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About LKMco

We believe society should ensure all children and young people receive the support they need to make a fulfilling transition to adulthood. We work towards this belief by articulating a vision for a society which does so, inspiring a desire to pursue it and enabling organisations to achieve it … Read More

Latest Reports

Ethnicity, Gender and Social Mobility: New report

28th December 2016

We are delighted to announce the publication of our latest report (download here) for the Social Mobility Commission in collaboration with Education Datalab.  It explores how ethnicity, gender and poverty interact to support or constrain young people’s social mobility. It is unique in exploring the ‘intersectionality’ of these different factors and in using brand new analysis of the … Read more

Oracy: The State of Speaking in Our Schools

8th November 2016

In an exclusive interview for our new report on oracy, Professor Frank Hardman, argues that talk is: “the most powerful tool of communication in the classroom and it is fundamentally central to the acts of teaching and learning”. “The State of Speaking in Our Schools” was commissioned by Voice 21. It reveals that oracy (learning to talk well, and … Read more

Teaching for a post-fact world: What should schools do about social cohesion?

4th November 2016

Our new report, published this morning argues that divisions revealed by Brexit mean teachers and schools cannot avoid confronting the faultlines in our society. However it also points out that building cohesion should not require new curricula and frameworks. Instead, schools should: Involve pupils in decision making. Keep pupils safe from bullying. Arm pupils with the knowledge they need to scrutinise … Read more

Latest Posts

Why the SEND funding boost leaves me disappointed

12th January 2017

When I worked at the Department of Education back in the mid-2000s, it always surprised me when the sector reacted to what I’d have thought would have been good news, (a new injection of cash into a specific policy area for example), with disappointment. Once out of government though, I soon realised that the world … Read more

Measuring and evaluating what you value: Why go horse riding?

10th January 2017

News of funding for an EEF evaluation of cultural learning prompted debate today about the intrinsic versus instrumental value of such activities. I'm sure the trips will have a positive impact, on literacy in particular. But some things are simply worth doing for their own sake. https://t.co/VEuexRyhjm— Russell Hobby (@russellhobby) January 10, 2017 As Simon … Read more

Supporting Vulnerable and SEND Learners

6th January 2017

Teachers want to do the best they can for vulnerable learners or those with special educational needs or disabilities (SEND). However it’s not always easy to understand such a complex area. It’s harder still to know what to do in order to help. Hopefully this presentation on ‘Supporting Vulnerable Learners’ which I recently delivered at a National … Read more

Ethnicity Gender and Social Mobility: International coverage for our latest report

6th January 2017

We’re delighted that our recent Social Mobility Commission report, our first ever collaboration with Education Datalab, received extensive international media coverage. The report explores the relationship between ethnicity, gender and social mobility and how these interact. Coverage began with a front-page splash on the Guardian’s website, followed  by Radio 4’s Today Programme (listen here) and a BBC online … Read more

Ethnicity, Gender and Social Mobility: New report

28th December 2016

We are delighted to announce the publication of our latest report (download here) for the Social Mobility Commission in collaboration with Education Datalab.  It explores how ethnicity, gender and poverty interact to support or constrain young people’s social mobility. It is unique in exploring the ‘intersectionality’ of these different factors and in using brand new analysis of the … Read more

Schools that Work for Everyone: Our response

18th December 2016

The consultation on the DfE Green Paper, “Schools that Work for Everyone” recently closed. Here is our response: Selective Schools How should we best support existing grammars to expand? The government should not allow grammar schools to expand. The government’s own evidence (p11) shows that disadvantaged students are few and far between in the upper reaches of … Read more