Andy Jackson
speaker
133 appearances
1 recordings
1 series
first heard Apr 2026
last heard 19 Apr
Andy Jackson’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 1 in all, peaking in Apr 2026 with 1.
Appearances
The difference, as I think you just said, is that that's now a set of national expectations.
And so it means we need to kind of look at the national system differently and work out whether we need to change the entry policy as well.
Yes, that's certainly one way that you could think about it.
I think the other thing, though, is you have to be at school until you're 16, but you can actually choose to stay at school for another two to two and a half years.
at that point as well.
I think we probably would come at it the other way, which is to say, this is the right education policy, this is the entitlement that someone has, and then we make sure that the funding follows that entitlement.
But certainly in terms of time in education and the evidence on that, we are following that quite closely.
As I said, I think it is a little bit mixed.
And, you know, in the end, what really matters is time spent in school with good teachers, teaching a good curriculum.
And, you know, in particular, in those early stages of learning, tracking progress, working with the individual child and making sure they get access to the best possible teaching and learning that they can.
Yeah, that's right.
And, of course, not every child learns and progresses at the same rate, and they don't all start school with the same experience and with the same, you know...
ability to get in there and learn straight away.
And I'm sure that any primary school teacher will tell you, quite rightly, that every child is different and unique and has their own way of learning and way of engaging.
So it's about getting the national policy settings right in a way that enables schools to do the best job they can.
I think that given that we have a much more structured curriculum, so some of the kids in your example who've been in year zero for an extended period of time,
one of the things that we're encouraging is for schools to think about that first year of structured literacy as the first year that a child has been there.
But of course, you know, they can't have all 25 kids in the class on a different point in their journey once you get to sort of year two or year three, because they're moving then into, you know, more structured classroom teaching.
So it is quite, it is something that we need to think about and work through.
Yeah, so it's not anything I've got any evidence at my fingertips on, actually.
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