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      string(3230) "Start a New ChapterWhether you are blind, partially sighted, dyslexic or have another disability that makes you unable to read standard print, Calibre Audio Library brings the joy of audio books to everyone.  Calibre was set up over 40 years ago by a mother whose partially sighted son struggled to read the printed word. To solve the problem, she set up an audio library so he could enjoy books just like his friends. Since then, Calibre Audio Library has grown into a national charity that has over 14,000 members across the UK.Why are audio books so important?‘Audio books enable children with dyslexia and other print disabilities to develop literacy skills. They enhance their learning and they can reap the same rewards from reading as others. Audio books can be used as a replacement to reading print or as a supplement. Regular reading alongside listening allows the reader to make relationships between the sounds and print, improves word recognition and increases reading speed’ says Michael Lewington, Director of Calibre Audio Library. Struggling readers often have a comprehension age higher than their reading age. This means that audio books can be an equaliser. By bridging the gap between comprehension and reading levels, audio books can be an important tool in a child’s growth. ‘I cannot tell you how valuable Calibre is to my son. He is dyslexic and can get very demoralised at the reading material given to him at school. Calibre has enabled him to read books by a wide range of authors that are appropriate to his age and interest level. It has opened a world for him which he didn’t think he would be able to access’Michael Lewington, Director of Calibre Audio LibraryCalibre Audio LibraryCalibre has nearly 11,000 unabridged titles available to anyone over 16 and nearly 3,000 titles especially for students under 16, grouped by key stage or study level for guidance. Books can be borrowed on MP3 CD, USB memory stick, streamed or downloaded via the Calibre Audio Library app, so they really can be taken anywhere.We offer a Group Membership for schools and organisations for an annual subscription fee of £18 (inc. VAT).Alternatively, parents can buy individual lifetime memberships for their child for a single one-off payment of £20 per child (£35 for over 16s).Each membership includes a personalised service, 24 hour access to our library via the internet, unlimited numbers of books to stream or download, newsletters and updates on new books added to our library. We post the MP3 CD’s and USB memory sticks direct to your home. To join or for more information contact our membership services team:01296 432339 membershipservices@calibre.org.uk www.calibre.org.uk‘Thank you from myself and my daughter for giving her access to your library. Meg is 9 and very dyslexic. Audio books have been great for her and she loves the worlds of Enid Blyton and Roald Dahl amongst others. Who doesn’t? For a child who loves stories but has great difficulty reading, it would be a shame if she couldn’t get to experience these books at her age!’Audio books mean children won’t miss out.Calibre Audio Library registered charity no. 286614, VAT no. 138840202"
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Assistive Technology

Education for Everyone

4 Dec 2018

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      string(4654) "Blog by Sonia BlandfordMy thanks to you all for participating in our second Achievement for All Every Child Included in Education conference. I am extremely grateful to our speakers, panellists, exhibitors and delegates for your contributions and for your commitment to inclusion, education and social mobility.A year ago, Born to Fail? Social Mobility, A Working-Class View was published by John Catt, in which I defined social mobility as the opportunity to make choices. My message focused on an alternative way of thinking, changing the way people think, act and behave, understanding that there is a different way to live. At the heart of this change is mutuality, the sharing of values, investing in all children and their families to enable everyone to have the confidence, education, health and capability to make choices based on their own context, values and needs. Choices that are not determined by class, but by heritage, location and self-efficacy. Choices that are respectful of individuals. Choices that are non-judgemental, not defined by movement between classes or areas. Choices that provide opportunities for everyone to be included, to belong. Choices that prepare the way for everyone to succeed in life, in education, health, employment and housing.Today, schools and education settings are experiencing challenges generated by a lack of investment, guidance and support. We are a country that commits more funding to higher education than any other in the developed world, yet we are in the lowest quartile for early years funding.1Exclusions are at their highest since 2007, with 48,000 fixed term or permanent exclusions last year.2 Over 50% of those excluded have a diagnosed special educational need. In the summer, only 17% of Children Looked After achieved 5 GCSEs A* – C or 4 and above. Startling statistics that reveal the outcome of generations of policies that have failed to ‘Close the Gap’.3Every Child Included in Education is a manifesto that is based on evidence and common sense, written in collaboration with educational leaders and practitioners, politicians, parents and carers. We are not seeking a platform – we are seeking change through action. The Every Child Included in Education campaign exists to make social mobility real for all children and their families and to improve the lives of disadvantaged, vulnerable and underachieving children and young people in England. Every Child Included in Education is seeking all stakeholders, including ministers, commissioners, senior government officials, business, public and third-sector leaders to increase collaboration, support and training for all providers and services across the country. Working collectively, Every Child Included in Education will deliver against five co-developed priorities outlined in its manifesto, including:Promote kindness and wellbeing in education, business and third-sector settings, where every child and young person is included every dayFurther investment across all phases of education, beginning with the early yearsGreater focus on teachers as professional learners through recruitment, retention and CPDReduce children and young people being excluded in education and close the gap for SEND – too often the marginalised and forgotten groupIncreased recognition of parents, carers and wider communitiesThrough Every Child Included in Education, Achievement for All is collaborating with leaders from business, education (state and independent across all phases and type, including Regional School Commissioners, Opportunity Area Boards, Teaching Schools Alliances and Research Schools, the 5% Club, The Prince’s Trust Task Force 2030), public and third sectors, parents, carers, children and young people. Collectively we can deliver social mobility (choice) for all.EditorProfessor Sonia BlandfordNOTESOECD (2018). Education policy outlook 2018: Putting student learning at the centre. Paris: OECD. https://read.oecd-ilibrary.org/education/education-policy-outlook-2018_9789264301528-en#page1Gill, K., Quilter-Pinner, H., & Swift, D. (2017). Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion. London: IPPR. https://www.ippr.org/files/2017-10/making-the-difference-report-october-2017.pdfAndrews, J., Robinson, D., & Hutchinson, J. (2017). Closing the Gap? Trends in Educational Attainment and Disadvantage. London: IPPR. https://epi.org.uk/wp-content/uploads/2017/08/Closing-the-Gap_EPI-.pdf"
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Education that truly is for every child

4 Dec 2018

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Leadership Briefing 12.03 (135)"
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      string(5567) "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.EDUCATION INEQUALITIES AT THE SCHOOLSTARTING GATEKeywordsEducation,inequalities,school, children,achievementgap,achievement,predictors,cognitive skills,academicSummaryResearch has shown that socioeconomic status (SES) is the highest predictor of children’sacademic achievement. Moreover, the achievement gap between low- and high-SES pupilsbegins early in their schooling. This report by the Institute for Effective Education looks athow effective initiatives have been at narrowing the achievement gap.The report examined two cohorts of kindergartners (Year 1), those who started in 1998 and thosewho started in 2010 They were looking at the relationship between socio-economic status andkindergartners’ cognitive and non-cognitive skills at the start of their school years to see if theachievement gap had narrowed in this twelve-year span.Using data from the National Center for Education Statistics – Early Childhood Longitudinal Studies ofthe Kindergarten Classes of 1998-99 and 2010-11It found that the achievement gap did not change between 1998 to 2010 among pupils living in theUS’s highest and lowest economic strata, a difference of 1.17 standard deviations in reading and1.25 standard deviations in maths, despite parents’ increased involvement in educating their childrenacross all SES groups and the implementation of programmes designed to narrow these gaps.Interestingly, they did find that the percentage of children living in poverty grew during that time, yetthe achievement gap did not grow, nor did it narrow. It found that greater parental involvement andchildren’s pre-school attendance contained the gap, but did not do enough to eliminate the overalleffects of poverty on pupil achievement.The researchers then reviewed twelve programmes designed to narrow the achievement gap. Themost effective programmes addressed not only academics, but ensured the children were gettingproper meals and healthcare and provided other supports for children and their families.Key Findings: ■ Very large SES-based gaps in academic performance exist and have persisted across the twomost recent cohorts of students when they start kindergarten. The estimated gaps betweenchildren in the highest and lowest fifths of the SES distribution are over a standard deviation(sd) in both reading and math in 2010. Gaps in non-cognitive skills such as self-control andapproaches to learning are roughly between one-third and one-half as large. ■ SES-based gaps across both types of skills among the 2010 kindergartners are virtuallyunchanged compared with the prior academic generation of students (the class of 1998). Theonly unadjusted cognitive skills gap between children in the high-SES and low-SES fifths thatWeek Commencing 6th November 2017http://www.epi.org/files/pdf/132500.pdfhttp://www.epi.org/files/pdf/132500.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.changed significantly over this period was the gap in reading skills, which increased by abouta tenth of a standard deviation. Gaps in approaches to learning as reported by teachers and inself-control as reported by parents shrank between 1998 and 2010 by roughly the same amount.Gaps in mathematics, in approaches to learning as reported by parents, and in self-control asreported by teachers did not change significantly. ■ Taking into account children’s individual and family characteristics, we find that parental activities,parental expectations for their children’s attainment, and pre-K participation reduce the gapsbetween high-SES and low-SES children somewhat but do not come close to eliminating them. ■ The characteristics of children in the lowest-SES quintile and highest-SES quintile changedbetween 1998 and 2010. ■ Among children in the high-SES quintile, the group in 2010 includes a lower share of whitechildren (falling from 78.8 percent in 1998 to 71.3 percent) and a larger share of Asian children(increasing from 4.7 percent in 1998 to 8.7 percent).Conclusions ■ While the persistence of large skills gaps at kindergarten entry is troubling, the fact that, byand large, they did not grow in a generation—despite steadily increasing income inequalitycompounded by the worst economic crisis in many decades—is a good thing. But we muststill be very concerned about these gaps. We would have liked to see evidence that parents’increased dedication to and investments in their children’s early development, and increasedinvestments in pre-K programs and other early education and economic supports, closed thesegaps. However, the data suggest that these efforts simply contained them, and that these positivetrends were insufficient to narrow the skills gaps at kindergarten entry. This failure to narrow gapspoints to a lack of appropriate policy response at all levels of government, the neglect of decadesof research across multiple disciplines on child development, and the resulting waste of criticalopportunities to nurture an entire generation of children.WEB LINKEducation Inequalities At The School Starting Gatehttp://www.epi.org/files/pdf/132500.pdf"
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Leadership

Education Inequalities At The School Starting Gate

2 Nov 2017

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      string(3172) "reviewed, is not explained by their rate of academisation. Ofsted’s annualreport (2015) points out that the weakest local areas vary considerably in the percentage ofsecondary schools which are academies; for example, all secondary schools in Doncaster andjust half of Knowsley’s have academy status, both poorly performing areas. ■ The performance of multi-academy trusts (MATs) generally reflect the performance of schools in 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.the geographical area in which they operate, with all but one of the most successful MATswith high levels of disadvantaged pupils confined to London, the South East and the WestMidlands (Hutchings et al 2016). DfE data (2016) also identifies two MATs in the Northwith above average performance – Tapton School Academy Trust and Bright FuturesEducation Trust. ■ Learning from those schools, academy chains, local authorities and MATs who haveperformed well can help schools and policy makers understand effective strategies forsupporting disadvantaged pupils. This is key to improving educational performance in theNorth because the challenge for schools in the North seems to be largely one of improvingpupil attainment for this group, even in schools which are otherwise performing well. ■ There is a significant number of ethnic minority pupils in the northern powerhouse region,many of whom are significantly underperforming in their GCSEs, compared with nationalaverages. ■ There are language and cultural barriers to pupil learning in some northern schools, whichmust be overcome in order to develop effective pedagogical knowledge and strategies. ■ In the case of ethnic minority pupils, bilingual teachers can play an import role in bridgingthe gap between teachers and children and parents for whom English is an additionallanguage. There is therefore a need for schools to ensure they have the capacity todeliver teaching in a range of languages, possibly using utilising native speakers wholive in local communities, as in the North West Consortium of the Routes into Languagesinitiative. ■ Previous initiatives designed to raise attainment and narrow the attainment gap betweendisadvantaged pupils and their peers in schools in areas of the North demonstrate thepotential of area-level initiatives involving collaboration within and between schools,carefully matched through analysis of school performance data, to improve schoolperformance. ■ Models of leadership in schools that can facilitate school improvement are those whichemphasise an over-arching vision, strategy and flexibility. ■ It is critical that national policy makers allow substantial flexibility at the local level in orderthat educational practitioners are able to analyse their particular circumstances anddetermine priorities accordingly.WEB LINKEducation In The North Of Englandhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/571077/Northern_schools_Final_report.pdf"
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Leadership

Education In The North Of England

25 Nov 2016

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Leadership

Education at a Glance 2016

21 Oct 2016