In March 2016, CentreForum will publish its first Annual Report, which will consider the progress of pupils in England against ‘world-class’ standards.
This booklet, produced in partnership with Education DataLab, sets out proposals for what those world-class standards should look like and the progress we think pupils and schools should make over the next fifteen years. It is a consultative document, seeking to initiate debate about expectations and standards in the English education system.
We welcome thoughts and suggestions, which can be emailed to:
Education in England: progress and goals
Dear Natalie, Mike and Rebecca,
Thank you for providing an excellent report, which to quote David Laws,
“considering what we are trying to achieve and how far away we are from achieving success against our aspirations.Education is about more than attainment in examinations, but attainment is one of the most important measures of how our education system is performing.”
The timing of this report is incredible as I very recently wrote a blog “Now I understand…how to close the disadvantage gap” https://succesfeelosophy.wordpress.com/now-i-understand-how-to-close-the-disadvantage-gap/ which relates extremely closely to the aims of this report. If you read it, you will see that when I began teaching in 1974 I started researching this concern apparently I came from a ‘disdvantaged background’). About 15 years ago, after 25 years of research I was finally confident of the solution and underwent a major career change in order to share, explain and support others in this ‘mission’ (how many have described it).
Therefore, I welcome the opportunity to join your “informed debate over whether these are the right goals for our country.” And “eliminate the progress gap at all education stages”.
I’m delighted you have referred to Early Years
“The headline performance measure for the Early Years in 2015 was the percentage of children achieving a ‘good’ level of development in the Early Years Foundation Stage Profile. A child is considered to have achieved a good level of development if they meet or exceed the expected level in five of the EYFSP’s seven areas of learning when assessed at age 5 (Communication and Language; Physical Development; Personal, Social and Emotional Development; Literacy; and Mathematics). In 2015, 66 per cent of children achieved a good level of development.18
The EYFSP was introduced in 2012-13, replacing the Foundation Stage Profile.”
As a scientist and teacher who has spent his life researching ‘what we really need to learn’, the introduction of the EYFS was a huge breakthrough, since for the first time it actually attempted to ‘measure what really matters’-the skills we need to achieve good health, wellbeing and success (improved life chances and social mobility). The international evidence is very clear (especially from OECD) that in the 21st century our development in key skills (I call them THE 8 SKILLS) is the major influence on our health and life chances and our background (poverty, parents, social environment etc.) will often influence this. If societies adopt the 2nd Habit from Stephen Covey –‘Begin with the End in Mind’- then if we focus on measuring these 8 skills, as they are in the EYFS, throughout school life (and adult life) using the exam achievement as part of it, we will finally have a measure of attainment that really matters.
You will see from my blog that I began experimenting in measuring the 8 skills many years ago and helping adults (parents and staff) with it for over 20 years. The Paul Tough book, ‘How Children Succeed’ conveys some similar progress in these measurements in the USA.
Clearly I would be delighted if you were to contact me to discuss any of this and involve me in your ‘informed debate’.
All the best
Keef Feeley