FD SUPPORTING TEACHING AND LEARNING IN SCHOOLS Education Policy and Practice Session 5

Children’s Plan 2007 report from previous government – now archived – no longer reflects the current government priorities https://www.education.gov.uk/publications/eOrderingDownload/The_Childrens_Plan.pdf

Introduction New goals for 2020, and we will report back on the progress we are making on the Plan in a year’s time. With schools, children’s services, the voluntary sector and government all playing their part, we can ensure that every child has the best start in life, We can back all parents as they bring up their children, we can unlock the talents of all our young people and we can ensure that no child or young person is left to fall behind. That is what our Children’s Plan sets out to do. Ed Balls

The Children’s plan Based on our consultation, five principles underpin the Children’s Plan: government does not bring up children – parents do – so government needs to do more to back parents and families; all children have the potential to succeed and should go as far as their talents can take them; children and young people need to enjoy their childhood as well as grow up prepared for adult life;

The Children’s plan services need to be shaped by and responsive to children, young people and families, not designed around professional boundaries it is always better to prevent failure than tackle a crisis later. The Children’s Plan sets out our plans for the next ten years under each of the Department for Children, Schools and Families’ strategic objectives, with a chapter at the end looking at how we will make these reforms happen.

Vision At the end of each chapter there are specific aims and objectives – related to the chapter. Reflect on the following questions How far have these aims been achieved? How realistic are the aims?

ROSE REPORT In January 2008, the Secretary of State for Children, Schools and Families invited Sir Jim Rose to lead an independent review of the primary national curriculum with the support of the Qualifications and Curriculum Development Agency (QCDA). https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00499-2009

ROSE REPORT The purpose of the review was to: further strengthen the focus on ensuring that all pupils develop the essential reading, writing, numeracy and personal skills they need in order to learn and develop; give schools greater flexibility to meet pupils’ individual needs and reducing prescription where possible; improve transition from early years education to secondary education; and advise on how best to make languages compulsory at Key Stage 2.

Leitch report Prosperity for all in the Global Economy: World Class Skills, commonly known as the Leitch Report, Highlighted skills as the key to unlock people’s potential and outlined recommendations and policy implications required for change in order to succeed. Essentially, the Leitch Report became the byword for skills and training needs across Government. http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/leitch_review_index.htm Connection to school sector?

CURRICULUM REVIEW New government means different priorities The Department for Education is responsible for education and children’s services. http://www.education.gov.uk/ Currently a review of the National Curriculum at both Primary and Secondary is being carried out New types of school emerging Task What schools types are emerging? How might they be different? What might be the impact on the curriculum and/or education of pupils?

Emerging school types Academies Studio schools Free Schools Faith Schools University technical colleges

Academies Academies benefit from greater freedoms to innovate and raise standards. These include: freedom from local authority control; the ability to set their own pay and conditions for staff; freedoms around the delivery of the curriculum; and the ability to change the lengths of terms and school days. Some academies, generally those set up to replace underperforming schools, will have a sponsor. Sponsors come from a wide range of backgrounds including successful schools, businesses, universities, charities and faith bodies. Sponsors are held accountable for improving the performance of their schools. They do this by challenging traditional thinking on how schools are run and what they should be like for students. They seek to make a complete break with cultures of low aspiration and achievement. The sponsor’s vision and leadership are vital to each project.

Academies Academies receive their funding directly from the Education Funding Agency (EFA) rather than from local authorities. The principles of governance are the same in academies as in maintained schools, but the governing body has greater autonomy. Academies are required to have at least two parent governors. Academies don’t have to follow the national curriculum and can select pupils based on academic ability.

Free Schools Free Schools are all-ability state-funded schools set up in response to what local people say they want and need in order to improve education for children in their community. The right school can transform a child’s life and help them achieve things they may never have imagined. Through the Free Schools programme it is now much easier for talented and committed teachers, charities, parents and education experts to open schools to address real demand within an area. They don’t have to follow the national curriculum

Studio Schools Studio schools offer academic and vocational qualifications, but teach them in a practical and project-based way. Study is combined with work placements at local and national employers who are involved in the school. Learning in this way encourages students to develop skills like punctuality, good communication, reliability and team-working, whilst gaining a strong grounding in English, maths and science. These new schools, which are set up with the backing of local businesses and employers, are part of the Government's drive to ensure the education system responds to demands from employers for the skills they need to grow and prosper. Employers say that ensuring our young people have these important skills should be a top education priority for the Government

Studio schools Studio Schools are small schools - typically with around 300 pupils. Students work with local employers and a personal coach, and follow a curriculum designed to give them the skills and qualifications they need in work, or to take up further education.

Faith Schools Maintained faith schools are like all other maintained schools in a number of ways. They must follow the National Curriculum participate in National Curriculum tests and assessments be inspected by Ofsted regularly follow the School Admissions Code. Faith schools are mostly run like other state schools. They have to follow the national curriculum except for religious studies, where they are free to only teach about their own religion.

University Technical Colleges University Technical Colleges specialise in subjects like engineering and construction - and teach these subjects along with business skills and using IT. Pupils study academic subjects as well as practical subjects leading to technical qualifications. The curriculum is designed employers who also provide work experience for students. University Technical Colleges are sponsored by: universities employers further education colleges

CURRICULUM REVIEW The new National Curriculum will set out only the essential knowledge that all children should acquire, and give schools and teachers more freedom to decide how to teach this most effectively and to design a wider school curriculum that best meets the needs of their pupils. http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum

References Department of education http://www.education.gov.uk/ https://www.gov.uk/national-curriculum/overview

resources http://www.nationalnumeracy.org.uk/home/index.html https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014