Blog Archives

Why haven’t we progressed further on supporting children’s speech and language needs?

Amelia Roberts. Ten years on from the Bercow Review (2008) and we are still hearing that it is a ‘scandal’ that children are even now starting school with impoverished language skills. Education Secretary, Damian Hinds MP, spoke this week at

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Posted in Education policy, Language and literacy, Special educational needs and psychology

Bullying: What have longitudinal studies taught us?

Meghan Rainsberry.  The Department for Education (DfE) announced yesterday that 30,000 fewer children in England are experiencing bullying today compared to 10 years ago. This is a welcome finding as anti-bullying charities, schools, local authorities and others gear up for

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Posted in Childhood & early education, Research matters, Special educational needs and psychology, Teaching, learning, curriculum & assessment

The more things change…? Children with SEN and their classroom experiences over time

Rob Webster Just before Christmas, Mencap – the UK’s leading charity for people with learning disabilities – reported results of a survey of parents’ perceptions of their children’s education. Responses from 908 parents of children with special educational needs and disabilities

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Posted in Research matters, Special educational needs and psychology

How headteachers are maximising the impact of teaching assistants and getting results

Rob Webster Recent Government data reveal the rise and rise of teaching assistants. Headcount figures show there are more TAs working in English state-funded primary schools than teachers: 257,300 vs. 242,300. In secondary schools, there are 70,700 TAs to 257,300

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Posted in Leadership and management, Special educational needs and psychology, Teachers and teaching assistants

Policy-makers cannot deal with the challenges facing schools unless they put equality at the heart of all they do

Gillian Klein Chris Husbands observed in an IOE London blogpost that Michael Gove’s rhetoric was of “a failing school system with some bright lights”, while Ofsted’s evidence is “of a largely effective school system in which the great majority of

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Posted in Teaching, learning, curriculum & assessment
UCL Institute of Education

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

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