Dear Colleagues
Several interesting and oft-debated questions are tackled in the February summaries. What happens when parents’ beliefs clash with those of the state? Is a 2-year or a 3-year key stage 4 more beneficial? And what can be done to improve the literacy, numeracy, and oral skills of England’s primary school children?
This month I am pleased to bring you the first of Ofsted’s eagerly awaited subject reports (science) which build on the previously published research reviews. There is a curricular focus on languages this month with the publication of a report by the British Academy and Queen’s University Belfast on the state of languages in further education. Other themes in this month’s summaries include quality assurance in higher education, and children and young people’s wellbeing. So, something for everyone, I hope!
EPRS 22/23 51 Finding the Optimum: the Science Subject Report
The science subject report from Ofsted evaluates the strengths and weaknesses of science in the schools inspected and makes a series of recommendations.
https://edn.bristol.ac.uk/eprs/222351/
EPRS 22/23 52 Cracks in our Foundations
This report from the Centre for Social Justice sets out a series of recommendations to create an education system which allows all children to secure the foundational skills they need to thrive.
https://edn.bristol.ac.uk/eprs/222352/
EPRS 22/23 53 What Works at Key Stage 4 in Terms of Improving GCSE Outcomes, Two or Three Years of Study?
This report from the Education Endowment Foundation investigates the extent of, and rationale for, offering a 2- or 3-year KS4 in England and explores how the length of KS4 has affected pupil outcomes at GCSE.
https://edn.bristol.ac.uk/eprs/222353/
EPRS 22/23 54 Key Stage 2 and Early Labour Market Outcomes
This report from Louis Hodge at the DfE estimates the effects of marginal improvements in KS2 test scores. on early career labour market outcomes between the ages of 25 and 33.
https://edn.bristol.ac.uk/eprs/222354/
EPRS 22/23 55 Transitioning to a Multi-Academy Trust Led System: What does the Evidence Tell Us?
This research report from the National Foundation for Educational Research investigates how the mainstream school system has evolved to date. It explores the pros and cons of the government’s drive to pursue an all-MAT system.
https://edn.bristol.ac.uk/eprs/222355/
EPRS 22/23 56 Where do we go from here? Quality assurance in English Higher Education
This report from the Higher Education Policy Institute (HEPI) asks how quality assurance can be maintained in higher education following the departure of the Quality Assurance Agency (QAA).
https://edn.bristol.ac.uk/eprs/222356/
EPRS 22/23 57 Public Attitudes to Higher Education Survey 2022
This report by HEPI and the University Partnerships Programme (UPP) presents results of a survey on the public’s attitudes to higher education.
https://edn.bristol.ac.uk/eprs/222357/
EPRS 22/23 58 State of the Nation 2022: Children and Young People’s Wellbeing
This report from the DfE brings together a range of evidence on children and young people’s wellbeing (aged 5-24) over the past year.
https://edn.bristol.ac.uk/eprs/222358/
EPRS 22/23 59 Family and State in Education: What role for Parents’ Rights?
In this paper, Professor Anthony O’Hear, writing for Civitas, argues on philosophical and moral grounds for the rights of parents in the education system.
https://edn.bristol.ac.uk/eprs/222359/
EPRS 22/23 60 Languages Provision in UK Further Education
This report from the British Academy and Queen’s University Belfast provides an overview of MFL provision in the UK’s further education sector.
https://edn.bristol.ac.uk/eprs/222360/
If any school requires the access code to view the summaries please contact Education admin at: childrensservices@northumberland.gov.uk
