What is the difference between disadvantage and vulnerability

Benefits are seen in increased engagement with their own learning, attainment levels and school contribution. Improvements were also experienced in regards to confidence, patience and self-esteem. Alongside this, P4C has encouraged significant developments in children with special educational needs. Results here are seen in levels of articulacy and confidence, since the scheme allows SEN children to find their own voice amongst their peers.

Even children with the weakest verbal skills the opportunity to start speaking, due to the encouragement of enquiry based learning. Notably, the approach helps those who find social situations particularly difficult. For example, opening up the classroom to conversation allows autistic children to learn how to situate themselves within, rather than outside of, discussion. Therefore, an ethos of equality is created, by helping to integrate otherwise disadvantaged children.

There are many subject specific forms of remediation, for reading or maths learning delays, for example. However, this Knowledge Bank is looking at more generalised cognitive form of remediation. He has been singled out because his work has influenced so many others, even though his ideas are now so diffused in the field that he is rarely acknowledged. The mediated approach elevates the role of the teacher, and aligns clinical and pedagogical practice.

Therefore, the mediated method is all about reintroducing the transferral of intellectual skills, emphasising the interaction between the adult and learner. Today, the issue of dislocation and educational deprivation is a global matter, stemming from mass migration, uprooting the younger generation. In our own society, communities with traditional cultures and practices are also being swept away as new technologies are developed. As a result, there is a need for a socio-cultural perspective of education.

In an effort to solve this issue, Feuerstein created Instrumental Enrichment , a programme of intervention designed to assist teachers in delivering MLE. The aim is to provide children, regardless of their background, with the right to look, see and interact with the world around them.

Imparting meaning provides a power that keeps the learner involved in the interaction. This allows connections to be made between the specific and the general, moving the line of thought beyond the immediate situation.

Necessary cookies are absolutely essential for the website to function properly. These cookies ensure basic functionalities and security features of the website, anonymously. The cookie is used to store the user consent for the cookies in the category "Analytics". Disadvantaged and vulnerable All our Education Services advisers work closely with school and academy leaders to support a strategic approach on reducing the attainment gap for vulnerable and disadvantaged pupils.

Read more. Equalities Helping schools meet their statutory obligations and deliver effective equality practice. Contact details Herts for Learning Email us. The Welsh Government expects schools and settings to be mindful when setting their uniform policy for the to academic year as many disadvantaged families may not be able to afford additional items of clothing. Further guidance on school uniform is provided in the Operational guidance for schools and settings and in the Statutory guidance for school governing bodies on school uniform and appearance policies.

The resources can support schools and settings to find practical solutions to reduce the cost of the school day. Many care-experienced learners, including looked after children and adopted children, will have faced significant difficulties in the last year. Due to lockdown measures, some children will have had limited face-to-face contact with their birth families and their support network, including social workers.

For some families, lockdown will have put pressures on foster placements leading to placement breakdowns, or made it difficult to maintain contact with friends and these relationships will now need to be re-established. These circumstances may have resulted in care-experienced children feeling isolated and contributed to increased trauma and attachment issues.

Many schools and settings have received trauma and attachment training, which is invaluable in being able to fully support care experienced learners. All maintained schools and settings in Wales must have a designated person for looked after children with responsibility for promoting the educational achievement of looked after children.

Essentially, the designated person is responsible for ensuring the needs of looked after children are met within the school or setting. A key part of the role is working with others to ensure the well-being of looked after children is monitored effectively and their welfare needs are addressed. Every looked after child should have an effective personal education plan PEP , which should describe what needs to happen to help them reach their full potential.

While it is recognised there will be practical implications in the delivery and review of PEPs during this current time, the local authority should continue to work in partnership with the learner and the school especially the designated person , to develop and review the PEP in light of any changed circumstances, so that it fully reflects the needs of the learner, remains up to date and is implemented.

Young carers may worry about how the person they care for will be supported while they are at their school or setting.

They may have experienced an increase in caring responsibilities during the pandemic; either in the number of hours they are caring, the type of tasks they have been carrying out or in the number of people they are caring for.

This may mean that a young carer was unable to fully engage in home learning and has fallen behind in their studies, which may cause anxiety about their studies.

Increased caring responsibilities may also have made it difficult to maintain communication with friends or wider support networks. Schools and settings can play an important role in helping young carers understand their rights under the Social Services and Well-being Wales Act This is not dependent on any individual they are caring for having a local authority needs assessment and identified care and support needs.

The Welsh Government also funded Carers Trust Wales to produce guides and lesson plans, which were launched in , to help schools and settings improve their understanding of the needs and legal rights of young carers.

Also, in , Estyn published the thematic review Provision for young carers in secondary schools, further education colleges and pupil referral units across Wales. Schools and settings may find their recommendations useful in planning support for young carers. Young carers and their families should be encouraged to discuss concerns about their education with their school or setting and any other agencies working with the family. Schools and settings could also offer information about the help and safeguarding plans they have put in place to protect their learners, and the support in place to help young carers with their studies.

Information about how to access these can be found on their local authority website or by calling their local authority. Learners and families from Black, Asian and minority ethnic backgrounds may have concerns about their increased vulnerability to COVID and the potential risks associated with their child being back in school, particularly if they had not previously been accessing on-site provision.

In particular, the risk of a learner taking the infection home to family members who may be vulnerable to illness or infections. This might lead to anxiety or disengagement from school. This may have been exacerbated by a lack of access to easy to read text or audio information. Access to materials in home languages can be an issue. This includes guidance on suitable websites to promote learning, banks of resources to download, and support for schools and settings in using visual and audio resources.

It reminds staff of the importance of encouraging families to use home language for learning where skills in English or Welsh are not well developed. There are examples of local authorities having bilingual staff in place providing support and feedback for learners in their home language where needed. We must reassure learners and their families and give them the confidence they will receive all the help and support they need.

During this period, local authority minority ethnic achievement services have worked with schools and settings, learners and their families to support learners and their families and share good practice across their local authority areas.

Issues cited included concerns about exposure to the virus, a lack of access to learning materials, late acquisition of digital equipment and connectivity and instances of lack of sufficient and appropriate space to engage with remote learning.

Building better relationships with these groups is key to understanding the needs of learners and their families and tailoring the support accordingly. These include cultural barriers where families may not understand what schools and settings expect, while schools and settings may not understand the extent of support families may need. In the best-case scenarios, there is a well-embedded multi-agency approach to supporting individual families and learners in these groups.

Where this is the case, schools and settings and support services have continued to build on already well-established relationships and seek to understand the communities they serve.

Learners will have encountered different experiences and home environments during lockdown periods and all staff should be reminded of their safeguarding duties within the statutory safeguarding guidance for education settings Keeping learners safe and under the Wales Safeguarding Procedures.

The role of the designated safeguarding person DSP will be vital and all staff and learners should be informed of who the DSP is and how to contact them. Accessing a trusted adult, or the DSP, may be more difficult with efforts to minimise contact so schools and settings should consider how learners can talk to them privately.

Guidance for education settings is available. Local authorities will already have a range of working practices in place to ensure that safeguarding partners can work together to keep learners safe.

The Welsh Government has produced guidance to remind practitioners working across agencies of their responsibilities to safeguard learners and to support them in responding to concerns about learners at risk. The guide links to, and should be used with, the national Wales Safeguarding Procedures. Skip to main content.

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