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Why we need to be careful not to put children in the boxes that accountability can make for them

Jules Daulby, literacy and language coordinator for Thomas Hardye School in Dorset, explains how she is persuading her secondary colleagues to embrace phonics

It’s half a century since the birth of comprehensive education. For a full analysis of whether the system has lived up to its original ideals, see the 10 July issue of TES. But here teacher Jules Daulby (pictured) gives her verdict