Education and training is at the centre of every childs future Dr Thomas Barnardo (circa 1868) Key Proposition Barnardos, through working together with schools, can even more effectively improve the achievement and life opportunities of vulnerable and disadvantaged children and young people. Barnardos positioning As an organisation which works to improve
outcomes for disadvantaged children, Barnardos shares and welcomes the Governments vision to promote fairness, reduce child poverty and improve social mobility by intervening early into family and childhood difficulties. This vision is underpinned by an aspiration to narrow the gap between poor children and their better-off classmates in educational opportunity and outcomes. A.A. Milne highlights a problem Here is Edward Bear, coming downstairs now, bump, bump, bump, on
the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it Pupil Premium Introduced in 10/11. Brain-child of Nick Clegg. Focus- To narrow the attainment gap between rich and poor
children. Funding 13/14. Primary -953, Secondary-900. 14/15. Primary1,300, Secondary-935, Looked After Children 1,900. Total Bill 2.5 billion p.a. Deprivation vs. Attainment Cost/Impact of PP Initiative Feedback Cost Level of usage
*** **** **** One to One tuition ****
5 months Collaborative Learning **** 5 months Small group tuition
Involvement *** 4 months Reduce Class sizes *** **
3 months Peer Tutoring Early Years Intervention Summer Schools Advance 8 months 6 months 6 months 3 months
Cost/Impact of PP Initiative Cost Level of Usage Advance Teaching Assistants
*** 0 months Performance Pay * 0 months School Uniform
* 0 months School Environment * 0 months Ability grouping
*** -1 month Repeating a Year **** -4 months
Impact to date- Demos Most recent GCSE year 72 of 152 LAs saw an increase in the gap as poorer pupils fell behind their classmates from more affluent backgrounds. In 66 LAs the gap was larger than 2 years ago. Across England the GCSE gap was 26.7%, up from 26.4% in 11/12, but reduced from 27.5% in 10/11. A reduction of 0.8% at a cost of ????? London skews the data further. Devon - Report of the Head of Service for Education and
Learning (published Jan. 14) There is a significant gap in achievement between children in receipt of FSMs and their peers. In 2013 the gap between the attainment of children aged 11 achieving Level 4 in reading writing and maths was 21%. The gap in attainment is closing compared to performance in previous years but only slowly. By age 16 the gap in performance widens. For example, in 2012 the Devon gap for 5+ A*-C including Eng/maths was 28%. This attainment gap has remained approximately the same for the previous three years. Headline- last
Friday. Michael Gove states Schools should be engines of social mobility Association of School and College Leaders responded indicating that there is only so much that schools can do about social mobility. Schools cannot crack this alone Equality and focus To date schools could be accused of using their additional targeted funding to chase targets in terms of tackling the softer issues in order to please OfSTED. e.g.
attendance, persistent absence and A-C grades. If we are to hold true to every child matters principles then every childs attendance and progress matters, including the most intractable cases. Aim of Barnardos when working with Schools Ready to Engage Ready to Learn Ready to Progress Ready to Attain Ready to Employ Ready to enjoy a life as responsible
and fulfilled adults Attendance at School Impetus for change Evidence is clear: The most deprived primary school children are nearly 4 times as likely to be persistently absent than the least deprived. Primary school pupils on FSM are more than twice as likely to be persistent absentees. Attendance at School
Impetus for change Evidence is clear: 3.6% (126,230) of primary school pupils were Persistently Absent in 12/13. This is 0.2% higher than 11/12. Nearly half of the above were FSM pupils. Attendance at School Impetus for Evidence is clear: change 2% of 4 yr olds and 6% of 3 yr olds did not
take advantage of their entitlement to funded early education places in 12. This constitutes 53,500 children For the most deprived quartile participation is very low Black African, Pakistani & Bangladeshi are the least likely to attend. Prioritise Issues of poor attendance and progress are central to the generation of what Michael Gove describes as an educational underclass, Michael Wilshaw a two nation Britain and Charlie Taylor defines as outside the mainstream educational world
This week OECD research suggests that the most disadvantaged pupils in Shanghai match the maths test results of the most wealthy pupils in UK This debunks the myth that poverty is destiny OfSTED Framework Issues of Accountability Poverty, background, vulnerability or disadvantage do not have to be predictors of failure Vulnerable and disadvantaged
children should be able to make at least the same levels of progress as their more advantaged peers Sir Michael Wilshaw, Chief Inspector, OfSTED A key premise A childs progress within the classroom is closely bound up with their lives outside of the school. Disadvantage and vulnerability have a strong bearing upon a childs ability to access and exploit educational opportunities as enjoyed by their more advantaged peers.
Under the radar Some childrens lives are characterised by fear, rejection, turbulence and chaos. UPN challenges Violent partners Family members behind bars Children who have never attended school Fostered/LAC moved from place to place leading to discontinuity of education The changing nature of schools Poor attendance and behaviour of young children at school is often a product of
inter-generational worklessness, abuse, neglect, addiction and a whole raft of other issues that schools are not traditionally funded and skilled to deal with. These are specialist tasks which schools may wish to commission from providers such as Barnardos. We are working towards children being seen to be at the centre of a constellation of services
commissioned by HTs. Increasingly HTs are adopting a Civic Leadership role alongside other services, taking a more holistic view of the community that they serve and how they can provide a Learning Community Barnardos offer to Schools Alternative curricula for classroom use e.g. PATHS
(promoting alternative thinking strategies) SEBD support in mainstream classes, Roots of empathy Therapeutic activities e.g. pyramid clubs, nurture groups, TAMHS (targeted mental health services) Home/School Connect incl. Family Support Workers Parenting Support e.g. Incredible years Mentoring Schemes and Peer Mediation A large pool of trained volunteers across the UK Using the Pupil Premium to best effect. Childrens lives are continuous even though their education is not (Oscar Wilde) School Cluster Support
Offers support to families at all ages and stages Real support at times of high vulnerability e.g. points of transition Continuity of support Barnardos seen as neutral whilst still working with the school. Outcomes of School Cluster work Barnardos independent evaluation leads us to believe that our interventions can lead to: 71% improvement in attendance 55% reduction in poor behaviour
referrals 43% improvement in attainment Bespoke Support Why is the issue of attendance and progress so important? What are the consequences of us continuing to fail some of our most vulnerable children? Daniel Pelka- Sept. 2013 A boy of four was allowed to be tortured to death because teachers and support agencies failed to
think the unthinkable. A review found Daniel was effectively invisible to officials. Hamzah Khan- Oct. 2013 The mothers refusal to let the PC see her son, who the officer knew had not been attending school, was the final straw. Mikaeel Kular- Jan. 2014 He had not returned to the nursery after the Christmas break because his mother said he had been ill. How many more serious case reviews
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