Devasted that Luljeta Nuzi has died after a long fight with cancer. An incredible, dynamic, fierce woman whose optimism and passion for equality for all, in education, as women, as members of refugee and global majority communities will remain an inspiration for those who met her. I first met Luljeta in 2009 when she came […]
COVID-19 Update: Out-of-school settings in Tier 4
The government announced on Saturday December 19, that London and some areas of the south east and the East of England have moved into Local Restriction Tier 4 (Stay at Home).
The central local restriction tiers guidance has been updated to reflect what this means for childcare / supervised activities for children (i.e. out-of-school settings) in Tier 4.
Registered wraparound childcare and supervised activities for children, such as out-of-school settings, should only be accessed where the provision is necessary:
- to allow parents / carers to work, seek work, undertake education or training, or attend a medical appointment;
- for the purposes of respite care; or
- where the provision is being used by home educating parents as part of their existing arrangements for their child to receive a suitable full-time education.
The out-of-school settings guidance has been updated to reflect this position in more detail.
January Return
There was also an announcement about mass testing of secondary school students during the first week of term in January. Guidance on what this means for education and childcare settings, including out-of-school settings, was published on Friday December 18: Schools and childcare settings: return in January 2021 – GOV.UK (www.gov.uk)
To support with the mass testing effort, the government is asking that secondary school students receiving remote education from their school during the first week of term in January do not attend out-of-school settings during this time. This means that out-of-school settings and wraparound childcare can continue to operate for face-to-face provision between 4 and 11 January 2021 for children who are:
- home educated
- in early years settings
- in primary school
- in the secondary school-age cohorts eligible for full-time on-site provision – vulnerable children, children of critical workers and those in year 11 and 13
Those of you who are continuing to operate for face-to-face provision during this period should ensure that they make parents aware that their setting should only be accessed if their child is in one of the eligible groups outlined.
| Anne-Marie Mongan | Policy Adviser | Out-of-school Settings, Wraparound, and Integration Unit Email: anne-marie.mongan@education.gov.uk gov.uk | Twitter | Facebook Sanctuary Buildings, 20 Great Smith Street, SW1P 3BT |
Cognitive benefits of language learning
Complete the questionnaire to make sure your language(s) are recognised and valued!
The British Academy has commissioned a research team to provide an up-to-date systematic review of research into the cognitive benefits of language learning, analyse its implications for policy and practice, and identify potential interventions and gaps in our knowledge.
This special research project is part of the British Academy’s initiative to deepen awareness and demonstrate the importance of languages.
Supplementary/Complementary Schools are represented on the advisory group for this research by NRCSE Executive Director, Pascale Vassie. We are determined to ensure that all languages are considered and the additional demands and benefits when learning a different script are analysed.
To ensure YOUR languages are valued and recognised – please complete this short survey on where and how you learned language(s). It should take no more than 15 minutes.
There is a questionnaire for children too so please get all your pupils to complete this one – Children’s Questionnaire
Note: you should complete this survey no matter when you last learned a language. When you were a child, more recently? How many languages do you speak? How and when did you learn them. From your parents? At school? When you went to a different country for family or work related reasons. Did you arrive in Britain as an adult and have to learn English from scratch? or did you already have a reasonable or good level of English before you arrived?
This will inform the British Academy/University College London research into the Cognitive Benefits of Language Learning – which will in turn help to persuade government and business to provide money to recognise and increase language skills in GB.
If you are raising a trilingual child take a look at this great website that provides links to children’s radio stations
http://www.trilingualchildren.com/p/kids-radio-stations.html