A survey found that 60 per cent of people believed that the standard of state education in primary schools in England in 2002 was either good or very good (compared to 55 per cent in 2001). Only 43 per cent said the same about secondary schools (40 per cent in 2001).
Source: RSGB Omnibus/Taylor Nelson Sofres, Public Perception of Education, Department for Education and Skills (0845 602 2260)
Links: Summary (Word file)
Date: 2002-Dec
Researchers evaluated the impact of the national healthy school standard, launched in 1999, on school effectiveness and improvement. Once relative deprivation levels are taken into account (level of eligibility for free school meals), it was found that there is no difference in patterns of improvement or unauthorised absence between 'healthy' schools and others.
Source: Graham Thorpe, Susan Kirk and David Whitcombe, The Impact of the National Healthy School Standard on School Effectiveness and Improvement, Research Brief X07-02, Department for Education and Skills (0845 602 2260)
Links: No link
Date: 2002-Dec
Researchers found that the impact of local government modernisation on the education service has been to speed up the decision-making process, improve budgeting, facilitate transparency through better communication and wider consultation with the community, and increase the involvement of non-elected members.
Source: Jane Hemsley-Brown, Mark Cunningham, Rosalind Morton and Caroline Sharp, Education Decision-making Under Scrutiny: The impact of local government modernisation - Phase 2, LGA Research Report 38, National Foundation for Educational Research (01753 747281)
Links: Summary | Press release
Date: 2002-Dec
Tables were published showing the results of pupils in the key stage 2 national curriculum tests, for individual local education authorities in respect of schools in their area (England, 2002). The government highlighted the fact that, since 1998, about 84,000 more children aged 11 are achieving the expected level in maths, and around 60,000 more are doing so in English.
Source: 2002 Primary School (Key stage 2) Performance Tables, Department for Education and Skills (web publication only: hard copies available from individual LEAs) | Press release 5.12.02, Department for Education and Skills (0870 000 2288)
Links: Link to tables | DfES press release | Guardian analysis
See also: Journal of Social Policy Volume 31/3, Digest 123, paragraph 3.3
Date: 2002-Dec
Results were published of the 2002 value added pilot, showing a measure indicating the progress made by pupils in 2002 between key stage 1 and key stage 2. This measure is based on individual pupils' performance for a sample of volunteer schools.
Source: 2002 KS1-KS2 Value Added Pilot, Department for Education and Skills (0870 000 2288)
Links: Report
Date: 2002-Dec
The Audit Commission published the first results of the 'comprehensive performance assessment' process, incorporating ratings for each local education authority in England and Wales. The government said: 'The star ratings demonstrate the effectiveness of our national education improvement strategies', and that: 'The literacy and numeracy strategies are narrowing the achievement gap between advantaged and disadvantaged LEAs'.
Source: Early Lessons from Comprehensive Performance Assessment: A picture of performance, Audit Commission (0800 502030) | Press release 12.12.02, Department for Education and Skills (0870 000 2288)
Links: Report (pdf) | AC press release | DfES press release | LEA tables
Date: 2002-Dec
Two reports from the schools inspectorate on the national literacy and numeracy strategies said they have brought about substantial improvements in the teaching of literacy and mathematics in primary schools in England: but there are wide variations between the performance of different local education authorities and schools.
Source: The National Literacy Strategy: The first four years 1998-2002, HMI 555, Office for Standards in Education (07002 637833) | The National Numeracy Strategy: The first three years 1999-2002, HMI 554, Office for Standards in Education
Links: Literacy report (pdf) | Numeracy report (pdf) | Ofsted press release | DfES press release
See also: Journal of Social Policy Volume 31/3, Digest 123, paragraph 3.3
Date: 2002-Nov
Researchers evaluated the learning mentor strand of the 'Excellence in Cites' programme in primary schools. Most people associated with learning mentor work were found to be generally positive about the initiative and to believe that it has the potential to make a real impact.
Source: Andy Hobson and Alison Kington, Evaluation of Excellence in Cities Primary Extension: A report on the findings of the Learning Mentor Strand Study, National Foundation for Educational Research (01753 747281)
Links: Report (Word file)
See also: Journal of Social Policy Volume 31/3, Digest 123, paragraph 3.5
Date: 2002-Nov
Schools need to do more through drug education programmes to help pupils to develop personal values and skills in order to make sensible choices, according to a report by the schools inspectorate.
Source: Drug Education in Schools: An update, HMI 746, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
See also: Journal of Social Policy Volume 31/3, Digest 123, paragraph 6.5
Date: 2002-Nov
An evaluation of early intervention schemes for children with literacy problems found that highly structured lessons are best for those who struggle with spelling; and that some children need intensive one-to-one tuition.
Source: Greg Brooks, What Works for Children with Literacy Difficulties? The Effectiveness of Intervention Schemes, Research Report 380, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2002-Nov
In September 2002 there were 10,576 children in England aged 5-7 being taught in classes of more than 30. This was a rise from 0.5 per cent to 0.7 per cent of the total since the previous year, mainly (the government said) because of permitted exceptions.
Source: Infant Class Sizes in England: September 2002, Statistical First Release 28/2002, Department for Education and Skills (0870 000 2288) | Press release 20.11.02, Department for Education and Skills
Links: SFR (pdf) | Press release | BBC report
See also: Journal of Social Policy Volume 31/3, Digest 123, paragraph 3.3
Date: 2002-Nov
The school inspectorate found that teachers do not use pupil performance data well, or in some instances at all, when setting their objectives; and that many teachers are even unsure how to set an objective for improving pupils' progress.
Source: Performance Management of Teachers, HMI 502, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2002-Nov
According to an official survey, 55 per cent of adults in England think that the standard of primary school education is 'good' or 'very good', but only 40 per cent say the same about secondary schools.
Source: Education in England Omnibus Survey: November 2001, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
Date: 2002-Nov
A report said that there is a wide variation in the performance of schools in Wales. At secondary level the gap between the highest and lowest attaining schools is not increasing or decreasing. At primary level there are signs the gap is narrowing. The report found that deprivation does not have to lead to poor performance in secondary schools.
Source: Narrowing The Gap In the Performance of Schools, Welsh Assembly Government (029 2082 6054) and Welsh Local Government Association
Links: Report (pdf) | Press release
Date: 2002-Oct
Provisional figures were published analysing the national curriculum results by local education authority (England and Wales, 2002). The government said that the figures show 'significant improvements' in primary and secondary schools since 1997, but that more work is needed to raise standards.
Source: National Curriculum Assessments of 7, 11 and 14 year olds by Local Education Authority: 2002 (Provisional), Statistical First Release 25/2002, Department for Education and Skills (0870 000 2288) | Press release 17.10.02, Department for Education and Skills
Links: SFR (pdf) | Press release
Date: 2002-Oct
Research found that class size, measured as the pupil:teacher ratio at the school level, has a significant effect on the decision to remain in full-time education beyond the minimum age.
Source: Christian Dustmann, Najma Rajah and Arthur van Soest, Class Size, Education and Wages, Discussion Paper 3397, Centre for Economic Policy Research (020 7878 2900)
Links: Abstract
Date: 2002-Sep
The government began consultation on how it intends to measure performance across many local council services, including education, social services and transport. The proposed new list includes 101 different performance indicators.
Source: Best Value Performance Indicators 2003-04, Office of the Deputy Prime Minister (0870 1226 236)
Links: Consultation Document (pdf) | Consultation Document | Press release
Date: 2002-Sep
Local education authorities improved their performance over the period 1996-2001, according to the school standards watchdog. But the quality of LEAs was found to vary widely, and in 2001 some with significant problems were still being identified. There was 'no proven relationship' between the quality of an LEA and overall standards of educational attainment in its schools.
Source: Local Education Authorities and School Improvement 1996 2001: A Report on the First Cycle of Inspections of Local Education Authorities, Conducted between 1996 and 2001, HMI 529, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2002-Sep
Most schools recognise the need to improve continuity and progression for pupils transferring from primary to secondary school, but rarely give enough priority to the task, the Office for Standards in Education warned.
Source: Changing Schools: The Effectiveness of Transfer Arrangements at Age 11, HMI 550, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Summary (pdf)
Date: 2002-Jul
A report outlined examples of emerging good practice in supporting pupils as they transfer from primary to secondary school.
Source: Graham Frater, Bridges for Literacy, Basic Skills Agency (0870 600 2400)
Links: BSA homepage
Date: 2002-Jul
Researchers found that girls, and to a certain extent boys, could benefit academically from attending single-sex secondary schools; and that school size did have some impact on pupil opportunities and performance.
Source: Thomas Spielhofer, Lisa O'Donnell, Tom Benton, Sandie Schagen and Ian Schagen, The Impact of School Size and Single-sex Education on Performance, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2002-Jul
Research reportedly found that grammar schools in Kent (the area with the most selective policy) are under-performing compared with others in the rest of the country.
Source: Research by David Jesson (University of York) for Stephen Ladyman MP, reported in The Independent, 1.7.02
Links: Independent article
See also: Journal of Social Policy Volume 31/1, Digest 121, paragraph 3.1
Date: 2002-Jul
A new official publication charted secondary schools pupils' progress between successive key stages, by school type (England, to 2001).
Source: Pupil Progress in Secondary Schools by School Type in England: 2001, Statistical Bulletin 5/02, Department for Education and Skills, TSO (0870 600 5522)
Links: Statistical Bulletin (pdf)
Date: 2002-Jun
A study found the quality of school buildings can influence pupil performance and behaviour.
Source: H. Clark, Building Education: The Role of the Physical Environment in Enhancing Teaching and Learning, Institute of Education/University of London, (020 7612 6050)
Links: Summary
Date: 2002-Jun
Researchers found that a critical inspection report often has profound effects on the local education authority concerned.
Source: M. Wray, Local Authority Reactions to the Office for Standards in Education Inspection Process, National Foundation for Educational Research (01753 747281)
Links: Paper (Word file)
See also: Journal of Social Policy Volume 30/3, Digest 119 (paragraph 3.3)
Date: 2002-Jun
The Education Secretary said there are some comprehensive schools she would not touch with a bargepole if she were still a teacher.
Source: The Times, 25.6.02
Date: 2002-Jun
A book investigated the reasons for student performance gains recorded for high-performing and improving specialist schools.
Source: P. Rudd et al., High Performing Specialist Schools: What Makes the Difference?, National Foundation for Educational Research (01753 747281)
Links: Summary
See also: Journal of Social Policy Volume 31/4, Digest 124 (paragraph 3.3)
Date: 2002-May
Researchers found no clear educational benefits from lower pupil:adult ratios in 'key stage 1' classes.
Source: Peter Blatchford, Clare Martin, Viv Moriarty, Paul Bassett and Harvey Goldstein, Pupil Adult Ratio Differences and Educational Progress over Reception and Key Stage 1, Research Report 335, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
See also: Journal of Social Policy Volume 30/4, Digest 120 (paragraph 3.4)
Date: 2002-May