This is a category description, not often used but extremely handy in my opinion! Just enter it where you create or edit categories.
Reading Time: Approx 2mins
By Professor Christine Merrell
New research from academics at CEM and Durham University shows that attendance at an effective Reception class at age 4 is linked to better GCSE results at age 16.
This study, led by Professor Peter Tymms, followed a large sample of children (around 40,000) in England from the start of Reception, at age 4, right through to the end of compulsory education at age 16...
Reading Time: Approx 3mins
By Kate Bailey, Director of Policy, CEM
The Queen’s speech after this year’s general election pledged to deliver fairer funding for schools, building on the national funding formula consultation that closed in March this year.
If government believes that the way schools use their money is the key to delivering the best outcomes for pupils, what decisions can schools take that will make the most of their financial resources? ...
Reading Time: Approx 3mins
A new report, Testing the Water: How assessment can underpin, not undermine, great teaching, published today by LKMCO and Pearson, calls for more support for teachers and greater understanding of assessment across education sector.
The report is based on a year-long research project including a national survey of over 1,000 teachers in England, opinions from focus groups, an online consultation, thought-pieces from fourteen leading educationalists, and three international case studies...
Reading Time: Approx 4mins
To a busy teacher, producing good assessments can be a time consuming and daunting prospect.
When it is done well, an assessment can provide you with information that it isn’t possible to find out in any other way.
We have all heard of teachers saying “I’ve set this test to be really hard, no-one will get this right”, but assessment isn’t about you as a teacher pitting your wits against your students. Assessment plays an important part in helping you find out what your students know and, importantly, do not know, in order to better meet their learning needs...
Reading Time: Approx 4mins
By Robert Cooper, IT Manager
If you work in a school, you’ll probably be just about into the rhythm of things with the first half term under your belt.
A new school year is always a busy time for everyone and it can be stressful. Part of that stress can be caused by your school technology not working the way you want; your classroom projector has changed since last term, you can’t print your notes for the next lesson; or your PC starts up on your first day back with an operating system you’ve never seen before...
Reading Time: Approx 1min
By Kirsty Younger
The Practical Work in Science study is nearing the end of its final year of data collection.
The study, funded by the Gatsby Charitable Foundation with a contribution from the Wellcome Trust, investigates how practical science in schools has been changing during a period of curriculum change and budgetary constraints...
Reading Time: Approx 2mins
Teaching can be, without a doubt, a complicated business.
Defining effective teaching is not straightforward and there are many facets to it that combine to make great learning happen.
Since its publication in 2014, research published by the Sutton Trust outlining the key elements of effective teaching has been downloaded over 100,000 times...
Reading Time: Approx 3mins
By Professor Christine Merrell
Children who are inattentive, hyperactive or impulsive are likely to benefit from an environment which is well structured and predictable. It is good for them to know what is going to come next.
Unexpected events, movements between lessons and anything where there are unexpected happenings can be difficult to cope with. It therefore makes sense to start the day by explaining what is going to happen...
Reading Time: Approx 3mins
By Professor Christine Merrell
It can be hard for even the best teachers to notice differences in the behaviour of one child in a busy primary classroom, even though responding to these signs can be the key to helping a child make good progress.
However, I hope that research by the Centre for Evaluation and Monitoring (CEM) at Durham University will be able to offer both new insights and practical help...
Video Duration: Approx 8mins
To mark the 5th International Day of the Girl on 11 October, we invited CEM directors to share their experiences of some of the unique challenges they have faced.
Professor Christine Merrell, Kate Bailey and Emma Beatty speak here about their achievements, their inspiration and motivation…
Reading Time: Approx 3mins
By Mark Frazer, Teaching and Learning Lead, CEM
Although I now have the luxury of not being accountable to Ofsted, for ten years as a primary headteacher I attempted to navigate the shifting sands of successive inspection frameworks, coming under pressure from various stakeholders to achieve the coveted (by some) ‘outstanding’ judgement.
Since Amanda Spielman assumed the role of Ofsted’s Chief Inspector in January of this year, I have been greatly encouraged and reassured by the tone and focus of her speeches and how this differs to her predecessor...
Reading Time: Approx 3mins
By Lydia Cuddy-Gibbs, Head of EYFS, Ark
At last, September has arrived and the start of a new school year. As the Early Years Lead across 23 schools with Early Years settings, I’m excited about opening our doors to new reception pupils across the Ark network.
A big part of my role is to ensure that all our children are assessed carefully and accurately at every stage of their EYFS journey.
To collect data at the start and end of the reception year, schools in the Ark network have been using the BASE assessment from CEM for the last two years...