Tag: Press Release

The press release issued by the Department for Education on 13 January 2012.

Schools will soon find it easier to manage their teachers and help ensure they are performing to the best of their abilities.

Ministers today published new arrangements for teacher and head teacher appraisals in maintained schools in England, and for dealing with underperforming teachers.

It will come into effect from September 2012 and includes:

• giving schools more freedom over managing their teachers through simpler, less prescriptive appraisal regulations;
• removing the three-hour limit on observing a teacher in the classroom (the so-called “three-hour observation rule”) so that schools have the flexibility to decide what is appropriate;
• a requirement to assess teachers every year against the new, simpler and sharper Teachers’ Standards – the key skills that teachers need;
• allowing poorly performing teachers to be removed in about a term – the process can currently take a year or more;
• an optional new model policy for schools that deals with both performance and capability issues; and
• scrapping more than 50 pages of unnecessary guidance.

Ministers are also consulting on new proposals to help schools when they recruit new teachers. This will mean that schools will have to pass on information to prospective employers, on request, about whether a teacher is or has been subject to capability procedures. This would help deal with the problem of ‘recycling’ of poor teachers, by helping schools make better, more informed decisions when recruiting.

Recent research from the Sutton Trust shows that during one year with a very effective maths and English teacher, pupils gain 40 per cent more in their learning than they would with a poorly performing teacher.

Education Secretary Michael Gove said:

We have many excellent head teachers and teachers in the country. They do an outstanding job. We want to help them to do their jobs even better.

These reforms will make it easier for schools to identify and address the training and professional development teachers need to fulfil their potential, and to help their pupils to do the same.

For far too long schools have been tangled up in complex red tape when dealing with teachers who are struggling. That is why these reforms focus on giving schools the responsibility to deal with this issue fairly and quickly.

Schools need to be able to dismiss more quickly those teachers who, despite best efforts, do not perform to the expected standard. Future employers also need to know more about the strengths and weaknesses of teachers they are potentially employing.

Nobody benefits when poor teaching is tolerated. It puts pressure on other teachers and undermines children’s education.

Amanda Phillips is head teacher at the Ofsted-rated ‘outstanding’ Old Ford Primary in Bow, east London. She dealt with underperforming teachers at the school when she took over in 2003, when it was failing. Welcoming the changes she said:

No head teacher wants to dismiss a teacher, but when they are not performing to the required standard despite support, it is not in anyone’s interest – the pupils, colleagues, school and teacher themselves – for that teacher to remain in post.

When I took over at Old Ford Primary School I had to work with the current complex and time-consuming system for managing teachers’ performance. The changes being made now will help head teachers, schools, governors and HR advisers make sure we have the very best teachers working in our schools.

Russell Hobby, General Secretary at the National Association of Head Teachers (NAHT), said:

After teaching, performance management is one of the most important things that happens in schools, because it’s the way we make sure that teaching keeps getting better.

Great performance management is a right, not only for the pupils of a school, but for the staff themselves. Everyone deserves to know how they are doing and how they can develop. And this needs to be done out in the open. The revised procedures reflect a large proportion of NAHT’s hopes. They are simple and flexible, firm but fair. A streamlined approach to capability will, on the rare occasions that it is needed, help schools act more decisively in pupils’ interests and reduce the conflict that these actions can generate.

We believe that the vast majority of teachers are dedicated, talented professionals who do an essential job in often challenging conditions. Better performance management will celebrate this fact. It is not easy; and it is also about far more than policies and procedures. We recognise the duty of school leaders to ensure they apply procedures with integrity and empathy.

Brian Lightman, General Secretary at the Association of School and College Leaders (ASCL), said:

ASCL welcomes the clarity of the new teacher appraisal and capability model policy for schools and as such we hope it will be adopted by school governing bodies in maintained schools and academies across the country.

One of the strengths of the policy is the way in which it clearly separates the appraisal process from any formal capability procedure. This new model policy helpfully clarifies the role of lesson observation for the purposes of appraisal and the use of “drop-in” observations by head teachers and other leaders with responsibility for teaching standards to evaluate the standards of teaching and check that high standards of professional performance are established and maintained. We are also pleased to see the retention of the use of an experienced external adviser for the appraisal of head teachers.

The current system for managing teachers’ performance is set out in ‘The Education (School Teacher Performance Management) (England) Regulations 2006’. These regulations are complex, detailed and prescriptive, telling schools what to do at every turn. The overall system fails to respect the professionalism of head teachers and teachers, and makes it harder for schools to manage how staff are trained and rewarded.

In addition to this, the current ‘School Staffing Regulations 2009’ require governing bodies to have “capability procedures” for dealing with poorly performing teachers. Schools are expected to follow a complex “model capability procedure” which means that it can take a year or more to dismiss an underperforming teacher. The performance management arrangements and capability procedures were developed separately and this has created further complexity, overlap and duplication.

More than four out of five respondents to the Government’s consultation supported the overall changes to the system. Previous plans to require schools to pass copies of teachers’ annual appraisal reports to prospective employers are not being taken forward. Responses to the consultation on this proposal were split as to whether it would be an effective way of dealing with ‘recycling’ of poor teachers.

Sutton Trust research shows that heads and teachers support the aims of these proposals. More than half (57 per cent) of those surveyed in November 2010 agreed or strongly agreed that there was not enough freedom for schools to dismiss poorly performing teachers. Less than a quarter (21 per cent) disagreed or strongly disagreed.

The press release issued by the Department for Education on 11 January 2012.

Education Secretary Michael Gove today announced he was scrapping the existing ICT curriculum. In its place, he will introduce new courses of study in Computer Science.

The move, which is being supported by industry experts including Ian Livingstone – co-founder of Games Workshop, would give schools the freedom to create their own ICT and Computer Science curricula that equip pupils with the skills employers want.

Other experts, including the British Computer Society and ICT professional association Naace, confirm the current National Curriculum Programme of Study is dull and unsatisfactory. Some respondents to a 2008 e-Skills study said that GCSE ICT was “so harmful, boring and/or irrelevant it should simply be scrapped”.

Companies such as Microsoft and Google and Cambridge University are already working with technology education organisations, such as the British Computer Society, to produce free materials for schools. More are expected to follow.

The Education Secretary also said he was keen for high-quality qualifications in Computer Science to be developed, and welcomed industry-giant IBM’s involvement.

Education Secretary Michael Gove said in his speech today:

As the chairman of Google, Eric Schmidt, recently lamented, we in England have allowed our education system to ignore our great heritage and we are paying the price for it.

Our school system has not prepared children for this new world. Millions have left school over the past decade without even the basics they need for a decent job. And the current curriculum cannot prepare British students to work at the very forefront of technological change.

The best degrees in Computer Science are among the most rigorous and respected qualifications in the world… and prepare students for immensely rewarding careers and world-changing innovations. But you’d never know that from the current ICT curriculum.

This is why we are withdrawing it from September. Technology in schools will no longer be micro-managed by Whitehall. By withdrawing the Programme of Study, we’re giving teachers freedom over what and how to teach, revolutionising ICT as we know it.

Universities, businesses and others will have the opportunity to devise new courses and exams. In particular, we want to see universities and businesses create new high-quality Computer Science GCSEs, and develop curricula encouraging schools to make use of the brilliant Computer Science content available on the web.

ICT will remain a compulsory part of the National Curriculum, pending the National Curriculum review.

He added:

Imagine the dramatic change which could be possible in just a few years, once we remove the roadblock of the existing ICT curriculum. Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations using an MIT tool called Scratch. By 16, they could have an understanding of formal logic previously covered only in University courses and be writing their own Apps for smartphones.

This is not an airy promise from an MP – this is the prediction of people like Ian Livingstone who have built world-class companies from Computer Science.

Richard Allan, Director of Policy at Facebook in Europe, said:

Facebook welcomes the Government’s plans to make ICT teaching in schools more interesting and relevant for young people. We need to improve our young people’s skills in this area for the UK to be truly competitive in the digital age.

Businesses also need to play their part in helping to equip young people with the digital skills they need. Facebook recently worked with partners Apps for Good, A4e and Techlightenment to develop a programme to give young people the chance to learn how to design, code and build social applications.

By creating space in the curriculum for teaching courses like this that are innovative and relevant for young people, government will boost the spread of skills that benefit both individuals and employers.

The Education Secretary today also made other statements on ICT and technology in schools, including:

• funding for new Teaching Schools to enable them to create strong networks between schools to help them develop and improve their use of technology
• a recognition that we should look at the school curriculum in a new way, and consider how new technological platforms can help to create new curriculum materials in a much creative and collaborative way than in the past; and
• a focus on improving Initial Teacher Training and Continual Professional Development for teachers in educational technology. The Education Secretary said that knowledge in our schools is of vital importance.

A consultation on withdrawing the statutory Programme of Study from September 2012 will begin next week. The status of ICT within the school curriculum from 2014 onwards will continue to be considered by the National Curriculum review alongside that of all other National Curriculum subjects.

Bill Mitchell, Director British Computer Society (BCS) Academy of Computing, said:

It is essential we teach our children how to create digital technology and software for themselves. BCS therefore welcomes this proposal as a significant first step towards that goal.

Good schools will now be free to teach the underpinning principles and concepts of Computer Science through imaginative and rigorous curricula such as the Computing At School curriculum, which is endorsed by both Microsoft and Google.

Bernadette Brooks, the General Manager of Naace, said:

Naace welcomes the extraordinary step the Secretary of State has taken. The only constant in ICT is change, and teachers will see this as their opportunity to bring innovation and creativity to their classrooms.

To support this, Naace is working with partner associations, teachers, pupils, school leaders and commercial organisations to develop new curricula and supporting materials that will be world class. Our Key Stage 3 outline curriculum will be showcased at BETT2012 this week.

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

Under new powers, schools will be able to offer price promotions on meals to particular pupils, encouraging more children to try a healthy school lunch.

Takeaways frequently target school pupils by tempting them with cheap lunchtime deals. Previously schools were unable to do so and had to charge the same price for the same item for every pupil, unless they applied for special permission from the Government.

The new, voluntary rules will mean schools can target pupils not eating school lunches or where uptake traditionally drops off, such at the start of secondary school. For example, schools may choose to offer:

• £1 meal deals for pupils starting a new school to get them into the canteen
• special prices for siblings regularly eating school lunches – helping families afford healthy food
• cut price meals for a different year group each day to encourage them choose healthy school meals regularly.

Children’s Minister Sarah Teather said:

School meals beat takeaways hands down on the quality of food they serve, but up until now they have struggled to compete on price. Getting children into the school canteen is vital – the benefits of healthy school meals are clear. These new powers are an important step in tackling childhood obesity, and will mean schools can help hard-pressed families.

No longer will schools be tied by complicated red tape, instead they will be able to use their initiative to increase take up of school meals. Already we’ve seen some great examples of pioneering schools keen to offer special deals – now others across the country will be able to follow suit.

Judy Hargadon, Chief Executive of the Children’s Food Trust and the School Food Trust said:

When children eat better, they do better – which is why we want to see more children able to have a healthy school meal every day, and why it’s in the interests of schools to do everything they can to boost take up. Keeping meals affordable is a crucial part of this, and many parents have told us that they’d be more likely to try school meals for their child if they were on offer at a discount.

Price promotions do increase take up in the long-term so while a school wanting to run a really big promotion will have to invest to cover the cost, it will pay back a big return. Even on a much smaller scale, we know that many schools are keen to help families who don’t qualify for free school meals but might be struggling to find money for lunches every day. We’re particularly keen to test out how these powers can help larger families with the costs of school meals and will also be producing a guide to using the new legislation for all schools next year.

The latest annual school food survey showed that, while the uptake of school lunches has increased across the board, there is a drop off of 6.5 percentage points between primary and secondary school.

Research earlier this year by the School Food Trust showed that almost 6 out of 10 parents were keen to switch to school meals if they were offered price promotions.

The changes are part of the Education Act 2011, and will come into force next year. The Act safeguards pupils not included in a special offer by preventing the school from charging more than the cost of providing the meal. Use of flexible charging is entirely optional and will involve a local decision to subsidise meals during the offer period.

The press release issued by the Department for Education on 23 December 2011.

Dear Sir

David Lammy’s letter (‘Stop this bullying over academy status’, 17 December) and Warwick Mansell’s article (‘It’s the end of state education’, 20 December) were both wrong, so far as both motives and methods are concerned.

Our motivation is simply to raise standards for children. Eight primary schools in Haringey are below the floor standard – the highest number in London, with 5 having been below for 4 or more of the last 5 years. Ofsted have said that 5 Haringey primaries need significant improvement.

Our support for academies is not based on an ideological whim, but evidence which started to accumulate under the Labour government. It has been backed up by independent reports from the London School of Economics and the NAO. Schools in some of the most deprived areas of the country that were once underperforming have been transformed thanks to the Academy programme, supported by passionate sponsors and fantastic teachers.

Back in June, the Secretary of State said that the Government would be targeting underperforming primary schools. He rightly did not ‘name and shame’ local authorities or schools. Since then officials have had monthly meetings with Haringey – a total of 6 meetings. They have also met local headteachers. At all stages we have been clear that our goal is school improvement and have sought to work with the local authority – as we have done successfully in many other parts of the country.

So perhaps it is not our stance on academies which is ideological. All we want is a lasting solution to under-performance so that children in Haringey can have the kind of opportunities that exist in neighbouring local authorities.

Yours faithfully,

Lord Hill

Parliamentary Under Secretary of State for Schools

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

Children’s Minister Sarah Teather today confirmed plans for a reformed Early Years Foundation Stage (EYFS) that reduces bureaucracy for professionals, provides earlier intervention for children facing difficulties and better prepares young children for learning in school.

The Government today responded to the consultation on the EYFS, and confirmed changes to be introduced from September 2012.

Children’s Minister Sarah Teather said:

People working in the early years, teachers, parents, and other professionals are supportive of our proposals which slim down the early years foundation stage, focus on children’s healthy development and make sure they are ready to learn when they enter Year 1.

Building on consultation feedback, our changes, including the progress check at age two, will support families to give children the best possible start in life. We want to help young children achieve to the best of their abilities so they are not falling behind before they even reach school.

As well as learning to speak and communicate, young children also need to learn through play how to read and write and use numbers. This is a vital foundation for future success at primary school and beyond.

People working in the early years will get additional guidance and information so they feel confident to deliver the new EYFS. And a summary of the EYFS will be available for parents so they know what their child will be learning and what they should expect from their child’s early years setting.

Dame Clare Tickell published an independent review of the EYFS in March this year. She recommended a slimmed down Early Years Foundation Stage for 0-5-year-olds, reducing the number of early learning goals from 69 to 17 and focusing on three prime areas of learning: communication and language, physical development and personal, social and emotional development. The Government is implementing Dame Clare’s recommendations for the EYFS.

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

Over the past year the review of the national curriculum in England has been looking at curricula in the highest performing, and fastest improving, jurisdictions internationally. Today I am publishing a set of initial findings and recommendations.

The review team’s work has uncovered a consistent theme: these high-performing jurisdictions set materially higher expectations in terms of what they believe children can and should master at different ages. This comes as no surprise. Over the past 10 years our education system as measured by performance in the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment league tables (PISA) has deteriorated significantly. If our schools, and young people, are to become internationally competitive again we must learn from the best in the world.

The recommendations made by the review’s expert panel set out the scale of the challenge we face, and raise fundamental questions about educational practice in this country. For example:

• the expert panel recommend that we learn from the approach to assessment and pupil progression used in many high-performing jurisdictions, including the most successful south-east Asian education systems, which ensure that every pupil has mastered the subject content before the class moves on to tackle the next part of the curriculum. They express concern that our existing assessment model assumes that a certain proportion of young people will never be able to master crucial curriculum content, leading to an unjustified lowering of expectations
• the international evidence shows that all successful jurisdictions expect pupils to study a broad curriculum to 16, built around a core of academic subjects. The expert panel argue that England narrows its curriculum for the majority of pupils too early
• the evidence identifies the higher expectations of pupils in mathematics, English and science in high performing jurisdictions. For example:
  • in Singapore, pupils are expected to know all their times tables and related division facts by the end of Year 4; here our national expectation is at Year 6
  • pupils in Singapore are also expected to learn about plant and animal cells in Year 6, including how cell division forms the basis of growth, while we leave this until secondary.
  • the Canadian province of Alberta and the US state of Massachusetts both have a separate section on grammar in their curricula with clear standards which must be met.
  • Poland, a fast improving education system, has high expectations in their recommended reading, including Homer, Chekhov and Shakespeare alongside great works of Polish literature
• the panel also recommend that we should look again at the “key stage” structure of the curriculum which they argue can lead to a lack of pace and ambition at key points in pupils education.

It would, of course, be wrong to conclude that England should simply import systems used in other countries wholesale. But it is absolutely clear that these findings challenge fundamental tenets of our current system.

The expert panel also raise crucial questions about the complex interaction between curriculum and qualifications in secondary schools. Evidence shows that what is taught is determined as much if not more by examinations as by the national curriculum. This means we need to consider GCSE reform alongside the development of the new curriculum.

As the recent revelations in the Daily Telegraph have confirmed, far-reaching reform to our examinations system is vital – and must be considered in parallel with changes to the secondary curriculum. While immediate action is needed to deal with the improper practices that have been revealed, we need also to take the opportunity to ensure that deep-seated problems with how GCSEs have been developed and delivered can be addressed. We must ensure that qualifications support excellent teaching that develops in pupils a broad and deep understanding of the subject.

In light of the far-reaching and complex nature of the expert panel recommendations, and to allow for more radical reform of both curriculum and qualifications, I have decided to change the planned timetable for the introduction of the new national curriculum. Instead of new curricula for English, mathematics, science and PE being introduced from 2013, and the remainder in 2014, the new curriculum for all subjects will be introduced in 2014.

The longer timescale will allow for further debate with everyone interested in creating a genuinely world-class education system; teachers, governors, academics, business leaders and parents, as well as giving schools more time to prepare for a radically different and more rigorous approach.

A detailed timetable for the conduct of the remainder of the review, as well as a refreshed remit, will be published in the New Year and copies will be placed in the Library of the House.

Alongside this statement I am publishing a suite of documents which, taken together, provide a summary of the findings to date of the review. This suite includes:

• the report of the review’s expert panel setting out their recommendations in relation to the framework for the new national curriculum.
• a summary of the evidence gathered about curricula for English, mathematics and science in high performing jurisdictions.
• a research report that looks at subject breadth in the curricula used in other education jurisdictions.
• a summary report of the responses to the review’s call for evidence.

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

Schools Minister Nick Gibb today welcomed the next steps in restoring confidence to GCSEs as rigorous and valued qualifications.

The independent exams watchdog Ofqual has today confirmed short-term reforms to current GCSEs from September 2012.

It follows plans outlined in last year’s White Paper to return exams to the end of each course and stop the culture of re-sits. The changes also mean that students will once again be marked on the accuracy of their spelling, punctuation and use of grammar in GCSEs in key subjects.

The reforms effectively end modular GCSEs. They were introduced widely from 2009 but Coalition Ministers believe they have encouraged teaching to the test and prevented young people achieving a full understanding of the whole subject.

The Government is planning to make longer-term changes to GCSE syllabuses and exam requirements to reflect the new National Curriculum – focusing on the essential knowledge in key subjects and in-depth study.

Under the proposals:

• Students starting two-year GCSE courses starting in September 2012 will have to sit their exams at the end of the course in summer 2014.
• Pupils will no longer be able to re-sit individual unit exams in order to boost their marks – although they may retake the whole GCSE exam. Students will, however, be given an early opportunity to resit maths, English and English Language GCSEs every November because these are key subjects needed to progress to further study or employment.
• Students will be marked on the accuracy of spelling, punctuation and grammar and their use of specialist terms. In the first instance, these will be those subjects that involve extended writing – English Literature, geography, history and religious studies. Five per cent of total marks in these subjects will be for spelling, punctuation and grammar. Marks assessing written communication skills already exist in English and English Language. The changes will affect externally assessed units from September 2012.

Schools Minister Nick Gibb said:

We are taking urgent action to restore confidence in GCSEs – the next step in our overhaul of the wider exam system.

We want to break the constant treadmill of exams and retakes throughout students’ GCSE courses – school shouldn’t be a dreary trudge from one test to the next. Sitting and passing modules has become the be-all and end-all, instead of achieving a real, lasting understanding and love of a subject. Students shouldn’t be continually cramming to pass the next exam or re-sitting the same test again and again simply to boost their mark – then forgetting it all by moving onto the next module immediately.

It was a mistake to abolish separate marks for spelling, punctuation and grammar in GCSEs over the last decade. Employers expect people with high grades to be able to communicate and write effectively, with precision and accuracy. It is right to restore specific assessment of these vital skills.

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

Announcement about 12 new studio schools approved to open in 2012. 12 approved to open in 2012 – with input from employers like Glaxo, Sony, the BBC and Fulham FC.

They join six Studio Schools that are already open. More are expected to follow in the coming years.

Studio Schools offer academic and vocational qualifications, but teach them in a practical and project-based way. Study is combined with paid work placements with local and national employers that are involved in the school.

Learning in this way encourages students to develop skills like punctuality, good communication, reliability and team working, whilst gaining a strong grounding in English, maths and science.

These new schools, which are set up with the backing of local businesses and employers, are part of the Government’s drive to ensure the education system responds to demands from employers for the skills they need to grow and prosper. Employers say that ensuring our young people have these important skills should be a top education priority for the Government.

They join a wave of other new schools – including University Technical Colleges and Free Schools – which respond directly to the demands of local people and will help to raise standards.

The 12 Studio Schools approved include:

The Fulham Enterprise Studio School in Hammersmith and Fulham. This project is engaged with high-profile employers, including the BBC, Fulham FC and Age UK (Hammersmith and Fulham).

The Studio in Liverpool, which will specialise in games development and digital futures, providing pathways to employment in these significant sectors within the Merseyside region. Key employers involved include Sony and a number of small and medium sized enterprises, all of which will be assisting with developing and delivering the curriculum and in offering placements. The school also has the backing of several universities.

The Discovery Studio School in Stoke-on-Trent, which has links with employers in the local ceramics industry including Emma Bridgewater.

The Da Vinci Studio School of Science and Engineering in Stevenage, which will offer students the opportunity to access a curriculum based on in-demand science, technology, engineering and maths backed by employers including Glaxo.
Schools Minister Lord Hill said:

Studio Schools bring education and the world of work together and offer the more practical approach to learning which some children need.

Along with teaching a rigorous academic curriculum – in a practical way – they use new approaches to make sure young people understand business basics, like punctuality and the ability to communicate with a wide range of people.

Alongside UTCs and Free Schools, Studio Schools will give parents and children more choice. They will also involve local employers.

Studio Schools offer a varied curriculum but have a strong academic core:

All will offer GCSEs in English, maths and science and other GCSEs and vocational qualifications which are recognised by employers and universities.

The majority of the new Studio Schools will offer students the opportunity to achieve the English Baccalaureate.

Studio Schools also offer other qualifications, such as A levels, Higher Diplomas or BTECs.

Pupils can choose to go to Studio Schools at age 14.

Studio Schools differ from other schools in the way they deliver these qualifications, to ensure that young people are developing the skills that local employers are looking for:

All subjects are taught through projects, often designed with employers. For example, a local hospital might commission pupils to create a campaign that addresses a local health issue. In developing this project, pupils will make links to curriculum subjects, from maths, to science, and marketing, for example. This supports pupils’ engagement by relating all their learning to the world of work.

They typically operate longer days and outside standard school terms -giving pupils a good understanding of a working day, and the importance of good attendance and punctuality in business.

Along with their studies pupils carry out work placements for four hours a week, with employers who work with the school. After age 16 this increases to two days a week and pupils are paid for this work.

Each pupil has a ‘personal coach’, which seeks to replicate the role of a supportive line manager in the workplace. Coaches also help students get the most out of the curriculum and their work placements.

For many pupils and their parents, the opportunity to combine studying for qualifications with developing skills that will give them the edge in the competitive jobs market will be very attractive. For others students, the opportunity to gain qualifications through this new approach will mean they are more engaged and perform better than in a more conventional school.

This wave of 12 Studio Schools has input from hundreds of local and national employers. Some schools will be located alongside existing maintained schools or academies, and others will be separate academies.

Employers increasingly tell us that they are struggling to find the skills they are looking for in school leavers. So much so, that in the most recent CBI Employer Survey (May 2010), more than two thirds of employers (70 per cent) wanted to see the new Government make the employability skills of young people its top education priority.

David Frost CBE, Chair of the Studio Schools Trust and former Director General of the British Chambers of Commerce, commented:

“I am delighted that the Government has approved another 12 Studio Schools, and that interest is continuing to grow as we increase our network of Studio Schools across the UK.

“Studio Schools will play a vital role in equipping young people with the skills and experience that they need to succeed in a competitive jobs market, through combining mainstream qualifications with real experience of the world of work. Many employers are keen to help develop and shape their workforce for the future, and Studio Schools will allow them to be involved at every step of the way, from helping to design the school curriculum to providing paid work placements for students. Students are able to develop the skills and knowledge that employers are looking for.

‘’I look forward to working with the 12 new Studio Schools as they prepare to open in September next year.’’

The press release issued by the Department for Education on 12 December 2011.

The review team, led by Sally Coates, Principal of Burlington Danes Academy in London, were asked to simplify the current teachers’ standards, which define the qualities and skills expected of teachers at various career stages. Their first report, published in July, raised the bar in terms of defining the minimum requirements for all teachers.

The review team has now considered the standards expected for more experienced and higher performing teachers. They are recommending scrapping the existing system, which has three separate categories, and introducing a single ‘Master Teacher Standard.’ This will recognise truly excellent teachers and provide a focal point for all good teachers to plan their professional and career development.

The Government has welcomed the review team’s recommendations and is now considering how they might be implemented.

The ‘Master Teacher Standard’ describes a clear set of characteristics for high-performing teachers. They include:

• Deep and extensive knowledge of their specialism, going beyond the set programmes they teach.
• Command of the classroom, skilfully leading, encouraging and extending pupils. They will have the respect of both pupils and parents.
• Excellent planning and organisation to ensure pupils are well-prepared for all forms of assessment.
• Their classes demonstrate a stimulating culture of scholarship alongside a sense of mutual respect and good manners.
• They are highly regarded by colleagues, who want to learn from them. They play a role in the development of school policies and they engage with professional networks beyond the school.

Schools Minister Nick Gibb said:

The proposal to establish a new ‘Master Teacher Standard’, that identifies and recognises our many outstanding teachers, will send a powerful message about what constitutes the very best in teaching.

The proposal has the potential to bring much greater simplicity and clarity to what is at present a complex and highly bureaucratic system of standards. It is a further step towards our ambition to elevate the status of the teaching profession and ensure the very best are recognised as key figures in the intellectual life of the country.

Sally Coates, Chair of the review group said:

The ‘Master Teacher Standard’ we are proposing takes the standards to a very high level for the most able teachers. It is designed to set out a powerful statement of what it means to be a really excellent teacher, and I am confident that those who can meet the standard will be proud to be known as ‘Master Teachers.’

These are teachers who will have the deepest impact on improving the lives of their pupils. It is absolutely right that such an achievement should be properly recognised by the new Standard, and I hope that we have out set a vision to which all teachers can aspire. I very much look forward to seeing our proposals being taken forward and put into practice.

Joan Deslandes, Headteacher of Kingsford Community School, Newham, said today:

For hundreds of years, Britain has led the way in education. The ‘Master Teacher Standard’ represents a clear and effective model which will ensure that our country continues its great tradition of pioneering, inspirational teaching.

A benchmark for educational excellence, the ‘Master Teacher Standard’ will motivate a new generation of teachers to develop innovative strategies which improve learning, so that every young person, from every walk of life, realises their full potential.

Diane Rochford, Headteacher of John F Kennedy Special School, Newham, said.

It will encourage and strengthen performance in the classroom, in all educational settings, whilst recognising those teachers who continually seek to find ways to inspire and engage learners – regardless of their starting point in life.

Greg Wallace, Executive Principal, Best Start Federation (which runs primary schools in London Fields, Mandeville, Whitmore, and Woodberry Down), said:

I think the new ‘Master Teacher Standard’ is a major step forward in defining the characteristics of expert teachers. The standard is something all good teachers will aspire to meet. The very good use of language within the standard gives us a strong sense of what the classrooms of ‘Master Teachers’ will be like. Words like ‘command’ and ‘inspire’ help create a concrete image of what we need from teachers at the top of the profession.

The Secretary of State has today written to Sally Coates welcoming her report and the principle and wording of the ‘Master Teacher Standard.’

His letter explains that he needs to consider carefully how the ‘Master Teacher Standard’ might be introduced before any arrangements can be made for its implementation. This will include asking the School Teachers Review Body to consider the implications for teachers’ pay of the report’s recommendation to discontinue the Post-Threshold, Excellent Teacher and Advanced Skills Teacher standards.

The press release issued by the Department for Education on 12 December 2011.

Over half a million additional children will also qualify for the premium as the Government has extended its reach to cover any child that has been registered for Free School Meals (FSM) in the past six years. For 2012-13, the premium will be worth £1.25 billion in total.

Children who have been eligible for Free School Meals at any point in their school career have consistently lower educational attainment than those who have never been eligible. In 2009-10 GCSE statistics showed that around a third of pupils who have been on Free School Meals in the previous six years achieved five or more A*- C grades, compared to more than two thirds of their fellow pupils. Pupils at secondary school are also less likely to be registered for Free School Meals even when they are eligible and so are more likely to be picked up by this approach.

The Pupil Premium provides additional funding on top of the main funding a school receives. It is targeted at pupils from disadvantaged backgrounds to ensure they benefit from the same opportunities as pupils from less deprived families. Currently, the premium is worth £488 and goes to children who are currently on Free School Meals. Children in care who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium.

Children’s Minister Sarah Teather said:

For too long social background has been a deciding factor in a child’s achievement and future prospects. In a fair society, it’s the Government’s responsibility to close the gulf in achievement, where the poorest children are less likely to leave school with five good GCSEs than their less deprived classmates.

That’s why I’m delighted we are today announcing the increase in the per pupil level of the Pupil Premium for 2012-13, as well as extending the eligibility to reach more children. It will help school tackle the inequalities that have been a part of our state system for far too long. Thousands of children will finally be getting the extra support they need to succeed.

The Coalition Government’s commitment to providing extra funding through the Pupil Premium is set to continue, with total funding due to rise to £2.5 billion a year by 2014-15.

The latest figures available show that:

• only 55.9 per cent of 11-year-olds known to be eligible for Free School Meals (FSM) achieved the expected level in both English and mathematics compared with 77.2 per cent for non-FSM pupils
• just 31.2 per cent of pupils eligible for FSM achieved five A*-C GCSEs or equivalent, including English and mathematics, compared with 58.8 per cent for pupils not eligible for FSM.

The Department for Education is also reminding schools and parents across England to make sure those children eligible for Free School Meals are registered as soon as possible so that schools receive the full funding they are entitled to.

The school census is on 19 January 2012. Schools will be able to help parents to apply and their local authority will be able to say the last date applications can be submitted in time for them to confirm eligibility before the census.

Data shows that between three to five per cent of school children could be missing out on the extra cash – between around 200,000 to 350,000 children in England. It also suggests that families in the East Midlands, South East and East of England may be less likely to register their children for FSM, even when they are entitled to them.

Sarah Teather added:

It is essential that children who are eligible for Free School Meals are registered. This will ensure that their school doesn’t miss out on this funding and the opportunities it brings to our poorest children. I therefore urge parents of eligible children to register as soon as possible.

Up to £50m of the £1.25bn will be used to support a Summer School programme to help the most disadvantaged pupils make the transition from primary to secondary school.

It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

To monitor progress on attainment, new measures will be included in the performance tables that will capture the achievement of pupils covered by the Pupil Premium. From September 2012, we will also require schools to publish online information about how they have used the premium. This will ensure that parents and others are made fully aware of the progress and attainment of pupils covered by the premium.

Service children premium

From April 2012, the Government will provide a £250 per pupil premium to schools with service children – up from £200 this year. Currently 45,000 service children are eligible, which would mean they would benefit from around £11 million.

Our servicemen and women risk their lives for this country and it is a key part of the Armed Forces Covenant that we support their families. Whilst the attainment by service children on average is above that of their peers, they face unique challenges and stresses. The extra funding will help schools can focus on providing this additional, mainly pastoral, support.