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(3305) "According to this OECD report the COVID-19 pandemic demonstrates that teachers cannot be substituted by on-line learning and sets out some insights on what works best.The report finds that classroom teaching, and teacher feedback and assessments go a long way to helping all students, regardless of who they are or what their background is. So do classrooms that mix socio-economically advantaged and disadvantaged students because the presence of the former elevates the achievement, sense of capability and aspirations of the latter.Teachers and schools make an important difference to how a student performs and feels. More specifically, it is the time teachers spend actually teaching in class, not disciplining or taking care of administrative work, and the hours they spend marking and correcting work, and going over this feedback with their students that links to how well students do academically, and how motivated and optimistic they are about their learning and prospects.But the question is not merely what teachers and schools can do to help students flourish, but what they can do to help the greatest number of students flourish. To varying degrees, our education systems struggle with inequalities that influence the academic outcome and, ultimately, the life trajectory, of each student. Some of those inequalities are rooted in gender difference. This report reveals that 15-year-old boys perform markedly worse on PISA than girls when there are disciplinary problems in the classroom. But it also shows that boys respond well to regular testing and parental involvement in school life. They also do better than girls academically when their teachers undergo regular performance reviews.Socio-economic inequality drives another wedge between students, one that the COVID-19 pandemic widens. Stop-and-start schooling has upended most students’ lives in 2020 and perhaps beyond. Temporary school closures have made learning especially challenging for vulnerable students who have poor access to the Internet, computers, or a quiet place in which to do their schoolwork. Some students may quit school altogether.It also acknowledges that most parents have newfound respect for what teachers do in their classrooms and even if they like the flexibility, most students realise they miss interacting with their classmates and learning in schools.Disrupted schooling leaves today’s students less prepared for finding good work in what is increasingly a knowledge economy. To catch them up on compromised cognitive and socio-emotional skills, we must mobilise everything we know about how students learn best.OECD Conclusions:Social and economic disadvantage has a negative impact on student performance.In relation to gender and student assessment, boys seem to be more disturbed than girls by classroom disciplinary problems and school organisational issues.Classes with students from mixed social backgrounds and with mixed abilities have an overall positive effect on student achievement.Excessive administrative responsibilities on teachers undermine student learning.Link: Positive, High-Achieving Students? What Schools and Teachers Can Do"
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Leadership

Positive, High-Achieving Students? What Schools and Teachers Can Do

16 Mar 2021

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