Leadership

Elective Home Education Survey 2018

This report by the Association of Directors of Children’s Services shows that the number of home educated pupils rose by 27 per cent this year, with many more likely to be hidden from sight.

The survey of local authorities shows about 57,800 pupils were home-schooled in 2018, up from 45,500 last year and 37,500 in 2016. In comparison, between 2017 and 2018, pupil numbers rose by around 66,000, or 0.8 per cent.

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      string(5680) "virtual access too.A one-off course for a day or two might create some momentum and interest, but this was likely to wane over time as the realities and priorities of life in school ‘took over’.  We also wanted to work with a team that understood an education/ schools’ context.Our sense was that ‘coaching for performance’, as you might see in a business context, just wasn’t the right fit for our purposes.                                                                                                MSB Emotional Coaching ModelWe were able to build a programme with UK-based Making Stuff Better6, that allowed us to achieve the blended delivery model we were after.  A ‘kick off’ two-day workshop in November 2018 was planned to really build buy-in, gain traction, immerse participants early on in the practice of (as opposed to the study of) coaching.This was followed up by monthly virtual sessions that would be used to  i) reinforce and consolidate existing skills practice,  ii) address participant-specific case work queries (“I am working with a student and would like your advice/ perspective on taking XYZ forward….”),  iii) introduce new skills so participants feel a continuing sense of progression,  iv) maintain frequent ‘touch points’ so participants feel an ongoing sense of commitment and association with the programme.12 participants joined the programme, which was completely ‘opt-in’ and elective.  These ranged from teaching staff to professional support staff (all student facing), expat, local bi-lingual, and also expat but with Asian heritage.  Virtual sessions were arranged into two sub-groups based on the practicalities of ‘availability’ and a recognition of the benefits of a more ‘intimate’ and personalised virtual experience.What we have foundThe programme was very well received as a professional development opportunity.  Participants were almost universal in acknowledging how this has enhanced their skills in leading pastoral interactions with students that are focused on wellbeing. An outcome of this has been a heightened sense of shared experience and mutual support.  Discussions have naturally led to a consideration of how we address staff (not just student) wellbeing and this is welcomed given the desire to move to having a truly wellbeing culture in school.Additionally, there has been a sense of enhanced staff agency, as participants seize the opportunity to offer feedback to our leadership team, and are afforded the opportunity to shape and co-construct the next phase of this work. Critically, there is a collective belief in the potential beneficial impact of this work on student support in the wellbeing context.  There have been some challenges, and these are outlined below, but the benefits of collective teacher efficacy are clearly evident from both the practice we have seen, and the feedback we have received.In implementing the programme, we were conscious of the importance of choice. When launching our ‘Wellbeing Coaches’ programme we looked for a blended model; whereby coaches could be accessed based on a ‘staff-referral’ model, or where students might request access to a coach (‘self-referral’).  Having 12 trained coaches, we were able to add greater choice, with the option of which coach the student might prefer to work with (‘elective-referral’).But issues have emerged!Choice does not necessarily equate to opportunity:  Initially, not all our coaches were able to immediately  engage directly in a coaching interaction; partly because those with more evident ‘pastoral positions’ (such as Head of Year) had more frequent opportunity to support interventions and were able to use their coaching skills more readily. Ignorance is not bliss: A clear reflection from participants is that this work was important and that all stakeholders (and particularly staff) needed an enhanced understanding of what our coaching programme was.  This was because it was accessed on the basis of staff or student (self) referral.  Effectively, not being fully aware of the offer, they did not see the opportunity. Cultural context is key: participants report that some students found it difficult to articulate their feelings / understanding of the issue they wish to address whilst being coached. There is a sense that ,culturally, exploring ‘feelings’ and sharing these is not something that sits as ‘normal’ or practiced in Chines culture. Some suggested that students demonstrated an inhibition build around a concern of ‘loss of face’. Trust me, I’m a professional: we know our students trust us, they tell us so in our stakeholder survey.  Trust is the cornerstone of a successful coaching relationship. n Asia trust is built up over time, quite a long time in fact.  Whilst deference and respect are given to those in ‘authority’ this is clearly not the same as trust.  As such, it can take quite a time to build a trusting and productive"
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Leadership

Using Coaching To Build Student Agency and Wellbeing

28 Mar 2021

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      string(5670) "who was unable to read but astounded nursery staffwhen he found a website that showed a live link to an owl’s nest and watched owlbabies being fed and cared for by parent owls for the wholemorning. As part of the curriculum, professional developmentfor introducing technology seems to be successful whenused about 3 times a week if not for more than a periodof about 5 – 10 weeks. It can be particularly useful fordisadvantaged learners, low attainers and children withspecial educational needs, when used for remedial purposesand catch-up programmes (in Higgins et al, 2012, p.4).4. The child should be in control – Use applications whichallow for a child to make decisions and problem solve tryinga number of different solutions until they reach the ‘correct’one.69Vol 8.2School Leadership Todaywww.teachingtimes.comPrimaryFileEarlyyearstechnologyNotes1. https://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-wheth-er-ict-in-the-early-years-is-a-good-thingReferences1. Breazeal, C., Morris, R., Gottwald, S., Gayean, T. and Maryanne,W.(2016) Mobile Devices for Early Literacy Intervention andResearch with Global Reach [https://dam-prod.media.mit.edu/x/2016/10/17/paper.pdf Accessed 24th March 2017]2. Flewitt, R, Messer, D & Kucirkova, N (2014) New Directions for Early Literacy in the Digital Age: the iPad. Journal of EarlyChildhood Literacy, 0 (0) [http://oro.open.ac.uk/42488/1/Flewitt,%20Messer,%20Kucirkova,%202014,%20new%20directions%20for%20early%20literacy,%20the%20iPad%20DOI%201468798414533560.full.pdf Accessed 12th April 2017]3. Formby, S. (2014a) Children’s early literacy practices at home and in early years settings: Second annual survey of parents andpractitioners [http://www.literacytrust.org.uk/assets/0002/4081/EY_Key_Findings_2014.pdf Accessed 23rd March 2017]4. Formby, D (2014b) Practitioner perspectives: Children’s use of technology in the Early Years[http://www.literacytrust.org.uk/assets/0002/1135/Early_years_practitioner_report.pdf Accessed 23rd March 2017]5. Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The Impact of Digital Technology on Learning: A Summary for the EducationEndowment Foundation, [https://v1.educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technology_on_Learning_-_Executive_Summary_(2012).pdf Accessed 24th March 2017]6. Kilman, F (2013) Child’s Play. Venture Magazine, issue #19 [http://www.swinburne.edu.au/magazine/18/319/child—s-play/Accessed 23rd March 2017]7. Learner, S. (2017) Nurseries question benefits of ICT for young children [https://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-whether-ict-in-the-early-years-is-a-good-thing Accessed 25th Marc 2017]8. Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill,S., Robinson, P. and Winter, P. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. [www.techandplay.org Accessed 25th March 2017]9. Nuemann, M, M (2014) An examination of touch screen tablets and emergent literacy in Australian preschool children.Australian Journal of Education, 58:2 109-12210. OFCOM (2015) Children and Parents: Media use and attitudes report. [http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov- 15/childrens_parents_nov2015.pdf Accessed 20th March 2017]11. Plowman, L., Stevenson, O., Stephen, C. and McPake, J. (2012) ‘Preschool Children’s Learning with Technology at Home’,Computers and Education, 59, 1: 30–7.12. Siraj-Blatchford, I. and Siraj-Blatchford, J. (2000) More than Computers: Information and Communications Technology in theEarly Years, London, Early Education (The British Association for Early Childhood Education) [http://www.327matters.org/docs/datec7.pdf Accessed 23rd March 2017]5. Applications need to be transparent – Siraj-Blatchford and Siraj-Blatchfordsuggest that ‘transparency’ refers to the application being capable to completeclearly defined tasks in a single operation. For example, the ‘drag and drop’ facilityon the computer, which requires users to pick an item from the screen and drop it inanother area of the screen is a perfect example of how one would move somethingin real life.6. Teachers need support to integrate technology into their teaching – Higgins etal (p.4) suggest that at least a full day’s training or on-going professional inquiry-based approaches are necessary to support the introduction of new technology.Support is needed to help teachers make the most successful and effective useof technology in the classroom. Importantly, such support should go beyond theteaching of skills in technology and focus on the successful pedagogical use oftechnology to support teaching and learning aims.If technology is to gain a place in the Early Years classroom, hearts and minds areinvolved as well as the provision of the resources. We have to embrace the concerns ofadministrators and practitioners and support them in a journey of discovery to whattechnology can achieve and how it can be used effectively.Elpida Ahtaridou is Director of Impact Evalution at Pearson Plc.Elpida Ahtaridou wrote this article jointly with Dr. Sue Bodman Of: InternationalLiteracy Centre UCL Institute of Education University College London.http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov- 15/childrens_parents_nov2015.pdfhttp://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov-"
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Special Needs

Are children ever too young for technology

16 Apr 2018

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      string(5174) "particularly useful for disadvantaged learners, low attainers and children with special educational needs, when used for remedial purposes and catch-up programmes (in Higgins et al, 2012, p.4). The child should be in control – Use applications which allow for a child to make decisions and problem solve trying a number of different solutions until they reach the ‘correct’ one. Applications need to be transparent – Siraj-Blatchford and Siraj-Blatchford suggest that ‘transparency’ refers to the application being capable to complete clearly defined tasks in a single operation. For example, the ‘drag and drop’ facility on the computer, which requires users to pick an item from the screen and drop it in another area of the screen is a perfect example of how one would move something in real life. Teachers need support to integrate technology into their teaching – Higgins et al (p.4) suggest that at least a full day’s training or on-going professional inquiry-based approaches are necessary to support the introduction of new technology. Support is needed to help teachers make the most successful and effective use of technology in the classroom. Importantly, such support should go beyond the teaching of skills in technology and focus on the successful pedagogical use of technology to support teaching and learning aims. If technology is to gain a place in the Early Years classroom, hearts and minds are involved as well as the provision of the resources.  We have to embrace the concerns of administrators and practitioners and support them in a journey of discovery to what technology can achieve and how it can be used effectively. Elpida Ahtaridou is Director of Impact Evalution at Pearson Plc. Elpida Ahtaridou wrote this article jointly with Dr. Sue Bodman Of: International Literacy Centre UCL Institute of Education University College London.References1. Breazeal, C., Morris, R., Gottwald, S., Gayean, T. and Maryanne,W.(2016) Mobile Devices for Early Literacy Intervention and Research with Global Reach [https://dam-prod.media.mit.edu/x/2016/10/17/paper.pdf Accessed 24th March 2017]2. Flewitt, R, Messer, D & Kucirkova, N (2014) New Directions for Early Literacy in the Digital Age: the iPad. Journal of Early Childhood Literacy, 0 (0) [http://oro.open.ac.uk/42488/1/Flewitt,%20Messer,%20Kucirkova,%202014,%20new%20directionshttps://msds.open.ac.uk/%20for%20early%20literacy,%20the%20iPad%20DOI%201468798414533560.full.pdf Accessed 12th April 2017]3. Formby, S. (2014a) Children’s early literacy practices at home and in early years settings: Second annual survey of parents and practitioners [http://www.literacytrust.org.uk/assets/0002/4081/EY_Key_Findings_2014.pdf Accessed 23rd March 2017]4.	Formby, D (2014b) Practitioner perspectives: Children’s use of technology in the Early Years  [http://www.literacytrust.org.uk/assets/0002/1135/Early_years_practitioner_report.pdf Accessed 23rd March 2017]5. Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation, [https://v1.educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technology_on_Learning_-_Executive_Summaryhttps://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/_(2012).pdf Accessed 24th March 2017]6. Kilman, F (2013) Child’s Play. Venture Magazine, issue #19 [http://www.swinburne.edu.au/magazine/18/319/child—s-play/ Accessed 23rd March 2017]7. Learner, S. (2017) Nurseries question benefits of ICT for young children [https://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-whether-ict-in-the-early-years-is-a-good-thing Accessed 25th Marc 2017]8. Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P. and Winter, P. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. [www.techandplay.org Accessed 25th March 2017]9.	Nuemann, M, M (2014) An examination of touch screen tablets and emergent literacy in Australian preschool children. Australian Journal of Education, 58:2 109-12210. OFCOM (2015) Children and Parents: Media use and attitudes report. [http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov- 15/childrens_parents_nov2015.pdf Accessed 20th March 2017]11.	Plowman, L., Stevenson, O., Stephen, C. and McPake, J. (2012) ‘Preschool Children’s Learning with Technology at Home’, Computers and Education, 59, 1: 30–7.12. Siraj-Blatchford, I. and Siraj-Blatchford, J. (2000) More than Computers: Information and Communications Technology in the Early Years, London, Early Education (The British Association for Early Childhood Education) [http://www.327matters.org/docs/datec7.pdf Accessed 23rd March 2017]Notes1. https://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-whether-ict-in-the-early-years-is-a-good-thing"
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Leadership

Are children ever too young for technology?

26 Sep 2017

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      string(163) "Providers are divided over how effective technology is in the early years. Elpida Ahtaridou and Dr. Sue Bodman cite the research to propose a way forward."
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      string(5046) "particularly useful for disadvantaged learners, low attainers and children with special educational needs, when used for remedial purposes and catch-up programmes (in Higgins et al, 2012, p.4). The child should be in control – Use applications which allow for a child to make decisions and problem solve trying a number of different solutions until they reach the ‘correct’ one. Applications need to be transparent – Siraj-Blatchford and Siraj-Blatchford suggest that ‘transparency’ refers to the application being capable to complete clearly defined tasks in a single operation. For example, the ‘drag and drop’ facility on the computer, which requires users to pick an item from the screen and drop it in another area of the screen is a perfect example of how one would move something in real life. Teachers need support to integrate technology into their teaching – Higgins et al (p.4) suggest that at least a full day’s training or on-going professional inquiry-based approaches are necessary to support the introduction of new technology. Support is needed to help teachers make the most successful and effective use of technology in the classroom. Importantly, such support should go beyond the teaching of skills in technology and focus on the successful pedagogical use of technology to support teaching and learning aims. If technology is to gain a place in the Early Years classroom, hearts and minds are involved as well as the provision of the resources.  We have to embrace the concerns of administrators and practitioners and support them in a journey of discovery to what technology can achieve and how it can be used effectively. Elpida Ahtaridou is Director of Impact Evalution at Pearson Plc.Dr. Sue Bodman is a National Lead for Reading Recovery, International Literacy Centre, UCL Institute of Education, University College London.Noteshttps://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-whether-ict-in-the-early-years-is-a-good-thingReferencesBreazeal, C., Morris, R., Gottwald, S., Gayean, T. and Maryanne,W.(2016) Mobile Devices for Early Literacy Intervention and Research with Global Reach [https://dam-prod.media.mit.edu/x/2016/10/17/paper.pdf Accessed 24th March 2017]Flewitt, R, Messer, D & Kucirkova, N (2014) New Directions for Early Literacy in the Digital Age: the iPad. Journal of Early Childhood Literacy, 0 (0) [http://oro.open.ac.uk/42488/1/Flewitt,%20Messer,%20Kucirkova,%202014,%20new%20directions%20for%20early%20literacy,%20the%20iPad%20DOI%201468798414533560.full.pdf Accessed 12th April 2017]Formby, S. (2014a) Children’s early literacy practices at home and in early years settings: Second annual survey of parents and practitioners [http://www.literacytrust.org.uk/assets/0002/4081/EY_Key_Findings_2014.pdf Accessed 23rd March 2017]Formby, D (2014b) Practitioner perspectives: Children’s use of technology in the Early Years [http://www.literacytrust.org.uk/assets/0002/1135/Early_years_practitioner_report.pdf Accessed 23rd March 2017]Higgins, S., Xiao, Z. and Katsipataki, M. (2012) The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation, [https://v1.educationendowmentfoundatihttps://v1.educationendowmentfoundation.org.uk/on.org.uk/uploads/pdf/The_Impact_of_Digital_Technology_on_Learning_-_Executive_Summary_(2012).pdf Accessed 24th March 2017]Kilman, F (2013) Child’s Play. Venture Magazine, issue #19 [http://www.swinburne.edu.au/magazine/18/319/child—s-play/ Accessed 23rd March 2017]Learner, S. (2017) Nurseries question benefits of ICT for young children [https://www.daynurseries.co.uk/news/article.cfm/id/1560957/nurseries-question-whether-ict-in-the-early-years-is-a-good-thing Accessed 25th Marc 2017]Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J.C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P. and Winter, P. (2015) Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. [www.techandplay.org Accessed 25th March 2017]Nuemann, M, M (2014) An examination of touch screen tablets and emergent literacy in Australian preschool children. Australian Journal of Education, 58:2 109-122OFCOM (2015) Children and Parents: Media use and attitudes report. [http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov-15/childrens_parents_nov2015.pdf Accessed 20th March 2017]Plowman, L., Stevenson, O., Stephen, C. and McPake, J. (2012) ‘Preschool Children’s Learning with Technology at Home’, Computers and Education, 59, 1: 30-7.Siraj-Blatchford, I. and Siraj-Blatchford, J. (2000) More than Computers: Information and Communications Technology in the Early Years, London, Early Education (The British Association for Early Childhood Education) [http://www.327matters.org/docs/datec7.pdf Accessed 23rd March 2017]"
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Assistive Technology

Resolving the row over early years technology

20 Jun 2017

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