Leadership

Affordable Primary Tuition

This report from the Education Endowment Foundation trial of Tutor Trust’s affordable tuition project found that low-cost tutoring in small groups increased maths scores for disadvantaged pupils who are working below age-expected levels in maths.

One hundred and five schools in Manchester and Leeds with double the average numbers of disadvantaged pupils participated in the effectiveness trial of the Tutor Trust project from September 2016 until July 2017. The aim of the project is to improve the maths achievement of disadvantaged pupils by providing small-group tutoring sessions with trained university students and recent graduates.

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      string(321) "Music Education Hubs were created to provide opportunities in music education for children and young people. This Arts Council England study published by NFER concludes that the hubs appear to be fulfilling their core purpose, and supporting young people to progress with their music-making.
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      string(348) "... rate is influenced by a number of factors, including the willingnessof schools and parents to encourage, support and pay for children’s instrumental learning. ■ Primary-aged pupils predominate among ensemble players (and this may lead to a drop out aschildren make the transition from primary to secondary school). ■ ..."
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      string(5304) "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.KEY DATA ON MUSIC EDUCATION HUBS 2014KeywordsMusic EducationHubs, musiceducation,children,young people,progressionroutes, state-funded schoolsSummaryMusic Education Hubs were created to provide opportunities in music education for childrenand young people. This Arts Council England study published by NFER concludes that thehubs appear to be fulfilling their core purpose, and supporting young people to progress withtheir music-making.Music Education Hubs (MEHs) were created to provide access, opportunities and excellence in musiceducation for all children and young people. A total of 123 MEHs were established and started work in2012. NFER carried out secondary analysis of a survey conducted by Arts Council England in Autumn2014.The study concludes that hubs appear to be fulfilling their core roles and there are signs of progresssince 2012/13, with hubs providing WCET to a larger number of pupils and providing/supporting alarger number and range of ensembles. Hubs have also increased provision for singing. The mainissues concern the participation of pupils with SEN in ensembles and the need to help secureprogression routes so that children and young people can make good progress with their music-making.Conclusions: ■ This report provides evidence that music education hubs are addressing their core roles and areworking with the majority (83.8 per cent) of state-funded schools in their areas. Core roles forMEHs were:1. Ensure that every child aged 5-18 has the opportunity to learn a musical instrument (otherthan voice) through whole-class ensemble teaching programmes for ideally a year (but for aminimum of a term) of weekly tuition on the same instrument.2. Provide opportunities to play in ensembles and to perform from an early stage.3. Ensure that clear progression routes are available and affordable to all young people.4. Develop a singing strategy to ensure that every pupil sings regularly and that choirs andother vocal ensembles are available in the area. ■ Hubs are providing many pupils with opportunities to play and sing in ensembles, with a wide-range of different types of ensembles and groups provided in schools and at area level. Mostensembles are provided independently by schools. ■ Ensembles are available to pupils from an early age, with the majority of attendees aged between7 and 11 years old. However, it is difficult to know whether these ensembles offer sufficientWeek Commencing 7th April 2015http://www.artscouncil.org.uk/media/uploads/Music_Education_Hubs_2014_Report_final_March_2015.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.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.opportunities all pupils to take part in group music making. ■ Just under a third of pupils continued to learn an instrument after receiving WCET in the previousyear. Clearly, this continuation rate is influenced by a number of factors, including the willingnessof schools and parents to encourage, support and pay for children’s instrumental learning. ■ Primary-aged pupils predominate among ensemble players (and this may lead to a drop out aschildren make the transition from primary to secondary school). ■ In terms of standards, three-quarters (73.0 per cent) of pupils are currently performing at ‘entrylevel’. ■ WCET provision is serving an ethnically diverse population, with a slightly higher proportion ofpupils eligible for the Pupil Premium in the schools and year groups receiving WCET than in thenational population. ■ Pupils with SEN are considerably under-represented among those participating in ensembles andchoirs, as are boys. ■ There would seem to be potential for hubs to increase their engagement with special schools andother schools with higher than average proportions of SEN pupils in order to share good practiceand enable more pupils with SEN to take part in ensembles and choirs. There is also potential forhubs to consider what more could be done to encourage boys to take part in ensembles. ■ Hubs worked with most of the state-funded schools in their areas and provided Whole ClassEnsemble Teaching (WCET) to over half a million pupils in 2013/2014. ■ Hubs are addressing the aspiration to provide every child aged 5-18 with the opportunity to learn amusical instrument largely by targeting pupils in primary school. They are reaching 39.7 per centof pupils in Year 4. ■ Just under a third of pupils continued to learn an instrument in 2013/14 after receiving WCET inthe previous year. ■ Hubs’ total income in was £187,822,222, most of which came from the MEH grant and schoolcontributions.WEB LINKKey Data on Music Education Hubs 2014http://www.artscouncil.org.uk/media/uploads/Music_Education_Hubs_2014_Report_final_March_2015.pdf"
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Leadership

Key Data on Music Education Hubs 2014

1 Apr 2015

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      string(5625) "Easter bingo· Raffles· Ice skating trips· Fun RunIf you would like to join us or have ideas for fund raising generally please contact Mr. Read (c/o school office) for further information.Helping in classroomsThere are many ways in which we need your help in school. If you have any time to spare and feel you would like to work as a volunteer please contact your child’s classteacher. Some of the ways in which you might be able to help are:· Listening to readers· Accompanying the children to the swimming baths· Helping with technology lessons· Helping with the school tuck shop· Going on educational visits· Covering books and helping with displays· Reading with children first thing in the morningWe have an annual meeting for parent helpers during the Autumn term and we are happy to discuss at any time ways of helping you train for work in an educational setting.Helping youWe also like to think we are there to support you if the need should arise. We cordially invite all parents to our Friday morning drop- when there is an opportunity to chat with members of school staff and other parents in an informal and relaxed setting. We are lucky to have a parents’ room which you are welcome to use. It includes the ‘parent directory’, which provides references to support groups and networks around a number of subjects.In addition we have a school nurse who is happy to talk to you should you have any medical concerns about your child. Please contact the school office if you would like to speak to her. We also have a number of staff who are happy to talk to you about your child’s social and behavioural needs. Our nurture group staff and pastoral care worker will be happy to discuss any pastoral concerns you might have.Letting you knowWe send out regular newsletters with information about school dates and events. If you have any suggestions for these please let us know. Thursday is letter day. Please ask your child if they have been given any letters to bring home. There is a parents’ notice board located in the main entrance, displaying the most recent letters sent home.Other information for parents is also included on the board outside the Home Studies block. Parents are informed about their child’s curriculum through termly letters.And finding success at the end of it all…Other school activitiesChildren have wide and varied talents. We recognise how important it is that they are given opportunity to find a variety of ways in which they can achieve success and raise their self-esteem. The provision of extra-curricular activities is very important. We aim to involve at least half of all the children in the school in some form of additional activity. At the time of going to press these include:· football· choir· cricket· book club· netball· rugby· recorder· athletics· steel pans· dance· other instrumental tuition· gardeningListening to our childrenWe believe it is very important to consult with our children on a regular basis. As a result we have an annual survey to find out what the children think about the school, their learning and ways we can improve what we offer.We have a Schools Council which meets regularly and which represent the children throughout the school year. With formal meetings and feedback in assembly we aim to make this a dynamic and influential group, which also encourages the children’s understanding of citizenship.Target-settingAll our children are given individual and class targets as a routine. Curriculum targets are sent home to parents on a half-termly basis and we hope that you will be able to support your child in achieving them. Meetings for parents are held to discuss ways in which you can support our target-setting. We discuss the targets wit the children and ask them for their views on how they will best achieve them. In some cases children supply the targets themselves.Transition arrangementsAs a junior school, successful transition is an important part of our ethos. Year 3 staff spend time in our feeder infant schools getting to know the children and discussing their progress with the infant school staff. Children spend time prior to starting in September meeting their new classteachers and getting to know how Learnalot works. We are always happy to show parents and children round the school when it is in action and would encourage you to make an appointment to see us at work.In year 6 special attention is given to helping children move to their new schools. 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Leadership

Briefcase 5 - Headliners

21 Feb 2007

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      string(5619) "ResourceEXTENDED SCHOOLS: ACCESS TO OPPORTUNITIES AND SERVICES FOR ALLOriginal DocumentExtended schools: Access to opportunities and services for all. By 2010, all children should have access to a variety of activities beyond the school day. This 32-page prospectus sets out some information on developing extended services.KeywordsExtended schools, 2010, Every Child MattersSummaryThe Every Child Matters: Change for Children programme is a shared national programme of system-wide reform designed to ensure that children’s services work better together and with parents and carers to help give children more opportunities and better support. It focuses on five outcomes key to children’s well-being:· to be healthy· to stay safe· to enjoy and achieve· to make a positive contribution· to achieve economic well-beingThe government has set out a core offer of extended services for children, accessible through schools by 2010:· High quality ‘wraparound’ childcare provided on the school site or through other local providers, with supervised transfer arrangements where appropriate, available 8am–6pm all year round· A varied menu of activities to be on offer such as homework clubs and study support, sport (at least two hours a week beyond the school day for those who want it), music tuition, dance and drama, arts and crafts, special interest clubs such as chess and first aid courses, visits to museums and galleries, learning a foreign language, volunteering, business and enterprise activities· Parenting support including information sessions for parents at key transition points, parenting programmes run with the support of other children’s services and family learning sessions to allow children to learn with their parents· Swift and easy referral to a wide range of specialist support services such as speech therapy, child and adolescent mental health services, family support services, intensive behaviour support, and (for young people) sexual health services.· Providing wider community access to ICT, sports and arts facilities, including adult learningKey elements of the core offer:· By 2010 all parents of primary-age children will be able to access affordable childcare at or through their school from 8am to 6pm, all year round.· By 2010 all secondary schools will be open from 8am to 6pm all year round, providing access to a range of activities for young people  to do such as arts, sports or special interest clubs, and other study support such as ‘catch up’ and ‘stretch’ opportunities.· By 2010 all three and four year olds will receive 15 hours of free integrated early learning and care for 38 weeks of the year (increasing from the current 12.5 hours). Parents will have flexibility to use the free entitlement over a minimum of three days and to purchase additional hoursApproaches to delivering childcare:1. Direct delivery – employing staff and administering and charging for the provision.2. Delivering with third parties3. Working in clusters with other local schools4. Providing care for younger children – for example, co-locating with a children’s centre which makes provision and support available for children from birth as well as wider support for families.Benefits:Through School Improvement Partner (SIP) conversations, schools will be challenged and supported in how extended services can contribute to their school improvement priorities. Providing extended services:· Supports improvement in standards· Enables children to have fun and develop wider interests/new skills· Enhances support for vulnerable children and those most at risk· Encourages greater parental involvement in children’s learning· Makes better use of our school facilities by opening up sports, arts and ICT facilities to the community· Provides better help to staff and parents to address children’s wider needs, such as support from visiting multi-agency teams· Provides additional opportunities for staff in schools for example, childcare and support staff may be interested in additional work in some of the services· Enables parents to return to work and so reduces the number of children living in poverty· Reduces health inequality through greater take up of school-based health and social care services such as smoking cessation clubs or midwifery servicesMeeting the costs of providing extended services:Some services, such as health and social care, will be provided free of charge. 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Leadership

Extended schools: Access To Opportunities And Services For A

1 Jan 2005

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      string(5675) "of their age in reading andwriting. This does not mean they are illiteratebut it can endanger their future progress andsuccess.Some people argue, however, that Key Stage2 tests are not an adequate measure.Improvements in standards since 1995 may beless than figures suggest. The StatisticsCommission has reviewed these arguments.It is unlikely that any one teaching methodor set of changes would eliminate under-achievement in reading. However, the reportexpresses particular interest in Scottish researchinto the use of synthetic phonics. A briefing onthis research is available.The report also suggests that inspiring alasting enjoyment of reading is vital. This can beendangered both by an overly formal approachand by a failure to teach decoding.Early childhood development ofcommunications skills and experiences ofliteracy have a big impact on how ready theyare to learn to read. The involvement of parentsin this is important. The development ofchildren’s services in the context of Every ChildMatters has an important part to play.ActionThe National Literacy Strategy (NLS) should bereviewed to see if its prescriptions andrecommendations are the best way to teachreading in primary schools.There should be large-scale researchcomparing synthetic phonics, analytic phonicsand the searchlight model promoted in the NLS.This should be used to decide which methodsare most effective for which children.Other research should look at other factorsthat affect learning to read. These include thedevelopment of cognitive skills and the age atwhich reading is first taught, and intensivesupport programmes for children at risk ofreading difficulties.Teacher training should make sure allteachers of reading know about thepsychological and developmental processesinvolved in learning to read.Every early years setting outside the homethat offers early education should have a trainedteacher on its staff.The DfES should commission research intotrends in reading standards amongst primaryage pupils to determine the real extent of theproblem.Available fromThe Stationery Office; see www.parliament.the-stationery-office.co.uk/pa/cm/cmeduski.htmChildren and private tutorsSource: ESRC Research Project RES-000-23-0117Mapping and evaluating shadow education is areport on private tuition of school pupils carriedout by the Institute of Education, University ofLondon.Key quote“This research is the first to provide a systematicand detailed picture of the nature and extent ofprivate tuition in England.”SummaryThe aim of this research is to contribute to thedevelopment of theory about the role of shadoweducation. It shows that children’s opportunityto participate in this aspect of the shadoweducation system relates strongly to their socio-economic and cultural background.Psychological, cultural, educational andeconomic factors influence the employment oftutors. Although it offers a flexible andaffordable way for many families to supporttheir children in school, the quality of privatetuition is open to question and its impact onattainment is not guaranteed. The findings willprovide a platform for further research in thisaspect of parents’ involvement in their children’seducation.HeadlinesThe growing use of private tutors appears toreflect parents’ concern about the stateeducation system, and pressure on their childrento perform well in secondary school entranceexams, as well as in public exams.Most parents find a tutor through word ofmouth and it can be difficult to find a good one.At GCSE level, boys’ marks improved byalmost three quarters of a grade but girlsshowed little, if any, improvement. The impact ofprivate tuition seems to be more significant forpupils from minority ethnic groups, although thesize of the sample means this finding should betreated with caution.The average cost of a private tutor isbetween £20 and £30 an hour. Families fromsome minority ethnic groups are more likely toemploy private tutors.Although private tuition offers parents aflexible and affordable way to support theirchildren, the quality of private tuition is open toquestion and its impact on attainment is notguaranteed.ActionOne of the unexpected findings of the researchwas the higher rate of tutoring among non-white ethnic groups, and this calls for furtherinvestigation. In view of the differential effectsof tuition on GCSE results, a high priority is toobtain GCSE results for the Year 11 studentswho sat examinations in summer 2004 and totest effects with a larger sample. A priority in thefuture must be to develop a betterunderstanding of quality in private tuition. As afirst step, detailed evidence could be obtainedfrom tutors; however, observational studies willalso be needed to explore interactions betweentutors and students to establish in more detailhow effective tutors help students to learn andachieve.Available fromMapping and evaluating shadow education,ESRC Research Project RES-000-23-0117,Institute of Education, University of LondonChildren’s Workforce StrategySource: DfES Publications, ref: DfES/1117/2005,ISBN: 1-84478-381-2The Children’s Workforce Strategy explains howthe Government intends to create and supportan increasingly competent and effectivechildren’s workforce. The children’s workforcecomprises those who work in early years andchildcare, play, health, schools and colleges,youth work, sport and leisure, family supportand children’s social care as well as in a range ofspecialist services.REPORT MONITOR18 May/June 2005Key quote“Our goal is to improve outcomes for allchildren and young people. Success depends"
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Leadership

REPORT Monitor

1 Nov 2006

Cookie	Duration	Description
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