Inclusion Pathway Small Scale Investigation

1. Inclusion PathwaySmall Scale Investigation What strategies can be used to close the gap in educational achievement for children living in poverty, in particular white working class boys? Michelle Barker Trainee Teacher UoM Primary PGCE 2013

2. WHY? In England, a child’s socio- economic status is the best predictor of their educational attainment. In 2011, 27 % fewer pupils on Free School Meals achieved 5 A*-C GCSE’s compared to all other pupils (DfE, 2011). In England FSM allocation is the ONLY indicator of social deprivation. SO WHAT?

3. Sharples, J., Slavin, R., Chambers, B, & Sharp, C. (2011). Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty , including white working class boys. Schools and Communities Research Review (Vol. 4). WHY?

4. CONTEXT • The Class • Year 6 is made up of 14 females and 17 males. • There is 1 full time Level 1 T A and LSA who works mornings only. • 42% off the class are on Free School meals and 97% of children are of White British Heritage. • Four children have IEP’s and one child has a statement for Autism, who receives the 1-2-1 support from the LSA. • Seven boys in the class are identified as having behavioural needs (which include the 4 with IEP’s). • Four of the seven boys are also on FSM. The School • Average sized primary (236 pupils). • It is in an inner city area of Greater Manchester. • Almost all are of white British heritage. • Entitlement to free school meals is above average. • The proportion of children with special educational needs and/or disabilities is average but well above the average have a statement of additional needs.

5. Data I collected/observations… 1) Semi-structured Interviews with; SENCO, Class Teacher and Teaching Assistant. • 2) Observations of; • The Exciting Club! • Celebrating difference. • Children with SEN, Statements or Social and communication difficulties. • Circle time, speaking and listening, show and tell. • Painting clay candle holders. • Watching cartoons. • Playing on I pads. • Boot camp! • Boys with behaviour needs. • Promoting self control and discipline. • Structured sports and leisure activities e.g. Boxing. • Working collaboratively as a team. • Working to personal best targets. • Assist transition to high school,

6. What the research says…Strategies… School level Classroom Level Quality First Teaching. Building effective learning relationships. Improving professional expertise, development and training. Explicit, direct teaching providing feedback to learners. Collaborative and co-operative approaches. Peer-tutoring. Meta-cognitive approaches (planning, monitoring and reviewing one‘s own learning). One-to-one and small group tutoring. WHAT WORKS? Rigorous monitoring and use of data Raising pupil aspirations Engaging parents and raising parental aspirations Developing social and emotional competencies Supporting school transition Strong and visionary school leadership • Effective leadership. • A clear focus on improving learning and behaviour. • Agreed structures and processes in school. Rewards & Sanctions. • The importance of staff skills and professional development. • Making learning challenging and relevant. • Ensuring effective relationships for teaching and learning.

7. What I saw working. Suggested strategies for closing the gap. • Interventions • Highly effective TA relationships. • Small group work for literacy and numeracy. • Certain boys had specific TA to focus on areas where not making expected progress. • Relevant/ contextual. • The Exciting Club and Boot camp. • Circle Time (SEAL). Behaviour Management • Smiley/Sad Face. • Warnings given. • Focus on choices. • Smelly Stickers. • Count down from 5. • “Show me you are listening.” • House Points. • ‘Treat’ at the end of each lesson. • Ignoring low level disruption. • Calm time before each lesson. • A sample question from my Interview with the class teacher… • In a recent report conducted by The Centre for Excellence and Outcomes in Children and Young people’s Services (C4EO) the following level strategies were identified as ‘what works’ could you order them to what YOU feel as a teacher is most important? • Engaging parents and raising parental aspirations • Raising pupil aspirations • Developing social and emotional competencies • Supporting school transition • Rigorous monitoring and use of data • Strong and visionary school leadership

8. Implications for the future Its not getting any better… 26.4 per cent of white British boys eligible for FSM achieved 5 or more GCSEs at grade A* to C or equivalent including English and mathematics GCSEs compared with the national average of 58.8 per cent – a gap of 32.4 percentage points, broadly in line with the 2010/11 gap. (DfE, 2012.) BUT WHAT CAN I DO??? Parental involvement & Raising Aspirations The problem for pupils is not ‘where am I going?’ but ‘how do I get there?’. Schools should focus on keeping pupils’ aspirations on track. Working with parents is a highly effective way of doing so. Engagement needs to be meeting parents on their own terms, tapping into their needs and interests, creating environments that feel comfortable and involving other members of the community. (Menzies, 2013.)

9. References; DfE (Department for Education) (2011) GCSE and equivalent attainment by pupil characteristics in England, 2010/11. DfE (Department for Education) (2012) GCSE and equivalent attainment by pupil characteristics in England, 2011/12. Menzies, L. (2013). Educational Aspirations: How English schools can work with parents to keep them on track. Joseph Rowntree Foundation. Sharples, J., Slavin, R., Chambers, B, & Sharp, C. (2011). Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty , including white working class boys. Schools and Communities Research Review (Vol. 4). Thank you for listening. Any questions?