The Northern Ireland Executive published plans for post-primary education, including new admissions arrangements. It announced a consultation period on proposed legislation.
Source: New Post-Primary Arrangements, Department of Education/Northern Ireland Executive (028 9127 9391)
Links: Report | NIE press release | CiNI report
Date: 2005-Dec
The Northern Ireland Executive announced structural reforms to education services, following an overall review of public administration. A new, single Education Authority would replace the five existing Boards.
Source: Press release 22 November 2005, Northern Ireland Executive (028 9052 0500)
Links: NIE press release | Statement
Date: 2005-Nov
A report by a committee of MPs expressed concern that so much remained to be done to maximize the benefits of local management of schools in Northern Ireland.
Source: Local Management of Schools, Eleventh Report (Session 2005-06), HC 565, House of Commons Public Accounts Select Committee, TSO (0870 600 5522)
Links: Report
Date: 2005-Nov
Researchers found some early benefits from a programme designed to create a new, less bureaucratic, relationship between central government, local education authorities, and schools.
Source: Karen Halsey, Michelle Judkins, Mary Atkinson and Peter Rudd, New Relationship with Schools: Evaluation of trial local authorities and schools, Research Report 689, Department for Education and Skills (0845 602 2260)
Date: 2005-Nov
Researchers evaluated a programme in Scotland designed to help all pupils reach higher standards of attainment, and also (together with other out-of-school hours learning activities) address social inclusion and targets pupils' health and physical activity.
Source: Kevin Lowden, Linda Garside and John Hall, Study Support and Out of School Hours Learning in Scottish Schools, Scottish Executive, available from Blackwell's Bookshop (0131 622 8283)
Links: Report (pdf)
Date: 2005-Oct
A survey provided a baseline measure of the prevalence and characteristics of extended services across different types of schools. (Extended schools provide a range of services and activities, often beyond the school day, such as childcare and activities for children and young people, adult education, parenting support programmes, and access to community-based health and social care services.)
Source: Sam Clemens, Robert Kinnaird, Tara Mackey, Gemma Deakin and Anna Ullman, Extended Services in Schools: Baseline survey of maintained schools in 2005, Research Report 681, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2005-Sep
A report presented the findings of an evaluation of the first year of the full service extended schools initiative, part of the government s plan for all schools to offer a core set of extended activities by 2010. (Extended schools provide a range of services and activities, often beyond the school day, such as childcare and activities for children and young people, adult education, parenting support programmes, and access to community-based health and social care services.)
Source: Colleen Cummings et al., Evaluation of the Full Service Extended Schools Project: End of first year report, Research Report 680, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2005-Sep
In January 2005, the average size of classes (taught by one teacher) in primary schools was 26.2 - unchanged from the previous year. There was a slight increase in the proportion of key stage 1 classes (ages 5-7) with 31 or more pupils.
Source: Schools and Pupils in England: January 2005 (Final), Statistical First Release 42/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | Guardian report
Date: 2005-Sep
A report on the education experience of refugee and asylum-seeker children said that schools were struggling to meet their needs, and that the job had been made more difficult by the government's policy of dispersal.
Source: Madeleine Arnot and Halleli Pinson, The Education of Asylum-seeker and Refugee Children: A study of LEA and school values, policies and practices, Faculty of Education/University of Cambridge, available from General Teaching Council for England and Wales (0870 001 0308)
Links: GTC press release | Guardian report
Date: 2005-Jul
The government responded to a report by a committee of MPs on education outside the classroom, or outdoor learning.
Source: Government Response to the Committee's Second Report (Education Outside the Classroom), Sixth Report (National Skills Strategy: 14-19 Education) and Eighth Report (Teaching Children to Read) of Session 2004-05, First Special Report (Session 2005-06), HC 406, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Response | MPs report
Date: 2005-Jul
A report examined how the leadership role of local authorities could be enhanced, particularly in terms of ensuring adequate leverage for councils, to enable them to plan strategically and co-ordinate services.
Source: Anne Wilkin et al., New Roles for Local Authorities in Education: Opportunities and challenges, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2005-Jul
The Children?s Commissioner for Wales published a review of the operation of complaints and representations and whistleblowing procedures, and arrangements for the provision of children?s advocacy services, in local education authorities in Wales.
Source: Children Don?t Complain?, Children's Commissioner for Wales (01792 765600)
Links: Report (pdf)
Date: 2005-Jul
A report said that high numbers of children moving schools was damaging the education of thousands of London pupils. Some schools had seen a 60 per cent turnover of pupils within one academic year.
Source: Jo Mennell, Breaking Point: Examining the disruption caused by pupil mobility in London, Association of London Government (020 7934 9999)
Links: Report (pdf) | ALG press release | Guardian report
Date: 2005-Jul
The government published a prospectus for extended schools, setting out the services which they would offer - including childcare in primary schools between 8am and 6pm.
Source: Extended Schools: Access to opportunities and services for all, Department for Education and Skills (0845 602 2260)
Links: Prospectus (pdf) | DfES press release | Daycare Trust press release | Guardian report
Date: 2005-Jun
An annual evaluation report for 2004 said that 87 per cent of parents of children attending academies were satisfied with the quality of education provided. The government said that it remained committed to having at least 200 academies open or in the pipeline by 2010. (Academies are sponsored secondary schools, located in areas of deprivation and low educational standards.)
Source: PricewaterhouseCoopers LLP, Academies Evaluation: 2nd Annual Report, Department for Education and Skills (0845 602 2260) | Department for Education and Skills Response to the Second Annual Report from the PricewaterhouseCoopers Evaluation of the Academies Programme, Department for Education and Skills
Links: Report (pdf) | DfES response (pdf) | DfES press release | Guardian report
Date: 2005-Jun
A study examined how family centres could encourage learning and understanding within the family. (Family centres are community resources providing local support to parents and children.)
Source: Stewart Ranson and Heather Rutledge, Including Families in the Learning Community: Family centres and the expansion of learning, York Publishing Services for Joseph Rowntree Foundation, available from York Publishing Services Ltd (01904 430033)
Links: Report (pdf) | JRF Findings 0205
Date: 2005-May
A report described the experiences of headteachers and school principals from inner city areas, and the distinctive challenges they faced.
Source: Kathryn Riley, Tom Hesketh, Sean Rafferty and Paula Taylor-Moore, Urban Pioneers: Leading the way ahead - first lessons from the Leadership on the Front-line project, Institute of Education/University of London (020 7612 6050)
Links: Summary
Date: 2005-Apr
Provisional annual data were published on characteristics of pupils in maintained schools in England, and on class sizes. There was a slight decrease in the proportion of pupils known to be eligible for free school meals, from 17.3 per cent in 2004 to 16.9 per cent in 2005. The percentage of pupils classified as of minority ethnic origin increased from 18.3 per cent to 19.3 per cent. Some 2.9 per cent of pupils had statements of special educational need in January 2005 (unchanged). The average size of classes (taught by one teacher) in primary schools was 26.2 (unchanged); in secondary schools it fell from 21.8 to 21.7.
Source: Pupil Characteristics and Class Sizes in Maintained Schools in England, January 2005 (Provisional), Statistical First Release 16/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2005-Apr
Researchers investigated five multi-agency teams operating in children's services in England, covering youth crime, mental health, special needs provision for under-fives, neuro-rehabilitation, and assessment of child development. The research found confusion between the concepts of multi-disciplinary and multi-agency work; and it identified lack of training in effective management of multi-agency teams and managing change as two key issues which needed to be addressed.
Source: Angela Anning, New Forms of Professional Knowledge and Practice in Multi-agency Services, Economic and Social Research Council (01793 413000)
Links: ESRC press release
Date: 2005-Feb
A report by a committee of MPs said that outdoor learning could benefit pupils of all ages, enriching the curriculum and improving educational attainment. The government said that it wanted outdoor learning, including school visits, to be part of every pupil s experience: new detailed guidance (to be published in summer 2005) would cover the fair treatment of school staff. The health and safety watchdog said that would be a 'sad day' if misplaced risk aversion deprived children of the opportunities provided by adventure activities.
Source: Education Outside the Classroom, Second Report (Session 2004-05), HC 120, House of Commons Education and Skills Select Committee, TSO (0870 600 5522) | Press release 15 February 2005, Department for Education and Skills (0870 000 2288) | Press release 10 February 2005, Health and Safety Executive (0845 345 0055)
Links: Report | DfES press release | HSE press release | RSPH press release | National Trust press release | Guardian report
Date: 2005-Feb
A report described the early implementation of children s trusts in all 35 pathfinders in England. Most pathfinders had aimed for an approach which emphasized the importance of views of children, young people, and their parents and carers from the outset. All pathfinders stated aims covered the five key areas: being healthy, staying safe, enjoying and achieving, making a positive contribution, and economic well-being. But they attached a lower priority to economic well-being relative to other outcomes.
Source: University of East Anglia with National Children s Bureau, Children's Trusts: Developing integrated services for children in England, Research Report 617, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2005-Feb
Researchers examined the perceptions of pupils, parents, guidance staff, and teachers on guidance in schools in Scotland. It described how local authorities supported schools to develop guidance provision.
Source: Valerie Wilson, Stuart Hall, John Hall, Julia Davidson and Dominic Schad with Kevin Clancy, Supporting Pupils: A study of guidance and pupil support in Scottish schools, Scottish Executive (0131 556 8400)
Links: Report
Date: 2005-Feb
A report provided a framework of principles to develop personal support in Scottish schools. The framework provided ten standards of personal support to meet children and young people's personal, social and learning needs.
Source: Happy, Safe and Achieving their Potential: A standard of support for children and young people in Scottish schools, Scottish Executive, available from Blackwell's Bookshop (0131 622 8283)
Links: Report | Summary | EIS press release
Date: 2005-Feb
Researchers in Scotland surveyed the views of 'harder to reach' young people and parents/carers, together with the agencies which advocated on their behalf, on how they received support in school.
Source: Colin Morrison, Theresa Casey and Sandra Macaskill, Support in School: The Views of Harder to Reach Groups, Scottish Executive (0131 556 8400)
Links: Report
Date: 2005-Feb
A report investigated the impact of using the private sector in England's worst-performing local education authorities, and the government's management of the market for education service providers. The successful use of the private sector in turning around failing authorities would be difficult to replicate in future public service reforms if the government failed to adopt a more 'sustainable' approach to outsourcing.
Source: MCA Regeneration, The Business of Education Improvement, Confederation of British Industry (020 7395 8247)
Links: Report (pdf) | CBI press release
Date: 2005-Jan
Researchers evaluated alternative educational provision for young people permanently excluded from school, or who were out of school for other reasons, such as non-attendance. They highlighted the positive influence of alternative provision, in terms of a slow-down in the rate of increase in recorded offending while students were attending the projects, and positive educational and behavioural outcomes.
Source: Sally Kendall, Kay Kinder, Annie Johnson, Charlotte Fletcher-Morgan and Richard White, A Further Study of the Effects of Alternative Education Initiatives: Final report, Online Report 07/05, Home Office (web publication only)
Links: Report (pdf)
Date: 2005-Jan
