theguardianuk--2019-12-08--Revealed: one in five school buildings in England require urgent repairs

Nearly one in five school buildings in England require urgent repairs, a Guardian investigation has found, leading to warnings that they are “crumbling around teachers and pupils”.  Almost 4,000 schools across the country have been judged by surveyors to be in need of immediate restoration work, and many more were found not to have the paperwork required by law, including electrical test certificates, fire risk assessments or asbestos management plans.  According to data gathered through a government programme to assess the condition of England’s schools estate, 17% (3,731) were found to have buildings with “elements”, such as a roof, wall or window deemed in need of immediate replacement or repair.  Of the 21,796 schools for which information was released, 1,313 had elements that were given the worst possible condition grade D, defined as “life expired and/or serious risk of imminent failure”. Seven hundred and five schools had more than two elements awarded a grade D, while 69 had more than 10.  The data, which was obtained though freedom of information requests, were gathered through the Department for Education’s school condition data collection (CDC) programme, launched in early 2017. As part of the scheme, surveyors visited every government-maintained school in England to collect data about the physical condition of school buildings and how they are managed.  Schools were also asked to fill in a survey before the surveyor’s visit to provide information about its buildings. According to FOI data, 2,939 schools – 14% of the 20,854 respondents – did not have an asbestos management plan; 2,717 (13%) did not have a fire risk assessment; 2,215 (11%) did not have a gas safety test report; and 2,098 (10%) did not have an electrical test certificate.  The Department for Education (DfE) said that in some cases the documentation could have been held off-site by the multiacademy trust managing the school. However, a spokesperson for the National Education Union (NEU) said such paperwork was pointless if it was not held within the building it related to for staff to refer to.  Critics said the findings pointed to a system in which overstretched school leaders were struggling to keep their buildings safe after years of budget cuts. Kevin Courtney, the joint general secretary of the NEU, said the figures highlighted the effect of failure to invest in a crumbling educational infrastructure and that teachers, other staff and pupils deserved better.  He added: “It makes no sense for important practical documents, required by law, not to be held on the premises of a school or college. The reason the government gives – that they may be held by a multi-academy trust would be laughable if it weren’t so serious. If they are missing how can the risk be safely managed?”  Teachers across England told the Guardian they were having to work in buildings so cold they had to keep their coats on, with damp walls and infestations of vermin. One teacher in a primary school in Teesside said she worked in a 26-year-old portable building with windows that would not open and others that would not close.  “There is a horrendous cold draft, so I often have to sit with my coat on with the children coming in,” she said. “We had to shut for a week last year because of a massive rat infestation.”  She helped to fix a leak in her classroom because the school could not afford to call a plumber. “I know the state of the school budget and I know that lots of schools in the area have faced restructuring and redundancies and I don’t want us to become one of them,” she added.  Angela Rayner, the shadow education secretary, said schools across the country were in dire need of repair, but the funding was not available. “That failure to invest has left our children and hard working school staff at risk, trying to teach in buildings that are crumbling around them,” she said. Labour has pledged to spend £7bn on repairs and upgrades to school buildings in England.  Upon arriving in office in 2010, the Conservatives scrapped the previous Labour government’s Building Schools for the Future scheme, a £55bn programme to rebuild every secondary school in England. By 2017, the National Audit Office (NAO) warned the condition of schools was worsening, with about 40% of the schools estate built between 1945 and 1976 coming up for replacement or major refurbishment.  The NAO estimated it would cost £6.7bn to bring existing school buildings up to a satisfactory standard, a figure that was expected to double over the course of five years to 2020-21.  In a survey conducted by the NEU last month, 47% of members said the school or college buildings they worked in were not fit for purpose, with 65% blaming funding cuts. Twenty-two per cent said the condition of the buildings had lead to an unsafe environment for pupils and staff.  The issue of health and safety in schools was highlighted in July when the Guardian revealed that nearly 700 had been referred to the Health and Safety Executive (HSE) over concerns they were failing to safely manage asbestos in their buildings.  Lucie Stephens has campaigned for asbestos to be removed from school buildings since her mother, Sue, a former teacher, died of the asbestos-caused cancer mesothelioma in 2016. She said the discovery that more than one in 10 schools did not have the legally required documents on site was horrifying.  Stephens has launched a website that aims to show parents and pupils that schools contain asbestos, but has accused the DfE of a lack of transparency for refusing to release the necessary data. The HSE advises that asbestos is only a risk if it is disturbed or damaged, which releases fibres into the air.  Responding to the findings, the schools minister Nick Gibb said: “The Conservative government provides money annually to improve the condition of school buildings. In this academic year, over £1bn has been made available. We also recently announced a £400m fund for schools to improve their buildings.  “A Conservative majority government would build on that record with £14bn over the next three years, and by increasing the minimum level of per pupil funding in primary and secondary schools.”


theindependent--2019-08-23--US school building new classrooms with places to hide from mass shooters

Engineers in World War I dug through the earth to build serpentine trenches borne from horrifically clear logic.  If enemy soldiers ever breached it, the zigzagging pattern would prevent them from shooting in a straight line down the length of the trench - leaving only a relative few exposed to gunfire or shrapnel.  That concept has been reinvigorated a century later, in a sense, for a western Michigan high school, to dampen the killing potential of a mass shooter.  A $48m major construction project at Fruitport High School will add curved hallways to reduce a gunman's range, jutting barriers to provide cover and egress, and meticulously spaced classrooms that can lock on demand and hide students in the corner, out of a killer's sight.  "If I go to FPH and I want to be an active shooter, I'm going in knowing I have reduced sightlines," Fruitport Superintendent Bob Szymoniak told The Washington Post about the curved hallways. "It has reduced his ability to do harm."  The major overhaul of an existing building was driven by the ubiquity of mass shootings in the United States, Szymoniak said, citing the El Paso, Texas, killings at a shopping area this month, along with notorious school shootings at Sandy Hook Elementary School in Connecticut and Marjory Stoneman Douglas High School in Florida.  In 2018, there were 24 school shootings in which there were injuries or deaths. More than 228,000 students have been exposed to gun violence during school hours since the 1999 Columbine slayings, an analysis by The Post concluded.  The construction in Michigan is also part of a grim reality of schools methodically preparing for massacres as if they were lesson plans and quizzes.  Jefferson County schools in Colorado have given teachers buckets and kitty litter to have on hand in case children need to relieve themselves during a prolonged active shooter lockdown. Sharpies are supplied for writing the time in which tourniquets were applied, and candy helps diabetic children with low blood sugar hiding in darkness.  And this year, bulletproof backpacks are a hot back-to-school item.  "I don't know if this is the new normal, but it certainly gives cause of concern," Szymoniak said. Other features allow all doors to be locked from the front office and film applied to glass to keep it from shattering.  Classrooms will be built with a "shadow zone" where a gunman peeking in could not see students cowering along a side wall, said Matt Slagle, an architect for the project and director of K-12 projects at the TowerPinkster design firm.  The front office includes an educational Panopticon - an office administrator who will have views of the main approach, the vestibule and some of the hallways from one seat, Slagle said.  School shooters are often students themselves or are familiar with the building, though Slagle said some features, such as the locks and hiding areas, would be difficult to overcome even with inside knowledge. But that doesn't make the school invincible.  "Unfortunately that's the way things are now," Slagle said, describing mass shootings. "We'll never make it completely safe from someone who desires to cause harm."  The overhaul, which is mostly new construction, will finish in 2021, Szymoniak said, though students will arrive for class in two weeks and gradually take advantage of new spaces once they are constructed. "When we open it, it will be the most secure high school building in the state," he said.  Slagle said he was careful with his design. His firm also designs prisons, and we wanted to strike a balance between security and a welcoming presence without the pendulum swinging too far in either direction.  Szymoniak would rather be talking tests, not killers. But the latter has become a looming priority for his students and teachers.  "I don't want to have to have these conversations," he said. "I don't want to have to worry about having a school designed to prevent an active shooter."


theirishtimes--2019-06-19--Flawed school buildings to be repaired by end of the year

Remediation works on 22 schools found to have structural flaws last year are expected to be completed by the end of the year, the Department of Education has said.  Precautionary measures were already put in place at the schools built by Western Building Systems (WBS) which found itself at the centre of a controversy over building standards.  Last year, the department said considerable amounts of money had been spent on amending the problems and that costs were due to escalate following more detailed structural investigations.  Minister for Education Joe McHugh has announced that a structural remediation programme for the schools will begin on Thursday.  Over the course of the last fortnight information sessions have been held for principals and management of the 22 schools and their patrons. Each school has been given a brief on the detail of the permanent remediation works to be carried out in their school.  “The timetabling of works and arrangements for contractors to be on site have been designed to ensure all schools can re-open as normal at the end of the summer holidays,” said Mr McHugh.  Structural remediation will commence in 14 schools initially, as and when they close for the summer holidays.  This work will roll over to the remaining eight schools. In the event that some works in some schools are not completed by the end of August, contractors will carry out the remaining work outside of school hours to prevent disruption.  “We targeted the summer holidays to get as much of the structural work done as we can, so that the precautionary measures can be removed from the schools as soon as the permanent works are completed,” said Mr McHugh.  “I am fully aware of the difficulties that this issue has caused for principals, teachers, parents and pupils as they go about their day to day business.  “I am glad that we have now reached the stage where we can implement works that will enable the schools to return to a normal school environment as quickly as possible.  “I want to sincerely thank all the schools’ patrons, the boards of management, principals and entire school communities as we work our way through this complex issue.”  The structural remediation work will be carried out by John Sisk & Son and overseen by Arup Engineers. The delivery of the programme by the Department of Education is being supported by the National Development Finance Agency.  The department said it is aiming to have as much of the works as possible completed in the 22 schools by the end of 2019.


themanchestereveningnews--2019-10-17--Plans to merge two Trafford schools and knock down 100-year old buildings move a step closer

Plans to merge two schools and knock down their 100-year old buildings have moved a step closer, with bosses now involved in talks for the first time.  Trafford council wants to 'discontinue' Stamford Park Junior School and Stamford Park Infant School and build a new 21-classroom school in their place.  The Edwardian school buildings, where mould was found in classrooms and children are sometimes taught in corridors, could be demolished and the Stamford Park Primary School opened by September 2021.  Despite continuing opposition from the junior school's governing body - and two previous rejections of Trafford council's £8m offer to build the new school - junior school head teacher Cathryn Downing has confirmed the school is now 'actively working' with the authority.  She said: "While the governing body of Stamford Park Junior School does not consider the council's proposal to be in the best interests of the junior school pupils and have voted twice to reject the proposal, we are now actively working with the local authority to gain the best possible provision for the juniors within the proposed new build primary school.  "The continuing concerns of the junior school governing body, around the over development of this very restricted school site, have not been addressed in our discussions thus far with Trafford council."  Previously, Ms Downing pushed for the junior school to become an academy, which would have meant no local authority involvement.  She made no comment on that when asked.  In the summer term, mould was found in the ageing classrooms of the infant school. The building was temporarily closed while air purifiers were installed.  A spokesman said: "Our vision is to provide an inspirational learning environment, fit for the 21 century, for the benefit of the current and future children of Altrincham.  "The new school will bring together two highly effective schools to improve the teaching and learning environment for staff and pupils alike.  "The new school will be an energy efficient, low maintenance building, sensitive to the heritage of the previous schools and to the changing interests of the wider community."  If approved by both schools - and Trafford council's planning committee - construction work on the new school could begin in summer 2020.  The town hall is consulting on the plans.  Stamford Park Infant School was contacted for comment. Its head teacher spoke in favour of the plans earlier this year.


thesun--2019-07-04--Nearly 700 schools could have unsafe asbestos in their buildings putting thousands of pupils at ris

Nearly 700 schools ‘could have unsafe asbestos in their buildings putting thousands of pupils at risk’

NEARLY 700 schools could have unsafe asbestos in their buildings putting thousands of kids and staff at risk, it was claimed.  The Department for Education has referred 676 state schools to the Health and Safety Executive, according to The Guardian.  Trade union bosses branded the numbers “shocking” and warned cash-strapped investigators might not be able to fully probe all the cases.  Around 500 people a year die from asbestos-related illnesses, according to official figures.  Kevin Courtney, general secretary of the National Education Union, said: “The fact that nearly 700 schools have been referred to HSE because they weren’t able to satisfy the DfE that they were managing their asbestos in line with legal requirements, is a shocking indictment of current systems of oversight.  “The lives of thousands of staff and pupils could be at risk in these schools.”  A Department for Education spokesman said: “The safety of pupils and staff is our highest priority which is why we have asked schools to provide information through the asbestos management assurance process.  “This data will help the department develop a greater understanding of the management of asbestos in schools.  “We plan to publish a report of the findings shortly.  Asbestos is a term for a group of minerals made of microscopic fibres. Before its dangers were known, asbestos was often used in buildings for insulation, flooring and roofing and sprayed on ceilings and walls. It is now banned in the UK. Buildings constructed before the year 2000 may still have asbestos in them. If the asbestos-containing materials inside these buildings remain intact, they pose very little risk. It’s only when these materials are damaged or disturbed that tiny asbestos fibres can be released into the air and breathed into your lungs. The symptoms of asbestos-related disease take many years – even decades – to appear after the original exposure to asbestos, so exposure a long time ago might only be showing up as a disease today.  HSE Spokeswomen said: “The HSE have worked with the DfE to use the AMAP returns to provide targeting intelligence for a planned programme of proactive visits to schools.  “This identified a number of schools in England to select from to be included within the profile of HSE visits planned across Great Britain.  “The visits will assess compliance in respect of the duty to manage asbestos with the school buildings.”


thetelegraph--2019-01-16--Schools with debating clubs or cadets to be rewarded to help build childrens resilience Ofsted chi

Schools with debating clubs or cadets to be rewarded to help build childrens' resilience, Ofsted chief says

Schools with debating clubs or cadets are to be rewarded under the new inspection regime, as Ofsted seeks to help build resilience in young people.  Under the new draft framework, published today, inspectors will mark schools on how much they help children “develop their character” which includes their resilience, confidence and independence.  Ofsted is proposing to have a stand-alone category for “personal development” for the first time, as a way to encourage schools to prioritise extra-curricular activities.  This could include debating or public speaking societies, cadet forces, Duke of Edinburgh, or extra music or drama clubs.  Amanda Spielman, the chief inspector, said the move is intended to emphasise to headteachers that building resilience in young people is an integral part of education.  “It’s about making clear that education is not just about teaching a good set of academic subjects really well,” she said. “There is something a bit intangible and bigger than that, and it is making sure they recognise that.”  Ms Spielman said that inspectors would not reward schools for putting on any one particular extra-curricular activity, but rather they would look at the range of pursuits on offer.  “It's not about any one thing, it’s about having a range of opportunities so people can discover their talents and interests,” she said. “A good school or college has that range of activities, so that everybody can discover what they are good at.”


thetelegraph--2019-04-10--Housing developers should pay to build new schools new Department for Education guidance says

Housing developers should pay to build new schools, new Department for Education guidance says.  It comes amid pressure on school places with the secondary school population set to swell to 3.3 million within a decade, according to official projections.  Developers already contribute to the cost of new infrastructure in the local area, but ministers are concerned that council requirements are sometimes vague and they vary around the country.  The new guidance is designed to embolden councils to insist that new developers foot the bill for new school places their developments create, as a condition for granting planning permission.  Developers must also pay for the construction of new schools or new classrooms at existing schools, and finding the sites to build them on, it says.  A report published by Scape Group, a public sector procurement company, found that by 2020/21, an additional 12,835 additional school classrooms will need to be built in England to accommodate the rise in pupil numbers, or 640 new schools. The report advocated building flatpack classrooms as a cost-efficient way of meeting demand.  Lord Agnew, a schools minister, said: “It isn’t enough for developers simply to build houses; we need to build communities.  “Schools are at the centre of any community and that’s why it’s vital that developers contribute to the cost of the school places they create.”  He said that a huge expansion in school places is already underway, but added: “Schools can still find themselves under pressure from new housing developments, and where they do it’s right that where appropriate developers support these costs.  The secondary school population hike is fuelled by a baby boom in the early 2000s, as well as a high birth rate among women from immigrant communities.  The bulge in the population of children has been making its way through the school system, passing up from primary to secondaries.  Secondary pupil numbers are expected to rise by 14.7 per cent in the next 10 years, meaning there will be another 418,000 children in secondary schools by 2027, according to DfE’s projections.


urbanintellectuals--2019-12-06--Serena Williams Is Building Schools in Uganda, Zimbabwe, Kenya & Jamaica

Serena Williams, one of the greatest tennis players of all time broke the internet world. Not about the sports but with her charitable works.  Yes! You heard it right, the tennis champion was working! She builds schools in Uganda, Zimbabwe, Kenya and Jamaica with her charity.  Some celebrities may simply write a check towards a good cause but Queen Serena Williams is no stranger to hard work.  She recently built a new school in Jamaica.  She posted photos and videos where she enjoyed painting the school and getting her hands dirty while helping with the construction of the new school.  Serena Williams’ non-profit charity, The Serena Williams Fund is the one who helped build the school.  The mission of this charity is to help “individuals or communities affected by senseless violence, and equal access to education.” The Serena Williams Fund partnered with Helping Hands Jamaica to build the Salt Marsh Primary School. Salt Marsh Primary School is the third school Serena Williams has built. There are previous secondary schools in Uganda, Kenya and Zimbabwe were created by The Serena Williams Fund in partnership with Build Africa Schools. People living in Uganda, Kenya, Zimbabwe and Jamaica were very happy and will never forget Serena Williams for what she has done to their country. Serena Williams left a good mark to the heart of the people whose lives have changed through her act of kindness. Memories of Serena Williams will always stay in the school she builds for the people in Uganda, Kenya, Zimbabwe, and Jamaica.  Serena Williams proved that education is very important in the life of each individual. Building schools in developing countries like is Uganda, Kenya, Zimbabwe and Jamaica is a very big help to achieve the goals of each individual and living their best possible life. Serena Williams is a great tennis player with a good heart!  This is a post from Serena a few years back


abcnews--2019-11-21--Homemade bomb found at California high school

Police confirm that they found a homemade bomb at a San Jose high school.  Authorities were called to Oak Grove High on Tuesday after a gardener found the device in some bushes in the student parking lot and took it to the administration building.  Police tell the San Jose Mercury News that it was determined to be an improvised explosive device.  The school was evacuated and the device rendered safe. Classes cancelled Wednesday are to resume Thursday.  Police say there were no reported threats to the school before the bomb turned up and investigators are trying to determine its origin.


abcnews--2019-12-08--In US schools, resource officers woven into daily life

An imposing presence in uniform at 6-foot-5, Officer Will Chapman towers over students in the halls of Newtown Middle School, but he tries to be as approachable as possible.  The school resource officer known as “Officer Will” aims to been seen by each student at least three times a day as he walks the halls 2 miles from Sandy Hook Elementary School, where a 2012mass shooting left 20 students and six educators dead. He drops into art class and joins in on projects. Some days, he takes math quizzes alongside students.  The police officers assigned to schools receive scrutiny in times of emergency — as in Wisconsin, where school resource officers were involved in two student shootings this week — but they also play a less-known role in the rhythms of everyday American classroom life.  Beyond their law enforcement role, the model for school resource officers endorsed by the U.S. Justice Department enlists them also as mentors, informal counselors and educators on topics ranging from bullying to drunk driving with the goal of promoting school safety.  School resource officers receive the same baseline training as other officers, but experts say doing the job well requires skills and training to understand and build strong relationships with young people.  “It is very much a community-based policing approach,” said Mo Canady, executive director of the National Association of School Resource Officers. “This is about problem solving, relationship building and doing things to make a positive difference in the lives of kids, quite frankly.”  Chapman, for one, said he works hard to ensure students know he is there for them — and not because of them.  “I want my students to understand first and foremost that I love them dearly and there is nothing they can do, bad or good, to change how much I care about them,” he said. "Their choices can limit my options in how I communicate that love, but it is never any less true."  Nationwide, 43% of public schools had an armed law enforcement officer present at least once a week in the 2015-2016 school year, the last time the National Center for Education Statistics released data on this topic. The officers work closely with school administrators, who are encouraged to reach understandings with officers that disciplinary issues short of anything illegal are to be handled by school officials.  In cases of real and immediate threats to students or teachers, however, the rules on use of force are set by the police departments that assign the officers to the schools.  That is important because it is the police department that ensures the officer has the appropriate training, said Jeff Kaye, president of School Safety Operations, a consulting firm. In the event of a police shooting, the officer also should face oversight from an agency with expertise in use-of-force policies, he said.  In Wisconsin, an Oshkosh Police Department resource officer shot a 16-year-old student Tuesday after the boy stabbed him at Oshkosh West High School. On Monday, a resource officer at Waukesha South High School helped clear students out of a classroom after a student pointed a pellet gun at another student’s head. Another police officer entered the room and shot the student. Neither of the students who were shot suffered life-threatening injuries.  Chapman said he always parks his cruiser where it is visible from the street, in part to reassure parents in a community still recovering from one of the deadliest school shootings in U.S. history. He's able to focus more on students because of private armed security hired in the tragedy’s aftermath.  “It frees me up to go into a classroom and sit down and dissect a frog with seventh graders because I’m not constantly worried about, ‘What if somebody comes in that we don’t want here?’” he said.  At Aberdeen Middle School in Maryland, school resource officer Jason Neidig said he greets students as they enter the building to look for anything out of the ordinary and takes aside any who seem upset to ask if they want to talk. He walks the hallways, checks areas where weapons could be hidden and joins administrators in meetings with troubled students. He pokes fun at himself and trades messages with students on his Instagram account as @srojason.  “I do not take the stereotypical ‘aggressive’ approach when talking to students, not even the ones I sometimes have to refer to the Department of Juvenile Services or arrest,” he said.  The growth in the number of officers inside schools over the last quarter century has led to fears about children getting caught up in the criminal justice system, furthering the so-called school-to-prison pipeline. A 2013 review by the Congressional Research Service found that students in schools with resources officers might be more likely to be arrested for low-level offenses, but studies also indicated that the officers could deter students from committing assaults or bringing weapons to campus. Critics in some communities also have argued the funding would be better spent on mental health programming and school counselors.  Some school resource officers have come up short of expectations, including the school resource officer in Parkland, Florida, who remained outside rather than entering the building to engage the shooter.  In Fort Lauderdale, Florida, school security video showed a sheriff's deputy slamming a 15-year-old girl to the ground in September after she tapped his knee with her foot. In October, a New Mexico police officer was shown on video throwing an 11-year-old girl on the ground.  Officers with experience as school resource officers say those with the right skills can make a lasting difference in children's lives.  “A patrol officer can get an award for saving a life or reviving a person in an overdose situation. You can’t quantify how successful a school resource officer is,” said Officer Kelly DeJonge, a spokeswoman for the Glendale, Wisconsin, police department who spent a decade as a high school resource officer. “If a kid is dealing with mental health issues, and they come to a school resource officer, and they are there to help and listen to them, did that officer save that person’s life possibly? You never know.”


activistpost--2019-02-14--How Underground Private Schools Are Outperforming Government Schools in Developing Nations

In a very limited sense, there is private education in the developed world, but private schools are almost always heavily regulated by the government. There is also the issue of compulsory attendance laws. Competition in schooling that is unapproved by government bureaucrats is prohibited since attendance does not qualify as actual “education” in the eyes of the government. Therefore, we lack the means to compare an actual free market in education with government schooling.  In underdeveloped nations, however, because societies are much poorer, governments lack the resources to crack down on underground private schools. In his book The Beautiful Tree, James Tooley explored and researched numerous poor countries including India, Nigeria, Ghana, Kenya, and China. He described a recurring theme of government education officials not even being aware of private schools for the poor. Usually, they balked at the idea. Private schooling is generally regarded as a luxury for the rich. In cases where government agents did know of the schools, regulation was rarely enforced. Officials did not always visit schools in poor areas, and when they did, a bribe was enough to get them to leave.  Tooley’s research showed low-cost, private, usually unregulated schooling to be a thriving market in many areas. In Nigeria, for instance, Tooley wrote:  Writing of a visit to India, he commented:  In rural Gansu, China, Tooley’s team located 586 private schools in the villages. “Officially,” there were only 26 schools in Gansu, all of which were government schools in the larger towns. It was a matter of policy in China to deny these private schools existed. After all, China had already declared that universal public primary school had been achieved. Tooley’s research, therefore, provides unique insight into comparing government schooling with private alternatives.  Teacher absenteeism in government schools is probably the most blatant issue. While visiting a government school in India, Tooley observed 130 students cramped together in one room. The head of the school mentioned that the other teachers were absent that day, so they were teaching them all together. “They’ll be absent every day,” he was told by the deputy district education officer. Transparency International has estimated that government teacher absenteeism in the developing world ranges from 11 to 30 percent. Conversely, Tooley reported that when he visited private schools unannounced, it was rare to find teachers not teaching, and in those instances, the principal had taken over the class for the day.  The absence of teachers is not the only problem. In 2003, Kenya introduced free primary education. Many parents who transferred their children from private schools to the new government schools soon reversed their decision. Tooley’s team interviewed parents from four different schools who had tried the government schools. He reported that every parent interviewed commented on how the private schools were of higher quality.  He encountered quotes like this:  While interviewing mothers in India who sent their children to low-cost private schools, all were very open about why they chose private over government. One mother, when asked about government teachers being well-trained, replied: “They might be very good at studying, but they are not very good at teaching.” Another commented: “They even beat the children very badly, treat them as slaves.” This was, of course, if the teachers showed up.  Tooley encountered similar stories everywhere he went. A man in Nigeria commented:  Even though these schools serve some of the poorest people on the planet, they still take in enough in fees to be able to stay open. They do so by hiring and personally training teachers who do not demand high wages due to being extensively trained in universities (education of many teachers tends to be at about a high school graduate level). Low-cost schools also invest significantly less in buildings and playgrounds. Though the fees are low enough to be manageable for most parents in poor areas, many of the schools Tooley visited were also providing free education to orphans, as well as families who were exceptionally poor. In some cases, 20 percent of the students were receiving free education.  The studies that Tooley organized in India, Nigeria, Ghana, and China comparing government schools with both private recognized and unrecognized schools confirmed his experiences on the ground interacting with parents and teachers. Below is his summary of the results:  I don’t intend to go over all of the data here, but for a couple of examples, here is the raw data of student scores in Ghana:  The success of entrepreneurs in developing countries at meeting the demand for education is quite impressive, especially when compared to the failures of the government alternative. The myth that education cannot possibly be provided to the poor through non-governmental means is shattered. In fact, it may be the only effective way for them to receive a quality education. One wonders what could be achieved if educators were completely freed from the threat of regulation, the corruption of government agents, and the crowding out effects from massive subsidization of poorly performing government schooling.


activistpost--2019-08-31--Colorado Teen Suspended From School After Target Practice With Mom

A Colorado teen has been told he cannot return to school until authorities hold a “threat assessment hearing” after he went target shooting with his mother.  Nate Evans, a junior at Loveland High School in Loveland, Colorado actually got a visit from police after he posted video of his plinking with his mom Justine according to the Colorado 2nd Amendment group Rally For Our Rights.  A report had come in to the police department about the video and they were told Nate was a threat.  After showing the videos to the police officers and explaining that they’d simply gone on a mother-son outing to train with their legally owned firearms, the police stated that they had done nothing illegal and were well within their rights.  They also determined Nate was not a threat to himself or anyone else, and went on their way.  Unfortunately, even after police determined that there was nothing nefarious about a mom taking her son out for some firearms training, the school district wasn’t convinced.  Justine immediately contacted the school assuming she could easily clear things up, especially since the police had already assessed the situation and realized no one had done anything wrong or made any threats.  She was wrong.  The school not only refused to provide her with more information about the “threat”, but they refused to provide Nate with schoolwork so he doesn’t get behind.  A “threat assessment hearing” has been scheduled for Thursday morning at 10am at the school admin building where Justine will be allowed to defend her son against SEVEN school officials who will be in attendance to, as she was told, “make their case”.  Make their case of what?  That Nate’s outing with his mother to train with her firearms somehow makes him a danger to the school?  This is a pretty clear abuse of the program “Safe 2 Tell”, which is designed to allow students to report potential threats to school safety. As Lesley Hollywood with Rally for Our Rights points out, the way the program currently works almost invites abuse.  I spoke with Justine, as well as two different attorneys who specialize in Second Amendment issues.  The bottom line is the school is legally within their rights at this time.  According to the attorneys, the school has a protocol that must be followed when a report of a threat comes in through Safe 2 Tell or other means, even if the report is completely false – and there is nothing parents or students can legally do about it, even with a lawyer.  If the student is charged or further action is taken, that changes.  This is why students have dubbed Safe 2 Tell as “Safe 2 Swat”, referencing the act of “swatting“, a criminal harassment tactic of deceiving an emergency service into sending a police and emergency service response team to another person’s address.


birminghammail--2019-04-17--Great British School Swap sees Birmingham school children switch ethnic groups

Last night saw The Great British School Swap debut on Channel 4 - and it features kids from Birmingham and Tamworth.  The eye-opening documentary, set to air weekly on Tuesday evenings at 9pm, featured saw a predominantly white school and a mainly Asian school swap pupils in an experiment.  This week, white pupils from the town of Tamworth get a shock when they arrive in Saltley, central Birmingham, and become the racial minority.  A transgender pupil is paired with a devout Muslim girl, a white mother overcomes her prejudices to go for dinner in an Asian house for the first time, and tensions rise when the students find out what they really think about each other.  “Now is not the time to be building fences, now is the time to be knocking them down,” says the head teacher of Tamworth Enterprise College, Staffordshire, whose 95 per cent white secondary school is about to embark on an exchange with Saltley Academy, Birmingham, which is less than one per cent white British.  Headteacher at Tamworth Enterprise College Simon Turney says: "Now is not the time to be building fences, now’s the time to be knocking them down.  "I think our students are going to be really challenged by the differences in cultures, they would never have been so far out of their comfort zone in their 13/14 years of life."  When the 12 pupils from Tamworth arrive at Saltley Academy, some of them are genuinely scared when the school bus drives through Bordesley Green, where three quarters of the population are Muslim.  Now the white British children are in the minority.  Looking out of the window onto the busy Alam Rock Road, one Tamworth pupil says: "Right now I'm petrified and nervous."  Another says: "It's really different. I've seen a Gregg's though."  At the beginning of the episode, the first of three, pupils are asked whether they've ever seen an Asian person.  When asked what is Islam, one pupil says: "I don't know. Is it a country?"  Arriving at the school all of the students are nervous as they sit in their segregated groups in the classroom.  Their teacher starts the lesson by showing the pupils a powerpoint presentation - it's the answers the pupils wrote down to a questionnaire before the swap.  They were asked to write down what they thought about their respective cultures.  For many of the Saltley Academy pupils, they view their white peers as 'bacon-loving, lazy, fat poshos'.  And they even believed all white people enjoy nudist holidays.  When the tables are turned, the Tamworth students said their new classmates 'only shop at Primark and eat curry'.  These are some of the less offensive prejudices the groups had of one another.  The students also discuss racist language, with many of the Tamworth students not believing 'half-cast' and 'Paki' to be classed as racist until they talk about it in the lesson.  To break up the two groups, they're put into pairs and this is when the students soon learn they're not so different after all.  One pupil says after getting to her new friend: "I thought they were going to be posh but they were normal human beings. We’re so close together but it’s like completely different countries."  It's evident the kids get their attitudes from their parents and in one scene, a white mother overcomes her prejudices when she goes to dinner in an Asian house for the first time.  "That was lovely," she says. "They have a skybox, the house was clean. It wasn't at all what I thought it'd be like."  Tensions do rise between some of the pupils, particularly for a transgender student who faces difficult questions from his new classmates.  But many of the students begin to form strong friendships that will last for life.


birminghammail--2019-05-20--Nearly 90 per cent of Solihull schools contain asbestos - revealed

Almost ninety per cent of the schools that Solihull Council is responsible for contain asbestos, according to official figures.  A Freedom of Information (FoI) request by the Local Democracy Reporting Service (LDRS) revealed that 46 of the 53 schools are understood to have the material inside the buildings.  Twelve sites are listed as containing crocidolite - also known as blue asbestos - which is considered the most harmful type of the substance.  If inhaled, asbestos fibres can cause a range of life-threatening illnesses, including asbestosis, lung cancer and mesothelioma.  While the material was eventually banned outright in 1999, it had been routinely used in construction projects in decades gone by.  Schools, in common with many public buildings, often made use of asbestos to fire-proof structures.  While many builders and other tradesmen exposed to the material have suffered health problems in later life, the Health and Safety Executive (HSE) suggests there is a low risk to the general public if the material is properly handled.  A Solihull Council spokesman said that the local authority closely followed the Control of Asbestos Regulations 2012 - which spell out the legal duties for managing the substance.  "Each school has its own register which lists where asbestos is present on the premises," the council said.  "Each asbestos occurrence has its own material and priority rating.  "Each occurrence is risk assessed and this dictates whether it will be managed or removed."  The data provided relates only to those schools which are still part of the local authority and not those which have converted to academies (which in Solihull includes all but one of the secondary schools).  The names of the schools that contain chrysotile (including presumed):  Berkswell Primary    Blossomfield Infants    Burman Infants    Castle Bromwich Infants    Castle Bromwich Juniors    Cheswick Green Primary    Coppice Juniors    Cranmore Infants    Dorridge Primary    George Fentham Primary    Greswold Primary    Haslucks Green Juniors    Hazel Oak School    Kineton Green Primary    Lady Katherine Leveson Primary    Langley Primary    Marston Green Juniors    Meriden CofE Primary School    Mill Lodge Primary    Monkspath Primary    Oak Cottage Primary    Olton Primary (Old Chapelfields Primary)    Olton Primary (Old Daylesford Infants)    Our Lady of Compassion Primary    Our Lady of the Wayside Primary    Peterbrook Primary    Reynalds Cross School    Sharmans Cross Juniors    Shirley Heath Juniors    St Alphege Infants    St Alphege Juniors    St Andrews Primary    St Anthonys Primary    St Augustine's Primary    St George & St Teresa Primary    St John the Baptist Primary    St Mary & St Margaret's Primary    St Peters Catholic School    Tidbury Green Primary    Ulverley Primary    Valley Primary    Widney Juniors    Windy Arbor School    Woodlands Infants    Yew Tree Primary    Yorkswood Primary  The names of the schools that contain amosite (including presumed):     Berkswell Primary    Blossomfield Infants    Burman Infants    Castle Bromwich Infants    Castle Bromwich Juniors    Cheswick Green Primary    Cranmore Infants    Dorridge Primary    Greswold Primary    Haslucks Green Juniors    Hazel Oak School    Kineton Green Primary    Langley Primary    Marston Green Juniors    Meriden CE Primary School    Mill Lodge Primary    Our Lady of Compassion Primary    Our Lady of the Wayside Primary    Peterbrook Primary    Reynalds Cross School    Sharmans Cross Juniors    Shirley Heath Juniors    St Alphege Juniors    St Andrew's Primary    St Anthony's Primary    St George & St Teresa Primary    St John the Baptist Primary    St Mary & St Margaret's Primary    St Peter's Catholic School    Ulverley Primary    Valley Primary    Widney Juniors    Windy Arbor School    Woodlands Infants    Yew Tree Primary    Yorkswood Primary  The names of the schools that contain crocidolite (including presumed):     Blossomfield Infants    Dorridge Primary    George Fentham Primary    Greswold Primary    Haslucks Green Juniors    Our Lady of the Wayside Primary    Sharmans Cross Juniors    St Andrew's Primary    St Anthony's Primary    St Peter's Catholic School    Yew Tree Primary    Yorkswood Primary


birminghammail--2019-05-28--New special school set to be based in North Solihull

A site in Smith's Wood is looking the most likely location for a new school to cater for the growing number of Solihull pupils with autism.  Solihull Council had originally hoped to have two campuses for the special school, identifying Jensen House, in Auckland Drive, and the Daylesford Infants site, in Lyndon, as plausible options.  But the Department for Education (DfE), which is putting up funding for the project,  has signalled it will only support development at the one location.  A report considered by councillors indicates that the Smith's Wood site will probably be the one taken forward and that the first pupils could start in just over four years' time.  Ann Pearson, from the council's education team, said that initial discussions were now underway on how to deliver the project - which aims to offer up to 100 places for seven to 16-year-olds.  "Really early on in that conversation [the DfE] has indicated that it'll be a one-site solution ... early indications are it will be the north site," she told last night's children, education and skills decision session.  "It will be able to accommodate a whole school, so it's not a reduction in provision."  The project is central to efforts to make it possible for more children with special needs to be educated within the borough.  Demand has risen dramatically in recent years and the cost of places in other authorities is considerable.  Negotiations officially started following the news in March that Solihull's funding bid had been successful.  Officers have said that the most "likely outcome" is that the school will have a new building as opposed to remodelling existing premises on the site.  Cllr Ken Meeson, cabinet member for children, education and skills, urged his department to push for the first option.  "I've been working on the assumption we are going to have a new school," he said.  A process to select a trust to run the institution - which will operate as a type of academy - is also underway, with an organisation due to be chosen next year.  At this stage the DfE believe that the first intake of pupils could start in September 2023.


birminghammail--2019-05-28--Solihull primary school set to double in size

A Solihull primary is set to double in size as part of efforts to meet rising demand for school places across the borough.  It is intended to expand St Augustine's Catholic Primary from September 2020, with the total number of pupils eventually scheduled to rise to 420 - up from 210 at present.  The proposals feed into a wider strategy to create 525 more places by next year.  There is a particular need for more Catholic places for four to 11-year-olds and demand more generally is being driven by major new housing developments at Blythe Valley, Tidbury Green and Shirley.  In order to meet the needs of Solihull's rapidly expanding population, around 1,200 primary places had already been added by September last year.  It was agreed this week that the latest plans, for St Augustine's, will be put out for consultation.  Cllr Ken Meeson, cabinet member for children, education and skills, said: "We have a policy on this, we work closely with the Roman Catholic education authorities.  "They're the ones which come up with the proposals for which particular school they want to expand."  Council officers said that St Augustine's, in Whitefields Road, had a good "central" location in relation to the new housing developments.  The education department has confirmed that the school buildings would be expanded to accommodate the increased number of pupils and that plans would be on show as part of the consultation.  Cllr Jean Hamilton (Green, Smith's Wood) had asked if there was room at the existing site and officers had assured her there was.


birminghammail--2019-06-20--Walsall school ordered to be improved by Ofsted

Government inspectors have ordered a Walsall school to improve - despite praising it in almost all of the key educational areas assessed.  Ormiston Shelfield Community Academy, in Broad Way, Pelsall, was given Ofsted's second lowest 'requires improvement' rating following a visit last month.  Inspectors said the main reason for this was that outcomes for pupils needed improving because children hadn't made as much progress as they should have done.  But in the same report Ormiston's quality of teaching, effectiveness of leadership, personal development and behaviour of pupils and its 16-19 study programmes were all rated as 'good'.  Bosses at the academy said they were pleased that their strengths had been identified by the report and vowed to make the improvements necessary to address Ofsted's concerns.  The report said: "Outcomes for pupils require improvement because pupils have not made as much progress as they should have done in the past.  "Although progress for current pupils is improving and is now stronger, attainment and progress need to improve further to be at least   in line with national averages.  "Although attendance is improving, a small number of pupils continue to be absent too often.  "Gaps in pupils’ knowledge and weak basic literacy skills hamper pupils’ access to the curriculum and achievement. Pupils do not have enough opportunities to write at length."  But it added: "The principal, together with the leadership team, governors and the Ormiston Academies Trust, have established an ambitious culture and curriculum, underpinned by a commitment to equality, inclusion and raising aspirations.  "Teaching, learning and assessment have improved as a result of leaders’ strategic focus on improving teaching. As a result, progress for current pupils is improving.  "Pupils behave well in lessons and at breaks and lunchtime. They show respect and concern for each other. They say bullying is rare.  "Pupils are safe in school. Staff are well trained in safeguarding procedures. They are vigilant and apply procedures effectively in practice, taking prompt action when they have concerns."  Stuart Turnbull, Principal at Ormiston Shelfield Community Academy, said: “We are pleased that the Academy has been rated Good in four key categories, and whilst Ofsted has recognised that student outcomes require improvement, we are already working incredibly hard to build further on the improvements we have already made in this area.  “Alongside the support of staff, students, parents, Governors, the Trust and the wider community, we will be working tirelessly to ensure that every aspect of our provision is the very best it can be.  "I am confident that we are well-placed to achieve this, given the strength of the school’s leadership and management, and teaching and learning, as praised by Ofsted”.


birminghammail--2019-08-23--School reborn after Trojan Horse scandal celebrates wonderful GCSE results day

School reborn after Trojan Horse scandal celebrates 'wonderful' GCSE results day

A school which was in 'turmoil' and branded 'failing' amid the legacy of the Trojan Horse affair is celebrating outstanding GCSE results with smiling pupils - marking what its chief called "the end of the beginning".  Adrian Packer, chief executive of the trust that oversees Rockwood Academy in Alum Rock, said the school had been on an incredible journey since opening in 2015 in the midst of the damaging controversy.  "The young people we have seen this week collecting their GCSE results are those that arrived here as Year 7 students on day one of the new academy, at what was a difficult time that was challenging for them and their families.  "To see the happiness, and to see them get results they have worked so hard for - this is all about their smiles, it's lovely to see," said Mr Packer.  "They had a difficult time and have shown incredible determination and resilience. This is the end of the beginning for the school."  The school sits on the site of the former Park View School, which was at the heart of a probe into discredited allegations of a plot to oust some Birmingham head teachers and make their schools adhere to more conservative Islamic principles.  Dubbed 'Trojan Horse', the allegations resulted in five inquiries and a series of disciplinary hearings against teachers. The school was one of five that were put in special measures as a result. Rockwood Academy is now rated Good by Ofsted.  Said Mr Packer: "The media interviews I gave when we first opened as Rockwood Academy were quite defensive about what was going on at the school - there was a lot of concern about the quality of education the pupils were getting. My job was to look forward to days like this really.  "If there is a secret to our success it is about being optimistic and to strive for improved outcomes for the children, with an incredible head teacher and hard working dedicated workforce.  "That doesn't just mean GCSE results - this is amazing but what's more amazing is to stand here and reflect on the kind of education these children get every day.  "We have really broadened the curriculum and given them far more opportunities outside of the day to day curriculum," he added.  "For example we are now a UCL Beacon School and we lead on Holocaust education - that could not have happened five years ago because we were just not ready for it, the school was in turmoil.  "In those years we have focussed on providing a fantastic experience every day. That sounds easy but there have been challenges along the way - there have been tears and tantrums, but it's absolutely worth it for days like today. Their smiles give me so much energy and fuel to work harder. It's wonderful.  "We are truly proud of our students."  The school has adopted a key focus on science, technology, engineering and maths - the STEM subjects - with pupils performing exceptionally well.  Some 15 students secured the top grade 9 in a range of topics - the highest grade which is only achieved by the top 3% in the country.  Sara Abdi Osman, just 15, achieved seven 9s and two 8s (the equivalent of nine A*). She is the first in her family to complete a British education and her success was being shared by phone to her wider family. She attended early morning intervention groups put on by the school to provide extra assistance, and also attended additional tutoring in the evenings.  Said her proud mum and sister: "She has worked so hard, she has never missed any lessons or opportunities. I was worried she might burn out but she kept focussed and can relax now, it was all worth it."  Said Sara: "I am proud of myself. The school encourages girls to study science and engineering and maths as options - many girls maybe think it's more related to boys but they are my passion."  Ikram Khan, 16, said he was happy with his results, particularly as exams fell during Ramadan - achieving four Grade 9s.  "We were fasting during the exams - so you lose out on sleep and nutrition and has an impact on how you think and how much information you retain so the school helped us to schedule everything, they were really supportive."  “I see tears of happiness and I am so proud.  "We have high aspirations, high expectations and no excuses here - we provide opportunities for every pupil and encourage them to take them. We have very dedicated highly skilled staff and we have a true partnership with our parents. It's such a strong partnership. I am so proud of all our students’ achievements; this year group has been a fabulous cohort of young people. They have worked hard both inside and outside of the classroom."  She added: "A big thank you goes to all members of staff for their unstinting hard work and commitment to support our students in becoming well rounded and resilient individuals. We wish the students all the best when they now embark on the next chapter in their lives.”  The school and its surroundings is undergoing building work, with a £14 million expansion project under way to create a new teaching block with 14 new classrooms, plus a state-of-the-art library, specialist dance studio, improved science labs and additional music practice rooms. There will also be a stunning new atrium with a social space at the centre, to provide a new heart to the school.  Overall results for the school include 56% of students achieving Maths and English combined at Grades 9-4.  In English, Maths and triple Science students did particularly well, with 77%, 58% and 100% respectively achieving Grade 4 and above.  “Congratulations to all the pupils and staff at Rockwood Academy, and the wider team at CORE Education, on such an impressive set of results. GCSE results day marks the moment so many young people will make choices that can shape the rest of their lives, so whatever path they choose, every pupil at Rockwood Academy should do so full of confidence.”


chicagosuntimes--2019-01-10--Chico plan 8 more selective enrollment and 6 more vocational high schools

Chico plan: 8 more selective enrollment and 6 more vocational high schools

Mayoral candidate Gery Chico vowed Wednesday to create eight new selective enrollment high schools — four by building new schools and four by re-purposing half-empty high schools –– to reverse an exodus that has left the Chicago Public Schools with 150,000 more seats than students.  To prevent parents from “voting with their feet,” Chico also wants to give them the choice to send their kids to Level 1 schools with 60,000 vacancies, triple the number of social workers and International Baccalaureate programs and build six more vocational and technical high schools.  “Parents are applying for selective enrollment programs at eight, nine, ten times capacity to accept students That’s way too stressful. And it’s causing an exodus of good students from or system. We need to keep them,” Chico said.  As a former board president of CPS, City Colleges and the State Board of Education, Chico has more credibility and experience in education than any of the other candidates vying to replace Mayor Rahm Emanuel.  His ambitious education agenda is grounded in the notion that “four-year universities are not for everyone” and that students need to be exposed early to alternatives that lead to substantial careers.  Towards that end, he wants to require middle school students to take “one or two courses” of career and technical education programs offered in high school and ensure that they graduate from high school with apprenticeship certificates.  “Trades [union] leaders are telling me people with four-year college degrees are seeking to enter their apprenticeship programs so they can pay off college debt. They’re prepared to invest capital and time to craft this curriculum and make this four-year program with a certificate of eligibility for apprenticeship a reality,” Chico said.  “We have to seize the moment…No more talking about how there aren’t African-American men and women in the trades. Time to do something about it.”  CPS has 150,000 more seats than students. Much of that excess capacity is located in South and West Side neighborhoods hard hit by a black exodus from the city. Pressure is building for another round of school closings now that a five-year moratorium has expired.  Other mayoral candidates have run from the issue of school closings, well aware of the heavy political price Emanuel paid for closing a record 50 public schools.  Chico vowed to confront the issue head-on, even as he simultaneously moves to “re-purpose” shuttered schools “blighting” neighborhoods into community centers, affordable housing, retail, mental health centers and job training facilities.  “I have not closed the door on school closings because, the more I keep open a school that has a handful of students, I’m not doing right by the students in that neighborhood who may benefit under a better set of options,” Chico said.  “We will work with communities to have discussions where there are a handful of students in schools and it doesn’t make sense to keep them open anymore….We’re not gonna leave people in the lurch. It makes it hard to operate when those 50 closures still sit there in that fashion. We need to get that done very quickly. But we don’t have the luxury of just sequencing these things. We’ve got to be walking and chewing gum at the same time.”  When the Illinois General Assembly gave former Mayor Richard M. Daley control over CPS in 1995, Chico was dispatched to the schools in a dream-team pairing with fellow mayoral candidate Paul Vallas.  They raised test scores, reduced class sizes, expanded after-school and tutoring programs and embarked on a $3 billion school construction spree that built 16 new schools, 27 school annexes and 29 school additions.  They built Gwendolyn Brooks and Jones College Prep, along with two of the state’s most highly-acclaimed selective enrollment high schools: Walter Payton and North Side Prep. North Side came to be known as “Chico High” because it was built in time for Chico’s daughters to attend.  Pressed on how he would pay for the new round of school construction, Chico talked about three different sources: the $43 million property tax increase approved by the City Council in 2015 and earmarked exclusively for school construction; tax-increment-financing (TIF) surpluses; and his proposal for a 1.2 percent tax on homes sold at more than $1 million.  Despite a $450 million windfall in state funding, Chico also demanded that the Illinois General Assembly “fully-fund” both pensions for Chicago teachers as well as a “per-pupil suggested level” of funding now short by $4,000-per-student.  “If we do those things, we’ll have more than enough money to, not only build and re-purpose these schools I’m talking about, but go into every neighborhood and make sure that every school is high quality physically with the labs that are necessary today’s education,” he said.


cnn--2019-01-16--Karen Pence teaching art at school that bans gay students parents

Karen Pence teaching art at school that bans gay students, parents

Pence will teach elementary art two days a week at Immanuel Christian School in northern Virginia, her office announced. She'll be known as "Mrs. Pence" to her students, not as the second lady of the United States, per her office.  "I am excited to be back in the classroom and doing what I love to do, which is to teach art to elementary students," Pence said in a statement.  "I have missed teaching art, and it's great to return to the school where I taught art for 12 years," she added.  The second lady previously taught at the same school while her husband was serving in Congress, and has spent 25 years as an elementary school teacher overall.  The school where Pence has taken her part-time job has a "parent agreement" posted online that says their policy bans gay students and parents from the school. The agreement was first reported by HuffPost. "I understand that the school reserves the right, within its sole discretion, to refuse admission to an applicant or to discontinue enrollment of a student if the atmosphere or conduct within a particular home, the activities of a parent or guardian, or the activities of the student are counter to, or are in opposition to, the biblical lifestyle the school teaches," the agreement states. 'This includes, but is not limited to contumacious behavior, divisive conduct, and participating in, supporting, or condoning sexual immorality, homosexual activity or bi-sexual activity, promoting such practices, or being unable to support the moral principles of the school. (Lev. 20:13 and Romans 1:27.) I acknowledge the importance of a family culture based on biblical principles and embrace biblical family values such as a healthy marriage between one man and one woman. My role as spiritual mentor to my children will be taken seriously." Kara Brooks, Pence's communications director, said the attention paid to the school's agreement is "absurd." "Mrs. Pence has returned to the school where she previously taught for 12 years. It's absurd that her decision to teach art to children at a Christian school, and the school's religious beliefs, are under attack," Brooks said in a statement to CNN. She did not answer when asked by CNN if Pence agreed with the policy. In 1991, however, Pence, then an elementary school teacher, wrote a letter to an Indiana newspaper in which she objected to an article that embraced gays and lesbians, The Washington Post noted in 2017. It's unclear whether her attitudes have shifted as public opinion has changed dramatically on the issue. Pence is also an artist herself, specializing in watercolors of homes and historical buildings. Her work most recently appeared in her daughter Charlotte's book, "Marlon Bundo's Day in the Life of the Vice President." Two sequels are expected to be published this year. Pence has also embraced art as her policy platform as second lady; she unveiled her "Art Therapy: Healing with the HeART" platform in 2017, seeking to shine a light on art therapy as a mental health profession through appearances across the US and abroad. This story was updated with new information.


conservativehome--2019-08-21--Free schools must be set free

Free schools must be set free

Gavin Williamson, the Education Secretary, has pledged that free schools will be at the heart of education policy. In terms of the numbers, the growth of free schools has been strong. There are now 444 of them. There are hundreds more in the pipeline.  But the mission to provide innovation and wider choice is not just about numbers. Do free schools have enough freedom? A recent report from the New Schools Network suggests they could and should have more:  “The free schools programme must now return to its original purpose and mission. Recent narrow restrictions on the types of schools that can be approved and the bureaucracy of the application process have hampered the growth of the programme. Innovation and community led schools, which were the driver behind the free schools concept, are completely absent in recent waves. Where highly successful free schools already exist, they are struggling to expand and spread excellence. There is a risk the system is becoming dominated by a few big regional players, creating barriers to unleashing the next wave of innovation in education. In recent years, the policy has continued to see success in niche areas, such as the approval of four new university sponsored 16-19 maths schools and the growth in the number of special school places. Yet the original vision of the mainstream programme, which brought so many benefits to the thousands of children, has disappeared.”  It offers the following recommendations:  It is undeniable that community-led academy trusts have provided some of the most successful free schools. One of them is Michaela, the secondary school in Brent. The founder and headmistress is Katharine Birbalsingh who is an inspirational figure. Boris Johnson is among the visitors who were impressed.  So it is very welcome that the latest batch of approvals, which was for 22 new free schools, included the following:  “Michaela Community School Stevenage- a mixed, non-faith secondary providing 1260 school places for 11-18 year old pupils and will be part of a newly formed multi-academy trust, including Michaela Community School in Brent, judged Outstanding by Ofsted in 2017.”  Other new schools that were announced included Edgar Wood Academy in Rochdale, one of the most deprived areas of the country. The school will be part of the Altus Education Partnership. Its founding school, Rochdale Sixth Form College, has been named as the highest ranked college for value added performance in the country for the past five years.  Newcastle-Upon-Tyne will have the Callerton Academy. This will be led by Gosforth Federated Academies trust, which since 2010 has run the popular and over-subscribed Gosforth Academy, rated ‘outstanding’ by Ofsted.  BOA Stage and Screen Production will be a new 16-19 specialist college in central Birmingham. An offshoot of the successful Birmingham Ormiston Academy, it will offer a highly specialised education in the technical and production side of the performing arts for pupils in the West Midlands.  Looking down the full list we can see that other ones will be opening in Barnsley, Doncaster, Oldham, Liverpool, Salford and St Helens. This is where the greater opportunity is needed the most. These are the areas where all too often parents are not happy with the choices currently available. For many children, these new schools will be transformational for their life chances. Will the local MPs welcome their arrival? Or demand they be closed down?  Boosting free schools is not the only answer. Just as important is to speed along with the forced takeovers of failing schools which are then reborn under new management as “sponsored academies.” The challenges are great in turning round a school.  Reputations takes time to recover even if the name is changed and a new head and governing body brought in. On the other hand, at least the building is already there. Finding premises for new schools is the hardest part, which is why the recommendation noted above to force councils to release sites is very sensible. I would also like to see independent schools give a bigger role. The Assisted Places Scheme should be revived. It should also be made easier for new independent schools to start up, which would result in downward pressure on school fees.  The moral and political imperative is to be bold with school reform. Labour, the “enemies of promise”, threatens church schools, free schools, academies, grammar schools and independent schools. The Conservative reply should be to back all these schools. They should be given more freedom and more chance to expand. Then Jeremy Corbyn will find there are plenty of parents, teachers and pupils willing to defend their schools from his attack.


crooksandliars--2019-09-04--SURRENDER Schools Are Now Being Designed To Deter Mass Shooters

SURRENDER: Schools Are Now Being Designed To Deter Mass Shooters

NBC News featured a segment with Kate Snow last night about a new high school in Fruitport, Michigan that's being designed to deter active shooters.  "Megan helped raise money for the bond issue. Her kids are still in elementary school," Snow said.  "These kids have never grown up without shootings. It's the world they live in. And it's what they know and hopefully we can just make it so it's not something that they have to focus on," the mother said.  And of course, this will only happen in the school districts wealthy enough to do it. The rest of our kids are on their own.  I mean, it's reality, but it's still obscene. It is the shame of America that, bowing to the political reality of a nation held at gunpoint, it's actually easier to build new schools than to get the GOP off the NRA's teat and make our kids safe.  We all know how to change this. Make it so.


eveningstandard--2019-05-08--Colorado school attack Student Devon Erickson 18 named as suspect after one pupil shot dead and e

Colorado school attack: Student Devon Erickson, 18, named as suspect after one pupil shot dead and eight injured amid gunfire

An 18-year-old student has been identified as one of the two suspects in a horror school shooting that left one dead and eight wounded in Colorado.  Devon Erickson was named by Douglas County Sheriff’s office in the wake of the gun attack in the suburb of Highlands Ranch.  Officials believe Erickson and a younger student walked into the STEM School Highlands Ranch on Tuesday afternoon and opened fire on students in two classrooms.  This prompted terrified students to run screaming and others to hide out of sight as gunfire echoed through school.  As shots rang out students ran through the halls shouting "School shooter!"  Pupil Sophia Marks said: "At the moment no one really knew what was going on so I didn't know they were bullets.  "I just kind of saw like flashes and we heard bangs."  Chris Elledge, 15, said his teacher told the class to hide behind weight equipment in the room, where they stayed until police arrived.  He said: “They busted in the room, and they were asking if there was any suspects in the room, if we were OK, and they escorted us out to go out to the front of the building.”  Deputies from a nearby sheriff's department substation rushed to the scene, entered the school and arrested the two suspects after a struggle.  "As officers were arriving at the school, they could still hear gunshots," Douglas County Undersheriff Holly Nicholson-Kluth said.  In the aftermath a large police presence was visible at the scene and multiple ambulances also lined nearby streets.  Three hospitals reported treating eight people in connection with the attack, including two who were listed in serious condition.  It has been confirmed that the victim shot dead was 18, though his identity has not been detailed.  The shooting comes nearly three weeks after neighbouring Littleton marked the 20th anniversary of the Columbine school massacre, a horrific shooting which killed 13 people.  The two schools are separated by about seven miles and are based in adjacent communities south of Denver.  In a statement, White House spokesman Judd Deere said: "Tragically, this community and those surrounding it know all too well these hateful and horrible acts of violence.”  US president Donald Trump said he had been briefed on the shooting and was in touch with state and local officials.


eveningstandard--2019-08-23--US school rebuilt with bulletproof barriers and curved corridors to protect against mass shootings

A US high school has undergone a $49,000 (£40,000) revamp to make it safer for students during mass shootings.  Fruitport High School in Michigan was redesigned with curved hallways to prevent a shooter from having a clear line of sight during an attack.  The Washington Post reports the rebuild was WW1 inspired, when engineers dug through earth to build "serpentine trenches" which had a zigzag pattern, preventing the enemy from shooting in a straight line down the length of the trench.  Classrooms have also been redesigned, now locking on demand, so children can hide easily from gunmen.  Other features allow all doors to be locked from the front office and film applied to glass to keep it from shattering.  “If I go to FPH and I want to be an active shooter, I’m going in knowing I have reduced sightlines,” Fruitport Superintendent Bob Szymoniak told The Washington Post about the curved hallways. “It has reduced his ability to do harm.”  The major overhaul of an existing building was driven by the ubiquity of mass shootings in the United States, Mr Szymoniak said.  He referred to the the El Paso killings at a Walmart this month, along with notorious school shootings at Sandy Hook Elementary School in Connecticut and Marjory Stoneman Douglas High School in Florida.  In 2018, there were 24 school shootings in which there were injuries or deaths. More than 228,000 students have been exposed to gun violence during school hours since the 1999 Columbine High School slayings, an analysis by The Post concluded.  Classrooms will be built with a “shadow zone” where a gunman peeking in could not see students cowering along a side wall, said Matt Slagle, an architect for the project and director of K-12 projects at the TowerPinkster design firm.  The BBC reports 2018 was the worst ever year for school shootings in America.  Gun violence on US campuses left 113 people dead or injured.


eveningstandard--2019-09-04--How to prepare your child for their first day of school

Today, Princess Charlotte will attend her first day of school at Thomas’s Battersea.  The four-year-old middle child of the Duke and Duchess of Cambridge, Charlotte is attending the same school as her older brother, Prince George, who started at Thomas’s in 2017.  A child’s first day of school is a milestone, it’s where they will spend most weekdays for the next 14 or so years and so it can be a nerve-wracking process for both parents and their kids.  However, there are some things that parents can do to help their kids be as prepared for school as possible.  “Encourage them to be as independent as possible,” Sarah West, Marketing and Communications Manager at Parentkind, tells the Standard.  “[This can mean] getting them to practise getting dressed and undressed, into and out of their school uniform, coat and PE kit, look for Velcro shoe straps, elasticated waistbands and clip-on ties to make it as easy as possible for them.  “Also encouraging them to use the toilet independently and remind them of basic hygiene rules. Little fun prompts like making a ‘hedgehog’ shape with their hands when washing them, will help them do it properly.”  West also recommends getting your child into a sleep routine by setting a clear bedtime and getting them to relax by reading them a story.  The first day can be scary, but West recommends talking positively about school in the lead up to their first day.  She continues: “Be enthusiastic, even if you feel nervous or didn’t enjoy your school experience, try talking about all the exciting things they are about to encounter, encourage them to ask questions and reassure them as much as possible.  “Reading books about starting school is a simple way to start conversations with your child and help them familiarise themselves with school routines through the stories.”  While it can be daunting not knowing anyone else at school, West says not to worry if you’re new to an area or haven’t had a chance to get together with the local children before starting school.  West explains: “Kids adapt really quickly and in most cases make friends very easily. Keep an eye out for school PTA welcome events for new parents and children - they are worth attending as they’re a great opportunity for the whole family to meet teachers informally and make some new friends with others at the school.”  West says: “You might well have taken your child along to the school’s open morning when you were choosing a primary school or perhaps the summer fair.  It’s a good idea to do this so that you can become more familiar with the school and get a feel for it.  You could also do a ‘dry run’ of your route to school, just as if it was the big day itself, so that your child understands where they’re going and gets used to the journey they’ll soon be taking every day.  “For parents, we would recommend taking part in the settling in or welcome events for new starters if you can. They’re a great way for you to get to know other parents and the staff beforehand, so that you are familiar with the people who will be looking after your child; and often your child’s reception teacher will make a home visit, so that they can get to know each other before term starts. If you’re not always at the school gates (or even if you are) signing up to your school and PTA’s social media sites is a great way of staying in the loop with everything that’s happening at school.”  A child’s first day of school is just as daunting and exciting for the parent as it is for their little one, but West advises that parents should familiarise themselves with the school website and note down important dates on the calendar to help get a ‘feel of this new adventure’.  West continues: “Our top tip for their first day is to make sure you don’t stick around at drop off; it’s generally best to leave them to it and have a box of tissues ready at home – just in case of tears… yours, not theirs!  “If there were a few tears in the morning and you’re worried, don’t be afraid to call the school and check up on your child – most kids settle in quickly, and the tears will be forgotten, but sometimes it’s worth a call for your own piece of mind.”  West says: “In reception, there is usually a phased approach with pupils starting at different times and only coming in for certain periods of the day. The first day is all about getting used to their new surroundings, meeting their new classmates and getting used to their class teacher and teaching assistants. There’s a lot of games and play at the beginning of reception, so they should have lots of fun.  “Even if your child went to nursery or pre-school, nothing will prepare them for the tiredness they’ll feel, so be aware there might be a few sleepy meltdowns along the way.  “They’ll also be really hungry, so we recommend picking them up with a snack, to keep them going until tea time.”  Parentkind champions all the ways that parents can participate in education and is the leading Parent Teacher Association (PTA) membership organisation and registered charity in England, Wales and Northern Ireland. Parentkind also provides training and support to teachers, governors and parents to build successful home-school relationships. For further information, visit: parentkind.org.uk


france24--2019-03-13--Deadly shooting at Brazil elementary school

Nelson Almeida, AFP | A forensic police vehicle leaves Raul Brasil public school in Suzano, Sao Paulo metropolitan region, Brazil, after a shooting took place at the education centre leaving ten people dead on March 13, 2009.  At least nine people were killed at a Brazilian elementary school where two young men were seen entering the building and firing weapons early on Wednesday, according to Sao Paulo police.  Among the dead were five school children, one adult who worked at the building, one person who was standing just outside the school and the two adolescent shooters, police said.  At least 17 other people, mostly children, were also shot at the Raul Brasil elementary school and taken to hospitals, police said in a written statement. The state of their health was not immediately known.  School shootings are rare in Brazil, even though the country is one of the world's most violent, with more annual homicides than any other. The last major school shooting was in 2011, when 12 children were shot dead by a former pupil in Rio de Janeiro.  While gun laws are extremely strict in Brazil, it is not difficult to illegally purchase a weapon.  Police said that two adolescents wearing face masks entered the building and started shooting at about 9:30 a.m. local time. The pair eventually shot and killed themselves.  Another shooting took place about 500 meters from the Raul Brasil school shortly before the killings at the school, but it was not yet clear if the two incidents were related.  About 1,000 children attend the school, police said.


freebeacon--2019-12-06--Warren to Parents: You Fix the Public Schools

Presidential hopeful Sen. Elizabeth Warren (D., Mass.) says the burden should be on parents to fix public education, urging parents who want options beyond failing schools to pay for improvements and services themselves.  "If you think your public school is not working, then go help your public school. Go get more resources for it," Warren said in an interview with labor giant National Education Association (NEA). "Volunteer at your public schools. Help get the teachers and school bus drivers and cafeteria workers and the custodial staff and the support staff, help get them some support so they can do the work that needs to be done. You don't like the building? You think it's old and decaying? Then get out there and push to get a new one."  Warren's comments are at odds with her past support for school vouchers for children in failing schools, a position she advanced before she became an elected official. She has received more than $2.5 million in campaign donations from the education industry throughout her political career, including nearly $70,000 from the teachers' unions.  Warren's comments to the NEA follow a recent revelation that the senator sent her son to a private school rather than public. Though Warren's daughter attended public school for the entirety of her K-12 education, her son attended multiple elite private schools beginning in fifth grade.  Warren has received backlash from some minority voters over her opposition to charter schools. Pro-school choice activists interrupted her recent campaign event in Atlanta, telling the Massachusetts senator, "We want the same choice for our kids that you had for your kids."  Warren sent her son to the Haverford School, an all-boys college preparatory school in suburban Philadelphia, for six years. Her son graduated from the school, which now costs $39,500 a year, in 1994. Warren's son also attended the Kirby Hall School, a private college preparatory school in Austin, Texas, as a fifth grader in 1986.  The Warren campaign did not respond to a request for comment.  During the NEA interview, Warren touted her opposition to a 2016 ballot initiative that would have expanded charter schools in Massachusetts. While Warren sides with the nation's most powerful teachers' unions on the issue of school choice, charter schools in urban Massachusetts have proved extremely successful, benefitting the same disadvantaged groups Warren claims to fight for.  A 2015 study by Stanford University's CREDO institute found that urban charter schools "provide significantly higher levels of annual growth in both math and reading" that are "larger by significant amounts for black, Hispanic, low-income, and special education students." A Brookings Institution study of charter schools in Massachusetts mirrored these findings. Researchers found that urban charter schools in the state produce educational outcomes "far better than those of the traditional public schools that charter students would otherwise attend."  Despite the positive impact of charter schools on Warren's urban constituents, the Massachusetts senator was proud to detail her opposition to charter school expansion in the state, saying she "fought on the side of the educators" to "beat back a well-funded effort." Though Warren claimed the ballot initiative aimed to "lift the cap on charter schools and expand the number of charters across the state," the initiative only impacted low-performing districts that hit their caps for charter school attendees.  Warren previously supported a voucher system that would allow parents to choose the school their children could attend. The then-Harvard professor wrote in her book, The Two-Income Trap, that "with fully funded vouchers, parents of all income levels could send their children—and the accompanying financial support—to the schools of their choice." Warren references the book in her NEA interview, claiming she "argued in that book that what we need to do is find another school assignment process where every dollar stays in the public schools." This assessment fails to recognize tuition-free charter schools as a public option, a common union characterization.  Warren reversed her support for a voucher system when she launched her presidential campaign, releasing an education plan that calls for the "aggressive oversight" of charter schools and vows to eliminate federal funding for charter school expansion. Warren's plan aligns her with the nation's most powerful teachers' unions, an alliance she reaffirmed in the NEA interview.  "For me, having a union, a strong union, making sure that it is easy to join a union, that unions have more power when they negotiate, is a central part in both making sure that we have strong public schools, and frankly, making sure that we have a strong economy overall," Warren said.


freedombunker--2019-02-16--How Some Schools are Finally Freeing Students from the Bonds of Conformity and Mediocrity

By now, many parents know there is something seriously wrong with the average American school. Time and again, children go into the school system as bright bundles of energy, curious about the surrounding world, and time and again, they stagger through the system frustrated and losing their interest in learning. Unfortunately, parents have firsthand knowledge of what former New York teacher John Taylor Gatto explained in his book, Weapons of Mass Instruction:  That’s easy enough to say, but is it actually possible to do?  A new video from Reason suggests that it is possible, and in fact, is actually being done quite effectively. Host John Stossel travels to the Academy of Thought and Industry (ATI) to explore a school filled with kids who would likely be considered dysfunctional and troublemakers in the normal education system. Instead, Stossel finds a group of thriving young adults, thinking intelligently and actively entering the real world as enterprising individuals.  “I want my students to think with their minds and understand the world. I want them to get stuff done.” He goes on to say, “Teens need responsibility. Ben Franklin, Andrew Carnegie, Thomas Edison started their careers at the age of 12 or 13. I worked as a teen. I loved it!”  Strong developed the idea of a challenging, hands-on learning experience partly through his own negative encounter with the education system. He notes, “School is 13 years of how to be passive and how to be dependent.”  The Academy of Thought and Industry turns this concept on its head:  At first blush, the Academy of Thought and Industry seems like one of those trendy educational ideas that allow students to learn for themselves without any real structure or direction. But digging into the school’s website, one discovers this is not the case. Of particular interest is the school’s approach to reading, thinking, and discussion.  Every morning begins with a Socratic dialogue in which students presumably debate and discuss the ideas they have read in assigned texts. These texts apparently aren’t a walk in the park, either, as one photo from the site pictures students reading Dante. According to an article on the ATI website, the school believes in challenging its students with high-level texts in order to prepare them interaction with the deep ideas of the world. The reason is simple:  If students read, think about, and learn how to understand very sophisticated and complex texts, in addition to the obvious benefits of simply building these skills for the sake of being a more discerning reader and writer, they will do well on … [the critical reading and writing] portion of the SAT exam. Unfortunately, most students rarely encounter adequately sophisticated prose. The average high school senior tends to choose material at the 7th grade level when they choose to read. At the same time, high school textbooks have continued to simplify the reading level such that high school seniors will often be studying history written at a 9th or 10th grade reading level. Finally, even those students who do work with a few challenging texts for an AP Literature class, for example, are often rushing to get through the prose (or even using Cliff's Notes). Slow, careful, analytical reading of demanding texts over the course of years, with a focus on understanding the precise meaning of texts, is one of the most powerful ways to develop the sophisticated reading skills that are reflected by high SAT scores. Very few students even encounter a course that requires this over their four years of high school.  Is such a philosophy working? The evidence suggests yes, for students at ATI schools who have experienced this schooling have almost a 30-point lead over their peers in other schools on the SAT Evidence-Based Reading and Writing exam.  Perhaps it’s time for more of American schools to rise to the challenge and stop trying to place students in the soul-crushing box of conformity and mediocrity?  This article is reprinted from Intellectual Takeout.