Paul E.

📈 Our SEND School Improvement programme focuses on 7 key areas—from Intent to Provision Mapping—helping leaders create and embed actionable plans to enhance SEND provision and outcomes. Learn more today ⬇️

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Fabulous day at Blackpool Children’s Education Conference yesterday, delivering my CLPE (Centre for Literacy in Primary Education) workshop. Thank you Dr Elaine Allen OBE and mark cowell. I only had to contend with a few hours of failing trains but these headteachers have had to contend with years of their schools and seaside communities being neglected and left behind through lack of regeneration and austerity. And yet, what struck me was the energy in the room. An absolute determination to ensure their children thrive. Can’t think of an attitude more closely aligned to CLPE’s core value. Every child deserves to be literate and to be literate they deserve the same access to resources as everyone else. In this case, we explored key principles we need to consider when teaching children using English as an additional language; children who are literally learning to learn in another language. And we explored how to put these principles into practice in the classroom and through high-quality texts and non-reductive teaching approaches - drawing on established research (of course!) and what we know that works in the classroom right now, particularly for schools supporting educationally vulnerable children and disadvantaged communities. Our Power of Reading English curriculum offers all our children a rich and cohesive curriculum with teaching sequences carefully designed to scaffold language development from reading into writing. The approaches are utterly steeped in evidence and rigorously reviewed with real children in mind through our CLPE community. We know it has been designed to work for children who are using English as an additional language as well as other educationally vulnerable children. We know it is adaptable to suit the needs and interests of different children. And it brings the joy back into teaching, which surely matters in these times. Encouraging teachers to reflect on why and how their practice works (or doesn’t) with the children they have before them isn’t loose, it’s essential for them to really have an impact on each child. And, of course, it’s essential for a teacher’s professional development and status. We’re proud to have held Early Career Teachers to develop best practice as well as helped retain some wonderfully experienced but disillusioned teachers because of this agency and knowledge that they are making a difference in joyful ways. If you are in Blackpool or anywhere in the North West, we are bringing Power of Reading to you in Manchester! Join our CLPE community and let us help you and your teachers to make a difference.

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A final reminder that UCAS call for feedback on its proposed model for allocating UCAS Tariff points to Level 3 and SCQF Level 6 apprenticeships closes on 20 June. To complete the survey you will need to read the public engagement document below: https://lnkd.in/eFf9NPuC The link to the survey is on page 10 and allows you to put forward your views on the proposal. #Apprenticeships #UCAS

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Workplace skills are increasingly recognised as critical for success in personal and professional settings, whilst basic digital skills are now expected for most roles in order to navigate and work effectively in a digital society. Herefordshire & Worcestershire Chamber of Commerce are delivering training courses to people living in Worcestershire and in many cases are fully funded. (Funding available dpending on location) These courses are designed following specific feedback from local employers through the Worcestershire LSIP findings in which employers identified two large skills gaps that are both a need and a necessity in the workplace. ▪ IT skills for the Workplace: Participants will gain proficiency in computer navigation, basic functions, and the utilisation of fundamental office programmes, empowering them to enhance efficiency and foster professional development, including: Internet Safety and Security Exploring Microsoft packages (Teams, Excel, Word and Outlook). An introduction to social media ▪ Professional Skills for the Workplace Participants of this course will have the opportunity to learn more about building confidence and assertiveness in the workplace by identifying personal strengths and how to handle feedback. The course will also cover the fundamentals of communication, as well as demonstrate effective techniques and skills. You’ll also learn more about the importance of work ethic, professionalism and time management. It is appropriate not just for people entering the world of work but also for newly appointed or future line managers. To book and find out more information speak to Lauren Ashford at the Herefordshire & Worcestershire Chamber of Commerce, myself or Celia Felgate. Or: follow this link https://lnkd.in/egnr7k5Q which will enable you to book online and also find out more about Skillsboost funding available to support Worcestershire employees grow and develop. Helen Mulvenna

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Three key insights on AI’s role in shaping the future of education

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SLIGHTLY REVISED OFSTED INSPECTION HANDBOOK FOR FE AND SKILLS PUBLISHED FOR SEPTEMBER 2024 https://lnkd.in/eUgE56sJ September 2024 Paragraphs 4 and 63 (footnote 28): coverage of inspection of the education element of 16 to 19 secure academies. Paragraph 82: updates relating to inspection scope. Paragraphs 216 to 217: updates relating to the inspection of apprenticeships and adult learning programmes. Paragraphs 245 and 252 to 253: clarifications relating to the inspection of behaviour and attitudes. Paragraphs 257 to 261: clarifications relating to the inspection of personal development. Still no attempt to sort out the confusion of all the different inspection timescales in the footnotes - one would have thought this would be the ideal opportunity just to do that.

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#Employers - did you know that the students of today could be your workforce of tomorrow? #Apprenticeships, #TLevels and #HigherTechnicalQualifications give young people the skills and training your business needs. Find out more about the benefits to your business: https://ow.ly/LNfa50SwM11 #Exams #ResultsDay24

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How do you drive change in schools? Our new report explores how to maximise the impact of innovation in education - with insights for teachers, school leaders, academics, policymakers, and charities on ways to increase your influence. It’s based on the lessons learned from our evaluation of the Templeton World Charity Foundation ‘Big Questions in Classrooms’ initiative to promote inter-disciplinary teaching. Some of the key findings include:  ☑️ Involve teachers in research. ☑️ Focus on culture.  ☑️ Target school leaders & multi-academy trusts. Read the full report: https://lnkd.in/eaqZHzGp 

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The people of the North East of England, over the years, have shown great spirit and resilience, and have been pioneering in developing innovative, local solutions to local problems. For example, prior to the introduction of the Department for Education's £200M p.a. Holiday Activities and Food (HAF) Programme across England, the North East was one of the first regions to pilot a region-wide approach to reducing so called 'holiday hunger' Children North East Northumbria University. However, the UK government's decision to set the eligibility criteria for HAF based on means tested Free School Meal registration limits the uptake and effectiveness of the programme; especially when so many children in the North East are living in poverty but not eligible for FSM due to the strict eligibility criteria. The Mayor of London is addressing child poverty through a number of programmes, including supporting all primary school aged children, attending a state school to have access to FSM. And children and young people access to holiday activities and food programmes and other programmes such as employability and entrepreneurship The Mayor's Fund for London. Such universal programmes are gaining traction world-wide World Food Programme. Whilst I applaud the Mayor of London's approach, and I have undertaken numerous evaluations that show many positive outcomes and impacts of the mayor's Kitchen Social Programme, it seems socially unjust that children elsewhere in the country miss out on such opportunities. Of course, we need to adopt and implement locally based solutions and I appreciate that in the NE we don't have the business taxes available to the Mayor of London, so we have to be creative in developing local solutions and we, in the NE, have a long history of this. Whilst we wait for a national Child Poverty Act Children's Alliance I am delighted to see Kim McGuiness, as the North East mayor, already showing fantastic leadership and action to reduce child poverty in the North East. The formation of a child poverty reduction unit will draw upon expertise from across different sectors and organisations to increase opportunities for children and young people in the North East to thrive. It is important to note that to reduce child poverty there has to be a balance between the immediate, more 'sticking plaster' interventions with more structural interventions that address the root causes of child poverty. It is also important to note that the vast majority of children who experience poverty, grow up in households that experience poverty North East Child Poverty Commission. So, addressing child poverty through a wider, strategic lens is required. By bringing together organisations and businesses from across different sectors, I believe that the mayor's child poverty reduction unit has the capacity to drive forward strategic reform to tackle child poverty in the North East of England. Let's do it! https://lnkd.in/ekkDT983

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While government action is crucial if we are to close the achievement gap between rich and poor, there are many things schools can do as well. ASCL Primary Specialist Tiffnie Harris offers five principles for building a successful programme in her article in SecEd: https://lnkd.in/eSvAjW93 #education #EducationMatters

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I believe this decision reflects a strategic approach by the government, demonstrating that they are not merely establishing new departments without purpose, but rather aligning their objectives effectively. If anyone wants to share their perspectives on this matter then feel free. Additionally, I'd be interested to know, do you think the Apprenticeship Levy should be transformed into a 'Skills and Growth Levy,' enabling businesses to support primary and secondary education as well? #apprenticeshipLevy #DfE #Education #Skills #LabourParty

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Coventry University Group Provost Ian Dunn and Chief Executive of North Warwickshire and South Leicestershire College, Marion Plant OBE FGCI, share their thoughts on the steps Sir Keir Starmer should take if his new Labour government really wants to deliver more apprenticeships. 🎓 Unified Skills Funding 🎓 Higher education (HE) and further education (FE) partnerships are crucial for regional communities, driving regeneration and economic growth. Bringing together Higher Technical Qualifications (HTQs) and apprenticeships under one funding umbrella can streamline resources, enhance workforce readiness, and foster economic development. This approach aligns training with industry needs and simplifies access for learners and employers. 📊 National Skills Strategy 📊 A national skills strategy would boost economic growth, social mobility, and inclusion. It would streamline the skills delivery system, promote international benchmarking, and build greater trust in the delivery infrastructure. Current systems like Ofsted are not equipped to assess the impact of these qualifications on the world of work. 🌍 Merging HE and FE for Greater Impact 🌍 A new national tertiary education system should merge HE and FE, creating structures that include universities, FE colleges, and even schools. This integration removes institutional barriers, simplifies applications, and provides seamless access to skills development from entry-level to advanced qualifications. 🚀 Our Commitment and Call to Action 🚀 Coventry University Group promotes HE and FE integration through initiatives like the Phoenix Partnership Scheme and our proposed merger with North Warwickshire and South Leicestershire College (NWSLC). This merger will offer opportunities from Level 2 to Level 7, creating a one-stop shop for employers to address skills gaps. As one of the UK's largest providers of degree apprenticeships, working with over 1,300 employers, we need bold action from the new government. By unifying HTQ and apprenticeship funding and fostering collaboration between HE and FE institutions, we can build a future where everyone has the opportunity to succeed. Coventry University

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💸The EEF also looks at cost rating, including in relation to effectiveness of the programme. Resources, including funding, are precious for schools. The NELI programme provides excellent value for schools seeking impactful initiatives 💪 🌟Find out more 👉 https://ow.ly/oGoK50R96ba

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With the dawn of a new government, there are many opportunities for our sector. Ensuring that every individual thrives at work and has opportunities for learning and career progression across their lifetime is key to the success of the UK economy and to sustaining a fair and inclusive society. This is our focus at the Education and Training Foundation In my article in FE News I discuss the following areas: * Quality initial teacher education * Embedding professional status and recognition nationally * Ongoing professional development * Investment guided towards quality education and training Now is the time. As the dust settles in Whitehall, Department for Education minds will be turning from the whirlwind of campaigning to the seriousness of government and policy making. What we do know is that improving the quality of technical and vocational education and training, and the futures of its learners, requires a focus on high quality teaching and learning – and this ultimately rests upon the shoulders of policy makers, teachers and education leaders.

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