UK Education News

Laceinne Cooper is raising her child on a plant-based diet. She explains how and why.
Tue, Aug 14, 2018, Continue reading at the source
As Scotland's children head back to school this week, the debate over education intensifies.
Tue, Aug 14, 2018, Continue reading at the source
Children taught in alternative provision are set to benefit from new projects to help them fulfil their potential, including work placements, careers advice and behaviour mentoring. School Standards Minister Nick Gibb today (6 August) announced nine innovative schemes across the country to benefit from a £4million fund to develop new ways of improving alternative provision, to support children educated outside of mainstream or special schools and help them succeed later in life. Evidence shows children educated in alternative provision are less likely to achieve good GCSE grades and are less likely to be in education, employment or training post-16. The projects announced today aim to tackle these injustices by supporting children back into mainstream education when it is suitable, encouraging parents and carers to be more involved in their child's education, helping young people make good academic progress, and moving on to further education or employment. From September the projects are set to improve outcomes through literacy and maths tutoring, summer holiday activities to support transition to further education, and the introduction of robots to enable children in hospital to participate virtually in lessons. Other schemes include parent and carer coaching to improve involvement in education and mental health support, helping young people to build positive relationships. School Standards Minister Nick Gibb said: Every child, no matter the challenges they face in their life, should have the opportunity to fulfil their potential through an excellent education. School standards in this country are rising, but for some children – those who are excluded or cannot attend mainstream or special schools – this quality varies greatly, with low expectations about their outcomes and futures. There are some excellent examples of alternative provision in the education system, but we need to raise standards across the board if we want to give every young person the opportunity to succeed. These new projects, backed by £4 million, will develop new ways of doing this which can be shared around the country, so that we can improve education for every child and make sure they receive support to meet their individual needs. Dame Christine Lenehan, Director of the Council for Disabled Children, said: The Council for Disabled Children believes that every child, whatever additional needs they have, should be able to access a good education which supports them to get the best outcomes in adult life. We welcome the Government's renewed focus on children whose needs are not met by the current system, and look forward to seeing how innovative approaches can help turn around alternative provision when it is of poor quality. The nine projects, spanning the East Midlands, West Midlands, London, East of England, Yorkshire and Humber, South West, and the South East will be funded by the £4 million Alternative Provision Innovation Fund which launched in March 2018. The projects include: Three projects to help get children back into school, led by Bradford Central Pupil Referral Unit, Francis Barber Pupil Referral Unit in London, and Hospital and Outreach Education in the East Midlands. Three projects to help young people into further education or employment, led by Cognus in Sutton, Futures Advice, Skills and Employment in Nottingham, and Salford City Council. Three projects to support parents and carers to be more involved in their child's education, led by the Anna Freud National Centre for Children and Families in London, The Tutor Trust and Talk Listen Change in Greater Manchester, and Portsmouth Education Partnerships. The Innovation Fund was launched alongside the Department for Education's vision for reforming alternative provision which outlined steps to improve quality– including reviewing unregistered settings, developing a new framework and making the role of schools, alternative providers and councils clearer in delivering alternative provision. This is also supported by the ongoing review of exclusions, externally-led by Edward Timpson, exploring how schools use exclusions and why some groups of children are disproportionately excluded from school. Sir Kevan Collins, Chief Executive of the Education Endowment Foundation, said: On far too many measures – whether around education, health or employment – outcomes for these young people are poor. These nine new projects provide a much-needed opportunity to focus time and resources on these vulnerable learners. Evaluating these projects robustly – so that we gain evidence and insights to share across the system and spread what is most effective – will be crucial. Notes to editors: The nine projects awarded are to: Cognus; Futures Advice Skills and Employment; Salford City Council; Bradford Central Pupil Referral Unit; Francis Barber Pupil Referral Unit; The Tutor Trust and Talk Listen Change; Hospital and Outreach Education; Anna Freud National Centre for Children and Families; and Portsmouth Education Partnerships. Many of the projects involve working in partnership with other organisations.
Mon, Aug 06, 2018, Continue reading at the source
Head teachers will receive more support to free their staff from unnecessary and time-consuming tasks, under plans set out today by Education Secretary Damian Hinds. Building on his pledge to champion the teaching profession and reduce workload in schools, Mr Hinds today (Saturday 21 July) launched a series of online resources to help head teachers take action to remove burdensome responsibilities – freeing teachers to focus on what matters: inspiring pupils in their classrooms. This comes as research published today in the School Snapshot Survey shows that almost three-quarters (73%) of surveyed school leaders and teachers say their schools have already taken action to reduce unnecessary workload, such as an overhaul or reduction of marking practices. Education Secretary Damian Hinds said: There can be no great schools without great teachers to motivate children and inspire curiosity. But teachers don't choose to teach because they want to do endless hours of data entry or deep marking. I believe we need to get back to the heart of successful teaching – to strip away the workload that doesn't add value and give teachers the time to focus on what actually matters, the pupils in front of them. I am very encouraged that three quarters of school leaders are taking action to review workload and today's announcements and the practical help they provide should give head teachers the confidence and means to go even further. Today's announcements build on the Education Secretary's speech at the Association of School and College Leaders' annual conference in March, where he made clear that neither the government nor Ofsted require teachers to spend time filling out templates for individual lesson plans, or “triple marking” every piece of work. The online toolkit reinforces this message by providing further support for head teachers to help schools eliminate practices that have little benefit in the classroom. Developed with leading teachers, school leaders and technology experts it will provide: advice and workshops on the most burdensome tasks such as pupil feedback and marking, planning and resources, and data management; ready-made tools to help schools quickly implement new policies, and cut down on time-consuming tasks such as email communication; and a series of case studies to share knowledge of how schools across the country have used technology to streamline processes. Alongside this toolkit, the School Standards Minister Nick Gibb has today launched the first in a series of online videos – made with teaching unions, professional bodies and schools – providing advice and guidance on workload. The first video – on the theme of planning – features the joint general secretaries of the National Education Union, Mary Bousted and Kevin Courtney, and makes clear that individual lesson planning is not a requirement from either the Department for Education or Ofsted. This follows research published today in the Government's ‘Use and Perceptions of Curriculum Support Resources in Schools' report which found that collaboration or sharing of resources between schools, departments and teachers helped to reduce the workload associated with curriculum planning. Today's announcements build on plans to boost teacher development opportunities, the launch of a workload advisory group, a strategy to build on the 32,710 trainees recruited last year, and a pledge to introduce more flexible working practices that will put the profession on a par with other industries, including a £5 million fund to help experienced teachers take a sabbatical. In full, the Education Secretary confirmed: the launch of a workload reduction toolkit – an online resource providing practical advice and examples to help staff in schools take action to reduce workload; the publication of a report, ‘Use and Perceptions of Curriculum Support Resources in Schools'; and the publication of School Snapshot Survey which, among other things, shows that 73% of the classroom teachers and senior leaders surveyed reported that their school has taken action to review or update school policies to improve workload and 67% reported that their school has taken action to change or reduce marking.
Sat, Jul 21, 2018, Continue reading at the source
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