Agenda Alliance’s Post

A recent analysis underscores vast differences in the performance of multi academy trusts across regions in the UK. The report uncovers disparities in educational support for disadvantaged students, highlighting notable variations in performance among trusts, particularly in London. Here are some key findings: London: 60% of disadvantaged students achieved a grade 5 or above in GCSE English and Maths. South West: Only 34% of disadvantaged students reached the same benchmark. #EducationForAll #DisadvantagedStudents Significant differences in multi academy trust performance highlights need for a new collaborative culture, new report shows

New research by Chance UK reveals a concerning rise in suspensions and exclusions for primary school children, hitting their highest levels since 2006.  The study, which included data from 3.2 million pupils in England, found that 1 in 40 school children were excluded or suspended in primary school, with 97% of those having special educational needs.   It’s statistics like these that fuels our commitment to reduce school placement breakdown and inspires services like BeyondAutism Fast Responder®. Our proactive approach intervenes before suspension escalates into exclusion and focuses on inclusion, not exclusion. The service is also needs-led, supporting those who may have been identified as having SEND, but may be on a waitlist for assessment, avoiding further waits for the right support. A child’s path to a life of choice, independence and opportunity begins with education and every child deserves to thrive. To learn more about how our BeyondAutism Fast Responder® pilot saw 96% of students remain in their placement, follow the link below. https://lnkd.in/eQ9Xm3xD 

Oracy can boost school progress by up to 6 months, with students who have higher language ability more likely to achieve 9-4 in GCSE English and maths. A new report by the Oracy Education Commission reveals that oracy should be prioritised as the fourth 'R' alongside reading, writing and arithmetic. The Commission - bringing together experts from across education, academia and the arts - recommends that oracy is made a core aspect of education from early years to post-16. We strongly advocate for oracy to be implemented in the national curriculum, to ensure it drives attainment for young people from disadvantaged backgrounds. Read the other recommendations made by the Commission in the full report: https://lnkd.in/eVUA3QFm

Language barriers shouldn't stand in the way of your child's education. UKSC bridges the gap, communicating with admissions departments on your behalf to ensure a seamless application process. Trust us to find the perfect school for your child's academic journey. #LanguageSupport #EducationConsultancy #SchoolPlacement

Natspec Chief Executive Clare Howard OBE said: “It is helpful that new guidance has been published, as the rules announced in February 2024 would have had an overwhelmingly negative impact on students. It was important that changes were announced before colleges were asked to replace tried and tested approaches to English and maths with a delivery model that does not serve their learners. We welcome the new flexibilities in the revised rules that will enable providers to determine the most suitable delivery model for English and maths for learners with EHCPs. Arrangements for measuring compliance and recording the minimum teaching hours will need to accommodate this flexibility, particularly in relation to embedded learning. We would have liked to have seen less prescription and more flexibility to enable providers to vary the amount and proportion of English and maths within programmes for learners with EHCPs to match their individual needs.  We also recognise that there are many learners with SEND without EHCPs who would also benefit from the flexibilities being afforded to those with EHCPs. We hope that DfE will monitor the impact of the changes and be prepared to allow providers more autonomy in delivering English and maths if learners with SEND are found to be disadvantaged by the new arrangements.  We will have to await the outcome of the Curriculum and Assessment Review to see how long these new arrangements stay in place. The panel’s recent call for evidence is likely to result in a range of alternative options for post-16 English and maths being presented. Government should not miss the opportunity for a radical rethink, particularly in relation to the needs of the third of young people who do not achieve at level 2 in these subjects by the end of key stage 4.” https://lnkd.in/edswT6RX

As a teacher of English and Maths in FE, it can be easy to lose sight of the importance of what we do and that yes, we do make a difference to our students’ lives. Re-sits are not without problems but they are creating opportunities for many disadvantaged students. That’s worth remembering (and also a competitive pay rise). #feworks #FEMathsandEnglish

Fascinating that it takes someone from somewhere else with comparative experience to say what English teachers can't. Secondary Education in the UK has hit rock-bottom as the disinhibited children that have known for decades that there are NO consequences at home nor are there any in-school. The children I'm talking about are those of parents unable to say NO to their children nor are they effectively correcting poor behaviours or providing some sort of reasonable role model differentiating pro-social -v- anti-social behaviours frightened of their children so unable to develop some emotional intelligence being dominated by their child. Effectively the roles have been reversed judging by the number of parents that are being abused by their children. Equality gone mad as we found when teaching, outside of school you would a normal relationship with the children knowing that once you enter those gates all bets were off and it is a case of "Them and Us" no holds barred so interesting to see the normality of an inclusive model education system solely driven by Political Spin and corruption in terms of massaging the accounts. https://lnkd.in/eYRD3FZf

We’re discussing why the next government should focus on each of the five policy areas laid out in the Impetus Manifesto - tutoring, oracy, reducing exclusion, access to higher education and tackling youth unemployment. Today’s topic is: why oracy?  Oracy refers to foundational speaking and listening skills. Oral language interventions can lead up to six months’ additional progress, while students with higher language ability are more likely to achieve higher grades in GCSE maths and English.  Research also suggests teaching oracy can have a positive effect on students’ social, emotional and behavioral skills.  The next government should establish Centres of Excellence for oracy, to model a world class oracy education and explicitly embed it into the curriculum. By creating consensus on what works, how to measure progress and what teacher CPD could look like, oracy can be embedded into the wider curriculum. Read in full: https://lnkd.in/eFuKRnD9

From the National Center for Education Statistics: 📈 The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2021 (10.6 percent, or 5.3 million students) than in fall 2011 (9.4 percent, or 4.6 million students). In fall 2021, across the 50 states and the District of Columbia, the percentage of public school students who were ELs ranged from 0.8 percent in West Virginia to 20.2 percent in Texas. Figure 1. 📸 Percentage of public school students who were English learners (ELs), by state or jurisdiction: Fall 2021 https://lnkd.in/gb9tUEuC Let's work together to create systems that inspire, engage, and uplift every member! Book a meeting: https://lnkd.in/gUj85inc 📧kbradford@levelupedu.org 📞 713-857-0229 💻 https://lnkd.in/ger3zmsr

Something must be done