HE; Academies; State Boarding Schools & New Schools

The DCSF are on a mission to have every university in the country supporting a local academy school. Currently more than half of the 88 universities are committed and a further 20 are developing towards supporting an academy.

For more and a full list of which academies and universities are involved click here.

The hope is that with the raising of the educational age to 17 by 2013 and 18 by 2015, that links to universities will encourage young people who had never considered a university education to stay on post 18.

The academic year 2008 witnessed the opening of over 180 new schools, including 51 new Academies (taking the total number of academies to 134). Many opened as part of the "Building Schools for the Future" programme, including a purpose-built multi-faith centre which will be used by all members of the community at Allerton High in Leeds.

These new schools includes 5 new "all through" academies, schools which provide a seamless primary and secondary education, taking the total of such schools to 14, with a further 5 in development.

Additionally, the DCSF have announced two new academies will eventually take boarding students, with a focus on those students from the armed services in Lincoln and Salisbury Plain.
This comes on top of additional funds aimed to expand the places at state boarding schools aimed at vulnerable children, such as those looked after by the local authorities.

Young People's experience of global learning

This research by Ipos MORI, for DEA, asked secondary school children for their perceptions of global issues. Specifically, the survey set out to cover the following key issues:
• Whether pupils are experiencing global learning in school;
• Whether pupils feel it is important to experience global learning at school; and
• Whether pupils believe they have an impact on the world, and whether they do take action to make the world a better place.

Key points:
• Over 50% of students say they have experienced global learning in school since September 2007, while a slightly larger proportion see global learning as important. Over three – quarters of pupils for example, think it is important that schools help pupils understand what people can do to make the world a better place (78%).
• There appears to be a demand for global learning, with more pupils believing global learning is important than actually experience it in school. Findings suggest that there are a proportion of young people who are not experiencing global learning in school; one in five (19%) for example, say they have not discussed news stories from around the world at all in school.
• Findings suggest that global learning has an impact: those who have experienced global learning in school are keen to understand more about the problems in the world, as well as being more likely than average to believe that what they do in their daily lives can affect those in other countries and that people like them have the ability to make a difference. These more informed pupils also appear to be more open to people of different backgrounds than those who have not experienced global learning in school, and more likely than average to say that they try to do things to make the world a better place.
• 66% of school children feel that they can do something to make the world a better place, while 42% believe that what they do in their daily life affects people in other countries.
• 50% of pupils think it is a good idea to have people of different backgrounds living in the same country together. 28% are neutral or unable to give a response, while 14% disagree that it is a good idea. Those who have thought about news stories from around the world from different points of view are more likely to think it is a good idea (66% vs. 50%).
• 22% of young people say they would prefer to make the world a better place than earn a high salary, whilst nearly twice as many (39%) say that making money is more important to them.

For more on the full project click here

Peer mentoring

This pilot (supported by the DCSF) is in operation in 180 English schools and exists where one student forms a non-judgemental relationship with another pupil (mentee) for a sustained period of time, usually when the mentee is going through a transition, in order to voluntarily give support and encouragement. It is a formalised arrangement with training and support delivered by the Mentoring & Befriending Foundation.

Key points:
- Mentees were ‘pleased to have a mentor’; felt the ‘mentor was helpful; and were ‘confident there was someone to go to’.
- Mentors were ‘pleased to be a mentor’; thought it would be good for them/was good for them and felt it would be helpful to the pupils being mentored.
- 55% schools stated that ‘improved academic performance/ attainment’ was the long term aim of their peer mentoring schemes, followed by reduction in bullying (29%), improved attendance (8%) and fewer exclusions (6%).
- Evidence suggested that mentor and mentee matching seemed to be most successful when pupils were put together according to similar interests/hobbies and or similar personality characteristics.
- Programme co-ordinators in schools reported improved transitions most frequently (64%) as an outcome of the programme, and 63% thought that the programme had improved pupils’ confidence and self esteem. However, the programme was thought to have had less impact than expected on raising pupil attainment, and reducing incidences of bullying.
- Mentee expectations were high and were largely met. The vast majority were pleased at having a mentor; found their mentor helpful, and thought that the relationship with their mentor got better over time.
- 90% of mentees felt that being mentored had helped them. Mentees said that being mentored had improved their attitudes towards school; helped them attain better; and increased their confidence at school.
- Successful factors of peer mentoring programmes were: mentor enthusiasm; staff support; strong lead from school peer mentoring co-ordinator; and mentee engagement.

Narrowing the gap

This Local Government Association commissioned research completed by the NFER examined the literature to find effective strategies in reducing delivering the 5 Every Child Matters outcomes for vulnerable children.

Key findings:
- strategies promoting children’s health, safety and economic stability all help to provide the necessary conditions to support effective and enjoyable learning and raise achievement
- interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus
- interventions which adopt an holistic and joined-up approach dealing with the range of obstacles and negative influences holding children back are the most effective
- interventions that focus on the whole family and involve children learning and working with their parents/carers are some of the most effective
- interventions need to build upon the positive elements and experiences of children’s and family lives and take account of value and belief systems.

Social care professionals in extended schools

This NFER research briefing examined the role of social care professionals within extended schools from the view of service users and professional groups.

Key findings:
- both social care and education professionals reported that through the school environment they could provide an appropriate environment for social care provision
- integrating social care into extended schools required a shift in working practices for both agencies and, in the early stages, led to challenges in adapting to a new culture
- the benefits are seen as significant and the challenges are felt to be negotiable
- The three main benefits highlighted were:
- earlier identification of needs and quicker access to service;
- a better understanding between social care and education colleagues; and
- offering a more coherent support package

The researchers conclude that linking social care professionals and extended schools is a successful way of integrating services and an effective response to ECM. It also assists the shift in working practices towards joint initiatives. It aids preventative work and can ease the pressure of workload for social workers. There is the opportunity for further research into the longitudinal impact of social care professionals in extended schools.

Well being in primary school

The Centre for the research of the Wider Benefits of Learning has conducted a study which examined four dimensions of well-being: mental health; pro-social behaviour; anti-social behaviour and achievement.

Key findings:
- Most children experience positive well-being in primary school. Between the ages of 8 and 10, there is an overall increase in levels of well-being. However, 20 per cent suffer from either declining or low levels of well-being from 8 to 10 years. This subset is most likely to be male, from low socioeconomic-status (SES) backgrounds and low achieving.
- It is children’s individual experiences such as bullying, victimisation and friendships, and their beliefs about themselves and their environment, which mainly affect their well-being, rather than school-level factors such as type of school. There is an element of continuity in these measures; and a high level of interrelatedness within and between the dimensions measured.
- School factors explain 3 per cent or less of the variation in pupils’ mental health and behaviour, 7 per cent of the variation in Key Stage 2 (age 11) maths scores and 10 per cent of the variation in KS2 English scores. These differences between schools are explained by factors such as school disadvantage and school ethos.
- It is children’s individual experiences within schools which are most important. Children experience a very different environment, even within the same school, based on their own individual interactions with peers and teachers.
- Socio-demographic factors, with the exception of gender, have no effect on children’s pro-social and antisocial behaviours, although they do affect school achievement.
- Boys have better mental health than girls, with higher levels of belief in their own abilities and more feelings of control. However, boys are less likely to engage in pro-social, and more likely to engage in antisocial, behaviours.
- Much of the variation in children’s well-being remains unexplained. It is likely that the unmeasured cumulative experiences of children within their home and school are important constituents of their overall well-being.

New Every Child Matters Framework

The DCSF have released a new Every Child Matters (ECM) outcomes framework. The framework links all of the outcomes to the Public Service Agreements (set by HM Treasury) and the National Indicator Set. The major themes from these were to increase attainment for all and to close the gap between children from disadvantaged background and their more affluent peers.

Key points:

- The majority of indicators relate to the outcome "enjoy and achieve", which includes a strong focus on school attainment

- Few indicators relate to "make a positive contribution" and "achieve economic well-being", but these relate to big government challenges, such as reducing child poverty and integrating housing and transport policy

Young People's Participation

The "Key Players": NFER, Local Government Association, CfBT Education Trust, National Young Agency and National Children's Bureau discussed participation of young people through various workshops involving young people.

• Across society and across organisations the participation of young people is patchy and can be seen as a good thing to do rather than essential for societal development.
• It is important that participation recognises individuals involved and is genuine (not tokenistic).
• Schools and Local Authorities have a vital role to play in supporting young people to recognise the value of participation.

The paper sets out what is not known about participation, the main drivers behind the participation agenda as well as the barriers to participation. It goes on to suggest recommendations around policy, practice, spending/funding, evaluation/research and campaigning/advocacy.

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.

Inclusion of Gypsy, Roma and Traveller Children and Young People

The DCFS have released updated guidelines which build on earlier versions (2003) of a similar nature. It highlights that although Gypsy/Roma and Traveller children have been recognised as two distinct groups since 2003 the majority of people are not prepared to declare themselves to be of either origin due to fear of negative discrimination. This is leading to a poor resource allocation amongst local authorities and schools and these groups are still the lowest attaining of any ethnic group and the group most at risk. It highlights that both groups are recognised under the Race Relations Acts and that schools have a duty to promote community cohesion.

To help with this there is to be a Gypsy, Roma and Traveller history month in June 2008.

The paper goes on to give recommendations for schools and local authorities as well as providing several case studies.

Support for Community Cohesion

As from September 2007 all schools have had a duty to promote community cohesion. This will be monitored by ofsted as from September 2008. To support the Institute of Community Cohesion has produced a useful links document for schools.

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.

Leading for social inclusion

The NCSL have released a paper on effective leadership for social inclusion in which they find mixed results on how useful current leadership is in assisting social inclusion.

Amongst the recommendations:

- For policy they suggest changes to how schools are measured and reported on; extra curricula freedoms; reduction in conflicting policies.
- For practice there needs to be a strong vision around social inclusion which is translated into appropriate structures. A variety of staff motivation techniques are needed and effective leader selection is important.
- For leadership development the authors believe that leadership motivation skills are more important than leadership structures; training for leadership when under pressure is crucial as are context and succession.

The smallest school - the family

Many analysts compare us with the USA when it comes to poor rankings in global league tables. However, on a positive note, I attach a short paper which highlights a common trend to develop home-school relationships. This report summarises the main points.

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

Root and Branch Review of Primary Education to start

Ed Balls has written to Jim Rose setting out the review of the primary curriculum as announced in the 10yr Children's Plan.

The letter sets the priorities for the review:

- To best personalise learning, allow for creativity and flexibility
- To introduce compulsory language learning at Key Stage 2
- To ensure students develop personal skills at school
- To integrate the early years foundation stage and key stage 1 fully
- To ensure summer born children are not disadvantaged
- To ensure a smooth transition to secondary school and integration with the new secondary curriculum

Jim is to set out his priorities by 15th Feb. and release a provisional report by the end of October 2008.

Impact of Poverty on primary education

JRF and Save the Children have published a paper based on a survey of 220 primary school children from a range of religious and socio-economic backgrounds.

Key findings:
- Children from all backgrounds felt that education was important. Younger children are more likely to feel that learning is fun whilst older children associate learning with positive career prospects, however older children in disadvantaged schools are less likely to describe learning as fun.
- Children from all backgrounds expressed a desire to be involved in their learning and to have "learning by doing".
- All children had relatively high aspirations of their future but children in advantaged schools aspired to higher paying professional jobs.
- Boys as young as 8 are becoming disenchanted with school and starting to disengage.
- Only children in disadvantaged schools felt worried about their safety travelling to and from school and had concerns about school vandalism.
- Children in disadvantaged schools were considerably more aware of the costs associated with schooling.
- Residential trips by students posed a significant cost, even for the relatively well off parents.
- Children in better off schools see extra curricular activities as "normal" whereas those in poorer schools see them as optional extras.

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.