Learning without labels: Improving outcomes for vulnerable learners

If we are to improve educational outcomes for all, one of the things we need to do is move away from the notion of ‘labelling’ children and their families. Rather, we need to focus on the needs of such pupils, never forgetting their greatest need is relentlessly high expectations and great teaching.

As fragmentation of LAs continues, the need for authoritative, evidence-based guidance and signposting has grown. This collection of contributions from some of the UK’s leading educationalists does not provide an exhaustive list of all the challenges that might arise, but it has a good go.

“Marc’s latest work vividly brings to life the human story and the legacy behind past and contemporary attempts to address inequality in our classrooms. He challenges current accepted notions and definitions that can obscure the real moral purpose of change in this vital area of public policy and urges ‘the system’ to see the human face behind the targets and funding.” Antony Hughes, Chief Executive, The Harmony Trust

About the Editor:

Marc Rowland is the Director of Policy and Research at the National Education Trust. Marc also works at Rosendale primary school to support two successful research projects on metacognition and lesson study. Marc is the author of ‘A Practical Guide to the Pupil Premium’ (John Catt). Marc has been working with the Jersey Government to implement their strategy for tackling educational disadvantage ‘The Jersey Premium’. He is also the co-author of the Essex LA-funded Pupil Premium self-evaluation toolkit. He has worked with North Yorkshire, Essex, Sheffield, Hampshire and Warwickshire LAs on long projects to support better outcomes for disadvantaged pupils.

Reviews:

“Books from Marc Rowland and NET are always grounded, relevant and uplifting. This is no different. The collection of essays addresses the real issues faced by many teachers and offers practical advice based on sound evidence. It brings this together with the inspiration and aspiration that underpins all excellent teaching and will make a valuable contribution to providing opportunities for those pupils who so often get left behind.” Baroness Morris of Yardley, former Secretary of State for Education

“Essential reading for all school leaders-rooted in evidence based, school practice it challenges, informs and inspires. Most importantly it dispels assumptions that there are young people who cannot aspire and achieve given high quality provision that unequivocally addresses barriers to their learning.” Katharine Bruce, Lead Adviser Vulnerable Learners, North Yorkshire Local Authority

“Developing an ethos, culture and climate which does its utmost to overcome the barriers facing our most vulnerable young people is one of the greatest challenges facing our education system. This collection of thought-provoking essays explores a range of approaches that seek to lift
the limits to giving young people the best possible start in life. I strongly recommend it as an excellent resource for discussion in every staffroom.” Brian Lightman, Former General Secretary, ASCL