Cambridge Review (Final Report)
Tuesday, 13 October 2009
FINAL REPORT FROM THE CAMBRIDGE PRIMARY REVIEW
Today (Friday 16 October 2009), following its three-year enquiry and 31 interim reports, the Cambridge Primary Review publishes its final report on the condition and future of English primary education
Report facts and figures. The report draws on more than 4000 published sources, both national and international, together with: 28 specially-commissioned research surveys; 1052 written submissions from leading organisations and individuals, ranging from 1 to 300 pages in length; nearly 250 soundings, seminars, conferences and other meetings in different parts of the country; thousands of e-mails; and an extensive trawl of official data. The report has been written by a team of 14 authors, supported by 66 research consultants and a 20-strong advisory committee, under the editorship of the Review’s director, Professor Robin Alexander of Cambridge University. Its 608 pages and 24 chapters end with 78 formal conclusions and 75 recommendations for future policy and practice, all endorsed by the report’s authors and the Review’s advisory committee.
The bottom line: how well are we doing? The report finds England’s primary schools under intense pressure but in good heart and in general doing a good job. Since 1997, investment in primary education has risen dramatically and many policies have had a positive impact. Highly valued by children and parents, primary schools provide stability and positive values in a world of change and uncertainty. Contrary to myth, schools are not in constant danger of subversion by 1970s ideologues and they do not neglect the 3Rs. The real problems are rather different, and in relation to these there is certainly room for improvement.
TO READ THE REST OF THE RELEASE GO TO MEMBERS' PAGE
Today (Friday 16 October 2009), following its three-year enquiry and 31 interim reports, the Cambridge Primary Review publishes its final report on the condition and future of English primary education
Report facts and figures. The report draws on more than 4000 published sources, both national and international, together with: 28 specially-commissioned research surveys; 1052 written submissions from leading organisations and individuals, ranging from 1 to 300 pages in length; nearly 250 soundings, seminars, conferences and other meetings in different parts of the country; thousands of e-mails; and an extensive trawl of official data. The report has been written by a team of 14 authors, supported by 66 research consultants and a 20-strong advisory committee, under the editorship of the Review’s director, Professor Robin Alexander of Cambridge University. Its 608 pages and 24 chapters end with 78 formal conclusions and 75 recommendations for future policy and practice, all endorsed by the report’s authors and the Review’s advisory committee.
The bottom line: how well are we doing? The report finds England’s primary schools under intense pressure but in good heart and in general doing a good job. Since 1997, investment in primary education has risen dramatically and many policies have had a positive impact. Highly valued by children and parents, primary schools provide stability and positive values in a world of change and uncertainty. Contrary to myth, schools are not in constant danger of subversion by 1970s ideologues and they do not neglect the 3Rs. The real problems are rather different, and in relation to these there is certainly room for improvement.
TO READ THE REST OF THE RELEASE GO TO MEMBERS' PAGE