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Narrowing the attainment gap between disadvantaged pupils and better-off peers is a key challenge for leaders across all types of schools and one which Ofsted is keeping a close eye on, reports Jo Stephenson

The aim of this article is to describe and analyse how policy changes in the three latest Swedishcompulsory school, preschool class, and school-age educare curricula affect the political goal of pupil influence. This is done with an interest in implications for utterances of power relations and for didactical considerations for living and learning democracy in school. This article analyses pupil influence by using theories of democracy, power, and didactics. The method used is content analysis. The empirical results show that pupil influence in the curricula is linked to seven concepts: democracy, value, norm, rights, responsibility, influence, participation. Our conclusion is that only small differences exist in terms of the central concepts mentioned in the curricula linked to pupil influence. Secondly, we found a policy shift with respect to the pupils, i.e., viewing pupils as subjects or objects. Thirdly, we found a shift in how learning is viewed in the curricula and the type of didactical questions that are in focus, which illuminates a change in utterances of power relations that challenges possibilities for living and learning democracy in Swedish school education.

Expert says differential pupil premium rates could boost outcomes for some disadvantaged pupils

Can pupils be prevented from progressing from year 12 to year 13 at college if they do not achieve good grades? Kelly Reeve, team leader of the Child Law Advice Service, examines the applicable guidance

SUMMARY. A school curriculum which exhibits variety of process as well as breadth of content helps to make learning more effective and to gain the commitment of the learner. On‐going assessment takes into account a wider range of work and gives credit to more varied skills and competences than traditional examinations. A. record compiled in consultation with the pupil can be a formative instrument, giving opportunity for counselling and encouragement. The Welsh Joint Education Committee has explored regional models which conform to a range of criteria

Auf der Basis einer Videografie an einer Kinderuniversität wird in dem vorliegenden Beitrag die Frage verfolgt, wie an einem außerschulischen Lernort generationale Ordnung hergestellt wird und welche Gestalt diese annimmt. Als heuristischer Rahmen dient das Modell der "Sozialisation als generationales Ordnen" (Bühler-Niederberger 2011; Bühler-Niederberger & Türkyilmaz 2014). Die Analyse der ersten Sitzungen von zwei kontrastiven Kursen an der Kinder- und Jugenduniversität zeigt erstens, wie Kinder struktursensitiv Regeln in dem unbekannten Kontext erspüren, erarbeiten und modifizieren, wie sie KomplizInnen in der Herstellung generationaler Ordnung sind. Zweitens wird die Dominanz der schulischen Ordnung und des SchülerInnenstatus für Kindheit deutlich. Die Kinder stellen "Schule" her - paradoxerweise auch in einem außerschulischen Kontext. Drittens wird im kontrastiven Vergleich der untersuchten Kurse eine Varianz dieser Ordnungen -in Bezug auf die Form des Wissens und Adressierung der Kinder- herausgearbeitet, die allerdings die Dominanz der schulischen Ordnung nicht bricht. (Autorenreferat)

If children are struggling socially and emotionally they cannot take full advantage of educational opportunities, so it is vitally important for all schools to have a mental health and wellbeing strategy