Research Round Up – December 2017
As we approach the end of the year, the reports that have been commissioned during the first school term have been coming through thick and fast. Here are some of the key findings and studies you don’t want to have missed.
The Department of Education (DfE) published “Good intentions, good enough?” an independent report into the experiences and outcomes of children and young people in residential special schools and colleges.
The National Literacy Trust looked several recent studies and compiled a review, which looked at the importance of talking with young children in the home.
The fifth annual State of the Nation report from the Social Mobility Commission was published at the end of November, and found a widening geographic divide. The report specifically includes case studies of two early years settings, which have used the pupil premium to support speech, language and communication.
Last week, Ofsted published Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools, a report which looks at key features of best practice in Reception Year. One of the key features of outstanding schools was where ‘headteachers prioritised language and literacy’ as the cornerstones of learning. They ensured that sufficient time was given to developing children’s spoken language and teaching them to read and write.
The Education Policy Institute published a report looking into the figures of children in the UK with special educational needs and Disabilities (SEND). It points out that the stats that DfE produced only paint a partial picture of the number of children who have SEND. The report also flags the start of a Nuffield Foundation funded project looking at how the system for identifying children SEND works in England.