Every child a reader

Evidence if any were needed on the effectiveness of one to one tuition was reported in the Times last week.

Research by the Institute of Education, London University has analysed the performance of children with the lowest level of achievement at the end of Year One (aged six) at ten schools. Children that received one to one reading recovery support under the £10m Every Child a Reader programme found that they are now on track to reach the expected level by the end of primary school.

Institute of Education

They found evidence that these children made momentous progress within a few months of intensive tuition, and were ahead of their peers by about half a level in reading and a third of a level in writing by the end of year four.

What was interesting about the IOE’s research was that it focused on economically disadvantaged children, with just over half taking free school meals, often with English as a second language.

We are pleased to see this initiative opening up the opportunity of private tutoring to all – and would love to see private tutoring make more of an impact in the public sector.

Monitoring progress at School

Something that caught my eye today was the news that parents in Bristol, at Brislington Enterprise College (BEC), were to be amongst the first in the country to be able to track their children’s progress at school online.

Parents will be able to see regularly updated details of their offspring’s achievement, progress, attendance and behaviour. Designed not to replace regular interim and end of year written reports, it provides already information on children direct to parents.

Parents will be able to see their child’s timetable and details of absence including actions taken. Parent’s can see the value of this, and a parent has described this as a ‘positive step forward’, as it enables them to see good news and act upon problems quickly.

As a parent myself I think that this is a great example to what can be done to provide educational information to parents. It also opens the wider question of ‘parent voice’ in education, and the level to which parents can and should engage with the teaching profession and the school on their child’s development.