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Posted By York St John University,
14 July 2020
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Professor Andrew P. Hill shares findings from a survey completed by students at NACE member schools during the recent period of remote learning.
As a result of the COVID-19 pandemic, on 20 March 2020 UK schools closed their buildings to all but children of essential workers and those deemed most vulnerable. Since then, schools, parents and learners have adapted to a different way of learning and remote schooling.
For policy makers, government and schools alike, understanding the impact of lockdown learning on students is key to developing a recovery curriculum and support that will make sense in September. It is against this backdrop that NACE commissioned York St. John University to develop an online questionnaire to examine the study habits of students whilst at home. The questionnaire also assessed personal factors (perfectionism and perceptions of mattering) and stress. Alongside this, NACE asked senior leaders to reflect on what they were seeing in their own institutions and how this would shape forward planning – to read some of these perspectives, take a look at this term’s special digital edition of NACE Insight.
Things we measured in the survey:
- Study habits. We measured how many hours students spent studying and the amount of screen time associated with studying.
- Learning strategies. Learning strategies indicate how successful students are being at managing their own effort, time and study environment (e.g. finding somewhere quiet to study).
- Stress. Stress is the feeling people experience when they are overwhelmed or the situation is uncertain. This typically manifests in concern, anxiousness and worry. Here we measured stress as it related to students’ future and educational and career goals.
- Perfectionism. Perfectionism is a personality characteristic that we know is related to more stressful experiences in students, but also is related to academic performance. Here we distinguish between striving (trying to do things perfectly) and concerns (reacting negatively when thing are not perfect). Read more about perfectionism and more able learners here.
- Mattering. Some students feel as though they matter to other people and other students don’t. We know that when people feel like they matter it has a positive influence on their lives. Read more about mattering here.
Methodology
A survey was distributed online. It was opened on 6 June and closed on 20 June. A total of 25 headteachers at NACE member schools agreed to distribute the questionnaire to their students.
A total sample of 724 students (247 males, 476 females, 1 did not provide this information) completed the questionnaire. Participants’ mean age was 14.83 years (SD = 1.22; range = 13 to 18). Students were in Year 8 (n=30), Year 9 (n=274), Year 10 (n=218), Year 11 (n=58), and Year 12 (n=132) [and 12 undisclosed]. Of the participants, 312 identified as more able and talented, 80 did not, and 330 did not know (2 missing).
Key findings
1. Strong learning strategies appear to reduce stress.
Overall students indicated that they had moderate levels of academic stress. In addition, the more stress students reported they were experiencing, the less time they were spending studying. Stress was reduced when students reported they were better able to manage their time, effort and study environment.
More able and talented students reported feeling slightly less stress and more confidence in their ability to manage their time, effort and study environment than other students.
2. Study time varies significantly and is largely on-screen.
Overall students spent 4.54 hours per day (SD=2.04) studying. Of which, 4.13 (SD=2.02) hours involved using a screen. A very small number of students were not studying at all (nine students or 1%) whereas others reported studying for 8 to 12 hours per day (58 students or 8%).
There was little difference between more able and talented students and other students. More able and talented students spent 4.68 hours (SD=2.17; range 0-12) studying per day, of which, 4.23 (SD=2.16; range 0-12) hours involved using a screen.
Those who identified as not being MAT spent 4.38 hours (SD=1.87; range 0-9) studying per day, of which, 3.92 (SD=1.77; range 0-12) hours involved using a screen.
3. Perfectionism carries both positive and negative aspects.
The more that students reported that they wanted things to be perfect, the more they reported that they were stressed. However, the more that students reported that they wanted things to be perfect, they also reported that they were better at managing their time, effort and study environment, and they studied more.
Unfortunately, the more that students reported that they reacted negatively when things were not perfect, the more they reported that they were stressed, and were worse at managing their time, effort and study environment. However, they did also study more.
These relationships were evident for both more able and talented students and students who identified as not being MAT.
4. Mattering really matters!
The more that students reported that they felt like they mattered, the less stressed they felt, and the more they reported that they were better at managing their time, effort and study environment.
The more that students reported they felt like they did not matter, the more stressed they were, and reported that they were worse at managing their time, effort and study environment.
Again, these relationships were evident for both more able and talented students and others. However, feeling like they didn’t matter was related to higher stress in more able and talented students.
Conclusions
Students surveyed are typically engaging with study at home. However, this varies considerably from none to extreme amounts.
If students are more perfectionistic they are likely to study more but will experience more stress and have mixed ability to manage their learning depending on whether they report difficulty dealing with imperfection.
Being better at managing time, effort and the study environment, and feeling like they matter to people (e.g. parents, teachers and peers), were factors related to less stress and more studying.
The experiences of more able and talented students have been similar to other students. However, MAT students appear better prepared to manage their own study, and to be likely to become more stressed by a sense of not mattering.
Key takeaways
- A focus on study skills, metacognition and wider learning strategies will help students better adapt to home study, and support wider independence.
- Boosting a sense of connectiveness to school, teachers, and peers is an important part of this.
- A focus on connectiveness and mattering is particularly important for more able and talented students.
For more detail about the survey please contact Professor Andy Hill (a.hill@yorksj.ac.uk).
York St John and NACE are collaborating on research and resources to help schools support learners with high levels of perfectionism. Resources are currently being trialled with NACE member and R&D Hub Haybridge High School, where teachers have received training to understand more about perfectionism and are delivering PSHE lessons in the subject to students in Years 10 and 11. Learners also have the opportunity to take part in an intervention workshop. The resources and lesson plans will be launched to more schools next academic year.
Read more:
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independent learning
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Posted By Alison Tarrant,
15 January 2019
Updated: 08 April 2019
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NACE is proud to be supporting the Great School Libraries campaign, launched in September 2018 to raise awareness about the importance and impact of great school libraries and librarians for all learners. In this blog post, Alison Tarrant, CEO of the School Library Association (SLA) invites NACE members to join the campaign by sharing inspiring examples from their own schools…
As part of the Great School Libraries campaign, we’re collecting data to illustrate the real nature of modern school libraries – how many there are, what they do, the many ways in which they support teachers and learners. School libraries are formed by their school’s context, and we’re keen to showcase the diversity and nuance of the activities school libraries across the nation are involved in.
To this end, we are collecting case studies to help us share real-life examples and stories, both to inform those unfamiliar with school libraries and to inspire those who are. All schools are welcome to submit case studies showing how their school library has impacted on teaching and learning and/or contributed to the strategic goals of the school.
NACE member schools in particular are invited to contribute examples showing how school libraries and librarians are supporting provision for more able learners and raising aspirations for all.
How to submit a case study
To submit a case study for the Great School Libraries campaign, complete this form and return it via email (communications@nace.co.uk) with the subject line “Great School Libraries case study”. An example case study and additional resources are available to download from the campaign website.
You may wish to focus on:
- A club run by your school library
- Displays that widen knowledge and promote discussion of unfamiliar topics
- Information literacy – being taught, skills sessions, research projects, assemblies
- Extended Project Qualification or Higher Project Qualification – how is the librarian involved in these? What value does it add?
- Library lessons – reading at the heart of the curriculum, activities at your school, how these stretch/enhance teaching and learning
- Outings and extracurricular activities organised by your school librarian
- A lesson that has been co-developed and/or co-taught with your librarian
How case studies will be used
Submitted case studies will be reviewed with a view to identifying themes – adding rich evidence to our belief that school libraries make an important contribution to learning and outcomes. Case studies may be published on the Great School Libraries website to help spread best practice and inspiration across the education community.
Case studies can be submitted anonymously if wished.
For additional support, contact Barbara Band, Chair of the Great School Libraries Data Group (SLDG): info@barbaraband.com / 078 6663 3011
To sign up for regular updates on the campaign, click here.
Alison Tarrant is the Chief Executive of the School Library Association (SLA), and a Bookseller Rising Star 2018. She previously worked as a school librarian, and was on the Honour List for the School Librarian of the Year in 2016, as well as serving as a trustee for the SLA. The SLA is committed to supporting everyone involved with school libraries, offering training and resources to promote high-quality reading and learning opportunities for all. Launched this year, the Great School Libraries campaign is a three-year campaign dedicated to raising the profile of school libraries.
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Posted By Jo Hendriksen,
26 November 2018
Updated: 07 August 2019
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Last week, NACE member and Challenge Award holder Holme Grange School hosted the launch of a new regional NACE Research and Development (R&D) Hub. Joanne Hendriksen, Director of Teaching and Learning, shares some of the key benefits valued by members of the hub...
1. Celebrate what is working to inspire future success
The inaugural hub meeting at Holme Grange School afforded participating schools the opportunity to share the abundant examples of best practice associated with supporting our more able learners. All too often this side of evaluation and review is omitted and we focus on what is not working, rather than purposefully acknowledging what is going well. Discussing our journeys as a group led us to the realisation that a great deal has already been achieved, and we must stop and celebrate in order to cultivate a success mindset and inspire future work.
2. School-to-school working across phases, subjects and sectors
This NACE initiative allows schools to share across phases, subjects and sectors of education. The appetite for this type of collaboration was evident at our launch meeting, where the group was formed of primary, prep, secondary and through schools from both the state and independent sectors – a diversity which was particularly apt given the session’s focus on transition. This opportunity of an open and supportive forum allowed delegates to consider their journey towards a long-term, genuine and sustainable approach towards transition across all phases.
3. Sharing evidence-based good practice
Billions of pounds are spent on research each year, but how much of this informs practice in our schools? A positive shift in culture has seen many schools move towards more enquiry-based philosophies, where leaders encourage teachers to see themselves as researchers. The hub launch at Holme Grange School saw participants relish the opportunity to share evidence-based research from work completed in direct association with key educational researchers such as Bill Lucas and John Hattie. It also sparked a desire in many to work collaboratively and move forward with in-house research to explore implications of actions on current practice.
4. Opportunities to shape the future provision for more able learners
The Holme Grange NACE R&D Hub sets out a clear ambition and commitment to continue to serve our more able learners now and in the future. The team involved in the meeting were highly experienced, credible leaders and practitioners who know and understand the educational landscape and the needs of our schools. This group will allow staff in schools, working at ground level, to be at the forefront of evidence-based approaches and discover, first-hand, the results of implementing various interventions. Projects will be guided, tested and evaluated by the group, for the group and for our learners.
5. Impact-focused, long-term collaboration
All too often CPD and INSET are costly, short-term and have very little impact on staff bodies as a whole, on learners and therefore on schools. At our hub launch, practitioners were able to collectively agree on future priorities, in the knowledge that there will be regular opportunities for support, discussion and evaluation. Areas of focus varied greatly and included writing, effective use of technology, and learner awareness of ability. The hub plans to meet regularly and encourages core members to commit to consistent collaboration and communication to gain maximum benefit. The group has also discussed involving learners in the hub, supporting cross-school collaboration between pupils.
About the NACE R&D Hubs
NACE R&D Hubs are open to all NACE member schools, offering regional opportunities to share effective practice for more able learners and to collaborate on action research projects in this field. To date, four NACE R&D Hubs have been launched, all hosted by NACE Challenge Award-accredited schools: Barry Island Primary School in the Vale of Glamorgan, Haybridge High School and Sixth Form in Worcestershire, Portswood Primary School in Hampshire, and Holme Grange School in Berkshire.
To find out more or to join your nearest hub, get in touch.
Tags:
collaboration
CPD
enquiry
partnerships
policy
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Posted By Sue Riley,
15 January 2018
Updated: 07 August 2019
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From all the NACE team – a very happy new year!
Whilst you settle back into the term I want to use my first blog of 2018 to share news of NACE developments and details of upcoming member opportunities. Brief updates on DfE, Ofsted and Estyn are also included.
Member-led research
At the end of last year NACE announced a key focus on member-led research and development for 2018, and I am pleased to update you on two aspects of this. First, we have selected three schools to become NACE Research and Development Hubs – Haybridge High School and Sixth Form, Portswood Primary School and Barry Island Primary School. These schools will allow us to test and refine our regional approach to improving outcomes for more able learners in practical ways, including hosting Hub meetings for NACE members, sharing resources and best practice, and undertaking research.
Alongside the Hubs initiative we will be working with the University of Winchester on an action research project. The project, which launches in March, will be open to invited Challenge Award schools, with teachers exploring an aspect of “curriculum, teaching and support" for more able learners that is being delivered or developed in their school under the NACE Challenge Development Programme. Alongside more detailed case study work, we will continue to build our evidence base and formally capture and disseminate some of the best practice in the country.
Free webinars and member meetups
To provide all members with a good start to the year, NACE is continuing its series of free webinars and member meetups. Webinar sessions on SOLO Taxonomy and learning mindset will take place on 30 January and 6 February – log in to the members’ area of our website for full details and registration.
Following the success of our first member meetup in November, the series continues this term with the English-Speaking Union hosting a secondary school event on 6 March. The Globe will host our final meetup of the year on 8 June, for both primary and secondary schools. Full details of these free events will be shared with all members via email and in the members’ area of our website.
Funding and research updates
Members will be aware that governments in England and Wales are placing an increased focus on more able. I spoke about developments in Wales in my last blog.
You may be interested to read Estyn’s latest thematic reports. Good Practice in the Humanities highlights, amongst other things, the importance of transition for learners, whilst Active and experiential learning – Effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2 includes an online video to exemplify good practice, and includes specific references of support provided to more able learners.
In December the DfE launched Unlocking Talent, Fulfilling Potential, its plan for improving social mobility through education. Within this it announced the Future Talent Fund, which will seek to test and evaluate approaches to supporting the most academically able disadvantaged students in non-selective state-funded secondary schools. Bidding for this fund is expected to open in the summer term, and NACE will be seeking member schools to work with us on this. Further detail will follow.
We also wait with interest to read the final report of Ofsted’s curriculum thematic review.
2018 promises to be interesting – and I look forward to sharing developments and working with you as we move through the year. In the meantime, please contact me directly if you want to learn more, or feel you can contribute to our developments.
Tags:
collaboration
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Posted By Naomi Watson,
15 November 2017
Updated: 07 August 2019
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Rising Stars’ Naomi Watson outlines a new opportunity for NACE members to contribute to research on effective support for more able learners in mathematics. Read on to find out how your school could participate…
NACE and Rising Stars have collaborated for over 10 years on initiatives to ensure more able learners and their teachers can benefit from challenging and exciting resources in core subjects, grounded in the curriculum while offering stretching and enriched learning.
This year, we are working together to research how schools are effectively supporting more able learners while teaching mathematics within a mastery curriculum.
As part of this project, we are looking for five NACE member primary schools who are teaching mathematics using a mastery approach to participate in a research initiative. Participating schools will receive free copies of Rising Stars’ Maths for the More Able teachers’ guides and Brain Academy pupil books, and will be invited to integrate these resources into their teaching of mathematics during the spring term.
In April/May 2018 we will bring all participating schools together for a half-day focus group (in Oxfordshire), to gather and share approaches to supporting more able learners in mathematics, and to explore ideas for future resources. The results of the project will be shared with the wider NACE and Rising Stars communities.
Alongside this school-led initiative, NACE is partnering with expert practitioners in mathematics on a series of new resources and articles, which will be made available to all NACE members. For updates on the project, log in to the NACE members’ website, and keep an eye out for the NACE email newsfeed and Insight newsletter.
Register your interest:
To apply to be one of the five primary schools involved in this project, send an email to membership@nace.co.uk, with the subject line “Rising Stars maths project”. Include an outline of your school’s current approach to supporting more able learners in mathematics, with reference to your use of a mastery curriculum.
The deadline for applications is 6 December 2017. Successful schools will be notified before the end of the autumn term.
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KS2
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Posted By Sue Riley,
08 September 2017
Updated: 07 August 2019
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Welcome back to a new academic year – I hope you feel refreshed for the coming term.
Like NACE, I am sure many of you spent much of the summer preparing for the new academic year – reflecting on policy and development, results and the new challenges that lie ahead.
In my first blog post of the year, I want to share with you some of NACE’s developments – and how NACE members will benefit in the coming weeks and term.
Responding to member views
At the end of last year NACE undertook its first member survey – and the results have informed much of the work we have been focused on over the summer. You told us that online resources and subject-specific materials were some of the most useful ways NACE could support you, so this term will see key resources added to the members’ section of our site; log in to see the latest additions.
Later this term, we’ll be sharing new primary maths resources, and links to partner materials, with a focus on English to follow. We’re also investing in the technology to make these more accessible to busy teachers, with a relaunch of the NACE website planned for later in the year.
NACE Insight, our termly member newsletter, has had a summer “facelift”. With a refreshed and extended format, it will offer some new regular features, including updates from Ofsted, Estyn and partners, a focus on NACE members in the news, recommended resources and your views on the key issues affecting schools.
NACE members are our strength – you are involved in testing, reviewing and developing practice for more able learners. We see in our 400+ Challenge Award schools some of the best practice in the country, representing a unique repository of excellence in teaching and learning for high achievement. Later this term we will be inviting some of you to work with us to interrogate and disseminate good practice, offering supported research opportunities.
National and international developments
As part of its role, NACE not only monitors and reviews more able policy and practice, but also seeks to inform development and debate – both at home and further afield. Here are just a few of the areas we are currently focused on:
- Ofsted updates. This month marks the 25th anniversary of the formation of Ofsted, and we await with interest the first set of findings from its curriculum survey. Once Ofsted has the initial evidence, it will look at whether it needs to place a greater focus on curriculum during inspection; this will feed into the new inspection framework being developed for September 2019.
- Developments in Wales. NACE is closely monitoring the curriculum and professional standard changes in Wales, and it is against this backdrop that we have been asked to work closely with regional consortia partners to support the development of regional MAT policy and practice.
- International support. Further afield, NACE’s international membership continues to grow. Spanning 18 countries including Cyprus, China, Kenya, Malaysia, the Netherlands, Spain and Nigeria, there is a wide mix of primary, secondary, international, British and MoD schools. Over the past 18 months NACE has supported a number of these schools with CPD, and we’ve been delighted to welcome schools from as far afield as China, Italy and Malta to our UK conferences.
- National publications. Our senior team is regularly asked to contribute to publications in the more able field. Currently our education adviser Hilary Lowe sits on the Advisory Editorial Board for The SAGE Handbook of Gifted and Talented Education, and is author of the chapter on The Education of the Highly Able in England and Wales. We will share more on this later in the year.
Updates to the NACE Challenge Framework
It is against this backdrop of constant review and development that next month NACE will announce an important update to the NACE Challenge Framework. Over the past decade, the NACE Challenge Framework has become an established and respected tool for whole-school review and improvement in provision for more able learners. The update reflects current policy and thinking and will make the framework more accessible to schools, at any stage in their more able journey. The next issue of Insight, due to arrive in schools in October, will provide more detail.
I hope you will agree that this is an exciting start to NACE’s year – and to the opportunities we can provide our growing community of member schools. I look forward to sharing developments with you as we move through the year, and invite you to contact me directly in the meantime if you want to learn more, or feel you can contribute to our developments.
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