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Call for evidence
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Contact details (if you would be willing to be contacted further about this project):
1. To what extent does the current National Curriculum meet the needs of today’s children and young people, including those from disadvantaged backgrounds, and prepare them for successful futures? What, if anything, would you like to change about this?:
2. Should all state schools be required to follow the National Curriculum? What difference might this make, both positive and negative?:
3. To what extent do the teaching approaches and strategies commonly used in English schools and colleges equip children and young people with the knowledge, skills, attitudes and competencies they need to succeed in their future careers and lives? What, if anything, would you like to change about this?:
4. How well does the current approach to assessment at 11 and 16 (including National Curriculum Tests (SATs) at primary, and GCSEs and vocational/technical qualifications at secondary) allow schools and colleges to prepare children and young people for their future, and allow all children and young people to demonstrate what they are capable of? What, if anything, would you like to change about this?:
5. How well does the current range of post-16 programmes of study and qualifications serve the needs of today’s young people, particularly those from disadvantaged backgrounds? How coherent are these programmes and the assessment associated with them for all levels of attainment? What, if anything, would you like to change about this?:
6. What actions can we take to encourage the best people to become teachers?:
7. Should we actively incentivise our strongest teachers and leaders to work in the most disadvantaged areas? How?:
8. How can we better encourage and support teachers and leaders, including business leaders, to stay in the profession, and to perform at a high level?:
9. Do we need to accept that, in the short- to medium term at least, we may not have sufficient teachers to structure lessons and classrooms in the traditional way? How might we rethink the traditional model of one teacher, plus one or more members of support staff, in front of a class of around thirty pupils? What role might technology play? How could we ensure that this doesn’t have a detrimental impact on children and young people from disadvantaged backgrounds?:
10. Should all schools and colleges be required to be part of a strong and sustainable group, such as a MAT or federation, to enable them to better support each other and reduce the risk of children ‘falling between the cracks’? If so, how might groups of schools also be encouraged to contribute to the wider system?:
11. Should the admissions system be reformed to ensure a more representative spread of pupils from different backgrounds across all schools and colleges? If so, what is the best way of achieving this?:
12. What role should selective schools and colleges play in a more socially equitable education system?:
13. How might independent schools help promote social equity?:
14. If the education budget were to increase, how should any extra money be spent in order to have the biggest impact on social equity?:
15. Is it right that the per-pupil funding rates differ between the primary, secondary and 16-19 phases? If not, how would you change this?:
16. How effective is the pupil premium in helping schools and colleges to prioritise disadvantaged pupils and ‘close the gap’? If this could be more effective, how would you change it?:
17. How might the various school and college improvement funding ‘pots’ be sensibly consolidated to support schools and colleges, particularly those in more disadvantaged areas, to develop and fund evidence-informed practice?:
18. Should schools receive additional funding for the services they increasingly provide in relation to safeguarding and social care, to recognise their role as community hubs and the extent to which they now function as the ‘fourth emergency service’?:
19. Does our current accountability system (including Ofsted and performance tables) help or hinder schools and colleges in focusing on the needs of disadvantaged children and young people? If the latter, how should this be changed?:
20. Should the current performance tables be replaced with a ‘dashboard’ of broader information about a school or college? If so, what information might this include?:
21. Should we find ways to encourage and measure collective local responsibility, e.g. hold schools and colleges across a town collectively responsibility for the outcomes of all children and young people in that town? How might this work? What would be the pros and cons?:
22. Do you have any other comments or suggestions on how we can move towards a fairer education system and ‘narrow the gap’?:
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