The implications of poverty for educational effectiveness in all schools School Effectiveness & Socio-economic Disadvantage.

Slides:



Advertisements
Similar presentations
Further Education Conference Early Years Team Leader
Advertisements

Planning for Learning and Teaching, Assessment and Moderation
The curriculum – how inclusive is it?. Questions driving curriculum development Three key questions 3 How well are we achieving our aims? 1 What are we.
Curriculum for Excellence Aberdeen City November 2008.
Working Together in Faith, Hope and Love
Healthy Schools, Healthy Children?
Head of Learning: Job description
David Taylor Formerly Director of Inspection, Ofsted
Inclusion Quality Mark for Wales
Improvement and Skills. Department for Education and Children.
Poverty and disadvantage in schools Meilyr Rowlands, Estyn.
Transforming lives through learning Profiling and Profiles Sheila Quigley.
Narrowing the achievement gap through curriculum development – probe 6 Natalia Buckler (CUREE) & Michael Jopling (University of Wolverhampton)
Using technology to improve learning Stella BurtonBeaumont Community Primary school1.
Arts Education within Curriculum for Excellence Engage Scotland Conference Pam Slater CfE Engagement Team 31 October 2007.
DOES LEADERSHIP MAKE A DIFFERENCE? 1 The importance of school leadership on the quality of schools and the achievements of pupils:
Curriculum for Excellence: Delivering More Choices and More Chances for Scotland’s Young People Suzanne Rennie Scottish Government.
A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: With.
TRANSITION PROJECT LEARNING NETWORK WORKSHOP 3 AISLING PROJECT: TRANSITION PROJECT.
Curriculum for Excellence Aberdeenshire November 2008.
Transforming lives through learning Profiling 3-18.
Victoria, Australia May Sweeney – National Co-ordinator Learning and Teaching Scotland November 2006.
Curriculum Review origins: The National Debate  Support for: – flexibility, breadth and balance – the comprehensive principle  Desire to address: –
Transforming lives through learning Profiling Education Scotland.
Health inequalities post 2010 review – implications for action in London London Teaching Public Health Network “Towards a cohesive public health system.
A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.
Tackling Poverty & Social Disadvantage Alexandra School.
Curriculum for Excellence Developing our Learning Communities Moira Lawson Curriculum for Excellence Development Officer.
Transforming lives through learning Curriculum Expectations Sadie Cushley HMIE Feb 2014.
Raising standards, improving lives. Tackling disadvantage – lessons from Ofsted inspections and research John Kennedy Interim Regional Director, London.
Promoting good practice in tackling poverty and disadvantage INSET materials for primary schools.
South West and Mid Wales Consortium Eifion Evans.
Active Learning Curriculum for Excellence Moira Lawson.
Every Child Matters. Every Child Matters Support Services Parents and Carers The Church Community Teachers and Educators Families Health Professionals.
Transforming lives through learning Evaluating and improving our curriculum S1-S3 This resource provides a clear and concise.
Our Curriculum Journey Duloch Primary and Nursery Our Curriculum Journey Duloch Primary and Nursery.
Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.
Development Team Day 4c Disseminating Practice April/May 2009.
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
ECAS Meeting Friday 17 th June  The Achievement for All (AfA) project aimed to improve the outcomes of all children and young people with special.
Programming the New Syllabuses (incorporating the Australian Curriculum)
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Key Messages and Implication.
George Smuga 21/22 October, 2008 Seo e Feuch e Professional Adviser, Curriculum Division, Scottish Government.
Curriculum Design Day 3 Moving forward with Curriculum for Excellence Anne Paterson Quality Standards Manager Community Services: Education.
A big picture of the curriculum. Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft July.
National Improvement Framework Aims of this presentation: Share information on the draft National Improvement Framework To discuss and share views on.
Document title Transforming lives through learning Schools Programme Launch: October 2015.
Bradford’s SEN Strategy May A Strategic Framework Vision and intent –What do we want Strategic Foci (Delivery Areas) –How will we get there Strategic.
The Key Attributes of a Successful School. 1.A belief that every child matters and can achieve at the highest level – a culture, ethos and vision that.
Profiles Key Principles. What is a profile? A profile is a snapshot of a child or young person’s best achievements at a given point in time. It is one.
2 nd Year Principals Programme Day 1 TEC Omagh Tuesday 2 nd December 2008 Leading in time of changes.
ITE session Involving refugee parents and communities.
Element 1 There is a whole-school commitment to More Able, Gifted and Talented pupils, including a policy and action plan, leading to an ethos where high.
© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.
Transforming lives through learningDocument title Inspection Advice Note
Secondary Curriculum Review Implications for teacher trainers.
Back on track, stay on track Taking the opportunities, rising to the challenges Sue Morris-King HMI 3 July 2009.
Children and Younger Adults Department 1 Developing Community Cohesion Stonelow Junior School March 2009 Brian Richards Senior School improvement Adviser.
Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting.
Promoting good practice in tackling poverty and disadvantage INSET materials for secondary schools.
Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.
Tackling educational disadvantage and raising achievement for all Chris McIlroy.
Raising standards improving lives The revised Learning and Skills Common Inspection Framework: AELP 2011.
Measuring the Impact of PE & School Sport "All pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary.
A curriculum for Wales – a curriculum for life
The curriculum aims to enable all young people to become
Inclusion and Wellbeing Service 3-18: Service Improvement Plan 2017
School Improvement Priorities
Inclusion and Wellbeing Service 3-18: Service Improvement Plan 2017
The National Approach to Professional Learning
Presentation transcript:

The implications of poverty for educational effectiveness in all schools School Effectiveness & Socio-economic Disadvantage

Around 1 in 3 pupils in Welsh schools live in relative poverty. There is a well-established link between socio- economic disadvantage and under-achievement. Almost 50% of children in poverty in Britain do not live in identified disadvantaged communities. There is little evidence of our making great in-roads in improving outcomes for disadvantaged learners. Some key issues

all children and young people … economically, socially, personally active citizens and lifelong learners social inclusion … developing well-being and personalising learning a curriculum that motivates and engages … to achieve potential integrated services … to improve well-being meeting the needs of the community and engaging the community as partners National Purpose for Schools

The Framework - relatively neutral

Effective schools are community focused and relevant to the lives of children and young people outside the school and school hours, recognising linguistic and cultural diversity. Whilst the need for community focus applies to all schools, it is particularly important in our most disadvantaged communities, where schools have a major role to play in offering children and young people the experiences and opportunities that their more privileged peers take for granted. Working with others

Local authorities have an important role to play in promoting and supporting the development of networks of professional practice between schools in their area and across local authority boundaries, and in promoting the common moral purpose, social justice and equity that lie at the heart of school effectiveness. Networks of professional practice

The Assembly Government is responsible for aligning its resources and programmes to support all children and young people to achieve high levels of personal excellence. This includes programmes to tackle learner disadvantage, additional learning needs and inclusion and variation in performance. Intervention and support

This [the use of evidence] cannot be limited to narrow academic attainment and includes a range of analyses taking account of contextual factors with the aim of identifying and measuring the wider skills that children and young people gain. Improvement and accountability Authorities need to ensure that: an appropriate range of data on school performance and local context is collected, analysed and fed back to schools…

For successful learning and teaching to take place, building upon the learning capacities of children and young people, the curriculum must be relevant and personalised to the needs of the child or young person. In Wales, national requirements ensure curriculum entitlement, whilst the flexibility inherent within the revised curriculum recognises children and young people’s personal development. In turn, this personalises learning and prepares them to play an active part in society as young citizens, participating in community and working life in the 21st century. Curriculum and teaching

People and Work Unit - some issues

No intrinsic link. However, a range of inter-connected factors relating to: weaknesses in learners’ personal capabilities and motivation; poor or ineffective support; challenges facing schools with high proportions of disadvantaged pupils. Poverty and poor achievement

Key issues from P&WU paper Appropriate approaches that could be more effective No magic bullet Need to be more holistic: –literacy & numeracy –social and emotional skills –‘community’ focus Weaknesses in capabilities, motivation and esteem Poor and ineffective support Schools’ multiple challenges School Effectiveness Framework Evaluation for sustainability

Schools’ use of RAISE funding Tended towards: –‘tried and tested’ approaches –‘intervention and support’ rather than more holistic approaches –addressing immediate rather than long-term challenges Relatively little strengthening of links with non-school agencies More comfortable promoting ‘equality of outcomes over equality of opportunity by targeting underachievement rather than just socio-economic disadvantage –few schools targeted moderate or high attaining pupils –few girls included in target groups

multi-agency working strenghtening schools’ community focus through greater involvement of the wider community engaging parents developing nurture groups broader approaches to language development as a means of improving learning making the school curriculum more relevant and vocational improving motivation, behaviour, attendance and self esteem supporting disadvantaged pupils at transition Key Themes from RAISE

Estyn - conclusions & recommendations

Conclusions include: local authorities vary in the performance of their fsm pupils; almost all schools targeted pupils on the basis of criteria other than disadvantage; schools do not do enough to monitor the progress and achievements of disadvantaged pupils; few schools try to compensate for the barriers to progress of pupils from disadvantaged backgrounds. Estyn Report on RAISE 2009

Recommendations include that: schools should work with others to provide a comprehensive, community focussed approach to compensating for factors that hinder the progress of disadvantaged pupils; local authorities should use data on the performance of disadvantaged pupils when monitoring and challenging schools. Estyn Report on RAISE 2009

The implications of poverty for educational effectiveness in all schools