Learning and Teaching in Primary Schools: Processes and Contexts
May 16th saw the final three research surveys by the Cambridge-based Primary Review published. These three interim reports form part of thirty research surveys, commissioned by the Review team to be used as evidence for the final report. The Primary Review "reserves its own judgement" on any conclusions reached by the reports "pending its assessment of the full range of evidence".
Primary Schools: the professional environment
This report is from the Primary Review, which is based at the University of Cambridge. The resource is one of three reviews within Theme 6 ‘Settings and Professionals’. The other two reviews in this theme relate to the built environment of schools and to the initial and continuing professional development of teachers. This resource focuses on two aspects, namely teacher professionalism and the leadership of primary schools. The authors review work in these areas from the time of the Plowden
Evidence: What counts as evidence in Education?
This glossary article by Professor Richard Andrews explores what counts as evidence in Education and in the research field of Educational Studies.
Providing learning opportunities for trainees
The resource is an informative and activities based workbook, to support school-based trainers in providing appropriate learning opportunities for trainees. This is a collation of materials used at training managers’ workshops to aid their understanding of how to improve initial teacher training (ITT) provision, which has been developed from the outcomes of a range of evidence, including small scale research conducted by the University of Birmingham for the TDA.
Staying Safe: Action Plan
This Government launched the ‘Staying Safe’ consultation in 2007 which collated the views of parents, children and practitioners through a variety of means, including regional meetings, independent research and written and online consultations. This Action Plan is a direct result of those consultations. Staying safe is a fundamental part of the Children’s Plan (2007) and follows the publication of Every Child Matters (2005). The ‘Staying Safe’ action plan is based on the underlying pri
The value of social care professionals working in extended schools
The resource is a report based upon research conducted by the National Foundation for Educational Research into multi-agency working within extended schools, considering the impact of social care professionals in particular. It is therefore strongly linked to the roll out of Every Child Matters (ECM) and bound up in the new multi-disciplinary environment in such schools. It is based upon case studies, an audit of local authority practice, and interviews with relevant individuals and agencies wor
Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Final Report
This is the final report of the Review of Mathematics Teaching in Early Years Settings and Primary Schools, chaired by Sir Peter Williams. This extensive review was announced by the Secretary of State on the 10 July 2007 and the final report sets out the review’s conclusions in light of an extensive period of information and evidence gathering. The review follows, and is complementary to, the Rose Review of teaching of early reading, and will complement Sir Jim Rose’s review of the whole pr
Mathematics: understanding the score
The Ofsted report ‘Mathematics: understanding the score' was published on 19th September, spearing news headlines which emphasise one of the findings, that too much mathematics is "taught to the test". The report is drawn from evidence garnered chiefly during inspections between April 2005 and December 2007 from 192 schools. This evidence, as the report clearly states, played a part in the findings of the Primary Review of Mathematics, published last Summer.
The Influence of School and Teaching Quality on Children’s Progress in Primary School
The resource is a report of research which “investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.” (page i) The research is part of a large research project funded by the Department for Children, Schools and Families (DCSF). The project was called Effective Pre-School and Primary Education (EPPE 3-11). This project followed the cognitive and
Grammars pressed over poor pupils
As reported on the BBC, a recently published study for the Sutton Trust into the "Evidence on the effects of selective educational systems" suggests that grammar schools are only enrolling half as many able pupils from disadvantaged backgrounds than is possible. The researchers also found, however, that 54 of the 100 most socially selective schools are faith schools, compared to 17 state grammars
White boys from low-income backgrounds: good practice in schools
This "report on a small survey of good practice" was undertaken by Ofsted in 20 schools across England, which were "identified from inspection evidence and discussion with local authorities" to be schools "where white British boys from low-income backgrounds performed better in public tests and examinations than their counterparts in other schools". These schools were mainly in areas with high levels of deprivation, although a few of them had a minority of boys from low-income families on roll,
Evidence Based Education: Keynote at the TTRB Seminar in Redworth Hall, Darlington
At our recent refresh seminar at Redworth Hall in Darlington, Professor Peter Tymms presented a keynote address on 'Evidence Based Education'. Attached to this article is the presentation used and an audio recording of Peter's talk.
Safer Children in a Digital World: the report of the Byron Review
The Byron Review (under the Chairmanship of Dr. Tanya Byron) is an independent review supported by officials from the Department for Children, Schools and Families and the Department for Culture, Media and Sport. The review carried out an assessment of the internet and video games, and informs children, adults and policy makers how they might affect young people. The report describes how the evidence was collected, what it revealed, the effectiveness of existing measures, and includes recommenda
Curee/TLRP Research Tasters
This part of the CUREE website hosts a number of ‘research tasters’, which are short articles encouraging practitioners to engage in evidence-based enquiry in their own educational setting through collecting evidence available to them and using it to reflect upon, inform and enhance their own practice. Here, a variety of materials have been produced by TLRP in collaboration with CUREE, in order for the findings of the TLRP and other relevant research to be disseminated to those with an inter
Rising to the Challenge: a review of the Teach First ITT programme
This is an Ofsted inspection report of the Teach First initial teacher training provision, an employment-based route into teaching based in London and managed jointly by Teach First and Canterbury Christ Church University. This two year programme places graduate student teachers in schools in challenging circumstances with the objective of raising achievement in the schools and providing a high quality training experience. Although the trainees found the school-based experience extremely challen
TDA E-Learning Grant Reports Round Two: CILT
This is a report for a TDA funded project, based at CILT, focusing on the development and impact of e-learning on ITE provision.
Evolution and Phylogenetics
The ability to compare DNA sequences from different organisms is refining our perspective on evolution. This session illustrates how molecular techniques are now combined with fossil evidence to explore relationships in organisms from whales to anthrax.
Ofsted: Making more of music
The Ofsted report ‘Making more of music: An evaluation of music in schools 2005/08' was published on 4th February, spearing news headlines such as "Music lessons 'not good enough'", taken from the BBC website. The report is drawn from evidence garnered chiefly during inspections between 2005 and 2008 from mainstream schools. The report is structured into two sections; the first section centres on inspection findings, and the second part "considers the essential components of effective teaching
National Academy for Gifted and Talented Youth: Evaluation
This is a summative evaluation to the now historical National Academy for Gifted and Talented Youth (NAGTY) that was funded from 2002-2007 by the then DfES. The project was initially based at the University of Warwick, but following a competitive open tender process in August 2007 was awarded to CfBT Education Trust, who replaced NAGTY with the Young Gifted and Talented (YG&T) Learner Academy. Over the five years that Warwick held the contract, NAGTY developed a three 'academies' structure: the
Cambridge Primary Review: Towards a New Primary Curriculum
On 20 February, The Cambridge Primary Review published a special report on the primary curriculum, 'Towards a New Primary Curriculum'. This is in two parts; 'Part 1: Past and Present' identifies issues, describes and contextualises current arrangements, analyses the Review's evidence about strengths and weaknesses of the existing curriculum, and recommends what should change. 'Part 2: The Future' provides a summary of the main points, other matters to be resolved, and proposals for reform. Launc