Inspirational teachers hold the key for “can do†students
Many children and young people have this debilitating habit of putting themselves down. They feel that somehow they are unworthy and will never be as good as anyone else and so begins the downward spiral into low self-esteem, but it doesn’t have to be this way – and teaching professionals hold the solution. It’s one of the ironies of life that children and young people frequently set ridiculously high expectations for themselves and when they fail to reach those levels they respond negatively and assume they are failures. It’s not uncommon for young people to describe themselves as “stupid†or “not good enough†and so begins a pattern in life that reinforces itself with an expectation that failure will automatically happen every time they try something new – and of course they are never disappointed. Teaching professionals witness this every day in classroom situations where students have already given up because they believe they will not achieve the right results. Even worse, students suffering this level of low self-esteem believe that they alone are the failures. It is one of the reasons why we developed courses that teaching professionals can use to combat areas of negativity and low self esteem and these are available for a very low annual cost via our website – www.powerfulpositivethinking.org/courses The mission of course is to reverse those levels of negativity before it turns into mental illness when children simply give up which is why positive thinking courses are now proving so effective at schools and academies worldwide. Children can be taught that failure should be a learning experience. The world’s greatest entrepreneurs and successful business people have all failed on numerous occasions but have learned from their mistakes and tried again and again until they found the formula that worked. Part of the success formula means eliminating debilitating negative phrases and replacing them with “can do†options. “People will think I am stupid†can be replaced with people will “think I am cool for trying.†Words such as “I am not good enough†can be replaced with “I will always do my best.†In our courses for schools we find that it’s the students who can quickly think of other alternative positive phrases to replace the negatives and once they get the idea it can automatically become habit forming with attitudes changing into “can do†from “can’t do.†When you use life examples to remind students that success has to be earned and worked for – and that failure can be used as a positive for the next time -then they begin to get the message. Always remember that billionaire Richard Branson started his business from a phone box and X Factor stars that made it to the big time will always tell you of those months and years learning their craft in dusty clubs and music halls – and getting this message across starts with the right words from inspirational teachers and counsellors like you. Michael Younge is founder of Powerful Positive Thinking which provides positivity courses for schools and academies worldwide. To know more visit: www.powerfulpositivethinking.org/courses Email michael.young@powerfulpositivethinking.org for more information
Encouraging Parents to Embrace the Concept of the School Trip
The concept of the school trip has changed over time. Once, a trip out of the classroom amounted to little more than a jaunt to the local museum, whereas today, the potential for taking youngsters out of the confines of the classroom is vast. With ever-expanding options for destinations and learning experiences, it is little wonder that parents have rising concerns about taking the school trip plunge. It is the job of schools to make sure that these worries are alleviated so that our kids today don’t miss out on one of the most valuable educational experiences. Access to learning is paramount if we are to arm our youngsters with the tools they need to succeed both academically and socially in this world, and the best bit is that acquiring knowledge doesn’t only have to take place in the classroom. In fact, our world is a haven for learning and simply bursting with opportunities that every child should have the chance to grab with both hands. The benefits of a school trip definitely outweigh any potential issues and I want parents to trust that their little darlings are the teachers’ number one priority when they are in their care. Sending children away with the school has so many plus points, not least the fact that I don’t know any youngster who wouldn’t relish the prospect of spending time away from home, hanging out with their friends. Bunking in with mates, sharing new experiences together and making memories that will stick with them forever are all part of growing up, learning and developing, and when teachers pitch an idea for an excursion, they need to focus on these positives. By exposing the next generation to different environments, cultures and countries, we empower them with the tools they need to enhance their personal development, grow in confidence and experience a blossoming sense of responsibility. A trip outside of school often engages children who are otherwise disinterested in the school room setting, and this can be an incredible boost to pupils, teachers and parents alike. For a parent, however, the worry can be very present, so I feel it is really important to encourage headteachers and teachers alike to tackle some of the issues and offer solutions to concerned parents: Tackling the Obstacles to School Trips The Cost Yes, trips can be expensive. I know that teachers are always doing their utmost to keep costs as reasonable as possible but sometimes the cost can be a deal breaker for mums and dads. It is sensible to plan as far in advance as possible (so people can save up) and choose off-peak dates so that the costs can be kept lower. Inexpensive travel options should also be considered, for example, travelling by coach instead of by plane, and the itinerary needs to be tailored to accommodate the demographic of children in the class. Using a tour operator can help with this. Suggest places to buy second hand equipment the children might need for the excursion or have a sale organised at the school. Skiing can be particularly expensive, for example, so this will be appreciated. Communicating regularly and in detail with home relieves some of the stress and worry, as does including them; encouraging parents to get involved with fundraising for the excursion helps them feel more of a part of things and also relieves some of the financial burden. Health and Safety This is again down to communication with the school. Mums and dads should get a detailed itinerary of the trip, with any higher risk activities highlighted and explained in detail. Always highlight the exciting parts of the activities and the sense of achievement the youngsters will have taking part; parents love to know their child is accomplishing things. Of course, you can share the school’s health and safety policy and relevant risk assessments for extra reassurance. What Will They Really Learn? Teachers must make an effort to highlight the benefits of the trip from the academic and social side. Parents want to know what they are spending their hard earned cash on. I appreciate that, as a teacher, you may not like bombarding parents with information, but if you push the positives and make them feel involved, they are more likely to get on board. Whatever the learning objectives, teachers should demonstrate to parents that when youngsters are given the opportunity to be in any new environment they develop new perspectives, learn more, are encouraged to ask questions and contextualise theoretical learning that will stick with them always. Bringing any theory off the page and putting it in context is invaluable for children when it comes to understanding what they are learning. They begin to make connections with what they experienced in the classroom and this often boosts motivation and enthusiasm. The Activities Offered Every child is unique and they all have different fears, anxieties and worries, therefore it can be quite tempting for some parents to keep them away from a school trip in an effort to avoid these. Teachers need to make it very clear what is on offer in terms of activities and then parents can help get their children prepared for the trip. Invite mums and dads to inform your staff about their child’s worries so that they can be dealt with sympathetically. Children often perform differently away from home and this is a great opportunity for them to do that and concurrently for them to grow socially and emotionally. Parents need to be encouraged to ‘cut the apron strings’ and reap the benefits of an increasingly independent child. Preparation Getting pupils ready for a trip can also be a daunting prospect for families, so the school must be clear on what equipment and clothing is required. Worrying about whether to send your child with shorts or trousers, for example, is a worry that parents really don’t need to have. Guidelines regarding money, mobiles, confectionary and behaviour should all be made clear too so that
How to build effective school interventions for Gen Z
Delivering school interventions for a generation of tech-savvy pupils calls for a new approach, says Nicola Hankey, teacher and SEND co-ordinator at Ludworth Primary School… The children in today’s classrooms have grown up with technology and can’t imagine life without tablets, apps and emojis. They form part of Generation Z born in the early 2000s or later, and are true digital masters. Unlocking the potential of Generation Z pupils with SEN presents new challenges, and while there is no one size fits all solution, here are some of the strategies I have found to be effective. 1. Build a dream team Harness the power of digital communications by sharing information with the people involved in supporting a child. Your dream team should consist of the parents or carers, teachers, the SENCo or intervention teacher and of course – the child. Send regular updates to keep the team informed, and ensure everyone is pulling together towards the same goals. 2. Listen to the pupil Generation Z pupils are encouraged to be independent thinkers, so try involving the child in making decisions and setting targets. I sometimes use a smiley face questionnaire to ask questions like, ‘Do you enjoy working in pirate club?’ For some children with SEN, emojis may not be the ideal solution. Voice-activated software that records their views might be a better option and ties into their love of tech. 3. Boost confidence On the whole, Generation Z thrives on praise and rewards, and helping children with SEN to recognise their own strengths is essential. Always explain what the praise is for, such as learning a new word, or trying hard with their reading. Build confidence in pupils with SEN by asking them to help with a classroom task, or recommend a book to a classmate. 4. Make school interventions interesting Shorter attention spans are a characteristic of Generation Z, so it can be more challenging to keep these pupils on task. Technology helps here as it speeds up essential activities. For example, we use eye-tracking software from Lexplore to assess progress in reading before and after an intervention, which only takes a matter of minutes. And an app or online tool often provokes less anxiety in children with learning difficulties than pen and paper. 5. Get out and about Although tech has a vital role in educating Generation Z, there’s a tendency to overdo the screen time, so venturing outdoors provides a fresh perspective on learning. Activities such as gardening club or forest school motivates children to work together and explore new experiences. All pupils can benefit from outdoor learning with the help of specialist resources and equipment, such as adapted trim trails with side rails to help children balance more easily, or wheelchair-friendly pathways. One child may not respond to an initial support plan that has worked for 10 other children, and it can take time to find the key to unlocking their learning. However, by trying out new tools and approaches, you will find something that works for them. With over 25 years leadership and teaching experience, Nicola Hankey BEd Hons, NPQH, NASENCO is a teacher and SEND co-ordinator at Ludworth Primary School in Cheshire and a @LexploreUK consultant.
Gateway Adventure Activity Days!
Gateway Adventure’s activity days are all about having fun and a good time, but there is an important element to all the enjoyable activities we deliver to participants. Our aim is for all of our participants is, primarily, to facilitate the development of life skills which are applicable in adult life, for example leadership, cooperation, motivational and teamwork skills. All our activities are tailored to the relevant year group involving an agreed programme. Usually, our activities are delivered on-site at the school, however, if this is not possible we can always deliver the same activities at another suitable venue such as a local park or Scout camp. After a booking has been made and prior to the delivery of a course, Gateway Adventure will appoint a Course Leader who will oversee a group of Team Leaders for the day. This Course Leader will liaise with the school or organisation to discuss the needs of the students and school/college so that we ensure specific learning outcomes are incorporated throughout the day and that all participants enjoy a rewarding and exciting experience. WHAT IS INVOLVED? We offer different programmes and packages to suit your budget and objectives. These include On-Site School Activity Days, 2 & 3 Day On-Site Residentials, 2, 3 & 5 Day Residentials, Prefect Training Days, assisting GCSE & BTEC course work, School INSET and enrichment days. We can also assist or provide activities and venues for end of year school adventure weeks and DofE residentials. ON-SITE SCHOOL ACTIVITY DAYS The programme we deliver will help bring out the individual’s strengths and indicate areas for development. We encourage our participants to rotate leadership roles within their team. On completion of a task our Team Leaders will carry out a review of the groups performance through plenary discussion. Our on-site activity days are ideal for developing friendships at the beginning of the school year. It can also help the Teacher see their students outside the classroom and observe class dynamics and individual personalities that may not be apparent in a classroom environment. Gateway Adventure has experienced Team Leaders who are able to pinpoint areas for development. The participant is advised how to develop their leadership and personal skills. TEAM BUILDING ACTIVITIES The team building activities that Gateway Adventure use are designed specifically for different year groups to avoid repetition of tasks each year. Depending on prevailing weather conditions some of the tasks can be run indoors and we have a number of paper tasks as well. 2 & 3 DAY ON-SITE RESIDENTIALS Gateway Adventure offer on-site residentials for the younger age groups ranging from Year 4 to Year 6 pupils. They may be experiencing camping for the first time and therefore prefer to camp in a familiar environment such their school grounds. Depending on the activities, some may be able to be organised off-site in a local park or woodland area This could include bushcraft, wide games (which is an outdoor activity, usually between two or more teams) and basic camp craft. The 2-3 day on-site residential is to offer the younger pupils the activities of the 2, 3 and 5 day residentials for older students. They will experience the same activities but simplified and less challenging to ensure they are not discouraged or excluded. THE GATEWAY ADVENTURE DIFFERENCE Gateway Adventure’s aim is to ensure all participants develop potential and have fun at the same time! Whatever activities we do, they are all designed primarily to enhance the learning of life skills. Lifeskills All our experienced instructors are skilled in developing and promoting a variety of life skills such as: Communication and leadership skills, environmental awareness, self reliance and team bonding. Another element is time management, which is essential, as several of our activities use time management in order to make students aware of the consequences of poor time keeping. Under the supervision of our exprerienced instructors, the teams could be responsible for a food budget for the duration of their residential and will have to learn to negotiate with other individual’s dietry requirements. Planning Under supervision, the team will be responsible for planning and allocating roles within the team such as team leader, a time keeper to accountant and menu planner. This list is not exhaustive, there may be more roles the teams think they may need depending on team size, age and environment. We provide itineraries for students of all age groups, 2-Day to 5-Day camping and residential programmes usually around the Peak District area because of it’s central geographical location and it’s ability to host a wide range of activities. However, other venues are available and will be dependant on your location and your planned itinerary and requirements. TYPES OF TEAM-BUILDING ACTIVITIES Dependant on the overall goal you are trying to achieve, team building takes the form of a planned activities designed to teach specific skills. However, sometimes it’s a less structured activity that is more fun but still ‘stretches’ the individual so they are still learning and gaining valuable life skills. Activities Available Depending on the venue and location Gateway Adventure’s experienced Instructors and Leaders will introduce students to a range of new skills and activities including: • Hill Walking and Mountaineering • Map Reading and Navigation techniques • Orienteering • Rock Climbing and Abseiling • Gorge Walking (Site specific) • Kayaking, Canoeing and Improvised Raft Building • Caving • Off Road Cycling • Camp Craft • Ground Leadership Tasks/Team Tasks (Exercises in order to improve/assess teamwork and communication skills) • High and Low Rope Courses • Bushcraft • Archery • Mountain Rescue Scenarios • The Country Code FIND OUT MORE To find out more about Gateway Adventure, please go to: http://gatewayadventure.co.uk
Is there any value spending time making parent-friendly communication?
Winston Poyton, education, charities & commercial product director at IRIS Software Group discusses the best way for schools to engage parents of children with SEN. Fear of the unknown can make points in the education journey such as a new teacher or starting a new school an anxious time for pupils with SEN and their parents. At these times, a school’s natural response is to provide parents with plenty of information so they can help their children adjust to the new environment. In these ‘technologically rich’ days, parental communication can happen at the click of a button. This means that schools can often be competing with a plethora of other social media and marketing messages to get important, specific information through to families. When working with children and young people who have special needs, how can you establish clear communication lines and ensure parents get the information they need to support their children through each stage of their education? Back to basics Flooding parents with information can lead to confusion and disengagement. Pare it down too much and you risk the same outcome. Pupils with SEN tend to be more settled in school and make more progress when their families are informed and engaged. At the start of the academic year, for example, Year 7 parents want to know how to pay for school trips or who will help their child choose a healthy meal at lunch time. Assessment dates might not be important to them just yet so make sure your communications are targeted. Keeping communications relevant helps ensure parents remain connected and able to help the school meet their child’s needs. Reduce your communication channels It’s not just a matter of getting the right information to parents at the right time. In a survey conducted by IRIS Education, 62% of schools believed using two or more systems to communicate with parents can lead to reduced communication effectiveness. And yet, 45% admitted to operating more than one. Mobile devices offer a great opportunity for schools to put communication into parents’ hands. By simplifying your systems, parents can manage all school information in one convenient place and can check on school messages as easily as they can keep up to date with what’s happening with their friends on Facebook. Engaged families Implementing the right communication processes establishes and strengthens the important home school links. Whether you want to help a child adjust to a new learning environment or encourage a little extra help outside of school, informed and engaged parents are critical to success. To find out more about improving home/school communications, please visit https://www.iris.co.uk/suite/parentmail/
Teacher training: how to use the apprenticeship levy
Apprenticeships are a form of study where candidates aged 16 and upwards combine working ‘on the job’ and studying to gain the relevant skills and knowledge base for a particular sector-focused job. Since 2017, the government has been promoting this as a great option for young people, being significantly less expensive than university (candidates can earn while they learn rather than pay fees) while also equipping young people with the practical skills required for the workforce. The teacher recruitment and retention crisis has been well documented, with the Department for Education reporting that the ratio of qualified teachers to pupils has increased from 17.8 in 2011 to 18.9 in 2018. Many ideas have been put forward as the best solution to meet this challenge: increasingly, using the apprenticeship route to train teachers is perceived as the best way to grow the UK’s teaching workforce for both schools and teacher trainees. What is the apprenticeship levy? Employers looking to train and assess an apprentice are eligible for government funding. The apprenticeship levy is a UK tax on employers used to fund apprenticeship training, announced in the July 2015 budget, applicable to all employers with a payroll exceeding £3 million. Employers that pay into the apprenticeship levy and who set up an apprenticeship service account will be able to use up to £9,000 of funding from this account to cover the cost of training and assessing the apprentice. Accessing the apprenticeship levy is a budget-friendly opportunity for schools to ‘grow their own’ teachers and school staff in the midst of a severe recruitment and retention crisis: just 84.7% of those teachers who qualified in 2017 were still working in the sector after twelve months. Using the levy to fund apprenticeships is also an invaluable solution to the high costs associated with teacher recruitment, with the average cost of recruiting a teacher £3,000 and some agency’ ‘finder’s fees’ costing as much as £10,000. With these persistent education workforce recruitment and retention issues, it is vital that new routes into teaching are explored and funding is fully utilised. Robyn Johnstone, CEO of teacher recruitment and retention specialist Education Placement Group, strongly believes more schools should consider signing up for teaching apprenticeship programmes. She says that “when schools have to count every penny, growing teachers organically through a funded programme makes a lot of sense. Growing your own teachers is a step change for Headteachers nationwide who are looking to fulfil their staffing requirements in a climate where numbers of NQTs are falling and qualified teachers are leaving the profession.†The Teaching Apprenticeship Programme (TAP) • Graduates are employed by the school for a minimum of 12 months during their Initial Teacher Training (ITT) • After nine months, they achieve Qualified Teacher Status and complete End-Point Assessment to pass the apprenticeship • Graduates have the option to integrate the PGCE with TAP • Apprenticeship Training is delivered by a Department for Education approved ITT trainer • Trainee teachers are paid in line with the unqualified teacher salary scale starting at £21,641 in Inner London and £17,208 across the rest of the country For more information on TAP, visit https://www.teachingapprenticeships.com/schools/ The apprentice Gemma Longhurst is currently studying to be a music teacher at Carshalton Boys Sports College, London Borough of Sutton, through the Teaching Apprenticeship Programme delivered by teacher training provider e-Qualitas. She discusses the benefits of pursuing this route for schools and trainees, and how senior leaders can maximise the opportunities offered by the apprenticeship levy. From a very young age I knew I wanted to be a teacher and by the age of 12 I was in serious discussions with my teacher regarding the steps I needed to take to ensure my musical skills were advanced enough for me to study the subject at university, with the ultimate aim of becoming a music teacher. Part of the reason I am so inspired by teaching is the incredible impact that education has had in my own life. I come from a single parent family with a fairly low income so it would have been difficult to pay for music lessons. However, my teachers recognised my potential, offering me subsidised tuition so that my mum could afford flute, singing and piano lessons at school. Without this support I would have been unable to follow my dream of teaching music – so I know firsthand the transformative role a good teacher can play in a child’s life. Upon completing my degree, my route into teaching was less straightforward. In my final year of university I applied for the Teach First Leadership Development Programme to complete my PGDE and teacher training. I was successful in this process, and was placed at a school in South London. Due to a number of complex and difficult reasons, I withdrew from the Teach First programme, deciding to take some time out and apply for a PGCE, which I planned to embark on in the following September. During this interim period I was still eager to work in education so I found a job as an SEN support assistant – this is where I heard about an opportunity to train as a teacher apprentice with teacher training providers e-Qualitas at a school I thought very highly of and with which I had previous experience. The Teaching Apprenticeship Programme (TAP) is a fee-free, salaried route for graduates to enter the teaching profession and gain Qualified Teacher Status (QTS) by the end of the year – this is required to teach in government maintained schools in the UK. Graduates also have the option to integrate a PGCE with the Teaching Apprenticeship with some providers like TAP. This is an additional academic qualification. A PGCE is not necessary to teach in the UK, but as many teachers have one and it is recognised internationally it is definitely something to consider. When I learnt that the scheme comprised work-based training and that I would be solely based in a school I really liked, I knew
Raising child self-esteem takes patience
Andrea Chatten, the founder of mental health service Unravel, is the Lead Children’s Emotional & Behavioural Psychologist and author of The Blinks novels. Here, she discusses raising child self-esteem and its effect on behaviour… I have always been fascinated in children’s emotional and behavioural difficulties. Starting out as a teacher, I recognised that, although it was my role to educate them in maths, English and the ten plus subjects that they needed to be taught, but these children needed more. I felt passionate and committed to help these children understand some of the difficult and complex feelings that they were experiencing, and which hugely affected their well-being. No matter how clever they had the potential to be, unless they received lots of emotional understanding and different ways of doing things, these kids could miss out on the most important thing we want for children – happiness. When I became a parent I found myself challenged with the level of responsibility and pressure to ensure that my children did not become as emotionally vulnerable as some of the children who I had worked with for many years. Parenting was by far the most difficult job that I had done as it was the most important. Don’t get me wrong the love and commitment I had for my class really wasn’t much different to what I felt for my own children but this role was about me helping my children evolve from the blank canvas that they were born as. As parents, carers and teachers, we are fundamental in how our child’s canvas develops. How much colour is present? How much grey? How the colours are dispersed, how bright those colours are and more importantly how appealing the final product is within our culture. Raising children with good self-esteem takes patience, huge, regular bundles of patience, as children translate patience into love. Patience means being gentle. Patience makes us listen more actively. Patience means we find time in this crazy fast world to stop and just be in the moment with our children. This love then becomes locked away inside of children and activates a core message that runs through them like a stick of rock. In order for children to develop a good level of self-esteem the message needs to be positive – “I am ok. I’m not perfect, I have faults but I am ok. I am worthy of love.†Reading this may make you feel pressured as it is your job and you, like every champion of the children in your care has made mistakes. You too just need to be ok, not perfect, you have flaws and bad days too. I had to have a serious word with myself when both my children were small. Coping day to day with sleep deprivation, a hungry breastfeeding baby and a toddler was tough. Some days I was not the best Mum. As I had only ever worked with children with emotional and behavioural difficulties, it seemed so easy to mess up children and damage their self-esteem. Please let me reassure you now it isn’t that easy. Long term damage to self-esteem develops over time. Not from a bad day here and there, though how we re-engage with our child afterwards is essential. Apologies and explanations mean we take responsibility for negative actions and don’t leave them with the child. It also means that we model real emotions and make mistakes a normal part of being human. If we don’t re-connect emotionally afterwards, that can make children feel like it is their fault and they aren’t good enough. It is this internal dialogue that can begin the spiral of low self-esteem. Children’s self-esteem starts with us. We have to find as many ways to show children that we not only love them but like them. Also, it is essential that if our children have pushed us into going off them, that this stage is only ever temporary and we the adults get back on them as soon as possible. Children are highly sensitive to this emotional withdrawal and that too fosters low self-esteem. Raising children with good self-esteem is not difficult if we practise positive interactions and keep reflecting throughout the process. None us are perfect but with love, patience, and emotional warmth our children’s canvases can be bright, colourful and most of all happy. Top tips to help support your child’s emotional well-being 1. Get in sync – emotional connection is key. It is normal to disconnect with our children, life is demanding. However, when children don’t feel positively connected to us, it impacts on their well-being which is often communicated by negative behaviours 2. Communicate as much as possible from as early as possible. Talking with each other is how we learn, and problem solve, and it starts younger than we once thought. If you want to be having meaningful conversations with your teenager’s start being open and honest when they are two or three. 3. Listen to what your children tell you – they will teach us. It can be difficult hearing hurtful things from our children, but they are telling us what they need. Don’t hear what they say actively listen. 4. Avoid general praise – be specific. Avoid using words like good and bad with kids. This can negatively impact on identity and well-being. Instead reward and praise the action, progress or value. They are less likely to reject this kind of praise and it fosters healthier self-esteem 5. Keep reflecting. The only difference between a positive parent and a negative parent is reflection. It certainly won’t stop us making mistakes, but we might make fewer mistakes and certainly not keep making the same ones! 6. Help children to name and claim emotions. Our emotions are designed to keep us alive. We must acknowledge them otherwise the brain will turn the volume up on them meaning we feel emotions much more intensely. Once we name them our brain relaxes in the hope, we will then do
How can we equip trainee teachers to support Looked After Children?
As a teacher I was always frustrated with how to support Looked After Children (LAC) better than I was. I felt as though I lacked information and that I needed to have a greater understanding of how to support them, but at the time I did not know how to gain this. After working as a primary classroom teacher and then across many schools within behaviour support, I looked at increasing my own knowledge and understanding in this area which led to my EdD research which looked at perceptions and experiences of trainee teachers working with Looked After Children: https://bura.brunel.ac.uk/handle/2438/11028. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. My study examined trainee teachers’ and mentors’ perspectives and experiences to conclude how specific training could potentially support teachers and, in turn, impact on Looked After Children. There are currently approximately 70,000 children of school age in the UK that have been ‘looked after’ for 12 months or more. We also need to remember that in addition to the Looked After Children, there are also many more children that are placed with family members or under guardianship orders that may not be included within these statistics, but may present with similar challenges. While these numbers represent a small fraction of the 11.5 million children in the UK, more than a third of Looked After Children will end up Not in Education, Employment, or Training (NEET) on leaving school with only 6% of care leavers progressing to university (university participation rate of 38% of the general population). The long-term impact on these children can be seen in the criminal justice system. Although there are many factors contributing to these outcomes, those that achieve higher educational outcomes are less likely to become part of the criminal justice system. These children are more likely to go on to succeed by establishing a family, work lives and careers. As we all very well know, the training of teachers compresses a large number of important issues into the generally short course-time available. So, for example, a detailed consideration of the needs of LAC competes with phonics and reading, behaviour management, SEND, subject knowledge, skill development and much, much more in the list of priorities. However, there must be some place for LAC awareness, and therefore this research considered a five-year professional development strategy. The research gathered information on the experiences and issues trainee teachers and mentors faced when working with LAC, creating a model of development for training and CPD. The research highlighted the need to provide: · Training for awareness and understanding on policy and administrative knowledge – such as review and implementation of the Pupil Education Plans (PEPs), Individual Education Plans (IEPs) and funding support and application. · Challenge to perceptions – challenge trainee perceptions in relation to achievement, expectations and behaviour of LAC. · Training on supportive strategies for LAC – such as specific behaviour management support and attachment disorder. · Training for collaborative working – with carers, other teachers, social workers and healthcare professionals. There will always be a balancing act in teacher training: what is prioritised within the training curriculum, and what centre-based and school-based training includes. However, statistics show that outcomes for LAC are poor, and I think we would all agree that we need to question what we can do further as educational professionals. Dr Sarah Alix is Programme Director at North Essex Teacher Training. Her latest book, ‘The Foster Carer’s Handbook on Education’, has recently been published with CoramBAAF: : https://corambaaf.org.uk/books/foster-carers-handbook-education
Literature, LEGO and learning to meet at national maths conference
Winnie the Pooh, Harry Potter, ‘maths dancing’ and LEGO will be among the wide variety of subjects introduced during the 80 original talks and workshops, at an annual national maths conference. 2020 Association of Teachers of Mathematics’ Annual Conference. Around 200 delegates – including subject teachers and lecturers, national educational policy makers, mathematics consultant organisations, businesses and others – are due to attend the Association of Teachers of Mathematics (ATM) Conference; to be held from April 6 to 9 (Monday to Thursday), at the Four Star De Vere Staverton Estate hotel in Daventry, Northamptonshire. With the theme of ‘2020 Visualising’, the 80 sessions and key speakers will see delegates explore new ideas and the latest developments in mathematics education, and make social and professional connections in a stimulating environment. Talks will explore how mathematics links to a very wide variety of other topics and subjects, and will include: · Defence against the dark arts (by speaker Anne Watson) – Drawing on JK Rowling’s book Harry Potter and the Order of the Phoenix, to show how the popular series can be used to develop children’s interest in mathematics. · The biggest Woozle in a Wizzle (by Derek Ball) – Using this Winnie the Pooh and Piglet story to explore geometry. · Maths in the ‘real world’ – learning with Lego (with Evelyn Hardy) and The mechanics of children’s toys (by Ian Hibbert) – Looking at how children’s toys can be used to teach even quite advanced mathematical ideas. · Dancing maths (with Rebecca Hart) – A physically active workshop where delegates will be active; ‘stomping out’ the times-tables, making number digits with their bodies, moving bar charts, etc. Other sessions will look at tackling people’s ‘maths anxiety’, how to reach students with ADHD (Attention Deficit Hyperactivity Disorder) and Dyscalculia (a persistent difficulty in understanding numbers), and helping young people understand maths and statistics as used in media stories. Delegates will also get involved in hands on activities such as using crafts to build geometrical solids. For full information on Conference speakers and sessions, and to book a place, go online to ATM website link www.atm.org.uk/2020-Conference OR contact the ATM office on 01332 977891 or email: admin@atm.org.uk Heather Davis, Chair of the Association of Teachers of Mathematics’ General Council, said: “There are a wealth of subjects being tackled, mathematically, at our 2020 ATM Annual Conference; showing how the world of numbers intersects with lots of other topics. “Our annual event is always a great opportunity for those involved in mathematics to hear from celebrated speakers and on the latest developments in the subject area. “I look forward to a great turnout at the Conference and a lively exchange of ideas, as usual.†There are a limited number of £100 bursaries available to offset the cost of attending Conference. These are open to all but priority will be given to student and newly qualified teachers, and first time Conference attendees, on a ‘first come, first served’ basis. Information, again, on the above 2020 Conference website page link. The Association of Teachers of Mathematics (ATM) was founded in 1952 by educators Dr Caleb Gattegno and Roland Collins. At a time when mathematics was generally taught in a fixed and traditional way, ATM’s founders believed young people should learn the subject through lively and interesting experiences. The educational charity now has almost 4,000 individual, schools, university, institution and business members; including at 13 active branches across the UK, with further branches in Singapore and Hong Kong. ATM’s Executive Officer is Samantha Walters. The Chair of its General Council of Trustees is Heather Davis. For more information on the Association of Teachers of Mathematics (ATM) see its website at www.atm.org.uk/