The Impact on Learning and Well-Being during the Lockdown - ImpactEd publish longitudinal study findings
ImpactEd have published today the results of their seven month national research project - the largest ever of its kind in the UK - looking at the impact of the pandemic on pupils’ well-being and learning.
"Lockdown Lessons" is based on the work undertaken by teachers and leaders in ImpactEd partner schools to support their pupils throughout 2020. The report catalogues the impact of lockdowns, remote learning and school re-openings on pupil learning and well-being, and features responses from over 62,000 pupils aged 6 to 18 years over a seven-month period from May to November 2020.
Some of the key findings from the report include:
1. Challenges with remote learning were felt much more strongly by pupils from disadvantaged backgrounds, incorporating a range of issues beyond access to devices. For example, only 45% of Pupil Premium pupils agreed that they understood their school work whilst learning remotely, compared to 57% of non-disadvantaged pupils.
2. Overall, pupil well-being was more stable than might have been expected, particularly during the first period of remote teaching. However, there was a significant gender divide. Girls were more anxious about returning to school than boys, and reported higher anxiety throughout the period by an average of more than 10%.
3. Exam year groups (particularly Years 10 and 11) faced the most significant challenges in terms of learning motivation, both before and after the summer break. One in four pupils at Key Stage 4 said they could not get help from their family if they had questions about their work.
A non-profit organisation, ImpactEd supports schools and education organisations to evaluate their impact, learn from it, and prioritise what is working best to improve outcomes for young people.
Connecting STEM Teachers (CST) Programme Network Meeting
Tuesday 16 March 2021 | 1600 – 1700
OR Wednesday 17 March 2021 | 1240 – 1340
The Royal Academy of Engineering are inviting teachers of STEM subjects to an online meeting of CPD, networking and sharing of good practice.
Engineering in a pandemic focuses on the contribution engineering can make to saving lives in the face of a global pandemic and aims to inspire pupils to consider engineering as a career, by bringing their learning to life through thematic problems and challenges.
Colyton Grammar School are hosting two dates for teachers who are looking to develop the STEM curriculum in their school and build the knowledge and confidence to engage more pupils with STEM learning.
Attendees will receive free training on the Academy’s latest resource: Engineering in a Pandemic.
Teachers will receive a resource box containing teacher and student guides and distributable packs of equipment and materials to deliver these activities to pupils, whether they are in school or learning remotely.
Resource boxes will be allocated on a first come first serve basis.
Any STEM-related teacher from your school can attend to receive the training and resources.
Send a Message to Space on Astro Pi Mission Zero and CyberFirst Role Model Talk with West Country Computing Hub
This month, West Country Computing Hub will be looking to the skies when they share details of how students can send a message to the astronauts aboard the International Space Station (ISS).
Astro Pi Mission Zero, led by Raspberry Pi is an exciting space challenge for students aged 14 years and under. Learners have the opportunity to write a simple programme to take a humidity reading onboard the International Space Station and communicate it to the astronauts with a personalised message to be displayed for 30 seconds!
Entries are open until Friday 19 March 2021.
Raspberry Pi are also offering the opportunity for schools to host a CyberFirst role model talk for students to find ways to address the gender disparity in Computing.
Part of the Department for Education's Gender Balance in Computing (GBIC) project, this new programme of research will be the largest national research effort to date to address gender balance in Computing.
More than 700 schools have already begun working with Raspberry Pi to explore the different approaches to finding out what works to encourage girls to develop an interest in Computing during their primary and secondary school years, and thereby increase the number who choose to study the subject at GCSE and A Level.
There are still places available to join the non-formal learning trial for Year 8 students starting in April.
The aim of the non-formal learning trial is to strengthen the links between non-formal learning and studying computing at GCSE or A Level. Girls are often unaware that their non-formal learning about Computing can help them in their formal studies.
Girls are also better represented in non-formal Computing clubs than in formal settings where Computing is taught, i.e. they are engaging with Computing beyond the classroom, but not in their formal studies.
In the non-formal learning trial, Raspberry Pi have created specific resources for schools running Code Clubs and Apps for Good programmes, which signpost the links between non-formal and formal learning of Computing, and how these can lead to future career/subject choices later in life.
Further to our RSHE Secondary progress report it is now pleasing to report that the RSHE Ready Primary programme has supported over 2,000 school staff from across the South West in preparation for the statutory changes in RSHE.
Overseen by TTSA Director & Strategic Partner of TSSW, Lisa Toms and delivered by TTSA SLE & RSHE Ready Delivery Lead, Kim Mason, the programme has also been supported by five Mentors from across the South West delivering to Subject Leaders, Senior Leaders and School Governors in the following areas:
All schools have had a Mentor who has supported them through the implementation process and have had cluster meetings to unpick the different aspects of RSHE to consider how these will look within a Primary classroom.
Schools have also benefitted from personalised meetings with their Mentor to build bespoke CPD support to each school.
In total, there have been 223 members of staff who have attended the CPD package from 123 schools in the South West. Every school that has participated in RSHE Ready and attended the live training has rated the CPD as being of a high quality.
Thank you to TTSA SLE & RSHE Ready Delivery Lead, Kim Mason and TTSA Director & Strategic Partner of TSSW, Lisa Toms for their report.
In this second issue, ESW Associate & Strategic Leader of Teaching & Research Schools (Education South West), Roger Pope CBE contemplates the DfE "hanging onto the tail of the Covid beast, struggling to respond to its latest twists and thrashings."
In this final week of January - with the usual and additional challenges of this winter month - as "the bulb shoots are thrusting up through my lawn" he urged partners to "look for the positives!" Indeed we do.
As well as some of the latest and forthcoming offers from our partner Teaching School Alliances, you can also read an update on our work with the Early Career Framework, and a year on, read the report on the RSHE Ready Secondary programme and more besides.
If you would like to be added to the mailing list, email TSSW Project Co-Ordinator, Jude Owens.
Early Career Framework - an update on our involvement this year and looking to the 2021/2022 programme
At the heart of the Department for Education’s Teacher Recruitment and Retention Strategy is the commitment to transform support for teachers at the start of their career.
TSSW are pleased to be working with national provider, Teach First to deliver this one-year version to 83 Early Career Teachers (ECT) and their mentors signed-up to the programme.
The Early Career Framework (ECF) offers professional development support for Newly Qualified Teachers (NQTs) in the first two years of their career. It underpins an entitlement to a fully funded, *two-year package of structured training and support for teachers, linked to the best available research evidence. The package of reforms, funded by the DfE will ensure that new teachers have dedicated time set aside to focus on their development.
*In response to the COVID-19 pandemic, the first year of the ECF programme was made available to more schools to support a larger number of Early Career Teachers who may have had a disruption to their initial teacher training.
Over the year, the ECT is involved in:
Mentors also attend a half-termly virtual CPD session where they have opportunity to meet other mentors and discuss aspects of the programme and their role. During the session they also receive further CPD on effective mentoring and core skills.
To support the implementation of the programme, and the development of the Early Career Teacher, a Teach First or TSSW Development Lead (DL) has been assigned to work with schools and groups of ECTs. All of our Development Leads are experienced practitioners and experts in training teachers and deliver both the Early Career Teachers virtual CPD sessions and mentor training.
The DLs are now working on Module 3 /6 with our ECTs and the programme has been well received so far.
The engagement shown by schools, ECTs and mentors has been very encouraging, despite the continuing challenging circumstances presented by the national lockdown.
National Roll-Out September 2021
As an organisation TSSW is proud to be in a position to support new teachers as they take their first steps in the profession and we are looking forward to playing a significant role in the national roll-out of the Early Career Framework (ECF) in September 2021.
Being involved in the one-year programme has proved to be invaluable and will place us in a strong position to approach next year's roll-out confidently for the following reasons:
TSSW will be running a number of early engagement events for schools at the end of the Spring Term/beginning of the Summer Term to prepare schools for the ECF roll-out.
We can advise on time commitments, the structure of the programme and share how schools have approached its implementation this year and also identify pitfalls and barriers to success and suggest ways that these can be avoided. The events will also give advice on choosing mentors to support the ECTs.
Following on from this in the Summer Term we will invite mentors to an early induction programme to prepare them for September and introduce schools to their Development Leads.
If you’d like to know more, please contact Assistant Director of TSSW, Sarah Frame.
School Operations & Resource Management Network
First Session | Thursday 25 February 2021 | 1000 – 1200 | Online
School Business Managers/Administrators can book a place on the first session of the new School Operations & Resource Management Network, which is intended to provide support for School Business Managers to manage their operations/resources efficiently and effectively.
Our aim is to ensure that colleagues benefit from industry sector knowledge, updates and ideas to enable them to be compliant and gain the most from available resources.
This first session will include the following:
Cost | FREE for Primary & Secondary Teaching Schools South West (TSSW) member schools.
To book your place, click ‘Attend this event’ on the course booking page and then either login if you already have a profile or click ‘Register’ to create a new account.
By creating a new account you can book onto a wide range of courses offered by TSSW and keep track of all the courses you have attended.
1. If registering, ensure all the fields with the red asterisk next to them are completed.
2. Next to the field ‘Registration Type’, ensure ‘Establishment member’ is selected.
3. Next to the field ‘Establishment’, choose the area your school is located in from the ‘Select an organisation area’ drop-down list.
4. Leave the ‘All sectors’ drop-down as it is.
5. Select your school from the ‘Select an establishment’ drop-down list.
6. Once completed, click the ‘Submit’ button (you may have to wait a short while for your account to be approved).
7. Once approved, login using the Username and Password you have created.
8. Complete the ‘Request a Place’ form.
ESW Associate & Strategic Leader of Teaching & Research Schools (Education South West), Roger Pope CBE contemplates molehills in a neighbouring field and the parallels in the world of education...
"Right now, there are molehills popping up all over the school system too: the other 81 Teaching School Hubs are set to be announced shortly; then national ECF and NPQ providers; an ITT review has been launched; oh – and in the middle, up pops the new National Institute of Teaching..."
You can read the first issue of our new TSSW Update newsletter here.
Find out the latest information about offers and events across the Teaching School Hub and Teaching School Alliance partners and more besides.
If you would like to be added to the mailing list, email TSSW Project Co-Ordinator, Jude Owens.
As part of our development as an organisation, we have defined our vision, values and strategic objectives as a Teaching School Hub, which you can view here.
As part of this process, we have developed a Theory of Change that provides a logic model for what we do and this process has enabled us to distil the key outcomes that we are looking to achieve. It is important for us that our objectives and outcomes ‘do’ something: for us this means we now use the objectives to help decide what we do.
We have also used our key outcomes to shape a new approach to how we evaluate our programmes, both as specific events and the cumulative impact. Organisations like TSSW are historically not strong at evaluation and we want to address this with an ambitious new evaluation framework that enables us to accurately judge our impact.
We will publish details in the New Year. Supporting us on this journey has been ImpactEd – a national organisation with a mission to address the evaluation-deficit in education.
If you as a School or Trust would like to learn more, you can check out ImpactEd's website or contact us to find out more about what we have done.
Read issue 2 of the TSSW Newsletter for schools in the Teaching School Hub (Exeter, Devon South, Plymouth and Torbay).
Contents in this first issue include:
And more besides, including offers from our Teaching School Hub and Curriculum Hub partners...