With the right approach, every school has the potential to succeed - even those in the most challenging circumstances. Nothing should be a barrier to children achieving. Things can only be changed through hard work, high expectations and evidence-driven approaches. In some cases, it could be about tweaking the way a lesson is taught; in others, it's changing the way we think about training teachers.
As previously discussed in the last post, the best way to avoid gaps emerging in student knowledge is to build curriculum incrementally and then assess those incremental stages. This strategy provides you with precise feedback where an issue lies, as there should really be only one thing that could have gone wrong, which can then be addressed before the next part of the curriculum is introduced.
Reading and writing are the primary concerns, and while it is difficult to define what success means in both of these aspects, Paul Moss states, students being able to punctuate their writing would be one. He discusses rise of comparative marking and suggests that although using criteria is highly subjective and thus restrictive, English teachers do have a sense of what successful writing and analysis looks like.
Educationalist John Bald discusses how the first few months at school are the most crucial and whether "synthetic" phonics (blending and word-building) is truly the best method.
EPI is left with pupil exits that it says cannot be easily explained by the available data. For the 2017 cohort, there were 55,000 such “unexplained” moves. Off-rolling – and whether a move is genuinely for the good of a pupil – is hugely contentious. The reason it is able to happen at all is because it is so hard to prove.
In a joint letter to all UK universities, the Universities Minister and Defence Minister have called on institutions to step up and support those that have sacrificed the most, by signing up to the Armed Forces Covenant.