Gloucestershire County Council - Community Learning in Schools

Queen Margaret Primary School, Tewkesbury

SCHOOL INFORMATION & BACKGROUND

Queen Margaret Primary School is an average sized school with around 200 pupils currently on roll. A further 70 or so children attend the nursery, known as the "Opportunity Centre", on a part-time basis. The Opportunity Centre is designated as a nursery for children with special educational and social needs from the whole of Tewkesbury as well as providing part-time nursery provision for all the children who are admitted to the school. The school serves the Prior's Park estate area of Tewkesbury.

Julie Meyers and Liz Ramsay (School Administrator and Headteacher)

BRIEF DESCRIPTION OF PROJECT

A recent publication by the Community Education Development Centre stated that…..

'Encouraging adults to work in school gives pupils a good role model'

This is certainly the case at Queen Margaret where community work over the last year has paid dividends. The project centres around informal ICT, literacy and numeracy training for parents for blocks of 10 weeks. During these 10 weeks participants become competent and confident in basic word processing and Internet skills using Microsoft packages. In return for their commitment and attainment they can elect to undertake a recognised Open College Network accreditation.

AIMS OF THE PROJECT

The school's aim is to ….

'To make quality training as easy to access as possible'

This ease of access is helped greatly by the fact that parents are not expected to contribute financially to the project.

Each group aims to attract between 8-10 parents who have previously had little contact with the school. This number uses all available resources whilst maintaining individual attention.

When a parent completes the project it may lead to many other opportunities, such as:

· Being better able to support their child with their work
· Returning to work.
· Achieving employment in a new area.
· Further Study in another topic of interest

The first is one of the most important aims for the parents when they start the course. Such close involvement with the child's place of learning provides commitment, a sense of pride and a greater understanding of the principles of education.

WHAT KNOWLEDGE/EVENTS DID IT BUILD UPON?

It was known that parents needed an incentive to get back into the learning environment to be better able to support their childrens' learning. But how could they go about this?

Face to face support and appropriate resources are the key to start taking advantage of what is available. There are many funding sources available through bidding processes. Queen Margaret School was successful in gaining funds to help achieve their goals. Contributions were obtained through:

· Community Projects money through the County Council
· Local Initiatives Fund through the Learning Skills Council
· National Grid for Learning through the LEA

Finance obtained through these sources has aided purchase computers as well as creating links to secure and pay for a suitable tutor to deliver the courses.

ACTIVITIES

Each group meets on a Tuesday afternoon at the school for 10 weeks. A suite of 5 computers, each with up-to-date software, is made available for their use in relaxed surroundings. The weekly sessions last approximately 2 hours during which time each individual receives both group and one to one tuition from a qualified tutor.

"I get great satisfaction helping parents and children help themselves." Marjory Parsons - course tutor

The tutor tailors her courses and style of delivery to give the utmost support to her learners.

Each participant is asked to complete a small portfolio of his or her work for submission at the end of the course. This portfolio is a crucial document if the participant wishes to gain external accreditation through the Open college Network.

The prospect of developing a portfolio can be a daunting task to the groups that undertake the programme. However, with the guidance of tutor Marjory Parsons this is broken down into easily manageable sections.For the duration of the course parents are welcome to leave their pre-school children in the care of the Opportunity Centre, which is also on the school site. This service is invaluable to those participating as access to, and the cost of, childcare is often a barrier to many people.

Here children can take part in structured learning and play in a safe and secure environment, thus leaving parents free to concentrate on their own uninterrupted personal development.

School Commitment

Such is the commitment from the school that they pay for a part time ICT technician, Bill Grant, to support the network. This ensures that the computers are maintained and are seldom out of action for a long period of time.

The school is aware of the value of the course and the wider benefits of its existence. It therefore provides all the necessary consumables without asking parents for any financial contribution.

It is not only the main school staff that support the scheme, 3 governors have completed the 10 week course including the chair of governors Peter Randall who stated …..

" I previously attended a computer course but left after 5 weeks. The course was impersonal and made no allowance for individual needs and difficulties."

"The Queen Margaret course is far more successful. It is more personal and Marjory is always there to help and guide at just the right level."

"I'm near enough an OAP and it has shown me that you are never too old to learn."

Helen Davis - course participant

SUCCESS OF THE PROJECT

The fact that the project is now in its second year is a tribute to its success. But what factors in particular have contributed to this?

Parental Achievement

In addition to developing their ICT skills participants are also able to give the tutor as a referee on job applications. For many this new skill, and a professional contact who can testify to their commitment and ability, is invaluable to successful job applications.

One course member, who was previously a child minder, decided she needed a change of career. After attending the course at the school, and obtaining OCN accreditation, she was successful in obtaining a permanent position within the Post Office.

These are just three of the many examples of personal development being achieved through the project.

"I am used to using a computer where I work. In the few weeks I have been here on the course I have learnt much more." Simon Jones - course member

Commitment

The size of the group lends itself to creating the relaxed atmosphere that is so critical to successful learning of this type.

In most cases children are thrilled to see their mum or dad at work on the computer, it gives them a huge sense of pride and improves their attitude to working if they think they are emulating their parents.

The closeness of the group means that everybody knows each other and would feel they were letting the group, their child and themselves down if they were to withdraw without good reason. Hence the outstanding figure of over 90% attendance rate.

That piece of paper

All participants express pleasure at the sense of personal achievement. The certificate awarded at the end of the 10 weeks is the outward sign of success for some participants.

In a few cases this may be the first ever certificate of academic attainment they have received.

OTHER SUCCESSFUL INITIATIVES

Building upon the idea of parents being involved with their child's learning is the SHARE project.

This enables parents to work their year 1 & year 2 children in the classroom. Both parent and child are taught (by a qualified teacher) in the basic skills of literacy and numeracy. The method of teaching is adapted to take into account the parent/child partnership.

Work has involved:

· Shopping trips to aid with money and number skills.
· Cooking to aid with weights and measures.
· Developing art and design technology projects.

These activities are both fun and educational and most important nurture the working together ethos.

The SHARE group parents

FUTURE PLANS

How does a school follow success of this kind?

Queen Margaret School plans are realistic in that they are aware of the financial and time limitations. Therefore plans to develop existing schemes have been carefully thought through and include :

· The continuation of the ICT project.
· The continuation of the SHARE project.
· After school courses
· Expansion of childcare provision for participants - including after-school.