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Education

Minister announces ‘New Deal’

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WELSH ASSEMBLY Education Minister, Huw Lewis, announced this week what he has labelled a ‘New Deal’ for teachers. It comes after the recent Donaldson report that suggested far reaching changes for a new Welsh Curriculum, and from last week’s Furlong report that was heavily critical of current teacher training.

Speaking about the New Deal, Mr. Lewis said: “The New Deal is both an offer of support for the professional, but also an expectation that professionals will continually update their skills. It’s about building capacity so our teachers and support staff are given structured learning opportunities throughout their careers, so they can keep developing their practice and ultimately, so they continue to be equipped to deliver for learners and can meet the challenges ahead.”

The Welsh Government released details of what would be in the New Deal and what it would mean :

A Professional learning passport for practitioners, developed by the Education Workforce Council for September 2015, that will enable teachers to identify and record appropriate learning opportunities and encourage them to develop their practice throughout their career

Revised professional standards for the education workforce that set out the professional skills and knowledge required of practitioners to deliver a future curriculum and embed initial qualification standards in a career long framework

Welsh Government guidance and support to ensure professional development is a central aspect of new School Development Plans, highlighting individual and collective learning priorities for all staff.

Support for teachers to study the new Masters in education practice to ensure the latest academic research on effective teaching practice reaches the heart of the Welsh classroom.

Early next term the Welsh Government will be working with practitioners to exemplify a range of career development pathways and to identify the support they would value to support their progression through these pathways.

Support for teachers to access high quality learning opportunities through quality assured professional development.

A focus on leadership with the Welsh Government working in partnership with Consortia to develop new and innovative approaches to leadership development

Commenting on the announcement was Owen Hathway, NUT Cymru Policy Officer, who said: “We know that access to professional development for teachers has been a significant problem for some time in the education sector. Key reviews into the system have continually highlighted this as a deficiency in our approach and so it is very welcome that the Welsh Government are seeking to address this concern. It is positive to see training being placed on the agenda and that the Education Minister recognises that he has to get this right if we are to see long-term and sustainable improvements. However, while this is a step in the right direction, the reality is that for professional development to really get to the level it needs to be at in supporting teachers there does have to be a financial investment. At present it is unclear exactly how, if at all, that is going to happen through the New Deal project.”

Angela Burns AM, Shadow Minister for Education, said of the New Deal: “Welsh Conservatives support any actions to improve the professional development of teachers, but should be accompanied by moves to cut teacher paperwork and direct more money to the classroom. However well-meaning these passports may be, unless they are backed up by measures to give teachers the time and resources to undertake more training, they will not make a practical difference. We would directly fund schools to end the annual scandal where a fifth of the Welsh Government’s £2.5billion schools budget never reaches the classroom. We cannot expect teachers to be able to nurture talent and inspire their students to strive, if we don’t allow teachers to do the same by developing their careers. Continuous learning is a rewarding activity, which can help everyone, regardless of their profession, to develop skills to benefit themselves, their families and our society.”

Mid and West AM, Plaid Cymru Shadow Minister for Education, Simon Thomas said: “We have had Labour Education Ministers since 1997 responsible for the education of our children and the First Minister himself has admitted they took their eyes off the ball. We (Plaid) will give our teachers and classroom assistants the time to teach so that they can focus on ensuring the development of core skills in schools. By working with teaching unions and staff, Plaid Cymru will reduce red tape and bureaucracy so that head teachers can lead their schools and more time is spent teaching children, rather than completing paperwork. The best way to spread good teaching practice is between schools, peer to peer. Teaching should become a Masters level profession with a focus on classroom techniques. We will develop one professional-led body to deal with Continuous Professional Development to take politics out of education. Plaid believes through excellent teaching and strong leadership from head teachers we can raise standards in the classroom. The high level of bureaucracy and micro-management faced by teachers’ means there is little time to innovate in the classroom and head teachers cannot take the lead in raising standards in our schools. A Plaid Cymru Welsh Government would set the learning outcomes to be achieved by schools but would allow schools to determine how to achieve those outcomes. There would be on-the-spot Estyn inspections for schools that have not yet achieved the learning outcomes set by the Government. This would achieve a more even playing field.”

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Education

Research reveals nearly half of children in Wales had additional learning needs

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A NEW study has highlighted the prevalence of additional learning needs, formerly known as special educational needs, among under 16-year-olds in Wales. The findings come with a policy briefing, calling for a robust review of processes used to recognise such issues and more inclusive learning support for all children nationally.

The research and policy reports, led by the University of Bristol and funded by the Nuffield Foundation, found nearly half (47.9%) of children born in 2002/2003 were identified with some form of additional learning needs (ALN) at some point during their schooling. This was shown to have the biggest impact on academic achievement across all Key Stages of their education.

Lead author Dr Cathryn Knight, Senior Lecturer in Psychology of Education at the University of Bristol, said: “Our findings clearly challenge the notion that learning needs only affect a minority of learners. Key common factors increasing the likelihood of being identified with SEN also emerged, emphasising the importance of recognising the child’s environment and understanding their individual situation to effectively support their learning needs.”

Researchers from the University’s School of Education and Swansea University analysed data from more than 200,000 children in Wales, born between 2002 and 2009, to understand the levels of SEN and its impact on academic achievement.

Findings revealed that the earlier the additional needs emerged and were recognised, and the longer their education was spent with these known needs, the less likely they were to meet nationally expected levels of attainment.

Dr Knight said: “Our research suggests the former SEN system in Wales was unable to effectively support students to mitigate the negative impact of SEN on their grades. This underscores the substantial toll of SEN on academic achievement. To improve academic attainment levels in Wales, it is crucial to prioritise effective support for this very large group of learners.”

Learners having free school meals (FSM) throughout their education were found to be four times more likely to be identified with SEN compared to those not in receipt of free meals. Those born in the most deprived neighbourhoods were shown to be even more likely (4.6 times) to be identified with SEN.

The study also showed boys were much (5.5 times) more likely to be identified with SEN than girls. Children with higher school attendance had a lower likelihood of SEN identification and learners born in the summer, so younger in their year group, were three times more likely to be identified with SEN than those born in the autumn.

Dr Knight said: “This raises concerns about the effectiveness of SEN identification processes, particularly given the unexpectedly high number of learners identified with SEN. It suggests a potential issue of over- or under-identification of certain children.”

The main policy recommendations in the report were to prioritise inclusive educational initiatives that recognise and support all children. The substantial impact of SEN on children’s grades, raises questions about how children with learning needs can be supported to show progression within the education system. Therefore, consideration of more inclusive assessment practices is recommended. The report also calls for current methods used to identify learning need to be rigorously reviewed, with a new focus on ensuring accuracy, fairness, and inclusivity.

The research mirrors similar national findings. Evidence from the Education Policy Institute in England also found a high level (40.7%) of SEND (Special Educational Needs and Disability) identification. Other research, published in the British Educational Research Journal, has also shown that children with SEND in England are also far less likely to meet expected learning standards than their peers at Key Stage 1.

Dr Knight said: “We also need longer-term evidence within Wales and across the UK in order to develop a fuller understanding of the challenges. This includes possible systematic issues with how learning needs are recognised and their subsequent impact on attainment.”

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Education

School children focus on Pembrokeshire’s renewable energy future

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FENTON COMMUNITY PRIMARY SCHOOL welcomed renewable energy experts to help Year 5 and 6 learners broaden their knowledge as part of their Marine Energy Project.

During the summer term Blue Gem Wind, Pembrokeshire Coastal Forum and the Darwin Experience have discussed Pembrokeshire’s importance in the renewable energy sector and low carbon technologies with the school children.

Learners designed and built models of different anchorage structures for offshore turbines, and learnt from the Darwin Centre about the different marine organisms that might colonise them.

They pitched their design ideas, with a combination of class designs being built and deployed at the Marine Energy Test Area (META) in Milford Haven by Pembrokeshire Coastal Forum.

The visits have inspired many new ideas and possibilities for the future of the learners.

Summer Marshall (Year 6) explained: “It was a great opportunity for our designs to be actually made into something for a real-life purpose.”
“If it wasn’t for this project I wouldn’t have learned about the importance of marine habitats and how these are linked to our future,” added TJ Hill (Year 6)
“It is really important because a lot of future jobs will be based around renewable energy and technology,” said Milly Badger (Year 6).
“From having Blue Gem Wind, META and Darwin visit, it’s made me think about a job in renewable energy,” added Oscar Davies (Year 6).

Acting Executive Headteacher Gareth Thomas said: “The project has enabled development of careers and work-related experiences with our learners. Direct industry engagement has been crucial to motivate our learners to think about the future jobs in Pembrokeshire and the life they may lead here.”

Year 5 and 6 teachers Leah Hackett, Matthew Vaughan and Mike Lowde agreed that many of their pupils could work in the renewable industry in future.

“Hopefully, after this, we have a group of enthusiastic pupils who already have a keen understanding of the benefits of renewable energy and the place it holds in Pembrokeshire and the wider world,” they added.

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Education

Pupils delight in ice cream treat from Pembrokeshire’s number one van

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CHILDREN at Ysgol Caer Elen in Haverfordwest were treated to a delightful surprise on Tuesday when they were all given the opportunity to enjoy ice cream, generously provided by Mr McGeown and his family.

The delicious ice cream, a highlight of the school’s summer celebrations, was not just a treat for the pupils but also a testament to the McGeown family’s commitment to supporting educational projects. The funds raised by the family have been donated to the school, aimed at enhancing various school initiatives.

The joyous event was made even more special by the efforts of volunteers Martin, Sian, Amirah, Jack, and Alyannah, who served the ice cream. Their contribution ensured that the occasion was filled with a wonderful and happy atmosphere.

The school extends its heartfelt thanks to Mr McGeown and his family for their generosity and support. Their donation will play a crucial role in the continued development and success of school projects, benefiting all pupils.

“We are incredibly grateful to Mr McGeown and his family for their kindness and support,” said Mr Dafydd Hughes, the headteacher of Ysgol Caer Elen. “The ice cream treat brought immense joy to the children and added to the spirit of our summer celebrations.”

Ysgol Caer Elen, a pioneering Welsh-medium school catering to students from ages 3 to 16, prides itself on its vibrant community and commitment to high-quality education in Pembrokeshire. The school’s ethos centres on creating a caring and inclusive environment where every pupil is encouraged to achieve their best and develop their skills for the 21st century

The community looks forward to seeing the positive impact of the McGeown family’s contribution, as the school continues to thrive with the support of dedicated and caring individuals.

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