Session 6 Sharon Sutton University Of Reading
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Mentoring trainee teachers was a strength for participating schools. The group aimed to develop a school-based mentoring program to train staff working with trainee teachers. They would work with teacher training providers and link schools to deliver outreach training to support mentors. The training involved whole school involvement, students, meetings, and examples. University tutors were briefed and involved in partnership work. The impact was seen in teachers, trainee teachers, pupils, and a developed toolkit.
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Progression At Pupil, School And National Levels
The document discusses pupil progress rates from key stage to key stage and factors that affect these rates. It finds that boys, deprived children, those with special needs, and mobile pupils progress at lower rates than peers. Girls and EAL pupils progress at higher rates. Ethnic groups with fewer FSM pupils achieve higher thresholds. White FSM boys make the least progress. Risky behaviors increasingly impact progress negatively. Progress varies by school deprivation levels and types. Early attainment strongly predicts later attainment. FSM pupils are less likely to meet thresholds for every prior attainment combination. One-to-one tuition of an hour or more can positively impact pupil progression when criteria are met and parameters followed.
Evaluation Of Virtual School Heads For Looked After Children
The document summarizes research evaluating the role of Virtual School Heads (VSHs) for looked after children. Key findings include:
1) VSHs helped raise the profile of looked after children's education and had a positive relationship with improved educational outcomes.
2) VSHs worked in different ways but primarily took a strategic role advocating for children.
3) For the VSH model to be effective, local authorities need senior managers focused on tracking attainment and supporting educational progress for looked after children.
Making The Most Of Longitudinal Data
- The document discusses the Longitudinal Study of Young People in England (LSYPE), which tracks over 15,000 young people annually from ages 13/14 to 19/20 to understand their life courses and the impact of policies.
- It provides an overview of the LSYPE study design and data collected. Examples of how LSYPE data has been used to inform policies on issues like NEETs, EMA eligibility, and teenage pregnancy are given.
- The challenges of engaging policymakers and stakeholders with longitudinal data are discussed, and tips provided on marketing, consultation, accessible tools and analysis to facilitate engagement.
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Defining the Eradication of Child Poverty in the Child Poverty Bill
The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
STEM: Progression from GCSE to A Level
Presentation by Andrew Powell, Schools Analysis and Research Division and Aileen Clement, Curriculum Unit
Using Tellus data for National and Local Indicators
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
Tellus4: Delivering the survey
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
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