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The article lists several government policy papers relevant to education, training and children's services, as of May 2019, including UK International Research and Innovation Strategy; Changes to Assessments in Primary Schools; and the Post-16 Special Educational Needs FAQs.

The article reflects on paper published by the Scientific Advisory Group for Emergencies (SAGE) on children and COVID-19 transmission. It mentions COVID-19 infection rates had increased among school-age children since September 2020 and evidence of the negative educational and mental health impact of children missing school. It also mentions way to enable social distancing in schools through the use of rotas for older secondary school pupils.

Presents the educational report "Every Child Matters," presented to Great Britain Parliament by the Chief Secretary to the Treasury. Change in the management and delivery of public education services to place children at the center of activity in elementary and secondary education; Suggestions to combat truancy, dropping out during teenage years, and underachievement; Summary of existing programs and policies.

The article offers information regarding the white paper entitled "Education Excellence Everywhere" of the British government. It mentions insight from several individuals about the focus of the white paper which is the responsibility of local and central governments on children's education including Malcolm Trobe of Association of School and College Leaders (ASCL), Christine Blower of the National Union of Teachers, and Tim Ostley of Oxford Teacher Services Ltd.

The article discusses a paper published in the February 2015 issue of the journal "Vocational Education & Training," by Christian Helms Jorgensen, addressing topics such as the specific problems surrounding the education of boys and the vocational education and training (VET) system of Denmark.

An excerpt from the Central Society of Education, volume one of three volumes of papers, published in 1837 is presented which focuses on the former and present condition of the elementary schools in Prussia, Germany.

The article focuses on role children in transmission of COVID-19 update by Children's Task and Finish Group (TFC). It mentions TFC concluded that prevalence has risen significantly in school age children, with the rise increasing initially among those in school year 12. It also mentions potential role for school opening, causation, including the extent to which transmission is occurring in schools, is unproven and difficult to establish.

The article presents questions and answers to the House of Lords in Great Britain. Topics discussed include topics on the mental health services for children, the absenteeism of pupils, the mental illness of educational needs, and the effectiveness of language and speech therapy interventions for young peope and children.

The article discusses the report "Evaluation of Universal Infant Free School Meals" by Peter Sellen, Naseef Uda, Sarah Gibson, and Lizzie Oliver on England's Universal Infant Free School Meals (UIFSM) that was started in September 2014. It offers information on UISFM which required all state funded schools to provide children in year 1 and year 2 with a free school lunch. Also explored are ways that UIFSM was implemented, the take-up of school meals, and its outcomes for pupils.

The article discusses the use of a Phonics Screening Check at the end of Year 1, to be introduced by the British Department for Education as noted in its 2010 white paper "The Importance of Teaching." It is said that the validity of the test is still not established, while the test construction is faulty in a way that precludes the possible value of the test.

An introduction is presented in which the editor discusses articles in the issue on topics including provide elementary education before the Samuelson Report of 1882 to 1884 urged industry to provide more systematic training for young workers in works schools.

Discusses the "Educational Reconstruction," a White Paper published in 1943, which comments on British primary education to see how far progress was subsequently made in tackling the issues it identified. Outline of the Government's intention to recast the education service in terms of stages; Observation that some of the issues of concern then are still present in 2003.

The article reports on the findings of the British National Foundation for Educational Research (NFER) trials of educational interventions for literacy improvement. Details are given outlining the structures of the Catch Up Literacy programme and Talk for Literacy intervention, the testing methodologies used by NFER to evaluate them, and key findings identifying where the interventions succeeded and failed.

The article presents questions and answers to the House of Commons' Parliament of the Department of Education in Great Britain. Among the questions include topics on the availability of scholarships in universities, the financial aid for academies, the support for the disadvantaged children, and the extension of free school transport.

The article offers information on several education events in Great Britain in the summer of 2011 including "Developing Valued, Accessible and Effective Apprenticeships (London)," "Raising the Bar: From good to outstanding teaching and learning," and "International Primary Curriculum Summer School."

The article gives details of early day motions (EDMs) on education tabled in the House of Commons during May 19-23, 2003. Entries show the EDM number, the subject with the date the EDM was tabled on the right hand side of the page. The total number of MPs signing the EDM is given under the date. The MP tabling the EDM is given in bold, followed by his initial supporters and then the list of names of other MPs who have signed the motion.

The article reports that according to the researchers from the University of Iowa and Florida International University parasite called Toxoplasma gondii which is common parasite of cats may affect performance of children at school.

The article previews two pending educational conferences by the National Literacy Trust in Wales, set to be held in Cardiff on March 4, 2015 and in Llandudno on March 17, featuring speakers Tom Palmer and Gary Wilson, addressing the topic of the literacy gap in teaching boys.

The article presents updates on literacy practice in Great Britain as of December 2011. Data showed that 67 percent of primary school children achieved the expected Level 4 standard in reading, writing and mathematics. A report from the University of Buckingham claimed that the country's teacher training system is inefficient. Education Secretary Michael Gove reported that teachers may retake basic skills tests in literacy, numeracy and information and communication technology (ICT).

The article reports on the failure of the schools and local authorities to comply with the law in providing education to excluded pupils in Great Britain. According to the article, the schools were supposed to be responsible for the education of pupils on short term exclusions and must provide suitable full-time education. Meanwhile, the local authorities supposedly the one to provide education of permanent excluded pupils, however, the two were note able to do their responsibility.

This article focuses on a paper titled, "Excellence and Enjoyment," which has launched a new "primary strategy" to build on what the United Kingdom's Department for Education & Skills claims is "the success of the National Literacy and Numeracy Strategies." It is a strange looking document which attempts to reconnect with old primary rhetoric of the Plowden era whilst still retaining the post-1997 variety. Is the United Kingdom government influenced by Plowden or just trying to cynically suborn primary teachers disenchanted with post-97 rhetoric and reality?

The British Association for Early Childhood Education, known to all as Early Education, celebrated its 80th birthday with a reception at the House of Lords. The organization was founded in 1923 as the Nursery Schools Association and has been pioneering early years provision ever since. Chairman Pat Wills said that they had been campaigning for the best interests of children.

The article presents the details of early day motions on education tabled in the British House of Commons during this session, from November 23, 2004. That this House, in common with all parliaments of the Commonwealth, gladly observes Commonwealth Day on Monday, March 14, supports this year's theme of Education, Creating Opportunity, Realizing Potential, emphasizing the Commonwealth's commitment to education, achieving universal primary education, eliminating gender disparities, improving quality in education, using distance learning to overcome barriers, supporting education in difficult circumstances and mitigating the impact of HIV/AIDS in education.

The article reports on debates in the Great Britain, House of Commons and the House of Lords during May 19-23, 2003. The Shadow Secretary of State for Education and Skills, Damian Green, demanded a statement on primary education from Education Secretary Charles Clarke, under the procedure now known as tabling an "urgent question", as a result of a speech made by Clarke. The Government continued to support the testing regime that had been established because they meant that parents and teachers could track the progress of every child and they identified children who needed extra support as well as those who needed stretching.

The article discusses research on the British government's phonics check, a reading test required of all students at the end of Year 1 education. The author considers the percentages of Year 1 students who passed the test from 2012 to 2014, and she argues that there is a lack of evidence on the effectiveness of focusing on synthetic phonics when teaching children to read.

The article presents abstracts on topics related to literacy policy and practice which include the relationship between spelling and reading, school children's reading of morphologically complex words, and semantic and pragmatic factors influencing deaf and hearing students.

The article inform Lord Triesman asked the British Government what plans it had for schools to improve the educational experience and attainment of adopted children, including those adopted from abroad. It reports that he pointed out that in 2018 the Department for Education (DfE) had found that, at key stage 2, children who had left care through adoption did better at reading, writing and maths than children who were simply looked after.

The article focuses on the debate regarding the diagnosis and treatment of attention deficit hyperactivity disorder (ADHD) in Great Britain. Topics discussed include an overview of ADHD, its stigmas and misconceptions, its interpretation as a result of poor parenting, and its attribution as an excuse for playing up children.

The article informs that Amanda Spielman, Chief Inspector and head of Great Britain's Office for Standards in Education (Ofsted), has warned about the loss of real substance of education. Topics discussed include calling for a broad and balanced education; her concerns regarding schools that were putting pupils too narrowly for General Certificate of Secondary Education (GCSE); and extending courses from two years to three years to ensure good results.

The article focuses on the 2013 annual report on schools and colleges by the British Office for Standards in Education. It comments on factors impeding educational progress including weak leadership and mediocre teaching, underachievement of poor children, and inattention and disruptions in the classroom. It mentions that standards in many of England's weakest schools have been raised by the growth in the number of academies over the last few years.

The article presents questions and answers on variety of topics including provisions to provide support for children in literacy and numeracy, the amount of funding allocated for the roll-out of free bookshop book packs, and the amount needed to implement the Rose Review of the Primary Curriculum.

The article discusses the recommendations of the "Cambridge Primary Review" regarding primary education in Great Britain. The review proposes that the age of children to start formal school should be six years old. It also analysis the plight of children who have grown up in poverty and also focuses on how to narrow the gap, and decrease underachievement. The review also recommends that the government, local, and school authorities should rebalance their responsibilities.

The article offers information on several educational resources useful from early years to secondary level of education. These include an educational pack "Making their day : providing for two-year-olds in mixed-age settings" for early years of education. Communityplaythings.co.uk is an educational website useful for nursery and primary teachers. The book "The Other Languages: A Guide to Multilingual Classrooms," by Viv Edwards published by the National Center for Language and Literacy.

The article presents the highlights of oral questions answered by British Education Minister Nick Gibb before the House of Commons in 2011. Gibb was asked about the list of phonics products and training approved by the Department of Education. He also answered questions about assistance provided by the department to parents of children with learning difficulties and a review of the National Curriculum being conducted by the department.

The article discusses research which claimed that texting is harmful to literacy skills of children. It references a study by N. Kemp and C. Bushnell, published in a 2011 issue of the "Journal of Computer Assisted Learning." The researchers conducted a standardized evaluation of reading and spelling abilities of children and several tasks on a mobile phone. The study suggests that texting by children has no negative impact on their spelling and reading abilities.

The article discusses various reports published within the issue including one by Diane Hofkins on the new primary curriculum in England, one by Warwick Mansell on the change in secondary schools in Great Britain, and one by Emma Lee Potter on the Leading Partners in Literacy programme.

The article discusses the introduction in Great Britain of a primary curriculum beginning in September 2011. According to the article, the bill will introduce six areas of learning as recommended by education expert Jim Rose including understanding English, communication and languages; mathematical understanding; understanding the arts; historical, geographical and social understanding; understanding physical development and health; and scientific and technological understanding.

The article reports that one third of primary school British students have poor understanding of punctuation marks, capitalization and other grammatical rules. Around 20,000 primary school children have failed to meet the English proficiency standard set by the government. Those who pass the literacy standard are also susceptible to grammatical mistakes.

The article offers information on two journals received by this publication. The "Cambridge Journal of Education" contains an article by Sue Cox and Anna Robinson-Pant, which states that many primary schools in Great Britain have set up schools councils. Distance Education contains articles on topics such as students' perceptions of study modes and measuring educational efficiency.

Presents news items related to developments taking place in Great Britain in the field of education. Claim of the small Scottish district of Clackmannanshire that the use of synthetic phonics had dramatically improved the standard of literacy in primary schools; Expenditure of public money on education.

Presents the educational report "The Education of Pupils with Medical Needs," published by the Great Britain Office of Standards in Education. Role of local education authorities (LEA), schools, and child care providers in educating children with anxiety, depression, phobia, and other medical conditions; Responsibility of LEAs to ensure that education units are established as hospital schools or pupil referral units.