Thursday, 26 February 2009

1) Poly come home

The return of the Polytechnic? http://www.timesonline.co.uk/tol/life_and_style/education/article5780304.ece This could be seen as just the harbinger of another reversal of a state policy, which will waste many millions of pounds of public money. However, I don’t think it is that simple or clear. Elsewhere, the government continues to push ahead with new schemes to encourage disadvantaged students to apply to the ‘top’ universities http://www.guardian.co.uk/education/2009/feb/02/teachers-university-expectations-achievers Analysis of the existing student populations shows that there is a structural tendency for disadvantaged students to attend the new, post 1992, universities. http://www.guardian.co.uk/education/2009/feb/03/access-university1 For those who want more detail a recent study examined this trend http://www.guardian.co.uk/education/2009/feb/03/university-access-social-exclusion and at http://www.guardian.co.uk/education/2009/feb/03/universities-admissions-social-mobility and this trend continues to excite some MPs http://www.guardian.co.uk/politics/2009/feb/26/university-elitism-access

As an aside, I think it is interesting that these research reports used the Acorn system of social classification, this schema seems to be gaining the upper hand in education studies and we would be wise to use it in any studies that we undertake in the future.

However, back to the main point, I think I am with John Denham on this one. I’m not so excited about ‘top universities’. I think the difficult problem is getting disadvantaged students to stay in education, get 5 GCSEs A to C and then to consider higher education of any sort. The disadvantaged student group seem to be gravitating to the old polys; so why not bend those institutions to fit the customers. I admit that there remains the old British quandary of the divide between academic and vocational qualifications and the assumed inferiority of the latter. This was never addressed when the old polytechnics were converted into universities; the problem was assumed to have been transcended by a simple change of name. Without a serious attempt to make ‘parity of esteem’ real this time round then the vocational route will continue to be seen as second best and unattractive to all types of students.

A utopian thought: It seems to be a chronic problem of UK social policy that old policies and strategies are described in a caricature way by the advocates of each new policy that comes along. I know it’s an old-fashioned idea but I still believe that an honest and thorough understanding of a policy’s history will always help to both better understand the present situation and might even ensure that the new policy is an improvement on the old. We could really do with this approach in education policy.

2) Crisis, what crisis

There has been a late surge in the numbers applying to go to university http://www.timesonline.co.uk/tol/news/uk/education/article5733614.ece with more detail at http://www.guardian.co.uk/education/2009/feb/16/university-applications-recession there is also a major increase in the numbers going into science and maths teaching http://www.independent.co.uk/news/education/education-news/trainees-sign-up-to-teach-maths-and-science-1630449.html

3) There should be a law against it

The target to halve child poverty by 2010 is to be missed, no real news there; but the apparent increase in the numbers of families in poverty who have at least one adult wage earner is worrying http://www.guardian.co.uk/society/2009/feb/18/child-poverty-research there seems little appetite for recognising the problem of low wages in government http://www.guardian.co.uk/politics/2008/nov/04/ed-balls-poverty-wages if you are interested in a rigorous analysis of the extent and nature of poverty levels in the UK in 2009 and prospects for abolishing poverty by 2020 then I’ve seen nothing better than this report from Joseph Rowntree and the Institute for Fiscal Studies http://www.ifs.org.uk/comms/comm108.pdf . I think the government’s response to the stalling of their anti-poverty drive is rather odd; they are going to legislate in order to make the abolition of poverty a legally binding duty on government. You have until the 11th of March if you have any advice or tips for the government http://www.dcsf.gov.uk/consultations/index.cfm?action=consultationDetails&consultationId=1590&external=no&menu=1 apparently they’d love to hear from you

4) Thus conscience does make cowards of us all

Teachers failing to spot Special Educational Needs (SEN) among students, according to this expert http://www.guardian.co.uk/education/2009/feb/06/pupil-behaviour-school-discipline forgive me, but I see no such nuanced difficulty, the key to this ‘difficult problem’ is the percentage difference, noted in the article, between expected and actual statements of special educational needs in the student population. Every statement of SEN I ever saw, recommended greater expenditure on the assessed child’s education, usually in terms of allocating them teaching assistant time. As the recommendations of special needs assessments carry legal force, they have to be implemented by schools. So, in practice, schools and local authorities try desperately to avoid carrying out full assessments in order to avoid the inevitable extra cost that a statement will bring. Hence the enormous gap between the estimated level of SEN in the student population and the actual number of assessments being carried out. Mild autism being missed by teachers; baloney, this is the self justifying guff of a guilty liberal conscience; this problem is not new and teachers are not missing it. It is the old problem of rationing. It’s about keeping the costs of special needs within existing education budgets, which is achieved by ignoring the bulk of special needs among the student population. Who runs this process - Headteachers.

5) A rose by any other name?

One of the most thorough reviews of primary schooling ever undertaken in the UK has reported. They found that there has been an overemphasis on the ‘3 Rs’ in primary education, causing the educational experience to become too narrow and to stifle pupil development http://www.independent.co.uk/news/education/education-news/schoolchildrens-lives-are-being-impoverished-1627047.html Some see this as a spoiler for the government’s sponsored review of primary schooling, the Rose review, which is due to report later in the year. I’m happy to await the Rose review, I rather like the emphasis on the 3 Rs and I’m not convinced that a broader educational experience would help those who are failing to become functionally literate and numerate.

6) Children’s university

Its for under 11s http://www.guardian.co.uk/education/2009/feb/24/primaryschools-schools maybe it will help younger students think beyond the limits of their world before too many educational choices have been made.

7) Schools IT

The Independent newspaper occasionally carries reviews of educational software being used in schools. I thought I’d offer you this past week’s selection, if nothing else, it shows just how IT is now central to school learning programs http://www.independent.co.uk/news/education/schools/education-reviews-digital-resources-1625431.html I notice that the list includes moneysense, a managing your money program.

8) Braveheart

There is to be a fearless review of university tuition fees by the government http://www.guardian.co.uk/education/2009/feb/03/tuition-fees-cap-review . Well, after the election, maybe.

9) National service for young people

http://business.timesonline.co.uk/tol/business/economics/article5780325.ece I think this, or something very like it, will happen. It ticks all the government’s boxes; it will cost very little, it fixes broken Britain, and it will hide youth unemployment. Whatever form it takes, it will involve masses of mentoring. Do we want some of this?

Sunday, 1 February 2009

Where there is hope

Nearly as weary as the Spanish, probably as miserable as the Estonians, no its not me, it has to be another survey of UK happiness http://www.guardian.co.uk/uk/2009/jan/24/british-identity-new-economics-foundation-happiness the full report http://www.nationalaccountsofwellbeing.org/public-data/files/national-accounts-of-well-being-report.pdf In my opinion, it is worth considering this kind of research because happiness is essential for optimism and optimism is necessary for people to even try to begin to overcome disadvantage. Also, if one takes a broader view of social wellbeing then I guess one has to take a wider view of what is social disadvantage. However, I can see this debate becoming contentious, especially when it seems to question the appropriateness of mothers entering paid employment instead of engaging in full-time child care, as here in another report about to hit the streets http://women.timesonline.co.uk/tol/life_and_style/women/families/article5627605.ece

1 Digitally challenged

Following an investigation by Lord Carter, an interim report into the UK's digital future has been published by the UK government http://news.bbc.co.uk/1/hi/technology/7858498.stm the full report can be found at http://www.culture.gov.uk/images/publications/digital_britain_interimreportjan09.pdf This report will be a disappointment to anyone who is worried about the effect of the digital divide in the UK: the division between those who use the internet and those who don’t. Curiously, this report seems to assume that the lack of a household internet connection by 17 million people or around 30% of households is because they don’t understand or see the advantage of using the internet. One of the report’s recommendations is that there should be a popular champion to encourage the take up of the technology by these excluded people. Frankly, I think this is a marginal point, however my only plea, is please, lets not have another Tsar, if the champion has to be named after some feudal relic, how about a people’s Kaiser or a community Shah.

In my opinion, the main problem isn’t ignorance or fear or indifference to the internet, I think the problem for poor families is almost entirely about cost; and moreover, not the cost of a device to access the internet but the cost of an ongoing connection for that device. As far as I can see, this is not seriously addressed anywhere in this report. Instead we are treated to many pages about reassuring adults about child safety, ensuring every building in the country is able to connect to the internet, stopping illegal file sharing and the future of publicly funded broadcasting. On the issue of access for disadvantaged groups there are only two short sections. First, there is praise for what is claimed to be the widespread availability and success of UK Online Centres.

“Since their creation in 2000 UK Online Centres, based in libraries, citizens’ advice bureaux, internet cafes and other publicly-available locations, have helped millions of people in England. They have particularly helped the disadvantaged or older people who have not encountered digital technology at work or do not have supportive family networks. The Centres provide a safe and supportive environment, often working well with voluntary and community organisations, to show the practical uses and benefits of the internet and the essential skills to use it. The Government is currently looking at how to harness the potential of UK Online Centres for supporting digital inclusion policies as a whole.” Page 61

However, at a recent Brightside Trust team meeting, when we discussed single parents accessing potential e-mentoring schemes, the general feeling was that one of the problems with any such scheme was that public access to the internet was in reality very poor, rendering such initiatives problematic. So, I’m sceptical.

The nearest the report gets to addressing the problem of cost is this second, delphic paragraph,

“This will include working with industry to develop affordable, reliable and easy-to-use IPTV boxes – particularly relevant to those households currently without a PC and, when a critical mass of digital public service delivery is reached, around 2012-13, there could be a new scheme to assist remaining elderly and disadvantaged households to get online. This would draw on key lessons from the digital switchover scheme in television, notably the vital role of engagement with the third sector in identifying those most in practical need and providing the level of trusted quality contact to demonstrate the practical benefits of the technology and impart the basic skills to use it.” Page 62

Yet between now and 2013, many thousands of children will find their relative disadvantage increased because of this gap. Nowadays, even primary school students routinely use internet resources to complete their work, which gives them a major advantage over those without home internet access. A recent survey found that a third of young people insisted that they “could not live” without their computer http://www.guardian.co.uk/media/2009/jan/19/internet-generation-parents

I still think that the only real answer to the digital divide would be to offer internet connections free at the point of use to every household, as part of the local infrastructure provided by the local authority, like rubbish collection or schooling. To make it a little more acceptable to middle England, then perhaps restrict it to families with children and pensioners. Unfortunately, I cannot see anyone pursuing that policy in the UK today and so the digital revolution will only exacerbate the social divide. Lord Carter’s full report is due in June of this year, so still time for a revelation, but judging from this report he’s going to need the full road to Damascus experience.

2 Not so clever

A recent report found that 1 in 7 of those students categorised as gifted and talented failed to get 5 GCSE A to C including Maths and English. http://www.independent.co.uk/news/education/education-news/scheme-for-gifted-pupils-is-a-failure-1452286.html My first thought was that this reflects the confused criteria for selecting pupils for the gifted and talented scheme. However, maybe there is more to discover here, perhaps this is an interesting insight into the disillusionment of bright children.

3 Good news items – a jumble of disadvantage overcome

City mentoring program http://www.guardian.co.uk/society/2009/jan/14/young-people-social-exclusion Oxford success story http://www.guardian.co.uk/education/2009/jan/17/elitism-oxbridge-university and a more traditional way of getting disadvantaged students into Oxbridge http://www.timesonline.co.uk/tol/life_and_style/education/article5626714.ece Physics female role model http://www.guardian.co.uk/education/2009/jan/13/athene-donald-physics Medical school, the example of an access course http://www.timesonline.co.uk/tol/life_and_style/education/article5536362.ece

5 Diplomas: it needn’t have been this way

The slow and creaky start to the new educational diploma system is now being reported http://www.guardian.co.uk/education/2009/jan/24/diplomas-qca and http://www.guardian.co.uk/education/2009/jan/26/school-diplomas-teachers which quotes findings from a survey commissioned by the Sutton Trust. http://news.bbc.co.uk/1/hi/education/7847813.stm I remain convinced that diploma credibility was, as a minimum, always dependent on level 3 diplomas replacing A levels. Without that, the diplomas were always doomed to be seen as the less good, vocational alternative, to proper academic qualifications.

6 The context of e-mentoring

The higher education learning environment has changed significantly over the past few years and that pace of change shows no sign of diminishing http://www.guardian.co.uk/universitychallenge/weapon I think this could be relevant to the evolution of our e-mentoring projects.

7 Campaigning for science

A campaign to promote a more positive view of science launched by celebrities and government http://www.guardian.co.uk/education/2009/jan/28/science-terry-pratchett and as this article shows, it’s needed http://www.guardian.co.uk/education/2009/jan/14/league-tables-science

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.