Department For Children , Schools And Families Research Articles

Dietitians in primary care promote weight loss and glycated haemoglobin reductions

Background: Obesity is a major public health issue; approximately two-thirds of UK adults are overweight or obese; this figure is predicted to continue to rise (Department of Health, 2008). Type 2 diabetes is the most common obesity-related co-morbidity (Department of Health, 2008). It has been shown that intensive diet and lifestyle advice has the potential to improve weight and glycated haaemoglobin (HbA1c) in patients with type 2 diabetes (UKPDS, 1998). The aim of this pilot project was to evaluate the effectiveness of dietetic intervention in general practitioner (GP) practices in a rural setting, for overweight patients and patients with type 2 diabetes. Methods: Between June 2009 and June 2010, overweight and patients with type 2 diabetes were referred to a weekly dietetic clinic in six rural GP practices for one-to-one consultations. One dietitian carried out all consultations and collected all weight and height measurements. HbA1c results were collected from results recorded on the GP computer systems. To evaluate the success of the pilot, the dietitian carried out a review of all consultations and a comparison between baseline and post-intervention measurements. Mean (SD) change were recorded for HbA1c, weight and body mass index (BMI). t-tests were used to test statistical significance using Microsoft Excel (Microsoft Corp., Redmond, WA, USA). Results: A total of 541 patients were seen by the dietitian on an average of two occasions. The mean age was 59 years; 44% (n = 238) patients were male. The dietetic consultations resulted in significant reductions in weight, BMI and HbA1c. Results for weight, BMI and HbA1c are shown in Table 1. Table 1. Outcomes for dietitian in rural GP practices Measures Baseline 1 year Range Mean (SD) change P HbA1c (%) 7.8 7.2 +1 to −6 −0.6 (0.9) 0.003 Weight (kg) 104.6 102 +4 to −17 −2.6 (3.4) 0.06 BMI (kg m−2) 37.1 36.2 +1.3 to −6.9 −0.9 (1.2) 0.05 Discussion: It is well documented that any reduction in HbA1c is likely to reduce the risk of diabetic complications and that modest weight losses of 5–7% can reduce the risks of developing diabetes in the overweight (DPP, 2002). The results achieved here are comparable with the Lifestyles Over and Above Drugs (LOADD) study (Coppell et al., 2010), where the average reduction in HBA1c was 0.4% and a weight loss of 1.3 kg. The results here have been achieved in an average of 2.0 consultations and, although the results are modest, they can bring about clinical improvements for patients. Conclusions: This pilot project has shown that a dietitian based in rural GP practices, giving evidence-based advice to patients regarding weight management and type 2 diabetes, can be effective in producing modest reductions in weight and reductions in HbA1c to a level that may produce health benefits.

Analysis of complementary methodologies for the estimation of school value added

This paper analyses the value added (VA) of a sample of Portuguese schools using two methodologies: data envelopment analysis (DEA) and the methodology used presently by the UK Department for Children, Schools and Families (DCSF). The VA estimates obtained by the two methods are substantially different. This reflects their different focus: DEA emphasizes on best-observed performance, whereas the DCSF method reveals average performance. The main advantage of the methodology used by the DCSF is its simplicity, although it confounds pupil effects with school effects in the estimation of school VA. In contrast, the DEA methodology can differentiate these effects, but the complexity may prevent its use in a systematic way. This paper shows that the two methods provide complementary information regarding the VA of schools, and their joint use can improve the understanding of the relative effectiveness of schools regarding the progress that pupils make between educational stages.

Evaluating the impact of Rtime: An intervention for schools that aims to develop relationships, raise enjoyment and reduce bullying

Developing social and emotional well-being amongst children and young people is part of national educational policy (e.g. Department for Education and Skills (DfES), 2004; Department for Children, Schools and Families (DCFS), 2008). A relatively recent intervention known as ‘Rtime’ (Sampson, 2004) appears to be able to improve relationships in school and at the same impact upon reducing bullying behaviours and raising enjoyment. Rtime is a 15-minute, weekly, structured relationship programme where children work in random pairs on a co-operative activity, incorporating time to greet and thank each other. The aim of this study was to research whether Rtime really did have the effects on children that it claimed. The study took place in 21 educational settings within a city in the south-west of England with 149 school-aged participants from Foundation to Key Stage 3 from both mainstream and specialist educational settings. The participants completed a questionnaire that investigated the above themes. Overall, the statistical analysis of the questionnaire responses suggested that Rtime had made a significant positive impact on children’s development of relationships and friendships and contributed to some changes in the children’s perceptions of bullying and enjoyment at school. Teachers reported that Rtime had made an impact on collaborative working, manners and general social skills. It is concluded that Rtime is a valuable programme that promotes significant positive changes in classrooms and schools consistent with national initiatives.

Management of School Attendance in the UK

Prior to 1997, managing school attendance was the sole responsibility of the Department for Education and Skills (DfES). Since devolution, responsibility for school attendance has resided with each of the four UK-wide administrations. These are the Department for Children, Schools and Families (DCSF) in England; the Scottish Executive Education Department (SEED); the Northern Irish Department for Education (NIDE); and in Wales, the Department for Children, Education, Lifelong Learning and Skills (DCELLS). Since then, each of the four administrations has begun to develop different policy directions over the management of education in England, Scotland, Northern Ireland and Wales. Within each of the four countries, different management approaches to school attendance has evolved between 1997 and 2007. The focus of this article is on describing these four different approaches until 2007, the present position post 2007, while attempting to compare, contrast and evaluate some of the potential outcomes of these strategies. It also seems increasingly likely that the future educational policy directions of the four national governments will continue to diverge, possibly leading to new legislation which will mean that policies on school attendance will differ significantly in the years ahead.

Boys lag behind in early communication skills

Girls outperform boys by 20 per cent in communication, language and literacy skills, according to new, experimental data published by the Department for Children, Schools and Families (DCSF).

Entitlement debate

Recently the Department for Children, Schools and Families (DCSF) released guidance to local authorities (LAs) on how the free entitlement for disadvantaged two-year-olds should be extended beyond the initial pilot scheme (see page 5), and who should be able to deliver it.

Parenting orders: Use with caution

The 21st Century Schools White Paper (Department for Children, Schools and Families (DCSF), 2009) was published late last month. According to the DCSF, the aims behind the paper are to ensure that every child achieves his/her potential and that the system is increasingly driven by parental demand and choice.

Progression and assessment in foreign languages at Key Stage 2

The teaching of primary languages has been increasing steadily, in response to the future entitlement for all Key Stage 2 (KS2) pupils aged 7–11 to learn a foreign language by 2010. However, there remain concerns about progression both within KS2 and through to secondary school and about how learners' progress is assessed. This paper presents findings on the issues of progression and assessment taken from case studies which formed part of a project funded by the then Department for Education and Skills (DfES), now the Department for Children, Schools and Families (DCSF). This project set out to evaluate 19 local authority (LA) Pathfinders in England that were piloting the introduction of foreign language learning at KS2 between 2003 and 2005. Findings revealed that there was inconsistency between schools, even within each LA Pathfinder, in the use of schemes of work and that assessment was generally underdeveloped in the majority of the Pathfinders. In order to set these findings in context, this paper examines the issues of progression and assessment in foreign language learning in England. Finally, it investigates the challenges English primary schools face in terms of progression and assessment in the light of the new entitlement and discusses implications for the future. Managing progression, both within KS2 and through to secondary school at KS3 (ages 11–14), is one of the key factors in determining the overall success of starting languages in primary school.

Epistemological problems in establishing an evidence base for classroom practice

The recent emphasis on identifying an ‘evidence base’ for classroom practice has generated a series of systematic reviews of the best available research evidence in an attempt to identify best practice in promoting positive learning outcomes for pupils. Drawing on our recent systematic review of research on classroom dialogue in mathematics lessons, commissioned by the Department for Children, Schools and Families (DCSF), we have identified a number of epistemological problems which: (i) place limitations on how far such research findings actually generate useable and convincing ‘evidence based knowledge’ regarding classroom practice; and (ii) place limitations on the extent to which ‘evidence based knowledge’ can interface with ‘practitioner knowledge’. We suggest that there are two contrasting versions of the ‘evidence base discourse’: an eclectic version, where the research analysed encompasses findings from all types of research approaches and the synthesis is interpreted by teachers and others in a way that ‘informs’ rather than ‘directs’ their decision-making; and an RCTs-privileged version where studies using a randomised control trials (RCTs) design are privileged over other types of studies as providers of ‘best evidence’ and the synthesis forms the basis for governmental and school level policies concerning which practices teachers should be directed to make use of. In the light of our analysis we conclude that the evidence base discourse needs to align itself close to the eclectic version.

Healthier happier children.

London has 1.72 million children and young people – nearly a quarter of its total population. It has 2433 schools. It also faces major health challenges: 41% of those children (over 650 000) living below the poverty line, which is significantly higher than the national average of 28%. Childhood obesity is significantly higher than in the rest of England, with 20.8% of 10–11 year olds obese compared with 17.5% nationally and 11.3% of reception year children, compared with 9.9% nationally. In at least two London boroughs the prevalence of obesity in 10–11 year olds is 25%. Children in London also spend notably fewer hours on physical activity than children in most other regions. There are huge gaps between the best and worst of health across more or less affluent boroughs. For example, in City and Hackney 16% of children are obese at reception age, whereas in Richmond and Twickenham that figure falls to just 7.7%. By Year 6, in Southwark figures are at 27.1%, whilst in Richmond and Twickenham this is 13.1%. Teenage pregnancy has fallen slightly since 2006, but this overall figure masks the fact that many boroughs have the highest rates in the country. The National Healthy Schools Programme (NHSP) is a joint Department of Health (DH) and Department for Children, Schools and Families (DCSF) initiative which is helping schools to make the link between health and achievement. Working with a comprehensive network of local and national partners, it provides schools with a framework for supporting children and young people by giving them the skills and knowledge to make improved life choices. The 41 criteria that result in ‘National Healthy School Status’ include things such as good canteen food and free drinking water, lifestyle advice for things such as sexually transmitted diseases and physical activity, and parental education and support, reminding about simple things like eating together or how to cook a healthy meal. In London 97% of schools are participating and 67% of schools have already achieved National Healthy School Status. Kevin Ward Head Teacher from Holmleigh Primary School in Hackney explains that the NHSP helps to create an environment that has a holistic, subtle affect on overall health: ‘When you're in a healthy school you can “feel” the difference. There will be healthy values and a healthy ethos running throughout the whole school, and the impact of this will be evident everywhere.’

The Bercow Report: Meeting children's speech, language and communication needs in the UK

Speech and language therapists (SLTs) in the UK were asking this question in the winter of 2007. John Bercow is the Conservative party champion for better speech, language and communication services in the House of Commons. His importance to SLTs was that he had been selected to lead a high-level review of services for children and young people with speech, language and communication needs (SLCN) in England. This had been commissioned by both the Department of Health (DH) and the Department for Children, Schools and Families (DCSF). Therefore there was a real opportunity to have infl uence at the highest level, where traditionally there has been a lack of shared understanding between these departments. This has previously led to separate policies, divergent practices and priorities for resources, which has created tension for SLTs who—;although normally employed by health services—;wish to work in partnership with teachers to facilitate children’s access to the curriculum.

Debt management for four-year-olds?

My Money is a £10 million financial education programme developed and executed on behalf of the Department for Children, Schools and Families (DCSF) by pfeg (the Personal Finance Education Group) and its partners.

What's new

National Day Nurseries Association (NDNA) has announced that as part of a project with the Department for Children, Schools and Families (DCSF) it has explored the value of recruiting volunteer ‘Community Childcare Champions’.

Case loads and pressures

Dear colleagues, Figures released by the Department for Children, Schools and Families (DCSF) this week (29 April 2008) show a large increase in school teaching staff —with the provisional statistics showing that the overall school work force has grown by 20 100 in the past year to 767 600—the biggest year-on-year growth since 2005, giving schools the highest number of teachers for a generation. There were 1900 more full-time equivalent (FTE) qualified teachers employed and the case load for each teacher, i.e. the ratio of child:teaching staff, is 21.6 pupils in primary schools and 16.1 in secondary schools. Combine this with an average annual salary of just over £34000 for a qualified teacher (full time salary, including holidays: www.dcsf.gov.uk/rsgateway/DB/SFR/s000787/index.shtml ) and it is clear that this is really good news for children, for families and for teachers.

Address of the President, Lord Rees of Ludlow OM Kt PRS, given at the anniversary meeting on 30 November 2007

Address of the President, Lord Rees of Ludlow OM Kt PRS, given at the anniversary meeting on 30 November 2007

Childcare news from around the UK...

The annual registration fee for childminders joining the Ofsted Early Years register will rise by 400 per cent in three years, according to plans outlined by the Department for Children, Schools and Families (DCSF).

The Challenges of A-level RE

It was a great honour to be asked to speak at the conference, and to contribute to this journal, and also, I felt, a great surprise. The surprise lies in the fact that, as a classroom teacher and head of department in a comprehensive school, I feel that I only have a very limited strategic vision for RE; I know what I know very well, but even as a member of a Standing Advisory Council for Religious Education (SACRE), I don't really have the 'big vision' that I had thought was required to produce a paper like this. This is the origin of the 'trench' analogy that I refer to in my title. From my perspective, if you are involved in policy making?either through the Qualifications and Curriculum Authority (QCA) or th e Department for Children, Schools and Families (DCSF), then your view is like a satellite photograph of Europe; spanning an enormous area, the perfect position from which to make far-reaching strategic decisions. (This position does have the disadvantage that you are very long way indeed from whatever is actually happening on the ground!) If, on the other hand, you are a university academic, then your view is like that of the artillery observer flying over the battlefield; much more close up that the previous view; combining a fairly good awareness of what is happening on the ground with a good grasp of medium term strategy (you can see over the hills and forests that the troops on the ground can't). This view is not without its frustrations however; the observer will say 'Why can't A company reach that

Why policy is important for disabled children

Hewitt–Taylor (2007), in a soon to be published seminal book, explores through a series of poignant vignettes the experiences of children with complex and continuing health needs, their families and the staff who are involved with their care. In doing so she illuminates the lives of these children, stating vehemently that they are, irrespective of their specific medical requirements, first and foremost children with the same rights accorded to all children, able-bodied or not. This gauntlet is picked up in a new review of disabled children’s services, which on behalf of the government, has been undertaken by the Department for Children, Schools and Families (DCSF) and HM Treasury. Aiming High for Disabled Children: Better Support for Families (2007) focuses on three priority areas that are designed to improve the lives of such children, namely better access (to health care) and empowerment, responsive services and timely support and importantly improving both the quality and capacity of services. This new policy has great symmetry with standard 8 of the National Service Framework for Children, Young People and Maternity Services (NSF) (DfES, 2004) in which one of the primary missions is that children and young people who are disabled or who have complex health needs should be supported to participate in family and community activities and facilities. This is important because children with complex health needs have traditionally been poorly served by society. Dickens’ (1859) vivid portrayal of disabled Tiny Tim and his devoted father Bob Cratchet in A Christmas Carol is a poignant legacy of the importance of the societal context of such children and crucially, as finally realized by Ebenezer Scrooge, why they are important.

New man, new plan? Changes for the future

With the dawn of a new Prime Minister, secretary of state and Department for Children Schools and Families (DCSF) Dorothy Lepkowska looks at funding pledges and asks leading professionals what government priorities should be.