A1258690216MvzCu - PowerPoint PPT Presentation

Title: A1258690216MvzCu


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Nigel Asbridge Chaplain Missioner
The Childrens Society
learning
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In the UK, 98 of 12 year-olds want to do well
at school
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And yet, 62 of 12 year-olds dont like
going to school
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According to adults, what is a good childhood?

• Love
• A moral framework / guidelines for behaviour
• Stability and safety
• Time together as a family

• Poverty
• Family breakdown
• The influence of TV and new technologies

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According to children, what is a good childhood?

• Friends
• Relationships in general
• Love and support
• Having fun and enjoying life

• Bullying

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According to children, what is a good childhood?
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According to adults, what is a good experience of
learning?

• Play and exposure to risk
• Education of the whole child
• Parental involvement

• Tensions between being and becoming
• Pressure on children to achieve
• School choice and admissions policies
• Disparities in learning experiences of different
  children

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According to adults, what is a good experience of
learning?

• Being with friends
• A good education in a general sense
• Teachers that are supportive, interactive fun
• Directing their own learning

• Pressure of expectations, schoolwork and exams
• Disruptive behaviour
• Unfair or unreasonable rules

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What do we know from research about friendship?

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What do we know from research about friendship?

• Friends are important to children from a very
  early age, and are linked to their social and
  emotional development (Dunn, 2004)
• Friends are a protective factor e.g. when
  children start school and if they are being
  bullied (Ladd, 1990 Hodges Perry, 1999)
• More teenagers in 2006 (18) do not have a best
  friend that they can really trust than in 1986
  (13) (Collishaw et al, in press)
• UK fared badly in UNICEF analysis of
  child-wellbeing and for children finding their
  peers kind and helpful (UNICEF, 2007)

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What do we know from research about bullying?

• UK came 16th out of 21 countries for 11, 13 and
  15 year olds reporting being bullied in previous
  2 months (UNICEF, 2007)
• Bullying is widely experienced 5-10
  persistently bullied (Sharp et al, 2002). But
  evidence of a slight decline recently (Smith,
  2007)
• Different types of bullying e.g. relational and
  cyberbullying latter may be on the increase
  (Noret and Rivers, 2006)
• Some children especially vulnerable e.g.
  children with a disability or SEN are 2 to 3
  times more likely to be bullied (Smith, 2007)
• Children are more likely to tell a friend than a
  teacher or parent but some tell nobody (Smith,
  2007). Friends are an important protective factor
  (Hodges et al, 1999 Schwartz et al, 2000)

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What do we know from research about disparities
in learning?
Educational well-being
With children, for children, with you
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What do we know from research about disparities
in learning?
Progress in educational outcomes for very young
children, by socio- economic status at birth

Source Feinstein reproduced in The Equalities
Review (2007)
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What do we know from research about disparities
in learning?
Educational well-being
of children achieving target in English
Rank of schools by FSM
Achievement in primary schools by children in
the school receiving free school meals (2006)
With children, for children, with you
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What do we know from research about disparities
in learning?
Educational well-being
of children achieving 5 GCSE A-C
Rank of schools by FSM
Achievement in secondary schools by children
in the school receiving free school meals (2006)
With children, for children, with you
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What do we know from research about disparities
in learning?
At the school level

• A level of choice is exercised gt50 of
  secondary pupils do not go to their closest
  school (Burgess et al, 2004)
• But poorer children less likely to have a good
  school amongst nearest three 44 of FSM v 61 of
  non-FSM (Burgess et al, 2006)
• Childrens Society poll 51 of adults would be
  prepared to move house, and 14 to give false
  information to get their child into a good state
  school
• What is a good school? One in which students
  progress further than might be expected from
  their intake (Sammons, 2007)

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What do we know from research about different
aspects in learning?

• Different aspects of learning
• A rounded picture of a good school would assess
  attitudes, attendance, behaviour and self-esteem,
  as well as academic attainment (Sammons, 2007)

• Social, emotional and academic competence
  complement each other
• Learning to manage the emotions can assist
  learning (Greenhalgh, 1994)
• Programmes that teach social and emotional
  competences (mainly in the US) linked to wide
  range of educational gains e.g. improved school
  attendance, higher motivation, and higher morale
• (Durlak, 1995 Durlak and Wells, 1997 US
  Governments General Accounting Office, 1995
  Catalano et al, 2002).

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Whats it all about?

• What is the purpose of education?
• Given the importance of friends to children,
  what can we do inside and outside schools to
  better support childrens friendships?
• What should the respective roles of schools and
  parents be in childrens learning, and how might
  we better support the relationship between them?
• How can we improve the learning experience of
  those that are not doing well in the current
  system e.g. children with low attainment, that
  regularly truant or have been excluded?

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• www.mylife4schools.org.uk
• Tailored to meet targets on
• Citizenship and PSHE
• Every Child Matters agenda
• Social and Emotional Aspects of Learning

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• www.mylife4schools.org.uk
• Six units mirrored on the six themes of The Good
  Childhood Inquiry Friends, Family, Learning,
  Lifestyle, Health and Values
• Each unit offers animated stories, interactive
  activities, downloadable activity sheets and
  detailed teachers notes

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• www.mylife4schools.org.uk
• Free resource for teachers of children aged 7-11
  launched February 2008
• Developed by The Childrens Society in line with
  The Good Childhood Inquiry
• Aim to help give children the skills they need
  to have a healthy, happy childhood

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