Education
Rise in private tuition as children’s needs not met
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A GROWING trend is happening in the education of Britain’s children. Many parents, dissatisfied with the provision their children have in state schools are turning to private tutors. The Sutton Trust, an organisation that states its aim is ‘to improve social mobility through education’, commissioned a survey to find out what effects this private tuition is having. They claim that wealthier families gain a substantial advantage from this type of tuition. The study also found that the richest families ‘are more likely to pay for extra lessons than the poorest’. In a MORI survey, it was shown that in 11-16 year olds 27% of the wealthiest pupils had private tutoring, whereas only 15% of poorer families had this help.
Conor Ryan, director of research at the Sutton Trust, said: “While many schools offer a range of sporting and other activities outside regular school hours, there is still a substantial advantage available to those who can afford it. “If we are serious about improving social mobility we must narrow the gap in educational opportunities outside of school as well as within the classroom.” In England the situation is exasperated within local authorities that have grammar schools and Professor Judy Ireson, of the Institute of Education said of the matter: “Parents may see private tutoring as a rational way to help their children perform well in the entrance exams for schools of their choice.
“Yet if our findings reflect a national picture it means that grammar school selection is not a level playing field with some children having a substantial amount of coaching to succeed.” Analysis by the private tutoring website, First Tutors, said that the cost of private tutoring is a fraction of the cost of private education, although the academic results are harder to measure. One local Pembrokeshire parent, who wished to remain anonymous due to what he felt was, an ‘uncooperative’ local school, told The Herald: “I am not rich, I just earn a normal wage, but I am quite happy to invest some of that in my child’s future. “Class sizes are too large and there just aren’t enough one-on-one sessions, particularly in Maths, where my son struggles.”
He went on to explain the relationship he has with the school: “They just won’t work with me and the tutor. We always try and follow what the school are doing – yet they are miles behind what the tutor is doing. “It makes no sense that they don’t want to use this valuable resource to improve my son’s results. It seems like petty resentment. The tutoring is well worth the money.” Shadow Education Minister and AM, Angela Burns, said: “The use of private tutors is growing, exponentially, and is very often because the child’s needs are not being met sufficiently by the education system. “I know of many parents with children who have learning difficulties, such as dyslexia, who pay for their child to receive specialist help in order that the child is then more able to access the National Curriculum during school time.
“These Parents are not wealthy but they are committed to giving their child the best opportunity, and they feel failed by the current system”. The Herald asked the Welsh Labour Government, who are solely responsible for education in Wales, for a response to the issue of private tutoring, who replied, through a spokesperson for the Education Minister, Huw Lewis: “It’s simply wrong to claim that parents in Wales do not feel that their children’s educational needs are being met in the classroom. “This is certainly not the feedback we’ve been getting from parents. Indeed, the recent National Survey for Wales revealed that 92% of parents were satisfied with their children’s primary school while 85% were satisfied with their children’s secondary school. “The Sutton Trust survey seems to indicate that private tuition is being used much more often across the border in England than it is here in Wales. “In London in the last year 24% of those polled said they had received extra coaching, compared to just 5% of Welsh pupils. If Angela Burns takes the view that the use of private tuition is a sign of a failing system then she should be asking her Westminster colleagues some very difficult questions.”
Education
Research reveals nearly half of children in Wales had additional learning needs
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A NEW study has highlighted the prevalence of additional learning needs, formerly known as special educational needs, among under 16-year-olds in Wales. The findings come with a policy briefing, calling for a robust review of processes used to recognise such issues and more inclusive learning support for all children nationally.
The research and policy reports, led by the University of Bristol and funded by the Nuffield Foundation, found nearly half (47.9%) of children born in 2002/2003 were identified with some form of additional learning needs (ALN) at some point during their schooling. This was shown to have the biggest impact on academic achievement across all Key Stages of their education.
Lead author Dr Cathryn Knight, Senior Lecturer in Psychology of Education at the University of Bristol, said: “Our findings clearly challenge the notion that learning needs only affect a minority of learners. Key common factors increasing the likelihood of being identified with SEN also emerged, emphasising the importance of recognising the child’s environment and understanding their individual situation to effectively support their learning needs.”
Researchers from the University’s School of Education and Swansea University analysed data from more than 200,000 children in Wales, born between 2002 and 2009, to understand the levels of SEN and its impact on academic achievement.
Findings revealed that the earlier the additional needs emerged and were recognised, and the longer their education was spent with these known needs, the less likely they were to meet nationally expected levels of attainment.
Dr Knight said: “Our research suggests the former SEN system in Wales was unable to effectively support students to mitigate the negative impact of SEN on their grades. This underscores the substantial toll of SEN on academic achievement. To improve academic attainment levels in Wales, it is crucial to prioritise effective support for this very large group of learners.”
Learners having free school meals (FSM) throughout their education were found to be four times more likely to be identified with SEN compared to those not in receipt of free meals. Those born in the most deprived neighbourhoods were shown to be even more likely (4.6 times) to be identified with SEN.
The study also showed boys were much (5.5 times) more likely to be identified with SEN than girls. Children with higher school attendance had a lower likelihood of SEN identification and learners born in the summer, so younger in their year group, were three times more likely to be identified with SEN than those born in the autumn.
Dr Knight said: “This raises concerns about the effectiveness of SEN identification processes, particularly given the unexpectedly high number of learners identified with SEN. It suggests a potential issue of over- or under-identification of certain children.”
The main policy recommendations in the report were to prioritise inclusive educational initiatives that recognise and support all children. The substantial impact of SEN on children’s grades, raises questions about how children with learning needs can be supported to show progression within the education system. Therefore, consideration of more inclusive assessment practices is recommended. The report also calls for current methods used to identify learning need to be rigorously reviewed, with a new focus on ensuring accuracy, fairness, and inclusivity.
The research mirrors similar national findings. Evidence from the Education Policy Institute in England also found a high level (40.7%) of SEND (Special Educational Needs and Disability) identification. Other research, published in the British Educational Research Journal, has also shown that children with SEND in England are also far less likely to meet expected learning standards than their peers at Key Stage 1.
Dr Knight said: “We also need longer-term evidence within Wales and across the UK in order to develop a fuller understanding of the challenges. This includes possible systematic issues with how learning needs are recognised and their subsequent impact on attainment.”
Education
School children focus on Pembrokeshire’s renewable energy future
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FENTON COMMUNITY PRIMARY SCHOOL welcomed renewable energy experts to help Year 5 and 6 learners broaden their knowledge as part of their Marine Energy Project.
During the summer term Blue Gem Wind, Pembrokeshire Coastal Forum and the Darwin Experience have discussed Pembrokeshire’s importance in the renewable energy sector and low carbon technologies with the school children.
Learners designed and built models of different anchorage structures for offshore turbines, and learnt from the Darwin Centre about the different marine organisms that might colonise them.
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They pitched their design ideas, with a combination of class designs being built and deployed at the Marine Energy Test Area (META) in Milford Haven by Pembrokeshire Coastal Forum.
The visits have inspired many new ideas and possibilities for the future of the learners.
Summer Marshall (Year 6) explained: “It was a great opportunity for our designs to be actually made into something for a real-life purpose.”
“If it wasn’t for this project I wouldn’t have learned about the importance of marine habitats and how these are linked to our future,” added TJ Hill (Year 6)
“It is really important because a lot of future jobs will be based around renewable energy and technology,” said Milly Badger (Year 6).
“From having Blue Gem Wind, META and Darwin visit, it’s made me think about a job in renewable energy,” added Oscar Davies (Year 6).
Acting Executive Headteacher Gareth Thomas said: “The project has enabled development of careers and work-related experiences with our learners. Direct industry engagement has been crucial to motivate our learners to think about the future jobs in Pembrokeshire and the life they may lead here.”
Year 5 and 6 teachers Leah Hackett, Matthew Vaughan and Mike Lowde agreed that many of their pupils could work in the renewable industry in future.
“Hopefully, after this, we have a group of enthusiastic pupils who already have a keen understanding of the benefits of renewable energy and the place it holds in Pembrokeshire and the wider world,” they added.
Education
Pupils delight in ice cream treat from Pembrokeshire’s number one van
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CHILDREN at Ysgol Caer Elen in Haverfordwest were treated to a delightful surprise on Tuesday when they were all given the opportunity to enjoy ice cream, generously provided by Mr McGeown and his family.
The delicious ice cream, a highlight of the school’s summer celebrations, was not just a treat for the pupils but also a testament to the McGeown family’s commitment to supporting educational projects. The funds raised by the family have been donated to the school, aimed at enhancing various school initiatives.
The joyous event was made even more special by the efforts of volunteers Martin, Sian, Amirah, Jack, and Alyannah, who served the ice cream. Their contribution ensured that the occasion was filled with a wonderful and happy atmosphere.
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The school extends its heartfelt thanks to Mr McGeown and his family for their generosity and support. Their donation will play a crucial role in the continued development and success of school projects, benefiting all pupils.
“We are incredibly grateful to Mr McGeown and his family for their kindness and support,” said Mr Dafydd Hughes, the headteacher of Ysgol Caer Elen. “The ice cream treat brought immense joy to the children and added to the spirit of our summer celebrations.”
Ysgol Caer Elen, a pioneering Welsh-medium school catering to students from ages 3 to 16, prides itself on its vibrant community and commitment to high-quality education in Pembrokeshire. The school’s ethos centres on creating a caring and inclusive environment where every pupil is encouraged to achieve their best and develop their skills for the 21st century
The community looks forward to seeing the positive impact of the McGeown family’s contribution, as the school continues to thrive with the support of dedicated and caring individuals.
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