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English schools need not be exam factories English schools need not be exam factories
(6 months later)
Sadly, Danny Dorling accurately describes the state of education in England (We are the extremists of Europe, 23 February); I imagine his article on the wall of many a school staffroom, only to be removed by a head worried about an unannounced Ofsted inspection.Sadly, Danny Dorling accurately describes the state of education in England (We are the extremists of Europe, 23 February); I imagine his article on the wall of many a school staffroom, only to be removed by a head worried about an unannounced Ofsted inspection.
The Children’s Society two years ago found that a quarter of 10-year-olds and a third of 12-year-olds in a substantial survey responded negatively to the statement “I like going to school”. Recently we learned that many eight-year-olds are unhappy too (Report, 17 February).The Children’s Society two years ago found that a quarter of 10-year-olds and a third of 12-year-olds in a substantial survey responded negatively to the statement “I like going to school”. Recently we learned that many eight-year-olds are unhappy too (Report, 17 February).
Related: I’d rather have a Margaret Thatcher state school than a Michael Gove one | John Harris
From where does this unhappiness stem? As Dorling argues, it is government ministers’ neo-capitalist obsession that schooling should feed the future economy, with schools as exam factories. John Harris explained (12 February) that Michael Gove’s legacy is “clear to see: no room for creativity and critical thinking, plenty for exams and rote learning”.From where does this unhappiness stem? As Dorling argues, it is government ministers’ neo-capitalist obsession that schooling should feed the future economy, with schools as exam factories. John Harris explained (12 February) that Michael Gove’s legacy is “clear to see: no room for creativity and critical thinking, plenty for exams and rote learning”.
Dorling calls for “a better framework for education”. I suggest power should be transferred from the Department for Education to a national education council (NEC). This is envisaged as an expert body, independent of, but funded by, government, composed of teachers, union representatives, parents, academics, politicians, business and professional people, and charged to redesign our education system as both child friendly and future looking – embracing the likely consequences of global warming as much as the opportunities of global markets. These are the people to make educational decisions for the nation – not here-today-and-gone-tomorrow ministers. Emeritus Professor Michael Bassey NewarkDorling calls for “a better framework for education”. I suggest power should be transferred from the Department for Education to a national education council (NEC). This is envisaged as an expert body, independent of, but funded by, government, composed of teachers, union representatives, parents, academics, politicians, business and professional people, and charged to redesign our education system as both child friendly and future looking – embracing the likely consequences of global warming as much as the opportunities of global markets. These are the people to make educational decisions for the nation – not here-today-and-gone-tomorrow ministers. Emeritus Professor Michael Bassey Newark
• Danny Dorling is right to challenge the testing of children at the age of four or five but wrong to assert that ministers insist on these tests. In fact, more than 70% of schools have opted for the Early Excellence model of baseline assessment, which uses observations instead of tests. It is already good practice when children start schools for teachers to build their knowledge of each child through observations of everyday activities and learning. This informs and supports planning and next steps in children’s learning and in time it helps to track progress.• Danny Dorling is right to challenge the testing of children at the age of four or five but wrong to assert that ministers insist on these tests. In fact, more than 70% of schools have opted for the Early Excellence model of baseline assessment, which uses observations instead of tests. It is already good practice when children start schools for teachers to build their knowledge of each child through observations of everyday activities and learning. This informs and supports planning and next steps in children’s learning and in time it helps to track progress.
The Early Excellence model embraces the pedagogical approaches prevalent across Europe that Dorling praises. We ask teachers to look at each child’s level of development in a holistic way, including literacy and maths, but also whether they demonstrate the characteristics of effective learning. Finally, on his assertion that tests are unreliable, he may be right, but our alternative model offers a high level of consistency and accuracy.Jan DubielNational development manager, Early ExcellenceThe Early Excellence model embraces the pedagogical approaches prevalent across Europe that Dorling praises. We ask teachers to look at each child’s level of development in a holistic way, including literacy and maths, but also whether they demonstrate the characteristics of effective learning. Finally, on his assertion that tests are unreliable, he may be right, but our alternative model offers a high level of consistency and accuracy.Jan DubielNational development manager, Early Excellence
• Join the debate – email guardian.letters@theguardian.com• Join the debate – email guardian.letters@theguardian.com