‘From mitigation to success’ Improving outcomes for disadvantaged and vulnerable learners Gloucestershire Marc Rowland July 2020
https://impacted.org.uk/covid-19
Lockdown + vulnerability - Children’s Commissioner April 2020 Children whose parents Families under suffer from mental ill-health increased pressure Young carers Children with SEN Child protection Domestic abuse Children Criminal exploitation Children who are at at risk or risk of falling suffering behind in harm education Children living in poverty Children with poor internet access Children in care Children in Poor housing conditions unregulated settings
Culture Vulnerable Professional learners learning and Teacher Education Communities Pedagogy and and Partnerships Innovation School improvement
Culture Professional learning and Teacher Education Vulnerable learners Communities Pedagogy and and Partnerships Innovation School improvement
Principles
-Pupils and Families -Community -School
“ Intersectionality ” SEND Risk at Mental home/from health peers Ethnicity Poverty
Feedback Meta-cognition and self-regulation Peer tutoring Early years intervention Homework (Secondary) One to one tuition Collaborative learning Oral language interventions Mastery learning Phonics Small group tuition Behaviour interventions Digital technology Social and emotional aspects of… Parental involvement Outdoor adventure learning Reducing class size Summer schools Sports participation Arts participation Learning styles Extended school time After school programmes Individualised instruction Teaching assistants Homework (Primary) Mentoring Aspiration interventions Block scheduling Performance pay Physical environment School uniform Ability grouping Repeating a year -0.4 -0.2 0 0.2 0.4 0.6 0.8
Feedback Dr Caroline Creaby Sandringham Research School Using research to improve feedback: https://schoolsweek.co.uk/how-research-can- help-address-students-recurring-mistakes/
Vocabulary at aged five • There is a 27% gap between the lowest income quintile and the highest. • The lowest quintile have 16% more likely to have conduct problems compared to the highest quintile. • The lowest quintile are 15% more likely to have hyperactivity problems compared to the highest quintile Waldfogel and Washbrook, 2010 ‘A Generation Adrift’ • Just 15% of young people with SLCN achieve 5 GCSE A*- C or equivalent The Communication Trust, 2013 https://impact.chartered.college/article/beck-deepening-knowledge-through-vocabulary-learning/
Bias: How bias subconsciously emerges in teacher assessment (EEF) Daniel Kahneman, the Nobel prize winning economist, has demonstrated through forty years of experiments that people exhibit bias in their everyday and professional lives, mostly without being conscious of it. He describes one form of bias as an anchoring effect. Anchoring occurs when we try to think of a value for an unknown quantity before estimating that quantity. Anchoring is a natural human response, but as we are rarely conscious of it, when it emerges through assessment it can be extremely problematic. Kahneman, D. (2013), Thinking Fast and Slow, Penguin, London When we assess a piece of work from a child that we know well, our bias emerges. Perhaps we know they can perform better than the piece in front of us, subconsciously prompting us to raise the mark. Even if the work is assessed anonymously, the existing evidence shows that bias is exhibited against pupils with SEN, those whose behaviour is challenging, those for whom English is an additional language, and those on Free School Meals. Assessment judgments can often be overly-lenient, overly-harsh or, indeed, can reinforce stereotypes, such as boys being perceived as better than girls at mathematics. This doesn’t mean that teachers should abandon teacher assessment altogether. But it does require an acknowledgement that reliable and unbiased assessment is a considerable challenge. To improve the quality of teacher assessments it is important to consider how to: improve the reliability (consistency) of assessments; increase the accuracy of teacher judgement increase the precision of inferences drawn from assessments; reduce systematic biases. The key message here is not that teacher assessment can’t or shouldn’t be done; it is that teacher assessment is hard to get right, and that it requires excellent training, moderation, standardisation and quality control. Our starting point should be that great assessments are valid, reliable, purposeful and valuable, but these things are not easy to get right.
Potentially poor proxies for inclusion - Pupils are in lessons with their peers - Pupils are being supported by a staff member - Pupils are busy and engaged - Work is differentiated - Pupils working in smaller groups Work has been completed, there are answers in pupils’ books - - Additional sessions are provided - The pupils are well-liked - Staff training has taken place. Better…? Pupils participating in and being successful with challenging learning over time through: - Relationships and high expectations - Teacher expertise: subject knowledge and inclusive pedagogy - Background knowledge - Modelling, scaffolding, worked examples - Collaborative learning strategies adopted - Oral language strategies, pupil contributions valued - Consolidation - Assessment for learning - Evidence-based intervention.
What is good for vulnerable learners, is good for everyone Now Next
Tuition Tuition – Small Group https://educationendowmentfoundation.org.uk/evidence- summaries/teaching-learning-toolkit/small-group-tuition https://www.evidence4impact.org.uk/search?keywords=&outcome=all&pr actice%5B%5D=small-group-tuition Tuition – One to One https://educationendowmentfoundation.org.uk/evidence- summaries/teaching-learning-toolkit/one-to-one-tuition https://www.evidence4impact.org.uk/search?keywords=&outcome=all&pr actice%5B%5D=one-to-one-tuition# What works for children and young people with literacy difficulties - Professor Greg Brookes https://thatreadingthing.com/wp-content/uploads/2019/09/What-Works- 5th-edition-Rev-Oct-2016.pdf
Feedback Meta-cognition and self-regulation Peer tutoring Early years intervention Homework (Secondary) One to one tuition Collaborative learning Oral language interventions Mastery learning Phonics Small group tuition Behaviour interventions Digital technology Social and emotional aspects of… Parental involvement Outdoor adventure learning Reducing class size Summer schools Sports participation Arts participation Learning styles Extended school time After school programmes Individualised instruction Teaching assistants Homework (Primary) Mentoring Aspiration interventions Block scheduling Performance pay Physical environment School uniform Ability grouping Repeating a year -0.4 -0.2 0 0.2 0.4 0.6 0.8
Using Tutors: do …. - Use tuition strategies that have evidence of impact on the target groups of pupils. - Ensure that tuition is supplementary to high quality, inclusive teaching. - Focus on improving inclusive teaching practices alongside tuition. - See tuition as an opportunity to improve pupils as learners. - Ensure that teachers feel empowered by tuition. - Be driven by assessment, with tuition focussed on gaps in prior learning. - Use tutoring to consolidate prior learning. - Focus on achievement and independence in the classroom for pupils as measures of impact. - Evaluate whether tuition strategies are successful, not prove that they are.
Using Tutors: don’t …. - See tuition as a ‘golden ticket’. - Focus on superficial labels or have tuition strategy ‘looking for pupils’. - Isolate disadvantaged pupils unintentionally. - Neglect the importance of pupil voice. - Neglect the feedback loop between teacher, pupil and tutor. - Try to tackle self-esteem or aspirations without success back in the classroom. - Prioritise tuition over teaching. - Assume that tuition taking place equates to impact. - Try to prove that your tuition strategy has been successful retrospectively, or rely on a single source of data to evidence success.
19 Parental Involvement Students More Likely to Succeed If Teachers Have Positive Perceptions of Parents Published: February 21, 2017. Released by University of Missouri-Columbia "It's clear from years of research that teacher perceptions, even perceptions of which they are not aware, can greatly impact student success," Herman said. "If a teacher has a good relationship with a student's parents or perceives that those parents are positively engaged in their child's education, that teacher may be more likely to give extra attention or go the extra mile for that student. If the same teacher perceives another child's parents to be uninvolved or to have a negative influence on the child's education, it likely will affect how the teacher interacts with both the child and the parent."
The Importance of Research Evidence
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