What is the impact on schools when 20% of the group do not achieve the expected level and schools do not have spare money or time on their hands?

“From January 2011 schools will no longer have to rely on centralised national strategies for support in teaching literacy and numeracy.

Now schools will have money to choose how they invest to address all of these issues

 Reading, writing, spelling and maths:

• Primary Schools have increased their workload by now having to manage different spelling lists for children of the same age based on ability. Children learn their words and pass their test but a week later they have forgotten them and schools do not have the resource to revisit these. Some schools have stopped learning spellings “as they were simply too much work and were not effective.” What future do children have when adults / parents openly admit they themselves cannot do maths. Children struggle to learn times tables and poor reading ability limits performance in comprehension maths.

• Secondary schools face increasing numbers of Year 7 entrants struggling with Primary School spelling, reading, writing and maths curriculum.

  Discipline:

• In 2009 truancy rates reached record levels.

• Persistent truants ( defined as pupils who miss more than a fifth of school sessions ) - accounted for 46% of unauthorised absences. BBC News 20 October 2009.

• Literacy and numeracy challenges are particularly high among these pupils.

• But sometimes it can be easier to teach the rest of the class when these individuals do stay away - but will they ever rejoin society?

Against all these challenges nobody underestimates the role of the teacher and one of their primary concerns as the person in charge of a group is “the group’.

• When 20% of the class are difficult to engage, teachers find themselves managing two groups where the distractive influence of one slows the speed at which they all progress.

• Historically Teaching Assistants have stepped in to support however budget cut backs increasingly threaten this option for many Heads and authorities.

Heads are now being tasked with issues of community cohesion. With the breakdown of family units schools are being asked to nurture beliefs and values in children.

One area of valued concern is when the child leaves that school to move on to the next stage of their life. Now, they are not leaving a teacher behind, but a surrogate parent on whose beliefs they depend in the lack of any other stable parent figure in life. 

This programme shows how to avoid planting these seeds in addition to: 

• Improving and overcoming literacy, numeracy attentioan and behaviour challenges
• Including those diagnosed with Dyslexia, ADD, ADHD, Aspergers, Autism and several other conditions
• Support and improve ethnic minority backgrounds
• Community Cohesion – “Invest Inside Our Community”
• Working for all ages
• Improving behaviour and attendance
• Being easy to measure and monitor success of students both scholastically and emotionally
• Enable pupils to self-evaluate
• Parental support and involvement
• Peer mentoring
• Continuing Professional Development.

 Current figures estimate a school will pay on average per person

• £250 +vat for a 1 day course
• £250 +vat for a supply teacher to cover absence

Current figures estimate a school will pay on average per one day 

 training

• £40,000 ( +vat ) For a school of 80 staff
• £20,000 ( +vat ) For a school of 40 staff (teachers and teaching assistants)
• PLUS travel / accommodation costs

 For a fraction of this programmes enable schools to support