Blog Archives

Reception baseline assessment: dangerous, inappropriate and flawed data

Alice Bradbury and Guy Roberts-Holmes.  In its response to the consultation document Primary Assessment in England  the Government announced its intention to make baseline assessment statutory (along with the existing EYFS Profile) from Autumn 2020. Justine Greening’s Ministerial forward states

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Posted in Childhood & early education, Education policy

The experts who put storytelling, language and better paid teachers at the heart of early education

Thinking ahead. Shutterstock Natalia Kucirkova .  There are a lot of things to remember at the start of a new school term. Uniforms, sports kit, stationery equipment, activity clubs … Often forgotten are the names of the people behind the learning

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Posted in Childhood & early education

Closing the gap: we need the best teachers in the most deprived schools

Becky Francis.  Our society is stuck in a rut on social mobility – or rather, immobility. For decades, governments of every persuasion have sought to improve social mobility, to narrow the gap between young people from disadvantaged backgrounds and their

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Posted in Childhood & early education, Education policy

A profession of uncertainty: the Reggio Emilia image of the ‘rich’ teacher

Peter Moss.  In last month’s blog, I introduced a new book about Loris Malaguzzi, one of the 20th century’s great educationalists, whose legacy is the world-famous municipal schools of Reggio Emilia in Northern Italy. One of Malaguzzi’s great achievements was

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Posted in Childhood & early education, Teaching, learning, curriculum & assessment

Our youngest children deserve better than a fragmented patchwork of services

Peter Moss Hardly a month goes by without yet another report – from government, charities or think tanks – about the need to fix England’s early childhood services. Split between ‘childcare’ and ‘early education’, with a fragmented and incoherent patchwork

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Posted in Childhood & early education
UCL Institute of Education

This blog is written by academics at the UCL Institute of Education.

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