Education Review abstracts

Vol. 22 No.1, 2009

Education Without Failure

“Education without failure: is it an impossible – even undesirable – dream?”

Sir Tim Brighouse, Commissioner for London Schools

Abstract:In this article Sir Tim Brighouse, former Commissioner for London Schools, examines the concept of educational failure and its long-term impact on individuals and society. He argues that the current assessment regime, with its emphasis on a restricted range of education success indicators, is contributing to a system where pupils “learn to fail”. He states that school success should be assessed through a wide range of measures beyond the academic to include the social, cultural and moral purposes of education.

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Class acts – breaking the achievement barrier

Denis Mongon, Senior Research Fellow and Christopher Chapman, Reader in Educational Leadership and School Improvement.

Abstract: This article summarises the findings of a project researching the features of school leadership associated with very successful outcomes for white working class pupils. The research was commissioned jointly by the National Union of Teachers (NUT) and the National College for School Leadership (NCSL). The authors report that the key strategies adopted by these leaders are similar to those already associated with success in challenging circumstances. They conclude that these leaders show particular characteristics and personality traits which are needed to apply the strategies successfully.

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Successfully failing to be sheep

Peter Flack, NUT officer for 25 years.

Abstract: The Government is good at pointing the finger at supposed “failure” in education. It also has its recipes for tackling this “failure”, largely based on varying forms of privatisation such as “outsourcing” and Academies. This article looks at what happens when teachers and a Local Authority embark on a different path using an alternative vision for education that is based on collaboration between schools.

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Attainment gaps between deprived and advantaged schools

Dr Lee Elliot Major, Director of Research at the Sutton Trust

Abstract: Lee Elliot Major considers the reasons why the UK continues to have low levels of social mobility. He draws on research commissioned by the Sutton Trust to argue that there are two obvious policy responses to raising social mobility: one, targeting greater resources towards deprived schools, and two, creating more balanced intakes of pupils. In both cases possible reforms are fraught with difficulties and need to be implemented through a more radical approach to improving social mobility.

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“If you can teach Jason to read I’ll eat my hat …”

Jean Gross, Director of the Every Child a Chance Trust.

Abstract: As Sir Michael Barber, first head of the former Prime Minister, Tony Blair’s, Delivery Unit, recently observed: “The system in England has become much more effective at dealing with school failure over the last decade; in the next phase, supporting individual students who fall behind will be crucial”. This article describes the success of two such individual support schemes - Every Child a Reader and Every Child Counts – and examines their potential as a strategy for achieving success for all.

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Helping the hardest to help

Graham Robb, Secondary Head

Abstract: The variety of risks faced by children and young people at schools seems to grow each year. So how can schools use a manageable process to both support and challenge their own practice and pupils, families, communities and other agencies. This article shows how a description of ‘excellence’ mapped against the OFSTED self evaluation form (SEF) can be a tool of real partnership working to support the hardest to help.

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Consumer kids – the influence of the commercial world on our children

Agnes Nairn, Professor of Marketing

Abstract: Marketing to children is big business and the commercial world has become an integral part of young people’s everyday lives This has raised concerns around the world, particularly by teachers who are faced with reconciling the values of profit-motivated consumption with those of socially-motivated education. This article considers some of the key issues and proposes an agenda for a robust, inclusive public debate.

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Trusting the judgement of teachers: changing assessment policies in Wales

Richard Daugherty, Honorary Professor

Abstract: This article discusses how current changes to national policies on assessment in Wales are a reflection of a distinctive social, cultural and political context. The rationale for main policy developments, each of which has the judgement of teachers as central to it, is explained.

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The reliability of the statutory end of Key Stage 2 assessments and their use in England

Christine Merrell, acting director

Abstract: Great importance is placed on the results of England’s end of Key Stage 2 statutory assessments. They are used to monitor the progress of individual pupils, to judge the effectiveness of teachers, schools, and local authorities, and, at a national level, to monitor the standard of education over time. This article discusses the reliability of these assessments and whether they are appropriate measures for high-stakes use.

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Still the best job in the world? Trusting teachers; valuing education

Janet Theakston, worked at the NUT for over 30 years.

Abstract: The views of a random, but wide ranging group of NUT members on the theme of this edition of Education Review produced a rich evidence base for this article. Several common themes emerged, particularly on the curriculum, assessment, teachers’ workload, initiative overload and the lack of trust in the teaching profession. Teachers’ commitment to the education and welfare of their pupils shines through, despite their serious concerns about many aspects of teaching today.

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Delivering the 14-19 entitlement within North Hertfordshire

Matthew Glew, the Co-ordinator of The North Hertfordshire Strategic Area Partnership Group.

Abstract: This article describes the background to the development and delivery of the 14-19 reforms within North Hertfordshire. It explores the planning and operational structure created to support the reforms. Finally, it focuses on the detailed strategies involved in the collaborative delivery of the new 14-19 Diplomas.

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