The ‘New Normal’: The Future of Education After COVID–19

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Far fewer state schools appear to be providing key services to support vulnerable students, including on-site counselling and parental support programmes, than were doing so a decade ago. This IPPR report argues that access to support services will be crucial to address the sharp inequalities in children’s home-learning environment highlighted by the pandemic.

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      string(311) "language after the reception year, the most effective schools made use of the available tools, such as the Cognitive Abilities Test (CAT), to track pupils’ progress in spoken language.9. Listening to children and young people: In line with the ethos of the Children and Families Act (2014), schools should ..."
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      string(4967) "language after the reception year, the most effective schools made use of the available tools, such as the Cognitive Abilities Test (CAT), to track pupils’ progress in spoken language.9. Listening to children and young people: In line with the ethos of the Children and Families Act (2014), schools should involve children and young people with SLCN in discussions about their support. There are resources which schools can use to support consultation with children and young people with SLCN on the Bercow: Ten Years On website.10. Embedded in policy: School leaders advised us that having a whole school speech, language and communication policy did not necessarily guarantee positive change and could become a tick box exercise. Instead, speech, language and communication should be embedded in other policies, such as literacy, behaviour and wellbeing policies. In the report we specifically recommend that school leaders should ensure that the importance of spoken language is reflected in their school’s special educational needs (SEN) information report.Local good practiceThe Academies Enterprise Trust ran a pilot project across eight of its academies, building early identification into their regular data analysis and prioritising a whole school approach linked to their SEN strategy. They:Improved identification by looking at expected prevalence and ‘red flags’Used school data and language measures to track progressCarried out intervention in and out of the classroomProvided professional development for a more skilled and confident teaching staffCarried out training and level 3 qualifications for support staff, maximising impactIf you work in a school or other education setting, we encourage you to use this list as a starting point for a discussion about the way you currently support children and young people with SLCN, and any actions you could take to improve that support. Resources to support you are available: www.bercow10yearson.com/schools-and-colleges/ What next for Bercow: Ten Years On?The RCSLT and I CAN are continuing to work together to pursue the implementation of the recommendations within the report, and will publish an update on progress in March 2019. We hope you will join us in making a commitment to take action which will improve support for children and young people with SLCN. If you would like to see change happen at a national level, you may wish to sign the petition calling on the Government to implement the recommendations, which has been tabled on the Parliament website and will remain open until 26 September 2018: https://petition.parliament.uk/petitions/215643 Caroline Wright is the Policy Adviser at the Royal College of Speech and Language Therapists.References        Bryan K., Freer J. ,& Furlong C. (2007). Language and communication difficulties in juvenile offenders. International Journal of Language and Communication Disorders, 42(5): 505–520.        Department for Children, Schools and Families. (2008). The Bercow Report: A review of services for children and young people (0–19) with speech, language and communication needs. http://dera.ioe.ac.uk/8405/7/7771-dcsf-bercow_Redacted.pdf        Hollo, A,. Wehby, J.H., & Oliver R.M. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children 80(2): 169–186.        Law, J., McBean, K. & Rush, R. (2011). Communication skills in a population of primary school‑aged children raised in an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, 46(6): 657–664.        McCool S and Stevens IC. (2011). Identifying speech, language and communication needs among children and young people in residential care. International Journal of Language and Communication Disorders, 46(6): 665–674.        Norbury, C.F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, A. & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11): 1247–1257.        Ripley, K. & Yuill, N. (2005). Patterns of language impairment and behaviour in boys excluded from school. British Journal of Educational Psychology, 75: 37–50.Further reading        Developmental language disorder: Suffering in Silence by Adi Bloom, TES, 2 February 2018: https://www.tes.com/news/suffering-silence-1        What Works database: https://www.thecommunicationtrust.org.uk/whatworks         Education Endowment Foundation: Oral language interventions https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/        RCSLT guide to employing a speech and language therapist – what schools need to know: https://www.rcslt.org/speech_and_language_therapy/commissioning/employing_an_slt"
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Conditions

Communicating for Life

10 Sep 2018

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      string(4757) "importantly meeting other fellows has meant Ihave picked up ideas and contacts that have been sharedin school. Many schools have used a show stoppingevent to engage the community and we learnt the valueof this as the experiences of the fellows were shared.Working in partnership with primaries and otheragencies working with the primary students has helpedus understand the techniques our primary colleaguesuse so effectively to engage hard to reach parents.We have adapted our practice as a result. Sharing ourapproaches to other secondary schools in the countyand beyond has contributed to the professionaldevelopment of a wider group. Ideally we are lookingto hold this training on site and in our inclusiongarden so we can use forest school approaches evenin training of adults.It has become apparent that together we can achievemore. The benefits of having mutual trust and respectwith all stakeholders create positive relationshipsthat will sustain future interactions for many years tocome.■■ ConclusionAll students who took part in forest school activitiesmade a successful transition to The Regis School. Therehave been no exclusions for this cohort and attendancehas improved. Where students have needed additionalsupport we have strong relationships with parents andcarers and can work together to put the best interestof the child at the centre of all we do. One parentcommented that a strength of the intervention was:“meeting other parents and children and being able to watch myson’s interaction with his future classmates”. Another was pleasedto see her son’s “anxieties lessen in lovely surroundings”.OFSTED has graded the school as good. Inspectorsnoted that “equality of opportunity and inclusionunderpin the work and ethos of the school” and that“the school provides excellent, care, guidance andsupport for its students and relationships throughoutthe school are strong”.HOW TO guidance for readersThe following reflection on ourexperience may help readerswishing to plan a similar project.Needs-led Planning: Make surethat the learning experience isgeared to the needs of each leaner.Every aspect of the LearningTogether Outdoors project wasplanned to ensure it met the needsof all participants. Time taken togather background informationon students and families ensuredeach session could be tailor-made54help vulnerable children make the transition to secondary school……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………➜How to…to ensure maximum impact. We took advice from outside experts e.g. in the field of family dynamics.Evaluation: Evaluate each part of the programme to maximise the impact of learning opportunities. Allsessions were thoroughly evaluated to inform next step in teaching and learning and to ensure a range oflearning opportunities.Prioritise the Programme: Allocate sufficient curriculum time. We were able to offer six experiences fortwo cohorts in a very short space of time. Parents in particular appreciated the time we were able to giveto their youngsters and as a result a trust that we share the same best interest of the child developed.Collaboration: Invest in a team approach. The collaboration between staff, students, parents and outsideagencies cannot be underestimated and the team building and survival elements of Learning TogetherOutdoors have cemented positive working relationships. Parents fully joining in is the unique elementto our approach.Environment: Use the outdoor context to break down relationship barriers. By holding all the activitiesin the outdoors we were able to immediately breakdown the traditional barriers between school and home.Any perceived power dynamics were obliterated by the shared sense of purpose. The woods themselvesare a special, secret place to enjoy ourselves.Skills: Acquire “bushcraft expertise” to make the most of outdoor learning. The bushcraft skills of ourSENCO, Andrea Coleman, enhanced the project. The students saw her as a “bushcraft master” and havehuge respect for her expertise. She has had to set very clear boundaries in order to keep them safe in thewoods but at the same time has been able to give them freedom to explore, problem solve and take risks inthe outdoors. She built in literacy, numeracy and science into the sessions to assess the students’ needs.Caroline Saunders, The Regis School"
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Professional Development

How to... help vulnerable children make the transition to secondary school

9 Apr 2014

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      string(339) "outdoor pursuits to help get vulnerablestudents back on track.Vol 1.4 n www.teachingtimes.comInclusionEvery Child Journal28By Mike Lake and Angie SteeleShort term memory deficit is one of the biggestand most common problems in developing learningskills. Some children at Key Stages 1 and 2 havesuch difficulty with memory that ..."
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      string(2336) "outdoor pursuits to help get vulnerablestudents back on track.Vol 1.4 n www.teachingtimes.comInclusionEvery Child Journal28By Mike Lake and Angie SteeleShort term memory deficit is one of the biggestand most common problems in developing learningskills. Some children at Key Stages 1 and 2 havesuch difficulty with memory that they cannot takeadvantage of what school provides. Improving MemorySkills helps a teacher or classroom assistant to workwith children on their powers of memory. In simplesteps of increasing difficulty, the programme providespractice in the basics of active memorising andorganising information.Price: £85.00 inc vatincludes whole school licenseFormat: CDFor Postage and Packing add: £4.00 UK – £10.00 OverseasOrder Hotline: 0121 224 7599Fax: 0121 224 7598Imaginative Minds Ltd215-219 The Green HouseGibb StreetBirmingham B9 4AAMemorySkillsSuccessful ways to develop memoryskills and improve learning capacityImprovingOne teacher from Cowley Language College who noticedsome dramatic changes explains: ‘Two girls in particularstruggled with their form groups and lacked confidence dueto past experiences of bullying. One of them hardly spokeeven when spoken to, and they would never join an extra-curricular club. The street dance sessions really developedtheir personal confidence and social interaction and theresidential weekend away proved how far they’d come, whenthey performed a dance routine for the rest of the group.“We found out later that they often rehearseddance routines at home, so the SHE course provided theopportunity to further develop their interests and stretchtheir confidence in a safe environment, plus it has also led tothem helping at our school dance club and auditioning forcompetitions.”Overall this approach, developed through close healthand education partnerships in St. Helens, has been highlysuccessful in encouraging disenfranchised children to getinvolved in alternative sports-based activities. Using theHealthy Schools framework, ‘Motivation through Sport’ isproving that physical activity can positively impact upon achild’s behaviour, concentration and achievement in schooland that children learn better when they are being activelyengaged in their own learning.”For more information about Healthy Schools, visit:www.healthyschools.gov.uk"
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Special Needs

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      string(3486) "Nearly three-quarters of primary and secondary school teachers in the UK predict that pupils will still need to use digital tools to learn from home despite schools re-opening last month, according to this new report from Microsoft and YouGov.The research found that 88% of teachers surveyed believe the pandemic has accelerated “hybrid learning” – where youngsters learn at home and in the classroom – and 74% believe online and digital learning platforms are critical to primary and secondary education moving forward.However, the Microsoft/YouGov study also highlighted teachers’ concerns about the potential challenges of hybrid learning.These concerns included:·       Ensuring adequate and fair access for students to technology and data (71%)·       Providing adequate support for students with special educational needs and disabilities and vulnerable students (67%)·       Lack of face-to-face time (65%)·       Student welfare, social and emotional development (53%)·       Ability to teach effectively (51%)·       Safeguarding (50%)·       Student screen time (50%)Key Points:88% of teachers surveyed believe the pandemic has accelerated “hybrid learning” – where youngsters learn at home and in the classroom – and 74% believe online and digital learning platforms are critical to primary and secondary education moving forward. The study found there is a need for leadership, IT departments and teachers to come together to identify a clear approach that brings technology and learning together. 40% of teachers surveyed said the school they work for didn’t use online or digital learning platforms before lockdown, rising to 54% of primary school teachers. There has since been a huge shift towards helping children learn at home, via the internet. This looks set to continue for some, with Department for Education figures revealing that one in eight pupils had not returned to school.  Teachers now feel more prepared, with 69% of educators feeling confident that they can access the right skills. Just 30% reported the opposite. The study also highlighted teachers’ concerns about the potential challenges of hybrid learning. These concerns included:Ensuring adequate and fair access for students to technology and data (71%) Providing adequate support for students with special educational needs and disabilities and vulnerable students (67%) Lack of face-to-face time (65%) Student welfare, social and emotional development (53%) Ability to teach effectively (51%) Safeguarding (50%) Student screen time (50%)Of the 1,020 teachers surveyed by Microsoft and YouGov, more than a third (37%) said they felt underequipped with the right technology, with 46% of primary school teachers reporting a lack of suitable equipment. This is more apparent in Scotland and the north of England than the South. In terms of training, UK schools are split, with 47% of teachers feeling they cannot access enough training to support the coming academic year, compared with 51% who feel they can. There is also an age divide, with 52% of teachers over 55 feeling they can’t access enough training, dropping to 38% of teachers aged 25 to 34. Central to the successful implementation of hybrid learning models is leadership support, which the majority (67%) of UK teachers surveyed feel they have.Link: The Acceleration of Hybrid Learning – Preparing UK Schools for a Digital Future"
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Leadership

The Acceleration of Hybrid Learning - Preparing UK Schools for a Digital Future

6 Oct 2020