There is a widely held belief that teaching assistants (TAs) lighten teachers’ workloads, support learning and increase the level of pupil engagement, thus securing inclusion for pupils with special needs and raising standards. The National Agreement on workforce reform sets out plans to free teachers to focus on teaching and learning, and to develop the roles of TAs in schools; new teachers need to be prepared for working as part of a team. This requires information about the current roles of teaching assistants, and where they are most effective.
Briefing that shows that schools which succeed in engaging children and improving behaviour for the long term respond to their pupils’ needs by offering an authoritative approach to discipline which addresses the underlying causes of bad behaviour, which often lie in problems at home.
There is a need to set up governance arrangements for both children’s centres and extended schools in order to ensure public accountability.
This toolkit is published by Children's Trust Partnership, Hertfordshire.
A Tool-kit to support schools in exploring - reflecting upon and delivering the Inclusion Development Programme. Toolkit includes resources about speech, language and communication needs, dyslexia, autism and behavioural, emotional and social difficulties. Toolkit published by Staffordshire County Council.
The guiding question for this research was: ‘How can cross-phase use of assessment information (and especially Assessing Pupils’ Progress (APP) support progression across transfers and transitions?’ It builds on the findings of an earlier action research project that explored effective partnership working and how schools can sustain impact and build capacity for ongoing improvement.
Report that focuses on the experiences of older grandparents (those aged over 65) who are raising their grandchildren.
Th study aims to provide insight into the circumstances of older kinship carers, and the challenges they experience, in order to bring forward recommendations for improving the support provided to them and the children they are raising.
Briefing paper produced to highlight the key research messages from the Centre for Excellence and Outcomes in Children and Young People’s services (C4EO) for general practitioners (GPs) and other commissioners and providers of health services, across a number of thematic areas.
The messages help to illustrate some of the interventions that have been proven to have a positive impact and make a difference in people’s lives.
Challenge question postcard published by the Centre for Excellence and Outcomes in Children and Young People’s Services in 2010. This downloadable postcard present challenge questions from C4EO’s research. The questions act as checklists to stimulate multi-agency thinking and help you develop your Child Poverty strategy and practice. There are questions for strategic leaders in children’s services, housing professionals, health professionals and frontline practitioners.
This report, one of a series of supplementary reports to 'The same as you?' review of services for people with learning disabilities, focuses on improving services and supports for children and young people with learning disabilities and with autism spectrum disorder in Scotland.
Report examining the system of funding for schools in England. It concludes the system should be reformed and recommends part of the reform should be the introduction of a premium for pupils from more disadvantaged backgrounds. It argues a pupil premium would enable schools to plan their budgets around their admissions and fund programmes to improve educational attainment.