Following the launch of our report with Pro Bono Economics, CYP now have published the following article.
We approached PBE (Pro Bono Economics) to conduct a review of existing evidence on educational attainment and look into different commissioning approaches.
For this project, PBE matched Department for Education volunteer Khalida Choudhury with Equal Education, who was supported by Economic Associate Jon Franklin. The project team adopted a phased approach, with three key stages.
The report is supported by a calculator tool, which will enable organisations to estimate the impact of their work and is due to be released in the New Year.
Thanks go to Khalida and Jon for their work completing this report, which can be downloaded below.
Equal Education is hiring!
We are expanding our core operations and looking for an Education Operations Lead.
Closing date: 31st August 2018
Interviews: 1st week of September 2018
Please apply with your CV and a cover letter which outlines how you meet the ‘must-have’ criteria for our ideal candidate.
You can send your application form into: firstname.lastname@example.org with the subject Education Operations Lead.
We are very proud to share the good words we heard from our tutors Alan Evans and Sarah Hutton regarding their experiences teaching Looked After Children as Equal Education’s tutors. Thank you very much for your support, it means a lot to us!
Dr Alan Evans, teacher of Mathematics and Science, with Equal Education for one and a half years
I have worked for Equal Education as a tutor for the past year. I have found them to be a professional organisation committed to the welfare of disadvantaged children. I recently had the opportunity to work with children in Romania at a summer camp in the mountains. It was an enriching experience and opened my eyes to the kinds of problems these children face in their community. I look forward continuing to work with Equal Education.
Sarah Hutton, teacher of English, with Equal Education for one year
Tutoring children in foster care is a continually rewarding, insightful and sometimes emotional job. Through my time with Equal Education, I’ve worked with students from a wide variety of backgrounds, each with their own strengths, difficulties and unique characteristics. Seeing students develop in confidence, subject knowledge and skills, and most importantly recognising their own development, makes for a truly rewarding job.
During our pilot visit to Romania, we participated in a summer camp for children, organised by our partner Policy Center for Roma and Minorities in Azuga, a lovely town in the Carpathian mountains.
Equal Education’s tutors, Sarah and Alan, carried out many English teaching games and activities.
It soon turned out that learning numbers, body parts and taking pictures with disposable cameras can be great fun, children loved all of it!
To view the full album from Azuga, please visit our Facebook
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Paul Singh, director of Equal Education was interviewed about Equal Education.
You can read the full interview here,
It is quite startling that LAC and children on FSM can be up to 5 times more likely to be excluded from school than their peers. Reasons for exclusion more often than not are related to behaviour. Schools are placed in a difficult position as they must ensure the wellbeing and responsibility for the whole classroom. When faced with young people who commit physical assault, verbal abuse and persistent disruptive behaviour, the choices seem very limited but to exclude the young person.
Many excluded young people are normally transferred to PRUs (pupil referral units). Some offer excellent services of intervention. However this is not without problems as there can be a significant variation in the effectiveness of intervention services. Another area of major concern is the delays encountered in the transfer of excluded students. Ofsted state a requirement that child must be provided full-time and suitable education from day six of a permanent exclusion. It is common for young people to be without this requirement for months.
Most exclusions are due to discipline problems and stem from the young person’s home. It is everybody’s interest to address this as costs are left to bear to the following,
– The young people suffer the most themselves.
– The classroom peers who they are in a class with.
– The local community in which they live, suffers from those out of school and not engaged in education. As the young person may be sitting at home all day or free to roam the streets.
– The costs are magnified and left to the local police force and criminal justice system in the long run if a young person goes on to commit an offence.
– Inevitably the taxpayer and the public will bear the social and economic cost if a young person does not complete their education and remain left behind in an ever increasingly competitive job market.
Investing in the right services and using effective intervention can reduce, if not alleviate a lot the mentioned costs. LAC and children on FSM face significant challenges, which are not shared with their more privileged peers. There is most definitely a need to increase the amount and diversity of intervention services and alternative education provisions depending on the young person’s needs. Addressing these behaviour problems offers a fairer and more equal start to life for those who are disadvantaged from the beginning.