National storytelling competition will see winners’ work published
A national storytelling competition from Pearson, the leading digital media learning company, is seeking to boost child literacy and representation in writing, as teachers throughout England call for greater diversity across the curriculum. Now in its fourth year, My Twist on a Tale: Represent! encourages children to shine a light on the page, representing what, and who, they feel is being left out in literature today. The competition comes after recent findings from Pearson’s landmark School Report, which sought the views of almost 7,000 educators in schools around England, found that only 1 in 20 teachers say education in schools today reflects the diversity of pupils’ lives. As the journey to achieve inclusion continues in classrooms and communities, Pearson is empowering pupils aged 4 to 19 to depict people, issues and aspects of life away from society’s mainstream. Writing and reshaping their own diverse stories, this year’s young authors-to-be are invited to delve in to topics that feel close to their heart, whether that be ethnicity, relationships, gender, ability, poverty, technology, or more. According to findings in the Pearson School Report, which was launched at the end of June, almost 6 in 10 teachers now want the national curriculum to develop a tolerance of diverse opinions among pupils to help them thrive in 2022 and beyond; 57% of teachers want to see a greater social and cultural awareness among pupils. Commenting on these findings, and this year’s My Twist on a Tale initiative, Lindsay Nadin, Director of Primary Portfolio and Innovation Hub at Pearson said: “There is clearly a widespread desire among the teaching workforce to champion diversity and representation in schools today, which competitions like My Twist on a Tale: Represent! are striving to meet in ways that are inclusive, innovative, and – above all – fun. “This year’s storytelling challenge has been created to prompt and celebrate better representation in the texts we read, write, listen to and share. Inspiring young people to think about their wider communities, and how their peers can be represented with balance and authenticity is not only important but a crucial step in the journey towards ensuring every learner feels represented and empowered in literacy.” Supported by a range of competition partners including The Reading Agency, Love 4 Reading, Authors Aloud, Parentkind, Governor Cymru Services, Book Love, Bookmark, Coram Beanstalk, Libraries Connected, School Libraries Association, National Association of Special Schools, Ace Centre, BAMEed, LGBTed and British Stammering Association, My Twist On A Tale: Represent! invites children and young people to put the underrepresented centre-page – and portray today’s world for the readers of tomorrow. As the fourth incarnation of the annual storytelling series, the 2022 challenge follows the success of last year’s theme, My Twist on a Tale: Our Tomorrow, which saw thousands of children submit future-focused tales on a range of subjects covering sustainability, self-protection and more. Entries for this year’s competition might focus on a minority-group protagonist, or explore non-traditional takes on modern family dynamics. Entrants may even decide to write on lesser-known aspects of current news stories. Whatever their choices and passions, the competition is their chance to contribute to a creative range of local and global narratives. The winners will not only receive a prize but also see their works published as an illustrated collection for all to read, as well as in a selection of audio stories. One participating primary school will also win the chance to develop their own bespoke book on the theme with an expert author, to be published by Pearson in 2023. Entries for this year’s competition will need to be submitted by 5pm on Friday 25th November 2022, when an expert judging panel will decide on the winning pieces. In addition to written entries, audio and video entries will also be accepted, as part of Pearson’s commitment to creating accessible opportunities for all learners. To find out more about Pearson’s My Twist on a Tale writing competition and their range of diverse and inclusive texts for primary and secondary students, please visit go.pearson.com/Represent or follow us on Twitter @PearsonSchools, Facebook @PearsonUKSchools and Instagram @pearsonlitandeng
Countering rising food costs through management of food offerings
How catering teams demonstrated agility and creativity when it came to food service delivery during the pandemic was truly commendable. However, catering operations continue to face a staffing crisis leaving many teams struggling to find enough chefs and expertise to make low-cost, flexible menus. This is in addition to the food inflation crisis with the cost of food undeniably increasing and likely to continue. As foodservice operators look for solutions to handle these issues, Katrina Lane, Senior Relationship Manager at allmanhall offers advice through the management of food offerings. A starting point is an accurate costing model that provides a comprehensive understanding of all the contributing costs across the catering operation. Full visibility of the fixed and especially variable (controllable) costs is essential. The commercial, profit driven catering model focusing on ‘percentage margins’ is a mindset that an increasing number of consumption based, in-house institutional caterers are turning to. Keeping track of this data, and nimbly controlling variable costs whilst also battling increasing food prices can protect the foodservice operation from excessive spending on ingredients, labour, and energy costs. Costing menus Having the flexibility to review and adapt menus quickly, utilising a range of alternative ingredients will help alleviate the rising prices and ensure the production of cost viable dishes whilst still producing high quality and nutritional menus. A review of every ingredient in a recipe, to establish the total cost and yield of each dish, will allow strategic purchasing with the resulting financial benefits. As an example, will the yield of a fish pie be affected if the salmon content is reduced for more haddock or swapped to frozen fish, or less cream is used and more milk? It is evident that price surges have caused even staple meat products such as minced beef to rise in price significantly, causing some caterers to completely remove beef from their menus, substituting with less expensive cuts of meat such as lamb neck and chicken thighs. But even these are being served less often. Switches are being made to plant-based recipes, with the benefits being lower cost, health, and environmental. With a longer shelf life this shift also helps with food waste reduction, vital to ensure food spend is efficient. Caterers need information about which products are stable and which are volatile when it comes to price movement. Using a greater proportion of stable products in menus will make it easier to manage and predict the impact of rising prices. Typically, stable products are negotiated annually (e.g. solid pack apples). Whereas volatile products fluctuate more frequently (e.g. butter, bacon etc). With so much uncertainty regarding food prices, now may be the time to ensure a good stock of stable products to offset any further price rises or product shortage Increase in-house production Purchasing ready prepared chopped fruit and vegetables, stocks and readymade sauces clearly costs more. Savings will be made by increasing the level of in-house preparation. However, a cost benefit analysis is still recommended, as it is important to factor in additional costs of doing this, such as energy, labour, and equipment depreciation. Batch cooking is a good way of saving time and increasing production output for the same labour input. Follow the seasons The globalisation of food production has increased food availability all year round, however seasonal foods are best eaten when they are naturally in harvest or ripening, such as UK butternut squash and blackberries in October. Seasonal ingredients taste better and can be more sustainable and less expensive. Brand versus own label The higher cost of branded label products is often influenced by the manufacturers’ marketing costs, not necessarily the quality, flavour, or yield. It is worth sampling own label products, especially if they are only being used back of house, decanted or as secondary ingredient to other dishes. One significant example is rice, around 50% saving can be made by changing to own brand. Drained weight of tinned goods Tinned goods often state the net weight, which is the combined weight of the solid and the liquid contents. Measuring the drained weight of tinned items such as fruits, corn, chickpeas, and tuna will help establish their true cost and yield. If consuming both the food and the liquid, such as tinned tomatoes, then this won’t likely be an issue, but tinned tuna that is packed in brine or water results in the liquid being drained and discarded. For example, a 1880g tin of tuna when drained might hold 1320g of useable tuna, compared to a 1.7kg can (distributed by other wholesalers) having a drained useable weight of 1260g. Tinned fruits can often be a convenient and sustainable option as they last much longer, there is less waste and by removing the need to wash and prepare the fruit, savings can be made on labour costs. Technology Utilising a catering control platform to store recipes and calculate ingredient data to track and manage every penny of spend will enable caterers to forecast accurately and have tighter control over profit margins. This technology supports nimble and flexible menu changes as pricing is uploaded live from suppliers. Also, ingredients can be substituted across all dishes very simply. Software that can build and cost recipes quickly, whilst simultaneously analysing nutritional and allergen data, streamlining stock control and reducing administration, can save catering operations valuable time and resources. Whilst caterers continue to face cascading challenges, expert support has never been so important. There is a harsh spotlight on caterers who don’t have good procurement practices in place. Without these practices, the impact of chefs working tirelessly to cost recipes, source the most cost-effective ingredients, manage portion and waste control, is diluted. You can find out more about the practical approach to rising food costs, here. https://allmanhall.co.uk/blog/practical-steps-caterers-can-take-in-the-face-of-food-inflation-and-rising-costs https://allmanhall.co.uk/blog/how-caterers-can-adapt-and-cope-with-the-rising-food-costs
Barnardo’s appeals for more foster carers as number of children referred to its fostering services rises by a quarter
Barnardo’s is urgently calling for more people to consider becoming foster carers, after the number of children referred to the charity’s fostering services across the UK jumped by over a quarter in 12 months. The UK’s largest children’s charity has launched its annual Fostering Focus campaign, which runs throughout the whole of September, and warns of a growing shortage of foster carers, leaving vulnerable children without safe, stable and loving families. With latest statistics showing the number of children in care in the UK now standing at over 100,000 including a record high of over 80,000 in England [1], figures released by Barnardo’s show that between August 2021 and July 2022, the number of children referred to its UK-wide fostering services was 19,996. This is a rise of 28 per cent, compared with the previous 12-month period. Barnardo’s has also seen a significant increase in children aged 11 and older referred to its England, Wales and Scotland fostering services, with a rise of 29 per cent from the period of August 2021 to July 2022. The urgent need for new foster carers comes at a time when Barnardo’s has seen a decline in the number of people coming forward to be foster carers. With the average age of a Barnardo’s foster carer aged 55 and older, the charity says the advancing age of many of its foster carers means an increasing number are now retiring. Meanwhile, a new YouGov survey for Barnardo’s encouragingly shows that a quarter (24 per cent) of adults in the UK would consider fostering a child in the next five years. However, that figure drops by over a half to 11 per cent for children aged 11-15 and just 3 per cent for children aged 16 to 17, suggesting that prospective foster carers may be more inclined to support younger children. When asked about the concerns of fostering, key concerns included 48 per cent of adults who said they were either too old or too young; 31 per cent who said they didn’t have what it takes and 27 per cent who said they couldn’t afford to foster a child for financial reasons. The survey also shows misconceptions remain in the eyes of some adults about fostering, with a quarter (25 per cent) of people agreeing a person should already have children of their own before becoming a foster carer, and just under a third (28 per cent) of people agreeing that an adult who is 21 is old enough to be a foster carer. In actual fact, Barnardo’s points out there is no requirement for a foster carer to already have a child of their own, and the minimum legal age to become a foster carer is 21 with no upper age limit. The charity says it is vital to increase the number of foster carers to keep up with the growing numbers of children entering the care system, and to ensure they can be placed with a loving, stable and safe family who can meet their needs. Through its Fostering Focus campaign, Barnardo’s hopes to hear from people from all backgrounds and communities from around the UK. Barnardo’s is also urging the Government to make fundamental changes to improve care, support and outcomes for vulnerable children, based on the findings of the ‘Independent Review of Children’s Social Care’. As part of this, it is calling on the Government to establish a new national foster carer recruitment programme for England as recommended by the review, with the aim of approving 9,000 new foster carers in the next three years.[3]. Barnardo’s CEO Lynn Perry MBE said: “With record numbers of children in need of care and support, we urgently need more people to consider becoming foster carers. At Barnardo’s many of our most experienced foster carers are now retiring or nearing retirement age, meaning it’s especially important that others come forward. “Foster care can provide vulnerable children with the love, care and support they so desperately need to overcome challenges and work towards a positive future, but our new survey shows there are still many misconceptions about what it takes to provide this vital role. “At Barnardo’s we welcome passionate individuals from all walks of life, and all communities. If you are over 21, have a spare room, are a UK resident and have the time and commitment to care for a child, then you could help transform their life chances.” Barnardo’s Foster Carer Christine, a civil servant who lives in Croydon, started her fostering journey with Barnardo’s shortly after the UK went into lockdown in March 2020. She is currently supporting a 17-year-old foster child from Eritrea. Christine said: “As a foster carer for Barnardo’s, I’ve been caring for older children and teenagers for over two and a half years and it has added richness and vitality to my life. Through them I have been able to learn about new languages, cultures and how to communicate and connect with young people at different emotional levels. If you are able to support them with their self-esteem and can show compassion, you will see care-experienced young people are wonderful human beings.” Barnardo’s has over 100 years of experience in fostering. Experts provide all the training needed and provide support 24/7. Foster carers will also get financial support, including a carer’s allowance to help make a positive difference to a child’s life. To find out more about fostering with Barnardo’s please visit our website at www.barnardos.org.uk/QA_Education or call our team on 0800 0277 280. Watch this video of Christine talking about her fostering experience with Barnardo’s
MODULAR SCHOOL BUILDING CONSTRUCTION – PLANNING AHEAD
With the summer holidays now behind us, plans for 2023 and beyond may seem a long way off, but it pays to be ahead of the game when considering your construction method for a new school building. Modular building is fast becoming the construction method of choice for educational establishments for 3 main reasons. 1. The build process is fast and efficient. 2. A fixed cost turnkey solution is preferable for budget purposes 3. There is minimal disruption to site, construction teams are in and out in half the time of traditional built projects. The key for a successful modular project is to plan and engage early with specialist modular construction professionals. Even if you are at concept stage, the advice that modular construction and modular design professionals will give you, can be the most valuable and fun part of the build project. Not only will they be able to guide you with your thought process, but an experienced modular construction professional will also be able to understand the future needs of your school and accommodate these within the design. Having your ideas come to life visually is an important part of the concept design stage, allowing you to see how different layouts work and how different finishes look. By engaging early, it gives you the time to discuss design concepts and consider different options. Looking at different layouts for your new modular building allows you to accommodate space for the best teaching facilities and equipment and how to connect with existing school buildings or utilise space to the outdoors. Interaction with a construction company who specialise in educational modular building design is an exciting part of the process. They will be able to wow you with their ideas and bring to life your vision. They can also bring to the table other ideas and alternative options which you may not have considered. Get ahead of the crowd Whilst modular construction means buildings can be built in any weather, in purpose-built manufacturing facilities, it is still preferred to have good weather, for on-site foundation work. This in turns results in a gold-mine style rush for those in the construction industry, resulting in the summer months being exceptionally busy. This also ties in with the summer holidays being the best time to build whilst pupils are on holidays. Both these combined, result in the summer months being very busy for modular building contractors. It is worth considering starting construction in the early Spring, half term holidays are an ideal time to commence groundworks and Easter allows time for delivery of the building without causing disruption to everyday school. It also means you can avoid competition from other schools! Get your modular contractor of choice Planning your build well in advance also gives you ample time to obtain and compare quotes and have the time to find the modular contractor that is the best fit for you and your school. Fixed cost projects within the traditional build market are becoming harder to secure due to rising material and labour costs. There have been instances where a project cost has risen by 20% from the initial quote stage to the final order being ready to submit. Keeping to your budget is a very important part of the process and one of the major modular building advantages and early discussions with your modular contractor will allow time for the design to fit within your budget. It is far easier to secure a fixed turnkey project cost with a modular contractor due to the whole offsite build process being more efficient and the timeline between initial enquiry, ordering, delivery, and installation is half the time of a traditional build project. They say that the early bird catches the worm, and by starting to plan early, you will be able to reach key project personnel before they get booked up by everyone else. Modular construction is a fast and efficient way to build, but early engagement is still crucial so that you have the opportunity to take advantage of the concept design stage. It also gives the opportunity for the modular construction professional to provide you with undivided personal attention, site meetings and engage with other key stakeholders who might be involved in the project, resulting in a smoother construction process overall. Get Planning In Construction companies who specialise in modular educational buildings will also be able to advise and complete the planning process on your behalf. They will be able to guide you through the regulations and ensure that the final design will have the best chance of approval and not be subject to any delays or having to resubmit. Give yourself time to get those classrooms ready The most common reason for new educational buildings is to accommodate expanding pupil numbers. This means that you need your modular school building ready to hit the ground running and welcome in pupils and teachers as soon as possible. A fixed price turnkey solution from your chosen modular contractor will provide this for you. From design to planning, delivery and installation, interior fit out and landscaping, all can also be incorporated within a fixed price, giving you peace of mind and financial security for the project cost. James Allen – Beech Hall School said: “The single most important thing that impressed me about my experience with Modulek was the personal attention to detail.” To view the full case study go to: https://modulek.co.uk/case-studies/beech-hall-school/ Charlie Little – Bloxham School, said: “Our school is growing and we needed to look at our capacity and how to accommodate a new Science and Geography block. We are in the middle of a Conservation Area, surrounded by Listed Buildings and it was very difficult, especially in a tight time frame to be able to put in a planning application for a new build and everything that goes with a traditional build. “I put my faith into Dan and his team at Modulek and I was proved correct to do so. “All delivered on
Foundations Live construction and engineering careers event returns
Teachers, lecturers, course leaders and heads of departments are being encouraged to sign their students up to attend the biggest and best construction and engineering careers, trade and networking event in the North – Foundations Live. Foundations Live, which launched in 2016, is a unique event that enables students to explore the huge variety of career options available within the construction and engineering industries, whilst meeting hundreds of people from companies that operate across Yorkshire and Lincolnshire. Builders merchant, Jewson, has exhibited and sponsored Foundations Live every year since its inception. Ken Wilson, from Jewson, said: “Foundations Live brings the industry together under one roof and focuses on inspiring the next generation of talent. “It’s a hugely beneficial event to attend, as we not only help young people understand more about their career options, but also network with industry peers, meet clients and consultants, as well as showcase the diversity of what our business and industry as a whole has to offer.” Students from primary and secondary schools, colleges and further education establishments can all attend Foundations Live, which takes place at Bishop Burton College on 20th October, for free. The event is run in partnership with the Construction Industry Training Board (CITB) and hosts more than 50 exhibitors, providing the very latest digital demonstrations and informative drop-in sessions to engage learners of all ages – from primary school pupils to adult re-trainers – with construction and engineering. Director, David Blades, from construction firm and event organiser, Hobson & Porter, said: “With the huge skills shortages that our industry is facing, it’s everyone’s responsibility to work together to attract more people from every background into our industry. We all know what needs to happen, and we can’t ignore the crisis our industry is facing – we need to work together to attract new talent and train and nurture those people, as ultimately if we all pull together everyone benefits.” Darren Storrer, head of the Institute of Building Technologies, from Hull College, said: “Attendance at Foundations Live is a must for any student wanting to learn about their career options and we certainly missed it when Covid restrictions were in place for two years. So, we can’t wait to return this year and bring over our learners from all vocational pathways. The event is informative and a great hands-on day, where our learners can talk to employers, contractors and suppliers and see the latest innovations in construction. With the focus being on environmental and sustainability, we are educating the future of the industry. “Typically, there are more than 800 students from all over the North who attend, and they get so much out of it. With all the big regional employers, as well as representatives from every sector of the industry, it’s an action-packed informative day that brings real employability benefits to our learners. We have had learners that have secured work experience and apprenticeships through connections made at the event, and lots of learners find out about new areas of the industry that they previously thought was inaccessible to them.” This year, representatives from Talentview Construction will be attending Foundations Live to help students find first jobs, apprenticeships, and work experience opportunities, specifically in construction. Funded by the Construction Industry Training Board (CITB) and supported by Government, Talentview Construction is an online platform for young people to show their skills and experience to employers actively recruiting for early-careers positions. Christian Warden, engagement director at Talentview Construction, said: “Our platform does online what Foundations Live does in person, so it’s great to be working together to showcase all of the fantastic opportunities in the construction sector and discuss all of the different routes to get there. The CITB’s Construction Skills Network report says that we need to add more than a quarter of a million workers to the industry by 2026 – that’s 53,200 additional workers every year – to keep pace with demand. Bridging that gap between education and industry is key to meeting these targets and we’re looking forward to meeting the next generation of construction professionals at the event.” Registration for the event is open now via: https://www.foundationslive.co.uk/ Information for colleges and further education establishments can be found here: https://www.foundationslive.co.uk/colleges-and-further-education/ Information for secondary schools can be found here: https://www.foundationslive.co.uk/information-for-secondary-schools/
Health Anxieties in Children – How to Spot Early Signs
By Kate Sheppard As human beings, it is normal for us to feel an amount of anxiety. This is also true for children. Many children are afraid of the dark or nervous about meeting new people and making new friends. This is normal. However, sometimes, what begins as normal anxiety levels in children can increase into something more substantial. Pupils in any year group can develop anxiety disorder. What you need to know is how to spot the early signs. In this article, we will be discussing health anxieties in pupils and how you can spot the early signs of this condition so that you can take the appropriate next steps. What is Health Anxiety? Health anxiety is a specific form of anxiety where a person becomes obsessively, and often unnecessarily, worried about their health. Health anxiety is more commonly known by the term ‘hypochondria’ and is a prevalent anxiety condition in both children and adults that has a significant impact on the individual’s quality of life. What Causes Health Anxieties in Pupils? Anxiety, like most mental health conditions, does not have the same cause for everyone. What causes one pupil to develop health anxiety, may not cause it for another. There are different causes of anxiety and some are more obvious than others. As educators it’s vital to identify some of the most common causes of health anxieties in pupils. These are usually the result of: Common Symptoms of Anxiety in Pupils Just like adults do, children exhibit symptoms of anxiety in very different ways. However, if you suspect a pupil of yours is struggling with anxiety, below is a list of common symptoms to be aware of: How to Spot the Early Signs of Health Anxiety in Pupils As we have already discussed, health anxiety is a specific form of anxiety that focuses predominantly on an individual’s health or perceived lack thereof. Health anxieties in pupils can be worrisome as they can have a significant impact on a child’s normal development and functioning. Therefore, many teachers are keen to spot the early signs of the condition so they can take the necessary steps to provide support. Below we share how as teachers we can spot the early signs of health anxiety in pupils. If you notice a pupil is often exaggerating the severity of minor health conditions – for example, assuming a headache is the sign of a brain tumour – this is often a telling sign they are struggling with health anxiety. Another common sign of health anxiety is frequently asking to go to the school nurse. Children suffering from health anxiety want to see the nurse as often as they can, either to report new conditions they are worried about or to seek reassurance. However, the flip side to this is that some children with health anxiety do not find any reassurance from the nurse and instead assume their diagnosis – or even their test results – are incorrect. Children with health anxieties tend to become so preoccupied with the state of their health, or lack thereof, that they struggle to function well during class. Signs that a pupil of yours may be struggling to function will be specific to them, however may include things such as difficulty concentrating, lack of energy, little to no appetite, no interest in activities they previously enjoyed, and difficulty enjoying themselves. Children that obsessively check their bodies for signs of illness tend to be showing signs of health anxiety. A child in your class could be doing this because someone close to them has died from a specific illness or injury. Alternatively, they could be obsessively checking because they’re worried about developing a medical illness that runs in their family. Whatever the cause, repeatedly checking the body for signs of illness is a typical sign of health anxiety in children. Next Steps: Seek Professional Help If you have noticed that a pupil of yours is showing signs of health anxiety and you are concerned, it is important to reach out to the child’s parent to discuss your observations and concerns. Rest assured that spotting the signs early can go a long way towards affecting a positive outcome for your pupils. Final Words We hope this article will help you spot the early signs of health anxiety in your pupils so that you can take the appropriate next steps. According to The New York Times, “opening a dialogue with children about how they are feeling and listening without judgement are critical.” Be encouraged that health anxiety is a treatable condition and there is plenty of support available, should your child need it.
British Council to widen access and remove financial barriers to UK’s top universities
Students applying to top-ranking universities in the UK will benefit from a new collaboration between the British Council and Cambridge University Press & Assessment. The new arrangement for the university admissions tests will focus on widening access and removing financial barriers for eligible students. Students who need to take a Cambridge Assessment Admissions test for their university application will be able to take the tests in British Council exam centres in 29 locations across the UK in October and November. The admissions tests are already sat in schools throughout the UK, but the British Council centres will provide additional access to the tests, particularly for students who are not in school or where the school is unable to run the tests. The British Council already delivers admissions tests globally, but this will be the first time the organisation will deliver the sessions in the UK, bringing its extensive experience of delivering high-stakes tests to students. A standardised, straightforward registration system and high-quality testing experience will be offered for candidates at the start of their higher education journey. Every year, millions of people take international exams with help from the British Council. Students and professionals gain qualifications that can open doors at leading academic institutions and improve their employment prospects around the world. Through its globally trusted status and embedded values, the British Council will ensure that the candidate’s experience remains in safe hands. Its Quality, Compliance and Assurance (QCA) framework which monitors and audits compliance with over 100 standards across all areas of exam delivery, will ensure the highest standards of operational delivery, exams security and integrity. Cambridge has worked hard to remove financial barriers for eligible candidates as part of their commitment to widening participation and having the British Council provide an open centre network will ensure that candidates will have the opportunity to sit the test in a venue that’s convenient for them. Martin Lowder, Head of Global Examinations Services at the British Council, said: ‘We are delighted to be administering the delivery of Cambridge Assessment Admissions Tests in the UK for the first time. Our presence in over 100 countries means our partners benefit from our extensive network and experience in exam delivery and administration. Partners value our association and trust us to deliver the highest standard of support to help them deliver life changing exams for students.” Gwendydd Caudwell, Head of Test Development and Delivery at Cambridge Assessment Admissions Testing, said: “Every year thousands of sixth formers start applying to universities and for many this means taking an admissions test. We’ve worked with our colleagues at the British Council to ensure everyone, regardless of their backgrounds or where they are based can get access to a test. This includes making sure the test is available in multiple locations and removing financial barriers where needed. For example, eligible candidates can have the registration fees waived as part of our commitment to widening participation.”
Using the Forest School approach for children’s mental health
Carl Dutton is a newly qualified Forest School leader, mental health nurse and psychodrama psychotherapist. Here he introduces the Forest School provision at Alder Hey Children’s Hospital in Liverpool and how they use the approach to support children with mental health needs. Our Forest School is used for therapy for those young people who might need a different approach and where traditional talking only therapies might not work. The Forest School has been developed in our local park attached to Alder Hey Children’s Hospital which serves the children of Liverpool but also the wider North West, North Wales, and the Isle of Man. The park is a mixed use space which includes grassed areas, playground, adventure trails and a mixed wooded area which we use for our Forest School. It has a wide range of trees including rowan, sycamore, wild cherry, crab apple and Alder, which the hospital is named after. It has an open area where we have a parachute to cover/protect us from too much sun or rain. Philosophy The underlying philosophy for the Forest School is using a child centered approach with the emphasis on play, creativity, and problem solving as the model of therapy. The sessions are run by my colleague Louise who is a dramatherapist and Forest School Leader and myself. We both have experience in delivering dramatherapy groups in clinic and school settings but believed that this could be done outdoors with nature as our therapy space. Central to our model is to follow the child’s lead and be open to the numerous possibilities to be together in the park space. The model has the Forest School philosophy around exploration, play, and learning by doing and reflecting on what has been done together. We also use the 5 Ways to Well Being approach as an overarching way of thinking about the sessions and encourage the young people to reflect on each session with those things in mind – Connect, Be Active, Take Notice, Learn and Give. The 5 Ways to Well Being is a recognised public health model of maintaining mental health and well being and we find that young people are able to use its principles easily in discussion or to mark down in writing or drawing in the sessions. The other measures we use to help gain valuable feedback on progress are the Connectedness to Nature Questionnaire by the RSPB and the Edinburgh Warwick Well Being check cards. They are an important part of the process in helping to see and show how young people have developed during the sessions. Sessions Each session has a ritualistic aspect which helps with those young people who may suffer from anxiety or neurodevelopmental conditions such as ASD. It gives a sense of predictability and psychological containment also for those whose emotional regulation may be impacted by traumatic events or attachment issues. We always start with a check in with each other, this can be verbal or non-verbal, to gauge how each young person is feeling/thinking but also how the group is as a whole. It might mean that we are aware that the group might need more time to work together with some drama/play based exercises to help with connectedness to self, others and the wider physical environment – maybe checking the space, how has it changed, parameters (boundaries), and previously created nature based art in the wooded area. This is a very important aspect because it allows the young people time to arrive, be present physically and emotionally in the session, and allows them to reconnect with the space. Ideas generated from previous sessions are offered to be done but this may also be ‘parked up’ if new thoughts/ideas are created and we then go with what the moment requires – a spontaneous approach which allows new ideas/possibilities to unfold and develop – this leads then to more creativity, which enhances a sense of locus of control but also self esteem. “What we learn with pleasure, we never forget.” Alfred Mercier During this time we often spend lots of time being playful in the space with different drama based activities which bring the group together. It might be that those drama games lead to the development of a drama based enacted story with woodland based activities included. Example In one session we were struggling in a biblical downpour under our tarpaulin and the group decided they wanted to make different containers to collect the water off the tarpaulin. This developed into a group based story about boats on the sea, creatures from the deep, and songs about rain. Each young person in the group developed the story some more with the whole group wanting to contribute by making containers from leaves/mud, boats to float on the collected water, and developing songs together about the rain. Collectively we also learnt which leaves in the woods made good containers and also that some pieces of wood made as boats floated better than others. As one young person said in a session: “The adults in Forest School are very friendly and helpful and always make it lots of fun. I have learned so much in the outdoors and I have learned many skills that I can use in the future. I think Forest School can be for other children too as it will teach them that it’s fun in the outdoors and you can make fun things with fun ideas. You can give your creative ideas to anyone and they won’t doubt it.” During these times our role as therapists is to facilitate ideas, be a mindful guide, and offer support/encouragement and feedback so that the young person can dream again with their thoughts and ideas. Psychologically, as therapists we are finding ways for the young people to explore, test out, work on their own but as a group, reflect back what we notice about them in relation to the sessions, and share their frustrations but also delight in what they do. “Finding the medium that
Everything you need to know about Multi Academy Trusts
By Jeff Marshall, Managing Director of J&G Marshall Ltd. The recent White Paper has brought once again the academies programme to the fore. All schools must now consider what this means for them and all existing Academy Trusts must now consider what Trust growth looks like. All schools wish to retain control. No school wants their identity diminished. Now, more than ever, every school and academy needs to gather as much information as possible. Getting this information will help you make better decisions and better decisions lead to better outcomes for children. Getting support from day one is so important to ensure your planning is robust and fit for purpose. That is where we come in. From your very first thoughts around academies all the way through to post conversion, we are with you every step of the way, forming a partnership for the future. Context and Direction of Travel The Academies Act 2010 changed the face of education for ever. Bold statement but true. Over the next 5 years Secondaries converted in droves and some Primaries. The White Paper of 2015 gave the Tories a majority and with it, we heard phrases like ‘fully academised system’. Up to that point, when schools converted, they did so as Single Academy Trusts. In 2016, the last but one White Paper, started the growth of Multi Academy Trusts and schools being unable to convert alone. In October 2018, we went past the point of having more than 50% of children educated in academies. In December 2019, Boris won an 80 majority and the DfE dusted off plans for a fully academised system with all schools in a Multi Academy Trust. The latest White Paper gave us a date of 2030 for all schools to be in a MAT. It also talked about a trajectory of 10 schools or 7,500 pupils. It also gave us a definition of a strong Trust. Trusts are now mapping themselves against that definition and wondering how to hit that 10 school or 7,500 pupils goal. Growth Audits and Growth Plans Trust growth does not start with another school. Just as conversions don’t start with finding a law firm. Growing your Trust starts with a critical look at yourself and then having an external agency assess whether you are capable of upscaling and up-skilling your mindset, your infrastructure, your processes and systems to be a potential 10 school MAT or will you still have a 2 school mentality. It then moves on to how you will grow. How will grow your central team capacity before you grow the Trust? What is your USP for schools joining you? Can you offer a bespoke scheme of delegation? What will be your finance policy – Topslice, GAG pooling or a mixture of both? What does your School Improvement Plan need to look like? What, in fact, should your growth plan look like to satisfy an RSC that you are set for growth? Who and where are the schools you would like to take in? What does due diligence look like and can you survive due diligence done on you? What does the onboarding process of a new school look like? If you are a group of schools looking to create a new MAT, all of this is as important and all of this needs to be done well before you start the actual process of forming a MAT. Due Diligence Never underestimate the amount of work involved in conducting due diligence whether you are a Trust looking at taking a school in, two Trusts merging, a group of schools looking to create a new MAT or a school looking to join an existing MAT. Getting the right support early will be key to making sure you make the right decisions. Due diligence is not an afternoon’s exercise. It should cover at least Standards, Teaching & Learning, Financial Sustainability, People & Leadership, Risk Management & Mitigation, Vision & Growth Plans to allow you to better understand yourselves and your potential partners. It can seem daunting this sector of education but that is why our two companies were created in the first place. From your very first thought to supporting your Multi Academy Trust post conversion, we have been there, seen it and done it and we will be your long term partner. Check out what we do here: https://www.academyconversion.com/ https://marshall-pd.co.uk/