Collaborative Introduction How welcome parents and carers feel at their children’s school seems likely to have a learning with significant influence on the degree to which they and their children engage with its educational programme. The ethos of the school and the nature of the classroom environment as determined by teachers technology: are therefore significant and continuing features of its pedagogy and its taught and ‘hidden’ curriculum (Landon and Carr, 1999; McDowell and Kay, 1998). some effects This paper draws on evidence gained from an evaluation of the work of ten junior (middle) and on educational primary (elementary) schools involved in the Parents And Children Together (PACT) project in County Durham, in the northeast of England, since 1998. At its centre is an analysis of test scores in reading and the disaffection gains made by children as a result of their participation in the PACT programme. Informal interviews and participant observation notes have also Stewart Martin been drawn upon from interviews with school Durham University, Durham, UK headteachers (principals), basic skills tutors, class teachers, parents and children. Documentary analysis is also reported from teacher lesson plans, evaluation sheets and questionnaires completed by parents and children. Context Since PACT first began, significant changes in education, social policy and schools have taken place in England. Literacy and numeracy sessions are now government requirements in the curriculum of primary schools (DfES, 2005). Computers are no longer a novelty, either in the primary classroom or in homes (UK National Statistics, 2002). A revised system of local governance has emerged through Local Strategic Partnerships (Office of the Deputy Prime Minister, 2005) as has coordination of post- compulsory education provision (Learning Partnerships, 2006) and programmes to improve basic skills in the population (Learning and Skills Council, 2006). Other initiatives including Sure Start (2006), aimed at improving parenting skills and support for the under fives, are now widespread nationally. Within this context, the value of the programme reported in this paper is what it illustrates about how 14 The International Journal on School Disaffection © Trentham Books 2007 school disaffection can be overcome. It is also Activities were deliberately varied, highly participative concerned with how the development of basic skills and emphasised enjoyment. Parents worked together can be made more effective and about the to make teaching aids, practice their basic skills and implications for current school practice, classroom learn strategies to help children to read. They read to methodology and community engagement. This is of children and also read poems together as a group; they particular timeliness because many local education wrote stories, checked spellings, used dictionaries and authorities and schools in England are considering played alphabet games. Technology was introduced their response to the government’s policy for Extended into sessions gently, most often to illustrate how their Schools (DfES, 2005) within the wider policy agenda children worked during routine school activities. framed by ‘Every Child Matters’ (DfES, 2004). Explicit ‘how to’ instructional sessions on using computers were most often on a one-to-one or small The families involved in the PACT project live in group basis or as the need arose and always in the geographical areas in the north-east of Durham context of providing information to help them with County that are among the most deprived in the their current task. For example, they would be United Kingdom and where the number of one-parent introduced to word processing or the use of story- families is well above the national average. Many of telling software packages while working in small the children involved come from homes with low or groups to prepare teaching aids to help their children very low incomes (i.e. the household income is or to develop strategies collaboratively prior to joint provided wholly from state benefits); cope with one or sessions with their child. more parents who are in prison (most often the father); and live in areas with high levels of vandalism, Parents gained confidence and expertise in using youth crime and substance abuse. computers and were encouraged to see this as a natural part of their wider educational work with their Headteachers of the schools reported that low self- children. For the tutor, this aspect of PACT was an esteem and a lack of adequate parenting skills were important objective in their work with parents. key problems among parents. They noted that such Attendance of parents with their children at PACT parents often characterised themselves as ‘thick’ sessions was high and most parents succeeded in (stupid) and that problems in dealing successfully with gaining certificates of accreditation in information the education of their children often reflected their technology. Tutors found that as a result of parents own as well as their child’s experience of becoming less self-conscious about using computers disempowerment at school, the legacies of which are and more confident in their use of them, many well understood (Smith, 2004). became more aware of ways in which they could gain access to computers outside of school – for example in The PACT project comprised discrete ten week courses public libraries – and more confident in making use of for primary carers and their children, each run within them for their personal development. Parents the normal school day and supervised by a tutor increasingly began to bring examples of or suggestions skilled in small group work, adult education and for computer use with the children to PACT sessions. working with disadvantaged families. The primary carers who attended were either unemployed (the It is often difficult to overcome chronic low self- majority) or had part-time work, which meant that esteem or to address lengthy histories of educational sessions during school time were convenient for them. failure and social exclusion within families where no Tutors were non-judgmental, sympathetic and adept living member has successfully engaged with at creating ‘third space’ environments (Cook, 2005). employment. So while the programme benefited both They encouraged parents and carers to discuss wider parents and children, it was not always successful in educational issues such as bullying and homework. helping them to be together in new ways or in The tutors also often addressed the wider and often changing the established and sometimes dysfunctional complex needs of parents and carers. parenting culture within families. Three parallel strands of activity were organized: one As a consequence of their own experience of formal for parents on the use of information technology and education, many parents who were attracted to the the development of basic skills; one for children on programme itself lacked the confidence to re-engage reading strategies; the third for parents and children with ‘school work’. Some were wary of the programme together, with the latter being the most frequent. tutor and suspicious about being involved in school- The International Journal on School Disaffection © Trentham Books 2007 15 based activities. Others were anxious about tutors’ authority (school attendance); PACT project expectations of them. Some felt that tutors assumed administration (interviews with parents; interviews they would know more than they did about how to and reports from group tutors); interviews with head- help their children, whereas in reality they had very teachers and parents (pupil behaviour, school ethos, little or no working knowledge of information classroom culture, parental engagement); observation technology and little access to it outside of their child’s of project work (group activities, tutor engagement school. with parents/carers and children); interviews and questionnaires from individual parents/primary carers Many of the parents on the programme were more (initial expectations and perceived benefits, sustained interested in how their children behaved at school benefits, consequent engagement with education or than in how they performed academically. The employment, changes in self-esteem); and (separately) programme helped many to become more focused on from their children: initial expectations and perceived the learning needs and academic achievements of benefits, personal objectives met, general educational their children. As a consequence, it improved their benefits, changes in self-esteem. Additionally, reading ability to help their children with school work. As one age measures were established pre and post- parent put it: intervention to assess gains in functional literacy. I really do think my son has benefited very much PACT school sector Males Females from this course.He was very disruptive and had a Primary: ages 4-11* 40 19 ‘couldn’t care less’attitude.He wouldn’t learn his Junior: ages 7-11*40 30 spellings or reading as he thought he couldn’t do Totals 80 49 them.However,now he has more confidence and when he thinks he can’t do it he asks me for help.He Figure. 1 Composition of PACT cohorts by school. now enjoys coming home with his homework and (*typical age profile) reading book. No significant correlation was found in the data for I have definitely learned how to help my child more schools between the average point scores per pupil in with his work,especially the multi-sensory spelling national Standardised Attainment Tests, or SATs (QCA, routine.Like my son,I have also seen that learning 2006; Guardian, 2002), the percentage of pupils with can be more fun by making spelling games.The formally assessed special educational needs, or the course has been really good for me.I can get a lot percentage of pupils with above average attainment in more involved in my children’s school work. Mathematics, English or Science. The percentage of pupils receiving free school meals was, however, The intention was to identify a number of parents and strongly associated with that of pupils eligible for children who had become disengaged from education assessment of special educational needs (r = .66). and were in need of help with basic skills, with whom PACT would be relevant and worthwhile. Within any Reading age gains produced by PACT were not found school community this is a group of people without a to be strongly associated with individual differences clear identity. Few individuals feel comfortable about between schools in the performance of children in identifying themselves as being in need of help with SATs, the proportion of children with special basic skills; those whose needs are greatest are often educational needs or the percentage in receipt of free least likely to do so. However, young people school meals (Fig. 2). This suggests that the themselves are often agents of change, particularly in programme produced reading age gains relative to environments which include the use of technology. non-PACT cohorts in schools, irrespective of the (Watts and Lloyd, 2004) So despite some initial innate ability or prior learning of children, or of the anxieties, most of the parents joined the project academic profile of particular school cohorts, or the because their children had asked them to do so. socio-economic context within which individual schools were operating. PACT appears to be a robust methodology for producing educational improvement Performance data which is tolerant of wide variations in context and is a The analysis presented here is based upon data for 129 promising model with potential for addressing the children and their parents/primary carers in ten increasing concerns about relatively poor literacy schools (Fig. 1) and draws upon: pre/post-intervention levels amongst boys. This is borne out by the information from the regional local education 16 The International Journal on School Disaffection © Trentham Books 2007 Figure 2: Only weak association was found between the percentage of pupils in receipt of free school meals (FSM) and each institution’s mean reading age gain (RAG). Figure 3: Average reading-age gains by school and gender. The International Journal on School Disaffection © Trentham Books 2007 17 Fig. 4 School cohort compositions in PACT data For some students the gains were large (Fig. 6), in one with mean reading-age gains (RAG), by school and group reaching in excess of four years. Overall the gender. gains cluster into three main identifiable groupings: those pupils (approximately half the sample) who substantial reading-age gains in all schools, with those gained up to nine months; those (approximately a of girls being closely matched by those of boys (Fig. 3). third of the sample) who gained between ten and nineteen months; and those who gained twenty The differing reading-age gains of boys and girls are months or more. Membership of these groups is not not associated with their proportions within cohorts. significantly skewed by chronological age or by gender In some schools with the highest overall reading age (Fig. 6). gains (e.g. School I, Fig. 4) there were marked differences between boys and girls (24 and 34 months, While many parents felt both enthusiasm and anxiety respectively), but this was also the case in schools with about the programme, their mixed feelings weren’t a relatively low overall gains (e.g. School E). The average barrier to their involvement. Most said they had reading-age gains within schools tended to be similar looked forward to working with their children, to for boys and girls although for some, the range was improving their own skills and to learning about markedly wide (Fig. 5). computers. Many valued the chance of gaining a qualification in the field of information technology The small number of students who lost ground in and learning more about their child’s school. What terms of reading age development (Fig. 6, RAG = >0) parents said they gained most from the project was an were almost equally divided between boys and girls insight into teaching methods and into what they and were characterised by poor attendance at the could do to help support their child’s learning. Parents project. also experienced the course as an opportunity to make 18 The International Journal on School Disaffection © Trentham Books 2007 changes in their own lives, to re-establish links with back to school was really daunting,wondering if the learning and to change their relationships with their brain cells would cope with all that learning.The children and the school. Empowering parents is an whole experience was fantastic.Our tutor had important element in tackling school disaffection incredible patience with me.But I got there in the (Bird, 2005; Camilleri, et.al., 2005). One parent put it end.I never realized I was artistic until I joined PACT. this way: More than half the parents reported that PACT The project was a great experience for me because I’m changed for the better their view of their child’s ability a mother of over 50 years of age.The thought of going and gave them confidence to engage with school and Figure 5: Reading-age gain (RAG) by individual and gender. Fig. 6 Reading-age gain (RAG) groups by gender. The International Journal on School Disaffection © Trentham Books 2007 19 to carry on with their own education. Over 80% of Teachers also commented that the project had parents said that PACT had helped them and their significantly reduced their anxiety about contact with partners to change how they supported their children parents and had made them more able to value the at home: differences between individual children. Headteachers were convinced that the project improved parental ‘It helped you to know the ways in which your child contact with the school and parent-school learns in school so you can get a better understanding relationships. One head put it this way: ‘It helps of their homework.’ parents, teachers and children to value one another. It locks it all together for the child and improves things The hope was that PACT would enable families to for the teacher.’ develop their learning together and that on the basis of this parents would be more able and likely to re- Why did the programme work? Interviews with engage with education. Fifteen per cent of parents teachers, PACT tutors, parents and children reported that they had been able to make use of PACT consistently identified a number of key elements to take up another course of study, including college which, between them, appear to have been crucial in access courses and computer-based courses: producing the programme’s impact. The combined effect of these factors appears to have been more ‘I did a numeracy and literature course so I could powerful that any single one of them alone. Working help my child with her homework.I have also now with their parents within the school environment achieved numerous certificates for computer courses I appeared to break down many established negative completed with the school.This gave me the attitudes in carers, children and also teachers, which confidence to go on to college.’ were unhelpful for learning. Being part of a small group led by a skilled tutor experienced in working in The programme was not designed to help people informal learning contexts enabled children and directly into jobs but there is evidence that sometimes parents to adopt a pro-active role, which they found it had this effect by developing confidence and skills, empowering. Making the learning relevant, fun and by improving self-belief and by giving hope to therefore interesting encouraged parents and children individuals and their children. PACT also helped to engage enthusiastically with education in ways that parents to get involved with school and in some cases most of them had not experienced previously within to become classroom helpers. The programme the traditional school curriculum. therefore offers a promising model for policymakers seeking ways to break the cycle of low expectation For children,PACT was: a positive learning experience within disaffected communities. with substantial measurable gains in literacy; a fun experience in which they enjoyed working both with Many children demonstrated high levels of computers and with their parent/carer; and a commitment to the course and enjoyed working with programme that helped other aspects of their school their parents. Disaffection with traditional schooling work and their enjoyment of school. had not dimmed their enthusiasm for an alternative approach to learning. One child summed up his For parents and families, PACT was: a framework that experience of PACT: supported learning and skills development; a programme that improved links with the school; an I would tell my friends to join a project like this.It encouraging experience that enabled parents to be was enjoyable working with my mother.More pupils more helpful to their children’s learning at home; a should do it.Because I needed special needs classes means of improving family understanding of the aims the project was really important to me to give my and objectives of the school; a platform from which to work that extra boost and more confidence to do secure employment and enable access to other courses better in class.It was also good fun.’ (for a small number of parents); and a fun experience that they looked forward to each week. Teachers were unequivocal that the children involved in the programme gained confidence. Their behaviour For schools PACT was: a valuable additional support and their concentration also improved and, contrary for both the development of greater literacy and to initial concerns from teachers, it conferred Information Technology competence; an opportunity increased status on pupils in the eyes of their peers. for classroom teachers to experience professional 20 The International Journal on School Disaffection © Trentham Books 2007 development; a partly frustrating experience (most of some children and their families. The evidence from schools felt that such work would be difficult to PACT is that where schools are able to sustain such sustain without additional resources); and a successful work, the benefits can be significant and long lasting. programme with limited though varied impact on the educational culture of the school. References It seems possible that a significant number of the key Bird, V. (2005) The Literacy and Social Inclusion Project: a new features of PACT could be developed in many schools, model for building parental skills.Literacy, 39, 2, p59-63. perhaps by a direct reproduction of the scheme or by Camilleri, J., Spiteri, S. and Wolfendale, S. (2005) Parent adapting its principles in related initiatives, such as empowerment for family literacy: a European initiative. Literacy, 39, 2, p74-80. those which make use of older pupils in mixed-age mentoring schemes. The important contribution to be Cook, M (2005) ‘A place of their own’: creating a classroom ‘third gained from any such programme by involving parents space’ to support a continuum of text construction between home and school. Literacy,39, 2, p85-90. or carers should not be underestimated, given the importance of child-parent relationships and family- DfES (Department for Education and Skills) (2004)Every Child school relationships on the educational process. Matters: Next Steps.http://www.everychildmatters.gov.uk DfES (Department for Education and Skills) (2005) Extended schools: Access to opportunities and services for all – a Conclusion prospectus. http://publications.teachernet.gov.uk The project was aimed at some of the most disengaged DfES (Department for Education and Skills) (2005) Literacy and excluded families in the county and therefore http://www.standards.dfes.gov.uk/primary/publications/literacy/1 among the most difficult to reach. Despite this, PACT 200695/ was successful: the gains in basic skills made by DfES (Department for Education and Skills) (2005) Education Action children were sustained; children enjoyed their Zones http://www.standards.dfes.gov.uk experience in the programme; and schools reported Landon, J. and Carr, D. (1999) Teachers and schools as agencies of associated improvements in classroom work and in values education: reflections on teachers’ perceptions. Part two: the attitude of children and parents towards school. the hidden curriculum. Journal of Beliefs and Values;20, 1, p21- 29. There are often disincentives for teachers to engage Learning and Skills Council, 2006, http://www.lsc.gov.uk with such programmes, including workload, anxieties Learning Partnerships (2006)Lifelong Learning about support and recognition from their professional http://www.lifelonglearning.co.uk colleagues, the essentially unpaid nature of the extra McDowell, L. and Sambell, K. (1998) The construction of the hidden work and the disruption it can cause to existing curriculum: messages and meanings in the assessment of classes. But despite such reservations – and the lack of student learning. Assessment and Evaluation in Higher government funding – teachers volunteered to join the Education; 23, 4, p391-402. scheme, which is a testament to the continuing Office of the Deputy Prime Minister (2005) Local Strategic willingness of educationalists to find time and Partnerships,http://www.neighbourhood.gov.uk resources to address disaffection and the needs of QCA (Qualifications and Curriculum Authority) (2006) National their pupils and parents. Curriculum Online. http://www.qca.org.uk/ Smith, V. (2004) Empowering teachers: empowering children? How Because many parents were keen to continue their re- can researchers initiate and research empowerment?Journal of engagement with education, several schools developed Research in Reading,27, 4, p413-424. their own skills-based IT courses as extensions of the Sure Start (2006) http://www.surestart.gov.uk project. Headteachers commented that confidence among the parents increased as a result, with some The Guardian(2002) Guardian Education Results: How your LEA performed, The Guardian Online supplement, December 5, p4- going on to organise school-based events like discos 36. and book fairs. A small number went on to get jobs, attributing their success directly to the project and the UK National Statistics, 2002 http://www.statistics.gov.uk follow-on extension work. Watts, M. and Lloyd, C. (2004) The use of innovative ICT in the active pursuit of literacy. Journal of Computer Assisted One-off interventions to boost the basic skills of Learning, 20, 1, p50-58. narrowly defined constituencies of learners who have Wenger, E (1998) Communities of Practice: Learning, Meaning and the greatest needs can at best ameliorate the problems IdentityCambridge: Cambridge University Press. The International Journal on School Disaffection © Trentham Books 2007 21