Creative Teaching & Learning

Stand to attention…it’s inspection

Crispin Andrews talks to Carole Raymond Specialist Advisor for PE at Ofsted about the changes to the inspection process

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      string(346) "... and practice with young runaways.3. Emergency accommodation provision should be embedded within crisis response services for young runaways rather than being seen as a stand-alone option. This will enable an initial exploration of options for young people referred to such services, and will ensure that accommodation is provided ..."
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Leadership Briefings Issue 4.08 (44)"
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      string(5579) "ResourceCOMMISSIONING, DELIVERY AND PERCEPTIONS OF EMERGENCY ACCOMMODATION FOR YOUNG RUNAWAYSOriginal DocumentCommissioning, Delivery and Perceptions of Emergency Accommodation for Young Runaways. This study was commissioned by the Department for Children, Schools and Families to explore solutions that will meet the emergency accommodation needs of young runaways. The report provides an overview and a set of overarching recommendations. Three supplementary reports will be produced next year relating the recommendations to the specific policy and service contexts in England, Wales and Scotland.KeywordsYoung runaways, accommodation, practice, evidenceSummaryAt a national level there is evidence that around 100,000 young people under the age of 16 run away overnight each year in the UK.   Furthermore, over 20% of these young people sleep rough and/or are harmed whilst away from home. However there is a lack of more localised evidence of need.Evidence from this and previous studies suggests that many young runaways do not seek help whilst away from home, and in some cases actively avoid contact with helping agencies. Research and practice evidence also suggests that most young runaways are not reported missing to the police.Recommendations:1. There is a lack of reliable evidence of need at local level and it is recommended that questions about running away should be integrated into self-report surveys of young people as a means of filling this gap.2. There is a need to more effectively communicate with key local stakeholders and decision makers regarding the learning from the last two decades of research and practice with young runaways.3. Emergency accommodation provision should be embedded within crisis response services for young runaways rather than being seen as a stand-alone option. This will enable an initial exploration of options for young people referred to such services, and will ensure that accommodation is provided when this is assessed as being the best option.4. A good practice guide should be produced for professionals who are providing crisis response to young runaways, which draws together existing examples of practice, and a consideration of child protection / safeguarding duties, issues and procedures. This guide should receive official endorsement as a means of promoting consistent high quality assessment practice.5. Crisis response services should be strongly integrated into a network of local services which also includes targeted preventative and follow-up work.6. All young people who are known to have run away or who have been reported as missing should receive a follow-up assessment of their needs.7. It is vital that there are accessible means of young people self-referring to runaways services that they perceive as credible and that they are able to trust; such services should be well-publicised and include referral routes that are available 24 hours a day.8. It is recommended for areas (or clusters of areas) of sufficient population density that, specialist refuge provision for young runaways (either using a flexible or fixed refuge model) should be available to complement existing local authority emergency accommodation provision.9. Foster care should be available as an emergency accommodation option for some younger runaways and some young runaways in minority groups as an alternative to residential provision.10. There is still a need for the testing of alternative models of provision for sparsely populated areas where residential refuge may not be a viable option. This is a significant gap in current knowledge and would warrant pilot funding.11. The identification of designated lead professionals within Children’s Services and Police should continue to be promoted as an important prerequisite to the provision of effective responses to the needs of young runaways.12. Runaways services need to pay particular attention to the balance between perceived independence and integration into local and regional networks of provision for young people. It is recommended that the potential for developing multi-agency and multi-disciplinary approaches is seriously considered in future service developments.13. It is recommended that future projects set up to provide emergency accommodation for young runaways have a sufficient initial funding period to enable the project to be developed in line with accepted standards, to establish awareness amongst professionals and young people, and to begin to evaluate its effectiveness.14. The inspection requirements for refuges should be reviewed. This review should include consideration of possible exceptions to the existing minimum standards for residential provision in this context, and also the formulation of any additional minimum standards that may support high quality practice in relation to the provision of refuge.15. The possibility for shared cluster approaches across a group of local areas to meet young runaways’ emergency accommodation needs should be explored where practical. This approach has potential to reduce costs and increase accessibility and service co-ordination in many regions.16. This project has again highlighted the need for, and potential value of, a national network of emergency accommodation for young runaways which can provide an effective safety net for young people in all geographical areas.   ActionNotesAuthorRaspal Chima, Imaginative MindsDate CreatedDecember 2009Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Emergency Accommodation for Young Runaways

9 Dec 2009

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      string(5616) "expressed in parental questionnaires and discussion with parents and pupils. Give particularattention to pupils’ own views about being safe and free from harassment and how well pupils from different backgrounds get on with each other.nnnnnnnnnnhttp://www.teachingtimes.comThis month’s Child FileWhat schools might ask themselvesIn order to help self-evaluate prior to inspection schools might ask themselves:Question School commentHas our behaviour policy been recently evaluated?Were parents, staff, pupils and governors involved in the consultation?Are parents informed annually about the contents of  the school’s behaviourpolicy?Are all staff  aware of  the contents of  the school’s behaviour policy?Do staff  implement the behaviour policy consistently?Is the behaviour policy effective in ensuring that lessons are not disrupted and thatall pupils feel safe and free from harassment?Is there an anti-bullying policy in place?Do the behaviour and anti-bullying policies include specific mention of  pupilswith SEN and their particular needs?Are fixed-term exclusions rare?Are fixed-term exclusions monitored to ensure that no groups of  pupils are over-represented?Are pupils reintegrated effectively after a fixed-term exclusion?http://www.teachingtimes.comThis month’s Child FileAre permanent exclusions avoided and are effective strategies in place to addressemerging issues?Does the school ethos encourage pupils to behave politely and to takeresponsibility for their own behaviour?Are parents encouraged to work with the school where concerns about pupilbehaviour emerge?What do parents think about the standards of  behaviour in the school?Has the school consulted parents, fed back and acted upon their views?What do pupils think about the standards of  behaviour in the school?Has the school consulted pupils, fed back and acted upon their views?Are rewards and sanctions administered fairly?Do pupils and parents feel that they are administered fairly?Is a record kept of  racist and bullying incidents?Is this record monitored carefully for the over-representation of  particular groups?Do different pupils within the school generally get on together well? If  not, whynot and what is being done about it?When completing the SEF schools no longer have prompts to help them. Instead it is expected that schools use the grade descriptors as a guide:Outstanding(1)Pupils’ consistently thoughtful behaviour is an outstanding factor in their successful learning and creates an extremely positive school ethos.Pupils are highly considerate and very supportive of  each other in lessons. Behaviour for all groups around the school is exemplary and pupilsencourage others to conduct themselves well.http://www.teachingtimes.comThis month’s Child FileGood(2)Pupils’ behaviour makes a strong contribution to good learning in lessons. Their behaviour is welcoming and positive. They routinely showresponsibility in responding to the expectations of  staff, set consistent standards for themselves and respond quickly and well to any additionalguidance from staff  about how to conduct themselves. They behave considerately towards each other.Satisfactory(3)Pupils behave so that learning proceeds appropriately and time is not wasted. They understand what is expected when asked to work ontheir own or in small groups and only gentle prompting is needed to maintain discipline. Around the school, pupils’ behaviour is orderlyso that public spaces are safe and calm. Pupils are polite and generally respond appropriately to sanctions. Incidents of  poor behaviour areuncommon.Inadequate(4)Pupils’ poor behaviour and rudeness occur more frequently than on very isolated occasions and inhibit progress in lessons or well-being onmore than isolated occasions.orTime is wasted through persistent low-level disruption, excessive off-task chatter and a lack of  attention in too many lessons.orSome pupils show a lack of  respect for – or direct challenge to  … adults or other young people, including instances of  racist or sexistbehaviour and other forms of  bullying.Different strands can be tracked within these grade descriptors. Identifying these can help schools decide on their grading as well as helping them to determine whatactions are necessary to move to the next level.Strand 1: the effect of behaviour on learningOutstanding (1) Pupils’ consistently thoughtful behaviour is an outstanding factor in their successful learning and creates an extremely positive schoolethos.Good (2) Pupils’ behaviour makes a strong contribution to good learning in lessons. 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Inclusion

Every Child Update Issue 9

30 Sep 2010

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      string(5635) "features they will find there (old trees, hills, mossy stumps andso on) and clues as to what they might do in particular spots. Hang it on theclassroom wall for a week or two before visiting the outdoor area to help builda sense of expectation and excitement.Mysterious photographs – Arrange for the children to arrive back afterbreak to find the room darkened and a slideshow of photographs showingfamiliar local places taken from unusual angles. Play some suitable music orwoodland sounds to create a calm atmosphere. This will increase anticipationfor their woodland walk, but will also get the children focused on trying toguess exactly where the photos were taken.Learning is a journey. You can stimulate interest, intrigue and imagination inyour new outdoor learning topic from the start by using varied approaches tointroducing it.nnnn51Volume4.3n CreativeTeaching & LearningCreativeApproachesMaking outdoor teaching easierSome of the following suggestions may seem obvious but they will add to yourgroup’s enjoyment and make your role easier too!Set expectations before going out – Understanding what is going tohappen and how long it will take will help children relax. Keep it positiveand emphasise ‘care’ through looking after themselves, each other and thenatural environment.Take a rucksack for necessities – Thiswould include a first aid kit, water,mobile phone, emergency contactdetails, hazard tick list, sit-mats, whistles– a gentle sounding one to call the groupback together (i.e. owl hoot or ocarina)and a sharp-sounding emergency one.Don’t forget any evaluation equipmentyou plan on using – for example, acamera (and spare batteries) or post-it notes. And if carrying props for anyactivities, pack them in order of use tomake your life easier.Appropriate clothing – Ensure childrenare wearing appropriate clothing andfootwear. Suggest zipping up/tuckingin/putting on hats before they startgetting too cold (or hot).Be sensitive to fears/preconceptions– Children may feel woods are dangerous(thanks to many nursery rhymes andfairy tales as well as negative mediastories). If these arise, try to deal withthem in an understanding and non-judgemental way.Keep it simple – Children find it hard tolisten to someone talking for too long,especially outdoors. Have a clear mentalplan of the session before you go out.Go visual, auditory and kinaesthetic– Engage everyone by trying to have avisual focal point (for example, standnear or hold the thing you are talking about) and if you can, demonstrate ittoo.Circle-up – Get the whole group, including adults, into a circle when introducingand ending activities, as this means you will have everyone’s attention andhopefully only have to say things once. Invent different ways to do this tomake it fun (i.e. ‘sticking’ elbows, knees or toes to neighbours.)Weather affects ability to learn – Try to stand facing the sun when talking toyour group so they won’t have to squint. Attention span decreases in windy,wet or cold weather so adjust your expectations accordingly.Meeting dogs off the lead – Ask children to fold their arms and look awayfrom dogs if you meet them off the lead. The dog should quickly get boredand leave.Evaluate outside – Sharing the learning experience while still outside willprovide more valuable feedback because it is done in context.If you are worried about the risks involved in taking your class outdoors, seethe ‘Hazard Tick List’ on the following page. It may also help when completingrisk assessments.nnnnnnnnnnCreativeApproaches52Volume4.3n CreativeTeaching & LearningHazard Tick ListWhile the list below outlines some of the more common risks associated with the outdoors, it is notcomprehensive. Teachers must assess their own sites in accordance with their schools’ risk assessmentprocedures and apply risk levels.Hazard ActionSharp or prickly materialsEncourage long sleeves and sturdy footwear (not sandals) anddiscourage wearing shorts. Carry a first aid kit.Poisonous berries/fungiGive verbal warnings not to eat anything or put things/fingers intheir mouths. Seek medical assistance if ingested. Wash handscarefully after the trip (especially before eating or drinking) orcarry wet-wipes or antibacterial gel.Low branches Give verbal warnings to take care (especially of eyes).Uneven ground, holes, slopes, fallenbranchesAdvise to walk carefully. Wear suitable footwear and plan aroute appropriate to the weather.Children going out of sight/missingAdvise children of boundaries and give verbal warnings. Adultsshould keep visual contact with their group.  Make sure youhave the correct ratio of adults to students.Have an agreed ‘missing person’ procedure that everyone isaware of, including an agreed meeting point in emergencysituations.General publicAvoid contact with strangers and animals where possible. Askowners to control their animals if passing.Insect bites/stings or allergiesBe aware of children with allergies (such as nuts, insectstings, hay fever). Check anyone with severe allergies hastheir asthma pump or EpiPen, and they are able to administerit. Remind everyone of the risk. Carry a first aid kit.Dangerous Litter (for example, fly-tippedwaste, broken glass, syringes and soon)Conduct a safety sweep of the area before the activity takesplace. Remind people of dangers and if appropriate, show anexample.Disease or infection– for example,Toxicara canis (from dog faeces),Leptospirosis (from rat urine in water),Tetanus (from soil), or Lyme Disease(from ticks)Cover broken skin on hands (for example, wear gloves"
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Adaptive Learning

A practical guide to outdoor learning

19 Dec 2013

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      string(5659) "60 Teaching & Learning January/February 2005The Education Show 200517–19 March 2005 previewThe Education Show is the UK’slargest national education exhibitionof the year, attracting over 600exhibitors who will be showcasing the very latestresources for the entire curriculum. These rangefrom household names such as Channel 4Learning, Oxford University Press, RM andPenguin Children’s Books through to thesmaller niche suppliers, and all recognise it asthe number one ‘launch pad’ for new products.Last year, nearly 19,000 visitors took advantageof this unique opportunity to try out and assessfor themselves all the latest products and serviceson offer. Highlights of the show include:Fresh ideas forthe classroomThe Education Show 2005: 17–19 March 2005, Halls 6, 7 & 8, NEC, Birmingham❖ special themed zones, including ThePublishing Village and the ‘VillageSquare’, the Special Needs Village, theSoftware Centre & ICT Zone, the ArtZone and Creativity in Practice, SchoolVisits Centre, Early Years Centre, Policyin Practice and a new-look Sports andRecreation Zone;❖ live demonstrations, book signings,author readings, interviews andpresentations;❖ a comprehensive seminar programmewith many items on the agenda relatingto maths, English and science.A visit to The Education Show is anabsolute must for teachers and school leaderswho want to be inspired and invigorated bythe very best resources available on themarket. You can register for free tickets, bookseminar seats and benefit from fast-trackentry to the show by logging on towww.education-show.co.uk or calling0870-429 4580.ExhibitorsHere is a brief round-up of just a few of theexhibitors of particular interest to readers ofTeaching and Learning:Teachers looking for a new way to teach children about the human body should visit ActiveDesigns on Stand B122 and take a look at the Organ Tunic – a fabric apron with softdetachable ‘organs’, each with its own identifying label. There’s also the Bag of Bones, a child-sized embroidered skeleton made up of 20 realistic ‘bones’ which attach to a hangingbackground. For early years there’s the Foldaway Flower, which teaches the parts of a plant,and similar interactive products from the company’s science range, such as Plant in a Pocket,Lifecycle Bag, Foldout Food Chain, Big Flower and Water Cycle Pack can also be seen at theshow. And for Welsh speakers this year, Active Designs offer a bonus in that many of theirproducts are now available in Welsh versions thanks to the support of the QCA for Wales(Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru), which has provided funding fortranslation.Hand Puppets UK Ltd will be launching their range of hand puppet designs on Stand SN72.Formerly sold exclusively as a craft product, this will be the first time these unique puppets willhave been made widely available to the education market.The puppets have an appeal and characteristics that make them ideal for use in connectionwith: early years, primary and special needs applications. They have a proven track record fromuse in the care profession as therapeutic or explorative tools, and have an exceptional ability toengage the minds of children by providing a focus for attention. This makes them perfectteaching aids where a benign or captivating character is needed.All designs are made to UK and European safety standards using high quality plush fur fabricsand fittings, and the company’s strong links with a soft toy designer of long standing enableselements of their designs to be adapted to meet specific needs.61January/February 2005 Teaching & LearningThe Education Show 200517–19 March 2005 previewThe best ideas are always the simplest ones, and this is the principle behind a new range ofproducts from The Green Board Game Company (Stand A660), who have taken the principleof the children’s card game ‘Snap’ and turned it into a range of educational games toencourage children in such skills as learning multiplication tables.The idea is to match cards which are not necessarily identical but which show related orequivalent images or ideas. For example, in Around the World Snap, a player would shout‘Snap!’ if a picture of the Italian flag followed a card with Rome on it. Similarly, in Times TableSnap, a card showing ‘6 x 2’ would match with a card showing ‘3 x 4’ or one showing ‘12 x 1’.Other topics included in the range are: Maths, Telling the Time, Money, Colours and Shapes,Europe, Music – and the latest titles, Words and History.Among the new products which can be found on Philip & Tacey’s stand (B400) is The StoryMaker’s Chest by award-winning teacher, inspector and creative writing author Pie Corbett. Anew child-centred resource for teaching creative writing, it is part of the company’s DiscoveryBox series and features a unique selection of multi-sensory resources to stimulate creativewriting, extend vocabulary and improve grammar.Each chest contains Pie Corbett’s Teaching Creative Writing book, story starter games, a StoryMaker’s Curiosity Bag (including a feather, leaf, shell, mask, insect, jewel, object cards andmore), two posters, 80 playing cards and Story Wheels. The whole package is designed tostimulate pupils’ creativity and writing through these highly tactile and visual resources. Inturn, teachers are provided with support while also being given sufficient freedom to allow fortheir own input and ideas. The full range of Philip and Tacey’s other games and resources willalso be available on their stand.Grid Magic can be found on"
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Creative Teaching & Learning

FreshIdeas For The Classroom

1 Nov 2006

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