A Strict but Immersive Careers Model is Improving Outcomes for a Cumbrian School

University Technical Colleges are a new type of career-focused school that are providing young people with direct pathways into careers. However, implementing this type of education is not without its challenges. Principal Cherry Tingle shows how she has pulled a Cumbrian school back from the brink and improved all aspects of school life for a community lacking in opportunities.

Energy Coast UTC opened in September 2014, but by the end of the first year the headteacher, the deputy head and the business manager had all resigned.
University Technical Colleges are a new style of school, quite unlike the comprehensives and academies most people are familiar with. They are career-focussed schools for 14–19 year olds where students work toward vocational qualifications and gain hands-on experience in local companies, alongside GCSEs or A levels.

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      string(5744) "the age of 13 months through to school age, highlighted the importance of adults being interested in what children are saying and entering into real conversations with them. Whitebread (2003) advocates that early years educators do the same by providing opportunities for meaningful conversations between groups of children, and between children and adults. Other research shows the importance of a child’s growing control of the spoken language for the development of thinking skills; the more precisely language is used, the more children are enabled to generalise, categorise, to manipulate ideas and to explore ideas of cause and effect (Riley and Reedy, 2003). The children’s communication charity I CAN affirms the importance of language as a key skill, “central to children’s intellectual, social and emotional development.”; children with poor communication skills are more likely to have behavioural issues in social situations.For schools and other educational settings, creating a literacy culture in the broader context, rather like a total immersion in a foreign language, encourages and supports the development of good reading skills. An audit might focus across leadership, teaching and learning, parent and carer engagement and wider or extra- curricular activities (Achievement for All). It is looking at where change is needed, being creative and thinking of new ways of presenting ideas; they may not always be conventional. In one recent example, a teacher took an unconventional route to support a parent; the outcomes were extremely positive and life changing: the mother in a family of six boys realised her low expectations were holding them back. She was supported by her children’s teacher as she embarked on a programme to improve her literacy. As direct consequence, her middle four boys moved from being on the SEND register. Their mother’s motivation and raised self- esteem and confidence were reflected onto her children, and her youngest has just started school with the highest expectations, loving the fact his mum is chair of the school PTA (Blandford, 2017). Often, it is simple changes in multiple areas of practice which make the difference.Opportunities in school for pupils to discuss and share ideas and present to the wider group supports the development of many literacy skills; the Debate Mate core programme, working with schools in areas of high child poverty, has provided a further platform for this. In the classroom, it is allowing time for children and young people to work in groups, teams or in pairs, both on a formal and informal basis, and allowing time for thinking, reflecting, questioning and imagining. These skills are both developed through reading and develop reading: reading allows children and young people to develop their potential. Simple changes are often all it takes. Examples from schools working with Achievement for All show the change in a Year 3 boy who loved reading to his little brother at home, but was a reluctant reader in school, often disruptive and was at risk of not meeting his literacy targets. His teacher made him a reading mentor to other Year 3 children. The impact was immediate. Acting as a reading mentor with Year 3 pupils twice weekly had an immediate impact on his self-esteem- he enjoyed the responsibility, became more focused, less disruptive, proved to be a positive and supportive role model and had better attainment. In another school, pupils with SEND engaged in one-to-one literacy extra-curricular activity with role models. The pupils developed a different outlook towards learning through raised attainment and a willingness to take part in activities. In another school, with high levels of poor literacy skills amongst new Year 7 pupils, the school invited parents in for workshops on how to support their children at home. Not only did their children’s attainment improve, but many parents went on to achieve NVQ qualifications in literacy. Achievement for All works with schools, early years setting and further education colleges across the country supporting them in getting better outcomes for their children and young people. Through our evidence-based framework, we have reached over 100,000 children and young people experiencing challenges, needs and disadvantage, improving their outcomes in reading, writing and maths, up to 50% higher than the expected outcomes for all children. With our schools, we want to ensure that all children and young people have good levels of literacy and can thrive. The Read On Get On Campaign calls for action across schools, families, communities and government by encouraging: Parents and carers to read to or with their child for just ten minutes a day; Volunteering in schemes that help children with reading and language; Schools, the voluntary sector, policy makers and the private sector developing programmes, interventions and partnerships to help all to read; and Government parties embracing the 2025 goal of all children reading well by age 11 in their manifestos, setting out how they support this (Save the Children, 2014).The Vision for Literacy Business Pledge launched by National Literacy Trust in 2015, is seeing more and more organisations, signing up to tackle literacy challenges in their workforce, the local communities and on a national level; many have developed initiatives for schools, for example, the Premier League Reading Stars. At Achievement for All, we know that reading is the key to helping children and young people learn and fulfil their potential. 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Reading

100 Million Minutes Reading Challenge Matters

17 Apr 2018

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      string(5714) "helping to build ‘the’ evidence-base for education – a systematic, external research base, rooted in trials and systematic reviews, which would in turn directly inform their practice.  This has been the hope for the EEF’s toolkit.  The ‘ground up’ researchEd movement champions a similar agenda.  In the meantime, the introduction of the EEF has seen a significant tranche of government spend on education research transfer to the EEF and the trials-based model it has rolled out.  While there are positive aspects to this agenda, including its having reinvigorated quantitative research in education, there are reasons to be wary about prioritising trials above all else.  The ‘what works’ model rests on simplistic ideas about the nature of research and how it can have an impact on practice.  It also simultaneously downplays the role that other forms of educational research can serve in improving practice.  Skewing research commissioning strongly in favour of trials-based research, as we have seen through the EEF as just one example, risks narrowing the field of educational research – to the detriment of the discipline, but also to educational policy and practice (see Whitty and Wisby, 2016; Whitty, 2006; Aldridge et al, 2018).  This is not to dismiss trials-based research; rather, it is a reminder that it needs to be recognised as just one part of a wider field of research that also has value. The limitations of ‘what works’ in practice The way in which the ‘what works’ agenda has played out in England – to date at least – reinforces these concerns about the skewing of research funding.It is very difficult to identify through trials practice that is better than ‘business as usual’.  Even where there does appear to be strong evidence in favour of a given approach, mobilising that knowledge has proved more difficult still, as senior colleagues at the EEF have themselves discussed (Turner, 2015; Collins, 2016; see also, for example, Speight et al, 2016, which reports on an EEF project to explore the mobilisation of research use).  Evidence of impact on actual pupil outcomes is proving even more elusive.  A possible exception in the evidence base in this regard is Rose et al’s (2017) evaluation of the EEF-funded ‘research learning communities’ programme.  This did suggest a small possible link between the collaborative use of research by teachers and positive outcomes for pupil attainment.  The ‘intervention’ or model of research use in question is not, however, on a strict reading of the ’what works’ model, of that mould.  And this reflects how ’what works’ may already be evolving in practice, into something less prescriptive.  A commonly used typology of research use comprises three categories: symbolic, instrumental, conceptual (see Godfrey, 2017).  Symbolic use is merely recourse to the research evidence to justify existing practice.  Instrumental use relates to the ‘what works’ model and the use of research to replicate interventions shown through research to be effective.  One reading of the conceptual use of research is not so far from the instrumental model: the concern is still with recourse to interventions that have been shown to be effective, but with scope to adapt rather than simply replicate or adopt the same approach.  Another possible reading of the conceptual model is, though, much looser – using research to, for example, make phenomena more visible, challenge one’s thinking, or as a prompt for thought and action (see Godfrey, 2017).  This reading would seem inherently more accepting of a broader range of research evidence, right through, potentially, to more theoretical work.  And this reading would certainly appear to offer a better fit with research-informed practice as it is being enacted in England’s schools.The wider evidence from England is that teachers are much more focused on local action research than data from large-scale trials.  Furthermore, this action research is very broadly defined, incorporating, for example, engagement with school data, through to curriculum development projects, or ad hoc lesson observation, learning walks/school visits and conference attendance.  Deeper engagement with external research evidence might include reading groups/journal clubs, or undertaking research as part of accredited professional studies (see, for example, Bell et al, 2010; Sebba et al, 2012; BERA-RSA, 2014; Coldwell et al, 2017).  Opinions vary on the value of these kinds of research engagement.  Many have called for greater recognition and acceptance of this broader view of research use, emphasising that the findings from local, small scale action research are closer to teachers’ experience and more engaging and useful to them.  The 2014 BERA-RSA report, for example, focuses more on teacher-led inquiry (such as Japan’s lesson study approach) than teachers working with evidence created by others.  Saunders (2017) cites the value of teacher engagement in/with research in this way as a means of making the implicit explicit such that teachers can articulate the precise reasons – ethical, emotional, intellectual – for the decisions they have made during any given lesson.  Whatever the methodology, this requires teachers to relate actively to the research in question. Some prominent education researchers have highlighted what they regard as the poor quality of and"
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Leading Professional Development

Weaving together the evidence – what really works in research, practice and professional development?

13 Feb 2019

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      string(5645) "66Vol 4.3School Leadership Todaywww.teachingtimes.comEveryChildMattersSafeguardingHorizons is a one-stop-shop in Ealing, West London that provides young peoplein care and care leavers aged 11-24 with the range of services and supportthey need from a single access point.Ealing is the third largest borough in London with the third most diversecommunity. At any time there are approximately 410 looked after children aged 0 – 18and 225 care leavers aged 18 – 24. Up to 50 young people access the centre at any onetime and over 200 per year.Services include youth work, education, health, mentoring, life skills, financial,accommodation and legal advice. Horizons also provides access to College, University– currently 45 Horizon users are at university – and employment opportunities. Youngpeople are encouraged to aim high – and they do.One of the keys to Horizon’s success is that it was designed and developed by theyoung people who use it. It constantly evolves and provides children and young peoplewith opportunities to develop their talents and full potential in a youth friendly setting.It is open up to seven days per week and provides support to young people when theyneed it and importantly, long after they have moved on from the care system.For manychildrenand youngpeople incare, controlhas beenbeyondtheir reach.MarcellaPhelanreportson how acreative hubin Ealing isbroadeninghorizonsfor youngpeoplemoving onfrom life incare.Preparing for lifeafter care67Vol 4.3School Leadership Todaywww.teachingtimes.comEveryChildMattersSafeguardingBackgroundThe Horizons’ model originally emerged over 10 years ago aspart of the then government’s Quality Protects programmewhich provided additional resources to improve outcomesfor young people in care. The consultation of youngpeople who would use the centre turned out to be a solidfoundation and one the Centre has followed ever since.Young people said they wanted their own place – notan impersonal room in a council building – but somewhereof their own. They also said they wanted more support outof school hours with their education. Many were aware theywere underperforming and wanted to change that – but todo so in an informal atmosphere where they could also feelat home. They also requested funding later on so they couldbe successful in Higher Education, training or employment.After leaving care some of the young people becomepeer mentors and help out on the ME (My Education) peermentoring programme (see below). One Somali graduateis now on a Fast Track teacher training programme (FastTrack is a government initiative designed to help thosewith excellent leadership potential progress rapidly in theirteaching careers) and giving support and inspiration to heryounger peers.Young people said theywanted their own place –not an impersonal roomin a council building– but somewhere oftheir own.“”One young woman come into care after a a family breakdown. She had to leavehome so quickly she left all her books and study things at home and had no accessto them. Horizons bought her new books and set her up so she could continueher schoolwork. That situation is not uncommon. Young people often lose theirlearning materials when they come into care. The centre provides a safe place tostudy. This young woman is now a very successful Civil ServantPreparation for leaving careYoung people in care grow up quicker. That’s a fact. They have to take moreresponsibility earlier and often have to set up home by themselves in a bedsit or aflat as soon as they leave care. It is difficult for them to cook, look after themselvesand keep up with the pressures of college or university.This transition time is often very hard for young people and many feel – as TheAftercare Report published in March this year shows – that they leave care to liveindependently too early (see Viewpoint).The work at Horizons is underpinned throughout with the aim of addressingyoung people’s anxiety about moving on from care and support disappearing oncethey are 18. Instead it is a place where young people can come back to get supportwhen times are tough, when they are lonely and need some friendly support.Even when young people who use Horizons move out of borough they still stayin touch with teachers, youth workers so when they return to the borough as manydo – they are still in touch with what’s going on with their peers. 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Leadership

Preparing for life after care

30 Oct 2012

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      string(394) "A working definition for every child included might be ‘coming together to ensure every child is included, regardless of background, challenge or need’. This brief article discusses four strands of activity that will facilitate teachers, leaders, parents and carers to come together around the child to ensure inclusion, with the common aim of improving outcomes."
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      string(5651) "Building Core StrengthIt is important to determine where teachers, leaders, parents and carers might begin. Over the last five years it has become increasingly apparent among the 100,000 targeted children and young people engaged in Achievement for All programmes that the common starting point for the majority is the need to build core strength.Core strength can be described in this context as the confidence and ability to learn, develop and participate in society. Children and young people experiencing disadvantage and underachievement lack confidence, find learning challenging, develop differently and have limited participation in society. Underlying factors, or needs, may be cognitive, physical, emotional or social; each manifest in a fundamental lack of progress of the child or young person when compared to their peers.Causality is often misinterpreted as a diagnosis rooted in a deficit model i.e. children and young people defined by ‘they can’t do this because they have a problem’, which leads to labelling, low expectations, and a rhetoric of failure. Yet Achievement for All has demonstrably proven in many different contexts and settings that ‘they can succeed’.  Meaningful change in society will only occur if we invest in all children and young people. This means finding what is great inside them, digging it out and sharing it with the world not judging or classifying them in a negligent manner. This would include being supportive in a realistic, developmental way that provides a window to what alternative means. This might be through providing housing, food, health and educational support, or simply by encouraging all children and young people to participate, to join in.It takes a mindset that focuses on the possible, daring to believe that there is an alternative way to be. For the child or young person to believe in themselves, the adults around them need to change their behaviours. It is about harnessing behaviours that encourage, challenge and support, nourish and develop; behaviours that are values driven and inclusive.Achievement for All provides a framework that develops leaders and teachers, parents and carers to support and develop children and young people. Through the provision of training, tools, information and knowledge we enable, facilitate, encourage and support; we provide the architecture to build core strength in every child and young person.Evidence informs professional practice, measures our impact, and formulates our strategies to guide our growth from schools to colleges, early years settings and now, young offenders. The technical learning, empirical knowledge and understanding and personal skills of our team have led to improved outcomes for at least 100,000 direct beneficiaries to date. This has been measured by academic progress in reading, writing and maths, and by social developments of each child and young person reflected in behaviour and attendance.Building core strength and illuminating good practice amongst professionals whilst valuing every parent and carer as a partner in their child’s growth and learning is key. It is about demonstrating and modelling that all children and young people can learn regardless of background, challenge or need. Social Mobility and the role of the teacherThe current rationale for inclusion is social mobility – but what is it? For many it’s the ability of individuals to move from one class group to another class group, or one income group to another.  What we do know is that social mobility is related to long term capacity to build the knowledge, skills and understanding of individuals and families so that they can sustain and support themselves – that’s as individuals and as families. We know that social mobility is inter-generational – that generations of the same family, often from low-income groups, can get caught in the poverty trap, unable to change their situation. We also need to be aware that, as in a game of snakes and ladders, social mobility can go down as well as up!  We know that low-income families often start behind other families in our communities. Those children born into low-income families will often start behind and may never catch up. The gap is quite significant in the early years – children have problems with socialising, the environment, speech, language and play, and they have problems with learning. And this gap grows and continues to grow as children move through education. By key stage 2, at least one in four of those children born into low-income families has difficulty in learning, particularly around literacy and numeracy, and by key stage 4 – again, the gap is increasing currently up to 28% against outcomes between the most vulnerable and most successful children. For those children with special educational needs and disabilities (SEND), there is an even bigger gap – whether we are looking at early years, key stage 2 or key stage 4 – the gap is almost 50%.  What can schools and teachers do?  Schools can make a dramatic difference.  OECD data shows that good early years and primary school experience and better home learning will actually increase attainment at age 11. Those children and young people who are from low-income families are less likely to be low performers if they have supportive teachers whose morale is high, and are provided with extra curricula activities. We need to focus on education, not just in the classroom sense, although I have talked about literacy and numeracy – we should"
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Inclusion

Every Child Included

20 Jun 2017