Posted November 08, 2018 12:31:56 Many of us have seen the statistics about children under-performing in school and what it means for their future.
What we haven’t seen are the stories about how our children are doing on the academic front.
A study commissioned by the Department of Education found that almost a quarter of students from disadvantaged backgrounds have struggled in GCSE, the second lowest rate in the country after Birmingham.
Many of those who do well in GCE, have no idea what the results mean for their lives in terms of employment and career prospects.
A large proportion of students also struggle with reading and maths, and are less likely to achieve the top grades than their peers.
Some children are struggling to learn, some don’t have access to a range of books and some have problems with the physical environment, including being bullied and being isolated from peers.
It is well known that disadvantaged children are at risk of poverty, unemployment, homelessness and other problems, and this needs to be addressed.
Education is one area where there are significant opportunities to improve and there are also opportunities to help children succeed in life.
But there are so many more ways that we can support disadvantaged children to achieve a better life and develop in a more positive way.
I have been working with schools and parents for the past three years to help them create a plan that works for them.
This includes the provision of literacy and numeracy classes, as well as tutoring, and support for early learning.
The Education and Learning Commission (ELSC) is an independent body that works with the Department for Education and Skills to deliver a range, integrated, national, local and sectoral initiatives that are designed to support disadvantaged students.
These include: teaching, learning and support, and mentoring.
These can be delivered in the schools and classrooms or delivered as part of the school curriculum.
To help students achieve the best outcomes, a school or a school can have a range or combination of different initiatives.
Schools and parents need to be aware of what strategies are available to them.
Some initiatives are tailored to specific pupils or groups and can be a good start, but others are designed for children who are struggling in the classroom.
They need to recognise that they have a significant role to play in helping their children to succeed.
Some strategies include: offering the children a range and variety of activities for a variety of learning needs, from reading to art, music, science and maths to language, and they should be supported with support to do this.
For example, the Department can provide tutoring and support in the classrooms, and parents and teachers can make a commitment to teach children at least six lessons a week and provide them with extra support.
Many children benefit from having regular time off to get exercise and exercise breaks to get the best out of school.
Some can also benefit from more organised and structured sessions of school time.
There are also a number of programmes that parents can support and take part in.
Finally, parents can help their children through life.
These range from encouraging them to take time out from school to spending time with friends or family.
These can include learning how to play an instrument, making a new hobby, and using their time to create a creative project.
If parents are genuinely committed to their children, they will be able to create an environment where their child feels valued and accepted, and where they feel safe and supported.
But there is a lot more to do.
Parents need to consider what they want to learn.
Some of the best ways to help their child is to provide the most tailored support to ensure that they are learning and doing the best they can.
Other ways to support children are to create opportunities for them to learn outside of school, or to create support groups to help improve their skills and help them find the best learning opportunities.
All of these can be important, but the biggest challenge is not necessarily the child, but how they are being taught.
They can also help to build the skills and confidence that will be needed to help themselves in a career and in life in general.
In addition to providing a range as part the school education curriculum, parents also need to create their own learning environments.
Children who are learning from outside of the classroom are likely to have different levels of confidence in their own abilities and skills, and a range may be appropriate to help support this.
There are a number different ways to achieve this, but some of the most effective strategies are: creating opportunities for children to practice their own creativity,