In 2007 the NFER have repeated a similar questionnaire ran in 2003 asking a representative sample of students at ages 9 & 11 their enjoyment and confidence towards reading.
Key findings:
- There was no overall change in enjoyment or confidence between 2003-07
- Enjoyment of reading poems declines whilst enjoyment of reading comic books increased.
- Enjoyment of reading declines between the ages of 9 and 11.
- Overall girls enjoy reading more than boys.
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The DCSF have released a new Every Child Matters (ECM) outcomes framework. The framework links all of the outcomes to the Public Service Agreements (set by HM Treasury) and the National Indicator Set. The major themes from these were to increase attainment for all and to close the gap between children from disadvantaged background and their more affluent peers.
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A series of papers accompanied the news release by the DCSF setting out the next steps in terms of workforce development. This builds on a similar paper released earlier about the development of school staff.
Paper 1: next steps for children's workforce
This paper sets out what the DCSF expect the "Expert Group" examine and to report on in autumn 2008.
Key points:
- There is a clear definition of what the children's workforce is: "everyone who works with children and young people and their families, or who is responsible for improving their outcomes." (p.9)
- The following diagram is used (click to enlarge):
- A summary of improvement to teacher development many of which such as making teachers a masters qualification and transition to teaching programme have been announced previously.
- Upskilling the early years and play workforce.
- The "common core" (skills and knowledge used across the children's workforce) will be reviewed.
- A push towards more effective engagement with parents.
- A strategy to improve commissioning at Local Authority level.
- A move towards full integrated working, especially for children requiring additional support and the development of children's trusts.
Paper 2: Leading & Managing Children's Services in England
This looks at the development of strategic leaders of children's services and sets out a framework is set out for leadership and management within the (broad) sector. Alongside guidelines of what the elements of the framework are and how to use it (click to enlarge):2.bmp)
A study by the Scottish education inspectorate into their mentor scheme for newly qualified teachers.
Main findings
- The scheme had clear benefits on the newly qualified teacher, the mentor, the school and the pupils.
- As ever, it depends on the quality of the mentor and the relationship. There are clear suggestions of how to ensure effectiveness.
There is also reference to a similar scheme in the USA.
The National Union of Teachers, England's biggest teachers union, have voted for a one day strike arguing pay should increase more than the government is prepared to offer. BBC News.
What does the research say on the issue of pay? One report I recently read on the worlds best school systems, by Mckinsey & Co. found that starting salary's were attractive but not more than the average: all but one of the best school systems had a starting salary within the narrow window of 95-99% of GDP per capita. They cite Recent rises to England's teaching starting salary having a large effect on teacher recruitment (a 10% rise resulted in 30% more applicants). However, referring to other countries, it was found that once salary's exceed the national average there is little effect on the number of applicants. The report shows that England's starting salary is currently 96% of GDP per capita. However, some figures indicate that the teaching salary is behind the average graduate starting salary (although it depends what figures you read).
The likihood is that salary's are probably just about good enough, although how long this will remain with inflation and average wages increasing faster than the government's pay offer remains to be seen.
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