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An acoustic survey of secondary schools in England has been undertaken. Room acoustic parameters and background noise levels were measured in 185 unoccupied spaces in 13 schools to provide information on the typical acoustic environment of secondary schools. The unoccupied acoustic and noise data were correlated with various physical characteristics of the spaces. Room height and the amount of glazing were related to the unoccupied reverberation time and therefore need to be controlled to reduce reverberation to suitable levels for teaching and learning. Further analysis of the unoccupied data showed that the introduction of legislation relating to school acoustics in England and Wales in 2003 approximately doubled the number of school spaces complying with current standards. Noise levels were also measured during 274 lessons to examine typical levels generated during teaching activities in secondary schools and to investigate the influence of acoustic design on working noise levels in the classroom. Comparison of unoccupied and occupied data showed that unoccupied acoustic conditions affect the noise levels occurring during lessons. They were also related to the time spent in disruption to the lessons (e.g., students talking or shouting) and so may also have an impact upon student behavior in the classroom.

Following concerns about the nutritional content of school lunches and the increased prevalence of overweight and obesity in the UK, changes to the standards of school meals were made. From September 2008, all primary schools in England were required, by law, to be fully compliant with the new food-based standards (FBS) and nutrient-based standards (NBS) for school lunches. The aim of the present survey was to evaluate the introduction of the NBS for school lunches on the nutritional profile of food and drink items provided by schools and chosen by pupils at lunchtime. A nationally representative sample of 6696 pupils from 136 primary schools in England aged 3-12 years and having school lunches was recruited. Data were collected on lunchtime food and drink provision at each school and on pupil food and drink choices at lunchtime. Caterers also provided planned menus, recipes and other cooking information. Compliance with both the FBS and NBS was then assessed. Results show that even when the FBS was met, many schools did not provide a school lunch that met the NBS as well. The average school lunch eaten was significantly lower in fat, saturated fat and Na in schools that met both the FBS and NBS for school lunches compared with schools that met only the FBS. Change in school lunch policy has contributed to improvements in pupils' choices and the nutritional profile of foods selected at lunchtime.

Despite the centralised nature of the fiscal system in colonial India, public education expenditures varied dramatically across regions with the western and southern provinces spending three to four times as much as the eastern provinces. A significant portion of the inter-regional difference was due to historical differences in land taxes, an important source of provincial revenues in the nineteenth and early twentieth century. The large differences in public spending, however, did not produce comparable differences in enrollment rates or literacy in the colonial period. Nonetheless, public investments influenced the direction of school development and perhaps the long run trajectory of rural literacy.

In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent-school relations have been defined in England through government and quasi-government interventions over the last forty-five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty-first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership.

Industrial schools were the first state-funded institutions for the protection of children. The debates surrounding their establishment and enlargement illuminate a unique relationship between the state, the family, and the child. From the 1850s and 1860s when the state first began to grapple with the notion of intervening in family privacy, to the 1870s and 1880s when the concept and boundaries of childhood were affirmed, the protection of children from want and neglect was the motivation behind the institutions. Industrial schools were the state's solution to the care of children until fin-de-siècle England saw their popularity wane. Twentieth-century child policy has subsequently promoted family, rather than child, protection.

Proverbs has eight sets of instructions on beating children, but that book does not contain the often cited proverbial "spare the rod and spoil the child." This form of discipline, which is thousands of years old, has only recently been abandoned and forbidden in many states in the US, and in much of Europe. It is still legal in Britain and some US states, and remains a controversial issue.

The aim of this study was to investigate the epidemiological, organisational and legal considerations of using school milk as a vehicle for fluoride. The background to the work was the need to develop alternative methods of fluoride supplementation for high risk groups living in areas where water fluoridation is unlikely. St Helens in Merseyside was chosen as the study area, where 23 per cent of 4-year-old children were identified as having a high caries experience (dmft > or = 4). It was found that 65 per cent of 3 and 4-year-old children attend local authority educational facilities, where milk is provided on a daily basis for children aged 2 to 7 years. This group included 62 per cent of the 4-year-old group with high caries experience. The legal aspects of adding fluoride to milk were found to be complex but it was concluded that there may be considerable potential for using school milk as a vehicle for fluoride, and a large-scale study is now planned.