STORRE Collection: Electronic copies of Faculty of Social Sciences Working Papers
http://hdl.handle.net/1893/21669
Electronic copies of Faculty of Social Sciences Working Papers2024-03-18T08:52:50ZSeparated migrant children and connectivity during Covid 19 Working Paper 1
http://hdl.handle.net/1893/33889
Title: Separated migrant children and connectivity during Covid 19 Working Paper 1
Author(s): Fotopoulou, Maria; Copland, Fiona; Goodwin, Kinga; Grant, Maggie; Rigby, Paul
Abstract: First paragraph: This study, entitled, Supporting separated migrant children to thrive during Covid-19, has been funded by UKRI (ESRC) as part of its response to the UKRI Covid -19 crisis in the UK. The study investigates how services to this vulnerable group have been affected by the pandemic. It is also providing its own service in the form of an art-based intervention to give separated young people a way of expressing their experience of Covid and support them with their English. In this first working paper from the project, we report on preliminary findings on service provision, the ways in which this has changed in the last year, and how such changes affected separated children’s connectivity during the pandemic.2021-04-28T00:00:00ZSchool Starting Age (SSA): A Brief Summary
http://hdl.handle.net/1893/32978
Title: School Starting Age (SSA): A Brief Summary
Author(s): Bradfield, Kylie; Priestley, Mark
Abstract: The age at which children begin school, known as school starting age (SSA),has been the topic of considerable debate in contemporary times. The age of compulsory entry to schooling in many countries has persisted, unchallenged and unchanged since their establishment in early 20th century (Herbst & Strawiński, 2016). However, in research literature and the media, the question of whether children should have a later ingress to schooling has recently increased in volume. Indeed, media attention has focused on negative effects on children of beginning school at an age seen as too young (Weil, 2007), while demands for improved performance and accountability of schools has led to an increased level of research interest.Although the complexity of the question is acknowledged, with recognition of the multiple influences on outcomes, most findings suggest considerable benefits to delayed school entry.2021-02-21T00:00:00ZVariation in headteachers' approaches to meeting the needs of primary school children with speech, language and communication needs (SLCN) in one English Local Authority: a systems approach
http://hdl.handle.net/1893/32055
Title: Variation in headteachers' approaches to meeting the needs of primary school children with speech, language and communication needs (SLCN) in one English Local Authority: a systems approach
Author(s): McCartney, Elspeth; Forbes, Joan; McKean, Cristina; Laing, Karen; Cockerill, Maria; Law, James
Abstract: Background Recent large-scale research in England has reported lack of equity in the school services and support received by children with speech, language and communication needs (SLCN), even in schools in similar demographic areas. How headteachers organise support for pupils with SLCN is considered important in determining their school experiences, but there is little research related to SLCN. The present study analysed the views of eight headteachers to illustrate variation across school systems as reported by heads. Aims The aim was to illustrate and exemplify the wide range of headteachers' views and variation across school systems, and their impact for pupils. Methods & Procedures The study analysed data from face-to-face, semi-structured interviews with eight volunteer headteachers in a large-scale qualitative study of co-working and services for primary school pupils with SLCN, the Language for All project, in one English local authority. Responses were analysed using a four-level systems model, considering each head's views of the SEND policy environment; whether SLCN was considered when setting school goals and prioritising functions; staff recruitment and staff skills relating to SLCN, and the processes whereby curriculum adaptations were planned and delivered. Following close reading, discussion and review of headteachers’ transcribed interviews, the research team classified statements under the systems components, with dissonance sought in line with the study's aim of identifying variation. Responses from four headteachers who reported fundamentally different views were selected for discussion, illustrated by quotations. Outcomes & Results Despite coming under the same authority and policy directives, the systems analysis showed considerable variation. For example, Headteachers One and Two differed markedly on their schools' reported goals/functions and structures, with resulting difference in educational processes. Headteachers Three and Four illustrated large differences in processes, particularly how language-learning activities were planned and delivered. There was variation around how heads managed SEND funds; whether SLCN was formally recognised as a school priority; the recruitment and training of staff with expertise in SLCN and their recognition at management level; and in the resulting experiences for children, including reliance on outside professionals. All heads recognised the need to support SLCN, and were spending time and effort to secure adequate provision. Nonetheless, the variation shown risked inequality. Conclusions & Implications The systems analysis proved useful analysis and clarification of school organisation that contributes to variation in child experiences. Headteachers were powerful influences on school systems, with further understandings of their views, roles and actions is needed.2020-11-01T00:00:00ZService user and carer representation: exploring barriers to participation
http://hdl.handle.net/1893/29952
Title: Service user and carer representation: exploring barriers to participation
Author(s): Lucas, Siân E; Morrison, Lynda; Bell, Jim; Hussain-Ahmed, Shubhanna
Abstract: First paragraph: UNITY is the University of Stirling service user and carers’ (SUAC) social work involvement group. UNITY has been established for over 10 years and members contribute to the design and delivery of the qualifying social work programmes and more recently have contributed to the Nursing programmes. In this article the term service user refers to people who have or continue to use health and social care services; carers refer to people who carry out a caring role for family members or friends in an unpaid capacity currently or formerly.2019-08-01T00:00:00Z