1 / 16

Closing the gap in educational attainment

Explore the social, individual, and targeted approaches for closing educational gaps and improving outcomes through a holistic and equitable framework. Learn from successful interventions like early intervention, literacy strategies, and employability skill development. Discover the need for clearer alignment, targeted resources, and supporting teachers in challenging environments.

wilfrede
Download Presentation

Closing the gap in educational attainment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Closing the gapin educational attainment Craig Munro

  2. Closing the gapin educational attainment • What matters? • What is working? • What more is needed?

  3. What matters? Social context Post-school life chances Early Years School attainment • Social context • Community and home By age 5, gap of 18 months between children whose parents have: degrees / no qualifications (Growing Up in Scotland) Holistic approach to Children’s Services

  4. What matters? The individual Compared with a typical Fife child: Culture & ethos ASN child twice as likely to be in negative destinations • Social context • Individual needs • Culture: individual & community attitudes Additional Support Needs Social disadvantage Attendance Ambition Child in SIMD deciles 1-3 twice as likely to be in negative destinations Child in negative destination attends school one day less per week

  5. What matters? A GIRFEC approach GIRFEC Universal Provision Varying need Focussed working • The view of the child • The potential of the child • The needs of the child Targeted support Information & understanding E.g. Fife pupilwise survey of LAC

  6. What matters? We know! • ADES Raising Attainment Paper, OECD • Joseph Rowntree, GUS • Hattie, Sutton Trust • Donaldson, Wood Leadership Learning & Teaching Professional development

  7. What matters? Making it happen • Evidence-based approach • Rounded and balanced view • Support improvement of professional judgment • Track and monitor progression of learning Learning & Teaching

  8. What is working? In Fife Early intervention Family Nurture Approach • Developed through action research involving vulnerable families • Delivered through existing early years partnerships • Improving parenting and attachment • Improving early literacy / communication Christie

  9. What is working? In Fife Literacy Strategy • Focus: • The lowest attaining • Reading to learn using “real books” • Highly significant impact: • The lowest attaining • Comprehension skills • Outcomes: • Improving literacy levels in primary More than 50% of S4 pupils get a National 5 pass in English … …and we are closing the gap! Learning & Teaching Donaldson

  10. What is working? In Fife Data for all school inspections (based on reference QIs: 1.1, 2.1, 5.3) Summary of all inspections since March 2011 (based on most recent data) Learning & Teaching

  11. What is working? In Fife Employability skills Developing the Young Workforce • Work-based pathways • STEAM collaborative • Modern Apprenticeships for Looked After Children Wood

  12. What is working? Nationally Clear, common purpose Scotland has organically developed the key elements of a coherent and holistic system Equity Synergies for Better Learning (OECD) Close collaborative working • Improvement Partners • Learning Partners • Raising Attainment for All (RAFA) • ADES Networks • etc

  13. What more is needed? Need a framework to align these elements and achieve a coherent & holistic system (Allow greater sharing of data without creating perverse incentives?) • National Performance Framework

  14. What more is needed? Need to ensure that resources are targeted on the things that make a difference • How do we get our best teachers/ practitioners into the “hardest shifts”? • How do we …. ?

  15. What more is needed? Need to ensure that policies and programmes are targeted on the things that make a difference with a clearer articulation between programmes designed to support national and local community planning partnership priorities

More Related