Papers by guy roberts-holmes
16 Christopher Day and Guy Roberts-Holmes contingency of the local whilst retaining a neo-Marxist... more 16 Christopher Day and Guy Roberts-Holmes contingency of the local whilst retaining a neo-Marxist emphasis on structures (Goodson 1995, Gerwitz 1996, Haywood and Mac an Ghail 1996). The paper works 'simultaneously' with both the macro structural and micro ...
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British educational research journal, Apr 23, 2024
In September 2021, following the global COVID-19 pandemic, the Department for Education introduce... more In September 2021, following the global COVID-19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4-year-old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school-ready’ human capital. This paper reports on professionals' and children's responses to RBA by analysing the mixed-methods data from a nationwide survey of early years professionals (n = 1032) and six in-depth case study Reception classes with teacher interviews (n = 14) and researcher observations (n = 12). An adult thematic analysis of the responses suggests that some children and their teachers used their agency in creative ‘small acts’ of micro-resistance. These ‘small acts’ of resistance and refusal are theorised as micro-political contestations of a policy that is antithetical to early education's socio-cultural approach. More research is needed to further understand the politics of young children's rights, agency, micro-resistance and refusal.
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Psychology of Education Review, May 1, 2017
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SAGE Publications Ltd eBooks, 2018
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British Educational Research Journal , 43 (4) pp. 671-682. (2017), May 2, 2017
Primary school reception baseline assessment was designed to produce a single ‘baseline’ data fig... more Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE-accredited baseline assessment providers blurred the distinctions between not-for-profit social enterprises, digital policy innovation labs, edu-business, and the state. It is argued that through a process of networked governance, these cross-sectoral organisations successfully enticed some primary schools with the ‘moral economy’ of using baseline assessment. It is argued that baseline's simplistic reductionism allowed for the economisation of early years education assessment and for its commercialisation of comparison. This paper reports on a sample of five head teachers, taken from a much larger study that used a mixed-methods approach involving a nationwide survey (n=1131) and in-depth interviews with reception staff and head teachers in five geographically disparate primary schools. Baseline assessment was ‘withdrawn’ by the DfE in April 2016, quite possibly because of campaigns by early years organisations, the government's own report showing that the three separate baseline datasets were incompatible, and national research funded by the teachers’ unions, a small part of which is reported upon here.
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Researchers from University College London evaluated the first year of the Youth MHFA in Schools ... more Researchers from University College London evaluated the first year of the Youth MHFA in Schools programme. During the first year of the programme over 1,200 school staff attended a Youth MHFA One Day course, qualifying them as Youth MHFA Champions – someone who is skilled in understanding how to spot the signs and symptoms of mental health issues in young people and who has the confidence to guide a young person to a place of support. The study involved over 1,000 school staff and found that following the training, staff reported around a three-fold (190%) increase in confidence in knowledge, skills and awareness to support a young person struggling with their mental health. 1) Before taking Youth MHFA training, only 30% of staff reported feeling knowledgeable, skilled and aware to support a young person experiencing mental ill health. 2) After acquiring Youth MHFA skills, 59% of staff said they felt highly knowledgeable, aware and confident to support a young person. 3) This increased to 87% up to three terms later, highlighting a sustained improvement as staff put their skills into practice and had time to reflect on their training.
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Educational Philosophy and Theory, 2021
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Library Review, 2007
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Neoliberalism and Early Childhood Education, 2021
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Neoliberalism and Early Childhood Education, 2021
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Neoliberalism and Early Childhood Education, 2021
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Papers by guy roberts-holmes