Ofsted today publishes the Annual Report 2010/11, drawing on over 31,000 inspection visits across the schools, early years, children's social care and learning and skills sectors in England. Launched by Her Majesty's Chief Inspector Miriam Rosen, this in-depth analysis provides an insight into the quality of those services for children and learners, what is working well and what needs to improve. The report highlights how an inadequate inspection judgement, whether for a children's home or a school, a college or a nursery, can be an important catalyst for change. For example, the total number of schools in a category of concern - that is judged to be in special measures or being given a notice to improve - reduced from 553 at the end of last year to 451 at the end of August 2011. Over a fifth of schools judged inadequate at their previous inspection were found to be good or better when inspected again this year. In addition, schools are now emerging from special measures faster than the previous year - after an average of 18 months rather than 20. In inspections of local authorities'; children's social care, where Ofsted completed the second full year of unannounced inspection of contact, referral and assessment arrangements, weaknesses identified the previous year had been addressed in the great majority of cases.

Unpacking Critical Race Theory (CRT) and exploring why it has become a focus in politics across the US and the UK, White Lies uses CRT to expose the systemic racism that shapes education. It charts the coordinated campaigns – involving think tanks, mainstream media and politicians – that have tried to silence antiracism in the wake of George Floyd's murder and 'Black Lives Matter'. Each chapter is devoted to exposing a key ‘white lie’ by examining the evidence that shows how the interests of white people continue to occupy centre stage and block movement towards a more equitable education for all. Gillborn establishes how the public debates, shaped by misinformation and 'white lies', sustain race inequity and portray antiracism as a threat to freedom and justice. Key controversies are dissected and debunked, including: the extensive and coordinated anti-CRT campaigns in the US and the UK; the use of racial gaslighting to undermine claims to social justice; how multiple forms of intimidation are used to silence antiracist teaching and protest; the inaccurate portrayal of the white working class as race victims; and how cruelty, in policy, aims to unify whites and demonize minorities. By avoiding unnecessary jargon to make complex debates accessible to a wide audience, this book is ideal reading for anyone studying CRT or interested in the topic of contemporary educational equality.

For all undergraduate, postgraduate and school-based routes to qualified teacher status, Learning to Teach in the Secondary School is an essential introduction to the key skills and knowledge needed to become a secondary teacher. Underpinned by evidence-informed practice and focussing on what you need to know to thrive in the classroom, the eighth edition is fully updated in light of changes in the field, covers new topics and provides additional guidance on topics such as developing your resilience, using digital technologies, closing the achievement gap and using data to inform your teaching and pupil learning. The text includes a wealth of examples and tasks to demonstrate how to successfully apply theory to practice and how to critically reflect on and analyse your practice to maximise pupil learning. The wide range of pedagogical features supports both school- and university-based work up to Masters level. Written by experts in the field, the 37 concise units create unit-by-unit coverage that can be dipped into, offering guidance on all aspects of learning to teach including: Managing your workload Lesson planning Curriculum Motivating pupils Promoting behaviour for learning Assessment, marking and feedback Special educational needs and disabilities (SEND) Applying for jobs, developing as a professional and networking Learning to Teach in the Secondary School provides practical help and guidance for many of the situations and potential challenges you are faced with in school. The text is extended by a companion website that includes additional information as well as specific units covering England, Northern Ireland, Scotland and Wales. Supported by the subject-specific titles in the Learning to Teach Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment of their appropriateness and effectiveness in the classroom, and assisting them to promote closer links between ‘behaviour’ and ‘learning’. Now in a fully updated second edition, the book focuses on how teachers can provide a safe and secure setting where positive relationships are fostered, placing increased emphasis on learning behaviours that contribute to pupils’ cognitive, social and emotional development. The book is full of practical approaches that can help teachers support pupils to achieve, relate to others and develop behaviours that characterise self-esteem, confidence and resilience. It includes chapters covering: • relationship with the curriculum, relationship with self and relationship with others; • whole-school approaches and the school behaviour policy; • reframing special educational needs; • dealing with more challenging behaviour; • transitions. This second edition also includes an updated emphasis on the links between mental health, behaviour and relationships in schools, and reflects Department for Education advice for school staff, changes to the National Curriculum and the new SEND Code of Practice. Through the application of the Behaviour for Learning framework, the book encourages teachers to address the needs of pupils who exhibit behavioural difficulties, whilst still pursuing excellence in teaching and learning for all pupils. It is a compelling and essential read for all trainees and practising teachers, CPD coordinators and other professionals working with children in schools.

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.

In a report that recognises the recent positive developments in the child protection system in England, the Education Committee calls for changes to ensure that all children are treated as children and that their interests are put first. The report examines three key themes: neglect, older children and thresholds for intervention, taking children into care and adoption. On neglect, the Committee found evidence that children are left too long in harmful situations. On older children, an urgent review is needed of the support offered to this group in order that services can be re-shaped to meet their needs. On thresholds, the Committee makes a number of recommendations to ensure that the referrals process makes better use of intelligence from teachers and doctors and to improve co-ordination between agencies, including multi-agency training and greater clarity in guidance over data-sharing. The report finds that the balance of evidence is heavily in favour of care being considered as a viable, positive option at an earlier stage for many children. While welcoming the Government's proposed reforms to the adoption process, the Committee recognises that permanence and stability can be achieved by other means and that these options should also be encouraged. The Committee calls on the Government to monitor the impact of the economic situation and cuts in services on child-safeguarding.

The role of education in prisons, prisoners' decisions regarding education, the impact of prison culture on either encouraging or discouraging such activities, and the potential consequences of education for prisoners' reentry into society all have important implications. This extended analysis of prisoner education represents a unique contribution to an under-researched field, whilst also making important and original connections between research on education in prison and the literature on adult learning in the community. Through offering crucial insights into the varied motivations and disincentives that inform prisoners' decisions to study in prison (whether it be through distance learning or prison-based classes), the reader is also able to consider factors that inform decisions to engage in a broader range of positive and constructive activities whilst in prison. These research findings provide insight into how prison culture and prison policies may impact upon rehabilitative endeavour and suggest ways in which prisons may seek to encourage constructive and/ or rehabilitative activities amongst their inhabitants if desired. Based on interviews and questionnaires completed by British adult prisoners studying through distance learning, this qualitative study offers a valuable complement and counterpart to prison education studies that focus on measuring recidivism rates. The learner-centred approach used yields a nuanced and complex understanding of the varied ways in which education in prison actually operates and is experienced, and considers the consequences of this for the students' lives. As such, the findings offer further insight into important evidence resulting from recidivism studies reviewed within the book, whilst contributing to the reemerging interest in studies of prison life and prison culture that are based on prisoner interviews.