https://impacted.org.uk/covid-19 Lockdown + vulnerability - Childrens - - PowerPoint PPT Presentation

‘From mitigation to success’ Improving outcomes for disadvantaged and vulnerable learners Gloucestershire

Marc Rowland July 2020

https://impacted.org.uk/covid-19

Families under increased pressure Children at risk or suffering harm Children in care

Children who are at risk of falling behind in education

Children whose parents suffer from mental ill-health Young carers Children with SEN Child protection Domestic abuse Criminal exploitation Children living in poverty Children with poor internet access Poor housing conditions Children in unregulated settings

Lockdown + vulnerability - Children’s Commissioner April 2020

Professional learning and Teacher Education Communities and Partnerships Pedagogy and Innovation

Culture School improvement Vulnerable learners

Professional learning and Teacher Education Communities and Partnerships Pedagogy and Innovation

Culture School improvement Vulnerable learners

Principles

• Pupils and Families
• Community
• School

SEND Mental health Poverty Ethnicity Risk at home/from peers

“Intersectionality”

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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

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 https://impact.chartered.college/article/beck-deepening-knowledge-through-vocabulary-learning/ ‘A Generation Adrift’

• Just 15% of young people with SLCN achieve 5

GCSE A*- C or equivalent The Communication Trust, 2013

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

• ver 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 – 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

Tuition

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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

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.

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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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Reading for pleasure improves children’s vocabulary (UCL IoE, 2017): http://www.cls.ioe.ac.uk/library-media%5Cdocuments%5CReadingforpleasurestoppress.pdf ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classroom (UKLA): https://onlinelibrary.wiley.com/doi/full/10.1111/lit.12141 Study: Paper Reading More Effective Than Screen Reading (University of North Dakota, 2018) https://learningenglish.voanews.com/a/study-paper-reading-more-effective-than-screen-reading/4876473.html Teachers’ belief that maths requires innate ability predicts lower intrinsic motivation among low-achieving students (ScienceDirect) https://www.sciencedirect.com/science/article/pii/S0959475218307199 Parents and children living in poverty have the same aspirations as those who are better off (Gill Main, University of Leeds, 2018) https://theconversation.com/parents-and-children-living-in-poverty-have-the-same-aspirations-as-those-who-are- better-off-103897 Implications for educational practice of the science of learning and development (Osher et al, 2019) https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791 The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers (BJEP, 2018) www.researchgate.net/publication/329882360_The_peer_relations_of_pupils_with_special_educational_needs_in_m ainstream_primary_schools_The_importance_of_meaningful_contact_and_interaction_with_peers

Mistaking Improvement: How to make it look as if your improvement project has worked (Coe)

• 1. Wait for a bad year or choose underperforming schools to start with. Most things self-

correct or revert to expectations (you can claim the credit for this).

• 2. Take on any initiative, and ask everyone who put effort into it whether they feel it worked.

No-one wants to feel their effort was wasted.

• 3. Define ‘improvement’ in terms of perceptions and ratings of teachers. DO NOT conduct

any proper assessments – they may disappoint.

• 4. Only study schools or teachers that recognise a problem and are prepared to take on an
• initiative. They’ll probably improve whatever you do.
• 5. Conduct some kind of evaluation, but don’t let the design be too good – poor quality

evaluations are much more likely to show positive results.

• 6. If any improvement occurs in any aspect of performance, focus attention on that rather

than on any areas or schools that have not improved or got worse (don’t mention them!).

• 7. Put some effort into marketing and presentation of the school. Once you start to recruit

better students, things will improve.

Currently… websites state the following: Summary of main barriers: Poor speaking and listening skills on entry to the school Lack of parental engagement Low acquisition of language Low expectations and aspirations Low levels of independence We are changing it to: Areas of focus: Development of speaking and listening skills on entry to the school Enhancing parental engagement Building on language development Raising expectations and aspirations Building levels of independence

Dos and Don’ts of Pupil Premium Do Do

• See Pupil Premium as an opportunity for pupils, rather than an accountability burden to

be shouldered

• Ensure that all staff have a clear understanding and ownership of the school’s Pupil

Premium strategy

• Ensure that teachers feel empowered by the strategy
• Be driven by pupil need, identified through multiple sources, not labels
• Consider how to negate the impact of socio-economic disadvantage on learning, rather

than overly focusing on external factors

• Focus on achievement in the classroom
• Focus on improving inclusive teaching practices
• Use the EEF’s ‘Family of Schools’ database to benchmark against contextually similar

schools

• Evaluate whether strategies are successful, not try to prove they are. Adapt and change
• ver time
• Involve governors in the development of an evaluation framework at the start of any

programme.

Dos and Don’ts of Pupil Premium Don’t

• Focus on superficial labels (labels are for bears!)
• Isolate disadvantaged pupils unintentionally
• Use negative language about pupils and families in your Pupil Premium strategy
• Try to tackle self-esteem or aspirations without success in the classroom
• Rely on interventions to meet accountability targets
• Prioritise intervention over teaching
• Prioritise accountability to external bodies over accountability to pupils
• Make assumptions about disadvantaged pupils, from language comprehension

skills to aspirations

• Assume that training equates to impact
• Focus on strategies that are the most easily measurable
• Focus on strategies that are easy to evidence that they have been ‘done’
• Try to tackle issues that are not in the school’s influence
• Use research evidence superficially, to justify decisions already taken
• Try to prove that your strategy has been successful retrospectively, or rely on a

single source of data to evidence success

DfE ‘longer term’ planning / reporting template and guidance https://www.gov.uk/guidance/pupil-premium-strategy-statements Blog to be read alongside the template document: https://researchschool.org.uk/news/pupil-premium/ Blogs and videos on getting strategy and activity right for disadvantaged pupils: https://researchschool.org.uk/unity/news/canaries-down-the-coalmine-what-next-for-pupil-premium-strategy/ https://researchschool.org.uk/unity/news/distance-learning-through-the-lens-of-disadvantaged-pupils/ https://researchschool.org.uk/rosendale/news/beware-of-the-matthew-effect/ Podcasts on Pupil Premium: https://podcasts.apple.com/gb/podcast/best-bets/id1516020856 https://podcasts.apple.com/gb/podcast/pupil-premium-with-marc-rowland/id1448601060?i=1000454840382 EEF Pupil Premium guidance: https://educationendowmentfoundation.org.uk/public/files/Publications/Pupil_Premium_Guidance_iPDF.pdf Useful reports and resources for reintegration and beyond: Attendance https://www.bps.org.uk/sites/www.bps.org.uk/files/Policy/Policy%20-%20Files/Behaviour%20Change%20- %20School%20attendance%2C%20exclusion%20and%20persistent%20absence%20%282017%29.pdf Re engagement https://www.bps.org.uk/sites/www.bps.org.uk/files/Policy/Policy%20-%20Files/Back%20to%20school%20- %20using%20psychological%20perspectives%20to%20support%20re-engagement%20and%20recovery.pdf Identifying gaps https://www.gov.uk/guidance/identifying-and-addressing-gaps-in-pupils-understanding Metacognition and self regulated learning https://services.viu.ca/sites/default/files/metacognitive-awareness-inventory.pdf https://researchschool.org.uk/durrington/news/self-regulation-at-a-distance-an-introduction/ EEF Literacy reports https://educationendowmentfoundation.org.uk/tools/guidance-reports/

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mrowland@unitysp.co.uk @marcrowland73 https://marcrowland.wordpress.com/