The barriers to boys’ achievement and how parents can help boys

to break through them.

Let’s hear it for the boys

‘Man up!’

Girls out perform boys at every subject in GCSE

Boys falling behind in English

Laddish behaviour blamed for boys’ failure

Gender gap fails to close

What is in the media?

14 identified barriers:• Too much pressure at pre-school • Lack of independence*• Boys starting school linguistically less developed*• Physiological needs not met*• Negative attitudes to writing*• Limited interest in reading*• Inability to plan and prepare effectively• Peer pressure• The laddish culture• Emotional intelligence issues*• A mismatch between how he is expected to work and his

preferred way of working• Poor reflection skills• Low self-esteem and limiting self beliefs• Lack of positive role models

Independence:In the main, girls tend to be more independent when they arrive at school. Stories abound of boys standing with arms held aloft waiting to have their jumpers taken off or at the end of the day waiting for someone to put their coat on for them!

If we do everything for our boys we disadvantage them.

It is well understood in education that there is a significant correlation between being independent and being an effective learner. What is more, self esteem develops as a result of becoming capable of doing things for ourselves.

LanguageResearch tells us that girls tend to use more language in their early play, between 10 times and 30 times as much.

The fact that less than half the homes in the UK have tables around which families sit and eat and talk on a regular basis clearly has an impact on early language development. Pushchairs often face away from the parent, reducing opportunities for verbal interaction. Research also tells us that currently 40% of 4 yr olds now have televisions in their own bedrooms.

One expert suggests, “It is quite possible that parents are talking to their children less now than at any time during the history of mankind.”

Physiological needs:“If you don’t eat breakfast then by 10.30am your brain will have reaction speed of a 70 yr old.”

The brain needs fuel - water and a good diet are essential. Avoid dehydration as the brain wont work well if it dries up!

Brains need sleep – at least eight hours.

Maslow’s hierarchy of needs

Emotional Intelligence• Emotional intelligence is what makes up most of what we are as people

– it is said that 80% of a human being consists of emotional intelligence, while 20% is the intelligence we are concerned with measuring is schools, via testing.

• The key areas of emotional intelligence are: • Self-motivation• Empathy• Reflection• Impulse control• Optimism• Understand relationships• Self-awareness

SERIOUS

Barriers to reading and writing• Slower development of fine motor skills• Self esteem can suffer as a result of poor handwriting – leading

to not wanting to try• Weak spelling can cause a lack of confidence (Did you know

that a maximum of 5% for handwriting and spelling combined could be ‘lost’ in an English GCSE?)

• Not having a strategy to cope with poor spelling skillsFind words in word (in-fir-mary) (sep-a-rat)Highlight tricky bitsUse rhyme

Segment into syllablesLook, cover, write, say and check

• Boys do not always see themselves as readers and writers – not always portrayed as a male pursuit – importance of male role models.

What are we doing at school?

Encouraging independence by having high expectations that all children will be independent; classrooms are set up in a way which encourages independence; adults support but do not ‘spoon feed’ children, children are given responsibilities E.g. house captains, playground monitors.

Developing language through all lessons; school expectation of speaking in a full sentence; focused phonics teaching, storytelling (T4W); accurate modelling by all adults; embedding grammar in daily English lessons, high quality texts read in class.

What are we doing at school?

Supporting physiological needs through providing a healthy lunch, access to water bottles in the day, movement breaks, healthy tuck shop, a suitable learning environment.

What are we doing at school?

Breaking down barriers to reading and writing by using high quality texts which engage the reader; having a consistent expectation of handwriting and dedicated time to teach it; working on ‘Talk for Writing’ project which is engaging and exciting and gets children really talking about language which leads to high quality writing; direct teaching of spelling strategies; hands on experiences to write about E.g. Forest School, trips, visitors to school….

What are we doing at school?

Through understanding emotional intelligence we ensure feedback from teachers is positive and tells children specifically what they need to do to improve; we praise and encourage regularly and celebrate successes – not just the academic ones. We model positive relationships; we mediate when things go wrong; we expect respect from everyone; we encourage expressing emotions; we encourage empathy through book characters as well as in ‘real life’ situations; we encourage reflection/evaluation in lessons to deepen these skills; we encourage turn taking and co-operation rather thank acting on impulse. (All of this can be done at home too!)

What does our school data say?

*GLD = achieving expected in all prime areas (PSed, C&L, PD) and for all maths and literacy

In 2014 the gap was 18%

 EYFS 2015

National figures are shown in brackets

SchoolNational

2015

Boys Girls Gap

Good Level of Development*71.4 66.3

65.7 (58.6)

78.6(74.3)

-12.9(-15.6)

Phonics Screening Test 2015

This year, in year 1 (without SLC) boys scored 89% and girls 88% - showing a closing of the gender gap in this mainstream cohort.

With SLC included (7 boys), boys scored 71% and girls scored 88%, a gap of 17%. The national gap for 2015 was 8%.

At the end of KS2Girls are outperforming boys across the board at L4 however combined reading, writing maths for girls was 80% whereas boys are scoring 78.1% reflecting a closing of the gap.

National figures show boys at 77% combined L4+ and girls at 83% - a gap of 6% - school gap is 1.9%.

We still need to focus our effort on KS1 and the gender gap at the end of KS2 at ‘above expected’.

What can I do at home?Foster independence by ………………….• Making sure he has a list of things he needs for school

that day – don’t pack his bag for him.• Encourage him to make decisions on matters that

directly affect him.• Encourage age appropriate jobs to be done around the

house.• Let him do things his way sometimes – not always the

way you want them.• Encourage time spent alone without TV or computer.• Teach basic time management .• Be specific so that “Tidy your room” becomes “Put your

dirty clothes in the basket, put the dvds on the rack, hang your clean clothes in the wardrobe!”

• Explain that being independent is a real asset in life - both at school an beyond.

What can I do at home?Develop language skills by ………………….• Reading extensively (and don’t stop when he is old enough to read

himself!) Use sing song or funny voices for characters when you read. Point to pictures and use props when reading. Encourage all family members to read with him.

• Play imaginatively together, talk about what you are doing and you are doing it and encourage him to do the same.

• Enjoy lots of rhymes and songs together.• Point out things that you see around you.• Look at him when you are talking – it shows value of him.• If he says something incorrectly don’t correct it – just say it back to

him in correctly.• Limit leisure time spent passively in front of screens.• Play board games together.• Discuss films or programmes watched together on TV.• Wash up together and chat!• Never stop responding to his questions, or he may just stop asking

them.

What can I do at home?Support physiological needs by……….• Ensuring he has a healthy diet – grains are good for

breakfast as they release energy slowly, bananas are great brain food.

• Making sure there is a plentiful supply of water and avoid fizzy drinks.

• Ensuring there is a consistent bedtime routine and he gets at least 8 hours sleep.

• Be positive and support building self-esteem – a ‘you can’

attitude.

What can I do at home?Support breaking barriers to reading and writing by……….• Encourage wide and varied reading• Talk through ideas before he starts to write• Tackle writing in ‘chunks’• Use mindmaps, diagrams, flowcharts to support writing (This builds on

planning skills)• Give lots of praise and encouragement• Write about what interests him• Try hot seating a character in a story he is writing or a book he is

reading• Have books in the home environment from the word go!• Make reading time regular and special• Make a visit to the library/book shops part of his regular routine• Make predictions before reading books/review them afterwards• Don’t stop reading to him just because he can read!• Give books as presents and rewards• Read books that are TV or film ‘tie-ins’ to entice a reluctant reader• Model being a reader and a writing – show it as a worthwhile activity

Final top tipsGive encouragement and boost confidence

Develop reading habits – provide male role models

Give responsibilities at home – don’t do it for him!

Talk problems over – release tension/anger

Help him to be organised – write lists, be prepared

Contact the school if you feel ‘peer pressure’ is stopping your son from succeeding

Make sure he has enough sleep

Limit leisure time spent in front of screens

Show interest in his day at school

Guide him towards out of school activities in which he can succeed

Homework – do it on the night set with no distractions

Create opportunities for learning at home through discussing the news or TV programmes

Check his homework diary regularly

Suggested ExpectationsBy aged 6• Carrying own belongings to school * Regularly reading

with an adult• Speaking in full sentences *Answering

questions in full sentences• Follow simple instructions * Keep

belongings tidy and stored appropriately• Have a go at things and not ask for help straight away * Able to change independently

within 5 minutes

By aged 8• Pack bag and check what is needed for the day * Awareness of timetable for the

week• Able to explain understanding of learning/situation * Self motivated, keen to learn• Self aware- able to reflect on strengths and weakness * Evaluate situations & consider

consequences• Search and locate belongings * Keep bedroom tidy

and organisedBy aged 10• Problem solver- offers solutions• Structured reading habits – sharing

reading• Prepare a simple meal for family once a

week• Take responsibility for a job at home

By aged 12• Independently travelling to and from school• Proactive and organised approach to home

learning• Continued independent reading • Taking responsibility for healthy

eating/choices