Achieving best value from your Pupil Premium allocations

Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes.

Teacher helping SEN primary pupil with counters

While children with special educational needs and disability (SEND) have been performing better in some areas attainment and progression in recent years there is still a major gap between their attainment and those of their non-SEND peers and on some measures the attainment gap is widening.

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      string(366) "... of parents and carers in their child’s education. The message is simple—parental support of children’s learning has a positive impact on their outcomes.Harris and Goodall (2007:38–68) highlight the nature of parental engagement (as opposed to parental involvement), which ‘is not about engaging with the ..."
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      string(5809) "pupils with SEND are no longer seen by teachers as the responsibility of the SENCO (Special Educational Needs Co-ordinator) or Teaching Assistants. The greater focus on the learning and development of children and young people with SEND and other groups at risk of underachieving, along with training and guidance leads to more effective teacher approaches in pedagogical practice. In particular, practices become more inclusive, enabling teachers to more effectively meet the diverse needs of all pupils. In essence, what was previously considered to be an extra practice becomes rooted in every day practice.Developing practice: Parental engagementWhat is clear from the research literature is the important place of parents and carers in their child’s education. The message is simple—parental support of children’s learning has a positive impact on their outcomes.Harris and Goodall (2007:38–68) highlight the nature of parental engagement (as opposed to parental involvement), which ‘is not about engaging with the school, but with the learning of the child’ and where ‘engagement implies that parents are an essential part of the learning process, an extended part of the pedagogic process’.10 Evidence suggests that this type of parental support is very effective in raising children’s academic and wider outcomes.11 In practical terms, research literature provides evidence of quite simple parent–child support which has contributed to increased achievement for children. This includes: parents showing an interest in their children’s learning,12 which has a multiplier effect; parents having high expectations and encouraging their children13 and parents reading to and talking with their children.14 The evidence also highlights the relevance of early parental interaction,15 the long-term impact on future qualifications and the better involvement of parents with higher qualifications (Hango, 2007).16 Topor et al. (2010) in the USA give consideration to the mechanism through which parental involvement and engagement works in children—firstly by increasing the children’s confidence in their own competencies and secondly by improving the child–teacher relationship.17  Reflection Consider (list) all the ways you involve/engage parents within the school. Harris and Goodall (2007:38–68) suggest that parental engagement ‘is not about engaging with the school, but with the learning of the child’, where ‘engagement implies that parents are an essential part of the learning process, an extended part of the pedagogic process’. How many of the ways you have listed above would you define as parental engagement in their children’s learning? Consider within your classroom practice, what could you do to engage parents more in this way? Influenced by government policy and supported by research literature, schools are increasingly focusing on how best to involve parents or more importantly how best to engage them in their children’s learning. The ‘structured conversation’ model employed in the Achievement for All programme between teachers and parents is becoming a more widely accepted means of closing the achievement gap between disadvantaged children and their more advantaged peers.18 Parents or carers, irrespective of their personal circumstances, want the best for their child. The open dialogue approach of the ‘structured conversation ‘model—between key teachers and parents and, if appropriate, their children—provides a platform from which parents can effectively engage in the learning process. Founded on open channels of communication with parents, structured conversations enable schools to focus on how best to contact parents and in some cases remove communication barriers; how to align the structured conversations to target setting and how to engage children better in their learning. Evidence shows that when parents are engaged in the learning process, children’s academic and wider outcomes are raised. The challenge for schools is finding a framework to do this best.Developing practice: Wider opportunitiesThe new inspection framework proposed by Ofsted (2019) provides a more purposeful structure not only for developing parent and carer engagement and teaching and learning, but also for the provision of wider opportunities. It opens the way for all schools across England to develop their wider provision/offer of enrichment activities and to consider how the development of life skills (including critical thinking, problem solving and team skills) can be developed through the formal curriculum as well as through extra-curricular provision; currently this is underdeveloped in the maintained sector. It no longer has to be a missed opportunity. Through the new ‘quality of education’ judgement, schools can focus on building the core strengths of children and young people. This defines the confidence and ability to learn and develop and the skills to participate in society: aspiration (I can)—the grit and resilience needed to persevere in the face of challenge; access (I do)—the development of independence in learning and taking responsibility; attainment (I have)—attaining the grade, and achievement (I am)—the internalisation of learning and success.19Provision of extra-curricular activities supports the participation and enjoyment of pupils in all elements of school life; it is closely connected to pupil well-being. Evidence shows that poor pupil well-being is often reflected in their attendance, behaviour and relationships with others at"
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Inclusion

Reflecting on Your Practice

8 May 2019

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      string(5736) "A primary school in an urban area of the north west of England with 350 pupils identified the need to improve attendance, parental engagement and resilience for disadvantaged pupils. The majority of pupils at the school are from White British heritage. A small minority of pupils speak English as an additional language. The percentage of pupils known to be eligible for pupil premium is 24%. The proportion of pupils with special educational needs and/or disabilities is 15%. Four of the pupils have an EHC Plan. Pupil numbers have increased in recent years and the school admits a number of pupils during the school year. ApproachAs a school, it chose to focus on the use of adults in the classroom to support independent learning and resilience, the impact of middle leaders on curriculum and learning and use of structured conversations* to improve parental engagement and wider outcomes for pupils.A target group of 24 children were identified in years 1–5 for one of the following reasons, although the majority were also eligible for pupil premium funding: Below age-related attainmentBelow expected progress from starting points (this includes some pupils with good attainment who had the potential to make accelerated progress)Limited parental engagement with school. Through a needs analysis, the school identified the following broad areas of focus to bring about the changes they wanted: Leadership for inclusionProvision to close the gapParental engagement Developing behaviours for attendanceLearning and well-beingEffective use of pupil premiumMaximising the impact of teaching assistantsMiddle leadership development Using effective feedback*Structured conversations (used in Achievement for All programmes) between teachers, parents and their child provide a platform for parents to engage in the learning process. They have an opportunity to discuss their child’s aspirations and interests and contribute to setting targets for their child. Parents feel valued, teachers say they get to know the children better (their learning needs and interests) and children say they like the interest their parents show in their school work.ImpactLeadership for inclusion: Over the year, school leaders sustained a focus on the aspirations, access and achievement of all pupils with SEND or vulnerable and disadvantaged pupils. A culture of distributed, inclusive and effective provision for disadvantaged pupils was consolidated across the school.Teaching and learning:TA training on maximising the use of extra adults in the classroom, questioning and fostering independence has promoted best practice with all adults working with disadvantaged children across the school. All TAs accessed this training and development; in practice it has been evident in learning walks. Exploring feedback is an ongoing conversation between teachers, as the school adapts its policy to maximise its impact on learning. Middle leaders have undertaken audits of teaching and learning in their subject areas and are implementing their findings to ensure consistency and progression of skills across the school in all curriculum areas. Pupil premium funding continues to be used to support learning within the classroom. A detailed analysis of barriers for disadvantaged pupils has resulted in more focused use of pupil premium funding. Parental engagement: 100% of parents of those children chosen to be part of the trial, engaged in their initial structured conversation, with the majority also engaging in follow up conversations. Overall engagement in Year 1 was 92%. The structured conversations increased teachers’ awareness of barriers to achievement, access and aspiration. Areas for partnership work with parents focused, in Key Stage One, on maths, social and emotional skills, basic skills and home routines; in Key Stage Two, the focus moved towards reading, writing, maths and attitudes towards learning. Clear evidence of increased parental engagement can be seen where explicit actions were agreed upon during structured conversations and parents clearly saw their role in furthering their child’s achievements. This included making time to read with their child, working with designated school staff to improve social and emotional wellbeing and encouraging children to be more resilient, both socially and academically. Pupil attitude to learning: Pupils across the school now show good attitudes to learning whilst in school. In the target cohort there is evidence of improved attitude to learning at home. This includes reading at home with parents/carers, working on a particular area at home, as discussed during structured conversations, and increased awareness of the need for resilience. Wider outcomes: Pupil premium funding continues to be used to provide wider opportunities for eligible children. Opportunities include educational visits (including residential), swimming lessons and visits by professionals from different curriculum areas with a focus on raising aspirations. Attendance at after school clubs is now more closely monitored. In Autumn 2018, 58% of the target cohort attended after school clubs compared to 42% of pupil premium children.Emotional intelligence: (Self-protective strategies, emotional self-management strategies, increased self-esteem, confidence in making choices)Designated staff within the school have worked with many of the target children and received training in using the BOXALL profile to aid assessment and management of emotional/social barriers which"
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Inclusion

It’s Time for a New Approach to Battling Underachievement

20 Sep 2019

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      string(5682) "directly related to an incident that has happened. Parents can soon become fed up if  they feel that every approach ison the basis of  there being a problem. Schools are increasingly acknowledging the importance of  finding opportunities to notify parents of  the good things that arehappening as well.Sometimes word of  mouth or approaching through a friend can work well. If  you have one parent who is engaged and knows another who isn’t they can beencouraged to help them become involved.The school building is not always the best place to engage your parents. Unpleasant memories of  their own school experiences and negative views of  anyone inauthority can be hurdles to overcome. If  there is more neutral territory such as a community centre or library, meeting there can be an alternative.If  you have adults working in your school or associated with your school who are not teachers, they might be viewed more favourably and find that doors don’t closequite so quickly. Encourage a key member of  staff, who is not perceived to be so much of  the establishment, to link in with the family.Parents eveningsPersonal invitations delivered by the child can have more of  an impact than a generic invitation across the school. Be mindful of  other events that are happening atthe same time and be prepared to move/ change times and days to suit. http://www.teachingtimes.comThis month’s Child FileAchievement for All initiatives have found that persistence and a readiness to be flexible do result eventually in contact being made. Once parents realize that simplynot turning up will not mean closure they are more likely to find an opportunity to meet.When the parents meeting does take place remember to listen and provide opportunity for parents to ask questions and feel more involved in the process. Parentsmight have started out with good intentions in the early years but feel thwarted by the methods used as their children get older and progressed through the system.Restorative approachesThere are five key themes in a restorative conversation:What’s up?How are you feeling?Who has been affected by what’s been going on here?What do you need right now?What needs to happen to put things right?Engaging with a parent using a restorative approach includes listening with a non-judgemental ear. If  a problem has arisen and the parent is angry then you might:Talk through their experience in terms of  what is happening to their childIdentify what they need for things to improveLook at ways of  moving forwardThe approach involves looking at what everyone’s needs are, parents’, child’s and teacher’s and taking a problem-solving approach to addressing them. Taking thiskind of  approach with parents can then mean that they are able to apply a similar approach at home with their own family.For more information about taking a restorative approach to parental engagement:www.transformingconflict.orgnnnnnnnnhttp://www.teachingtimes.comThis month’s Child FileAchievement for All (AFA) Strand 2Structured Conversations are the second strand of  the Achievement for All programme. The conversation is expected to help school and parent develop arelationship with the aim of  improving the educational achievement of  young people with Special Educational Needs.The stages of  the conversation include:Teacher gathers information on the progress of  the childThe key teacher talks to the pupil about his/ her viewsThe key teachers holds a conversation with the parent as early as possible in the Autumn termThe outcomes of  the conversation are communicated to others who need to knowThe key teacher confirms the targets, actions and support with the parent and pupilIt is anticipated that the teacher should always plan for an hour for the conversation.The conversation follows this framework:A contract is negotiated at the beginning of  the discussion with the teacher explaining clearly what the purpose of  the discussion is and what the outcome shouldbe ‘I’d like to find out as much as possible about… and  what we can do to help improve his… We have 30 minutes. Is that OK?’Explore the issue by listening actively and paraphrasing what you hear:What are the child’s needs?What provision is currently in place for them?What has worked well in the past?What have been the barriers to achievement?What does the parent want for their child and believe is attainable in the best possible circumstances?1.2.3.4.5.1.2.a.b.c.d.e.http://www.teachingtimes.comThis month’s Child FileFocus – identifying priorities and clarifying key issuesUse ‘choice point’ if  several topics have been raised – ‘which would you like to take first?’Ask follow-up questions to points that the parent raises e.g. if  they suggest that a particular provision would be good pick out why they think that might work.What one thing do you think would make the greatest difference?Plan – agreeing targets and developing an action planSetting goals – clear goals need to be established which take account of  the parent’s aspirations and the teacher’s knowledge of  the childGoals should include long-term and short-term onesThe agreed goals might replace the IEPThe target should be prediction + challengeParents and children need to know what to do in order to make the expected progress to reach the targetsStrategies or interventions should be clarified to include timescales and success criteriaMight include the GROW model:Goal – what do you want to achieve?Reality – what’s happening now?Options – what could you do?Way forward- what will do"
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Inclusion

Child files: Working with parents

21 Jun 2012

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      string(401) "For effective parent and carer engagement in the home learning environment you need two things: trained Early Years practitioners who are both confident and competent in developing parent/carer partnerships and parents and carers who understand their role and are confident and have the capacity to support their child. Maureen Hunt explains how to support the parents and carers who need it the most."
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      string(3611) "carers, like their children, are unique, and each one brings to the school or setting their own individual strengths and needs and their own set of values, beliefs, attitudes, backgrounds and circumstances. Being aware of and understanding these factors give clues about how to get them engaged, and taking the time to understand their context and cultural norms also provides a great starting point to getting them involved. Having a clear understanding of the challenges some parents face and the tools to be able to confidently engage with families from all walks of life has led to the development of successful partnerships and improved outcomes in all our Achieving Early Settings, with 100 per cent of practitioners reporting higher levels of confidence in working with parents and 100 per cent of parents reporting that the Early Years structured conversations, Taking Time for Talk, had been helpful in supporting their child’s learning. This partnership approach to working with parents is proven to have an impact on the home learning environment and makes the difference in improving outcomes for all children, particularly those who are vulnerable to disadvantage. Knowing the importance of working in partnership with parents and having training in how to do it well, is the key to better outcomes for children. Investing in the right training and support to develop this, is helping Achieving Early settings to close the gap and give all children a better start. The two solutions of trained staff and confident parents and carers are actually interdependent and when they come together successfully is when the great ideas and extra resources can be introduced into the family; only then will we be able to move towards a better home learning environment for all children.‘There are many courses and training programmes which boast how they support settings to engage with parents of vulnerable children, this course actually does.’  Early Years Setting Manager – Coventry‘[The Achieving Early programme] helped me to support my child’s learning. It’s given me ideas of things to do at home.’ Parent Maureen Hunt is the Early Years Lead at Achievement for AllNotes1   Goodall, J., and Vorhaus, J., with the help of Carpentieri, JD., Brooks, G., Akerman, R., and Harris, A. (2011).  Review of best practice in parental engagement practitioners summary. Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE-RR156.pdf2   Desforges C. with Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. DfES Research Report 433. https://www.nationalnumeracy.org.uk/sites/default/files/the_impact_of_parental_involvement.pdf3   Households Below Average Income (2018). Statistics on the number and percentage of people living in low income households for financial years 1994/95 to 2016/17, Tables 4a and 4b. Department for Work and Pensions. https://www.gov.uk/government/statistics/households-below-average-income-199495-to-2016174   Humphrey, N., & Squires, G. (2011). Achievement for All national evaluation: Final report. London: DfE.5   Lamb, B. (2009). Lamb inquiry special educational needs and parental confidence. Nottingham: DCSF, p. 3. http://www.dyslexiaachttps://dyslexiaaction.org.uk/contact-us/tion.org.uk/files/dyslexiaaction/the_lamb_inquiry.pdf"
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Inclusion

Taking Time to Connect with the Home Learning Environment

8 May 2019

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