Key players Department for Education Local Authorities Schools and Governing Bodies

Key players Department for Education Academies and Free Schools

Department/ organisation 2010/11, £bn2011/12, £bn % change including inflation TOTAL SPENDING Department for Work and Pensions (DWP) Department of Health (DH) Department for Education Debt interest payments HM Revenue and Customs (HMRC) Ministry of Defence (MoD) DEVOLVED SPENDING SCOTLAND

Government Spending on Education Total£56.3 bn Schools£51.5 bn State MaintainedAcademies Free £46.2 bn £5.3 bn£75 million

Numbers of Schools in England - Jan Mainstream State-Funded20124 Academies3613 Free Schools174 % of Academies/Free Schools18.1%

Schools, pupils and their characteristics: January million pupils enrolled in schools in England, i.e. including state-funded and independent schools. 2.4 million pupils enrolled in academies and free schools in England in January This has increased from 2.0 million since January is the average infant one-teacher class size in state-funded primary schools in England. There is a statutory limit of 30 pupils in one-teacher infant classes % of pupils in state-funded schools are known to be eligible for and claiming free school meals % of pupils in state-funded secondary schools speak a first language known or believed to be other than English.

Phases EstablishmentsAge Range Pre-School NurseriesUnder 5 Primary Schools (Infant Schools) (Junior Schools) 5-11 (5-7) (7-11) Secondary Schools11-16 or Sixth Form Colleges16-18 Further Education CollegesOver 16 Special Schools3-18

From September 2013 the education leaving age rose to 17 and from 2015 it will rise again, to 18. The government is raising the leaving age because research shows that young people who carry on learning or training until the age of 18 earn more money, are likely to be healthier and less likely to be in trouble with the police.

This doesn’t mean children have to stay on in school. It can mean:  Full-time education, e.g. at a school or college  An apprenticeship  Part-time education or training, as well as being employed, self-employed or volunteering for 20 hours or more a week. At this stage, learning is more about what the child wants to do, rather than what parents/schools want him/her to do.

Different types of school Community Schoolsfunded through the Local Authorities Academies funded directly by the government Free Schoolssanctioned and funded by the government in response to parental request Private schoolsfunded by private individuals organisations, or educational trusts

Freedom and control  A head teacher and senior leaders have freedom to determine the ethos and practice of their schools … but also  full responsibility for the quality of education experienced by the young people in their care.

Freedom and control Schools are responsible for:  Teaching and learning  appointment and management of all their staff  the buildings and site including playing fields

Freedom and control Freedom and control  A headteacher is accountable to a Governing Body that represents parents, the community and often the Local Authority  There are national standards for headteachers  New headteachers must be accredited by the National Professional Qualification for Headship

Every child matters  be safe  be healthy  enjoy and achieve  make a positive contribution to society (citizenship)  economic well-being

THE NATIONAL CURRICULUM (from September 2014)

Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum.

The National Curriculum sets out: 1.The subjects that schools have to teach 2.The content of each subject (Programmes of Study) 3.When children are to be assessed

All state-funded schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online.

The national curriculum aims to provide pupils with an introduction to the essential knowledge that they need to be educated citizens. It aims to introduce pupils to the best that has been thought and said, and to promote an appreciation of human creativity and achievement.

It is organised on the basis of four key stages and twelve subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.

The National Curriculum is organised into blocks of years called Key Stages:  Key Stage 1: Ages 5-7 (Years 1-2)  Key Stage 2: Ages 7-11 (Years 3-6)  Key Stage 3: Ages (Years 7-9)  Key Stage 4: Ages (Years 10-11)

The CORE subjects are: English, Maths and Science The FOUNDATION subjects are: Art & design, Citizenship, Computing, Design and technology, Languages, Geography, History, Music, Physical Education

Schools must also provide religious education at all key stages. Secondary schools must provide sex and relationship education.

The Secretary of State for Education is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of national curriculum programmes of study is taught to all pupils. Schools are also free to choose how they teach the subject matter and the resources they use.

Teachers are also expected to use every relevant subject to develop their pupils’ skills in the following areas: Numeracy and mathematics Language and literacy (spoken language, reading, writing and vocabulary – seen as integral aspects of the teaching of every subject).

 Key Stage 1 (age 5-7)  A phonics check near the end of Year 1  Teacher assessment at the end of Year 2 in reading, writing, speaking and listening, maths and science. The assessments will be informed by externally-set but internally-marked tests, which can be taken when the school chooses.

Year 1 Phonics Screening check Sample Words toxbimvapulf geckchomtordthazz blansteckhildquemp shingangweekchill

Key Stage 2 (age 11) National tests in English (reading, grammar, punctuation and spelling) and maths. These tests are held in May and are externally marked. At the end of KS2, teachers also give an assessment in Reading, writing, maths and science. A sample of students will take tests in Science to give a picture of national, performance

Key Stage 3 (age 14)  Teacher assessments in English, maths and science and the other foundation subjects. (Note: the moderation process to ensure that teacher assessments are more consistent will be improved.)

During KS4 (up to16), most students work towards national qualifications, usually GCSEs. The compulsory core subjects are: English, Maths and Science. Foundation subjects are:  information and communication technology (ICT)  physical education  Citizenship Schools must also offer at least 1 subject from each of these areas:  arts  design and technology  humanities  modern foreign languages

The government has launched an Assessment Innovation Fund to enable assessment methods developed by schools and expert organisations to be produced in easy-to-use packages for other schools to use. Model assessment systems, case studies and examples of ‘what looks good’ in relation to the new programmes of study will be published throughout 2014.

GCSEs and A levels will also be reformed to match ‘the best education systems in the world’.

Teaching in primary schools focuses on the basic skills of reading, writing and maths but includes all the foundation subjects. Teachers concentrate on encouraging students to become independent learners There is an emphasis on problem-solving activities and children work together to find solutions Students spend most of the day with a class teacher who teaches all subjects but they might have a specialist teacher for subjects like music, French or PE.

What will be changing? National Curriculum levels will be removed from Sept 2014 Schools can choose their own method to monitor progress throughout the key stages

The National Tests The tests will be more challenging to reflect the more demanding new curriculum From Sept 2016 the end of Key Stage tests will provide students with a scaled score rather than a level Each pupil will be required to attain a scaled score of 100 or more in the tests DfE will be providing performance descriptors to inform teacher assessment, from autumn 2014

Levels of achievement in English – Speaking and Listening Level 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail.

Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.

Level 3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.

Level 4 Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others' ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.