Budget 2016: George Osborne to Announce the End of the 3.30pm School Bell By Peter Dominiczak

Thousands of schools will be able to open for an average of an hour longer a day in an end to the “Victorian” tradition of the 3.30 pm bell, George Osborne will announce as he puts education at the heart of his Budget speech.

The Chancellor will vow to free the system “from the shackles of local bureaucracy” as he sets out a new fund will allow a quarter of secondary schools in England to lengthen the school day.

It will mean that hundreds of thousands of pupils will get at least an additional five hours a week of lessons or extra-curricular activities such as sport and art.

Mr Osborne will also pledge to force every school in the country to convert into an academy by 2022.

It will end local-authority control of schools in England, a system which has been in place since it was enacted by Arthur Balfour in 1902.

The plans amount to the biggest change to the way children in this country are educated since the national curriculum was introduced in 1988, sources said.

Mr Osborne will tell the Commons that more than £1.5 billion in additional funding will be spent on education over this Parliament.

“It is simply unacceptable that Britain continues to sit too low down the global league tables for education,” Mr Osborne will say. “So I’m going to get on with finishing the job we started five years ago, to drive up standards and set schools free from the shackles of local bureaucracy.

“I also want to support secondary schools that want to offer their pupils longer school days with more extra-curricular activities like sport and art. So we’ll fund longer school days for at least 25 per cent of all secondary schools.”

The Chancellor will use his Budget to announce an extra £4billion of cuts because of concerns about a “more uncertain” global economy.

The announcement of the cuts, equivalent to 50p in every £100 the Government spends, will be a marked contrast to the Autumn Statement four months ago, during which Mr Osborne said he had an extra £27billion to spend because of better-than-expected forecasts.

However, he is expected to raise the threshold at which people start paying 40p tax, in a move that could see hundreds of thousands of people pulled out of the higher rate of income tax.

Mr Osborne wants to “accelerate progress” towards the Conservative's manifesto pledge of raising the threshold for the 40p rate to £50,000 in 2020, it is understood.

Mr Osborne has already ruled out plans to scrap higher rate tax relief on pension contributions. However, he could announce further reductions in the lifetime allowance, the amount people can save into their pensions before incurring penal rates of tax.

He is facing a rebellion by more than 30 Conservative MPs who are appealing for his to freeze fuel duty instead of allowing it to rise by RPI inflation.

Cabinet ministers including Robert Halfon have this week urged him not to raise the duty amid concerns that the move would alienate motorists.

Mr Osborne is expected to announce a rise in insurance premiums that could see families pay £190 extra for motor, home contents, pet insurance and breakdown cover.

And on Tuesday, Sajid Javid, the Business Secretary, hinted that Mr Osborne will also use the Budget to announce a further cut in beer duty as part of a Tory drive to save Britain’s pub industry.

Mr Osborne will also introduce a huge national infrastructure drive by announcing plans for the HS3 railway in the north of England, Crossrail 2 in the South East, and one of Europe’s longest tunnels beneath the Pennines.

Mr Osborne will make his education pledges the centre-piece of a Budget designed to “transform life chances” across Britain.

Under the academy plans, schools will either have to have converted by 2020 or have a plan in place to commit them to converting by 2022.

If any school does not have a plan in place, the Government will intervene and take over control of the organisation.

Academies have powers to use their independence to alter staff pay, the curriculum, admissions and the shape of the timetable.

In a move aimed at working parents who struggle to organise child care on a daily basis, Mr Osborne will announce new rules to allow schools to apply for extra funding to lengthen the school day.

The Treasury said that 25 per cent of secondary schools in England – around 800 institutions - will initially be able to extend their hours under the plans.

Sources said that the measure “is just the start” and that thousands more schools will eventually start lengthening their hours.

“The Budget I’ll deliver today will put the next generation first,” Mr Osborne will say. “And at its heart will be a bold plan to make sure that every child gets the best start in life.

“Now is the time us to make the bold decisions and the big investments that will help the next generation, and that is what my Budget today will do.”

Mr Osborne will also announce a £1.5million NHS programme to provide activity prosthetics for children so they can compete in sporting events and to fund new research.

Mr Osborne said he had found the money after a campaign to highlight the issue by Sarah Hope, whose daughter Pollyanna lost her right leg below the knee when a bus hit her on a pavement in south London in 2007 when she was two years old.

http://www.telegraph.co.uk/news/politics/georgeosborne/12195132/Budget-2016-George-Osborne-to-announce-the-end-of-the-3.30pm-school-bell.html?utm_content=bufferffcd9&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Primary School Job of the Day!

Are you a Qualified Primary School Teacher looking for an April 2016 start in Bexley?

TimePlan Education, working in partnership with their client school, is looking for an exceptional Float teacher who has taught successfully across KS1 and KS2. The position is a full-time contract starting April 2016 and running until the summer term initially. The successful candidate must be committed to achieving high standards and able to inspire students across the ability range at primary level.

The school are a larger than average Primary School Academy situated in the London Borough of Bexley. The School is two form entry and heavily oversubscribed. Ofsted last inspected the school in May 2013. They are extremely proud to say that Ofsted deemed the school to be "Good with outstanding features". Ofsted quoted the behaviour as 'Pupils' behaviour is outstanding in lessons and throughout the school. They love their school and they feel safe. Pupils show determination, good concentration skills and enjoy a challenge. Their behaviour is excellent in the classroom and around the school, in corridors and in the playground. They are polite, well-mannered and respectful.

To be considered for this float teaching vacancy based in Bexley you will need to;

• show you are an imaginative and forward thinking classroom practitioner.
• have the willingness to form part of a successful and enthusiastic team.
• support the school ethos at all times during your working days.
• possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge.

It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:

• professional classroom support from our team of headteacher consultants throughout the length of your contract.
• a dedicated key contact at the TimePlan South East office.
• TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
• opportunities to aid your professional development.
• pay to scale.

If you are interested in applying for this float teaching position in Bexley, please apply online today or call on 01732 373340.

TimePlan are the number one teaching agency for jobs in the south east.

Primary Teacher Job of the Day

Are you a Qualified Primary School Teacher looking for an April 2016 start in Bexley?

TimePlan Education, working in partnership with their client school, is looking for an exceptional Float teacher who has taught successfully across KS1 and KS2. The position is a full-time contract starting April 2016 and running until the summer term initially. The successful candidate must be committed to achieving high standards and able to inspire students across the ability range at primary level.

The school are a larger than average Primary School Academy situated in the London Borough of Bexley. The School is two form entry and heavily oversubscribed. Ofsted last inspected the school in May 2013. They are extremely proud to say that Ofsted deemed the school to be "Good with outstanding features". Ofsted quoted the behaviour as 'Pupils' behaviour is outstanding in lessons and throughout the school. They love their school and they feel safe. Pupils show determination, good concentration skills and enjoy a challenge. Their behaviour is excellent in the classroom and around the school, in corridors and in the playground. They are polite, well-mannered and respectful.

To be considered for this float teaching vacancy based in Bexley you will need to;

• show you are an imaginative and forward thinking classroom practitioner.
• have the willingness to form part of a successful and enthusiastic team.
• support the school ethos at all times during your working days.
• possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge.

It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:

• professional classroom support from our team of headteacher consultants throughout the length of your contract.
• a dedicated key contact at the TimePlan South East office.
• TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
• opportunities to aid your professional development.
• pay to scale.

If you are interested in applying for this float teaching position in Bexley, please apply online today or call on 01732 373340.

TimePlan are the number one teaching agency for jobs in the south east.

Should we Scrap Ofsted? The Pros, Cons and Alternatives By Melanie Ehren and John Macbeath

“Scrapping Ofsted would leave us with a fragmented system”

Dr Melanie Ehren, reader in educational accountability and improvement, UCL Institute of Education

Many teachers and headteachers feel that Ofsted does more harm than good: “overhauling Ofsted” and “abolishing the watchdog” have become popular catch phrases. A quick glance at some headlines over the years explains some of the concerns: inaccuracy and inconsistency of Ofsted gradings; and inspectors who are poorly qualified and disrespectful in their communication with schools, or have a formulaic view of teaching and leadership. Ofsted is seen as one of the (or perhaps the major) causes of stagnating improvement as the fear of “being Ofsted-ed” has produced a risk-averse school system. It is no wonder that many would argue to abolish Ofsted altogether: it has clearly become a poisoned brand.

Why then should we not scrap Ofsted? Research across Europe shows the many positive effects of school inspections, in this country and others. School inspections can unlock valuable knowledge about the performance of individual schools, pointing towards great practice in high quality teaching and learning.

They can also highlight areas that need to be improved, both in individual schools and on a system-level. Recent Ofsted reports on geographical inequalities within the country, or failing academy chains have done just that: they have highlighted where we need to do better and how our government needs to be smarter.

Scrapping Ofsted would leave us with a system that is fragmented in the information available about school quality, placing an even larger emphasis on external examinations and performance league tables. Other countries that have such test-based accountability, such as the US, have seen an over-reliance on data and tests, extensive teaching to test, narrow curricula focused on tested subjects and root-based learning.

School inspection, on the other hand, informs us about the quality of schools on a range of indicators so we can compare, track and contrast their performance over time. Alternative systems of quality assurance, such as school self-evaluation or peer review, would not provide that national and comparative overview.

It is therefore time to value the expertise and good of our Ofsted inspectors and make sure they work towards the benefit of our schools. Having said that, we also need to acknowledge that there is a problem; we need to get our inspection service right. A big step forward would be a more positive tone of voice from our watchdog when talking about the performance of our teachers, headteachers and school governors. The appointment of a new chief inspector in December will hopefully provide the momentum to change the narrative and ensure a more constructive inspection force.

“Ofsted does not help schools improve: a self-evaluation system would be more effective”

John MacBeath, professor emeritus, faculty of education, the University of Cambridge

The litmus test: does Ofsted empower teachers to become better professionals or does it disempower? It’s been widely reported that Ofsted is a major cause of stress among teachers. There’s a telling quote from Michael Wilshaw: “If anyone says to you that ‘staff morale is at an all-time low’ you will know you are doing something right.”

The reward for getting the top grade in an Ofsted inspection is that you won’t be inspected again for another few years. That says it all – it is clearly not an experience that schools look forward to, nor want again.

In a number of countries in which we’ve conducted research, such as New Zealand and Hong Kong, there’s a form of external review or quality assurance which works from a different premise. Rather than “we’re coming to inspect you and here are our criteria which you have to meet”, the review team will ask staff and pupils what they consider a good school to be, how they evaluate their own school, the criteria they use and their sources of evidence. If a school is considered to be struggling, it will be given extra support to improve, not labeled as “requires improvement”.

In the early 1980s in Scotland I was commissioned to help design an approach to self-evaluation. We met with teachers, parents, advisers and children aged five-18, and asked: what would make a good school for you? How would we know it was a good school? The consistency of answers from all groups provided a robust set of criteria.

As professionals, teachers have a pretty good idea of what makes a good classroom and what makes good learning. Unfortunately with Ofsted, teachers are too often disenfranchised because the things that are important to them aren’t included in the inspection criteria. Ofsted focuses primarily on maths and English, and what is most easily measurable. They marginalise other creative aspects of school life, such as art, drama, sport or a range of student-led initiatives.

To Ofsted’s credit, it has – over the decades – changed, and changed again. Often these changes are ones many of us have long advocated, such as differential reviews in which some schools are given greater support than others.

Although I’m critical of Ofsted, the nub of the problem lies with the nature of what Ofsted has to inspect. Michael Gove’s curriculum reform, for example, ignored the advice from his own experts – he knew from his own schooldays what a curriculum should look like and how it should be tested.

While there are many outstanding Ofsted inspectors, they are hamstrung in terms of what and how they have to inspect, living with the legacy of a process and protocols which are widely seen by teachers as neither fair nor effective.

http://www.theguardian.com/teacher-network/2016/mar/06/scrap-ofsted-pros-cons-alternatives?utm_content=buffer6a612&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Secondary School Teacher of the Day

Are you a Geography Teacher, looking for a January 2016 start in West Sussex?

TimePlan Education, working in partnership with their client school, is looking for a geography teacher who has taught successfully across key stage 3 and 4. The position is a full time contract starting January 2016.The successful candidate must be committed to achieving high standards and be able to inspire students across the ability range at KS3 and KS4.

This is a large comprehensive school in West Sussex for boys and girls, aged 11-18 with 1911 pupils on roll.This school boasts excellent facilities, having moved into a state of the art new building in 2012.

As a Christian designated academy they aim to provide a rich, diverse culture enabling young people from all faiths and none, to flourish and live life to the full, choosing their own positive, personal, social, moral and spiritual values. Every individual at the school is valued and the principal and senior staff are focused on ensuring consistently high standards

The school is situated in a seaside resort with a pleasurable harbour town. The town's attractions include award-winning beaches and architecture, the beautiful River Arun, superb parks with boating lakes and a packed programme of activities and cultural events all year round.

To be considered for this geography teaching vacancy based in West Sussex you will need to:

• show you are an imaginative and forward thinking classroom practitioner.
• have the willingness to form part of a successful and enthusiastic team.
• support the school ethos at all times during your working days.
• possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge.

It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:

• professional classroom support from our team of Headteacher consultants throughout the length of your contract.
• a dedicated key contact at the TimePlan South East office.
• TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
• opportunities to aid your professional development.
• pay to scale.

If you are interested in applying for this geography teaching position in West Sussex please apply online today or call on 01732 373340.

TimePlan is the number one teaching agency for jobs in the south east.

Primary Teaching Job of the Day

Are you a Year 3 Primary Teacher looking for a September 2016 start in Gravesend, Kent?

TimePlan Education, working in partnership with their client school, is looking for a primary teacher who has taught successfully across key stage 2. The position is a full-time contract starting September 2016. The successful candidate must be committed to achieving high standards and able to inspire students across the ability range at KS2.

This lovely primary school in Gravesend comes together with children, staff and parents to promote a nurturing environment for a better tomorrow. The school works to inspire their children to be successful and achieve their ambitions.
The school has high expectations for their children and hopes to produce well-rounded citzens of the future.

To be considered for this primary teaching vacancy based in Gravesend, Kent you will need to;

• show you are an imaginative and forward thinking classroom practitioner.
• have the willingness to form part of a successful and enthusiastic team.
• support the school ethos at all times during your working days.
• possess excellent teaching skills and an ability to lead classes with pace and sufficient challenge.

It is essential that you understand the school's academic standing and have a sincere commitment to sharing long-term aims.

In return we offer:

• professional classroom support from our team of headteacher consultants throughout the length of your contract.
• a dedicated key contact at the TimePlan South East office.
• TimePlan South East teacher socials where you can meet teachers who are teaching at schools in your placement area.
• opportunities to aid your professional development.
• pay to scale.

If you are interested in applying for this primary teaching position in Gravesend, Kent, Please apply online today or call on 01732 373340.

TimePlan are the number one teaching agency for jobs in the south east.

Can you Spot a Good Teacher from their Characteristics? By Robert Klassen

What would you do in the following situation?

As students in your classroom begin a writing task, one of them, Kata, starts throwing paper around and distracting the others. You know from previous incidents that Kata often becomes frustrated when she does not understand how to complete activities; she often displays this by being disruptive.

Would you ...

a) Ask her to leave the class?
b) Show her how to get started on the task?
c) Encourage her by telling her that she is capable of completing the task?
d) Ask a passing teacher to talk to her?

Your answer gives important clues about how you think and operate as a teacher (see below for answers). In future, similar questions could help researchers understand how prospective teachers might interact with students, and enable trainers to recruit people who are best suited to work in schools.

The debate over what makes a good teacher isn’t new – as far back as 500BC Confucius was portrayed as a model teacher. But despite this, there’s been little systematic research into how we can measure the personal characteristics that make a teacher effective – and how we can reliably select people for teacher training. 

Part of the problem is that teaching is often portrayed as something that’s too magical and cryptic to decode. While there is something special about the idea of passing on knowledge, teaching is no more mystical than other professions. Research has shown that some teachers are routinely more successful than others – and science can predict who is likely to be the most effective. 

A recent study by Dr Allison Atteberry from the University of Colorado followed more than 3,000 teachers over the first five years of their careers, measuring their effectiveness by looking at student outcomes. Atteberry found that even after statistically controlling for external factors such as school, family and student characteristics, teachers who were most effective tended to maintain this over time. Similarly, those in the bottom group for effectiveness stayed there, even when they moved schools. 

Anecdotal experience backs this up: it’s not uncommon for someone to remember having a great – or not-so-great – teacher at school.

This indicates that multiple factors, which interact in complex ways, make some teachers consistently effective. Academic ability is one of them, hence the UK government’s introduction of tougher entry requirements for teacher training in 2013. But it’s not the only thing that matters; non-­cognitive attributes – personal characteristics such as empathy and communication – are also essential. 

A recent large-scale review of the factors associated with student achievement showed that teacher-student relationships outweighed the contribution of teachers’ subject knowledge, teacher training, or home and school effects. In fact, John Hattie’s research in Australia shows that teacher characteristics, such as interpersonal skills, are more closely associated with student achievement than curriculum or teaching approach. 

Our research in the UK and internationally – funded by the European Research Council – takes this further, examining how we can identify key teacher characteristics and assess them for entry into teacher training. There can be a lot of leeway in how personal characteristics are expressed, but we want all teachers to have qualities such as empathy, resilience and adaptability in the face of challenges. Our results show that these attributes are broadly the same across secondary and primary schools, although there are some variations between cultures. In Finland, for example, cooperative skills are particularly desirable because there’s a strong tradition of collaboration in schools, where teachers plan and work together.

Instead of using personality tests, we use scenario-based questions, known as situational judgment tests, to measure characteristics. These tests have more validity in predicting job performance than personality tests, which people can fake more easily. Studies in organisational psychology suggest that face-to-face interviews are also an unreliable way to gauge characteristics as interviewers are prone to hidden bias: even when we try to be open and fair, we’re inclined to select people who are a bit like us.

It is possible to improve some traits – such as communication or organisation – through professional development. But this may not be possible for all non­-cognitive attributes – it’s harder to build skills such as empathy, for example. This is why it’s essential that we pay more attention to personal qualities when recruiting prospective teachers.

That’s not to say that the goal of selecting prospective teachers is to pick candidates with only one type of personality or teaching style, but we do want to make sure the people educating our children, grandchildren, friends and family have some basic personal quality building blocks. This is already happening in fields as diverse as medicine and the military, for example.

We have already piloted situational judgment tests with universities in Cambridge, Newcastle and York, and are working with universities and education ministries in Australia, Finland, Hungary and Lithuania. After further validation of the tests, we are excited about introducing this new selection procedure nationally in some settings and an online version using video scenarios. 

http://www.theguardian.com/teacher-network/2016/mar/02/can-you-spot-a-good-teacher-from-their-characteristics