Sentences with phrase «reduced school attainment»

Not exact matches

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.

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.

Across England, DEMOS said that the attainment gap for free school meals pupils was 26.7 % in 2013 - 14, up from 26.4 % in 2011 - 12 but reduced from 27.5 % in 2010 - 11 when the pupil premium policy was introduced.

While it said there was «unclear» evidence that free school lunches raised attainment, it pointed to its own research on free school breakfasts in disadvantaged schools delivering similar academic benefits to free school lunches, but «significantly improved» behaviour and concentration, and reduced absences.

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.

Speaking at Bett 2016, Morgan told attendees that school leaders and teachers should be implementing new technology to reduce paper workload, recommending the use of data capture programmes to monitor registers, attainment and pupil progress.

«The planning and resources group will consider the impact of lesson planning and use of resources in schools to see how effective practice can improve attainment and reduce workload.

As learning outside the classroom provides a powerful means to improving attainment and reducing levels of poor behaviour, moving forwards, I would like to see Ofsted incorporate school trips in its inspection framework.

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 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.

The claim: The attainment gap between rich and poor pupils is reduced to almost zero for children in selective schools.

Mr Andrews said: «I have made a clear commitment to raising standards and performance in schools in Wales, improving levels of literacy and numeracy and reducing the impact of poverty on educational attainment.

President Obama has just signed into law an act that will replace the widely despised No Child Left Behind, but whether it'll succeed in its goals — boosting the attainment of disadvantaged students, reducing the amount of testing taking place in schools, promoting classroom innovation, and so on — is far from guaranteed.

«We expect schools to make good use of this additional funding to introduce sustainable approaches to reduce the difference in levels of attainment between the poorest children in Wales and their peers.

If the «attainment gap» between private and state schools is not a consequence of spending 3 times as much on privately educated students, I suggest reducing the fees at private schools to the same level as that of state provision.

Furthermore, # 2.5 billion has been invested this year in the pupil premium, which is reducing the attainment gap between children from disadvantaged backgrounds and their better - off peers in primary and secondary schools.

«I have made a clear commitment to raising standards and performance in schools in Wales, improving levels of literacy and numeracy and reducing the impact of poverty on educational attainment,» he said.

It found that although pupils in grammar schools have higher average attainment at KS4, this is only because their schools cherry - picked them in the first place, as demonstrated by the fact that grammar schools do not drive up overall results in their areas, nor reduce the poverty gap.

Early childhood education can reduce crime and incarceration later in life by improving subsequent educational attainment and reducing school dropout rates.5 The Obama administration recognized the value of early childhood education by expanding access to high - quality preschool through Head Start and Early Head Start; however, more targeted efforts are needed to ensure that children of incarcerated parents have access to high - quality early childhood education programs.

An analysis released today by the White House Council of Economic Advisers describes the economic returns to investments in early childhood education, including increased parental earnings and employment in the short - term, reduced need for remedial education and later public school expenditures, as well as long - term outcomes such as increased educational attainment, increased earnings, improved health, and decreased involvement with the criminal justice system.

The services lead to tangible results like better birth outcomes; improved child health; better educational attainment for moms; improved school readiness; reduced child abuse and neglect; and more economically self - sufficient families.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.