Credit: Cultura Creative / Adobe Stock

Lynne Rogers and Catherine Sezen.

More than 100 of the 228 colleges[1] in England provide education for 14-16-year-olds who have found that mainstream school does not meet their needs. The 10,000 plus young people who take up these places are often overlooked, even invisible, in policy terms, falling between school and Further Education (FE).

Research on the combined experience of these students is non-existent. There is no coherent understanding of the curriculum and wider support offered, whether this varies according to local decision-making arrangements and what factors contribute to success or otherwise. What we do know is that the likelihood of many of these young people dropping out and becoming ‘not in (more…)

Newsam Library. Credit: Matt Clayton.

This blog is the ninth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening. 

Peter Mortimore.

During the 1980s, Margaret Thatcher’s Government sought to wean education away from anything tinged with progressivism to something more in tune with the Conservative Party’s traditions. In London, this meant mounting an attack on the two dominant and interactive players: the University of London’s Institute of Education (as it was known then) and the Inner London Education Authority (ILEA). By the end of the decade only one would have survived.

IOE, founded in 1902, had increased in size and reputation, as readers of the earlier blogs will know, and, by the beginning of the decade, was the largest university establishment dedicated to education in the country. In 1983 Denis Lawton was appointed Director. An ILEA teacher, he had come to the Institute in 1963 as a research officer for Basil Bernstein and his Institute career had developed over the years. He became a professor in 1974 and the deputy director in 1978.

Like all universities, IOE had suffered cutbacks in funding due to the oil price shocks of the 1970s. Several London University institutions had merged in order to (more…)

Early diagnosis is crucial. Photo:  RetyiRetyi / Pixabay

Miriam McBreen and Jo Van Herwegen.

In our second blog post responding to the DFE’s Green Paper on the future of special educational needs and disabilities (SEND) and alternative provision (AP), we look at how processes need to change to ensure the system more effectively supports these pupils.

This includes a need to improve the Education, Health and Care Plan (EHCP) process, in particular with regards to diagnosis and labelling, and to support practitioners to work more effectively with families.

First of all, the EHCP process needs updating. While the SEND code of practice suggests actively involving the child and parents, our research suggests the child’s voice is often not captured where it could be. Research from Tyan and Van Herwegen suggests the voices of children with intellectual disabilities as young as five years old can be accurately captured when professionals have appropriate training. This highlights the (more…)

Photo: olly via Adobe Stock

 Jo Van Herwegen and Miriam McBreen.

Children and young people with Special Educational Needs and Disabilities (SEND) too often report negative experiences of the UK educational system, and have poorer outcomes compared to their peers.

Responding to the Department for Education’s Green Paper on the future of special educational needs and disabilities (SEND) and alternative provision (AP), we consider how provision can be improved to ensure that more children and young people have positive educational experiences, as well as better outcomes.

In the first of three blogs, we propose ways to improve standards for supporting children with SEND, both during their time in school and beyond.

First of all, standards should be established to support pupils with SEND during transitions, such as the move from primary (more…)

Bernardita Munoz-Chereau, Jo Hutchinson and  Melanie Ehren. 

Finding ways to solve the stubborn underperformance of around 580 schools in England is high on the government’s agenda. The Schools White Paper ‘Opportunity for All: Strong schools with great teachers for your child’ sets out the government’s plans over the coming years, with strategies to address schools with successive ‘requires improvement’ (RI) grades.

Yet since 2017 Ofsted has focused on a group of schools judged as ‘requires improvement’, ‘satisfactory’ or ‘inadequate’ in every inspection over more than a decade. Subsequently, Ofsted conducted qualitative case studies of 10 ‘stuck’ and 10 ‘unstuck’ schools. ‘Fight or flight? How ‘‘Stuck’’ schools are overcoming isolation’ reports that ‘stuck’ schools need more targeted assistance, following more thorough and detailed inspections that are not tied to overall grades .

Our two-year mixed-methods research project studying ‘Stuck’ schools’, funded by the Nuffield Foundation, concluded that (more…)

THE NEW BOY Mr RA Butler: “It may not seem very easy at first but you’ll soon settle down.”

This blog is the fifth in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

Gary McCulloch.

The decade from 1942 to 1952 went from some of the most difficult and dangerous days of the Second World War, to the stirring of hopes that an educative society could be created in which educational values underpinned the reconstruction of society.

For the IOE it might be called Fred Clarke’s decade. When he died in January 1952, 70 years ago, Professor A.V. Judges at King’s College London, could recall him as ‘the doyen of pedagogic leaders in his own country… a reformer through and through’. To former students like the historian Brian Simon, he was ‘the leading educational statesman in Britain’.

It was Clarke who presided over the early development of the Institute of Education under its new title at the University of London as its director from 1936 to 1945, through the challenges of the war years when the IOE had to be evacuated from London to a temporary home in Nottingham.

Clarke was acutely aware of the social class inequalities on which English education had been based.  He was also concerned to help to promote a new social philosophy that would be ‘in harmony with that which inspires a generous education’. He (more…)

JESHOOTS-com / Pixabay

Norbert Pachler and Elspeth Broady.

During 2021 and 2022, OFSTED has published a number of curriculum research reviews seemingly with the aim of identifying factors contributing to high quality school curricula and how subjects can best be taught with the help of research findings.

Whilst attempts to leverage research findings to underpin, inform and improve subject pedagogy must be viewed as laudable and desirable, the curriculum research reviews raise a number of important questions and issues, certainly if the recent furore over the maths review is anything to go by (see e.g. Schools Week but see also the journal Routes for a discussion of the review for geography). While controversy is seemingly more intense in some subjects than others, common problematic features emerge from the reviews in general: (more…)

Zhu Hua, Caroline Conlon, Camilla Smith, Fotini Diamantidaki and Áine McAllister.

The strong reactions from the language teaching and learning community to the Government’s French, German and Spanish GCSE subject content review are hardly surprising. If the review’s intention was to make the subject ‘accessible’ and to motivate students, then making a few tweaks to words, themes and topics, question types and grammar will not do the job.

Learning another language is not simply about putting words and sentences together; it is about communicating ideas, feelings and experiences; connecting with people and cultures and broadening horizons. Language curriculum, assessment and pedagogy need to focus on developing intercultural competence.

So what has worked well in classrooms? How do we create space for cultural exploration and exchange of perspectives? And what role does (more…)

Claire Crawford, Laura Outhwaite, Sam Sims and Gill Wyness.

 

Dominic Wyse and Alice Bradbury.

Arguments about the best way to teach children to read can be intense – they’ve even been described as “the reading wars”. In England, as in many other countries, much of the debate has been over the use of phonics, which helps children understand how sounds – “phonemes” – are represented by letters.

The government requires teachers to use a particular type of phonics teaching called “synthetic phonics”, and the emphasis on this technique has become overwhelming in English primary schools.

Supporters of synthetic phonics teaching have argued that teaching of phonemes and letters should be first and foremost. On the other side have been supporters of whole language instruction, who think that reading whole texts – books for example – should come first and foremost.

Our new research shows that synthetic phonics alone is not the best way to teach children to read. We found that a more (more…)