How Digital music project is boosting young communities
Craig Berens, COO at YMCA Newark and Sherwood, explains how the organisation’s Digital music project is helping to develop creative skills among young people. In 2008, 83.3% of young people aged 11-15 participated in arts and crafts activities. This number has fallen by almost 16% in the last ten years, according to the Department for Digital, Culture, Media and Sport. In fact, this year is the first time that less 11-15 year olds took part in the activities than those aged 5-10. Arts form a major part of the early school curriculum, helping young children to express themselves. Yet, at secondary school, creative subjects are being squeezed due to the increased focus on core academic subjects. Music, for example, is being cut back from many curriculums. And yet, new evidence has shown that arts education has a remarkable impact on students’ academic, social and emotional outcomes. This supports the Developmental Assets framework, which identifies the building blocks of healthy, successful, responsible lives in young people. It emphasises the importance of creative activities and recommends that young people spend at least three hours per week on music, theatre or other arts. With advances in technology and digital media, it’s important to make the latest equipment and facilities accessible so young people can uncover their creative musical potential. This technology is not just for having fun with music and arts – although that’s important, too. One children’s theatre found that performing for peers boosts confidence and self-esteem, and that students involved in drama demonstrate an elevated self-concept compared to those who are not involved in such activities. Almost all music programmes are now digital but will involve either a public performance or at least one that is in front of peers, often with feedback. It also develops young people’s individual strengths outside of school. Community-driven creativity Creativity is at the heart of youth development in a scheme in Nottinghamshire. YMCA Newark and Sherwood has announced the launch of its YMCA Digital project, which currently operates at Newark Academy. Originally set up six years ago by Nottinghamshire YMCA, Youth Music Support Workers help young people (aged 13-19) with the skills and platform they need to develop their creative passions in a safe, non-judgmental environment. YMCA Digital gives them the freedom to explore the areas that inspire them most, from songwriting to radio production and live music to DJing. It also advocates spending three or more hours per week in sports or club and being given useful roles in the community. The charity is currently building a state-of-the-art recording studio, rehearsal space and digital production rooms, which will level up the offering at the YMCA Newark and Sherwood Community and Activity Village. It will open in Spring 2021. Volunteers giving back “Although a main draw for young people is our equipment and facilities, the biggest appeal is definitely our inspiring staff team,” explained Ben Felstead from YMCA Digital. “All of our volunteers have been participants [in] our YMCA Digital courses, and they just don’t want to leave! They also want to give back to support projects that have helped them.” Believing in the potential of the community’s next generation, staff also support participants to work towards AQA accredited arts awards to translate their achievements into transferable skills. Tawanda Kambeu (TK) joined the charity’s digital movement when he was a teenager and loved the ethos and team so much he is now a Youth Music Leader. TK said: “I started off here as a young person myself when I came down to the group’s hub at NGY MyPlace in Nottingham, and it quickly became my home-away-from-home. “As I progressed on and the years went by, I began to near the age where youth funding stops, so I approached the team and said that I didn’t want to leave!” All young people need to have a creative outlet. Giving them the opportunity to cultivate their inbuilt creativity in and out of the classroom should never be overlooked. Ultimately, it gives them a place to belong to and contribute to and enables them to thrive as a creative individual, now and in the future.
Mindfulness for Year 7 Transition – for Pupils and Staff
How often are children and adults told that resilience is a good thing but they are rarely taught how to actually be more resilient! Mindfulness training helps to explore and understand the mind and develop skills to proactively manage responses and behaviours, as well as improving focus and the ability to pay attention. Mindful Teaching, part of the not-for profit Oakdale Centre CIC, have been working in a variety of educational settings across Yorkshire to bring evidence based mindfulness training to children and young people and/or staff. We were recently involved in teaching mindfulness to Yr 7 pupils in large school in north Leeds. The school had identified that transition was a key point in the life of the school and wanted to make mindfulness part of their transition programme. The response and engagement from the pupils was excellent. They found it useful in areas such as concentration, exam stress, sleep, managing emotions and also in sport, music and drama. Yr7 Quotes “it helped me with my feelings and sleep and worries massively” “in exams; it helps me concentrate and not stress” “I used it when I was about to play a piece on the piano in front of a crowd and was feeling nervous” “very inspiring and helps me get through tough times” “my younger brother took something from my room and instead of getting angry I did a quick mindfulness practice and he gave it back because I didn’t react” We also ran introductory sessions for interested staff and specific sessions for the teachers involved closely with Yr7. This meant that key staff understood the aims of the programme. We are now training staff in mindfulness with a view to supporting their own wellbeing (1.5 hours per week for 8 weeks, run as a twilight session). Mindfulness is typically taught over a number of sessions so that skills can be practiced and embedded as the course unfolds. Staff who have taken part in a mindfulness courses in schols report benefits such as a reduction in anxiety, help with burn out, less days off work and an increase in coping skills, motivation, self-confidence and ability to take perspective. ( This article summarises this nicely https://mindfulnessinschools.org/wp-content/uploads/2014/10/Evidence-for-Mindfulness-Impact-on-school-staff.pdf). From our work with staff in other schools, they also report being kinder to themselves, managing their minds and emotions more skilfully and engaging/communicating better with colleagues. Quotes from staff in Bradford and Hull “I am able to respond rather than react to stressful situations. That has made a huge difference at work & home”. “I am in a pastoral role in the school and it challenging every day. My reactions are massively different now at work and it has had positive effect on my relationships at work as well as my overall work.” “This training has helped me become self- aware which has definitely enhanced my relationship with the children in the classroom” Some of the staff in the Leeds school we are currently working in will go on to train to teach mindfulness within the school and we will support the school develop their own staff based resource. Mindfulness can lose momentum in a school if there is not sufficient opportunities to engage with it. We are helping them find ways (many of which are free or very inexpensive to implement) to keep up the momentum of mindfulness in the school. Bringing mindfulness into a school is not a ‘quick fix’ but done in the right way it is overwhelmingly successful. So how to move forward with mindfulness in your school? Ask for an introductory meeting with Mindful Teaching and learn more about what we can provide. We will help you identify a cost effective way to implement mindfulness according to your present needs and aspirations to well being. Contact us info@mindful-teaching.co.uk to discuss how we can help you.
Music & Drama Education Expo at Olympia, London
Music & Drama Education Expo returns to Olympia London on 4 & 5 March 2020. The event is Europe’s leading free-to-attend conference and exhibition for music and drama education. The event is tailored for teachers and ideal for those passionate about the creative sector. Register free for Music & Drama Education Expo by clicking here. What you can expect: 60+ CPD workshops, seminars and debates from expert speakers, teachers and practitioners A variety of creative brands with stands on the exhibition floor, including more than 150 leading performing arts organisations. Peer-to-peer learning sessions, to share best practice and get advice from your peers on particular areas of pedagogy Music and drama performances showcasing the talents of young people Fireside chats on the performance stage, where industry experts come and speak to us about education and much more. You can view the entire Conference Programme for 2020 by clicking here. There’s so much content delivered at the show all relevant to those teaching early years, primary, secondary or higher education. There’s also content beneficial to heads of departments, classroom teachers, instrumental and peripatetic teachers, private drama coaches, NQTS, workshop leaders, practitioners and students. If you have a passion for music and drama education, this is an event you won’t want to miss! Join us on 4 & 5 March, where you can learn how to take your teaching to the next level at the cost of nothing. Make sure to book your free ticket below so you don’t miss out. Click here to register for FREE
How to prepare a mental health policy for your school
In recent years an increasing number of children have shown signs of suffering from mental health issues, with three children in every classroom reported to have a diagnosable mental health disorder according to a Young Minds charity report. As well as affecting a student’s emotional wellbeing, their educational attainment can also be negatively impacted if they’re struggling to cope with their current mental state. So, as exam season commences, it’s fundamental that those within the industry take extra care and precautions to ensure students thrive during this defining time of their lives. HighSpeed Training explains how to compile a thorough mental health policy document. What is a Mental Health Policy Document? A school mental health policy aims to promote positive mental wellbeing by setting a framework as to how the school will offer support for its students and staff, ensuring that a comfortable and inclusive atmosphere is adhered to during academic and extracurricular activities. Why is a School Mental Health Policy Necessary? During the exam season, the school environment faces the danger of becoming a catalyst for increasing mental health problems. As such, a school should have an effective mental health policy already implemented prior to the end of the academic year when important exams (such as GCSEs and A-Levels) take place. The main aim of the policy is to demonstrate to both students and parents that the wellbeing of those associated with the institute, including students, staff and parents, is a top priority. Additionally, it should highlight the school’s ongoing commitment to understanding the severity of mental health issues within education so that teachers can encourage students to come forward and discuss any difficulties they might be facing. It’s important that the policy showcases the school’s investment in this subject, both for issues that arise at school and at home and not only during the high-pressure testing period, but all year round. Key Components of a Mental Health Policy To compile a policy that will provide maximum impact in a school environment, it’s vital to include the following sections: · Policy Statement · The Policy Scope · The Policy Aims · Key Staff Members · Teaching about Mental Health · Support at School and in the Local Community · Signposting · Identifying Needs and Warning Signs · Managing Disclosures · Confidentiality · Whole School Approach · Working with Parents · Working with Other Agencies and Partners · Supporting Peers · Training · Policy Review Factors to Consider When Writing A School Mental Health Policy It is essential that a school policy is thorough, insightful and accessible to all those in the community. The policy should therefore be: Practical: To ensure maximum impact, the policy needs to be comprehensive and show the school understands student mental health problems. The key areas to include should be what procedures will be put in place to tackle mental health issues and address the importance of positive mental wellbeing, particularly during the time period where pressure ramps up. Clear: The policy should be accessible for everyone and therefore written in clear, direct language and follow a logical structure. Relevant: It is imperative that school-specific details are included in the policy. Where appropriate, aim to include relevant staff names, or bespoke policies and procedures so that the information feels tailored to the school. Current: A mental health policy should reflect the school’s current state at all times, so if there are any changes to the school’s operations or workforce these will have to be updated accordingly. Well-considered: To get the most from a mental health policy, set aside a sufficient amount of time to carefully consider what’s included. When implemented, the policy should cover all aspects of mental health within education in order to have a positive reflection on the school and the wider community. High Speed Training, which provides safeguarding professional training courses for the education sector, has created a template to help schools create their own mental health policy, including all the essentials. For more information and to contact a member of the team, simply visit www.highspeedtraining.co.uk. Written by Ellie Collier, High Speed Training
Why mental health support for teachers must begin in the training year
The prominence and importance of mental health provision is growing in schools – both for pupils and staff – and we are living and breathing the rhetoric around it. In order for teachers to best support children in their care, looking out for their own wellbeing is of the utmost importance, but related support for them should begin within Initial Teacher Training (ITT). It was back in February last year that I first raised this publicly as a necessity. Speaking to NASBTT’s members – primarily School-Centred ITT providers and School Direct Lead Schools – I was hearing first-hand about a new generation of troubled teachers who needed help. Through my own investigation I discovered that in some local authority areas, up to 78% of child and adolescent mental health service referrals were turned away during the period in which last year’s trainees were pupils. There was a clear correlation and worrying pattern emerging. One of the things that concerns me greatly within teacher training is that we are increasingly seeing the trainee teachers themselves presenting with increasing mental health issues. Some of the adolescents, therefore, who fell through the cracks at school are now coming back as adults into an environment where they were first exposed to these feelings of anxiety, mental health issues and exam pressures. Teacher training is a very intense year, and they are going back into schools and presenting quite severe mental health issues. These are people being asked to look after the mental health of the children in their care. If you are not able to take care of your own mental health, it makes you less able to be responsive to the mental health of the children in your class. Last year I took part in the Royal Foundation’s ‘Mental Health in Education’ conference exploring the key issues and barriers around mental health, what teachers need to know and the level of training required, and how to overcome the challenges and support and encourage providers of ITT and NQT training to focus on mental health. This has been the catalyst to two key developments. Firstly, HRH The Duchess of Cambridge, who was involved in the event, and her charity’s staff were interested in receiving more quantitative data to support our observations so we reached out to our members to find out what change over the past three years they have encountered in the frequency and severity of mental health issues presenting in their trainees. As a result we are now working with the Royal Foundation on advice and guidance on mental health and wellbeing of children for all trainee teachers. Secondly, we have devised our own Establishing a Counselling, Wellbeing and Mental Health First Aid Provision for Trainee Teachers programme, which has been extremely well received. It is pleasing to see this issue getting the attention that is required, and we look forward to giving even more exposure to our practical solutions this year, not least through our ‘Essential Guides for Early Career Teachers’ book series. Emma Hollis is Executive Director of the National Association of School-Based Teacher Trainers (NASBTT)
How Play Therapy influenced the Child Mental Health Charter
Monika Jephcott is CEO of Play Therapy UK (PTUK) is the UK’s leading play therapy professional organisation, with 1,650 therapists registered under the brand. Here, she explains how PTUK had their say on a pivotal charter which is set to change the face of mental health treatment for children in the UK… In 2018, PTUK joined the All-Party Parliamentary Group on a Fit and Healthy Childhood to contribute alongside experts from other organisations to the production of two reports on child mental health in the UK. The Child Mental Health Charter emerged from these reports and calls upon the Government to put children at the heart of reforming the Mental Health Act in 2019. The basis of the Charter is derived from a number of recommendations for improving the mental health support currently available to the UK’s children. The most important of these recommendations were used to form the Charter’s six key principles, the application of which will make a positive difference in the lives of children and their families by addressing significant defects in current policies: 1. Focus on the Needs of Children – The therapeutic requirements of children are hugely different from those of Young People and therefore these two groups should no longer be categorised together under the term ‘CYP’ 2. Protect Children – At present, almost anyone can work therapeutically with children, which leads to unsafe and ineffective practice. It is crucial that any individual who works therapeutically with children must be registered through an independent government-approved agency such as the Professional Authority’s Accredited Register programme 3. Invest in a Properly Qualified Workforce – Standards for the training required to work therapeutically with children have been set at Level 7 by three leading professional bodies including PTUK. A similar benchmark needs to be in place across all professional organisations working in the Child Mental Health field. 4. Ensure Policy is Informed by the Best Available and Appropriate Evidence – Continuous practice-based evidence gathered over time provides a much more reliable ‘evidence base’ for working with children and it is this that should be used to inform practice and policy rather than the far less reliable sources traditionally used. 5. Focus on the Needs of Parents and Carers – High-quality support must be made available through schools for the parents and carers of children with SEND issues in order to better understand and support their child. 6. Making Policies Work – This can be achieved largely through the optimised allocation of funding and ‘joined-up working’ initiated and improved through the exchange of data. PTUK is the Campaign Leaders for the Charter with myself and our Registrar Jeff Thomas meeting regularly with MPs in Westminster to present the case there. So far, we have achieved major success with the tabling of Early Day Motion #2285 which has been supported to date by 54 MPs. At our Reception to launch the Charter, supporters from many different organisations, MPs and the Minister for Mental Health and Suicide Prevention came together to share expertise and discuss the urgent need for placing children at the centre of reforming the Mental Health Act. Our next goal is for the six principles of the Charter to be included in the new Government’s Queen’s Speech followed by a Bill to enact legislation. We still need as much support as possible from professionals across the country to help drive the Charter forward. Please pledge your support by visiting childmentalhealthcharter.com and adding your name to the list of supporters, as an organisation or individual. You can also ask your constituency MP for their support in Parliament. For advice on how to do this please contact me at mokijep@majemail.com Application of the Charter’s principles will ensure that a high-quality service with measured outcomes will be provided for the 20% of primary school children needing therapeutic support throughout the UK. By addressing this long-neglected policy area, our Government can truly make a positive difference in the lives of children and their families. About PTUK Play Therapy UK (PTUK) is the largest and most progressive organisation governing Therapeutic Play and Play Therapy in the United Kingdom. We manage the Register of Play and Creative Arts Therapists, accredited by the Professional Standards Authority, and accredit the training programmes run by the Academy of Play and Child Psychotherapy in partnership with Leeds Beckett University.
What is The Daily Mile?
It’s outdoor physical activity, as part of Health and Wellbeing, in an enjoyable social setting. The class goes outside into the playground with their teacher and run and jog at their own pace for 15 minutes each day. What are the benefits for children? Children develop a physical activity habit and running every day becomes normal for them. They quickly develop fitness, stamina and resilience – most children are fit after only four weeks. Mental health is improved and children report feeling happier and less anxious. The Daily Mile refreshes their bodies and minds and they return to class more settled and ready to learn. What are the benefits for the school? The Daily Mile is simple and free. It has a positive impact on whole class focus and individual challenging behaviour. There is no planning or measurement needed and no workload for teachers or schools. The health benefits extend to staff and there is overwhelming support from parents with many excellent examples of family engagement. Schools report that disclosures increase because of the daily opportunity for teacher / child engagement away from the four walls of the classroom. In addition, it helps schools to meet recommendations for daily physical activity and provides an extra reason for being outdoors. Importantly, it helps children access PE and Sport with many schools finding that performance improves considerably. When The Daily Mile is implemented according to the Core Principles, it is sustainable over time, because the children enjoy being outside getting fit with their friends. Teachers and children can introduce occasional child-pleasing ideas to keep it fresh such as Laps to Lapland, running to Tokyo or even running the route in the opposite direction on a Friday! Full guidance on the introduction and implementation of The Daily Mile is available on our website – www.thedailymile.co.uk If you have not yet tried The Daily Mile in your school or nursery, I suggest that you give it a go and see what happens. Most schools find that it’s a game changer for children’s mental and physical health and brings significant benefits in terms of happiness, focus and behaviour. It was developed in a large and complex primary school and, perhaps because of this, it slots easily into the life of schools and nurseries across the UK and beyond, bringing benefits which far outweigh the 15 minutes it takes out of each day. By Elaine Wyllie MBE, Founder of The Daily Mile™
Boundless Outdoors
With outdoor learning centres in Malvern and Bell Heath, Boundless Outdoors aim to be the leading outdoor activity centres in Worcestershire and the West Midlands. With outdoor learning and fun at the core of everything we do we offer a range of exciting and exhilarating outdoor pursuits to suit all ages and abilities. We promise every visitor that whatever your ability you will have a great time. We also promise that you will have the chance to appreciate and learn from the natural environment. It is equally important that our visitors take away great memories and lessons for life. Adventures for All Our team of experienced instructors are here to challenge and inspire you to step outside of your comfort zone and test yourself. We develop our courses to include adrenalin filled outdoor activities like high ropes courses and zip wires. Our outdoor activities provide plenty of opportunities for our visitors to get wet and muddy, whilst encouraging everyone to grow and develop both personal and social skills. Contact Boundless Outdoors for information about both centres Get in touch to check availability and prices, ask about a bespoke course, confirm dietary requirements, make bookings or send us a review. We would love to hear from you!
Sunshade Services Specialist Bespoke Outdoor Structures
Sunshade Services specialise in the design, manufacture & installation of bespoke specialist outdoor structures aimed at the pre-school, nursery, primary & secondary school sectors. There are many things to consider when deciding which type of structure may best suit your needs including aesthetic appearance, materials, safety, total coverage required, planning issues and cost to name but a few. Having a totally flexible approach to every single enquiry allows us to offer what we feel is the best all round solution to suit your individual needs. Every structure designed by us can be individually tailored to suit not only your requirements but allows us to meet any design requirements or site restrictions that may be placed upon us meaning that we will not clash with any drains, fences, existing equipment etc when carrying out the final installation. Many of our structures can also be expanded upon in a modular fashion to allow further or extended coverage of large or awkward shaped areas allowing you to limit your capital expenditure as required. Many of our structures are available in structural grade tantalised timber which not only allows for a strong safe installation but keeps initial capital costs to a minimum. As an alternative to this we offer sturdy, well designed steel structures which are available in either a shiny hot dipped galvanised finish or powder coated in any standard RAL colour. All our structures come complete with 50mm thick x 1.5m long padded post protectors which are available in 15 vibrant colours and can me mixed & matched at no extra cost to suit your tastes. Our structures are available in either Commercial 95 knitted shadecloth available in 15 colours or our hard-wearing Ferrari Industries PVC coated vinyl available in up to 41 vibrant colours. Please either call us on either of the numbers below or email your enquiry to info@sunshadeservices.co.uk & one of our sales team will get back to you as soon as they are free Contact us for your free no obligation quotation & start saving now. Sunshade Services Ltd. Unit 12A, Blythe Park Business Base, Cresswell, Stoke-on-Trent, ST11 9RD T: 014782 398848 / 07807 063734 e: info@sunshadeservices.co.uk www.sunshadeservices.co.uk