![]() After the war, the Mandate was referred to the United Nations. After its formal approval in the House of Commons on, it acted as the governing policy for Mandatory Palestine from 1939 to the 1948 British departure. The White Paper of 1939 was a policy paper issued by the British government, led by Neville Chamberlain, in response to the 1936–1939 Arab revolt in Palestine. To this, the white paper added a companion ambition, to increase the national GCSE average grade in both English language and maths from 4.5 in 2019 to 5 by 2030.īoth will be challenging to achieve against a backdrop of pandemic learning loss, continuing Covid disruption and a funding squeeze started by the government’s austerity policies, now exacerbated by rising inflation.Statement of British policy in Mandatory Palestine On attainment, the government had already set a target in its levelling paper for 90% of children to leave primary school with the expected standard in reading, writing and maths, up from 65% currently. The requirement for all schools to offer a minimum school week of 32.5 hours will have limited impact because most schools already do so, and the “parent pledge” that a school will provide evidence-based support if your child falls behind in English and maths and keep you informed of their progress has been dismissed as a gimmick. Otherwise, the white paper covers familiar territory – the new and widely welcomed national register for children not in school, the use of data to modernise and improve tracking of attendance, the £30,000 starting salary for teachers, plus more and better teacher training. ![]() Faced with government pressure to academise, it remains to be seen whether schools, unions and local communities still have the energy for a fight. ![]() Zahawi has sweetened the pill by offering local authorities with successful schools the chance to set up their own multiple-academy trusts. It’s logical to bring schools under the same regulatory framework.”Ĭritics, however, warn that joining an academy trust does not necessarily lead to higher attainment and that making all schools academies will be fraught with difficulties. “We know the current system is fragmented. “There is some logic to all schools becoming academies,” said one commentator. While most of the 3,500 secondary schools in England are now already academies, the great majority of the 16,800 primaries in the sector are not, with only 44% of mainstream schools in England having made the switch. Six years ago, Nicky Morgan was forced to do an embarrassing U-turn on a similar pledge as education secretary after backbench Conservative rebels rejected the idea of already high-performing schools being forced to become academies. The single most impactful announcement was the promise that all schools in England would either be in a multi-academy trust or in the process of joining one by 2030, with a single regulatory approach. The document, entitled “Opportunity for all: strong schools with great teachers for your child”, did include at least one key measure that could significantly change the education landscape. “It’s a pass, but not a good one.” Not much to object to, little to inspire, and inadequate funding to achieve any of its stated ambitions. “I’d give it a C-minus, or a GCSE grade 4,” said another.
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