Vol.17 No.1, 2003

The London challenge

Tim Brighouse

Abstract: In this article Tim Brighouse, Commissioner for London Schools, examines the challenges that schools face when tackling disadvantage and outlines why he believes teachers should feel optimistic about breaking the link between socio-economic disadvantage and educational failure.

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Education Action Zones and Excellence in Cities

David Bell

Abstract: Poverty, deprivation and disadvantage are the decisive factors associated with low standards, low aspirations and social isolation. In this article, David Bell uses the evidence of OFSTED inspections to examine the impact that Education Action Zones and Excellence in Cities have had on raising the educational performance of pupils in areas of social disadvantage.

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Social justice, education and the QCA

Ken Boston

Abstract: A just society seeks equality of educational outcomes in which the range and mean performance scores of minority groups reflect the range and mean performance scores of the whole cohort. Despite the complex interaction of factors which militate against some groups of students achieving equal educational outcomes with others, teachers can and do make a difference. Dr. Boston explains how QCA is doing a lot to help them through the National Curriculum, flexibility at Key Stage 4, vocational skills and qualifications, and support for teachers.

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Children’s centres and social inclusion

Gillian Pugh

Abstract: This article explores the concept of children’s centres, drawing on the experience of setting up the Thomas Coram Centre, and on research into the effectiveness of such centres, looking particularly at their role in promoting social inclusion.

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Towards the development of extended schools: a scoping study

Kay Kinder

Abstract: This article is based on research undertaken by the National Foundation for Educational Research (NFER) in 2002 for the Department for Education and Skills and the National Union of Teachers, examining the extent and efficacy of the "extended school" model in England. The article presents an "audit" of extended school provision and discusses some of the perceived impacts on pupils, their families and the local community.

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Evaluation of the Department for Education and Skills’ Behaviour Improvement Programme

Susan Hallam

Abstract: This article assesses the impact of the DfES’s Behaviour Improvement Scheme (BIP) on pupil behaviour and attendance. It highlights the wide range of interventions adopted by LEAs and looks at the factors that have effected the programme’s success.

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The inequitable impacts of high stakes testing

Wynne Harlen

Abstract: This article explores the impact that summative assessment and testing can have on pupil achievement. It argues that the high stakes attached to testing can have a detrimental effect on pupils’ performance and attitude to learning.

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Tackling conflict and promoting equality

Rhodri Thomas

Abstract: All schools and members of the school community have a role to play in tackling discrimination and promoting equality. Schools should be proactive in this area in order to support students, send out the wider message that discrimination will not be tolerated and prepare all their students for life in a diverse society. This article outlines one school’s experience of tackling racial discrimination.

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Inclusion: concepts, capacity building and the (rocky) road to consensus

Suzanne Mackenzie

Abstract: One of the problems of moving towards a more inclusive system is a lack of shared understanding about what "inclusion" actually means. This article discusses the measures that need to be taken if schools are to implement inclusive practice in education and devise new ways of overcoming barriers to participation and learning.

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Putting children first - How the new Children’s Green Paper sets out reforms for the welfare of children

Rt Hon Margaret Hodge MBE MP

Abstract: Children’s life chances remain unequal with vulnerable children caught in a cycle of poverty and crime. In this article, Margaret Hodge, Minister of State for Children, outlines how the reforms proposals in the Children’s Green Paper will help to protect vulnerable children and enable them to lead fulfilled lives.

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Making a difference

John Rowling

Abstract: If schools are to raise standards for all pupils they need to reject the concept of uniformity of provision and instead adapt provision to meet the different needs of pupils. This article examines one school’s attempts to raise performance and close the gap between the highest and lowest achievers.

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Gender – Still an equality issue

Julie Mellor

Abstract: Whilst men and women’s roles in society have changed significantly over the last seventy-five years inequalities still remain. This article details the work that the Equal Opportunities Commission (EOC) is undertaking to challenge gender inequality. It also highlights the role that schools can play in ensuring that all children fulfil their potential.

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Just curriculum work

Pat Thompson

Abstract: This article describes how teacher led change can raise educational standards and re-engage children in their local community. It argues that the National Curriculum needs to be flexible enough to allow for teacher input and to be varied if local circumstances require.

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Prevention before intervention - an ounce of prevention is worth a pound of intervention

Rob Long

Abstract: This article examines the factors that can cause children to develop social, emotional and behavioural difficulties in school. It explores how problem-solving skills can be used in the classroom to prevent difficulties that disrupt the learning process.

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Thoughts on the Children’s Green Paper: Every Child Matters.

Alan Parker

Abstract: This article examines the main themes of the Children’s Green Paper, and analyses the positive aspects, as well as the contradictions in policy. It looks at the likely effects of the proposals on local authorities, including the implications of having one officer responsible for both education and children’s services.

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Time, space and teachers’ work

Ken Jones

Abstract: Current education policy has led to a culture of conformity where teaching and learning are subject to increasing regulation. Such an environment has led to schools becoming culturally disconnected from their own communities. Rather than representing and drawing on a rich variety of cultures and experiences, schools have to conform to an external set of norms and values.

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The early catastrophe - The 30 million word gap by age three

Betty Hart and Todd Risley

Abstract: Early intervention programmes do not always forestall the effects of poverty on children’s academic growth. There continues to be a disparity between the vocabulary growth of children from professional families and those from families in poverty. This article details the authors’ attempts to understand how and when differences in development trajectories begin and whether they can be overcome.

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The myths and realities of asylum-seeking and refugee pupils

Nora McKenna

Abstract: This article outlines the difficulties that refugee and asylum seeking children face when trying to access the education system and looks at the important role that schools can play in promoting community cohesion.