Applications open for schools to take part in the next youth engagement programme
The Environment and Climate Change Committee is offering secondary schools, sixth form colleges, and further education colleges the opportunity to work with the Committee by applying for its youth engagement programme for 14-18 year olds. The deadline for applications to be received is 11:59pm on Thursday 15th June. Schools and colleges will be selected before the summer holiday, and the programme will begin in September 2023. Background To find out how your school can help the Committee investigate issues related to the environment, and to apply, see the link below. A full list of ground rules and expectations can be found on the application page. Six schools from around the UK will be selected, and the successful schools and colleges will work with the committee for a year. The programme will include; virtual sessions with committee members to discuss committee work and inquiries, the opportunity to advise the committee on what questions to ask Government Ministers during inquiries and a visit from the Chair of the Committee. During last year’s successful pilot programme, schools and colleges from England, Northern Ireland, Scotland, and Wales, contributed to the Committee’s high-profile report, ‘Mobilising action on climate change and environment: behaviour change’. Baroness Parminter, Chair of the Environment and Climate Change Committee said: “This unique and exciting opportunity assists the work of the Committee in holding the Government to account and ensure environment and climate change targets are met. “As the students who took part in last year’s engagement programme demonstrated, young people are passionate about the environment and have the intuition to press the Government on the key issues facing our planet.” School Application Form
Award Winning Russell Maliphant Dance Company Offers Free Digital Teaching Resources To Schools
The critically acclaimed, Olivier award winning, Russell Maliphant Dance Company is offering free, interactive teaching resources based on brand-new project Vortex to schools across the country, as it tours the UK this May and June. Students of all backgrounds within each region featured across the Vortex tour, with dates in Colchester, Canterbury, Newcastle, Huddersfield, and finishing in London at the end of June 2023, will have the opportunity to access the resources for free throughout the duration of the tour, helping them to form a deeper understanding of the piece, as well as its processes, collaborators, and the creative journey. The resources include a Vortex digital teaching pack, which contains further information about the choreographic process and artistic collaborators who made the piece, as well as a variety of teaching and learning tasks for teachers to work through with their dance students. The tasks will encourage considered choreography, inspire creativity, and give dancers an opportunity to develop performance concepts. The teaching pack will be available as a downloadable and as an audiobook. RMDC has also produced video clips which are designed to be used alongside the Vortex digital resource pack. The video clips include the stage version of Vortex and extracts of repertoire from the performance. Each repertoire extract has been filmed and broken down by a company dancer to be directly copied, where possible, by dance students. Inspired by masters of the twentieth-century, and influenced by the works and processes of Jackson Pollock and Abstract Expressionism, Maliphant paints his own interpretation with movement, light, and shadow to create a visually rich journey, with the remarkable dancers of RMDC. Collaborators include Ryan Stafford (lighting design), Katya Richardson (composer) and Stevie Stewart (costume design). Together with partners the Victoria Wood Foundation and The Foyle Foundation, Russell Maliphant Dance Company has established the Dance Encounter Fund (DEF), offering 1,000 free tickets to young people aged 14 – 25 across the UK during the Vortex tour. DEF will enable RMDC to make experiencing and engaging with live performance a reality for diverse young people, where ticket cost may ordinarily act as a barrier. RMDC have also partnered with Tickets For Good across the Vortex tour. Working together with the foundation, RMDC will provide free tickets to NHS workers and local charities, committing 50 free tickets per venue for the entire tour. Tickets For Good strives to deliver positive social impact through live entertainment by lowering the barriers of access to live events for individuals who previously may not have attended due to physical, financial, work-based, or personal obstacles. Russell Maliphant Dance Company was established in 1996 as the framework for Maliphant to initiate productions and to work with his own ensemble of dancers. Since that time, the company has received two Olivier awards, three South Bank Show awards and four Critics’ Circle National Dance awards for best modern choreography, amongst many other national and international awards and nominations. Russell Maliphant’s work is characterised by a unique approach to flow and energy and an ongoing exploration of the relationship between movement, light and music. Russell Maliphant has been an Associate Artist of Sadler’s Wells since 2005 and gained a PhD in 2019. Maliphant’s last project Silent Lines toured the UK to critical acclaim in 2019 and received plaudits and national praise from the likes of The Telegraph, The Guardian, and the Evening Standard. Commenting on Vortex, Russell Maliphant says: “The work of Jackson Pollock had made a lasting impression on me since the first time I encountered it many years ago. I saw certain similarities in the approach to painting and energy that might sometimes be experienced in dance and movement tasks for improvisation and instantaneous composition in performance. “As a choreographer, I have generally created abstract, non-narrative work since I started RMDC, but I have made a couple of pieces that used another artist work and processes as inspiration – namely ‘Afterlight’ (2009) which used the great Russian dancer Nijinsky as inspiration and ‘The Rodin Project ‘(2012) which used the sculptures and watercolours of the genius French sculptor Auguste Rodin. “The creative process is altered when having a particular aesthetic to draw inspiration from and mingle with one’s own ideas. It offers a new lens through which to interpret the elements and themes around which to gather ideas. The research and development necessarily follows a different trajectory as there are particular concrete elements to dig into. “The idea for the project began before the pandemic hit in 2020 but was put on hold, other than a couple of weeks of explorations in the studio. These started to reveal elements I wanted to work with and developed as I began working with my collaborators: Ryan Stafford, Katya Richardson, and Stevie Stewart.” Martin Collins, Executive Director & Producer, Russell Maliphant Dance Company, comments: “We’re so looking forward to showcasing our new project to the Sadler’s audience, as our outstanding dancers take to the iconic London stage this May. “We are hugely grateful to the BBC for optioning our film of Vortex, allowing a national reach for our new touring production. We’re also thrilled to partner with Tickets For Good throughout the Vortex tour, ensuring as many people as possible have access to our production across the UK.” Vortex teaching resources are available here. Tickets for the Vortex tour are available now. Vortex UK Tour dates: May 2023 16th – 20th – Excelsior Studios, London 23rd – 27th – Excelsior Studios, London 30th – The Malthouse, Canterbury June 2023 6th – Mercury Theatre, Colchester 13th – Lawrence Batley Theatre, Huddersfield 22nd – Dance City, Newcastle 29th – Artsdepot, London
Initial Teacher Training – barriers to recruitment and delivery survey published
“Every possible avenue to recruiting trainees being explored” New research undertaken by the National Association of School-Based Teacher Trainers (NASBTT) has highlighted the breadth of recruitment tactics being adopted by school-based Initial Teacher Training (ITT) providers as they seek to attract more recent graduates and career changers to the profession. Despite the survey confirming the challenges around ITT recruitment, with 77% of respondents reporting that trainee applications are down at this stage of the year compared to last year, NASBTT members have said that those who are applying are doing so for career prospects (27%), changing jobs (17%) and working locally (10%). When asked what else DfE should do to address the recruitment crisis, 17% of respondents called for an increase in wider hardship support during training, 16% for an increase in bursaries/scholarships, and 8.5% for an increase in starting salaries. Starting salary was not selected as a reason by any of the 70 respondents as to why trainee applications are down, or a reason given to providers by trainees who have applied. However, it is the range of recruitment tactics cited by NASBTT members that is arguably the most practically useful insight from the survey completed in March and April 2023. From targeting internal candidates in schools (especially Teaching Assistants and existing cover/support staff) and former students, to sponsorship of a local football team, contacting the armed forces and town centre or roadside advertising for additional visibility, ITT providers are exploring every possible approach to recruitment. Other free-text responses, summarised below, are: In a further key finding, 43% of respondents reported that school placements are down at this stage of the year compared to last year, with the majority (36.5%) have decreased by 20-30%. A further 30% said that placements are down by 10-20% and 16.5% by 30-40% from 2022. “Our latest member survey underlines the hugely challenging picture that ITT providers are facing around trainee applications this year,” said NASBTT Executive Director Emma Hollis. “As we know, this is a national issue and is a cause for concern for providers of any size, but it is to the credit of the ITT sector as a whole that every possible avenue to recruit trainees is being explored. The sector’s resilience never ceases to amaze me. It is too early to say what the impact of continuing lower recruitment will be, but clearly those in power are aware of the issues as demonstrated by the Education Select Committee inquiry into Teacher Recruitment, Training and Retention that NASBTT responded to last month.” Emma explained that the impact of the Early Career Framework (ECF) on capacity in schools, and in particular on mentoring capacity, was a significant contributory factor. “This has led to unintended consequences of some schools preferring not to employ Early Career Teachers (ECTs) as they cannot meet the additional capacity needed to support them,” she commented. “Even more significantly, however, we are increasingly hearing of schools withdrawing from offering ITT placements due to the capacity issues created by mentoring and ECTs. Our survey, which shows that nearly half of respondents are experiencing issues with placements at this stage of the year compared to last year, backs this up.” This could lead to a placement crisis for ITT providers, Emma stressed, which “must be considered very seriously and addressed before it creates an even greater crisis” in the ITT sector. “We have given this message before, but should placement opportunities not be readily available on their doorstep, the requirement to travel will become a further barrier to entry from applicants who are unable or unwilling to travel significant distances for their training and could further adversely affect teacher supply,” she said. “To mitigate this, we suggest that DfE may wish to consider hardship funding for all trainees to apply for help with costs. This could be managed through providers under existing grant funding agreements. DfE has allocated relocation funding for overseas trainees so it feels reasonable to also earmark funding for domestic students who are struggling to pay travel costs.” Emma added: “Teaching is a unique profession. It is incomparable with any other sector in terms of workload (in and out of the ‘workplace’ and outside of core hours) and scrutiny (from Ofsted, governors and parents/carers). At the heart of the issue is how the profession is presented (mainly negatively) in the media, through DfE marketing campaigns (counter productive), combined with the fact ‘everyone knows a teacher’ and perceptions often reflect that. Government needs to lead the charge for makingteaching an attractive profession for both recent graduates and experienced professionals once again.We should emphasise (and evidence) that employment opportunities are extremely high for qualifying teachers, which is an important message not least in the current economic climate.” Overall, the majority of NASBTT member respondents (28%) said that trainee applications are down by 10-20% followed by 30-40% (26%), 20-30% (22%), 40%+ (18.5%) and 0-10% (5.5%). When asked why they thought applications are down, underlying issues cited included the cost-of-living crisis (22%) and perceptions of the profession (15%).
Schools stalling on sustainability despite it being ‘a top priority’
Amidst ongoing challenges, research from school transport specialist Kura reveals that sustainability is taking a backseat for school leaders, highlighting a disconnect between targets and action. Despite carbon footprint reduction being a top priority for 42% of school leaders, there is little action being taken, particularly when it comes to the carbon-emitting school run. Just 9% plan to invest in buying or leasing new electric vehicles this year, 7% in car share initiatives and 27% in cycling and walking schemes. Research also highlights concerns regarding levels of traffic and pollution around the school gates. Unicef’s Toxic School Run report found that children are disproportionately exposed to higher doses of pollution during the school run and research by Admiral revealed that, during term time, there are 68% more accidents occurring during morning school run hours. Encouragingly, 66% of school leaders agree that levels of pollution and congestion at peak hours need to be cut and 62% believe that the number of parents driving children to school should be reduced. When asked about the future of the school run, 34% of school leaders said they expect to see more electric vehicles, 27% think there will be more shared transport (coach and minibuses) and nearly half (43%) believe walking and cycling infrastructure will be developed. However, of the 250 school leaders surveyed, just 34% say that their school is part of a scheme to reduce traffic. Whilst schemes such as School Streets are growing in popularity, with over 300 educational establishments introducing them in the UK, it’s clear that the majority of schools still have action to take to reduce congestion around the school gates. The research also found that just 28% of the schools surveyed currently provide a home to school service and only 6% have invested in improving school transport in the last year. When one 49-seater school coach can take as many as 31 cars of the road*, provision of school transport can be key to schools’ sustainability efforts. Commenting on the findings, Godfrey Ryan, CEO of Kura, said: “Schools are undoubtably under pressure to make budgets stretch further and shifting priorities are leading to a stall in action when it comes to sustainability. “However, our research highlights a disconnect between what school leaders expect to see and what they’re investing in. For example, 34% believe that there will be more electric vehicles for school transport in the next three years, but just 9% intend to invest in this area. “With the government expected to introduce sustainability targets for schools from 2025 and research revealing worrying levels of pollution around the school gates, school leaders can’t afford to put the brakes on reducing emissions. “To help tackle the issue, schools can invest in school transport, car share schemes and initiatives to reduce traffic at peak pick up and drop off times. A quarter of rush hour traffic can be attributed to the school run and this can be significantly reduced with the right measures in place. “Transport technology also has a role to play. For example, route optimisation means that drivers can take the most efficient route to pick up students, shortening the school journey and reducing emissions. “It’s no longer just a sustainability issue. Whilst schools have a vital role to play in reducing emissions, high levels of traffic and pollution also pose a significant safeguarding risk to students and the local community. As a result, schools must get on board with the school run revolution.”
Majority Of Britons Regret Not Learning Another Language
England and Tottenham footballer, Eric Dier, and learning company, Pearson, have teamed up to help the next generation avoid the same language regrets as today’s UK adults, as new research reveals the challenges facing monolingual-Britons. Three-quarters (73%) of people who speak just one language wish they could speak another according to new research released today by Pearson, the world’s digital media learning company. The survey of 2,000 UK adults revealed that more than half (54%) of monolinguists have faced difficulties in life as a result of not being able to speak another language. Nearly a quarter have felt embarrassed by their inability to communicate on holiday or while travelling (23%) with a fifth feeling uncomfortable that they could not speak to someone who communicates in a different language (21%). One in six feel that it has limited their confidence to travel abroad (17%). In contrast, nearly nine in ten (86%) UK adults who speak another language say it has supported them in a multitude of ways, including understanding other cultures better (47%), having the confidence to travel the world (36%), making international friends (34%), increasing self-confidence (31%), and as well as living abroad (30%). One in eight even attributes meeting their partner to knowing an additional language (13%). With two-thirds of Britons saying they would have chosen to learn a language at school (66%), Pearson has announced its plans to help ensure today’s learners don’t have the same regrets by launching their reformed 2024 MFL GCSE draft qualification with a nationwide More than words campaign, which aims to encourage more young people to consider learning a language. England and Tottenham footballer and polyglot, Eric Dier, is supporting the Pearson ‘More Than Words’ campaign, and spoke with students at Regent High School in London about the impact language learning had on his life and the doors it can open for others. The Spurs defender said: “Languages have been an integral part of shaping the person I am today. From my childhood in Portugal, where languages helped me to make friends and understand and thrive in different cultural communities, to communicating effectively with my teammates and coaches in my football career today. “People don’t always expect me to be able to speak so many languages, but I enjoy the process of learning them and the world of possibilities it opens up.” Discussing the wider picture of language learning in schools and their plans to ‘reignite interest’ in languages, Katy Lewis, Head of MFL at Pearson said: “Almost half (45%) of all UK adults think that it is more important to speak another language today than it was 20 years ago and yet, uptake in GCSE and A Level languages has been in steady decline. We’re committed to reigniting interest in the subject through meaningful qualifications that allow all students to develop their language skills, regardless of their background, ability, or reason for studying a language. “We are working with schools, language experts, inspiring multilinguists, like Eric Dier, and learners across the UK to promote how languages are so much more than words and their power extends far beyond the classroom walls. By creating inclusive and relatable content and deepening the collective passion around language learning, we can better equip all students for life and future careers in our increasingly connected world.” When respondents to the Pearson-commissioned survey were asked what would most encourage young people to study a language today, the top five responses were: showcasing the benefits to their future lives, making the subject more interesting, learning about different cultures and lifestyles as well as vocabulary, making content more relevant to young people’s lives and making it more accessible. Pearson’s new range of future-focused language qualifications in French, German and Spanish have been designed in consultation with hundreds of schools and trialled with over 800 students to authentically represent and reflect the rich diversity and experiences of students across the UK. Built on the foundation of inclusivity, accessibility and transparency, the qualifications, for first teaching in September 2024, take a student-centred approach and combine clear, concise and straightforward assessments with engaging, relatable content. If you are interested in finding out more about Pearson’s More than words campaign and their new language GCSEs, please visit: go.pearson.com/MFLGCSE24
Teacher training providers merge to create new offer for schools and future teachers across Norfolk, Essex and Suffolk
A new local teacher training organisation operating across Essex, Norfolk and Suffolk will support recent graduates and career changers into the classroom from September 2024. Norfolk, Essex and Suffolk Teacher Training (NESTT) is being formed following a merger of experienced “tried and tested” school-centred local initial teacher training (ITT) providers Suffolk and Norfolk SCITT and BEC Teacher Training. The merger has been agreed following the Government’s recent ITT market review report which made recommendations on how to make sure all trainees receive high-quality training, how the ITT market maintains the capacity to deliver enough trainees and is accessible to candidates, and how the ITT system benefits all schools. One of these recommendations was around the development of local partnerships. Whilst Suffolk and Norfolk SCITT and BEC Teacher Training will continue to operate as individual ITT providers until the end of the 2023-24 school year, NESTT leaders are already laying firm foundations for the future for the new organisation, including working with subject experts to design a new and exciting curriculum for the teachers of tomorrow. The NESTT programme will feed into provision for the Early Career Framework, which sets out what early career teachers are entitled to learn about and learn how to do when they start their careers,and ensure a coherent three-year training cycle for new teachers as well as comprehensive support for mentors in school. “The two SCITTs merging to form NESTT share a vision of working with all our local partners to nurture a vibrant, research-engaged community of teachers in our area,” said Anna Richards,Executive Leader of Suffolk and Norfolk SCITT. “We are a tried and tested local provider and will continue to be responsive to local need.Collaborating with local head teachers in each area will enable us to consult widely amongst our partnership schools and local multi-academy trust CEOs. “Unlike some of the new national entrants to the market, the SCITTs merging to form the new partnership all have 22-25 years’ experience of delivering ITT. Both legacy SCITTs joining NESTT currently have five-year teacher retention rates above the national average, in some cases by a substantial margin.” Christine Jarrold, Director at BEC Teacher Training, added: “The records of ourselves and Suffolk and Norfolk SCITT show the vast majority of teachers we train take jobs in local schools and continue their careers working in the area. “NESTT teacher trainers have all worked in local schools before moving into teacher training and have a wealth of contacts and personal knowledge of the region, which facilitates that. Existing excellent relationships with schools mean that NESTT will be able to ensure that every trainee has a suitable school placement and a skilled mentor from the start of the course. “The NESTT team will continue to foster the culture of trust and transparency which enables us to work with schools effectively to provide the best training for our beginning teachers.” NESTT will continue to provide the majority of training face-to-face rather than relying on online platforms and pre-recorded videos. “Face-to-face interactions provide valuable experiences for trainee teachers, facilitating learning through activities such as rehearsal and micro-teaching, which research has found to be highly effective,” Anna said. “It will also enable them to develop supportive networks in our area, aiding future retention of teachers. “We will keep up our current open-door policy and our locally-based teams will be able, as now, to respond quickly and flexibly to any questions raised by our schools. As well as trainees, the mentor training and skills’ staff develop as teachers will support broader school improvement. All this will be underpinned by our core values, Nurture, Empower and Teach.” The development has been welcomed by education and local authority leaders across the region, including both Suffolk County Council and Norfolk County Council who have long been strategic partners of Suffolk and Norfolk SCITT. Mark Bennett, Senior Education Officer at Norfolk County Council, said: “We are confident that NESTT will provide high-quality staff for our local schools and ensure they gain enjoyment and satisfaction from their careers, remain in the profession and continue to develop their expertise, contributing to their own schools and to the training of future teachers.” Samantha Fletcher, Assistant Director for Education Strategy and Infrastructure, Norfolk County Council, concurred: “Relationships are key, and we will continue to build on the strong partnerships with local schools that characterise our full provision, and offer our communities high-quality training and personalised support.” Ahson Mohammed, CEO of Compass Trust, the parent body of BEC Teacher Training, added: “We are delighted to be cooperating in this new venture. Our Trust has always had a strong commitment to providing the very best in training and development for our staff. The formation of NESTT will enable us to make our offer to trainee teachers even more attractive.” The University of Suffolk will continue to validate the Postgraduate Certificate in Education (PGCE) on NESTT primary and secondary ITT programmes. “We are pleased to be able to extend our relationship with NESTT, and look forward to supporting staff and trainees alike,” said Dr Clare Gartland, Associate Professor of Education at the University of Suffolk. Primary and secondary schools in the following cities and towns (and surrounding areas) will be supported by NESTT: Basildon, Billericay, Brentwood, Bury St Edmunds, Colchester, Chelmsford, Clacton-on-Sea, Great Yarmouth, Harwich, Hornchurch, Ipswich, King’s Lynn, Lowestoft, Norwich, Rayleigh, Rochford, Southend-on-Sea, Thetford and Wickford. NESTT is hosting Train to Teach Information Events on 9th May, 14th June and 13th July. For more information, go to www.nestt.org.uk
Nike teams up with Discounts for Teachers to offer savings for education staff
Discounts for Teachers, the free membership scheme, has joined forces with sports retailer, Nike, to offer a 10 per cent discount code to anyone working in the education sector. The discount code can be used by Nike members on full price products (T&C’s apply) and is available now for education staff via the Discounts for Teachers website. Discounts for Teachers offers a wide range of perks and offers for members from popular retailers, travel companies, utility providers and more. Discounts For Teachers’ research shows that members have saved an average of £2,262 per year through the free membership scheme. A further 91 per cent of their members say that discounts help them to afford a higher quality of life. In addition to helping teachers make valuable savings, Nike and Discounts for Teachers hope to inspire education staff to stay active and take care of their mental health and wellbeing. Jacqui, a teacher who is a member of Discounts For Teachers, said: “Discounts For Teachers really affects my wellbeing and arguably my quality of life, because it means I can afford to treat myself.” Storm Postlethwaite, Managing Director of Discounts for Teachers, said: “The cost of living crisis is taking its toll on nearly every sector, and education is no exception. “To offer hard-working education staff a small reward for their efforts and the chance to make big money savings is at the heart of what we do, so we’re extremely happy to partner with Nike and extend this exclusive discount code to members. “Whether it is purchasing a new pair of running trainers to get outdoors or a t-shirt for a loved one, the discount enables education staff to take care of themselves.” Discounts for Teachers’ members can also earn cashback on purchases at over 80 retailers with the Ode Card. This is a Visa Prepaid card that can be used online or in-store to earn cashback at retailers such as Asda, Sainsbury’s, Argos, Boots, Primark and many more. Learn more about the Ode Card here. For more information about Discounts for Teachers and to access the exclusive 10% off Nike discount code, please visit: https://www.discountsforteachers.co.uk/retailers/nike-929
Discovery Education launches King Charles coronation resources for UK primary schools
Editor’s blog – what’s the value of parental help with homework?
Your school, like most I imagine, probably asks parents to help their children learn. It’s fairly routine, especially at primary level, for schools to give parents the responsibility of making sure their kids do homework and assist their learning for weekly tests. But is it worth it? It would seem it depends on both the subject and other socio-demographic factors. A new study by the University of Manchester has found that the time parents spent helping children with maths, art and music had almost no effect on their school progress as rated by teachers. Instead, family class and income, and the parents’ educational level, were much more important. Sadly the disparities in results have little to do with effort or intent of the parent, with the research finding that ‘lower class’ parents spent more time trying to teach their youngsters maths, reading and writing. Lin Ding from the university analysed data from the Millennium Cohort Study survey of over 8,000 children in the UK at the ages of seven and 11, recording their teachers’ assessment of their progress in maths and in creative subjects, and the amount of time parents spent with them on various activities. Ms Ding found that parents’ time spent helping their children with maths, reading to them and going to libraries made children only a few percentage points more likely to be classed as above average or well above average by teachers. Going to bed at a regular time also helped the children slightly. Parents’ time spent on musical or physical activities with children had no effect, she found. However, having parents with degrees, or who were well-off or from a high socio-economic class approximately doubled the chance of their children being assessed as above average. “The effect of various parenting activities is much less significant than parents’ class, income and educational level,” Ms Ding told the British Sociological Association’s annual conference in Manchester this week. “Family income has a greater impact on children’s performance in core subjects than in creative subjects. “The relative insignificance of parenting activities in these models may be due to the fact that high frequency of parenting activities does not necessarily equate to high quality parenting. “The method and quality of parenting may be crucial. For example, parents from different social classes may all read to their children, but the selection of reading materials and the explanation that comes with reading may differ. “Middle-class parents may have more advanced educational methods that may better involve their children in academic activities, mainly by helping them adapt to the school environment earlier. On the other hand, lower-class parents may be more inclined to focus on and take remedial measures only when their children encounter learning difficulties.” The data showed that for children aged seven: • Parents’ help for their children’s schoolwork, reading to their children and going to libraries had a small positive effect, while musical and physical activities with children had no effect. Going to bed at a regular time was linked to better teachers’ assessment.• At age seven, children who received daily help with maths from their parents had only a 1.8% increased chance of being assessed as ‘above average’ by their teachers.• 39% of the children from the highest class families were rated above average in maths, compared with 21% of those whose parents were manual workers, the lowest of five classes used in the analysis. The relative difference was even greater for those in the ‘well above average’ class: 12% for children from the highest class and 4% for those from the lowest. The three intermediate classes showed results in-between the highest and lowest classes.• The gap was slightly less when considering creative subjects such art and design, and music: 28% of the children from the highest class were rated above average, compared with 14% of those whose parents were manual workers.• The figures were similar when comparing children with parents from the richest class and poorest class, and those with parents with degrees and those without qualifications. The data were also similar for children aged 11.• When aged seven, children from the highest social class spent more time in libraries than those from the lowest class, and their parents read to them more often. But parents in the lowest class spent more time teaching their children maths, reading and writing. Ms. Ding, who conducted this research as part of her PhD studies under the supervision of Professor Yaojun Li and Professor Andrew Miles, adjusted the data to compare people of the same gender, ethnicity and other factors in order to isolate the effects of parents’ class, income and education. She found that the effects of parents’ class, wealth and education far outweighed those of time parents spent with their children. She also looked at whether the teachers’ assessment matched the maths scores students achieved in tests at age seven and 11, and found they were accurate. • The study used the five categories of NS-SEC based on SOC2000 to measure social class, which are widely recognised: higher managerial/professional; intermediate; small employers/own account (self-employed); lower supervisory/technical; and semi-routine/routine occupations.