From July 2001 to June 2002
Project Leader(s): Jill Clark and Alan Dyson
Staff: Elaine Hall, Ian Hall and Barbara Roberts
Contact: Jill Clark
Sponsors: Improvement and Development Agency (IDEA), via the DETR - Department of the Environment, Transport and the Regions.
Introduction
The research team were commissioned by the DETR to contribute to their Year 2 Theme Research for the Beacon Council Scheme. The particular theme we investigated was 'Increasing the attainment of underachieving groups'. The purpose of this research study was to provide a literature search and review, comprised of research-based evidence and information in relation to the theme 'transition between Key Stages in schools'. However, it was not the aim of this research to provide all of the research-based information. Instead, we aimed to provide research-based information on the gaps in specialist members’ knowledge, and provide an academic review and analysis of such materials. There are many groups of pupils known to be underachieving, for example, looked after children, gifted and talented pupils, travellers, refugees, boys, minority groups and pupils with low attendance through exclusion or truancy. The consequences of this for the young people themselves and for society are serious. We need to ensure that underachieving groups are not turned off education through boredom or insufficient challenge, but are encouraged to reach their full potential. The Social Exclusion Unit's Report "Bridging the Gap" shows a clear link between underachievement at school and later non-participation in education, training and employment. The keys to raising attainment of these pupils lie with early identification, intervention and prevention, often through multi-agency working and partnership with parents.
Context
Under-achievement is an apparently straightforward, but actually problematic concept. There has been a shift from a view which saw under-achievement as essentially a product of the individual learner and her/his circumstances to one which sees it as a systemic phenomenon, resulting from the relative ineffectiveness of the education system in enabling certain individuals and groups to make adequate progress. In many ways, it is helpful to think in terms of under-achieving groups, and a large number of such groups can be identified. However, individuals often belong to more than one group and are subject to complex interactions between the factors relating to these groups. Moreover, group-specific factors interact with the (under-) performance of the education system as a whole. In this way, many, if not all, learners are ‘at risk’ of under-achievement. On the basis of this understanding, it is possible to map out a role for local authorities in combating under-achievement. In brief, local authorities will develop a perspective which sees almost any case of low attainment as a case of under-achievement. They will articulate this view to schools and teachers and encourage them to focus on the effectiveness of their practice (rather than simply external factors) as the key to combating under-achievement. The approach adopted by local authorities will be multi-dimensional, incorporating strategies at the group, area and systemic levels. These strategies will operate in a way which is responsive to individual differences and will have a focus on the proactive development of resilience rather than simply a reactive response to disadvantage. Local authorities will use nationally-available 'headline' data on under-achievement to sensitise them to potential under-achievement in their area. However, they will also undertake analyses of the complex manifestations and causes of under-achievement in their own areas. In terms of particular strategies, local authorities will recognise the key role of schools (usually mainstream schools) and of teachers in combating all forms of under-achievement. They will, therefore, locate any specific strategies within the context of a broad school improvement strategy, which will itself focus on developing the quality of teaching and learning in the classroom. They will develop services for 'at risk' groups and individuals, therefore, which work closely in support of mainstream schools. They will also offer strategic leadership and management which is based on a strategic 'vision', which involves the co-ordination of resources, services and agencies, which enables them to act as ‘brokers’ between schools, pupils, parents and communities, which involves targeting resources in support of their strategy and, crucially involves them in generating and managing high-quality data on the nature of under-achievement in their areas.
Research Paradigm
The research paradigm underpinning this study was very much on the ‘traditional’ literature search and review as opposed to a systematic review. The focus of the review was on the range and diversity of research using a selective, opportunistic and discursive approach to identifying and interpreting relevant literature Research Methodology This research was essentially desk-based research, and focused on information identification, collection, gathering and collation. We began our search and review by drawing on a variety of methods which included:
• Standard bibliographic literature searches
• Web searches
• Written communication
• Telephone calls
We then aimed to identify materials which included:
• Academic materials. Published reports, research findings, journal articles, conference papers, scholarly books, etc.
• Academic 'grey' literature. Such as unpublished papers, internal reports, working documents, etc.
• Non-academic materials. Including both published, and unpublished, 'grey' materials, such as unpublished papers, speeches, and internal reports by local bodies such as local government, local education authorities (LEAs), councils, Education Action Zones, etc.
• Ofsted reports following LEA inspections and other summary reports • Policy documents - Government/local government materials, Educational Development Plans, Behaviour Support Plans, etc.
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Jill Clark
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Elaine Hall
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