Spending the pupil premium : what influences leaders’ decision-making?

Introduced in England in 2011, the pupil premium policy was an ambitious reform aimed at tackling the persistent attainment gap between disadvantaged pupils and their more affluent peers. The policy provides school leaders with the professional autonomy to determine how pupil premium funding should be used. This article examines the decision-making processes and influences involved in the use of these additional resources. We conducted interviews with 21 school leaders from different contexts across the Midlands in order to investigate the approaches, perceptions and experiences that influenced their engagement with the pupil premium policy. The findings highlight the range of strategies employed to determine how the funding should be used and the factors that influence the decisions made. Our data also indicate the tensions and challenges that are experienced by school leaders in relation to effective use of the funding. We conclude with recommendations for policymakers and practitioners in relation to the requirement for high-quality, accessible information to support pupil premium use, the role of accountability mechanisms and the need for wider societal reform in order to tackle social disadvantage

MedCATTrainer: A Biomedical Free Text Annotation Interface with Active Learning and Research Use Case Specific Customisation

We present MedCATTrainer an interface for building, improving and customising a given Named Entity Recognition and Linking (NER+L) model for biomedical domain text. NER+L is often used as a first step in deriving value from clinical text. Collecting labelled data for training models is difficult due to the need for specialist domain knowledge. MedCATTrainer offers an interactive web-interface to inspect and improve recognised entities from an underlying NER+L model via active learning. Secondary use of data for clinical research often has task and context specific criteria. MedCATTrainer provides a further interface to define and collect supervised learning training data for researcher specific use cases. Initial results suggest our approach allows for efficient and accurate collection of research use case specific training data

Drumming Together for Change : a Child's Right to Quality Care in Sub-Saharan Africa

Report based on a synthesis of eight assessments of the implementation of the Guidelines for the Alternative Care of Children in Benin, Gambia, Kenya, Malawi, Tanzania, Togo, Zambia and Zimbabwe. It considers common challenges to implementing the Guidelines identified in the eight countries and provides a platform for advocacy to promote every child’s right to quality care. Key findings: There is a lack of formal child care provision and an increasing burden placed on informal care arrangements. Of the formal care provided, most was in residential care – often by unlicensed providers – that fails to meet individual child needs. The inconsistent quality and lack of government monitoring reveal high levels of risk around child protection. There is a lack of support to help families care for children, before any need for alternative care may arise. Many children currently in alternative care could be living with their parents, but prevention services are not supported by governments, are poorly coordinated, and reach only a small proportion of the population in need

Welcome, How Can I Help You? Design Considerations for a Virtual Reality Environment to Support the Orientation of Online Initial Teacher Education Students

Alongside the rapid and broad uptake of online learning in higher education, fully online students report feeling isolated and disconnected from their institutions. Although formal course content may be expertly designed to engage online learners, much of the information provided to support higher education students’ orientation to the institution and to study is presented online in a written static form. Such presentations may not be accessible and engaging and may contribute to feelings of disconnection. Technologies such as virtual reality (VR) are being used in higher education to engage, motivate and connect students in their learning. This paper reports on the early design stages for a VR that aims to support initial teacher education students to connect and engage with key orienting information. The design of the VR was achieved by following a user-centred, iterative engineering design process and design principles of spatiality, interaction and narrative. The VR environment emulates the School of Education’s physical, on-campus reception area to provide an immersive experience where students have a choice in the types and format of key study information they receive. This experience was designed to be utilised in online orientation but also throughout students’ first year of study. Future research directions include collecting student responses to the VR to inform how students can be involved in enhancing the VR so that it supports their learning and sense of connection. Furthermore, future research can aim for the expansion of the VR inclusive of additional information, rooms and buildings and increased capabilities such as gamification and mobile access. This will enable the creation of a valuable teaching resource for online programs

Letters To The Editor.

No abstract available

Identifying physical health comorbidities in a cohort of individuals with severe mental illness:An application of SemEHR

Multimorbidity research in mental health services requires data from physical health conditions which is traditionally limited in mental health care electronic health records. In this study, we aimed to extract data from physical health conditions from clinical notes using SemEHR. Data was extracted from Clinical Record Interactive Search (CRIS) system at South London and Maudsley Biomedical Research Centre (SLaM BRC) and the cohort consisted of all individuals who had received a primary or secondary diagnosis of severe mental illness between 2007 and 2018. Three pairs of annotators annotated 2403 documents with an average Cohen's Kappa of 0.757. Results show that the NLP performance varies across different diseases areas (F1 0.601 - 0.954) suggesting that the language patterns or terminologies of different condition groups entail different technical challenges to the same NLP task.Comment: 4 pages, 2 table