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6 December 2022

By Jo Van Herwegen, Elisabeth Herbert and Laura Outhwaite 

A good grasp of maths has been linked to greater success in employment and better health. But a large proportion of us – up to 22% – have mathematical learning difficulties. What’s more, around 6% of children in primary schools may have dyscalculia, a mathematical learning disability.

Developmental dyscalculia is a persistent difficulty in understanding numbers which can affect anyone, regardless of age or ability.

If 6% of children have dyscalculia, that would mean one or two children in each primary school class of 30 – about as many children as have been estimated to have dyslexia. But dyscalculia is less well known, by both the general public and teachers. It is also less well researched in comparison to other learning difficulties.

Children with dyscalculia may struggle to learn foundational mathematical skills and concepts, such as simple counting, (more…)

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21 September 2022

By Alison Koslowski, Peter Moss and Margaret O’Brien

In 2015, the UK government introduced Shared Parental Leave (SPL), a measure to encourage more equal parenting. It enabled mothers to transfer up to 50 of their 52 weeks of Maternity leave, and some of the associated benefit, to fathers.

A government evaluation began in 2018, but has yet to deliver. It is clear, though, that SPL has not worked. A minister, in 2017, told the House of Commons’ Women & Equalities Committee that she ‘would regard anything over 20% [take up] as very encouraging’. A new analysis by Maternity Action comes up with the discouraging news that in 2021/22, ‘take-up among an assumed 285,000 eligible fathers was just 2.8%…just 8,100 fathers’. Just 0.66% of total public expenditure on Maternity and Paternity leave went on SPL.

Experience from countries with more successful leave policies provides pointers to what has gone wrong. That experience is available in the recently published 18^th annual international review on leave policies, produced by a network of experts led by Professor Alison Koslowski, director
of UCL’s Thomas Coram Research Unit. The review brings together details of parenting leaves and other support for employed parents in 49 (more…)

16 June 2022

By Alison Kitson

Few can doubt that the climate emergency is the defining issue of our time.  The most recent IPCC report confirms that without immediate and deep emissions reductions across all sectors, limiting global warming to 1.5°C is beyond reach with potentially profound implications for life on our planet.

In this context it is no surprise to read in research commissioned by UCL’s new Centre for Climate Change and Sustainability Education (CCCSE) that climate change – and education about climate change – is an important issue to parents, teachers, school leaders and young people. What is more surprising is how many of the students and teachers participating in the research feel that schools are not always doing enough to educate young people about all aspects of climate change and the possibilities of more sustainable lifestyles.

Public First, who carried out this research, polled more than 1,000 parents, the first time we believe parents have been asked (more…)

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30 June 2021

By Philip D. Parker, Jake Anders, Rhiannon Parker and Taren Sanders

We have all met the parent who thinks their kid is the next Picasso or Einstein regardless of the evidence. But it’s hard to know if these beliefs are helpful or harmful.

Overly optimistic parents could reduce their kids’ drive to work harder and give them a false idea of the opportunities available to them. Or this same optimism could fill the child with confidence, kindle their self-belief and give them the courage to try harder.

We set out to discover which of these possibilities is most likely. We found a mother’s optimism about how good their child is in maths and reading (more…)

Photo by vsuydam via Creative Commons

6 August 2020

By Peter Moss

Early childhood services in England need to be transformed. The split between childcare and education, firmly embedded in our deeply flawed system, is one of the key problems. The solution is to stop focusing on childcare and reform our early childhood provision as an education service.

This is a central argument of a new book I have edited with Claire Cameron, with contributions from academics at or associated with UCL Institute of Education.

After the second world war England’s early childhood services suffered policy neglect for decades and the split between ‘daycare’ services (under health) and school-based services (under education) was ignored. Then the 1997 election brought landmark change. Early childhood became a New Labour government priority, followed by a start on integration. All services came under education and a common system of regulation (Ofsted and the Early Years Foundation Stage) was implemented.

But integration stalled before the difficult bits were tackled. Services remained fragmented, with (more…)

29 June 2020

By Jie Gao, Clare Brooks, Yuwei Xu, Eleanor Kitto

After nearly three months of lockdown, most of us crave human interaction. Indeed our experience of living and working virtually has taught many of us the value of face-to-face communication with real people. And yet, our systematic review on programmes designed for parents of young children suggests not only that online programmes offer effective ways to support parents, but that they are already extensively used to good effect.

Our systematic review of the research into programmes for parents of young children (0-6 years old) identified that effective parenting programmes often feature:

• Focused programme aims and purposes
• Clear theoretical frameworks
• A programme tailored around individual user needs
• Versatile means of delivery
• Useful programme contents
• High-quality teaching and facilitating
• Effective professional training for programme leaders and facilitators
• Constructive programme evaluation

Strikingly, the increasing use of technology and Internet-based parenting programmes stands out. Empirical reviews suggest that it has distinctive (more…)

2 June 2020

By Amelia Roberts

During periods of upheaval, it can be particularly challenging to meet the needs of the whole family. Families now are juggling the school partial reopening, meaning that some children may be going back, while brothers and sisters are not. Not only is this difficult for practical reasons (such as getting some children to school while caring for others at home), but perceptions of fairness may well escalate. It may be hard, for example, not to meet friends when your sister can, or go to school when your brother gets to stay at home.

Explaining the situation

Social stories can be a very useful way to explain changes in circumstance to children with special educational needs. Beaucroft Foundation School have a wide range of excellent examples. ‘Going to school part time’ uses common visual symbols to explain the changes and has an excellent example of a simple visual calendar to show when a
child is at home and when at school.

Supporting the transition back into school

Communication with the school is absolutely crucial at this time. You will need to know how social distancing and deep cleaning measures are being handled so that you can (more…)

30 January 2020

By Alice Bradbury

The debate about testing in primary schools is usually dominated by teachers and unions – who decry the pressures associated with statutory test – and the government – who argue testing is necessary to hold schools to account.

The voices of one group – parents – are often overlooked. New research explores parents’ views in detail, however, with some interesting findings, which can be summed up by the phrase ‘Too many tests for no good reason’. 

This phrase provides the title for the research, which was commissioned by the More than a Score coalition of education and parent groups.  Their report is based on a survey of over 2,000 parents of children aged 3-13, conducted by YouGov. The results raise some serious questions for those who see the current testing regime in primary schools as fit for purpose. 

(more…)

15 April 2019

By Peter Moss

Leave policies for parents (maternity, paternity and parental leave) are high on today’s policy agenda, not only in higher income countries but around the world. A recent International Labour Organisation (ILO) survey found all bar two countries (Papua New Guinea and the USA) had some paid maternity leave, while 79 had paternity leave and 66 parental leave.

This month, the EU is expected to adopt a new Work-Life Balance Directive, which sets a number of new or higher standards for parental, paternity and carer’s leave, and the right to request flexible working arrangements – an initiative so far ignored by the British media.

Yet despite this attention, many issues remain about how best to make leave policies effective and inclusive in a fast-changing world and to ensure they support a more equal and sustainable relationship between care, employment and gender.

These are the subjects of a new book published on April 17 – Parental Leave and Beyond: new international developments, current issues and future directions. It’s the product of a (more…)

John Jerrim
It is no secret that East Asian children excel at school. For instance, 78 percent of ethnic Chinese children obtain at least 5 A*-C GCSE grades, compared to a national average of just 60 percent. Yet, despite some very interesting qualitative work by Becky Francis, we still know very little about why this is the case.
I explore this issue in my new paper using PISA 2012 data from Australia. Just like their counterparts in the UK, Australian-born children of East Asian heritage do very well in school – particularly when it comes to maths. In fact, I show that they score an average of 605 points on the PISA 2012 maths test. This puts them more than two years ahead of the average child living in either England or Australia. They even outperform the average child in perennial top PISA performers like Singapore, Hong Kong and Japan.
(more…)