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The Rosemary Evans Bequest Award 2018

Are you a recently qualified early years / primary teacher (QTS gained since June 2016)?  Are you keen to reflect on your professional development as a classroom practitioner? Are you keen to get something published in an educational journal and add it to your CV? If so, we hope you will be interested in the Rosemary Evans Bequest Award to be given on an annual basis to the best article received for publication in Primary First from a recently qualified teacher. The award is for £200 and the theme can be selected from one of the following:

  • The highlights and challenges of taking on your own class
  • What do you see as the key principles and/or values which inform your approach to learning and teaching?
  • How can teacher retention be improved?
  • The global teacher for the 21st century.
The article should be between 1500 and 2000 words and you are welcome to select your own focus and title, but drawing on one of the above themes. The article should both critically explore aspects of your own experience and identity as a recently qualified teacher and be informed, where appropriate, by relevant literature. Your personal voice is seen as a key dimension of the writing. The final date for submission for this academic year is 1 May 2019. It is to be submitted electronically in Word or PDF format to Robert Young, NAPE General Secretary at rmyoung1942@yahoo.co.uk. The Primary First Editorial Board will judge the submissions and it is anticipated that more than one submission will be considered for inclusion in the journal, although not in receipt of the Award itself. Further details about the Award can be requested from Robert Young. Background and Criteria As a result of a very generous bequest from the Rosemary Evans estate, the NAPE Council decided to make an annual award of £200 for the best article received from a recently qualified early years/primary teacher in the United Kingdom on a theme which we hope has particular salience for recently qualified teachers. The NAPE journal, Primary First, attracts contributions from distinguished educationists as well as current classroom practitioners at different stages of their careers and we see contributions from new teachers as making an important and very welcome contribution to educational discourse. We are pleased to announce that since the annual award was introduced in 2016, two primary teachers, new to the profession, have had their articles published in the Journal and have received the award. The following criteria will be used for assessing the submissions:
  • it meets the specifications regarding word-length and choice of theme;
  • it is written with clarity, fluency and in a style which engages the reader;
  • it illuminates the issues/topics being addressed with insight and informed judgement;
  • it address aspects of the author's own experience as a teacher with a perceptive and critical eye.
  • it draws selectively and cogently on elements of relevant literature (which might include local and/or regional documents, published articles, key texts etc.), acknowledging sources, where appropriate.
2 October 2018

Latest Edition of NAPE News

Click below to read the latest edition: NAPE News Summer 2018

Research Paper by Prof. Margaret M. Clark OBE

How justified is it to dominate government policy on early literacy with synthetic phonics and the Phonics Screening Check? Evidence, effects and expenditure. Part I: Recent evidence on effects and expenditure Read the paper HERE

The Phonics Screening Check 2012-2017: an independent enquiry into the views of teachers and parents

The Phonics Screening Check 2012-2017: an independent enquiry into the views of teachers and parents If you are a head teacher of an infant or a primary school in England, a teacher who has assessed children on the Phonics Screening Check or a parent any of whose children have been assessed on the check we hope you will take part in this independent survey. It is important that we achieve a large and representative sample to ensure our evidence has credibility in informing debates at DfE on the effect of current literacy policy in England. Please take part in the survey whether or not you agree with government literacy policy. Professor Margaret M. Clark, Visiting Professor, Newman University in collaboration with Professor Jonathan Glazzard, Leeds Beckett University. The Phonics Screening Check is a statutory assessment administered to all children in Year 1 in state schools in England since 2012. The check consists of 40 words to be read aloud to the teacher (20 real words and 20 pseudo or alien words). Any child who fails to read at least 32 out of 40 words correctly must re-take the check at the end of Year 2. The survey forms are accessed from the following links: Head teachers of infant and primary schools https://www.surveymonkey.com/r/PhonicsHT Teachers who have assessed children on the check https://www.surveymonkey.com/r/PhonicsT Parents of children assessed on the check https://www.surveymonkey.com/r/PhonicsP What is the aim of the research? This is an independent research project to inform government policy, evidence-based by the views of teachers and parents. Your participation is entirely voluntary. Your answers will remain anonymous. Our aim in collecting geographical information, and years in teaching, is to enable us to assess how representative a sample we achieve.Should you wish to contribute further to the research either in writing or by an interview please contact us. Why is this survey important? There were no questions about the future of the Phonics Screening Check in the Government consultation in 2017 on Primary assessment in England. It was merely stated that it is a statutory assessment. Thus it appears the government is firmly committed to its continuation. We feel it is time to give teachers and parents a voice through the medium of an independent survey exploring the effect government policy is having on children`s literacy experiences in school, whether the check is value for money and whether it should remain statutory.        

International Festival of Childhood

You can book now for this important event, which runs from 29 June to 2 July 2017. http://www.festivalofchildhood.com IFOC2017_LEAFLET1[2]

Save The Children Early Years Lobby Day

On 22 February 2017, Joan Norris, a NAPE Council member, attended this important conference in London where she lobbied about the importance of the quality of early years teachers. Photographs and a report of the event can be seen here: https://storify.com/savechildrenuk/save-the-children-early-years-lobby-day

NAPE and ASPE

ASPE and NAPE have moved even closer together through our joint sponsorship of the NAPE journal, Primary First. The link was established with issue 17 and strengthens the association’s support for the ASPE journal, Education 3 to 13.  Working together the associations provide professional comment on educational matters of interest and relevance to teachers and parents right across the spectrum from nursery school to university.

The Keycolab European Project

John Coe is directing the UK contribution to the Keycolab Project, a collaborative project concerned with the evaluation of the European Key Competencies for Learning, and the professional development of teachers to enable this to happen effectively. Lynn Hannay and Stuart Swann have been supporting John in this work and taking part int he European Conferences, in Belgium and Finland, and recently in Oxford. Six of our Oxfordshire schools are carrying out the research and helping to develop evaluation profiles. Click the images below to view and print. keycolab-poster about-keycolab keycolab-partners