What Else Can Schools Do?
This chapter draws on key themes from earlier chapters to identify how schools could more effectively support girls from disadvantaged backgrounds achieve their aspirations. These themes focus on confidence and trust , feelings of being valued, achieving dreams and successful learning behaviour. Central to this discussion are the girls’ own perspectives, which identify in particular what they and their schools could have done differently, so the concluding suggestions for education practice development are based on ‘insider’ experiences of what schools offer.
KeywordsSchools Teachers Strategies Girls’ perspectives
- Achievement for All. (2016b). Achievement for all impact report 2015–2016. Newbury: AfA.Google Scholar
- Atkinson, M. (2013). Silenced Voices. Keynote lecture, Newman College, 25 April 2013.Google Scholar
- Centre for Social Justice. (2014). Closing the divide. Tackling education inequality in England. London: Centre for Social Justice.Google Scholar
- Cummings, C., Laing, K., Law, J., McLaughlin, J., Papps, I., Todd, L., et al. (2012). Can changing aspirations and attitudes impact on educational achievement? A review of interventions. York: Joseph Rowntree Foundation.Google Scholar
- Education Endowment Fund (EEF). (2013). The Sutton trust-EEF teaching and learning toolkit. London: Education Endowment Fund.Google Scholar
- Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge.Google Scholar
- Hutchinson, J., Dunford, J., & Treadwell, M. (2016). Divergent pathways: The disadvantage gap, accountability and the pupil premium. London: The Education Policy Institute.Google Scholar
- Ofsted. (2013). Unseen children: Access and achievement 20 years on. Manchester: Ofsted.Google Scholar
- Ofsted. (2016). Ofsted issues warning about education in the East Midlands. London: Ofsted (https:/www.gov.uk/government/organsiations/ofsted. Accessed 08 June 2016.
- Plummer, G. (2000). Failing Working–class Girls. Stoke-on-Trent: Trentham.Google Scholar
- Public Health England. (2014). Local action on health inequalities: Building children and young people’s resilience in schools. London: Public Health England.Google Scholar
- Review, Marmot. (2010). Fair society, healthy lives: Strategic review of health inequalities in England post-2010. London: Marmot Review Team.Google Scholar
- Sammons, P., Toth, K., & Sylva, K. (2016). Believing in Better. How Aspirations and Academic Self Concept Shape Young People’s Outcomes. London: Sutton Trust.Google Scholar
- Sharpe, C., Macleod, S., Bernardinelli, D., Skipp, A., & Higgins, S. (2015). Supporting the attainment of disadvantaged pupils. Briefing for school leaders. London: DfE.Google Scholar
- Verma, G., & Kalekin, D. (2017). Approaches to educational and social inclusion. Abingdon: RoutledgeGoogle Scholar
- Wilshaw, M. (2013). Unseen children, HMI’s speech 20th June 2013.Google Scholar