Sentences with phrase «child school attainment»

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The event will consider a whole school approach to engaging fathers, the impact on children's attainment and present the resources for undertaking it.

«We will however make available information on best practice and «what works» for improving the attainment of disadvantaged pupils and I am clear that a valuable use of the premium would be schools investing in ways to encourage parents, including of course fathers, to engage in the education of their children.»

Good food provision in schools has been shown to lead not only to healthier children, but to improved attainment.

SHARE aims to involve parents actively in their children's learning; increase parents» understanding of the important role they play and of the learning process; improve the educational attainments of children; enable parents to further their own education; and develop effective management and organisation of parental involvement in schools.

All the arguments levelled in the US are the same ones we dealt with — and now that our work has been independently evaluated we are proving that a whole school approach to educating children about food, where it comes from, how its produced, and cooked is a more effective way of reducing obesity, but also increasing pupil attainment and achievement.

The Government has also committed to investing # 150m a year until 2020 to improve the quality of sport provision in every state primary school in England in the form of the PE and sport premium, because high quality provision — resulting from approaches like HDHK — can lead to dramatic improvements in children's health, behaviour and attainment.

But research has shown significant positive outcomes for vulnerable families enrolled in home visiting, including improved maternal, newborn, and infant health, better educational attainment for moms, improved school readiness, and reduced child abuse.

While father absence has been associated with a host of negative children's outcomes, including increased risk of dropping out of school and lower educational attainment, poorer physical and mental health, and behavioural problems,36 - 40 higher levels of involvement by nonresident fathers may assuage the negative effects of father absence on children's outcomes.41, 42 Quality of the parents» relationship before divorce, or of the pre-divorce father / child relationship, can also be an important factor: children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were poor, 43,44 suggesting children are sometimes better off without a father if the father's relationship to the child or the mother was not good.

And the same myth is being espoused by policymakers that these kinds of schools are better in terms of attainment for equivalent children.

Higher reading levels, fewer children skipping school, a narrower attainment gap - all because of the Welsh Liberal Democrats.

In a Holyrood debate this afternoon, Alex Salmond, the Scottish First Minister, has tabled a motion recognising «that free school meals help tackle child poverty and promote child welfare and educational attainment; further recognises that free school meals save families at least # 330 per child per year; confirms its commitment to increasing the number of primary school pupils eligible for free school meals».

«By investing in our education system and providing free school meals for every primary school child, we will remove the stigma attached to free school meals, and improve health and attainment for all children.»

«Some schools will no doubt use the money effectively to improve attainment for children from poorer backgrounds.

Children who started school a year later did not perform better in teacher ratings of their academic attainment than children who had started at an age appropriaChildren who started school a year later did not perform better in teacher ratings of their academic attainment than children who had started at an age appropriachildren who had started at an age appropriate time.

Although children with these conditions are at higher risk for reduced school performance and academic attainment, there are other problems that they can encounter as a result.

We find that, while statistically significant, the strength of the relationship between living with a single - parent family and educational attainment is comparable to the relationships for family size and the age of the mother at the time of the child's birth and weaker than the relationship for maternal schooling.

In light of this analysis, the Sutton Trust is calling for a renewed effort to close the attainment gap, recommending that: - Schools implement targeted improvement programmes for those students at particular risk of falling behind, including white working class children.

At the other end of the scale, children with Chinese as their first language perform well, averaging between a B and a C at GCSE in Attainment 8 — despite having also entered secondary school in Year 9.

The «Make Your World Bigger» campaign is being launched by Discovery Education and Discovery Channel, giving children free access to attainment boosting resourcesduring the school holidays.

Delegates attending the BNF conference heard from a panel of eminent scientific experts including Professor Ashley Adamson from University of Newcastle, Dr Graham Moore from University of Cardiff, Professor John Reilly of University of Strathclyde, and Professor Jeanne Goldberg from Tufts University in Massachusetts, USA, about the role and impact of a whole school approach to nutrition; the association between breakfast consumption and education outcomes in primary schools, with particular reference to deprivation; the impact of obesity, and of physical activity, on academic attainment; and research which points to the most effective methods of communicating about nutrition with school children.

Throughout our analyses, we adjust for three other family characteristics that may separately influence a child's educational attainment: mother's age at the child's birth, level of schooling the mother had completed when the child was 14 years old, and number of siblings born to the child's mother.

Adoption UK welcomes significant progress within the education sector in England - including the extension of the Pupil Premium funding (PPf) to adopted children - but our research suggests that more than 40 % of adoptive parents can not ascertain from their school how the pupil premium is being used to benefit their child's attainment.

Intended to help schools address the attainment gap amongst children from low income families, some of this funding could be used to address the digital divide and ensure pupils who have poor home access are equipped with the resources they need.

In particular, I examine 1) whether a child was below grade for age while still of school age (a proxy for grade retention); 2) three indicators of adult educational attainment (high school dropout, high school degree only, and some college); 3) adult wage and salary earnings and indicators of employment and receipt of public assistance income; and 4) an indicator for residence in institutionalized group quarters, a widely used proxy for incarceration.

Our key finding is that increased per - pupil spending, induced by court - ordered SFRs, increased high school graduation rates, educational attainment, earnings, and family incomes for children who attended school after these reforms were implemented in affected districts.

Taking into account the relationship between predicted and actual spending increases, we find that increasing per - pupil spending by 10 percent in all 12 school - age years increases educational attainment by 0.3 years on average among all children.

To make sure we go where the need is greatest, we only partner with schools in areas that serve low income communities and where there is a significant attainment gap between these children and their wealthier peers.

Measuring schools on GCSE attainment does not take into account the fact that children are at different points when they start their secondary education.

Parents of pupils who, for a wide range of reasons, make attainment and progress at a slower rate, including those with special educational needs, deserve to have accurate information about how their children are doing at school.»

The schools that have been created as free schools are extremely diverse, but they are all underpinned by a belief that the best way to raise attainment for all children is by delivering high quality education within the state sector.

It is widely recognised that healthy school food boosts academic attainment, enhances the wellbeing and behaviour of pupils, and helps tackle the rising obesity levels in school children.

Investigating the causal effect of school spending increases generated by the passage of SFRs, we conclude that increasing per - pupil spending yields large improvements in educational attainment, wages, and family income, and reductions in the annual incidence of adult poverty for children from low - income families.

For children from low - income families, increasing per - pupil spending by 10 percent in all 12 school - age years increases educational attainment by 0.5 years.

In contrast, for nonpoor children, a 10 percent increase in per - pupil spending throughout the school - age years increases educational attainment by less than 0.1 years, and this estimate is not statistically significant.

The educational attainment of the mother remains the single most important factor associated with the number of years a child remains in school.

He uses this information to estimate the relationship between four parental characteristics (ethnic background, educational attainment, whether both parents are in the home, and mother's employment status) and whether the parent is choosing the child's school.

He added: «The attainment gap between FSM and non-FSM secondary school children in West Berkshire is 31 percentage points.

RIBA believes that schools should be safe, encouraging spaces for children to learn, and that the best school buildings support student engagement and attainment, and improve staff morale.

In the UK, there is an average 22 per cent gap in attainment between children receiving Free School Meals and their peers.

Wilshaw named 16 local authorities where less than 60 per cent of children attend good or outstanding schools and have below average «attainment and progress» at GCSE with 13 in the North and Midlands.

Steve Double, MP for St Austell and Newquay, said: «Only eight per cent of school absenteeism is down to family holidays, and when you look at the attainment of those children, there is no drop - off on attainment.

Reading skills The report provides evidence of successful programmes to boost reading skills in primary schools, and shows that targeted support for children who struggle to read in primary school can have a lasting impact on their educational attainment.

As a charitable Trust, LGfL is committed to supporting advancement for all schools and closing the attainment gap between advantaged and disadvantaged children.

Professor Sonia Blandford, founder and CEO of education charity Achievement for All, which developed and delivers the programme, said: «The UK has one of the widest attainment gaps in education anywhere in the developed world with one - in - five children currently underachieving at school.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofchildren's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University ofChildren's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Children on free school meals achieve almost half a GCSE grade less in Attainment 8 core subjects than more affluent pupils, according to the report, and 88 per cent of this gap is believed to be due to differences between pupils at the same school.

The research was funded by the Nuffield Foundation and found that taking part in after - school clubs could play a significant role in closing the attainment gap between disadvantaged children and their better off peers.

Many families find that when their children break up from school, it's four times more expensive to go take a break, however, the Department of Education has claimed that having time off school can harm pupils» attainment.

He also referenced the fact that the attainment gap at GCSE level in Hackney between children on free school meals and those who are not is 14.6 per cent, compared to a 34 per cent gap in Kent, which operates a selective system.

Dr Emily Tanner, lead author of the report, said: «For children from economically disadvantaged backgrounds, who have lower take - up of formal out - of - school activities, school - based clubs appear to offer an affordable and inclusive means of supporting academic attainment.