Plowden Report 1967 - Volume 1 Foreword, Membership, Contents


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Plowden (1967)

Notes on the text

Volume 1

(page numbers in brackets)

Preliminary pages (i-xxii)
Foreword, Membership, Contents

Part 1 Introduction
Chapter 1 (1-3)
Introduction

Part 2 The growth of the child
Chapter 2 (7-26)
The children: their growth and development

Part 3 The home, school and neighbourhood
Chapter 3 (29-36)
The children and their environment
Chapter 4 (37-49)
Participation by parents
Chapter 5 (50-68)
Educational Priority Areas
Chapter 6 (69-74)
Children of immigrants
Chapter 7 (75-94)
The health and social services and the school child

Part 4 The structure of primary education
Chapter 8 (97-115)
Primary education in the 1960s: its organisation and effectiveness
Chapter 9 (116-134)
Providing for children before compulsory education
Chapter 10 (135-152)
The ages and stages of primary education
Chapter 11 (153-157)
Selection for secondary education
Chapter 12 (158-166)
Continuity and consistency between the stages of education
Chapter 13 (167-173)
The size of primary schools
Chapter 14 (174-181)
Education in rural areas

Part 5 The children in the schools: curriculum and internal organisation
Chapter 15 (185-188)
The aims of primary education
Chapter 16 (189-202)
Children learning in school
Chapter 17 (203-261)
Aspects of the curriculum
Chapter 18 (262-265)
Aids to learning and to teaching
Chapter 19 (266-272)
The child in the school community
Chapter 20 (273-295)
How primary schools are organised
Chapter 21 (296-304)
Handicapped children in ordinary schools
Chapter 22 (305-308)
The education of gifted children

Part 6 The adults in the schools
Introduction (311-312)
The role of the teacher
Chapter 23 (313-323)
The staffing of schools
Chapter 24 (324-338)
The deployment of staff
Chapter 25 (339-367)
The training of primary school teachers
Chapter 26 (368-376)
The training of nursery assistants and teachers' aides

Part 7 Independent schools
Chapter 27 (379-386)
Independent primary schools

Part 8 Primary school buildings and equipment; status; and research
Chapter 28 (389-409)
Primary school buildings and equipment
Chapter 29 (410-422)
The status and government of primary education
Chapter 30 (423-427)
Research, innovation and the dissemination of information

Part 9 Conclusions and recommendations
Chapter 31 (431-459)
The costs and priorities of our recommendations
Chapter 32 (460-485)
Recommendations and conclusions

Notes (486-495)
Notes of reservation
Annex A (499-503)
A questionnaire to witnesses
Annex B (504-521)
List of witnesses
Annex C (522-536)
Visits made
Glossary (537-541)
Index (545-555)

Volume 2

Research and Surveys

Articles

about Plowden

The Plowden Report (1967)
Children and their Primary Schools

A Report of the Central Advisory Council for Education (England)

London: Her Majesty's Stationery Office 1967
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Volume 1 Preliminary pages

[title page]

DEPARTMENT OF EDUCATION AND SCIENCE

Children and their
Primary Schools

A Report of the Central Advisory Council
for Education (England)

VOLUME 1: THE REPORT

LONDON
HER MAJESTY'S STATIONERY OFFICE
1967

[page ii]

First published 1967

Second impression 1967

[page iii]

FOREWORD

In August 1963 the Central Advisory Council for Education (England) were asked by Sir Edward Boyle, the then Minister of Education, to consider the whole subject of primary education and the transition to secondary education.

Their Report is now published and everyone - not only those professionally concerned with education, but parents and the general public - must be grateful for the thoroughness with which they have carried out their task.

Primary education is the base on which all other education has to be built. Its importance cannot be overestimated.

The many recommendations in the Report, some of far-reaching significance, will be studied with the greatest care by the Government and, I am sure, by all the other interests concerned. There can be no doubt that the work done by the Council, with so much diligence and public spirit, will enable decisions to be reached on a more informed basis by those who are charged with securing the best development of English education within the resources available. I most warmly thank Lady Plowden and her colleagues for this valuable Report.

ANTHONY CROSLAND

November 1966

[page iv]

28th October, 1966

Dear Secretary of State,

In August 1963 the then Minister of Education, Sir Edward Boyle, asked the Central Advisory Council for Education (England) 'to consider primary education in all its aspects, and the transition to secondary education.' I now have much pleasure in submitting the Report of the Council.

The Central Advisory Council for Education (Wales) were given identical terms of reference and we understand that they, too, will report soon. We have been able to keep in touch with their work through the members appointed jointly to both Councils.

Yours sincerely,
BRIDGET PLOWDEN
(Chairman)

The Rt. Hon. Anthony Crosland, P.C., M.P.,
Secretary of State for Education and Science

[page v]

MEMBERSHIP OF THE CENTRAL ADVISORY COUNCIL

Lady Plowden JP (Chairman).
Sir John Newsom CBE (Deputy Chairman), Chairman, Public Schools Commission; Director, Longmans Green & Co. Ltd.
Mr HG Armstrong, Educational Psychologist, West Riding.
Professor AJ Ayer FBA, Wykeham Professor of Logic, University of Oxford.
Miss MFM Bailey, Headmistress, Skerton Girls' County Secondary School, Lancaster. (Appointed January 1964).
Mrs M Bannister, Housewife and Parent.
Miss M Brearley CBE, Principal, Froebel Institute College of Education, Roehampton.
Dr ICR Byatt, Lecturer in Economics, London School of Economics and Political Science. (Appointed February 1965).
The Hon. Mrs J Campbell, Housewife and Parent; Hon. Secretary, Richmond upon Thames Association for the Advancement of State Education.
Professor DV Donnison, Professor of Social Administration, London School of Economics and Political Science; Vice-Chairman, Public Schools Commission.
Miss ZE Dix, Head Teacher, Field End Infants' School, Middlesex.
Professor CE Gittins, Professor of Education, University College of Swansea; formerly Chief Education Officer, Monmouthshire; Chairman, Central Advisory Council for Education (Wales).
Miss SE Grey, Organiser for Infant Education, Glamorgan; Member of Central Advisory Council for Education (Wales).
Mr EW Hawkins, Director, Language Teaching Centre, University of York; formerly Headmaster, Calday Grange County Grammar School for Boys, Hoylake, Cheshire.
Miss EM Parry, Inspector of Schools, Bristol; Vice-Chairman, National Nursery Examination Board.
Mr A Puckey, Deputy Head Teacher, The Elms Junior Mixed School, Nottingham.
Mr THF Raison, Editor of New Society.
Alderman Mrs EV Smith JP, Member and former Chairman, Birmingham Education Committee.
Mr RT Smith, Headmaster, Bampton CE Junior Mixed and Infants' School, Oxfordshire.
Professor JM Tanner, Professor in Child Health and Growth, University of London Institute of Child health.
Brigadier LL Thwaytes DL, Vice-Chairman, West Sussex County Council; formerly Chairman, West Sussex Education Committee. (Appointed January 1964).
Mr TH Tunn, Director of Education, Sheffield.

[page vi]

Mr Martin Wilson CBE, formerly Secretary for Education, Shropshire.
Mr FM White, Headmaster, St Faith's School, Cambridge. (Appointed January 1964).
Dr M Young, Chairman, Advisory Centre for Education; Chairman, Social Science Research Council; Director, Institute of Community Studies.

The Council were appointed in August 1963 and began work under their present terms of reference in October 1963.

Mr P Mursell resigned from membership of the Council in in January 1964 and Mr HB Rose in February 1965.

The following members of the Department and HM Inspectorate assisted the Council:
Miss SMC Duncan, HMI.
Miss NL Goddard, Inspector of Schools, Inner London Education Committee (seconded to Department).
Mr DT Jones OBE, HMI.
Mr JEH Blackie CB, HMI, Assessor.
Mr DH Leadbetter CB, Assessor.
Miss EM McDougall, HMI, Assessor.
Miss ME Nicholls, HMI, Assessor.

Secretaries

Mr M Kogan (Secretary)
Mr N Summers (Assistant Secretary until March 1965).
Miss CK Burke (Assistant Secretary from January 1964).

The estimated cost of the production of this Report is £120,699 of which £38,225 represents the estimated cost of printing and publication, £67,637 the estimated cost of research commissioned on behalf of the council and £14,837 the travelling and subsistence costs of members.

[page vii]

Table of Contents

VOLUME 1

Paragraphs

PART ONE

INTRODUCTION

CHAPTER 1 Introduction

1-8

PART TWO

THE GROWTH OF THE CHILD

CHAPTER 2 The Children: Their Growth and Development	9-75
Physical Growth from Birth to Adolescence	12-13
Individual Differences in Rates of Maturing	14-20
The Growth of the Brain	21-23
Critical or Sensitive Periods	24-28
The Interaction of Heredity and Environment	29-32
Environmental Factors Affecting Physical Growth	33-38
The Trend Towards Earlier Physical Maturity	39-41
The Development of Behaviour	42-52
Language	53-55
The Measurement of Intelligence and Its Bearing on Educational Decisions	56-64
The Emotional Development of the Child	65-74
Implications	75

PART THREE

THE HOME, SCHOOL AND NEIGHBOURHOOD

CHAPTER 3 The Children and Their Environment	76-101
A Pool of Ability	83-84
Prospects for Improvement	85-86
The National Survey	87-89
The FIndings of the Survey	90-91
Importance of Parental Attitudes	92-101

[page viii]

Paragraphs

CHAPTER 4 Participation by Parents	102-130
Co-operation with Parents	107-110
Parent-Teacher Associations	111
A Minimum Programme	112
Visiting the Homes	113-118
A Policy for Each Local Education Authority	119-120
The Community School	121-123
The Way Ahead	124-126
Interesting Parents Early	127-129
Recommendations	130

CHAPTER 5 Educational Priority Areas	131-177
The Educational Needs of Deprived Areas	136-137
Hope for the Future	138-139
Educational Aassumptions and Policies	140-146
The Distribution of Resources	147-150
Educational Priority Areas	151-154
Special Groups	155-157
More Teachers	158-162
Colleges of Education	163
Buildings	164
Nursery Education	165
Other Priorities	166-167
First Steps	168-170
A Continuing Policy	171-172
Conclusion	173
Recommendations	174-177

CHAPTER 6 Children of Immigrants	178-199
Numbers	181-182
Educational Problems	183-186
The Curriculum	187-198
Recommendations	199

CHAPTER 7 The Health and Social Services and the School Child	200-255
The Health of the School Child	202
The School Health and Dental Service and the Health Visitors	203-207
Medical Examinations	208-210
Child Guidance, School Psychological and Speech Therapy Services	211-214

[page ix]

Paragraphs

Recommendations	215
The Education Welfare Officers	216-220
The Child Care and Probation Services	221-223
Voluntary Services	224
Social Work and Related Services	225-227
Organisation and Deployment of Services	228-229
Co-ordination	230-233
Training and Recruitment	234
The Schools and the Social Services	235-241
Conclusions	242-254
Summary	255
Forms of Report Involving Parents	Pages 93-94

PART FOUR

THE STRUCTURE OF PRIMARY EDUCATION

CHAPTER 8 Primary Education in the 1960s: Its Organisation and Effectiveness	256-290
The Legal Position	257
Reorganisation of Primary and Secondary Education	258
Changes within Primary Education	259-265
Some Other Features	265-266
Assessments of Primary Education	267-276
Description of Schools	277-289
Recommendation	290

CHAPTER 9 Providing for Children before Compulsory Education	291-343
I. The Present Position	292-308
The Case for Nursery Education	296-304
Mothers at Work: The Economic Argument	305
Arguments against Nursery Education	306-308
II. Our Recommendations: Future Patterns of Nursery Education	309-326
Nursery Groups and Day Nurseries: A Unified Service	313-315
The Age Range of Nursery Education	316
Part-Time Nursery Education	317
The Encouragement of Attendance	318-319
Nursery Education and Parents	320-322
The Future of Voluntary Nursery Groups	323-325

[page x]

Paragraphs

Siting of Nurseries	326
III. The Expansion of Nursery Education: The Places Needed, Their Staffing and Accommodation	327-343
The Number of Places Needed	328
Full-Time Attendance for a Minority	329-330
Places Needed	331
Staffing the Nurseries	332-333
The Numbers Needed: Teachers	334-335
The Numbers Needed: Nursery Assistants	336-338
Buildings	339-340
Conclusion	341-342
Recommendations	343

CHAPTER 10 The Ages and Stages of Primary Education	344-407
When Should Primary Education Begin?	344-346
Disadvantages of Termly Entry	347-351
Chronological Versus Developmental Age	352
Easing Entry to School	353-356
Age of Entry	357-359
The Length of the Infant School Course	360-364
Should the Age of Transfer to Secondary Education be Raised?	365-378
12 or 13?	379-387
Provision for Exceptional Cases	388-392
The Need for a National Policy	393-394
Making the Changes	395-398
An Emergency Plan for Infant Schools	399-405
Conclusion: A Change of Name	406
Recommendations	407

CHAPTER 11 Selection for Secondary Education	408-423
Impact of Selection Procedures	411-412
Selection Procedures	413-422
Recommendations	423

CHAPTER 12 Continuity and Consistency Between the Stages of Education	424-448
Home to School	424-425
Separate or Combined Schools	426
Avoiding Strain at Time of Transfer	427-430
Contacts Between Teachers in Successive Stages of Education	431-432

[page xi]

Paragraphs

Interchange of Knowledge of Pupils	433-437
Introducing Pupils to New Schools	438-439
Support from Parents	440-441
Consistency in Work and Organisation	442-445
Content of Curriculum	446-447
Recommendations	448

CHAPTER 13 The Size of Primary Schools	449-467
The Existing Situation	450
Suitable Sizes of Schools for Primary Children	451-456
Economic Arguments	457-459
Staffing Costs in Manpower and Money	460
Transport Costs	461
Foreign Practice	462
Conclusions	463-466
Recommendations	467

CHAPTER 14 Education in Rural Areas	468-492
School Closures	469-470
Changing Social Conditions	471-472
Rural Schools: The Premises	473-474
Staffing	475-477
Children and the Schools	478-479
Size and Age Range of Rural Schools	470-483
Help for Rural Schools	484-491
Recommendations	492

PART FIVE

THE CHILDREN IN THE SCHOOLS: CURRICULUM AND INTERNAL ORGANISATION

CHAPTER 15 The Aims of Primary Education

493-507

CHAPTER 16 Children Learning in School	508-554
Towards Freedom of Curriculum	508-517
Research on Children's Learning	518-522
Aspects of Children's Learning	523-535
The Time-Table	536-537
Flexibility in the Curriculum	538-542
Use of the Environment	543-548
Discovery	549-550
Evaluation of Children's Progress	551-553
Recommendations	554

[page xii]

Paragraphs

CHAPTER 17 Aspects of the Curriculum	555-721
(A) Religious Education	558-577
Teachers' Attitudes	561-566
Difficulties of the Present Situation	567
The School Community	568-569
The Act of Worship	570-571
Religious Education	572
The Agreed Syllabus	573-576
Recommendations	577
(B) English	578-613
Speech	580-582
Teaching Children to Read	583-584
Standards of Reading	585-590
A Range of Books	591-596
Poetry	597-599
Drama	600
Children's Writing	601-613
(C) Modern Languages	614-619
(D) History	620-634
(E) Geography	635-646
(F) Mathematics	647-662
(G) Science	663-675
(H) Art and Craft	676-685
(I) Music	686-696
(J) Physical Education	697-713
(K) Sex Education	714-721

CHAPTER 18 Aids to Learning and to Teaching	722-733
Programmed Learning	728-733

CHAPTER 19 The Child in the School Community	734-751
Relationships in Primary Schools	736-742
Punishment	743-750
Recommendations	751

CHAPTER 20 How Primary Schools are Organised	752-833
I. Developments in the Class Teacher System	752-777
Individual, Group and Class Learning	754-760
Team Teaching	761-768
The Class Teacher	769-771
Conclusions	772-777
II. The Size of Class	778-788

[page xiii]

Paragraphs

Conclusions	786-788
III. The Composition of a Class	789-825
Infant Schools and Classes	792-794
Junior Schools and Classes	795-797
Age	798
'Vertical Classification'	799-804
Classification by Attainment or Ability (Streaming)	806-817
Conclusions	818-825
IV. The Length of the School Day and Term	826-832
Recommendations	833

CHAPTER 21 Handicapped Children in Ordinary Schools	834-860
Parents	834-844
The Handicapped Child in the Ordinary School	845-848
Slow Learners	849-853
The Teachers	854-859
Recommendations	860

CHAPTER 22 The Education of Gifted Children	861-872
Recommendation	872

PART SIX

THE ADULTS IN THE SCHOOLS

Introduction: The Role of the Teacher

873-878

CHAPTER 23 The Staffing of Schools	879-902
Men and Women Teachers	881-882
Full-Time and Part-Time Teachers	883
Unqualified Teachers	884-885
Ratio of Teachers to Pupils	886-887
Distribution of Teachers	888-889
Ancillary Helpers	890-893
The Future	894-898
Primary and Secondary School Staffing	899-901
Recommendations	902

CHAPTER 24 The Deployment of Staff	903-948
The Proportion of Men and Women Teachers in Primary Schools	903-905
The Criteria for Staffing Schools	906-911

[page xiv]

Paragraphs

The Recruitment and Use of Part-Time Teachers	912-917
Various Kinds of Ancillary Help and Helpers	918-921
Teachers' Aides	922-928
The Head Teacher and his Staff	929-940
Advice and Inspection	941-947
Recommendations	948

CHAPTER 25 The Training of Primary School Teachers	949-1028
The Present Position: A Factual Summary	952-957
The Structure of Training	958-960
The Students in Training for Primary Work	961-998
Admission of Students	961-962
Proportion of Men and Women Students	963
Mature Students	964
Graduates	965-969
The Courses in Colleges of Education and University Departments of Education	970-980
Main Courses	972
Education Course and Teaching Practice	973
Curriculum Courses	974
Staffing of Colleges of Education	975-977
BEd Courses	978-979
Other Graduate Courses	980
Some General Points about Students' Life and Work	981-983
The Relationship between Schools and Teachers in Training Institutions	984-1027
Teaching Practice	985-990
Our Views	991
Other Aspects of the Relationship Between Schools and Teacher Training Institutions	992-998
The Probationary Year	999-1012
In-Service Training	1013-1027
Present Provision of Courses and Plans for Expansion	1014-1025
Courses for Returning Teachers	1026-1027
Recommendations	1028

CHAPTER 26 The Training of Nursery Assistants and Teachers' Aides	1029-1055
Existing Schemes of Training	1029-1033

[page xv]

Paragraphs

Other Training Schemes	1034
Our Proposals	1035
Similarities of Training and Recruitment	1036-1037
Entry Qualifications	1038-1039
The Nature of the Courses	1040-1044
Length of Courses	1045-1046
Status and Salaries of Trainees	1047
Part-Time Training	1048
Location and Staffing of Training	1049
Award of Qualifications	1050
Career Prospects	1051
Probation	1052
Build-Up of Recruitment	1053-1054
Recommendations	1055

PART SEVEN

INDEPENDENT SCHOOLS

CHAPTER 27 Independent Primary Schools	1056-1079
Summary of Conclusions and Recommendations	1079

PART EIGHT

PRIMARY SCHOOL BUILDINGS AND EQUIPMENT; STATUS; AND RESEARCH

CHAPTER 28 Primary School Buildings and Equipment	1080-1113
I. Primary School Building	1081-1101
The Present State of Primary Buildings	1081-1083
School Building Since 1945: Number of Places and Costs	1084-1085
The Improvement of Old Buildings	1086-1091
Developments in School Building Since 1945	1092-1093
Developments Since 1956	1094-1097
Some Design and Planning Implications of Our Report	1098
Cost Limits	1099
Educational Furniture and Equipment	1100-1101
II. Equipment Allowances for Primary Schools	1102-1112
Choices Open to Schools	1107-1110
Assistance for Schools in Special Need	1111
Disparity in Local Practice	1112
Recommendations	1113

[page xvi]

Paragraphs

CHAPTER 29 The Status and Government of Primary Education	1114-1150
Some of the Evidence	1116-1117
Standing of Teachers in the Community	1118
The Standing of Primary Teachers Compared with that of Secondary Teachers	1119-1126
The Standing of Primary School Teachers in their Dealings with Local Education Authorities	1127-1130
Management of Schools	1131-1138
Appointment of Staff	1139-1141
Powers of Head Teachers	1142-1146
Relationships of Heads and Assistant Staff	1147-1148
General	1149
Recommendations	1150
Annex: A Note on the Method of Calculating Unit Totals	Page (421)

CHAPTER 30 Research, Innovation and the Dissemination of Information	1151-1166
Further Studies	1165-1166

PART NINE

CONCLUSIONS AND RECOMMENDATIONS

CHAPTER 31 The Costs and Priorities of our Recommendations	1167-1204
I. The Present Position	1168-1176
The Economic Yield of Primary Education	1171-1176
II. The Availability of Resources	1177-1184
Overall Resources	1177-1178
Teachers	1179-1180
Aides and Assistants	1181-1183
Priorities	1184
III. Our Principal Proposals, Their Priority and Timing	1185-1204
Educational Priority Areas	1186-1187
Improvement of Staffing Elsewhere: Teachers	1188
Staffing: Aides and Assistants	1189
Building	1190-1196
Other Proposals	1197-1200
The Order of Priorities	1201-1202
Costs and Benefits	1203
The Total Costs	1204
Annex A: Factors Affecting Recruitment of Assistants and Aides	1205-1218

[page xvii]

Paragraphs

Annex B: Offsets to the Costs of Nursery Provision and the Use of Teachers' Aides: An Estimate of the Output of Mothers who Return to Work

1219-1228

CHAPTER 32 Recommendations and Conclusions	1229-1252
I. The Changing Direction	1229-1241
II. Recommendations and Conclusions	1242-1243
III. A Note on our Methods of Work, and Acknowledgements	1244-1252

NOTES OF RESERVATION

Page

Note of Reservation on Nursery Education by Mrs M Bannister	486
Note of Reservation on the Organisation of Services for Under Fives by Professor DV Donnison, Sir John Newsom and Dr M Young	487
Note of Reservation on Parental Contribution to the Costs of Nursery Education by Professor AJ Ayer, Dr ICR Byatt, Professor DV Donnison, Mr EW Hawkins, Lady Plowden, Mr THF Raison, Brigadier LL Thwaytes and Dr M Young	487
Note of Reservation on Religious Education by Professor AJ Ayer, Dr ICR Byatt, Professor DV Donnison, Mrs EV Smith, Professor JM Tanner and Dr M Young	489
Note of Reservation on Religious Education by Mr EW Hawkins and Mr M Wilson	492
Note of Reservation on Corporal Punishment by Miss MFM Bailey	493
A Suggestion on the Supply and Training of Teachers by Professor AJ Ayer, Dr ICR Byatt, Mr EW Hawkins, Sir John Newsom, Lady Plowden and Mr THF Raison	493

Annex A: A Questionnaire to Witnesses	499
Annex B: List of Witnesses	504
Annex C: Visits Made	522
Glossary	537
Index	545

No general bibliography is provided but references to printed sources are listed at the end of each chapter.

Figures in the tables throughout the Report are rounded up.

[page xviii]

List of Tables, Diagrams and Photographs

Tables		Page
1	Percentage Contribution of Parental Attitudes, Home Circumstances and State of School to Variation in Educational Performance	33
2	Numbers of Children from Certain Commonwealth Countries in English Schools (1966): (Primary and Secondary Schools)	70
3	Main Causes and Numbers of Deaths in Children Under 15. 1931 and 1963	76
4	Provision in England for Children Under Five: 1932 Compared to 1965	108
5	Pre-School Provision in England: Information from Department of Education and Science, Ministry of Health and Home Office	109
6	English Primary Education: January 1965	112
7	Children Aged 5-11 in Different Types of School: England	113
8	Maintained Primary Schools: England. Number of Schools or Departments According to Numbers of Pupils on the Register: January 1965	114
9	Maintained Primary Schools or Departments by Denomination January 1965: England	115
10	Nursery Education: Numbers of Full-Time Equivalent Places Needed	128
11	Compulsory Education in Infant Schools Under Present Arrangements	135
12	Interim Plan for Entry to First Schools	150
13	Cost Limits for Different Sizes of Primary Schools (June 1966)	169
14	Distribution of Pupil/Teacher Ratios by Size of School: January 1965: England	170
15	Number of Small Schools in England: 1962-65	173
16	Size of Primary Class, England: January 1965	280
17	Numbers of Handicapped Pupils Receiving and Awaiting Special Education (in Special Schools, Classes, Units, in Hospitals and at Home) and Prevalence per 10,000 of the School Population in England and Wales, 1961 and 1966	299
18	Primary School Staffing, 1947-1965. England	316
19	Number of Classes of Different Sizes in Primary Schools, 1947-65: England	316
20	Numbers of Primary Pupils per Full-Time Teacher, January 1965: England	317

[page xix]

Tables		Page
21	Numbers of Primary Pupils Per Full-Time Teacher (Total Full-Time and Full-Time Equivalent of Part-Time), January 1965: England	317
22	Average Sizes of Class, January 1965: England	317
23	Ancillary Help Employed in Primary Schools, 1965: England and Wales	318
24	Primary School Staffing: England	320
25	Qualifications of Students Admitted to General, Housecraft, PE, and Shortened Courses in Colleges of Education in the Years 1960-61, 1961-62 and 1965-66 (England and Wales)	364
26	Total Number of Students in Initial Non-Graduate Courses in Colleges of Education by Type of Course and Years (England and Wales)	366
27	Number of General and Specialist Colleges Offering Different Types of Courses	367
28	Annual Intake of Students to Non-Graduate Courses in General Colleges of Education (England and Wales)	367
29	Age of Primary and Secondary School Buildings (England, 1962)	389
30	Specified Defects in Primary School Accommodation (England, 1962)	392
31	Cost of Remedying Defects in School Accommodation (England)	393
32	Equipment and Capitation Allowances: Numbers of LEAs and Amounts Available at Different Stages of Primary Education (1963)	406
33	Salary Scales for Head Teachers	421
34	Deputy Head Teachers and Graded Posts	422
35	The Effects on Overall Staffing Standards of More Favourable Staffing Ratios in Educational Priority Areas	443
36	Educational Priority Areas: Teachers, Teachers' Aides and Nursery Assistants	444
37	Build-up of Recruitment of Nursery Assistants and Teachers' Aides (Including Those Needed for Educational Priority Areas)	445
38	Chart Illustrating Possible Expansion of Nursery Provision in the Educational Priority Areas and Introduction of Single Date of Entry	446
39	Additional Capital Building Costs of Recommendations in the Report (Excluding Additions for Increased Numbers, Rehousing and Replacements)	447
40	Additional Running Costs of Recommendations in the Report	448
41	The Financial Cost of Proposed Nursery Provision	449

[page xx]

Tables		Page
42	Public Authorities' Expenditure on Maintained Primary and Nursery Schools: England	449
43	Past and Projected Costs of Maintained Primary Schools on Present Policies, 1960/61-1978/79: England	450
44	Projected Costs of Maintained Primary Schools and Additional Costs Resulting from the Adoption of Our Proposals: England	451
45	Projected Costs of Maintained Primary and Nursery Schools and the Additional Costs of Our Proposals: England	452
46	Assumed Annual Recruitment of School Leavers for Training as Nursery Assistants and Teachers' Aides	454

Diagrams		Page
1A	Height of Average Boy and Girl from Birth to Maturity	8
1B	Rate of Growth in Height ('Height Velocity') of 'Average' Boy and Girl from Birth to Maturity	8
2	Year of Menarche	16
3	Proportion of Pupils Aged 13 in All-Age Schools	98
4	Proportion of Pupils Aged Nine in Mixed Primary Schools	98
5	Small Schools in England: Primary (Including All-Age)	107
6	Numbers of Children in Maintained Primary Schools Aged 5 to 11 in 1947-1965, England	111
7	Infant and Junior Classes	280
8	A School for 50 Pupils Aged 5 to 11 Years at Finmere, Oxfordshire	396
9	School for 320 Pupils Aged 3½ to 9 Years. Eveline Lowe Primary School, Rolls Road, London SE1	400
10	Extension to Convert Existing Infants' School for 240 Pupils of 5 to 7 Years into School for 320 Pupils of 5 to 8 Years	401
11	Extensions to Convert Existing Junior Schools for 480 Pupils of 7 to 11 Years into Schools for 480 Pupils of 8 to 12 Years	402
12A & B	A Middle School for Pupils of 8 to 12 Years	403-4

Plates (between pages 264 and 265).

1	Frontispiece
2	Children at Work 1937
3	and 1966
4	Listening to a Story

[page xxi]

5	Experimenting with Clay
6	Care in Building
7	An Incentive to Read
8 & 9	Looking Forward to Adult Life
10	Living Things
11	A Record of the Past
12	Reading ...
13	... and Writing
14	Concentration
15	Work or Play?
16	Freedom to Move
17	Dramatic Encounter
18	A School in its Environment
19 & 20	The Environment the same School Creates
21	School in a Congested Suburb
22	A Suburban Infant School Without Traffic Dangers
23	Primary Schools in the Centre of a City
24	Primary School and Clinic adjacent to a Secondary School
25	Junior Children Are Most Agile
26	Expression in Movement
27	Finding Out the Properties of Things
28	- and Numbers
29 & 30	Mathematical Problems arise from Real Life
31	Weather Station
32	Comparing Temperatures in a Puddle
33 & 34	Using Mechanical Aids in Small Groups
35 & 36	Learning about Colour and Design
37	Imagination and Accuracy in Reconstructing the Past: Top Juniors
38	Lifting Weights with Pulleys
39 & 40	Differences between Art and Crafts for Boys and Girls are disappearing
41 & 42	Following individual Interest
43	Inventiveness with Materials
44	Individual and Group Work
45 & 46	The Beginning of Life-Long Interests

[page xxii]

Copyright

We are grateful to the following copyright holders for permission to reproduce photographs:

Aerofilms Ltd.
Miss EE Biggs, HMI
Bristol County Council
Miss E Davies, HMI
Devon County Council
Mr DGS Dickson
Essex County Council
Fairy Surveys Ltd.
James Galt and Co. Ltd.
Mr J Howard
Mr KE Hoy
Inner London Education Authority
Mr TR Jones
Mr E Pearson, HMI
Scholastic Souvenir Company Ltd.
SG Photography
Teachers' World
The Times
Universal Studios: by EW Williamson, ARPS, AIBP
Miss JR Warner, HMI
Mrs DE Whittaker
Yorkshire (West Riding) County Council

We are grateful to the schools whose work is illustrated in some of the photographs.

Notes on the text | Chapter 1