More applications to education roles, as job opportunities improveÂ
Are you looking to ramp up your hiring efforts as Brexit pressure eases? Well, according to the latest job market report from CV-Library, the UK’s leading independent job board, it’s definitely a good time. In fact, applications for new education jobs have increased by a promising 6.6% year-on-year. Indeed, the findings, which analysed job market data from October 2019 and compared it with findings from September 2019 and October 2018, found that salaries for education jobs also increased by an almost equal 6.3% year-on-year. Lee Biggins, founder and CEO of CV-Library, comments: “Education plays a crucial role in driving a skilled workforce, so it’s encouraging to see this sector perform so well in our latest job market report. Candidates are clearly responding to the market strength and with the country now facing a significant break between any likely conclusion to Brexit, it appears to be a positive time to hire. “That being said, it is important for employers to remain wary. We know that this sector is suffering from a major skills shortage and while applications are up, the result of the upcoming general election could have a huge impact on the job market and how funding is allocated.†As well as this, the amount of education jobs on offer rose by a smaller 3.1% year-on-year, suggesting that employers across the sector are regaining faith in their hiring efforts once more. Biggins continues: “While many employers are tempted to wind down in the lead up to Christmas and the New Year, it’s a good opportunity to get ahead with your hiring plans. The promise of higher pay is driving applications up right now, but it’s important to evaluate and assess the suitability of a candidate before offering them a bumper new pay packet. “Set up a structured, fair and thorough hiring process to give you the best possible chance of making a great hire. Rushing or cutting corners can do more harm than good, and it can increase your chances of letting good candidates slip through the cracks.â€
Can mindfulness training help improve mental health in schools?
What is mindfulness? Is there an activity in your life that you love and find absorbing? Do you ever notice moments of contentment and wellbeing? These experiences give us an idea of the ‘flavour’ of mindfulness; the capacity to be calm, open and aware in the present moment. Mindfulness is non-judgemental and always curious about experience, fostering a life lived consciously. Secular mindfulness practice is an evidence-based technique shown to be effective in improving wellbeing and reducing stress and depression. It is now used in a wide range of settings. Why offer mindfulness training in your school? A good foundation in mindfulness within the school environment actively combats problems such as anxiety, stress, and low mood. Practising mindfulness also promotes greater wellbeing and is a cost-effective way of supporting mental health. Children and young people have a natural capacity for absorption and positive emotion which mindfulness training can help to cultivate. Learners in your school can increase their ability to remain calm and focussed, and show greater emotional intelligence. The simple quality of enjoyment of experience that can result will set them up to engage more fully in the learning process. As members of staff, our states of mind can have an impact on the people around us. Mindfulness training is one proven way of helping staff to effectively manage stress, allowing them to maintain a calm perspective that can positively affect their children, students or colleagues. Research shows that well-conducted mindfulness training can result in: For staff: • increased job performance, problem-solving and ability to focus • reduced stress, burn-out, and anxiety • reduced days off work • better mental health; less distress, negative emotion, and depression • greater empathy and attunement to students’ needs For children and young people: • improved mental, emotional, social and physical health and wellbeing • reduced stress, anxiety, reactivity, and bad behaviour • greater calmness, the ability to manage behaviour and emotions, self-awareness and empathy • Improved focus, cognitive and performance skills, and executive function For more on the research, please see under ‘Resources’ on our website. Who we are ’Love Mindfulness’ is a training partnership of Dr Carolyn Drake, neuroscientist and former primary head teacher, and Annie Akasati McAuley, an ordained Buddhist and secondary/SEN specialist. We are based in Sussex and offer training in London and the South East. We are fully qualified, with extensive experience, and have enhanced DBS checks. We have been delivering mindfulness training since 2014 to a wide range of schools and colleges (staff and pupils), as well as sessions and courses for organisations and the general public. What we can offer you For staff: We provide INSET, single sessions, and courses. These are all practical and interactive, including guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. While we recommend up to thirty participants as an effective group size for INSET and twilight training with staff, we also have experience of working with larger groups. Courses are usually arranged for smaller groups of up to 15 people. For children and students from key-stages one to five: We offer age-appropriate and engaging single sessions and courses. We work with full class groups, providing some differentiation to accommodate different needs. We also provide bespoke events for Health Weeks, Enrichment days and other special events in the school calendar. All sessions are practical and interactive. As with the staff sessions, we include guided mindfulness practices, relevant themes and science, with opportunities for discussion and questions. Testimonials from staff • “Annie’s visit to our school left our staff with a very powerful message about the importance of mindfulness. Her mindfulness training sessions allowed all staff, with a wide range of previous experience, to access the course. There were an appropriate amount of links to theory and some excellent examples of sessions that were designed for students of all ages. We will continue our focus on mindfulness training for staff and students …” Duncan J Stonehouse, Head of School, Bangkok International Preparatory & Secondary School • “The whole school is calmer.” Catherine Allison, acting Head Teacher Testimonials from learners, key stages 2 to 5 • “I absolutely loved all the lessons” • “When you get stressed out, do one of the practices” • “I’ve learned more about my mind and how I can train it” • “I used the hand practice for my times tables and tests” • “I learned that if I am worried I can take a minute to breathe and it helps me calm down” • “I learned how to keep calm and relax. I will keep doing the petal practice, it makes me feel happy” • “…a massive thank you for all your help… I am back in practical lessons thanks to everything you’ve taught me… still practicing the mindfulness activities every day, and will continue to do so.” • “It is really helping me in difficult situations in my life.” • “It’s relaxing, calm and it helps you to be yourself.” LOVE MINDFULNESS Visit our website to find out all about us. Contact us to discuss training opportunities for your school or telephone on 07795 562483.
4 ways to make a child a master of maths
Tony Staneff, series editor of the latest DfE-approved maths mastery textbook, Power Maths Key Stage 1, outlines four ways schools can embed the much-discussed mastery approach in their classrooms… to make each of their students a master of maths. While the mastery approach to maths has been around for a few years now, I wouldn’t be surprised if you are still wondering what it actually means. In my work with schools and teachers across the country, I know there’s a lot of confusion around the different interpretations of mastery and how to bring the practice into the classroom, so, here are four practical tips to help teach maths as effectively as possible and kick-start your mastery journey. 1. Encourage a positive maths culture It can often be the case that prior attainment causes teachers to assume that some children may not be able to succeed in a new topic. Ask yourself: what are the expectations of children in your school with maths? Are children working on “ability†tables and being pigeon-holed too early? Promoting a positive and growth mindset towards mathematics is a fundamental part of the mastery approach as teachers are encouraged to ensure that all pupils have, or are given, the background knowledge to succeed and there is no limit placed on their attainment. This should be a constant message delivered throughout the school year. If pupils are struggling, this doesn’t mean they can’t do maths – it’s important to look at the factors affecting achievement in the lesson, for instance, do they have the pre-requisite knowledge or is too much content being covered? 2. Take another look at lesson planning School leaders should encourage teachers to spend longer on topics and to go deeper. This is what happens in some of the most successful education settings across the world and it also supports how our brain works. Look at a curriculum that takes a small steps approach and avoids covering too much in lessons, too quickly and sending children into cognitive overload. While forgetting is part of the learning journey for every child, leading academic Daniel Willingham says that “Memory is the residue of thought†and so it’s important that children are thinking in lessons. Ask teachers to consider how they can structure their lessons to spark curiosity and use plenty of affirming types of questions. 3. Teach for meaning and understanding Do pupils need to know that 2 x 5 = 10 or know why 2 x 5 = 10? The most effective way of children understanding mathematics is if the abstract has some meaning and understanding. Encourage teachers to use concrete manipulatives and images such as the bar model. Schools should look for resources that are full of images that link the underpinning mathematics with the abstract calculations. 4. Keep up your learning and access support Whether you have the best teachers of maths in the world or those that need more development, we can all keep learning. Steps to improvement can include conducting an audit, getting in touch with your local maths hub or looking into funding for DfE-approved textbooks as part of the Teaching for Mastery national programme. Investing in your staff’s CPD as part of a wider development plan for maths is crucial, as is allowing your teachers to do maths together on a regular basis. Tony Staneff is the mastery team leader at White Rose Maths and series editor of Power Maths, a whole-class mastery programme. Power Maths Key Stage 1 has been approved by the DfE and written to comprehensively deliver the UK National Curriculum for key stage one. Don’t forget you can get a a handy, free guide on maths mastery!
Mindfulness in Schools
Since 1967, the average age of onset of major depression has slipped down from 31-33 to 13-15 years of age, starting now as young as 4 years old (N=4041; Zisook, 2007, American Journal of Psychiatry). School teachers are noticing a gradual growth in the number of children with personal, social and emotional needs. There is clearly a need to provide support for the physical and mental wellbeing of young people, as well as support for head teachers and school staff, undergoing high work pressure. Randomised control trials have shown the effectiveness of mindfulness in reducing a wide range of physical and mental health conditions in adults and young people. MRI scans studies suggest that mindfulness meditation alters the structure and function of the brain in key areas involved with concentration, empathy, thoughts and feelings, and decision making. “There are many reasons why the development of mindfulness for teachers and school staff is a welcome move. Mindfulness has the capacity to improve staff occupational wellbeing and job satisfaction, improve performance, and reduce the wasted expenditure and human misery represented by the many days of stress related sickness and attrition from the teaching profession. The evidence base for the beneficial impact of mindfulness on the young is growing rapidly and students clearly need teachers skilled in mindfulness to teach it.†Katherine Weare Evidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff Mindfulness Midhurst specialises in delivering evidence-based mindfulness courses to the general public, in the workplace and particularly involved in the implementation of mindfulness in schools. Each school is different and the implementation will therefore start with an initial consultation to assess the context and needs of the school. We will then offer a package which includes courses for school staff, pupils and parents, as well as ongoing support and interventions until mindfulness is embedded in the school. All courses are evidence-based and secular: – The adult course is based on ‘MBSR’ (Mindfulness Based Stress Reduction). It has been carefully designed, using a combination of classical mindfulness teaching and modern psychology. – The ‘Paws B’ curriculum for children is a six to twelve session mindfulness course taught to 7-11 years old. It is taught with striking visuals, film clips and activities. This course was designed by experienced classroom teachers and senior mindfulness teachers at the Centre for Mindfulness Research and Practice at Bangor University. Mindfulness in Schools Project is the teacher training provider for this course. Mindfulness can support a sense of well-being and give children essential tools to navigate skilfully through adolescence and adulthood. It has been shown to help with self-esteem, emotional self-regulation, metacognition, compassion, coping with stress, wellbeing and concentration. Sandrine Cranswick Founder Mindfulness Midhurst Mindfulness Teacher and Supervisor www.mindfulness-midhurst.co.uk |sb.cranswick@gmail.com |t.07976 751559
Mengage: practical work with boys and men on health concerns
Mengage is a not-for-profit company working with males on their health and the issues that affect their health. The services we provide include direct work with males, accredited male health education courses –with internal verification, resources, workshops and training, consultancy and research-based solutions from both national and international practice, backed by years of experience of practical work with men and boys. Mengage has a primary focus on practical work with men; it is founded by and run by practitioners who use their extensive knowledge of ‘what works’ to deliver and implement practical work that makes a difference. As practitioners we are aware that all too often males fail to present themselves at health services because they are not aware that they could be affected by a health concern, or that they don’t realise the implications of their actions or behaviour; that they had not been given health advice and information delivered in a way that was appealing and accessible to them – in environments that they were comfortable in, and in a language or manner that they could readily understand. Mengage acknowledges that men’s health encompasses a broad range of theories and disciplines. We seek to acknowledge this in our work; we do not promote any work on a rights-based or ideological basis. We promote a social determinants and ‘salutogenic’ approach that has identified key factors likely to enhance male health. Complementary to this we use social marketing methodology to construct our services to ensure that our products are suitable for males to invest in and consider taking up healthier lifestyles. Our main practitioners are Liam and Paul. Liam trained originally as a teacher. He has worked in the teacher and training field for 23 years and has a wealth of experience of leading subjects at secondary level, and drugs/alcohol, Teenage Pregnancy Strategy, Sex and Relationships, and segueing into male health for the last ten years. He has recently gained a counselling qualification and operates Mengage Therapy; a service just for men. He adopts the Carl Sagan mantra of, “If we aren’t laughing, we aren’t learning!†Paul trained as a nurse. He transferred into Public Health practice around engaging with men, which is where his interest in this area was first spawned. He has completed a Masters in Men’s Health, where he established his credentials in this field and championed the social determinants and salutogenic approach, discussed above. The combination of these two practitioners and their varied experiences lends itself well to delivery leading to the following types of comments being made: Paul/Liam overall – the balance between the two facilitators, lots of information delivered with aplomb and humour; nice style and pace; interaction of the presenters, the succinct style of the presentation with the facts being presented; good combination of learning and fun, academic concepts, practical exercises; pace and delivery of training, good balance between structured learning and group based/activity work. good chemistry, very well presented by both, catered for all learning styles; I love your delivery, the language you use and how you get things over. You both work well together, bouncing off one another; it was very engaging and interesting, got a lot out of the 2 days; Various participants, Men’s Mental Health Champion Training, North Somerset October 2019 Mengage can write bespoke training events around positive approaches to preventing suicide, accredited Mentoring, Raising Boy’s Achievement, Boy’s Mental Health, Therapeutic Approaches to Pastoral Work – and any combination of the above. Get in touch to discuss your specific requirements and Mengage will be happy to help. info@mengage.co.uk 01905 570180 07788725318 www.mengage.co.uk
Celebrating a score in school first aidÂ
The celebrations have begun at school first aid supplier Eureka!, as the organisation kicks off its 20-year anniversary this month. Set up originally as a catalogue business on the sunny south coast in Dorset, the company quickly succeeded in its quest to become the UK’s number one provider of school first aid supplies, by offering low prices, easy ordering, outstanding customer service and exceptionally quick delivery—attributes which remain at the heart of the organisation today. As the years have passed, Eureka! has listened to its customers and adapted to the changing needs of its school customers to ensure it remains the first-choice supplier in this sector. Supplies to meet any budget Providing schools with alternatives to well known and inevitably higher priced brands, is one such project that Eureka! has applied, to assist those schools facing tight budget constraints. Having long established relationships with suppliers around the globe, meant that Eureka! could source and implement its own range of essential first aid supplies such as bandages, plasters and wipes that perform as well as the leading brands. The Eureka! range of first aid items has become increasingly popular and the organisation is looking to expand the range in the near future. Assisting schools to implement change The last 20 years have seen various changes to the school curriculum and first aid industry standards, including the latest addition of first aid training in English schools, and the new British Standard BS8599-1:2019 for first aid kits. Eureka! monitors proposed changes as soon as they are announced and implements products to ensure schools can make early preparations and adhere to legal standards. Other additions to the Eureka! portfolio in recent years, include the provision of defibrillators, inhalers and adrenaline auto-injectors, that help schools to prepare for the administration of lifesaving first aid if needed. Hidden savings Schools will know that suppliers often enforce a minimum order value to secure free delivery. This isn’t the case with Eureka!. Whether you need to order a box of plasters or kit out your medical room, delivery of all orders with a UK mainland delivery address is free of charge. Often overlooked when assessing the budget, a decrease in delivery charges can lead to substantial monetary savings over the course of the school year. Eureka! also provides schools with special clearance deals, significant quantity discounts and buy two get one free offers on some of the most frequently used first aid items. Eureka! is looking forward to continuing its celebrations throughout 2020 which will include very special offers to schools. Request your catalogue now by calling 0800 358 0085, or visit www.eurekadirect.co.uk to find out more.
Engage students through tailored outdoor experiences with TravelboundÂ
You know how important time in school is for your students, but have you ever considered how you can make an even greater impact beyond the school walls? Providing your students with varied learning environments away from school can be the key to reaching disengaged learners, re-motivating your students and breaking down the barriers to help even your most introverted students find a voice amongst their peers. Travelbound’s educational experiences abroad provide the platform to do just that and more. Travel abroad and there will be a million and one things you can do, which immediately and directly impacts upon students’ development positively. The journey itself is an education with new sights and smells alone acting as a gateway into different cultures, languages and traditions. What is the beauty of providing an experience like this? It doesn’t have to involve jetlag, nor does it have to break the bank. Walk along the battle-scarred beaches of Normandy and suddenly students feel transported back in time to the battles faced by soldiers and local communities. See the lights of Broadway at night and your school group may suddenly think they’re stepping into a different world in New York. Both experiences do more for the student than reinforce the lessons from D-Day or igniting a passion for performing arts as they begin to contextualise learning and be inspired to embark on a journey of lifelong learning extending far beyond their locality. Travelbound’s Château du Molay in Normandy enable schools to build a comprehensive programme with the support of on-site teams. The facilities allow for students to develop interpersonal skills, take on lessons on independence, whilst also increasing their awareness of living cooperatively with their peers. There are also opportunities for students to utilise their language skills in both English-speaking and foreign language situations reinforcing purposeful learning and self-confidence in their ability. “I never hesitate to book simply because I know that they consistently deliver an authentic and complete package that represents the best value on offer.†Ralph Allen School Planning an educational or ski trip abroad is made easier with school travel experts on hand to support teachers every step of the way. With over 30 years’ experience in organising extended learning opportunities abroad, Travelbound have the expertise and backing of the Council for Learning Outside the Classroom (LOtC), ABTA and ATOL to make booking your trip a seamless experience for you and your students.
The School Breathe Online Programme
The School Breathe online programme provides over 40 breathwork and mindfulness techniques, in video and audio format, to help children learn healthy effective and healthy ways to manage stress and anxiety. The programme includes a full variety of scientifically proven techniques, including breath count exercises for improved concentration, breathing meditations to encourage a calmer state of mind and breath-led techniques to manage emotions, along with audio visualisations to help develop confidence and help alleviate stress and anxiety. The School Breathe online programme can help both children and their teachers to feel more present and focused in the classroom, thus enhancing both the learning and teaching experience. Presented by one of our School Breathe experts, you will receive a different breath-focused exercise to practice each week throughout the school year, accompanied by printable tips and advice to help you integrate breathwork into your school day. 
Teacher training A full 1-day inset training day for your staff to experience the power and benefits of a full healthy breath. Teachers and teaching assistants will have the opportunity to learn breathing techniques to help manage their own stress levels, experience breath exercises to manage emotions and adopt a more mindful approach to their teaching day. You will learn quick and effective techniques to help calm your classroom and learn and practice techniques to help children pay attention, concentrate and co-operate. Teachers will be introduced to the comprehensive online programme and learn how this can be easily integrated into the classroom on a daily basis. About Us Passionate about sharing the benefits of conscious breathwork, we are a team of certified breath workers, meditation teachers, children’s yoga teachers, psychologists and empowerment coaches who believe children should learn and experience the life-enhancing effects of breathwork at school. We are committed to developing the highest quality training and creating effective and practical online programmes for pupils, parents, and teachers to enhance the lives of future generations. With the reported increase in stress levels amongst schools, the programme, can help children and teachers develop healthy habits to enable them to manage stress and anxiety and learn the invaluable lesson of learning to breathe well. Conscious breathwork has a plethora of benefits for physical, mental and emotional wellbeing, which can help children feel more relaxed, focused and happy.
Pupils Get Mental-Health Boost Thanks To New Wellbeing Workshops
SCHOOL-AGE children in England are benefiting from a mental-health boost thanks to a new initiate delivering confidence and wellbeing workshops into schools. Tackling the rise in anxiety across all ages, these workshops and courses teach children a range of strategies and skills to be more confident and resilient to new situations. Happy Confident Kids is offering schools across the country a specialised programme of play-based therapy workshops, designed to help children tackle emotional wellbeing issues such as anxiety and low self-esteem. Delivered by qualified practitioners, the workshops use a variety of neurolinguistic (word-association) exercises and games, to teach children confidence-building techniques that they can take away with them and use in the classroom and at home. Co-founders, Nikki Emerton (48) and Laura Dumbleton-Jones (38), said: “We noticed we were seeing more and more children and teenagers in our individual practices presenting with anxiety, low self-esteem and low confidence. This was preventing them from learning and limiting their ability to experience life, grow, learn, and be happy. Being mums ourselves, and drawing on our skills and personal experience, we got together and created Happy Confident Kids. The positive results we’ve seen so far have been amazing. The children who took part in a recent course all said they felt calmer and more confident, and nearly all said they felt better able to resolve their anxieties. We’re teaching children the life skills they need to be confident, resilient and self-reliant, and to be able to manage their own emotional state, all while making friends and having fun.†Recent NHS figures have shown a record 42% increase in cases of anxiety among school-age children in the last five years, prompting the government to address the way in which emotional self-care is taught in schools. Ofsted incorporated the impact that school life and the curriculum have on pupils’ mental health when it developed its new framework last year, and proposals are already in place to make mental health a compulsory part of the curriculum by September 2020. ***The workshops taught the children a variety of easy to use skills that enabled them to be more confident in their own abilities by learning strategies to manage anxieties and worries and feel more capable. This helped build their self-esteem with strategies to implement in any situation. The feedback we have had from the parents of these children has been very positive, and some of the techniques taught have been used in real life situations. Chafyn Grove School*** Nikki said: “Our aim is to help schools meet the new government directives and free up valuable time and money. Children who are able to manage their own emotional state are more open to learning, which in turn allows teaching staff to allocate their time more effectively. Our vision is to buck the current trend of anxiety and poor mental health in young people by intervening before these issues become a problem. We’d like to see a world where all children are able to fulfil their full potential.†Happy Confident Kids co-founders Nikki Emerton and Laura Dumbleton-Jones are experienced Master Neuro Linguistic Programming (NLP) practitioners, clinical hypnotherapists, Life Coaches and Lightning Process® practitioners. Happy Confident Kids currently has practitioners based in Warwickshire, Wiltshire, Hampshire, North Dorset, Bath, South Gloucester, Co. Durham, London and Switzerland with plans to extend the programme both in the UK and abroad. To find out more, 0333 358 0390, email happyconfidentkids@gmail.com or see www.happyconfidentkids.org.uk for bookings and more information.