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Narrowing the Gap in Outcomes for Vulnerable Groups. A Review of the Research Evidence: Summary of Key Findings

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Title: Narrowing the Gap in Outcomes for Vulnerable Groups. A Review of the Research Evidence: Summary of Key Findings
Language: English
Authors: Kendall, Sally, Straw, Suzanne, Jones, Megan, Springate, Iain, Lord, Pippa, Stoney, Sheila, National Foundation for Educational Research, Department for Children, Schools and Families
Source: National Foundation for Educational Research. 2007.
Availability: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Peer Reviewed: N
Page Count: 8
Publication Date: 2007
Document Type: Reports - Research
Descriptors: Child Health, At Risk Students, Health Promotion, Child Safety, Socioeconomic Status, Academic Achievement, Early Intervention, Disadvantaged Youth, Holistic Approach, Access to Education, Family Programs, Barriers, Achievement Gains, Educational Quality, Achievement Gap, Prevention, Delivery Systems, Educational Policy, Literature Reviews, Social Services, Leadership, Student Needs, Foreign Countries
Geographic Terms: United Kingdom
Abstract: In 2007, the Local Government Association (LGA) commissioned the NFER to review the best evidence on what works in narrowing the gap in outcomes for vulnerable groups across the five Every Child Matters areas. The review aimed to underpin the Narrowing the Gap Programme, a major development programme being implemented by the LGA and the DCSF. Key messages include: (1) strategies promoting children's health, safety and economic stability all help to provide the necessary conditions to support effective and enjoyable learning and raise achievement; (2) interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus; (3) interventions which adopt an holistic and joined-up approach dealing with the range of obstacles and negative influences holding children back are the most effective; (4) interventions that focus on the whole family and involve children learning and working with their parents/carers are some of the most effective; and (5) interventions need to build upon the positive elements and experiences of children's and family lives and take account of value and belief systems. [This report was published in partnership with Narrowing the Gap, Local Government Association, National Foundation for Educational Research and Department for Children, Schools and Families.]
Abstractor: As Provided
Number of References: 7
Entry Date: 2009
Accession Number: ED504632
Database: ERIC
FullText Text:
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  Data: Narrowing the Gap in Outcomes for Vulnerable Groups. A Review of the Research Evidence: Summary of Key Findings
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  Data: <searchLink fieldCode="SO" term="%22National+Foundation+for+Educational+Research%22"><i>National Foundation for Educational Research</i></searchLink>. 2007.
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  Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
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  Data: In 2007, the Local Government Association (LGA) commissioned the NFER to review the best evidence on what works in narrowing the gap in outcomes for vulnerable groups across the five Every Child Matters areas. The review aimed to underpin the Narrowing the Gap Programme, a major development programme being implemented by the LGA and the DCSF. Key messages include: (1) strategies promoting children's health, safety and economic stability all help to provide the necessary conditions to support effective and enjoyable learning and raise achievement; (2) interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups need a long-term focus; (3) interventions which adopt an holistic and joined-up approach dealing with the range of obstacles and negative influences holding children back are the most effective; (4) interventions that focus on the whole family and involve children learning and working with their parents/carers are some of the most effective; and (5) interventions need to build upon the positive elements and experiences of children's and family lives and take account of value and belief systems. [This report was published in partnership with Narrowing the Gap, Local Government Association, National Foundation for Educational Research and Department for Children, Schools and Families.]
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