Q: Since the demise of bodies supporting and challenging Gifted and Talented students and families, what does the DfE see as the way forward for provision? What current policies and strategies can be referenced for guidance.

DfE answers: We belive that teachers should be raising aspirations and encouraging pupils to aim high. Under changes introduced by the previous government, the Gifted and Talented scheme became a school level led programme and continues to be so. The Pupil Premium is available to schools to focus on pupils from disadvantaged families, which could include gifted pupils in receipt of FSM.

We are encouraging Gifted and Talented pupils in other ways. For instance, the London Academy of Excellence, which will be a brand new sixth form free school in Newham. It is being set up by Brighton College
- a highly successful independent school - with other independent schools. It is aimed at gifted pupils from disadvantaged areas.

We have also instigated in England the Dux Awards. They are designed to recognise top performance among Year 9 pupils and to raise aspirations in maintained schools by encouraging pupils to consider applying for a place at a top university. The word `Dux’ means `leader’ in Latin. Each secondary school in England can register one Year 9 pupil as their 2012 Dux Award winner, along with one `first reserve.’ Dux Award winners will receive an expenses-paid trip for themselves and their teacher to a Russell Group university. Visits will take place during the summer term and the costs of supply cover, standard class travel and reasonable subsistence expenses will be reimbursed by the Department for Education.
There’s more information available here: http:www.education.gov.ukschoolspupilsupportinclusionandlearnersupp
orta00205141duxawardfaq

Teaching styles

Q: I’ve been told that if an inspector observes that a teacher actually teaches for more than 20% of the lesson segment observed, then the lesson would be automatically deemed as less than good. Is this true? I have been told to be truly outstanding teacher talk should be 10% of the lesson time. Is this true?

Q: Would an inspector rather see group or Pairwork than individual work?
Or, in fact, would the inspector’s judgement be made upon the progress made by pupils and upon the impact if the teaching upon learning?

Q: Would an inspector automatically regard a lesson where pupils work in silence as less than good? Or would he judge the lesson on the progress made by pupils during this silent individual activity?

DfE answers: I have answered these three questions (above) here - there’s no `Ofsted template’. Inspectors do not expect to see a particular teaching style, in groups or pairs or a very quiet or noisy lesson, but will want to see pupils who are interested in what they are doing, engaged, learning, and making good progress over time. They will not be timing lessons to see how long teaching goes on for compared to other activities!

Q: On a recent behaviour management special, featured on the DfE Facebook page, with Charlie Taylor and the TES behaviour advisor featured, teachers were advised to focus on getting the basics of behaviour securely in place with an emphasis on teacher routines and individual work before attempting to move into pair and group work. Is thus the view if Dfe and would Ofsted agree?

DfE answers: Yes, we would. Charlie has produced a useful checklist to do just
that: http:www.education.gov.ukinthenewsinthenewsa00199412simple-behavio
ur-checklist-to-help-teachers-maintain-discipline-in-school

Q: I have read that the term dyslexia is highly contentious and that some experts say the term is unhelpful. They conclude that the learning needs and the methods of literacy development required by “dyslexic”
pupils are no different from those methods that work well with “non-dyslexic” people. What is the DfE’s view?

I am particularly interested in the connection with the Ofsted sen review that concluded that up to 50% of students with sen where misdiagnosed and that their needs were no different from other pupils.
Ofsted concluded that labels were too readily applied and that teachers should address the barriers to successful learning rather than hastily apply labels that could suppress ambition

DfE answers: An independent review - `Identifying and teaching children and young people with dyslexia and literacy difficulties’ - was carried out in 2009. It concluded that it is widely accepted that dyslexia is identifiable as a developmental difficulty of language learning and cognition. The Government has no plans to commission further reviews. Approaches developed for children with dyslexia, are often helpful for other children but that is true of other special educational needs. The Government is providing funds to the Dyslexia-SpLD Trust to raise awareness of the most effective approaches to teaching children with dyslexia and has funded the development of online training materials for teachers on supporting children with dyslexia and the other most prevalent types of special educational need such as speech, language and communication needs, autism and behavioural difficulties.

Q: Would the department advocate that pupils are tested to establish their preferred learning style? Eg visual, auditory or kinaesthetic.Would the dept advocate that teachers be obliged to differentiate their teaching accordingly? Eg. If a learner is kinaesthetic he should be taught, say French, through the medium of dance? Is there such a thing as a visual learner?

DfE answers: We don’t have any information on styles of learning as we believe teaching methods are up to schools and teachers themselves. However there are books, research and websites available, for instance:
http:www.teachingexpertise.comarticlesdifferentiation-some-practical
-suggestions-2368 and also http:www.pearsonpublishing.co.ukeducationsamplesS_494342.pdf

Q: According to The School Governance (Procedures) (England) Regulations 2003 in a LA maintained school “The governing body shall appoint a clerk to the governing body.” Does that mean the clerk must be a single named individual? Or can the governing body appoint a corporate body as its clerk in the same way that the a private company can appoint a corporate body as its company secretary?

DfE answers: The view of the Department is that a maintained school governing body could appoint a corporate body as a clerk but we would encourage any governing body thinking of doing this to seek its own legal advice.

Q: Will a lesson be automatically deemed less than good by an inspector if:

1. there is no starter

2. if there is a starter but it is not a written starter

3. if the lesson does not have written lesson objectives

4. if there is not a 3 part lesson structure

5. if the teacher talks for more than 20% of the time observed by the inspector

6. if the inspector sees no pair work

7. if the inspector sees no group work

8. if the inspector sees no ict

9. if the teacher makes pupils put their hands up

10. if at any point during the observation period any child is off task

11. If a pupil, when asked, can not tell the inspector what his current national curriculum level is (and sub level) and how we will get to the next level

12. If the teacher does not have levels for all pupils every half term and if these levels do not show progress

DfE answers: Ofsted will judge the quality of teaching in relation to the quality of learning and whether children and young people across the age and ability range are making the progress that they should be from their starting points.

There will be no `Ofsted template’ which compels teachers to do things they wouldn’t normally do. We need to celebrate diversity, ingenuity and imagination in the way we teach. Inspectors do not expect to see a particular teaching style but will want to see pupils who are interested in what they are doing, engaged, learning, and making good progress over time.

Q: Can you pleaseexplainwhy NEG or NEF varies so much from borough to borough. Surely if all local authorities are being given thesameamount of funding why is it that some settings in one part of the country willreceivenearly pound;4 per hour whilst in aneighbouring borough the mayreceivenearly pound;1 per hour less. Also why are they allowed to set their ownrules? It seems to me it would be so much easier and fairer if we all had the same set of rules to follow.

DfE answers: The individual levels of funding in each local area are a matter for LAs to calculate. LAs should be consulting with a wide range of providers to ensure that the Government’s commitment to supporting free nursery education through a diverse range of providers is a reality. If providers are unhappy they should continue to engage constructively with their LA to ensure a clear understanding of the true cost of provision

Q: Can the DfE confirm that it is the teacher’s choice how heshe conducts the plenary and that there is no prescribed format or prescribed duration? Can the DfE confirm that the teacher’s choice should be based upon the maximisation of pupil progression and not upon application of prescribed top down methodologies or techniques?

DfEanswers: Our guidance is that teachers should manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners. There is no prescribed format or length of plenary.

Q: Can the dept confirm that there is NOT a prescribed methodology for teaching MFL? E.g. teachers do NOT have to present new language using images.

DfEanswers: There is currently no prescribed methodology. We suggest that teachers follow these guidelines:

Learning another language presents opportunities for the reinforcement of knowledge, skills and understanding developed in other curriculum areas.

These opportunities can be exploited through:

• aspects of English such as speaking and listening skills, knowledge and understanding of grammatical structures and sentence construction
• aspects of mathematics such as counting, calculations, money, the time and the date
• songs, alphabet, poems, rhymes and stories in other languages
• international or multi-cultural work, for example celebration of festivals, storytelling
• using ICT, for example email with schools abroad, materials from the internet and satellite television
• geographical and historical work relating to other countries.

• Read more on MFL at secondary level
  

  Q: Can the Department confirm that teachers do not have to limit the challenge set for pupils according to the pupils’ chronological age? That is, teachers can set tasks that, traditionally, are considered `too challenging’ for the age group in question?

  DfEanswers: Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The national curriculum programmes of study set out what most pupils should be taught but teachers should teach the knowledge, skills and understanding in ways that suit their pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier stage, there may not be time to teach all aspects of the programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling.

  For pupils whose attainments fall significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the requirements of their pupils.

  For pupils whose attainments significantly exceed the expected levels, teachers will need to plan suitably challenging work. As well as drawing on work from later stages, teachers may plan further differentiation by extending the breadth and depth of study.

  Q: Can the Department confirm that there is no DfE recommended format for setting learning objectives?

  Can the department confirm that the format:
  All will
  Most will
  Some will

  Is not a prescribed format?

  DfE answers: The Government believes that schools are best placed to know what works for them and their individual circumstances and does not intend to prescribe or enforce any particular approach to formative assessment. Some schools find this a useful formula but we don’t insist that schools use it.

  Q: Can the Department confirm that written learning objectives are NOT required?

  DfE answers: We support the view that skilled and precise assessment of pupils’ work - both of the level at which children are working and of what they should be learning next - is an essential part of good teaching. But we do not need to impose national requirements as to how this should be done. So we will not be prescriptive about the methods teachers use.

  Q: Can you explain why no notice inspections have been withdrawn as an idea for the maintained sector, yet remain for PVI’s given that in both the maintained and PVI sector, the manager will be required to have an interview with the inspector at the start of the inspection. Can you also explain why this interview is only to be held with manager, and not other leading proessionals in the setting, such as EYP’s ?

  Ofsted answers: Ofsted carried out consultations on notice periods for both schools and those providers in the private, voluntary and independent sector registered on the Early Years Register. The two consultations returned very different results. That for schools was not in favour of no notice inspection whereas for those on the early Years Register the result was overwhelmingly in favour of retaining the current system of no notice.

  Inspections of those on the Early Years Register include (as at present) an interview with either the provider or the manager of the setting. In many cases the owner is also the manager. This does not exclude meetings with other relevant staff such as those with early years professional status.

  Q: Can you please explain why the vision for a Graduate Led Sector from 2015 has been withdrawn, and appears in no form in the revised EYFS.

  DfE answers: The 2015 target linked with an ambition set out by the previous Government in the `Next Steps for Early Learning and Childcare: Building on the 10-year Strategy’, but this Government has set no such target. The Government continues to support and fund the Early Years Professional Status programme and wants to keep Early Years Professionals’ skills and expertise in the workforce.

  Professor Cathy Nutbrown has now published Foundations for Quality, the final report of her independent review of early education and childcare qualifications. In her report she acknowledges the importance of a graduate led workforce, and is keen to build on progress made to date. She made three recommendations on graduate leadership, including a proposal for a new early years specialist training route to Qualified Teacher Status (QTS), covering ages birth to seven. She also recommended that Government should consider the best way to maintain and increase graduate pedagogical leadership in all years settings. The Government warmly welcomed Professor Nutbrown’s report, but will need to consider the recommendations carefully. We expect a Government response to be published this autumn.

  In addition, the new Early Years Foundation Stage, which comes into force from September 2012, also makes provision to ensure that graduate leaders are retained in the workforce through the ratio requirements set out in it.

  Q: I have heard conflicting reports as to whether schools can charge (or ask for donations) to a Summer concert. All funds from the concert go towards our local Hospice and therefore we have always asked for a pound;2.50 donation to guarantee a seat. We always ask for a further retiring collection but that is entirely voluntary. If we could not `sell’ our tickets, it would halve our income for the Hospice. Can you advise please.

  DfE answers: Watching your child perform in their school play or concert is one of the pleasures of being a parent - and we wouldn’t expect schools to stop them just because they hadn’t bought a ticket. Schools need to use common sense in making these decisions.For activities such as recitals or school plays, schools can ask for a voluntary contribution towards costs - but have to make it clear that any payment is voluntary.

  Q: How much money was invested in the purchase of interactive whiteboards from 2000 to date?
  What is the evidence that the use of iwb raises standards?

  Can the dept confirm that studies have actually found that the use of IWBs can be counter productive as mundane and unchallenging activities are overvalued simply because of they are use iwb technology?

  DfE answers: The last research report funded by the Department into IWBs was from 2007. It’s available here: https:www.education.gov.ukpublicationsstandardpublicationDetailPage1RR816

  We do not collect information on the categories of ICT spending by schools. We don’t have information on research published by other organisations I’m afraid.

  Q: In many circles there has been much criticism of the last government’s Assessment for Learning Strategy. What are the dept’s views on the policy?

  DfE answers: Assessment for Learning was part of the `Making Good Progress’ pilot, launched in 2007 by Alan Johnson, Secretary of State at the time. The final evaluation report was published on 4 January 2010. Key findings included that 76 per cent of teachers surveyed reported the AfL strand has contributed to improved rates of progression.

  Can the dept confirm that studies find that the AFL strategy failed to have a measurable positive impact upon pupils’ achievement?
  
  The final report is here: http:www.education.gov.ukschoolsleadershipschoolperformancea0058439the-making-good-progress-pilot
  
  As this report states, `the AfL strand had supported teachers both to feel more confident in making TAs and to implement assessment for learning techniques such as peer- and self assessment and the linking of assessment information to lesson and scheme of work planning.’
  Here is Ofsted’s survey from 2008 on the policy’s impact: http:www.ofsted.gov.ukresourcesassessment-for-learning-impact-of-national-strategy-support

  Q: How many secondary state schools in England are rated as less than good? This represents what percentage of all state schools?

  DfE answers: There are 24, 507 schools in England (2415 independent). Ofsted say that: `at 31 March 2012 there were 21,643 maintained schools that had been inspected at least once under section 5 arrangements. Of these, 21%(4,594) were judged outstanding for their overall effectiveness at their most recent inspection, 49% (10,523) were judged good, 28% (6,029) were judged satisfactory and 2% (497) judged inadequate; of these, 1% (203) have been given a notice to improve and 1% (294) placed in special measures.’ Their full report is available here: http:www.ofsted.gov.ukresourcesofficial-statistics-maintained-school-inspections-and-outcomes

  Q: What percentage of pupils entering state secondary schools have reading ages below their chronological age?

  DfE answers: At the moment around one in six children leaves primary school unable to read to the level we expect, and one in 10 boys leaves able to read no better than a seven-year-old. These children go on to struggle at secondary school and beyond. That is why we have put an emphasis on the teaching of reading using phonics and have brought in a phonics screening check in year 1, to enable teachers to identify those most in need of help: http:www.education.gov.ukschoolsteachingandlearningpedagogyphonics

  Q: Learning styles, notably VAK, are often cited and rarely questioned in schools.

  Does the dept advocate learning style analysis?

  If so, based upon what evidence?

  DfE answers: We don’t have any information on styles of learning as we believe teaching methods are up to schools and teachers themselves. However there are books, research and websites available, for instance:
  http:www.teachingexpertise.comarticlesdifferentiation-some-practical-suggestions-2368
  and also http:www.pearsonpublishing.co.ukeducationsamplesS_494342.pdf

  Read the Qamp;As for April and May here