schools

Systematic literature review on the perceptions of ways in which teaching assistants work to support pupils’ social and academic engagement in secondary classrooms (1988–2005)

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.

Tough love, not get tough: responsive approaches to improving behaviour in schools

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.

Governance toolkit : children's centres and extended schools

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.

Inclusion development programme toolkit

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.

Cross-phase use of assessment information : from strategy to impact

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.

Too old to care?: the experiences of older grandparents raining their grandchildren

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.

Getting better?: improving outcomes for children and young people (Part 2)

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: what more can we do through children’s centres and schools to address child poverty?

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.

Follow up Survey of Leavers From Scottish Schools: Leavers from School Year 2007/08

This Statistics Publication Notice presents national information on the follow-up destination status in March/April 2009 of those young people who left school in school year 2007/08. The publication also provides information on the change in status of these young people since information was published on them in the “Destinations of Leavers from Scottish Schools: 2007/08” publication on 11 December 2008.

Transition Trajectories: Insights and Outcomes

Recording of Glasgow School of Social Work Research Seminar 23 September 2008. Professor Aline-Wendy Dunlop discussing a longitudinal perspective on stories of educational transition from pre-school to secondary school.