Going The Extra Mile May 2008 Trial
|Summary||How schools succeed in raising aspirations in deprived communities|
Going the Extra Mile This project is the first of a series which will explore in detail the barriers which face the children from deprived communities at school and seek ways to improve their chances of success. (DCSF May 2008 extract from Introduction)
The work of the DCSF in combating the effects of poverty
This project is about raising the aspirations of children from deprived communities, and engaging them in their education. The government is already hard at work helping the hardest-pressed families to climb out of material poverty. The Child Poverty Unit looks for ways to combine the different government departments to deliver sustainable and long-term solutions to family poverty, and three particular education based policies address the social and vocational needs of the group:• The expansion of extended schools which will bring a rich mix of additional experiences and security to pupils before and after school.
• The integration of children’s services as Every Child Matters is implemented, ensuring the best possible support, especially for needy children.
• The development of 14-19 curriculum to offer new, more varied opportunities, so that pupils can benefit from more attractive, credible ways into further education and work. This particular project addresses that other debilitating effect of poverty, low aspirations, and examines the cultural factors which inhibit the potential of children whose families have limited means.
Annex 2 Extra Mile: How schools succeed in raising aspirations in deprived communities
Identification of development priorities (see original for layout and key)
1 To increase interactive and participatory learning.
2 To develop a listening campaign, which responds to pupil and parent perceptions.
3 To promote a culture of respect for local people, local culture and local values.
4 To broaden pupils’ horizons by offering experiences and opportunities they would not otherwise get.
5 To develop a culture of achievement in school.
6 To offer a more relevant curriculum.
7 To build pupils’ repertoire of spoken and written language.
8 To develop pupils’ social, emotional and behavioural skills.
9 To cultivate traditional values of respect, good behaviour and caring.
10 To track pupils’ progress and intervene promptly if they fall off trajectory.
11 To develop effective rewards and incentive schemes.
12 To support pupils at important moments in their lives, especially transition points.