‘The design of educational environments will
determine the full impact of ECM. Integrated
At a national and local authority level, there was a children’s services at neighbourhood level and the
request to review an outdated funding model integration and co-ordination of children’s centres
which acts as a barrier to the delivery of a holistic and extended school programme will mean that
service. It was recommended that some elements the educational environment will need to
of primary healthcare should be incorporated. accommodate a wide range of professions and
services. The impact of this integration will be
Attainment access to the resources best able to counter social
Respondents were undecided whether the policy barriers to learning that hinder many
will affect attainment. However, if attainment were disadvantaged groups.’
to be measured in ECM terms rather than within University
the current ‘narrow band’, one view was that the
impact of the policy would be ‘huge’. Resourcing implications
Given this wider remit, school respondents are
School as community and community as school looking for a mechanism to support delivery
Some respondents saw the ECM agenda as outside the school environment for pupils who are
potentially having a radical effect on what might no longer within school and for personalising their
be deemed the ‘learning environment’ and who education offer. They want materials and tools that
might be included as beneficiaries: will engage the family in learning. Some would like
to offer parents and carers electronic access to
‘The education environment will include provision pupils’ progress and attendance records.
for the needs of parents and families.’
School leader, Secondary phase Education suppliers point out that ECM endorses
personalisation:
‘A greater move towards the school as a
community environment and as a learning ‘Online, on-demand resources, appropriate to need
community. Superb opportunities to achieve higher and educational outcomes, personalised learning
levels of attainment through better meeting the and resources that enable learners of all ages to
needs of the child and focusing on the learning engage in their chosen learning. Shift Happens
needs of the workforce as a means of achieving gives us a taste of what we don’t know. Change
this.’ must be managed and embraced.’
Education body/consultant Education body/consultant
49
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