THE PRIMARY REVIEW and the education of primary teachers Robin Alexander University of Cambridge...
Transcript of THE PRIMARY REVIEW and the education of primary teachers Robin Alexander University of Cambridge...
THE PRIMARY REVIEW
and the education of primary teachers
Robin AlexanderUniversity of Cambridge
UCET Annual Conference9 November 2007
The Primary Review
ESSENTIALS
The Review:
focuses on the statutory primary phase, 4/5-11;
is financially and politically independent;
is grounded in national and international evidence;
seeks views across a wide range of professional, political and public constituencies;
is undertaken by a Cambridge-based central team, supported by 70 research consultantsand a 20-strong advisory committee;
combines assessment of current provision with the development of a vision for the future;
yields interim reports and briefings, and a final report containing findings, conclusions and recommendations for future policy and practice.
The Primary Review
INFRASTRUCTURE(Current total number involved directly in the Review: over 100)
Central team Director of the Primary Review: Robin Alexander
Associate Directors: Christine Doddington, Linda Hargreaves, Ruth KershnerResearch Associates: David Harrison, Julia Flutter.
Administrator: Catrin Darsley Part-time temporary research assistants: 6
Advisory Committee (20) Policy sub-committee Management Group Chair: Gillian Pugh Chair: Gillian Pugh Chair: Hilary HodgsonMembers listed on Review website
Research consultants (70)Listed on website
Communications Communications Director: Richard MargraveIn conjunction with Cambridge University Press Office andEsmee Fairbairn Foundation Press Office
The Primary Review
PERSPECTIVES AND THEMES
Perspectives
Children and childhood
Culture, society and the global context
Education
Core themes
Purposes and values
Learning and teaching
Curriculum and assessment
Quality and standards
Diversity and inclusion
Settings and professionals
Contingent themes
Parenting, caring and educating
Beyond the school
Structures and phases
Funding and governance
The Primary Review
EVIDENTIAL STRANDS
1. Submissions open to all, written
2. Soundings regional and national, face-to-face
3. Surveys of published research, commissioned from academic consultants
4. Searches of official data
The Primary Review
THE REVIEW MATRIX
EVIDENTIAL STRANDS Submissions Soundings Surveys Searches
PERSPECTIVES:Children SocietyEducation
THEMES:Purposes & valuesLearning & teachingCurriculum & assessmentQuality & standardsDiversity & inclusionSettings & professionalsParenting, caring & educatingBeyond the schoolStructures & phasesFunding & governance
The Primary Review
THE BALANCE OF EVIDENCE
Invited opinion - open / non-interactive
(SUBMISSIONS)
- targeted / interactive (SOUNDINGS)
Published empirical data - independent research
(SURVEYS)
- official data (SEARCHES)
The Primary Review
EVIDENCE STRAND 1: SUBMISSIONS
Number to date: 550
Shortest: Half a pageLongest: 330 pages
Sources: Children, teachers, TAs, heads, governors, LAs, teacher trainers,
researchers, parents,unions, faith groups, public bodies,
subjectassociations, professional associations,organisations outside education ……..
Topics: All perspectives and themes, especiallylearning, assessment, curriculum, values,schools, teachers, diversity, inclusion,policy, funding…
The Primary Review
EVIDENCE STRAND 2: SOUNDINGS
Community soundings - engaging with grass-roots experience and opinion- regional, reflecting geographical and cultural diversity- based on primary schools, but moving into their localities- teachers, parents, children, officials, community figures- hard to reach families as well as regular school users
- January - March 2007
National soundings - 1: National organisations- 2: VIP teachers’ group
- focus on key issues, problems and dilemmas emerging from the evidence so far
- December 2007 - March 2008
Meetings with other stakeholders
The Primary Review
EVIDENCE STRAND 2: SOUNDINGS - OTHER STAKEHOLDERS
Official bodies and agencies: DfES/DCFS
Ofsted, QCA, TDA, GTC, NCSL
Opposition education shadows
Commons Education / CSF Select Committee
Downing Street Policy Unit
Professional organisations: Teacher unions: ASCL, ATL, NAHT,
NASUWT,
NPhA, NUT, (PAT)
Phase organisations (e.g. PUG, ECF, PLG, SSAT,
UCET?)
Curriculum organisations (e.g. UKLA)
Other enquiries, eg: Good Childhood Enquiry
All Party Scientific Research in Learning and
Education
Group
The Primary Review
EVIDENCE STRAND 3: RESEARCH SURVEYS
Theme 1: Purposes and values1/1 Aims and values in primary education1/2 The aims of primary education: England and other countries1/3 The changing national context of primary education1/4 The changing global context of primary education
Theme 2: Learning and teaching2/1a Children in primary schools: cognitive development and learning2/1b Children in primary schools: social development and learning2/2 Teaching in primary schools: characteristics, changes and conditions for success2/3 Learning and teaching in primary schools: the curriculum dimension2/4 Learning and teaching in primary schools: evidence from TLRP
Theme 3: Curriculum and assessment3/1 Curriculum and assessment policy and requirements: England and other countries3/2 Curriculum, teaching and assessment: the trajectory and impact of national reform3/3 Curriculum alternatives for primary education3/4 Assessment alternatives for primary education
Theme 4: Quality and standards4/1 Quality and standards in primary education: national evidence4/2 Quality and standards in primary education: international evidence4/3 Monitoring, assuring and maintaining quality in primary education
Theme 5: Diversity and inclusion5/1 Children in primary education: demography, culture, identity, diversity, inclusion5/2 Children of primary school age with special needs: identification and provision5/3 Children and their primary education: pupil voice
Theme 6: Settings and professionals6/1 Primary education: the physical environment6/2 Primary education: the professional environment6/3 Teachers and other professionals: training, induction and development6/4 Teachers and other professionals: workforce management and reform
Theme 7: Parenting, caring and educating7/1 Parenting and caring: culture, demography and change7/2 Home and school: changing relations and procedures
Theme 8: Beyond the school8/1 Children’s lives outside school and their educational impact8/2 Education and the wider childhood context: primary schools and other agencies
Theme 9: Structures and phases9/1 The structure and phasing of primary education: England and other countries9/2 The organisational environment of learning: structure, grouping and transition
Theme 10: Funding and governance10/1 The financing and financial management of primary education10/2 The governance, administration and control of primary education
The Primary Review
EVIDENCE STRAND 4: OFFICIAL DATA SEARCHES
Data sources - Statutory bodies (DfES, Ofsted, TDA, QCA) plus ONS, OECD and others
Main foci - The system as a whole - policy, demography, statistics, standards
- Change over time
DfES - LA data on staffing, TPRs, funding, initiatives, SEN etc, 1997-2005
- Government Trends data on targets, workforce, pupil attainment- Comparative UK data - School-level demographic data- Achievement data 2000-2006- Annual statistical releases 1995-2006- Value for Money Unit analysis of inputs, efficiency &
effectiveness- Pupil data via PAT from 1999 - prior attainment, gender,
special needs, first language, ethnicity, mobility,deprivation, in care
- School census/PLASC pupil, teacher and LA data 1997-2006
Ofsted - Old HMI (to 1994): HMSCI annual reports plus surveys and studies- Ofsted (1994-): HMCI annual reports plus surveys and
special studies- School inspection reports and self-evaluations from 1994- Lesson/subject data from 1994- PICSI/PANDA and RAISO linking school data to national trends
QCA, TDA, OECD - to follow (QCA to include SCAA/NCC/SEAC; TDA to include TTA/CATE)
The Primary Review
OUTLINE TIMETABLE
PHASE 1: PREPARATION January 2004 - October 2006
PHASE 2: IMPLEMENTATION
Launch 13 October 2006
Data collection October 2006 - December 2007
Data analysis March 2007 - March 2008
Reporting Interim reports and briefings October 2007 - March 2008
Final report Winter 2008
PHASE 3: FOLLOW-UP From January 2009
The Primary Review
OUTCOMES
GENERATING DEBATE WebsiteThe submissions processCommunity and national soundingsOfficial stakeholder dialogues (government, opposition, national agencies, unions)After publication of the interim reports, from October 2007 onwardsMedia coveragePost-interim reporting debate feeds back as evidence
PROVIDING INFORMATIONWebsiteInterim reports and briefingsFinal reportFinal report supplementary volumes
CHANGING POLICY AND PRACTICEChange vs influence: creating a climate of opinionChanging policyInfluencing professional thinking and practiceInfluencing public opinionImmediate action vs longer-term influenceWhose education system is it?
The Primary ReviewINTERIM REPORTS: PUBLICATION SCHEDULE
All reports, briefings and press releases are at www.primaryreview.org.ukfrom the day of publication
A. REPORTS ON PUBLIC CONSULTATIONS
Community Soundings: the Primary Review regional witness sessions - 12.10.07
Submissions received by the Primary Review - 4.1.08
B. COMMISSIONED RESEARCH SURVEYS (published in groups)
How well are we doing? Research on standards, quality and assessment - 2.11.07(research surveys 4/1, 3/1, 4/2)
Children’s lives and voices: research on children at home and school - 23.11.07(research surveys 5/3, 7/1, 8/1, 8/2)
Children in primary schools: development, diversity, learning and educational needs - 14.12.07 (research surveys 2/1a, 2/1b, 5/1, 5/2 )
JANUARY TO MARCH 2008: GROUPINGS AND DATES TO BE FINALISED.
Aims, values and contexts for primary education (research surveys 1/1, 1/3, 1/4)
Structures, aims, curriculum and assessment: international perspectives(research surveys 9/1, 1/2, 3/1, 3/3)
Governance, finance, reform and quality assurance(research surveys 10/1, 10.2, 3.2, 4.3)
Schools, teachers, training and workforce reform(research surveys 6/1, 6/2, 6/3, 6/4)
Learning and teaching: the pedagogy of primary education (research surveys 2/2, 2/3, 2/4, 9/2)
The Primary Review: interim reports
EVIDENCE STRAND 2a: COMMUNITY SOUNDINGS
Community soundings: 9
Locations: London (3), North East (1), North West (1), Midlands (1), Yorkshire (1), South East (1), South West (1)
Witness sessions: 87
Witnesses: 757
By constituency:Pupils (197)Parents (75)Governors (33)Teachers (72)Teaching assistants and non-teaching staff (60)Senior management team members (22)Head teachers (70)Commmunity representatives (86) Other (139)
The Primary Review: interim reportsCOMMUNITY SOUNDINGS: HEADLINES
(Interim report 1: Community Soundings - published 12.10.07)
Local differences on specifics, but national consensus on the big issues
Positive view of the work of primary schools, but pessimism about the wider educational, national and international contexts
Policy: from support to hostility
Support: Every Child Matters.Ambivalence: NLS, NNS & PNS. Unease: Centralisation, compliance and loss of autonomyConcern: Rigid curriculum, narrowed by tests; Hostility: KS1/2 SATs.
The world in which today’s children are growing up
Children and childhood under stress; loss of childhood innocenceParenting in decline and families under pressureLoss of social cohesion, community, mutual respect and concernValues: materialism, individualism, celebrityPlugging the gap: schools as communitiesGlobal issues: climate change; international security
The Primary Review: interim reports
COMMUNITY SOUNDINGS: REGIONAL AND LOCAL ISSUES
(Interim report 1: Community Soundings - published 12.10.07)
Policy and the achievement gap
Selective secondary education
Revisiting the three-tier system
Parents and families: supporting parents/carers of SEN children
Parents and families: reaching the hard to reach
Ethnic/religious diversity and national identity
Urban schools: children’s safety vs independence
Rural schools in an urban system
Migration: unreliable statistics; inadequate resourcing; language provision
Migrants and travellers: provision and prejudice
School intakes: transient pupils in a system premised on stability
The Primary Review: interim reports
HOW WELL ARE WE DOING?RESEARCH ON PRIMARY STANDARDS, QUALITY AND ASSESSMENT
(Research surveys 3/4, 4/1, 4/2 - published 2.11.07)
Mixed messages
Stability of the system over time
Children’s positive attitudes to primary schooling
National data: modest improvements in maths
International data: big improvements in maths and science, high comparative
standards in reading
Limited impact of national strategies on reading standards
Gains in reading skills at expense of enjoyment
Increases in test-induced stress
Narrowing of the curriculum
Bigger gap between high and low attainers in England than many other countries
The Primary Review: interim reports
HOW WELL ARE WE DOING?(Continued)
Low level of dependability of national test data
Misleading nature of apparent KS2 improvements, 1995-2000
‘Standards’ too narrowly defined
Thin evidence on international comparative standards
NLS/NNS/PNS: value for money?
Testing does not of itself ‘drive up’standards
School accountability should be based on more than SATs
National standards to be monitored through sample surveys rather than SATs
More use of teacher assessment in summative assessment
Shift overall assessment balance towards AfL: impact on teaching quality and thence
standards
Tie assessment policy and strategies more closely to research
The Primary Review: interim reports
CHILDREN’S LIVES AND VOICESRESEARCH ON PRIMARY CHILDREN AT HOME AND SCHOOL
(Research surveys 5/3, 7/1, 8/1 and 8/2 - published 23.11.07)
Childhood. Changing conceptions of children, childhood and children’s needs.Dangers of polarisation: children as victims / threats; as innocent / deficient
Parenting. Changing conceptions and demographics of parenting and families: do schools understand? Can they cope?
Children’s lives outside school. Their massive impact, for better or worse.Need to understand, respect and build on children’s non-school lives & experiential learning.
Children’s rights. Challenge of UNCRC to school power relations and established pedagogy.
The Primary Review: interim reports
CHILDREN’S LIVES AND VOICES(Continued)
Scholarisation . Vulnerable children and families: need for early intervention, but dangers of one-size fits all ‘scholarisation’ of childhood, and of belittling or crowding out productive non-school activities. School work not the only work that children do.
Life skills. Testing, targets and the narrow curriculum not compatible with the broader life-skill goals of ECM.
Inequality. The impact of inequalities, and especially poverty, on children’s education and life prospects. But the risk that some policies/strategies (e.g. admissions, homework, parental involvement) favour the affluent and increase inequality.
The Primary Review
SOME EMERGING ISSUES FOR PRIMARY INITIAL TRAINING
Early days, but ……...
The quality of primary ITE: ‘the best teachers / best trained teachers ever’ vs sluggish gains in literacy standards, a narrowing curriculum and an unacceptably wide achievement gap. Are TDA’s admission criteria / Ofsted’s ITT quality criteria set high enough?
The purpose of primary ITE: training for compliance vs training for critical judgement and eventual transition to autonomous expertise.
The content of primary ITE: what should the beginning teacher know and be able to do?
Problem areas: Curriculum beyond the core and (yet again) subject knowledge and the demands of
generalist teaching.Curriculum discourse for change, and teachers’ cultural and epistemological
understanding. Pedagogy - How far is pedagogical preparation informed by research?
The evidential basis of the national strategies vs recent evidence on development, cognition, learning and teaching.
CPD: policy catch-up or engagement with a much broader professional agenda (e.g. evidence emerging from the Primary Review)?
The ‘era of informed professional judgement’? Whose information? Whose judgement?
Competing versions of ‘expert’ teachers: are ASTs agents of the national strategies or ‘experts’ in the senses used by Berliner, Dreyfus and others?