Seaton Tramway Launches Exciting Learning and Activity Programs, Promoting Fun and Education for all
Seaton Tramway, a unique heritage attraction nestled in the breathtaking East Devon countryside, is thrilled to announce its exceptional learning and activity programs designed exclusively for school visits. With a fleet of 14 heritage-style trams, Seaton Tramway offers an unforgettable journey spanning three miles of scenic East Devon landscape, traversing Seaton Wetlands and the stunning Axe Estuary to Colyford and Colyton. A school visit to Seaton Tramway promises an immersive adventure, blending education and enjoyment. Students will have the opportunity to embark on a captivating ride aboard one of the enchanting heritage-style trams, complemented by engaging and educational workshops delivered by the highly experienced Learning and Activity team. The workshops cover a wide range of subjects, including local history, geography, science, maths, art, and English, ensuring a diverse learning experience that caters to various curricular interests. Here are the top 10 reasons why schools should book a visit to Seaton Tramway Unparalleled setting: Immerse students in the captivating beauty of East Devon countryside, providing a unique backdrop for learning. Tramway adventure: Each learning session includes a return tram ride, allowing students to experience the charm of the heritage-style trams firsthand. Expanded options: Take advantage of the newly opened Wetlands and Riverside Halts, enabling the inclusion of Wetlands and Depot visits in the itinerary, enriching the overall experience. Tailored sessions: Seaton Tramway offers a range of engaging and informative taught sessions, customizable to suit specific educational requirements and interests. Resources for exploration: In addition to the taught sessions, the Tramway provides enjoyable resources for school-led activities, fostering a hands-on approach to learning. Flexibility and customization: The experienced learning team at Seaton Tramway collaborates closely with schools to plan each visit meticulously, ensuring an enriching experience tailored to the needs of each group. Inclusivity at its core: Seaton Tramway warmly welcomes pupils with additional needs, ensuring that everyone can participate and benefit from the educational programs. Continued learning: Downloadable follow-up resources empower students to extend their learning beyond the Tramway visit, further exploring the subjects covered during their time at the attraction. Proximity to Jurassic Coast: Situated on the edge of the awe-inspiring Jurassic Coast, schools have the option to enhance their visit with an excursion to the beach, creating a truly cross-curricular day. Unforgettable memories: Seaton Tramway promises an unforgettable experience, blending education, adventure, and natural beauty to create lasting memories for students and educators alike. Seaton Tramway invites schools to embark on an enriching journey, where education comes alive through the charm of heritage trams and captivating workshops. To learn more about booking a school visit to Seaton Tramway or to explore the range of educational programs offered, please visit https://www.tram.co.uk/learning or contact nicola@tram.co.uk or info@tram.co.uk
North West and Yorkshire primary schools trust introduces ‘7 musts’ for kids before they grow up
The Pupil Parliament at a primary school trust has developed a trailblazing ‘7 musts’ for pupils across its 15 schools. Focus-Trust’s Pupil Parliament consists of pupils who have been elected by their peers to represent their school at the trust level. The ‘7 Musts of Focus-Trust’ began as a recent Pupil Parliament project, inspired by books such as ‘100 things to do before you grow up’. A long list of ideas were sent out to the schools via surveys, from which children and staff all voted for their top 10 ideas. Further discussions were held in the following Pupil Parliament meetings, and the members voted for their top seven ‘musts’. The seven essential experiences will become available to all children at Focus-Trust schools. They are: A pupil representative presented the ‘7 Musts’ to all of the Focus-Trust headteachers, and the Pupil Parliament designed their very own logo. The aim of the project is to give pupils an even wider set of standard experiences to develop their social and cultural knowledge. By making these activities a ‘must’, they become a core entitlement for all, rather than an additional extra. Each school is now planning to organise each of these activities from September 2023, with some having already taken their residential visit to London. Andrew Marlow, Curriculum and Pedagogy Director at Focus-Trust, said: “At Focus-Trust, pupil voice is a crucial element of our work and supports our continual improvement. “Across all our schools we actively seek out opportunities for children to share their thoughts, opinions, and ideas about their learning and experiences. “It is important to us because it empowers our children, improves learning, fosters a culture of community, and develops important life skills.” Focus-Trust is a charitable primary schools trust based in the North West of England and West Yorkshire with a vision of providing ‘great schools at the heart of our communities’, where children thrive, achieve and succeed.
Discovery Education Launches DoodleLearning Summer Challenge
Worldwide edtech leader Discovery Education has launched a new digital learning challenge designed to motivate children over the holidays and prevent summer learning loss. The DoodleLearning Summer Challenge encourages children to practise maths and English for just a few minutes each day, using the award-winning DoodleMaths and DoodleEnglish apps. Part of the Discovery Education family of services, the innovative DoodleLearning apps transform learning into a fun adventure, rewarding children’s progress and building their confidence. To keep children learning beyond the classroom this summer, Discovery Education is giving teachers free access to DoodleMaths and DoodleEnglish from now until the start of September. Schools can sign up at : doodlelearning.com/prevent-learning-loss Parents can also register for 2 weeks’ free access by visiting doodlelearning.com/challenge-free-access and entering the code: SUMMER_2_WKS The DoodleLearning Summer Challenge gives children a personalised programme to plug gaps and get them ready for September. Making summer learning fun, the challenge is jungle-themed, and every child who completes it will receive a special jungle pin badge and certificate. One of the schools taking part is Lainesmead Primary School in Swindon. Teacher Nicole Deacon-Willis said: “The Doodle Challenge provides children with the opportunity to rehearse and revisit key learning skills from the comfort of their home. We love Doodle for its child-friendly setup. When used for short bursts every day, it’s a fantastic to boost confidence in maths and timestables, as well as English and spelling.” Howard Lewis, Discovery Education’s UK and International Managing Director, said: “We’re delighted to give schools and parents free access to our award-winning Doodle apps as part of our Summer Challenge. Doodle is proven to boost attainment when used for just 10 minutes a day, making it the perfect holiday learning tool.” The DoodleLearning Summer Challenge follows the 2023 Spring Challenge, which was entered by over 16,000 pupils from 600 UK primary schools – its most successful year yet! Designed to be used for just 10 minutes a day, Discovery Education’s DoodleMaths and DoodleEnglish use the latest advances in learning and motivational psychology to raise attainment and boost confidence in maths and English. Giving children a personalised learning programme tailored to their needs, the apps are proven to boost confidence and ability. Filled with thousands of interactive exercises, they explore numeracy and literacy in a fun, approachable way, giving children core skills they can use in the classroom and beyond. Find out more about how DoodleLearning’s award-winning apps can help you as a parent orteacher at www.doodlelearning.com. Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Explore Discovery Education’s award-winning digital learning services at www.discoveryeducation.co.uk.
Wicked Writers: Be the Change Competition winners announced
The winners of the 2023 Wicked Writers: Be The Change writing competition, a collaboration between the National Literacy Trust and the stage musical Wicked, as part of its Wicked Active Learning cultural and social education programme, have been announced. From climate change to clean water, food banks to football, children across the UK have made their voices heard about the things they would like to change for the better in society. The winner in the 9-11 age group is Amélie Arumugum, 10, from Powell Corderoy School in Dorking, who wrote an inspiring essay on deforestation and how humans can change their behaviour to protect the planet. Natalia Hrickova, 10, from Thomas Deacon Academy Junior School in Peterborough, is the runner up, and her experience as a deaf student fuelled an inspiring and persuasive argument for British Sign Language to become a mandatory lesson in school. The winner in the 11-14 age group is Hannah Firth, 14, from Trinity Academy in Halifax, whose essay on protecting and supporting refugees moved and inspired the judging panel. Ella Barker-Garrod, 13, from Ringwood School in Hampshire, was the close runner-up, and she used her entry to highlight inequality in women’s sports, calling for an end to sexism. The judges were Sharna Jackson, award-winning author of High-Rise Mystery, Mark Curry, Wicked cast member and former ‘Blue Peter’ presenter, Michael McCabe, Executive Producer of Wicked in the UK, and Jonathan Douglas, CEO of the National Literacy Trust. Tim Judge, Head of School Programmes at the National Literacy Trust, said, “The huge variety of issues facing children has been a real eye-opener. Many children who entered had experienced some form of social injustice in their own life, from accessibility issues, through to gender inequality. The competition has been a successful exercise in showing children how they can use their literacy skills to amplify their voice and raise awareness about issues important to them.” Michael McCabe, Executive Producer of Wicked added, “We are proud to have provided this platform for young people to find their voices through writing about the issues that matter to them. With concerns for the planet, a plea for us all to learn sign language, ongoing sexism and inequality in sport, and the inhumane treatment of refugees, these four incredible pieces of writing inspired us all.” Sharna Jackson, award-winning children’s author, also commented, “It was a real pleasure to judge this competition, and to host a workshop as part of the prize! Speaking with the winners and their classmates during the workshops has demonstrated just how important it is to provide children with a platform for them to raise awareness about issues close to their hearts. The wide range of subjects featured in the competition entries demonstrates the variety of challenges facing schoolchildren from different backgrounds across the UK and gives a valuable insight into how we can better shape the future for this next generation. I hope everyone who entered continues to use what they have learnt to fight for social justice!” The judges described Amélie Arumugum’s winning entry in the 9-11 age group as “an exceptional piece of writing. A very well crafted, well-researched piece which utilises emotional and intellectual appeal and includes a strong call to action.” After hearing about her win, Amélie said, “I was overjoyed. Out of all the participants across the UK, many of whom were older than me, I had won! I am so excited to see Wicked with all my classmates and since the title of the competition was ‘Be the Change’ I think everyone should not just write about positive changes but make them too!” Explaining why 14-year-old Hannah Firth was chosen as the winner of her age group, the judges said, “This piece commanded our attention from its first words, engaging us on both a societal and personal level. The writing is highly effective, with a variety of styles deployed, emotive and fact -driven. It’s highly persuasive, conveying deep personal pain about injustice.” Hannah was delighted to have won, saying, “I feel incredibly lucky to have won the ‘Be the Change’ competition! I wanted people to read my piece and feel something, be moved, and see refugees not just as statistics but as individuals who need our support. I spent a long time editing and re-drafting my piece of writing due to my dyslexia as if I wanted people to care about my chosen topic, I realised I needed to show how much effort I was willing to put in too. I even conducted research online to ensure my writing was accurate.” Amélie’s and Hannah’s schools have both received class trips to see Wicked and workshops with Sharna Jackson, in which they will learn more about writing compelling stories and arguments, and how to use their voice to champion social justice.
Legionella & School Holidays – What Should I Do?
If you are a Duty Holder or formally appointed Responsible Person (Water), e.g. Head Teacher, Business Manager Maintenance Manager or similar, you have a legal responsibility to ensure that the occupants within your premises are suitably protected from water safety risks including Legionella bacteria. When dealing with water safety issues in schools, frequent reviews and updates to your Legionella risk assessment are key to keeping water systems safe for use. Legionella Risk in Schools Whether assessing the risk from Legionella bacteria or devising control measures for your school, it’s of vital importance you have a clear understanding of both inherent and operational aspects of the water system’s management. The design and installation of your water system may well have incorporated best practice approaches ensuring inherent risks are relatively low, however at an operational level, a majority of areas within any school may not be used during holiday periods. To mitigate these risks, your planned preventative maintenance and monitoring schedule needs to include all foreseeable circumstances – particularly as little-used water outlets are those often most at risk from the development of Legionella contamination. Good water management can reasonably focus on, but not be limited by, two main considerations: Stagnant Water Whilst there are many other considerations for mitigating the growth of waterborne bacteria, such as Legionella, the presence of slow-moving or stagnant water at temperatures between 20-45°C can provide ideal growth conditions for such bacteria and must therefore be avoided. At this point, it’s noteworthy to identify that waterborne bacteria such as Legionella are ‘ubiquitous’ within water systems although are often flushed to drain in well-managed and maintained properties. Biofilm When water systems provide the ideal conditions for bacterial growth this often presents an issue that requires an expensive, multi-factorial and time-intensive response and which may have only limited success. It is often very difficult if not impossible to eradicate biofilm from affected systems with lasting success. HSG274 As previously mentioned, systems affected by waterborne bacteria often succumb to recurring issues and therefore prevention in this regard is very much better than cure. As such, when deciding upon a suitable risk mitigation strategy for buildings subject to ‘scheduled’ intermittent or low use, such as schools, universities etc, it may be prudent to review HSG274 Part 2, Paragraph 2.50; which offers practical guidance on how to manage buildings that have been temporarily taken out of use (known as mothballing). Whilst school and university estates increasingly have ‘dual use’ facilities that help to maintain the turnover of water by keeping buildings open to service users during holiday periods, this is not always the case, as such staff must be tasked with safely managing water during this time via a suitable flushing regime. Legionella Flushing Regime A suitable Legionella risk assessment will assist in determining the required control measures. It’s advised that any mothballing strategy or procedure should be a compromise between the prevention of stagnation by having a regular Legionella flushing regime, the avoidance of water wastage and the protection of the water system from degradation caused by any disinfectant added. During shorter periods of infrequent or intermittent use, microbial growth may be adequately controlled by identifying areas of infrequent use, i.e. those used less than once per week, and flushing them at least weekly (more frequently than weekly is expected in higher-risk premises). Each outlet should be flushed for long enough to ensure that the entire contents of the outlet and its associated supply pipework have been replenished with fresh water. For longer periods of disuse, it can be acceptable to leave a system filled with water without weekly flushing – if measures are in place to prevent unauthorised use. Draining down a system unnecessarily may leave residual moisture or pockets of water within the system, potentially created, or exacerbated by high humidity, and this may subsequently provide the potential for worsening conditions. Leaving the system filled with water and suitably maintained also helps to avoid issues associated with systems drying out, such as joint failure in sectional tanks and/or metal pipework corrosion. That said, these systems should be thoroughly flushed, cleaned, and disinfected before their return to use. In such situations, it’s indicated to recommission these systems as though they were new following British Standards; BS EN 806, BS 8558, and BS PD 855468. Written by the Water Hygiene Centre
NASBTT flexible working survey published, as Executive Director calls for “bigger conversation” to address recruitment crisis
The National Association of School-Based Teacher Trainers (NASBTT) is calling for a “more holistic discussion on flexible working” as its latest survey shows that 89% of ITT providers think that greater opportunities for flexible working would attract more applicants to the sector. Last week the Department for Education announced Flexible Working Ambassador Multi-Academy Trusts and Schools (FWAMS) to support school leaders in implementing and embedding flexible working in their schools. Interested schools and trusts can also seek free access live webinars, workshops, on-demand training and resources via a dedicated website set up to “increase awareness of the benefits of flexible working and the full range of flexible working practices available, which can include part-time working, job sharing, home or remote working, phased retirement and personal/family day”. In research undertaken by NASBTT in May and June 2023, 53.5% of ITT providers said they do not currently offer flexible working opportunities for trainees. However, as part of their strategic planning, 46.5% of providers are considering flexible working opportunities to applicants. When asked if potential applications discuss the importance of working flexibly as something that is important to them, only a third said ‘yes’. But 75 out of 84 respondents think that greater opportunities for flexible working would attract more applicants. Providers also reported that only half of schools in wider ITT partnerships currently offer flexible working for their staff. The most common examples given of flexible working being offered or considered by ITT providers are online or blended delivery of core training, including asynchronous options; time built into courses for study/admin and/or wellbeing; and part-time or flexible courses. For schools in their wider ITT partnership, PPA at home (31 responses) was by far the highest example given by ITT providers of flexible working offered. “This survey is very much a starting point for a discussion that we want to have, and we were keen tounderstand flexible working in ITT including who, if anyone, is trialing new initiatives,” said Emma Hollis, Executive Director of NASBTT. “What we have learned is not surprising – there is not much radical innovation currently evident in schools – offering PPA at home, for example, is a great start but that may not be enough to attract a wider pool of applicants. Although many schools and providers are exploring part-time options, this can be problematic in the long-term for underfunded schools already struggling with limited budgets as part-time staff are more expensive (as the total on-costs are higher). “The whole issue of flexible working in schools, including discussion in some quarters around a four-day working week, has obviously risen to the fore again given the ongoing teacher recruitment and retention crisis. In a sector struggling to recruit enough teachers at present, more flexible approaches to working may help make the profession more attractive to potential teachers. Now whether flexible working is a more significant barrier to recruitment than say, workload and issues around behaviour management, should be understood – but it is time for a more holistic discussion on more flexible approaches.” Emma emphasised that a “bigger conversation” was urgently needed on how flexible working may help make the profession more attractive given how much teaching appears to be behind other professions. “Work needs to be done to assess teacher attitudes on issues such as working from home and compressed hours,” she explained. “A photograph taken of a classroom in Victorian times would not look substantively different to one in a modern school. Where other professions have changed dramatically, our approach to schooling has varied very little. Why is this? Why does the school year begin to coincide with Harvest? Why are schools closed for extended periods during the year? Could they be open more? Should children be taught based on need, not age groups? What is the role of AI in facilitating change? Then we can build flexibility in, and maybe then give teachers the opportunity to work different hours. “A more flexible approach may also benefit parents and children. For example, if it was agreed that children would take an agreed amount of time off throughout the year, but that this time could be taken flexibly according to the family’s needs, we would not have a situation where holiday prices go up drastically during the summer break. But who is exploring all these possibilities? This goes beyond ITT, and NASBTT as one voice.” The NASBTT survey data does not point to any firm conclusions on whether there are greater barriers to flexible working in primary or secondary teacher training, but Emma reflected that “logically it may be harder for primary to offer flexible working as teachers have one class all day rather than a timetable around their subject”. “For secondary schools there is an interesting discussion to be had about whether a more mature approach to ‘flipped learning’ could support flexible working,” she said. “With that approach, do teachers need to be in the school building all the time? Can they engage in discussion in class without being physically present? Is anyone actually looking at what we have learned over the past three years to make teaching a more attractive profession to teachers, but also more attractive to children and young people who may be more responsive to and more engaged in different approaches of teaching and learning beyond what we see as the norm?” Emma added: “Providers, even those who are keen to innovate, are often constrained by the realities of our schooling systems. Arguably, offering flexible training opportunities for trainees, which cannot then be translated into their working lives could be seen as setting new entrants up for false hope. If they are seeking flexibility in training, it is likely that they would want that flexibility more than one or two years. For flexibility to truly work to attract new applicants, there needs to be a join-up between what is possible both for training and for your ongoing career. And for flexibilities to be truly attractive and workable, some radical rethinking and innovation is needed around the very purpose and structure of
UK Schools Win Big In Global Literacy Competition: Word Mania
LiteracyPlanet, the leading provider of an online literacy education tool, celebrates the remarkable achievements of three UK schools in their highly competitive Word Mania global word-building competition. These schools have demonstrated exceptional dedication and skill in their pursuit of literacy excellence, showcasing the power of gamified learning in enhancing students’ English vocabulary skills. Throughout the competition, students eagerly played their way through a staggering 7 million minutes, demonstrating their dedication and enthusiasm for improving their literacy abilities. The sheer determination of the participants was reflected in the impressive number of words built, which totalled a remarkable 52,471,796. Furthermore, the competition witnessed an astounding 2,445,953 games played, engaging 132,907 students from 1,817 schools worldwide. Sacks Morasha Jewish Primary School, North London, emerged as the winner in Year 4 on the UK leaderboard. The students at Sacks Morasha were ecstatic about their success, with Lielle exclaiming, “What a fun way to get smarter!” Maytal added, “It’s really fun to play with friends – so competitive,” while Levi shared, “Word Mania is a really fun way to learn more spellings.” Lev enthusiastically recommended the competition, saying, “Really recommended for English lovers!” Ora echoed the sentiment, exclaiming, “Get your devices ready NOW, Word Mania is the BEST!” Dean Close St Johns School in Chepstow showcased their exceptional performance, fighting off fierce competition from around the world. Years 3 to 6 participated in this thrilling contest, racing against the clock and each other to build as many words as possible. The school’s efforts paid off, with Years 3, 4, and 6 securing top ten placements in the UK. Aaryan Halai stood out as the highest-scoring pupil, surpassing even the teachers, with an impressive score of 4,439 points. West Bromwich Collegiate Academy in the West Midlands claimed the top spot in Year 7 for the UK region. The students at West Bromwich Collegiate Academy lauded Word Mania as an excellent learning experience. Andre Dupee described it as “fun and educational,” while Pableen Singh found it to be a great way to test vocabulary skills. Natasha Sterling highlighted how it helped improve spelling, and Kacper Kasperczuk shared, “Helped with my spelling.” Didar Nasrat expressed enthusiasm, saying, “A great way of learning new words,” and Shaniah Williams found it addictive, stating, “It’s fun and addictive; you want to keep beating your high score.” In addition to their impressive accolades, the winning UK schools will share in a prize pool valued at £80,000, further recognising their success in the competition. By embracing the power of Word Mania, these educators have unlocked a new level of excitement and engagement in their classrooms, furthering their students’ love for the English language. Tom Richardson, CEO of LiteracyPlanet, stated, “We are thrilled to celebrate the outstanding achievements of these UK schools. By utilising Word Mania and gamified learning, these schools have showcased the winning combination of fun, competition, and literacy development.” Key Word Mania Stats: Winners from across the globe are on display via: https://www.literacyplanet.com/blog/meet-the-word-building-superstars-of-2023/
50,000 free books gifted to children most in need this summer as part of the Marcus Rashford Book Club
This summer term, 50,000 school children across the country are participating in the Marcus Rashford Book Club, and receiving a free book to take home, as well as classroom activities and a chance to experience a virtual author event. This summer’s chosen book is the second instalment of Marcus Rashford’s #1 best-selling children’s fiction series, The Breakfast Club Adventures, co-written with Alex Falase-Koya and illustrated by Marta Kissi, published by Macmillan Children’s Books. The Marcus Rashford Book Club was launched in 2021 by Marcus Rashford and Macmillan Children’s Books and aims to gift free books to children who need them the most. Support from KPMG UK and the National Literacy Trust has resulted in 125,000 books being gifted to primary schools in the UK’s most economically deprived areas meaning each child owns a book of their own. Marcus Rashford read his first book aged seventeen and credits this with changing his outlook on life, having been raised in a household that struggled financially. This first-hand experience highlighted to him the importance of making books accessible to children living in the most disadvantaged areas and inspired the Book Club. Research from the National Literacy Trust shows that reading for pleasure can positively affect a child’s mental well-being, and can set them up with the literacy skills they need to succeed. Having a book of your own at home is strongly linked to reading engagement, but sadly half a million children and young people (1 in 15) in the UK do not have a book of their own at home. This figure rises for children eligible for free school meals, with as many as 1 in 10 not owning a book. By giving children a book of their own, the programme aims to increase literacy rates and reading enjoyment, which can have a huge impact on the future lives of the children involved, including better job prospects and higher lifetime earnings. The Breakfast Club Adventures 2: The Ghoul in the School is co-authored by England International footballer, anti-food poverty campaigner and award-winning author Marcus Rashford MBE, and author Alex Falase-Koya, with illustrations by Marta Kissi. The second book in The Breakfast Club Adventuresseries is an exciting story full of fantastic friendships, high-stakes mysteries and strange goings-on, perfect for children aged 8-12. Any school can join in with the Marcus Rashford Book Club through a free, virtual event with Alex Falase-Koya on Wednesday 28th June, 10.30am, and by downloading the free school resources and first chapter of The Breakfast Club Adventures: Ghoul in the School. Pippa, Y6 pupil from Middlesbrough whose school is participating in the Marcus Rashford Book Club: “It’s really nice that we got these books for free because not everyone can afford books. Being a part of the Marcus Rashford Book Club has inspired me so much that I read stories to the children in Year 1.” Jason Vit, Head of Local Areas at the National Literacy Trust: “At the National Literacy Trust, we know first-hand the huge effect reading for pleasure can have on a child’s literacy skills. The Marcus Rashford Book Club gives us an opportunity to inspire a love of reading in some of the most economically disadvantaged areas of the UK, not just by giving out free copies of this fantastic book, but also by showing how reading has influenced a role mode like Marcus Rashford. With half a million children in the UK reporting they do not have access to books of their own at home, partnerships like this are more important than ever. We hope the 50,000 children we are reaching this summer will not just love the exciting adventures in The Breakfast Club, but that this will inspire them to seek out new books that will engage and spark their imaginations.” Belinda Ioni Rasmussen, MD Macmillan Children’s Books: We are delighted to continue our work with the National Literacy Trust and KPMG, UK on the Marcus Rashford Book Club this summer and get thousands of books to some of the most vulnerable children in the UK. With the rise in child poverty, the purpose of the Marcus Rashford Book Club, to get exciting and inclusive books to children to support them in their reading journey, is more important now than ever” Rachel Hopcroft CBE, partner and head of corporate affairs at KPMG UK:“As a firm, we’re determined to drive opportunity in our communities, ensuring that where you’re from or your background does not dictate your life chances. We want to support the next generation to develop the skills they need to succeed, and we recognise that literacy is a key building block of social mobility. We’re thrilled to be working alongside Marcus Rashford, Macmillan Children’s Books, and the National Literacy Trust this summer, helping even more children experience the joy of reading.” To find out more about the Marcus Rashford Book Club titles, and for free classroom resources and information about the virtual event, visit Marcus Rashford Book Club | National Literacy Trust.
Could teachers help ease the fostering crisis?
A shortage in foster carers is proving catastrophic for children in the UK. A combination of factors is aggravating the situation: fewer people putting themselves forward to foster, foster carers leaving the profession and an increase in children and young people coming into foster care. In East Anglia alone, over 500 fostering families are immediately needed but of course this does not allow for any increase in demand or any shortfall from carers leaving fostering. “We urgently need foster carers in East Anglia so that we can provide nurturing homes for local children,” says Lucy Stevens, Head of Placements at Eastern Fostering Services who recruit and support foster carers for children in Essex, Suffolk, Norfolk and Cambridgeshire. “We need a diverse pool of foster carers so that we can match children according to their needs, including the need to stay local. Children need well-thought-out, well-matched fostering families in order to thrive.” Children come into foster care for many reasons, but all will have experienced a degree of loss and trauma. The needs of children in foster care have changed over the last few years with the impact of Covid and economic challenges starkly visible. Eastern Fostering Services believe that teachers and educators have many of the skills and qualities needed to foster children and young people. “Teachers, or those working with children know only too well the issues many of them face. In a foster carer, children need someone to understand and advocate for them and to be open to a therapeutic approach,” adds Lucy. The disruption to education and the lifeline it often provides has disproportionately affected children who are coming into foster care. These children need nurture, safety, security and love but they also need carers who can understand and advocate for their educational needs. If you feel you could use your experience, qualities and skills to transform young lives in Essex, Cambridge, Suffolk and Essex, please contact Eastern Fostering Services at team@easternfosteringservices.com or call them on 01206 299775. People considering fostering should have a spare bedroom available.