Schools deemed to be ‘good’ = 5% on average Parents who are involved and informed = 30% on average Professor Charles Desforges of Exeter University carried out the most influencial research in this field in 2003. He was requested by the DCFS to review all the technically excellent research in the English language on the effects of parental engagement on pupil achievement. The outcomes of his work were staggering. Common sense tells us that when parents are interested and engaged in what their children are doing in school, this will assist children in doing well and achieving more. It is also obvious that some children do very well in school and some children do not so well and we know what lots of the reasons are for this variance in achievement. In the point at issue, CDF discovered that differences in schools accounts for only 5% in the variance in achievement at the age of 7. But differences in parenting accounts for nearly 30%. These finding are really important for schools. CDF concluded that what parents do to support learning in the home is the key driver for pupil attainment. He is noted for saying, if you’re doing well in school, don’t change your school, better to change your parents!

69% of parents do not help children with their homework because Everything has changed since they were at school at they are not confident in the new methods.

Encourage partnership In this workshop we aim to: Encourage partnership Demonstrate Share tools Offer tools for use at home Support Improve writing (5 week programme)

Writing - vocabulary, grammar and punctuation Pupils should be taught: to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

Writing – composition Pupils should be taught to: develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional). Writing about real events. consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils rereading to check that their writing makes sense proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear

planning or saying out loud what they are going to write about ©Impact in Learning 2006

Writing about real events. writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence Use the present and past tenses correctly and consistently rereading to check that their writing makes sense

Sentence Openers – Begin sentences in an interesting way. I went on the slide. Then I went on the swings. Then I went on the see-saw. Then I went on the climbing frame. Then I went home. First I went on the slide. Next I went on the swings. After that I went on the see-saw. Then I went on the climbing frame. Finally I went home.

to use both familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

We went into the caravan. We went into the cold, damp caravan. Using the work you have done, add in any additional ideas to make your writing more interesting. Use these ideas: expanded noun phrases to describe and specify [for example, the blue butterfly] Add adjectives to your nouns to give more information about them. We went into the caravan. We went into the cold, damp caravan. There were fish swimming in the water. There were beautiful, brightly-coloured fish swimming in the water.

A conjunction links two words or phrases together. Conjunctions A conjunction links two words or phrases together.

or, and, but Dad said I could go shopping or I could stay at home. co-ordination or, and, but Dad said I could go shopping or I could stay at home. I decided to stay at home and watch tv. I didn’t feel well on Saturday but I still went to football training.

subordination when, if, then, because We went for a walk when the programme had finished. We can go to the shops if it stops raining. My dance class was cancelled because the teacher was ill. If we had left on time then we wouldn’t have missed the bus.

make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils rereading to check that their writing makes sense proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear

Child two week one

Child two week six

Child B: Week 2

Child B: Week 6