REPORT on Research into ‘closing the gap’ : raising achievement for disadvantaged pupils

This research was commissioned by Peterborough City Council as a work stream as part of their Closing the Gap project. There is a gap in performance between children from rich and poor backgrounds in many countries, but the gap in the UK is considered to be significant (OECD, 2014; Strand 2014). Work by the Joseph Rowntree Foundation has estimated that there will be 3.5 million UK children living in poverty by 2020 (JRF, 2014). One strategy to attempt to address the problem was the introduction of The Pupil Premium by the Coalition Government in 2011 to provide additional funding to state funded schools to close the attainment gap between disadvantaged children and their peers by raising the attainment levels of those children from disadvantaged backgrounds (Ofsted, 2012)

Effective leadership in multi-ethnic schools: school community perspectives and their leadership implications

A project report for the National College for School Leadership, exploring issues of effective leadership in ethnically diverse schools. The paper collates the views of school leaders, staff, students and community representatives

University Governance : insights from England and Greece

Purpose The purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through literature analysis and the management evaluation method of Organization and Methods (the O and M technique) and argue for a more radical change in, and greater scrutiny of, university governance so as to improve the efficiency and effectiveness of university operations and thus yield a more optimal satisfaction of social needs. Design/methodology/approach The paper employs the O and M technique in order to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system. Findings The “objective” is education and knowledge and there is no room for experimentation in the system. The higher education sector does not need experiments to develop further. Rather, it deserves cautious, creative and innovative consideration and needs a very distinctive treatment of national problems. No matter the policy orientation of the system, higher education policy makers should not forget that higher education has a tremendous influence on peoples’ attitudes and beliefs so the focus should be on the actual knowledge on social responsibility and on the commitment of higher education to serve social interests and needs. Research limitations/implications The analysis developed in this study would benefit from a deeper exploration by investigating more numerous and diverse examples from the international arena of higher education. Originality/value This study acts as a complement to previous research on higher education governance since it develops further the analysis and the understanding of university governance. By using as examples two countries with different orientation in their higher education system (mainly due to differences in cultural and ideological perceptions) and keeping in mind that there is no ideal model for university governance, this study could enlighten decision makers in any country to develop a more effective and constructive model of university governance that would serve societal interests more effectively

Improving professional learning through in-house inquiry

Improving Professional Learning through In-House Inquiry shows how to identify the Continuous Professional Development (CPD) needs of an individual or team and then to meet those needs through carrying out specific inquiry within the organisation. Middlewood and Abbott demonstrate how the most effective professional learning occurs when the the needs of an organisation are identified at all levels and provide clear support for following this approach. The authors also show that effective student involvement is key because it clearly links CPD with the ultimate aim: to meet students' learning needs. Examples of how this has been achieved successfully in schools and colleges are drawn on throughout, showcasing a variety of settings in various countries. Four extended case studies from different types of educational institutions are provided to illustrate learning journeys

Developing a culture for sustainability in educational organisations

Values and beliefs lie at the heart of any organisational culture, expressed through artefacts and symbols, but especially though the behaviour of the people there. Key principles for sustainable cultures include recognising individual contributions, using fewer consumable resources, diversity and community working. Examples are given of school initiatives which show commitment to conservation. The role of leaders is critical in developing such cultures and leaders’ ability to think strategically and ensure personal goals cohere with school ones are central. Such leaders tend to be reflective, modest, unselfish, fair and effective at managing change. Change at local level is the key to larger scale reform at national educational system levels, and can address economic and political issues. Further examples stress schools’ community involvements and underline the conclusion that the greatest inspiration for young people in developing sustainable cultures is the actions and behaviour of leaders and other relevant adults

REPORT on Research into ‘Closing the Gap’ : raising achievement for disadvantaged pupils

This research was commissioned by Warwickshire County Council as a work stream as part of their Closing the Gap project. There is a gap in performance between children from rich and poor backgrounds in many countries, but the gap in the UK is considered to be significant (OECD, 2014; Strand 2014). Work by the Joseph Rowntree Foundation has estimated that there will be 3.5 million UK children living in poverty by 2020. One strategy to attempt to address the problem was the introduction of The Pupil Premium by the Coalition Government in 2011 to provide additional funding to state funded schools to close the attainment gap between disadvantaged children and their peers by raising the attainment levels of those children from disadvantaged backgrounds (Ofsted, 2012)

Prospecting for support in a wild environment : investigating a school-to-school support system for primary school leaders

This paper draws on data collected from a series of semi-structured interviews with head teachers and other stakeholders on the impact and effectiveness of the introduction of a Primary School Improvement Group (PSIG) by the Local Authority (LA). The PSIG was introduced as a response to concerns expressed by the Department of Education about the perceived levels of underperformance by some primary schools in the city. Operating against a background of national policy developments, the LA developed a programme that enabled head teachers of highly effective schools to support senior staff in schools facing difficulty

It's not just about value for money : a case study of values-led implementation of the Pupil Premium in outstanding schools

This article draws on data collected from a series of semi-structured interviews with headteachers and other stakeholders on the use of the Pupil Premium in Ofsted-rated outstanding schools. It has a focus on the significance of fundamental principles in determining how effective use is made of additional resources. In particular, the importance of a clear identification and maintenance of a consistent set of values, by school leaders, is identified as a major contributory factor in ensuring successful utilization of the Pupil Premium for the ultimate benefit of all pupils in the school and for the broader community