New projects will support young people and their families living on the North Yorkshire Coast as part of the Opportunity Area programme.
An £800,000 scheme that will offer support such as community workshops with early years experts to help parents support their child’s reading, writing and language development.
The creation of 40 speech and language ‘champions’ to work with nurseries and preschools in the area, helping identify earlier when children might need better support and make sure they arrive at school ready to learn.
Support to more than 20 primary schools to improve pupils’ speech, language and communication skills. Support could include an onsite therapist in more severe cases – an expansion of the Scarborough Pledge, which tackles educational disadvantage.
Alongside this, a second scheme also worth £800,000 will launch in September to improve access to sports, arts and cultural activities for more than 3,500 young people aged five to 18 in Scarborough, Whitby and Filey.
North Yorkshire Coast’s plan, which covers the district of Scarborough, focuses on improving the quality of the early years’ education available, boosting maths teaching in primary and secondary schools, developing children’s literacy skills and creating more good secondary school places.
Children and Families Minister Nadhim Zahawi has announced the establishment of a new unit, backed by up to £2million investment, which will offer bespoke support to local councils to help stop child sexual exploitation, trafficking, modern slavery and other attempts by criminals to take advantage of vulnerable children and coerce them into crimes like drug trafficking.
Practical support and advice is published for schools to help save money on the £10 billion spent each year on non-staffing costs.
The School Resource Management Strategy - Supporting excellent school resource management- addresseshow schools can work collaboratively with other schools to drive down costs on things like stationery, energy and water bills, as well as supporting schools with staff recruitment and retention.
The Ofsted Early Years Pedagogy and Practice Forum, will meet for the first time this autumn. Ofsted is calling for academics, practitioners and researchers to express their interest in attending the forum, which is an opportunity to help shape Ofsted’s policy and priorities.
The forum will meet to talk about early years teaching theory and practice, and to review the kinds of topics that Ofsted will consider in planning its survey programme.
Interested parties must have a track record of early years leadership, be willing to take part in constructive debate, and be able to present evidence to support their views at the meetings.
This paper reviews the research literature on the relationship between parental involvement and students' academic achievement with 75 studies published between 2003 and 2017. Findings showed that parental involvement variables which show promise because of their relationship with academic achievement are:
(a) Reading at home,
(b) Parents that are holding high expectations/aspirations for their children's academic achievement and schooling,
(c) Communication between parents and children regarding school,
(d) Parental encouragement and support for learning.
The research considers the latest trends in the teaching profession, and examines the latest figures on how highly-qualified teachers vary across different subjects, areas in the country, and at different levels of school deprivation.
Highly-qualified teachers: variations by subject
Levels of teacher quality in secondary schools vary considerably depending on the subject:
Maths and most science subjects in particular struggle to attract highly-qualified teachers – with as little as half of teachers holding a relevant degree.
Languages also struggle to secure teachers with relevant degrees:
Conversely, subjects that have a greater proportion of highly-qualified teachers include those that have significantly less pressure on recruitment and retention – such as biology (78%) and English teachers (67%).
Highly-qualified teachers: London and the rest of England
There are stark differences in how highly-qualified teachers are represented in the most, and least deprived schools in England (at KS4). The socio-economic gap is much greater outside of London:
In areas outside of London, just over a third (37%) of maths teachers and just under half (45%) of chemistry teachers in the poorest schools had a relevant degree. In more affluent schools outside of London, the proportions are far higher for maths (51%) and chemistry (68%).
Shortages of highly-qualified teachers in these poorer schools appear to be the most severe in physics. In the worst-off schools outside of London, fewer than 1 in 5 of physics teachers (17%) have a relevant degree.In more affluent schools outside of London, the figure rises significantly to just over half (52%).
In London, differences in how highly-qualified teachers are represented are far smaller:
In maths, the proportion of teachers with a degree ranges between 40-50% for all schools, regardless of deprivation level – while in chemistry, it remains above 60%.
There are also a much greater proportion of highly-qualified physics teachers in the capital – with between 40-50% holding a relevant degree, regardless of school deprivation level.
Highly-qualified teachers in local authorities
The research also locates large disparities in teacher quality across local authorities:
The proportion of teachers with a relevant degree is high in London and the South East of England, as well as areas such as Bath and North East Somerset, Rochdale and Darlington.
The proportion of teachers with a relevant degree is low in South and West Yorkshire, the Welsh Borders, the fringes of Birmingham, East Anglia and the South Coast.
Areas such as Portsmouth, Hampshire, Newham, Barnsley and Doncaster have the lowest proportions of teachers with a degree in shortage subjects.
The new professional standards for teaching and leadership were published in September 2017 and NQTs commencing induction from that date are required to work to the new standards. NQTs who commenced their induction before this date will complete their induction using the same standards they started with. All other serving teachers and leaders will move to the new standards by September 2018.
The draft professional standards for assisting teaching in Wales will be available for use from September 2018 and will form the basis of a consultation in the following months. You can explore the new standards at thislink
Each year, the Welsh Government has provided guidance to parents and carers of children who either have access to the Foundation Phase, Primary school (end of year 2) or who are about to start Secondary school (at the end of year 6). Research on parent engagement has shown that an increasing number of parents and carers go online to get information to help their children. Here are useful links for each of the guidelines:
To launch the promotion this year, McDonald's have released new research into parents’ attitudes to reading with their children. The study of parents of primary school age children shows that almost all parents (97%) see the importance of reading. 58% of parents believe that reading is a special time for bonding and 6 in 10 agree reading to their child helps them learn to read.
However, only 29% of parents read stories to their child every day as per our advice, and only 15% have their child read aloud to them every day. More than a third (36%) of parents want to spend more time reading with their children, and 30% feel guilty about not reading with their children more.
The Happy Readers promotion launches on Wednesday 29 August and will run for five weeks, with one book given away per Happy Meal™ until 2 October.
Findings show Pressure to fit in with society's expectations is making children unhappy with alarming numbers of children self-harming; girls are twice as likely as boys to self- harm. Achievement for All works with schools through its Well-being programme to help professionals understand what they can do to create a learning environment that supports and nurtures the highest possible levels of emotional wellbeing, and thus progress and achievement.