home access and parental support mike briscoe, director, institutions, becta chris stevens, head of...
TRANSCRIPT
Home access and parental support
Mike Briscoe, Director, Institutions, Becta
Chris Stevens, Head of Inclusion Policy, Inclusion Policy, Becta
BETT 08Friday, 11 January 2008
This seminar will introduce:
• The opportunities to improve parental engagement
• An understanding of what parents say they want
• Information about the Home Access and Computers for
Pupils programmes
• Information about real-time reporting for parents
• How to find out more.
What parents say they would like..
to contact schools via email, receive
training using ICT
more information about which websites they
should encourage their children to use.
Help from schools to support their children’s
school work
to use ICT to give flexible patterns when developing learning materials ahead of lessons so that they are tailored for different
pupils, such as those with special needs
to take advantage of formal and informal professional development opportunities
available online.
to transfer, edit and save work on a shared area to
effectively address teacher workloads
What teachers say they would like..
What parents and schools see as the benefits
Video clips are available – to watch these, please download the zip file from the web page
http://events.becta.org.uk/display.cfm?resID=35111
The Parents’ Premium
• Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education (Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999))
Achievement Parent effect School effect
Age 7 0.29 0.05
Age 11 0.27 0.21
Age 16 0.14 0.51
Effects of parents/Effects of schools:
What is it that makes a difference?A father’s interest in a
child’s schooling is strongly linked to educational
outcomes for the child; (Hobcraft. CASE briefing Nov 1998)
It is the ‘at-home’ relationships and
modelling of aspirations which play the major part in impact on school outcomes.
(Desforges 2003)
Very high parental interest is associated
with better exam results than for children whose parents show no
interest (NCDS 1999)
Pupils’ achievement in the schools where the impact of parental involvement
was [judged to be] outstanding had clearly
improved. (Ofsted 2007)
They [parents] should be supported… providing the
results of periodic assessments for parents in
an easy to understand format, such as using ‘traffic lights’ to indicate children’s
understanding of key concepts
(2020 Vision: recommendations)
What is it that makes a difference?A father’s interest in a
child’s schooling is strongly linked to educational
outcomes for the child; (Hobcraft. CASE briefing Nov 1998)
It is the ‘at-home’ relationships and
modelling of aspirations which play the major part in impact on school outcomes.
(Desforges 2003)
Very high parental interest is associated
with better exam results than for children whose parents show no
interest (NCDS 1999)
…It’s what parents do rather than who they
are that counts
Pupils’ achievement in the schools where the impact of parental involvement
was [judged to be] outstanding had clearly
improved. (Ofsted 2007)
They [parents] should be supported… providing the
results of periodic assessments for parents in
an easy to understand format, such as using ‘traffic lights’ to indicate children’s
understanding of key concepts
(2020 Vision: recommendations)
What parents say (Parents’ Involvement in Children’s Education survey 2007)
57% would like to be updated termly or more often
79% would find web access to reports on their child very or quite appealing
Using technology in schools (Harnessing Technology review 2007)
“Technology enables the achievement of productive time efficiencies most where it is embedded effectively across the institution. Teachers report time savings using technology in lesson planning and lesson delivery. However, overall, evidence suggests that efficiencies from technology relate mainly to quality improvement for the same resource input and improved use of practitioner time, rather than significant time savings”
Learner
Parent School
Home Access Programme Real-time reportingComputers for Pupils
Home Access Programme
“The Home Access Programme aims to ensure every learner in England (5- to 19-year-olds and in maintained education) has access to increased educational opportunities via ICT resources at home.”
Examples of
Home Access
Products
THE HOME ACCESS
PROPOSITION
EducationalVision
VisionDVD
Out of the box
solutions
Safety &Security
Benchmarks
X-C
utting Policy Initiatives
Functional Expectation
Maximising
the benefits
of Home
Access
Raising
Awareness
of improved
learning
Removing
barriers
of cost
Home Access aspects of the work
• An educational initiative not a roll out of technology
• An entitlement backed by minimum specification
• No assumption that it will be centrally funded
• Report to Jim Knight in April 2008
• Possible roll out September 2008
• Monitoring extending and improving over a number of years
• Further investigations
• Fully inclusive with all learners benefitting
• Public consultation
Computers for Pupils
• 2 year initiative to provide 100,000 pupils in the most deprived homes with computers and internet access
• Second year - 41,000+ homes benefiting already but target may not be met for variety of reasons
• Becta mini-competitions and connectivity offer
• Additional funding so more learners can benefit
• 10% of most deprived backgrounds will have benefited from chance to access technology and the internet from home.
• Funding solely for the technology.
• Challenge is to design a programme that ensure both equality of access and enhance educational benefit for all learners
“Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning;”
• By September 2008 all secondary schools will be expected to provide information to parents covering achievement, progress, attendance, behaviour and special needs, on a timely and frequent basis – this should be at least once per term.
• By September 2010 all secondary schools will need to offer parents real-time access to this information (including the opportunity for secure online access) wherever they are and whenever they want.
• Primary schools must also meet the basic requirement by September 2010 and the real time requirement by 2012.
Real-time reporting
Learner
Parent School
Community information
Access from home
Parents resources
Access to resources
Home and course work
Access to materials
Online reporting
Parent and learner days
Electronic reports
Email exchanges
Mobile ‘phone alerts
SMS
texting
Community information
Access from home
Parents resources
Access to resources
Home and course work
Access to materials
Online reporting
Parent and learner days
Electronic reports
Email exchanges
Mobile ‘phone alerts
SMS
texting
Real-time access, reporting and dialogue
Learning Platforms
MIS
20122010
Real-time access, reporting and dialogue
Absolute basis of reporting supported by ICT (MIS)
Learner
Parent School
Home Access Programme Real-time reportingComputers for Pupils
This seminar has introduced:
• The opportunities to improve parental engagement
• An understanding of what parents say they want
• Information about the Home Access and Computers
for Pupils programmes
• Information about real-time reporting for parents
• How to find out more.
For more information:
Visit us on Stand J40 – National Hall
Visit us online at www.becta.org.uk