The first open competition was held in England to set up a new secondary school, giving parents, community groups, charitable or private companies the chance to come forward with proposals. The new school was proposed in Lambeth, in London. (Under the 2002 Education Act, local education authorities no longer automatically set up new schools an open competition for other providers is now required.)
Source: Press release 10 November 2003, Department for Education and Skills (0870 000 2288)
Links: DfES press release
Date: 2003-Nov
The seventh edition was published of a statistical overview of education and training in the United Kingdom, containing around 60 tables. Chapters related to expenditure; schools; post-compulsory education and training; qualifications; destinations; population, and international comparisons.
Source: Education and Training Statistics for the United Kingdom 2003, Department for Education and Skills, TSO (0870 600 5522)
Links: Report (pdf)
Date: 2003-Nov
Researchers examined the role of schools and local education authorities in supporting the educational needs of children in public care. No LEA visited had a discrete strategy to counter the risk of bullying experienced by such children. Children in care were rarely prioritised within individual schools admissions policies except where local authorities stipulated that this be a criterion. But there was evidence of the strategic use of opportunities afforded by national initiatives to benefit children in care.
Source: Felicity Fletcher-Campbell, Tamsin Archer and Kathryn Tomlinson, The Role of the School in Supporting the Education of Children in Public Care, Research Report 498, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Nov
The government began consultation on proposals to remove the requirement for local education authorities to produce a number of separate plans (for education development, early years development, childcare, school organisation, and behaviour support), and to introduce a 'single education plan' designed to provide a 'strategic overarching direction' to an LEA s performance.
Source: A Consultation Document on Changes to Plans Required of Local Education Authorities, Department for Education and Skills, (0845 602 2260)
Links: Consultation document (pdf)
Date: 2003-Nov
A teachers' union called for the withdrawal of draft guidance on consulting children, pending the production of a 'high quality, generic guidance about effective practices'. It described the draft as 'unhelpful and misleading', saying that it barely mentioned ways in which pupils could be more involved in learning.
Source: 'Working Together: Giving children and young people a say': Response, Association of Teachers and Lecturers (020 7930 6441)
Links: ATL response (Word file)
Date: 2003-Nov
Research found 'cumulative and increasingly convincing' evidence that extended schools had potentially beneficial impacts on pupils, families and communities. Responding to the report, the government called for the establishment of more extended schools. (An extended school is one which provides a range of services and activities outside the taught curriculum to meet the wider learning needs of its pupils, their families and the local community.)
Source: Colleen Cummings, Liz Todd and Alan Dyson, Extended Schools Pathfinder Evaluation: Issues for schools and local education authorities, Research Brief RBX18-03, Department for Education and Skills (0845 602 2260) | Press release 22 October 2003, Department for Education and Skills (0870 000 2288)
Links: Brief (pdf) | DfES press release
Date: 2003-Oct
Researchers examined the experiences of children in Scotland nearing the end of primary education, and those just beginning their secondary education, regarding the transition to secondary school. Most children seemed to cope well with the move and were positive about preparation programmes. There were indications that more children of minority ethnic backgrounds (though still a minority) encountered more difficulties and disappointment.
Source: Catherine Graham and Malcolm Hill, Negotiating the Transition to Secondary School, SCRE Centre/University of Glasgow (0131 557 2944)
Links: Findings (pdf)
Date: 2003-Oct
A report argued that local government had a strategic role to play in integrating social inclusion and education, and identified key areas where there was a need to deliver comprehensive support for schools, pupils and their families. It highlighted six projects where schools, community groups, education, health and social services had collaborated to improve services for children.
Source: Liz Allen, Schools Beyond the Classroom: Managing collaboration for social inclusion, New Local Government Network (020 7357 0051)
Links: Summary (pdf) | NGLN press release
Date: 2003-Oct
Researchers found that children who took part in family learning programmes reportedly showed improved reading, vocabulary, concentration and self-confidence. (Family learning involves parents, children and other family members in learning from, about and with each other.)
Source: Angela Brassett-Grundy and Cathie Hammond, Family Learning: What parents think, Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2003-Oct
The government said that a committee of MPs had failed to understand the scale of work it was doing to promote improvements in education provision in rural areas.
Source: The Delivery of Education in Rural Areas: Government reply to the Committee's report, Tenth Special Report (Session 2002-03), HC 1085, House of Commons Environment, Food and Rural Affairs Select Committee, TSO (0870 600 5522)
Date: 2003-Sep
The 2003 edition was published of a statistical review of schools in England, covering the academic year 2002-03. New tables included the number of pupils by ethnicity, gender, and eligibility for free school meals; the number of pupils with special educational needs by ethnicity; and the number of pupils by their first language and ethnicity.
Source: Statistics of Education: Schools in England (2003 edition), Department for Education and Skills, TSO (0870 600 5522)
Links: Report (pdf)
Date: 2003-Sep
An inspectorate report examined the promotion of effective and autonomous resource management by schools. Inspectors looked at the roles played by both local education authorities and central government, with the aim of identifying what promoted, or inhibited, effective work in schools.
Source: School Funding: Strategies adopted by local education authorities, HMI 1629, Office for Standards in Education (07002 637833) and Audit Commission
Links: Report (pdf)
Date: 2003-Sep
The government announced the names of 61 'extended schools' that would be funded to provide a full range of community services. By 2006, at least one school in every local education authority would receive this funding. The services that would be provided included childcare, health and social care, lifelong learning, family learning, study support, sports, art, and access to information and communications technology.
Source: Press release 24 September 2003, Department for Education and Skills (0870 000 2288)
Links: DfES press release | Guardian report
Date: 2003-Sep
A study explored how schools in two disadvantaged areas saw their roles, what activities they undertook and the successes and problems they experienced. It was found that schools often remained disconnected from regeneration initiatives in their surrounding neighbourhoods. Regeneration planners at all levels needed to make it easier for schools to contribute to a coherent local strategy, rather than leaving them to work at arm s length from renewal programmes.
Source: Deanne Crowther, Colleen Cummings, Alan Dyson and Alan Millward, Schools and Area Regeneration, Policy Press for Joseph Rowntree Foundation, available from Marston Book Services (01235 465500)
Links: JRF Findings 983 | JRF press release
Date: 2003-Sep
The government announced the creation of 35 children s trust pathfinders, bringing together children s social services, education and health services into a single local structure.
Source: Press release 10.7.03, Department for Education and Skills (0870 000 2288)
Links: DfES press release
Date: 2003-Jul
Researchers conducted a longitudinal study of the role of local education authorities in raising school standards. Effective management and the creative use of opportunities were considered more critical than factors such as the size of an LEA or its political allegiance. Relations with headteachers were a critical element in success. Problem areas included: interagency working in very large authorities, recruitment and retention (particularly where the salaries of senior managers in schools exceeded salaries attached to LEA posts), pupil mobility, unsupportive cultures, excessive bureaucracy, and inadequate administrative support.
Source: Felicity Fletcher-Campbell and Barbara Lee, A Study of the Changing Role of Local Education Authorities in Raising Standards of Achievement in Schools, Research Report 453, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Jul
A guide was published to human rights legislation in relation to education. It said that large parts of education law had still to be tested: it was vital that local authorities should be aware of the potential impact of the 1998 Act, recognise when human rights issues may arise and, in certain cases, be prepared for challenges.
Source: Simon Whitbourn, Education and the Human Rights Act 1998, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2003-Jul
A literature review provided examples of successful interagency practices from specific fields including drug education, early childhood, re-engaging disaffected youth in education, social inclusion, special educational needs, lifelong learning, local education authority research, and partnerships between education providers.
Source: Kathryn Tomlinson, Effective Interagency Working: Review of the literature and examples from practice, National Foundation for Educational Research (01753 747281)
Links: Summary | NFER press release
Date: 2003-Jul
The government began consultation on proposals for helping local education authorities, governing bodies and schools consider the views of children and young people, and involve them when making decisions that affected them. The government said its aim was to 'open up opportunities for children and young people to become more active participants in their education, including involvement in planning and the evaluation of their own learning'.
Source: Working Together: Giving children and young people a say, Department for Education and Skills, TSO (0870 600 5522)
Links: Consultation paper (pdf)
Date: 2003-Jul
An agreement was signed between English local authorities and central government to 'work in partnership to achieve better educational outcomes for children and young people'. Central government agreed to improve communications, recognise the 'valuable role' of local authorities in local leadership and in the formation of national policy; give priority to working proactively with local authorities to ensure that funding arrangements for 2004-05 were implemented effectively; and to introduce a single education plan for all local authorities by 2006.
Source: Supporting Transformation in Partnership: Statement of intent for partnership working, Local Government Association (020 7664 3000) and Department for Education and Skills
Links: DfES press release (and statement text)
Date: 2003-Jul
A committee of MPs called for a public review of 'statutory walking distances' to schools, and said that any new system should be based on an assessment of safety issues and the real alternatives to walking for people in rural areas - and not just crudely based on distance from school. It also called for innovative home-to-school transport schemes.
Source: The Delivery of Education in Rural Areas, Ninth Report (Session 2002-03), HC 467, House of Commons Environment, Food and Rural Affairs Select Committee, TSO (0870 600 5522)
Links: Report
Date: 2003-Jun
A comprehensive annual guide was published to all sectors of education and training in Scotland. A new chapter described key aspects of the increasingly global nature of Scottish education.
Source: National Dossier on Education and Training in Scotland 2003, Scottish Executive, TSO (0870 606 5566)
Date: 2003-Jun
A survey found that schools in Scotland were faced with inadequate staffing, resources, and time when trying to teach children with social, emotional and behavioural difficulties.
Source: Social, Emotional and Behavioural Difficulties: Schools Survey, Educational Institute of Scotland (0131 225 6244)
Links: Survey (pdf)
Date: 2003-Jun
The success rate of appeals by parents against refusal of admission to maintained schools remained broadly unchanged (at around 33 per cent) compared to the previous year (England: 2001-02).
Source: Admission Appeals for Maintained Primary and Secondary Schools in England 2001-02, Statistical First Release 17/2003, Department for Education and Skills, (0870 000 2288)
Links: SFR 17/2003 (pdf)
Date: 2003-Jun
A study examined the role of local education authorities in helping to disseminate the results of research on good practice in education. It said that schools and teachers who used research gained 'new challenges, insights and levels of understanding' - and found that it enhanced the quality of teaching and learning.
Source: Rebekah Wilson, Jane Hemsley-Brown, Claire Easton and Caroline Sharp, Using Research for School Improvement: the LEA'S role, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2003-Jun
A literature review found that little research on the concept of 'extended' schools originated from the United Kingdom or other European countries. The main sources were Australia and the United States of America.
Source: Anne Wilkin, Richard White and Kay Kinder, Towards Extended Schools: Literature review, Research Report 432, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
Date: 2003-Jun
A committee of MPs said it had found no evidence that specialist schools raised standards or increased parental choice. It called for further research into the impact of choice and diversity in education on different regions and different social groups, in order that policies could be refined to mitigate negative effects. It also said that over-reliance on a narrow range of research on the comparative performance of specialist schools had served to obscure rather than illuminate the issue.
Source: Secondary Education: Diversity of provision, Fourth Report (Session 2002-03), HC 94, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Report
Date: 2003-May
An annual survey of primary school heads found that budgets came top of the list of concerns for the ninth year running. The main area of increased concern was national curriculum assessment, which was seen as a priority by about one-third of the headteachers. Other areas of concern included staffing issues, inspections, buildings, and parental pressure.
Source: Anna Macaulay, Tamsin Archer and Lesley Kendall, Annual Survey of Trends in Education: Digest 14 Spring 2003, National Foundation for Educational Research (01753 747281)
Links: Report (pdf) | Press release
Date: 2003-Apr
A large-scale study found that children in smaller classes did better in maths and literacy in their first year of school (the reception year). This was especially the case in literacy for children who started school with low entry scores.
Source: Peter Blatchford (et al.), The Class Size Debate: Is Small Better?, Open University Press, available from Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2003-Apr
Researchers examined the extent and efficacy of the 'extended school' model in England. They found a wide variety in types of provision within the concept, and a positive impact on pupil attainment, attendance and behaviour.
Source: Anne Wilkin, Kay Kinder, Richard White, Mary Atkinson and Paul Doherty, Towards the Development of Extended Schools, Research Report 408, Department for Education and Skills (0845 602 2260)
Links: Brief (pdf)
Date: 2003-Mar
The government published a report (83 pages long) detailing 125 measures being taken to cut 'red tape' in education services.
Source: Reducing Red Tape and Bureaucracy in Schools: Second report, Regulatory Impact Unit, Cabinet Office (020 7276 2194) and Department for Education and Skills
Links: Report (pdf) | DfES press release
Date: 2003-Mar
The government announced that at least one school in every local education authority would provide a full range of community services by 2006. 240 'extended' schools would be funded over three years to provide childcare, health and social care, lifelong learning opportunities, family learning, parenting support, study support, sports and arts, and information technology access. Funding would initially be targeted at the most disadvantaged areas and then rolled out progressively to all areas.
Source: Press release 13.3.03, Department for Education and Skills (0870 000 2288)
Links: Press release
Date: 2003-Mar
A survey of employers found that 87 per cent are involved in some way with education institutions. Of those who have a link with a school, college or higher education establishment, 55 per cent offer work experience, while 49 per cent provide financial assistance through sponsorship for school activities and events or through other donations.
Source: Education-Business Links, Institute of Directors (020 7766 8866)
Links: Report (pdf) | Press release
Date: 2003-Feb
Researchers identified best practice in the provision of education for children with medical needs which prevent them attending mainstream schools.
Source: Peter Farrell and Karen Harris, Access to Education for Children with Medical Needs: Map of best practice, Research Report 393, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Feb
An audit report said that traditional funding methods delivered, on average, better school buildings than the early private finance initiative (PFI) schools. It was found that costs both for construction and the running of schools - have varied widely, with no clear difference between the two types of funding. Moreover, PFI schools were not delivered any more quickly on average.
Source: PFI in Schools, Audit Commission (0800 502030)
Links: Links to report removed by Audit Commission | Audit Commission press release | Guardian report
Date: 2003-Jan
A report said that the government's strategy for educating children aged 11 to 14 is failing the slowest learners.
Source: Anne Barnes and Hamsa Venkatakrishnan, Strategy or Strait-jacket? Teachers' views on the English and mathematics strands of the Key Stage 3 National Strategy, Association of Teachers and Lecturers (0845 4500 009)
Links: Press release | Guardian report
Date: 2003-Jan
