Blog by author
In their widely acclaimed 1998 book Inside the Black Box, British educationalists Dylan Wiliam and Paul Black popularised the notion of ‘formative assessment’, highlighting the importance of how teachers provide feedback and use it to adapt their teaching to better meet pupils’ needs.
Like other public bodies, the UK government is required under the Public Sector Equality Duty to assess the impact of specific policies on ‘protected groups’ including by gender, age, race and disability. For the wide-ranging series of welfare reforms since 2010, this has been done largely through equality impact assessments, introduced in the 2010 Equality Act. As one of the authors of this week’s NIESR report on the equality impacts of recent welfare reforms, in this post I will reflect on the role and quality of the government’s own impact assessments.
The problem of teacher shortages is rarely out of the news. Only this week the Education Select Committee concluded that the government is failing to take adequate measures to tackle "significant teacher shortages" in England. Gaps in the classroom are being filled by supply teachers, some hired by agencies. Yet, while agency staff usage and spending in the NHS frequently attract headlines in the national media, much less attention is paid to the spiralling costs of agency supply teachers in England’s state schools.