John Bald began teaching in 1973, and has extensive experience as an adviser with Essex and Hackney, as a trainer of new and experienced teachers and as an Inspector. He has written two books on the teaching of reading and spelling.
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Questions need to be set on every topic in each syllabus – with schools allowed to direct pupils to the parts of the paper they have covered.
If Gove’s goal of breaking down education’s Berlin Wall is to be achieved, it will be Birbalsingh and her colleagues who have made the first breach.
Dr Meadows said that all sorts of trials had taken place. The point is: why not this one, which would have allowed problems to be identified in advance?
We need to get rid of the idea that these grades are results. They are not, and cannot be relied on.
We can expect hard cases to make headlines, and universities to do what they can, to mitigate the most obvious injustices.
Defeating “the blob” requires attracting more good people into the teaching profession. Then giving the power to make a difference.
His view is backed by evidence about how the brain forms the neural networks that embody learning – as well as the example of our best schools.
Rather than having a genuine regard for safety, the hard left is resorting to threats and scaremongering as a “negotiating position”.
Highly-educated parents transmit their knowledge and understanding to their children. For others it is less easy.
It can mask a lack of knowledge and causes constant switches in attention. The time is right for a concerted effort to get rid of it.
The paperwork mountain grows for Special Needs – yet children are still sent to schools that leave them suffering.
But there remains important unfinished business for the Conservatives to carry out – if we get the opportunity.
Wales is the only home country to be below the OECD average in reading, maths, and science.
There should be the right to impose an immediate and substantial detention. Heads who don’t maintain order should be required by Ofsted to change their ways.
A global approach to quite different challenges has failed. A long-term decline in specialised teaching skills must be reversed.