Sometimes practical details – such as fluorescent light being used in school, but not at home – are overlooked. The interests of the individual pupil are ignored by the “progressives”.
Undoing the good work of dismantling Labour’s quangos, only to create another one, five times as big, in the Education Endowment Foundation, is plain old-fashioned folly.
The SEND system is broken. So the Government’s proposal to expand off-site provision is most welcome.
We have shining examples of many good schools showing the results from this approach, such as Michaela.
The critics of phonics rely on cherry-picking and flawed studies. We guess when we don’t know. It doesn’t work. To become literate, children need to know.
The phonics revival started in the early ’90s, when St Clare’s School won an award for using it successfully in a difficult inner city context.
Factors responsible for reading problems include poor teaching, visual stress under fluorescent light, and temporary hearing loss in early childhood.
The education of these children has become focused almost exclusively on dealing with severe behavioural problems, with next to no attention to the teaching of reading.
Improved educational provision is key. Increased use of boarding schools can offer a greater chance of stability.
She is among a tiny handful of people who have actually made an impact on the problem. Her school Michaela is a beacon of hope.
All school subjects are not alike, and the attempt to bash them all into a single framework has failed.
It is the only educational organisation whose focus is on teaching, rather than politics or management.
Our approach to educational problems is practical, effective, and affordable. We need people who believe in them to implement them.
What is clear is that systematic phonics, followed by sustained teaching of reading, can tackle the literacy deficit.
A casualty of its changes in government was a confidential questionnaire for pupils – given out and collected by inspectors.