2.
Overview:
the impact of
policy on
attainment and
any implications
for learning
environments
and resources
Three seminars in early September, chaired by
Charles Clarke, MP, were designed to gather oral
over the next
evidence based on the issues distilled from the
written responses. There were 35 participants at 5
_
10 years
the industry seminar and 15 at the session for
education. In addition there were other responses 2.1
to the issues, such as those from the National Attainment and learning environments
Strategies and the National Association of Head
Teachers (NAHT). The majority of responses throughout the
questionnaire endorsed a correlation between
improvement of the learning environment and
improvement in attainment. With regard to specific
1.3 policies, most agreed in their comments that
Structure of the chapter current approaches have the potential to bring
about desired changes, provided that appropriate
The sections within this chapter integrate responses and sufficient resources are in place. However,
to both parts of the questionnaire. Views when asked a ‘rating’ question on this subject,
contributed at the seminars are presented as boxed there would appear to be less certainty. 34% of
‘Insights from practice’. Section 2 presents general schools and 45% of industry did either agree or
views on the relationships between attainment, strongly agree that policies will have a positive
learning environments and resource needs, impact. But Figure 1 also reveals a strong sense of
including those related to staffing. Section 3 ‘no view either way’ from both ‘schools’ and
considers the impact of specific policies on ‘industry’.
attainment and any implications for learning
environments and resources. The perspectives of
the different categories of contributor are
highlighted throughout. Section 4 explores the
issues and related challenges and opportunities
identified by each of these respondent groups that
are likely to prevail over the next 5
_
10 years.
Section 5 tackles the future up to 2025 and
clusters the views of all contributors as a number of
common themes.
33
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