Tag Archives: news

Celebrate Science Week in 2019

British Science Week 2019 - image and web link
British Science Week 2019

The application process for grants to support British Science Week in 2019 is still open.

British Science Week will next take place between 8th-17th March, 2019.

The application process involves thematic grants for school, community groups and one for the British Science Association branches. You can see the detail for each sectoral award below…

The deadline for applications is 5pm, 12 November 2018.

Kick Start Grants

This scheme offers grants for schools in challenging circumstances to organise their own events as part of British Science Week. There are three options available:

  • Kick Start grant: A grant of £300 for your school to run an activity
  • Kick Start More grant: A grant of £700 for your school to host a science event or activity which involves your students and the local community.
  • Kick Start Youth grant: A grant of £150 for your school to run an activity during British Science Week organised by students.

Community Grants

This scheme offers £500 to £1000 grants for community groups that work directly with audiences who are traditionally under-represented and currently not engaged in science activity. Our definition of groups that are underrepresented in science includes:

  • people who are Black Asian Minority Ethnic (BAME)
  • people with low socio-economic status (SES), including people disadvantaged in terms of education and income
  • young people facing adversity, including those not in education, employment or training (NEET)
  • people with a disability, defined as a physical or mental impairment that has a substantial and long-term effect on someone’s ability to do normal daily activities (Equalities Act 2010)
  • people living in a remote and rural location, defined as settlements of less than 10,000 people
  • girls and women

BSW Grants for BSA branches

This scheme offers up to £500 of funding for British Science Association branches to take part in our national celebration by running local events during British Science Week.

This scheme is open to BSA volunteer branches only.

Source: https://www.britishscienceweek.org/about-us/grants/

You can find the on-line grant application pages here.

If you do apply, the best of luck from the Inequality in Ed team!

Turning the tide – making a difference

Jazz and comedy nights – A Home from Home

Home from Home event - image and link
JAZZ AND COMEDY NIGHTS WITH THE SOUTH LONDON JAZZ ORCHESTRA, THE CINEMA MUSEUM, SION JAMES AND OTHER GUESTS…

Download the event poster here. (pdf)

The South London Jazz Orchestra and the Cinema Museum are putting together two
spectacular retro-nights, in order to raise funds for Doctors of the World.

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.

Doors open at 19:00 on both evenings.
Tickets cost £5-20 (plus booking fee). You can buy them on the door or at
https://www.eventbrite.co.uk/e/home-from-home-tickets-33277770708

Buy a ticket, even if you cannot attend and help this great cause.

Turning the tide – making a difference

Where do all the students go?

International student migration research
update: What do international students do
after their studies?      Office for National Statistics (ONS)

The conclusions and development plans for data analysis in this ONS paper are based upon two prevous publications.

Long-Term International Migration: International student migration – what do the statistics tell us? https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/internationalmigration/articles/longterminternationalmigration/internationalstudentmigrationwhatdothestatisticstellus

Update on international student migration statistics: November 2016
https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/internationalmigration/articles/updateoninternationalstudentmigrationstatistics/november2016

 

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)

View, print or download this short ONS paper here…(pdf)

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?

Statistics on changes in migrants’ visa and leave status: 2015/ The Migrant Journey offers some analysis and distinct points of reference for those interested in how students, post study, change there immigrant status. See https://www.gov.uk/government/publications/statistics-on-changes-in-migrants-visa-and-leave-status-2015/statistics-on-changes-in-migrants-visa-and-leave-status-2015

For illustrative puposes only ONS have provided the following table, highighting some of the outcomes for students and indicating where absent data collection process may inhibit fuller analysis.

Download the core data for this paper as an Excel Spreadsheet file here.

Turning the tide – making a difference

Google and Computer Science

Flotsam: an occasional series of good educatinal ideas from other places.

Google, in pursuit of developing pathways to Computer Science education, have just released a new Google CS Education portal.

 Computer education and the imagination engaged…

 

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.

See more here…

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.

Discover more about this Google initiative here.

Turning the tide – making a difference

Meal ticket or reasonable personal allowance?

 

Education as it should be…?

The Guardian have recently published an article on the rewards to be had for rising to the top of an Academy management tree.

Using the Freedom of Information Act, the newspaper has revealed the level of taxpayer money spent on salaries, meals out, travel in comfort, private health insurance and the use of leased luxury cars.

The article reveals the expense clams of a Midlands based chain Chief Executive, who whilst drawing a salary of £180,000 p.a. leases a top of the range Jaguar car and dines in Marco Pierre White restaurants. It is a deep irony that the samed named individual is quoted as explaining how education in the UK faces stringent financial challenges and is seeking to reduce his school chain costs by £500,000.

In total, The Guardian claims, some one million pounds of public money has been spent on executives pay in the last twelve months. This tally includes one chain Chief Executive of a Trust, drawing a salary of £195,354 a year, who claims for the wi-fi costs of her French holiday home.

The Chief Executive of one Trust, The Guardian reports, which runs 12 schools, pays its chief executive and founder, a total package of £225,000, while his wife receives £175,000 as executive principal and founder.

Of more concern is the issue of ‘related party transactions’. This is where Directors of Trusts use companies, with whom they have a ‘close relationship’, to charge for services to the Trusts they are responsible for.

It is difficult, from the continuing Guardian article, to see how the Education Funding Agency (EFA), the body charged with oversight of Academy finances can have the resources, time and attention to detail to adequately police this tide of public money.

‘Academy numbers have risen from 600 to 5,000…the EFA dealt with 125% more financial returns in 2014-2015 than the previous year, despite having 20% fewer staff…’

Source: https://www.theguardian.com/education/2016/jul/23/education-academies-funding-expenses?CMP=share_btn_link          Accessed: 16.08.2016

We leave the last word to Head of Education at Unison, Jon Richards. “There are huge amounts of public money being shovelled around in the schools system, and unless the EFA ups its game, plenty of unscrupulous people out there will help themselves.”

You can read the full Guardian article here.

There is additional information on ‘related party transactions’ here.


Turning the tide - making a difference
Turning the tide – making a difference

Chain effects: ‘low-income’ learners

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.

chain effects Cover Pic
View, print or download this 2015 report here…pdf

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…

  1. The DfE should expand its pool of school improvement providers beyond academy sponsors, including developing new school-led trusts and federations…
  2. New chains should not be allowed to expand until they have a track record of success in bringing about improvement…
  3. 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…
  4. 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…
  5. The DfE should include a measure of progress for disadvantaged pupils in their definition of coasting schools…applicable to all schools…
  6. 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.


Turning the tide - making a difference
Turning the tide – making a difference

IT in Education – in crisis?

science & Tech CoverImage
View or download this report here…(pdf)

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.


After Note:

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.

digitalPowerhouseNorthCoverPic4
See this RSA report here…pdf

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.

We leave it to your judgement to decide. See the full RSA report here.


Turning the tide - making a difference
Turning the tide – making a difference

Equality: Making it happen

The Centre for Studies on Inclusive Education have recently published a 2016 version of Equality: Making it happen. This is a guide to help schools ensure that everyone is safe, included and learning.

…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.

Source: CSIE Website – http://www.csie.org.uk/resources/current.shtml   Accessed: 17.06.2016

equality Poster Image
A free poster here…pdf

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’.

Get the full resource here...

Purchase the full resource from Amazon.co.uk

 


Turning the tide - making a difference
Turning the tide – making a difference

An open letter
to Nicky Morgan

nahtLogo
Visit the NAHT on-line here…

The National Association of Headteachers (NAHT) have recently published an open letter to to the Secretary of State for Education and Minister for Women and Equalities, Nicky Morgan.

The correspondence, the challenge, follows the ending of SATS Week in the Primary sector. We offer the detail of the letter below for review.


”Dear Nicky,

Following SATs week, we have collected the feedback of members and urge you to consider some changes to the current and future arrangements for assessment. The experience in a large majority of schools has not been a positive one.

Teachers and head teachers all agree that a thorough review of assessment is necessary. We hope that you will commit to a fundamental review of assessment to avoid further problems next year.

In the meantime there are two pressing concerns and possible solutions:

  • Hold off on publication of any 2016 test data
  • A commitment to changing from ‘secure fit’ to ‘best fit’ judgements in the assessment of writing

Publication of Data

Given concerns about both the design and administration of the new assessments, the lack of preparation for schools, the inadequate time to implement the new curriculum for the current cohort, and the variations in approaches between schools resulting from delayed and obscure guidance, it is hard to have confidence in the data produced by this round of assessments.

It is not just that the marks may be lower overall, which could be addressed, but that they will vary in unpredictable ways. We know of widely different approaches to writing assessment across the country, for example. And the content and sequencing of the reading test meant that lower attaining pupils had little opportunity to show their progress. This may result in a skewed distribution of marks that simply setting a lower threshold may not solve. Comparisons between schools become very risky.

School level data should not be externally published under these circumstances. Assessment data should still be available on RAISE Online, which summarises a school’s performance at the end of each Key Stage, and could be shared with parents, but the aggregated school-level scores should not be published externally. We understand that Ofqual is already mandated to conduct a review of this year’s data. In our view a hold on external publication, until we can be sure what the data is telling us, would be a sensible step. In this interim year, we should be cautious about the data that’s been collected.

Secure Fit

Problems have arisen with the new secure fit model; teachers need some sensible flexibility when assessing children’s writing and would be happier with a ‘best fit’ model. This would give a more accurate reflection of whether or not a child has grasped the overall skills of writing.

Children who are clearly excellent writers will be incorrectly labelled as working below the expected standard this year simply because teachers are not permitted to use their own judgement about their balance of abilities. We are particularly concerned about the impact on the thousands of dyslexic children in school.

There are few other tests or examinations at any other stage of education, where a student is judged by ‘secure fit’. The top grades at GCSE, A-Level and degree level are all attainable with a score below 100%, and yet only 100% will do if our six and ten year olds are to meet the required standard.

A move from ‘secure fit’ to ‘best fit’ would remove some problems. However, it is clear that the interim framework is not working and needs a sustainable long-term replacement.

Serious problems have emerged in the planning and implementation of tests this year, with a negative effect on schools. We believe that the suggestions we have outlined above would go some way towards settling growing disquiet about assessment and demonstrate a clear faith in the profession to deliver the government’s reforms”.

Yours sincerely,

Russell Hobby, General Secretary
Kim Johnson, President
James Bowen, NAHT Edge Director
Amanda Hulme, Chair of NAHT’s assessment group


Turning the tide - making a difference
Turning the tide – making a difference

A benefit for refugees

Colleagues at IETT have been helping to organise a London benefit for refugees on the evening of Friday May 27th from 8:00 to 10:30 pm.

befitforrefugeesposterImage
See full details here…

 

It will be a collaboration between the Cinema Museum, the South London Jazz Orchestra and a troupe of young actors from the Young Vic.

The evening will hosted by comedian Sion James.

There will be a bar and a raffle and the Cinema Museum itself is a completely wonderful venue.

All proceeds will be going to Doctors of the World to support refugees across Europe.

If you are able to attend then you can buy tickets online for this fabulous gig here.interneticon2 (copy)

You can view, download or print the event poster here too. (.pdf)

Join us at this happy gathering of humans. See you there!

Date: Friday, May 27th – 8.00pm to 10.30pm

Venue: Cinema Museum, 2 Dugard Way, London SE11

Location: SE11 4TH


Editors Note:

About Doctors of the World

”Doctors of the World UK is part of the global Médecins du Monde network, which delivers over 350 projects in more than 80 countries through 3,000 volunteers.

Our vision is of a world in which vulnerable people affected by war, natural disasters, disease, hunger, poverty or exclusion get the healthcare they need regardless of income or status.

Through our health programmes and advocacy we work to ensure excluded people overcome barriers to healthcare.

Since opening in the UK in 1998, we’ve raised more than £8 million for overseas programmes, helped more than 7,000 service users here and fought for healthcare as a human right for all”.

Source: Doctorsoftheworld.org.uk 2016

Turning the tide - making a difference
Turning the tide – making a difference