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38-647: Another report was published in April 2009, with the name Independent Review of the Primary Curriculum: Final Report , after additional evidence was received from the Cambridge Primary Review . Both reports recommended that high quality systematic phonics "should be taught as the prime approach in learning to decode (to read) and encode (to write/spell) print". Phonics should be taught systematically and discretely, however, it should be set within

76-420: A "broad and rich" "multisensory" curriculum. The reports stressed the importance of language development (including speaking and listening). The reports also recommended that the "searchlights" model of reading should be replaced with the simple view of reading . This article related to the politics of England is a stub . You can help Misplaced Pages by expanding it . This article relating to education in

114-415: A needlessly restricted notion of "standards", the corrosive split between the "basics" and the rest, the muddled posturing on subjects, knowledge and skills, and the vital matter of the relationship between curriculum quality, expertise and staffing; and that the curriculum debate therefore remains wide open. But don't think that the minimalism of the 1950s (or 1870s) is an adequate alternative. Look instead at

152-631: A reality in policy, schools and classrooms. Apply the UN Convention on the Rights of the Child in ways which reinforce what we now know about how children most effectively learn, but do so with common sense and an understanding of context so that "pupil voice" does not degenerate into tokenism or fad. 3. Consolidate the Early Years Foundation Stage, extending it to age six so as to give young children

190-661: A significant number came from individuals. In addition, the Review received several thousand informal submissions and comments by email. Soundings This strand had three parts. The Community Soundings were a series of nine regionally based one- to two-day events, each comprising a sequence of meetings with representatives from schools and the communities they serve. The Community Soundings took place between January and March 2007, and entailed 87 witness sessions with groups of pupils, parents, governors, teachers, teaching assistants and heads, and with educational and community representatives from

228-416: A wide range of interested agencies and individuals, both statutory and non-statutory. 3. The Review will publish both interim findings and a final report. The latter will combine evidence, analysis and conclusions together with recommendations for both national policy and the work of schools and other relevant agencies. The Cambridge Primary Review had four main strands of evidence: Submissions Following

266-545: Is guided by commitment to: The Cambridge Primary Review National Network was led by Alison Peacock, headteacher at The Wroxham School, Potters Bar, Hertfordshire, from July 2010 until March 2013. The network operates a number of regional centres, based in higher education institutions around England. The Review's remit, as agreed between the Esmée Fairbairn Foundation and the University of Cambridge in 2005–06,

304-609: Is no soft option, for in place of mere compliance with what others expect we want teachers to be accountable to evidence so that they can justify the decisions they take. Note that the CPR's evaluation of over 4000 published sources shows how far that evidence differs from some versions of "best practice" which teachers are currently required to adopt. As the Cambridge report says: "Children will not learn to think for themselves if their teachers are expected merely to do as they are told." 8. Replace

342-451: Is not the way to proceed. Aims must be grounded in a clear framework of values – for education is at heart a moral matter – and in properly argued positions on childhood, society, the wider world and the nature and advancement of knowledge and understanding. And aims should shape curriculum, pedagogy, assessment and the wider life of the school, not be added as mere decoration. 5. Replace curriculum tinkering by genuine curriculum reform. Seize

380-513: The 2001 general election , the employment functions were transferred to the new Department for Work and Pensions , with the DfEE becoming the Department for Education and Skills (DfES). In 2007, the responsibilities for adult education, further education , and higher education were transferred to the new Department for Innovation, Universities and Skills. The remainder of the education system moved to

418-514: The Cabinet Office 's Office of Public Service and the Department of Trade and Industry 's Office of Science and Technology , and the department was renamed Department for Education . In 1995, in the reshuffle after the Conservative leadership election of that year, the department merged with the Department of Employment to become the Department for Education and Employment (DfEE). After

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456-624: The Esmée Fairbairn Foundation . The scope of the Review and the depth of its evidence have made it the most comprehensive enquiry into English primary education since the Plowden Report of 1967. Between October 2007 and February 2009 the Review published 31 interim reports, including 28 surveys of published research, 39 briefings, 14 media releases and several newspaper articles. The Review's 608-page final report Children, their World, their Education: final report and recommendations of

494-609: The Cambridge Primary Review was published on 16 October 2009, together with an 850-page companion volume, The Cambridge Primary Review Research Surveys . Both books are published by Routledge. The Review's work has fallen into four distinct phases: Following the Review's dissemination phase, the Cambridge Primary Review National Network has been established to encourage and support the development of excellence in primary education. The network

532-567: The Cambridge Primary Review). 1. Accelerate the drive to reduce England's gross and overlapping gaps in wealth, wellbeing and educational attainment, all of them far wider in England than most other developed countries. Understand that teachers can do only so much to close the attainment gap for as long as the lives of so many children are blighted by poverty and disadvantage. Excellence requires equity. 2. Make children's agency and rights

570-466: The Cambridge model: an aims-driven entitlement curriculum of breadth, richness and contemporary relevance, which secures the basics and much more besides, and combines a national framework with a strong local component. 6. Abandon the dogma that there is no alternative to SATs. Stop treating testing and assessment as synonymous. Stop making Year 6 tests bear the triple burden of assessing pupils, evaluating schools and monitoring national performance. Abandon

608-711: The DCSF. Colour key (for political parties):     Labour The permanent secretary of a UK Department is the senior civil servant. While working under the direction of the political ministers (normally members of the relevant government in the UK, Scotland, Wales or Northern Ireland), the PS (and other senior civil servants, especially the Finance Director) has many traditional and statutory responsibilities that are aimed at ensuring that government departments are, as far as possible, run in

646-420: The UK and from international sources. This enquiry, unlike some of its predecessors, looked outwards from primary schools to the wider society, and made full but judicious use of international data and ideas from other countries. The Review proposed the following as priorities for policymakers derived from the 75 recommendations with which the Cambridge Primary Review's final report ends (quoted with permission of

684-529: The UK is a stub . You can help Misplaced Pages by expanding it . Cambridge Primary Review The Cambridge Primary Review (CPR), following a lengthy period of consultation and planning, was launched in October 2006 as a fully independent enquiry into the condition and future of primary education in England. The Review, directed by Professor Robin Alexander , has been supported since its inception by grants from

722-473: The areas in which the soundings took place. The National Soundings were more formal meetings in 2008–09 with national organisations both inside and outside education. These helped the team to clarify matters which were particularly problematic or contested, in preparation for the writing of the final report. In addition to the formal evidence-gathering procedures, the Review's director and other team members met representatives of many national and regional bodies for

760-464: The balance of teachers, teaching assistants and other support staff. Give head teachers time and support to do the job for which they are most needed: leading learning and assuring quality. 10. Help schools to work in partnership with each other and with their communities rather than in competition, sharing ideas, expertise and resources – including across the primary/secondary divide – and together identifying local educational needs and opportunities. End

798-479: The best possible foundation for oracy, literacy, numeracy, the wider curriculum and lifelong learning. And if there is still any doubt about what the CPR said on this matter, let it be understood that this is about the character of the early years and early primary curriculum, not the school starting age. 4. Address the perennially neglected question of what primary education is for. The Mrs Beeton approach – first catch your curriculum, then liberally garnish with aims –

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836-437: The convention in enquiries of this kind, submissions were invited from all who wished to contribute. By March 2009, 1052 submissions had been received. They ranged from brief single-issue expressions of opinion to substantial documents of up to 300 pages covering several or all of the themes and comprising both detailed evidence and recommendations for the future. The majority of the submissions were from national organisations, but

874-495: The curriculum to which children are statutorily entitled, not just the 3Rs. And understand that those who argue for reform are every bit as committed to rigorous assessment and accountability as those who pin everything on the current tests. The issue is not whether children should be assessed or schools should be accountable – they should – but how and in relation to what. 7. Replace the pedagogy of official recipe by pedagogies of repertoire, evidence and principle. Recognise that this

912-927: The curriculum. Abandon myth, spin and the selective use of evidence. Restore the checks and balances which are so vital to the formulation of sound policy. Exploit the unrivalled compendium of evidence and ideas which the Cambridge Review has provided on this and the other matters above. Department for Education and Skills (United Kingdom) King Charles III [REDACTED] William, Prince of Wales [REDACTED] Charles III ( King-in-Council ) [REDACTED] Starmer ministry ( L ) Keir Starmer ( L ) Angela Rayner ( L ) ( King-in-Parliament ) [REDACTED] Charles III [REDACTED] [REDACTED] [REDACTED] The Lord Reed The Lord Hodge Andrew Bailey Monetary Policy Committee The Department for Education and Skills ( DfES )

950-759: The exchange of information and ideas. By February 2009, 146 such meetings had taken place or were scheduled, in addition to the 94 community and national soundings, making a total of 240 sessions. Surveys Several months before the launch of the Review, 28 surveys of published research relating to the Review's ten themes were commissioned, on the basis of competitive bidding and peer review, from 66 academic consultants in leading university departments of education and allied fields. The resulting research reports and their accompanying briefings and media releases were published in cross-thematic groups over several months, starting between October 2007 and May 2008. They provoked considerable media, public and political interest, and provided

988-423: The government's professional standards for teachers, which have limited evidential provenance, by a framework validated by research about how teachers develop as they progress from novice to expert. Retain guidance and support for those who need it, but liberate the nation's most talented teachers – and hence the learning of their pupils – from banal and bureaucratic prescriptions. Balance the need to give new teachers

1026-693: The league table rat race and – since Finland is the country whose educational standards policy-makers seek to match – note Finland's paramount commitment to social and educational equity through a genuinely comprehensive school system of consistently high quality. 11. Re-balance the relationship between government, national agencies, local authorities and schools. Reverse the centralising thrust of recent policy. End government micro-management of teaching. Require national agencies and local authorities to be independent advisers rather than political cheerleaders or enforcers, and to argue their cases with due rigour. Re-invigorate parental and community engagement in schools and

1064-453: The naive belief that testing of itself drives up standards. It doesn't: good teaching does. Initiate wholesale assessment reform drawing on the wealth of alternative models now available, so that we can at last have systems of formative and summative assessment – in which tests certainly have a place – which do their jobs validly, reliably and without causing collateral damage. Adopt the CPR's definition of standards as excellence in all domains of

1102-444: The necessary knowledge, skill and confidence for their first appointment with the vital ingredient that teacher educators have been forced to drop: critical engagement with the larger questions of educational context, content and purpose. 9. Grasp at last the primary school staffing nettle. Recognise that the generalist class teacher system inherited from the nineteenth century confers undoubted educational benefits, but that in terms of

1140-499: The necessary legal, demographic, financial and statistical background to the Review and an important resource for its consideration of policy options. The Review also searched relevant OECD and other international data. The balance of evidence The four evidential strands sought to balance opinion-seeking with empirical data; non-interactive expressions of opinion with face-to-face discussion; official data with independent research; and material from England with that from other parts of

1178-441: The needs of children and society over the coming decades. 2. The Review will pay close regard to national and international evidence from research, inspection and other sources on the character and adequacy of current provision in respect of the above, on the prospects for recent initiatives, and on other available options. It will seek the advice of expert advisers and witnesses, and it will invite submissions and take soundings from

Independent review of the teaching of early reading (Rose Report 2006) - Misplaced Pages Continue

1216-572: The opportunity presented by the dropping of the primary curriculum clauses from the Children, Schools and Families Bill and the launch of the new national curriculum review in January 2011. Understand that the Rose review's narrow remit prevented it from addressing some of the problems of the primary curriculum which are most in need of attention, especially the counterproductive sacrificing of curriculum entitlement to

1254-503: The range and depth of knowledge required by a modern curriculum it may demand more than many teachers can give. Initiate a full review of primary school staffing, assessing expertise, roles and numbers against the tasks which primary schools are required to undertake. Consider more flexible ways of staffing primary schools using a mix of generalists, semi-specialists and specialists, and exploit opportunities for professional partnerships and exchanges, especially for small schools. Reassess, too,

1292-471: The top UK news story on several occasions. The surveys were published by Routledge in October 2009 under the title The Cambridge Primary Review Research Surveys (edited by Robin Alexander). Searches and policy mapping With the co-operation of DfES / DCSF (now DfE ), QCA (now QCDA ), Ofsted , and TDA , the Review tracked recent policy and examined official data bearing on the primary phase. This provided

1330-593: Was a United Kingdom government department between 2001 and 2007, responsible for the education system (including higher education and adult learning ) as well as children's services in England . The department was led by Secretary of State for Education and Skills . The DfES had offices at four main locations: London (both at the Sanctuary Buildings and Caxton House), Sheffield (Moorfoot), Darlington (Mowden Hall), and Runcorn (Castle View House). The DfES

1368-580: Was also represented in regional Government Offices . The DfES had jurisdiction only in England as education was the responsibility of the Scottish Government , Welsh Assembly Government and the Northern Ireland Assembly . On 28 June 2007, the DfES was split up into the Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills . The DCSF

1406-406: Was as follows: 1.With respect to public provision in England, the Review will seek to identify the purposes which the primary phase of education should serve, the values which it should espouse, the curriculum and learning environment which it should provide, and the conditions which are necessary to ensure both that these are of the highest and most consistent quality possible, and that they address

1444-503: Was later reorganised as the Department for Education in 2010. The Department of Education and Science was created in 1964 with the merger of the offices of Minister of Education and the Minister of Science, with Quintin Hogg as minister. Shirley Williams MP was Minister for Education and Science from August 1967 to October 1969. In 1992 the responsibility for science was transferred to

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