What are the SKIPS Educational Programmes?
We created the SKIPS Educational Programmes in order to achieve our social objective that our books serve as an agent for behavioural change towards increased parental involvement and increase parental support. These programmes incorporate guidelines reflecting findings from cognitive science research, advice from our professional advisers and our own scientific research.
The Educational Programmes are very much a campaign for social change of the learning environment of families and their communities. At SKIPS we improve the educational outcome for primary school children on a larger scale by providing work books that involve the parents and families seeking to increase increased parent interaction with the school material.
Our school-based Educational Programmes are small and large regional programmes commissioned by private and public institutions such as state sector schools, academies and groups of schools, independent schools (the Engage Programme outreach for their outreach communities), philanthropists, local authorities, small businesses (Connect Programmes e.g. Vets and dentists sponsoring their neighbourhood schools) as well as big corporate entities (Connect Programmes providing social value for communities and cities).
How do we design and implement the SKIPS Educational programmes?
Our Educational Programmes rely on effective and efficient parental engagement – our SKIPS books literally bring learning back to the “kitchen table,” – we value books and are purposefully not digital.
We start by analysing the demographics of the participating schools and their communities. We then develop guidelines to address specific concerns. A school guide will describe the fundamentals of the SKIPS method and the use of the SKIPS books while preserving flexibility for the individual professional judgment of the teachers and head teachers. These implementation guidelines also ensure comparable methodology across the participating school thereby creating data that are apt for scientific analysis.
These Educational Programme guidelines include:
• Information for Participating Schools
• Teacher Guidelines
• Letter to parents; and
• In the case of subsequent more detailed impact analysis, Questionnaires for parents and children. These questionnaires set an initial reference point and show the development in two follow-up assessments. They collect data on the emotional attitude and any anxiety towards learning in general as well as homework attitudes and practices.
Participating schools appoint a project coordinator with whom we discuss the parameters and educational objectives of the particular SKIPS Educational Programme. She/he is our liaison at each school throughout the planning and implementation. We build each programme into the school curricula so that it fits neatly into the academic school year programming.
We also engage regularly with the schools and parents. Often we are invited to attend parent/teacher evenings where we can build relationships with our SKIPS families and teachers.
Our interaction with the participating schools at appointments throughout the campaign affords the opportunity to deepen our relationship with each school and to encourage a detailed implementation of the SKIPS Educational Programme. It will also enable us to receive regular feedback and to refine and improve the SKIPS methodology and the books.
Please refer to the sections for Schools and Sponsors for details on how the SKIPS Educational Programme can be built into their institutional objectives.