NPP’s 2018 report, ‘Educating the North’ highlights the entrenched inequalities in educational opportunity and attainment between the north and south of England, particularly the capital. The report demonstrates that there is an urgent need for action to close the gap in attainment and opportunity between the north and south. This was emphasised in Wednesday’s evidence session.
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NSN’s analysis combined the need for both places and school standards to identify the ten areas most in need of new secondary schools over the coming years as the population bulge moves from primary to secondary age. The research looked at areas which underperformed at GCSE, achieving below the national average for progress and attainment, and which are predicted to run out of school places over the coming years.
When the Prime Minister launched the Augar Review in February last year, she said: “The aim of education policy should be to provide the right education for every child…for some children that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.”
The simple truth is fees are not the driving force that limit access for young people. Instead all of our energy should be focused on ensuring pupils receive a decent education in schools that raise aspiration and opens doors for their future.
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Teacher, Mrs Paula Crocker, commented: “We are thrilled to have secured a grant of £10,000 from The National Lottery Community Fund which will help towards the purchase of much needed new windows and fire doors for the school’s swimming pool.”
The long-awaited Timpson Review of School Exclusion was published last week. The review puts forth a number of worthwhile recommendations, including plans to hold schools accountable for the outcomes of children they exclude, greater local authority oversight of pupil movement, improvements to alternative provision (AP) and proposals to tackle off-rolling.
There are now over 700 Multi Academy Trusts (MATs) in England and 50% of children are being taught within a MAT structure. MATs are now the large incumbent; the majority player. But opinions remain divided.
It is a critical time for MATs. The approaches and structures of the early days are too often failing to meet the challenges the sector now faces. We need a new phase of MAT leadership.