Come along on the 18th May 2017 for a screening of the Hollywood classic ‘Pete Kelly’s Blues’, and a discussion about old Hollywood.
The second event on the 20th May 2017 will include a stunning performance from the orchestra in full swing, fine comedy from Rising Award Winning Comedy Stars of Clapham Comedy Club and a Q&A session with a Doctors of the World volunteer who will answer questions about the frontlines of the refugee crisis.
Latest ONS provisional figures show that in the year ending September 2016:
a. long-term immigration to the UK was 596,000 and long-term emigration was 323,000 b. net migration was therefore 273,000 c. long-term immigration for study was 126,000 (87,000 were non-EU nationals) d. long-term emigration for former students was 62,000 (41,000 were non-EU nationals)
The ONS comments therefore ‘...if all international students emigrated from the UK after their studies and immigration for study was remaining at similar levels, then we’d expect the immigration and emigration figures to be similar‘. There is therfore pressure to examine the statistical differences revealed.
This progressive analysis has revealed that, in the government domain, there exists no single data resource that can answer the question ‘…what do students do after their studies if so few are emigrating?‘
The web pages contain new resources for CS education, including prgrammes and resources for learners, as well as programmatic resources for teachers. The educator material offers the visitor free online courses, as well as access to software programs like Pencil, in order to grow basic practical skills.
The coding and tools section of the web site makes available open source resources like Blockly, IDE’s for Chrome apps and practical collaboration techniques to explore coding through drawing art, playing music and creating games.
The research, diversity and scholarship sections of the new site are, perrhaps narturally coming from Google, very heavily influenced by U.S. curriculum and learning opportunities. However, the Open Source and collaborative software elements of the coding platform are universal.
If you have a laptop, a well motivated CS teacher and a school network then you should be able to benefit from the Google CS Education Platform wherever you are located.
This is Computer Science Education Week. Across the globe, and in the UK too, children and young people are taking part in the Hour of Code.
An attempt to harness fresh interest and excitement, as well as understanding, of the basics of web and code literacy. Important knowledge to have in the skills basket, as the world moves ever more closer to technology.
Whilst such initiatives do not address the core issue of access to this technology, for those who have a route to a point of contact with a keyboard, the enthusiasm is evident.
The lack of women entering STEM continues to be part of the science and education debate. That there are gender role-models for young wormen is celebrated in a recent on-line article from Microsoft.
…women and girls who, while representing roughly 50 percent of the world’s population, account for less than 20 percent of computer science graduates in 34 OECD countries,
17 for 17 allows seventeen female computing professionals, from a variety of academic backgrounds and interests, the opportunity to express their vision of how the world of computing and code will change society by 2027.
Microsoft in Cambrdidge, UK has members of its team illustrating the future advances in biological computation, artificial intelligence and machine learning, human centred computing and accessibility, as well as security and privacy forecasts.
Despite some pessimism about the political landscape of education, it is always welcome to see gender affirmation and success in an often difficult, male dominated arena.
The barriers may be coming down at last.
Best wishes to our readers for the forthcoming festive holiday…
Thursday 22 September, 2016 7pm-8.30pm
Venue: King Solomon Academy, Penfold St, London NW1 6RX
Join us next Thursday for a gathering to show our collective support for comprehensive education and our opposition to the creation of new grammar schools.
This will be a positive rally that will involve a number of inspirational speakers, a chance to find out what happens next and the opportunity to share any ideas you have to try and win the argument in public and in parliament. It should also be great opportunity to meet others who share your concerns about the Green Paper.
Confirmed speakers include: Fiona Millar, Writer and Founder of Local Schools Network Becky Allen, Director of Education Datalab Joanne Bartley, Kent parent and chair of Kent Education Network David Weston, Founder and Chief Executive of the Teacher Development Trust Laura McInerney, Editor of Schools Week Melissa Benn, Writer and current Chair of Comprehensive Future Katrina Black, Regional Director – Europe, Teach For All Louka Travlos, Impact Strategy, National Citizens Service Ndidi Okezie, Executive Director – Delivery, Teach First
The Sutton Trust have been tracking the progress and effectiveness of Academy chains since the inception of the Academy programme in 2000. Chain Effects 2015 is the latest updated report, superceding Chain effects 2014, which looks at questions of effectiveness and service to disadvantaged pupils.
The 2015 report tells a patchy story of delivery, and how Ofsted inspection grades actually mark a level of achievement that falls below excellent in many cases.
The report notes that, in an analysis of all secondary schools and sponsored academies, the academies achieve lower inspection grades generally. As educational entitites they are twice as likely to fall below the ‘floor standard’.
The findings across the two reports (2014 and 2015) also make noteable the contrast between ‘the best and the worst’.
It is clear that there are exceptional achievements, where schools with high attainment levels for their disadvantaged pupils have improved faster than the average, in terms of supporting disadvantaged children. However, those chains who did less well, achieved significantly worse outcomes that comparable schools, using baseline data for 2012 as a starting point for the analysis.
Where data has been captiured for pupils with low prior attainment, it is true that academy chains have been successful in ‘…significantly improving the attainment of this group, an important demonstration of value’.
Using a ‘range of government indicators‘ for attainment, it is clear that most academy chains still underperform their mainstream average ‘competitors’ in supporting disadvantaged pupils.
The report makes six main recommendations for improvement to inspection, process and delivery. They are…
The DfE should expand its pool of school improvement providers beyond academy sponsors, including developing new school-led trusts and federations…
New chains should not be allowed to expand until they have a track record of success in bringing about improvement…
Ofsted has had its ability to inspect chains extended but these fall short of the formal powers they enjoy over academies individually and other education providers. Ofsted should be empowered to undertake formal inspections of academy chains…
Agreements for new sponsors should be shortened to five years from seven. Renewal of funding agreements should only be granted where improvement has been demonstrated…
The DfE should include a measure of progress for disadvantaged pupils in their definition of coasting schools…applicable to all schools…
Sponsor chains, with a demostrable need to improve, should seek out successful practice and reflect on what their own chain could learn from this experience…
Source: The Sutton Trust http://www.suttontrust.com/researcharchive/chain-effects-2015/ Accessed: 10.07.2016
In order to map progress across the broader educational landscape you can find the detail of Chain Effects 2014 here.
A recent parliamentary report, by the House of Commons Science and Technology Committee,Digital Skills Crisis, looks at the state of IT in business, education and the development of a broader UK strategy.
The report contains not only the analysis, assessment and findings of the committee, but also looks at a variety of conclusions and recommendations for the sector.
The findings of the committee declare that there is a ‘digital divide’ in the UK, with up to 12.6 million adults lackiing basic digital skills. The report finds that there are probably still some 5.8 million people who have yet to use the internet at all.
The report identifies a recent Royal Society report into Digital Skills and notes…
‘If the workforce is to be future-proofed, education systems in the UK must be designed to equip everyone with strong literacy and numeracy skills, information literacy and a mind-set that is flexible, creative and adaptive. This will be crucial to preparing today’s young learners for a future economy in which the skills needed are not only unpredictable now, but will continue to change throughout their careers…’
In the Committee report it is concluded that Ofsted have found the impact of digital technology on education standards has been varied. The variety of outcome, Ofsted argues, is due to a lack of standard investment across the sector, access to high speed broadband geographically and suitable teacher support for the cause of Digital Skills.
The report is generally praiseful of the changes to the ICT curriculum from September 2014, with stress placed on the input of industry experts and academia. However, only a third of teachers hold the relevant qualification for ICT and cites a report from the British Computer Society, which stated that only 25% of computing teachers felt conficdent delivering the revised curriculum.
Some, but not all, of the recommendations made by the Committeee include…
‘The Government has set targets for recruiting teachers in Maths and Physics. They should also make a similar pledge for Computer Science’.
‘We recommend that the Government request Ofsted to include the computing curriculum in their inspections…’
‘The Government should encourage the uptake of existing available resources by schools, many of which are free.’
‘We recommend that the Government work with the Tech Partnership to establish a regular forum for employers to raise and discuss their priorities for ensuring the computing curriculum and its teaching stay up to date, and to help ensure that other school subject qualifications provide a foundation for a broader range of digital careers.’
We recommend this comprehensive, clear headed and detailed report from the House of Commons Science and Technology Committee to all who are interested in education and the digital economy. See the full report here.
Interestingly the RSA have recently published new research, which shows how, in the North of England, enterprise in the digital sector is booming. A veritable Digital Powerhouse in the North in fact.
Reading the two reports together, it is apparent that embedded in this second report from the RSA, is a development success in digital enterprise, that, it can be argued, runs across the grain of the pessimism of the Parliamentary report by the House of Commons Science and Technology Committee above.
We offer the new work, Digital Powerhouse (.pdf), using as it does the digital economy of the north of England as both metaphor and research instance to examine and make suggestions for development in what is obviously a successful arena. In spite of, not because of, education if seen through the prism of the House of Commons paper.
…a succinct and user-friendly guide to help schools address prejudice, reduce bullying and promote equality holistically. Created with schools for schools, the guide is sponsored by the NASUWT, the largest teachers’ union in the UK, and has won an Innovative Practice Award 2016 from the Zero Project, for a world with zero barriers.
The work sets out to engage the whole school community, with a very strong focus on placing children at the heart of the safeguarding process. The resources included offer a range of good examples, audit tools and a wealth of links to more information to suppport project development.
‘Materials can be used for teaching and learning activities, assemblies, peer mentoring, school council, staff training, equality policy and whole school development’.
We list below links to a variety of sources that foster a critique of the current relationship between Ofsted and the Academy Trusts.
The links and narrative samples are not ours, they are courtesy of the Reclaiming Education movement. They are telling and offer a comprehensive landscape view of a system in the throes of developmental crisis.
The first reference begins with a letter from Chris Dunne to theFinancial Times. ‘We may regret not having defended our education system…’
We commend the suite in entirety to our readers. Please share this article with colleagues.
Chris Dunne’s letter, “We will come to regret not having defended our education system”, in the Financial Times can be seen here
Henry Stewart’s piece looking at the progress of academies against maintained schools can be read here.
Ofsted condemns Academy Trusts: The Government has announced that it plans to force all schools to become academies. The major problem is going to be who will run these schools, given that Ofsted has some major criticisms of at least 8 of the large academy trusts.
Ofsted Inspections of Academy TrustsOfsted has carried out focused inspections of academies within 9 multi academy trusts. Significantly, only one, the last and smallest one, is positive. The full reports can be found on the Government website here. A map of where the academies are can be found here.
CfBT: 11 primary/8 Secondary“CfBT took on too many academies too quickly. The trust did not have a clear rationale for the selection of schools, a strategy for creating geographical clusters or a plan to meet academies’ different needs. As a result, standards are too low. The trust relied heavily on external consultants but did not ensure their accountability in securing rapid and secure improvement. Headteachers were unable to provide each other with the much needed mutual support or share available expertise. Current CST leaders openly acknowledge these errors.” Full report
Academies Enterprise Trust: 32 primary/30 secondary/5 special”After operating for nearly eight years, the Trust is failing too many pupils. Almost 40% of the pupils attend AET primary academies that do not provide a good standard of education. It is even worse in secondary, where 47% of pupils attend academies that are less than good……
“Children from poor backgrounds do particularly badly in this Trust. The attainment and progress of disadvantaged pupils, in both the primary and secondary academies, still lags behind that of other pupils, and gaps in performance are not narrowing quickly enough……
“The outcomes of the focused inspections failed to demonstrate that the Trust is consistently improving its academies. Full report
Collaborative Academies Trust: 9 schools“Collaborative Academies Trust was set up in 2012 by EdisonLearning ……
………Too many academies have not improved since joining the trust. Of the five academies that have had a full inspection since joining the trust, only one has improved its inspection grade compared with its predecessor school. Two have remained the same and two have declined. This means that, at the time of the focused inspection, there were not yet any good or outstanding academies in the trust. “ Full report
E-Act (formerly Edutrust): 23 academies (was more)“…Nevertheless, the quality of provision for too many pupils in E-ACT academies is not good enough.
……Standards in the secondary academies are too low. Previous interventions by the Trust to raise attainment and accelerate progress have not had enough impact and any improvements have been slow.
….Pupils from poor backgrounds do not do well enough. These pupils make less progress than other pupils nationally. This is an area of serious concern. “ Full report
Kemnal Academies Trust: 15 secondary/26 primary“Less than half of your academies were good or better and there are no longer any outstanding academies in your chain. ………
.. an overwhelming proportion of pupils attending one of the academies inspected are not receiving a good education. “ Full report
Oasis Community Learning Trust: 50? Schools – DfE list and Oasis website appear to disagree.The academy trust has grown rapidly, taking on 30 new academies in the last three years …
Across the trust, some groups of pupils do not achieve well. Disadvantaged pupils, particularly boys, make significantly less progress than their peers nationally………. there is no evidence of an overall strategy or plan that focuses on these particular issues. Full report
School Partnership Trust: 41 schools“The impact of the Trust’s work in bringing about improvement where it is most needed has been too slow. Where standards have been intractably low for some time, the Trust is not driving significant, sustained improvement. …
……The standard of education provided by the Trust is not good enough in around 40% of its academies inspected so far. “ Full report
The Education Fellowship: 12 schools“There is no clear record of improvement in the trust’s academies and standards across the trust are unacceptably variable. In around three quarters of the academies, standards are poor.
Standards declined in five of the eight primary academies in 2014. In the majority of the trust’s 12 academies, the gap in attainment between disadvantaged pupils and their better off peers, both within the academies and compared with pupils nationally, remains unacceptably wide.” Full Report
Wakefield City Academies Trust – the only positive one!“Two years into its development, WCAT is making a positive difference to the quality of provision and outcomes for pupils within its academies. “ Full report