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SecEd: On Your Side
Parents must engage
with our teachers
The parental responsibility and
engagement that is so crucial
Pete
to a child’s education has long
Henshaw
been a topic of discussion
Editor,
within the pages of SecEd.
SecEd
So it was with great delight
that I read the comments of education secretary, Ed Balls,
this week as he prepared to unveil a series of proposals in
the latest White Paper on schools (expected on Tuesday
as SecEd was going to press). He was quoted as saying:
“Every parent has a responsibility to back our teachers and
make sure the rules are enforced.”
The importance of parents being fully involved with,
and supportive of, their children’s schools is not disputed
– schools cannot be expected to work alone and quite often
parents spend too much of their time battling with teachers,
rather than working with them.
As such, any reference in the public arena to the parents’
role within the school system is very encouraging.
Surviving the Gateway
On Sunday (June 28), Mr Balls, speaking in The
Observer, laid out plans to give schools more power to ACROSS EnglAnD, there at an early stage. nevertheless, a
get parenting orders, which can force a parent to become
are local authorities and 14
The regular announcements
single final stage of assessment
engaged with the system and include measures such as
to 19 partnerships examining should run the rule over all bids
disappointing results from the regarding successful Diploma to build consistency prior to the
parenting classes. The powers also mean parents can be
recent gateway 3.
fined for not adhering to the orders and even jailed.
Partnerships in more than half
bids show that getting proposals
gateway.
lSn found that in gateways 1
It is intended as a further power for schools to support
of the local authorities have learned
through the Gateway process is not
and 2 many bids failed because they
the existing home-school agreements, which set out
that their Diploma proposals lacked the evidence of the quality
parental responsibilities and are committed to by both
have been turned down by the
as easy as it may seem. Neil Fletcher from
assurance that was called for. These
government assessors or urgently omissions may have been spotted at
parents and schools. They tackle issues like behaviour,
require further work to enable them
the Learning and Skills Network explores the
an earlier stage if a proper system of
homework and punctuality at school. However, home- to launch in 2010.
school agreements have been criticised for being hard to
Improving the success rate has
support that is on offer in this area
scrutiny had been in place.
enforce when parents do not take them seriously.
to be a priority for local authorities
IAG
The White Paper will also introduce the report cards
and 14 to 19 partnerships. The delivery of the Diplomas
Ofsted will be expecting to see crucial when the project is under employers in the planning and might begin in the classroom,
concept and plans for one-to-one lessons for children
evidence of good progress already pressure. This is particularly true delivery of Diplomas is a win- but they should end with young
struggling in English and maths, and these topics will no being made and now is the time to when team members are dispersed win. people progressing into work,
doubt be courting much debate in the coming weeks.
improve existing bids and plan for in different organisations – keeping One of the most likely reasons Apprenticeships or higher
However, the plans for stronger powers for schools to
future success. in touch gives everyone a sense for a Diploma bid being turned education.
Based on our experience in this of the importance of finishing on down is a failure to engage local Key stage 3 is where IAg
help them engage the small minority of difficult parents
area, the learning and Skills network time. employers. Use your contacts with (information, advice and guidance)
should be very welcome.
(lSn) has produced some top tips to Timely collaboration with local employers to negotiate work needs to begin so that choices at the
Schools, of course, will naturally use these powers as a help consortia and local authorities to others, especially in different placements and learning projects. age of 14 can be aspirational and
final resort, preferring to work to build relationships than
get applications back on track. institutions, can be easy to defer and These relationships, as well as liberate young minds.
bandy about threats. Perhaps the best thing these powers
lSn has tried and trusted this can result in missed deadlines, having established contacts from A considerable number
approaches and techniques for so agree that plans must have the Chambers of Commerce and of unsuccessful bids failed to
will result in is more headlines and discussion about the
strengthening gateway bids so that deadlines and that keeping them is Education Business Programmes in integrate the professionals who
duty on parents to support their schools and teachers.
they can gain the approval of the non-negotiable. your region, send positive messages are responsible for the delivery of
assessors. These are just some of A phone call or email reminder a across the business community. IAg into the proposal planning and
Dyslexia boost
the lessons learnt from our experts couple of days ahead of a deadline delivery. Ensure your IAg provider
in the field who have been working is sometimes all it takes to ensure
Diploma ‘champions’
is well integrated into the planning
closely with a number of consortia things are on track. The government is currently team from the outset.
on their gateway 3 bids. identifying national Diploma
It is fantastic news that £10 million in funding has been
Communications manager
champions who can promote their
A ‘demand-led’ service
pledged to support specialist dyslexia training for teachers.
Project leaders
Diploma delivery requires input support for Diplomas to local Schools and colleges need to start
Under recommendations by Sir Jim Rose, around 4,000
Clear lines of management and from a wide range of professionals employers, the public, and national thinking of themselves as offering
teachers are to be trained over the next two years, one for
leadership are essential for co- from within the different lines of media. You can participate in this a “cafeteria” of opportunities to
ordinating large projects. In many learning, teaching and support process by having a spokesperson 13 and 14-year-olds. The reform
every local group of schools in England.
bid proposals it has been unclear staff, local authorities, and local or group of people willing to share agenda is increasingly moving
Sir Jim also recommended there should be up-to-date where the final decision on key employers. their story with local media or at away from a “set menu” where the
information about literacy difficulties available for all
matters regarding the planning and Diplomas by their very nature events. teachers tell you what you want and
teachers so they can adjust their teaching; courses that
delivery of Diplomas lies. require close working partnerships Experience from the first moving closer to an “open menu”
Having a single point of between schools and colleges, Diploma proposals show that of choice and options for students.
enable schools to develop expertise in improving outcomes
responsibility, whether it is from which can be difficult to manage. engaging the support from a few Do teachers always know best?
for children with literacy difficulties; and a specialist
the local authority office, school or Information and communication key employers will encourage other Perhaps when you are dealing with
teacher for all children who need intensive support. college, will give clarity and ensure needs for and between all of these local employers to get involved. toddlers, but today young people
Our recent reports about Happy Days star Henry
delays and confusion are avoided. groups is immense. Ensure your local Education Business often do know what they want to do
Winkler, who struggled at school with dyslexia – a
bid is successful by communicating Partnerships and the Diploma and where they want to study.
A clear action plan
key messages about the new Employer Champions network can Funding for 14 to 19 education
condition he did not find out he had until he was aged 31
A team works best when it has a Diplomas to internal and external provide advice and help for all lines over the next few years will
– sum up the need for this funding.
consistent planning framework and audiences. of learning. increasingly follow learner demands
Dyslexia needs to be spotted early in a child’s education
common timetables for delivering A designated communications The involvement of higher and require commissioning of
and teachers are obviously best placed to do this – but they
outcomes. manager should carefully co- education with every Diploma schools and colleges by the local
need training and support. Children who enter secondary
Planning techniques and ordinate the release of these line under development must be authorities. This means that
timetabling may work well for one messages to ensure a timely and assured from the outset – and not uneconomic small 6th forms
school with undiagnosed dyslexia often struggle immensely
partner but not for another. For consistent narrative. added on as an extra. Many of the will no longer be sustainable.
and can sink without trace as their achievement plummets example, teaching practitioners and unsuccessful gateway bids failed to Keep updated with changes and
and their engagement wanes.
office-based local authority staff
An ‘open door’ policy
show that their line of learning had understand what these changes will
Sir Jim himself has pointed out the need for this drive
will have very different patterns Spreading the word about work- built links with universities. mean for your organisation, your
to be especially prominent in primary schools. If we can
of availability for meetings and experience, teacher engagement, As future funding for universities partnership with other members of
delivery. and general promotion of the depends on them showing that they the consortium, and your specialist
get this right, then the underachievement of many students
When planning, consider Diploma is critical to developing are securing more entrants from subject provision. SecEd
when they get to secondary school can be prevented and the different cultures, structures confidence in the new system. non-traditional young people, you
secondary teachers will not be left picking up the pieces
and internal operations of each Do not forget, employers are will not only be helping your bid • Neil Fletcher is a senior associate
when a child struggles needlessly through their education.
organisation involved. Clearly often parents too and the most proposal, but supporting other at the Learning and Skills Network.
identify areas of responsibility and successful businesses are those with organisations in the sector. Previously he was the leader of the
The British Dyslexia Association labelled the move this
action points and be sure all those a strong commitment to recruiting Inner London Education Authority.
week as a “real foundation for change and progress”.
involved are aware of their duties young talent.
Build in quality assurance
I could not have put it better myself. SecEd and deadlines well ahead of time. lSn research shows that Teams of practitioners can learn
Further information
“employability” in work-seekers from each other by sharing their For more information or advice,
• Pete Henshaw is the editor of SecEd and Delivering
Set firm deadlines
is best learnt from periods of experiences. Regular evaluation contact 0845 071 0800, email
Diplomas. Email him at editor@sec-ed.co.uk
A team is only as strong as its work-experience, work-shadowing of progress by peers can raise enquiries@lsneducation.org.uk or
weakest link, so mutual support is and volunteering – so involving standards by spotting weaknesses visit www.lsneducation.org.uk
6 SecEd • July 2 2009
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