Leadership

Child Poverty And Education: A Survey Of The Experiences Of NEU Members

Growing child poverty is affecting children’s learning in the UK, according to this National Education Union survey of school leaders, teachers and school support personnel in England, Wales and Northern Ireland. However, schools and education staff are doing their utmost to provide the services and essentials of daily life to help disadvantaged families.

87 per cent of education personnel in the UK say that poverty is impacting significantly on the learning of their students.

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Around	two	in	five	parentsused childcare between 9am and noon, between noon and 2pm and between 2pm and 3pm (44per cent, 40 per cent and 37 per cent respectively). ■ Nearly a third of parents (32 per cent) said that they have used childcare during the schoolholidays and three in ten (30 per cent) at short notice, with parents of school-aged children beingmore likely to use these times than parents of pre-school children. Lone working parents weresignificantly	more	likely	to	use	childcare	between	7am	and	9am,	between	3pm	and	7pm	andduring school holidays. ■ Parents who used formal childcare (that is childcare for which the parent or the Government pays)were more likely to do so between 9am and 3pm. In contrast, those who used informal childcare(such as family members, friends or babysitters) were more likely than average to do so in theevening, at weekends, at short notice, and during the school holidays. ■ All	parents	were	asked	if	they	had	experienced	any	difficulties	with	childcare	arrangements	thathave prevented them from doing paid work, or from doing paid work during the hours they wouldlike	to.	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The most common time periods mentioned were at the end of the workingday	between	3pm	and	5pm	(11	per	cent)	and	between	5pm	and	6pm	(9	per	cent). ■ Nearly	two-thirds	of	parents	(62	per	cent)	with	children	aged	five	or	over	who	were	working,or seeking work, required some form of wrap-around care (most often after school care). Themajority	(67	per	cent)	of	these	parents	were	able	to	find	the	wrap-around	care	they	needed. ■ Working	parents	with	a	child	over	five	who	had	an	unmet	need	for	available	and	affordable	wrap-around care said they were most likely to use after school clubs (49 per cent), followed by holidayclubs/schemes	(41	per	cent),	breakfast	clubs	(34	per	cent)	and	sports	clubs	(28	per	cent). ■ Seven	in	eight	of	parents	(87	per	cent)	agreed	that	the	Government	should	set	rules	for	formalchildcare providers on how many children each adult can look after at any one time. ■ For children aged under two, the majority of parents (72 per cent) agreed that the maximum limit(three children to be looked after by one adult) was right. There was also agreement that themaximum	limit	for	two-year-olds	(four	children	per	one	adult)	was	right	(80	per	cent	of	parentsagreed). In addition, there were high levels of support for childminders caring for up to six childrenunder eight at any one time (59 per cent). ■ For	three	to	five-year-olds,	59	per	cent	of	parents	said	that	the	maximum	limit	(13	children	toone	carer	when	a	teacher	is	present)	was	too	high.	The	limit	drops	to	8	children	per	carer	whena	teacher	is	not	present;	just	over	half	(51	per	cent)	said	this	was	too	high	but	46	per	cent	said	itwas about right. ■ Parents rated ‘whether children"
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Leadership

Parents' Views and Experiences of Childcare

22 Jul 2013

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      string(5762) "Educational inequality is a complex issue to solve… ‘that is precisely why the Fair Education Alliance exists’ says Sam Butters, CEO of the Fair Education Alliance. ‘We are a coalition of almost 100 businesses, education institutions, social enterprises and unions. All our members have one thing in common: in their own work they are committed to tackling educational inequality but we also recognise that alone we will not be able to drive the change needed’. We are in the midst of a social mobility crisis. Young people from disadvantaged backgrounds start their education eight months behind their wealthier peers and only fall further behind as they progress through each stage of their education. They are also more likely to suffer from ill mental health and are four times as likely to be permanently excluded. Not only do we have a moral imperative to rectify this, there is also an economic imperative. If we carry on down this road, the UK will cease to be competitive on a global stage.This is not a new story and it is one that many practitioners and policymakers have been for many years working hard to address, and they continue to do so. We have increasing amounts of research and evidence about solutions that work and increasing amounts of examples where this is being put into practice to enable young people from disadvantaged backgrounds to beat the odds and fulfil their potential. Indeed, the Social Mobility Commission’s latest State of the Nation report (2017) highlights the success of many recent initiatives:“local policies adopted by local authorities and employers can positively influence outcomes for disadvantaged residents. Two decades ago, London’s state schools were routinely described as the worst in the country. Now they are the best. The education attainment of disadvantaged children has dramatically improved thanks to initiatives like London Challenge and the combined efforts of local councils, teachers and governors. Similarly, until recently, the North East had some of the worst careers advice in the country. Today, it is leading the way on good-quality careers advice – a consequence of collaborative efforts to improve performance.”This raises two key messages. Firstly, the positive: this is not a bleak situation. Educational inequality is not an inevitability and we can create the conditions for young people from all backgrounds to live happy, healthy, thriving lives. Secondly, the slightly harder message – educational inequality is a complex issue. Too complex for one organisation, institution or even one government to solve in isolation. Yes, we can solve it, but we need to unite, act intentionally and strategically and most importantly, together to drive the changes needed.Our members collectively own five Fair Education Impact Goals: to close the gap in literacy and numeracy, in GCSE attainment, in careers and post-16 education, in University access and in social and emotional skills and wellbeing – all areas where the gap between the most disadvantaged young people and their wealthier peers is damagingly wide. We pool our collective talent, resources and efforts to set out our shared recommendations on what needs to happen to improve young people’s lives and then act collaboratively to make this happen. Across our members we have a breadth of experience – from teachers in classrooms and practitioners specialising in literacy, numeracy or employability skills, to businesses recruiting young people into the labour market and think tank and research organisations looking at the evidence base. This richness of experience and different perspectives enables us to come together to set out a collective strategy and plan for how we can make the changes happen – each of us playing a different, critical role to change the lives of young people. The following case study shows how one of our member organisations is doing this:. Skills Builder: The Fair Education Alliance in action It has never been more important to invest in building a set of essential skills in our children and young people: the ability to creatively solve problems, to manage themselves, to communicate effectively, or to work well with others. The demand for these skills from employers is well-documented, but colleges and universities are just as strident about the importance of these skills for young people to thrive. 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They found that the fundamental shift in mind set must be towards thinking about these essential skills with just the same rigour as two skills we feel very comfortable about teaching: literacy"
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Inclusion

Tackling Inequality in the System

10 Sep 2018

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      string(5727) "distressing information.  In healthcare settings, clinical supervision is mandatory for all staff, as it helps to ensure safe and ethical practice is delivered and staff have the opportunity to seek supervision from an experienced professional. In education settings, supervision is rarely an option, and it is often viewed as a negative process since the term ‘supervision’ is used to address performance-related issues. However, access to clinical supervision can aid professional development and also support teachers’ mental health. In fact, we have found that SENCOs, senior leaders and safeguarding leads have welcomed individual clinical supervision, as it has enabled them to access a safe and confidential environment to reflect on and discuss their work and share their personal and professional responses to their work. They have also had the opportunity to engage in personal and professional development and adopt a solution-focused approach.18 Well-being leadsThe government’s response to the consultation on Transforming Children and Young People’s Mental Health Provision identified the role of designated senior leads for mental health to deliver whole-school approaches.19 Time and time again we are hearing that mental health leads are experiencing mental health challenges themselves because they are finding themselves in an unsupported position whereby the senior leadership team are not truly on board with the implementation of a whole-school approach to mental health. This can leave well-being leads feeling deflated and unable to express how they are actually feeling because they believe they have to lead by example. If schools are going to appoint well-being leads, it is important that the senior leadership team is on board and whole-school approaches are fully embedded. By doing so, systemic changes occur and practices become more attachment- and trauma-informed.  Where next?To illustrate the importance of ensuring educational staff mental health is held in high esteem, we use the airplane safety analogy. Adults are asked to put on their own gas mask before assisting a child. The same applies to educational staff, as staff cannot help children if they are struggling themselves. Senior leadership teams are in a position where they can commit to ensuring that their staff are able to access reflective practice, training and supervision. By doing so, this will support their staff’s mental health and help them to be  in a better position to assist with the emotional and mental health needs of their students. A good starting position is to conduct an audit on current processes and systems that support staff’s mental health and identify areas for improvement. It can feel overwhelming to implement such an approach. However, introducing aspects gradually into current systems will enable the school to develop a sustainable whole school approach to mental health. An approach that is supportive of educational staff’s mental health will enable staff and students’ lives to be positively shaped by every lesson. Dr Asha Patel studied psychology and criminology at Keele University before training as a Clinical Psychologist. She was the youngest on her doctorate course and worked in hospitals, prisons and secure mental health units before setting up her own award-winning community interest company Innovating Minds, which provides accessible psychological support to help young people with emotional and mental health problems in education, training or employment.Sal McKeown is a writer and freelance journalist focusing on disability, education and technology. A former teacher and lecturer in further education and for the Open University and Workers’ Educational Association, she is now a member of The Good Schools Guide’s special needs team and a judge for the Bett and Education Resources awards.Notes1 Department for Education (2018). Every lesson shapes a life. London: Havas. https://www.youtube.com/watch?time_continue=51&v=1uQVJiSwkd8 2 Education Support Partnership (2018). The Teacher Wellbeing Index. http://www.educationsupportpartnership.org.uk/wellbeing-index 3 National Day Nurseries Association (2018).  NDNA 2017/18 Workforce Survey. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/728892/government-response-to-consultation-on-transforming-children-and-young-peoples-mental-health.pdf 4 Education Support Partnership (2018). The Teacher Wellbeing Index. http://www.educationsupportpartnership.org.uk/wellbeing-index 5	Chaplain, Roland P. (1995). Stress and job satisfaction: A study of English primary school teachers. Educational Psychology, 15(4): 473–489.6	Travers, Cheryl J. & Cooper, Cary L. (1993). Mental health, job satisfaction and occupational stress among UK teachers.  Work & Stress, 7(3): 203–219.7 National Education Union (2019). Teacher pay: Urgent action needed. https://neu.org.uk/sites/default/files/2019-02/NEU%20submission%20to%20the%20STRB%20January%202019%20-%20FINAL%2029%201%2019.pdf 8	Figley, C.R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. In C.R. Figley (Ed.), Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized (pp. 1-20). New York, NY: Brunner/Mazel.9	Saakvitne, K.W., & Pearlman, L.A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York, NY: Norton.10	National Child"
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HR and Staff Wellbeing

The Cost of Caring - Supporting the Mental Health of Staff

8 May 2019

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      string(5763) "ResourceANALYSIS AND EVIDENCE STRATEGY 2009-10Original DocumentAnalysis and Evidence Strategy 2009-10: Delivering Evidence Based Policy. This DCSF strategy document describes the government’s strategic objectives over the last year and sets out future priorities in relation to achieving its aspirations for children and families within a tight fiscal environment. The document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs).KeywordsDCSF strategy, objectives, priorities, aspirations, children, familiesSummaryThis DCSF strategy document describes the government’s strategic objectives over the last year and sets out future priorities in relation to achieving its aspirations for children and families within a tight fiscal environment. The document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs).This document demonstrates the range, and impact, of evidence in support of the Department’s Strategic Objectives (DSOs). Examples from the past year highlight how evidence and insight has informed policy objectives and contributed to Departmental strategies and independent reviews. The Strategy then describes the main data developments and analytical work planned plan for 2009-10 and beyond.Key Points:DSO (Department’s Strategic Objectives)DSO 1 – Secure the wellbeing and health of children and young peopleImportant future analytical priorities for DSO1 are to:· Further develop measures of wellbeing, including in relation to provision of child mental health services.· Look extensively at causes of wellbeing and the circumstances which make some groups vulnerable to poor outcomes.  The DCSF will develop evidence on parents at risk of separation, including evaluating a programme of pilots intended to support separating parents, as well as assessing broader support for adult relationships.· Deliver a new survey in 2009 of children with disabilities and their families to assess their understanding and experience of services.· Inform the strategy to eradicate child poverty by 2020, through the joint Child Poverty Unit’s research programme to further investigate causes, drivers and effects of child poverty and to analyse the potential contribution of a number of policy areas, including employment, education and skills, to reducing child poverty.· Develop a Families module within the new Understanding Society household survey  being delivered by the Economic and Social Research Council.· Complete or continue with major evaluations of Children’s Centres, Extended Schools, provision of free childcare places for disadvantaged two year olds and the SEAL programme in secondary schools.· Carry out an economic evaluation of Family Intervention PilotsDSO 2 – Safeguard the young  and vulnerableImportant future analytical priorities for DSO2 are to:· Improve data on safeguarding issues,  including a new data collection on child deaths, and reviewing the role and take-up of indicators at local level.· Evaluate the early phases of ContactPoint and  its impact on the efficiency of service provision.· Evaluate Local Safeguarding Children Boards (LSCBs) and undertake a programme of research and analysis to support developments arising from the recently published report by Lord Laming ‘The Protection of Children in England:  a Progress Report’.· Evaluate social work reform pilots and the Newly Qualified Social Worker (NQSW) pilots with the Children’s Workforce Development Council.· Analyse the impact of initiatives to improve the quality of services experienced by vulnerable children.· Establish a rolling literature review on the issue of child safety in relation to internet use.DSO 3 – Achieve world-class standards in educationImportant future analytical priorities for DSO3 are to:· Continue to develop our rich administrative data sources, including linking early years and school phase data.· Look across the board at a range of school improvement strategies including measures to challenge and support ‘coasting’ schools.  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Leadership

Delivering Evidence Based Policy

29 Oct 2009