Expert Contributor

  • Is this the real exclusions 'scandal' - leaving too many kids in mainstream?

    How can the education committee claim the current level of school exclusions is too high, when no one even knows what the correct level should be, argues John Blake Every child in England is entitled to an education. Thus, this week’s report from the parliamentary education committee, on the experiences of students removed from mainstream schools as

    12.00 Jul. 27th, 2018 | Opinion

  • Teacher pay rise: how will different schools implement it?

    The Department for Education has announced that it will help fund pay rises for teachers and school leaders next year. But what does this mean if you work in an academy compared to a maintained school, and how will it affect wider school budgets? Micon Metcalfe explains. The school teacher review body (STRB) 2018 report

    11.05 Jul. 25th, 2018 | Opinion

  • Let’s not turn RE into a weapon in the war against Catholic schools

    Some campaigners have an ulterior motive in pushing for a national RE curriculum – they know it would cause Catholic schools to close, argues Andy Lewis Despite their historical contribution to this country, there has always been opposition to Catholic schools in one form or another. Whether motivated by anti-migrant racism, establishment anti-Catholicism, or ‘liberal’ secularism, hostility

    5.00 Jul. 25th, 2018 | Opinion

  • What I learned from the Shanghai maths teacher exchange

    The UK can certainly learn from the Far East, says Caroline Hamilton, but cultural context is key, and what our teachers need most is time-efficient professional development Two years ago, I was fortunate to be part of the Shanghai exchange as part of the Maths Hubs initiative. The experience was fascinating, and not at all

    5.00 Jul. 22nd, 2018 | Opinion

  • Where did maths mastery come from?

    The roots of some ‘Asian’ teaching approaches lie closer to home than you might think, observes Mark Boylan Read or hear the word “maths” in England right now, and you’re likely to see or hear the word “mastery”, too. Teaching for mastery is both the name of the government’s preferred teaching approach in maths and

    5.00 Jul. 21st, 2018 | Opinion

  • Most memorable schools blogs of 2017-18

    This summer we asked our blog reviewers to tell us about their most memorable blogpost of the school year. We also asked them for a special mention of a blogger or blogpost that did a great job of kick-starting respectful debate among fellow educationists.   Most memorable blogpost Jill: ‘No, darling, Mummy isn’t WonderWoman’ @SBHSMissTaylor

    5.00 Jul. 22nd, 2018 | Reviews

  • A 'marginal gains' approach to teacher recruitment is not enough

    Short-term tinkering after a decade of disruption will not reverse dwindling numbers, warns David Spendlove. The government needs to think hard about why the profession is becoming less appealing The recently published School Workforce in England data for 2017 showed a continuation in the downward trend, with 5,300 (1.2 per cent) fewer teachers than the

    5.00 Jul. 16th, 2018 | Opinion

  • The Curriculum – Gallimaufry to coherence

    No idea what gallimaufry is? You’re not the only one. A quick search told me that it’s the perfect word to describe the curriculum in some of our schools; the “confused jumble” that many of our children are weaving their way through. Given Ofsted’s recent announcements, and the focus that curriculum design is now rightly

    5.00 Jul. 15th, 2018 | Reviews

  • The Daily Mile is no magic bullet

    The low-cost, straightforward and high-profile Daily Mile initiative is drawing wide support, says Andy Daly-Smith, but there is limited evidence thus far for its effectiveness. Schools should focus on fundamental movement skills, fitness, positive behaviour and passion. The newly published second chapter of the Government’s childhood obesity plan argues that all schools should adopt an

    5.00 Jul. 15th, 2018 | Opinion

  • 5 things schools should know about early-years education

    Children get profound, long-lasting benefits from their earliest exposure to teaching, from academic and non-cognitive development to better health and careers later in life. Research also shows that their teachers’ professional development is key, says Alison Peacock Early years education is perhaps one of the most contentious areas of pedagogical practice. Of late it has

    5.00 Jul. 14th, 2018 | Opinion

  • Ofsted DOES care about the early years

    There is much more to Ofsted’s engagement with the early years sector than the chief inspector’s visits to individual providers, argues Gill Jones At Ofsted, we know it’s imperative that young children get off to a good start when they begin primary school. Once they’re behind, it’s very difficult for them to catch up later.

    16.53 Jul. 6th, 2018 | Opinion