Leadership

Child Poverty And Education: A Survey Of The Experiences Of NEU Members

Growing child poverty is affecting children’s learning in the UK, according to this National Education Union survey of school leaders, teachers and school support personnel in England, Wales and Northern Ireland. However, schools and education staff are doing their utmost to provide the services and essentials of daily life to help disadvantaged families.

87 per cent of education personnel in the UK say that poverty is impacting significantly on the learning of their students.

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      string(5668) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.PARENTS’ VIEWS AND EXPERIENCES OFCHILDCAREKeywordsCosts, childcare,school,providers,support,poverty, parents,holidays,arrangements,employmentSummaryThis DfE report covers survey findings among 1,000 parents of children aged under 15 inEngland on how to reduce the costs of childcare for working families and the burdens onchildcare providers.The commission has three key themes:•	 considering ways to encourage the provision of wrap-around and holiday childcare for children ofschool age•	 identifying any regulation that burdens childcare providers unnecessarily because it is notneeded for reasons of quality or safety•	 how childcare supports families to move into sustained employment and out of povertyKey Findings: ■ Fifty nine per cent of parents who took part in this survey said they regularly received childcare inthe past six months. ■ Usage	of	childcare	was	highest	between	3pm	and	5pm	(56	per	cent).	Around	two	in	five	parentsused childcare between 9am and noon, between noon and 2pm and between 2pm and 3pm (44per cent, 40 per cent and 37 per cent respectively). ■ Nearly a third of parents (32 per cent) said that they have used childcare during the schoolholidays and three in ten (30 per cent) at short notice, with parents of school-aged children beingmore likely to use these times than parents of pre-school children. Lone working parents weresignificantly	more	likely	to	use	childcare	between	7am	and	9am,	between	3pm	and	7pm	andduring school holidays. ■ Parents who used formal childcare (that is childcare for which the parent or the Government pays)were more likely to do so between 9am and 3pm. In contrast, those who used informal childcare(such as family members, friends or babysitters) were more likely than average to do so in theevening, at weekends, at short notice, and during the school holidays. ■ All	parents	were	asked	if	they	had	experienced	any	difficulties	with	childcare	arrangements	thathave prevented them from doing paid work, or from doing paid work during the hours they wouldlike	to.	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The most common time periods mentioned were at the end of the workingday	between	3pm	and	5pm	(11	per	cent)	and	between	5pm	and	6pm	(9	per	cent). ■ Nearly	two-thirds	of	parents	(62	per	cent)	with	children	aged	five	or	over	who	were	working,or seeking work, required some form of wrap-around care (most often after school care). Themajority	(67	per	cent)	of	these	parents	were	able	to	find	the	wrap-around	care	they	needed. ■ Working	parents	with	a	child	over	five	who	had	an	unmet	need	for	available	and	affordable	wrap-around care said they were most likely to use after school clubs (49 per cent), followed by holidayclubs/schemes	(41	per	cent),	breakfast	clubs	(34	per	cent)	and	sports	clubs	(28	per	cent). ■ Seven	in	eight	of	parents	(87	per	cent)	agreed	that	the	Government	should	set	rules	for	formalchildcare providers on how many children each adult can look after at any one time. ■ For children aged under two, the majority of parents (72 per cent) agreed that the maximum limit(three children to be looked after by one adult) was right. There was also agreement that themaximum	limit	for	two-year-olds	(four	children	per	one	adult)	was	right	(80	per	cent	of	parentsagreed). In addition, there were high levels of support for childminders caring for up to six childrenunder eight at any one time (59 per cent). ■ For	three	to	five-year-olds,	59	per	cent	of	parents	said	that	the	maximum	limit	(13	children	toone	carer	when	a	teacher	is	present)	was	too	high.	The	limit	drops	to	8	children	per	carer	whena	teacher	is	not	present;	just	over	half	(51	per	cent)	said	this	was	too	high	but	46	per	cent	said	itwas about right. ■ Parents rated ‘whether children"
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Leadership

Parents' Views and Experiences of Childcare

22 Jul 2013

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      string(5762) "Educational inequality is a complex issue to solve… ‘that is precisely why the Fair Education Alliance exists’ says Sam Butters, CEO of the Fair Education Alliance. ‘We are a coalition of almost 100 businesses, education institutions, social enterprises and unions. All our members have one thing in common: in their own work they are committed to tackling educational inequality but we also recognise that alone we will not be able to drive the change needed’. We are in the midst of a social mobility crisis. Young people from disadvantaged backgrounds start their education eight months behind their wealthier peers and only fall further behind as they progress through each stage of their education. They are also more likely to suffer from ill mental health and are four times as likely to be permanently excluded. Not only do we have a moral imperative to rectify this, there is also an economic imperative. If we carry on down this road, the UK will cease to be competitive on a global stage.This is not a new story and it is one that many practitioners and policymakers have been for many years working hard to address, and they continue to do so. We have increasing amounts of research and evidence about solutions that work and increasing amounts of examples where this is being put into practice to enable young people from disadvantaged backgrounds to beat the odds and fulfil their potential. Indeed, the Social Mobility Commission’s latest State of the Nation report (2017) highlights the success of many recent initiatives:“local policies adopted by local authorities and employers can positively influence outcomes for disadvantaged residents. Two decades ago, London’s state schools were routinely described as the worst in the country. Now they are the best. The education attainment of disadvantaged children has dramatically improved thanks to initiatives like London Challenge and the combined efforts of local councils, teachers and governors. Similarly, until recently, the North East had some of the worst careers advice in the country. Today, it is leading the way on good-quality careers advice – a consequence of collaborative efforts to improve performance.”This raises two key messages. Firstly, the positive: this is not a bleak situation. Educational inequality is not an inevitability and we can create the conditions for young people from all backgrounds to live happy, healthy, thriving lives. Secondly, the slightly harder message – educational inequality is a complex issue. Too complex for one organisation, institution or even one government to solve in isolation. Yes, we can solve it, but we need to unite, act intentionally and strategically and most importantly, together to drive the changes needed.Our members collectively own five Fair Education Impact Goals: to close the gap in literacy and numeracy, in GCSE attainment, in careers and post-16 education, in University access and in social and emotional skills and wellbeing – all areas where the gap between the most disadvantaged young people and their wealthier peers is damagingly wide. We pool our collective talent, resources and efforts to set out our shared recommendations on what needs to happen to improve young people’s lives and then act collaboratively to make this happen. Across our members we have a breadth of experience – from teachers in classrooms and practitioners specialising in literacy, numeracy or employability skills, to businesses recruiting young people into the labour market and think tank and research organisations looking at the evidence base. 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Inclusion

Tackling Inequality in the System

10 Sep 2018

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Leadership Briefings Issue 4.06 (42)"
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      string(5763) "ResourceANALYSIS AND EVIDENCE STRATEGY 2009-10Original DocumentAnalysis and Evidence Strategy 2009-10: Delivering Evidence Based Policy. This DCSF strategy document describes the government’s strategic objectives over the last year and sets out future priorities in relation to achieving its aspirations for children and families within a tight fiscal environment. The document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs).KeywordsDCSF strategy, objectives, priorities, aspirations, children, familiesSummaryThis DCSF strategy document describes the government’s strategic objectives over the last year and sets out future priorities in relation to achieving its aspirations for children and families within a tight fiscal environment. The document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs).This document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs). Examples from the past year highlight how evidence and insight has informed policy objectives and contributed to Departmental strategies and independent reviews. The Strategy then describes the main data developments and analytical work planned plan for 2009-10 and beyond.Key Points:DSO (Department’s Strategic Objectives)DSO 1 – Secure the wellbeing and health of children and young peopleImportant future analytical priorities for DSO1 are to:· Further develop measures of wellbeing, including in relation to provision of child mental health services.· Look extensively at causes of wellbeing and the circumstances which make some groups vulnerable to poor outcomes.  The DCSF will develop evidence on parents at risk of separation, including evaluating a programme of pilots intended to support separating parents, as well as assessing broader support for adult relationships.· Deliver a new survey in 2009 of children with disabilities and their families to assess their understanding and experience of services.· Inform the strategy to eradicate child poverty by 2020, through the joint Child Poverty Unit’s research programme to further investigate causes, drivers and effects of child poverty and to analyse the potential contribution of a number of policy areas, including employment, education and skills, to reducing child poverty.· Develop a Families module within the new Understanding Society household survey  being delivered by the Economic and Social Research Council.· Complete or continue with major evaluations of Children’s Centres, Extended Schools, provision of free childcare places for disadvantaged two year olds and the SEAL programme in secondary schools.· Carry out an economic evaluation of Family Intervention PilotsDSO 2 – Safeguard the young  and vulnerableImportant future analytical priorities for DSO2 are to:· Improve data on safeguarding issues,  including a new data collection on child deaths, and reviewing the role and take-up of indicators at local level.· Evaluate the early phases of ContactPoint and  its impact on the efficiency of service provision.· Evaluate Local Safeguarding Children Boards (LSCBs) and undertake a programme of research and analysis to support developments arising from the recently published report by Lord Laming ‘The Protection of Children in England:  a Progress Report’.· Evaluate social work reform pilots and the Newly Qualified Social Worker (NQSW) pilots with the Children’s Workforce Development Council.· Analyse the impact of initiatives to improve the quality of services experienced by vulnerable children.· Establish a rolling literature review on the issue of child safety in relation to internet use.DSO 3 – Achieve world-class standards in educationImportant future analytical priorities for DSO3 are to:· Continue to develop our rich administrative data sources, including linking early years and school phase data.· Look across the board at a range of school improvement strategies including measures to challenge and support ‘coasting’ schools.  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Leadership

Delivering Evidence Based Policy

29 Oct 2009

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Leadership Briefings 10.09(117)"
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      string(4682) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.PARENTS’ EXPERIENCES OF SERVICES ANDINFORMATION IN THE EARLY YEARSKeywordsEarly Years,parents’experiences,services,information,backgrounds,social mobility,working-class parents,attendanceSummaryThis research by Social Mobility and Child Poverty Commission was to gain insight into theactivities and advice used by parents of children under four from different backgrounds.The researchers surveyed more than 1,000 parents by telephone in October 2015 about theirexperiences from pregnancy onwards.The researchers found experiences of early parenting differ according to social grade with clearimplications for social mobility. Since working-class parents are more reliant on free or cheaperactivities, the trend towards a reduction in the number of children’s centres, which provide these typesof activities, could affect this group in particular.Main Points: ■ Almost three quarters of parents had taken part in some kind of antenatal class or received someform of antenatal support, in addition to routine midwife appointments, when expecting their firstchild. ■ Working-class parents were significantly less likely to access antenatal classes than their middle-class peers. ■ The survey found 37 per cent of working-class parents had not attended any form of antenatalclass compared with 23 per cent of middle-class parents. ■ Lone parents were also less likely to attend classes – 44 per cent of lone parents did not attendclasses compared with 24 per cent of married or co-habiting parents. The main reason parentsgave for not attending classes was they did not feel they needed to. ■ Overall 40 per cent said they did not feel the need for classes while 27 per cent said they wereeither not offered an NHS class or the timing or location was inconvenient. ■ Middle-class parents were significantly more likely to have paid for antenatal classes or support,with 22 per cent having paid fees compared with nine per cent of working-class parents. Themain reason given for attending a paid-for class was the perception this would allow parents tomeet like-minded people. ■ According to the survey, nine per cent of parents had paid for some kind of healthcare provision,advice or support for them or their baby within the first six months of being a parent.Week Commencing 11th April 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/505562/SMCPC_Parents_Experiences_Report.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/505562/SMCPC_Parents_Experiences_Report.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Parents in socio-economic group A were the most likely to have paid for support, with 15 per centreporting this was the case. The proportion who paid for these kinds of services reduced witheach subsequent social group down to two per cent for group E. ■ Most parents – 91 per cent – had taken their child to some kind of activity group in the child’s firstyear, with middle-class parents more likely to do so than working-class parents at 93 per centcompared with 88 per cent. ■ Working-class parents were more likely to attend activities that were free or cheap, with 43 percent of working-class parents spending five pounds or less a week on activities compared with 24per cent of middle-class parents. ■ Overall, 45 per cent of parents said they would like to return to work but were put off by the cost ofchildcare. Working-class parents were considerably more likely to agree with that statement at 57per cent compared with 40 per cent of others. ■  A higher proportion of middle-class parents said they had a clear or reasonable idea about whereto find support with childcare costs at 56 per cent compared with 47 per cent. ■ More than half – 53 per cent – of working-class parents either had no idea any support wasavailable or knew there was something but had no idea what it was or how to access it.WEB LINKParents’ Experiences of Services and Information in the Early Yearshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/505562/SMCPC_Parents_Experiences_Report.pdf"
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Leadership

Parents’ Experiences of Services and Information in the Early Years

8 Apr 2016

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