Monday, 12 January 2009

1) Social Mobility

The government will hope that the launch of their white paper on social mobility will be a big news story tomorrow (Tuesday). The policy direction of this paper has been widely leaked http://news.bbc.co.uk/1/hi/uk_politics/7822562.stm and http://www.timesonline.co.uk/tol/news/politics/article5489213.ece and from the Observer http://www.guardian.co.uk/politics/2009/jan/11/labour-government-education-social-mobility

I think our mentoring into the professions schemes could feature strongly in the considerations of the social mobility commission if we push ourselves to the fore.

The Sutton Trust has already begun making its contribution to this debate with a couple of articles by Lee Elliot Major in the Daily Telegraph. The first article considered social mobility and parental influence http://www.telegraph.co.uk/comment/personal-view/4015830/Wed-be-better-off-if-we-educated-everyone.html with the second suggesting 10 measures that could usefully be implemented http://www.telegraph.co.uk/comment/personal-view/4015925/Ten-education-reforms-to-improve-social-mobility.html

2) Is it Worth the Debt?

The government’s plans to encourage internships for unemployed graduates has generated some comment

http://www.guardian.co.uk/education/2009/jan/10/graduate-employment-crisis-rescue-package Much of the discussion has emphasised the disappointment of the unemployed or underemployed alumni, such as here http://www.timesonline.co.uk/tol/news/uk/education/article5488978.ece while this focus on disappointed graduates is understandable, it was my experience in the last recession (I was teaching at a university and was known as a soft touch for a good reference for people I didn’t know), that many graduates once employed in an organisation, even on a temporary contract, would then move onto permanent better paid positions with those same organisations. So, I wouldn’t be surprised if these internships prove to be useful and also that some people who would never otherwise have considered a job in retailing end up pursuing it as a rewarding career. However, from memory, it was the school leavers with low or no qualifications who were the real long term losers in the recession. Work creation schemes and temporary jobs just didn’t seem to serve this group in the same way as they did for graduates. For them, temporary jobs are just that, temporary low paid employment. These young people never really joined the workforce; instead they become a new cohort in the army of the long-term unemployed. Despite the debt, it’s still worth going to university.

3) Good News Item

For the rest of the month, there is an exhibition at London’s City Hall of artwork by disadvantaged young people from some of the capital's poorest boroughs

http://www.guardian.co.uk/society/2009/jan/07/art-youth-young-people-culture-london-dulwich-kennington-kids why not take a lunch-time stroll to view? It’s on the walls at City Hall from the reception area down to the canteen; also you might see Nance: what a win/win scenario.

4) Uneven Results

The self styled ‘top universities’ Russell group’s widening participation programs have been found to have had varying levels of success http://www.timesonline.co.uk/tol/news/uk/article5439367.ece

5) Brightside Farm?

Care farming seems to work; ever heard of it? Who’d be the farmer? http://www.guardian.co.uk/education/2009/jan/06/care-farms-teenagers-badly-behaved-youth

6) Happy Now?

A survey of happiness levels among young people in the UK has been produced http://www.guardian.co.uk/uk/2009/jan/08/ofsted-children-friendship there is even a happiness map http://image.guardian.co.uk/sys-files/Guardian/documents/2009/01/07/HAPPYMAP.pdf

Note the unhappy NEETS http://news.bbc.co.uk/1/hi/health/7810902.stm I think the mental health aspects of disadvantage and social exclusion are often underestimated or ignored and that unhappiness is the nearest we’ll get to recognition.

7) A Mathematical Proof

The importance of maths http://www.independent.co.uk/news/education/education-news/poor-maths-skills-cost-britain-16324bn-a-year-says-study-1225807.html

Tuesday, 16 December 2008

1) What are the chances of a British Obama?

The Independent newspaper recently carried a provocative but well founded article by the research director at the Sutton Trust, who pointed out that Barack Obama is the product of an elite private education and that any British Obama would need to follow a similar educational route if he were to aspire to be prime minister. http://www.independent.co.uk/news/education/higher/lee-elliot-major-a-british-obama-would-need-an-elite-education-1035966.html I agree that the road to joining the establishment is largely restricted to those who pass through the right schools and the right universities.

However, to pose a very old question, does this arrangement make for a good society? I think the limitations to this system will be seen quickly in the case of Obama himself. The fairy tale will peak on January 20th 2009 with his coronation. The news coverage will be pure Disney – the poor mixed race boy who by sheer hard work and talent rose from humble origins to the highest office in the land. An example to all, anyone can succeed if they try hard enough. Unfortunately, the day after he takes the throne then the problems will start, not least, how to construct the “and they all lived happily ever after” ending. This fairy tale has been sold to the American people on the basis that his election will not just herald the good society for Obama but for everyone else as well. So, when this fails to happen, as it will fail, the disappointment will embitter sections of American society for a generation.

During the election I thought one of the best turns of phrase I heard, was from Bill Clinton, when he said that the world had always been more impressed by the force of the USA’s example than the example of its force. However, I think this is less true than it was. During the 20th century I can well believe that for most people in most countries their dream was to live in a society that was like the USA. For us in the first world, that dream came true, we are now all living a version of America but there are signs that many people are increasingly disillusioned, as for many, equality of opportunity isn’t real.

This is an element in the on-going Greek riots, where many young people clearly have no faith in the democratic and meritocratic society in which they live. Many of the rioters are young graduates who have found that their higher education has not brought them advancement or opportunity, however hard they worked. To what extent it is possible to improve the system and restore their faith, will in my opinion, be the recurring question for social policy during the first part of the 21st century, not only in southern Europe but also in the USA and the UK. However, I suspect that any credible answer to this will have to include breaking up that elitist path that Obama trod to the White House.

2) Slow lane

A recent report found that WP activities aimed at increasing the numbers of disadvantaged students attending English universities have not resulted in "significant increases" http://www.telegraph.co.uk/education/universityeducation/3548867/Fewer-poor-students-attend-university-in-England-says-report.html

This article takes a wider look at the education system and why that might be http://www.guardian.co.uk/education/2008/dec/16/social-inclusion

3) More please

Half the children in poverty do not receive free school meals http://www.guardian.co.uk/education/2008/dec/16/school-meals-education-government-funding I think it is often forgotten that half of all families living in poverty have at least one adult member who is working: those on benefits are literally only half the story.

4) There will be trouble

Disadvantaged white boys are falling even further behind the educational achievements of their peers http://www.guardian.co.uk/education/2008/dec/12/white-boys-gcse-results and http://www.dailymail.co.uk/news/article-1093898/Poor-white-boys-lagging-schoolmates-GCSE.html

5) Where to get the biggest bung

The Independent have put together what they claim is “the only place where students can see at a glance how universities stack up against one another in the provision of bursaries and scholarships since the new fees regime was introduced.” http://www.independent.co.uk/news/education/higher/how-to-tap-into-the-biggest-bursaries-and-scholarships-1060712.html

6) The good news

Applications to study engineering at degree level continue to rise, but be careful which course you choose http://www.guardian.co.uk/education/2008/dec/09/engineering-degrees

7) Who’s progressive now?

This article from the Guardian notes that the Conservative Parties definition of disadvantage now includes a lack of financial skills “the poor just don't have access to financial tools most people take for granted to stay afloat” http://www.guardian.co.uk/commentisfree/2008/nov/04/socialmobility-conservatives Maybe UNIAID’s success in inculcating financial wisdom among undergraduates could be replicated by developing similar tools for the disadvantaged?

8) A nation of shopkeepers

According to this article, university students want to be entrepreneurs http://www.independent.co.uk/news/education/higher/campus-dragons-the-entrepreneurial-spirit-is-soaring-across-universities-in-the-uk-1049816.html

Tuesday, 25 November 2008

1) Baby P

As an education social worker I used to be part of the child protection system in the Holloway area of north London; it was the most stressful work I have ever done. I think the first thing that shocks people when they first start to investigate the physical abuse of children is just how common it is. According to the NSPCC, every ten days in England and Wales one child is killed at the hands of their parent. In half (52%) of all cases of children killed at the hands of another person, the parent is the principal suspect. Each week at least one child dies from cruelty. On average, 67 children in England and Wales are killed at the hands of another person every year. A report last year, found that hospitals in England treat an average of 471 children every week who have sustained deliberate injuries, many presumed to have been inflicted by parents or carers.

Responding to the death of baby P in Haringey, Ed Balls, minister for children, has assured parliament that staff will be held accountable http://news.bbc.co.uk/1/hi/england/london/7726103.stm It seems to me, that implicit in the minister’s statement is the assumption that rules were not followed, systems not applied, regulations ignored, workers failed to act correctly. This is certainly the overt agenda of the venal scribblers at the Sun newspaper. It is of course a nice simple answer; however I suspect that when investigated the opposite will become apparent. It will be found that the procedures were followed. There will be a detailed paper trail of what was done and I suspect that information was shared correctly across organisations. In short, I suspect the system was implemented correctly, procedures were followed, just one problem, the child is dead.

How can this be? From my experience, there is no single system or set of procedures that can always be followed that will automatically lead to the correct decisions being taken. At best, any attempt to work in this way leads to a painting by numbers approach, where investigation becomes a system of box ticking. I have been told that this tendency has been made worse in recent years by the new computer systems which structure what the social worker records and the procedures they must then implement. This way of working assumes that child abuse is self evident and that systems of investigation simply reveal what is there. This is a fallacy, even medical evidence requires interpretation. Most of the doctors I consulted would examine children and say something like, ‘well, it might be true, you could break a limb by falling off a wall but its unusual’.

In my experience, even in the most extreme cases, a medical assessment does not prove child abuse. The social worker has to rely on their assessment of the situation, understand the injuries in the context of the life of that child.

Guidelines and procedures can only ever provide generalised guidance. Every child protection case is different and most of the time formulaic practice will disregard marginal differences between cases; sadly these marginal differences can be all the difference to the health and welfare of a child.

Good child protection requires the ability to see and understand the unique combination of factors that are present in every child protection case. Painting by numbers just doesn’t do it. In the end, in my opinion, the practice of child protection is more craft than science. Given that children’s lives depend on it, it is a craft that needs to be done well.

In the past, there have been instances of social workers being pilloried for taking children into care where it was not necessary. In my opinion these situations arise because of the same painting by numbers approach. It is true that physical injury can be accidental and that some children go through phases of being accident prone and clumsy, often leaving them with black eyes and multiple bruising. In this regards the organisational ‘reforms’ of the past few years have probably made things worse as they make it more likely that people operate in a formulaic way. There is evidence that since the baby P case has been publicised that more care orders are being sought as people err on the safe side.

In my opinion, there is a terrible truth to child protection, you can have as much training, supervision, procedures, guidelines and management as you like but fundamentally child protection comes down to that existential moment when an individual social worker bangs on a front door and tries to negotiate their way into the home. Once there, they cannot simply follow procedures, they need to be straining to analyse and assess the situation while talking and negotiating, in what can be a chaotic and intimidating situation. Procedures and guidelines should guide, not become the substitute for specific analysis and action. Furthermore, that social worker has to both want to be there and to have the experience to be able to cope. That is why burnt out and new social workers are equally unsafe, as neither can do this.

So what’s to do? I think that social workers should only be expected to handle a single serious child protection case at any one time (they can do other, more routine things, as well). They should be allowed leeway in how much time they spend with the family and their judgements should be trusted. In short, Haringey needs a properly funded, properly staffed, properly paid, child protection system. In my experience this hasn’t been the case for at least the last 30 years, so I don’t suppose it’s going to change now. I suspect instead we will see yet more emphasis on procedures, strategies and management systems. Certainly that seems to be government’s instinct http://news.bbc.co.uk/1/hi/uk/7734576.stm

Well Eddy, if that’s what you think then I’ve found a conference that you really must attend. You can learn from the countries most highly rated managers as to how to “Strategically Measure Impacts & Outcomes”. Its on the 28th of January at The New Connaught Rooms, London. http://www.haymarketevents.com/conferenceProgramme/295/strategically-measure-impacts-outcomes

I think the 2.45 session will be of particular interest

“2.45 Breaking Down Silos: Inspiring Ownership And Sharing Responsibility For Measuring Impacts And Outcomes Across Partnerships. Main speaker Sharon Shoesmith, Director of Children’s Services Haringey Council”

Book early Eddy, I think it will be standing room only.

2) Minister as diva, or is it our guide?

A leaked memo from a minister which specified how he liked his office to be run has caused some humour and accusations of arrogance in the press http://www.telegraph.co.uk/news/newstopics/politics/3468400/Cabinet-Minister-tells-civil-servants-when-to-bring-coffee-and-soup.html However, I think there are some important clues here as to how to write and talk to ministers. "Never put anything to me unless you understand it and can explain it to me in 60 seconds". I’m not sure about a 16 point typeface but that written communication should be limited to one side of paper that seems like good advice.

3) Academies selecting pupils shock

http://www.guardian.co.uk/education/2008/nov/14/government-academies-pwc-inquiry-dcsf In 2003, 45% of academy pupils were eligible for free school meals, compared with 29% at the beginning of this term. Unfortunately, non disadvantaged pupils are easier to work with and their carers are more likely to find improving schools. Similar debates about exclusions http://www.independent.co.uk/news/education/education-news/zero-tolerance-pays-off-for-head-who-suspends-two-pupils-a-day-1009576.html but who gets excluded.

4) Tottenham’s finest

Interview with David Lammy, the new universities minister with responsibility for widening participation http://www.guardian.co.uk/education/2008/nov/18/david-lammy-universities-minister-interview

5) Information technology and schools

In future, it may be appropriate to develop Brightside projects with this infrastructure in mind. http://www.independent.co.uk/news/education/schools/is-it-time-to-get-personal-the-technology-about-to-transform-classroom-learning-977900.html care to peruse a listing of digital resources available http://www.independent.co.uk/news/education/schools/education-reviews-digital-resources-977901.html

6) Good news items

Oxford/Cambridge university applications are up http://www.guardian.co.uk/education/2008/oct/28/oxford-cambridge-applications Do we have a problem of success? Also, a survey has found that most parents who did not go to university after leaving school regret the decision later in life, (so presumably will encourage their children) http://www.guardian.co.uk/education/2008/nov/06/regret-education-delay

7) Turning swords into ploughshares

Well, bankers into science teachers http://www.guardian.co.uk/business/2008/nov/23/banks-science-teaching-education Mmm, lets see how long they last. They might find that those city offices start to look attractive again.

8) Science role model

A British scientist whose work could improve hip replacements and early tests for Alzheimer's has won one of the world's most respected prizes for female scientists. http://www.guardian.co.uk/science/2008/nov/16/medical-research-athene-donald-hip-replacement-alzheimer-s

Monday, 3 November 2008

1) Do You Have an Oxbridge Mind?

For example, how would you answer the question; would you rather be a seedless or "non-seedless" grapefruit? (Medicine, Cambridge). Other questions and possible answers are discussed here http://www.independent.co.uk/news/education/education-news/do-you-have-an-oxbridge-mind-962402.html There have been many stories about students from schools with no tradition of sending candidates to Oxbridge who have been totally thrown by such questions. However, I think this is one of the easier things to fix. All students should be forewarned that they will be tested in this way and there should be some opportunity to practice before the interview (maybe a website?). I would see this as part of a standard preparation for an Oxbridge interview where other good tips and advice should be universally available, not just the secret knowledge of elites. http://www.timesonline.co.uk/tol/life_and_style/education/article4925057.ece

2) ITMA

The Sutton Trust has been at it again, with 2 interesting reports and accompanying press coverage.

The first report http://www.guardian.co.uk/education/2008/oct/28/education-adivce found that at least half the education and careers advice young people receive is in some way inadequate. I’m sure colleagues at The Brightside Trust would agree with this finding, and with the recommendation that sound advice about subject choices is central to raising the aspirations of disadvantaged pupils. The full report entitled Increasing higher education participation amongst disadvantaged young people and schools in poor communities can be found at http://www.suttontrust.com/reports/NCEE_interim_report.pdf I was particularly interested in the finding that disadvantaged pupils who gain A levels are just as likely to go onto higher education as their peers. This would suggest to me that the important educational battleground for the immediate future should be that of increasing the numbers of students from a disadvantaged background studying for qualifications which would then qualify them for higher education. The new diplomas should be central to this, as students could begin studying for a diploma as an end in itself, but then develop an awareness of how it could be a passport into higher education as they engaged in the program. All the more disappointing then that the implementation of the diploma program has been so pedestrian and uninspired http://news.bbc.co.uk/1/hi/education/7668045.stm http://www.guardian.co.uk/education/2008/oct/14/1419education-furthereducation1

http://www.independent.co.uk/news/education/education-news/new-diplomas-are-a-complete-flop-960328.html For a group of people who say they are driven by ‘what works’ they seem to be peculiarly unable to learn from the history of vocational education in the UK.

Another report from the Sutton Trust

As you can see, http://news.bbc.co.uk/1/hi/education/7663568.stm the emphasis of the press coverage was that Grammar schools take relatively fewer bright, poor pupils than schools that do not select by ability. The report is available at http://www.suttontrust.com/reports/GrammarsReviewSummary.pdf I know the Sutton Trust has a long-term interest in grammar schools but for me it was another discovery, that the vast majority of England's most socially selective state secondary schools are non-grammars, which trumped the findings about the grammars. This should pose some hard questions for the schools adjudicator, as it is congruent with government’s own survey, published in April, which showed a disproportionate number of faith schools broke admissions rules. The poll examined 106 voluntary-aided schools. Some 96 were found in breach of the new admissions code. Of these, 87 were faith schools. Overall, half of all school authorities in England have been said to be in breach of the new admissions code http://www.guardian.co.uk/education/2008/oct/09/schooladmissions.faithschools

3) HEFCE Speaks

A short and relatively clear statement by Kevin Whitston, head of widening participation at HEFCE, identifying what he sees as the three priorities for the coming year http://www.guardian.co.uk/education/2008/oct/14/accesstouniversity-highereducation1

4) Things Can Only Get Better

Government is claiming to have increased social mobility in the UK over the past few years http://news.bbc.co.uk/1/hi/uk_politics/7705444.stm and

http://www.guardian.co.uk/society/2008/nov/03/socialexclusion-gordonbrown-social-mobility-labour This report follows an OECD report which found that The gap between rich and poor in Britain narrowed "remarkably" between 2000 and 2005” However, government has been less keen to quote the second half of the sentence “but the country remained one of the most unequal in the developed world’. I have a copy of the full report that I will put in the London Bridge library. The following article visits the main findings of the report http://www.guardian.co.uk/society/2008/oct/22/equality-wealth-uk-social-mobility In my opinion, the evidence for increased social mobility is thin. For example, much of the evidence is anecdotal http://www.timesonline.co.uk/tol/news/uk/article5063029.ece

There are at least two dimensions to this debate, which are already being confused. There is the dimension of the distribution of wealth across society and there is the dimension of social mobility i.e. the possibility of individuals moving up and down the wealth scale. This is in turn is nuanced by what is understood by class, in particular whether class categorisation is a simple relationship to personal wealth.

I think the evidence produced so far is very thin and when you read the report it is cautious in its language "These findings suggest that family background will have less of an impact…”. However, this is a debate we should welcome and look forward to the government’s White Paper.

5) The Good News Item

The numbers of students studying science and maths at university is increasing http://news.bbc.co.uk/1/hi/education/7679744.stm

6) Here’s an Interesting Experiment

http://www.independent.co.uk/news/education/education-news/antiexam-school-to-target-urban-youth-972778.html it has been argued that this type of schooling only works for well disciplined and already motivated middle class children. However, if this school were to prosper, then it would not only challenge such claims but it would also, in my opinion, put in doubt the direction of much of the educational reforms of the past 20 years; especially the national curriculum, OFSTED and standardised pupil testing.

7) Death Maps

The details of how and when you will die http://www.guardian.co.uk/society/2008/oct/19/uk-mortality-rates-socialtrends-health - well possibly

8) Sporting Chance

Might universities offer more US-style sports bursaries to help widen access? http://www.guardian.co.uk/education/2008/oct/14/universityofworcester-accesstouniversity

9) Confidence Trick

The importance of confidence in overcoming disadvantage, http://www.guardian.co.uk/society/2008/oct/15/unemployment In this instance the experience of job seekers, but perhaps by implication the need for a mentor or friend for anyone trying to overcome any disadvantage.

10) The limits of Life

The mental maps of the disadvantaged http://www.guardian.co.uk/commentisfree/2008/oct/18/young-people-rowntree and full report at http://www.jrf.org.uk/knowledge/findings/housing/2298.asp I think these mental maps are very important when trying to understand why some groups of people seem unable to take advantage of opportunities that appear to be on their doorstep.

11) A Simple Point

Education maintenance allowances seem to be important for keeping disadvantaged students in the education system http://news.bbc.co.uk/1/hi/education/7675733.stm

Tuesday, 7 October 2008

1) I have seen the future

In a recent speech to Labour Party conference, the Prime Minister argued that the achievement gap between rich and poor can only be closed in the modern world if every school student has access to a computer and high speed internet access. The Department of Children, Schools and Families have now detailed how that aspiration will be achieved http://www.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2008_0208 This plan could have a significant impact on the present and future work of The Brightside Trust. One of the first groups to benefit will be those children in the care of local authorities and hence this policy initiative will be of immediate relevance to the Confident Futures program. I would encourage people to visit the BECTA report associated with this project http://news.becta.org.uk/display.cfm?resID=38386 It has a two page executive summary!

2) End child poverty


Last Saturday, I went on the end child poverty campaign march, which ended with a rally in Trafalgar square http://news.bbc.co.uk/1/hi/uk/7651606.stm It was an affable and lively affair. The most obvious contingents were from anti-poverty and children’s charities, such as Barnardos, Action for Children, CPAG etc. Clearly, the aim was to make this a family friendly fun day out rather than a dour demonstration; so the participants included people dressed up as giant lobsters and much other silliness, all of which worked well. The rally was hosted by a famous person who I’m afraid I’d never heard of http://en.wikipedia.org/wiki/Christopher_Parker and in another sign of my old age, where I had expected to see a large number of Labour Party branch banners; I did not see a single one. There were some small trade’s union groupings from teachers and public sector unions.


In the square, large screens carried short broadcasts describing the reality of poverty in the UK and these were interspersed with some campaign posters. Some of these made me wonder. In particular, two poster/adverts worried me: the first, simply asserted ‘we spend £10 billion pounds a year on wine and champagne in this country’. The second, that we spend £24 billion (I think it was 24) on foreign holidays. I’m sure the intention of these statements is to plant the thought that if we can collectively spend such large sums of money on obviously gratuitous expenditure then we can easily afford to end child poverty. I think this line of argument is a real mistake: to be blunt, if ordinary folk think they are going to loose their annual holiday in order to pay for someone who has produced children without the proper means to support them then this movement is dead in the water. We must emphasise that we can afford this without ordinary people making sacrifices.


The march organisers were very pleased that the Prime Minister had once again committed the government to meeting the aim of abolishing child poverty by 2020; although the form of his commitment surprised me. The prime-minister announced that there will be "ground-breaking legislation to enshrine in the law of the land Labour's pledge to end child poverty"


This announcement was generally met by words of uncritical welcome http://www.guardian.co.uk/commentisfree/2008/sep/26/children.gordonbrown I know that ministers think the electorates’ memory is short but am I the only person in the charity business to remember that the government enshrined in law their commitment not to introduce university top up fees. Indeed, I’m enough of train spotter to still have a copy of the 2001 election manifesto which included the pledge, that the government "will not introduce top-up fees and has legislated against them". They were elected and they changed the law soon after and introduced top-up fees. So, I guess Gordon’s people judge that the collective social memory is around 5 years and as this commitment is 12 years away….


Maybe we all like magical thinking; it’s nice to think that poverty could be abolished. All the main political parties say they agree with the aim, there is no opposition, and yet, I don’t feel there is a hope in hells chance of achieving it. For example, the recent report showing that the number of people in the UK who are in fuel poverty rose by a million in 2006 – what must those numbers be now http://news.bbc.co.uk/1/hi/uk/7647997.stm


Equally, I think the campaign organisers are right to try to hold government and other political parties to their public commitment to end poverty. However, in order to avoid disappointment, I’d caution people to remember that in this world the tail never gets to wag the dog.


Please left click on the picture to spot the lobsters



3) Brightside and Son

With recession looming, there are bound to be more major business failures in the UK. These companies that cease trading may well have well developed systems of sponsored charity work and consequently it will not only be redundant business assets that will be up for grabs. I think we should be alert for any such charitable assets, as we might be able to give them a new home. This Guardian article discusses the fall-out from the Lehman Brothers collapse and illustrates the kinds of opportunities that we could anticipate arising from similar situations http://www.guardian.co.uk/society/2008/sep/24/banking.crisis.charities

4) Brightside’s bread and butter

How to make maths teaching more interesting http://www.telegraph.co.uk/news/newstopics/politics/education/3136861/If-maths-is-boring-what-is-the-answer.html I’m not sure I’m convinced.

Physics in good health http://news.bbc.co.uk/1/hi/sci/tech/7647166.stm

Science teaching research and good practice http://www.independent.co.uk/news/education/schools/signal-failure-how-to-get-science-back-on-track-941087.html

Doctors training, a new approach http://www.guardian.co.uk/society/joepublic/2008/sep/24/nhs.doctors.training

5) It’s not over, even though the fat boy sang

The debate about widening participation and university admissions has flared up on a number fronts over the past few weeks. One spat has been over the extent to which considerations of social disadvantage should influence admissions to the elite universities, especially Oxford http://www.independent.co.uk/news/education/education-news/oxford-is-not-a-social-security-office-947427.html and http://www.ft.com/cms/s/0/a17127d6-8c2e-11dd-8a4c-0000779fd18c.html?nclick_check=1 I notice that Cambridge seems to have a more sympathetic attitude and are making much better progress than Oxford, even though I have always thought (it would seem wrongly) of Cambridge as the most reactionary university in the UK. http://news.bbc.co.uk/1/hi/education/7631070.stm An alternative view of the merits of an elite Oxford education found its way into the Guardian http://www.guardian.co.uk/commentisfree/2008/oct/02/oxforduniversity Elsewhere, debate has been sparked by the news that the government is backing a new system of grading state schools ‘on the proportion of their pupils who attend top universities http://www.guardian.co.uk/education/2008/oct/03/schools.highereducation I think it is interesting that these types of discussions increasingly hinge on the importance of bad subject choices by some students while still at school. The National Council for Educational Excellence has recommended that all primary school children should get a ‘taste’ of university education http://www.independent.co.uk/news/education/education-news/government-report-give-pupils-early-taste-of-university-949715.html the same report recommended that universities should be free to vary the A-level grades expected from applicants depending on the schools they attend http://news.bbc.co.uk/1/hi/education/7648733.stm which is probably just as well because a report from HEFCE has found that a number of universities are doing this already http://www.guardian.co.uk/education/2008/sep/30/accesstouniversity The government has decided to strengthen this trend by sponsoring increased flexibility and experimental admissions procedures at 9 universities - Birmingham, Bristol, Exeter, King's College London, Leeds, Leicester, Newcastle, Southampton and Warwick. http://nds.coi.gov.uk/environment/fullDetail.asp?ReleaseID=379525&NewsAreaID=2&NavigatedFromDepartment=False The sensitivity of this subject was reflected in this discussion article in the Guardian http://www.guardian.co.uk/education/2008/sep/24/accesstouniversity.highereducation This debate is not over, but I think the detail of these discussions and the different systems of access and admissions that are beginning to emerge could be of great relevance to the work of The Brightside Trust.

6) Important Lesson

The Scottish free school meals experiment http://news.bbc.co.uk/1/hi/scotland/7646898.stm to be piloted in England http://news.bbc.co.uk/1/hi/education/7632349.stm I think the important point is that universal provision of free school meals not only increases the numbers of students taking up school meals but it also increases the number of disadvantaged pupils taking up the offer of a school dinner. This should not come as a surprise: in matters of social policy it has long been known that if you want people to take something up then make it free and universal.

7) Another UN report criticises UK child care record

http://www.communitycare.co.uk/Articles/2008/10/06/109597/un-slams-britains-child-poverty-levels.html This article is from Community Care, which we now get delivered to our office (I have managed to secure a free subscription). I will keep back copies in the library. For those who don’t know it, I would describe it as the house journal for UK social workers. I think we will find it useful as a guide to contemporary community and social work projects.

8) Scandal: David Cameron and the Swedish model

The Swedish model of schooling has suddenly become fashionable with the Conservative Party. The Independent produced a neat little description of the Swedish education system and in particular the place of parent established and run schools http://www.independent.co.uk/news/education/schools/the-big-question-what-is-the-swedish-schools-model-and-can-uk-education-learn-from-it-947339.html I would point to the significantly larger sums of money being invested by the Swedes.

Friday, 22 August 2008

1) Reflections on the Olympics

Have you noticed that the majority of UK medal winners were educated at fee-paying schools? It shouldn’t come as a surprise, 58 per cent of British medallists at the 2004 Olympics in Athens had attended non-state schools.
Leo Mckinstry at the Daily Mail noted this fact and fell back on an old technique: when in doubt blame the victims,
http://www.mailonsunday.co.uk/news/article-1046615/Is-coincidence-Olympic-champions-privately-educated.html however, even for the Daily Hate this is an extraordinary set of arguments.
Let’s take a look at this Olympics malarkey. First, it strikes me that most of the world’s population hasn’t a chance of competing. Half the world — nearly three billion people — live on less than two dollars a day. No doubt the Daily Mail would point at the average African dirt farmer and say that he made his choice when he had those children.
It also strikes me that you increase your chances of winning when you opt for the more technically advanced and expensive events, as this will exclude another great chunk of humanity from competing against you. For example, I believe a good show jumping horse is worth around £250,000, add to this all the other costs, such as feeding the beast and you must safely see off the vast majority of the world’s population by choosing this sport. I guess this explains why the UK competitors have a better chance of winning in sports that require expensive equipment and specialist training in a professional environment.
However, that said, why within the UK, with lottery support monies to facilitate the elite, are there not more ex-state school Olympians? According to Leo Mckinstry there are a number of strands to this. First, that state schools don’t encourage high performing students. This is prejudice and nonsense; I know it is nonsense because I know the detail of my niece Kate’s experience. Kate is ranked 2nd for her age group at trampolining in the UK (Scottish independence would see her move to 1st; come on the SNP, I say). She attends a bog standard, middling, state comprehensive school where she has been greatly encouraged and supported by all the teaching staff and is freely given time off for training and competitions. Her successes are praised and publicised at every opportunity among the whole school community. Also, I know that this is the case for her peers, whose schools are equally proud of their pupils’ successes. Schools also recognise that tomorrows elite sports men and women require more than their school can provide and are pleased to work in partnership with others. Ignoring Leo’s usual misogyny, then there was the sneering point about health and safety; this is once again plain prejudice and ignorance: health and safety are very important; these young athletes are pushing themselves to the limit of their abilities. Without careful and precise training, tailored to their individual development, then serious and permanent injury can easily occur. Although Kate attends a middling state comprehensive school, with the possible exception of Kate herself, no-one would call her disadvantaged (no, not even with her choice of uncle). But what of the disadvantaged students; as a social group they especially value sporting success, so why if modern state comprehensives are a supportive and encouraging environment aren’t these students taking advantage of the opportunities?
As with most things in UK social policy, I think it comes down to small marginal differences and small marginal choices over a sequence of events and time that adds up to a big difference of outcome. For example, lets take an area of UK success, rowing.
First you need the idea – I could do that; then the question is how. Obviously, at one end of the scale if you go to a school with a rowing lake then this is a simple matter. But even if you live in a middle class area near some water then your family will probably know of someone who knows someone who messes around in boats. That link will get you started. However, what if you live on an estate in an inner city, all types of sailing are an alien activity, there is no link. If you were to ask around then you would be told that it is something that rich people do and you would probably suffer ridicule for asking. For most people this is where it would end, before it even begins.
The only way they might discover if they have the potential to be a talented rower would be if someone, or some organisation, reaches into their neighbourhood and offers them access. This is stage one, give lots of children the opportunity to try, then some will buy. However, stage one, is the easy bit!
Aiming for sporting excellence is a hard thing to do and its pursuit has to be maintained over many years: this requires a lot of support. My sister reckons to spend around £200 a month on club fees alone. There are transport costs, going to training 6 times a week, also competitions, which are nationwide and to maintain a national ranking must be attended. Its not just money; my brother in law and his whole family get to spend many a weekend in places such as Hull, locations they might otherwise not have chosen as a holiday destination.
Some families may not be able to provide this level of emotional support or the practical support or the financial support. Yet without it, without this backing, in all of its dimensions then the task becomes even harder to achieve; we all have our breaking points. For our potential rower, they may well have to travel alone out of their neighbourhood and mix with people who are different to them. Each of these are only marginal differences but in the long run they add up and at every stage in the process of development the disadvantaged fall away and this is long before the lottery money for potential medal winners kicks in. This is where schemes for mentoring may provide some of the support that is needed.
In short, the problem is not ideological; it is primarily practical, the problem is the variation in the level and type of support available to different groups of people as they try to do something very hard. Specifically, it is exactly what the author of this article said it was not “the urban working class are said to be excluded because they do not have the same access to facilities, coaching, and support”. That is exactly it: something that would be described to him in exquisite detail if he cared to visit any state comprehensive school and speak to the teachers, pupils and parents.
However contrast the ghastly Leo Mckinstry’s reflections on the Olympics with that of the apparently optimistic and enlightened Mayor of London, who in his enthusiasm, seemed to nearly disassociate himself from his party leader and all that chatter of a broken society
http://www.telegraph.co.uk/opinion/main.jhtml?xml=/opinion/2008/08/19/do1901.xml
In this article Boris still recognises that 58% of competitors went to private schools but argues for widening participation. We must talk to this man about how widening participation can be made real, especially with his role in the London Olympics and while there is a widespread interest in what are often seen as elite or upper class sports.

2) University widening participation: the usual story, one step back, one step forward

UCAS have decided that parents are to be overtly part of the university application process http://www.guardian.co.uk/education/2008/aug/20/choosingadegree.clearing it strikes me this is a bad idea and will further disadvantage the disadvantaged. Disadvantaged students cannot draw on parental knowledge to significantly help them, as that knowledge isn’t there. Also, it won’t do any favours to those middle class kids who are being cajoled into doing what their parents want them to do. However, pushy parents are just the start in this process. I thought a report in the Times Higher of the 14th of August was interesting; it described how in the USA there has been a growth in the use of admissions consultants, with some 6% of applicants now using such services. Apparently, these consultants charge from around $100 to review a university application to $29,000 for fully supporting students and their parents when applying to top universities. Should the Brightside Trust get ahead of the game and offer this to disadvantaged students in the UK?
On the other hand, the happy widening participation news of the week is that Oxford University is to explicitly introduce social factors into its selection criteria, including postcode analysis of home address
http://www.guardian.co.uk/education/2008/aug/17/oxbridgeandelitism.highereducation?gusrc=rss&feed=networkfront

3) Things only got better

The vast majority of this year’s GCSE examination students have spent their entire schooling in an education system run by a Labour government. Using GCSE results as a guide, did things only get better? Overall, the GCSE results show a significant improvement in pupil performance during the last 11 years http://news.bbc.co.uk/1/hi/education/7574073.stm So, no one heading for The Hague, just yet, however, not all social groups seem to be benefiting to the same extent. There is a widening gap between pupils in the wealthiest 10% of neighbourhoods and the poorest 10%. In 2006, the proportion in the wealthiest districts achieving five good GSCEs was 28% higher than the poorest, while last year this had increased to 43%. It’s not just at GCSE level: it seems to be the same section of the population who are benefiting least from the education system at any point. For once I agree with the Baron Adonis, that the 20% of primary school pupils who transfer to secondary schools without basic literacy skills should be the most important of priorities http://www.guardian.co.uk/education/2008/aug/21/primaryschools.earlyyearseducation But why then was the big government education initiative of the summer a macho directive that they will close or turn into academies any school that fails to get 30% of its pupils five good GCSEs including English and maths http://news.bbc.co.uk/1/hi/education/7444822.stm . Everyone in the education system knows what the effect of this decree will be: rather than actively invest time in the most needy of students, staff will sideline them and concentrate their efforts on those pupils who are functioning just below the 5 GCSEs target, in order to get them just above that target and thereby carry the school and themselves over the 30% safety line. At the same time, while not admitting it, the school management will also find ways to get those who are least likely to achieve the required level off the audit and out of the way. Marginalised, these barely literate youths will be on an educational conveyor belt to becoming the unwanted unemployables of the next generation. Unintended consequences no doubt, but life damaging for those concerned and a blot on the government’s record.

4) The good news article

There has been an increase in the numbers of students going onto university compared to this time last year http://www.guardian.co.uk/education/2008/aug/21/clearing.highereducation including an increase in the numbers of students from a disadvantaged background.

5) Summer in the city

Tower Hamlets Summer University, a description of what looks like a good project http://www.guardian.co.uk/society/2008/aug/13/youngpeople.furthereducation

6) Education otherwise

Ever wondered about home education as an alternative to school? Well you should have. This is a generally friendly discussion of the subject and whether not going to school makes for disadvantage. http://www.guardian.co.uk/education/2008/aug/19/schools.education

Monday, 11 August 2008

1) Standby for incoming

It is widely rumoured that the A level pass rate will exceed 97% this Thursday, which will represent the highest pass rate ever. So, it’s good to see some people getting their revenge in first, http://www.timesonline.co.uk/tol/news/uk/education/article4492122.ece I have tried to locate this research paper on the Institute of Directors (IOD) website but there is no trace, maybe it will appear in this coming week. I hope so, because if, as I suspect, this analysis is based on a small self-selecting sample of their members, then it will publicly reveal an appalling ignorance of basic numeracy while complaining about the low standards of numeracy among young people. If this study is indeed based on a small self selecting sample, then the numbers being thrown around have no generalised validity whatsoever, they merely describe numerically the cumulative feelings and prejudices of those members who could be arsed to reply to the survey and cannot in any way be taken to represent the views of the total membership. Indeed, by filling in the form, or agreeing to answer questions, these people have probably already identified themselves as being different; therefore a statistical analysis on the basis of these results is entirely spurious. I know this kind of misunderstanding and misuse of statistics is commonplace, however, if it proves to be true here, then we don’t so much have an objective assessment of young people today but a public demonstration of hubris by the IOD. And while I’m at it, since when have most members of the IOD been experts in anything but the narrow details of their chosen business. Finally, if anyone is in any doubt about the IOD standards you should know that they twice invited me to become a member.

2) A batch of interesting case studies

A case study of mentoring a troubled, chaotic teenager http://www.guardian.co.uk/society/2008/aug/06/youngpeople.society

A case study of an AIMHIGHER visit to an Oxford college
http://www.guardian.co.uk/education/2008/aug/05/accesstouniversity.highereducation

A case study of cared for child who become a lawyer http://www.guardian.co.uk/society/2008/jul/16/children.childprotection as Tracy said it’s a mixed message good and bad….

3) One step forward, one step back

The government is expanding the money available for summer schools and mentoring through the City challenge program http://www.guardian.co.uk/education/2008/jul/28/bright.children meanwhile more universities are introducing their own recruitment tests http://education.guardian.co.uk/higher/news/story/0,,2291290,00.html which will adversely affect disadvantaged students. Win some, loose some.

4) SATs results

The latest SATs results show some worrying trends, http://www.guardian.co.uk/education/2008/aug/06/sats.primaryschools I think the level 5 results are both interesting and worrying when broken down by gender with boys achieving significantly worse than girls http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000804/index.shtml I’d be interested to see the boys results when broken down by class and ethnicity, I fear there are very few white working class boys achieving level 5. These findings are matched by the numbers of children who move onto secondary school without a full toolkit of basic skills, functioning below level 4 http://www.dailymail.co.uk/news/article-1041631/Entire-generation-pupils-failed-reading-writing-maths.html

5) Crime down, fear of crime up, why, why, why?

When asked about the level of crime, people conflate a number of things, but primarily they think about how safe they feel, not the statistical chance of their car being stolen http://www.guardian.co.uk/society/2008/may/19/fear.of.crime . This really isn’t hard to understand, but it seems to permanently evade ministers, senior police officers and many journalists who are apparently determined to remain puzzled by the problem; like those depositors of plastic wrapped flower tributes at sites of national grieving who’s banal notes blubber ‘why, why, why’ http://www.timesonline.co.uk/tol/comment/columnists/daniel_finkelstein/article4380637.ece
However, for those who still crave for a balance between perception of crime and crime statistics, I think I can see some good news coming your way. There are signs that recent rises in food and utility bills are already setting off a splurge of shop lifting. Have you noticed that Tesco are not only security tagging expensive cuts of meat; they have started tagging the chickens, well they have in Finsbury Park. When people start stealing battery farmed chickens you know that the financial pressure is on. As gas, electricity and food prices are now consuming the sum total of many low income families’ financial resources there will be nothing left for Christmas. My guess is that as the festive celebration looms, rises in retail theft will balloon; not just on inner city estates, it’s going to be a ‘knock off Christmas’. Consequently, statisticians, police officers and politicians will enter the New Year with the satisfaction that the numerical balance between the fear of crime and the actuality of crime statistics has begun to be restored.

6) Happy land

Michael Gove, the Conservative Party spokesperson for education has delivered an interesting and well researched speech about educational disadvantage, it’s worth reading. Is this the future policy direction for the UK? http://www.guardian.co.uk/education/2008/aug/08/schools.conservatives

7) It's research, it must be true

The BBC reported a new LSE study that showed 1 in 5 of the UKs 16/17 year olds are not in education employment or training (NEET), which is double the official figure. The research also featured on the BBC television news as a mid range item. http://news.bbc.co.uk/1/hi/uk/7515042.stm When I saw this, I thought the finding was both interesting and what I had feared. I also mused how relatively obscure pieces of local research can be rapidly circulated by international news agencies, for example, I found it repeated the following day on a news site aimed at the Indian community in Thailand http://www.thaindian.com/newsportal/uncategorized/teen-troubles-target-britain_10073708.html Just one detail of a problem with the story: there is no such research report. I discovered this when I went to the LSE website and tried to view the details of the research, (I’ve been around long enough to know that you are unwise to take press releases on trust, always ask to see the data and methodology); when I couldn’t find any trace or reference to this research on the LSE website I started making inquiries. Long story short: it turns out that at a public meeting one of the LSE’s researchers had suggested that it may be the case that there are more young people not in employment, education or training than government figures suggest and this got a little twist by a listening journalist into ‘a study at the LSE has shown’ and there you go, the hare is running. Shame that not one of the people who ran the story bothered to check, or am I just being old fashioned, never let the facts get in the way of a good story.

8) Happiness needs to be constructed

I have decided that from now on that I will include a piece of genuinely good news with every blog update. Well, that’s my intension; furthermore it will be an item of education policy or at least of some sort of positive social practice. Whatever the struggle, I promise there will be no resort to Youtube video links of sneezing pandas.
Good news item of the week
Since 2004, care leavers have gone from 1 per cent of the student population to 6 per cent and that’s before the Brightside Trust’s projects have fully kicked in.
http://www.independent.co.uk/news/education/higher/in-the-loop-why-a-rising-number-of-careleavers-are-going-to-university-880934.html On a more abstract level, I think this is also a classic example of a successful social policy intervention. It shows how life changing contributions to people’s lives, can be achieved, even where initial prospects don’t look good.

9) Not poor enough

Nearly half a million British children growing up in poverty are not entitled to a free school meal. The parents of 410,000 youngsters do not qualify because they are not receiving benefits but they are on such low incomes they are officially classed as living in poverty. http://www.mirror.co.uk/news/2008/07/29/exclusive-hard-up-kids-denied-free-school-meals-115875-20675397/