Work in progress...

DfE are currently consulting on proposals to amend the literacy and numeracy qualification requirements for qualified Early Years Educators.

The National Audit Office has begun a study on DfE’s plans to improve teacher retention and workforce quality. It will examine progress made so far, in regards to improving the quality of the teaching workforce and teacher retention and encouraging trained ex-teachers to re-enter the workforce. Earlier this year, the DfE set out plans to achieve educational excellence across the country, following on from the NAO report Training new teachers.

Estyn are seeking the views of teachers, senior leaders, policy makers and everyone with an interest in education, on proposed changes to the ways schools and other providers will be inspected from September 2017 onwards. 

To help boost standards in schools across Wales, plans have been announced to set up a new National Network of Excellence for Mathematics.

Engagement in Teaching

For those of you exploring strategies for teacher-pupil engagement, this series of NFER reports, will be of interest; these showcase new findings from PISA 2012, highlighting key engagement strategies that teachers can use in the classroom. The reports focus on three areas:

• Cognitive Activation in Maths
• Tackling Low Performance in Maths
• What can we Learn From England’s High Performance in Science and Problem-solving?

Another research study examines the impact of school-based programmes that are in place to support students aged 14-16 who are at risk of temporary disconnection from learning.

Teaching Mathematics

A number of presentations are now available from a seminar entitled: 'Re-connecting with maths, Engaging practitioners and parents in children’s mathematical development'. Two of these, by Fliss James and Michele Barrett, look at engaging parents with maths in their child's learning. The role of the practitioner is considered in modelling and supporting children’s mathematical mark making, here. This presentation also highlights the role of the practitioner in promoting mathematical learning in the early years.