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1st May 2008

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39% of UK households still not online. 1.5m school age children with no access to a home computer ... energy, holidays insurance. Communications (potential for ... – PowerPoint PPT presentation

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Title: 1st May 2008


1
1st May 2008
  • Home access and parental support
  • Exploiting technologies to support parental
    engagement including online reporting

Mike Briscoe Director, Institutions, Leadership
and Safeguarding
2
Seminar overview
  • An understanding of what parents say they want
  • The opportunities to improve parental engagement
  • Information about
  • Home Access and Computers for Pupils programmes
  • Real-time Reporting for parents
  • Bectas support for parental engagement and how
    to find out more

3
What parents say (Parents Involvement in
Childrens 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
I can share and contribute to my childs learning
when Im away.
  • Helps me support my childrens school work.

Gives me information about which websites I can
encourage my children to use
Helps me contact schools via email and receive
training in using ICT
4
What is government saying?
Parents we consulted over the last six months
all said they wanted to be more involved in their
childrens education. And schools see the
benefits of greater engagement with parents...We
know from schools around the country that if
families are going to be involved really
effectively, they need a good two way flow of
information - a channel which is more efficient
and more frequent than a once a year written
report, or a letter home when there is a problem
or a cause for celebration. Jim Knight, Minister
of State for Schools and Learners at the BETT
Show January 2008
5
The parent premium
  • Parental involvement in a childs 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)

Effect of parents / effect of school
Achievement Parent effect School effect
Age 7 0.29 0.05
Age 11 0.27 0.21
Age 16 0.14 0.51
6
What is it that makes a difference?
A fathers interest in a childs 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)
Its 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, (2020 Vision
recommendations)
7
  • Parents will be contacted by a staff member at
    secondary school before their child starts at the
    school
  • Parents will be able to attend information
    sessions at the new school
  • Every child will have a personal tutor who knows
    them in the round, and acts as a main contact for
    parents
  • Parents will have regular, up to date information
    on their childs attendance, behaviour and
    progress in learning
  • Parents Councils will ensure that parents voices
    are heard within the school
  • Parents complaints will be managed in a
    straightforward and open way.

Department for Children, Schools and Families The
Childrens Plan Building brighter
futures Presented to Parliament by the Secretary
of State for Children, Schools and Families by
Command of Her Majesty December 2007
8
Learner
Access from home
Access to resources
Home and course work
Access to materials
Email exchanges
Parent and learner days
Community information
SMS texting
Parents resources
Online reporting
Electronic reports
Mobile phone alerts
Parent
School
9
Learner
Computers for Pupils
Home Access Programme
Real-time reporting
Parent
School
10
What do teachers think?
Empowering Children and Families enabling home
access to technology for all
What do heads think?
Videos available on rm.com
11
Access to technology at home can offer
  • increased opportunities to access resources,
    support and interaction
  • continuity of learning between school and home,
    but also to bring informal learning to school
  • improved motivation and engage learners
  • development ICT skills and competencies
  • improved attainment
  • provide a focus for dialogue between parents and
    learners that supports motivation and achievement
  • help support a culture of learning within the
    wider community.

12
What is the problem?
  • The high growth in computers and connectivity is
    now slowing
  • 39 of UK households still not online
  • 1.5m school age children with no access to a home
    computer
  • 2.5m school age children dont have access to the
    internet at home
  • Real imbalance between the have and have nots
  • Increasing digital divide
  • Impact in many schools on offering opportunities
    to all

13
What is being done?
  • Ministers Task Force
  • January 2007 April 2008
  • Report to Minister May 2008
  • Public consultation
  • Testing ideas and exploring opportunities
  • Focus on benefits for all
  • Not just learners, but the wider family
  • Focus on education, but does not ignore other
    benefits

14
Achieving Universal Home Access will provide
everyday benefits for all
Family and Society
Family Learner
Health(NHS Direct)
Social Networking(Opportunities for all)
Learner
Parental Engagement
Online Reporting
Home ICT0.5 grade9 5A-Cs
Personal Cost Savingse.g. energy, holidays
insurance
Government Services(CLG savings estimate at
80m)
Improved behaviour and lower truancy rates
Communications(potential for free phone calls)
Skills and employability(e.g. 10 unique
community users for every computer)
15
Future activity
Maximising benefit
Convincing parents
Removing barriers
  • Advice and guidance for schools
  • Training and support for parents
  • Links between government schemes
  • Support for learners
  • Linking home access to other benefits
  • The value of technology in supporting learning
  • The type of access learners need
  • How they can use technology for other benefits
  • Making purchase easier
  • Reducing cost for most disadvantaged
  • Identifying suitable solutions
  • Reducing admin burden

16
Learner
Computers for Pupils
Home Access Programme
Online information
Parent
School
17
Computers for Pupils
  • 2 year initiative to provide 100,000 pupils in
    the most deprived homes with computers and
    internet access
  • Over 1000 schools
  • Second year - 50,000 homes benefiting already
  • Becta mini-competitions and connectivity offer
  • Additional funding so more learners can benefit
    (Now 90m)
  • 10 of most deprived backgrounds will have
    benefited from chance to access technology and
    the internet from home
  • Funding solely for the technology

18
Why now and what can you do?
  • Currently, only certain groups have access and
    support
  • Universality makes it worth making changes e.g.
    communicating with parents, engaging pupils
  • What can be done
  • How much do you take advantage of home access?
  • How could home access assist you with your
    priorities?
  • Have you reviewed your ICT strategic planning?

19
Learner
Computers for Pupils
Home Access Programme
Real-time reporting
Parent
School
20
The rationale To improve the quality of
dialogue between schools, learners and parents to
support the immediate, emerging and developing
needs of learners.
  • The principles
  • Extending what is already good practice
  • Making best use of what is already in place and
    available
  • Efficient and effective practice (enter once, use
    many times)
  • Not a duplication or replacement of the annual
    report
  • Developing sustainable approaches and processes
    (including assessment and recording)

21
What can we expect?
  • The expectation is that by September 2010 all
    secondary schools will need to offer parents the
    opportunity for secure online access to learner
    information wherever they are and whenever they
    want and that primary schools must also meet the
    online requirement by 2012.
  • Secondary schools should already be looking at
    how they can improve their practice and sharing
    that learning with others, they are encouraged to
    engage with this now and not to wait until the
    2010 deadline arrives. 
  • Many primary schools are already active and
    developing good practice, they too need not wait
    until the target date they can already be
    benefiting from the move towards online reporting
    and start supporting the improvement dialogue
    right away.

20
22
What can we expect?
  • The expectation is that by September 2010 all
    secondary schools will need to offer parents the
    opportunity for secure online access to learner
    information wherever they are and whenever they
    want and that primary schools must also meet the
    online requirement by 2012.
  • Secondary schools should already be looking at
    how they can improve their practice and sharing
    that learning with others, they are encouraged to
    engage with this now and not to wait until the
    2010 deadline arrives. 
  • Many primary schools are already active and
    developing good practice, they too need not wait
    until the target date they can already be
    benefiting from the move towards online reporting
    and start supporting the improvement dialogue
    right away.

Move to online access for all parents 2010 for
Secondary schools 2012 for Primary schools
21
23
Clarification of expectations information
Exploiting technology affords an opportunity for
information to be provided and/or accessed at
appropriate frequencies, when it is relevant, at
a time that best suits schools, learners and
parents and to a level of confidence and quality
that enables a richer dialogue between all
parties (school, learners and parents). From
letter to Partners 6 March 2008
Ministers are pleased, in the light of the
positive discussions, that schools and partners
also wish to see a discernible difference in the
quality and frequency of information between
parents, learners and schools. 
22
24
Clarification of expectations information
Exploiting technology affords an opportunity for
information to be provided and/or accessed at
appropriate frequencies, when it is relevant, at
a time that best suits schools, learners and
parents and to a level of confidence and quality
that enables a richer dialogue between all
parties (school, learners and parents). From
letter to Partners 6 March 2008
  • What works in your school
  • For learners
  • For parents
  • For you
  • it must be getting better

Ministers are pleased, in the light of the
positive discussions, that schools and partners
also wish to see a discernible difference in the
quality and frequency of information between
parents, learners and schools. 
23
25
Clarification on expectations frequency
The good practice that already exists clearly
shows that termly engagement is highly effective,
however Ministers are content at this stage not
to specify termly reporting provided that both
current best practice is shared and adopted and
there is discernible improvement against the
current baseline.  Clearly we all wish to see
best practice become universally adopted and for
technology to be exploited to show improvements
in for parent/school/learner directly. From
letter to Partners 6 March 2008
24
26
Clarification on expectations frequency
The good practice that already exists clearly
shows that termly engagement is highly effective,
however Ministers are content at this stage not
to specify termly reporting provided that both
current best practice is shared and adopted and
there is discernible improvement against the
current baseline.  Clearly we all wish to see
best practice become universally adopted and for
technology to be exploited to show improvements
in for parent/school/learner directly. From
letter to Partners 6 March 2008
NOT requiring Thrice-yearly reportsif we
demonstrate improvement
25
27
Managing system change
  • Exploiting whats already available
  • Better use of existing systems for reporting
    no new data demands
  • Reviewing current practice
  • Review of demands and expectations for data use
    and management
  • Review of capability and capacity of existing
    systems
  • Review of existing practice
  • helping schools build on current basis of
    annual reporting
  • Attendance
  • Behaviour
  • Special Educational Needs
  • Achievement
  • Progress reporting
  • and develop improved practice
  • A range of approaches to improve systems,
    processes and practice in schools
  • Information management systems deliver a core -
    to share the important and appropriate data the
    school already collects to deliver annual
    reporting
  • Learning platforms and other technologies offer
    added-value - including secure parental access

26
28
Exploiting technologies to support parental
engagement including online reporting
Learner
Timely
Mentoring
Dialogue
Meaningful
Manageable
Parent
School
Partnership
29
Access from home
Real-time access, reporting and dialogue
Access to resources
Home and course work
Access to materials
Email exchanges
Parent and learner days
Community information
SMS texting
Parents resources
Online reporting
Electronic reports
Mobile phone alerts
30
2012
2010
Aspirational and innovating
Real-time access, reporting and dialogue
Recording and reporting
Exploiting technology
Parental engagement
Workforce involvement
Coherent and embedded
Moving in a number of areas
Developing new approaches
Absolute basis of reporting supported by ICT
(MIS)
Little in place
31
Support for schools to do more..
  • ALL schools
  • More consistently
  • In all circumstances
  • Focus on key areas
  • Leadership and Management
  • Engaging Parents
  • Workforce Involvement
  • Exploiting technology

32
A range of resource and advice
  • Framework, guidance and actions
  • Video case studies
  • School experiences
  • Presentations
  • Advocates
  • Hothousing

33
Supporting schools
Evidence and research papers
Introduction to the agenda
Examples of existing practice
Video examples and experiences
Guide to making a start and developing a strategy
Framework for review and planning
Guide to using the framework
Whole-school review
School experiences (case studies)
On-line diary / blog
EPRA toolkit and support
Regional workshops
Supplier and technical information
Local peer advice
32
34
Introduction to the agenda
Clear introductory guide to the agenda with links
and advice on how to get started
Online version with links, updates and further
material
33
35
Framework for review
Practical guidance on how to consider what is
right for your school, to determine benefits and
priorities
Review material designed to support peer review
and assist with action planning content
developed by school practitioners
34
36
School experience and online diaries
Online, searchable and scalable school
experiences (case studies) and diaries showing
experiences, tips, ideas, support and links to
resources
35
37
Home access engaging families
Video available on rm.com
38
Learner
Timely
Mentoring
Dialogue
Meaningful
Manageable
Parent
School
Partnership
39
Questions?
  • An understanding of what parents say they want
  • The opportunities to improve parental engagement
  • Information about
  • Home Access and Computers for Pupils programmes
  • Real-time Reporting for parents
  • Bectas support for parental engagement and how
    to find out more
  • Visit us online at www.becta.org.uk
  • Contact engagingparents_at_becta.org.uk
  • mike.briscoe_at_becta.org.uk
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