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As part of GCSE (General Certificate of Secondary Education) reforms in England, requirements for assessing application in science increased. Setting examination questions in context facilitates testing application as students need to apply what they know and understand to a particular situation. This research explored the nature of the contexts used in reformed GCSE combined science examinations and compared contexts used in a specification which specifically emphasises contextualised learning to those in other specifications. Eight combined science specimen examination papers were selected, including four from GCSE Twenty First Century Science (21C). A qualitative coding frame was used to code each contextualised item. Various strategies for testing in context were present. Contextual features that might risk introducing construct-irrelevant variance were infrequent but may suggest areas for attention in setter training. 21C papers included a higher proportion of items with detailed contexts and a higher proportion of items set in science-related adult/professional settings. [ABSTRACT FROM AUTHOR]

As part of a wider study into the educational attitudes and experiences of white, working-class male pupils in the north of England, this paper explored the ways that male pupils in years 10 and 11 navigated and experienced the six-level (A-F) academic banding system present in their British mainstream secondary school (Ayrefield Community school – ACS). Following an initial four-week period of both covert and overt observations (including guided conversations), three distinct groups of male pupils emerged. Influenced in part by Paul Willis' seminal study (1977) of males in a working-class school environment, these three 'lads' groups were representative of pupils in the top, middle, and bottom academic bands and were subsequently named Performers, Participants and Problematics respectively by the researcher. Following this initial phase of observations, a total of 74 male pupils from these top (n = 29), middle (n = 26) and lower (n = 19) academic bands were specifically selected to take part in a total of 14 group interviews with the aim being to explore the lads' experiences of, and attitudes towards, being taught in academic bands, as well as their views on education and qualifications more generally. Passages from these group interviews are combined with guided conversation responses to make up the findings presented in this paper which are then explored and explained using some key concepts from Norbert Elias's field of figurational sociology alongside key academic literature linked to the use of academic banding in schools. The paper suggests that despite the fact that all male pupils at ACS were exposed to very similar working-class upbringings and social pressures as part of their wider social figuartions, members of each of the three lads' groups became part of, and were subsequently influenced by, the specific, school-based figuartions that emerged as a result of their allocation to their respective academic group. Influenced by the increasingly diverse and complex social relations within these school-based figuartions, the lads from the three different groups seemed set to achieve relative 'success' at school, albeit on route to different destinations, for different reasons, and towards quite starkly different end goals – all whilst still being very much aware of, and influenced by, the wider social figuration of which they were inextricably a part. [ABSTRACT FROM AUTHOR]

Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP's thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined. [ABSTRACT FROM AUTHOR]

Over 80,000 children in England were being looked after in Local Authority care in 2020 and a further 40,000 people were defined as 'care leavers'. Although a significant body of research highlights the prevalence of educational low achievement in the care experienced population, official government figures show that around 13% of care experienced pupils progress to higher education by the age of 19. In a climate of 'widening participation' in which universities encourage inclusion and student diversity, this research invited students with a care background to discuss their experiences of settling into university life. Data was collected using in-depth interviews with 42 students from four universities and an online survey completed by 192 students in 29 universities in England and Wales. Findings revealed that although care experienced students overcome significant challenges to progress to higher education, over half considered dropping out. Others reported feeling isolated and inadequately supported, both financially and pastorally, by their institution. This paper uses a lens of resilience to consider the environmental factors that impact upon student transitions, and concludes that universities must act to balance inequalities in order to appropriately welcome and appreciate care leavers for the skills and experience they bring. [ABSTRACT FROM AUTHOR]

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ('setting') in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. [ABSTRACT FROM AUTHOR]

The month in which we are born affects our experience of and progress through the education system and is known as the relative age effect. This study reports on a project in which the author conducted mixed methods research into the impact of different birth months on enrolment patterns and participant experiences within further education in England, a neglected sector for this research area. This paper challenges the current view that the negative impact of being born later in an academic year cohort dissipates with age. Analysis of the findings shows that enrolment patterns are skewed towards the summer months for those entering the further education college in the study and that the month of May should be included in the definition of summer months. Summer-born study participants were aware of their relative age at a social and physical level, but made no connection to their academic progress. This paper argues that relative age is a significant driver for enrolment to and, therefore, subsequent performance within further education, which should be monitored alongside other better known disadvantage factors, with the aim to reduce and eliminate this systemic disadvantage. [ABSTRACT FROM AUTHOR]

In this article, we examine education policymaking in England during the Covid-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as 'truths'. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy - initial teacher education and inspection - we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular 'truth' about what needs to be done to improve education outcomes. [ABSTRACT FROM AUTHOR]

In England, students who were awarded A levels in the summer of 2021 experienced disruption in their education during Years 12 and 13 (i.e., throughout the whole of their A level studies) due to the COVID-19 pandemic. National examinations were cancelled in 2021 (as in 2020) and students were given Teacher-Assessed Grades (TAGs). In determining these grades, teachers were instructed to judge students' achievements in relation to the material that had been covered during Years 12 and 13 rather than against the complete A level syllabus. This small-scale study investigated potential impacts of the unusual experience of Year 13 A level mathematics students on factors including topics covered, confidence in mathematics, post-A level intentions and readiness for higher education, with a view to considering challenges around the transition to higher education. Data were gathered using student and teacher questionnaires. In total, 174 students and 27 teachers from 19 schools/colleges across the country (including one college in Wales) completed the questionnaires. This paper gives a high-level overview of the main messages emerging from the questionnaire responses. It is intended to undertake a more in-depth analysis of the data at a later date and report the findings from the more detailed analysis in subsequent papers. [ABSTRACT FROM AUTHOR]

This paper explores the implications of the English Baccalaureate (EBacc) for secondary school physical education (PE) departments and their teachers. The EBacc is a key performance measure that is published annually for each school, which privileges a particular set of traditional academic subjects, and in doing so, marginalises other subjects, including PE. At the same time as responding to this performance measure, secondary schools in England are required to respond to a wider set of policy reforms and innovations. This can sometimes result in overlap, collision and policy clash. For example, while PE is being sidelined and PE staffing reduced by the EBacc, there is national concern surrounding issues of fitness, health and well-being that schools are expected to address and which are often traditionally seen as the responsibility of PE departments. A reduction in their staffing will inevitably have consequences for their ability to respond in meaningful ways to such non-academic policy imperatives. Drawing on a study of the impact of recent curriculum and accountability reforms in English secondary schools (Neumann, E., Towers, E., Gewirtz, S., & Maguire, M. 2016. A curriculum for all? The effects of recent Key Stage 4 curriculum, assessment and accountability reforms on English secondary education. London: National Union of Teachers), this paper presents evidence of the marginalisation of PE and PE teachers' ensuing concerns about their job security. It also explores changes that have been made to the PE curriculum in an attempt to make the subject more academically demanding and considers what this means for PE teachers and their students. The authors conclude that if PE is going to contribute to broader fitness, health and wellbeing agendas, then there is an urgent need for a renewed debate – that reaches beyond PE communities and constituencies – about what PE is for, why it is important and how it can be better supported. [ABSTRACT FROM AUTHOR]

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation's political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that 'White working class' children in England, especially boys, are 'the new oppressed' – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or 'QuantCrit', an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being 'oppressed', White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of 'equivalency' in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. [ABSTRACT FROM AUTHOR]

'Ability' or attainment grouping can introduce an additional label that influences teachers' expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers' expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners. [ABSTRACT FROM AUTHOR]

In common with other OECD countries, there is a gender gap in educational achievement in England favouring girls. This carries through to tertiary education. On the other hand, boys are far more likely to engage in STEM in post-16 vocational education and at university. The underachievement of boys overall, but over-representation in STEM, presents significant challenges for policy. This paper documents changes in the gender gap over the last 20 years in England and discusses findings in the light of international evidence. It concludes that education policies, in academic and in vocational spheres, can be designed to reduce gender inequalities that exist in both. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to share the ways in which student and learning support at the University of Sunderland has embedded and matured a new outcome-centered performance model – the Quality Model – in order to create an agile evidence-base of value, outcome and impact evidence. The authors will also share how, having established the fundamental principles regarding value and impact capture in our library setting, the concepts and approaches have also been developed and applied successfully within the context of multi-converged service delivery across the wider student and learning support service, using the AMOSSHE Value and Impact Toolkit.Design/methodology/approach The authors’ approach will be illustrated with two case studies, the first focusing on the university library services and the second on the student counseling service.Findings The findings will reveal that by establishing an outcome-focused model, the authors have been able to apply it across a converged service in order to generate the evidence required to articulate the value and impact of our key service objectives.Originality/value As a performance approach, the Quality Model is an original concept in that it is a self-formed model designed to meet the strategic needs of the University of Sunderland. It differs from many performance models in that it is founded on a holistic approach to service culture and customer-relationship management and is based upon strategic marketing principles. The AMOSSHE Toolkit is a pre-existing toolkit which is fully referenced in the paper. The Quality Model and AMOSSHE Toolkit are of particular relevance as many higher education services are increasingly challenged to demonstrate their value and impact and the outcomes their services deliver. This calls for a strategic approach to managing qualitative evidence. Therefore, although bespoke, the approach is transferable to the strategic priorities of other HE settings. [ABSTRACT FROM AUTHOR]

This paper describes an independently evaluated randomised controlled trial of a self-affirmation intervention, replicating earlier studies, mostly conducted in the US with ethnic minority students. Self-affirmation theory suggests that some stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities when such threats are most salient can give individuals a positive sense of value, negating harmful feelings, and fostering academic learning. The present study, involving 10,807 pupils aged 14 to 16 in England showed that the intervention can be successfully replicated with children from low socioeconomic backgrounds in England. The analysis showed positive effects for the intervention group. Pupils who completed more exercises also performed better. The findings are worth consideration given that it costs virtually nothing and does no harm. [ABSTRACT FROM AUTHOR]

This paper explores practice examples relating to young people's transitions from care to adulthood. It discusses examples drawn from young people's pathways to adulthood, leaving care law and policy and participation. The paper concludes with a discussion of the research evidence on promoting the resilience of young people from care to adulthood, by proposing a framework for evaluating the impact of practice. It is suggested that practice should be interrogated in respect of the contribution made to stability and continuity, educational achievement, involving young people, preparation and support into adulthood, and health and well‐being. [ABSTRACT FROM AUTHOR]

This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents' relations with the school and their children, and their ability to support their children's literacy development. The study involved 27 school-based programmes for pupils aged between five and seven, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes the programmes developed greater connectivity between home and the school, and parents felt more able to support their children's literacy development at home. [ABSTRACT FROM AUTHOR]

The social class attainment gap in education is now attracting an increased level of concern. Despite the efforts of the British New Labour government to address the continuing underachievement of working class pupils in England, there has been little progress. This paper reports on one aspect of a wider research study carried out in an Initial Teacher Education department in which this persistent educational problem was explicitly addressed. In this study student teachers were prompted to explore their own understandings of social class and underachievement by acting as school-based researchers. The data collected by the student teachers revealed both silence and resistance surrounding social class in educational contexts. They identified social class and underachievement as overlapping constructions that were inextricably linked to the perceptions and practices of the teacher. Importantly, in reflecting on their experiences of the research process the student teachers were able to identify significant implications for their own future professional practice. This paper concludes by emphasising that Initial Teacher Education (ITE) provides an important context in which to raise social class issues and to ensure that student teachers are effectively prepared to recognise and address the institutional barriers to learning faced by underachieving working class pupils. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to summarise the results of a review of the literature linking parental involvement in their child’s education to attainment at or before primary school. Design/methodology/approach – The search involved nine electronic databases supplemented by other sources, and yielded 4,898 apparently relevant reports. Of these, 127 were reports of attempted evaluations to see whether enhancing parental involvement led to higher attainment outcomes for children. Findings – None of these studies was a large, robust evaluation. The overwhelming majority (121/127) reported research with serious limitations, and they were almost equally divided between those claiming success and those saying that the intervention had been ineffective or harmful. Of the remaining six, three offered positive outcomes, and these were generally complex interventions in which parental involvement was only part of a package of measures taken to improve results. Originality/value – Therefore, the paper has three main messages for an area where practice and policy interventions abound. Research has to improve greatly. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the relationships between the characteristics of the home learning environment (HLE) and students’ academic attainments in secondary school in England at age 14 and 16. Design/methodology/approach – This research study uses multilevel statistical models to investigate the strength and significance of relationships between various measures of the HLE at ages three, six, 11 and 14, and students’ academic attainment in secondary school. Findings – Multilevel models show that early years HLE and specific dimensions of later HLE are positive predictors of students’ later academic attainment at age 14 and 16, when the influence of various individual, family and neighbourhood characteristics are controlled. Originality/value – The paper presents unique findings on the role of the HLE in shaping students’ academic success at secondary school, including a range of measures of the HLE obtained at different ages. The results show that the early years HLE measured at age three continues to show effects on later attainment, over and beyond the effects of later HLE and other significant influences such as family socio-economic status and parents’ qualification levels. [ABSTRACT FROM AUTHOR]

The article discusses various papers published within the issue, including one on curriculum inequalities in England by Alice Sullivan, Anna Zimdars and Anthony Heath, one on the beneficiaries of the Assisted Places Scheme by Sally Power, Andrew Curtis, Geoff Whitty and Tony Edwards and one the educational success of a group of elite girls by Alexandra Allan.

This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on 'equality of access' than 'equality of outcomes', resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a 'transformational' organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community. [ABSTRACT FROM AUTHOR]

At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers’ external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three-year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers’ capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers. [ABSTRACT FROM PUBLISHER]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

Introducing continental European approaches to UK child welfare practice raises a problem of comparison: to what extent are the problems and issues similar to or different from one country compared to another. Social pedagogues trained in continental Europe and working in English residential care services often encountered the phrase ‘our young people are worse’ from their English colleagues, with the implication that the social pedagogic approach was not suitable for the client group. This paper examines two propositions: (1) that in the context of introducing the continental European approach of social pedagogy into children's residential care services in England, young people are ‘different’ in England compared to other European countries and (2) that the placement options and practices for young people living away from their birth parents in continental European countries differ from those in England. Using data from a five nation study of young people from public care backgrounds, the paper argues that while family backgrounds are remarkably similar there are marked differences in the child welfare systems that might account for the perception that young people in care are ‘worse’ in England. [ABSTRACT FROM AUTHOR]

Purpose: The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are used by highly effective teachers with poor mental health to ensure that their students thrive? The paper aims to discuss this issue. Design/methodology/approach: The research study was qualitative in nature and involved ten primary schools in England. Teachers and head teachers were interviewed. Each school visit also included a pupil discussion group with children from Years 3. In total, the research team interviewed 35 education professionals and 64 pupils. Findings: Teachers reported a number of work-related stress triggers including busy times of the year, such as assessment periods, the pressure of extra curricula activities, the unexpected, keeping up with the pace of change and changes in school leadership. Children were attuned to their teacher's mood and could usually pick up when they were feeling stressed, even if teachers tried to hide it. Originality/value: No studies have used pupil voice to explore pupil perspectives of the impact of teacher mental health on their learning and progress. This is the first study of its kind. [ABSTRACT FROM AUTHOR]

A much larger proportion of English 14-year-olds expect to apply to university than ultimately make an application by age 21, but the proportion expecting to apply falls from age 14 onwards. In order to assess the role of socioeconomic status in explaining changes in expectations, this paper applies duration modelling techniques to the Longitudinal Study of Young People in England, analysing transitions in young people’s expectations both from being ‘likely to apply’ to being ‘unlikely to apply’ and vice versa. Young people’s socioeconomic background has a significant association with changes in expectations, even after controlling for prior academic attainment and other potentially confounding factors; in addition, young people’s backgrounds affect their responsiveness to new evidence on academic attainment at age 16. This suggests more could usefully be done to maintain the educational expectations of academically able young people from less advantaged families, especially providing guidance on how to view new academic results. [ABSTRACT FROM PUBLISHER]

The impact of widening participation policy and how it is enacted institutionally is a central concern to Higher Education. It is not simply about the admission of students from disadvantaged backgrounds, but also ensuring that these students complete their courses successfully. This work therefore goes far beyond those departments tasked with access and outreach and has implications for staff across all academic and support service areas. The way in which national policy is interpreted and translated into local policy can therefore affect the whole institution. To bring a spotlight on these issues, this paper will focus on a case study of a single elite institution in England. Focusing primarily on selection of students, it will examine how selection measures can in fact reproduce inequalities. It will therefore demonstrate how this programme may not improve access to Higher Education but instead focuses on ensuring that students already on a path to Higher Education choose this institution in preference to others. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to explore the efficacy of a targeted youth programme that promotes social-emotion learning through an experiential learning, on negative problem orientation (NPO), and to identify to what extent risk (of disengagement) would have an impact on the outcomes.Design/methodology/approach Participants were selected by their school teacher, using a risk selection tool and divided into two groups: “lower risk” and “higher risk” on the basis of three criteria (socioeconomic disadvantage, engagement and parental support). Participants were asked to complete the Negative Problem Orientation Questionnaire (NPOQ) before and after the programme.Findings Baseline NPO scores were significantly higher (indicating high levels of NPO) in participants who had a higher risk profile compared to those who had a lower risk profile, (t=17.79 (663), p<0.01). Overall, NPO decreased significantly from baseline to the end of programme assessment, (F(1,163)=41.0, p<0.01). Further analysis reveals that while there was a significant impact of the programme on NPO (greater than overall statistic) in higher risk young people (F(1,163)=63.8, p<0.01), there was no significant impact for those who were lower risk. This group scored slightly (but not significantly) higher than baseline (t=1.14 (664)=, p=0.253). There were no significant effects of gender (p=0.165) or ethnicity (p=0.72).Research limitations/implications The results of this study may add value to this field of clinical and academic research that recognise the importance of interventions that use socio-emotional learning and experiential learning to minimise NPO. More specifically, the present research suggests that young people at risk of disengagement, who come from disadvantaged groups may benefit from an intervention. This has long-term implications as interventions such as these, have been shown to have the largest impact on student’s academic, behavioural, social-emotional and motivational outcomes and produce benefits to pupils’ health and well-being.Practical implications The present research may contribute to a better understanding of the mechanisms responsible for contributing to a programme that enhances psychological well-being through NPO.Social implications The paper provides a good framework in terms of adding value for understanding the world of at risk young people and their psychological well-being and academic attainment, not to mention how this may affect young people in the long term. Mental health is a serious concern among young people and great cost to the NHS. Young people are not being seen by professions and the threshold is ever increasing. Prevention of the exacerbation of mental illness while waiting for treatment may be sought in interventions that concentrate on problem orientation.Originality/value The data analysis is applied to a specific group of at risk young people, on a novel intervention. Furthermore, there does not seem to be a large amount of research using NPOQ. [ABSTRACT FROM AUTHOR]

This paper presents a description of the background characteristics and attainment profile of pupils eligible for free school meals (FSM) in England, and of those missing a value for this variable. Free school meal eligibility is a measure of low parental income, widely used in social policy research as an individual indicator of potential disadvantage. It is routinely treated as context for judging both individual and school‐level attainment, as an indicator of school composition, and has been proposed as the basis for the pupil premium funding policy for schools. Knowledge of the quality, reach and limitations of FSM as an indicator is therefore fundamental to accurate decision‐making in a number of important areas. This paper uses a national dataset of all pupils (PLASC) for 2007. It looks at the relationship between different indicators of pupil background and attainment to help decide how useful FSM remains in relation to its suggested alternatives, and how to handle the crucial question of missing data and to describe more fully than previously the national picture of who is eligible for free school meals. The results show that, while the distinction between take‐up and eligibility has been eroded, FSM remains a useful and clear stratifying variable for pupil attainment patterns in school, linked to type of school attended, school mobility, living in care, special needs, first language and minority ethnic group. The pupils missing FSM values fall into two groups, based largely on their type of school and how long they have been there. One group attends fee‐paying schools and is most similar to non‐FSM pupils elsewhere and could be aggregated with them in future analyses that do not want to omit them. The remaining missing FSM pupils form a deprived and perhaps super‐deprived group. These should not be omitted, nor assumed to be like non‐FSM pupils, as currently happens in official school performance figures in England in a way that disadvantages schools with very deprived intakes. The proposal here is that missing FSM pupils in state‐funded institutions should be treated in future as a third distinct group. If these issues about missing data are resolved, and other limitations accepted, FSM remains a better indicator of low socioeconomic status than the current alternatives discussed in the paper. [ABSTRACT FROM AUTHOR]

Introduction: In contrast to other medical specialties, trainees in Geriatrics have historically provided an increased contribution to clinical workload in General Internal Medicine and a reduced output of academic achievements. More recently, development of non-clinical skills has been recognised to have similar importance to clinical skills and the South East (SE) London Geriatrics Training Programme has thus supported trainees in applications for Out of Programme (OOP) opportunities to optimise career progression. Methods: Doctors who had undertaken specialist registrar training in the SE London Geriatrics Training Programme at any time between 2011 and 2019 were sent a questionnaire to assess whether they had completed time OOP and whether they had been awarded research grants, published papers in peer-reviewed journals, had abstracts accepted for presentation at conferences, and/or published book chapters during their training programme. Chisquared and Wilcoxon rank-sum tests were used to compare data between registrars who had completed time OOP and those who had not taken time OOP. Results: 77 (24 male; 53 female) registrars completed training in the SE London Geriatrics Training Programme between 2011 and 2019. 71 registrars (92%) completed the questionnaire, of whom 31 (44%) completed time OOP. In total, registrars were awarded 15 research grants, published 86 papers in peer-reviewed journals, had abstracts accepted for 184 conference presentations and published 20 book chapters. A notably increased proportion of registrars who took time OOP had an output of research grants, papers published in peer reviewed journals, abstracts accepted for presentation at conferences and/or book chapters respectively compared with registrars who had not taken time OOP (23% vs 5% ; 61% vs 23%; 84% vs 33%; 45% vs 5%). This equated to a combined academic output in 94% of registrars who completed time OOP compared with 48% who did not (p <0.001). Conclusions: A very strong association existed between registrars in Geriatrics taking time OOP and academic achievement substantiating the training programme’s aspiration to support development of non-clinical skills that may be helpful to trainees in their future careers. It would be worthwhile further work being undertaken in this area in other regions. [ABSTRACT FROM AUTHOR]

This paper is concerned with the experiences of Muslim students attending secondary schools and an elite university in England. The research explores how Muslim young men's identities are defined by their social and cultural locations. It is argued that identity is multi-dimensional. It intersects and overlaps with several categories of difference including ethnicity, social class, gender, linguistic, cultural and religious affiliations. These exist simultaneously in daily interactions. They are fluid, interconnected, complex and not always easy to disentangle. Ethnography and grounded theory are used to capture the experiences of Muslim young men at a time when educational opportunities and career choices exist alongside disengagement with education and society. For these students the idea of success, though important, is problematic. Real success is tied not just to proven academic ability, but also to finding fulfilment through negotiating a carefully maintained balance between the private and public, secular and religious, individual and community-based expectations. Experiences linked to social class position are fore-grounded. When these intersect with race and grace, a complex picture emerges where young men from Pakistani Muslim background feel that they are both outsiders and insiders in a country where they were born and educated. This exploratory study captures a complex multi-layered world where race is not the only lens through which lived realities can be understood. Exploring the ways in which personal agency and individualism are set against structural inequalities, make it possible to unravel some of the experiences of this under-researched group. The paper looks at how Muslim young men make sense of their experiences and why they feel so strongly that they are not understood. [ABSTRACT FROM AUTHOR]

This paper suggests that, in contrast to the great reports such as Crowther, Newsom Robbins and Plowden, recent government papers relating to educational in England pay little attention to values that should shape the standards to be achieved, the knowledge to be transmitted and the virtues to be nourished. Whilst legislation over the past 60 years has promoted a vision of 'education for all', what has predominated has been a concept of learning restricted to that which privileges the small number who can perform well within a narrowly defined understanding of academic studies. It is argued that the need to measure and standardise performance has resulted in a marginalisation of the broader vision of learning, which should be pursued in order to enable us to live fully human lives. Such an approach will require a transformation of educational ideals and refusal to accept the reductionist practices inherent in the language of performance management. [ABSTRACT FROM AUTHOR]

Contemporary meritocratic education discourse in England positions schools as 'engines of social mobility', responsible for enabling students' educational 'success' regardless of their circumstances. Building on critiques that characterise meritocracy as a neoliberal cultural motif that legitimates inequalities, and the capabilities approach, this paper investigates the challenges of navigating meritocratic expectations in practice by drawing on qualitative and photovoice interviews conducted with teachers and students at a highly rated London school serving a disadvantaged community. While many participants endorsed meritocratic narratives, all expressed doubts that the school could 'make up for' the significant structural disadvantages faced by many students. This led our participants to describe challenges associated with meritocratic discourse, including: the stresses of meeting these expectations; uncertainty about attributing responsibility for 'failure'; and questions about what could and should be done in practice to enable disadvantaged students to 'succeed'. We argue that meritocratic rhetoric imposes significant burdens on students, teachers and schools by holding them responsible while obscuring the role that social inequalities play in shaping students' educational opportunities. Greater critical discussion in schools could help students and staff to challenge meritocratic education discourse and to negotiate its expectations. [ABSTRACT FROM AUTHOR]

The provision for special educational needs and disability (SEND) within academies and across multi-academy trusts is an under researched area. Drawing on data derived from one multi academy trust (MAT) located in central England, that consists of two primary and two secondary academies, this paper focusses on capturing the practitioners' 'vision' for SEND provision, and the barriers they face in its realisation. The desire for a 'holistic approach' to SEND, characterised the main ambitions for staff, with local issues associated with 'identification' and 'support and intervention', as well as wider concerns with dwindling autonomy over practice, seen as key barriers. We consider a range of avenues that educational establishments may take in their quest to embrace holistic practice, including the privileging of a multi-dimensional approach to inclusive education, and the need for clear and decisive leadership. [ABSTRACT FROM AUTHOR]

In England, government initiatives to recruit more ethnic minority teachers into mainstream schools have met with only limited success. One important reason for this may be that the factors that contribute to their distinctive professional skills and identities, and their potential to help raise the achievements of ethnic minority pupils, are not well understood. These factors are complex and, as yet, under-researched. This paper presents evidence from interviews with bilingual primary teachers which illustrates their views on issues of bilingualism, language choices and pedagogy in multilingual classrooms and the importance of recognising community resources. An extended example of teacher-pupil interaction from a complementary classroom setting, showing codeswitching between English and Punjabi, is analysed and discussed using a sociocultural theory of learning which recognises the inseparability of language, culture and context and places emphasis on culture. This keys into broader ideas about 'culturally responsive pedagogies'. It begins to show how codeswitching, as part of an 'additive bilingual' pedagogy, may have the potential to raise pupils' achievements. Finally, while the focus of the paper is on bilingual teachers, the important roles played by all teachers in their pupils' success is recognised. [ABSTRACT FROM AUTHOR]

This paper analyses national assessment and examination data sets in England to test the claim that networked learning activity contributes to raising standards of attainment. Results for primary and secondary schools involved in the large and innovative network learning community (NLC) programme in England funded by the National College for School Leadership are compared with the national patterns for all schools across 2003 to 2005. The results indicate that there has been considerable variation in the extent of improvement in attainment results over the three years. Improvement patterns for NLC schools are generally in line with the rising national trend. There is no convincing evidence that NLC primary schools as a whole have improved more rapidly or narrowed the attainment gap in relation to national results between 2003 and 2005. For secondary schools there are some indications for Key Stage 3 that the change in English results shows greater improvement than the national pattern for a majority of schools, but this is not the case for maths or science. The paper also examines the results of a survey of NLC participants' perceptions. These show that most have a generally positive view of the professional learning promoted, the improvement of practice in their schools and the impact on pupil engagement and motivation, but that perceptions of the influence on pupil attainment and behaviour are somewhat less favourable, Again there is considerable variation amongst respondents suggesting that both involvement in and the influence of NLC activity varies within and between schools and individual networks. Heads and deputies generally have more favourable views than other respondents. It is concluded that the main benefit of networked learning has been to enhance professional practice but that caution should be exercised in making claims concerning the potential role of networked activity in raising attainment. While some schools and networks have shown marked improvement across a range of outcomes, the findings indicate that there is no overall NLC effect on attainment outcomes; rather, there is considerable variation at the school level within and between networks. [ABSTRACT FROM AUTHOR]

This paper explores the results of an 18-month study at Brunel University that aimed to explain the significant gendered differences in academic performance amongst geography students. Male students are doing considerably less well than their female peers, being awarded far fewer first class and upper second class degrees, a phenomenon that cannot be accounted for by A-level entry grades. This paper draws on interviews with students which suggest that differences in achievement are explained by the fact that males and females perform the role of student in very different ways. While females are generally performing the role of hard-working, dedicated and focused student, males seem to be identifying with a 'macho' culture that glorifies sporting prowess and socializing at the expense of academic study. [ABSTRACT FROM AUTHOR]

This paper considers the possible impact of market forces on educational attainment in secondary schools in England and Wales. One of the main arguments made by market advocates in favour of extending programmes of school choice was that this would drive up standards. However, despite 12 years of relevant experience in the UK, it remains very difficult to test this claim. This paper examines some practical difficulties before presenting three possible models for considering changes in educational standards over time. The results are inconclusive, possibly even contradictory. The measures, such as GCSE and A levels, extending back to 1988 and beyond, have clearly increased in prevalence. In terms of these measures, students from state-funded education have also reduced the 'gap' relative to those from fee-paying institutions. However, it is not clear that either of these developments is market related. In addition, there is no evidence yet that these improvements indicate any breakage in the strong link between the socio-economic background of students and their school outcomes. [ABSTRACT FROM AUTHOR]

Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, M age = 10.5; 495 female, M age = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Summary: This paper provides empirical evidence on sibling spillover effects in school achievement using administrative data on 230,000 siblings in England. We extend previous strategies to identify peer effects by exploiting the variation in school test scores across subjects observed at ages 11 and 16 as well as variation in peer quality between siblings. We find a statistically significant positive spillover effect from the older to the younger sibling. Sibling spillovers account for a non‐negligible proportion of the attainment gap between low‐ and higher income pupils in England. [ABSTRACT FROM AUTHOR]

This paper considers the impact of the Beacon schools initiative on the social and academic characteristics of secondary schools in England. The Beacon schools programme ran from 1998 to 2004 and epitomised the (then) Labour government’s focus on school improvement through diversity, collaboration and partnership. This paper looks at variation in the academic and social characteristics of the 322 secondary Beacon schools over a nine-year period. The findings show that Beacon schools were among the most advantaged state schools in England and while they continue to outperform the general school population, the data suggest that the performance gap has decreased and there is little evidence that Beacon status conferred an advantage on schools, in terms of standard measures of academic success. The Beacon school initiative exemplifies some of the key issues with policy based education reform. First, its emphasis on collaboration provokes tensions between schools that are increasingly in competition with each other. Secondly, clearly defined and measurable medium and long term outcomes for the initiative were not prescribed, thus making it difficult to determine the efficacy of the intervention. Finally, that the initiative did not appear to have any appreciable effect on the social and academic characteristics of the Beacon schools raises issues about the usefulness of externally prescribed interventions and the potential that they have to make a real difference to educational equity. [ABSTRACT FROM PUBLISHER]

Much outreach work now focuses on the most educationally disadvantaged localities in England, identified by the government-funded National Collaborative Outreach Programme as target wards. This study explores the underlying reasons why these districts return rates of young higher education participation that are not only comparatively low but lower than expected once prior attainment is taken into account. It does so by gathering the perspectives of careers practitioners, teaching professionals and learners from a sample of target wards in the county of Essex in southeast England. Underpinning the insights of these individuals, the study draws on quantitative evidence that highlights some key differences between these districts and other localities across Essex. Attention then turns to identifying current school-based practices and outreach activities considered by those surveyed to have had a positive impact on the progression outcomes of the young people from these neighbourhoods who do go on to university, as well as new initiatives that have the potential to do the same for others. Whilst adopting a case-study approach, the paper concludes by suggesting that the findings should be of wider interest, including for those seeking to address geographical differentials in higher education participation in other parts of the country. [ABSTRACT FROM AUTHOR]

In the context of the international problem of 'early school leaving', this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of 'Raising the Participation Age' to 18 by 2015. The paper draws on evidence from national research undertaken as part of the Nuffield Review of 14-19 Education and Training in England and Wales and analysis of New Labour and Coalition policy between 2000-2012. It uses a three-year local study of 2400 14- and 16-year-olds in an established school/college consortium to illustrate the effects of policy and practice on middle attainers. We argue that this important group of young people was 'half-served' by New Labour, because of its incomplete and contradictory 14-19 reforms, and is now being 'overlooked' by Coalition policy because of its emphasis on high attainers. We conclude by suggesting a range of measures to support the 14+ participation, progression and transition of middle attainers in the English education and training system. [ABSTRACT FROM AUTHOR]

ABSTRACT Against a background of research and national statistics that consistently show that educational participation and achievement of young people in and leaving care is significantly lower than is the case for the non-care population, previous research has shown the positive impact that social, leisure and informal learning activities can have on the educational participation and achievements of young people, and particularly those from disadvantaged backgrounds. The UK: Care Matters Green Paper stated that involvement in leisure and social activities can have a positive impact on the self-esteem of young people in and leaving care and upon their educational attainment and later success in the labour market. This paper reports on the English results of a cross-national study of young people from a public care background and their pathways to education in Europe. Using case study examples it explores the impact that social, leisure and informal learning activities can have on educational participation and educational pathways of young people in and leaving care. The paper argues that, in view of these findings, encouraging and supporting young people in and leaving care into these types of activities should be a priority for social care professionals, carers and teachers. [ABSTRACT FROM AUTHOR]

This paper reports the findings from a project focused on teaching secondary aged pupils with moderate learning difficulties (MLD) using Lesson Study methodology – a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils identified as having MLD. The research aimed to examine the beliefs and attitudes of participating teachers about inclusion, teaching efficacy and the concept of MLD. It also aimed to examine what pedagogic approaches were developed through Lesson Study and whether these approaches represented a distinctive pedagogic approach for pupils with MLD. The study found that the views of teachers about inclusion reflected a conditional concept of inclusion and that their attitudes to inclusion were stronger in principle than in practice. Their concepts of MLD meanwhile reflected the uncertain place of intellectual abilities in defining the category and doubts about differentiating MLD from low attainment. Analysis of pedagogic approaches used by participating teachers at the end of the programme indicated a holistic model of approaches that go beyond cognitive adaptations to include input modes, grouping and learning relationships, while also indicating a continuum model of pedagogy for pupils with MLD in which pedagogy is not distinct but an extension and intensification of general approaches. [ABSTRACT FROM AUTHOR]

In this paper, I examine ethnic inequalities in educational attainment in England and Wales. I focus on the two main educational transitions in England and Wales: the transition at age 16, from compulsory to post-compulsory education, and the transition at age 18, from school to university. I take into account the distinction made by Boudon (1974) between ‘primary’ and ‘secondary’ effects, and ask how far overall ethnic inequalities in educational attainment can be attributed to primary or secondary effects. The paper first assesses the extent of gross ethnic inequalities in the chances of making each transition, before asking how far the picture is altered by controlling for social class background. I then determine the relative importance of primary and secondary effects in creating ethnic inequalities in educational attainment. Results show that both primary and secondary effects are operating to produce ethnic inequalities in educational attainment. In general, where ethnic groups are disadvantaged relative to the white majority, this is due to their lower average levels of performance. But conditional on their performance, ethnic minority students are much more likely to choose to make educational transitions, suggesting that if performance effects were eliminated, all ethnic minority groups would be advantaged relative to the white majority. [ABSTRACT FROM AUTHOR]

Background: Assessment grades are ‘estimates’ of ability or performance and there are many reasons why an awarded grade might not meet a candidate's expectations, being either better or poorer than anticipated. Although there may be some obvious reasons for grade discrepancies, such as a lack of preparation or under-performance, there are a number of technical issues to consider, such as the potential effects of random measurement error, human error and grade misclassification. However, traditionally, there has been limited information available to the public about such issues. Purpose: This study formed part of a two-year investigation into the reliability of public examination outcomes in England and the current paper explores participants’ narratives relating to one of the themes that emerged from the study of public perceptions of assessment reliability. It examines how individuals interpreted and rationalised their examination results, particularly those that failed to meet expectations, and discusses the impact that such results may have on individuals’ academic self-concept. Sample and method: Ten focus groups were conducted across five qualification user groups: two each with employees, employers, teachers, trainee teachers, and job-seekers (74 participants in total). A flexible discussion schedule was employed to explore participants’ experiences and perceptions of assessment reliability. Main findings: Participants tended to internalise ‘blame’ for results that were poorer than expected by constructing explanations that focused on a perceived lack of preparation, ability or knowledge. These experiences appeared to have a negative impact on individuals' academic self-concept. Secondary school teacher participants shared experiences of marking, technical and standard setting errors, and were more aware than other qualification user groups of the external factors that can impact on assessment outcomes. Conclusion: Examination results that are poorer than expected can threaten individuals’ academic self-concept, confidence in their ability, and influence their study and career intentions and opportunities. A better understanding of educational measurement issues may offer individuals a more informed framework for understanding their examination results, especially where results do not meet expectations. [ABSTRACT FROM PUBLISHER]