Section One:
The historical
context
8.
Some
and finance all being centrally managed.
conclusions
• However it still remains the case that the level of
budget a school receives is dependent on local
funding of the authority resulting in considerable
A clear message from the conversations and variation between neighbouring authorities.
research that have underpinned this historical view
is that education thinking comes round again and An educated child
is applied afresh to the current context of learning • Education needs are now considered to be child-
and the environment. Analysing what has been centred and personal. Schools are more aware of
successful in the past can valuably inform future the education and development of the child both
thinking and plans. in and out of school through the Every Child
Matters agenda.
Some of the considerations and conclusions which • The restructuring of the government department
should inform our future: to move from education to children’s services
signposts a change of thinking and responsibility
Education access for all for the development of the child.
• Children now have access to education from • The expectation of parental involvement in
3
_
18 years with many extending their learning children’s learning is greater than ever before as
opportunities into higher education. indicated in the Children’s Plan.
• Parents are given the opportunity to choose the • Schools are now expected to be inclusive of every
school for their offspring. type of learner whatever their ability. For those
• Over the last 20 years the framework in which with physical problems it is true that buildings
the school operates has moved from local to and resources cater for specific needs better than
national control with accountability, standards ever before.
26
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66