Addressing Educational Disadvantage in Schools and Colleges
Description
The genesis for this book, and the strategy within it, is a longstanding commitment from Essex County Council to improve the life chances and life choices of disadvantaged pupils being educated in Essex.
The purpose of the book is to set out a strategic, evidence-informed approach with pupils, families, teachers, leaders, system leaders and wider agencies which puts learners first. This approach is rooted in best practice. It centres on improving the day to day learning experiences of disadvantaged pupils, leading to better long term choice and opportunity. Unity Research School and Essex County Council hope it will support efforts to address the impact of socio-economic disadvantage on learning in schools and colleges nationally.
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Person
Marc is currently the adviser for improving outcomes for disadvantaged learners for the Unity Schools Partnership.
Marc works with the Education Endowment Foundation's national Research School Network. He is also working on a range of programmes focussed on educational disadvantage nationally. He was formerly the Head of Rosendale Research School in Lambeth.
Marc has also been working with the Jersey government for four years on the introduction and implementation of a 'Jersey Pupil Premium'. This has led to a marked improvement in outcomes for disadvantaged pupils there.
Marc has worked/is working with, numerous Local Authorities, Multi Academy Trusts, Teaching School Alliances and groups of schools nationally on long term projects to support better outcomes for disadvantaged pupils.
Marc has also worked with the Department for Education and over 550 individual schools to support them with their strategies to improve outcomes for disadvantaged pupils.
The second edition of Marc's award-winning book, 'An Updated Practical Guide to the Pupil Premium', was published in December 2015 (John Catt Educational). His latest book 'Learning without Labels' was also published by John Catt in March 2017.
Content
- Cover
- Copyright
- Reviews
- Contents
- Foreword
- Context
- Our findings
- Principles
- Culture
- Inclusion
- Relationships
- Understanding need
- Research evidence
- Governance
- Tiered approach
- Early Years
- Teaching and learning
- Language development and comprehension
- Metacognition and self-regulated learning
- Academic intervention
- Wider approaches
- Social, emotional and mental health
- Covid-19
- Effective implementation and impact evaluation
- Partnership working
- Final reflections
- Disadvantage review framework
- Using evidence and excellence to improve the outcomes of disadvantaged pupils
- Evaluating the impact of this strategy
- Methodology
- Limitations
- Selected bibliography
- Acknowledgements
