Effectiveness in Implementation of Access and Participation Plan Reform

The data shows the attainment gap between white and black university students appears to be closing but still remains too high.

This report by the Office for Students (OfS) shows persistent gaps in outcomes for some groups of students and highlights the need for universities and colleges to support students effectively to succeed in higher education.

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Leadership

Education at a Glance 2016

21 Oct 2016

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      string(5114) "children vulnerable tounderachievement. In successful settings leadership isboth a collaborative and distributed activity.■■■ Developing CommunicationSuccessful managers and leaders are good at engagingothers. They nurture relationships with children andtheir parents or carers. They are good listeners and candemonstrate that they value the contribution of others.They invest time in communicating with parents.Effective managers and leaders articulate andcommunicate a vision which they encourage others to shareand develop. They actively encourage formal and informaldialogue about strategies to improve the achievementfor all children. They share information about children’sattainment and progress and celebrate achievement.■■■ What this means overall forprofessional developmentDeveloping the type of setting, where every child isprovided with the opportunity to be the best they be,may call for cultural transformation. It demands asystematic, structured approach focussed on children’soutcomes. The Achieving Early framework enablessettings to do this better. A key component is thecontinuing professional development and learning ofstaff, which is embedded in the framework and leadsto improved pedagogical practices (Humphrey andSquires, 2011).The Achieving Early approach – across the fourintegrated elements of leadership, working together,progress and learning and health, happiness and well-being – provides a collaborative framework for settingsto focus on increasing aspirations (practitioners, otherstaff, parents and carers and children), increasing access(participation and engagement) leading to increasedachievement of disadvantaged groups with impactacross the setting.The framework, initiated and developed through aneeds analysis, enables practitioners to better addressthe critical challenges faced by children vulnerableto underachievement.  The How To…articles in thisjournal, develop how these issues – a significant lack ofparental engagement in their child’s learning; poor homelearning environment, lack of resilience and self-esteem,……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Talking with young children ■■■■■16References: Achievement for All (2014) Early Years- Achieving Early: Impact Report 2014 (unpublished) ■ Allen, G. (2011) Early Intervention:The Next Steps. An Independent Report to Her Majesty’s Government, London: Crown ■ Bercow, J. (2008) A review of services for childrenand young people (0-19) with Speech, Language and Communication Needs, Nottingham: DCSF ■ Bertram, T. and Pascal, C. (2002) Assessingwhat matters in the early years in Fisher, J. (Ed) The Foundations of Learning, Buckingham, UK: Open University Press. ■ Blanden, J. and Mackin,S. (2010) Intergenerational inequality in early years assessments: Millennium Cohort Study Briefing 15, London: Institute of Education ■Blandford, S. and Knowles, C. (2013) Achievement for All: Raising aspirations, access and achievement, London: Bloomsbury ■ Blandford, S.and Knowles, C. (forthcoming) (2 Ed.) Developing Professional Practice 0-7 years, Abingdon: Routledge ■ Botting, et al (2000) Social andBehavioural Difficulties in Children with Language ■ Impairment Child Language Teaching and Therapy vol. 16, no. 2 ■ Department forEducation (2014) Statutory Framework for the Early Years Foundation Stage, London: Department for Education ■ Department for Education(2014) Early Years Foundation Stage Profile (EYFSP), by pupil characteristics in England for academic year 2013 to 2014,London: Departmentfor Education ■ Department for Education and Skills (DfES) (2001) Inclusive Schooling: Children with Special Educational Needs, Nottingham,DfES. ■ Department of Health/ Department for Education (2015) SEND Code of Practice 0-25 years, London: DoH/DfE ■ Duncan, G. andMurnane, R. (2011) (ed.), Whither Opportunity, New York: Russell Sage Foundation. ■ Formby, S. (2014) Children’s early literacy practices at homeand in early years settings: Second annual survey of parents and practitioners, London: National Literacy Trust ■ Humphrey, N. and Squires,G. (2011) Achievement for All: National Evaluation Final Report, Nottingham: DfE ■ Karmiloff, K. and Karmiloff-smith, A. (2001) Pathways toLanguage: From fetus to adolescent, Camb, Mass: Harvard University Press. ■ Laevers, F. (1994) (Ed.) Defining and Assessing Quality in EarlyChildhood Education, Leuven, Belgium: Leuven University Press. ■ Laevers, F. (1994) (Ed.) The innovative project Experiential Education andthe definition of quality in education in Defining and Assessing quality in early childhood education, Leuven, Belgium: Leuven University Press.■ Law, J., Lee, W., Roulstone, S., Wren, Y., Zeng, B. and"
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Professional Development

Talking with young children: how professional development can improve children’s speech and language, thinking and learning

3 Nov 2015

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      string(416) "... of distributed leadership in developinginclusion (Angelides, 2010).In schools, the first step towards its realisation isthrough the engagement of senior leaders. Inclusiveeducation looks towards increasing access andparticipation and addresses areas such as culture,policies, parental voice, child’s voice, practices andfulfilling of potential (DfES, 2001). It is most effectivewhen based ..."
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      string(4705) "➜How to…26…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………How to… raise achievementfor all through schoolleadershipRecent years have borne witness to the increasing emphasis on inclusive education. England is not alone in this. The movement has been a global phenomenonas demonstrated in the fundamental philosophy andkey practice of the United Nations Children’s Fund(UNICEF) and the United Nations Education, Scienceand Cultural Organisation (UNESCO, 1994, 2005); UKgovernment policy has promoted inclusive educationsince the Warnock Report (HMSO,1978).Research literature emphasises the central role ofschool leaders in shaping inclusive education (Kugelmass,2003; Kugelmass and Ainscow, 2004). This pointstowards leadership for inclusion. Gold et al. (2003:18)place this within the context of transformational modelsof leadership (Bass, 1999), characterised by ‘inclusivity’and ‘teacher participation’. Evidence from a pilot studyacross 13 schools in Cyprus and exploring inclusion inthe context of leadership highlighted the central roleof the leader in the development of inclusive educationand the place of distributed leadership in developinginclusion (Angelides, 2010).In schools, the first step towards its realisation isthrough the engagement of senior leaders. Inclusiveeducation looks towards increasing access andparticipation and addresses areas such as culture,policies, parental voice, child’s voice, practices andfulfilling of potential (DfES, 2001). It is most effectivewhen based on a model of inclusive leadership, wheretransformation is concentrated across four key areas-vision, commitment, collaboration and communication(NCSL, 2009).27raise achievement for all throughschool leadership……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜ How to…In practice the elements of inclusive leadership canbe defined as:Vision – A set of core values and beliefs,centred on high expectations for all pupils andpositive engagement with parents, staff and otherprofessionals. A wide range of learning opportunitiesare on offer to the pupilsCommitment – A commitment to core values,whereby appropriate opportunities are secured andprovided to all pupils, and their progress is tracked.Staff development is supported and promoted.Collaboration – A culture of collaboration betweenstaff, parents and other organisations. Leaders in andacross schools/academies work together with a senseof collective responsibility.Communication – An ability to communicateeffectively, enabling the school community to sharein the vision.In essence it involves a commitment to developinga culture of high expectations across the school. Itbecomes embedded when it is built into school systemsand is part of performance management (Blandfordet al, 2011). It involves both strategic and operationalplanning and is largely dependent on a leader’s skill inenabling the school and wider community to share inand feel part of the transformation process.In ‘high performing’ and ‘rapidly improvingeducation systems’ across OECD (Organisation forEconomic Co-operation and Development) countriesand economies ‘a commitment to children matters, asdoes the belief that all students can attain high levelsof achievement’ (OECD, 2010:104). In England,commitment to children is self -evident, what is lackingis a belief in all children.School leaders, teachers and support teachers havea profound impact on all children and young peopleby raising their aspirations and achievements andimproving their access to learning. A measure of aschool’s effectiveness is the ability of the staff to workas an organisation towards achieving the school’s visionunderpinned by a shared set of values and beliefs. Thisis founded on:■■■■A strong vision for all pupils, supported inequal measures by commitment, collaborationand effective communication with parents,pupils, teachers and leaders.Strong values demonstrated by the behaviourof staff, governors and pupils.Leadership strategies, focussing on pupillearning (the central issue of any school).Professional"
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Professional Development

How to... raise achievement for all through school leadership

27 Jun 2014

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      string(380) "... DCSF) draws together guidance on designing ‘inclusive’ school environments. Designing for disabled children and children with special educational needs argues that putting these children at the very heart of the design and build process, right from inception, will help ensure not only access and participation but also inspirational school environments."
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      string(364) "... together for different sizes and types ofschool.Schools are a vital community resource. By 2010all schools (often working in partnerships or clusters)will be providing access to a range of services– childcare in primary schools, parenting support,swift and easy referral to targeted and specialistservices, and wider community access to ..."
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      string(450) "A new publication from the Department for Children, Schools and Families (DCSF) draws together guidance on designing ‘inclusive’ school environments. Designing for disabled children and children with special educational needs argues that putting these children at the very heart of the design and build process, right from inception, will help ensure not only access and participation but also inspirational school environments."
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      string(1820) "children with SEN anddisabilities – both in learning and social spaces andin support spaces such as group rooms, specialistfacilities, staff accommodation, toilets and changingareas, catering areas and storage. Key design pointsare highlighted, along with charts showing areaguidelines. Learning and social spaces are divided byphase of education – early years, primary, secondaryand post 16 – looking first at mainstream and thenat special school accommodation. The informationin these pages can be put together to suit the agerange of any school project.There is detailed technical guidance coveringbuilding construction, environmental services,furniture, fittings and equipment and the informationand communications technologies (ICT) needed tosupport children with SEN and disabilities. Exampleschedules are a useful check for designers, showinghow the guidance on individual spaces can bebrought together for different sizes and types ofschool.Schools are a vital community resource. By 2010all schools (often working in partnerships or clusters)will be providing access to a range of services– childcare in primary schools, parenting support,swift and easy referral to targeted and specialistservices, and wider community access to IT, sportsand arts facilities, including adult learning. Designinguplifting school spaces that are fully accessible fordisabled children and those with SEN is an essentialpart of this community focus and fundamental to21st century schools.Next stepsTo order a copy of Designing for disabled children andchildren with special educational needs, visit www.tso.co.ukThe DCSF plans to publish more case studies of goodpractice design on its website at www.teachernet.gov.uk/schoolbuildings over the coming months.Val Foster (BB102 editor) on behalf of the DCSF"
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Learning Spaces

Designing for disabled children and SEN

6 May 2009

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