discipline in the classroom. We must spread best practice because without strong discipline and good behaviour children can’t learn.

Charlie Taylor, who from September 2012 will become the chief executive of the Teaching Agency, has carried out a review of what trainees are currently taught. It found differences in the quality of training on behaviour management. The best ITT providers take considerable time and thought to produce programmes that mean trainees leave with a range of practical skills, knowledge and understanding. It allows them to feel confident to manage behaviour when they begin to teach.

However, there are some cases where trainees receive little more than a single lecture and limited support from a tutor if things start to go wrong. Some providers are not always aware of what is good training on behaviour and this means they continue to train inadequately.

A survey, published last week, revealed how more than two-fifths (41 per cent) of teachers rated their initial teacher training (ITT) in managing behaviour as ‘poor’ or ‘very poor’. This includes teachers who may have been in the profession for a number of years.

Improving teacher training for behaviour’ has been developed to complement the new Teachers’ Standards that all teachers have to demonstrate from September 2012. It also reflects the new Ofsted inspection framework for ITT providers, which will come into effect at the same time. It has been produced taking on board the practice from some of the outstanding teacher training providers, Ofsted and some of the best schools who train teachers.

It will help ensure consistency across providers and includes how trainees should know how to:

• vary the tone and volume of their voice to teach effectively and manage behaviour;
• stand, move, make use of the space and use eye contact in order to be an authoritative presence in the classroom;
• use praise effectively to improve behaviour, and understand how to apply rewards and sanctions to improve behaviour;
• manage behaviour in a range of different situations such as whole class teaching, group work, the corridors and the playground;
• plan and teach lessons that take account of individual children’s special needs, so that they are less likely to misbehave;
• take appropriate and effective action when they are confronted by more extreme behaviour.

Jo Palmer-Tweed, course director at teacher training provider Thames Primary Consortium, said:

The importance of coherent high-quality training for behaviour management in teacher training cannot be underestimated.

With a wide range of routes into teaching available and training programmes that are growing in diversity these guidelines will be essential to ensure the provision of high quality training.

Crucially they do not tell providers how to structure their training programmes, but they do set high expectations in terms of what a trainee teacher should expect to receive. This will have a positive impact on the quality of teacher training and subsequently on children’s behaviour for learning.

The press release issued by the Department for Education on 30 June 2012.

New cadet units across England will be given a £10.85 million boost so that more young people can join up and take pride in their community, the government announced on 30 June 2012, Armed Forces Day.

The Ministry of Defence (MOD) and Department for Education have committed the money to roll out 100 new cadet units across state-funded schools in England by 2015. This will give thousands of children the opportunity to learn leadership skills, volunteer in their communities and build their self-confidence.

Over the next three years, the new cadet units will be created through partnerships with existing units in schools or by creating completely new units. The £10.85 million will go towards essential equipment and training of staff. Interested schools will simply need to demonstrate they are able to provide the adult volunteers and third-party funding to maintain the unit.

Research has found that cadets tend to have high levels of respect for authority and high levels of self-esteem. They are likely to be committed citizens, with high aspirations and a greater sense of community. The vast majority, nearly 80 per cent, said being a cadet has helped them stay out of trouble.

Education Secretary Michael Gove said:

Cadet forces provide an exciting and challenging way for young people to learn teamwork, self-discipline and respect. They have made a hugely positive impact, especially in boosting standards and discipline.

By extending the scheme in state schools, more young people can benefit from the cadet experience. It will help them develop into well-rounded, accomplished adults fully prepared for life beyond school.

We know many schools with cadet forces have a partnership or collaboration arrangements with neighbouring schools to allow more young people to take part. We want to see more partnerships to allow schools to share their expertise and facilities for the benefit of all.

Defence Secretary Philip Hammond said:

Cadet forces offer a great opportunity to gain life skills and we are determined to ensure that we open that opportunity up to as many young people as possible. The funding announced by the government today will kick start an exciting new phase in the development of our cadet forces – fostering greater social mobility, and raising awareness of the values and ethos of our armed forces among local communities.

The press release issued by the Department for Education on 28 June 2012.

Thousands of young people with special educational needs are to get intensive support into long term paid work, thanks to a new government programme.

From this autumn supported internships are being trialled at 14 colleges around England for young people aged between 16 and 25 who have complex learning difficulties or disabilities. The trials will test a study programme for supported internships that could be adopted by all further education colleges from September 2013.

The supported internships trial, backed by £3 million from the Department for Education, will provide a structured learning programme at an employer, like a restaurant, library or clothes retailer, that is tailored to the individual needs of the young person. It will equip them with the skills they need for the job, backed by expert job coaches to support interns and employers, and give them a chance to study for relevant qualifications. The programme gives them the platform to break down negative attitudes and show employers what they can do.

Giving these young people experience of work allows the young adults to boost their confidence and empowers them to become more independent.

Sarah Teather, Minister for Children and Families, said:

This is about helping young people with complex needs learn the skills they need for the workplace within a real job situation.

We have to be more ambitious and tap into huge potential in people with learning needs. We can’t leave the most vulnerable on the scrapheap, without a way of getting a job and being able to live as independently as they can.

With appropriate mentoring, even young people with complex needs can shine in a successful business.

The Minister saw how this works in practice at the Rose Project at Havering College of Further & Higher Education in east London, which has operated a supported employment programme for young adults with special educational needs for several years.

Jenny Carr, Programme Manager for the Realistic Opportunities for Supported Employment Project, said:

We are passionate about the work that we do because we see how life changing this is for our clients who want the same opportunity as others to have jobs and develop their own independence. The benefits to businesses are also immense as the employers we already work with will happily testify.

Brian Mott, Facilities Manager, said:

An unexpected benefit of employing people with learning disabilities has been the attitude they bring to the workplace. Most of us can be a bit jaded with work but they’re a breath of fresh air and it impacts on others.

Every person you employ has their own idiosyncrasies and if you don’t prejudge people with learning disabilities then I think you’ll be pleasantly surprised.

The supported internships trial is part of the biggest reform of special education needs policy in 30 years. The special educational needs green paper Next Steps details how the government supports young people who lose support when they leave school.

Special educational needs statements and learning difficulty assessments will, from 2014, be replaced with a single assessment which cuts red tape and helps to provide a continuous plan to support teenagers with special educational needs prepare for adulthood.

The press release issued by the Department for Education on 26 June 2012.

Teachers are feeling more positive about the standard of pupils’ behaviour in schools, according to a new survey published today.

It reveals how the government’s work to back teachers in improving behaviour in schools and classrooms across the country is starting to deliver positive results.

Of the teachers surveyed, more than 3 out of 4 (76%) said the standard of behaviour was ‘good’ or ‘very good’ in their schools – an increase of six percentage points compared with the previous survey in 2008. More than 4 out of 5 teachers (85%) felt well equipped to manage pupil behaviour.

Whilst these findings are encouraging, the survey also reveals that 3 out of 5 (60%) of teachers asked felt that ‘negative pupil behaviour is driving teachers out of the profession’. While this is a welcome decrease of 8 percentage points from the 2008 survey, it shows there is still more to do.

Also, the latest Ofsted inspections published earlier this month show that, under the new tougher and more focused inspections, behaviour and safety was judged outstanding or good in only four out of five schools (79%).

Schools Minister Nick Gibb said:

The majority of pupils are well-behaved and want others to behave well too. This survey shows encouraging effects of the government’s reforms, and that schools need to continue with their relentless focus on behaviour.

The survey also reveals some concerns about negative behaviour which is driving some teachers out of the profession. The government is committed to maintaining our relentless focus on raising standards of behaviour in schools until every school is a safe and happy place in which pupils can excel academically.

The government’s expert adviser on behaviour, Charlie Taylor, said:

Without good behaviour teachers can’t teach and pupils can’t learn.

I am encouraged to see that teachers are feeling more in control of the classroom, but still more needs to be done. We need to ensure trainee teachers are equipped with the right training in behaviour management.

The press release issued by the Department for Education on 22 June 2012.

Higher Apprenticeships enable the Government to drive economic growth by targeting specific sectors where advanced skills gaps have been identified.

For example, it is estimated that between now and 2030 European airlines will need to recruit 92,500 new pilots while the UK will need to train 96,300 new engineers over the next four years just to replace those who are due to retire.

Higher Apprenticeships also allow people to pursue degree level study while getting paid, widening access routes and helping to widen participation.

The second round of the £25 million Higher Apprenticeship Fund will support the development of 4,230 new Higher Apprenticeships in sectors including aviation, low carbon engineering, legal services and space engineering.

Employers, including Siemens, Unilever and the UK Space Agency will benefit from world class, nationally accredited technical training delivered in the workplace.

Business Secretary Vince Cable said:

“Through the Higher Apprenticeship Fund we can target sectors where skills shortages are threatening to choke off growth.

“They also help us break down the doors of professions that are not representative of the society in which we live. It cannot be right for example that only 4 per cent of registered commercial airline pilots are women.

“Higher Apprenticeships are an essential step in rebalancing our economy and building a fairer country where growth is spread evenly and opportunities are not limited to the privileged.”

Skills Minister John Hayes said:

“By radically increasing the number of degree level apprenticeships we are putting practical learning on a level footing with academic study.

“Doing an apprenticeship should be one of the best gateways to university-level study. Through the Higher Apprenticeship Fund we are creating 23,000 places for young people to take degree-equivalent Higher Apprenticeships in sectors like space engineering and renewable energy.”

David Way, Chief Executive of the National Apprenticeship Service said:

“The expansion of the Higher Apprenticeships underpins our commitment to raising the quality of Apprenticeships.

“We are seeing major employers opening up recruitment and training to young apprentices. Young people and their parents can see clear opportunities to climb the jobs ladder right to the top through taking up Apprenticeships.”

Procter & Gamble Higher Apprentice Lori Douglass said:

“I have enjoyed every minute of my apprenticeship with P&G. As well as an exciting career with excellent progression opportunities, I have gained confidence and a wealth of invaluable experience and training.”

Nine partnerships comprising employers and training providers will receive a total of £6m, following a competitive bidding process.

This is the final tranche of projects being supported by a £25m fund for Higher Apprenticeships and builds on the 21 projects announced in December last year.

The press release issued by the Department for Education on 19 June 2012.

An important aspect of the survey, No place for bullying, was inspectors’ focus on pupils’ own experiences and understanding of bullying and its effects. Inspectors asked pupils what they would do if they were bullied, whether they had been bullied while at their current school and how well they thought their school dealt with bullying.

Training for staff was an important aspect of the schools’ work to prevent and tackle bullying. The training that the majority of schools had provided on bullying tended to be general and did not always focus on the different types of bullying that could occur, such as homophobic bullying. This led to some staff not feeling wholly confident to tackle all types of incident.

Research suggests that certain groups of pupils are more likely to be bullied. These include disabled pupils and those who have special educational needs, and pupils who are, or are perceived to be, homosexual.

Inspectors found that casual use of language that discriminated against these groups of pupils, and others, was common in many of the schools visited.

Many pupils were well aware that such language was not acceptable, but it was often seen as ‘just banter’. Staff also indicated that they did not always feel confident to challenge unacceptable language or have the strategies to do so.

Director, Education and Care, Susan Gregory said:

Schools must develop a positive culture so all pupils learn in a happy and safe environment. Teachers should receive the right training and support so they have the skills and confidence to teach pupils about diversity and the effects of bullying.

This report shows many examples where action to tackle bullying has been very effective and I hope this best practice can be emulated by other schools.

Inspectors found that most of the schools visited had a positive culture and most pupils were considerate of each other. Many of the schools had developed a range of effective strategies for pupils to learn about moral and social issues. In the best schools, expectations and rules clearly spelled out how pupils should interact with each other. This meant that children developed empathy and understood the effect that bullying could have on people.

However, in some schools the analysis of behaviour and bullying was not always as sharp as it should be. This meant that schools were not able to see exactly what the issues were or what actions needed to be taken next. The best schools recorded bullying incidents, which meant they could look for trends and patterns and could take action promptly.

In a small group of schools visited, behaviour was more variable and interactions between pupils were not as positive. Incidents were dealt with when they happened but the preventative work was not as effective.

Many headteachers and staff spoke about the tensions that could sometimes exist between the culture that they were trying to instil and maintain in their schools, and aspects of the culture in the wider communities around the school.

Some schools had achieved significant success by working with parents and carers and members of the community to reach a better understanding.