Use the Pupil Premium to support your vulnerable groups

Use the Pupil Premium to support your vulnerable groups

OFSTED report last week clearly states that“In some schools it was clear to inspectors that the spending was not all focused on the needs of the specific groups for whom it was intended.”

Based on multiple answers provided by 119 school leaders responding to the telephone survey and 142 school leaders responding to additional questions at inspection. The single most commonly given use of Pupil Premium funding was to employ teaching assistants

This is such a shame as schools have an opportunity here to provide more than additional staff with the average school receiving around £39,000. Schools could use the £600 per pupil to improve literacy and maths in the most vulnerable groups, and in most cases support language development of new arrivals and those learners whose English is not their first language at the same time.

John Foxwell Director at EMASUK  has said for months that, ‘for two pupils premium you can support your EAL learners and teachers with our ready-made resources, the ability to create your own personalised worksheets, letters, PowerPoint’s or posters from any of the 61 languages and also speak directly to the children in their home language.  To support the safeguarding policy it is also possible to communicate directly with the learner or parent and keep a copy in your file. Being easy to use by both specialists and non-specialists alike it is not surprising that more schools are beginning to see its benefits.’

John further says that ‘as an addition innovative schools are using the same tools and resources to support their MFL curriculum with both teachers and learners using them to develop their own personalised learning kits suitable for their pupils, in their school.

By using the same resources to listen to pronunciation, and create literacy aids both literacy and mathematical academic language can be learnt in situ. Teachers know from practice and research that a child learns more when the learning is in context.’  And this with the added pressure of literacy and Mathematics being  the focus of the new OFSTED inspections it can only help both the learners and teachers.

In conclusion OFSTED recommends that School leaders, including governing bodies, should ensure that Pupil Premium funding is not simply absorbed into mainstream budgets, but instead is carefully targeted at the designated children. Which I think all teacher and parents alike would have no problem in agreeing with.

To find out more you can contact John at j.foxwell@emasuk.com or on 07525 323219

To see more of the report go to http://www.ofsted.gov.uk/resources/pupil-premium

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How Often Are English-Learners Suspended?

This is on the one hand really good to know that in other countries they have the same problems but on the other hand sad that children are being penalised over communication problems that adults have with children, but children do not have with adults.

“It is possible with todays technologies to be able to practice a language to either keep it  or learn it using our online software,” said Director John Foxwell of EMASUK, “but still teachers are reluctant to do this.” It is an indictment of our society that although with this communication breakthrough it is possible to talk to the child/parent in your language and get it spoken out in English/ or other languages at half the price of the use of interpreters/translators and telephone services, which creates a more trusted discussion where when used well allows both teacher and parent/learner to feel secure the more costly option, which means waiting hours for the translator/interpreter to turn up is still preferred.

http://www.emasuk.com/page/eal/208/i-can-talk-to – for EMASUK’s new communication tool

This latest news from America asks that there are more records of how often communication/language problems lead to students being excluded.

http://blogs.edweek.org/edweek/learning-the-language/2012/08/how_often_are_english-learners.html

Today, researchers at UCLA’s Civil Rights Project/Proyecto Derechos Civiles, released an analysis of federal education data on out-of-school suspensions that paints a sobering picture for students who are African-American, Latino, or enrolled in special education programs. Using data collected from more than 6,800 school districts by the U.S. Department of Education’s office for civil rights, the researchers found that one in six African-American students was suspended from school at least once during the 2009-10 school year. The rate for Native American students was one in 12; for Latino students, it was one in 14. For whites, it was one in 20, and for Asian Americans, the rate was one in 50. My colleague Nirvi Shah and I wrote a story about the report that you can read on edweek.org. The Civil Rights Project report also highlights the high rates of suspension for students with disabilities, with African-American students with disabilities most subjected to the out-of-school discipline. One in four black children with disabilities were suspended in 2009-10, the researchers found. Unfortunately, the report does not analyze suspension rates for English-language learners. The researchers said that ELLs are already counted among students by race and ethnicity, but there was no disaggregated data, for example, to show what percentage of Latino ELLs were suspended. They also said that while there are anecdotes of high suspension rates for ELLs in some districts, the majority of school districts reported no suspensions at all for them. The report does include data reported to OCR for ELL suspensions in spreadsheets (labeled as LEP), including numbers for this subgroup from the 100 largest districts in the country. Los Angeles Unified, home to the largest population of English-learners, suspended 5.5 percent of such students. The authors said they would provide an analysis on ELL suspensions once they resolve their questions about the data. Certainly, educators and policymakers need to know what the actual rates are for these kids, who can little afford to be missing out on precious instructional time.

Leading Educationalists highlight issues with BYOD (Bring Your Own Device/s) in schools?

What do you think about the issue of Bringing your own device into school? 

I was discussing with John (Foxwell) the whole notion of children and teachers taking their digital devices to school to access learning. I think teachers will and do take their devices to make life easier for them. It allows them freedom  to create resources at lunchtime (not that I am suggesting this is a good way forward at all, just realistic that this is what some do), in free time, afterschool and yet be able to use in a jiffy in readiness for their learners.

This then leads directly onto thinking about the children. Many of these are also using devices at home, yet do not always have the opportunity to use their skills or device/s at school. Many are challenging this but where do the teachers and school stand?

I think that many schools will encourage the children to bring their own device/s.I think this is great until the first real problem imagine all is going well and has done for years and  then little Jimmy loses his i-pad.  How does it get replaced?  I still remember with anger the loss of a blue and white Chelsea scarf my nan knitted for me aged 12 which was stolen when I was in PE (mind she did tell me not to take it to school…..but I did). It was costly in terms of her time and the balls of wool but not to the value as these new digital items. I just had to suffer the loss and telling off,  but will parents look to the school for reimbursement if the high value items are stolen on the school’s premises, and what happens when on the way to and from school.

My other issue is the teacher will then need to know everything about apple gadgets and also about any Microsoft gadgets to support learning via the various blended routes that are currently being talked about.  I am not sure this is a reality so where does it leave the learner?

Finally I suggested to John that someone needs to start looking holistically at this, because as more and more teachers and learners get their various devices and applications more will be expected from Education policy.

John rightly suggested that before we can produce a policy there are many issues that have to be thought through, before we can even think about where and when it will be used in the curriculum. Without really thinking these are the first questions that need to be asked and suitable answers found to them before policy can be written.

Q1. Will the children be able to bring their lap top/digital device? If so who is going to insure it?

Q2 Who is going to stop one child swapping it for a better make/model?  Our daughter had her flute swapped condoned by the teacher who swapped hers for one of lesser value and gave it to the other child. What happens if this should occur?

Q3. Who is going to look after the Sim cards and SD Cards? It is easy to take the sim card out of an ipad (for example) and put it into another and use all the pay as you go minutes etc. There is no way of checking this.

Q4. Once the devices are in schools can they access the same network?

Q5. What happens re viruses?

Q6. If they are accessing the internet what are the safeguards that need to be put in place for this?

Q7.How are they going to share the same programs or will parents be asked to fund this.  If the learner hasn’t got the program will they have to download before the class starts? On an apple this means linking to I-tunes which then requires passwords. How do we stop one child accessing i tunes and downloading what they shouldnt like games, or either gifting or being forced to gift things to other children.

This debate will go on but please join in and make suggestions to how we will solve this.

Kingsteignton’s Letter to the Queen

Do you have a special chair to relax in?

Well here is the first book we have created to support the Queens Diamond Jubilee. The children and teachers used literacy  and art lessons to create their poems, question and their pictures of the Queen, guards, castles, new stamp and alternate front covers.  They all did really well. The Lady in Waiting responded

The Queen wishes me to write and thank you all for the splendid pictures, letters and poems you have contributed.

You can find them at our site www.languagesupportuk.com under the LSBooks section.

Arabella Age 8 wrote

Dear Your Majesty,

My name is Arabella and I live in Kingsteignton. I have a very important question for you. Does it hurt when you put your crown on your head? Thank you so much for reading my letter.  I hope you have a super Jubilee.

Leon aged 10 wrote:

Your Majesty,

My name is Leon and I am 10 years old and my favourite thing is the marvel comics and my favourite character is Spiderman. Mam, I have a question I would like to ask you.

If you were God what would you do to help the earth and why? Hope you have a great life on the throne.

Yours faithfully Leon.

Daisy aged 11 wrote an acrostic poem

Joyful celebrations that everyone is looking forward to,

United we stand

Blue, read and white flags flying high in the sky above our heads

Incredibly long time that she has reigned over our nation

Long Live the Queen!

Excitementis flowing through everyone’s veins

Elizabeth 2nd our Queen for 60 years.

Seth aged 9 chose to write a limerick

A Queen with a dazzling crown,

Who lives in such beautiful grounds,

You have seven corgi’s,

That go for a walkie,

And walk to the end of the town.

Radio 2 Innovation – EMASUK Hand Held Translator – UK

Image

To see Rebeccas tweet go to pic.twitter.com/WLUm6BDg

Yesterday we were on the Queens Jubilee train to London, weather brilliant sunshine and one of the best train journeys by the coast.  Arriving in Paddington the hustle and bustle greet us.

After being sent around the BBC building twice we finally find Great Western House and Rebecca meets us. She is welcoming and nice, we chat about the product and decide that John will speak as it is easier if there is only one of us. After a short wait we are on John talks to Rebecca and Simon about the handheld translator and shows it working. As soon as it began it is all over and we are having photos taken with Simon and Rebecca they were both lovely as was everyone esle we met in the team. Strangely one of them lives near to St Chads School where I was Deputy Head for a short while.  Thank You.

See a demo at http://www.youtube.com/watch?v=5DOIckeKwfQ or

http://www.youtube.com/watch?v=CU3AnuwV24E&feature=channel&list=UL

Find out more at www.emasuk.com or use this link

http://shop.emasuk.com/category-2618.wtl