News Teachers hit back over SATs criticism


Teachers have dismissed the schools minister’s criticism of this summer’s key stage 2 SAT results, and have called for a continuing focus on teacher assessment. This year’s test results, released


last month, show that 81 of pupils achieved the Level 4 benchmark in English, an increase of one per cent, while 80 per cent achieved this level in maths, also up one per cent. For English and maths com-


bined, 74 per cent achieved Level 4, up from 73 per cent in 2010. The results come after 554,000


11-year-olds took the tests in May and also show that for reading, 84 per cent achieved Level 4 (up one per cent), while for writing the Level 4 pass rate increased by four points to 75 per cent. However, while schools minister


Nick Gibb welcomed the improve- ments, he angered teachers by say- ing that more needed to be done to increase the SAT scores. Mr Gibb said that despite the


increase for English and maths, the figures also show that across the


three “Rs”, one in three pupils fail to achieve the expected level. He also said that one in 10 boys leaves primary school with the reading level of a seven-year-old. He added: “There has been a


decline in the proportion of chil- dren – both boys and girls – who can read and write beyond the expected level. And the results of our weakest readers and writers also remain a real concern. “We are determined to raise


standards of reading. There will always be some children for whom reading is a struggle. However, we can and must do much better for the one in 10 boys who at the age of 11 can read no better than a seven-year-old.” However, teachers hit back at


the criticism, pointing to the dra- matic improvements in the SAT results in recent years. Chris Keates, general secretary


of the NASUWT, said that between 1995 and 2009 the proportion of pupils gaining Level 4 or 5 increased from 49 to 80 per cent for English and from 45 to 79 per cent in maths.


Ofsted releases safeguarding best practice report


The “rigorous” monitoring of student absence and a comprehensive programme of staff training are among the keys to effective safeguarding, inspectors have reported. Ofsted has also said there is “no


reason” why safeguarding good practice cannot feature in every school. Currently, three quarters of primary schools are rated as “good” or “outstanding” in this area. In its report, Safeguarding in


schools: best practice, the inspector- ate looked at the outcome of inspec- tions between September 2009 and July 2010 to evaluate features of “outstanding” safeguarding. Crucial aspects cited in the pub-


lication include how well students are taught to stay safe and how well schools meet the needs of stu- dents with medical conditions. In schools where safeguarding


is effective, Ofsted says that school managers promote safe practice in classrooms and around the school, and ensure that staff attend a “comprehensive range of training”. The report said: “Training in safeguarding is given a high prior-


4


ity in effective schools. Expertise is extended effectively and inter- nal capacity is built up. Managers ensure that staff regularly under- take a comprehensive range of training to promote safe practice in classrooms, around the school and off site.” According to the report, “out-


standing” schools also far exceed the minimum requirement to ensure refresher training every three years and in actual fact many provide annual training with regu- lar updates in staff meetings, and training records kept for every member of staff, volunteers and student teachers. Elsewhere, the report said that


“outstanding” features included high quality leadership which makes safeguarding a priority in school and it also emphasised the importance of having accessible child protection arrangements for students and families. The report adds: “Senior man-


agers give clear direction and har- ness the energy and commitment of their staff. They establish com- prehensive and coherent policies


Safe and sound: Attention to attendance is key to safeguarding


and procedures which make clear the school’s high expectations. “High standards are set for all


aspects of safeguarding practice; effective schools make sure that these standards are upheld by all concerned. Attention to detail is a crucial factor in their success, and pupils’ safety and wellbeing are central to all that the schools do.” The inspectorate also said


schools should monitor any school absences “rigorously” to ensure students regularly attend. The report said they found examples of schools carefully monitoring students’ whereabouts at all times with unexplained or unauthorised absences followed up “speedily”. A statement in the report said: “Such close attention to the issue of


attendance contributes strongly to the creation of an environment in which pupils’ safety is paramount.” Chris Keates, general secretary,


NASUWT welcomed the report for its “reassurances” about schools’ practices in keeping children safe. However she warned that there is no room for complacency in schools. Ofsted defines safeguarding as


protecting learners from maltreat- ment and preventing impairment of children’s health or develop- ment, among other things. Chief inspector, Miriam Rosen


said: “There can be no issue of greater importance to parents and carers, or to schools, than the safe- ty of their children.” For the full report, visit www.


ofsted.gov.uk The results come as the govern-


ment has accepted the recommen- dations in the review of testing conducted by Lord Bew. These include replacing the current writ- ing test with teacher assessment of writing and composition. Christine Blower, general sec-


Christine Blower: Teachers need professional freedom.


She said: “Notions of a crisis in


standards in primary education are mythical. The argument that unless pupils achieve at least Level 4, they cannot be regarded as having made sufficient progress in terms of their literacy and numeracy skills reflects a serious, and perhaps deliberate, lack of understanding of the nature of achievement below Level 4. “Almost all pupils who do not


gain Level 4, gain Level 3, which does not equate to pupils not being able to read, write or to demon- strate basic mathematical skills.”


retary of the National Union of Teachers, welcomed the recognition that there are children for whom reading is a struggle but called for a bigger focus on teacher assessment. She added: “Teachers need the


professional freedom to approach the teaching of reading as is appropriate. “The fact that children are doing


well in writing is both welcome and supports both our and Lord Bew’s approach that teacher assessment is the appropriate way to gauge children’s progress going forward.” The government is also introduc-


ing a “reading check” at age six to identify those who are struggling and Mr Gibb once again emphasised the coalition’s controversial decision to ensure that schools use the phonics method of teaching children to read.


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