www.sec-ed.com


Caution over child benefit truancy threat


Work experience key, inspectors say


Apprentices are more likely to succeed if they have completed meaningful work experience, according to a report from Ofsted. The study, on best practice


in apprenticeships, found that those who had completed work experience, vocational study or course tasters were more likely to make good progress than those starting straight from school without undertaking similar programmes. It also found that good


relationships between employers and trainers were vitally important in capturing evidence of apprentices’ skills. Matthew Coffey, national


director for learning and skills at Ofsted, said there had been a lot of concern about the quality of apprenticeships, although 70 per cent were deemed to be good or outstanding. “More needs to be done to


improve provision further,” he said. “When preparing post-16s for apprenticeships, schools need to provide meaningful work experience. “The government needs


to develop a national set of expectations on the outcomes of work experience as despite


the benefits education providers are still not taking advantage of the many potential placements available. “While the majority of


learners are completing their apprenticeships around a quarter are dropping out. It is clear that more work is needed to ensure learners are on the right apprenticeship for them and that they understand the demands of work.” Apprenticeships have a key


role in the government’s strategy to develop the skills of the workforce and to promote the growth and rebalancing of the nation’s economy. The government wants to see


all young people participate in learning up to the age of 18 but this will rely on the sector ability to design and deliver high quality programmes, including pre- apprenticeships and intermediate and advanced apprenticeships. Employers said that the


number of students they could accommodate on placements was restricted because too many local schools tended to ask for placements during the same short period at the end of the academic year.


Schools will not be forced to take back excluded pupils


Appeals panels will no longer be able to force headteachers to take back excluded pupils, as long as the decision was “legal, reasonable and fair”. From September, new rules for


maintained schools, academies and pupil referral units mean that schools can be directed to “revisit” their decision, but cannot be forced to take a child back. The new review panels can


tell a school to look again if they believe an exclusion has not been “legal, reasonable and fair”. In this scenario, if a school still stands by its exclusion then it will have to pay £4,000 towards the cost of alternative provisions for the excluded student. The new system will also see an advisory role for SEN experts who will guide the independent review panels. Schools minister Nick Gibb


said: “Restoring the authority of teachers and headteachers is an important part of the objective of raising standards of behaviour in schools.


SecEd • April 19 2012 “When headteachers decide


that they have no choice but to expel a persistently disruptive or uncooperative pupil that decision must not be undermined by an appeal process which can result in the pupil returning to the school against the wishes of the school and its leadership. “These new rules preserve the


right to have a decision to expel a child reviewed by an independent panel but take away the power to force the return of the pupil to the school.” In 2009/10, there were


279,260 fixed-period exclusions from state-funded secondary schools, the average length of which was 2.5 days. There were 5,020 permanent exclusions from secondary schools. The government is currently


trialling a new approach to exclusions with 300 secondaries where the schools retain responsibility for permanently excluded pupils and work together to secure alternative provision.


An academic who criticised Scotland’s new curriculum in a report has stood by his findings after the government, which part- funded his research, dismissed it as out-of-date and restricted to one local authority. Dr Mark Priestley co-wrote


a report, published by Stirling University’s School of Education last week, that said Curriculum for Excellence (CfE) had had a mixed implementation and some schools had treated it in a “tick-box” way, doing the minimum necessary. The Scottish government, which


contributed £93,000 to the research, said it stemmed from information gathered in the previous academic year in one council. Schools across the country had made “great strides” since. Dr Priestley responded on


his blog: “I have two immediate reactions to this apparent dismissal of the research findings. “The implication here that the research is out-of-date is interesting.


Actually, the survey part of the data was collected in September 2011, during this school year, so the assertion is factually incorrect. “Furthermore, the general


picture of CfE provided by this research is mirrored by more recent research activity – the EIS survey, and our ongoing project on teacher agency in a different local authority. And let’s not forget that this is what teachers seem to be saying universally – as anyone who regularly talks to them will know. “A second implication is that


this situation might only apply to the ‘single’ local authority. It does not, as is evidenced by the research cited above.” The council was chosen for the


government-funded project because it was innovating in response to CfE in ways that were distinctive and in many ways ahead of the national picture, he added. Though it was not identified in


the report, the local authority at the centre of the research has since been


confirmed as Highland Council. A spokesman for the council said the results would be replicated across all of Scotland’s 32 councils, adding that Highland had been chosen by the government and Stirling University as an “exemplar in the area of developing learning”. Dr Priestley’s report, the first


in-depth study since CfE started in 2010, said many schools had seen positive results for both teachers and pupils. But others had only brought


in the curriculum once it became “absolutely necessary”, despite having had since 2004 to get ready. Some of these schools had adopted a “tick-box” method, doing the minimum required. Many teachers still feel “anxiety” about how “vague” the new curriculum is, the report said. A Scottish government


spokesperson said: “Where additional steps have been needed to ensure successful delivery of the new curriculum, we have taken them.”


by Pete Henshaw


Teachers and school leaders are concerned at calls for parents to be docked child benefit if they allow their children to truant. The government’s behaviour


tsar, Charlie Taylor, this week called for an overhaul of the fines system for truants’ parents. He is recommending that


parental fines should be increased by £10 to £60 (doubling to £120 if not settled within 28 days) and said that fines should be recouped through docking child benefit if parents refuse to pay. Around 400,000 children


currently miss 15 per cent or more school days a year and are accordingly classified as persistently absent by the government. Parents were issued with


32,641 penalty notices by schools and local authorities in 2010/11, up from 25,657 the previous year. Of those issued, 7,902 went unpaid while 5,727 were withdrawn. Currently, local authorities have


to withdraw penalty notices if they remain underpaid after 42 days and instead seek redress through the courts. However, the government says that many authorities see court action as a “long-winded process that achieves very little”. In 2010, 9,147 parents were


taken to court and found guilty with 6,591 receiving a fine or more serious sanction – the average fine was £165. Mr Taylor said: We know that


some parents simply allow their children to miss lessons and then refuse to pay the fine. It means the penalty has no effect. “Recouping fines through child benefit, along with other changes to


the overall system, will strengthen and simplify the system. It would give headteachers the backing they need in getting parents to play their part.” However, Alison Ryan,


education policy adviser at the Association of Teachers and Lecturers, said raising the fines was “too simplistic”. She explained: “Putting up fines


is likely to hit the most vulnerable families and risks alienating them and their children even further from education. (It) is too simplistic a method to solve the complex range of issues which lead pupils to truant – ranging from bullying, struggling at school, failure to see the value of education, to chaotic home lives with families affected by drink or drug abuse or housing problems.” Philip Parkin, general secretary of the Voice union said he was


also “very uncomfortable” with the idea. He added: “Cutting the benefit ultimately punishes the children rather than the parents. Many parents of persistent truants are on low incomes so reducing that income will only serve to destabilise further already dysfunctional families.” Meanwhile, Russell Hobby,


general secretary of the National Association of Head Teachers, said: “We've never been convinced that fines are the right approach. Effectively you are fining the child and their brothers and sisters not the real offender. Better to work with the families to overcome the reasons.” Mr Taylor has also said that


the government should toughen up rules around term-time holidays, although there should be no outright ban and headteachers should retain their discretion.


Academic defends criticism of Curriculum for Excellence


NEWS In brief Trainee code


A Code of Conduct for those training to become teachers has been issued by the General Teaching Council for Scotland. The Student Teacher Code is the first of its kind for students and is intended to give support and guidance to those currently training to enter the profession. It comes as a revised version of guidelines on teacher professionalism are published. The updated Code of Professionalism and Conduct includes the addition of a separate section on equality and diversity and advice on teachers’ use of social media. Both codes are available online. Visit: www.gtcs.org.uk


Alumni networks


A project has been launched to help state schools make the most of their alumni networks to inspire current students. Research shows that 55 per cent of 18 to 24-year-olds would be willing to go back into their old schools to speak about their careers and charity Future First has been awarded a £250,000 grant to help pilot alumni communities for 500 state schools. The aim is for alumni to become role models for current students, provide work experience opportunities, and also open up fundraising opportunities. Schools across England can sign up online. Visit: www.futurefirst.org.uk


Revision opinion


Most young people start revising four weeks or less before their exams and spend an average of 10 hours a week studying. Research from O2 Learn found that this falls short of the amount of time teachers think students should spend cramming, which they say should be eight hours a week but for six weeks before the exams. The study also found that 83 per cent of students still use class notes and 77 per cent practice papers in their revision, while only 32 per cent use online study guides. O2 Learn is a website where teachers upload lesson videos to help students revise. Visit: www.o2learn.co.uk


ChildLine is 25


Schools are being asked to take part in fundraising to help mark ChildLine’s 25th birthday. A week of activities are planning for October, but schools are urged to sign up now. The aim is to raise £250,000 to help support the free, 24-hour helpline for children in danger or distress. The service has counselled almost 2.7 million young people since it was established in 1986. Visit: http://birthday.nspcc.org.uk/


Walliams live


Actor and comedian David Walliams is to take part in a live internet broadcast to thousands of UK school children on May 10. The free Authors Live event, run by the Scottish Book Trust and BBC Scotland Learning, will be streamed live from the BBC Scotland Learning website and will be available afterwards for free. The broadcast will include a reading of Mr Walliams’ new book Gangsta Granny and a chat about writing. Visit: www. scottishbooktrust.com/learning/ authors-live/on-demand


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