Worry in school on the rise over pupil mental health
Concern for pupils’ mental health has risen by 13% among school leaders over the past year, according to findings released today by The Key, the organisation providing leadership and management support to schools. Eight in 10 (80%) headteachers and other school leaders surveyed by The Key this year are worried about their pupils’ mental health, an increase on two-thirds (67%) of those surveyed in 2015. For the second year running, mental health has topped the list of pupil health and safeguarding concerns for school leaders across both primary and secondary schools and all English regions – it came ahead of issues including bullying, obesity and domestic violence. This increase in concern among school leaders correlates with a recent Department for Education (DfE) research finding that young people’s health and wellbeing was worse in 2014 than in 2005; girls in particular recorded higher levels of psychological distress. Speaking about The Key’s findings, Fergal Roche, CEO, said: “Pupil mental health is a significant and growing concern, and one that transcends school stage and location. Schools take their duty of care seriously but need the right resources to best support their pupils. It’s encouraging that the government has committed funding with the aim to transform support for children and young people’s mental health by 2020, and I hope that schools will both have a say in how this is used and see the impact.” The Key’s latest findings also highlight changes in school leader concern about other pupil health and safeguarding issues. Over the past year, worry about the effects of domestic violence on pupils has increased by 11% – up from nearly six in 10 (58%) school leaders expressing concern about this in 2015 to almost seven in 10 (69%) in 2016. While a smaller proportion of school leaders in 2016 appear to be worried about bullying among their pupils (33% this year, down from 38% in 2015), concern about obesity has seen a rise of 5% over the same period – up from 36% to 41%. The findings also show slight increases in the proportion of school leaders worried about sexting, drugs and radicalisation for their pupils, as well as gangs and youth violence. In primary schools, the issues concerning school leaders after mental health (79%) are domestic violence (73%) and child poverty (61%). In secondary settings, it is concern about the effects of sexting (62%) and cyberbullying (60%) on pupils that is most prevalent among school leaders, after mental health (82%). Awareness of a need to safeguard pupils in their use of technology is reflected in the changes to government statutory safeguarding guidance which came into effect earlier this week (5th September). From the start of the autumn term, all schools will be expected to ensure appropriate internet filters and monitoring systems are in place to protect pupils from potentially harmful or inappropriate content, and should have a clear policy on the use of mobile technology. Fergal Roche, CEO of The Key, continues: “This year’s survey findings about pupil health and safeguarding concerns illustrate the challenging and complex task befalling schools when it comes to protecting their pupils from harm. As society changes and technology evolves, schools are constantly having to adapt and ensure they are equipped with the skills and understanding to meet new demands.” To support school leaders with some of the issues highlighted by its survey, The Key has made a number of resources on pupil health and wellbeing available at: www.thekeysupport.com/pupil-wellbeing-2016 For a visual summary of The Key’s survey findings, go to www.thekeysupport.com/pupil-wellbeing-2016
LED lighting for schools – a bursar’s guide
According to the Carbon Trust, getting lighting right is essential for both energy efficiency and the bank balance of a school, and as importantly for the wellbeing of its occupants. In the third of this special series of lighting in education guides, Energys will explore how LED upgrades can create multiple financial opportunities. It can also improve site health and safety, maintenance, and deliver infrastructure gains for bursars. Many bursars know the basics; energy efficient LEDs save on bills and the environment. But, the right level and the best quality of light is crucial to alertness, accuracy and the overall enjoyment of those working and learning in schools too. And, LED retrofit technologies can minimise work on school estates, and hike up other gains on the ledger too. Energy and cost savings Overall, The Carbon Trust says UK schools could reduce energy costs by around £44 million per year which would prevent 625,000 tonnes of CO2 from entering the atmosphere. Lighting, says the Trust, represents 20% of school’s energy costs, and 8% of their energy use. ‘Currently LED upgrades use at least 80% less electricity than an equivalent tungsten halogen source,’ it continues. So, the energy and cost-saving potential for bursars and their schools is clear. Further, ‘A properly engineered LED light has a comparatively long life, typically in the order of 50,000 hours. This can reduce maintenance costs significantly depending on the light source they are replacing,’ the Trust reveals. The Trust says making the business case for such low energy lighting is quite straightforward in terms of electricity saved vs investment required. Calculating the potential savings is based on identifying: a) The current lighting load (Watts or kiloWatts). b) The hours of use per annum. c) The new LED lighting load. d) The unit rate you pay for each kWh of electricity. “It is important to establish this cost-benefit analysis in schools nationwide,” says Kevin Cox, Managing Director, Energys. “When that analysis is done, the financial pathway to energy efficient, cost-saving installation is clear.” Health and safety (H&S) In schools, H&S is key. Today’s bursar’s aren’t just financiers, they are operations managers too. LED retrofit technologies are advantageous from this viewpoint. For a start, LED bulbs are more durable than traditional bulbs, and they have fewer fragile parts. Also, they are mercury free, compared with other bulbs which, if shattered during routine maintenance, require special care and removal, to say nothing of risk to operatives. Further, LED bulbs generate very little heat, so they can’t burn staff or children, and they make for a more comfortable teaching environment. Together, it all adds up to lowered H&S risk, and lower H&S costs. “We are right up to the minute on H&S,” says Cox. “We will install to the highest H&S standards and beyond, adding to the overall, lifetime H&S benefits LED offers to school bursars.” Funding options and capital expenditure For many bursars, even when the cash and environmental rationale stacks up, financing is still a key challenge. “It is wise to consider financing arrangements to suit your needs and more importantly, ensure you are saving money from the outset,” says Cox. “There are many schemes out there, and it’s crucial to research this intelligently and pick the right one. “Energys, in partnership with Utility Rentals and Smart Eco Energy, offers a financing scheme tailored to the needs of schools and colleges.” Such an approach is likely winto favour with boards of governors, tasked with myriad, competing demands for financing. And, you can also use your LED financing plan as evidence of the school’s cash-savvy, energy-intelligent approach in marketing materials and branding. Furthermore, LED lighting can even be included in schools’ lessons plans on sustainability, increasingly a key part of the curriculum. In so doing, another dual benefit arises, with further financial gains and teaching benefits. The shift to LED lighting Energys has a number of case studies on LED upgrades for schools and colleges available. These will help you learn more, and consider the best way to embed sustainable, futurist and beneficial lights in your environment.
The Importance of First Aid Training for Children
When we think of first aid training, we normally think about first aid training for adults. This isn’t necessarily a bad assumption. However, it does show that we often don’t bother investing in teaching first aid skills to children, and this shouldn’t be the case. Investing in first aid training for the children at your school not only gives the students in your care vital skills but also encourages communication and leadership abilities. First Aid Training: Giving (Literally) Life Saving Skills First aid skills are essential at all stages of life. Think about the video that went viral in February of the nine-year-old girl who successfully called 999after her mother passed out in a moving car on the motorway. She managed to stay on the phone with emergency services for seven minutes while she explained what her mother’s condition was like (“alive but very poorly”). She successfully explained to the call operator where they were and she remained on the line until the police and ambulance services came to the scene. As much as we’d like to, we’re not able to watch our children all the time. The older they get, the more they’re going to be going off on their own adventures. One of the best ways to calm your nerves about this is to ensure that they’ve got all of the skills necessary to be able to handle themselves in an accident. And I’m not talking about Liam-Neeson-in-Taken levels of “handling themselves” — just basic first aid! Encouraging Communication and Building Leadership Basic first aid training covers a range of fundamental but essential skills. This includes how to get ahold of emergency services, what to ask for, and how to describe someone’s condition. All of this can mean the difference between life and death. Running a first aid training for the children in your school means making sure they have a thorough understanding of how the different emergency services work and what to do in different kinds of accidents and emergencies. As any paramedic will tell you, some of the most important first aid skills are also the simplest. For example, when someone has a bad fall, our first instinct is often to move them. But if they’ve fallen on their back, then moving them can be extremely dangerous. In fact, it could even result in further injury or death. First aid training covers how to respond to a range of different accidents and emergencies — such as burns, broken and fractured bones, and CPR. Instilling first aid skills in children is essential for a number of reasons. It not only gives them invaluable life skills, but it helps to build confidence, communication skills, and the ability to work well in a team. First aid requires teamwork, leadership, and the patience to listen to those around you. Training helps build these skills, which are incredibly versatile and will continue to serve children well throughout their lives. Want to invest in a first aid training course for children? Get in touch and we’ll sort you out!
Banish homework horrors: how to make homework meaningful and deepen learning
Plenty has been written about the horrors of homework. A negative impact on leisure time is high on the list of concerns, as is an uneven playing field, where some students benefit from more parental help or access to learning resources than others. Many students also find the marking process problematic as they are often left with little or no feedback on their work, or get a mark they don’t fully understand. But homework can no longer be seen a much maligned ‘add on’ to the school day. More complex curricula combined with new pedagogy like the flipped classroom, where rote material can be ingested at home, means that the work students do away from the classroom is crucial to their success. Homework also provides opportunities for reinforcement of work learned during school time and for children to develop their research skills. Students need to seek information for themselves and so are helped along the path to becoming independent learners, and the responsibility of meeting deadlines instills the discipline needed not just in the classroom, but all the way through life. Sam Blyth is director of schools at Canvas New technologies like Virtual Learning Environments have enabled a smooth transition between in-school and out-of-school work, and made homework more interactive, collaborative and fun. But technology alone won’t mitigate the stress and pressure that homework can bring. Online tools and access to technology must be coupled with a commitment from teachers to make homework as interesting and engaging as the work students complete in the classroom. By prioritising homework, students will feel more motivated working from home without a teacher’s supervision, and teachers will benefit from more engaged students who drive their own learning journey. As a result of countless conversations with teachers and parents, I’ve found that there are some basic things for schools to do to make homework more appealing and meaningful. These are: 1. Put kids in control of their learning Empowering students to learn independently, in a way that suits them, is motivational and inspiring. It’s crucial to give children the autonomy to influence their own path to knowledge, creating as much flexibility as possible within the constraints of curricula. Giving control to students isn’t the same as abdicating control of the classroom – but offering choices can motivate students to succeed. Give them a page of maths problems, but let them choose any ten to complete. If they usually do written book reports, allow students to write a traditional report, film a book review, or create a comic-book-style summary of the major events or themes. It can’t be done for every assignment, but why not try it occasionally? 2. Promote the use of digital tools and resources Banish the ‘dog ate my homework’ excuse forever by moving assignment delivery online. For students, Virtual Learning Environments facilitate access to engaging and compelling content. Using cloud-based solutions also means that students can access work from multiple devices, such as phones, tablets and laptops. For teachers the ability to track progress, or measure peer performance, in a centralised manner, allows them to spot trends or issues quickly and adapt teaching to fit students’ needs. Tracking progress is just as important for students as it is for teachers, seeing how they’re building knowledge shows children that the work they’re doing is paying off. Similarly, knowing what’s coming up builds interest and anticipation. Using self marking quizzes is another simple way to bring a fun ‘gamification’ element to the tuition. Going beyond the traditional curricula, and giving students the possibility to engage with each other in ways that are not associated with homework, often has a positive impact on students’ learning motivation. 3. Enable fast feedback and encourage sharing and teamwork By acknowledging and feeding back as quickly as possible, you’re telling the students you’ve seen their effort, which means their stress wasn’t all for nothing. Online forums enable two-way conversations with students and are a great way to give concrete feedback in an easy and accessible way. With Canvas, you can also give feedback via audio or video, which is a great way to personalise communication with students. Peer feedback is equally important. Teachers must enable a collaborative approach to learning by encouraging the sharing of work, feedback and ideas. When children feel that that what they are learning and producing will be shared and likely appreciated by others, they work hard to impress. Lastly, and too often ignored, is the process of self-evaluation. Encouraging children to ask ‘what did I learn here?’ and ‘how has this improved my knowledge?’ is key to ensuring they feel that the activities they have undertaken are worthwhile and part of a wider learning process. So three simple steps, but important ones. Following these methods will help to tackle the negative view of studying at home – promoting homework as both instructional and engaging; a crucial part of a student’s learning, leading to better outcomes for students and schools. https://www.canvasvle.co.uk/ Written by Sam Blyth the director of schools at Canvas.
Schools offered free service to help manage Ofsted inspections and improve results
Schools across England are being offered a high-tech solution to prepare for Ofsted inspections and improve results free of charge. Bluewave Education is offering its award-winning Common Inspection Frame work module for free to schools, as leaders face increasing budgetary challenges in the coming year. Managing director of Bluewave Education, Keith Wright, said: “Accurate assessment of a schools strengths and areas for development is an essential requirement for school improvement and school inspection. “For more than a decade Bluewave Education has provided school leaders with the structure, guidance and mechanisms to enable rigorous self-evaluation and facilitate the school improvement process. “With schools facing another year of financial uncertainty, our contribution to the sector is to remove some of the cost burden and to help them move on from the use of outdated systems based around paper and basic Word documents. “Our experience is that where schools make this transition, they rarely go back.” Bluewave SWIFT was developed by a group of education leaders who wanted to find a practical, modern day solution to managing school improvement and dealing more effectively with the processes involved. SWIFT allows schools to: – Create a clear and structured whole school self-evaluation – Identify and put in place key school improvement priorities – with direct links to school improvement plans* – Automatically feed Ofsted SEF/Common Inspection Framework evidence into other reports e.g. Safeguarding, Behaviour, Pupil Premium, Governance* – Include any or all of your staff can contribute to whole-school self-evaluation – Create departmental SEF’s/Common Inspection Frameworks Ofsted facility for academy chains In addition to offering their SEF for free to all schools, Bluewave Education is also offering a facility for academy chains, federations and Multi-Academy Trusts, whereby a Common Inspection Framework can be distributed to their family of schools and the responses can be aggregated for analysis and reporting. Mr Wright said: “This supports so many positive approaches to school-led improvement and it leads to far greater awareness and collaboration around strategic planning. “The only cost is a one-off set up fee determined by the number of schools in the family. “Whether we like it or not, schools have to act more like businesses every day. We help schools to think like a school and where necessary, work like a business. “This is recognised in our BETT award for supporting institutional leadership and management but most importantly in the feedback we get from the schools we work with”. For more help in preparing for Ofsted, see bluewavemosaic.com