Volunatary and community services sector role in supporting parents and families

This report by the Tavistock Institute on behalf of the DCSF examined the role the Voluntary and Community Sector (VCS) plays in supporting parents, carers and families under the Every Child Matters agenda.

Key points:
- The number of support services for parents and families (provided by all sectors) usually matched the population size of a local authority. The proportion provided by the VCS was subject to considerable variation, ranging from less than a third in some areas to nearly two-thirds in others, and did not typically bear a close relationship to population size.
- Half of all the services in the mapping were in the broad category of ‘social interventions’ (for example, generic and targeted parenting support, family relationships, early years services and support for families in which there had been sexual or domestic abuse or the death of a child). Health-related services accounted for a further 29%, education 17% and housing 1.5%. The largest proportions of service types, provided by all sectors, were targeted parenting support (social) and services for families in which there was a disabled or ill child (health).
- Rural areas tended to have very few services with a large number of users.
- In terms of approach (preventative or crisis driven), access (open or targeted) and the nature of support offered (therapeutic, educational, social or practical), there was a marked tendency for VCS services to be multi-faceted. For example, while the focus of a service might be on a targeted intervention for families in crisis who benefited from therapeutic support, this did not exclude the provision of other approaches or types of access and support.
- The vast majority of VCS managers struggled to maintain the service with their current funding, which varied from £10,000 a year or less in 25% of cases to £500,000 a year or more in 6% of cases.
- The majority of service managers sought to expand future provision, by diversifying their work or by increasing their number of users and/or staff. However, a major obstacle to continued, consistent or increased provision was a lack of funding, and especially secure and long-term funding.
- The mapping exercise pointed to relatively little provision directed at fathers, either specifically or as part of wider family provision. Other groups for whom there was a low level of service provision were Gypsy and traveller families and Black and minority ethnic (BME) groups, though areas which had been selected for their ethnic diversity did provide some specific provision for the latter group.
- The majority of voluntary sector service providers in the interview sample found the ECM framework useful in their work, by encouraging them to think more about outcomes for children, by making work with parents and children more focused and structured, by providing a common language and shared agenda when working with other services, or by providing a uniform structure for use in funding bids.
- Their practical implementation of the framework tended to be focused on ‘being healthy’, ‘staying safe’ and ‘enjoying and achieving’. Very few VCS services in the sample addressed ‘achieving economic well-being’.

Participation in HE

This report by the DIUS presents an analysis of the relationship between prior attainment and
young participation by gender, socio-economic class and ethnicity

• Historically, women had been under-represented in Higher Education. By 1992, however, the Age Participation Index suggested that young women’s participation rates had caught up with those of men. The 2005/06 Higher Education Initial Participation Rate figures showed a 7.2 percentage participation gap in favour of women - a gap which appears to continue to widen.
• This gender gap does not appear at the point of entry to Higher Education, and can be observed early on in the educational system. In 2007, 65% of girls achieved 5+ A*-C GCSEs or equivalent, compared to 55.8% of boys. Girls are also more likely to stay on in full-time education at age 16 (82% of girls and 72% of boys). They are more likely to be entered for A levels, more likely to pass them, and also more likely to do better than boys.
• For young people (18-19 year olds) who are English-domiciled and who did not attend an independent school in Year 11, we find no conclusive evidence of a gender difference in the likelihood of participating in HE - once prior attainment is controlled for and hence, efforts to reduce the gender gap in HE participation should predominantly be aimed at increasing the relative attainment of young men prior to HE.
• We find that young people from ethnic minority backgrounds are overwhelmingly more likely to enter HE compared to White people with the same prior attainment. In the case of young people who were eligible for FSM, we find that prior attainment explains the vast majority of the gap in participation compared to non-FSM pupils. In both cases this suggests that something else affects the likelihood to participate in HE, over and above prior attainment.

The effect of USA: No Child Left Behind

This report from the USA describes findings from the second year of the most comprehensive, intensive, and carefully constructed study to date of trends in student achievement in all 50 states since 2002, the year the No Child Left Behind Act (NCLB) was enacted.

Key points:
- It is not possible to directly relate improvements in student achievement to the No Child Left Behind (NCLB) policy.
- Since 2002, reading and math achievement has gone up in most states according to the percentages of students scoring at the proficient level. Gains tended to be larger at the elementary and middle school grades than at the high school level. Achievement has also risen in most states according to effect sizes.
- In states where sufficient data exists, gaps have narrowed more often than they have widened since 2002, particularly for African American students and low-income students. Gap trends were also largely positive for Latino students, but this finding is less conclusive because in many states the Latino subgroup has changed significantly in size in recent years.On the whole, percentages proficient and effect sizes revealed similar trends of narrowing or widening, although percentages proficient gave a more positive picture of achievement gap trends than effect sizes.

Supporting refugee and aslyum seekers in secondary school

This report by the Refugee Council examined how secondary schools can work with parents and children of the refugee and asylum seeking community.

Key points:
- Young people reported that a high level of parent/ carer involvement existed, but this varied between one-off meetings to frequent encounters. Young people also felt that their parents did not allow a lack of English to prevent them from being involved, and generally felt very positive about the support they received from parents or carers.
- Parents and carers were generally satisfied with schools, and had high levels of involvement, particularly where there was good communication with the school and where the staff were supportive and approachable.
- Suggestions for improving engagement included better communication and feedback.
- Schools found effective engagement was an important factor in young people’s well-being and achievement and empowered parents to participate in their education. The importance of a welcoming environment and inductions was noted.
- Refugee Community Organisations emphasised the need to support parents and carers as they often found integration more difficult than did their children.
- Barriers to inclusion include: difficulties in accessing school places; bullying; racism; and financial barriers to extracurricular activities, school books, and uniforms.Practices found to break down barriers include: extended school status, home-school and community link workers, peer mentors and language support.

Pupil population, England

This statistical release from the DCSF updates on the number of pupils by age, gender, free school meal eligibility, ethnicity, first language, SEN (special educational needs) and gifted and talented pupils together with a range of class size information.

Key points:
- The full time equivalent (FTE) number of pupils in primary, secondary and special schools stood at around 7.3 million, the same as in 2007, with both the primary and secondary sectors showing a decrease.
- Figures indicate a decrease in the proportion of pupils in state funded schools known to be eligible for free school meals.
- In 2007 the percentage of pupils in LA maintained nursery and primary schools known to be eligible for free meals was 15.9% and this has fallen to 15.5% in 2008.
- In January 2008, 13.1% of pupils in secondary schools were known to be eligible for free school meals. This represents a decrease from 13.4% in 2007.
- In secondary schools, 12.8% of were known to be eligible for free school meals in 2008, representing a decrease from 13.1% in 2007.
- In primary schools the percentage of pupils who were classified as minority ethnic origin has increased from 21.9% in 2007 to 23.3% in 2008. A similar trend is apparent in secondary schools with 18.0% of pupils classified by minority ethnic groups in 2007 and around 19.5% in 2008. These changes may be due in part to an improvement in the completeness of the data held by schools.
- The percentage of pupils whose first language is known or believed to be other than English was 14.4% in primary schools and 10.8% in secondary schools. These figures represent an increase almost 2 per cent points in primary schools.
- There are 331,680 pupils in the Gifted and Talented cohort in primary schools, this is an increase on the 2007 figure of 282,410 and represents 8.1% of the school population. In secondary schools the figure for 2008 was 448,570, an increase on the 2007 figure of 416,540 and represents 13.6% of the school population.
- Some 223,430 (or 2.8% of) pupils across all schools in England had statements of SEN. The proportion of pupils with statements of SEN is similar to the proportion in 2007.
- In 2008 the percentage of pupils with SEN without statements across all schools was 17.2%, which represents an increase from 16.4% in 2007.
- The incidence of pupils with SEN without statements is greater in primary schools (18.1%) than in state funded secondary schools (17.8%). Distribution across the types of SEN is similar to last year. In primary, secondary and special schools the most prevalent need amongst pupils with SEN was ‘Moderate Learning Difficulty’ (around 26%) followed by ‘Behaviour, Emotional & Social Difficulties’ (around 23%) and ‘Speech, Language and Communication Needs’ (around 15%).

Provisional Key Stage 1, 2, 4 (GCSE) and post-16 attainment 2006/07

This Statistical Release by the DCSF provides information showing attainment for 2006/07 broken down by pupils' characteristics, namely gender, ethnicity, eligibility for free school meals , special educational needs (SEN) and English as an additional language (EAL). It includes data for Key Stage 1 and 2 National Curriculum assessments, GCSE and equivalent achievement and Post-16 achievement and is provisional.

Key points:
- Across all major assessments at key stage 1, 2, GCSE and post-16 there is a correlation between poverty and attainment and rural areas out-perform urban areas.
- Across assessment at key stage 1 & 2 it is travellers, gypsy, Romany children who score lowest, although these populations are also small in comparison to other ethnic groups.
- Chinese, pupils of Mixed White and Asian heritage and Indian pupils consistently achieve above the national average across Key Stage 1, Key Stage 2 and Key Stage 4.
- All the minority ethnic groups within the Black category and pupils of Mixed White and Black Caribbean heritage are consistently below the national average across Key Stages 1, 2 and 4.
- Bangladeshi and Pakistani pupils perform below the national average across all Key Stages.
- Those who receive free school meals consistently perform those who do not receive free school meals at key stage 1 & 2 attainment.
- Yorkshire and Humber has the lowest GCSE attainment of all nine government office regions and there is a s very large gap between the national attainment of Asian students and the attainment of Asian students in Yorkshire & Humber.

Predictors of community cohesion

With school's now having a duty to promote community cohesion (which will be inspected by ofsted from September 2008) this report by the Department for Communities and Local Government may provide a useful introduction to the context of community cohesion.

Key points:
- A person's sense of cohesion depends on factors relating to both their individual characteristics and the community in which they live.
- In most cases, ethnic diversity is positively associated with community cohesion, however, the relationship between diversity and cohesion is complicated and dependent on the type of ethnic mix in an area.
- Positive predictors of cohesion include living in an area with a broad mix of residents from different ethnic groups and having friends from other ethnic groups.
- Negative predictors include an increasing percentage of immigrants born outside of the UK, individual level disadvantage, and high levels of crime or fear of crime.
- Disadvantage undermines perception of cohesion, and this is true irrespective of the level of ethnic diversity in a community, and across all communities, but it is not the case that all deprived areas have low cohesion.
- Feeling that one has an influence on local decisions adds to community cohesion.
- People involved in volunteering have a more positive view of cohesion, are likely to feel more empowered, and form networks with individuals in their community.

Conclusions:
- The researchers' conclusions included the following:
- Individual and community level factors influence cohesion.
- Ethnic diversity is a driver in cohesion.
- Disadvantage, crime and fear of crime have a negative effect on cohesion.
- Vulnerable groups often see cohesion more negatively.
- A feeling of empowerment is important to cohesion.
- The predictors of cohesion are different for different ethnic groups.

BME attainment

This report by the DCSF follows a longitudinal study into the attainment of Black & Minority Ethnic students throughout their secondary education.

Key points:
- The mean score at KS3 in English, maths and science for Pakistani, Bangladeshi, Black Caribbean and Black African groups were all substantially below the mean for White British pupils by the equivalent of over a whole year of progress
- At KS4, the mean score for Black Caribbean pupils is still significantly lower than White British. However, the mean score for Pakistani pupils is only just below the White British mean, and the mean scores for Bangladeshi and Black African pupils do not differ significantly from the mean for White British pupils
- At KS3, Indian pupils were only marginally ahead of White British, but at KS4 they are substantially ahead
- The poor attainment of pupils from low socio-economic status homes whatever their ethnic group, ought to be seen as an cause for concern
- The attainment of White British pupils was particularly vulnerable to low parental social class, mothers with no educational qualifications, relative poverty, living in single parent households, living in rented housing and living in deprived neighbourhoods
- In effect, White British are the most polarised ethnic group in terms of attainment: White British pupils from high SEC homes are one of the highest attaining ethnic groups, while White British pupils living in disadvantaged circumstances are the lowest attaining group
- After controlling for the range of socio-economic variables indicated above
the groups for whom low attainment is the greatest concern are:
a) White British boys and girls, and Black Caribbean boys, from low SEC homes. These
are the three lowest attaining groups;
b) Black Caribbean pupils, particularly but not exclusively boys, from middle and high
SEC homes, who underachieve relative to their White British peers
- The factors found to have the greatest impact on attainment were pupils educational aspirations, parents educational aspirations for their child and pupils academic self-concept. These are important factors through which the effect of social class is mediated.

Faith Schools and Commuity Cohesion

Runnymede Trust have released an interim report on the impact faith schools have or could have on community cohesion. Through questionnaires, interviews and workshops they conclude:

• Local expertise cannot replace the professional expertise of teachers.
• Teaching for diversity, especially incorporating faith and religious diversity is an urgent need.
• Support for teachers needs to be addressed by those developing policy at local and national levels.

School effectiveness research

The CfBT have released a literature review into school effectiveness.

Findings:
- Schools account for between 5-18% difference in student attainment. However, teachers account for a larger proportion.
- Social and affective measures are interdependently linked to attainment and vice versa
- Feeling part of the school community is likely to have a positive effect on pupils, which poses problems for those groups which typically do not feel part of the school community
- Schools matter most for the underprivileged or under achieving students and effective or ineffective schools are especially effective or ineffective for these students

There are nine processes for effective schools:
1. Processes of effective leadership
2. Processes of effective teaching
3. Developing and maintaining a pervasive focus on learning
4. Producing a positive school culture
5. Creating high and appropriate expectations for all
6. Emphasising student responsibilities and rights
7. Monitoring progress at all levels
8. Developing staff skills at the school site
9. Involving parents in productive and appropriate ways

Whereas the ineffective school is found to have a lack of vision, unfocused leadership, dysfunctional staff relationships and ineffective classroom practice.

The report also has recommendations for schools serving disadvantaged communities (with a recommendation that they receive additional resources) and school improvement strategies.

Raising Attainment of Black boys and Black young men

The government's response to the REACH groups recommendations (REACH is an independent group commissioned by government that made five recommendations on how to improve the aspirations and attainment of Black males) has the following:

- Establishing a national role model programme and support for local groups
- Local Authorities should support the establishment of Black-led consortia on a local level
- Ensuring the many school initiatives are effective for Black pupils
- Ofsted and others should report on how well schools are satisfying race equalities duties

CWDC Sector Skills Agreement Reports

The Children's Workforce and Development Council have analysed the skills needed for the 500,000 members (the majority of which are early years and childcare providers, 70%; and children & families social care, 15%). They found that besides the generic skills (literacy, numeracy, communication, interpersonal skills and ICT) the sector also needs skills to:
• ensure the safety of children and young people;
• raise aspirations and encourage children and young people to fulfil their potential;
• help individuals to work in multidisciplinary teams which make connections between
different agencies;
• prepare staff for work with children, young people and families.

Those in management roles need additional generic skills including:
• leadership and management;
• commissioning and negotiation.

The survey also found that qualifications are the highest barrier for people moving between jobs in the sector. The sector is overwhelmingly female although there is a higher proportion of men at managerial levels. Disabled people make up 1% (compared to 10% of the population as a whole) and BME workers are 8%. It was also difficult to obtain workforce data. The majority of the workforce are part-time and there are lower levels of pay comparable to similar sectors.

A study of the supply found:
• The large number of qualifications available needs to be reduced as the current
provision is confusing for employers and potential new entrants to the sector.
• There is a wide range of non-accredited training undertaken in the sector.
• Delivery of learning/training provision is not always sufficiently flexible to meet
employer needs in terms of time, location, relevance etc.
• Funding for training and development needs to be simplified and clarified in order
to maximise the impact and effectiveness of investment.
• In order to ensure the sector develops the skills it needs there is a need to
improve the data on current skills / qualifications held.

Engaging BME parents

The DCFS commissioned a research project to explore how children's services can effectively engage BME parents. The results are largely unsurprising: BME parents are likely to be disproportionally affected by barriers to access; staff made assumptions on BME parents; parents are keen to be involved but often it fails to happen; engagement with fathers tends to be especially difficult and that the BME label itself is not helpful as it encourages a view of a single group. The conclusions points to a mixed picture, if we are to create holistic children's services, we need to be clearer about what and how to effectively engage all parents.

Ethnic Minority Achievement Programme Newsletter

National Strategies Ethnicity, Social Class and Achievement programmes released their first termly newsletter in October. The content has a focus on recent activities by the National Strategies team, updates of resources and many case study examples.

School workforce

Research from the TDA found that:

·         There has been a slight decline in the no. of teachers in the past year

·         In the previous four years there has been a 10% increase in the number of secondary teachers despite stable pupil numbers

·         Those teaching ICT and RE are most likely to have no qualification in that subject

·         Support staff have increased by 62% since 2001

·         Teaching assistants are most prevalent in primary schools and PRUs. In secondary schools admin staff are almost as prevalent as TAs.

·         Information re: BME mix

Pupils	Ethnicity	Teachers	Trainee teachers
82%	White	94.6%	83.8%
7.7%	Asian	2.4%	5.0%
3.2%	Mixed	0.7%	1.7%
4.1%	Black	1.7%	3.0%

·         Y&H has the second highest number of primary school teacher vacancies (outside London) (as a % of teachers in post). In secondary schools the picture is not as bad.