Here are some SATsguide.co.uk news for you! http://www.satsguide.co.uk 'Very pleased': St Michael's deputy headteacher Julian Ward highlighted the importance of the 'value-added' score Students in Barnet are performing well above the national average in their Key Stage 3 exams taken at the age of 14, figures published last week reveal. The results from last May's tests, taken when pupils were in Year 9, show that in three borough schools, 100 per cent of pupils achieved a level 5 or above pass in the key subjects of English, maths and science. Julian Ward, the deputy headteacher of one of those schools, St Michael's Grammar School, in Nether Street, Finchley, said: "Obviously we are very pleased but what we are really happy about is our value-added score, which is the important thing as it shows how we have helped our pupils." The 'value-added' measure, which shows children's progress since leaving primary school three years earlier, is considered by some to be a better indication of the success of a school as it portrays how much a child has improved. The national average percentage of pupils achieving level 5 in English is 74 per cent but the average in Barnet is 82 per cent. In maths, 80 per cent of children in the borough achieved level 5 or above in maths, compared to a national average of 74 per cent. Barnet Council's cabinet member for education, Councillor John Marshall, said: "It is great that Barnet school children have once again done much better than children elsewhere and is a tribute to the hard work of schools." Results also show that only 32 per cent of the pupils at Whitefield School, in Claremont Road, Cricklewood, achieved a level 5 or above grade in science well below the national average of 70 per cent and the borough average of 74 per cent. Mr Marshall said: "We need to look how far Whitefield has improved over a number of years and how much better it will continue to do in the future. It has done really well in recent Ofsted inspections and its 'value-added' score is better." Key Stage 3 results are thought to be a good indication of how well pupils will do in their GCSEs http://www.satsguide.co.uk/mod-news-2006-04-51.htm David Cameron has pledged that there will never be a return to grammar schools under a Conservative government led by him. The Tory leader's announcement yesterday brings to an end years of fierce division between Labour and the Tories over whether to revive the grammar school system. Hardly an election has gone by since the introduction of the comprehensive system in the mid-1960s without the Conservatives calling for a return to a grammar school in every town. Mr Cameron is the first Tory leader to be against reviving them. He told an audience of headteachers, teachers and parents: "Under a future Conservative government, there will be no return to the 11-plus and no return to a grammar school system. "The Conservative party I'm leading doesn't want to go back to the 11-plus and doesn't want to go back to the grammar school." He said the division between the two parties was "an old, sterile argument". His announcement, which will anger traditionalists and right-wingers in the party, was one of a series of pledges made during a visit to Chalvedon School and Sixth-Form College in Basildon, Essex. Questioned by sixth-formers during an A-level politics lesson, he also made it clear he would stand by the Government's policy of introducing top-up fees of up to £3,000 a year - a U-turn on the Tory election manifesto, when the party pledged to scrap fees. He also ruled out a cap on student numbers, another departure from the election manifesto. The Conservatives had argued that Labour's target of getting 50 per cent of pupils into higher education by the end of the decade was too high. "I'm afraid I think we're going to have to keep student fees," he said. "If you want to go to university, you want to go to universities that are well funded with good facilities. "I also want as many young people as can benefit from a university education to be able to go there. "The money has got to come from somewhere. "Politicians who promise things but don't actually say how they are going to be paid for are no good at all. "Let's by all means look at how much you have to be earning before you pay your debt back - repayments are high for some people and I think you have to start paying back too early - but I think the sort of contribution that is being made is about right." David Willetts, the shadow Education Secretary, made it clear later that all the party's education policies were "up for grabs". "We're not committed to anything we said in the manifesto," he said. "It's a blank sheet of paper." In particular, he added, the party was no longer committed to "passports" for parents - under which all parents would be given a "voucher" equivalent to the amount spent per pupil in state schools that could be used to purchase a place in a private school. In his speech, Mr Cameron - while making it clear he was opposed to a return to grammar schools - did make the case for an extension of selection within the existing system. Under Labour, specialist secondary schools can select up to 10 per cent of their pupils by aptitude if they offer one of four specialisms - including foreign languages and economics. Mr Cameron said he wanted that extended to all subjects, arguing he could see no reason why schools should be forbidden from selecting a proportion of pupils in subjects such as maths and English as well. He argued for "more selection within schools than selection by schools", calling for a big increase in the amount of "setting" in secondary schools, grouping pupils according to their ability in individual subjects. He said he would like to "lead a campaign for more setting in school by each subject and in every school". Despite Tony Blair's support for setting, its use had hardly increased since 1997 - when it was used in 40 per cent of all lessons. In a phrase reminiscent of Tony Blair's earlier pronouncements on education (when Labour was committed to "standards not structures"), Mr Cameron said he wanted to concentrate on the quality of delivery rather than "structures and organisations". Edward Davey, the Liberal Democrat education spokesman, said last night: "David Cameron wrote the Tory manifesto that contained pupil passports and a pledge to scrap tuition fees. "In less than 12 months, he has completely changed his mind. The only thing pupils and parents can be sure of is that the Tories can't be trusted. "Extending selection by ability and backing fees proves the Tories are still more concerned with the prospects of the few at the expense of the many." Steve Sinnott, the general secretary of the National Union of Teachers, said Mr Cameron's pledge on grammar schools "conceals the potential for increased selection". "The existing facility for secondary schools to select up to 10 per cent of their intake by aptitude is a stalking horse for the Tories to return to selection by more subtle means than the 11-plus," he said. David Cameron has pledged that there will never be a return to grammar schools under a Conservative government led by him. The Tory leader's announcement yesterday brings to an end years of fierce division between Labour and the Tories over whether to revive the grammar school system. Hardly an election has gone by since the introduction of the comprehensive system in the mid-1960s without the Conservatives calling for a return to a grammar school in every town. Mr Cameron is the first Tory leader to be against reviving them. He told an audience of headteachers, teachers and parents: "Under a future Conservative government, there will be no return to the 11-plus and no return to a grammar school system. "The Conservative party I'm leading doesn't want to go back to the 11-plus and doesn't want to go back to the grammar school." He said the division between the two parties was "an old, sterile argument". His announcement, which will anger traditionalists and right-wingers in the party, was one of a series of pledges made during a visit to Chalvedon School and Sixth-Form College in Basildon, Essex. Questioned by sixth-formers during an A-level politics lesson, he also made it clear he would stand by the Government's policy of introducing top-up fees of up to £3,000 a year - a U-turn on the Tory election manifesto, when the party pledged to scrap fees. He also ruled out a cap on student numbers, another departure from the election manifesto. The Conservatives had argued that Labour's target of getting 50 per cent of pupils into higher education by the end of the decade was too high. "I'm afraid I think we're going to have to keep student fees," he said. "If you want to go to university, you want to go to universities that are well funded with good facilities. "I also want as many young people as can benefit from a university education to be able to go there. "The money has got to come from somewhere. "Politicians who promise things but don't actually say how they are going to be paid for are no good at all. "Let's by all means look at how much you have to be earning before you pay your debt back - repayments are high for some people and I think you have to start paying back too early - but I think the sort of contribution that is being made is about right." David Willetts, the shadow Education Secretary, made it clear later that all the party's education policies were "up for grabs". "We're not committed to anything we said in the manifesto," he said. "It's a blank sheet of paper." In particular, he added, the party was no longer committed to "passports" for parents - under which all parents would be given a "voucher" equivalent to the amount spent per pupil in state schools that could be used to purchase a place in a private school. In his speech, Mr Cameron - while making it clear he was opposed to a return to grammar schools - did make the case for an extension of selection within the existing system. Under Labour, specialist secondary schools can select up to 10 per cent of their pupils by aptitude if they offer one of four specialisms - including foreign languages and economics. Mr Cameron said he wanted that extended to all subjects, arguing he could see no reason why schools should be forbidden from selecting a proportion of pupils in subjects such as maths and English as well. He argued for "more selection within schools than selection by schools", calling for a big increase in the amount of "setting" in secondary schools, grouping pupils according to their ability in individual subjects. He said he would like to "lead a campaign for more setting in school by each subject and in every school". Despite Tony Blair's support for setting, its use had hardly increased since 1997 - when it was used in 40 per cent of all lessons. In a phrase reminiscent of Tony Blair's earlier pronouncements on education (when Labour was committed to "standards not structures"), Mr Cameron said he wanted to concentrate on the quality of delivery rather than "structures and organisations". Edward Davey, the Liberal Democrat education spokesman, said last night: "David Cameron wrote the Tory manifesto that contained pupil passports and a pledge to scrap tuition fees. "In less than 12 months, he has completely changed his mind. The only thing pupils and parents can be sure of is that the Tories can't be trusted. "Extending selection by ability and backing fees proves the Tories are still more concerned with the prospects of the few at the expense of the many." Steve Sinnott, the general secretary of the National Union of Teachers, said Mr Cameron's pledge on grammar schools "conceals the potential for increased selection". "The existing facility for secondary schools to select up to 10 per cent of their intake by aptitude is a stalking horse for the Tories to return to selection by more subtle means than the 11-plus," he said. http://www.satsguide.co.uk/mod-news-2006-01-48.htm The Education Secretary, Ruth Kelly, will today stake her political future on a robust defence of the Government's school reforms. In the first speech by a government minister in 2006, she will insist the proposed new independently-run "trust schools" will help struggling children in deprived areas. She will also make it clear to a conference of local authority leaders in Gateshead that there will be no going back on Tony Blair's plans. Ms Kelly will publish a prospectus for the first time showing how "trust schools" will work. They will form partnerships with business foundations, charities or universities to help run the schools. It has become clear that she was facing mounting hostility to the proposals. In an almost unprecedented bout of unity, leading figures in all three main political parties voiced opposition to the plans. Alison King, the Conservative who chairs the Local Government Association's children's committee, said she was concerned about the effect the proposals would have on school admissions policies. The "trust schools" would be allowed to draw up their own admissions policies. "We think that the Government should concentrate on making every school a good school," she said. "If we're not careful, we'll have selection by schools rather than selection of schools by parents." Ms Kelly's defiant speech comes as a Mori survey reveals that opposition to the Education White Paper proposals has grown among teachers over the past year. The findings will make worrying reading for ministers, who are preparing to mount a renewed defence of the plans, which have been opposed by Labour backbenchers, headteachers and unions. More than half of secondary school teachers in England and Wales (53 per cent) oppose the creation of city academies to raise standards in deprived areas, according to the poll of secondary school teachers commissioned by the Sutton Trust. This is an increase from the 37 per cent who gave this response to an identical question in last year's Mori poll commissioned by the trust, which was set up in 1997 by Sir Peter Lampl, to help children from a deprived background. Only 26 per cent of teachers agreed with the Government's approach, down from 36 per cent in 2004. Barry Sheerman, the chairman of the Education and Skills Select Committee, said: "As a practical matter, school teachers have to implement the proposals contained in the White Paper and the Government should be concerned that the number of teachers who are against school choice and city academies, two key proposals, outnumber those in favour by a factor of 2:1." Sir Peter, the Sutton Trust's chairman, said teachers had become increasingly opposed to city academies because of concerns about costs and the involvement of corporate sponsors. "I think teachers have become negative about academies because of their very high costs and concerns about sponsors who have little experience of managing educational establishments," he said. The poll also revealed that teachers feel considerable doubt about extending greater school choice to parents. Sixty per cent of teachers did not think that school choice is a reality for most parents. The Mori Teachers' Omnibus survey covered a representative sample of 477 secondary school teachers in maintained schools in England and Wales. The Education Secretary, Ruth Kelly, will today stake her political future on a robust defence of the Government's school reforms. In the first speech by a government minister in 2006, she will insist the proposed new independently-run "trust schools" will help struggling children in deprived areas. She will also make it clear to a conference of local authority leaders in Gateshead that there will be no going back on Tony Blair's plans. Ms Kelly will publish a prospectus for the first time showing how "trust schools" will work. They will form partnerships with business foundations, charities or universities to help run the schools. It has become clear that she was facing mounting hostility to the proposals. In an almost unprecedented bout of unity, leading figures in all three main political parties voiced opposition to the plans. Alison King, the Conservative who chairs the Local Government Association's children's committee, said she was concerned about the effect the proposals would have on school admissions policies. The "trust schools" would be allowed to draw up their own admissions policies. "We think that the Government should concentrate on making every school a good school," she said. "If we're not careful, we'll have selection by schools rather than selection of schools by parents." Ms Kelly's defiant speech comes as a Mori survey reveals that opposition to the Education White Paper proposals has grown among teachers over the past year. The findings will make worrying reading for ministers, who are preparing to mount a renewed defence of the plans, which have been opposed by Labour backbenchers, headteachers and unions. More than half of secondary school teachers in England and Wales (53 per cent) oppose the creation of city academies to raise standards in deprived areas, according to the poll of secondary school teachers commissioned by the Sutton Trust. This is an increase from the 37 per cent who gave this response to an identical question in last year's Mori poll commissioned by the trust, which was set up in 1997 by Sir Peter Lampl, to help children from a deprived background. Only 26 per cent of teachers agreed with the Government's approach, down from 36 per cent in 2004. Barry Sheerman, the chairman of the Education and Skills Select Committee, said: "As a practical matter, school teachers have to implement the proposals contained in the White Paper and the Government should be concerned that the number of teachers who are against school choice and city academies, two key proposals, outnumber those in favour by a factor of 2:1." Sir Peter, the Sutton Trust's chairman, said teachers had become increasingly opposed to city academies because of concerns about costs and the involvement of corporate sponsors. "I think teachers have become negative about academies because of their very high costs and concerns about sponsors who have little experience of managing educational establishments," he said. The poll also revealed that teachers feel considerable doubt about extending greater school choice to parents. Sixty per cent of teachers did not think that school choice is a reality for most parents. The Mori Teachers' Omnibus survey covered a representative sample of 477 secondary school teachers in maintained schools in England and Wales. http://www.satsguide.co.uk/mod-news-2006-01-49.htm The Education Secretary, Ruth Kelly, will today stake her political future on a robust defence of the Government's school reforms. In the first speech by a government minister in 2006, she will insist the proposed new independently-run "trust schools" will help struggling children in deprived areas. She will also make it clear to a conference of local authority leaders in Gateshead that there will be no going back on Tony Blair's plans. Ms Kelly will publish a prospectus for the first time showing how "trust schools" will work. They will form partnerships with business foundations, charities or universities to help run the schools. It has become clear that she was facing mounting hostility to the proposals. In an almost unprecedented bout of unity, leading figures in all three main political parties voiced opposition to the plans. Alison King, the Conservative who chairs the Local Government Association's children's committee, said she was concerned about the effect the proposals would have on school admissions policies. The "trust schools" would be allowed to draw up their own admissions policies. "We think that the Government should concentrate on making every school a good school," she said. "If we're not careful, we'll have selection by schools rather than selection of schools by parents." Ms Kelly's defiant speech comes as a Mori survey reveals that opposition to the Education White Paper proposals has grown among teachers over the past year. The findings will make worrying reading for ministers, who are preparing to mount a renewed defence of the plans, which have been opposed by Labour backbenchers, headteachers and unions. More than half of secondary school teachers in England and Wales (53 per cent) oppose the creation of city academies to raise standards in deprived areas, according to the poll of secondary school teachers commissioned by the Sutton Trust. This is an increase from the 37 per cent who gave this response to an identical question in last year's Mori poll commissioned by the trust, which was set up in 1997 by Sir Peter Lampl, to help children from a deprived background. Only 26 per cent of teachers agreed with the Government's approach, down from 36 per cent in 2004. Barry Sheerman, the chairman of the Education and Skills Select Committee, said: "As a practical matter, school teachers have to implement the proposals contained in the White Paper and the Government should be concerned that the number of teachers who are against school choice and city academies, two key proposals, outnumber those in favour by a factor of 2:1." Sir Peter, the Sutton Trust's chairman, said teachers had become increasingly opposed to city academies because of concerns about costs and the involvement of corporate sponsors. "I think teachers have become negative about academies because of their very high costs and concerns about sponsors who have little experience of managing educational establishments," he said. The poll also revealed that teachers feel considerable doubt about extending greater school choice to parents. Sixty per cent of teachers did not think that school choice is a reality for most parents. The Mori Teachers' Omnibus survey covered a representative sample of 477 secondary school teachers in maintained schools in England and Wales. The Education Secretary, Ruth Kelly, will today stake her political future on a robust defence of the Government's school reforms. In the first speech by a government minister in 2006, she will insist the proposed new independently-run "trust schools" will help struggling children in deprived areas. She will also make it clear to a conference of local authority leaders in Gateshead that there will be no going back on Tony Blair's plans. Ms Kelly will publish a prospectus for the first time showing how "trust schools" will work. They will form partnerships with business foundations, charities or universities to help run the schools. It has become clear that she was facing mounting hostility to the proposals. In an almost unprecedented bout of unity, leading figures in all three main political parties voiced opposition to the plans. Alison King, the Conservative who chairs the Local Government Association's children's committee, said she was concerned about the effect the proposals would have on school admissions policies. The "trust schools" would be allowed to draw up their own admissions policies. "We think that the Government should concentrate on making every school a good school," she said. "If we're not careful, we'll have selection by schools rather than selection of schools by parents." Ms Kelly's defiant speech comes as a Mori survey reveals that opposition to the Education White Paper proposals has grown among teachers over the past year. The findings will make worrying reading for ministers, who are preparing to mount a renewed defence of the plans, which have been opposed by Labour backbenchers, headteachers and unions. More than half of secondary school teachers in England and Wales (53 per cent) oppose the creation of city academies to raise standards in deprived areas, according to the poll of secondary school teachers commissioned by the Sutton Trust. This is an increase from the 37 per cent who gave this response to an identical question in last year's Mori poll commissioned by the trust, which was set up in 1997 by Sir Peter Lampl, to help children from a deprived background. Only 26 per cent of teachers agreed with the Government's approach, down from 36 per cent in 2004. Barry Sheerman, the chairman of the Education and Skills Select Committee, said: "As a practical matter, school teachers have to implement the proposals contained in the White Paper and the Government should be concerned that the number of teachers who are against school choice and city academies, two key proposals, outnumber those in favour by a factor of 2:1." Sir Peter, the Sutton Trust's chairman, said teachers had become increasingly opposed to city academies because of concerns about costs and the involvement of corporate sponsors. "I think teachers have become negative about academies because of their very high costs and concerns about sponsors who have little experience of managing educational establishments," he said. The poll also revealed that teachers feel considerable doubt about extending greater school choice to parents. Sixty per cent of teachers did not think that school choice is a reality for most parents. The Mori Teachers' Omnibus survey covered a representative sample of 477 secondary school teachers in maintained schools in England and Wales. http://www.satsguide.co.uk/mod-news-2006-01-50.htm Flexible testing has not made an impact in all schools Many teachers in England are still using the same testing regime for seven-year-olds despite a relaxation in the test guidelines, a report suggests. Schools no longer have to report the results of tests, just use them as a basis for teacher assessment. A report by the Qualifications and Curriculum Authority said most teachers were still using the same tests and at the same time in the summer term. Seven-year-olds are assessed in English and maths at Key Stage 1. Flexibility The new assessment arrangements allow teachers to test children at any point between January and the end of the summer term. They still sit national curriculum tests (often known as Sats) but teachers may use their own tests on which to base their assessment. Teachers use the test results to assess a child's level, which is reported to parents at the end of the school year. The arrangements were piloted in 5,000 schools in 2004 and made available across England this year. The pilot study showed that teacher assessment with a more flexible test was more accurate than raw test results. The trial also found that "the new arrangements offer a system which is at least as robust", according to the QCA's follow-up report. The new system was welcomed by most teaching unions. But teachers of Year 2 pupils were still more likely to use tests for reading, writing and mathematics in the summer term, the report said. Appropriate timing The work was carried out by the National Foundation for Educational Research. It said most teachers were confident enough to make judgements about pupils' progress, but there was a wide variation in the amount of work they kept in support of their assessments. It sent questionnaires to head teachers, junior school head teachers and teachers of Year 2 pupils, including schools which had taken part in the pilot. It found that head teachers of junior schools (pupils aged from seven to 11) were more likely to test Year 3 pupils who arrived from other infant schools than were primary schools, which take pupils from their own infant years. Ken Boston, QCA chief executive, said: "The new arrangements offer a wide range of formative options for educators and I am confident that the new arrangements for seven-year-olds will have a significant impact on the way children are assessed". A spokesperson for the National Union of Teachers said teachers would always choose to test at the most appropriate time for the pupils. If they tested earlier in the year pupils would have had less time to cover in depth the subjects tested. But she said the new system was beneficial to teachers, who could choose the exact time that suited them and come to their own judgements on a child's attainment level. http://www.satsguide.co.uk/mod-news-2005-11-45.htm Schools need to nurture the most able, Professor Jesson said The state school system is not always fulfilling the potential of the brightest children, according to a leading education academic. Professor David Jesson said talent "was going to waste" because schools were not capitalising on their potential. He told a conference of specialist schools that they needed to grasp an opportunity to develop that talent. Professor Jesson said it was a myth that independent schools educated more "brighter" pupils than state schools. Ability State schools educate around 30,000 of the top 5% of able pupils compared with 7,500 in the independent sector, said Professor Jesson, who is based at Sheffield University. But he referred to research by the Sutton Trust, which suggests that social background was still a factor in the attainment of the most able. Its chairman Sir Peter Lampl said there was evidence of an "educational apartheid" between state and private schools. He said places in private schools should be based on academic ability rather than ability to pay - but the government rejected this. Able children in schools with a large proportion of similar students were more likely to do well at GCSE level, the research suggests. But these schools tend to be situated in more affluent areas. Where there are 40 or more children identified as very able, less than 5% of all pupils are entitled to free school meals, the research suggests. At the age of 11, 7% of pupils attend independent schools. At age 16, 25% of those gaining GCSEs at grades A* or A are privately educated. Just over one third of students gaining three A grades at A-level are from independent schools, as are 44% of Oxbridge entrants. Professor Jesson, who said his comments were made on research which is still work in progress, said a "talent drain" existed where pupils who displayed good results in their Key Stage 2 tests aged 11 did not go on to achieve the GCSE and A-level results of which they were capable. Professor Jesson did not say if he believed teaching methods or smaller class sizes in independent schools might contribute to better results. He said the final research paper may draw more conclusions. "Rather I wanted to show the opportunity that state schools have and what they should be moving towards." Goals Professor Jesson said it was "vital" that all schools should have access to the raw scores from the tests taken by 11 year olds leaving primary school so that teachers could set clear goals for their future achievement. "If you don't know where the children are starting from you cannot set those goals," he said. "We have the technology so we should get on and do it." He added: "Many state schools are doing very well in this area. But all are well able to capitalise." "I want to motivate schools to do something about this." Ways in which schools could nurture the brightest pupils included projects run by the National Academy for Gifted and Talented Youth, and partnerships with independent schools, he said. A spokesman for the Department for Education said bright state school pupils were doing far better since 1997. "For example, the number of A-level candidates in state education achieving three As has almost doubled," he said. "It is not surprising that independent schools, who on the whole have the most privileged pupils, do well - it would be remarkable if they didn't." http://www.satsguide.co.uk/mod-news-2005-11-46.htm The aim is to make maths lessons more accessible Xylophones and drums are being used to bring fractions, angles and ratios alive for primary school children. In an attempt to make mathematical concepts easier for children to understand, musicians have been visiting schools in Lewisham, London, to teach maths through music. The "Count the Beat" music workshops encourage pupils to explore topics such as probability and fractions, by creating their own rhythms and harmonies. The scheme draws on research findings from the United States which suggest combining maths and music can help children, especially those from disadvantaged socio-economic groups, to improve their numerical skills. Count the Beat workshop leader Simon Gunton has devised various ways of incorporating mathematical concepts into musical activities. One involves pupils getting into six small groups and - in the style of rappers - chanting sentences which refer probability, such as "It's unlikely that Wigan will win the Premiership" or "It's probable that we'll be late". With the addition of a die, the musicians add a further element of probability: each group can only chant when its number comes up. Sessions on fractions are made into a lively musical activity, when pupils have to place various fractions along a number line. The number line then becomes the score for a particular rhythm which the pupils play out on instruments. "Because it's new and they're learning different things, some of the mathematical facts will have stuck in, I think," says Mr Gunton. "We're just trying to reinforce mathematical concepts using the fun of music." Pupils are impressed Pupils at Lucas Vale and Lewisham Bridge Primary Schools took part in the one-hour workshops over a six-week period. The children, aged between nine and 11, said the sessions had helped them in their grasp of maths. "When we did measurements, they were singing and making rhythm with the drum and they made it easier for us to understand," said Shirley. Many parents attended a performance demonstrating what they had learnt "At first I hardly knew anything about fractions, but when I started working with the team, I found it easier," said Patrick. "It makes maths more fun and easier. You're learning and you're also enjoying it," said Enock. "It's fun, because there's different stuff to do. I feel more confident," said Natasha. Live performance The workshops at Lucas Vale culminated with a special performance for the rest of the school and for parents. "Even though my parents weren't there, I felt I was more confident than usual," said Jerome. Head teacher Alexandra Hardy said the children had benefited from additional adult attention that the workshops had offered. "It's helped raise self esteem as well as helping their learning," said Ms Hardy. "And the parental turnout for the performance was good - it seems to be because of the children's positivism." The sessions at Lucas Vale were organised by the charity, Create, which aims to bring the arts to disadvantaged groups, and were funded by the Citigroup Foundation. http://www.satsguide.co.uk/mod-news-2005-11-47.htm Ruth Kelly says the plans are not a return to the past Thousands of children in England were not able to get into their first choice school this year, a survey suggests. A survey of nearly a third of local education authorities by the Times Educational Supplement found in the worst-hit areas, only around half of children got their first choice. It estimates 20,000 are appealing against their allocated schools. The survey comes as the government is facing backbench opposition to its planned education reforms. More control The survey found that in London there were significant differences between the proportion of children allocated their first choice school. In Barnet, just 52% of children received their first choice school, compared with 59% in Westminster and 72% in Hillingdon and Bromley. However, more than nine in 10 children who moved from primary to secondary school this year in Dudley, Derby, Middlesbrough, Peterborough, Salford, Sandwell, the West Midlands, and Kirkless, West Yorkshire, did get their first choice school. One parent told the TES that his 11-year-old son had not received a place at any of the six secondary schools in the London Borough of Lewisham, where he lives. Under the government's plans, outlined in a White Paper last month, schools would be granted greater independence from local authorities and could become "trust schools" with more control over their finances, staff and which pupils they admit. Stronger and weaker Some Labour backbenchers are concerned that the government's reforms will lead to "selection by the back door". Critics believe that the middle classes who already have access to good schools will benefit most under the plans. Professor Alan Smithers of the University of Buckingham said the present education system "lacked coherence and shape" and the new proposals would go further down that same path. "Making more schools their own admissions authorities means that the ambitious parents and schools will maximise their opportunities. But the poorest children will suffer. "Some schools will get stronger because ambitious parents are working hard to get their children into them. But other schools will get weaker." But the prime minister said in a speech on Friday that the government's proposals would help those from poorer backgrounds who were underachieving. He said schools would have to abide by the current admissions code on fair admissions. Education Secretary Ruth Kelly has also said there "will be no return to selection by ability by the back door". A spokesman for the Department for Education and Skills said: "Proposals in the White Paper will make it easier for parents to obtain a school of their choice for their children whilst improving the quality of education." He also said the government's own "wide-ranging" survey of the 33 London local authorities found 90% of parents received an offer of a place for their child at one of their chosen schools. This could have been their first choice, or a lower preference. http://www.satsguide.co.uk/mod-news-2005-11-44.htm The BBC's Mike Baker wrote about the fortunes of recent graduates, and asked how universities could continue to prove a degree was worth the increasing costs. Here is a selection of the responses we received. The government aspires to send 50% of young people to university Whilst it is accepted that studying for a degree trains and encourages students to read more widely, to conduct greater research and investigate the results of the efforts of others in a related field, many university courses do not seem to prepare people for careers outside academia. And, it must be recognized that a degree does not confer on anyone the right to a job and certainly not at management level. That is why the present concentration on working to achieve a target of 50% or more of children going to university simply does not compute. Rather, there is a need to provide greater access to programmes of vocational training so that children without high academic ability can be trained with the skills necessary to meet the demand, for example, for electricians, mechanics, carpenters and plumbers. Kenneth Armitage, Suffolk, England My husband received his MA two years ago, yet he was unable to get a place on any graduate scheme as his undergraduate degree was only a 2:2 and, with the excess of graduates in the workplace, anything less than a 2:1 was immediately rejected. Instead he is working in a call centre (which is almost entirely staffed by university graduates) for less than £13,000 per annum, far less than the £18,000 which the government is touting as the average starting wage of a graduate. He is also not repaying his student loans, which are instead incurring interest at a rate of 3.2% APR. Rachel, West Yorkshire Traditional graduates (i.e. those from an affluent background with educated parents) have always done very well out of the old system. Now that competition has been imposed from the less well off and overseas students are competing for jobs there is an outcry at "the value" of education. The agenda is to undermine the egalitarian moves undertaken by government and the recruitment of migrants from overseas. The egalitarian point also applies to A-levels. The truth is that in these globalised times you will have to make a case for immigration controls and/or class restrictions to the national labour market. This would guarantee skill shortages for traditional graduates to fill and raise their earning potential. Business wont stand for that, and by proxy neither will any government - Liberal, Tory or New Labour. Dr Alexander Peach, Leicester The laws of supply and demand apply to graduates as well as any other commodity; excess of supply will reduce the market price. When I graduated in 1977 with a science degree, graduates were rarer and good salaries and good progression was common. That is not the case now - one of my children has decided not to go to university this year because he cannot see the benefits. John , Isleworth, UK A brilliantly written article, but I think that I'll still opt to go to university next year! Disappointing to know that the "graduate earnings premium" is depreciating though! Sagar Amlani, London I've worked in higher education all my life on the supply side, and I feel the country will now be very lucky to get dedicated potential academics to work under the new regime you mention. The quality of life for academics has plummeted, and the salary has dropped compared to peer groups. David Jefferies, Guildford, Surrey I finished a PhD in an area of IT about three years ago, and prior to that an MSc and degree. It seems that once you become qualified above degree level in Britain nobody wants to hire you or there are no "quality" jobs. In Scotland the major employment options seem to be working in a call centre, care of the elderly or tourism, while they are good jobs most of them do not require degree or even post graduate skills. I ended up having to apply for jobs in the US and Europe. Fortunately I found one in Europe, however, I suspect anyone with more ties in the UK may end up in jobs far beneath their level of qualification. Rod, Luxembourg The government's fees policy is based on a highly questionable piece of logic: that we must get 50% of under-30s into higher education. Nonsense. The result of pursuing this meaningless target has been an unsustainable over-stretch of university resources, the considerable dilution of the value of getting a degree, the burdening of a whole generation with enormous debts, and thousands of people who would have benefited from learning a trade or gaining work experience instead brandishing a virtually worthless film studies degree from a former polytechnic. The policy is totally irresponsible and predicated on this 50% figure, which increasingly feels like an Alastair Campbell headline-grabbing target promise that has had terrible consequences. Christopher Price, London, UK I am currently at Lancaster University and it is a definite truism that there is a great worry amongst students about finding graduate employment. Lancaster had a careers fair last week and many students left frustrated as they feel that there is little opportunity for them post graduation. Whilst the students of the management school are satisfied with the opportunities for them, students of classic subjects like English and history have left careers events feeling isolated. The focus at careers fairs is very much on the "Big Four" accountancy firms and large blue chip companies, and I think many graduates are put off graduate type employment by these companies. Universities need to ensure that their careers services are inclusive of all students and that their events take as many students into account as possible or we will face a situation where graduates will feel that there are no opportunities for them. Tim Perkins, Lancaster, England I'm going to university next year because I really want the experience and the degree, regardless of what it does to my prospects. But I think a lot of people aren't interested in their degree subject at all, and they shouldn't be at university - it's a total waste of their time, and they're just going to get into debt. Rasheed Jones, Manchester A university education should not just be about boosting your future earnings. Nevertheless, there is also a common theme between the decline in salaries graduates can expect and the growth of "mickey mouse" courses such as media studies and film studies. Employers are unlikely to want to employ these graduates, therefore is it any wonder that graduate pay levels are in decline? Michael, Bristol I am in the age group that would be starting uni next year, and am currently doing my A-levels. I hope to get three Bs, and with this I hope to study in America as the courses there are better taught and more suited to what I want. In America graduates tend to get paid more than British graduates. A friend of mine, who is predicted to get 3 As (in physics, biology and maths), did want to do engineering at university, but has decided not to, as it would cost him too much, and has instead decided to go on a management training scheme to work in retailing. However, at the same time, the Chinese and many other developing nations are giving their best students great financial packages for them to go to uni, provided they study something that is useful for the country. At the present rate it won't be long before we end up with very few students in this country with degrees that greatly enhance this country economically and politically on the world stage. Matthew, Bristol This study confirms what I have seen over my four years at my university. I am glad I have stayed to complete a masters, as well as two thin sandwich placements to help stand out from the graduating masses. I guess just like competition for the best university places, our lives will be judged more and more on what else we have to offer. James, Bath, UK It would be interesting to know how the graduate earnings premium varies according to degree subject. I'd bet that degrees in traditional subjects such as mathematics, science, history and languages still hold their value, and it's the glut of graduates in "trendy" areas like media studies and surfing studies who are finding that the old joke still holds true: "How do you address a sociology graduate? Big Mac and fries, please." Dr David Harper, Cambridge, England I hope that the young people look at the benefits of university education beyond the financial aspects. Secondly, I do not see how the UK will be able to have an edge in the globalised market with fewer higher education students, when the likes of India and other Asian countries have a rising number of student admissions year on year. I think the deciding factor for education is the job market. People tend to mould their aspirations to what would guarantee a rewarding career. Ahmad, Tunbridge Wells, UK I'm thinking of going to university in 2006 but I am worried that it's going to cost more to go there than I will make in my chosen career. I'm from a low income family and I have had to take a year out to earn some money, but even then I don't know whether I can afford to go and it seems such a pity since I plan on studying physics. The government plans to have 50% of young people in higher education by 2010 but where will all the graduate jobs come from? Sara Bouhafs, Crawley, England A university degree might now be less of a valued commodity than once it was. But the thing missed is the added value and life experience gained! A lot of people don't use their degree precisely in their career, but only the way of thinking it encourages. Then I don't believe anything at university will beat the social experiences had. It is often where you find yourself - that's worth 10k! Tom Robison, Southampton, UK I am not sorry I went to university as it helped me become independent and broadened my horizons at a young age. However, I have found that being educated to degree and even postgraduate level does not always guarantee you excessive earnings. I am 37 years of age and the maximum I have ever earned is £22,500 and that includes times when I have had managerial responsibilities. L Protheroe, Bristol, UK http://www.satsguide.co.uk/mod-news-2005-11-43.htm Toddlers are encouraged to be healthy, competent learners. A proposed "national curriculum" for babies and toddlers in England has received a mixed response. Under the Childcare Bill, childminders would teach the curriculum to children "from birth" - with some worrying that it might be too prescriptive. The National Confederation of Parent Teacher Associations called the proposals "bizarre". But the children's charity I Can said there was clear evidence youngsters' communication needs were not being met. Parents' associations spokeswoman Margaret Morrissey said: "We are now in danger of taking away children's childhood when they leave the maternity ward. "From the minute you are born and your parents go back to work, as the government has encouraged them to do, you are going to be ruled by the Department for Education. "It is absolute madness." The proposals for the first three years of children's development give statutory force to existing guidelines, Birth to Three Matters, published two years ago. Those would in future cover all providers of early years care, including childminders. They highlight four "aspects" of early learning: that children should be strong, in the sense of self-assured; healthy; skilful communicators who listen and respond; and "competent learners" - imaginative and creative. 'Different abilities' Tricia Pritchard, from the Professional Association of Nursery Nurses (PANN), said: "We hope that this will be age-appropriate and flexible as young children develop at different rates. Minister Beverley Hughes said the curriculum would indeed be flexible and "age specific". The Bill tells childcare providers to give a mixture of "integrated care and education from birth". Introducing it, Ms Hughes said: "We want to establish a coherent framework that defines progression for young children from nought to five. "We are not talking about sitting very young children in chairs and making them learn numbers and letters where that is inappropriate." The government says research shows good quality childcare helps children develop faster socially and intellectually and do better once in school. The existing Foundation Stage of the national curriculum, for children aged three and upwards, came into force two years ago following three years of guidance. The proposed new Early Years Foundation Stage would have the same compulsory legal force as the national curriculum for schools, Ms Hughes said. She said young children's learning deserved "parity" with that at primary and secondary level, but denied that this would be at the expense of play. Need for training I Can's chief executive Virginia Beardshaw, said: "Communication is a foundation life skill for all children and developing communication skills in the early years leads to better outcomes in education and social skills later in life. "There is clear evidence that children's communication needs are not being met." She called for better training for the adults involved. "Pre-school children need opportunities to develop key communication skills through play and non-formalised learning. "However, for every child to benefit from the government's proposals, it is crucial that there are standards, training and support in place for practitioners and parents." I Can says research indicates that one in 10 children has a communication disability. http://www.satsguide.co.uk/mod-news-2005-11-42.htm Only a quarter of state schools are making modern foreign languages compulsory at GCSE, according to a survey. The schools which do offer languages after the age of 14 are mainly grammar schools, specialist language colleges and those in more affluent areas. The fourth annual survey carried out by CILT (the national centre for languages), the Association for Language Learning and the Independent Schools Modern Language Association reveals that the proportion of schools retaining a compulsory language at key stage four this autumn fell to 26% from 36% last year. Thousands of youngsters are choosing not to study French and German in favour of subjects such as drama or media studies, the survey finds, while "very low proportions" of youngsters are studying more than one language. There has, however, been a surge in interest in Spanish, increasingly seen as "a cool language". The survey is based on a a random sample of 2,000 secondary schools in England (1,577 maintained and 423 independent). It reveals that languages remain compulsory in 85% of maintained grammar schools, compared with 21% of comprehensive schools. An accompanying report identifies varying provision between types of school. Languages remain compulsory in 75% of independent schools, for example. http://www.satsguide.co.uk/mod-news-2005-11-41.htm A study into the effects of teaching children by putting them into ability-grouped sets showed they gained little benefit. Those taught in sets perform no better than those in mixed ability classes, despite ministers' claims that setting "raises standards", it found. The report emerged less than a week after Education Secretary Ruth Kelly published a flagship White Paper which encouraged more schools "to group and set by ability". The Prime Minister this week described the plans as a "a pivotal moment" in the life of his government. The research, commissioned by the Education Department, warned that less able children were more likely to fall further behind in schools that used setting. Parents' groups called for a review of the setting policy, which they said caused "anguish and distress". Released without announcement on the Education Department's website two days after the White Paper, the report offered an extensive analysis of existing and forthcoming studies on the controversial issue of pupil grouping. The report was written for the Department for Education by academics at the universities of Cambridge, Brighton, Sussex, and London's Institute of Education. It concluded: "Studies have not shown evidence that streamed or set classes produce, on average, higher performance than mixed-ability classes. "There are no significant differences between setting and mixed ability teaching in overall attainment outcomes," it said. http://www.satsguide.co.uk/mod-news-2005-10-40.htm It used to be so simple. You went to the primary school round the corner and when it came time to go to secondary school, you automatically went to the school your primary school fed into. And while it is still that simple in Scotland and in the majority of Wales (simply because in Wales, there often is only one local school), in England, securing a school place is a far more complicated issue. Even to get a child into primary school, you have to fill in a series of forms, although the likelihood is that the nearest school will be happy to find a place. And to get into secondary school, you have to weigh up a range of options, deciding whether you can risk making a certain school your second choice, when you know the chances of the first choice school are slim and the second choice even slimmer... Statistics show the system is improving though. Nearly 3,000 parents of secondary school pupils were interviewed for an Office of National Statistics report, produced last month. The research found: ⇖ 91% of parents said they were satisfied with the outcome of the application process; ⇖ 96% received an offer for a place at a school for which they had expressed a preference; ⇖ 92% were offered a place at either the school they ranked first on their LEA application form or one they applied to direct; and ⇖ 85% were offered a place at their favourite school - the one they most wanted their child to go to. So how do you make sure your child gets into the best school for him or her? Use our helpful guide: 10 pointers to the best school, how to make your application and how to appeal if you lose out. http://www.satsguide.co.uk/mod-news-2005-10-39.htm The government says targeted initiatives are working A scheme designed to reduce the persistent under-achievement of black pupils is achieving good results, the government says. It is extending the Black Pupils' Achievement Programme to cover 84 schools in 20 local authorities. Participating schools are encouraged to develop ideas to improve learning and behaviour and involve parents more. Last year the GCSE results of black pupils rose the most, according to government figures. Thirty schools with a high proportion of African and Caribbean pupils were involved in a pilot scheme which began in November 2003. We have tried to involve their families and communicate positive feedback to them says Sir Alan Davies School initiatives developed in the project include peer mentoring and establishing parent groups. At Copland School in Wembley, north London, around 35% of pupils are of black African or Caribbean origin. Sir Alan Davies, the secondary school's head teacher, said he wanted to be involved in turning around the deep-rooted under-achievement of black pupils. "Doing that is centred around raising their self-esteem," he said. "We have tried to involve their families and communicate positive feedback to them." The school developed a computerised system which could communicate with hundreds of parents via instant text message. "We know that all parents have mobiles, but they do not all have computers," Sir Alan said. The messages give detailed feedback and information about students' progress to parents. Sir Alan said this method was an effective way to show parents the school wanted them to be involved. Black pupils are closing the attainment gap and our strategies are delivering year-on-year improvement Schools minister Andrew Adonis said "We have also recruited black teachers who are good role models to pupils," he said. He said the school had given the initiatives a very high priority - and reaching out to black parents had reaped rewards. "We have a strong Saturday school - and black children are now a large part of it," he added. The schools' minister Andrew Adonis said the project had been highly effective in providing examples of good practice for other schools. And he said the government was concentrating considerable attention and resources on raising the attainment of black pupils. "Black pupils are closing the attainment gap and our strategies are delivering year-on-year improvement," he said. "But the gap is far too wide." Chinese excellence Official figures show 35.7% of black Caribbean pupils achieved the equivalent of five or more GCSEs at grades A* to C last year, a rise of two percentage points. For black African pupils the figure was 43.3%, a rise of 2.6 percentage points. But government figures also show that African and Caribbean pupils, and those of mixed white and Afro-Caribbean heritage, perform consistently below the national average throughout the school system. In Key Stage 2 mathematics tests - taken at 11 years old - 64.5% of black pupils achieved the expected level, against 73% nationally. The government's statistics show that pupils of Chinese heritage perform better than other ethnic groups at all stages in their education. At Key Stage 2 mathematics 82% achieved the desired standard. http://www.satsguide.co.uk/mod-news-2005-10-38.htm Boys are being encouraged to catch up with girls at GCSE A pilot project to help teenage boys to improve their GCSE results is to be extended to more schools in England. The scheme, piloted in 39 schools, uses mentoring, after-school classes and e-tutorials to encourage boys. Boys' exam results have lagged behind girls - and this scheme has developed ways to raise the achievement of boys. This "Breakthrough" programme has been developed in a joint project between the Department for Education and Skills and the NHS. The pilot scheme, created by the National Primary Care Development Team (NPDT) and the DfES's innovation unit, has improved school results by up to 17%. 'Real Men Read' The NPDT is part of the health service designed to create improvements in public services. While girls' results at GCSE have risen, schools' overall results can be kept down by the lack of success of boys'. This gender gap runs through primary and secondary school. Results in national tests for 11-year-olds, GCSEs and A-levels all show girls ahead. Among the methods used by schools in the pilot project has been a "Book for Boys" section in libraries and the display of "boy-friendly" material. There was also a "Real Men Read" campaign. There has also been a football-style five-a-side competition, where points are gained for punctuality and good behaviour http://www.satsguide.co.uk/mod-news-2005-10-36.htm School dinner nutrition has raised concerns in recent months Pupils who eat school dinners are just as healthy, if not healthier, than those who eat meals brought in from home, research suggests. A team from St George's, University of London, examined 1,000 secondary school pupils across England and Wales. Their results suggest the best way to improve children's diet may be to focus on the food they are given at home - rather than at school. The study is published online by the British Medical Journal. To improve the diets of British children and adolescents, we need to look beyond school dinners Professor Peter Whincup The nutritional content of school dinners has been the subject of much recent public concern, prompted in part by a high profile television series fronted by celebrity chef Jamie Oliver. The government responded last week by announcing a ban on the sale of so-called junk food in schools. For the latest study, researchers took all the pupils' height and weight, as well as measures such as waist and hip circumference, skinfold thickness and percentage body fat. They also noted blood pressure, blood sugar and cholesterol levels, and blood levels of an important vitamin called folate. Pupils who ate school dinners had lower levels of several risk markers for chronic disease, including blood cholesterol, blood sugar and insulin. Their level of a hormone called leptin, which is associated with fat tissue, was also lower. These differences held true, even after adjusting for factors such as social class, pubertal status and physical activity. Dietary patterns However, levels of folate - found in foods including spinach, fresh fruit, liver, and yeast - were also lower among pupils eating school dinners. The authors suggest that the folate content of school dinners should be increased. Lead researcher Professor Peter Whincup said: "Current efforts to improve the quality of school dinners are to be applauded - the focus on fresh ingredients is welcome as this should increase vitamin intake (including folate). "However, to improve the diets of British children and adolescents, we need to look beyond school dinners to address overall dietary patterns and their societal determinants." Claire Williamson, a nutrition scientist at the British Nutrition Foundation, said recent research had shown that many children had low intakes of important nutrients. "Older children in particular have low intakes of minerals such as calcium, zinc and iron. "Therefore improvements are needed in most children's diets, whether they bring food from home or eat school lunches." Ms Williamson said schools not only had a duty to provide healthy food, they must also educate children about the benefits of eating healthily. Duty of care Dr Helen Crawley, of the Caroline Walker Trust, which campaigns to raise standards of public nutrition, said poor eating habits were the result of both parental and public influences. "Whilst children will receive the majority of their food at home, the time children spend in school, nursery, playschemes, camps and other activities will also be influential on both the food choices they are offered and the foods they are exposed to. "We have a duty of care to ensure that where children are in the care of people other than their parents they are exposed to good eating habits." Shadow health secretary Andrew Lansley said: "Nothing will work until parents and children understand the advantages of a better diet. "We need to make healthy food interesting and appealing to eat." http://www.satsguide.co.uk/mod-news-2005-10-37.htm Kitchen skills: Pupils will get cooking lessons to learn the importance of a balanced diet. All secondary school pupils will be taught how to cook healthy meals under plans put forward by the Government. Technology classes for 11- to 14-year-olds will be reviewed by the curriculum watchdog to make sure children understand the links between poor diet and obesity. Pupils will receive practical cooking lessons so they can learn about the importance of a balanced diet, food safety and hygiene, the Department for Education and Skills said. The announcement follows Education Secretary Ruth Kelly's promise last week to ban sweets and junk food from school canteens and vending machines in England. The Government's school meals review panel is also expected to publish its report, recommending new rules aimed at cutting levels of sugar, fat and salt in school food. Currently, learning about food is compulsory at primary school but not at secondary level. Most secondary schools do teach "food technology", but much of this is theoretical rather than practical, officials said. The Qualifications and Curriculum Authority will now review the way food technology is taught and ministers hope the result will be compulsory practical classes for all 11- to 14-year-olds. A spokeswoman for the Department for Education said: "As well as providing healthier meals, we also need to make sure that young people understand the links between poor nutritional habits and obesity. "We believe that all children should be taught food preparation and practical cooking skills in school to ensure that they learn about diet, nutrition, food safety and hygiene. This means that children in the future will not only be eating healthier meals in schools but will understand why these meals are healthier." http://www.satsguide.co.uk/mod-news-2005-10-35.htm Admissions arrangements are governed by a code of practice Ministers have given their support to the allocation of places at over-subscribed schools by lottery. An academy in south London is one of a number of schools now allocating some of its places to children in the area on a random basis. The arrangements are seen as a way of breaking social segregation, particularly where better-off families buy up homes near popular schools. They are listed as acceptable in a new draft code on school admissions. The south London academy which has brought in the scheme is the Haberdashers' Aske's Hatcham College Academy in Lewisham. This year more than 2,500 parents were chasing the 208 places available for 11-year-olds. About half of the places were allocated to children with special needs, children in care, siblings of existing pupils and to the 10% of the whole intake selected on musical aptitude. Of the remaining places, half were allocated on proximity to the school, while the other half were selected at random from within the school's three-mile catchment area. Better-off The arrangements would have been scrutinised by ministers before the school was granted academy status, as admissions form part of the funding agreement the Department for Education and Skills has with groups wanting to set up academies. Martin Rogers, of the Education Network, an independent body which advises local councils, believes the policy will be good for education and society. "It is a welcome attempt to break the strangle-hold of the better-off on the most over-subscribed schools," he told the BBC News Website. "It's not a healthy trend that society is increasingly segregated - whether by wealth, class or religion. "There could also potentially be major educational gains as a number of people who might not have expected to get in will be able to. The families of those they displace might then take more interest in other schools in the area." Random allocation can be popular with parents because it's not subjective and gives an equal opportunity of admission says a DfES spokesman But not everyone is happy with the arrangements. The Neilson family live 600 metres from the Haberdashers' Aske's Hatcham College Academy and failed to get their son in this year. Grant Neilson told the BBC News website: "The system is wrong. Our son is now travelling four miles to school when he could have walked to Haberdashers' in 10 minutes. "Meanwhile, people are coming in from all around the area, even some distance away." The family lodged an appeal but were unsuccessful. Iryna Neilson, the boy's mother, said: "I strongly disagree with the new approach of random allocation. It shows that children's future is now a lottery to the education authority." Other schools and academies are also taking similar steps. At the Walsall Academy, a "doughnut" system of admissions has been introduced to try to achieve a mix of pupils from different backgrounds. The school's catchment area is split into an inner and outer ring, with a proportion of places set aside for children from each zone. The government confirmed the arrangements were acceptable. A spokesman said: "As the prime minister has said, academies are oversubscribed which is a sign of their popularity and success with parents and pupils. "Academies are not treated any differently to other schools. They can choose their own oversubscription criteria as long as these are fair, clear and objective and follow the code of practice. "Haberdasher's Aske has decided to use random allocation - which can be popular with parents because it's not subjective and gives an equal opportunity of admission." The code of practice on school admissions is being redrafted and refers to the use of random allocation as "appropriate and acceptable practice". It is the first time this policy has been included in the code. http://www.satsguide.co.uk/mod-news-2005-10-34.htm By the end of the weekend there were 115 confirmed cases of E. coli 0157 food poisoning in the outbreak in South Wales. Most are children, although the source of the infection has yet to be confirmed, investigations have centred on a meat supplier to a local schools. E coli 0157 is a particularly nasty strain of food poisoning, that occurs at this time of year and in most cases is caught from eating food contaminated with animal faeces. All fruit and vegetables should be thoroughly washed/and or peeled, particularly if they are organic as this produce is often sprayed with manure. Mincing meat greatly increases the likelihood of contamination, so cook all burgers thoroughly. http://www.satsguide.co.uk/mod-news-2005-10-28.htm David Bell says inspections will be shorter but not easier Almost two thirds of schools inspected under new rules brought in this term are performing to a good or outstanding level, government inspectors say. "Shorter and sharper" inspections which rely on self-evaluation by the school are being introduced. Of 86 schools visited by Ofsted, 56% were rated good and 8% outstanding. The chief inspector of schools David Bell said schools should not be surprised if inspections are tougher this year. Of the remaining schools visited, 28% were judged satisfactory and 6% inadequate, with notice given to improve. One school was placed in special measures. Worrying failures Mr Bell said he was pleased that 92% were providing at least a satisfactory standard of education, but that the schools inspected so far represented a small proportion of the 25,000 inspected over the course of the year. The Secondary Heads Association has said although it is early to pass judgement on the new system, the number of schools deemed to be inadequate was worrying. The head teachers had warned previously that the system would lead to more schools failing. Parents and pupils are invited to give their views to inspectors under the new system. They are sent a questionnaire before the inspection, and receive feedback following the report. "Parents views are vital in forming a rounded view of the standard of education provided by the school," Mr Bell said. Inspection changes are as follows: Shorter notice - one or two days Shorter inspections - two days instead of five Schools' self-evaluation is central Simpler grading from 1 (outstanding) to 4 (inadequate) Children's views on school become more important In the chief inspector of schools' annual report covering the academic year 2003/2004, 19% of primary schools were judged excellent or very good, and 48% good. For secondary schools the figures were 20% and 49%. However this year the previous seven-point achievement system has been replaced. Schools can now be rated either outstanding, good, satisfactory or inadequate. There is a new set of criteria for each of the four new grades. Schools typically receive just two days' notice of an inspection rather than the previous long notice period of six to ten weeks, which led to anxiety among teaching staff. And the inspection report will be available to the school within a month, rather than after three months. Mr Bell said inspectors would "really get to the issues" and would be checking a school's own evaluation of its performance. The main objective was always to raise standards, he said, and the new inspections were "laying down a marker". He said he could not rule out unannounced inspections where there were "serious concerns" about a school. http://www.satsguide.co.uk/mod-news-2005-10-29.htm Teachers are invited to redefine their expected standards People are being invited to say what constitutes an Excellent Teacher. The title is being introduced as a higher pay grade for classroom teachers in England's schools. Ministers have asked the TDA teacher training organisation to define the standards that such top-level teachers should have to meet. It is now consulting everyone, and at the same time is asking what people think of the other existing standards for different categories of teacher. The Training and Development Agency for Schools (formerly the TTA) wants England's 430,000 teachers to have their say via an online survey. People taking part in this are asked to say what their current roles are, but it can be completed anonymously. Excelling The agency said the review was also intended to bring coherence to the four sets of existing standards: Qualified Teacher Status, Induction, Senior Teacher (threshold) and Advanced Skills Teacher. A spokeswoman said Advanced Skills Teachers were different from Excellent Teachers, in that they spent a fifth of their time helping other teachers in their own schools or other schools to improve their skills. The idea of Excellent Teacher status was that people who excelled as teachers should be rewarded for that and not feel they had to move into a school leadership role, she said. The director of the teachers' programme at the TDA, Mary Doherty, said research showed "a large proportion of teachers want to continue their career through work in the classroom". Previous rewards Five years ago the government introduced a "threshold" which good classroom teachers could apply to cross, subject to satisfactory performance, onto a higher pay scale. It was intended to reward good teachers for staying in the classroom rather than seeking management posts to get higher pay. In July 1999 the then School Standards Minister, Estelle Morris, said: "For years, teachers have complained that they have to be promoted out of the classroom for better pay. "Now good, effective classroom teachers will be rewarded for being good, effective classroom teachers." Once over the threshold, there were to have been another four pay increments through which teachers were told they could continue to progress. But the government then found itself accused by the education unions of failing adequately to fund this new pay ladder, which was capped at the third rung. Instead it came up with the idea of Excellent Teachers. Following the consultation the TDA will put recommendations to the government next year. The National Union of Teachers is reserving comment for the time being, but suspects the awarding of higher grades has more to do with school budgets than staff skills. http://www.satsguide.co.uk/mod-news-2005-10-30.htm The report highlights parents' worries about school admissions Parents are facing frustration and distress trying to find suitable state secondary school places for their children, MPs say. A Commons committee says it is almost impossible for parents, particularly in cities, to have any certainty they will get their preferred school place. The report calls for a more consistent, legally-binding admissions code. It says selection by aptitude and the interviewing of children and their parents should cease. 'Distress' The education select committee report also calls for the scrapping of the grammar school ballot system - though not, as some newspaper articles had suggested, grammar schools themselves. SCHOOL ADMISSIONS REPORT It is all but impossible for parents, particularly in urban areas, to exercise their preference with any degree of certainty about the likely result. Education select committee School choice: your experiences Sheerman questions 'choice' Selection under attack "Far from being an empowering strategy the school admissions process, founded on parental preference, can prove a frustrating and time-consuming cause of much distress in the lives of many families," says the report, Secondary Education: School Admissions. "It is all but impossible for parents, particularly in urban areas, to exercise their preference with any degree of certainty about the likely result." It challenges previous claims that more than nine out of 10 families get their first preference school - saying this disguises the number who make tactical applications and do not even apply to their "favourite" school. Appeals against decisions Identifying a much higher level of parental dissatisfaction, the report says that in one London borough, Enfield, more than half of all admissions decisions lead to appeals. Ministers say specialist schools are popular with parents and get higher results Nationally, appeals have more than doubled since the mid-1990s. The report says parents want a more transparent and consistent process. This could mean more standardised application systems - such as the one-stop process being introduced next year for state schools in London. And it says the current guidelines for admissions, introduced in 1999, should be legally binding. It supports the removal of interviewing families as a factor in offering places - and calls for city technology colleges to be integrated into local admissions systems. Much of the conflict over school places comes where popular schools are over-subscribed and schools have to choose between applicants. The report shows that at present the overwhelming majority use factors such as whether a brother or sister is already at the school, distance from the school and any specific medical or social need. It says the "sibling rule" should be altered so that if families move out of the area, they no longer get priority. Selection challenge It also proposes a different set of priorities, headed by applicants with special needs or children in care. The report also says selection distorts local school choice - and it accuses the government of inconsistency in the apparent shift towards greater selection. Specialist schools can select up to 10% of pupils by aptitude - and the report says this should be withdrawn. Although only about one in 20 specialists use selection, some Labour backbenchers fear it leaves open the door to widespread selection in the future. The report says the current local ballot system on the future of grammar schools should be scrapped as it asks the "wrong question of the wrong people". But the report's conclusions avoid the politically-charged issues of how greater "consumer choice" might be introduced. 'Misled' And many of its proposals would affect only a minority of parents. There are only 14 city technology colleges, 164 grammar schools, only 2% of schools use interviews and an estimated 2% select by aptitude. This report, by a Labour-dominated select committee, rightly shows that parents are upset, misled, let down and betrayed by the present system of largely theoretical choice. Tim Collins, shadow education secretary Conservative committee member Andrew Turner put forward separate conclusions, including the proposal that parents should be able to use state funds for an independent education. The Education Secretary, Charles Clarke, said: "We will consider carefully this important report from the select committee and respond in due course." His Conservative shadow, Tim Collins, said parents felt upset, misled, let down and betrayed. "The committee are, however, just plain wrong to conclude that the answer is to tell parents that they cannot have choice and should just lump it." Paul Holmes, a Liberal Democrat on the select committee, said parents did not want the "spurious choice" offered by Labour and the Tories. "What parents want are good schools in the local neighbourhood." The National Union of Teachers echoed the report's concern about "selection by stealth" and said the "obsession with so-called choice" had undermined the code on admissions. http://www.satsguide.co.uk/mod-news-2005-10-31.htm Routine that Headmaster Found on Internet Sparks Global Interest by Nick Britten The Daily Telegraph, 21 May 2004 Schoolchildren suffering from dyslexia have seen dramatic improvements in their development thanks to a physical exercise programme designed to stimulate the brain. Forty pupils who were diagnosed with learning difficulties associated with dyslexia took part in the two-year experiment, which involved twice-daily exercise routines. At the end of the study they were found to be free of dyslexic symptoms, no longer needed extra help in class and could join mainstream lessons. Twenty-five schools around the country are now implementing the system following the success at Balsall Common Primary School, West Midlands, in helping 13,000 adults and children. Head teachers at schools in Australia, South Africa and America have asked if they can visit to learn about the programme. Trevor Davies, Balsall’s headmaster, said the results were amazing. He heard about the programme when the parents of one dyslexic pupil, called Simon, approached him for help. “Simon had been diagnosed by educational psychologists as having acute dyslexia and was having serious problems trying to cope at school,� said Mr. Davies. “His parents had tried various traditional treatments, both in school and with support agencies, but the lack of any real improvement saw them reach the end of their tether and they turned to me for help.� Having researched possible treatments, he referred them to the Dore Achievement Centre in Kenilworth, Warwicks, which had been carrying out work into dyslexia using an exercise programme called DDAT – Dyslexia, Dyspraxia and Attention Disorder Treatment. http://www.satsguide.co.uk/mod-news-2005-10-32.htm ALL CHILDREN applying to secondary school will face ability tests under plans to introduce the first nationwide system of admission exams since the demise of the 11-plus. The new test is designed to ensure that schools take pupils of all abilities and prevent wealthy middle-class families monopolising the best secondaries by buying houses within the catchment areas. Pupils would sit the test in their final year at primary school, The Times has learnt. A White Paper published by Ruth Kelly, the Education Secretary, this month is expected to pave the way for the radical shake-up of admissions. It aims to fulfil a Tony Blair pledge to make choice in education a reality for all parents, and not just the wealthy. But the initiative threatens to trigger a fierce battle with Labour traditionalists who will see it as an attempt to restore academic selection by the back door 30 years after comprehensives replaced grammar schools in most local authority areas. Parents would be invited to seek places for their child based on their scores and interest in specialist subjects offered by individual schools such as mathematics, languages or science. All secondary schools are expected to be specialist by next September. Groups of schools offering different specialisms would adopt common procedures to admit pupils from up to nine ability bands ranked by the test scores. The plan has been drawn up by Sir Cyril Taylor, an adviser to Ms Kelly and chairman of the Specialist Schools and Academies Trust. The trust represents more than 80 per cent of the 3,100 secondary schools in England. All but 200 schools are expected to have specialist status by next September, achieving the Prime Minister’s goal of ending the era of the “bog-standard� comprehensive. Sir Cyril told The Times that the remaining 200 failing or weak schools would be replaced by privately sponsored city academies. He has been put in charge of the drive to open 200 academies by 2010. With a “specialist system� established, the next step would be to expand parental choice through an admissions procedure involving a “fair banding� test at groups of schools. Pupils would take a non-verbal reasoning test to measure their academic ability and be placed in bands according to their score. Schools would admit the same proportion of children from each band, ensuring an equal spread of ability. The trust sent advice to member schools this week highlighting the role of fair banding in admissions. At present, the law only permits individual schools to choose pupils using a banding test. Sir Cyril said that he expected the White Paper to include provisions for groups of schools to adopt the same test for all local primaries as part of a common admissions policy. Crucially, the bands would reflect the ability range of children across a local area. Existing schemes are skewed because popular schools attract more applications from high-ability children. “If the schools get together and all use the fair banding there is no advantage to gain. Our head teachers are saying that they want this,� Sir Cyril said. http://www.satsguide.co.uk/mod-news-2005-10-33.htm The Qualifications and Curriculum Authority (QCA) is developing an onscreen test to provide an independent measure of pupils' attainment in information and communication technology (ICT) at key stage 3 (years 7-9) for schools in England. The test will assess ICT capability across levels 3-8 of the national curriculum. It will be marked automatically and then verified by human markers. http://www.satsguide.co.uk/mod-news-2005-09-25.htm Some Scottish universities had the highest drop-out rates Student drop-out rates are on the rise, the latest official figures suggest. The number of students who quit after the first year rose from 7.3% of 2001's intake to 7.8% among those starting in 2002 - a rise of about 1,800 students. A further 1,000 mature students also ditched their courses over the same period, the Higher Education Statistics Agency (HESA) figures claimed. Higher education minister Bill Rammell said UK course completion rates were higher than other developed countries. He said the government continued to encourage low-performing institutions to improve. Highest rates The HESA predicted 14.4% of full-time students who started their first degrees in 2002 would not complete their courses. This was up from a figure of 14.1% one year earlier. Drop-out rates were highest in some Scottish colleges and former polytechnics. In Scotland, the highest rates were at Bell College in Hamilton (38.5%), while the University of Abertay Dundee, Napier University and the University of Paisley all had first-year drop-out rates above 20%. In England, London South Bank University, London Metropolitan University, Liverpool Hope University College and Bolton Institute of Higher Education all had drop-out rates of more than 15%. In Wales, the University of Glamorgan had a rate of above 15%, while in Northern Ireland the University of Ulster (12.9%) was the highest. Figures for the whole of the UK showed that 18,565 young students dropped out of university or college after starting their courses in 2002. This was up from 16,795 who dropped out over the previous 12 months. And 10,755 mature students abandoned their courses after a year, up by about 1,000 on the figure for the previous year. http://www.satsguide.co.uk/mod-news-2005-09-27.htm Parental fundraising should not be underestimated, the NCPTA says Parents' groups in England, Wales and Northern Ireland raised £73m for schools last year, a survey suggests. The National Confederation of Parent Teacher Associations (PTAs) said this was an increase of £4.5m compared with its survey last year. The confederation said the money was increasingly being spent on essential facilities for schools. It said PTAs often found they "could not refuse" a school's request to fund a supply teacher or books. Reliant The national confederation gathered responses from 1,000 schools across England, Wales and Northern Ireland in its survey. In the past, money raised by PTAs tended to be spent on extra facilities or trips which enhanced learning, or on providing a school minibus, according to spokeswoman Margaret Morrissey. "But now many PTAs are spending money on things such as computer suites and their installation," she said. "The PTAs are used to head teachers asking for curriculum support. How can they refuse? "Government funding for education has increased, but so has the amount of money schools need," she added. She said the primary sector in particular was reliant on contributions from PTAs. "Parents do get frustrated that their contribution is so important, but there is no pressure on them to give money to their schools if they cannot." The NCPTA said on average its 12,700 member associations raised £5,400 per year for their schools and parents were often coming up with innovative ideas. Generating cash Among the more adventurous schemes it has recognised is Watlington Primary School's maths challenge. Each class at the Oxfordshire school was given £10 and set the task of generating more money. From an initial outlay of £90, which was donated by the PTA, £1,095 was generated. Among the most successful ideas were a mouse mat business, car washing and busking outside the school gates. Head teacher Angela Briggs said the process of teaching children to think about money was more important than the amount raised. "It was about teaching children not to be selfish, and to think about what they did with money and the value of it," she said. "The children had much better ideas for how to raise money than the adults - and we were thrilled with the amount of money raised." She added that much of the money was donated to Action Aid, and was not spent on essential school facilities. And Hampton Hill Junior School in south-west London raised £25,000 after parents came up with the idea of auctioning celebrity memorabilia, which it used to buy a new computer suite. Following a small-scale auction at the annual quiz night, one parent set up a website which was accepted on eBay. Signed photos of Colin Firth, Darcey Bussell's ballet slippers and a T-shirt autographed by Greg Rusedski were among the items sold. And the NCPTA says the fundraising power of the traditional school fete should not be underestimated. Some schools are drawing in local sponsors and in affluent areas the fete is known to raise between £10,000 and £20,000. Government figures for England suggest schools raised £244m last year from parents, businesses and churches. http://www.satsguide.co.uk/mod-news-2005-09-24.htm Truancy rates in England's secondary schools rose by over 10% last year, according to government figures. Despite £900m spent on anti-truancy initiatives, the annual figures show the highest truancy rates since 1994. Unauthorised absences rose to 1.25% in 2004/5 from 1.13% in 2003/4 - with 55,000 pupils missing lessons each day. The government is now threatening fast-track court action against parents of a "hard core" of 8,000 truants - unless attendance improves in 12 weeks. The government said it was disappointed that "a stubborn minority" of truants were determined to jeopardise their education. 'No easy solutions' The leader of the National Union of Teachers, Steve Sinnott, described the figures as "extremely disappointing" and said the government "must keep its nerve in tackling these problems. There are no easy solutions to truanting". This year's figures show that an estimated 55,000 pupils were missing classes every day during the school year - an annual increase of about 4,500. In response to the truancy figures, the government promised a tougher approach to families of persistent truants - 8,000 pupils in 146 secondary schools - who account for a disproportionately large amount of truancy. Parents will be given 12 weeks to improve their children's attendance or face the threat of court action, which could lead to fines up to £2,500 or three months in prison. This 12-week fast-track prosecution was announced in autumn 2002, but this increasingly tough approach, which has seen parents of truants imprisoned, has still not appeared to have tackled the deep-rooted problem. In response to this year's figures, the School Standards Minister Jacqui Smith said that schools were "treating absenteeism more rigorously, challenging questionable reasons for absence and cracking down on unnecessary time out of school". 'No respect' There will be a dedicated truancy officer to persistent truants to improve their attendance - as the government pursues the current truancy target to reduce the rate by 8% by 2008, compared to the figures for 2003. But the NUT's Mr Sinnott has warned against the difficulties in persuading some parents of truants. "Sadly there is a small group of parents who do not respect education and they come not just from deprived circumstances but from among the better off as well. This attitude seriously damages children's future prospects and leaves them vulnerable to the temptations and dangers of the streets," he said. Shadow Education Secretary David Cameron said: "These figures are dreadful. The government has spent nearly £1 billion on tackling truancy and yet it is getting worse." The attendance statistics show that the overall rates of unauthorised absence in all schools were also up - to 0.79% - the highest rate since 1994. The figures are based on the percentage of half-days missed, the official way of measuring absences, and are provisional for 2004/5. Rates of absence in all schools, both authorised and unauthorised, has decreased slightly to 6.45%. Missed targets The government says its efforts to discourage parents from allowing children to take term-time holidays are paying off. But truancy rates in state primary schools are up slightly, to 0.43%. Out of 3,027,550 pupils registered in secondary schools, a total of 793,628 or 26.2% were absent without permission at some point - on average for seven days. Unauthorised absence in city academies fell from the previous year's figure of 3.04%, but remained much higher than the national average at 2.84%. A National Audit Office report in February showed that despite initiatives costing £885m, the truancy rate had not fallen since the government took office eight years ago. A target set in 1998 to reduce truancy by a third by 2002 was missed. Last year's figures also showed that truancy in secondary schools was worsening. The annual truancy figures do not include the whole academic year - in England, unlike in Scotland, schools are required to report pupils' attendance only from September to the end of May. http://www.satsguide.co.uk/mod-news-2005-09-23.htm A new study will look at the benefits of a SATS university entrance test Tens of thousands of A-level students are being invited to take part in a trial of a US-style university admissions test. The use of a standardised test for university places is to be investigated in a five-year government-backed study. Such an "SAT" test for universities has been suggested as one option for a fairer admissions system. The study will look at whether such tests are better than A-level predicted grades for identifying able students. "It will be an important part of wider work into admissions testing," said the Higher Education Minister Bill Rammell. The £1.6m study, to be carried out by the National Foundation for Educational Research, will look at the potential benefits of a scholastic aptitude test (SAT). Fairer admissions Youngsters currently at school will be invited to take the SAT in November - and researchers will then follow their progress through A-levels and university to examine whether the SAT is an accurate and objective way of measuring ability. The study, which hopes to recruit 50,000 students, is supported by the Department for Education and Skills, the Sutton Trust and the College Board, which owns the SAT which is widely used in college admission in the United States. The SAT study, which will run alongside the current process of applications, will look at whether such a separate test would help universities to distinguish between the growing number of A-grade students. There will also be research into whether an SAT would be a better way of finding talented youngsters from poorer backgrounds. As part of its efforts to widen participation in higher education, the government has been examining ways to find a more efficient and fairer way for universities to select students. At present, young people usually apply for university places before they take their A-levels - and universities depend on the predicted grades provided by schools. There have been claims this can over-estimate the abilities of confident middle-class pupils from successful schools - and that a common university exam would provide a more level playing field. Affluence A map showing the proportion of young people going to university, based on parliamentary constituencies, showed the strong link between affluence and access to higher education. In a wealthy seat such as Kensington and Chelsea, 69% of youngsters went on to university - compared to only 8% in Sheffield Brightside. There have also been warnings that with growing numbers of university applicants and a rising number with top grades that universities would have to introduce their own tests - raising the prospect of pupils having to take a whole series of separate university tests. Earlier this month, a report from Sir Alan Wilson, director general for higher education in the DFES, said changing the exam timetable so that university applications were made after pupils have received their A-level grades would make it a fairer process. Such a "post-qualification application" system was also backed by a report into fairer admissions produced by Professor Steven Schwartz. Head teachers' leader, John Dunford, backed the study of the SAT system, saying that the current process was a "minefield" and "we welcome this move to investigate the potential of the SAT to add clarity and reinforce equity". Some 1,300 pupils in 25 schools are trying a different entry test this week. Called Unitest, it has been developed by Cambridge Assessment and the Australian Council for Educational Research as a way of identifying talent in potential undergraduates. http://www.satsguide.co.uk/mod-news-2005-09-20.htm Education Secretary Ruth Kelly has not met the head teacher An independent school head teacher has said the education system is "in a total mess" and Education Secretary Ruth Kelly is "a disaster." Dr David Hempsall, head of Queen Elizabeth's Grammar School in Blackburn, said the national curriculum was harming children's development. He told parents and pupils exam results were "massaged" every year to make standards appear better than they were. But the Department for Education said teaching quality had never been better. In a speech at a school prizegiving ceremony, Dr Hempsall said government targets were artificial constructs which had no relevance to teaching professionals and did not help to raise standards. "When they're met, ministers preen; when they're missed, it's the poor practitioners who are pilloried." Everything was centred on the "twin altars of literacy and numeracy", he said. As a result many pupils he interviewed at 11 years old had not been taught more creative subjects such as art and music. "Kids are like blotting paper at this age and absorb so much, but they're having everything knocked out of them because of Sats [national curriculum tests]," he said. "The national curriculum is a disaster," his speech continued. "While it has some effect in raising the floor, it is academically and intellectually impoverished, however much teachers flex it." Memorable lessons were rare. "I do believe that a Royal Commission is needed to have a look at the entire system, which is in a total mess. Some kind of holistic approach is needed." The Independent Schools Council, of which Queen Elizabeth's Grammar School is a member, declined to comment on his views. A spokesperson for the Department for Education and Skills said Dr Hempsall had never met the Education Secretary, Ruth Kelly. "The A-level system is tried and tested," he said. "We have seen improved results in recent years because standards of teaching have never been higher - all the credible evidence shows that exams have not become easier. "It is right that there is a focus on the basics, but subjects such as design and technology, ICT, history, geography, modern foreign languages, art and design, music, PE and citizenship are all an important part of the national curriculum at primary level," he said. http://www.satsguide.co.uk/mod-news-2005-09-21.htm I was musing on this after a reader accused us of increasingly using "woolly statistics" that were, he said, "meaningless". We had another crop of statistics this week with the publication of the Key Stage 3 national curriculum test results for England. And recently of course there was the big annual round of high-stakes public exam results from across the UK. We go to some lengths to try to report these accurately and in useful detail. But I can't help wondering if people take from them little more than a headline impression - and, even then, I wonder just how vague the impression is. Confusion The handling of even simple statistics can reveal worrying evidence of the nation's fragile adult numeracy levels. For instance, I was sent a press release this week on behalf of a new city academy, trumpeting the improvement in its test results. In maths, it said, "45% of students gained Level 5 or above, as against 36% in 2004 - an increase of 9%". I thought they were rather hiding their light given that the increase, on those figures, was actually 25%. This inability to grasp the difference between percentages and percentage points seems to be rife. If you know what I mean, skip the next few sentences. Example Let's say I run a widgets factory. Daily production goes up from 30 widgets to 40. I hope you can see that is an increase of a third. One third is, in percentage terms, 33.3%. Now let's say I'm running a school and the percentage of students passing an exam rises from 30% to 40%. I hope it is clear that is also an increase of a third, or 33.3%. It is clearly not an increase of 10%, but that is precisely what people tend to say when discussing such things as exam pass rates or the proportions getting certain grades. They mean a rise of 10 percentage points. Even statements from government agencies sometimes fall into this trap. Oh well, yes, but it's obvious what we mean, isn't it, no need to be such an anorak .... But is it? Move beyond such basics and the potential for confusion is enormous. Improvement Recently we had the GCSE results issued at a national level by the exam boards in England, Wales and Northern Ireland. You will probably also have read something about how schools in your area did this year. A local newspaper I looked at while on holiday last week was applauding an improved GCSE performance at one school in terms of the usual benchmark, "five or more A* to C grades". But, it added, the results were still far short of the national average, which it gave as 61.2%. I don't know what its readers concluded from this, but it was gibberish. We do not know yet what the national average was this year. Missing One thing that is hard to convey when the exam results come out - especially with all those shots of individual students getting their results - is that the national statistics show the performance of exam entries, not students. That is what the exam boards report: the proportions of entries achieving each grade. So we know, for example, the proportion of entries awarded grade C or above: the 61.2% quoted by that local paper. But this is very different from the proportion of students who will have five of those - which last year was 50.2%. The crucial missing element so far is how many exams each student took. That information has to be collated from each school and has yet to be reported at national levels - for England, the Department for Education and Skills expects to issue it in October. And it might be that although more exam entries got better grades this year, the overall performance of students has not improved and might even have got worse. Publication If this is stretching your credulity, look at what happened two years ago. In the GCSE results published in August 2003, the proportion of entries getting grades A* to C was 58.1%, up 0.2 on the previous year. But we subsequently discovered that the proportion of students getting five such grades had fallen - for the first time in the history of the qualification, from 50.2% in 2002 to 49.7%. You might be forgiven for having missed this because the statistic was not published officially - we had to make a special request. The exam boards publish the results of GCSEs and vocational qualifications separately - so when we refer to "GCSE results" in the summer we mean just that. It might come as a surprise that, in the mass of statistics published each year about exam results, nowhere do government education departments actually report what percentage of teenagers get five or more GCSEs at grade C or above. They report the percentage getting any subject, or any combination of English, maths, science and a modern language, for example. But when it comes to the benchmark of five or more, they report GCSEs and equivalent grades in other, vocational qualifications lumped together. So do schools. Incidentally, ministers could easily have undermined those who said GCSE standards must have fallen because more students were doing better in them, by pointing out that, actually, they weren't. But nowhere that I know of in 2003 did an education minister say "look, the GCSE results have got worse - where's your dumbing down now?" or, last year, "the results are the same as in 2002" (which is what happened). So what? So it might turn out that the GCSE performance of students as a whole this year has worsened. There are signs of this in the exam results. In modern languages, for example, grades improved but fewer students took the exams - so, pundits reckon, weaker students had opted not to do them. And overall across all subjects grades improved - but there were fewer entries. There were fewer students too, because of the falling birth rate 16 years ago, but the drop in entries was bigger than that would account for. It will be interesting to see the figures when they do appear. But does all this matter? Not if we know what we're getting, but if that local newspaper report I was reading is any guide - in effect comparing apples and pears as well as misunderstanding the national results - there is considerable confusion around. Statistics inform policy and the deployment of huge sums of taxpayers' money. And in a democracy, it matters that they should be widely understood. Even if people do not vote in elections, they vote with their feet - using school performance tables, for example. Long recognised as a crude measure, attempts to make the tables more meaningful risk introducing levels of complexity which are bewildering to those who are not statistical experts - while those who are tend to be exasperated by the simplistic interpretations often put on the results. Are you confident about "confidence intervals"? http://www.satsguide.co.uk/mod-news-2005-09-22.htm Internet Poll finds it helpful for homework Do you find the Internet helpful for homework? votes Yes 768 83% No 107 12% Don't know 51 5% http://www.satsguide.co.uk/mod-news-2005-09-17.htm David Blunkett is facing calls for an inquiry into new allegations that he abused his position as a Cabinet minister. Mr Blunkett denies getting an official to check whether his son was caught up in an exam-marking fiasco while Education Secretary. But Tories and Liberal Democrats said a probe was needed, particularly given his previous resignation over the Nannygate visa affair. An official is claimed to have contacted the Qualifications and Curriculum Authority on Mr Blunkett's behalf when a computer error caused widespread concern over incorrect grades in 1998. Nick Tate, QCA chief executive at the time, told the Sunday Telegraph the son's possible involvement was an issue but said there was "no phone call from David Blunkett or his official". However, that was contradicted by at least one anonymous source said to be a senior QCA executive at the time. "There was a call (from the Department of Education) to Nick along the lines of 'the Secretary of State is concerned that his son's results may be affected'," the source told the paper. The feeling was, you know, that we or someone was being asked to do something without being asked to do it." Mr Tate, head of the International School in Geneva, spoke at the time of facing a potential moral dilemma because of Mr Blunkett's son, an anonymous source told the Observer. "The request had come from an official or through an official at the Department of Education," the source said. A QCA spokesman said there were currently no plans to see whether an inquiry had been made on Mr Blunkett's behalf. A decision on whether to launch one could be made on Monday, he said. It was an inquiry into claims that Mr Blunkett fast-tracked a visa for his former lover Kimberley Quinn's nanny that prompted his emotional resignation as Home Secretary less than a year ago. He returned to Cabinet as Work and Pensions Secretary following the May election, less than five months after being forced to quit. http://www.satsguide.co.uk/mod-news-2005-09-18.htm A 10-year study of nearly 1.5 million Norwegians has concluded that, regardless of family size and income, the eldest child is the most successful academically and at work. http://www.satsguide.co.uk/mod-news-2005-09-19.htm English examiners have complained about the use of slang expressions such as 'gonna', 'ain't' and 'shouda' in GCSEs this year. Markers for the exam board Edexcel said "almost unforgivable" basic errors were made by apparently bright pupils. In its annual report on its English GCSE papers, Edexcel said there were "many concerns about elementary errors in the work of apparently able pupils". Another complaint was the failure to use a capital letter for 'I'. The verb forms "shouda", "gonna", "ain't" and "wanna", appeared with surprising regularity, the examiners said. Candidates should not use street language or the style used in text messages, they said. Examiners had more praise for the standard of A-level English Literature. But they were concerned at the inability of some candidates to spell Shakespeare, in a paper called "Shakespeare in context". http://www.satsguide.co.uk/mod-news-2005-09-15.htm The school spotted the error once the exam began Pupils at a Merseyside private school went into an English Literature GCSE exam having been taught the wrong book. Birkenhead School, which charges £7,647 a year, has begun an inquiry into its English department. Fifth-formers at the boys' school had been expecting to answer questions on John Steinbeck's Of Mice and Men. The exam board, OCR, said the text had been on the approved list but had been replaced in January and that the school had been notified twice. The students should have been taught one of Things Fall Apart, by Chinua Achebe, The Old Man and Sea, by Ernest Hemingway, or George Orwell's 1984. The exam boards are used to this happening. It is not unusual to find pupils studied the wrong text Twenty-four pupils at the Oxton school were affected by the error, although the school said of the two questions listed, the students could answer both. "We have to hold our hands up here and say it's our fault and we will do all we can," said deputy headmaster, David Edmunds. "We contacted the parents of the affected students ourselves to explain the problem. We have begun an internal investigation to ensure this does not happen again. "The exam boards are used to this happening. It is not unusual to find pupils studied the wrong text." said David Edmunds, deputy headmaster Mr Edmunds added that no members of staff had been suspended and he "hoped" no-one would lose their job. 'Marks not affected' Bozena Hillyer, vice president of the school's parents association, said: "Given how good the school is it's surprising but people do make mistakes." A spokeswoman for Oxford, Cambridge and RSA (OCR) said pupils' marks were not affected by their teachers' mistake. "It's one of those things that's not really our fault in this case," she added. "The school has made an error on their part. We've done all we can to communicate with the school, they've had at least two notices this year." http://www.satsguide.co.uk/mod-news-2005-09-16.htm ICT Sats exams take place on internet 23/05/2005 Teenagers sitting Sats exams in information and communications technology (ICT) have been carrying out their tests over the internet. For the first time, UK pupils have been given the opportunity to take exams online as part of a pilot scheme to see how the tests can benefit both pupils and teachers. It is hoped that the tests will pave the way for compulsory online exams in ICT by 2008, and is being run across 500 schools. Designed and operated by the Qualifications and Curriculum Authority (QCA), the tests are being piloted by 13- and 14-year-old pupils being examined on core skills as part of their Sats. The idea is to make the system easier for teachers because the computers check the answers themselves, and although the results are checked by human markers, the scheme is designed to speed up the marking process. Pupils have also responded well to the use of computers, with many finding them less stressful because they are usually taken in an ICT classroom, rather than a large exam hall. http://www.satsguide.co.uk/mod-news-2005-09-14.htm Britain has tumbled down an international league table of exam results. High drop-out rates combined with years if low standards in comprehensives pushed the UK from 13th to 22nd in the annual secondary school performance table of 30 Industrialised nations. Britain now lags behind Ireland, Greece and South Korea- countries which were well behind it in the sixties, according to data collected by the Paris-based Organisation for Econnomic Co-operation and Development(OECD) http://www.satsguide.co.uk/mod-news-2005-09-13.htm The results show that use of the thinking tools had a major impact on the children in the target group, both in terms of their optional Year 4 reading and writing national test results and more generally in terms of motivation and enthusiasm. The charts below demonstrate how the three groups were considered largely parallel before the research project began and the ways in which the target group had made larger gains by the end of the school year. Chart 1 shows average scores that were calculated for each group in end of Key Stage 1 national reading and writing tests. Chart 2 shows how; by the end of the research project, the target group had improved their results above and beyond their peers in both reading and writing. It should be noted that there were two children in the target group and one in control group 2 who had a score of ‘below Level 2’ in the reading test. Their scores were not included, as this score has no specific numerical value. There is obviously an issue remaining here about children who do not read well enough to access the national reading test assessment. However, this should not detract from the gains made by the other children who were able to put their enhanced ability to think from a viewpoint other than their own into practice. In support of this, the two children in question did demonstrate this skill in verbal and written responses to classroom work and one of them made good progress in the Year 4 writing test. Chart 1 Chart 2 Outcomes of the Year 4 national tests were also compared to targets that had been set for the children at the end of Year 3, before the research project had been devised, and to national standards. The findings of these comparisons are illustrated in tables 1 and 2. Table 1 also shows the percentage of the groups who reached the national average for Year 4 and those that reached Level 4 ( the national average for pupils at Year 6). In the target group 53% represents the eight children who achieved Level 4, which compares to a target figure of 7%, equating to one child. Table 1: Year 4 national test results in Reading Y4 Reading SAT Target Group Control Group 1 Control Group 2 % meeting or exceeding targets 87% 50% 67% % exceeding targets 80% 42% 42% % reaching or exceeding National Average (3b+) 73% 25% 50% % reaching Level 4 53% 17% 33% Table 2: Year 4 national test results in Writing Y4 Writing SAT Target Group Control Group 1 Control Group 2 % meeting or exceeding targets 80% 67% 25% % exceeding targets 67% 17% 17% % reaching or exceeding National Average (3b+) 26% 0% 17% Direct evidence that the children had improved their ability to think from a viewpoint other than their own was seen when looking specifically at the outcomes of the writing ask ‘Dear Grandad’, where the children are expected to write a letter as the character Carla. It was found that children in the target group scored an average 3 points higher (with an average mark of 3c equating to 19 points) than those in both control groups (with an average mark of 2b+ equating to 16 points). http://www.satsguide.co.uk/mod-news-2005-09-12.htm Teachers also complain that the tests narrow the curriculum A couple are keeping their 11-year-old daughter off school while her class take Sats tests next week because they say the tests are ruining her education. Andrew and Rachel Green, who live in Bristol, say preparation for the national tests has turned their daughter, Ella, off school. They have written to the Education Secretary, Charles Clarke. The government says parents cannot withdraw their children from the tests. Ella's parents say she used to love learning and going to school but that this changed this year. "In her earlier years her enthusiasm for school and learning was a joy to behold," said Andrew Green. "However, if she were to use one word to sum up this year it would be the word 'boring'. "Nearly every day she complains of being bored, and longs for the weekends. "In the mornings, she often goes back to bed after dressing, in an effort to postpone the day for as long as she can. "She is desperate for next year and the chance to start secondary school." Boredom Dr Green and his wife do not blame the school for preparing the children for the tests, but say the tests inevitably lead to a narrower curriculum, with creativity being the biggest loser. They complain that repeated revision of areas to be covered in the tests leads to boredom. At 11, children in England are tested on maths, English and science, - as they are again at 14. At seven they are tested on English and maths. Critics of the testing system say other areas of the curriculum get neglected. The enforced boredom our daughter has had to endure is a form of abuse Andrew Green The head of school inspections in England, David Bell, highlighted what he called the problem of a two-tier curriculum, with maths and English being better taught than other subjects. In their letter to Mr Clarke, Ella's parents wrote: "To our minds the enforced boredom our daughter has had to endure is a form of abuse. "I am not imagining a utopia where all learning is enjoyable at all times. But the level of boredom she is experiencing is cruel and unnecessary." 'Statutory duty' The Department for Education and Skills said it did not comment on individual cases. A spokesperson said: "National tests provide objective evidence, against a national standard, of what children have learned. "Teacher assessment draws on evidence from classroom work, observation and discussion throughout the year "The school has a statutory duty to administer the tests and tasks and parents cannot withdraw their child from them". The national school tests, often called Sats, are taken by children in England at seven, 11 and 14. The results of the tests at 11 and 14 are published and are used to draw up league tables. Children in Wales take national tests at 11 and 14, in Northern Ireland at 14, while those in Scotland are tested between the ages of five and 14, "when they are ready" and at the teacher's discretion. http://www.satsguide.co.uk/mod-news-2005-09-4.htm 600,000 children took the English test. There has been an outcry over a Sats test for 11 year olds in which they were asked to describe the feelings of a girl whose grandfather had suffered a stroke. Head teachers have criticised the national test in English, taken by 600,000 children in England on Wednesday. One mother told BBC News Online her daughter had cried during the test and had asked her whether tear-stains on the paper would affect her results. The exams watchdog, the QCA, says all kinds of subject matter have the potential to upset some pupils, but care is taken over the choice of material. Tear-stains Hampshire parent Lynn Painter said her 10 year old daughter and another girl had been crying during the test. "She came out of school and said the story-line in the test had upset her, and asked whether tear-stains on the page would affect her results. "The teachers and parents try to keep the children calm over these tests and then subject matter is chosen which puts children under unnecessary extra stress. "There are so many other topic areas which could have been chosen without having an impact on their emotions." It is skating on thin ice. It has the potential to upset children in what is already an emotional situation Chris Davis, National Primary Heads Association In the test, children had to read a story about a girl whose grandfather has had a stroke and has "shaky legs and quivering muscles". They are asked to comment on the girl's feelings when her grandfather came out of hospital. In the paragraph they are asked to refer to, the girl talks about how her grandfather is very different from before and how he sat "slumped in his chair by the fire most of the day, his eyes were vague and sometimes he dribbled his food, just like a baby". Chris Davis, the head teacher of Queniborough Primary School near Leicester, is spokesman for the National Primary Heads' Association. He said: "It is skating on thin ice. It has the potential to upset children in what is already an emotional situation and this would not give them a fair chance." Teachers upset John Illingworth, the head teacher of Bentinck Primary School in Nottinghamshire and a former president of the National Union of Teachers, said the paper showed how flawed Sats tests were. "If you get a paper talking about the death of a grandfather, among the hundreds of thousands taking the test will be some whose grandfathers have died recently and this is bound to have an effect on them," he said. "The problem with Sats tests is that they are a test of a child on one day. If they are upset on that day, for whatever reason, it could affect their results." Head teachers have said such subject matter could be covered in a sensitive manner by teachers talking it over with the children. At one Leicestershire school, a teacher was upset by the story herself because of her own experiences. Her head teacher told BBC News Online: "She told me she was quite teary reading the story. There will inevitably be a small number of cases where a recent experience may make the subject matter more sensitive QCA "The subject matter was not something I would give to year six children cold. You would want to discuss the issues raised sensitively," she said. Another head teacher, Jo Plaskitt from Carrington Junior School in Buckinghamshire, said her pupils were not very bothered by the storyline, although she felt uncomfortable with it because of the graphic desciption of a stroke. "They were not perturbed or affected but they felt uncomfortable with it," she said. "But I felt it was a little graphic for children with no experience of a stroke. The story seemed to be about an adult world." "This task, like all other national curriculum test materials, was developed in conjunction with groups of teachers and trialled in schools. A spokesman for the exams watchdog, the QCA, said: "With any test that is sat by 600,000 children, there will inevitably be a small number of cases where a recent experience may make the subject matter more sensitive. "If a child has experienced distressing circumstances just before or during the tests, schools can apply for special consideration to be shown in the award a final level." http://www.satsguide.co.uk/mod-news-2005-09-5.htm Tuesday, 23 Aug 2005 13:05 Schools minister Jacqui Smith has welcomed news of a slight improvement in school test resultsSend Us FeedbackEmail this to a friendPrinter friendly versionThe government has welcomed news that primary school Sats results showed a slight improvement this year. The latest figures from the Department for Education and Skills (DfES) show a one per cent improvement in the number of 11-year-olds attaining the required standard in English and maths. Schools minister Jacqui Smith believes the results are a vindication for the national Sats tests. "The level of achievement for boys and girls in English and maths has never been higher," she said. Seventy-five per cent of 11-year-olds achieved the expected level in maths, 79 per cent did so in English while science results remained level at 86 per cent. Key Stage One results were even higher, with 85 per cent of pupils hitting the required reading level and 91 per cent passing their maths tests. Ms Smith said the results showed the government's "unrelenting focus on the basics" is paying off. "I warmly congratulate children and teachers for their hard work in achieving these results," she said. Teachers have also welcomed the improved results. Steve Sinnott, head of the National Union of Teachers, suggested they showed that teachers have been performing well, in spite of schools coming under heavy criticism about falling standards. "Despite the government's crude mechanism for measuring primary children's achievement the underlying message is that primary teachers have sustained and secured further improvements in pupil performance," he said. However, in spite of the improved results, Sats performance is still falling short of government targets. The DfES is hoping that 85 per cent of Key Stage One and Two English and maths candidates will reach the target level by 2006. http://www.satsguide.co.uk/mod-news-2005-09-6.htm Primary school Sats results showed a slight improvement this year, the Department for Education and Skills (DfES) has revealed. The latest figures show a one per cent improvement in the number of 11-year-olds attaining the required standard in English and maths. Seventy-five per cent of 11-year-olds achieved the expected level in maths, 79 per cent did so in English while science results remained unchanged at 86 per cent. Key Stage One results were even higher, with 85 per cent of pupils hitting the required reading level and 91 per cent passing their maths tests. Schools minister Jacqui Smith believes the results are a vindication of the success of national Sats tests. "The level of achievement for boys and girls in English and maths has never been higher," she said. "It shows that this government's unrelenting focus on the basics is paying off. I warmly congratulate children and teachers for their hard work in achieving these results." Teachers have also welcomed today's results, with Steve Sinnott, head of the National Union of Teachers (NUT), suggesting that they show that teachers have been performing well, in spite of criticism about falling standards in schools. "Despite the government’s crude mechanism for measuring primary children’s achievement the underlying message is that primary teachers have sustained and secured further improvements in pupil performance," he said. However, despite the positive results, Sats performance is still falling short of government targets. The DfES is hoping that 85 per cent of Key Stage One and Two English and maths candidates will reach the required level by 2006. http://www.satsguide.co.uk/mod-news-2005-09-7.htm National school tests might have problems - but that doesn’t make them child abuse. by Jennie Bristow Forget violent pupils and middle-class parents taking their kids on holiday in term-time: the prize for Least Popular Aspect of UK Schooling surely goes to Standard Attainment Tests, or SATs. Since their introduction in the mid-1990s, SATs have become one of the rare issues that unites parents, teachers and headteachers in disapproval - and for some good reasons. Children have to sit these tests at ages 7, 11 and 14, before their GCSE examinations at aged 16, all of which forces them on to a treadmill of assessment that invariably distracts from a more imaginative, rounded general education. Teachers have to prioritise pass rates, which narrows the scope of their autonomy in the classroom and forces them to deliver boring revision classes on things that have already been taught to bored children who have heard it all before. Such is the pressure that we have the bizarre spectacle of some teachers resorting to cheating to get their pupils through the tests. Headteachers have their schools judged in narrow numerical terms, and spend their time mediating between anxious parents, frustrated teachers, government diktat and the tyranny of the school league table. For all these reasons, SATs probably deserve much of the bad press that they get. But while these assessments might be misconceived, this is a far cry from the current most popular anti-SATs slogan - that testing is a form of child abuse. If SATs are bad for education, the arguments currently being marshalled against them are disastrous for children. On Monday 6 May, headteacher Larry Malkin told the annual conference of the National Association of Head Teachers (NAHT) that SATs amounted to 'Senseless Activities for Traumatised Students'. Demanding an end to the 'annual torture' of these tests, he expressed the need to 'help all those bed-wetting children and stressed-out, needlessly exhausted teachers' (1). The image of a tearful seven-year-old clearly pulls more heart-strings than appeals to a headteacher's managerial workload. But isn't there something rather pathetic about hiding behind the presumed misery of children in order to object to an assessment procedure? Also at the NAHT conference, Jenny Simpson, of Lymington CE Infants School in Hampshire, argued in particular against SATs for seven-year-olds, saying: 'A system that's prepared to use six- and seven-year-old children to further its own political agenda is sick.' (2) Presumably, she's talking about the government - but the words pots and kettles come to mind. The emphasis on the supposed stress and emotional damage caused to pupils by sitting SATs fails to confront the real problems with the exam treadmill currently operating in primary and secondary education, which is that it does not make for good education. Worse than that, it sets in motion an idea that children are damaged by testing per se, and that they should be protected from all kinds of academic pressure. As headteachers and teachers project their political objections to SATs on to their pupils, parents are encouraged to project their own anxieties about their children's achievements on to their children's presumed feelings. Schooled in the notion that SATs are both very important and a waste of time, parents are understandably inclined to scrutinise their children for signs of SATs stress, and see the time-honoured tradition of children disliking exams in terms of a new psychological problem caused by these particular tests. So parents feel honour-bound to bully their kids through their homework for the sake of the SATs score, while emotionally prone to indulging them, and seeing their dislike of the tests or their failure to achieve high marks as the fault of the tests themselves, and the 'stress' that they engender. This just makes for more confusion among parents and children about what they are supposed to be doing and why they are doing it, and blunts that straightforward parental aspiration - that your kids should achieve good results. In late April 2003, a poll of nearly 200 parents, conducted by YouGov for the Times Education Supplement, claimed that more than a third of seven-year-olds suffered stress as a result of having to sit SATs, and that one in 10 seven-year-olds was reduced to tears and lost sleep because they were so worried about the tests. The proportion of kids stressed out by SATs had risen to two-thirds by age 11, the poll claimed (3). When BBC News solicited thoughts about SATs from its readers in February 2003, parents talked about their children crying themselves to sleep at night, or talking about suicide (4). One parent, quoted in the BBC article, summed up the way that parents experience this problem. 'For every one stressed child there are two stressed adults; a vicious circle of school-induced stress is then enacted', he said. 'My own experience is that the parents' stress is worse than their children's.' (5) Faced with a system of assessment that has already failed through bad faith, parents worry about the stress of their kids achieving good results, the stress of bad results, the stress of being tested at all. What started as a question about an appropriate assessment system turns into an ongoing worry about teaching methods, parenting methods, and the fragility of a child's emotional state when faced with an exam. Meanwhile the children, savvy little creatures that they tend to be, are probably weighing up how far they can push the 'stressed out' excuse to get out of an hour's hated revision. Because whatever the educational problems with SATs, and however many legitimate gripes that parents have about the role that they are expected to play in them, for the majority of the children concerned they are presumably just tests, and no more or less stressful than any other kind of exam. Kids don't have an alternative educational theory through which to express their specific concerns about one form of assessment over another - they just know that they don't like exams, but they have to do them anyway. If children claim to be traumatised by SATs, perhaps that's because everybody expects them to be. And if making the experience less traumatic was really top of the teaching unions' agenda, maybe they should stop using pupil stress as their central argument, and come up with a better alternative instead. http://www.satsguide.co.uk/mod-news-2005-09-8.htm Following the debate surrounding the ability of GCSEs and A-levels to sufficiently stretch the top candidates, primary school tests are to come under the spotlight. There are increasing worries that standards in exams are slipping, with some claiming that the pressure to improve grades is leading to the tests becoming easier. And now the focus is being put on the Sats tests for 11-year-olds, where fears are mounting that grades will be well below government targets. Despite insistences from ministers that standards are "rising" in primaries across the country, improvements appeared to reach a plateau after 2000, and it is thought likely that such a trend will continue. Research carried out by Professor Colin Richards and published by the Association of Teachers and Lecturers (ATL) has questioned the progress being made by the testing regime. He claims that there is no readily available evidence to show how far national standards are reflected in the tests sat by pupils. However, a spokeswoman for the Department for Education and Skills (DfES) has defended the policy of testing youngsters, suggesting that independent research has consistently shown that test standards are being maintained. She added: "This is why we have an independent test and exams regulator, the QCA, to ensure the maintenance of standards year on year." http://www.satsguide.co.uk/mod-news-2005-09-9.htm Cate Campbell discusses the new ‘flexible’ approach to key stage 1 testing, explaining how it will affect those in the foundation stage. News that SATs testing in England will become less stressful for key stage 1 children in future has given the impression that the test will be toned right down and that both pupils and teachers will be in for a much more relaxed time this year. The ‘more flexible’ approach to testing has been welcomed as an end to the top-down pressure that can be experienced in the foundation stage. But some teachers fear the pressure and stress could actually increase. Key stage 1 SATs testing has changed many times since it was first introduced in 1992 as a practical task-oriented exam. The numerous changes, and the resulting increased workload, have placed considerable pressure on staff. Not only have teachers threatened to boycott the tests but, last year, Ofsted’s chief inspector of schools, David Bell, complained that improvements were being prevented, and teachers were being alienated, by the rigid way SATs tests were carried out. England is out on a limb here. Scotland already uses teacher assessment rather than SATs tests. Wales scrapped SATs testing for seven-year-olds in 2001, and is now planning to do away with the tests for 11 and 14-year-olds as well, replacing them with a test at the age of 10 which is backed up by teacher assessment. However, more teacher assessment will be the key to the new type of SATs testing. It was piloted in about a quarter of education authorities during the last school year and evaluated by researchers at Leeds University. They found the new method of testing was at least as accurate and reliable as the old National Curriculum tests. They also found that it was preferred by teachers and parents, and seemed to reduce stress for the children. They felt teachers’ confidence grew as the year progressed and they became more familiar with the particulars of the scheme. Though the details of how the scheme will work this year had not been published as EYE went to press, it is thought that teachers will continue to administer tests in English and maths but will do so in less formal circumstances. They will also be able to carry out the tests at any time between January and June of year 2. The tests, which will be taken from both current and past papers, will inform their overall assessment of the child’s progress during the school year. LEAs will offer support for teachers in doing this and will moderate the support for teacher assessment rather than auditing the test results. When the new arrangements were announced, education minister Stephen Twigg enthused: ‘For seven year olds, a teacher’s overall, rounded assessment of a child’s progress through the year, underpinned by national tests, will provide a more accurate guide to their progress.’ The Association of Teachers and Lecturers (ATL) has long complained about the way testing, rather than learning, dictates the curriculum, saying SATs testing has a demotivating effect. Gwen Evans, ATL deputy general secretary, says: ‘This is the DfES goose that has laid the golden egg. We know from members that the trials have been thorough, even exhaustive in some cases. What has been proved is that a child’s learning achievements can be more reliably assessed in normal classroom conditions. No longer will capable seven-year-olds decide that they will fail forever, having done badly in the old SATs tests.’ The way the testing has been carried out up until now relies on a child to perform well on a single occasion, and many teachers have felt this resulted in an unrealistic assessment. As well as improving the accuracy of the assessment, many of the professional organisations have said they feel the new way of testing will relieve the pressure on pupils and give teachers back a sense that their judgement is valued and trusted. ‘It demonstrates that the government, at long last, recognises that teachers can be trusted and that teacher assessment is the right way forward for seven-year-olds,’ says general secretary of the National Association of Head Teachers, David Hart. The National Union of Teachers’ general secretary, Steve Sinnott, agrees: ‘The government has listened to teachers. The ending of the dominance of key stage 1 tests is good for teachers, children and parents. The logic must now be for the government to draw on the experience of Wales and Scotland and move to end key stage testing and assessment in all schools. Teacher assessment gives schools and parents the information they need. Trusting teachers at key stage 1 is a major step forward.’ But some of the unions have had reservations. General secretary of the NASUWT, Chris Keates, says that, though the union welcomes the less rigid structure of testing, it has found that the pilot scheme created additional work and pressure. She asserts: ‘It was evident from the information we received that, whilst the government’s intention was for the scheme to be introduced without additional workload and bureaucratic burdens on teachers, the process used in some schools and LEAs had put teachers under additional pressure. ‘NASUWT welcomes the assurances the DfES has given to us that steps will be taken to minimise variations of approach between schools and LEAs to prevent any adverse impact on teachers, particularly from the moderation process.’ The problem seems to be that the work of children whose results are borderline will have to be carefully scrutinised. To support their assessment, it seems teachers will need to produce several pieces of unaided, levelled work. This is easier said than done without a lot of extra work on behalf of both teacher and child. The standard of a child’s work should obviously improve as the year progresses; the teacher may be able to collect pieces of work which are working towards a level but maybe only one or two which actually meet the moderating criteria. The knock-on effect could be that teachers increase the top-down pressure to ensure children enter year 2 having achieved an even higher standard than at present in order to attain a secure level well before June. And the knock-on from this could be more pressure on the foundation stage to introduce formal learning. There is no doubt that many schools expect all children to enter year 1 with reading, writing and numeracy skills. Such schools still do not allow children to develop at their own pace, which puts boys in particular under enormous stress, and can turn some off learning altogether. A recent study at Cambridge University found that half of five-year-olds were reporting high levels of stress associated with testing, and the stress levels were even higher among boys. Jean Gemmell, the general secretary of the Professional Association Of Nursery Nurses (PANN) insists: ‘I would hope there will be less top-down pressure now. It isn’t that we don’t want children to make appropriate progress and succeed; it is about a philosophy concerning what is the right way in which children intellectually grow as well as physically grow. Teacher assessment would allow teachers to educate children, rather than teach them to pass tests, and give a much more accurate picture of children’s educational development. ‘The thing is, of course, that teachers aren’t averse to tests, and teachers do test their pupils. But… children are subjected to something like one hundred-plus tests from the moment they enter school to the moment they leave. And that’s not internal classroom tests, it’s national, public tests. You don’t fatten a calf by weighing it. ‘Tests are putting children under increased stress and they don’t give the best measure of individual pupils’ ability. Testing places extra stress on teachers and parents too. Our main concern is that they [tests] do have an effect on making the curriculum into a straitjacket. Learning ought not to be about that, it should be positive and flexible, starting right from the foundation stage. ‘It would be a complete nonsense if the new arrangements didn’t have an effect on the foundation stage. If key stage 1 is going to be based on internal assessment, then that must spring from appropriate assessment at the foundation stage.’ But will this end up leading to more testing at an earlier stage? Anne Nelson, director of Early Education, the voluntary organisation for early years practitioners, thinks the changes to key stage 1 SATs will have a positive effect. ‘We hope the outcome will be that early years practitioners in the foundation stage can now concentrate on the challenge of a continuous curriculum through to the end of year 2. This will result in more appropriate learning experiences for the children and a level of challenge which is appropriate for their stage of development,’ she says. ‘LEAs will need to ensure that all practitioners in key stage 1 are familiar with the observation and assessment methods used in the foundation stage so they can regain confidence in their own judgements rather than relying on tests.’ You’ll notice an awful lot of the thinking about the new arrangements is based on hope. So let us hope that children do not end up being made to achieve even more even earlier. http://www.satsguide.co.uk/mod-news-2005-09-10.htm A father threw himself under a train because he thought he had failed to get his he had failed to get his daughter into the school she wanted. Steve Don felt his inability to secure a place at the local secondary school for 11 year old Bethany made him an unfit parent. He handed the girl over to social services, then ran into the path of an oncoming train near a level crossing ten miles from the family home in Brighton. In fact, council chiefs had awared Bethany a place at a school a few minutes' walk from her home at 5pm the same afternoon. But Although Mr Don , a 43-year-old surveyor, was told this over the phone by his wife Lorraine and the council he would not believe it. http://www.satsguide.co.uk/mod-news-2005-09-11.htm Researchers say that increasing intelligence by inserting genes into humans is a long way to go. In the meantime we should do the following: 1. Learn just one new thing every day. 2. Exercise your childs mind. 3. Associate the date of an event with some catchy phrase or image. 4. Repeat facts, Repetition is the mother of retention. 5. Give your child natural foods such as seeds and grains and Omega 3 & 6 oils as they are good for the brain. http://www.satsguide.co.uk/mod-news-2005-09-3.htm Previously, sats results above were given to year 6 children http://www.satsguide.co.uk/mod-news-2005-08-1.htm Boys have fallen even further behind girls in their writing skills despite a marginal overall improvement in youngsters' performance in compulsory national tests taken this spring in English and maths, new figures revealed yesterday. A record 79% of 11-year-olds achieved the expected level for their age in English - an increase of one percentage point from last year - while 75% of pupils achieved the expected standard in maths, again a one percentage point increase. But the results remain far short of the ambitious 85% target set for both English and maths, which ministers have put back to next year. They are unlikely to be met even then. Critics warned the government that a third of youngsters would start secondary school this autumn without the necessary skills to enable them to fulfil their potential. The provisional figures for England from the Department for Education and Skills reveal a huge gender gap has opened up between boys' and girls' abilities to write at that age - so-called key stage 2 - with 72% of girls reaching the expected level in that part of the English test, compared with only 55% of boys. Level four is the required standard for 11-year-olds. But at the harder level five, just 10% of boys and 21% of girls are achieving that standard. The gulf is also evident at a much earlier age. In the results of the tests taken by seven-year-olds towards the end of their first three years at primary school, just 54% of boys reached the standard for their age compared with 70% for girls. The key stage 2 tests are considered important as they show youngsters' attainment in the subjects of English, maths and science in the final year of primary school. The results determine schools' rankings in performance, or league tables, and are eagerly consulted by parents choosing schools. This year there was also no further year-on-year progress in science, with 86% doing well for the second year running and no evidence of any gender gap. The schools minister, Jacqui Smith, yesterday hailed the improvements: "We welcome this year's record results. The level of achievement for boys and girls in English and maths has never been higher. It shows that this government's unrelenting focus on the basics is paying off. I warmly congratulate children and teachers for their hard work in achieving these results." She went on: "The landscape of achievement has changed dramatically since 1998 when we introduced the national literacy and numeracy strategies. At the time we said that level four should be the target for all children - not simply an average, as many critics argued." But Andrew Haldenby, the director of the Reform thinktank, said: "It's the same story as we saw last week with A-levels and as we will see this week with GCSEs. A full third of students are not fully prepared for secondary school. It's time for their parents to be given more choices, to open new schools in those areas where standards are poor. The time for a new approach is long overdue." The shadow education secretary, David Cameron, said: "The fact that the government has missed its targets yet again shows that they're not getting the basics right. Once the government promised to resign if schools failed to reach their targets. Now ministers are just resigned to failure." Headteachers and teachers called for the targets to be scrapped. David Hart, the general secretary of the National Association of Head Teachers, said: "Primary schools should be praised for a set of results which show virtually an across-the-board improvement in standards. But it is becoming increasingly difficult for schools to raise their game and reach the artificial targets set by the government. "There is, frankly, little chance of hitting next year's targets and to expect this of schools is wholly unreasonable. The targets should be abandoned. The government should recognise that primary schools will continue to need a high degree of support if they are to successfully tackle levels of attainment among children with special needs and from deprived backgrounds." Steve Sinnott, the general secretary of the National Union of Teachers, said: "Despite the government's crude mechanism for measuring primary children's achievement, the underlying message is that primary teachers have sustained and secured further improvements in pupil performance. This is a very real cause for celebration. The government is now, rightly, distancing itself from the targets it had previously plucked out of the air." http://www.satsguide.co.uk/mod-news-2005-08-2.htm