Schools' Concerns and Their Implications for Local Authorities
Annual Survey of Trends in Education
Seiten
2006
National Foundation for Educational Research (Verlag)
978-1-905314-33-1 (ISBN)
National Foundation for Educational Research (Verlag)
978-1-905314-33-1 (ISBN)
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Headteachers from almost 400 primary and over 1100 secondary schools in England took part in the year's annual survey, covering a range of important issues in education. These findings are published in a series of papers.
Headteachers from almost 400 primary and over 1100 secondary schools in England took part in this year's annual survey, covering a range of important current issues in education. The findings are published in a series of papers and include: a large proportion of schools were not aware of the developments within their local authorities (LAs) for implementing the Every Child Matters agenda. Schools with high levels of attainment, and those with relatively few pupils from disadvantaged backgrounds, were generally less likely to prioritise looked after children in their support arrangements than other types of schools. The majority of participating schools were providing some extended services, but many were also planning to develop their provision. This was most notable in schools with the greatest needs - with high numbers of pupils from disadvantaged backgrounds. Secondary schools were less satisfied generally with LA support for school improvement than primary schools. For a large number of headteachers, there was a gap between the support they want for school improvement and the support they feel they receive from the LA.
In line with previous years, budgets were the main concern for headteachers.
Headteachers from almost 400 primary and over 1100 secondary schools in England took part in this year's annual survey, covering a range of important current issues in education. The findings are published in a series of papers and include: a large proportion of schools were not aware of the developments within their local authorities (LAs) for implementing the Every Child Matters agenda. Schools with high levels of attainment, and those with relatively few pupils from disadvantaged backgrounds, were generally less likely to prioritise looked after children in their support arrangements than other types of schools. The majority of participating schools were providing some extended services, but many were also planning to develop their provision. This was most notable in schools with the greatest needs - with high numbers of pupils from disadvantaged backgrounds. Secondary schools were less satisfied generally with LA support for school improvement than primary schools. For a large number of headteachers, there was a gap between the support they want for school improvement and the support they feel they receive from the LA.
In line with previous years, budgets were the main concern for headteachers.
Tamsin is a Senior Research Officer in the Research, Evaluation and Information Department, working on a range of projects involving both quantitative and qualitative research methods. Areas of research principally focus on: children's services and the Every Child Matters agenda, school admissions, and children in public care. Current projects include: consultations with children, young people and parents/carers for local authorities, to inform the development of their Children and Young People's Plans; the evaluation of the special educational needs regional partnerships; and research around school admissions.
| Erscheint lt. Verlag | 18.10.2006 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 210 x 297 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| Sozialwissenschaften ► Soziologie ► Empirische Sozialforschung | |
| ISBN-10 | 1-905314-33-7 / 1905314337 |
| ISBN-13 | 978-1-905314-33-1 / 9781905314331 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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