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Healthy Eating is Fuel for Education

School meals have never been the subject of so much debate, but what changes have actually been made and are children and young people genuinely eating more healthily?

School meals have never been the subject of so much debate, but what changes have actually been made and are children and young people genuinely eating more healthily?

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      string(346) "... school.Settings used a range of strategies including:■ Offering personalised advice and guidance to parents on an ad hoc basis e.g. toilet training;healthy eating; pencil grip etc.■ Making suggestions through newsletters and emails for ways in which parents couldincorporate learning into everyday life e.g. counting ..."
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      string(5560) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.GOOD PRACTICE IN EARLY EDUCATIONKeywordsGood practice,Early Education,SEED, childoutcomes,provision,curriculumplanning,assessment,monitoring,staffing,communication,parents, homelearningSummaryThis NatCen research examines good practice in early education as part of the study of earlyeducation and development (SEED).The study explores how good quality early years settings articulate, establish and sustain goodpractice that has the potential to improve child outcomes. Focusing on provision for two to four-year-olds it examines good practice in relation to curriculum planning, assessment and monitoring, staffing,managing transitions and communication with parents and home learning.Key Findings:■ High quality staff were viewed as the foundation for good practice, but recruitment was viewed aschallenging largely because pay levels across the sector were felt to be low.■ Staff retention was a priority. Features of good practice that supported staff retention includedgood communication and team work; strong leadership; flexible working practice.■ High quality settings prioritised on-going CPD to develop professional practice; to keep up-to-datewith new research on effective practice; to build networks and share good practice and to supportstaff retention.■ Parents judged the quality of early years settings by taking into consideration a range of factors:■ Their ‘word-of-mouth’ reputation (e.g. how well friends’ and relatives’ children ‘got on’ at thesetting; feedback on the staff; and the extent of waiting lists).■ Staff/child interactions (particularly the warmth of the interactions between staff and theirchild during setting visits and open days).■ Although not a consideration for all, some parents actively chose settings on the basis thatthe staff/child ratios were high and they felt this would ensure their child got the individualattention they needed.■ Parents felt reassured if their setting had good staff retention because this was felt to be anindicator of a happy workforce and because stable staff provided continuity of care.■ Mixed views were held by parents on the qualifications staff should have. For some, staffqualifications were taken into consideration when choosing a setting. For others, it wasassumed that all staff would be relevantly qualified and so this was not something theyenquired about. For another group of parents, experience of working with children and thequality of the staff/child interactions were prioritised over qualification levels.Week Commencing 20th February 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/586242/SEED__Good_Practice_in_Early_Education_-_RR553.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.■ Parents also took into consideration the facilities and equipment, looking for adequate spaceinside and outside; availability of a good range of activities; and age-appropriate equipment.■ Safety was also an important consideration, and ‘word of mouth’ reputation for safety wastaken into account. Parents sought evidence of good security and safety procedures duringsetting visits and open days.■ Settings took a proactive approach towards supporting home learning to ensure a consistentapproach between home and the setting; to encourage high quality parent/child interactions;to foster learning for pleasure and (in the case of older children) to prepare them for school.Settings used a range of strategies including:■ Offering personalised advice and guidance to parents on an ad hoc basis e.g. toilet training;healthy eating; pencil grip etc.■ Making suggestions through newsletters and emails for ways in which parents couldincorporate learning into everyday life e.g. counting the trees on the way home.■ Providing activity sheets that children completed with their parents, which focused on keyareas of learning e.g. phonics, numbers etc.■ Inviting parents into the setting to observe classes e.g. sessions on phonics, to support theiruse of the techniques at home.■ Encouraging reading at home by regularly lending books.Conclusion■ In identifying features of good practice in early education, three broad cross-cutting themesemerged:■ Tailoring practice to the needs of the children – settings had a clear vision of what theywanted to achieve for the children in their care, and these clear goals informed all areas oftheir practice.■ Skilled and experienced staff – the importance of staff that were qualified, knowledgeableand experienced because it was this skilled workforce that underpinned the practices thatsupported children to reach their full potential.■ An open and reflective culture – this was thought to drive continuous improvement; create apositive working environment and encourage sharing of good practice to increase the qualityof the early years sector as a whole.WEB LINKGood Practice In Early Educationhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/586242/SEED__Good_Practice_in_Early_Education_-_RR553.pdf"
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Leadership

Good Practice In Early Education

17 Feb 2017

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      string(272) "We are all aware of the health benefits fresh air and vegetables have on both children and adults alike, but can nature really nurture learning? Dr Nicola Davies discusses the good a school garden can do for both students’ social life, education and well-being."
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      string(428) "move around a lot. Additionally, being surrounded by freshfruits and vegetables also influence students to imbibe healthy eating habitsthat they can take into adulthood with them.According to Ratcliffe and colleagues (2009), gardening can improve children’s21Volume6.4&7.1nCreativeTeaching&LearningCreativeApproachesfamiliarity with different types of vegetables and increase their consumptionand ..."
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      string(5644) "move around a lot. Additionally, being surrounded by freshfruits and vegetables also influence students to imbibe healthy eating habitsthat they can take into adulthood with them.According to Ratcliffe and colleagues (2009), gardening can improve children’s21Volume6.4&7.1nCreativeTeaching&LearningCreativeApproachesfamiliarity with different types of vegetables and increase their consumptionand willingness to try new ones. Gatto (2012) also suggests that after-schoolgardening programs improve young people’s attitudes and preference forvegetables and fruits. With the assistance of a team of researchers, Gatto foundthat adolescents who participated in gardening activities showed an increasedinclination for vegetables and began opting for fresh produce grown in the gardeninstead of those bought at a shop. Nutrition education that is garden-based,therefore, can positively influence eating habits in young people.Psychological benefitsIn addition to their encouraging influence on academic achievement, sciencegardens also offer several psychological benefits. Being outside in the freshair and sunshine improves mood and concentration. Studies have shown thatstudents feel happier, safer, calmer and more relaxed in a garden setting whencompared to a four-walled classroom (Habib and Doherty, 2007).Gardening has also been shown to help children develop social skills,encourage team building, increase self-confidence and improve their attention.A study by Dyment and Bell (2006) found that children who care for gardensbecome more tolerantand accepting of peoplewho are different fromthem.Johnston shares herexperience with onestudent who has autismand is technically andmechanically gifted withhis hands, but cannotshine within the typicalclassroom setting. “In oursmall school, we couldn’toffer a lot in the wayof science education,”she shares. “Out in thegarden, however, he wasthe one teaching us abouthow to install an irrigationsystem and what kind ofsolar system to purchaseto run the irrigation pump.His talents stood out andit was a joy to work withhim in the school garden.”Growing their ownfood helps children learnthe value of food andsharing it with otherpeople. For example,Jeanie Beales, Educatorat Northlands Girls’ Highin Durban North, SouthAfrica, shares that theidea behind their schoolgardening club was “Tosupply a local orphanagewith vegetables as partof an outreach program.”Children tending to the gardenCreativeApproaches22Volume6.4&7.1nCreativeTeaching&LearningLife skillsGrowing a science garden also teaches children valuable life skills. For instance,gardening gives each pupil a role to play and so they learn to do their share of thelabour while working together with others towards a common goal. Accordingto Johnston, students also learn how to approach and solve problems. They getto practice planning skills and learn to avoid procrastination. Children will soonrealise that there are a number of creatures bent on destroying their efforts andpreventing plants from bearing anything. Subsequently, they develop patience,resilience and the strength to accept disappointments and failures. It can alsohelp them develop a sense of graciousness and respect for the environment.“They learn to slow down in the garden, tread carefully and treat plants withrespect. They develop a tradition of thanking the plants for their gifts,” saysJohnston.Starting a science gardenThere are three basic steps to growing a science garden at school: planning,planting and managing the garden. Teachers can facilitate and ensure learningin pupils throughout each step.1. Plan the gardenThere are several details that need to be identified and evaluated when planninga science garden. These include location, plant types, soil type, sunlight anddrainage.Garden location and typeThe first consideration is the location and type of the garden. The size of thegarden will determine which plants can or cannot be planted. Will it be indooror outdoor? If it is an outdoor garden, will the seeds be directly planted on theground or will they be potted before they are transplanted into the earth? Willthe outdoor garden have raised or ground level soil? In the UK in particular, thesequestions must be asked because the garden’s siting is important to take fulladvantage of sunlight hours, minimise wind damageand protect plants from frost.Plant selectionThe plant types that should be selected will depend on the conditions of thechosen garden location. Teachers can ask local agriculture experts for theirsuggestions on which plants are best suited for school gardens given theclimate. There are also recommended plants for beginner gardeners, whichpupils should be able to easily manage. Flowers, fruits, vegetables, herbs or acombination of these can be selected.Some recommended plants include peas and radishes, which grow in coolclimates and can be harvested in two to three months. Tomatoes can beproblematic for schools since they ripen during the summer months whenthere is no school. However, this encourages schools to assign studentgardening volunteers to continue their learning throughout the summer. Tosave space, some schools can opt to grow herbs and spices or vine plantssuch as strawberries. For more advanced school gardens, larger plants suchas watermelons and squash are options.Selecting plants is already the start of the learning process as students canparticipate in the discussion of which plants to include in the garden. They candiscover the life cycle of the selected plants and get an overview of the"
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Creative Teaching & Learning

How to build a science garden

14 Mar 2017

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Leadership Briefing 12.01 (133)"
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      string(364) "... South.The report also found many were frustrated with an education system they saw as overly focused ongrades rather than life skills like money management, healthy eating, mental health and relationships.About half felt their education had failed to properly prepare them for the world of work or foradulthood generally ..."
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Leadership Briefing 12.01 (133)"
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      string(5725) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.NEXT GENERATION UK 2017KeywordsNext Generation,young people,EU, Brexit,barriers,international,global, futuregoals, abroad,educationsystem SummaryMore than two-thirds of young people in the UK have an “international outlook” and many fearfor their prospects once the UK leaves the EU, according to this Ipsos Mori report.The UK’s decision to leave the EU has left many young people feeling uncertain about the futureand with questions about how the UK’s place in the world may be recast. While some perceive anopportunity to carve out a new future, others are anxious that Brexit will diminish the UK’s influenceon the global stage.Overall, young people said they feel “overburdened” by responsibility and “multiple barriers”, says thereport.Many of those interviewed were still “angry and emotional” about last year’s vote to leave the EU butthe report notes that, while 69% of young people who voted were in favour of remaining, about halfdid not vote. Of those polled, six in 10 said they would vote to remain if another referendum was heldnow.According to the survey: ■     68% of those polled believe international experience and a global outlook are essential for theirfuture goals ■     57% are positive about the effects of globalisation on their own livesBut almost a quarter said they had been unable to experience any form of international engagement,whether learning a foreign language or living and studying abroad.The report found divisions along socio-economic, educational and regional lines, with young Britonsfrom poorer families, with lower educational attainment and parents without degrees, far less likely tobe positive about globalisation or to have an international outlook.The same was true for those from the North of England and the Midlands compared with London andthe South.The report also found many were frustrated with an education system they saw as overly focused ongrades rather than life skills like money management, healthy eating, mental health and relationships.About half felt their education had failed to properly prepare them for the world of work or foradulthood generally.Week Commencing 18th September 2017https://www.britishcouncil.org/sites/default/files/h030_next_generation_uk_report_final_web.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.Many felt constrained by a lack of affordable housing, limited career opportunities and poor pay andconditions.Key Findings: ■ Britain’s youth are split down the middle between those who feel they’ve been supported by theeducation system and adequately prepared for the world of work (49 per cent vs 46 per cent) andadulthood more broadly (44 per cent vs 50 per cent). ■ Young Britons also feel a lack of affordable housing, a constrained jobs market and poor payconditions are the biggest issues facing their generation. ■ The UK’s decision to leave the European Union is also seen as a direct challenge to youngBritons’ outlook and ambitions, with 41 per cent of young people believing that Brexit will pullpeople living in the UK apart, and the same percentage believing Brexit will reduce Britain’sinfluence in the world. Only 28 per cent feel Britain is heading in the right direction. ■ Many participants in the focus groups across the UK that Demos conducted for the researchwere worried about the impacts Brexit would have on their lives, prospects, and future plans,including limiting their opportunities to work and study in other countries. ■ The survey also found that there is substantial appetite amongst young adults for broadeninghorizons and working in different places over the course of their careers: in either another regionof the UK, an EU country or country outside Europe. Although the research finds significantsocio-economic disparities persist, with almost a quarter of young people having not participatedin any international experiences whatsoever. ■ Encouragingly, the research found many ambitious voices in the younger generation, readyto embrace the opportunities of change; for example, 54 per cent believe that technology isimproving workplaces for the better.Recommendations: ■ The government should provide clear assurances during the Brexit negotiation period onprotecting and securing opportunities for young adults travelling, working, and studying abroad. ■ Employers, careers advisers, education providers, and civil society organisations should committo a culture of lifelong international engagement, widening the scope of international work andstudy partnerships. ■ Departments with responsibility for education in England and in the devolved administrationsshould review the delivery of politics and citizenship education nationally with a view to ensuringall students have good quality provision. Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Local councillors and other elected officials should increase visibility and engagement,ensuring they are ‘going to where young people"
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Leadership

Next Generation UK 2017

14 Sep 2017

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Leadership Briefing 12.06 (138)"
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Leadership Briefing 12.06 (138)"
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      string(4210) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.#StatusOfMindKeywordsSocial Media,young people,health, positive,negativeeffects, mood,inadequacy,anxiety, bodyimage, cyber-bullyingSummaryThis study by The Royal Society of Public Health and the Young Health Movement examinesthe positive and negative effects of social media on young people’s health.It asked 1,500 young people aged 11-25 to track their moods while using the five most popular socialmedia sites.It suggested Snapchat and Instagram were the most likely to inspire feelings of inadequacy andanxiety. YouTube had the most positive influence.Seven in 10 said Instagram made them feel worse about body image and half of 14-24-year-oldsreported Instagram and Facebook exacerbated feelings of anxiety. Two-thirds said Facebook madecyber-bullying worse.The study led Shirley Cramer, chief executive of RSPH, to call for three specific changes:1.     a pop-up notification when a young person has spent a certain amount of time online2.     a watermark on photos that have been digitally manipulated3.     school lessons on how to use social media in a healthy wayShe concluded: “Social media has become a space in which we form and build relationships, shapeself-identity, express ourselves and learn about the world around us; it is intrinsically linked to mentalhealth.”Key Points: ■ 91% of 16-24-year olds use the internet for social networking ■ Social media has been described as more addictive than  cigarettes and alcohol ■ Rates of anxiety and depression in young people have risen 70% in the past 25 years ■ Social media use is linked with increased rates of anxiety, depression and poor sleep ■ Cyberbullying is a growing problem with 7 in 10 young people saying they have experienced it. ■ Social media can improve young people’s access to other people’s experiences of health andexpert health information. ■ Those who use social media report being more emotionally supported through their contacts.Calls to Action: ■ Introduction of a pop-up heavy usage warning on social media.Week Commencing 19th February 2018https://www.rsph.org.uk/uploads/assets/uploaded/62be270a-a55f-4719-ad668c2ec7a74c2a.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Social media platforms to highlight when photos of people have been digitally manipulated ■ NHS England to apply the Information Standard Principles to health information published viasocial media ■ Safe social media use to be taught during PSHE education in schools. ■ Social media platforms to identify users who could be suffering from mental health problems bytheir posts, and discreetly sign post to support ■ Youth-workers and other professionals who engage with young people to have a digital (includingsocial) media component in their training ■ More research to be carried out into the effects of social media on young people’s mental health.What can parents do? ■ Keep an eye on how much time children spend online and ensure it is not interfering with activitiessuch as socialising, exercising, eating and sleeping ■ Consider bans on devices at mealtimes and take them away an hour before bedtime. Do not letchildren charge devices in their rooms ■ Talk regularly to children about what they do online, what posts they have made that day, whothey are friends with and how it is affecting their mood ■  With younger children, have access to passwords to regularly check content ■  Remember, Facebook, Twitter or Instagram officially bar children under 13 from having accounts ■  Encourage children to use the internet for creative things – helping with homework, making theirown content.WEB LINK#StatusOfMindhttps://www.rsph.org.uk/uploads/assets/uploaded/62be270a-a55f-4719-ad668c2ec7a74c2a.pdf"
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Leadership

#StatusOfMind

15 Feb 2018