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Top of the league for high tec
UK schools have the most computers per pupil in the world but some of the pushiest parents
The UK has the most high-tech classrooms, the most comprehensive accountability system, and some of the most pushy parents in the world.
It shows we also have few schools which set pupils for all lessons and we are likely to have benefited from that.
And the fact that the UK has few grammar schools is unlikely to have harmed our position in international league tables, while making the country less socially segregated than would otherwise be the case.
These are some of the findings from the latest three-yearly study of student performance in reading, maths and science, published this week by the Organisation for Economic Co-operation and Development.
The Programme for International Student Assessment (Pisa) tests in these three subjects are supplemented by questionnaires filled out by students and heads in 57 Pisa countries.
The heads’ questionnaire revealed that UK classrooms have more computers per child – more than one for every four pupils – than any others. A figure of 0.28 to one was three times higher than that in Germany and well in advance of the OECD average of 0.16. Australia ranked second on 0.26.
More than £3 billion has been spent on computer equipment in UK state schools in the past eight years. However, a survey earlier this year found almost half of secondaries said they needed more equipment.
On accountability, the UK leads the developed world on the use of test and exam data as measures of the performancee of heads and teachers.
Some 91 per cent of UK heads said assessment statistics were used in evaluating their own performance, while 93 per cent used it to assess teachers.
In the three top-performing OECD countries overall, Finland, South Korea and Canada, the corresponding figures were all far lower, and well below the OECD average. However, the Pisa report appeared to give support to ministers who have argued that England’s system of high-stakes testing is the route to higher standards.
It analysed the Pisa science scores of schools where, according to the head, domestic test results are released to the public and found they tended to do better than those where grades were kept internal to the school.
UK parents were found to be the fifth most demanding in the world, some 38 per cent of heads reporting that many parents put pressure on them to achieve high academic standards.
Only in New Zealand, Sweden, Ireland and Japan were the figures higher. The Conservative Party recently called for secondary schools to set pupils for all subjects.
But Pisa raises questions about this policy.
More UK schools set pupils for at least some subjects than for any of the other 54 nations for which data is available.
But relatively few, only 8 per cent, do so in all subjects.
Those British schools which had setting by ability in all subjects did worse than others which limited it to only a few classes, the study found.
It also concluded that, across all countries, grammar school systems did no better or worse than those with comprehensive education.
However, academic selection tended to mean that there were larger performance gaps between pupils from well-off and poorer
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Will 10-year plan stop slump?
The government’s 10-year strategy to improve children’s lives will be published next week as it tries to bounce back from damning studies about England’s education system.
International test results published this week showed our 15-year-olds rated no better than average in reading and maths, and worse than had previously been thought in science.
This followed an equally dispiriting report last week that found reading standards falling for 10-year-olds compared with other countries. The Children’s Plan will give the Government a chance to get back on the front foot.
A focus on raising standards will continue, but the plan will flag up wider concerns affecting children’s lives and encourage schools to become more involved in the wider role of children’s services.
Ed Balls, the Children, Schools and Families Secretary, told The TES it would reflect his “department’s mission to put the needs of children first”.
A review of the primary curriculum is widely expected to be included. There is also likely to be a pledge to offer more catch-up classes and one-to-one tuition in a bid to close the gap between the highest and lowest achievers.
Mr Balls said an initiative launched this week to offer specialist help to children with dyslexia was typical of the schemes the Children’s Plan would support.
“Ten years ago, the first priority for the Government was to get standards going up for all children. Now we are focusing on particular barriers to learning, both inside and outside the classroom” he said. “We need to promote supportive relationships between families, schools, social services and wider society.”
This week, trials of an alternative to key stage national tests began, in which KS2 and 3 pupils sit tests when their teacher believes they are ready to do so. This is seen by ministers as the future of testing, but the Children’s Plan is unlikely to go further in changing the assessment regime, despite widespread concerns over current arrangements.
The Programme for International Student Assessment tests, taken by 400,000 pupils worldwide last year, saw UK pupils sliding to 14th out of 57 countries for science, 17th for reading and 24th for maths, leaving Mr Balls facing questions about what Labour has delivered in return for the billions it has spent on education since 1997.
The Children’s Plan is expected to promise parents more support to encourage them to engage more with their children’s education. There will also be an £18 million scheme over the next three years to help the most vulnerable families keep their children safe from accidental injuries at home.
Mr Balls said the plan would include initiatives to tackle youth crime. His comments came as Beverley Hughes, the children’s minister, announced that £420m was to be spent on skate parks, basketball courts and music workshops in disadvantaged areas.
Ms Hughes said she was responding to the concerns of youth workers that young people often get into trouble on Friday and Saturday nights when youth services are typically closed.
Almost £525,000 has been spent on five “citizens’ juries” in preparing the plan, with the aim of giving members of the public the chance to contribute. Mixed panels of parents, teachers and social care workers took part in the sessions, held in Bristol, London, Leeds, Portsmouth and Birmingham.
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Pupils with too much control
NASUWT representatives across England say they have been contacted by angry teachers shocked by the responsibilities pupils have been given.
In one school in the North East, teachers found their lessons being observed and commented upon by sixth formers, apparently without warning or consultation.
In a London primary, eight-year-olds have been watching their peers’ lessons and are invited to comment.
Children’s involvement on interview panels has been criticised, with interviewees complaining that it is unfair for pupils to ask “how many after school clubs will you be taking on?”
In one school, teachers were told to issue pupils with effort marks for every lesson after their school council demanded it. The decision was made with no consultation with classroom teachers.
There are reports of children touring classrooms with clipboards and judging whether they were “conducive” to learning.
John Rimmer, NASUWT national executive member for the North West, said casework for his region alone had escalated to double figures in six months.
He said: “There are some serious issues with the ways in which schools are interpreting the concept of pupil voice. Last academic year we had no complaints at all about pupils being used on interview panels. All this seems to be really creeping in through the back door.
“We all encourage the voice of pupils to be heard, but I’m not sure every school understands how to go about it.”
Mick Lyons, the union’s national executive member for the North East, has received similar complaints. “The views of the student council are not the be all and end all of life,” he said.
The rise comes after a government push to give pupils more say, although ministers recently rejected recommendations to make school councils compulsory. Research from Birmingham University has suggested that they make the most progress when they are given a say on teaching and behaviour, not just meals and social events.
However, some teachers have found pupil observations rewarding. At Preston Manor High in Wembley, north London, a team of trained pupils has been observing lessons for the last two years.
Sarah Creasey, an English teacher, said she discovered she was not giving pupils enough time to answer questions. She said: “It opens up a dialogue and makes them appreciate how difficult your job is.”
John Dunford, general secretary of the Association of School and College Leaders, said he thought pupil voice was “a very important part of running the school efficiently and effectively”.
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Schools back off test trial
More than one in seven schools pulled out of entering their pupils for a new form of national test this month amid fears about its impact on teachers’ workloads. Other schools said they would not have taken part in the trial if they had realised how much work was involved in the tests, which pupils take when their teachers think they are ready.
The tests are a centrepiece of the 10-year Children’s Plan unveiled by the Government this week. The plan also includes proposals to make all new teachers gain a master’s-level qualification and to remove more “incompetent” members of the profession.
The Government announced in June that the “single level” tests for key stage 2 and 3 pupils, which are expected to replace the present national tests, would be tried out in 484 primary and secondary schools in 10 local authority areas.
However, 73 schools have either dropped out of the trial completely or decided against entering children for the first round of tests last week.
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Ofsted - "No prior warning"
The new system, to be launched in 2009 if a pilot next year is successful, aims to reduce schools’ ability to stage-manage inspectors’ visits.
At present, most schools deemed good or better receive visits every three years, with 48 hours’ notice. Christine Gilbert, chief inspector of schools, said Ofsted also hoped to move towards a more “tailored approach” to inspection, varying the intervals between visits.
Headteachers’ unions have reacted angrily to the proposals, saying they would lead to heads keeping watch for inspectors “at the school gate”. Ms Gilbert also said she hopes to make greater use of “local knowledge” – from parents, pupils, and local authorities – to flag up problem schools in need of a lightning-bolt visit.
Last year, Ofsted launched a hotline so that pupils and parents could call in with their concerns.
Ms Gilbert told the children, schools and families select committee this week: “We are considering representations from parents and pupils that inspections should take place without any prior notice. “We will look at the practicalities of no-notice inspection as part of our planning for the new school inspection framework.”
The plans are also designed to counter concerns that the “light touch” inspections carried out in around 30 per cent of schools might fail to spot problems. But John Dunford, general secretary of the Association of School and College Leaders, said cutting out the 48-hour notice period was wrong and that Ofsted should consider ditching mandatory inspections altogether.
He said: “No-notice inspections would be more punitive and create increased stress as heads keep a constant watch on the school gate for the arrival of the inspectors.”
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A Trolleyful Of Education
It's amazing what you can get at the supermarket these days: baked beans, bread milk-and now maths and english lessons, Marianne Macdonald visits a new scheme that gives children access to extra tuition while their parents go shopping.
Most parents associate supermarkets with the weekly shop. But not the ones who use the mega-Sainsbury's in Merton, Southwest London. As they stand on the long escalators that climb to the store many of them have a different goal in mind: to take advantage of a unique private enterprise to offer extra lessons to children.
In an American-style initiative, Explore Learning has recently opened 17 centres around the UK to teach maths and English to children aged five to 14, using tutors overseeing individual computer programmes linked to the National Curriculum. Centres are open from 3pm to 5pm, seven days a week. Children log on to their own personal programme on a computer and stay for an hour and a quarter while their parents go to the supermarket or relax over a coffee in the cafe next door.
''Their reading skills have improved, and quickness of their minds'
The idea of doing more work after school would, you might think, be low on a child's priorities. In fact, the pressure to join the centres often comes from the kids themselves - eagerly working their way through sums or spelling tests with the encouragement of the friendly young tutors.
The Merton centre already has a waiting list of 68 kids. 'I am totally committed to this,' enthuses Stella Fry, head teacher of the nearby Merton Abbey primary school (who use Prospero Teaching for teaching recruitment and to recruit daily supply teachers), who has come in especially to pass on her passion for the project. 'I've already seen four of my pupils in here today, and I'm so thrilled. I've seen the difference in them. Their reading skills have improved, and the quickness of their minds, and their problem-solving ability. Plus, it raises their self-esteem.' As she speaks, a seven-year-old boy, Rohit, comes up and proudly tells her he has got ten out of ten in his spelling. Stella's face lights up and she catches his hands. 'But that's wonderful!' she exclaims.
'My children love it to bits - it's play for them. They're doing well, and you can really see the progress. Yes, it's pricey, but I think I'm getting value for money because they are actually leaning'
Looking at the eager faces at the computers, it appears to be true.
For further details, visit exploreleaming.org./ Tel:01483447410
Source: You Magazine, 20 Jan 2008
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50 words...
St Mary’s University College invited us to their Recruitment Day in November and asked to write 50 words about ourselves…We decided to ask our supply staff (teachers and support staff) and schools…this is what you had to say:
“Adina: Opportunity; Arek: Supero! Anna: Prosperous; Christine: Fantastic; Anneke: Involved ! ! ! Bhavana: Superb; Debra: Prosperous; David (Curriculum Leader): Dedicated; Beata: Professional; Donna: Reliable; Daphne: Welcoming; Chantelle: Supportive; Martha (Assistant Head Teacher): Prompt! Joanna: Reliable; Maxine (Assistant Head Teacher): Supportive; Juanita: Diverse; Lisa Ann: Impressive. Minal: Great; Marta: Reliable; Justin (Cover Supervisor): Pro active; Krishna: Amazing Natalie: Extraordinary Federica: Friendly; Karen: Superb; Sarah: Organised; Samina: supportive; Sarah: Organised; Wendy (School Office Manager): Innovative; Sophie: Supportive, efficient, friendly – take your pick!; Sarah: pro-active; Janice: Firstclass Sonia: Accessible; Praveen: Fruitful; Paul: Holistic; Tina: Enthusiastic; Sybil: Family!; Yetunde: Dependable; Paulina: Professional; Sarah (Head Teacher): Friendly; Uzma: Prompt. Vinitia: Efficient; Anthony: Responsive; Gail: Efficient; Sarah: Thorough; Lynn: Supportive; Una: Interesting; Nicola: Supportive; Lily: Developmental; Richard (Supply Cover Supervisor) Innovative! Joya: Prosupport!”
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Our courses now GTC accredited
We have extremely exciting news!
The Teacher Learning Academy (TLA) would like to partner with Prospero Teaching with regards to recognising our courses through their CPD Programme for supply staff. This will enable our supply staff to receive recognition through the GTC for the courses they attend and also their contribution to their continuous professional development (CPD). In light of the training course on Saturday, please have a look at http://www.teacherlearningacademy.org.uk/TLA/index.aspx.
All teachers attending our courses receive a certificate.
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Karaoke for Comic Relief
Hey!!! Its Comic Relief again!!
Come on down to The Karaoke Box for a fun night of karaoke fund raising in aid of Comic Relief on Friday 13 March.
Our team will be dressing up to perform various hits by a variety of artists including Boyzone, Blue Elton John and Take That!
We will be there from 7pm so get there early to catch all the fireworks and have a drink on us! We hope to see you there!
Please donate to help the Comic Relief fund. Visit
http://www.myrednoseday.com/prosperosecondary
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Seeking Education Consultants
Do you want to be rewarded for your efforts?
Do you want to work at a teaching agency with direction, enormous potential and opportunity?
Do you want to earn up to 22% commission and an OTE of £65k plus (uncapped)
Do you want to work in an entrepreneurial environment without being micro managed?
Prospero Teaching is one of London’s premier teaching recruitment agencies and due to expansion we are looking for 2 senior teaching recruitment consultants (Primary and Secondary) and a trainee education recruitment consultant (both primary and secondary)
We have a vision and this is be a highly successful agency, a place where recruiters enjoy working here and feel that there is the opportunity to fulfil their potential, and where success is rewarded and achievement does not go unnoticed.
Prospero Teaching was established 10 years ago and has grown into one of London's premier teaching recruitment agencies. We have grown rapidly by reputation and in June 2006 we were awarded the prestigious DCSF Quality Mark for Education Recruitment Agencies which underpins our commitment to quality and service.
On the 31st of May 2007 Prospero was awarded a ‘Big Tick’ in the BITC Awards for Excellence. It is the only recruitment consultancy in the whole of the UK to be awarded the Big Tick. This makes us the UK’s most sustainable recruitment consultancy.
If you are keen to be a part of a highly motivated, professional and driven team, opportunities are available to people with proven success.
The ideal candidate must have the following:
Minimum of 3 years work experience as a Recruitment Consultant, with ideally 1 year in Education (not applicable for a trainee position).
Incredible drive and focus on achieving potential;
Excellent and natural business development skills;
Real pride in work;
Excellent spoken and written skills;
Self-Motivation and enthusiasm;
Excellent organisational and time management skills;
Salary & benefits:
Senior Education Recruitment Consultant-Up to £30k basic plus commission (up to 22% commission OTE of £65k plus) bonus available depending on seniority, with real prospects of development.
Trainee Education Recruitment Consultant-Up to £18-£22 basic (depending on experience) plus up to 22% commission, with real prospects of development.
Our objective is to attract highly personable and professional individuals
Employment Status: Full time (Business hours); 24 days holiday,
Please send your CV AND a Cover Letter/email to richardm@prosperoteaching.com