Issue 3 - Institute of Education, University of London

LONDON 

ISSUE THREE AUTUMN TERM 2007 A magazine from the Institute of Education, University of London 

Family man 

BBC anchorman Huw Edwards 

talks about the challenges 

faced by teachers and parents 

in London 

Lost and found 

Creating a school 

archive – why and how? 

Feeling 

fine 

Why emotionally aware 

children do better at school

Thank you to everyone 

who filled in our online 

survey. It was great to 

receive such positive 

feedback and we 

have taken your 

suggestions on board. 

We welcome your comments. Not 

only would we like to know what you 

think of the magazine, but also about 

new initiatives taking place in your 

schools or colleges, or any experiences 

of teaching you would like to share 

with others who work in education 

in the capital. 

In this edition we have looked at 

several educational issues. The need 

to encourage children to read and 

write is a hot topic at the moment 

and so we spoke to BBC reporter Huw 

Edwards about his involvement with 

the National Literacy Trust’s Family 

Reading Campaign. We also feature 

a project taking place in London schools 

which encourages young people to 

get involved in writing by creating 

their own school archive. 

Another matter, and one which 

is always of concern, is behaviour. 

We visited a primary school involved 

in the trial of the social and emotional 

aspects of learning (SEAL) project to 

find out how the materials are used 

and what effect they have had and 

also spoke to an academy which has 

set up an innovative inclusion centre 

with successful results. 

With the debate raging about 

A-levels or a diploma, staff from 

the IOE discuss future possibilities 

for 14–19 education in London. 

And, at the other end of the 

spectrum, we hear about research 

which is looking at what impact 

pre-school experience has on 

children as they grow up. 

We hope you enjoy this issue. 

See you again in the spring term. 

Karen Shead 

editor 

k.shead@ioe.ac.uk 

ii London InstEd issue 3 autumn term 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

War Horse 

 

 

 

 

London InstEd is available in alternative formats. 

Contact the Marketing and Communications Unit, 

tel 020 7911 5556 email info@ioe.ac.uk 

Editor Karen Shead 

Managing Editor Helen Green 

Contributors Sue Bodman, John Brown, Theo Bryer, Steve Cowan, Increase 

Eko, Leisha Fullick, Paul Grainger, Helen Green, Susan Hallam, 

Ann Hodgson, Helen Roberts, Ken Spours, Brenda Taggart 

Design RF Design www.rfportfolio.com 

Print dsi colourworks www.dsigroup.com/colourworks 

Cover Image A Year 6 class at West Drayton Primary School in Hillingdon 

engages in a planning activity which is part of the SEAL 

programme. Photo: Philip Wolmuth, www.philipwolmuth.com 

The opinions expressed 

in this publication are 

those of individual 

contributors and do not 

necessarily reflect the 

views of the Institute 

of Education. © 2007, 

Institute of Education, 

University of London. 

All rights reserved.

Children, Schools and Families (DCSF). 

YOUNG people in London are set to 

benefit from £60 million funding, which 

will give them access to more services 

and the chance to gain new skills. 

Mayor of London Ken Livingstone 

and Children, Schools and Families 

Secretary Ed Balls announced the new 

scheme, called the London Youth Offer, 

in autumn 2007. 

The funding will increase the range of 

services on offer for teenagers, give young 

people more opportunities to gain new 

skills and provide support for parents. 

The scheme will run over two years, 

with £20 million coming from the 

Mayor’s London Development Agency 

and £40 million from the Department for 

 

CIRCUS skills, boxing and mini-golf 

are just some of the activities young 

people in London will soon be able 

to participate in. 

Schools in the capital have received 

£320,000 in Big Lottery Fund awards 

to encourage young people to get 

active and healthy. 

Four school partnerships will provide 

out-of-hours sporting activities for their 

pupils and other schools in the city. 

Activities will target those who need 

encouragement to participate in sports, 

including those with special needs. 

A RECORD number of 

schools across the capital 

registered for this year’s 

annual London Schools 

Environment 

Awards scheme. 

More than 750 schools 

entered the competition, 

which is now in its fourth year, 

and 65 of those were praised for 

their work at a reception at City Hall. 

Ken Livingstone said: “The most 

common complaint that Londoners raise 

with me, in relation to the quality of life 

of their children, is that there are just not 

enough youth facilities any more. This 

funding will provide more places to go 

and things to do for young Londoners 

right across the capital.” 

Funding comes from the Big Lottery 

Fund’s £74.2 million Out of School 

Hours Learning: School Sport 

Coordinators Scheme, which is 

establishing partnerships to provide 

sport and physical activities. These will 

not only improve health but also build 

self-esteem and increase social skills. 

Funding was awarded to St James’ 

Catholic High School in Barnet, 

Feltham Community College, 

Harlington School in Hillingdon, 

and Barnhill Community High School 

in Hillingdon. 

 

The winning schools, 

two from each London 

borough, received prizes 

of £2,000 and £1,000. 

The categories the 

schools focused on 

are: water, litter and 

local environment 

quality, waste and 

recycling, energy, transport 

to school and biodiversity. 

POSITIVE ACTIVITY 

CAMDEN council has been chosen as one 

of the first areas in the country to become 

an Empowering Young People Pilot. 

Economically disadvantaged 13- to 

16-year-olds will have the chance to take 

part in a wide range of positive activities 

from Duke of Edinburgh Awards to first aid 

courses and go-karting, thanks to almost 

£1 million in government funding. The 

programme will be launched in April 2008. 

EXTENDED TARGET 

BRENT council has exceeded its 

borough-wide target of having 26 

schools offering extended services to 35. 

The schools will offer, or provide access 

to, a range of activities as well as childcare 

in primary schools, parenting support, 

and easy access to specialist services. 

The announcement supports a 

government ambition that all schools 

will offer access to extended activities 

by 2010. 

SECURITY FIRST 

A PRIMARY school in Barnet has 

become the first in the country to 

receive an award for having a secure 

but welcoming environment. 

Church Hill Primary School, in east 

Barnet, received the award after taking 

part in the scheme last July. The initiative, 

Secured Environments, is a new risk- 

management scheme launched earlier 

this year. 

LATIN REVIVAL 

HUNDREDS of children in east London 

are learning Latin to help them improve 

their English. 

The year-long course is part of an 

outreach project for inner city schools 

called the Iris Project. It was started as 

a pilot in two schools last September – 

one in Hackney and another in Kilburn 

– by teacher Lorna Robinson. 

Nearly 750 children will be taught 

Latin by students from King's College 

London and University College London. 

If you have news from your borough, 

email k.shead@ioe.ac.uk 

London InstEd issue 3 autumn term 

 

1

WORKING-CLASS mothers risk criticism 

whether they go out to work or stay at 

home with their children, finds a new 

IOE study. 

Those who stay at home are judged 

for being on benefits, but those with 

jobs are accused of not spending 

enough time with their children, says 

the study, Between the Estate and the 

State: Struggling to be a “good” mother. 

The researchers interviewed 70 

working-class mothers ranging in age 

from 16 to 40-plus, living mainly in 

 

PLAYING in a group may be more valuable 

to music students’ development than 

individual practice, finds a study from 

the IOE and the University of Durham. 

In addition to improving musical skills, 

ensemble playing teaches musicians to 

cooperate and work as part of a team. 

It can develop leadership skills, 

enhance self-confidence and provide 

an opportunity to make friends. 

Seventy-eight university music 

students were asked about the impact 

 

THE London Centre for Excellence 

in Teacher Training (LONCETT) was 

launched at the IOE in October 2007. 

As one of 11 centres funded by 

the Quality Improvement Agency, it aims 

to improve the quality of initial teacher 

training and continuing professional 

development for teachers in the lifelong 

learning sector in London. 

Each centre has a particular focus, 

2 London InstEd issue 3 autumn term 

council housing in two areas of London, 

half of whom had jobs outside the home. 

Most spoke of their desires to be 

a “good” responsible mother, but lack 

of money, time and space hindered 

these goals. 

Carol Vincent, who carried out 

the research with Stephen Ball and 

Annette Braun, said: “The women 

are often running close to exhaustion, 

unable to be the mothers they want 

to be and think they should be. 

“Unlike many middle-class families, 

group music-making had on their lives. 

They said they developed a strong 

sense of social unity within the group 

and experienced uplifting, exhilarating 

and motivating feelings. 

Susan Hallam, from the IOE, who 

carried out the research with Dimitra 

Kokotsaki (Durham), said: “Our research 

shows that music students derive 

maximum benefit when they are given 

the opportunity to play with other 

students independently of the teacher.” 

The researchers recommend that 

music educators from early years to 

higher education should encourage 

their students to participate in a wide 

range of group music making. 

This study was published in the 

journal Music Education Research 

Vol 9, No 1, March 2007. Read the 

report at www.informaworld.com 

and at the heart of LONCETT are 

three research projects. The projects look 

at vocational skills teachers in further 

education and work-based learning, 

teachers and instructors in prisons and 

offender education and teachers and 

tutors in adult and community learning. 

For further information contact project 

managers Julia Jeanes j.jeanes@ioe.ac.uk 

or Janet Broad j.broad@ioe.ac.uk 

they lack the means to buy homes 

near desirable schools or send their 

children to improvement activities 

such as private tuition.” 

Between the Estate and the State 

is part of an ESRC-funded study of 

working-class families, childcare and 

education in Battersea and Stoke 

Newington. It was presented at the 

conference of the British Educational 

Research Association in September. 

For a copy of the paper, email 

c.vincent@ioe.ac.uk 

 

 

 

A NEW book aims to help science 

teachers deal with the creationism 

versus evolution debate. 

Teaching about Scientific Origins: 

Taking Account of Creationism provides 

guidance on dealing with the concerns 

of pupils who do not accept the 

scientific worldview while introducing 

them to the theory of evolution. 

It explores the controversy from a 

variety of perspectives and suggests 

ways of presenting the science in 

a way that is true to itself while 

ensuring that religious students 

do not feel threatened. 

Co-author Michael Reiss, of the IOE, 

who has a PhD in evolutionary biology 

and is also a priest of the Church of 

England, said: “By not dismissing the 

beliefs of students for whom science 

and religion are in conflict, we can 

ensure that they learn what 

evolutionary theory really says – 

and give everyone the understanding 

to respect the views of others.” 

Teaching about Scientific Origins: 

Taking Account of Creationism (Peter 

Lang, New York) is edited by Leslie 

Jones (Valdosta State University, USA) 

and Michael Reiss.

SCHOOL councils can improve behaviour 

and encourage engagement with 

learning, finds a study from the IOE 

carried out on behalf of the DCSF. 

They can develop pupils’ social and 

emotional skills, inspire them to be more 

active citizens, and help schools give 

practical recognition to children’s rights. 

Geoff Whitty, who carried out the 

research with Emma Wisby, said: “We 

found some excellent, innovative 

examples of pupil voice in action. It was 

impressive to see schools shaping their 

provision to their own needs rather than 

following a set model.” 

The research also identified areas for 

improvement, including the need for 

schools to set clear aims and objectives 

MANY children from disadvantaged 

backgrounds are already up to a year 

behind more privileged youngsters 

educationally by age three, finds an 

IOE study. 

Vocabulary scores achieved by more 

than 12,000 children reveal that the 

children of graduates are 10 months 

ahead of those with the least-educated 

parents. A test measuring understanding 

of colours, letters, numbers, sizes and 

shapes found an even wider gap – 12 

months – between the two groups. 

These findings come from the 

Millennium Cohort Study, which is 

tracking the development of 15,500 

children born in the UK between 2000 

for provision for pupil voice, offer 

training for pupils to enable them to 

have effective input in decision making, 

and training for teachers to help them 

facilitate provision for pupil voice. 

Professor Whitty added: “Genuine 

pupil voice requires some power and 

influence to be given to pupils and, 

therefore, has the potential to challenge 

school priorities. But ensuring that pupils 

have a good understanding of their 

rights and responsibilities will help to 

prevent inappropriate expressions of 

pupil voice.” 

Real Decision Making? School Councils 

in Action is published by the Department 

for Children, Schools and Families and 

available from www.dcsf.gov.uk/research 

 

and 2002. Other findings include: 

Almost three-quarters of children 

with single parents have been growing 

up in poverty. The proportion of 

Pakistani and Bangladeshi children living 

below the poverty line is almost as high 

Almost one child in four is either 

overweight or obese at age three, 

with 19 per cent overweight and 

5 per cent obese 

Older mothers are more likely to 

instil religious values in their children. 

The report from which these findings 

are drawn, Millennium Cohort Study 

Second Survey: A user’s guide to 

initial findings, is available at 

www.cls.ioe.ac.uk 

 

 

 

 

CHILDREN’S emotional well-being 

could be suffering because of the 

emphasis on tests and targets. 

Pressure on teachers to make their 

classes achieve national standards 

may cause some to focus their 

teaching on how to pass tests and 

this can make some children anxious 

and fearful, stifle their creativity and 

challenge their confidence in their 

ability to judge their own work, 

finds a study. 

Professor Alex Moore from the 

IOE research team said: “Although 

we knew before the research started 

that classrooms are highly charged 

emotional sites, we were surprised 

by just how much children’s 

emotional states can influence 

their capacity to learn.” 

The researchers studied a class of 

9- and 10-year-olds and their teachers 

in a central London primary school 

over two years. 

This study is part of a larger ESRCfunded 

project called Children’s 

Learner Identities in Mathematics 

at Key Stage 2, which explores the 

ways in which children come to know 

themselves as learners. The project 

leader is Tamara Bibby. For more 

information email t.bibby@ioe.ac.uk 


3

As well as being the main face of the BBC’s 10 o’clock news, 

Huw Edwards is a parent who is actively involved in his children’s 

education. He tells us about his school days, the importance of 

positive male role models, and why he is a reading champion 

 

 

 

I made lots of good friends – the 

importance of this for a child’s happiness 

and confidence can’t be underestimated 

– and I was lucky to have some very 

gifted teachers. I went to a grammar 

school; we still had the 11+ in the early 

1970s in my part of Wales, where there 

was a sharp focus on academic 

standards, formality, and achievement 

in sport, drama, and music. It was a 

winning formula and still is today. 


 

 

 

 

 

My French teacher, Gwyn Evans, was 

an outstanding linguist who inspired 

me to carry on with my studies to 

degree level. He demanded total 

commitment and shared a remarkable 

enthusiasm for France and French culture. 

Teachers like him are worth a venture 

capitalist’s salary. They are forces for 

good in every sense. 

 

 

 

 

I visit many schools on behalf of the BBC 

– we hosted a brilliant exercise this year 

called BBC School Report – which gave 

young people the chance to write, 

produce and present their own news 

bulletin. I was impressed by their hard 

work and by the enthusiasm of teachers 

who spent lots of (unpaid) time on it. 

I suppose one of the big things that’s 

changed is a total breakdown of discipline 

in some schools – this is a problem that 

starts at home and it is unreasonable to 

expect teachers to put it right in class. 

 

 

 

 

 

 

 

State schools in London suffer because 

the private competition is so intense. 

Couple this with the concentration 

of high-income households and the 

imbalance becomes obvious. It is a sad 

fact that so many parents simply don’t 

trust the state sector to cater as well 

as the private sector. Until this happens, 

provision on the London scene will 

continue to be lopsided. 

 

 

 

 

Absolutely, utterly, totally essential. The 

lack of male role models in many cases 

has been the biggest cause of instability, 

disruption and unruliness. One way to

help would be to boost the numbers 

of male teachers in primary schools. 

 

 

 

 

 

The peculiar British work-life imbalance, 

for one. So many employers love to talk 

about this balance but do precious little 

to help out in practice. Another reason 

is fear: some parents need to be given 

the confidence to take part, especially 

those whose own school experience 

was unhappy. Schools have become 

better at including parents. This wasn’t 

always the case! 

 

 

 

 

Schools have become better at involving 

parents in key decisions, but too many 

schools still regard parents as creatures 

to be kept beyond the school gate. 

Parents have a lot to contribute, 

but this doesn’t mean that schools 

need to accept everything they demand. 

My mother, with 40 years’ experience 

teaching in a comprehensive, has 

countless tales of unreasonable parents 

making idiotic demands. I accept that 

this kind of parental involvement is 

something that has to be robustly 

resisted. But recently, a school I know 

made a disastrous choice of headteacher. 

The governors had refused all offers of 

help (from professional parents) in the 

headhunting process. 

 

 

 

 

 

 

 

 

I like it when teachers tell me exactly 

what kind of extra help my children 

need – and reading is obviously the 

key area. My eldest son is a keen reader, 

but my second son is not interested. 

 

 

 

 

 

 


5

The Family Reading Campaign is one 

way of trying to crack the problem. 

Hitting on the right book is also a 

bit of a haphazard affair, and I’d like 

more advice on what’s available for 

specific ages. 

 

 

 

 

I know from several friends who are 

teachers that they are fed up with 

chasing targets and the obsessive 

focus on league tables. They want to 

 

 

Parents in the library 

Reserve an area of the library for 

parents and other family members 

and have appropriate display materials 

and a range of reading materials 

including newspapers, fiction and 

non-fiction titles. 

Celebratory events 

Promote reading achievement at 

celebratory events, especially those 

to which families are invited. Present 

children who have completed a 

reading challenge or become reading 

champions with a certificate. 

Sports days and summer fairs 

Set up a stall with relevant reading 

materials at events to which families 

are invited. If your school holds a 

sports day, display sporting magazines 

and memorabilia for families to 

borrow or buy. 

Parents’ evenings 

At parents’ evenings, encourage 

teachers to direct parents towards 

a reading for pleasure stall. Make a 

feature of everything the school is 

doing to encourage pupils to read, 

with suggestions for how families can 

promote the same messages at home. 


teach in a positive, inclusive environment. 

They resent being blamed for standards 

of behaviour when parents are clearly 

to blame. I am acutely aware that 

teachers often feel frustrated by the 

way the media report education 

issues and that the excellent teaching 

provided by so many staff goes 

unreported. London presents its 

own specific challenges: the complex 

social picture places extra pressure 

on London’s teachers – and I genuinely 

feel that if a school doesn’t take a 

zero-tolerance approach to bad 

behaviour, it’s a disaster. 

Visits from authors and poets 

Use comedy as a vehicle to make families 

feel more relaxed in school. Invite 

authors and poets who are renowned 

for their humour to do a performance. 

Use their visits to change the image 

of reading in school and how families 

might perceive reading at home. 

Trips for families 

Organise a trip for families to visit their 

local museum or the public library. Use the 

coach journey as a time for staff to get to 

know the families. Give them workbooks 

or quizzes to fill out during the visit. 

Library visits 

Plan a trip to the local library exclusively 

for parents. During the visit, encourage 

parents to join the library and inform 

them about all the services and different 

activities that take place there. 

 

 

 

 

 

He’d probably conjure up a vast sum 

of money to transform the school 

environment, with world-class facilities 

in every single school, and high salaries 

to bring the best graduates into the 

profession. In London especially, schools 

can’t compete in the same graduate 

market place as the City and other 

corporate arenas. Changing this would 

alter the entire system in a dramatic way. 

If you are looking for suggestions on how to encourage families 

to read together, look no further than the National Literacy 

Trust’s Family Reading Campaign. Here are some tips for starters 

Recipe book 

Ask parents to design their own 

page of a recipe book, which, once 

compiled, could be distributed to all 

parents or sold to raise funds for the 

school library. 

National Storytelling Week 

(end of January to beginning 

of February) 

Invite professional storytellers to 

school during National Storytelling 

Week and hold a workshop for families 

to encourage them to tell stories to 

their children. Visit www.sfs.org.uk 

The above tips are provided 

courtesy of the National Literacy 

Trust. For more information on 

the campaign see www.literacytrust. 

org.uk/familyreading

Leisha Fullick, pro-director London at the IOE, reflects on 

what life is like for children and young people in the capital 

IN many ways 

London is a 

great place to 

live and work – 

new buildings, 

buzzing shops 

and restaurants, 

a strong 

international feel and a cornucopia 

of social and cultural activities – 

the capital’s growing prosperity 

is there for all to see. 

But this isn’t the whole story, as 

every teacher in London will know. 

Although growing up in this buoyant 

and diverse city offers our children 

and young people huge opportunities, 

it also presents its challenges. 

This autumn has seen the 

publication of the Mayor of London’s 

third State of London’s Children 

report, which shows us what it’s really 

like for the capital’s one and threequarter 

million children. A second 

report, arising from a national study 

of primary education, also out this 

autumn, though not specifically about 

London, will also give us cause to 

ponder on the world in which London 

children are growing up. 

The most telling fact about children 

in London is the high levels of poverty 

many of them are growing up in. 

The mayor’s report tells us that there 

has been no consistent improvement 

in poverty rates between 2000 and 

2006, and he has now established the 

London Child Poverty Commission to 

look at ways of tackling this problem. 

However, it is not all doom and 

gloom. The use of drugs and alcohol 

is lower among young Londoners than 

their peers in the rest of the country and 

they appear to eat more healthily than 

their counterparts elsewhere – although 

obesity levels are high. There has been 

good progress in tackling education 

inequalities in the capital, with the 

pace of improvement in educational 

attainment the best in the country. 

 

 

 

 

 

The report also tells us that children 

and young people in London want 

places to play and socialise. They want 

to be able to move safely between home 

and school, and they want bullying 

to be eliminated in their schools and 

communities. There are signs that these 

concerns are being taken more seriously 

through, for example, the introduction 

of free public transport for young people 

and more play and recreation spaces 

becoming available. 

The mayor’s report prioritises issues 

that matter to children and young people. 

The primary education review study has 

also sought the views of parents, teachers, 

teaching assistants, headteachers and 

governors. Like the children in London, 

the children in this national review are 

concerned about safety and security 

issues, the lack of play areas, and 

about managing life in a changing 

world. From the comments made by 

the children, parents and teachers, the 

review paints a picture of the intense 

pressure placed on children through 

the complexities of modern life and 

the demands of present-day schooling. 

Both reports welcome the Every 

Child Matters agenda and see it as 

a useful way forward in addressing 

the challenges that so many of our 

young children face. What is most 

helpful about these two reports is 

the strong message they give us. 

They tell us to really 

listen to children and 

to try and understand 

the actual experience 

behind the rhetoric 

and the statistics. It is 

only in this way that 

we can get a real 

handle on how things can, and 

should, be changed for the better. 

Leisha Fullick has worked in urban 

education for over 30 years. She 

started as a community education 

worker in Hackney and Islington. 

She was an inspector for further and 

higher education with the former Inner 

London Education Authority, director 

of education for the London Borough 

of Lewisham and then chief executive 

of Islington. She coordinates the IOE’s 

strategy for London. 

For more information on the State 

of London’s Children report see 

the article on page 24. For further 

details on the primary review see 

www.primaryreview.org.uk 

London InstEd issue 3 autumn term 7

West Drayton Primary School in Hillingdon took part in the 

government’s pilot project to introduce a whole-school approach 

to social, emotional and behavioural skills. This involved trialling 

a series of curriculum materials now widely known as SEAL. 

Karen Shead finds out how the materials are used 

AS the Year 6 pupils settle 

down in their groups to begin 

designing their dream school, 

the room is filled with excited chatter. 

To the outsider, the connection between 

this lesson and the social and emotional 

aspects of learning (SEAL) programme 

is not immediately obvious. After all, 

the programme focuses on encouraging 

pupils to understand themselves, manage 

their feelings, and promote social skills 

and an understanding of others. 

But, as class teacher Julie Fellows 

asks them to look at the words written 

in the vocabulary box on their worksheet, 

it becomes apparent. The list includes 

a range of words to describe emotions 

and feelings including respect, 

enthusiasm, motivation, worried and 

anxious – part of the list of key vocabulary 

which is introduced to the pupils in the 


first theme of the SEAL materials. 

The materials are split into seven 

whole-school themes, which are: New 

Beginnings, Getting On and Falling Out, 

Say No to Bullying, Going for Goals, 

Good to Be Me, Relationships, and 

Changes. Each theme can be covered 

in a half term. The box of materials 

includes suggestions for assemblies to 

introduce each theme as well as follow- 

up lessons and ways to incorporate 

the programme into the curriculum. 

The lesson on creating a dream 

school is a stand-alone one from 

the selection of materials found in 

the New Beginnings theme. The 

intended learning outcomes are that 

the children feel a sense of belonging; 

they learn to understand and manage 

their feelings as well as understanding 

the feelings of others, learn social 

skills and learn about making choices. 

The children follow the same themes 

each year, so this Year 6 class will have 

come across New Beginnings before, 

but each year the content is different. 

The materials are designed to be 

appropriate for the different stages 

of learning and so there are materials 

for foundation stage, Years 1 and 2, 

Years 3 and 4, and Years 5 and 6. 

“A new school year means new 

beginnings to the children and some 

children are anxious about this,” says 

Julie. “Some think if they have one bad 

experience this affects the whole day, 

week or year. We are encouraging 

them to think of every day as a new 

day, every week a new week and so on.” 

The school started off the theme by 

having an assembly on new beginnings 

– the pack offers three creation stories 

to choose from as a suggestion on how 

to introduce the theme – and then at 

the beginning of the lesson the pupils 

read The School of Nightmares, an 

extract from the box, which brings up 

discussions about feelings of anxiety 

and being worried. The task is then for 

the class to work together to create their

dream school and to focus on creating 

something together in a positive way. 

In groups, they are asked to assign 

a role to each member of the team – 

the roles include group leader, deputy 

leader, resource manager and school 

planner. They are reminded to listen 

to each other, to respect each other 

and that each person has an equally 

important role to play. 

As each group gets underway with 

writing down a list of what their dream 

school includes, Julie explains that SEAL 

materials are not usually used in isolation 

but are incorporated into the curriculum. 

“We link SEAL in with curriculum 

subjects and it works very well. There 

are key words you introduce in each 

theme and although linking the words 

with curriculum areas does require 

thinking, it benefits the children’s 

emotional vocabulary. 

“And teachers shouldn’t feel frightened 

to add their own resources and materials 

to the SEAL materials,” she says. 

The school’s foundation stage leader, 

Victoria Brownrigg, agrees. “In this 

school there are a lot of children with 

English as an additional language and 

so we have had to simplify and adapt 

the materials,” she says. “I also use 

things like puppets to encourage 

children to talk about their feelings. 

“SEAL helps them to recognise feelings 

in themselves and in other children.” 

 

 

 

 

 

 

This is evident when the children are 

sitting down for story time. They are 

following the antics of characters Biff and 

Chip as they spend a day at the beach. 

On one of the pages – shown on the 

interactive screen at the front of the class – 

is an image of a child sitting on a donkey. 

The child is in floods of tears. Victoria asks 

the class: “Why do you think he is crying?” 

The children suggest that maybe he is 

scared and that he wants to get down. 

“We are teaching them skills that 

they would have picked up in time,” 

she says, “but we are teaching them 

at a very early age.” 

The most valuable theme for children 

of this age is the one on Getting On and 

Falling Out, says Victoria. “It teaches 

them how to get on with each other.” 

This is reflected back 

upstairs in the Year 6 

class, who are almost 

ready to show their 

dream schools to their 

classmates. Each of the 

groups has dealt with 

challenging situations 

in different ways – 

one group opted for democracy when 

choosing the name of their school; they 

each had a vote. One group settled a small 

dispute by giving two team members a 

little time on their own, and several pupils 

gave gentle nudges of encouragement 

to teammates who were less confident 

about expressing their opinion. 

As each group takes it in turn to 

present its dream school there are some 

common themes. Famous teachers feature 

highly on the list – in one school there is a 


Miss Spears and a Mr Beckham. 

In another, the dance teachers are 

Beyonce and Shakira. And the basketball 

coach is, of course, Michael Jordan, 

who is, incidentally, flown in by private 

jet from America to teach a weekly class. 

There are some things which 

come as no surprise – theme parks, 

a Jacuzzi and no uniform, for example, 

and others which raise an eyebrow 

or receive nods of interest – a machine 

which scans your hand at the school 

gate so that strangers can’t come 

in, a selection of Shakespeare’s 


original writings, and elegance classes. 

After they’ve given presentations, 

the teacher asks each group to think 

about what worked well in their team 

and what they could have improved. 

Each group admits that although they 

did work well they could have done 

better. They all identify the fact that 

they could listen to each other more 

and show each other more respect. 

A glance up at the list of vocabulary 

which their teacher has, during the 

lesson, stuck up on the board at the 

front of the class, shows that respect is 

one of the key words in this theme. 

“You have to make sure the children 

are not just parroting these words and 

that they really understand them,” 

stresses the school‘s headteacher, Adrian 

Ingham, “and although it takes some 

time, they do get there.” 

Since the school took part in the pilot 

of SEAL from 2003 to 2005, Adrian says 

there have been a lot of positive changes. 

“We have a support network in the 

school that runs from children who 

are three and a bit to 11 – from 

a nurture group for reception to

learning mentors at KS2 – so it’s 

very hard to disentangle SEAL as a 

programme from the other kinds of 

things we have in the school. It’s hard 

to know whether things improved so 

much because of one of those elements 

or all of them,” he admits. But he is in 

favour of the materials and what they 

aim to achieve. 

“Many of the children we work with 

have difficulty in expressing their innermost 

feelings and anything that can help us to 

help them do that for their emotional 

well-being has to be a good thing.” 

 

What impact did the SEAL programme have on the primary 

schools involved in the pilot? Susan Hallam, who led the 

evaluation, describes 

IT comes as no surprise to learn 

that the trial of the SEAL project 

was a success. After all, it has been 

expanded to all primary schools and 

in September 2007 it was launched 

in secondary schools as well. 

We carried out the evaluation of the 

pilot project, which took place from 

2003 to 2005 in a sample of primary 

schools from 25 local authorities. 

We looked at the changes in relation 

to improvements in behaviour, 

attendance and attainment for 

individual children; teacher skills and 

confidence; and the promotion of 

effective whole-school approaches 

to the delivery of the programme. 

The research involved telephone 

and email interviews with local 

authority coordinators; questionnaires 

for school staff; interviews with 

project and school staff, pupils 

and parents/carers; pre- and post- 

intervention questionnaires for 

children; and analysis of attainment 

and attendance data. 

SEAL involved schools trialling 

a series of curriculum materials which are 

designed to enable children to develop 

self-awareness, manage their feelings, 

enhance motivation, develop empathy 

and improve their social skills. 

There are suggestions for follow-up 

work with small groups of children who 

need additional support and materials to 

 

 

 

 

develop staff knowledge and confidence, 

and involve parents and carers. 

Overall, 90 per cent of teachers 

indicated that the SEAL programme 

had been at least relatively successful. 

It increased staff understanding of the 

social and emotional aspects of learning 

which helped them to understand 

their pupils better. This changed their 

behaviour, enhanced their confidence 

in their interactions with pupils, and 

led them to approach behaviour 

incidents in a more thoughtful way. 

All staff felt there was a positive 

impact on the children’s behaviour 

and well-being. Children’s confidence, 

attitudes and social, communication 

and negotiating skills, were perceived 

to have improved and there were 

positive perceptions of the impact 

on the children’s work. 

We found that the programme 

was most effective where it fitted in 

with existing PSHE work or circle time, 

was complementary to 

the school ethos and 

was adopted across 

the whole school. 

But overall, schools 

became calmer places 

with more positive 

atmospheres. The children appreciated 

each other more and were more 

thoughtful towards each other. It does 

need to be recognised, however, that 

the programme may highlight the 

emotional and social problems of 

some children and that these children 

may need additional support. 

Susan Hallam is professor of 

education and dean of the Faculty 

of Policy and Society at the IOE 

 


John Brown, founder of The 

Harefield Academy inclusion centre 

12 London InstEd issue 3 autumn term

The Harefield Academy in Hillingdon offers an inclusion centre 

for students at risk of permanent exclusion. Since it opened 

two years ago, the school has not had any permanent 

exclusions, compared to its predecessor, which had seven. 

John Brown, who set up the centre, explains how it works 

REDUCING both permanent 

and fixed-term exclusions was 

the challenge that faced us 

when we set up the inclusion centre 

at The Harefield Academy. Our initial 

aims included getting long-term nonattenders 

back to school, giving fulltime 

provision to students about to be 

permanently excluded, supporting the 

attendance of traveller students, and 

providing a base for pregnant students. 

We also support students not attending 

particular lessons because of issues with 

their peers, provide a place of safety for 

those with unresolved family conflicts 

and offer food and a bed to vulnerable 

students who are temporarily homeless. 

We employed two full-time members 

of staff to set up the centre – a teacher 

from a pupil referral unit and a learning 

support assistant who is also a nurse. 

They were given a large, well-equipped 

room with a kitchen, soft seating areas, 

computers and plenty of storage space, 

and an adjacent room where students 

can go to have time on their own. 

Our curriculum is tailored to each 

student: given that most of them have 

failed in school (or school has failed 

them), whatever we do for them 

educationally is a bonus. The curriculum 

includes five hour-long lessons each day 

– mathematics and English first, and then 

project-based lessons that aim to suit the 

student rather than attempt to mirror 

the main school curriculum. In the lunch 

break, the students prepare the meal 

and eat together. Some of the food 

comes from the students’ off-site 

allotment, which they maintain and tend. 

Our 8.15 start means that we can 

allow some students to just do maths 

and English and then go off for work 

experience. Some go back to a few 

mainstream lessons, but only if it’s clear 

that there won’t be any problems. Some 

do not make it back into any classes at all. 

Staff at some schools are often 

surprised that we do not follow the 

traditional curriculum. HMI interestingly 

were not fazed by this and used the 

term “outstanding” for this provision. 

The curriculum we offer has been 

one of the keys to the centre’s success; 

the other was ensuring that there was 

a referral process and that the centre is 

not a place for students to be sent to 

when they misbehave in class. 

We do not take students who are 

having a bad lesson or a tantrum, 

or who just need time out. Of course, 

there are always exceptions, for example 

if a student is going into care later 

in the day and needs space to discuss 

this beforehand. 

Having most of our previous nonattenders 

on site at some time during 

the week is an indication of our success. 

Ninety per cent of last year's students 

are now in employment, and one went 

on to study at college – a figure we 

hope to improve. And although none 

of the pupils achieved the benchmark 

5 A*-C grades, two got a grade C 

in both mathematics and English. 

And all of the students who are 

currently using the centre are now off the 

fast track to prosecution by the Education 

Welfare Service for poor attendance. 

This term we have set up a parallel 

centre for 

vulnerable 

students in Year 

7 with a view to 

integrating them 

into mainstream 

classes over a 

period of months. Later this year we 

hope to set up a boarding house for 

50 students – some in care and some 

elite athletes who come for our sports 

facilities – this will be an exciting venture 

for a comprehensive institution. 

As an academy, we support inclusion 

and are disappointed with the sometimes- 

held view that academies set out to expel 

difficult students. Our aim is to maximise 

the educational experience for each 

individual, and the evidence is that we’ve 

gone a long way towards achieving that 

for our students. 

 

 

 

 

Staff from schools and academies 

who are interested in setting up an 

alternative provision for students at 

risk of exclusion are invited to visit the 

inclusion centre. Contact John Brown 

on jbrown@theharefieldacademy.org 


Creating a historical archive of a school can reveal fascinating 

facts about the school and the community as well as provide an 

interesting educational experience for pupils. Steve Cowan reports 

WHEN Joan Leslie paid a visit 

to her old primary school, 

Woodmansterne Primary 

in Streatham, the pupils received 

quite a shock. 

As she divulged stories from her 

past, including detail about life in the 

neighbourhood during the Second 

World War and how she was a little 

“school-phobic” because there was 

a horrible boy who used to try and 

steal her halfpenny, which paid for 

her daily bottle of milk, they suddenly 

realised that 80-year-old Joan was 

once just like they were – a fellow pupil. 

The pupils were interviewing Joan 

for their school archive, which is now 

presented and bound in a 

neat, glossy, colourful book 

called The Last School in 

Lambeth. It was just one 

of the exercises the 

“production team” 

of pupils worked 

on while carrying 

out their school 

story project – 

they were 

involved in all 

aspects of the 

publication 

from collating 

information, 

advising on 

design, writing 

articles and 

taking photographs. 

The project is a new and 

ambitious one whereby a 


school publishes its own history by 

drawing on input from local residents 

and pupils, parents, teachers and 

support staff from the past. The school 

story project is part of the Everybody 

Writes initiative, a web-based project 

launched in October 2007 which aims 

to support schools to produce confident 

writers who value writing as a life skill. 

The project is funded by the Department 

for Children, Schools and Families and is 

run in partnership with Booktrust and 

the National Literacy Trust. 

It is based on something I was 

involved in a couple of years ago with 

Brentford Football Club – the Brentford 

‘Til I Die project. In 2005, I produced a 

book with another local fan – designer 

 

 

 

 

 

and publisher David Lane – which 

charted people’s stories about why 

their football club was so important 

to them. The key aims were to get 

people of all ages to jointly engage in 

writing and publishing and to link the 

professional club to local community 

and education organisations. 

I then came up with the idea of 

applying the football idea to a school 

context – the book could tell a school’s 

history through the eyes of the 

community – and presented the 

concept to the National Literacy Trust. 

So far we have worked with two 

schools in London and both projects 

have uncovered fascinating stories 

and materials. 

When pupils from Woodmansterne 

School went on a discovery trip to the 

London Metropolitan Archives, they 

found a series of lost photographs of 

the school’s girls’ sports team from 

the 1930s – these had been misfiled 

for over 70 years. 

The other school we have worked 

with is Chestnut Grove in Balham. 

The headteacher, Margaret Peacock, 

has managed, with a few interested 

members of staff, to collect tantalising 

photographs and documents from the 

past, even though the school has seen 

seven reorganisations since it first 

opened in 1905. Using a scatter-gun 

approach, staff sent letters and emails 

to former pupils and teachers, placed 

features in the local 

press and contacted 

ex-colleagues. Pupils 

and parents sent 

information into the 

wider community. 

As a result, the book, 

From Balham Central 

to Chestnut Grove, goes back to 1927. 

What both of these books show is 

the vibrancy of school life now and 

then. They also reveal the pattern of 

changes that have taken place over 

the decades in teaching styles, the 

curriculum, educational thinking 

and ideas of childhood. 

Every school has the potential to 

document the past, but one of the 

tragedies of school re-organisations, 

amalgamations or re-locations is that 

each time something like this takes place

The editorial team from 

Woodmansterne Primary 

school and extracts from 

their school story The Last 

School in Lambeth 


there is an accompanying spring clean in 

which documents and artefacts from the 

school’s past are thrown into the nearest 

skip or incinerated on the caretaker’s 

bonfire. Each time this happens huge 

amounts of priceless materials are lost 

and the possibility of recreating a history 

of the school for the pupils, teachers and 

wider community diminishes. 

 

 

 

We need to encourage schools 

to hang on to such materials and 

to recognise their capacity to create 

their own historical archives. 

If other schools in London follow the 

lead of Woodmansterne and Chestnut 

Grove and create their own school story, 

they too will be doing their bit to preserve 

a little of London’s educational history. 

Steve Cowan is completing his PhD 

on popular literacy during the 18th 

century at the IOE. He was a teacher 

in London for 23 years 


 

 

School librarians can follow 

specialist archival courses. For 

information see the following: 

The archive-skills consultancy 

provides courses for people who 

are responsible for archives but 

who have no formal training 

www.archive-skills.com 

The National Preservation 

Office holds training courses on 

preservation in archives, museums 

and libraries www.bl.uk/npo 

For regional training courses 

see Archives for London 

www.archivesforlondon.org, 

the regional councils of the 

National Council on Archives 

www.ncaonline.org.uk 

or the regional groups of the 

Museum Libraries and Archives 

partnership www.mla.gov.uk 

Media resources officers could 

assemble documents and 

memorabilia in pupil-friendly 

forms, for example, a photobank 

on a school history webpage or 

a range of recorded voices of 

past teachers and pupils online 

People who are part of the school’s 

history can be recorded so that their 

memories can be made available 

to generations of future pupils. 

For advice on how to write 

your own school history see 

www.everybodywrites.org.uk 

and click on the resources section 

Staff and pupils could visit 

the London Metropolitan Archives 

(although currently closed 

for refurbishment, it is due to 

re-open on 21 January 2008). 

See www.cityoflondon.gov.uk 

and click on leisure and heritage 

For more information on archives see 

the National Archives web pages www. 

nationalarchives.org.uk or the Society 

of Archivists www.archives.org.uk

Education in a Global City: 

Essays from London 

Edited by Tim Brighouse and 

Leisha Fullick 

ISBN 978-0-85473-792-5, 

November 2007, £16.99 

Education in a Global City 

Essays from London 

Edited by Tim Brighouse and Leisha Fullick 

This collection of essays by 

academic and policy 

experts offers a clear 

picture of the changing 

education scene in 

London. It maps new 

and developing strategies for successful 

urban education which will be useful 

to educators and policymakers not only 

in London, but in any urban setting. 

Educational Resource Management: 

An international perspective 

Derek Glover and Rosalind Levačić 

ISBN 978-0-85473-781-2, 

October 2007, £16.99 

Educational Resource 

Management 

An international 

perspective 

Derek Glover and Rosalind Levačić 

Bedford Way Papers 

This book outlines the 

growing understanding 

of financial and resource 

management in schools 

and colleges. The authors 

look at resource planning 

and budgeting, and draw upon examples 

from international practice. 

Leading and Managing Continuing 

Professional Development, 

2nd edition 

Sara Bubb and Peter Earley 

ISBN 978-1-4129-4828-9, 

October 2007, £21.99 

This new edition provides 

an up-to-date overview 

of continuing professional 

development (CPD). 

Written in a clear readable 

style, it covers the latest 

standards and offers examples of current 

good practice. 

New Designs for Teachers’ 

Professional Learning 

Edited by Jon Pickering, Caroline Daly 

and Norbert Pachler 

ISBN 978-0-85473-729-1, 

June 2007, £19.99 

This book offers an 

innovative way of looking 

at teachers’ continuing 

professional development, 

which advocates shared 

practice, collaborative 

CPD and scholarly reflection on practice. 

Public Sector Reform: Principles for 

improving the education system 

Frank Coffield, Richard Steer, 

Rebecca Allen, Anna Vignoles, 

Gemma Moss and Carol Vincent 

ISBN 0-85-473773-1, 

October 2007, £12.99 

This book reviews the 

impact of the last 10 years 

of reform on education 

in England. It suggests 

strategies for approaching 

policy reform and stresses 

the importance of involving teachers and 

parents in improving teaching and 

learning in schools. 

Successful Induction for New Teachers: 

A guide for NQTs and induction tutors, 

coordinators and mentors 

Sara Bubb ISBN 978-1-84787-034-6, 

October 2007, £18.99 

Sara Bubb has written 

an accessible, engaging 

guide on how to survive 

the tricky bits of the 

first year of teaching. 

Written in a lively yet 

authoritative style, it is packed with 

illuminating anecdotes, handy checklists 

and useful examples. 

All publications are available from Hammicks Education Bookshop, Institute 

of Education, 20 Bedford Way, London, WC1H 0AL. Tel: 0207 612 6050 or 

email ioe@hammicks.co.uk To order online go to www.ioe.ac.uk/publications 

 

 

Book Bands for Guided Reading 

A handbook to support Foundation 

and Key Stage 1 teachers 

4th edition 

Produced by the 

UK Reading Recovery 

National Network 

Suzanne Baker 

Shirley Bickler 

Sue Bodman 

IF you work in a 

primary school 

you will probably 

be familiar with 

Book Bands for 

Guided Reading. 

Over the years 

its authors have 

worked closely with publishers to group 

texts together and have helped to draw 

attention to the appeal of non-fiction 

for young readers, particularly boys. 

It has proved to be an invaluable 

resource and now lists more than 

3,500 titles for readers at KS1. 

The Book Bands story started in 1993. 

The Literacy Initiative from Teachers (LIFT) 

project, influenced by a model from New 

Zealand, developed a daily literacy hour 

which incorporated whole-class shared 

reading, guided reading with groups 

of children of similar reading ability, 

and independent literacy activities. 

Schools in the project saw the benefits 

of cataloguing available texts into a 

common gradient of difficulty across 

a broad range of KS1 published reading 

schemes, authors, text types and genres. 

The first edition of Book Bands for 

Guided Reading: Organising key stage one 

texts for the literacy hour was developed in 

1998 and as guided reading became an 

established element of teaching children 

to read, demand grew for a comparable 

book at KS2. This age group is catered 

for in Bridging Bands for Guided Reading: 

Resourcing for diversity into key stage 2 

and Guiding Reading Key Stage 2: 

A handbook for teaching guided reading. 

This latest edition discusses the 

challenges of using non-fiction books 

written for young readers, looks at 

what makes particular books worth 

using in a lesson, and includes a new 

section on non-fiction. 

Book Bands for Guided Reading: 

A handbook to support foundation 

and key stage 1 teachers, 4th edition, 

by Suzanne Baker, Shirley Bickler and 

Sue Bodman, published by the IOE, 

£25, ISBN 978-0-85473-787-1 


17

Increase Eko is assistant headteacher and inclusion manager at 

Daubeney Primary School in Hackney. She tells us about her role, 

her thoughts on inclusion, and why she loves working in London 

I 

chose to work with special education 

needs (SEN) because I wanted to 

become an educational psychologist. 

I did an advanced diploma in educational 

psychology and went on to complete 

an MA in psychology of education at 

the Institute of Education. 

During my studies, however, I became 

very interested in the provision of pupils 

who have been identified as having SEN 

in mainstream schools. So, instead of 

becoming an educational psychologist, 

I became the school’s special educational 

needs coordinator (SENCO). Soon after, 

I was appointed as assistant headteacher 

in charge of inclusion. In this role I am 

working towards changing the perception 

of SEN and promoting the idea that 

as an organisation it is our duty to 

remove barriers to learning for children. 

There has been a recent shift towards 

including more children with SEN in 

mainstream education and while I am in 

favour of inclusion, I believe the messages 

from official policy documents like the 

SEN code of Practice and the 1996 

Education Act, as well as the SENDA 

(Special Education Needs and Disability 

Act) offer get-out clauses to inclusion, 

and as such, there is no uniformity or 

clear guidance on what to do. 

Daubeney Primary School is very 

inclusive. Since our new headteacher 

arrived two years ago, inclusion has 

been the focus, but we are doing a lot 

by ourselves and often with very little 

acknowledgement or support. 

Our approach is multi-agency and we 

work in line with the Every Child Matters 


agenda. Everything we do in the school 

has the child at its centre. We provide a 

lot of training for all school staff so that 

the children feel secure in school and 

learning is tailored to meet children’s 

needs. We also ask City firms to fund 

projects in the school which we cannot 

fund from our designated budget. 

 

 

 

 

 

Parents are very involved in fundraising 

activities and supporting the school 

with resources. In fact, the pastoral 

support programme within the school 

is quite unique. 

About 30 per cent of children in the 

school have special educational needs 

and my job involves ensuring that the 

educational needs of all vulnerable 

groups within the school are being met. 

I support staff to meet those needs 

effectively and work in partnership 

with parents and other outside agencies. 

My job is rewarding but it can be 

frustrating. The most rewarding part 

is making a positive difference to a 

situation and empowering others to 

feel that they are able to make a positive 

difference. The most frustrating part is 

meeting professionals who have a medical 

perception of SEN and inclusion. 

I believe the whole idea of SEN is 

one of deficit; hence, I find it hard to 

align SEN and inclusion as they are two 

very opposite discourses. There is still a 

lot of sorting out to be done, and I believe 

schools, heads, inclusion managers 

and SENCOs up and down the country 

can shape the way this sorting out goes. 

In London there are some particular 

challenges. The number of languages 

spoken here is large – about 44 languages 

are spoken in my school – and the level of 

deprivation in some areas of London is high. 

I chose to work in London because 

I have lived here for most of my adult life. 

London presents 

challenges and 

opportunities which 

can be difficult 

to experience 

in other places. 

I enjoy working 

here because I have 

met people from all over the world. The 

cultural life is very rich and as someone in 

education it is intellectually very challenging. 

It is a city of contrasts, which is an 

attraction for me. 

 

The master’s degree in psychology 

of education is for teachers and 

professionals working in related fields 

and people interested in applications 

of psychology to education. 

The IOE also runs master’s degrees 

in fields including child development, 

special education (inclusion and 

disability studies), special education 

(psychological perspectives) and 

speech therapy. 

For more information contact registry, 

further professional development, on 

020 7612 6100/6101 or email fpd. 

enquiries@ioe.ac.uk

Increase Eko, assistant headteacher 

and inclusion manager 


One of the most influential research projects on early years 

education is based at the IOE. Brenda Taggart, one of the 

principal investigators, presents some key findings of the 

project, which is exploring the impact of pre-school experience 

on children’s development 

TEN years ago we started to 

chart the progress of 3,000 

three-year olds to explore the 

impact of pre-school on children’s 

development – both cognitive and 

behavioural – and so began the Effective 

Provision of Pre-School Education 

project, otherwise known as EPPE. 

Over the years we have witnessed 

changes in society, in government early 

years policy, and in the children we have 

been tracing. It has been interesting to 

see what impact different pre-school 

experiences have had on the children 

we have been following. 

The study is funded by the 

Department for Children, Schools 

and Families (DCSF) and since its 

inception there have been two 

considerable extensions to the project 

that have enabled us to continue to 

track the original sample of children 

through primary school (EPPE 3 – 11) 

and on into secondary school (EPPSE 3 

– 14). The oldest students in this study 

are now 15 and the youngest started 

secondary school this September. 

EPPE has been able to tell a unique 

story about how child and family 

characteristics, the home learning 

environment and pre-school and primary 

school experiences contribute to 

children’s development in cognitive 

areas and social behaviour at different 

ages and phases of their education. 

The project has had a significant 


impact on policy and practice in early 

years education and care. At a time 

when the relevance of educational 

research has been questioned, EPPE is 

often cited as a research project with 

“high impact”. 

The key findings of the project 

suggest that pre-school has an 

important influence that is evident 

in the short, medium and long term. 

Short-term effect 

EPPE’s findings show that pre-school 

enhances all-round development in 

children and the earlier they start, the 

better. Disadvantaged children benefit 

 

 

 

 

 

significantly from good quality preschooling, 

with the highest quality being 

found in the integrated settings (now 

called children’s centres) and nursery 

schools. Settings which had more highly 

qualified staff, a trained teacher as 

a manager and a good proportion 

of trained teachers on the staff were 

found to be of a higher standard. 

Staff with higher qualifications 

were able to offer richer instructive 

environments which included 

“sustained shared thinking” to extend 

children’s learning. The study has also 

shown the important contribution of 

the family in providing stimulating 

home learning environments, which 

also contribute to giving children firm 

foundations for later learning. 

Medium-term effect 

We now knew that pre-school attendance 

had a positive effect when children started 

school, but did the benefits remain as the 

children got older? This part of the study, 

which concluded at the end of KS1, 

showed that although pre-school effects 

were reduced because of the impact of 

primary schooling, they were still 

apparent. The advantages for a child’s 

development of attending a particularly 

“effective” pre-school centre continue up 

to age seven. Of course this does not 

mean that other experiences at primary 

school have no impact on children’s lives – 

it just means that the individual pre- 

schools attended 

continued to have 

a positive influence. 

Long-term effect 

The latest analyses 

for the EPPE 

children, towards 

the end of KS2, suggest that the benefits 

of good early years experiences have 

significant lasting positive effects in 

terms of better attainment and social 

and behavioural outcomes. 

The study has most recently shown 

that children who attended a highquality 

pre-school had a range of better 

outcomes at age 10. If these children 

went to a more academically effective 

primary school, their learning and social 

and behavioural profile was even better.

Attending a high quality pre-school also 

protects children against the effects of a 

more poorly performing primary school. 

Future findings 

We have also looked at effective primary 

school practice in Year 5. By Christmas 

2007 we will have reported on the 

relationships between classroom 

practices and processes that help 

children do better. 

The most recent part of the research, 

the new secondary school phase, began 

this year and will continue to 2011. 

This will study how this stage of school 

influences students’ learning trajectories 

as well as how parents’ background 

contributes to their child’s development 

in KS3. We are investigating the 

characteristics of more “effective” 

secondary schools. 

EPPSE is continuing to develop two 

strands that have been important 

throughout the research. The first 

looks at what happens to “resilient” 

and “vulnerable” students. The second 

considers the contribution of the 

neighbourhood and out-of-school 

learning to students’ development. 

 

EPPE has had a powerful impact 

on policy and practice. At the 

BERA conference held at the IOE in 

September, schools minister Andrew 

Adonis used EPPE in his opening 

speech as an example of a research 

study that has contributed to the 

development of national policy. 

The team has worked with 

national policymakers including 

DCSF, the Treasury and Cabinet 

Office, as well as local authorities. 

EPPE finds out what impact pre-school has 

on children in primary and secondary school 

We are continuing to chart the 

children’s progress and will be able 

to reveal what impact pre-school 

experience has on children as they go 

through both primary and secondary 

school. So, watch this space. 

The principal investigators of 

the EPPE team are Kathy Sylva, 

University of Oxford; Edward 

Melhuish, Birkbeck College; Pam 

Sammons, University of Nottingham; 

and Iram Siraj-Blatchford and Brenda 

Taggart at the IOE. 

The research officers are 

Stephen Hunt, Sofka Barreau, 

Helena Jelečić, Wesley Welcomme, 

Rebecca Smees and Olga Cara 

all at the IOE. 


How can every school become a great school? London InstEd 

spoke to school improvement activist David Hopkins to ask 

for his recommendations 

ASK any parent about the 

goal of educational reform 

and the answer is simple – 

every school should be a great school. 

After all, every parent wants their child 

to have the best education possible. 

However, although easy to articulate, 

it is far more difficult to put into 

practice. It focuses reform efforts directly 

on enhancing teaching quality and 

classroom practice rather than structural 

change and requires a commitment 

to sustained, systemic change. 

Despite the political boldness 

required for this approach, it was 

adopted by New Labour in 1997. 

Most agreed that standards were 


too low and that direct state 

intervention was needed. The resultant 

“national prescription” proved successful 

at first, particularly in raising standards 

in primary schools, but progress 

plateaued in the second term and 

there was a recognition that it was 

schools themselves that needed to 

lead the next phase of reform. 

But, as Professor Hopkins explains, 

large-scale reform can neither be only 

nationally led nor only schools-led – 

both must support each other within 

a system committed to raising the bar 

and narrowing the gap. 

Schools must use external standards 

to clarify, integrate and raise their own 

expectations, he adds. But equally 

schools, on their own and in networks, 

must be enabled to lead improvements 

and innovations in teaching and learning 

with the support of highly specified, 

but not prescribed, best practices. 

So, what are the trends that can 

make every school a great school? 

Professor Hopkins, who is the inaugural 

HSBC Chair in international leadership 

at the London Centre for Leadership 

in Learning at the IOE, believes the 

trends are: 

Personalised learning. This provides 

a bridge from prescribed forms of 

teaching, curriculum and assessment 

to an approach where teachers tailor 

teaching and learning to enable every 

student to reach their potential. 

Informed professionalism. 

Teachers using data to apply a rich 

repertoire of pedagogic strategies to

meet their students’ needs. This implies 

radically different forms of professional 

development with a strong focus on 

coaching and establishing schools as 

professional learning communities. 

Intelligent accountability. To better 

support educational goals by creating 

a balance between external standards 

and both internal accountability (self- 

evaluation, bottom-up target setting), 

and formative assessment (value- 

added analyses and assessment for 

learning processes). 

Networks and extended schooling. 

To develop a vision of education shared 

and owned beyond individual school 

gates. This implies networks of schools 

collaborating to build curriculum diversity, 

extended services, professional support 

and high expectations. 

These trends come together through 

the exercise of responsible systemic 

leadership. Focused on the fundamental 

purposes of setting directions, 

developing people and developing 

organisations, Professor Hopkins 

recommends that such leadership should 

be reflected at three different levels: 

School level – with school heads 

almost as concerned about the success of 

other schools as they are about their own. 

Local/urban level – with best-practice 

widely shared across a locality. 

System level – with social justice, 

moral purpose and a commitment to 

the success of every learner providing 

the focus for transformation. 

Professor Hopkins, who was formerly 

chief adviser on school standards to 

the Department for Education and 

Skills (now DCFS), says that ensuring 

every school is a great school requires a 

balance to be achieved between national 

prescription and school-led reform, with 

the presumption towards the latter, 

except when schools find themselves in 

very challenging conditions. “Through 

self-evaluation schools become 

increasingly aware of how to improve 

and how to contribute to improvement 

in other schools,” he concludes. 

Illustrations by the Year 2 School 

Council at Hampton Wick Infant 

and Nursery School in Richmond. 

A recent Ofsted report placed 

the school in the category of 

outstanding, which puts it into 

the top 10 per cent of schools 

in the country. 

When asked: “What makes your 

school great?” council members 

said the school environment, being 

a team, the teachers are brilliant, 

and that they liked going on the 

bike at lunchtime. They also added 

that the school council helps to 

make their school “even better”. 

 

 

Foundation Degree in Arts 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Leisha Fullick identifies some key messages from the State 

of London’s Children report on page 7. Here, Helen Roberts, 

who was involved in research underpinning the report, 

presents some of its findings 

IN 2005, London ranked sixth in the 

league table of the world’s richest 

cities and had the highest incomes 

of any city outside the United States. 

Yet, alongside this evidence of wealth, 

41 per cent of children in London – 

over 650,000 youngsters – live below 

the poverty line, compared with 28 per 


cent of children in the UK as a whole. 

London has the highest rate of child 

poverty, after housing costs, of all 

English regions. 

The State of London’s Children report 

comes out every three or four years 

and offers a strategic overview of issues 

faced across London in key areas for 

children. It provides data of relevance 

to the well-being of London children 

up to the age of 18, with particular 

attention given to those groups of 

young Londoners who experience 

disadvantage in many areas of their 

lives and who are experiencing 

disproportionate threats to their 

well-being now, and unequal lifechances 

in the future. 

The 2007 report, which is the third 

in the series, concludes that while 

a lot is positive for London children, 

major challenges remain in narrowing 

the gap in education and health for 

the most disadvantaged children. 

Not everything that counts can be 

counted, and an overview report like 

the State of London’s Children cannot 

capture everything that is important 

(even at 250 pages) – but it can capture 

some of what is needed for planning, 

what is needed to understand where 

London children are doing well, where 

they are not doing as well, and what 

needs to change. 

Children’s well-being is a key 

indicator of a healthy and sustainable 

city. And providing the kinds of 

regular information and data that 

appear in the State of London’s 

Children reports is one of the steps 

in supporting the types of policy 

development and practical changes 

needed to make sure that London’s 

1.72 million children – nearly one 

quarter of the capital’s population – 

have the best possible childhood now 

and are well placed to ensure that 

London has the best possible future. 

Helen Roberts is professor of 

child health in the Social Science 

Research Unit (SSRU) at the IOE

The IOE and the State of London’s ndon’s Children report 

The IOE has been involved in all 

three reports. Suzanne Hood, author 

of the first two reports, is a former 

staff member of SSRU. This year 

she played an advisory role, while 

Lisa Arai, Madeleine Stevens and 

Helen Roberts, recently arrived at 

 

 

Children and young people aged 

0 to 18 represent almost 22 per 

cent of London’s total population – 

this equates to 1.72 million. This is 

expected to grow by over 102,000 

over the next 10 years 

The last Health Survey for England 

(2002) found that London children 

were more likely to consume the 

recommended daily intake of fruit 

and vegetables than those elsewhere 

in England. The 2004 Families and 

Children Survey reports similar findings 

A 2006 report from Ofsted noted 

that London schools had improved 

dramatically and standards are rising 

faster than in schools nationally 

In 2006 attainment levels at KS1 were 

lower in London than for England 

by one or two percentage points in 

each subject. At KS2, London pupils 

achieved levels of attainment equal to 

or only just below the national levels 

At KS3, results improved faster in 

London than in England between 

the IOE from the Child Health 

Research and Policy Unit at City 

University, were involved in research 

for the report. 

It was authored by Di McNeish 

and Sara Scott, founders and directors 

of DMSS research and consultancy. 

2001 and 2005. In 2006, 58.3 

per cent of London pupils achieved 

the equivalent of five or more A*-C 

grades at GCSE compared with an 

England average of 57.5 per cent 

The rate of permanent exclusions in 

London is higher than for England, 

and is considerably higher for black 

Caribbean young people 

In 2006, London ranked fifth out of 

nine English regions for its percentage 

of young people not in education, 

employment or training (NEET) 

In 2004 only eight boroughs 

had developed a play strategy – 

this has risen to all 33 in 2007 

Bullying is a priority concern 

for children and young people, 

with racial bullying identified 

as a particular issue 

It is estimated that there are over 

100,000 disabled children under 

16 in London – and around one in 

40 London children are young carers 

The report was launched at the London 

Child Poverty Commission conference. 

See www.london.gov.uk/mayor/children 

for more details. It is possible to download 

full, summary and child-friendly versions, 

as well as individual chapters of the report 

and to obtain printed copies. 


25

Theo Bryer and her daughter, Leonie Rousham, went to see 

the stage show of Michael Morpurgo’s War Horse at the 

National Theatre. They were impressed with the puppetry and 

how the horses were brought to life, but felt that the play may 

not have quite the same appeal for young people as the novel 

I 

N keeping with a series of imaginative 

and spectacular adaptations of 

popular novels for young people – 

most recently Coram Boy and His Dark 

Materials – the National Theatre has 

this year produced War Horse. 

My 10-year-old daughter Leonie and 

I are both fans of Michael Morpurgo 

and we were very excited about seeing 

the play. I read most of the novel to her 

in preparation and wondered why the 


National Theatre had chosen this book 

to adapt for the stage, considering the 

many action-packed and moving stories 

for children and young people that 

Morpurgo has written. 

On our journey to the theatre we 

debated how they would bring the 

horses to life and how the audience 

would be enabled to see the First World 

War through the horses’ eyes, as in the 

novel. Leonie had in mind some kind of 

pantomime horse; I thought the horses 

would be enacted with half masks, 

so that we could see the actors’ eyes 

(I think I had in mind Peter Shaffer’s 

Equus) – but also, so that they could 

speak. We were both quite clear that 

the horses would speak to us as an 

audience. According to Leonie, we had 

to hear it from Joey the horse’s point 

of view, since that is the whole point 

of the book. 

The book deals with some of the 

horrors of the First World War in a 

way that children can understand and 

stomach, because the story is narrated 

by a horse. Neither Leonie nor I had the 

sense that this play, based quite loosely 

on the book, was really made for young 

people. It did get a standing ovation

from many in the audience on 

press night, but there were very 

few children there. 

We were awestruck by the beauty 

and incredible sensitivity with which the 

horses were brought to life. There were 

two main horse puppets, Joey and his 

friend Topthorn, created of mesh, wood, 

leather and metal hinges and each 

given life by three incredible puppet 

 

 

 

operators – two supported the main 

body of the horse while one operated 

the head externally. We found it hard to 

take our eyes off them whenever they 

were on stage. Even when they were 

still their bodies moved gently, as if they 

were breathing. And although they did 

not speak, they moved their heads and 

pricked up their ears as if they were 

listening and taking it all in, in the 

way that horses do. 

We also appreciated the chickens 

and crows that feasted on the bodies 

left on the battle fields – again incredible 

puppets bought to life by Handspring 

Puppet Company. 

Throughout there was attention to 

a quality of movement that lent the play 

a very particular and haunting rhythm. 

In one scene sudden and very loud 

sound effects combined with 

the huge frame of a tank towering 

over the horse proved so terrifying that 

Leonie had to hide her eyes. We were 

both relieved when the action moved 

back from France to England and we 

could relax and laugh at scenes of 

relative domesticity. 

Leonie also enjoyed a whimsical 

scene in which a German soldier and 

an English soldier tried to work out who 

should have Joey, who’d 

been caught on barbed 

wire in No Man’s Land, 

and eventually had to toss 

for it. She also liked the use 

of different languages – 

English, French and German – because it 

helped her to understand who was who. 

We both missed the character of the 

13-year-old girl, Emilie, who is central 

to the novel. I have a feeling that 

Morpurgo had his female audience in 

mind, considering that the arena of 

the First World War was such a male 

affair. Emilie’s affection for the horses 

and theirs for her is vividly drawn in the 

novel and Morpurgo makes a point of 

explaining the way in which horses take 

to children because of their soft voices 

and size. My daughter, like many her 

age, loves animals and horses and this 

really struck a chord for her. But in this 

adaptation Emilie appears as a much 

younger child, played by a puppet, 

with only a passing interest in the 

horses. Similarly the horses’ love for 

each other only comes across in a final, 

very moving m moment towards the end 

of the play. 

This Thi is a production for those in 

Year 8 and above. It is a sensitively 

told tale about the impact of war 

on the t soft flesh of humans and 

animals anim – but since it is not mediated 

by the t gentle insights of Joey, it may 

be too t much for many young people 

to take t in. Although Leonie and 

I loved lo the puppets, we both felt 

saddened sad that this production 

does do not address children as 

the th novel does. 

Theo Bryer is acting PGCE tutor in 

English with drama at the IOE 

 

 

The BFG 

By Roald Dahl, adapted 

by David Wood 

Polka Dot Theatre, 

240 The Broadway, 

Wimbledon 

Tel: 020 8543 4888 

www.polkatheatre.com 

November 9 to February 9 

The Country Wife 

By William Wycherley 

Haymarket Theatre, Haymarket 

Tel: 0870 901 3356 

www.trh.co.uk 

Until January 12 

Macbeth 

By William Shakespeare 

Gielgud Theatre, 

Shaftesbury Avenue 

Tel: 0870 950 0915 

www.gielgud-theatre.com 

Until December 1 

Much Ado 

About Nothing 

By William Shakespeare 

National Theatre, South Bank 

Tel: 020 7452 3000 

www.nationaltheatre.org.uk 

December 10 to January 10 

Rhinoceros 

By Eugene Ionesco 

Royal Court Theatre, 

Sloane Square 

Tel: 020 7565 5000 

www.royalcourttheatre.com 

Until December 15 

War Horse 

Based on the novel by 

Michael Morpurgo, adapted 

by Nick Stafford, directed by 

Marianne Elliott and Tom Morris 

National Theatre, South Bank 

www.nationaltheatre.org.uk 

Until January 12 


What is the future of 14–19 education in London? 

Paul Grainger, Ann Hodgson and Ken Spours ask the 

question, highlight the problems and offer some solutions 

THE development of 14–19 

education and training is a 

major government priority. 

However, a coherent phase for 

this age group remains an aspiration 

rather than a reality because its 

formation is being inhibited by 

current policy and the continuation 

of a strong 16+ divide. 

GCSEs, which mark the end of 

compulsory education, dominate the 

lives of 14- to 16-year-olds. Over 50 per 

cent of learners change institutions at 

16. Despite policy rhetoric about the 

need for schools, colleges and workbased 

providers to work together in the 

interest of 14–19 learners, institutional 

competition is still rife, encouraged 

by performance measures and league 

tables, by government policy on 

academies and the encouragement 

of schools to set up new sixth forms. 

The curriculum continues to be 

divided along academic and vocational 

lines. The Tomlinson proposal to bring 

all learning and learners into a coherent 

CHALLENGE: In London 14–19 

learning is now being organised by 

33 small local authorities. Learners 

do not fit neatly into borough 

boundaries and many travel across 

the capital to study, particularly 

if they are pursuing a vocational 

specialism. Over all, half of students 

travel outside of their borough for 

their post-16 learning. 


and unified 14–19 phase, including 

GCSEs and A-levels, was rejected by 

the government. Instead, policymakers 

have promoted the idea of alternative 

vocational courses for disaffected young 

people leaving the academic track. 

While there is no substitute for 

coherent national policy, London can 

make progress in the organisation 

of 14–19 education if it can agree a 

pan-London approach. The challenges 

are to promote educational mobility 

and break down social and ethnic 

barriers; to develop local and Londonwide 

progression routes and produce 

a system of high-quality provision, 

particularly in vocational specialisms, 

which can prepare learners for higher 

education and the high quality labour 

markets on offer in the capital. 

Paul Grainger is research and 

development officer for the London 

Region Post-14 Network, based at the 

IOE. Ann Hodgson and Ken Spours are 

both readers in education at the IOE 

CHALLENGE: London has 

made important strides in 

GCSE attainment in recent 

years, but fewer than 26 

per cent of the cohort go to 

university from boroughs in the 

east of London compared to 

33 per cent nationally. 

CHALLENGE: London has extremes of 

wealth and poverty. On the one hand, 

it offers good job opportunities for 

those with confidence and academic 

achievement. On the other, London has 

high levels of unemployment with groups 

of learners who need more support. For 

example, a third of pupils at 14 have 

English as a second language, and half 

of 16- to 19-year-olds are from black, 

Asian and multi-ethnic groups. This is 

expected to rise to 80 per cent by 2016. 

CHALLENGE: The institutional 

landscape is still highly fragmented. 

There are 421 secondary schools 

encompassing community, foundation, 

voluntary, grammar, city technology 

schools and academies, of which 207 

have control of their own admissions. 

There are also 54 FE Colleges – 36 

general or tertiary, 12 sixth form and 

six specialist. The capital has a complex 

mosaic of institutions and little sense 

of anything London-wide. 

CHALLENGE: Provision and 

providers are dividing along ethnic 

lines. School sixth forms tend to 

cater for largely white learners, 

while FE colleges have an overrepresentation 

of learners from 

a variety of black and minority 

ethnic groups.

SOLUTION: London will need 

to see a step change in the 

governance of 14–19 education 

and in curriculum strategy. The 

mayor has formed a Skills and 

Employment Board for adult 

learners: 14–19 education should 

be next with its own board which 

can bring a range of partners 

together on a regional basis. 

SOLUTION: The London Learning 

and Skills Council, working with the 

mayor’s office and other regional 

partners, should help coordinate 

the work of the borough-based 

14–19 partnerships and establish 

a regionally shared vision linking 

learning, inclusion, innovation and 

future employment. 

SOLUTION: The capital is in 

a good position to pioneer 

an inclusive curriculum and 

qualifications system (possibly in 

the form of a London diploma) 

that seeks to promote 100 per 

cent participation in education and 

training to age 18 and beyond. 

London has unique problems that 

demand new regional solutions. 

 

THE IOE was treated to a visit by Quentin 

Blake, one of the country’s best-loved 

illustrators of children’s books. 

Quentin Blake, well-known for 

bringing characters such as Roald Dahl’s 

The BFG and Matilda to life and also 

for his own unforgettable characters 

including Mr Magnolia, was the guest 

speaker at the IOE’s Alumni Association 

annual lecture in July 2007. 

An alumnus himself – he studied 

for a PGCE at the IOE – he entertained 

his audience with tales of his 

illustrations and explained how his 

experience of studying to become 

 

ACADEMICS, policymakers and 

practitioners gathered at the IOE 

for a London Health Commission 

seminar – Health Inequalities and their 

Wider Determinants: What works 

for children and young people? – 

to inform the mayor’s strategy on 

reducing health inequalities. 

Focusing on research which looks 

at the impact of interventions relevant 

to children and young people’s wellbeing, 

Jo Garcia, Angela Harden, 

and Ricardo Sabates from the IOE, 

and Patricia Lucas from the 

University of Bristol presented 

findings from recent work. 

SCIENCE Learning Centre London 

celebrated its third birthday this 

autumn by unveiling a new ecological 

area and launching an outreach 

programme and science network 

for primary school teachers. 

The outreach programme will take 

CPD directly into London schools. It is 

run by well-qualified and experienced 

trainers, and courses currently on offer 

include ICT in the primary classroom, 

decision-making activities in science, 

and purposeful science enquiry. 

The Primary Science Network London 

will give teachers and local authority 

a teacher has 

influenced his 

drawings. 

“When I 

illustrate books, , I don’t do it 

as a parent, but as a teacher,” he said – 

even though he didn’t pursue a career 

in teaching. “I was afraid that if I did 

it I would never do anything else,” 

he confessed. “I escaped from 

education like an escapee from a 

demanding and fascinating mistress.” 

For more information about 

the Alumni Association contact 

alumni@ioe.ac.uk 

The event was chaired by Carey 

Oppenheim from the London Child 

Poverty Commission and hosted by Helen 

Roberts, professor of child health at the 

IOE, who highlighted the importance 

of sound research in shaping policies, 

given the potential for well-meaning 

interventions in children’s lives to 

do harm as well as good. 

The presentations on education 

and youth crime, teenage pregnancy, 

involving young people in research, 

and the effects of income supplements 

can be found on the London Health 

Commission’s website www. 

londonshealth.gov.uk/dhealth3.htm 

 

consultants the chance to exchange 

ideas and information about 

professional development in primary 

science education. 

Professor Michael Reiss, chief 

executive of the centre, said: “All of this 

comes at a time when we have met all 

our DCSF targets, received exceptional 

evaluations for our courses and are 

increasingly working with our partner 

organisations to provide quality science 

CPD for teachers and technicians in 

schools and colleges.” 

For more information see 

www.sciencelearningcentres.org.uk 


What will personalised learning 

mean in the classroom? 

This event will help participants 

to understand personalisation 

policy, prioritise key issues for 

their school, and review research 

on classroom learning. 

It will take place at West Ham 

United Football Club. 

For more information and an 

application form contact insi@ioe.ac.uk 

 

 

 

 

 

An opportunity to look at the 

development of the children’s 

workforce across a variety of sectors. 

Speakers include Dame Gillian Pugh, 

visiting professor at the IOE’s Thomas 

Coram Research Unit (TCRU), and Keith 

Brumfitt, director of the Children’s 

Workforce Development Council. 

This event will take place at the TCRU, 

27-28 Woburn Square, WC1H 0AA. 

For more information and to register 

call 020 7612 6958 or email Tracy 

Walpole on t.walpole@ioe.ac.uk 

Institute of Education University of London 

20 Bedford Way London WC1H 0AL 

tel +44 (0)20 7612 6000 

fax +44 (0)20 7612 6126 

email info@ioe.ac.uk 

 

 

 

 

 

Andy Hargreaves, an expert on 

sustainable leadership and change, is this 

year’s guest speaker at the IOE’s London 

Centre for Leadership in Learning’s 

annual lecture. 

This event is free but to register contact 

the CPD Office cpd@ioe.ac.uk 

 

 

 

 

 

Karen Edge, of the London Centre for 

Leadership in Learning will lead this 

interactive session, which will explore 

how current theories of knowledge 

management and social networking 

can lead to positive change in schools 

and organisations. 

For more information contact 

londoncentre@ioe.ac.uk 

 

 

 

A chance to find out more about the 

extensive range of study options available 

at the IOE – from teacher training, 

master’s and professional development 

programmes to research degrees and 

CPD courses. Staff and students will be 

on hand to give presentations, tours of 

the building and answer queries. 

For information and to pre-register, 

please go to www.ioe.ac.uk/openeve 

 

 

 

 

This annual conference offers teachers 

and others who work with young 

people the opportunity to update their 

knowledge on the restructured PSHE 

& citizenship curriculum. 

For further information contact 

sarah.winor@optimuseducation.co.uk 

 

 

 

 

Dylan Wiliam, the IOE’s deputy director, 

will talk about the history of standardised 

testing in the US and its influence in 

current practices in assessment. 

This will take place at the Institute 

of Historical Research, Senate House, 

WC1E 7HU. 

For further information contact 

Neal Carr n.carr@ioe.ac.uk 

www.ioe.ac.uk

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