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Engaging the Disengaged BOWDEN ROOM

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Page 1: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Engaging the Disengaged

BOWDEN ROOM

Page 2: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Tami McCroneResearch Director,

National Foundation for Education Research

Engaging the Disengaged

Page 3: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Engaging the disengaged

Identifying and supporting students at risk of temporary disengagement

January 2014

Page 4: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Why focus on the ‘inbetweeners’?

The majority of young people who become NEET do not face multiple or complex barriers to engagement (Spielhofer et al., 2009).

Most re-engagement activities focus on those with multiple barriers to learning (Nelson and O’Donnell, 2012).

Early evidence suggests that preventative activities should be focused on those without complex barriers to keep them engaged (Nelson and O’Donnell, 2012).

How do you do engage the ‘inbetweeners’? Identify the reasons why a young person is disengaging AND choose the right intervention/support.

Page 5: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

What research are we doing?

Identifying students at risk of disengagement

• Indicators to identify the reasons for disengagement• Research to

identify indicators of disengagement

• Development and trialling of free indicators toolkits for school use

• Publication of free resources for schools.

Supporting students with appropriate interventions

• Mobilising positive engagement practice• Longitudinal

research

• 10 different support programmes in Key Stage 4

• Looking at impact of projects and how to share practice.

Page 6: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Selection of young people

• ‘[college] is more fun, like you do practical all day. You don’t just sit down….the stuff’s more relevant and not all about exams’

• ‘I don't like it [school] because my lessons are boring because you don't really do a lot other than writing - I don't like writing’

• ‘We are starting project-based learning so instead of teachers telling you what to do you get some topics and you learn yourself about the topics’

• ‘I don’t mind learning sometimes but some of the teachers they can be so serious, but when you’re having fun you learn better’

• ‘I wouldn't like to stay here because there are not really any opportunities that people would like to do’

Page 7: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Support programmes

Types of support

programmes

Page 8: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Employer or business-focused support

• Extended employer work experience– Students spend two days a week on a work placement, two days

in schools and one day off-site working towards various vocational qualifications.

• BT mentoring programme – Pupils receive six one–to–one mentoring sessions from BT staff

over the course of a year.

• Social enterprise qualification (SEQ)– Pupils set up and run a business (social enterprise) to generate

funds to improve a local issue or need.

• Enterprise and business programme– Pupils set up and run a small business as part of the Key Stage 4

curriculum.

Page 9: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Pastoral or academic-focused support

• ‘Do Something Different’– Four-six week programme to encourage students to develop

new behaviours to cope.

• City Year – One-to-one academic mentoring in class to improve

selected students’ engagement in learning, achievement and aspirations.

• Academic tutoring– One-to-one or two-to-one academic English and maths

tutoring to support pupil premium students who are underachieving.

Page 10: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Alternative curriculum or pedagogy

• NVQ Level 2 Beauty Course – Beauty course resulting in a vocational qualification.

Delivered in school by an adult training college.  

• Project-based learning (part of Learning Futures programme) for all students in Key Stage 3 and Key Stage 4 – School uses extended projects in Key Stage 3, and elements

of project-based learning in Key Stage 4, along with other innovative pedagogic approaches.

Page 11: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Package of support

• Raising the Participation Age project– Targeted careers advice and work experience opportunities,

academic mentoring, and a team enterprise activity for a small group of students who are underachieving.

Page 12: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

What next?

• Focus on the impact and benefits of the support programmes

• Link indicators and support programmes research

• Event for practitioners to learn about the different support programmes and share ideas/practice.

Page 13: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Useful links and tools

• Indicators: – discussion aid and interactive tool

• Support programmes:– information on case studies– update on evaluation– news & events

www.nfer.ac.uk

Tami McCrone: [email protected]

Eleanor Stevens: [email protected]

Page 14: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Engaging the Disengaged

Page 15: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Kelly KettlewellResearch Manager,

National Foundation for Education Research

Engaging the Disengaged

Page 16: Engaging the Disengaged BOWDEN ROOM. Tami McCrone Research Director, National Foundation for Education Research Engaging the Disengaged

Engaging the Disengaged