Identifying meaningful measures to address the attainment gap
A project to explore how to make better use of data to assess the poverty-related attainment gap across eight local authorities has begun. The research is being led by the Northern Alliance – a collaboration of Scottish councils – and the Data for Children Collaborative, and international partnership of universities and government. The partnership also includes researchers from University of Strathclyde Fraser of Allander Institute, the CivicDataLab, and additional support from Glasgow Caledonian University and East Neuk Analytics. Addressing the poverty-related attainment gap is a huge challenge for schools and services across Scotland and globally. It is appreciated there are many factors with the school day which impact on this. All local authorities hold information that paints a picture of the challenges families face and the numbers of children and young people living in poverty. The project team has been working closely with education practitioners to understand what data currently exists, how these datasets may link with one another and, crucially, how this may help inform issues associated with poverty and deprivation. They have also completed an in-depth analysis of the tools currently available to teachers, to understand what is needed to enable practitioners to make better decisions with the data that is available to them. The work provided an overview of existing features, their capabilities and limitations, and provided insight into potential alternative solutions. The Data for Children Collaborative is a unique partnership between UNICEF, The Scottish Government and the University of Edinburgh, hosted by Edinburgh Futures Institute. Their goal is to leverage expertise from partner organisations in order to address existing problems for children using innovative data science techniques. Northern Alliance Research Assistant Grant Murray explained: “We are very pleased to be working in partnership with the Data for Children Collaborative. It’s a great example of how working together across council areas means we can look to address shared challenges. “This work is allowing us to conduct in-depth analysis at a regional level, alongside local insight and challenges on the ground, drawing on potential new data sources and techniques.” Jo Kirby, Northern Alliance Lead Officer for Raising Attainment and Closing the Gap, said: “More relevant data in a local context will serve to improve the system so that those working in schools can better understand and facilitate equity and progression in the classroom for all our learners, regardless of the barriers they may face.” Alex Hutchison, Director of the Data for Children Collaborative added: “This project highlights the power of academia, private sector and public sector working together, and how each of those areas brings different strengths to look at a problem in a new way.” Laurence Findlay, Regional Improvement Lead for the Northern Alliance and Director of Education and Children’s Services for Aberdeenshire Council thinks the analysis of data will help to inform approaches at a local level. He said: “This important work will help practitioners to think about the trends identified within their local context. This isn’t just about schools but all services that support children and families understanding how best they can work together to make a difference. Understanding the factors that present barriers to families and young people will help us to better support families to access the help they need to thrive.” The outcomes of the first phase of work are now available on the project summary webpage. The Northern Alliance is currently reviewing proposals for the second phase of works, which will aim to take a deeper look at the data identified, and build meaningful measures for education practitioners to use.
Ethnic minority teachers offered free Google backed training scheme
Happy2Host Education, a UK-based professional development and creative agency, has announced it has been chosen to run an innovative program aimed at improving diversity and increasing the number of Black and Asian educators in the Google for Education Trainer community. The worrying lack of Black and Asian trainers in the Google community also extends to Google’s partners. Last year, Happy2Host Education became the first black-owned company in Europe to become a Google for Education partner. The agency hopes that through their involvement with the scheme and their work within the community, diversity and inclusion will improve. The program, with cohorts starting in February and April, will focus on empowering educators from minority backgrounds to have a greater impact at their school through upskilling using Google software. The mentoring program lasts for six months where candidates will receive 20 hours of guided professional development, including 6 hours of mentoring from Google Trainers – like Happy2Host Education. CEO of Happy2Host Education, Lawrence Tijani says, “We are incredibly proud to be running this very important project on behalf of Google UK. We are looking forward to working with incredible educators from Black and Asian communities to help them gain the Google for educator certifications.” Happy2Host Education is an inclusive environment that provides a range of affordable creative services for educators. The black-owned company celebrates what makes people unique and utilises these differences to help education providers stand out from the crowd through digital marketing and personal development. Completing Google certifications has been shown to improve student outcomes in the classroom, drive forward organisations’ digital culture and lead to further career progression for educators. However, many educators on previous Google-backed schemes haven’t been representative of the current diverse educational community. To improve this, the new wave of mentoring has been supported by 60 educators from marginalised communities, and Happy2Host are happy to be able to support in any way they can. Applications for the next cohort of the Google mentoring scheme open in March 2022. To book a place click here. To find out more about the EdTech tools, training, and strategies that Happy2Host offer, visit https://happy2host.education/
Coronavirus closures have left pupils more than 18 months behind
The learning gap created by the pandemic will take more than 18 months to close, teachers have warned. State school teachers were far more likely to offer a gloomy forecast of how long it would take pupils to catch up compared to teachers in private schools, according to a survey of 4,690 teachers for leading EdTech event, Bett. The survey – carried out by Teacher Tapp – showed that 14 per cent of teachers in private primary schools and 23 per cent of private secondary teachers had not seen a learning gap created by the pandemic. A majority of private secondary school teachers thought that their gap would be closed within 6 months. Just three per cent of teachers in state schools did not think there was a learning gap thanks to Covid19 compared to 19 per cent of private school teachers who thought there was no gap. Some 36 per cent of primary teachers in state schools thought the learning gap would take 18 months or more, while 32 per cent of secondary state school teachers thought the same. Overall, classroom teachers were slightly more pessimistic about how long it would take to close the learning gap than headteachers or members of the senior leadership teams (SLT). Some 32 per cent of teachers at the coalface thought it would take 18 months or more, compared with 31 per cent of SLT and 28 per cent of heads. When analysed by subject, language teachers and Key Stage 2 primary teachers were the most pessimistic, with 34 per cent warning it would take more than 18 months to catch up students. Some 28 per cent of maths specialist teachers thought it would be more than 18 months, while the figures were nearly the same for English teachers (27 per cent) and humanities (27 per cent) while nearly a third of science teachers – 31 per cent – also warned of the longest time delay. For teachers of early years and Key Stage one in primary, a third warned it would take more than 18 months while 30 per cent of PE teachers and 24 per cent of art and design and technology teachers thought the same. School closures ban Nearly four in ten – 38 per cent – of teachers agree or strongly agree with banning school closures and classing them as ‘essential infrastructure’. The move is proposed by senior Tory MP Rob Halfon, the chairman of the education select committee, who wants school closures to be banned unless they are voted for in parliament. Mr Halfon has put forward a Private Members’ bill to argue the case, saying that school closures and lockdowns had led to massive gaps in learning and to a safeguarding crisis. Many teachers remain uncertain about the proposed ban, with 29 per cent saying they were unsure whether they backed it. Slightly fewer teachers were against the ban – with 20 per cent disagreeing and 10 per cent strongly disagreeing. Primary school teachers remained marginally more supportive of keeping schools open – with 39 per cent agreeing or strongly agreeing with a ban on future closures, 30 per cent being uncertain, nine per cent strongly disagreeing and 18 per cent disagreeing. Among secondary school teachers, 39 per cent agreed or strongly agreed with a ban on closures while 27 per cent were unsure and a third disagreed or strongly disagreed. The split was starkest between state and private schools. Private schools were much more likely to want to stay open – with 25 per cent strongly in favour compared with 15 per cent in the state sector. Overall, 48 per cent of private school teachers backed the ban compared to 37 per cent in the state sector. Private primaries were strongly in favour of Mr Halfon’s proposals by 53 per cent compared to state primaries on 38 per cent. Just 37 per cent of state secondary school teachers backed the ban compared to nearly half – 48 per cent – of private secondaries. More state secondary teachers disagreed with the ban – with 34 per cent disagreeing or strongly disagreeing – than private secondary teachers (23 per cent). For private primaries, just 20 per cent opposed the move compared with 28 per cent in state primaries. A further 23 per cent of private school teachers agreed with the ban on closures compared to 22 per cent of state schools, Headteachers were also more likely to be very supportive of keeping schools open – with 42 per cent strongly agreeing or agreeing with an outright ban compared with just 35 per cent of classroom teachers. There were also regional variations, with London schools most in favour of a ban on closures – 40 per cent vs 31 per cent in the East of England. A third of teachers in the East of England disagreed or strongly disagreed with school closures while that figure was 29 per cent in London; 35 per cent in the Midlands, 31 per cent in the North West, 32 per cent in the South East, 30 per cent in the South West and 28 per cent in Yorkshire and the North East. Schools rated as ‘Outstanding’ by Ofsted were the most likely to want to stay open – with 38 per cent supporting the proposed ban compared to 34 per cent of schools rated as ‘Good’ and 33 per cent of schools rated as ‘inadequate’ or ‘requires improvement’. Eve Harper, event director, at Bett UK at Hyve Group plc, said: “Our survey shows that teachers are clearly concerned that the learning gap has widened since the pandemic. More teachers think that the Covid catch-up will take 18 months or more. There is also a stark difference in how long state school teachers fear it will take for pupils to recover lost learning compared with private school
Kaiser Chiefs frontman and Radio 1 star host new CBBC art show
Kaiser Chiefs frontman and former art teacher, Ricky Wilson, is teaming up with award-winning Radio 1 presenter, Vick Hope for a brand new CBBC show, which sees 27 budding young artists from around the UK compete to be crowned Britain’s Best Young Artist. Armed with a sketchbook and pencil, each episode sees three contenders take part in an Inspiration day, designed to challenge and stretch their artistic muscles, before returning to the art studio to create a showstopping artwork. The wannabe artists must impress Ricky and a guest judge who will be on hand to critique the finished artwork and decide who moves onto the next round. Joining Ricky as a guest judge will be world-class artists including Alison Lapper, Simeon Barclay, Si Mitchell and many more. Those that make the semi-finals are commissioned to create an original piece of art for celebrities including, Dr Alex George; acing driver, Jamie Chadwick and former Blue Peter presenter, Lindsey Russell, all appearing in the series. The series culminates with the grand finale, in which the top 3 artists have to draw on all of their creative skills and experience to produce a winning masterpiece which best depicts their hometown. Out of 3 semi-finalists, there can only be one winner who goes on to be crowned Britain’s Best Young Artist and win the prize of their final masterpiece displayed at an art gallery in their home town. Ricky says: “I’ve really enjoyed seeing what all the kids in the show can do and what they can do is astonishing. If I could do anything as half as good as them at that age then I’d be winning the Turner Prize.” Vick says: “Britain’s Best Young Artist is a place for experimentation, for getting your hands dirty, getting stuck in and trying new things. This show proves that anyone can make art and anyone can be an artist, no matter how young they are.” Britain’s Best Young Artist made by BBC Children’s In-House Productions will air Monday to Thursday on CBBC and BBC iPlayer from Monday 7th February. Britain’s Best Young Artist was filmed in a warehouse studio in Bolton, Greater Manchester and across several UK locations including Wales, Cumbria, Yorkshire, West Midlands and London.
How to get boys to open up about their feelings – a case study
Emotional health training organisation Mind With Heart is on a mission to help schools flourish and build a more compassionate society. Here the London based charity talks about its ‘Connected With Others’ programme which explores how positive relationships are key to our own wellbeing. It is an interactive and mindfulness-based programme for secondary school students. The aim is to equip young people with essential life skills that will support them throughout their education, as well as in their working and personal lives. The programme cultivates: • Awareness to recognise their own emotions, as well as the emotions of others; • Stability and resilience to be present with challenging emotions, and the ability to refrain from reacting habitually; • Self-compassion and the ability to be kind to themselves; • Emotional intelligence and listening skills, which enables them to give and receive support from others; • Empathy and compassion to be a good friend to others, including those outside their immediate circle of care; and • A sense of common humanity and a readiness to help. One trainer held this course in a London secondary school over a 5-week period of 10 sessions long, and it was delivered over the course of 5 double lessons of 1 hour and 45 minutes each. Interviews with 3 randomly selected boys from Year 9 (ages 13 to 14) were conducted before the training and again after the training was completed. In addition, there was a focus group of 13 Year 9 boys, which was taken at the end of the course. The majority of students were from a Bangladeshi ethnic background. In terms of the general student population at the school, around half were from a low income background, eligible for Free School Meals. Case study – Student 1 (‘S1’) S1 is a 14-year-old boy; he is chatty, enjoys playing sports and his school friends mean a lot to him. When he was asked in his pre-programme interview how he tries to support friends if they’re going through something difficult, he said ‘…if they forget about it and move on then it will help them focus more on different things’. S1 wants to support his friends and be a good friend by cheering them up and distracting them. By not acknowledging how his friends are really feeling, S1 dismisses their emotions. S1’s response was the same when asked whether he felt supported by his friends: ‘I feel very supported by my friends. When I’m feeling sad, they would try to help me forget about it by cheering me up’. In fact, many of the boys expressed the same thoughts on this, which highlights the problem of emotional avoidance rather than addressing and dealing with emotions. In fact, when asked what empathy was, S1 said he had never heard of it and, when further asked what compassion was, he thought that it was ‘being very enthusiastic and keen toward something’. Mind with Heart’s ‘Connected with Others’ programme aims to provide students with greater understanding and the tools to enhance their listening skills, expand their emotional intelligence and nurture their relationships. After the programme, we observed in S1 an increased empathy, readiness to help, courage and openness to approaching emotions. When asked about whether he would approach emotions differently he said, ‘I would. For example, if I was sad before I wouldn’t like to tell anyone, and I would think about it a lot. Now [the programme] made me think about it, I get it off my chest. I’ll be able to get some advice…’. This was echoed across many of the individual participants. It was clear that the training marked a shift in many of the boys, from perceiving themselves and/or others as ‘weak’ if they expressed their emotions, to it being a sign of ‘maturity’ and ‘strength’ to do so. When reflecting on what he had learnt from the programme as a whole, S1 said, ‘it might not sound as important when you have other things like maths and science, but really when you think about it, it could be one of the most important things that people feel around the world’. Case study – Student 2 (‘S2’) In his interview before the programme, S2 said that, if he is down, he would speak to his friends, particularly those he has known for a long time – ‘they kind of understand me’. However, interestingly, he did not feel the same when speaking with his family. ‘Parents might have [experienced the same things], but at the moment they don’t really know.’ The interview also explored gender stereotypes and whether S2 felt pressure from these stereotypes. S2 was acutely aware of stereotypes such as boys ‘don’t cry’ and that they’re ‘meant to be tough’. He further mentioned that he thought ‘some of them [his male classmates] feel shy and embarrassed to talk about how they feel’. Connected With Others encourages participants to investigate emotions, but also aims to provide them with support, confidence and assurance to take home these conversations and continue them with their families. In addition, the exercises and activities aim to re-educate on social gendered norms relating to emotions. For example, one activity required students to create abstract drawings of 8 different emotions. Students shared their drawings with the rest of the group. The activity opened the possibility for the boys to discuss the range of emotions they feel, while normalising the notion that boys experience a broad range of emotions. It seeks to challenge the traditional hegemonic masculine notions of boys only being allowed to show themselves as ‘tough’, ‘stoic’, ‘unemotional’ and demonstrates that boys can feel a wide range of emotions including being sad, angry, anxious, nervous, disappointed, depressed and shy. After the programme similar questions were put to S2. He said that before he ‘would just keep it [sadness] to myself’ and to cope he would play sports. Whereas now, together with playing sports, he would also try to talk about it. Further, when S2 was asked whether there was
Society reveals ‘deeply unfair disadvantage’ face masks are having on deaf children
The National Deaf Children’s Society has stepped in with a list of actions the Government should take to help deaf children while face masks are used in classrooms. Deaf school children left dreading school following the return of face coverings to classrooms at the beginning of the year, the charity says. It says the situation continues to put deaf children, who are struggling to keep up with hearing classmates, at a “deeply unfair disadvantage” and it’s affecting their education and their mental health. The National Deaf Children’s Society has today published a list of measures that it wants the Government to take, to counteract the negative impacts on deaf children’s education of the continued wearing of face coverings in class. This is in light of the Government’s planned review of the use of face coverings in secondary school and college classrooms on 26 January. The charity is asking parents of deaf children across England to email the Secretary of State, Nadhim Zahawi MP, to outline the impact face coverings in classrooms are having on their children. Face coverings make lip-reading impossible and obscure crucial facial expressions. Describing the ongoing use of face coverings in classrooms as putting deaf children at a ‘deeply unfair disadvantage’, the charity recommends the Government takes action to protect the education of deaf children, including by providing clear face coverings to schools and colleges with deaf pupils. In addition, the charity urges that a dedicated fund is set up to pay for extra support like radio aids or speech to text reporters for deaf pupils and the Secretary of State should write to schools, colleges and parents about the impact of face coverings on deaf pupils and give examples of reasonable adjustments that should be made. These mitigations will ensure that the communication needs of deaf children continue to be met in schools, even if the wearing of face coverings continues into next month. Mike Hobday, Director of Policy and Campaigns at the National Deaf Children’s Society, said: “Face masks across the country are having a huge impact on England’s 45,000 deaf children. Public health must be a priority, but face masks in class mean that deaf children are being left out and left behind. This is not acceptable. “Deaf children tell us they are struggling to communicate with their mask-wearing friends, unable to consistently understand their teachers and falling behind in their schoolwork. “The Government needs to take the urgent actions we’ve set out today to stop deaf children being failed.”
Forgotten Girls: The Reluctant Girl Readers
More than 2 in 5 (44%) girls aged 8 to 18 say that they don’t enjoy reading, according to a new report(i), Forgotten Girls: The Reluctant Girl Readers, published today by the National Literacy Trust, with funding from Estée Lauder Companies UK & Ireland. The conversation around reluctant readers most often focuses on (re)engaging boys in reading, rarely considering girls, despite evidence indicating that this group is sizeable. The report reveals: 2 in 5 (44%) girls aged 8 to 18 don’t enjoy reading 1 in 10 (10%) girls aged 8 to 18 don’t read at all in their free time 1 in 5 (19%) girls aged 6 to 14 can be classed as struggling with their reading skill. The charity is concerned that hundreds of thousands of girls aged 8 to 18 could be hindering their academic, social and economic prospects. A recent research report(ii) shows that reading for pleasure out of school is a major contributing factor to success at school and then in later life and is even linked to a higher lifetime earning potential. The National Literacy Trust and Estée Lauder Companies UK & Ireland (ELC UK&I) extended their partnership in summer 2021 seeking to understand the root causes of low literacy engagement and skills and support better life prospects for children in the UK. Based on a survey of more than 21,000 girls and data from over 286,000 reading assessments(iii), this new research aims to highlight the significant number of girls with poor reading engagement and skills. When compared with girls who do enjoy reading, the research also reveals that four times as many girls who don’t enjoy it say they can’t find things to read that interest them (44% vs 11%). Furthermore, only 1 in 6 (17%) of this group believe reading is ‘cool’. Motivational issues, such as interests, play an influential role for girls who don’t read at all in their free time. Almost two-thirds (63%) of girls said they struggle to find reading material that matches their interests. The research shows that greater diversity and more relatable characters in books are more of an issue for girls who don’t enjoy reading. More girls who don’t enjoy reading said that they find it difficult to find books with characters or people who are like them compared with girls who enjoy reading (39% vs 31%). Fiona Evans, Director of School Programmes at the National Literacy Trust, said: “Much of the existing literacy research indicates that boys perform less well in reading and that they report lower reading enjoyment, but this report shows that girls’ reading performance is also an issue, and that the problem exists regardless of gender. “This report unearths a serious potential crisis for reluctant girl readers across the UK who have the potential of being forgotten as the spotlight continues to shine on boys’ reading development only. It’s not too late to change the outcomes for this generation. The National Literacy Trust and our partners provide valuable support that both girls and boys need to support their reading engagement and skills.” Sue Fox, President, The Estee Lauder Companies UK & Ireland, said: “As a female-founded company, we want every young woman and girl to fall in love with reading and obtain the necessary literacy skills they need to reach their full potential. It’s concerning that so many young women say they don’t enjoy reading. Today’s research highlights the need to do more to support reluctant girl readers and further strengthens our commitment to partnering with the National Literacy Trust to help to ensure that no girl gets left behind.” The report also highlighted differences in the number of girls who don’t enjoy reading by geographic regions in England. The highest percentage of girls who don’t enjoy reading was found in Yorkshire and the Humber (51%) and the South East (48%). The regions with the lowest percentage of girls who don’t enjoy reading were the West Midlands (42%) and London (38%). For more information on the report and the partnership between National Literacy Trust and ELC UK&I, visit literacytrust.org.uk/forgottengirls.
Oldham primary school achieves top art teaching accreditation
Oldham-based Lyndhurst Primary and Nursery School has been awarded The Artsmark Award having demonstrated an ongoing commitment to quality and diversity in arts and culture. The Artsmark award, accredited by Arts Council England, is the only creative quality standard for schools and education settings. Their aim is to ensure every young person can be creative and access a diverse, high-quality cultural education. Having begun the journey in December 2017, the school had to achieve many targets which were set by Curious Minds – the Artsmark team. Joanna Dudson, the school’s Art lead, was acutely aware that even before beginning the journey, the school was independently well on its way. To achieve the award the school had to raise the profile of the arts across the curriculum whilst also deepening the awareness across the school of how it could engage pupils more positively in their own learning journeys. Artsmark fed into the school’s vision of #shaping the future, #making memories and #ready for life perfectly. Despite a global pandemic landing in the middle of their progress, the school did not let it impact their journey. Joanna continued to develop the curriculum and activities with the children around this by adopting a more flexible and adaptive approach. The activities adopted during the lockdown period meant that the students not only met the criteria for Blue Peter Badges, but also the Green Badge for awareness of the environment, conservation, and nature. This award entitled the children to free entry into top attractions across the UK. Commenting on the journey, Joanna Dudson said: “We are really pleased to have achieved this award; at Lyndhurst we value all aspects of learning. Creativity supports all areas of development, as well as supporting emotional and mental wellbeing while creating learners for life. “A real highlight in the process, aside from the Blue Peter badges, was utilising the music specialist at ‘Voices Music Foundation’ to teach music through singing. This allowed the children to develop their motor skills, confidence, rhythm, teamwork, and coordination. “All the staff at Lyndhurst were involved in the process towards the award, so to receive it has solidified our school wide community.” Lyndhurst Primary and Nursery School forms part of the Focus-Trust – a charitable primary schools trust which is based in the North West of England and West Yorkshire with a vision of providing great schools at the heart of communities where children thrive, achieve and succeed.
Covid-19 impact on the lives of young people
‘Andrea Greystoke is the Founder of Abercorn School, a leading independent school which has recently announced its expansion to accommodate an older age group in response to an oncoming demographic shift in Britain, in which the number of 18 year-olds is expected to grow by 25% over the next decade.’ Here’s what Andrea Greystoke has to say about Covid’s on-going impact on children and the latest measures the government is encouraging schools to introduce in response to the Omicron variant gaining momentum in the UK. ‘Covid-19 has had a detrimental effect on the livelihoods of many, and has had a particular impact on the lives of young people, whose education has been irreparably changed. A recent Ofsted Annual Report highlighted the widespread social and educational suffering brought about by restrictions and lockdowns.’ ‘The last year has undoubtedly been extremely difficult for many pupils, teachers and parents, and so I am supportive of measures that can be introduced in schools to ensure that they can remain open and to try and slow the spread of Covid, including mask wearing in senior schools.’ ‘Testing pupils when they return from their Christmas holidays is a small ask to protect children’s wellbeing and education in the classroom, as well as preventing the need for tougher measures to be considered.’ ‘As quickly as schools like Abercorn adapted to online learning, for many young children, it was not a comfortable experience and we should do everything possible to avoid this happening again. We prioritise learning in a structured, but also sociable and supportive environment at Abercorn, and these key principles are so important to the personal development of children throughout their educational journey all the way through to A-Levels.’ ‘Wellbeing is not something that can be instantly provided, but is something that can be nurtured in a child with the help of a quality and caring education. The process of building this important sense of wellbeing and security is not straightforward, and takes time and consideration… Lockdowns mean that this journey has been hugely disrupted and we should do whatever we can to ensure that our schools can stay open to safeguard this process.’ ‘At Abercorn’s Upper School, pupils and staff have been wearing masks throughout the pandemic. This is something that we will be continuing to ensure that we protect the education, health and wellbeing of our students and staff.’ ‘I believe that wellbeing is an essential prerequisite to the acquisition of knowledge and a successful, happy schooling experience, and schools uniquely offer an environment where these values can be fostered, nurtured and left to flourish. Ensuring we do whatever we can to keep our schools open is essential.’ https://www.abercornschool.com/