The Foundation Stage: A survey of 144 settings
Ofsted have published the findings of their survey into 144 Foundation Stage settings. The report found large variations in provision for children aged 3-5 and is particularly critical of standards in communication, language and literacy, transition links between maintained and non-maintained sectors and the gap in achievement between girls and boys.
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Inspirations - Performing Wonders in South Africa
This resource is a short film about the work of Usasazo Secondary School in Khayelitsha, a deprived township on the outskirts of Cape Town. It has wider messages for all teachers about the importance of finding relevance at the beginning of the learning process.
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ATM response to the May 2006 DfES statement on teaching calculations in Key Stage 2.
In May 2006 the DfES produced a position statement describing their suggested approach to teaching calculation in KS2. This is the ATM response as of July 2006.
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Keeping up – Pupils who fall behind in Key Stage 2
This is the first published document from the ‘Making Good Progress’ series from the DfES. The document reports on a small scale research project focussing on 240 pupils in 39 schools who do not make the expected progress in English and Mathematics during key Stage 2. The report contains a chapter on English and a chapter on mathematics, which look at pupil characteristics, obstacles to progress and specific issues arising from the project. The final chapter gives advice on the action sch
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Key Stage 3 Art – Contemporary Art
This Teachers TV video looks at the delivery of a unit of work from a media and visual arts Faculty at Wellings Specialist Arts Secondary School in Kent and analyses the reasons for using the work of contemporary artists as a starting point. The unit consists of a photography project during the course, during which the students look in some detail at the work of a contemporary photographer (Cindy Sherman) and then explore elements of photography through their own designing and making of a photog
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New Zealand Ministry of Education - Teacher Status Project: Stage 1 Research
This is an initial literature review for a project on Teacher Status, prepared for the New Zealand Ministry of Education and the New Zealand Teachers Council by Marie Cameron.
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Making Great Progress – Schools with outstanding rates of progression in Key Stage 2
This is a DfES report that reflects the key characteristics of those primary schools that have secured outstanding rates of progression for all their pupils as measured by Key Stage 2 SATs scores. It is intended to be a practical resource to support other schools in strengthening their work around pupil progression.
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Confident, capable and creative: supporting boys’ achievements: Guidance for practitioners in the
In October 2007 the DCSF published guidance for early years practitions entitled "Confident, capable and creative: supporting boys’ achievements: Guidance for practitioners in the Early Years Foundation Stage". News reports have highlighted guidance within this publication that centres on the role of toy weapons in helping boys to learn.
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The Early Years Foundation Stage (EYFS)
From September 2008 the EYFS will become the statutory framework for all schools and Early Years providers. It ‘sets the standards for learning, development and care of children from birth to 5' and will bring together previous statutory guidance which gave separate advice for children aged from 0 to 3, those aged from 3 to 5 and for those in day care or under the care of childminders.
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The Education of Pupils with Autistic Spectrum Disorders up to the end of Key Stage One
This resource is a report which focuses on the learning and teaching needs of pupils with autism spectrum disorders up to the end of Key Stage 1, utilising a research study published in 2001 by the NFER to collaborate many of the author's views and suggestions . The research study itself, the report informs the reader, explores the range of provision Local Authorities were making available at that time, for pupils with autism spectrum disorders up to the end of Key Stage 1. This resource also c
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ITE English: Literacy at Foundation Stage and Key Stage 1
Materials from the Subject Resource Network for English on Literacy at Foundation Stage and Key Stage 1.
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The Key Stage 4 curriculum. Increased flexibility and work-related learning
This is a report of the second year of the Ofsted survey on how well schools and colleges are responding to changes in the Key Stage 4 curriculum, particularly work-related learning.
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ITT MFL: Optionality: the consequences for Modern Languages study in key stage 4
This interactive seminar is offered in the light of the significant findings of the Language Trends (2006) survey carried out by CILT in partnership with ALL and ISMLA. The research investigated provision and take-up of Modern Languages at key stage 4 in schools in England.
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EPPE: Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 6
This is one of a series of documents reporting findings of a research project entitled ‘Effective Pre-school and Primary Education 3-11’ (EPPE 3-11) commissioned by the Department for Children, Schools and Families (DCSF). This longitudinal study tracked a cohort of 2701 children from 950 primary schools from age 3 to the end of primary school (age 11 years) in order to investigate what kinds of early childhood provision are most effective in promoting children’s development during pre-sch
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Language Learning at key stage 3: the impact of the KS3 Modern Foreign Languages Framework and chang
Produced by the DCSF, this research brief reports on interim findings from the first half of a two-year investigation undertaken by the University of Cambridge into the impact of the KS3 Framework for Modern Foreign Languages (MFL) and other initiatives on current provision and practice at KS3.
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Getting back on track - pupils who make slow progress in English, mathematics and science in Key Sta
In 2006, 46 schools were selected by the Department for Children, Schools and Families (DCSF) for a small scale survey focusing on pupils who are at risk of not converting a level 4 in English, mathematics or science at Key Stage 2 into a level 5 at the end of Key Stage 3. Each school was visited for one day by a DCSF schools standards adviser. The resulting report outlines ways to identify these pupils and includes practical suggestions on how to improve their performance.
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Influences on Children’s Development and Progress in Key Stage 2: Social/behavioural Outcomes in Y
The resource is a DCSF research report. It is linked to the Effective Pre-school Provision Evaluation conducted jointly by researchers from University of Nottingham, Oxford, University of London and the Institute of Education (University of London). The findings of the report focus on the social and behavioural outcomes for children in year 5.
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Language Learning at Key Stage 2: A longitudinal study
These are the interim findings from the first year of a three year longitudinal study of the impact of the introduction of KS2 language teaching and learning in selected schools. It is set out under the headings of Introduction, Key findings, Methodology (outlining the three strands of the aims) and the Summary of the main findings.
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Language Learning Provision at Key Stage 2: Findings from the 2007 Survey
This is the DCSF funded statistical report “of the nature and extent of language learning provision at Key Stage 2 (KS2) in schools in England”, conducted by the National Foundation for Educational Research (NFER). Additionally, it tracks the progress of the 2010 target of the introduction of the KS2 entitlement to language learning within class time. It cites statistical evidence to support its findings.
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Deprivation and Education: The evidence on pupils in England, Foundation Stage to Key Stage 4
This Government paper summarises research and statistical evidence about the effect of deprivation on the education of pupils from the foundation stage to key stage 4 in maintained mainstream schools. It is written by the Schools Analysis and Research Division of the DCSF.
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