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Education

New teachers begin training for Welsh schools

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Looking for people with energy, enthusiasm, and determination’: Teach First

Looking for people with energy, enthusiasm, and determination’: Teach First

EDUCATION charity Teach First Cymru has announced it will be placing over 30 new teachers in schools serving low income communities across Wales in September 2016. 

Teach First recruits, trains and supports teachers specifically for schools in disadvantaged areas to tackle educational inequality by closing the attainment gap between the wealthiest and poorest students.

Educational inequality remains a persistent challenge in Wales where less than a third of pupils from low income backgrounds (31.6%) left secondary school in 2015 with five good GCSE’s, compared to 64.1% of their peers from non-free school meals backgrounds.

Teach First Cymru was launched in 2013, initially placing participants to teach English, Maths, Modern Foreign Languages (MFL) and Science in secondary schools. Last year the charity expanded across the country and began recruiting Welsh language teachers. From September 2016, Teach First will be working with 38 schools towards a shared vision of a day when no child’s educational success is limited by their socio-economic background.

Today’s announcement comes during Teach First’s 2016 Summer Institute – an intensive six week training residential which prepares incoming participants to teach in school and marks the start of a two year Leadership Development Programme. The Teach First programme combines a salaried teaching role with ongoing training and support from schools, a university tutor and Teach First, leading to a Postgraduate Certificate of Education (PGCE).

Summer Institute combines learning the theories of education at University of Wales Trinity St David with practical days spent in schools. The training was recently inspected by Estyn who concluded that: “The university-based training… provides participants with a wide range of useful experiences to start to develop their knowledge and understanding of teaching .”

Last month, applications to join the Teach First Leadership Development Programme in 2017 were opened, and the charity is calling on those seeking a challenge with significant rewards to join thousands of others in England and Wales who have committed to ending educational inequality.

Jennifer Owen-Adams, Teach First Cymru Director, said: “Sadly it’s still too often the case that if you grow up in a low-income community you are less likely to do well at school, find a decent job and lead a happy, healthy life.

“Some of the UK’s most challenging education inequalities are seen in our country and while we’re narrowing the gap, there’s still so much more for us to do with our partner schools and communities to help give young people the best start in life.

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Education

School’s concern over ‘inappropriate use of images of staff and pupils’

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THE HEADTEACHER of a Pembrokeshire primary school has written to parents and guardians following concerns over certain social media activity.

Mrs Clare Hewitt, of Neyland Community Primary School, said that it filled her “with great sadness” to have to email parents and guardians of pupils at her school.

She added that the school had alerted the police regarding the matter.

Mrs Hewitt said that it came to light that there had been “inappropriate use of images of staff and pupils for TikTok pages and Messenger groups.”

The school said it is asking that all parents, where their child uses social media, to check social media accounts to ensure that they are being used appropriately and safely,

Parents or guardians with concerns have been asked to telephone the school on Monday or to contact Mrs Hewitt by email.

Parents and guardians of pupils were contacted by email on Saturday night (May 15).

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Education

Major prize for UWTSD lecturer

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A UWTSD academic has been awarded the prestigious Henry Stopes Memorial Medal.
Based at the University’s Lampeter campus, Dr Martin Bates accepted the outstanding contribution award from the Geologists’ Association during an online ceremony on Friday 7 May. This prize is awarded just once every three years for exceptional work in the archaeological field and specifically ‘on the Prehistory of Man and his geological environment.’
During his career, Dr. Bates has been involved in several major discoveries within the UK archaeological field including the Dover Bronze Age Boat, the Clactonian Elephant butchery site in Ebbsfleet, the Harnham terminal Lower Palaeolithic site near Salisbury.
He discovered the Happisburgh human footprints in Norfolk (the oldest presently know in the world outside Africa).
It was noted during the presentation that the Henry Stopes Medal had been awarded to Dr Bates for his “significant contributions to understanding the geological environment of prehistoric human occupation of Britain and elsewhere over the last 40 years.”
It was also noted that in the spirit of the Geologists’ Association he was “generous with his time and expertise to colleagues, students and members of the public alike.”
Following the awards ceremony, Dr Martin Bates commented: “It is incredible to be recognised in this way and I’d like to thank the Geologists’ Association for this honour.  
“However, this award really reflects the support I have received through my career from a whole range of specialists who have provided me with the data I have used in my research. Without them I would not have been able to do what I have done”
“I think this all goes back to my very early days spent on the beaches of West Wales being dragged along on Saturday fieldtrips led by my father for students studying geology at Aberystwyth.  He has a lot to answer for!”

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Education

Students relying on free school meals fell further behind

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THE ATTAINMENT gap between disadvantaged primary school pupils and their classmates has grown in mathematics by one month since the onset of the pandemic, according to interim findings published this week by the Education Endowment Foundation (EEF).

The findings are drawn from an ongoing EEF-funded study that aims to understand changes to the gap which might have occurred due to the periods of partial school closure resulting from the Covid-19 pandemic.

While disadvantaged pupils’ outcomes in mathematics seem to have been hit hardest by the first national lockdown, the attainment gap did not widen (or shrink) during the Autumn 2020 term.

Thar suggests that gaps caused by Covid are unlikely to close without intervention.

The research is based on assessment data collected by FFT Education from 132 primary schools prior to and after the first national lockdown.

The report did not measure the impact of school closures on overall learning progress (sometimes referred to as learning loss) but, instead, looked at the differences in progress between pupils eligible for free school meals and those that are not.

Data from reading and maths assessments (PIRA and PUMA tests) taken in Autumn 2019 was used as a baseline to track the trajectory of the attainment gap.

Pupils whose data was included in the sample were all in Years 1 to 5 (5-to-10-year-olds) during the academic year 2019-2020.

Reading and maths tests were administered to these same pupils on their return to the classroom in September 2020, and then again towards the end of the Autumn term 2020.

Disadvantaged pupils’ performance in the tests was compared to that of their classmates to examine changes to the attainment gap which might have resulted from the first period of partial school closures.

The analysis of these results indicates that pupils from socio-economically deprived backgrounds have fallen further behind in maths since the onset of the pandemic.

Contrary to previous estimates, this study found no discernible change to the disadvantage gap in reading.

The findings also highlight the difficulty of combatting educational inequality in classrooms.

Data collected from PIRA and PUMA assessments taken at the end of the Autumn term 2020 indicate the return of all pupils to school in September has not been sufficient in narrowing the gap.

Further analysis is currently underway.

A final data set will be collected in June 2021 to examine whether the disadvantage gap narrows, widens, or remains stable.

Sir Peter Lampl, chairman of the Education Endowment Foundation (EEF) and founder and chairman of the Sutton Trust, said: “Today’s research gives us more evidence of the enormous impact school closures have had on young people, especially those from low-income homes.

“The research indicates the need for long-term, sustained support for schools as they work to accelerate the progress of their disadvantaged pupils.

“To mitigate against the long-term impact of lost learning, large government funding is required. The cost of failing to act now will be a catastrophe for young people from low-income homes.”

Professor Becky Francis, CEO of the Education Endowment Foundation, said: “The pandemic has brought the significance of social and educational inequality into sharp focus.

“Research studies like this one are providing clear evidence that substantial existing gaps have grown further due to the disruption to learning caused by the pandemic.

“In strategizing an approach to recovery, we are presented with the opportunity to go beyond restoring the learning lost during partial school closures, and work towards rebalancing the scales for disadvantaged pupils.”

Researchers from FFT Education said: “Our study makes a fresh contribution to the research on the effects of COVID.

“We find that attainment gaps between disadvantaged students and their peers have widened slightly in maths, but not reading.

“We also find that there were surprisingly weak associations between school responses to COVID – for example, phoning students during the lockdown – and attainment.”

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