Family Learning

1
Family Learning

• Kingston upon Hull
• LEA

2
Scale of Basic Skills Need in Adults

• 7 million people in Britain have poor literacy
  skills and numeracy skills, including ½ million
  who struggle with English because it is not their
  first language.

3
Scale of Need - Adults

• 23 of adults in Britain have low literacy and
  /or numeracy skills, cant write a letter to
  school, find a plumber in the Yellow Pages or
  check the change from 2
• 6 have very low skills
• 40 of lone parents with children 5-16 have poor
  literacy or numeracy skills
• 32 of unemployed have low literacy skills or
  numeracy skills
• Almost 75 of people whose first language is not
  English score below survival level

4
Scale of need in Hull- adults

• In Hull 29.6 of adults have poor literacy skills
• 31.7 of adults have poor numeracy skills
• Noddle Hill has 43.2 of adults with poor
  literacy and 50.4 with poor numeracy

5
Scale of need- children KS2

• 88 of all 11 year olds achieved level 4 or above
  in numeracy
• Hull 71
• 77 of all 11 year olds achieved level 4 or above
  in literacy
• Hull 66
• 33 of 11 year olds achieve level 5 in literacy
  and numeracy
• Boys still fall behind girls

6
Scale of need Children KS3

• 70 of all 14 year olds achieved level 5 or above
  in numeracy
• Hull 55
• 68 of all 11 year olds achieved level 5 or above
  in literacy
• Hull 57
• 42 of 11 year olds achieve level 6 in literacy
  and numeracy
• Gender differences are less marked

7
Comparisons of need with Europe and Canada
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People with poor basic skills are-

• Likely to have fallen behind with reading and
  maths by the age of 10
• More likely to be unemployed
• Will earn up to 11 less than others
• More likely to be in poor health
• More likely to be involved in crime
• Less likely to be involved in public life

9
People with poor basic skills are-

• More likely to have played truant from school
• More likely to have children who are struggling
  in school
• Less likely to go into their childrens school
• Less likely to have high expectations for their
  children
• Less likely to be confident that they can help
  their children with school work

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Governments Priority Groups

• Unemployed people and benefit claimants
• Prisoners and those supervised in the community
• Public sector employees
• Young adults
• Other groups at risk of social exclusion
• Parents
• People who live in disadvantaged communities

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What is needed

• What is needed is communication between school
  and all parents with a flow of information in
  both directions, schools valuing the parents
  contribution, time (always a precious and limited
  resource) set aside for parents and training and
  support for teachers.
• Literacy goes to school Jo Weinberger 1996

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Success through Difference

• It is a model based on the belief that
  contrasting rather than similar home and school
  strategies and practices provide a larger
  treasure trove from which to draw for school
  learning
• City Literacies- Eve Gregory and Ann Williams 2000

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Range of Provision

• Family Literacy
• Family Numeracy
• Keeping up with the Children
• Keeping up with the Children
• Pacesetter
• Early Start
• Wider Family Learning

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Aims of the Family Programmes

• To involve families in learning opportunities
  together
• To inform parents about the school curriculum
• To build skills so that parents are more able to
  help their children with schools work
• To provide a magnet for drawing adults into adult
  education
• To provide opportunities for progression
• To demonstrate that learning can be fun

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Features of Family Literacy, Language and
Numeracy Programmes

• They have a specific basic skills content
• They have an integrated curriculum which involves
  working in teams
• The curriculum is mapped to the standards
• They build on home activities
• They involve home activities
• They involve an assessment of learners needs
• They involve an evaluation and monitoring
  process