Major Failings Uncovered Across UK Schools During COVID-19 Closures
At a time when the effect of COVID-19 on learning outcomes is attempting to be measured, policies and professional development in education specialist Dr Ryan Thomas Williams is speaking out to end the assumption that remote and in-person learning experiences were equivalent during school closures. The University of Sunderland Associate Lecturer has uncovered major failings in leadership across UK schools during the pandemic, particularly in relation to the differing experiences of children learning in school, and from the home. Between March – July 2020, it is estimated that up to 10% of children were still attending school in person, either as dependents of designated key workers, or due to the presence of additional learning needs. Having undertaken significant research into this particular area, Dr Williams reports an underlying leadership crisis in schools surrounding internal policies and the inconsistencies in how these policies applied to children in school, and to remote learners. For example, Dr Williams’ research found that behavioural policies in the remote setting did not align with those policies that were being utilised within the school environment, such as the prohibition of mobile phones in school, and the encouragement of those same devices for remote engagement. Similarly, Dr Williams noted that while schools have traditionally fought against the use of social media, they often relied on this for remote communications. One of the most concerning failures noted by Dr Williams, however, is the decline in continuing professional development (CPD) during school closures. From the start of the pandemic, teachers were forced to shift their approach from the long established method of face-to-face teaching to a much more contemporary and alien method of delivering lessons online. And with UK schools being closed for longer than those in most other countries, teachers spent 44% of their time teaching online, often without necessary support. While the research by Dr Williams concludes that many schools did implement new technologies to help support remote learners, the CPD sessions that were run alongside these new implementations were focused more on the technology itself – what it was, and what it did – rather than on the pedagogical side of things – how educators could use that tech to teach. This is something very close to Dr Williams, who has previously penned an Engineering International article exploring the vital importance of continuing professional development as a key component of educational success. Ultimately, Dr Williams’ research concludes that, while school leaders have traditionally focused on ‘getting the job done’, this approach did not prove beneficial during the pandemic. Dr Williams firmly believes that leaders have shied away from making important decisions during the global health crisis, and that a willingness to change could have improved learning outcomes. Dr Williams, who has previously served as an educational consultant, says, “Whilst it is difficult to criticise school leaders and their role and responsibility during a pandemic, the general idea or value of just trying to finish the job is relevant in discussions around TEL. I believe that professional development is underdeveloped in schools, particularly with regards to technology. School leaders tend to focus on the ‘wow factor’ of technology, such as the cost implications of iPads on the school budget. There is little thinking about how teachers can teach with that new technology in a truly transformative way”. The UK Government notes that there were ‘wide disparities in young people’s home learning experiences’ during the pandemic. And while a significant part of that disparity certainly comes from a child’s home situation – for example, whether they had access to technology and devices, as well as parent support – the differing abilities of schools and teachers to provide the necessary learning experience to home learners must also be considered. It has become abundantly clear that, on the whole, the ability of teachers to deliver the in-school experience to home learners was not especially high, with the United Nations reporting that ‘teachers across the globe were largely unprepared to support continuity of learning and adapt to new teaching methodologies. This sentiment is backed by research showing that 70% of primary and 60% of secondary teachers were forced to postpone or cancel their CPD during the pandemic, and that the majority felt that they needed additional support to use the technologies being implemented by schools. So what does Dr Williams advise to address these failings? “I recommend that school leaders present opportunities for professional development to be focused on solid pedagogical strategies rather than on the technology itself. In this way, teachers will be able to adapt to the changes and developments that new technologies may bring and prepare themselves for the future”. To find out more about Dr Williams, visit https://orcid.org/0000-0002-7708-8907 or follow on Twitter: https://twitter.com/WilliamsR_T
Digital T Levels at a fork in the road
Two years into the flagship T Level programme would normally be an ideal time to review, take stock, and plot a clear route forward. When those two years coincided with a world-wide pandemic that massively impacted on face-to-face teaching, never mind the practicalities of lengthy work experience placements, the ‘big picture’ is much harder to clarify. This article is an effort to see through the mist to the way ahead for digital T Levels as they increasingly become the focus of post-16 technical study. England’s Department for Education has built great expectations for the digital T Level to provide a skilled workforce in high-growth areas including web development, games design, data analysis and IT support. With employers in these fields pointing to skills gaps, the need for such a qualification is obvious. In IT, however, existing qualifications such as Level 3 Diplomas and BTECs have a long and successful history, with teaching firmly embedded in many colleges and other post-16 institutions. The switch to T Levels has been met with caution but appears to be gathering pace as the threat to end some established IT applied courses becomes more real. The providers that have jumped on board the T Level steam train offer a range of reflections. Many express satisfaction with the rigour and modernity of the specifications for the three digital T Levels: Digital Production, Design and Development; Digital Business Services; and Digital Support Services. The investment in modernising teaching facilities is broadly welcomed, and staff seem to enjoy teaching in them. There have been challenges too, mainly related to the extended work placement of around 45 days. This aspect of the qualification was eyed nervously from the outset by anyone with responsibility for arranging work experience placements, acknowledging how much demand this would place on even the most supportive employer. While ministers claim that 90% of the first cohort of 1,300 students found a placement, some with ‘virtual’ components, there must surely be some adaptation to ensure that all students benefit. Allowing more than two employers to share the placement period, or changing expectations around attendance and supervision, are two of the changes requested by some providers in the first wave. There are calls for a review of the employer project which, say some, repeats aspects of the course content and creates unnecessary time pressures. These teething issues ought to be expected and all are solvable if the will is there. A more significant barrier to the success of T Levels is a lack of understanding of technical qualifications among employers whose support is critical to this learning route. Providers need time and support to engage with local employers – to advocate for the new qualification and increase its perceived value; and to collaborate on curriculum design, industry placements and project briefs. The up-to-date subject knowledge that employers can provide, while highlighting rewarding local careers, are part of a partnership package that could make T Levels a massive success. If digital apprenticeships, HE qualifications, and employer training programmes become filled with diverse, skilled and informed young people, then that success will be worthy of celebration. For resources, CPD and connections to STEM professionals to support with digital T Levels, you can visit the STEM Learning website at www.stem.org.uk/QADT By Dave Gibbs, Senior subject specialist computing & technology at STEM Learning
Art Workshops and Teacher Training for Primary Schools
Hi, my name is Christine and I run the Art Room. I used to work as a primary school teacher and now I specialise in supporting schools to teach art and DT. This is usually carried out as part of a whole school inset session, where I can target a few key areas of improvement. Another very valuable part of my job is the one-off workshops I offer. These allow children to learn a new and exciting craft. I am always on the lookout for new crafts to offer, but at the minute I teach willow weaving, felt making, paper making and mosaics. Each one can be adapted for children in foundation, key stage 1 and key stage 2. I have also visited a few special schools and run workshops specifically tailored to their needs. Many schools link their projects to their topic work, art week or leavers projects. To find out more, here is a bit of information about each one. Willow Weaving There are two willow weaving workshops which I offer; living willow and dried willow. When the willow is fresh (from January to March) I can work with the children to plant willow to form a den or tunnel. During the spring and summertime, the willow will grow and you will have a lovely new feature as part of your school grounds. To make a willow sculpture out of dried willow can be timetabled at any point throughout the year. I have worked with many schools in the past, making willow wreaths at Christmas time, weaving crosses to celebrate Easter and designing trees and other logos for Year 6 leavers projects. Many schools timetable a number of classes throughout the day, so lots of children can get the chance to take part. Wet Felting Wet felting is a great craft to involve the whole school. Using merino wool, it is possible to design and make a picture of almost anything. Also, my workshops can be adapted for children in foundation up to year 6. There is even the opportunity for the work to be sewn into a wall hanging for you to display in school. Past projects include investigating the seasons, landscapes, oceans, nature and characters from books. Paper Making Learning to make recycled paper is a fantastic way to instal an understanding of the importance of recycling. In this workshop the children make their own recycled paper and decorate it according to the topic; this could be learning about the rainforest or a cross-curricular link such as Remembrance Day or Christmas. Mosaics Creating a mosaic is a great way to mark a special occasion at your school. I can work with you and the children to plan, design and make a mosaic. This could be to represent your school values or simply to brighten up an area in your school. If your children are learning about the Romans, I even have a special mosaic workshop linked to the topic, where the children can make a Roman numeral out of mosaic tiles. Art and DT inset In addition, I also offer inset sessions, where I will help your staff master teaching art and DT and show them lots of new skills which they can use in the classroom. The inset sessions are very practical and alongside doing some painting and drawing during the class, staff will identify the key skills to teach art successfully. All resources are included in the session. Well-being Inset My latest, and what I expect is going to become one of my most popular sessions, is the willow weaving inset class. Here, staff will learn how to weave with willow and will make their own willow creation to take home. The most popular things to make are hearts, stars and bird feeders. To get in touch, fill out the contact form on my website: www.art-room.co.uk/contact or take a look at my latest updates on Twitter, Facebook or Instagram
Financial education charity reaches over 100 primary schools in one year
In the first year since launching, The Centre for Financial Capability, a charity aimed at strengthening financial resilience for children and young people, has been working with MyBnk, a specialist financial education charity, to provide crucial financial education lessons to over 100 schools. Research has shown that money forming habits and behaviours begin at the age of 7, so it is vital that financial literacy and capability is included at primary level. Topics include saving and budgeting but the core is to build the confidence, resilience and skills underlying positive money attitudes and behaviours. The Centre for Financial Capability, backed by a coalition of major UK financial institutions, focuses on the provision, delivery and research of financial education in primary schools. The charity was created in July 2021, and since then has reached over 3,500 primary-aged children in partnership with MyBnk. Many parliamentarians, including the Chancellor, have visited primary schools in their own constituencies to see the financial education sessions in action. After a successful first year as a charity, the Centre will continue to support delivery of financial education programmes and to raise awareness of the need for expanded financial capability across the UK. The charity has also been campaigning the Government to direct some of the unclaimed money from the Dormant Assets Scheme to fund primary financial education. Jane Goodland, Trustee of the Centre for Financial Capability, said: “I am delighted with the tremendous successes achieved by the Centre in its first year. Over 100 primary schools across the country have received this award-winning financial education programmes, funded by the Centre. Evidence proves that delivering financial education lessons at a young age can build better financial resilience skills and confidence, and I am proud that the Centre has continued to make a positive impact on young people’s lives. I look forward to the continuous growth and achievements for the second year!” Guy Rigden, CEO of MyBnk, said: “Providing financial education lessons to primary-aged children has a powerful and positive impact on their lives, and the programmes provide a platform to showcase good practice. I’m enthused to continue working with the Centre to deliver these vital lessons and provoke systemic change.”
Coppice Primary School awarded the Eco-Schools Green Flag certificate
Oldham-based Coppice Primary School has been awarded the Eco-Schools Green Flag Certification having demonstrated its commitment to encouraging good environmental behaviour amongst pupils and within the local community. The Eco-Schools awards have international accreditation; recognising and rewarding young people’s environmental actions for over 25 years. Their aim is to empower young people to take care of our planet now and throughout their lifetimes. Coppice successfully achieved the bronze award in 2018, silver in 2019, and then began its Green Flag journey in September 2020. The school is now required to reapply for the certificate every two years and to prove that they are running as an eco-school. The Eco-Schools team reported that the school had “clearly taken great efforts to connect your energy/litter and healthy living projects happening across the school and embedding work into the curriculum and everyday school life in a really impactful way.” Eco-initiatives across the school over the academic year included ‘Switch Off Fortnight’, ‘The Big British Spring Clean’, the ‘Big Battery Hunt’ and a new ‘healthy snack’ policy. The children also enjoyed improving the local environment through litter picking; creating habitats for mini-beasts; learning about the wider environment and current global issues. Andrew Hulmes, Headteacher of Coppice Primary Academy, said: “Working towards the certification has been amazing fun for the students and staff alike, they have all embraced every aspect of working towards the award. “There were some real highlights over the last year including the Big Battery Hunt in June, children were encouraged to bring in used batteries to be recycled, all whilst learning about renewable energy and rechargeable batteries. “A really fun day for the students and teachers was switch off day last year, all classes turned their lights off and teachers used alternative teaching activities which didn’t require the use of energy.” Coppice Primary School forms part of the Focus-Trust – a charitable primary schools trust which is based in the North-West of England and West Yorkshire with a vision of providing great schools at the heart of communities where children thrive, achieve and succeed.
Explosive fun: free virtual trip for students to experience the volcanoes of the Canary Islands
Schools across the UK are being invited to sign-up for a free virtual and interactive lesson to round-off the summer term and ‘whisk’ students to experience the volcanoes of La Palma, Canary Islands. The immersive lesson aims to bring geography and the work of scientists to life in the classroom, as students get to meet a local volcanologist and hear about his important work keeping people safe. The online lessons will be delivered live over Zoom by immersive learning resource, Lyfta, and will take place on Wednesday 6th July and Friday 8th July with sessions to suit older and younger learners. The session incorporates a human-centred short documentary film and interactive learning environments so students can virtually explore and take in the sights and sounds of an active volcano, the scientists’ control room and the local church. Students will need to tread carefully as they walk in the shoes of the volcanologist and his team, learning about key geology concepts such as why volcanoes erupt, rock cycles and what causes volcanoes to appear in certain parts of the world. Despite a career in science offering incredible variety and opportunities to make a positive impact on the world, many young people are unaware about the career options in the industry. Part of the challenge is a lack of accessible work experience opportunities, particularly for young people living in remote and disadvantaged regions in the UK. For example, research by the British Science Association found that 29 per cent of young Londoners would consider a career in science, compared to just 17 per cent of young people in the North East. Without these opportunities to experience the world of STEM, it is difficult for young people to aspire to a career in the science field. Serdar Ferit, co-founder and co-CEO at Lyfta, said: “Our aim is to provide experiences that give every student equal opportunities to experience new things and develop their cultural capital, no matter their geographic location or background. Through immersive storytelling, students can virtually travel to the Canary Islands and experience a day in the life of a science professional, ask questions and find out more about volcanology.” “The free, immersive lessons provide teachers with a fun way to supplement geography content and bring learning to life for students, particularly those who might be curious about what a scientist does and how they started in the field. Being able to apply theory and knowledge to real-world scenarios is essential if we want to inspire the next generation of brilliant science thinkers and innovators.” The free, immersive lessons will take place on Wednesday 6th July for primary schools and Friday 8th July for secondary schools. For more information and to register a class for the live, “We live amongst volcanoes” lesson, please visit: https://www.lyfta.com/blog-storage/end-of-term-primary-activities
How educational technology can transform reading for pleasure
Reading for pleasure has many benefits to a child’s education, but how has educational technology transformed how we approach it? Reading development consultant and former Deputy Headteacher and Director of English, Ian Turner, discusses. Why reading for pleasure is so important. Teachers know that reading for pleasure can significantly impact a child’s education in terms of their performance in reading tests and their general well-being, vocabulary development, appreciation of other cultures, and knowledge. The implications of COVID-19 on reading for pleasure The pandemic’s wide-ranging impact on reading for pleasure is no surprise to anyone in the education sector. In 2020, the National Literacy Trust reported: • Children and young people’s levels of reading enjoyment continued to decline and were at their lowest since 2005. • Children and young people’s daily reading levels were at the lowest ever recorded, with just 25.8% of children saying they read daily in their free time in 2019. In 2021, the National Literacy Trust reported: • 1 in 2 (51.5%) children and young people said they enjoyed reading. This is slightly lower than the percentage recorded during the first spring lockdown in 2020 (55.9%) but higher than levels at the beginning of 2020. • 2 in 5 (44.6%) children and young people agreed that reading made them feel better. • ‘Reading to relax’ was one of the main reasons why children and young people were reading in early 2021, with 1 in 2 (52.7%) saying this, followed by ‘educational aspects’, namely helping to learn about new things (51.4%) and learning new words (49.8%). It is encouraging to see children and young people’s attitudes towards reading for enjoyment improve after the numerous Covid-related national lockdowns. Reflecting on the impact of the pandemic Rather than a blight on the future of a generation of children, the pandemic has led teachers and leaders to adapt and find alternative ways to inspire, engage, and accurately assess their pupils’ progress. The coronavirus outbreak highlighted the vital importance of technology for learning and as a tool to encourage reading for pleasure. As schools closed and physical books could no longer be swapped and taken home, many schools looked towards technology as a solution. Educational technology as a solution Access to texts to read online through programmes such as Reading Plus was a lifeline for schools and children during extended periods of home learning. Some of these programmes were developed in response to the pandemic, while others were already embedded as part of schools’ reading curriculum offer. And while some are designed purely to provide access to online texts, those that explicitly model best practices for reading development have enabled children to progress their reading skills, despite the closure of schools. Schools have been urged to seek technological solutions to teaching, learning and assessment. This ensures a smooth transition between year groups and key stages so children can continue developing age-appropriate skills. Thanks to teaching ingenuity and technology, the vulnerable and the most disadvantaged now have more opportunities. In addition, some children have perhaps read more during home-schooling than the traditional route. And while many children may not have a physical book in their house, being given hardware and software by their school has given them access to hundreds of online texts that are age-appropriate, ability levelled, and that provide direct and explicit instruction to improve their vocabulary, comprehension and fluency. Technology does not replace a book, the same way it does not replace teaching, but it can unlock the skills children need to read with metacognition. The impact of reading for pleasure A child who does not enjoy reading is less likely to read. A child who doesn’t read is less likely to develop reading efficiency, will not be exposed to a wide range of vocabulary, and is less likely to develop strong comprehension skills. These pupils are more likely to find reading difficult, lose their confidence in their reading ability, become further disengaged with reading, and lose confidence in their reading ability. How then do you teach a child to enjoy reading? To do that, you need to remove the obstacles that prevent reading from being a pleasurable experience. The obstacle of inefficient readers with low fluency To encourage reading for pleasure, we need to develop reading competence. Understanding why inefficient readers are so is a good place to start. Inefficient readers expend energy and attention simply trying to read the text, diverting attention from the critical step of information processing and understanding. As a result, inefficient readers may struggle with both comprehension and motivation to read – reading is slow and laborious, and their reading level is well below age-related expectations. Slow readers also read less and take in less information, which further sets them back. As with any activity, the more pupils read, the better they are at it. By making the act of reading more fluent, working memory is freed up to take in the meaning of the text. Weaker readers need well-structured, adaptive, and personalised reading interventions. The importance of automaticity in reading for pleasure One factor that distinguishes more successful readers from their less able peers is automaticity. That is, the ability to navigate lines of text, decode common words, and construct meaning from text without having to devote a great deal of conscious effort or attention to the process of reading. Automaticity develops from reading practice and the development of efficient, silent reading habits. With practice, word decoding speed increases, sight vocabulary expands, and word recognition becomes increasingly automatic. At some point, given sufficient exposure to appropriately levelled texts, an adequate percentage of words in a text will be sight words. According to prevailing theories, cognitive resources formerly required for word decoding can be redirected toward processes that support comprehension. How reading technologies can instil a lifelong love of reading The motivation to read and continue to read comes from curiosity about the text, knowing what you are successful at and the associated sense of achievement – and knowing what to do to
Wizard Theatre at the forefront of educational theatre and drama
Wizard Theatre has been at the forefront of educational theatre and drama for over twenty years, working in schools across England. The Power of Drama One their most significant achievements in recent years has been to introduce the Power of Drama programme, a unique series of transformative workshops nurturing children who struggle with a variety of issues, including confidence, language and social skills. The project aims to help pupils find their own voice and build their self-esteem, which in turn has a positive effect on both their academic and social life within the school. “I thoroughly recommend this course. The targeted children began fairly quietly and the aim was to develop their self-confidence through speaking and listening skills and activities. This was certainly achieved and the outcomes were excellent. I was amazed by their end of course presentations and their progress has been carried into the classroom and other areas of school life. We have seen a real improvement in their confidence and achievements.” David O’Farrell (Headteacher at St Bernadette’s Catholic Primary School, Harrow) “What a valuable use of our ‘pupil premium’ grant. Children in most need of the course looked forward to each session and were proud of their achievements during the sessions and at the final demonstration in front of their own teachers and me you could see the progress they had made and we were astounded by their dramatisations.” Mark Betts (Headteacher at St Joseph’s Junior School, Wembley) “At Sacred Heart we have seen very positive outcomes since the introduction of Wizard Theatre into our school. The impact on pupils’ learning is evident in the progress the pupils have made.” Susan Morahan (Deputy Headteacher at Sacred Heart Primary School, Ruislip) The company is passionate about the power of drama in the classroom to improve pupils’ confidence, self-esteem and establish positive relationship with friends and teachers. It is also a powerful tool to help you manage the classroom in a different and engaging way. As such Wizard has developed a teacher training programme suitable for inset days and twilight sessions, which gives delegates a toolbox of practical drama exercises and techniques that can be used immediately in the classroom. The workshop includes activities for focus, teamwork, expression, empathy and sequencing as well as non-verbal strategies too. It’s also guaranteed to be the most fun your staff will have in an inset too! “It was fantastic; I can see how these games/exercises would benefit the children (and staff). It was the perfect ice-breaker for new staff” St Agnes Primary School, Cricklewood “What a great INSET! Our staff had so much fun and learnt loads of activities to increase pupil engagement. Thanks Wizards – a great start to the new term, you have really motivated us!” St Joseph’s Primary School, Chalfont, Herts “A wonderfully inspiring workshop, thank you so much – thoroughly enjoyed and I feel all the staff benefited from it. Great variety, great encouragement from the trainers and really nicely layered activities” Uxendon Primary School, Brent Every year Wizard produces an autumn term show in association with award winning international theatre company Illyria. The production which tours from October to Christmas is a well-known classic with a contemporary twist and a strong social message. This year they will be presenting “Robin Hood” telling the story of the Evil Prince John and the Sheriff of Nottingham who tax the people into desperate poverty, till one man decides to fight back – Robin Hood! Wizard Theatre’s troupe of irrepressibly merry men present the most enduring of English legends. Packed full of music, wonderful character and most important of all bundles of fun! “an incredibly slick show” performed with “polish, precision and professionalism” British Theatre Guide “Great storytelling and fantastic acting, thoroughly entertained both adults and children and it was a pleasure working with the Wizard Theatre team” Jo Jacobs, Theatre Manager, The Leighton Buzzard Theatre “Superb” Daily Mail “Unmissable” The Scotsman “Boundless energy and fabulously executed comic scenes” Sunday Times “The language blossoms” Times Educational Supplement The company also has a range of specially designed workshops surrounding issues of drugs, safety matters, mental health awareness and pupil transition and development all bespoke to specific age groups to ensure suitability of the messages and information being relayed. This has also included performing to secondary schools across London with the GCSE Syllabus Mark Wheeler play “I Love You Mum, I Promise I Won’t Die” commissioned by the Daniel Spargo-Mabbs Foundation set up after the tragic death of the teenager. A hard-hitting play followed by a hugely informative workshop about the dangers of buying and taking drugs for recreational use. We would recommend if you haven’t looked at the range of work Wizard Theatre offers then visit their website www.wizardtheatre.co.uk to see some of the fantastic opportunities the company offers or call us on 0800 583 2373. Follow Wizard Theatre on Facebook, Twitter and Instagram
Scottish government proposes reduced use of restraint in schools
The Restraint Reduction Network (RRN) has welcomed the publication of the Scottish Government’s public consultation on draft guidance on the use of restraint in schools, Included, engaged and involved part 3: A relationship and rights based approach to physical intervention in Scottish Schools. The RRN said the consultation represented a significant step forward. It said amongst the UK nations, Scotland leads the way in promoting best practice and seeking to reduce the use of restraint including enforced isolation in schools. A spokesperson said: “We applaud the Scottish Government’s commitment to upholding the human rights of children and young people through their commitment to incorporating the United Nations Convention on the Rights of the Child (UNCRC) into Scots law. “However, the Restraint Reduction Network supports calls for the guidance to be made a statutory requirement. In England, the Mental Health (Use of Force) Act 2018 has demonstrated the impact statutory guidance has on promoting culture change in the use of restraint. “While practice in education has not evolved at pace with practice in mental health and social care, we believe the publication of the consultation and draft guidance is an opportunity for the Scottish Government to move to enshrine in law the need to safeguard the rights of children and young people within schools. “Too many children and young people, often autistic children or those with learning disabilities, experience inappropriate restraint within educational settings – settings where they should be supported to thrive. We know that children with additional needs are more likely to experience restraint and enforced isolation than other pupils. “The Scottish Government draft guidance itself notes that the UN Committee on the Rights of Persons with Disabilities stated the UK must “adopt appropriate measures to eradicate the use of restraint for reasons related to disability within all settings. “The current consultation represents an opportunity for the Scottish Government to lead the way for all UK nations to mandate guidance, improving practice and reducing the use of restraint.” The RRN said it welcomed a number of important inclusions within the guidance: Recognition that behaviour is a form of communication, and that distressed behaviour may indicate an unmet need. Clear differentiation in the definitions of pupil-led withdrawal and types of enforced isolation. The requirement that all forms of restraint in schools must be recorded. Acknowledgment of the need for post-incident support. The RRN has developed a Post-Incident Debriefing Toolkit, commissioned by NHS England, to improve specialist children and young people’s inpatient mental health, autism and learning disability services. It continued: “In our response to the consultation, the RRN will make the following suggestions: That the guidance should be a statutory requirement That, for transparency, definitions of restrictive practices within the guidance should be described separately from their justification for use The guidance could go further in preventing enforced isolation, in line with children’s homes and social care more broadly The guidance could have gone further (as is the case with NDIS in Australia) in banning certain types of physical restraint.” Quality Assurance in Training At the RRN Conference in 2021, Children’s Commissioners from all four United Kingdom nations voiced support quality assurance in restraint training used on children and young people. Regulating restraint training is essential; not doing so risks commissioning inadequate training, focussed on technical skill, restraint and use of force without sufficient focus on prevention, de-escalation or recovery. Ultimately this leaves vulnerable children unprotected. We welcome the recommendation that, where restraint is a foreseeable possibility, schools use restraint training that is certified as complying with the Restraint Reduction Network (RRN) Training Standards. The RRN Training Standards are a set of ethical training standards designed to protect human rights and support the minimisation of restrictive practices. The Mental Health Use of Force statutory guidance puts a statutory requirement for training and training providers to be certified as complying with the RRN training standards. There is a clear need for the Standards to be adopted as a statutory requirement in the devolved nations and within the education sector. Beth Morrison, RRN Trustee, said: “It is more than 7 years ago that I submitted my petition to the Scottish Parliamentary Petitions Committee, which resulted in the Children and Young Person’s Commissioner’s investigation. “Whilst the guidance represents significant progress, I am bitterly disappointed that the Scottish Government has refused to protect our most vulnerable children and young people, like my son Calum, in law. I fear guidelines will be ignored and children will continue to be physically and emotionally harmed. Why is this not statutory?” The RRN is optimistic that this moment provides an opportunity for the Scottish Government to demonstrate a lasting commitment to safe-guarding the rights of children and young people in schools and we call on them to make the guidance a statutory requirement. A strong stance in Scotland would lead the way for governments across the UK to follow suit.