Stop the doom narrative and campaign to plug the gap.

[SmileEachDay]

The constant narrative from groups like U4T, the wider media AND (if MN is representative) individuals that children now are “a lost generation” and that they will “never catch up” is tremendously damaging.

They may well not be at exactly the (completely arbitrary) age related expectation. Perhaps they aren’t quite at the (complete arbitrary) progress point at secondary. Yes, the GCSE and Alevel students are having a difficult time, and their results will be reached in a different way.

But...

We won’t motivate children or families if we tell them it’s a lost cause.

The EEF are estimating that on average children are two months behind where they “should” (based on an arbitrary measure) be. It’s worse for children from a disadvantaged background - as it has always been.
Rather than claiming they’ll never catch up, would it not be more helpful to:

Tell kids that yes, it’s been tough but that they’ll still reach their potential AND then plough our time and resources into really closing the disadvantage gap. That’s going to mean government funding for educational support services, SEMH services, support for families, literacy support where appropriate, Surestart, youth mentoring - and that’s just off the top of my head.

an arbitrary measure of ‘deprivation’

On a population level, income is one of the most reliable indicators of educational outcome. Children from poorer backgrounds do worse educationally than their peers.

That doesn’t mean that on an individual level there aren’t all sorts of needs that require support for that child to reach their potential.

Both those things can be true at the same time - and the kind of funding/strategies mentioned in the OP and elsewhere on this thread would go some way to addressing both sorts of need.

To look at academic attainment without any measure of potential isn’t particularly meaningful. The only measure of ‘success’ is exam grades, we should be looking at skills and employability, ability to function in society. A lot more children are on FSM purely due to the pandemic, Is their attainment suddenly going to drop? Personally I think it’s the factors that make you poorer that need to be addressed rather than just targeting those with lower income.
Personally I just think that teachers need more time to provide learning, access to support from mental health specialists, SEN specialists, behaviour specialists so they can actually concentrate on teaching. And some leeway with arbitrary targets, especially in lower years. More physical activity for all as all kids have undoubtedly missed out on that.
Teachers are the best people to know what is needed, give them some space and funding and autonomy to do so

And for goodness sake invest in school buildings and ventilation! Absolutely shocking that some classrooms are windowless and so cramped. There is nothing to say we won’t have another pandemic in the coming years, let’s make sure we’re better prepared

Bungle the “being poor” but is the indicator - the precise reason for the drop in outcome is far more complex. Language plays a big part, as does having a rich and varied experience. There are many other factors too. But as an indicator, income is more reliable than most in terms of where to start. It’s a very interesting area to research.

I completely agree re that teachers need more time to teach (and to provide quality, useful feedback that moves children on) - and that all the services you mention should be accessible. The “hub” idea a PP mentioned is a strong model.

Thank you, for this:
Teachers are the best people to know what is needed, give them some space and funding and autonomy to do so
Could you take this sentence to the DfE and stick it on Gavin Williamson’s forehead please?

Teachers are the best people to know what is needed, give them some space and funding and autonomy to do so indeed @BungleandGeorge, that’s exactly what I was saying with the idea of schools being hub.
Your initial post came across as though you were saying the exact opposite and that it was up to parents not schools to provide. I took issue as there are a number of people who are very quick to blame parents when it’s actually not their fault. I’m pleased I was mistaken and that’s not what you were saying.

In the first lockdown, one of my students took to emailing me a lot. Always about the work... questions that I know she'd never have asked in class. She's continued doing it since then and her progress has been brilliant.
I don't think she'd have done it with others about. What we all need is just a little more time for the kids... but time costs money.

Donna - I love the hub idea.

That’s interesting MrsHamlet I know quite a number of students who have found remote learning quite a relief from the classroom environment. I’ve also heard that some children who are usually disruptive have knuckled down as there’s not so much of an audience and others been able to because the disrupters aren’t disrupting. I’m sure teachers have learnt a lot during this last year. I wonder if there’s any way to incorporate some of those things when schools go back.

My really disruptive one has totally vanished, sadly. But that has had a positive knock on effect for the rest.

Oh no! Not engaging at all is so sad.

He doesn't when he's in school, to be fair. Unless it's to call someone a fucking cunt for asking him to do some work. We got on okay - naughty boys are my forte, apparently - but his parents can't get him to behave either.
He should've gone to AP years ago but there's no money for that. The system failed him a long time ago.

He should've gone to AP years ago but there's no money for that. The system failed him a long time ago. and the thread returns to underfunded services assuming that’s why the system failed him. I know some children are transformed by AP but it’s not cheap.

I’ve seen some interesting rebalancing of my classes during lockdown- classes that have been dominated by some of the boys because of their physical presence, their ability to take up space - the girls have found their voices remotely.

It’s fascinating - and not the point of this thread, but there are definitely lessons to take back to school.

It’s fascinating - and not the point of this thread, but there are definitely lessons to take back to school. Apologies to have detailed. Although if some of this can be taken back into the classroom it may help a bit?

Not at all,Donna 😊

Exactly notdonna
We used to have AP in school. They did English, maths and science and then some practical things and work experience.
But then there were buckets and progress 8 and AP was doomed.
One of our AP kids (known as Crim by his mates for obvious reasons) did work experience dry stone walling. He's now highly respected, extremely sought after and absolutely loaded! His "failure" to achieve 8 GCSEs didn't hold him back at all.
But what school is going to sacrifice the buckets if it's going to bugger their ofsted and their NOR? None I know.

My MAT is looking in to having an “in house” AP in our local area - and the previous MAT I worked had one that I worked in for a while.

I think that’s the way forward - keep them more closely tied to schools, but share the coast between several. We had an EP who was there a day a week, Brooke and the local DandA services coming in. Really high quality provision. Funded by the MAT though - so each school budget was top sliced to fund it.

I know of a school which has set up a free school as its AP! Genius idea but not possible for everyone.

What are ‘buckets’ and NOR please?

What are ‘buckets’ and NOR please?

Sorry: NOR = number on roll
The NOR and the AWPU (age weighted pupil
Unit) are how schools are funded.
If the NOR drops because the ofsted drops, funding drops so staffing drops.
Buckets are part of the progress 8 calculation - schools are judged on how many students achieve positive progress 8 scores. Only some subjects count.
True story: we had a student some years ago who only got 3 GCSEs. By any external measure, that's a massive failure on our part. But he has profound special needs and 3 was a massive achievement for him.

Thank you. I’ve just written several varying ramblings and deleted them all as I’m not sure what I think actually & have no clue how to solve anything. Every solution has a problem. Plus I’m seriously derailing your thread @SmileEachDay
Until the pandemic is over/normalised we won’t know how damaging or what form the damage has taken. We need to know if the areas of damage are educational, psychological, emotional and then by how much. Or are we able to make damn good guesses now? And do they differ from where the gaps were before? Or are they just bigger?

I'm not sure you're derailing, notdonna
I think the thread is about all of these problems and their solutions - none of which involve the doom narrative and shoving kids back into school without a sane and sensible plan.

I’ve just seen mention of a 3 step ‘catch up’ plan by Boris that includes opening summer schools. I can really see secondary aged kids attending those. Mornings of sports followed by knuckling down to lessons. The sports morning may work, maybe. There’d need to be an incentive as most kids would rather knock about with their mates. I doubt even a graduation payment would work. Not that that has been proposed. Little ones may be dragged along because their parents struggle with long summer hols and need the childcare. But secondaries? Will there be enough willing teachers?

A very minor flaw but isn’t it always best to study first and play later. Study in the mornings rather than the slump of post lunch?