Ch Choic ices Soc ocia ial Mob obili lity, a new way of of th - - PowerPoint PPT Presentation

Ch Choic ices Soc

• cia

ial Mob

• bili

lity, a new way of

• f th

thin inking Professor Son

• nia

ia Bla Blandford

• One in five children and young people do not achieve

expected outcomes due to the disadvantage, needs or challenges they experience

• Social mobility is impeded by poverty; one in six children

live in poverty in the UK

• Development of adults and services that support

children and young people is fundamental to changing society.

2018

Th The pict icture in in th the UK

• People’s economic status is closely related to that of their

parents.

• This means it could take 5 generations for children born into

a family at the bottom of the income distribution to reach the mean average- slightly longer than the OECD average.

• Top 5 economies – lowest level of support

A broken social elevator? (OECD, 2018) UN November 2018

• Dis

isadvantage in in all ll it its forms build ilds mult ltip iple and systemic ic barrie iers that prevent young people from achie ievin ing all ll they y can

Schools need to be places where barriers are taken down

“Sir, I have read your letter with interest; and, judging from your description of yourself as a working-man, I venture to think that you will have a much better chance of success in life by remaining in your own sphere and sticking to your trade than by adopting any

• ther course. That, therefore, is what I advise you”

Thomas Hardy, Jude the Obscure, 1895

The continuance of social evils is not due to the fact that we do not know what is right, but we prefer to continue doing what is wrong. Those that have the power to remove them do not have the will, and those who have the will have not, as yet, the power.

1928

1973

• 1. Birth to 3
• 2. School
• 3. Teachers
• 4. Outside School
• 5. University
• 6. Second Chances
• 7. Resilience

Social mobility Current thinking 7 Key Truths

• Educatio

ion: Upskill the workforce- by greater investment in life long learning for low skilled workers- to improve job quality and productivity

• Job

Jobs: Better regulation of jobs- E.g. increase job security for zero hours employment contracts

• Housin

ing: : support geographical mobility of workers to higher productivity regions And….

• Mutuality

Social mobility- the solutions for the UK – a new way of thinking

• Prom
• mote kin

kindness an and wel ellbeing in education, business and third sector settings, where every child and young person is included every day,

• Fu

Furt rther r in investment ac across all all phas ases of

• f ed

education, beginning with the early years that results in a socially and culturally relevant curriculum.

• Greater foc
• cus on
• n tea

eachers as as prof

• fessional lea

learn rners through recruitment, retention, and professional development that includes an enhanced understanding of the way disadvantaged and vulnerable children learn

• Red

educe ch children an and you

• ung peo

eople bei eing excluded in in ed education by: y: in incr creasing resp sponsibility for

• r ch

children at t ris risk of

• f exclusion through

cross-agency collaboration an and clo closing th the e gap ap for

• r SE

SEND

• In

Incr creased rec ecognition of

• f par

aren ents, car arers an and wid ider com

• mmunities, valuing

all parents and carers as crucial partners in the improvement of learning and life chances for every child.

Every Child Included -manifesto priorities

• In

Increased ed attainment at t age e 11- good early years and primary school

experience and better home learning environment (HLE)

• In

Increased ed attainment at t age e 16- out of school enrichment activities

and reading at home

• In

Increased ed attainment at t age e 17- (4 or more AS Levels)-attending any

pre-school, but particularly quality, good teachers, academic enrichment activity at home (e.g. reading, visits to museums)

• In

Increased ed attainment at t age e 18 (3 or more A Levels)-attending a

secondary school rated outstanding by Ofsted and academic enrichment activities at home

Social mobility- schools make a difference

• "The evidence is conclusive: equity in education

pays off. The highest performing education systems across OECD countries are those that combine high quality and equity. In such education systems, the vast majority of students can attain high level skills and knowledge that depend on their ability and drive, more than on their socio-economic background.“ (OECD, 2012)

What can schools do?

• " Equity as inclusion means ensuring that all students

reach at least a basic minimum level of skills. Equitable education systems are fair and inclusive and support their students to reach their learning potential without either formally or informally pre- setting barriers or lowering expectations. Equity as fairness implies that personal or socio-economic circumstances, such as gender, ethnic origin or family background are not obstacles to educational success." And defining equity……

• England has the most proficient readers in Europe…..But we

have the longest tail of underachievement

• As many as one in 5 children leave primary school unable to

read well enough to do well at secondary school

• For the poorest children this figure can rise to 1 in 3 in some

areas

Literacy across England-a key determinant

• f social mobility…..

Children from low income families start behind and may never catch up….

‘It’s not what you spend, it’s the way that you spend it…. that’s what gets results’ (Sutton Trust, 2015)

But …….

Working with Early Years, schools and Post 16 Parent & Carer Engagement Teaching & Learning

The Whole Child

Wider outcomes &

• pportunities

Leadership

• Aspiration, ‘I can’: the grit and resilience that makes perseverance in

the face of challenge a ‘lived practice’ of children and young people, understanding and supporting learning, building ambition and goal- focused behaviour.

• Access, ‘I do: developing independence in learning and self-

development in children and young people leading to an understanding and ownership of their responsibility for their own

• ngoing life-long journey of learning and development.
• Attainment, ‘I have’: attaining the grade – ‘I have passed’
• Achievement, ‘I am’: the internalisation of learning and success, the

‘feel good’ factor of learning that grows from within, equipping children and young people to understand what they know and how to learn.

Building core strengths

Impact of Achievement for All: Evidence (PwC, 2016)

Impact: Evidence (PwC, 2016)

• To evaluate th

the im impact on pupil academic and wid ider

• utcomes of

f In Independent t and State sc school partn tnerships

Our work with the Independent Schools Council

• There is a need for both a delivery and evaluation

framework

Initial findings

• There is limited awareness of the employability and

personal skills required in the workplace of the future.

• In 2016, the Confederation of British Industry Annual

Education and Skills Survey summarised employers’ views

• n the skills and knowledge of young entrants to the labour

market and comparing this to the needs of business and industry

• these include: se

self lf-starting; se self lf-awareness of f pro rofess ssional development t needs; re research; pro roble lem-solving; cre reati tivity ty; and adaptability ility

In partnership: A force for driving social mobility

Counterpoint: Independent and State Schools Working in Harmony

• Counterpoint is a programme that provides a delivery

and research framework for current and new activity that focuses on partnerships between independent and maintained schools aimed at improving academic, social, economic and cultural outcomes for all children.

• Achievement for All 3As, an independent charity

established in 2011 with support from the Department for Education, Counterpoint has been developed in partnership with City of London Freemen’s School.

Counterpoint

• Aim One: Develop and improve inclusive, mutual

practice that improves outcomes for all children and increases social mobility

• Aim Two: Engage in local outreach and partnership

activities within schools, the community and business

• Aim Three: Implement a national research pilot that

measures academic, social and cultural impact.

Counterpoint: Aims

Counterpoint t wil ill provide:

• a se

senior le leader to coach and tr train in all ll parti ticipating staff, and to le lead rese search act ctivity ty in in each sc school;

• on lin

line professional development to su support t academic, so soci cial and cu cult ltural development and netw tworking;

• im

impact ass ssessment for all ll act ctivities s at t stu tudent, t, sc school and hub le levels, with ith termly ly in interim reports ts.

Counterpoint: what does it give you?

• Leadership development and training events
• Subject, cross curricula and extra curricula teacher continuing

professional development, e.g. science, music, wellbeing, sport, drama, exam preparation, and more

• Parent and carer engagement through structured conversations

focused on targeted groups of children

• Wider outcomes, including social, cultural and post school

destination.

The Counterpoint framework supports ……

• The Counterpoint team will research the academic, social

and cultural progress of each participating child identified by their school, using Department for Education and school progress data;

• Surveys involving leaders, teachers, parents and carers,

participating children and; focus group interviews.

• Counterpoint research will be informed by current

Independent Schools Council commissioned impact research, and related Schools Together research.

Impact assessment

• All maintained and independent primary, secondary schools

are eligible to join Counterpoint, whether they are currently engaged in partnership programmes or see Counterpoint as the start of their engagement.

• There are up to 100 places in total, which will be a

combination of independent and maintained schools, each based in a local hub (less than 10 miles between schools).

Being part of Counterpoint

• Each participating school will appoint a senior member of

staff as School Champion, who will be responsible for partnership liaison with Counterpoint coaches.

• Beyond which, staff participation will be determined by each

school based on levels of engagement and partnerships.

Partner schools: Staff engagement

• the structure and purpose of independent and

maintained school partnerships

• impact analysis embracing academic, social and

cultural progress

• community liaison, including parent and carer

engagement

• student academic, social and cultural progress
• business engagement, local and national.

Counterpoint will improve….

• A needs analysis will be carried out by the

Counterpoint coach to establish the range of practice and the extent of further development over the life of the programme.

• All current, established partnerships will be included.
• Counterpoint aims to build on the good work that

has been in place for many years.

When does the programme start?

• Counterpoint will begin in September 2018, when a coach will

visit to begin the needs analysis based on current academic, social and cultural activities, and to work in partnership with each School Champion to determine the focus of each school and hub, and to deliver initial surveys. When will the programme end?

• The pilot programme will end June 2020, with a pilot impact

report produced by the end of August 2020.

What wil ill l be the cost? Wil ill l all ll partic icip ipatin ing sc schools ls contr trib ibute to costs ts? How wil ill l sc schools ls be su subsid idis ised? ? How wil ill l sc schools ls be recru ruit ited? A few questions…..

If If you would lik like to disc iscuss ss th this is fu furth ther contact t Profess ssor Sonia ia Bla landford Sonia.blandford@afaeducation.org / 07584 528801

Counterpoint contact

No one is born to fail ………..