This page contains a Flash digital edition of a book.

W: | T: @Educ_Technology


Caroline Wright, Director of British Educational Suppliers Association, (BESA) discusses the latest research on the impending changes

Schools, primaries in particular, have certainly had a tough time over the past year, with the long-awaited curriculum arriving with very litle guidance and support from the government. In our role as the sector’s trade association, we meet with schools on a regular basis to understand the feelings, issues and needs of schools. We also carry out regular research to gain more specific information. Our most recent research report,

‘Strategic and Curriculum Change’ examined the opinions and trends of senior leadership teams on funding and curriculum change. The research demonstrates that schools are becoming increasingly positive about the changes the new curriculum will have on decision making and resourcing in English. While there is still concern out

there, just 37% of schools are showing a negative view, a significant improvement compared with 68% in 2013. This more positive outlook may come from schools feeling they are beter qualified to make the necessary decisions. Primary schools in particular are focusing on greater investment in continuing professional development (CPD) and training – 79% of schools indicate a need for even more CPD and training provision, an increase from figures gathered in 2013. The findings also revealed that

schools are currently giving greater atention to reporting and assessment due to the changes in Ofsted inspection arrangements – 76% of primary schools and 75% of secondary schools are increasing their focus on Pupil Premium reporting, which, in light of the increased funding and associated pressure by

Ofsted is expected to see results. In terms of assessment as a whole,

“Primary schools in particular are focusing on greater investment in continuing professional development”

the survey also highlighted that although summative assessment continues to be of importance there is a shift towards formative assessment. End of lesson assessment also remains important. Further to Ofsted inspections across all schools, another area of increasing focus is continuing professional development and training, with a significant 61% increase. When it comes to those who shape

schools’ investment, we also start to see another trend forming, with external advisors having less influence on procurement decisions and governors, bursars, senior leadership teams, and to a certain extent, classroom teachers having a greater level of responsibility. As the government steps back, giving more autonomy to schools, it is unsurprising that teachers are having a great influence on spending. As schools become more accomplished in managing their budgets it is also predictable that they are reaching out less to external advisers. Although the research comes at

Caroline Wright

a time of significant change, the results indicate a positive approach by educators. Over the majority of areas, the view of the changes and their impact on resourcing in schools is generally positive. In terms of a long-term trend this is very typical of the education sector; after a few years of concern schools have worked hard to establish an effective structure to support the recent curriculum and assessment changes. The transition from teacher to teacher and business manager is increasingly apparent. ET

BESA, the British Educational Suppliers Association, is a trade association representing over 300 educational suppliers

in the UK, including manufacturers and distributors of equipment, materials, books, consumables, furniture, technology, ICT hardware and digital content-related services to the education market.

Small image: © Darrinhenry |

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64