Iqra is 18. She was a full time school pupil yesterday, today she is unemployed. She can't attend college full time because she has high anxiety levels caused by her autism. There are not enough part time specialist places for her to get the same opportunity as her mainstream peers. THE UNKINDEST CUT OF ALL – EIS HIGHLIGHTS SCALE OF COLLEGE ASN CUTS The Educational Institute of Scotland (EIS), the country’s largest union for teachers and lecturers, has highlighted the significant impact of long term cuts to Further Education funding on Additional Support Needs (ASN) provision in Scotland’s colleges. The EIS submitted Freedom of Information (FoI) requests to each college in Scotland asking key questions regarding each institution’s ASN provision. The results show a significant decline, nationally, in the level of support available to students with ASN in Scotland’s FE colleges – with significant regional differences in provision. EIS-FELA (Further Education Lecturers’ Association) President John Kelly said, “The results of this national survey of ASN provision in Scotland’s colleges clearly indicate a significant decline in ASN provision for students since the Government began implemented funding cuts for FE colleges four years ago. The evidence from this EIS-FELA survey shows that it is the students who both require and deserve specialist additional support that are suffering the deepest and most damaging consequences of funding cuts. Continued funding cuts have led to a systematic reduction in ASN activity and a reduction in total college capacity to support ASN students – the most vulnerable students in society. The sad truth is that cuts to ASN provision make it far more difficult, if not impossible, for many of these learners to access education at all.” He added, “The Survey also identifies an alarming range in the amount of ASN provision different FE regions provide, which raises serious equality concerns. For example, Dundee College had 699 DPG18 (ASN) students in 2012-13 whilst Aberdeen College had 240, despite being a much larger college. In the same year; West Lothian College, Aberdeen College and Anniesland College all delivered similar amounts of DPG18 ASN activity despite significant differences in their size and geographic footprint. ASN provision is erratic and it would seem purely historical, with no nationwide planning, that the levels of support ASN students receive is dependant mainly on where they live. For Learners with ASN, potentially having to travel to an institution in another part of the country can present a significant barrier to their access to education.” He went on to say, “These are the most vulnerable students in tertiary education and they deserve better. The EIS-FELA survey shows clear trends over the last four years – and starkly identifies the decline in ASN provision within every metric we surveyed – fewer DPG 18 students, fewer ASN courses, fewer qualified staff, fewer rooms and so on. The FE Colleges are now funded as a public sector, with the Scottish Funding Council overseeing regional outcome agreements based on government priorities. ASN provision needs to be restored to 2009-10 levels, and greater consistency of ASN activity delivered across Scotland. The Scottish Government and the SFC will need to ensure that all Regional Outcome Agreements have similar terms.”

Abbey School is a valuable community resource, providing education for children with special educational needs. In 2008 it was rated Outstanding, in 2011 it was rated Good and in 2014 it was rated Inadequate. The school can regain its previous standards with support and encouragement. Closure of the school would represent the loss of a valuable learning establishment, which has become part of our town's social fabric. We call upon Rotherham Council to take appropriate steps to improve the effectiveness of Abbey School and preserve it for the benefit of future Rotherham generations.

Closure Tynyrheol primary school, Llangeinor Bridgend CBC is expecting a shortfall of £50 million in finances, surely it should be looking at cost savings such as bringing good quality brick solid buildings up to standard, especially if they have been modernised with double glazing and full central heating. All that is required is to provide dis-abled persons access which can be easily achieved. If Bridgend CBC would like the option of a new building, even though it will have no money, the building should be located where it is easily accessible to the school children and residents of Llangeinor. To save money Bridgend CBC could employ an overall head teacher based in Betws, Brynmenyn or Bryncethin, which would help with staffing costs.. The objections against the closure of Tynyrheol primary school are as follows:- There is no public transport service between Betws and Llangeinor, and with a shortfall in finances there will be none. There are fourteen pupils at Tynyrheol primary school who receive free school meals. If any of these children have an accident or are taken ill in the new school, it is unlikely that their carer’s could afford the bus fare to go to Bridgend and from Bridgend to Betws to collect their child. Certainly they could not afford a taxi fare to bring the child home. The Highways Department of Bridgend CBC has confirmed that the 1.7 miles distance between the two schools has no safe pedestrian way for the children to walk to school. Therefore it would be necessary for school buses to be provided. At the time when the Council is trying to cut costs by keeping transport costs to a minimum. The LEA representatives state that the education of the children would be improved because of additional provisions at the new school, this is not true. Because children from Llangeinor would need to catch a school bus, they are unlikely to benefit from these facilities. There are approximately forty pupils at Tynyrheol primary school who take advantage of the free breakfast facilities at their present school; these pupils are unlikely to be able to take advantage of any facilities if a new school building was located in Betws because of transport problems. Free breakfast facilities which is a Welsh Assembly initiative, and at Tynyrheol primary school has been proven to be beneficial, not only to the children’s health but the children are more alert during lessons. Tynyrheol primary school at present runs a series of successful after school clubs which are regularly attended by twenty to twenty five children at each session. These children will lose out if they are dependent on a school bus service. Children attending Nursery aged three upwards for two terms during the school year are part time, concerns are raised about safety supervision of these children if there is a school bus service, provided for them, which is additional unnecessary transport costs. These children for two terms during the school year are at the school on a part time basis. Who will ensure the safety and transport of these children back to Llangeinor, if the Council is seeking to cut costs? Bridgend CBC LEA has submitted monetary figures to the Cabinet of Bridgend CBC, and concerns have been raised about the integrity and correctness of these figures. At the moment there is approximately seventy five to eighty pupils at the school.

I am a school governor of a school which is being closed, against the wishes of the community, children of three years of age are expected to get up early, travel in a bus and very possibly go without breakfast. These children will lose all the comradeship attained through living in a close community. The only community shop will close because parents will not be taking the children to school, and will no longer be customers. This is a disaster for a close community.

The Disabled Student’s Allowance (DSA) is a fund that covers the additional costs of attending university with a disability. It has enabled many thousands of students in the U.K to access higher education where this otherwise would not have been a possibility. A key part of the allowance goes to providing the assistance of support workers. Support workers see students regularly, depending on the student's needs, and are one of the most important aspects of support for students with disabilities at university. The government are proposing a cut to DSA that would remove the funding for a support worker (for full details of what aspects of DSA are being cut and which are remaining in place please see the link below(2)). According to a 2014 study by Randstad: “More than one in three students with a disability (34%) say they would definitely not have attended university without DSA support, while a further 36% are unsure if they would have originally attended. Less than one in three students with a disability (30%) would still definitely have decided to go to university without the support of the DSA.(1)” I am a support worker myself, and two of the students I support have said that they would not have made it through the first year of University without the support they received. I have seen first-hand what a difference the presence of support workers make to students’ experiences of university. It is in the Government’s interests, also, for the funding for support workers to be in place. In the long term, there is much more money to be saved by enabling a large proportion of people with disabilities to enter into work, and hence less reliant on the welfare system, by providing access to higher education. Disabled students who are granted DSA, assigning them support workers, are much more likely to complete their course and get a higher grade(1). The government are defending their decision to make cuts to DSA based on the fact that Higher Education Institutions would be obliged to fund support workers. Although, in theory, this is a legal requirement on the part of Higher Academic Institutions, this would create a market where admitting students with a disability would cost the university a great deal more than non-disabled students, and would result in some universities not providing the necessary quality or quantity of support. For more information on this issue please visit (1) http://www.disabilityrightsuk.org/news/2014/november/fight-dsa-cut and for the original statement from David Willetts see (2) https://www.gov.uk/government/speeches/higher-education-student-support-changes-to-disabled-students-allowances-dsa. If you agree that a cut to DSA funding of support workers is unacceptable, please sign this petition. I will be writing to the three Brighton MPs for delivery on the 20th November, asking them to please vote against this decision, so the matter can come up for debate, and hope to have a wealth of signatures to back my request. Many Thanks, Priya.

Research shows that regular poor sleep puts you at risk of serious medical conditions including obesity, heart disease and diabetes – and it shortens your life expectancy. With teenagers waking up between 6-8 ready for school, they are definitely not getting the quality sleep that is needed in order for them to succeed In their life, as they are not concentrating during lessons which leads to lack of qualifications.

Councillors have drawn up and progressed this option with no consultation or briefing with school staff, or any regard whatsoever for the 300 children who will be directly affected if the MAE becomes a residential or commercial property. We are alarmed by the speed of Merton's decision-making and distressed that Councillors have failed to consult - let alone consider - our school community in moving forward to identify their preferred option in isolation. We, the parents, carers, relatives and friends of Joseph Hood Primary School, demand that Merton rethink their "preferred option" until a full consultation has been carried out with the parents and staff of our school as well as with the school's neighbours. #JoHoSaysNO

On 5th November 2014, Falmouth University announced the closure of their Contemporary Crafts degree. This degree, with historic roots in pottery & ceramics, is vital to the Cornish economy & creative culture. Let's not lose something with such personal, regional and national importance. There has been a ceramics/crafts course attached to the Falmouth School of Art since 1976, when Tom Cross was appointed Principal and the School continued to develop its resources by improving its sculpture studios and creating a new studio for ceramic sculpture. Adding ceramics to Falmouth School of Art, founded in 1902. The links between ceramics and crafts at Falmouth School of art and the wider economy cannot be underestimated with ex graduates flourishing both county, country and internationally. As we, as a society, increasingly lose the skills to make things and forget that not everyone wants to pursue academic studies, this is a course which applauds creativity and talent and maintains the nation’s skill bases. How can it be appropriate to close down one of the countries few excellent facilities? Again, a price has been placed on a course without considering the long term future of the individuals and future generations. How disappointing! The Contemporary Craft course isn't just about learning and training in a skill, it is about pushing boundaries, discovering new processes, working with inspirational peers and lecturers, and most of all a chance to explore who you are as a maker. We demand Falmouth School of Art reconsider this closure for the betterment of the school and the wider community. The cultural enrichment of ceramics and craft courses to both Cornwall and the wider community and the contributions Falmouth School of Art graduates make to the cultural development of the county, cannot be measured by spreadsheet. Sometimes the right choice is not about money and we would hope that upon realising the support for these courses both county and country wide, the University and its Director, Vice-Chancellor & CEO, will reconsider severing the ties between the vibrant crafts community and the university. as 38degrees petitions require a UK post code, if you are outside the UK and want to sign please send your name and comment to [email protected]

Latest Update: The first specification outlines have been released and it is still 70% theory! Now it is 60% Exam 10% written coursework and still only 30% Practical! Following the consultation regarding changes to GCSE PE (in which the opinions of PE teachers seem to have been completely ignored) the government are forcing incredibly damaging changes to GCSE PE which will have far reaching impacts right down to year 7 PE lessons. They have decided that the course will change from the current 60% practical 40% theory to 30% practical and 70% theory! This change will almost completely take the physical/practical aspect out of Physical Education. They are also proposing to massively narrow the activities that students can use as the practical element (moving to a much more traditional / Public school offering of activities). The impact of this will mean a narrowing of the activities offered by secondary schools which will feed down through the year groups. The move to an almost solely theoretical course will also have an impact on the activity level of students in PE lessons, due to schools trying to maximise the performance of students by focussing much more on theory lessons rather than actually being physically active and taking part in sport. This will have long lasting and damaging effects on the health and fitness of future generations. The changes will also take away another avenue for students who are less academic to be successful and get a qualification in an area that they may wish to follow as a career. If these changes go through then many schools may choose to no longer offer Physical Education as a GCSE and the change to the GCSE PE course may well be the final nail in the coffin for physical education in secondary schools, if people do not force a change of direction.

The London Borough of Barnet is fortunate to have four excellent nursery schools (Brookhill, Hampden Way, Moss Hall and St Margaret’s) all of which have been graded 'outstanding' by OFSTED. All four are under threat from the latest Barnet Council proposal. http://barnet.moderngov.co.uk/documents/s18692/Nursery%20School%20Review.pdf All four nursery schools put in place the essential building blocks of education in a safe, social and rated ‘outstanding’ environment. Barnet Council Officers are proposing changes to meet the planned cuts in funding which, we are concerned, could spell the end for the 'outstanding' level of education offered by our community nursery schools. Currently each school has its own head teacher, deputy head teacher and each class has a teacher to achieve its outstanding status. This level of staffing cannot remain with the proposed changes to funding. We believe it is wrong that providers delivering basic childcare are funded at the same rate as schools providing ‘outstanding education’. This funding formula will result in drastic cuts in staffing which will directly undermine the schools' ability to provide the same high standard of education and support to parents and the community. We also fear the schools are at risk of ending up being stripped back to providing only basic childcare in 'bare minimum Barnet'. If these draconian proposals are put in place the damage will be irreversible.

The utility of excessive homework even at secondary level is far from clear and at primary level and below is deeply resented by growing numbers of children, their parents and their teachers.Ridiculous amounts of homework are routinely imposed on young children as a short term means of - for the teachers' and headteachers' benefits - passing tests and meeting targets that are themselves narrow, methodologically unsound, unnecessary and politically motivated. Whilst some might argue that 'moderate' or 'reasonable' loads of homework are not detrimental, the present structuring of education to such short-term school goals and the failure of the teaching profession to resist the associated attack on decent educational values ensures that such moderation now exists only rarely. Instead, teachers and headteachers are consumed in 'races to the top' of league tables directly at the expense of the children in their care. In the short term children are denied the leisures and pleasures (many of which are of far more learning value than homework) of the different childhoods they could otherwise have had. In the longer term, an inevitable and resentful disengagement from the love of learning scandalously underline the intellectual and moral poverty of our educational 'leaders'.

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