Impact of children's centres

The National Evaluation of Sure Start have released a report on the impact of Sure Start Local Programmes (SSLP) by contrasting the areas served against similar areas not served by a Sure Start.

- Parents of three-year-old children showed less negative parenting while providing their children with a better home learning environment.

- Three-year-old children in SSLP areas had better social development with higher levels of positive social behaviour and independence/self-regulation than children in similar areas not having a SSLP.

- The SSLP effects for positive social behaviour appeared to be a consequence of the SSLP benefits upon parenting (i.e., SSLP -> Parenting -> Child).

- Three-year-old children in SSLP areas had higher immunisation rates and fewer accidental injuries than children in similar areas not having a SSLP; it is possible that instead of reflecting positive effects of SSLPs these health-related benefits could have been a result of differences in when measurements were taken of children living in SSLP areas and those living elsewhere.

- Families living in SSLP areas used more child- and family-related services than those living elsewhere.

- The effects associated with SSLPs appeared to apply to all of the resident population, rather than suggesting positive and negative effects for different subgroups as detected in the earlier (2005) report.

- The more consistent benefits associated with SSLPs in the current study compared with the earlier study may well reflect the greater exposure of children and families to better organised and more effective services, as SSLPs have matured over time, though it remains possible that differences in research design across the two studies could also be responsible.

Development of school business managers

The National College of School Leadership have announced an extension of the professional development for school business managers.

• A new advanced diploma of school business managers is to be launched.
• To support the new advanced diploma, the number who can undertake the current diploma in school business management will increase.
• Piloting of new roles: Advanced School Business Managers and School Business Directors has started throughout England.

Being the Best for Our Children Today

In March (2008) the DCSF launched their development strategy towards the workforce. Although they promised an action plan later in the year, the main blocks have been outlined:

• The launch of a "Transition to Teaching" programme to ensure more professionals from science, technology, engineering and maths enter teaching. Tailored advice will be given to applicants to assist identify whether skills are transferable and to help with transition into teaching.
• The TDA is continuing research into the barriers of teacher recruitment and retention and following their final report (June 2008) will recommend next steps.
• The National Leaders of Education programme (a scheme intended so that strong schools can support weaker schools) will be extended from 120 schools to 500. This will be linked to the National Challenge scheme to ensure no school is below the 30% GCSE pass rate.
• The Future Leaders programme (a leadership development programme aimed at the schools in challenging areas) will continue.
• The NCSL is to radically review all of their provision for current and aspiring leaders to ensure it is the very best provision.
• Masters in Teaching & Learning (MTL) will focus on teachers who have entered the profession in the last five years initially; experienced teachers will be trained to act as coaches; TDA and ASCL will cooperate to develop this.

Faith Schools and Commuity Cohesion

Runnymede Trust have released an interim report on the impact faith schools have or could have on community cohesion. Through questionnaires, interviews and workshops they conclude:

• Local expertise cannot replace the professional expertise of teachers.
• Teaching for diversity, especially incorporating faith and religious diversity is an urgent need.
• Support for teachers needs to be addressed by those developing policy at local and national levels.

Inclusion of Gypsy, Roma and Traveller Children and Young People

The DCFS have released updated guidelines which build on earlier versions (2003) of a similar nature. It highlights that although Gypsy/Roma and Traveller children have been recognised as two distinct groups since 2003 the majority of people are not prepared to declare themselves to be of either origin due to fear of negative discrimination. This is leading to a poor resource allocation amongst local authorities and schools and these groups are still the lowest attaining of any ethnic group and the group most at risk. It highlights that both groups are recognised under the Race Relations Acts and that schools have a duty to promote community cohesion.

To help with this there is to be a Gypsy, Roma and Traveller history month in June 2008.

The paper goes on to give recommendations for schools and local authorities as well as providing several case studies.

National Challenge

The Prime Minister & Schools Secretary have promised that all schools will be achieving at least 30% of students gaining 5 or more A*-C grades at GCSE including English and Maths by 2012. To ensure this happens they will launch the "National Challenge" in May and all Local Authorities will be expected to have an action plan for each school by the summer.

Nationally there are 638 schools which would fail to meet this threshold, 81 of which (approximately) are in Yorkshire & Humber region and in all but one of the 15 Local Authorities (City of York being the exception).

Part of the solution the growth of academy schools, which is being accelerated to 55 a year.

In 2007 Yorkshire Futures released a report investigating why the Yorkshire and Humber region has consistently poor GCSE result. Read summary here.