What is Cultural Capital in The Early Years?

It’s critical, but hard to pin down. Maureen Hunt, Head of Early Years at Achievement for All explains what it is, why it's so important and some strategies to endow children with it.

The New Education Inspection Framework (EIF, 2019) has been the subject of debate for a while now, because the process has been bedding in. Just when you thought you had it sorted it’s all change and strange new terminology appears – ‘Cultural Capital’ is one of those terms.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#36827"
  ["title"]=>
  string(14) "Culture change"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(49) "https://www.teachingtimes.com/culture-change-ttc/"
  ["post_date_timestamp"]=>
  int(1245350102)
  ["objectID"]=>
  string(12) "post-36827-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(240) "Finally, the Government is taking cultural capital seriously with a programme to enhance teachers’ and pupils’ aesthetic appreciation and artistic skills. Joe Hallgarten reports on the ‘Find Your Talent’ programme."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(411) "... in North and South Tynesideways to explore the Creativity Wheel developedby Pease West Primary School in Durham. This canbe used to assess the impact of cultural activity onchildren and young people’s learning and criticalthinking skills.●●●●●●●●●●Leicester & Leicestershire are initiating ‘SmallBodies, Big Voices’ targeted at 0-5 years, their parentsand ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(14) "Culture change"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(240) "Finally, the Government is taking cultural capital seriously with a programme to enhance teachers’ and pupils’ aesthetic appreciation and artistic skills. Joe Hallgarten reports on the ‘Find Your Talent’ programme."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(7) "capital"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5656) "developed across and beyond any partof the curriculum. Now that this argument has largelypermeated our education system, perhaps now is thetime to refocus on what particular contribution the artsand culture can play in developing these skills. There is along history of research and evidence around the impactof culture on learning. The Find Your Talent programme,timed to coincide with the development of the newcurriculum at Key Stage 3, the birth of 14-19 diplomas, andeventually the changes to the primary curriculum, as well asthe new QCA focus on personalised learning and thinkingskills, gives us a new impetus to innovate and improve ourunderstanding of what culture can do.The pathfinder programme is crucial, but can onlyever be part of the story. To achieve the transformationour children deserve, we need not just a campaign but acoalition for culture and young people. We have always hada campaign, with cultural institutions and artists, schoolsand teachers making their own case for culture. But, untilnow, this has been atomised and at times divisive: ‘My artform is better than yours/gets less funding than yours’.The prize, a universal cultural offer for all children andyoung people, has now been dangled in front of us byGovernment, and is too great to allow these divisions tocontinue.To win the argument, we first need to communicateevidence of demand – that people want this. The largenumber of applications to the Find Your Talent programmedemonstrated one level of demand, but we need tounearth the demand from parents, children and youngpeople. Second, we need to communicate evidence of 67Teaching Thinking&Creativity  Vol 9:3www.teachingtimes.co.uk   Creativity, Culture & Education (CCE)outcomes – that this is why people want this. Finally,we need to communicate evidence of our proposition– this is how we should do this. Again, the pathfinders arehelping to find out how, but we need the views of anyonepassionate about culture and young people to help createthe evidence and shape the proposition. Young peoplewill also be involved, at pathfinder and national level, indesigning this proposition.  You can register your interestat enquiries@findyourtalent.orgCulture is the means through which, as human beings,we understand and create our identities. And if that isn’tcentral to the learning game, it is difficult to see what is.Joe Hallgarten is leading the Find your Talent programme.In April 2008, the Find Your Talent programmereceived 141 applications, from which 10 areas wereselected as pathfinders:BoltonCustoms House (North and South Tyneside)Partnership for Urban South Hampshire (PUSH) (serving specific areas in Hampshire, Portsmouth and Southampton)LeedsLeicestershire (Young Ambassadors)Liverpool City Region (serving Knowsley, Liverpool and St Helens)North SomersetShepway (serving Shepway District and including Folkestone, Hythe and Romney Marsh)Telford and WrekinTower HamletsMany of the pathfinders are focussing on exploringhow their programmes can impact on young people’scapacities for creative and critical thinking.Bolton will be working with the CreativePartnerships programme in Greater Manchesterto focus on the development of ‘diagonal thinking’,the distinctive and uncommon ability to thinkin two complementary ways, where the brainoscillates between linear and  lateral thinking. Thesecharacteristics, often thought to be contradictory,produce a potent mix which is particularly apposite toworking in advertising and other parts of the creativeindustries.Customs House will develop with teachers andcultural professionals in North and South Tynesideways to explore the Creativity Wheel developedby Pease West Primary School in Durham. This canbe used to assess the impact of cultural activity onchildren and young people’s learning and criticalthinking skills.●●●●●●●●●●Leicester & Leicestershire are initiating ‘SmallBodies, Big Voices’ targeted at 0-5 years, their parentsand carers. The project will explore through danceand movement child centred learning and explore thelinks to the Reggio Emilio approach which will involveeach child, parent and early years setting recording andreflecting on the work and development.Leicester & Leicestershire are also using the ArtsAward as a framework for engaging young people todevelop their critical thinking and leadership skills.Schools will work together with youth groups and artsorganisations to share knowledge and expertise andto engage each other in a more critical dialogue aboutopportunity and choice in Arts and Culture. See www.artsaward.org.ukLiverpool City Region will be working with CreativePartnerships Merseyside to develop a tool for children,young people and adults to assess their strengthsand potential areas for growth in relation to PersonalLearning and Thinking Skills.  These will be mapped ontothe PLTS (Personal Learning and Thinking Skills) thata range of creative and cultural professionals workingin a range of art forms and disciplines use each day oftheir working lives. One of the aspirations is that youngpeople who feel they would like to enter the creativeindustries but don’t yet have a specific job or art formin mind can reflect upon who they are and get pointerson the types of career that would allow them to excel.North Somerset will target young people in LocalAuthority care to develop their critical and leadershipskills. The ‘virtual school’ project is using critical skillsto support the planning and delivery of a film-makingproject – ‘Barriers to Learning’. The"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(5) "early"
        [2]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Culture change

18 Jun 2009

array(8) {
  ["distinct_key"]=>
  string(10) "post#44085"
  ["title"]=>
  string(51) "Born to Fail? Social Mobility, A Working Class View"
  ["categories"]=>
  array(3) {
    [0]=>
    string(38) "Emotional and Behavioural Difficulties"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(46) "https://www.teachingtimes.com/ecj63borntofail/"
  ["post_date_timestamp"]=>
  int(1523960325)
  ["objectID"]=>
  string(12) "post-44085-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(149) "Her own class background has given Professor Sonia Blandford a unique insight into the way working class children fail and what can be done about it."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(340) "... children and families.1 There are some fine nursery settings that take that approach today. If we want working class families to fully participate in early years we need to see more of the same – to share the benefits of early years education by building a respectful relationship with families ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(51) "Born to Fail? Social Mobility, A Working Class View"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(149) "Her own class background has given Professor Sonia Blandford a unique insight into the way working class children fail and what can be done about it."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5667) "In July 2017, sat in my home office reflecting on the end of another full and mainly productive academic year, there was a realisation that, as a working class Professor, I might have something to contribute to the social mobility debate. A view that would be immersed in my experience, contributing to the class consciousness that has been subject to media activity and political debate over the last year.  My aim in sharing thoughts on social mobility is to question the injustice of the current prevailing view of social mobility, that the working class have somehow failed and they should become more like the middle class. That is, pass the required exams to go to university, get a degree or two, buy their own house and live a healthy life, contributing to society and the economy. Not too dissimilar to my own story in some ways, but lacking the notion of family and the tribal effect of the working class. What is needed is an alternative way of thinking about social mobility – a way of thinking that crucially listens to, engages and involves the working class in determining what their future should be.  An alternative way that values partnership, mutuality and collaboration and which, by doing what is right, creates opportunities for all. What would different look like if we addressed working class questions, if we responded to old questions with new thinking?Why do working class children not achieve? The need to understand how and why children can learn is fundamental to pedagogy – how teachers teach.  Getting it [teaching] right for the working class remains an ongoing challenge in many schools. An appropriate starting point might be to increase understanding of how working class, disadvantaged and SEND children learn, and refocusing teacher training and professional training on the majority of the population in schools, identifying what is needed to prepare children for work. It is also about changing the mindset of the adults and services around the school to improve the outcomes for all children. I have long known that that, if you change….of adults, you improve the attitudes and behaviours of the child. Why do working class families not participate fully in early years provision?Sure Start Children’s Centres were the main vehicles for ensuring good quality family services and provision were located in accessible places and welcoming to all. The aim for every Sure Start Centre was to improve outcomes for children and families.1 There are some fine nursery settings that take that approach today. If we want working class families to fully participate in early years we need to see more of the same – to share the benefits of early years education by building a respectful relationship with families, and sustain that to help ensure growth and school readiness.Why is there not the will to stop the growth of disadvantage among the working class?Part of the problem is that the context of UK poverty has changed. Poverty is no longer just an issue for people out of work or living in social housing. It impacts on people with disabilities, people who’ve become ill and had to give up work, people in work, young people (including some just out of university), people renting from private landlords. The drive for welfare reform has been seen as an answer to the problems of disadvantage, but it’s failed to understand this changing context and, hence, the better ways (better housing, investment in communities – or reinvestment where cuts have decimated good work – and a continued drive to grow employment and provide good jobs that provide an income on or above a living wage) to address this.Why is school considered not relevant by the working class?A curriculum that is not socially and culturally relevant, that presents more barriers than opportunities will not engage children in learning.  The national curriculum in England has been developed on knowledge and learning experienced by the middle class. There are solutions to this dilemma that, if implemented, would address the needs of all children.  The first is to break down the barriers to learning by providing opportunities for all children to participate in social and cultural activities, sport, the arts, debating, volunteering, wider community based provision, museums, trips and much more. The second requires us to relate the curriculum to the social context of the child and their future.  All communities have a rich heritage, which can provide significant resources. In terms of their future, learning about the workplace can begin in primary school, increasing ambitions, breaking down barriers and providing relevance to learning. Increasing access to learning for all children should be the benchmark of a successful school.Why is working class success only measured by exam results?The annual media frenzy that follows primary phase national curriculum assessments (SATs) and secondary phase GCSE exam results only serves to remind the majority of the working class families that their children are disadvantaged, with private and grammar schools forming the majority at the top of published league tables. For the minority of working class students who do achieve, this is a demonstration that passing exams is a possibility at primary and secondary. However, recent primary SATs serve to prove the difficulties for those without the related social and cultural capital to respond to questions in the English paper.   EPI Closing the Gap research2 reminds us that it will take"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(7) "capital"
        [2]=>
        string(5) "early"
        [3]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(38) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(3) {
        ["value"]=>
        string(7) "poverty"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(23) "School support services"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(4) "SEND"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(19) "social disadvantage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(15) "social mobility"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Emotional and Behavioural Difficulties

Born to Fail? Social Mobility, A Working Class View

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44076"
  ["title"]=>
  string(27) "The Working Class Conundrum"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(6) "Policy"
  }
  ["url"]=>
  string(60) "https://www.teachingtimes.com/slt85theworkingclassconundrum/"
  ["post_date_timestamp"]=>
  int(1523898518)
  ["objectID"]=>
  string(12) "post-44076-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(151) "Her own class background has given Professor Sonia Blandford a unique insight into the way working class children fail and what can be done about it.

"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(340) "... children and families.1 There are some fine nursery settings that take that approach today. If we want working class families to fully participate in early years we need to see more of the same – to share the benefits of early years education by building a respectful relationship with families ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(27) "The Working Class Conundrum"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(151) "Her own class background has given Professor Sonia Blandford a unique insight into the way working class children fail and what can be done about it.

"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5668) "In July 2017, sat in my home office reflecting on the end of another full and mainly productive academic year, there was a realisation that, as a working class Professor, I might have something to contribute to the social mobility debate. A view that would be immersed in my experience, contributing to the class consciousness that has been subject to media activity and political debate over the last year.  My aim in sharing thoughts on social mobility is to question the injustice of the current prevailing view of social mobility, that the working class have somehow failed and they should become more like the middle class. That is, pass the required exams to go to university, get a degree or two, buy their own house and live a healthy life, contributing to society and the economy. Not too dissimilar to my own story in some ways, but lacking the notion of family and the tribal effect of the working class. What is needed is an alternative way of thinking about social mobility – a way of thinking that crucially listens to, engages and involves the working class in determining what their future should be.  An alternative way that values partnership, mutuality and collaboration and which, by doing what is right, creates opportunities for all. What would different look like if we addressed working class questions, if we responded to old questions with new thinking?Why do working class children not achieve? The need to understand how and why children can learn is fundamental to pedagogy – how teachers teach.  Getting it [teaching] right for the working class remains an ongoing challenge in many schools. An appropriate starting point might be to increase understanding of how working class, disadvantaged and SEND children learn, and refocusing teacher training and professional training on the majority of the population in schools, identifying what is needed to prepare children for work. It is also about changing the mindset of the adults and services around the school to improve the outcomes for all children. I have long known that that, if you change the attitudes of adults, you improve the attitudes and behaviours of the child. Why do working class families not participate fully in early years provision?Sure Start Children’s Centres were the main vehicles for ensuring good quality family services and provision were located in accessible places and welcoming to all. The aim for every Sure Start Centre was to improve outcomes for children and families.1 There are some fine nursery settings that take that approach today. If we want working class families to fully participate in early years we need to see more of the same – to share the benefits of early years education by building a respectful relationship with families, and sustain that to help ensure growth and school readiness.Why is there not the will to stop the growth of disadvantage among the working class?Part of the problem is that the context of UK poverty has changed. Poverty is no longer just an issue for people out of work or living in social housing. It impacts on people with disabilities, people who’ve become ill and had to give up work, people in work, young people (including some just out of university), people renting from private landlords. The drive for welfare reform has been seen as an answer to the problems of disadvantage, but it’s failed to understand this changing context and, hence, the better ways (better housing, investment in communities – or reinvestment where cuts have decimated good work – and a continued drive to grow employment and provide good jobs that provide an income on or above a living wage) to address this.Why is school considered not relevant by the working class?A curriculum that is not socially and culturally relevant, that presents more barriers than opportunities will not engage children in learning.  The national curriculum in England has been developed on knowledge and learning experienced by the middle class. There are solutions to this dilemma that, if implemented, would address the needs of all children.  The first is to break down the barriers to learning by providing opportunities for all children to participate in social and cultural activities, sport, the arts, debating, volunteering, wider community based provision, museums, trips and much more. The second requires us to relate the curriculum to the social context of the child and their future.  All communities have a rich heritage, which can provide significant resources. In terms of their future, learning about the workplace can begin in primary school, increasing ambitions, breaking down barriers and providing relevance to learning. Increasing access to learning for all children should be the benchmark of a successful school.Why is working class success only measured by exam results?The annual media frenzy that follows primary phase national curriculum assessments (SATs) and secondary phase GCSE exam results only serves to remind the majority of the working class families that their children are disadvantaged, with private and grammar schools forming the majority at the top of published league tables. For the minority of working class students who do achieve, this is a demonstration that passing exams is a possibility at primary and secondary. However, recent primary SATs serve to prove the difficulties for those without the related social and cultural capital to respond to questions in the English paper.   EPI Closing the Gap research2 reminds us that it"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(7) "capital"
        [2]=>
        string(5) "early"
        [3]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(6) "Policy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(19) "class consciousness"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(19) "social disadvantage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(15) "social mobility"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The Working Class Conundrum

16 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#42555"
  ["title"]=>
  string(50) "The Impact Of Reading For Pleasure And Empowerment"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(52) "https://www.teachingtimes.com/impact-reading_100815/"
  ["post_date_timestamp"]=>
  int(1438788090)
  ["objectID"]=>
  string(12) "post-42555-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(312) "This report from The Reading Agency looks into the effects of reading for pleasure on people of a range of age groups and requirements. There is strong evidence that reading for pleasure can increased empathy, improve relationships with others, reduce the symptoms of depression and the risk of dementia, and ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(422) "... this group, indicating a broaderand stronger evidence base. The main outcomes reported were enjoyment, knowledge ofthe self and other people, social interaction, social and cultural capital, imagination, focusand flow, relaxation and mood regulation. Improvements in young children’s communicationabilities and longer-term education outcomes were also reported for early years ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(50) "The Impact Of Reading For Pleasure And Empowerment"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(374) "This report from The Reading Agency looks into the effects of reading for pleasure on people of a range of age groups and requirements. There is strong evidence that reading for pleasure can increased empathy, improve relationships with others, reduce the symptoms of depression and the risk of dementia, and improve wellbeing throughout life.
Leadership Briefing 10.01(109)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4240) "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 IMPACT OF READING FOR PLEASUREAND EMPOWERMENTKeywordsReading,knowledge,pleasure,empowerment,empathy,relationships,depression,dementia, socialidentitySummaryThis report from The Reading Agency looks into the effects of reading for pleasure onpeople of a range of age groups and requirements. There is strong evidence that reading forpleasure can increased empathy, improve relationships with others, reduce the symptoms ofdepression and the risk of dementia, and improve wellbeing throughout life.A key finding of the report is that enjoyment of reading is a prerequisite for all these positiveoutcomes: people who choose to read, and enjoy doing so, in their spare time are more likely to reapall of these benefits.It was clear from the review that reading is closely linked to increasing understanding of our ownidentities and can also play a large part in relating to others, understanding their world-views and soforth.Main Findings: ■ General adult populations ■ The main outcomes reported for this group were enjoyment, relaxation and escapism,increasing understanding of self and social identities, empathy, knowledge of other cultures,relatedness, community cohesion and increasing social capital. There was a limited amountof research on this group, and it encompassed a variety of study designs which limitscomparability. ■ Children and young people ■ The majority of the research reviewed for this study related to this group, indicating a broaderand stronger evidence base. The main outcomes reported were enjoyment, knowledge ofthe self and other people, social interaction, social and cultural capital, imagination, focusand flow, relaxation and mood regulation. Improvements in young children’s communicationabilities and longer-term education outcomes were also reported for early years children. ■ Parents and carers ■ There were fewer studies exploring additional outcomes for parents and carers, although theones reviewed showed links between reading for pleasure and improvements in parent-childcommunication and understanding, as well as improving parenting knowledge. ■ Adults with health needs ■ There was a relatively substantial amount of research relating to links between recreationalWeek Commencing 10th August 2015http://readingagency.org.uk/news/The%20Impact%20of%20Reading%20for%20Pleasure%20and%20Empowerment.pdfhttp://readingagency.org.uk/news/The%20Impact%20of%20Reading%20for%20Pleasure%20and%20Empowerment.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.reading and health. These mostly related to changes in stress levels and relaxation, healthliteracy, and improvements in depression and dementia symptoms. One review showedmixed results on the positive effects of reading for pleasure and neurological conditions. ■ Adults with additional needs ■ These studies tended to focus on adults with below average levels of literacy but presentedfindings relating to communication, self-efficacy, learning motivation and relatedness.Conclusions: ■ There are clearly roles for individuals, parents, educators, third sector organisations, policy-makers, and more to be considered in promoting reading for pleasure among the generalpopulation and specific sub-sectors. ■ The evidence presented in this report can increase understanding about when, how and whyaction can be taken to increase frequency and scale of reading for pleasure and empowerment,as well as how supporting arguments can be best presented.WEB LINKThe Impact Of Reading For Pleasure And Empowermenthttp://readingagency.org.uk/news/The%20Impact%20of%20Reading%20for%20Pleasure%20and%20Empowerment.pdf"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(7) "capital"
        [2]=>
        string(5) "early"
        [3]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The Impact Of Reading For Pleasure And Empowerment

5 Aug 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#43577"
  ["title"]=>
  string(99) "The Future Of Childcare In London: Devolving Funding For Greater Affordability, Access And Equality"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/childcare-london_020517/"
  ["post_date_timestamp"]=>
  int(1493308751)
  ["objectID"]=>
  string(12) "post-43577-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(325) "While ensuring sufficient high-quality, flexible childcare is an issue across the country, London faces unique challenges in terms of affordability, inequity and undersupply. This IPPR report presents the case for a comprehensive new deal for childcare in London – one in which the city would take direct control of its ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(347) "... These could includeredundant GLA group premises and buildings being sold off by the NHS. LAs and the GLA shoulddraw on existing Department for Education (DfE) capital funding for the early years to supportthis objective. As well as increasing supply, this could also lead to reductions in the cost ofchildcare if ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(99) "The Future Of Childcare In London: Devolving Funding For Greater Affordability, Access And Equality"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(437) "While ensuring sufficient high-quality, flexible childcare is an issue across the country, London faces unique challenges in terms of affordability, inequity and undersupply. This IPPR report presents the case for a comprehensive new deal for childcare in London – one in which the city would take direct control of its childcare market to ensure it meets the needs of children, parents, and the economy.
Leadership Briefing 11.09(129)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5649) "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 FUTURE OF CHILDCARE IN LONDON:DEVOLVING FUNDING FOR GREATERAFFORDABILITY, ACCESS AND EQUALITYKeywordsChildcare,London,devolvedfunding,affordability,access, equality,undersupply,children,parents,economySummaryWhile ensuring sufficient high-quality, flexible childcare is an issue across the country,London faces unique challenges in terms of affordability, inequity and undersupply. ThisIPPR report presents the case for a comprehensive new deal for childcare in London – one inwhich the city would take direct control of its childcare market to ensure it meets the needs ofchildren, parents, and the economy.Across the UK, local authorities (LAs) face the challenge of ensuring there is enough high quality,flexible childcare to meet the needs of families. London’s unique characteristics further complicatethe picture, with high inequality, cultural diversity, high operating costs for childcare providers and acomplex labour market creating a particular set of unmet challenges: ■ Affordability: Childcare costs in London are a third higher than the UK average, locking lowearners out of work and suppressing household incomes. ■ Inequity: Children from disadvantaged families are being left behind, often in poorer qualitychildcare or receiving no early education at all, and those with specialist needs are underservedwith only three in 10 London boroughs having sufficient childcare for them. ■ Undersupply: At 32 places per 100 children under five, London has the second lowest number ofplaces per child of any English region after the North East and 70 per cent of London’s boroughsdo not have enough childcare for working parents.As a result of these factors, London’s maternal employment is the lowest of any region in the UK.Forty per cent of mothers who are unemployed say that childcare is a key barrier to getting a job. Thisimpacts negatively on London’s families. Low maternal employment is a key driver of child povertywith its associated impact on the development, health and wellbeing of children. When mothers arelocked out of work, this also suppresses regional and national economic growth.Recommendations: ■ In order to address the under supply of childcare in London, LAs together with the GreaterLondon Authority (GLA) should make greater use of unused public spaces. These could includeredundant GLA group premises and buildings being sold off by the NHS. LAs and the GLA shoulddraw on existing Department for Education (DfE) capital funding for the early years to supportthis objective. As well as increasing supply, this could also lead to reductions in the cost ofchildcare if these conditions ensured that savings were passed on parents. ■ The mayor should amend the London Plan to include stricter requirements to ensure that enoughchildcare places are provided in new developments.Week Commencing 2nd May 2017http://www.ippr.org/files/publications/pdf/future-of-childcare-in-London_Apr2017.pdfhttp://www.ippr.org/files/publications/pdf/future-of-childcare-in-London_Apr2017.pdfhttp://www.ippr.org/files/publications/pdf/future-of-childcare-in-London_Apr2017.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. ■ LAs should include stricter requirements for childcare provision under Section 106 planningobligations and the Community Investment Levy. ■ The DfE should provide advanced funds (loans) to LAs in order to ensure this provision can bebuilt in a timely manner. ■ To tackle lower than average take-up of national childcare subsidies in London, the mayor shouldlead a campaign to improve take-up of the two-year-old offer and increase awareness of theextension of the free offer for three- and four-year-olds. Led by the GLA, this ‘know your rights’campaign would improve understanding of available support. ■ The GLA should work with London boroughs to introduce a package of measures to improve thequality of childcare in London. This package should include: ■ introducing a ‘leaders in childcare’ scheme to help London move towards a graduate-ledworkforce in childcare ■ supporting the growth of childminding in London through a pan-London subsidised trainingscheme and start-up offer to new childminders ■ offering tailored business support to childcare providers in London. ■ The mayor should lobby DfE, HMRC and HM Treasury to cover 85 per cent of childcare costsunder tax credits at the next financial statement – bringing it up to the level of support available inthe incoming welfare system, universal credit, which is now forecast for rollout by 2022. ■ To prevent mothers in lower income households in London being locked out of work, the mayorshould lobby the Department for Work and Pensions (DWP) and HM Treasury to add a secondearner disregard before universal credit is fully rolled out. ■ The mayor’s business compact should be used to promote family-friendly practices amongemployers in London, including by publishing metrics ranking large employers on family-friendlypractices and awarding recognition to the best employers. ■ London’s government should lobby for a new deal for childcare in the capital, offering to deliver£680 million’s worth of"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(8) "cultural"
        [1]=>
        string(7) "capital"
        [2]=>
        string(5) "early"
        [3]=>
        string(5) "years"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The Future Of Childcare In London: Devolving Funding For Greater Affordability, Access And Equality

27 Apr 2017