Improving Social Mobility Removing the Sticky Floors and Sticky - - PowerPoint PPT Presentation

Improving Social Mobility – ‘Removing the Sticky Floors and Sticky Ceilings’ Karen Iles National Director Achievement for All Jan Gouveia Deputy Regional Lead South East

The picture in 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.

A broken social elevator? (OECD, 2018)

• 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

The picture in 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.

A broken social elevator? (OECD, 2018)

“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

• Disadvantage in all its forms builds multiple

and systemic barriers that prevent young people from achieving all they can

Schools need to be places where barriers are taken down

• 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 (this is getting better).

• 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 poor families start behind and may never catch up….

And…..

Schools need to be able to compensate for the challenges children and young people from less advantaged families face.

No one is born to fail ………..

• Education: Upskill the workforce- by greater investment in

life long learning for low skilled workers- to improve job quality and productivity

• Jobs: Better regulation of jobs- E.g. increase job security for

zero hours employment contracts

• Housing: support geographical mobility of workers to

higher productivity regions And…. Opportunities for All

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

• Difficult school to work transitions for young people from

less advantaged backgrounds.

• 13% of young people are NEET in the UK, close to the OECD

average, but much higher than in the Nordic countries- with better social mobility.

• Low skills levels- one of the main reasons for joblessness-

40% of NEETs in the UK have not completed upper secondary education.

Social mobility- issues in the UK

• Increased attainment at age 11- good early years and primary

school experience and better home learning environment (HLE)

• Increased attainment at age 16- out of school enrichment activities

and reading at home

• Increased attainment at age 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)

• Increased attainment at age 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

Pupil Premium = 9 Billion 2010 - 2020

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

But …….

The schools which perform best for their disadvantaged students are taking on board the Government’s school reform programme, using the Pupil Premium strategically, and maintaining a strong focus on standards…… These schools have shown that ensuring that their poorest children fulfil their potential requires ambition and innovation, as well as an explicit commitment to ensuring that poor children have the chances and choices that reflect their potential, rather than their background.

(Social Mobility and Child Poverty Commission, 2015)

The Pupil Premium

Effective schools

• ring fence the funding
• draw on research evidence of what works
• train staff
• provide pupils with clear feedback
• ensure all teachers know which pupils were eligible for

funding

• provide support for attendance
• involve governors and rigorously monitor and evaluate

impact.

Ofsted and the Pupil Premium

Working with schools… Parent & Carer Engagement Teaching & Learning

The Whole Child

Wider outcomes &

• pportunities

Leadership

• Having strong visionary leadership
• Rigorously monitoring pupil data
• Good parental engagement
• Developing high aspirations
• Supporting school transition
• Addressing social and emotional competencies.

(Sharples et al., 2011)

For schools : closing the attainment gap for young people from less advantaged backgrounds means:

• Is there a positive culture in our schools

for children from less advantaged families, those with special educational needs and other learners vulnerable to underachievement?

And a focus on culture. For schools -increasing aspirations, access and achievement -may involve changing the internal culture…

• There are two kinds of teachers: the kind that fill you with

so much quail shot that you can't move, and the kind that just gives you a little prod behind and you jump to the skies. (Robert Frost)

Teachers have a large effect on student performance

The Neurobiology of Fear

Ultimately it is about building Core Strength I Will. I Do. I Have. I Am. Core strength can be described in this context as the confidence and ability to learn, develop and participate in society. Children and young people experiencing disadvantage and underachievement often lack confidence, find learning challenging, develop differently and may have limited participation in society. Underlying factors, or needs, may be cognitive, physical, emotional

• r social; each are manifest in a fundamental lack of progress of

the child or young person when compared to their peers.

• 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

• Promote kindness and wellbeing in education, business and third

sector settings, where every child and young person is included every day,

• Further investment across all phases of education, beginning with the

early years that results in a socially and culturally relevant curriculum.

• Greater focus on teachers as professional learners through

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

• Reduce children and young people being excluded in education by:

increasing responsibility for children at risk of exclusion through cross-agency collaboration and closing the gap for SEND

• Increased recognition of parents, carers and wider communities,

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

Every Child Included -manifesto priorities

Great Teaching by great teachers

• It cannot be denied that an effective teacher increases

access and raises aspirations as a means of improving

• achievement. An inspirational teacher on the other hand

improves achievement in a way that changes pupils’ aspirations; the latter leads to secured access to continuing achievement and opportunities for self-realisation. (Blandford, 2015)

Teaching and Learning How to close the gap

Conduct effective progress meetings Use effective feedback Develop numeracy and maths across the curriculum Develop literacy and language across the curriculum Identify and support any child with additional needs

• Scaffolding- supporting the pupil, to help them build on their

previous knowledge and learn new information, in order to achieve the intended outcome of the activity (based on the Vygotskian concept of the zone of proximal development (ZPD).

• General techniques associated with scaffolding- questioning,

prompting, praising, confirming, pointing things out to pupils and modeling.

Scaffolding: A fundamental pedagogy

The importance of the interaction between the teacher and the pupil in the development of positive behaviours for learning…. Where Classroom management is defined as the actions teachers take to create environments that support both academic and social/emotional learning (Evertson and Weinstein, 2013)

And we know…

• making learning relevant and helping pupils understand the

purpose of their learning;

• teachers refining their teaching strategies - especially

questioning skills and other ways to engage every pupil in the class;

• ensuring curriculum is relevant to all pupils - in many cases

this may involve adjusting and reshaping the curriculum and the way it is presented and making sure that pupils see mistakes as valuable learning lessons.

Developing independent and confident learners

Parent and carer engagement

Importance of Parental Engagement

Charles Desforges:

The best programmes train academic AND parenting skills:

• is an integral element within the

wider Achievement for All programme.

• has been a key success for

schools in raising the aspirations and achievement of disadvantaged and vulnerable learners

The Achievement for All structured conversation model…..

• “Pupils are being listened to and have opportunity to

express their aspirations more clearly. They are given more

• ne-to-one time with their teacher.”
• “Our culture of engagement and aspiration has improved,

and so lessons are more focused and behaviour is better, which also benefits other pupils”

• “Achievement for All has helped us focus on aspirational
• utcomes. Planning for SEND children is now more parent-

and pupil-centred.”

Engaging parents: What the teachers say

• “Knowing a teacher can see the same problem with my

child as I do and we both try and solve and help my child together.”

• “M has been gaining confidence over the course of our

involvement in Achievement for All. As a result of this, we’re now seeing academic improvements, particularly in reading and writing.”

• “My child has been encouraged to improve academically

without being made to feel that he’s bad at everything.”

Engaging parents: What the parents say

• “Getting my parents involved with my work has been good.

That’s a big thing for me.”

Engaging parents: What the pupils say

And providing wider opportunities: skills for life

• Improving attendance
• Improving behaviour
• Eliminating bullying
• Developing positive relationships with others
• Increasing participation in school life, including extra-

curricular activities

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

Impact: Evidence (PwC, 2016)

• Where am I?
• Where do I want to get to?
• How do I get there?
• What planning do I need to do?

The impact – a new way of thinking

• https://www.youtube.com/watch?v=WXuTRPP3MXI&featu

re=youtu.be

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

But …….

• What educational offer does each pupil

receive?

• How is provision strategically planned and

implemented?

• How are funds allocated to the most

vulnerable pupils?

• How is activity and impact monitored,

recorded, and reviewed?

• What financial monitoring and reporting is

in place?

• How is progress accelerated for the most

vulnerable pupils using the Pupil Premium grant/ pupil development grant?

Sharing current practice: Reviewing provision, activity, impact

Effective use of Pupil Premium: for each of the following consider one way you already do this

• Having strong visionary

leadership

• Rigorously monitoring

pupil data

• Good parental

engagement

• Developing high

aspirations

• Supporting school

transition

• Addressing social and

emotional competencies.

• ring fence the funding
• draw on research

evidence of what works

• allocate the best teachers

to intervention groups

• train support staff
• provide pupils with clear

feedback

• ensure all teachers know

which pupils were eligible for funding

• provide support for

attendance

• involve governors and

rigorously monitor and evaluate impact.

Two year Coaching and bespoke Training

• Achieving Schools programme: [9,12,18 visits per year options]

One year Coaching and bespoke Training

• Achieving Wellbeing: unlocking academic progress and lifelong achievement

through emotional wellbeing and mental health [6,9,12 visit options]

• Emotion Coaching
• Core Strength

Pupil Premium Specific

• Pupil Premium Practice Focus Review

– 1 day on site Coach time – Review and report of findings

• Pupil Premium Practice Review

– 2 days on site Coach time – full review – In-depth report with recommendations

How Achievement for All can help

Teaching and Learning Wider Outcomes and Opportunities Parent/Carer Engagement Leadership

Achieving Schools A Modular Approach

Core Module Provision to Close the Gap Core Module Developing behaviours for attendance, learning and personal wellbeing Core Module Coaching for Inclusive Leadership Core Module Structured Conversations

Teaching and Learning Wider Outcomes and Opportunities Parent/Carer Engagement Leadership

Achieving Schools A Modular Approach

Tailored Modules Collaborative Research Effective use of Pupil premium Governance for inclusion Embedding the SEND reforms Middle Leadership Development Programme Maximising the Impact of Teaching and Learning Assistants Tailored Modules Reviewing communications with Parents and Carers Welcoming and including families Early Support SEND Reforms: Giving Parents and Carers a Voice Tailored Modules Conducting Effective Progress Meetings Using Effective Feedback Numeracy and Maths across the Curriculum Literacy and Language across the Curriculum Identifying and Supporting SLCN Digital Literacy for the 21st Century Tailored Modules Managing Transitions Anti- Bullying Developing Resilience and Self-Efficacy Developing Pupils’ Self- Esteem

Every child included

Achieving Wellbeing

• Wellbeing whole school Review
• Emotional Wellbeing and Core

Strength

• Making Sense of behaviours
• The classroom community
• Therapeutic interventions
• Self esteem and resilience

Impact

 Insights into transforming the culture and climate of the education setting  eeper understanding of the impact of childhood trauma and neglect, identification of needs more effectively, supporting learning, and accelerating academic progress  eveloping positive behaviour management toolkit and removing barriers to learning  Evaluate therapeutic interventions and develop cost effective strategies to transforming outcomes

Impact

• Deepen understanding of the impact of social and

structural disadvantage and SEN, on cognitive development and thus academic achievement

• Deploy a range of tools to accelerate learning, in

targeted, small group and whole class ways

• Vulnerable and disadvantaged learners demonstrably

close the gap on their peers

• Ultimately all children and young people feel better

equipped with lifelong learning skills for employment and for life

Achieving Core Strength

• Core Strength whole school Review
• Leading Core Strength
• What is Core Strength?
• Targeted materials for:
• Pre-school and Early Years
• Primary
• Secondary and post 16
• Special schools and Alternative

provision

Impact: supporting

• children to regulate, improve and take ownership of their behaviour
• children to calm down and better understand emotions
• practitioners to be more sensitive to children’s needs
• create more consistent responses to children’s behaviour
• practitioners to feel more ‘in control’ during incidents
• promotes positive relationships between adults and children

Emotion Coaching in partnership with Emotion Coaching Uk

• Intro to the neuroscience
• What is Emotion Coaching?
• Meta Emotion Philosophy
• How to Emotion Coach

Both Pupil Premium Reviews are quality assured and based upon both Ofsted expectation and outstanding professional practice. We are cited as Pupil Premium experts by the Department for Education.

• Pupil Premium Practice Focus Review: Designed to help you

better understand your current activity, impact and areas to develop.

– 1 day on site Coach time – Review and report of findings

• Pupil Premium Practice Review: Designed to fully evaluate and

improve your schools current spend and impact.

– 2 days on site Coach time – full review – In-depth report with recommendations

Pupil Premium Reviews

– Targeting the funding and the impact of funding – Interventions and impact – Examinations, data analysis and removal of barriers – Personalisation and Quality of teaching and learning – Governor engagement – Performance Management of staff – Holiday provision – Parental engagement – Leadership recommendations – Innovative practice Pupil Premium Practice Reviews evaluate:

Main website

• http://www.achievementforall.org

To book a Pupil Premium Review: please contact ppp@afaeducation.org or call 01635 285321 Karen Iles, National Director Karen.Iles@afaeducation.org Jan Gouveia, Deputy Regional Lead [East Region] Jan.Gouveia@afaeducation.org

Further Information