Latest news with #EBacc
The Guardian
30-03-2025
- Business
- The Guardian
Whitehall has left generation of teenagers with no hope, says Andy Burnham
The number of young people not in education, employment or training has risen to unacceptable levels because Whitehall is failing to listen and respond to their needs, Andy Burnham will say this week. The mayor of Greater Manchester will warn in a key speech that the number of 'neets', which now stands at almost 1 million - the highest figure in 11 years – will continue to rise unless the Department for Education (DfE) adopts a new schools policy more geared to their requirements. Over recent weeks, government ministers have attempted to make a 'moral' case for welfare cuts and changes to the benefit system, partly by highlighting the number of young people who are not in employment or trying to get work, and instead are living on benefits. Based on experience from Manchester, Burnham will say that one of the main causes of this is a school system that fails them and is overly focused on the traditional university route, rather than catering for the requirements of those who want to pursue technical paths. He will say that schools in England are judged by Ofsted on their performance against the English baccalaureate (EBacc), described on the DfE's website as a collection of GCSEs 'considered essential to many degrees'. He will argue that this has left England with an education system designed for some but not all young people. In Greater Manchester, about two-thirds do not pursue the traditional university route. The rise in the number of neets is causing increasing concern among MPs at Westminster and educationists, with senior figures in government also growing ever-more alarmed by the loss of a potentially huge skill base to the economy. The Policy Connect thinktank and the independent Skills Commission last month launched a new inquiry, to be chaired by a cross-party group of MPs, aimed at developing policies to ensure that, by 2050, the UK has the lowest percentage of young people who are not in education, employment or training in the Organisation for Economic Co-operation and Development. The neets rate has remained at 12% or higher for several decades. According to labour market statistics published by the Office for National Statistics in February, the UK unemployment rate for young people aged 16 to 24 was 14.8%, up from 11.9% the year problems is bound up with ethnic inequalities, with young people from Black Caribbean backgrounds having a neet rate more than double that of young people with white British backgrounds. Regional inequalities are also substantial, with neet rates of 15% in the north-east of England, compared with 9.4% in the south-west. Results from a recent survey of schools in the Greater Manchester region based on 100,000 students reveal that many young people are losing their sense of connection with school as they progress. While 67% of pupils told the #BeeWell survey that they felt a sense of belonging in year 7, this dropped to 51% by year 10. About 64% of pupils reported 'good' wellbeing in year 7, compared with 55% in year 10. In a speech to the Institute for Government on Wednesday, Burnham will say: 'Whitehall is simply not hearing the voices of these young people who need something very different from the education system. It is clear from the BeeWell survey that too many get to the end of secondary school and feel that the system has disinvested from them. Too many are leaving without hope and a clear path for the future.' He will call on the DfE to change schools policy and bring in a principle of parity between academic and technical education and the devolution of responsibility for the post-16 technical system. He will say: 'Different regions of England have different economies and therefore it stands to reason that post-16 technical education is a prime candidate for devolution. The Department for Education's long-running resistance to this is a significant barrier to growth.' To balance the EBacc, Burnham and his team have developed a Greater Manchester baccalaureate, or MBacc – a selection of subjects linked to seven sectoral gateways to the Greater Manchester economy. The ambition, by 2030, is to provide a high-quality 45-day work placement for every young person who wants one, linked to T-levels and BTecs. The mayor will say that the country's failure to tackle longstanding problems such as the rise in neets is a reflection of the top-down way in which it has been run. Burnham will call for radical change in the architecture and culture of the British state, with the new devolved bodies across England being given a much greater role in setting direction. He will say: 'As a former minister, I have great respect for Whitehall and for the people who work within it. But it is not wired for growth. By definition, growth can't be ordered from the top down by individual silos but has to be nurtured from the bottom up, linking education to transport, employment, planning and housing. 'I give credit to the civil servants in government who have driven England's devolution journey to this point but the truth is that all now need to get with the programme. Devolution needs to go much deeper and faster if we are to get the growth we need.' A DfE spokesperson said: 'Getting young people into education, employment or training is key for our mission to grow the economy under our Plan for Change. 'Through our new Youth Guarantee, every 18- to 21-year-old in England will have help to access an apprenticeship, quality training and education opportunities or help to find a job. 'To give all young people the foundations they need to achieve and thrive, we're also recruiting 6,500 new teachers, rolling out careers advice, increasing opportunities through Skills England, widening access to apprenticeships, improving mental health support in schools and delivering a cutting-edge curriculum to ensure pupils are set up for life, work and the future.'
Yahoo
25-03-2025
- General
- Yahoo
'Happiest' schools in Lewisham revealed as rated by parents
Three schools in Lewisham have a high number of happy pupils based on parent surveys from Ofsted, and as analysed by The Sunday Times. The happiest school in Lewisham is Forest Hill School, where 94 per cent of parents said they felt satisfied with their children's happiness. The findings were based data from Ofsted's Parent's Views Survey between 2020 and 2025 where parents gave a satisfaction rating for how they felt about their child's happiness. This was followed by Haberdashers' Aske's Hatcham College with 87 per cent rating and Sydenham School with a 75 per cent rating. The analysis found that parents overwhelmingly felt their children were happy at these schools. Each year, more than 500,000 parents complete these surveys, but the analysis focused on the year in which each school had the highest number of responses, often coinciding with an Ofsted inspection, as schools actively encourage participation during this period. To ensure reliability, only state secondary schools with at least 500 places and a minimum of 100 parent responses in a single year were included, narrowing the field to 1,934 schools out of over 4,000 across England and Wales. However, some schools were not included in the ranking as they did not receive enough parent responses to meet the analysis criteria. Parents gave the school a 94 per cent satisfaction rating. Rated Good overall by Ofsted, the school was described as having students that were 'safe and happy' that also 'achieve well'. 25 percent of the school's grades last year were grades 7 – 9, above the national average, and 54.6 per cent of pupils achieved grade 5 or above in English and maths GCSEs, above the local authority average. ated Good overall by Ofsted, the school was described as having students that were 'safe and happy' that also 'achieve well'. (Image: Forest Hill School) Moving onto A Levels, in 2024 the school recorded "some of their strongest" results in "recent history' with 28 per cent of grades being A*-A, 54 percent A-B and 78 percent A*-C, outperforming national figures at all levels. The school has partnered with the Tellmi App to further support the mental health and wellbeing of their students, with users able to anonymously share their concerns and receive replies from vetted professionals. Parents gave the school an 87 per cent satisfaction rating. The college was rated Good by Ofsted during previous inspections and was described as a 'highly ambitious school' that enabled a 'purposeful atmosphere'. In 2024, 73 per cent of the students achieved a grade 4 or above in English and Maths, with 20 percent of students achieving grades 7 – 9 in all subjects. Ofsted described the college as a 'highly ambitious school' that enabled a 'purposeful atmosphere'. (Image: Google) 23 per cent of pupils achieved the EBacc at grade 5 or above, which was above the national average last year. For A Level results, 54 per cent of the grades secured by the students were A* to B and more than a quarter of those were A* to A. Parents gave the school a 75 per cent satisfaction rating, Rated Good by Ofsted, their most recent report on the school outlined that students felt 'happy and safe' studying there and expressed a sense of pride in the school. Ofsted's most recent report on the school outlined that students felt 'happy and safe' studying there. (Image: Google) In 2024, 68 per cent of students achieved grade 4 and above in English and Maths, and 48 percent of students were graded 5 and above in these subjects. 14 per cent of all entries gained a grade 8 – 9 (equivalent to A*), and 28 percent of students received a grade 7 (equivalent to A or above). For A Levels, 29 percent of all results were A grades and 56 per cent of all entries were graded between A and B, with many students going on to study at Cambridge, King's College London and Sheffield University to name a few.
The Independent
18-03-2025
- Politics
- The Independent
Curriculum and assessment review to consider reducing number of GCSE exams
A review will consider reducing the 'volume of assessment' at GCSE following concerns about the pressure that exams can place on pupils. The interim report of the independent curriculum and assessment review has said it will consider whether the English Baccalaureate (EBacc) – a Government performance measure for schools in England – remains 'effective'. The review said it will ensure the curriculum is 'inclusive' so children can see themselves represented in their learning and to help challenge discrimination. The Labour Government launched a review of curriculum and assessment in schools and colleges – chaired by education expert Professor Becky Francis – just weeks after winning the general election in July. The interim report, published on Tuesday, sets out the areas of focus for its final report which will make recommendations in the autumn. It has said it will consider 'whether there are opportunities to reduce the overall volume of assessment at key stage 4 without compromising the reliability of results'. 'A frequently raised concern is the impact of an intensive, high-stakes assessment system on wellbeing, due to the pressure that exams can place on students,' the report said. The review's polling of young people found that half of those who completed their GCSE exams or assessments in summer 2024 found it difficult (41%) or very difficult (10%) to cope with stress during the exam period. The report added that there have also been concerns that exams – coupled with the volume of content needing to be covered and their use in accountability measures – can lead to 'teaching to the test' in some cases. It said pupils in England 'typically sit between 24 and 31 hours of exams' in Year 11, which is comparable with Singapore, but significantly more than other high-performing jurisdictions like Ireland (16 hours). But it has ruled out fundamentally changing the number of subjects that students study or are assessed on at GCSE. The review also suggested that the EBacc may 'constrain the choice of students, impacting their engagement and achievement, and limiting their access to, and the time available for, vocational and arts subjects.' The EBacc – a performance measure of schools which aims to ensure pupils take English, maths, science, a humanities subject and a language at GCSE – was introduced in 2010 under former education secretary Michael Gove. The review heard that the EBacc was one of two 'main barriers to achieving breadth and balance' at GCSE. The interim report said: 'The intention behind the EBacc to improve access to a comprehensive, academic curriculum for all should be acknowledged, but as the review progresses, we will also consider whether this remains the most effective means of achieving this objective.' It comes after education unions have called for the EBacc to be scrapped. In a speech to the annual conference of the Association of School and College Leaders (ASCL) in Liverpool on Saturday, Prof Francis suggested that teaching time for some subjects – including the arts, design and technology and computing and ICT – in schools had reduced during the GCSE years. But Prof Francis, chief executive of the Education Endowment Foundation (EEF) charity, told headteachers at the weekend that existing national assessments and qualifications – including standard assessment tests (Sats) in primary schools, GCSEs, A-levels and T-levels – were 'broadly working well'. The interim report from the review concluded that formal assessments are an 'important part' of primary school education. But it said it will examine how the assessment of writing in Year 6 'can be improved to support high and rising standards', and it will review concerns about the grammar, punctuation and spelling assessment. In September, Prof Francis launched a call for evidence on the curriculum and assessment system and the panel received more than 7,000 responses. The panel heard concerns about exam resits for pupils who did not secure a pass in their maths and English GCSEs 'being expected repeatedly and rapidly'. Students in England are currently funded to retake maths and/or English until they achieve at least a grade 4 – which is considered a 'standard pass'. The panel concluded that the funding policy is 'not yet fully delivering its intended purpose'. The review said the expectation for study of maths and English should remain, but 'with greater nuance in measures' to ensure that as many learners as possible can achieve positive outcomes. The interim report from the panel said the rise of artificial intelligence (AI) and trends in digital information 'demand heightened media literacy and critical thinking', as well as digital skills. It added that global social and environmental challenges 'require attention to scientific and cultural knowledge and skills' in the curriculum that can equip students to meet the challenges of the future. Prof Francis said: 'I have learnt much from our data analysis and research, and from the fantastic response to our call for evidence. 'The review panel and I have a clear picture of the present state of the curriculum and assessment system. 'We have a deep understanding of where the key challenges lie and where our efforts to improve the system will see the best result in ensuring all young people are able to achieve and thrive. 'This evidence gives us confidence in embarking on the next stage of the review which will see us do further analysis on these issues, including subject content.' Shadow education secretary Laura Trott said: 'Soft bigotry of low expectations is back. 'In moving away from examinations and towards coursework, qualifications will be less rigorous and less credible.' Pepe Di'Iasio, general secretary of the ASCL, said: 'A number of important areas of focus have been identified for the next stage of the review. 'It is useful for there to be further consideration of the impact of performance measures, including the English Baccalaureate, on young people's choices and outcomes.' He added: 'Our hope is that the EBacc will be scrapped and more done to facilitate the studying of creative subjects that have suffered since its introduction.' Paul Whiteman, general secretary of school leaders' union NAHT, said: 'NAHT are pleased that the negative impact of the EBacc, the excessive volume of assessment from GCSEs,, the ineffective resit policy and the need for a range of vocational and technical qualifications post 16 are all acknowledged and will be subject to further exploration.' But he added that school leaders will be 'disappointed' by the lack of plans to reduce Sats tests for pupils. Mr Whiteman said: 'This is a missed opportunity to reduce the negative impacts, costs and resources required for phonics, the multiplication check and the grammar, punctuation and spelling tests, as well as the costs and time associated with these. 'Scrapping these unnecessary tests will not reduce standards.'
Yahoo
18-03-2025
- Politics
- Yahoo
Bridget Phillipson tells critics to ‘leave London for a change' to see scale of schools crisis as reform row escalates
A war of words has erupted over Bridget Phillipson's school reforms, with the education secretary urging critics to 'try leaving London for a change'. Ms Phillipson said she was being attacked by Tory shadow ministers and 'their friends in the commentariat' all based in the capital, with many academies outside London struggling or failing altogether. She wrote in The Daily Telegraph: 'Opposition shadow ministers and their friends in the commentariat should try leaving London for a change: they'll find plenty of underperforming academies which need new answers to drive up standards in their classrooms.' It came after former education secretary Michael Gove and ex-Ofsted chief Amanda Spielman rounded on her over planned changes to academy schools and a review of the curriculum. Speaking to the Telegraph, Mr Gove said Ms Phillipson's plans risked 'blighting the prospects of children and holding our economy back'. 'I am concerned that the emphasis on ambition and rigour in the education system will be diluted,' he said. Mr Gove added: 'Any attempt to divert and water down the commitment to excellence will be to surrender to the trade union-led war on knowledge at a time when the government at last begins to get it right on defence, welfare and health.' Labour's Children's Wellbeing and Schools Bill aims to ensure all state schools – academies and those run by councils – follow the same pay and conditions framework. Academies, which are independent of local authorities, currently have the freedom to set their own pay and conditions for staff, and some academies exceed the national pay scales for teachers. But the new bill would bring all teachers onto the same core pay and conditions framework, whether they work in a local authority-run school or an academy. It would also see academies forced to teach the national curriculum for the first time, while they would also lose the power to recruit teachers without qualifications. Ms Phillipson is also expected to publish an interim review of the English school curriculum on Tuesday morning, the Telegraph reported. Mr Gove said he was particularly concerned about the future of the English Baccalaureate (EBacc), which he introduced as education secretary so pupils would take a wide range of GCSEs including English, mathematics, science, a language and either geography or history. 'Any move away from an ambitious curriculum – particularly moving away from the EBacc – will only blight the prospects of children and hold our economy back,' he added. It came a day after Ms Spielman launched her own stinging attack on Ms Phillipson, accusing her of caring more about the interests of trade unions than schoolchildren. A government official hit back, saying Ms Spielman should 'spend less time criticising the reforms this government is bringing and more time reflecting on her failure at Ofsted and on a teaching profession that entirely lost confidence in her as chief inspector'. But Ms Spielman doubled down, saying: 'That's fascinating in itself because that's a union line.' Speaking to BBC Radio 4's World at One programme on Monday, Ms Spielman said: 'For over 20 years now we've had a steady policy of giving schools and academy chains quite significant levels of autonomy, balanced by strong accountability, and over that time it's very clear that the performance of the English system relative to others has been very strong. 'Indeed we have many people looking to us and visiting, wanting to learn from what's happened in England, to take into their own systems. 'So at just that point, to see a whole raft of initiatives – these academy provisions in this bill, the curriculum and assessment review, the review of teacher training standards, and several other initiatives – that seem to add up to a very significant reversal, without any analysis of what's been good and what's been less good.' Asked if the changes would damage children's education, she said: 'I think it's very likely they will add up to something that will – because the common thread running through seems to be they are about changes that are likely to please unions, that essentially put unions and union members ahead of children.' The National Education Union (NEU) has welcomed Labour's proposals, saying they would 'make a meaningful difference to the lives of staff and children', but has also vowed to push for more investment. A Department for Education spokesperson said: 'Our landmark Children's Wellbeing and Schools Bill – alongside our new regional improvement teams and Ofsted reforms – delivers on our mission for every child to have a good, local school, will get high-quality teachers into every classroom, and [will] ensure that all schools can innovate to attract and retain the best talent.'
The Independent
18-03-2025
- Politics
- The Independent
Bridget Phillipson tells critics to ‘leave London for a change' as school reform row escalates
A war of words has erupted over Bridget Phillipson 's school reforms, with the education secretary urging critics to 'try leaving London for a change'. Ms Phillipson said she was being attacked by Tory shadow ministers and 'their friends in the commentariat' all based in the capital, with many academies outside London struggling or failing altogether. It came after former education secretary Michael Gove and ex-Ofsted chief Amanda Spielman rounded on her over planned changes to academy schools and a review of the curriculum. Speaking to the Daily Telegraph, Mr Gove said Ms Phillipson's plans risked 'blighting the prospects of children and holding our economy back'. 'I am concerned that the emphasis on ambition and rigour in the education system will be diluted,' he said. Mr Gove added: 'Any attempt to divert and water down the commitment to excellence will be to surrender to the trade union-led war on knowledge at a time when the government at last begins to get it right on defence, welfare and health.' Labour's Children's Wellbeing and Schools Bill aims to ensure all state schools – academies and those run by councils – follow the same pay and conditions framework. Academies, which are independent of local authorities, currently have the freedom to set their own pay and conditions for staff, and some academies exceed the national pay scales for teachers. But the new bill would bring all teachers onto the same core pay and conditions framework, whether they work in a local authority-run school or an academy. It would also see academies forced to teach the national curriculum for the first time, while they would also lose the power to recruit teachers without qualifications. Ms Phillipson is also expected to publish an interim review of the English school curriculum on Tuesday morning, The Telegraph reported. Mr Gove said he was particularly concerned about the future of the English Baccalaureate (EBacc), which he introduced as education secretary so pupils would take a wide range of GCSEs including English, mathematics, science, a language and either geography or history. 'Any move away from an ambitious curriculum – particularly moving away from the EBacc – will only blight the prospects of children and hold our economy back,' he added. It came a day after Ms Spielman launched her own stinging attack on Ms Phillipson, accusing her of caring more about the interests of trade unions than schoolchildren. A government official hit back, saying Ms Spielman should 'spend less time criticising the reforms this government is bringing and more time reflecting on her failure at Ofsted and on a teaching profession that entirely lost confidence in her as chief inspector'. But Ms Spielman doubled down, saying: 'That's fascinating in itself, because that's a union line.' Speaking to BBC Radio 4's World at One programme on Monday, Ms Spielman said: 'For over 20 years now we've had a steady policy of giving schools and academy chains quite significant levels of autonomy, balanced by strong accountability, and over that time it's very clear that the performance of the English system relative to others has been very strong. 'Indeed we have many people looking to us and visiting, wanting to learn from what's happened in England, to take into their own systems. 'So at just that point, to see a whole raft of initiatives – these academy provisions in this bill, the curriculum and assessment review, the review of teacher training standards, and several other initiatives – that seem to add up to a very significant reversal, without any analysis of what's been good and what's been less good.' Asked if the changes would damage children's education, she said: 'I think it's very likely they will add up to something that will, because the common thread running through seems to be they are about changes that are likely to please unions, that essentially put unions and union members ahead of children.' The National Education Union (NEU) has welcomed Labour's proposals, saying they would 'make a meaningful difference to the lives of staff and children', but has also vowed to push for more investment. A Department for Education spokesperson said: 'Our landmark Children's Wellbeing and Schools Bill – alongside our new regional improvement teams and Ofsted reforms – delivers on our mission for every child to have a good, local school, will get high-quality teachers into every classroom, and [will] ensure that all schools can innovate to attract and retain the best talent.'
