Education
Bloo House launches new website
January 2012
The school recently published its new website. The new style makes it even easier to navigate through the website and includes several additions, such as newsletter archives, galleries and book recommendations. We have also redesigned our blog page and created a new Parent Portal for current families at the school.
As well as a new look website, the school has recently opened a literacy clinic. Providing a unique service to children with reading difficulties, the clinic offers assessments and literacy programmes for children aged up to 13 years old. Each programme is tailored to meet the individual's needs, delivered by highly trained and experienced teachers. This innovative approach provides results that are measurable, significant and most importantly can transform a child's ability. To find out more about the Literacy Clinic, please email the school office.
Happy St. Nicholas Day
December 2011
St. Nicholas Day - December 6th
This was predominantly a Dutch tradition that is now celebrated all over Europe. When the Dutch settlers moved to the United States, Sinterklass became Santa Claus or Father Chrtistmas.
Traditionally, this celebration differs from Christmas Day. The story tells us that in the Middle of the 4th Century, an Abbot called Nicholas was born in Turkey. Nicholas was well known for his piety and benevolence. Abbot Nicholas was especially remembered for his care and protection of young children.
One such tale of his kindness tells of a father with three daughters who was very worried that he would not be able to provide them with a dowry when they became married. Nicholas heard of this man and went to his house. He stood by the man's widow and when a moonbeam shone into the room, Nicholas tossed in a bag of gold. He did this each night until the man had three bags of gold - one for each of his daughters.
From this legend came the placing of gold coins, small gifts and fruit in the shoes and stockings of children during the night before the feast of St. Nicholas. In some homes across Europe, St. Nicholas may appear with his companion, Zwarte Piete, also known as Black Peter. He carries a big red book, where he reads reports about the children's behaviour. If the child has been good, they may receive a small gift. However, if the report is not so good they may find twigs or even coal left in their shoes!
This was predominantly a Dutch tradition that is now celebrated all over Europe. When the Dutch settlers moved to the United States, Sinterklass became Santa Claus or Father Chrtistmas.
Traditionally, this celebration differs from Christmas Day. The story tells us that in the Middle of the 4th Century, an Abbot called Nicholas was born in Turkey. Nicholas was well known for his piety and benevolence. Abbot Nicholas was especially remembered for his care and protection of young children.
One such tale of his kindness tells of a father with three daughters who was very worried that he would not be able to provide them with a dowry when they became married. Nicholas heard of this man and went to his house. He stood by the man's widow and when a moonbeam shone into the room, Nicholas tossed in a bag of gold. He did this each night until the man had three bags of gold - one for each of his daughters.
From this legend came the placing of gold coins, small gifts and fruit in the shoes and stockings of children during the night before the feast of St. Nicholas. In some homes across Europe, St. Nicholas may appear with his companion, Zwarte Piete, also known as Black Peter. He carries a big red book, where he reads reports about the children's behaviour. If the child has been good, they may receive a small gift. However, if the report is not so good they may find twigs or even coal left in their shoes!
Odds stacked against August babies
November 2011
The evidence for children starting school at age five, rather than four, has always been strong. Inevitably, summer born children are often the youngest in the year group and can struggle in school. Bloo House has always held firm to this philosophy and now the Institute for Fiscal Studies (IFS) agrees, as reported by Sean Coughlan, Education Correspondent at the BBC.
The IFS study says that among seven-year-olds, August-born children are more than three times as likely to be "below average" as September-born children. August children are also 20% less likely to attend a top university. The IFS says the economic consequences facing summer babies will last "throughout their working lives".
The report from the independent financial researchers shows the sharp difference in outcomes between the youngest children in a year group - those born in August - and the oldest, born in September.
Researchers say that August-born seven-year-olds are between 2.5 and 3.5 times "more likely to be regarded as below average by their teachers in reading, writing and maths". They are also 2.5 times more likely to be unhappy at school at the age of seven and at an increased risk of being bullied. This suggests that August-born children may end up doing worse than September-born children throughout their working lives”.
This reflects that these August children can be almost a year younger than their September-born classmates. This achievement gap has not been closed by the time youngsters are ready to leave secondary schools - with August-born teenagers 20% more likely to be in vocational rather than academic study after school.
They are also 20% less likely to be at a leading Russell Group university compared with a September-born teenager. These August children are likely to have lower confidence and less likely to feel they "control their own destiny".
This accident of birth can have far-reaching economic significance, says the IFS, as underachievement in qualifications at school will be likely to reduce employment opportunities in adulthood. "This suggests that
August-born children may end up doing worse than September-born children throughout their working lives, simply because of the month in which they were born," says IFS programme director Claire Crawford.
This research, funded by the Nuffield Foundation, is intended as a step towards finding a way of tackling the disadvantages of being the youngest in a year group. The rules for beginning school mean that a child reaches compulsory school age at the beginning of the term following their fifth birthday. However it is usual to start school in the September after a child's fourth birthday, which means that August babies would only just have reached the age of four when they enter the reception class. But parents should have a choice about whether a child is full-time or part-time and there should be the option to defer entry until later in the school year.
"Parents now have the choice of a place in reception classes from the September following a child's fourth birthday, so that their child is ready to start school," said a Department for Education spokesman. "If parents choose to defer entry, they can continue to access their entitlement to 15 hours of free early education in a setting of their choice."
The IFS study says that among seven-year-olds, August-born children are more than three times as likely to be "below average" as September-born children. August children are also 20% less likely to attend a top university. The IFS says the economic consequences facing summer babies will last "throughout their working lives".
The report from the independent financial researchers shows the sharp difference in outcomes between the youngest children in a year group - those born in August - and the oldest, born in September.
Researchers say that August-born seven-year-olds are between 2.5 and 3.5 times "more likely to be regarded as below average by their teachers in reading, writing and maths". They are also 2.5 times more likely to be unhappy at school at the age of seven and at an increased risk of being bullied. This suggests that August-born children may end up doing worse than September-born children throughout their working lives”.
This reflects that these August children can be almost a year younger than their September-born classmates. This achievement gap has not been closed by the time youngsters are ready to leave secondary schools - with August-born teenagers 20% more likely to be in vocational rather than academic study after school.
They are also 20% less likely to be at a leading Russell Group university compared with a September-born teenager. These August children are likely to have lower confidence and less likely to feel they "control their own destiny".
This accident of birth can have far-reaching economic significance, says the IFS, as underachievement in qualifications at school will be likely to reduce employment opportunities in adulthood. "This suggests that
August-born children may end up doing worse than September-born children throughout their working lives, simply because of the month in which they were born," says IFS programme director Claire Crawford.
This research, funded by the Nuffield Foundation, is intended as a step towards finding a way of tackling the disadvantages of being the youngest in a year group. The rules for beginning school mean that a child reaches compulsory school age at the beginning of the term following their fifth birthday. However it is usual to start school in the September after a child's fourth birthday, which means that August babies would only just have reached the age of four when they enter the reception class. But parents should have a choice about whether a child is full-time or part-time and there should be the option to defer entry until later in the school year.
"Parents now have the choice of a place in reception classes from the September following a child's fourth birthday, so that their child is ready to start school," said a Department for Education spokesman. "If parents choose to defer entry, they can continue to access their entitlement to 15 hours of free early education in a setting of their choice."
England's teacher trainees struggle in maths
March 2011
By Hannah Richardson
BBC News education reporter
Primary teacher trainees in Japan did the best in the tests. England's trainee teachers have less mathematical knowledge than their peers in some of our major economic competitors, a study says. Teacher trainees in Japan, China and Russia, easily outperformed those from England in simple mathematical tests.
The study for charity CfBT Education Trust found a big variation in the subject knowledge of England's trainees. It suggests raising the maths entry requirement for primary teachers. To teach at primary level in England teachers need a GCSE grade C in maths or above. But the report recommends increasing this, over time, to an AS level. And it calls for secondary maths teachers, who are currently expected to have an A-level in maths, to take specialised mathematics enhancement courses which concentrate on the mathematical and teaching skills needed to be an effective teacher.
The two-year study for the CfBT charity, carried out by researchers at the Centre for Innovation in Mathematics Teaching at Plymouth University, subjected 1,400 teachers to a series of mathematical tests. "I don't think many of our trainee teachers have enough conceptual understanding” said Professor David Burghes, the reports author. There was a group of between 100-200 volunteers taking part at both primary and secondary level in each country.
England's primary trainee teachers came second to last out of eight countries with a score of 32.2 out of 60. Japan led the pack with 52.9 out of 60, followed by China on 43.1 and Russia on 41.7. England was also more narrowly outperformed by Finland, Ireland, Hungary but finished above Czech Republic.
At secondary level, where teachers specialise in subjects, maths trainees in England came second to last out of seven countries, with only those in Hungary finishing lower. Russia, China, Japan and Singapore were significantly ahead of England's score of 26 out of 40.
The greatest variation between individual trainees' results was found in the English group, pointing to a variable quality of new teachers. Professor David Burghes said England had a problem with maths teaching that did not seem to be replicated in other countries. He added: "I don't think many of our trainee teachers have enough conceptual understanding of mathematics at the primary level. Countries that do well at mathematics tend to have a strong foundation at primary school."
The researchers also highlighted the high turnover of maths teachers in England's secondary schools. Researchers gathered more information from the English group through an attitudinal survey, which suggested the trainees were highly motivated and the majority had intended to remain in maths teaching for their whole working life. But the reality is that most stay for about three or four years.
The report said: "This does lead us to question what happens to these trainees over the next few years which results in such a poor retention rate in English schools?" It also called for new university training schools to be set up in which trainee teachers could train.
Education director at CfBT Education Trust, Tony McAleavy, said: "The establishment of university practice schools otherwise known as university training schools, is the most important decision that could be made for taking the profession forward. "This would ensure less variation in standards and would ensure that there would be peer support for new teachers in their first practice; something that has currently been lacking."
A spokesman for the Department for Education said an improvement in maths teaching was needed: "Currently we languish at 27th in the international league tables for maths, plummeting 19 places in under 10 years."
BBC News education reporter
Primary teacher trainees in Japan did the best in the tests. England's trainee teachers have less mathematical knowledge than their peers in some of our major economic competitors, a study says. Teacher trainees in Japan, China and Russia, easily outperformed those from England in simple mathematical tests.
The study for charity CfBT Education Trust found a big variation in the subject knowledge of England's trainees. It suggests raising the maths entry requirement for primary teachers. To teach at primary level in England teachers need a GCSE grade C in maths or above. But the report recommends increasing this, over time, to an AS level. And it calls for secondary maths teachers, who are currently expected to have an A-level in maths, to take specialised mathematics enhancement courses which concentrate on the mathematical and teaching skills needed to be an effective teacher.
The two-year study for the CfBT charity, carried out by researchers at the Centre for Innovation in Mathematics Teaching at Plymouth University, subjected 1,400 teachers to a series of mathematical tests. "I don't think many of our trainee teachers have enough conceptual understanding” said Professor David Burghes, the reports author. There was a group of between 100-200 volunteers taking part at both primary and secondary level in each country.
England's primary trainee teachers came second to last out of eight countries with a score of 32.2 out of 60. Japan led the pack with 52.9 out of 60, followed by China on 43.1 and Russia on 41.7. England was also more narrowly outperformed by Finland, Ireland, Hungary but finished above Czech Republic.
At secondary level, where teachers specialise in subjects, maths trainees in England came second to last out of seven countries, with only those in Hungary finishing lower. Russia, China, Japan and Singapore were significantly ahead of England's score of 26 out of 40.
The greatest variation between individual trainees' results was found in the English group, pointing to a variable quality of new teachers. Professor David Burghes said England had a problem with maths teaching that did not seem to be replicated in other countries. He added: "I don't think many of our trainee teachers have enough conceptual understanding of mathematics at the primary level. Countries that do well at mathematics tend to have a strong foundation at primary school."
The researchers also highlighted the high turnover of maths teachers in England's secondary schools. Researchers gathered more information from the English group through an attitudinal survey, which suggested the trainees were highly motivated and the majority had intended to remain in maths teaching for their whole working life. But the reality is that most stay for about three or four years.
The report said: "This does lead us to question what happens to these trainees over the next few years which results in such a poor retention rate in English schools?" It also called for new university training schools to be set up in which trainee teachers could train.
Education director at CfBT Education Trust, Tony McAleavy, said: "The establishment of university practice schools otherwise known as university training schools, is the most important decision that could be made for taking the profession forward. "This would ensure less variation in standards and would ensure that there would be peer support for new teachers in their first practice; something that has currently been lacking."
A spokesman for the Department for Education said an improvement in maths teaching was needed: "Currently we languish at 27th in the international league tables for maths, plummeting 19 places in under 10 years."
Genes play "key role" in classroom
February 2011
BBC News education reporter
Politicians may be keen to measure schools' effectiveness, but the quality of the school environment is only half of the story, researchers have found. Academics at King's College London's Institute of Psychiatry say the genetic factors children bring to the classroom are just as influential.
In a study of 4,000 sets of UK twins, nature and nurture was found to have an equal effect on their achievements. Researchers say this strengthens the case for personalised learning. The researchers examined the test results of 12-year-old twins - identical and fraternal - in English, maths and science.
They found the identical twins, who share their genetic make-up, did more similarly in the tests than the fraternal twins, who share half their genetic make-up. The report said: "The results were striking, indicating that even when previous achievement and a child's general cognitive ability are both removed, the residual achievement measure is still significantly influenced by genetic factors."
'Drawing out' potential
The study says the findings point to a need to re-examine what schools, colleges and universities offer young people, particularly in the light of modern technology. This genetic perspective on learning suggests a return to the original meaning of education (from the Latin educatio, which means 'to draw out')”
The report written by the Institute of Psychiatry says: "Instead of thinking about education as a way of countering genetic differences among children, the field of education might profit from accepting that children differ genetically in how much they learn. "This way of thinking is compatible with the current trend towards personalising education by optimising children's learning, which is increasingly possible through the use of interactive information technology."
The report concludes: "More generally, instead of thinking about education as instruction (from the Latin instruo, which means 'to build in'), this genetic perspective on learning suggests a return to the original meaning of education (from the Latin educatio, which means 'to draw out').
"That is, instead of a model of instruction in which children are the passive recipients of knowledge, a genetically sensitive approach to education suggests an active view of learning in which children select, modify and create their own education in part on the basis of their genetic propensities."
'Active participants'
The lead researcher, geneticist Dr Claire Haworth, said taking a genetic perspective on education meant moving away from the notion of children being "passive recipients" of knowledge. Instead, children should be seen as active participants who "select, modify and create" their own education - in part on the basis of their genetic propensities.
"These findings do not mean that educational quality is unimportant, in fact environmental factors were just as important as genetic factors," said Dr Haworth. "However, these results do suggest that children bring characteristics to the classroom that influence how well they will take advantage of the quality.
"Consider a classroom full of students being taught by the same teacher - some children will improve more than other children, even though their educational experience at school is the same."
Ofsted using "special needs" too widely
September 2010
14 September 2010
Ofsted says schools using special needs too widely
By Heather Sharp
Education reporter, BBC News
Thousands of pupils are being wrongly labelled as having special educational needs when all they require is better teaching and support, Ofsted has said.
It said up to 25% of the 1.7m pupils in England with special needs would not be so labelled if schools focused more on teaching for all their children.
The education standards watchdog said the term "special needs" was being used too widely.
More than a fifth of school-age students in England have been identified as having some form of special educational needs (SEN), which range from physical disabilities to emotional and behavioural problems.
The wide-ranging study was Ofsted's biggest yet into a system that some parents have complained draws them into long and difficult battles to secure effective support for their children. Inspectors visited 228 nurseries, schools and colleges in 22 local authorities, and carried out detailed case studies of 345 young people with disabilities and special educational needs.
Ofsted chief inspector Christine Gilbert said: "Although we saw some excellent support for children with special educational needs, and a huge investment of resources, overall there needs to be a shift in direction." Ms Gilbert told BBC Radio 4's Today programme: "We felt that schools and teachers were well intentioned but they were over-diagnosing the problems - teachers in the classroom weren't confident they could deal with the problems. "We feel teachers and schools need to have more confidence themselves about looking at what are barriers to learning."
Ofsted's inspectors said the term SEN was used too widely and assessments varied widely in different areas. They said schools should "stop identifying pupils as having SEN when they simply needed better teaching and pastoral support". As many as half of all pupils identified for school action "would not be identified as having SEN if schools focused on teaching and learning for all", the report said. The report's author, Janet Thompson, said these cases included children whose general educational needs had not been identified early enough - such as children who struggled with reading and later developed behavioural difficulties as a result.
But, she said, there were also cases where schools had labelled students as having SEN - such as GCSE students becoming demotivated - when they just needed better support.
'Clogged system'
Ofsted said some schools had been over-identifying students with SEN in the belief that increased figures would boost league table scores on the progress pupils made, but there was no evidence this was a system-wide problem.
Ms Gilbert said that if SEN cases were over-identified, "the system becomes clogged" with pupils with less severe needs and "consumes vast amounts of time, energy, money and means that insufficient attention may be given to those with really more complex needs".
Inclusion policy
Children's Minister Sarah Teather is calling for submissions for a Green Paper on overhauling SEN provision. "Ofsted said the system at the moment isn't working and I think they're right," she told the BBC. She said many parents felt they needed to battle the system to get the support their children needed.
However, the coalition's proposed "pupil premium" will target extra money at children from disadvantaged backgrounds, and should give schools more flexibility to offer more one-to-one support, she added.