Windsor & Maidenhead
BullyingBullying Healthy Schools Healthy Minds KeepingKeeping Safe Safe
Speakeasy 20 th November 2007 Report for Schools & Professionals What is this report, who is it for and how should I use it?
What was Speakeasy? Speakeasy 2007 was an opportunity for young people to discuss issues that matter to them with some of the professionals who work to serve their needs in the borough. This report is an account of the key findings from the day and actions to take forward.
Who should be interested in this report? All young people living, working and going to school in the Royal Borough. Anyone working with and for the benefit of young people who wants to know what matters to the young people… The community as a whole who should listen to the needs of young people.
How should I use this information? Think about what has been said in the report and how the work you do has an impact in these areas.
Spread the word about the services and solutions available and join in the ongoing debate.
Listen as well as you hear….. “What is the point of asking us what we want if you ignore what we say!” Delegate, Speakeasy Conference 2007
Published April 2008 by Royal Borough of Windsor & Maidenhead Healthy Schools Team
For further information about organising a student voice event or to request an electronic copy of the report, please contact [email protected] Report Contents
Introduction & Student Voice
Page 1. An introduction to Speakeasy Page 2. The Student Voice: What you need to take from this report Page 3. The Student Voice: Focus on Emotional Health & Wellbeing Page 4. The Student Voice: Focus on Safety on the Streets
Feedback from the workshops
Page 5. Protecting yourself and your possessions Page 6. In the Keeping Safe workshop – Awareness of local services Page 7. Healthy Minds – Prioritising emotional health Page 8. Direct support for emotional health and current service provision Page 9. Bullying - the issues Page 10 Bullying - Changes that would make a difference Page 11. Healthy Schools – Enjoyable learning and positive support Page 12. What should schools be doing to enhance emotional health & wellbeing? Page 13. What should schools be doing to encourage healthy eating & physical activity?
Local & National Response
Page 14. Local & National Government commitment to Emotional Health & Wellbeing Page 15. Local & National Government commitment to Safety on the Streets Page 16. RBWM Children & Young People’s Plan 2008-2011 - Priorities
Background
Page 17. Speakeasy 2007 – an opportunity to inform Page 18. Benefits of student participation Page 19. Who attended Speakeasy Page 20. How to Keep Safe – Advice from the young people..
A list of local and national support contacts for young people can be found on the back page 1 An Introduction to Speakeasy “We want to make sure that our children and young people’s plan is working hard to meet the needs of our young people and clear consultation is critical in making this happen” Cllr Cynthia Pittway, Speakeasy Conference November 2007 Bullying Healthy Schools Healthy Minds Keeping Safe
Secondary and Middle Schools in the Royal Borough of Windsor & Maidenhead were invited to send four pupils to represent the views of their school on the four key themes identified by a 2006 survey of 700 young people in the borough. The themes identified were: Healthy Minds, Bullying, Keeping Safe and Healthy Schools. Delegates were asked to prepare by selecting one of four workshops to attend and were encouraged to gather opinions of other pupils in their schools using activities provided in a briefing pack. The conference was attended by 52 young people, all aged between 12 and 18 years, representing 13 schools in the borough.
Cllr Cynthia Pittway opened the conference with a speech and two sixth form students from Furze Platt Senior School led the delegates in an interactive questionnaire where they voted anonymously on series of topical questions. Delegates then joined their facilitators for the first workshop.
30 professional delegates, representing agencies that work to serve the needs of young people in the borough, joined the workshops in the second session to interact with the young people. In the final session each group gave a presentation in which they fed back the key conclusions reached in their discussions to all conference delegates. Interactive discussion followed each presentation.
Information packs were given to the delegates to enable them to report back to their peers. Professionals had an opportunity to discuss what they had learned from the event and how it might inform their plans for future action.
The Objectives for Speakeasy
To bring together young people and the professionals concerned with their wellbeing across the region.
To provide opportunities for the young people and adults to share and exchange views about the Borough’s new Children and Young People’s Plan, anti-bullying strategy, CAMHS and the National Healthy Schools Programme.
To encourage young people to familiarise themselves with the agencies present, their role and service provision.
To promote a better understanding of the young people’s views among local agencies and professionals.
To stimulate thought and discussion and raise young people’s awareness about the importance of emotional health and wellbeing and the causes and effects of poor mental health. The Student Voice 2 What you need to take from this report There are three key things that the delegates at Speakeasy told us. Firstly, that young people want their emotional health and wellbeing to be made more of a priority, secondly that they feel threatened by the behaviour of some young people on the streets and change their own behaviour in reaction to this and finally, they want to see more evidence that action is being taken to address their concerns. So, what can be done to improve the lives of young people in the borough? The suggestions made by the conference delegates are summarised below and explored in more detail on the next two pages……
1. Focus on the Emotional Wellbeing of Young People “Sometimes our emotional health needs to be prioritised over other things!” (Healthy Minds Delegate) In all contexts this means providing support to help those who are suffering and actively encouraging positive emotional health through activity. ‘ACKNOWLEDGE WHEN WE ARE STRESSED’ ‘MAKE RELEVANT SUPPORT AVAILABLE TO US’ ‘INCREASE AWARENESS OF WHERE TO FIND SUPPORT’ ‘INTEREST AND ENGAGE US’ ‘CONSIDER THE EMOTIONAL HEALTH AND WELLBEING OF EVERYONE’
2. Focus on Safety on the Streets… When asked, “what one thing would you do to improve the lives of young people in the borough?” over 65% of delegates wanted to ‘Make the streets safer for young people!’ ‘ACKNOWLEDGE YOUTHS AS THE VICTIMS (AS WELL AS INITIATORS) OF ANTI-SOCIAL BEHAVIOUR’ ‘USE VISIBLE POLICING, CCTV AND LIGHTING AS A DETERRENT’ ‘ENSURE THE PUNISHMENT FOR CARRYING A WEAPON IS WIDELY UNDERSTOOD’ ‘PROVIDE SUPPORT TO HELP YOUNG PEOPLE GET OUT OF TROUBLE EARLY ON’ ‘CONSIDER AND TREAT THE UNDERLYING CAUSES OF ANTI-SOCIAL BEHAVIOUR’ Aggressive youth culture, bullying and a feeling of unease when out all add to other concerns and have a negative impact on emotional health and wellbeing.
In answering the question, “what makes a healthy mind?” healthy minds delegates neatly summarised the three areas of importance as emotional resilience, safety and security and an ability to ask for help and/or support when in trouble. These are the key themes that run throughout the report…..
“What makes a healthy(HAPPY)Mind?”
“An ability to take things ‘in your stride’” To cope effectively with challenges such as stress, disappointment and fear. “A feeling of safety and security” Feeling threatened (physically or emotionally) or insecure takes up valuable emotional energy, leaving you less resilient or able to cope with other stress. “Connect well with other people” Give and receive support and feel able to ask for help. 3 The Student Voice Focus on Emotional Health & Wellbeing
How often do you feel stressed? ‘ACKNOWLEDGE WHEN WE ARE 5% 25% 21% STRESSED’ 25% of conference delegates voted that they felt stressed a lot of the time and just under 50% reported feeling stressed a little bit of the time. The stress created by the pressures facing young people at school was raised as a concern both in the healthy minds and the 49% healthy schools workshop - where the delegates felt that more A lot A little Hardly ever Not at all could be done to help counteract and reduce exposure to stressful situations.
‘MAKE RELEVANT SUPPORT AVAILABLE TO US’ Offer practical advice and information to help young people avoid, manage and cope with problems and ensure the availability of direct emotional support for those who need it . This was a universal message from the Speakeasy delegates. Throughout each role play, whether about bullying, stress or drug abuse, the delegates advised others to find help and support rather than suffer in silence. When asked in the evaluation: “What would you like to see happen as a result of Speakeasy?” most young people mentioned ‘better access to information and support’ - in relation to bullying, stress, illegal activity, helping others with their troubles, both inside and out of school. “For children to always have at least a bit of confidence and speak to a close relative or friend about their concerns ” Students discussed and compared the effectiveness of: peer mediation schemes; access to counselling; helpline and online support. They reached the conclusion that more needs to be on offer in schools and this is an area for development. Some of the more specific comments around support included: “A higher awareness of bullying and the solutions a victim can take” “Provide more advice – for both people with problems and the mentors trying to help them” “An Anti-Bullying box in my school” “Introduction of in-house confidential email system” Concerns that stigmatisation of issues around mental health may be preventing young people from seeking help were voiced. ‘INCREASE AWARENESS OF WHERE TO FIND SUPPORT’ “More publicity of organisations – professionals coming into schools and generally being more accessible” Only just over a third of delegates at conference could name 3 or more organisations in their local area that provide support for them *. Information about support services in students diaries was acknowledged but students felt that updated bulletin boards offering high-impact visual reminders were needed in school to supplement this.
‘INTEREST AND ENGAGE US’ Delegates in both the healthy schools and healthy minds workshops expressed a need for innovative and flexible approaches to teaching using dynamic activities designed to engage with all learning styles which would foster positive emotional health and wellbeing. After school activity options that cater for a variety of interests were also deemed necessary in relation to this.
‘CONSIDER THE EMOTIONAL HEALTH AND WELLBEING OF EVERYONE AROUND US’ Emotional health and wellbeing of parents, teachers and support staff is central – In the bullying workshop delegates discussed how anti-bullying policy should reach out to everyone in school. In the conference feedback this issue was raised as a concern. * Following feedback from Speakeasy in March 2007 the local authority is piloting a virtual suggestion box where students can raise their concerns by emailing the local authority directly The Student Voice 4 Focus on Safety on the Streets
The issue of personal safety in public spaces was at the forefront of the conference discussion and feedback particularly in relation to anti- social behaviour, crime and intimidation coming from other youths. With reports of youth on youth crime currently dominating the national media it is not surprising that it is a cause for concern and something the young people wanted to discuss at Speakeasy.
‘ACKNOWLEDGE YOUTHS AS THE VICTIMS (AS WELL AS INITIATORS) OF ANTI-SOCIAL BEHAVIOUR’ Young people told us that they feel vulnerable to the threatening behaviour of others on the streets and that they modify their behaviour to reduce their risk from this. One clear example given was the idea of safety in numbers, and while it was acknowledged that these groups could be intimidating both to other youths and other members of the community, some felt it was justifiable for their own self protection.
‘USE VISIBLE POLICING, CCTV & LIGHTING AS A DETERRENT’ Practical suggestions for improving the safety on the streets included using visible policing and increased CCTV presence in the town centre as a deterrent and considering environmental factors like levels of street lighting.
‘ENSURE THE PUNISHMENT FOR CARRYING A WEAPON IS WIDELY UNDERSTOOD’ “Stop people carrying knives in the streets around the borough!” Alongside visible policing, young people in the Keeping Safe workshop highlighted the 1 importance of clear communication and understanding of the punishment as a Open & DETERRENT for crime. More open dialogue between youth and the police was also obvious considered an essential part of this process particularly in relation to deterrents for deterrent carrying a weapon.*
‘PROVIDE SUPPORT TO HELP YOUNG PEOPLE GET OUT OF TROUBLE EARLY ON’ 2 underage drinking,drug taking,carrying & using weapons,vandalism,theft,arson… Access to The young people expressed a feeling that it is too easy to get caught up in illegal Support & Help activities and if they don’t know where to go for help (and are fearful of the Early On…. consequences of talking) things could spiral out of control. Appropriate support and information, clearly signposted would enable and motivate young people involved in illegal activity to find a way out….
‘CONSIDER AND TREAT THE UNDERLYING CAUSES 3 OF ANTI-SOCIAL BEHAVIOUR’ Treat the underlying causes of anti-social The delegates want to see more support for those who are in trouble addressing behaviour the underlying causes of their behaviour, considering their emotional needs and helping them to change their attitudes and behaviours. This is ultimately what will make the streets safer……
*National attention is focussed on concern over young people carrying weapons, on 30 th January 2008 the Metropolitan police announced that plans were being discussed to allow routine searches of young people for weapons (source: BBC News) Focus on Emotional Health & Wellbeing – Fear of both violent and verbal intimidation on the streets creates a feeling of unease and anxiety, having a powerful negative impact on emotional health. 5 Safety on the Street Protecting Yourself & Your Possessions A Conference Debate
Delegates from the keeping safe workshop highlighted their concerns about lack of personal safety on the streets and, in particular, the threat they face from other young people who carry weapons.
The conference heard how, in order to feel safe, young people have to: Walk around in groups rather than on their own Keep in the right place at the right time – i.e. avoid particular areas Be continually aware of where they are and what is going on around them Tell someone where they are going and what they are doing
In the dialogue that followed the feedback session it emerged that young people do not feel it is easy to ‘be themselves’ when out as they fear that this would make them appear more vulnerable.
The young people presenting acknowledged that large groups could be perceived as intimidating by other members of the community but felt such behaviour was justifiable for personal protection.
A dramatic role play, used to illustrate the power of intimidation from groups of youths and warn against drawing attention to possessions (e.g. a new mobile phone) sparked some debate about protecting personal possessions.
While young people were aware that mobile phones could attract unwanted attention they felt it would be unrealistic to expect them not to carry and use them when they are out, particularly as they are seen as an an essential way of contacting parents or friends if they are in trouble.
When a member Thames Valley Police force was asked to explain what action a young person should take if confronted in a vulnerable position with expensive possessions he advised them to always put personal safety first and get away quickly, leaving any personal possessions.
This led one of the conference delegates to ask in response to this why it is not acceptable to stand up and defend yourself and your possessions…..
These debates at the conference clearly illustrate the complexity of the issues that surround youth behaviour and perception of safety on the streets.
Students in the keeping safe workshop identified three separate action areas that would work together to address the issue of safety on the streets. Firstly, clear punishment of crime and anti-social behaviour to act as a deterrent, secondly open access to effective support for young people who find themselves involved in illegal activity and finally consideration and action taken to counteract the underlying cause of anti-social behaviour.
PERSONAL SAFETY AND BULLYING ON THE STREETS….
The issue of bullying outside of school was discussed in the keeping safe workshop and the importance of access to support and knowledge about where to find support in this situation was highlighted.
THESE THEMES WERE EXPLORED IN MORE DETAIL IN THE BULLYING WORKSHOP 6 In the Keeping Safe Workshop Awareness of Local Services
Consultation with professionals in the Keeping Safe workshop highlighted the need for improved awareness of the range of local support services available to help people
Q: “What should I do if a friend is suffering from domestic violence at home?” A: “TELL SOMEONE YOU TRUST – a parent or teacher – support your friend”
Professionals asked if they would know where they could direct a friend who was suffering abuse and the young people in the workshop said they were unsure where they would turn, suggesting that communication about support services needs to be addressed.
Young people where in favour of the proposal to introduce discussion about domestic violence in schools as part of PSHE but felt that it was only appropriate from year 9 upwards.
Q: “Who can we contact locally for drug related support?” A: “HYPE - local drug worker who visits schools” “T2 Centre - adult services”
Peer-led drug education in schools was discussed and one young person in the group had completed the training.
Question from professional: “How many of you go to youth centres in the area?” One person in the group had used youth centre facilities - It was also agreed that more could be done to promote youth centres and services available outside of schools.
Who are the professionals working to support young people and keep them safe? Thames Valley Police, Community Wardens, HYPE , T2, Youth Offending Team, YISP, Teachers, Counsellors, Health & Welfare Officers, Educational Welfare Officers, Youth Workers, Berkshire Fire & Rescue Service, Social Services, Connexions Personal Advisers, teachers and school support staff. Talk to Frank, Childline 0800 11 11 Community Health Team 7 Healthy Minds Prioritising Emotional Health Focusing on emotional health, delegates in the healthy minds workshop identified the situations that create stress in their lives and where they would look for emotional support. What types of situations create stress? Where would you go for help/support?
• Parents splitting up • Parents • Bullying • Teachers • Fights/arguments with friends • Friends • Grieving • No 22 Counselling Services • Exams/performance pressures from parents • Youth Talk Counselling • Concern about physical appearance (Size etc) • Help lines – Childline • Change – i.e. moving schools/leaving friends
The young people discussed the importance of prioritising emotional health needs and discussed the changes that they felt would make a difference to them. Suggested Improvements Who Should Action?
1 - DIRECT support in schools The local authority to provide • More information about the issues that surround healthy minds schools with resources to use in PSHE * and for schools to within PSHE* lessons and better use of role-play to communicate acknowledge the need for these. to other young people.
• Peer support in schools and other services to support emotional There are already good examples health (e.g peer mentoring, peer mediation and HYPE drug service of peer mentoring/pastoral peer education programme). counselling services in school in the borough. Schools and LA • In schools there should be someone designated to help young must continue sharing good people with problems like stress and depression, a better structure practice and offer resources to than the one that which currently exists. support development. • Online services where you can send problems and chat anonymously. * Personal, Social, Health (& Economic) Education
T2, No 22, Windsor Youth Talk and Connexions all offer local 2 - CLEAR signalling of where to find information & support and are listed in ‘helpline advice outside of school and websites for information, advice and support’ issued via • Online information from the Child & Adolescent Mental Health school diaries. Service (CAMHS) and a dedicated help line. Local authority and schools need • More effective use of information, advice and telephone numbers to do more to communicate to young people about where help in the school planners and diaries. can be found outside of school hours. www.youngminds.org.uk is a national website offering facts about mental health problems and useful contacts.
3 - CHALLENGE to the Attainment Ethic Schools and Local Authority • For the development of healthy minds to be recognised as identify and support young important to the school and for emotional health needs to be people if work pressures become unmanageable. prioritised over school work and learning when a young person is in distress. Development of activities that support positive emotional • More information about the exam process to help counteract some health. of the anxiety and stress.
The National Healthy Schools Programme has new guidance on emotional health and wellbeing includes a wealth of information about supporting and developing healthy minds and will be issued to all schools in March 2008 and the Healthy Schools Forum on First Class provides an ideal place for sharing information and good practice around Emotional Health & Wellbeing. Conference Feedback 8 Direct Support for Positive Emotional Health
When the healthy minds delegates fed back to the conference they focussed on encouraging and enabling young people to speak up about their problems by providing direct support through peers mediators and counsellors. It was acknowledged advice and support was particularly effective when coming from older students and peers who they feel they could relate to. Some schools in the borough are using peer mediation to great effect. A role play performed illustrated the negative impact of overwork and extreme pressure on state of mind when appropriate help or support was not forthcoming. The message to other young people from the workshop was clear- Suffering in silence will only make things worse!
Speak to someone you trust Call Childline Visit www.youngminds.org Never be afraid or ashamed to seek professional help
Emotional Health Support and Current Mental Health Service Provision
The young people in the healthy minds workshop did not know much about the services in place to support young people with more serious mental health difficulties, they raised concern that stigmatisation around mental health might mean young people feel unable to talk about and suffer in silence. The term ‘mental health’ and how it is used to describe services that support emotional needs was explored in more detail by the group and Healthy Minds was identified by the young people as a more appropriate way to communicate a service to young people.
CAHMS (Child & The term The term ‘Healthy Adolescent ‘Mental Health’ Mental Health Minds’ Service)
Unfamiliar Connected with serious illness More accessible for young people
• Is all about emotional instability. • Is all about emotional stability. • In youth culture the word ‘mental’ has very negative • Healthy minds is a more positive way to connotations, there is genuine concern that if connected with approach the issues that effect young minds. mental health service people may treat you differently as a • Young people are more comfortable talking result. about healthy minds as opposed to mental • This stigmatism surround mental health problems may make health. it difficult for young people to accept they need support or ask • Healthy minds would address the everyday for it. This may cause them to suffer in silence. factors that interfere with positive mental • Mental illnesses including anorexia, severe depression and health and could cause feelings of stress or schizophrenia can disrupt and cause harm if not managed mild depression. with professional support. • Exercise and nutritious diet will contribute • The term ‘mental health’ is seen by young people as less to a healthy mind. accessible and a more negative way of looking at things. 9 Bullying - The Issues
100% What is the most 75% “Bullying is.. common type of “Bullying is. bullying? deliberately harming 50% .intentionally causing 16% or upsetting another 4% 5% someone to feel person. It can be a 0% negatively about any physical, verbal or Face to face Negative Cyber Bullying aspect of his or her confrontation gossip/talk at bullying through text emotional attack” school (in (online) messages life.” YP’s definition of bullying person) YP’s definition of bullying The issue of bullying was raised and discussed by young people in each of the four Speakeasy workshops. In keeping safe concerns about intimidating behaviour and bullying on the streets were prevalent and in healthy schools and healthy minds the negative impact of bullying on positive emotional health was considered. As a problem that is clearly top of the agenda for young people and one that can cause extreme distress if unmanaged it is something that all parents and professionals working with children should be taking very seriously. Delegates in the bullying workshop considered the different types of bullying that exist and places where it occurs in some detail, a summary of these discussions is presented alongside the potential solutions identified on the next page. When the young people fed back to the conference three issues were discussed in more detail and suggestions for improvements made 1 - How a teacher responds to bullying in the classroom - Bullying in class can exist if teachers turn a blind eye to it, teachers often have limited time or resources in class to deal effectively when bullying occurs. It is also possible that a teacher can become part of the process of bullying for example a joke or sarcastic comment delivered flippantly without intent could be taken personally and it was felt that for younger children in particular this could be an issue. Proposal: Support from classroom assistant trained to be aware/manage bullying in class sensitively.
2 - Staff to staff bullying Young people suggested that support should be in place for staff as well as students. Proposal: Consider the emotional health of everyone in school, include all staff in the anti-bullying policy. 3 – ‘Territory areas’ in school The young people discussed the existence of ‘no-go’ areas in some schools where students felt unsafe because of the territorial behaviour displayed by some groups of young people. While it was proposed that more space in the school might help diffuse this situation others expressed concern that what needs to be addressed is the underlying causes of this behaviour. Proposal: It was felt that if lunch or break times had more structured activities this might help prevent this.
Bullying – Current Good Practice
When considering how to cope with bullying, the delegates said that if a young person could feel more confident in themselves they would respond better to bullies and feel better about their response. If they are able to speak to parents about being bullied this support could act as a safety net to help them
The young people recognised some of the positive changes that had been made to support victims of bullying, such as the confidential email system offering anonymous support currently running at Charters school, the bullying ladder and effective peer mediation schemes. The idea of confidentiality and ‘naming and shaming of the bully’ led to an interesting discussion about the potential repercussions for the bully and while it was recognised that bullies need to be punished it was felt that they were often troubled and in need of support themselves.
The young people want to see more direct support for the victims of bullying inside and outside of the school gates. Specific changes identified by the young people can be found on the next page. 109 Bullying 10 Changes that would make a difference Bringing together young people in the borough and professionals who work to serve their needs prompted discussion about bullying in a wider context and identified changes that the young people think would make a real difference… Location and Type of Bullying Specific support and WHO needs to Perpetrator changes identified would take action make things better
At School in Lessons – • Note passing Introduction of: Schools, teachers and Other pupils and teachers • Putting people down - Counselling/ pastoral care services classroom assistants – teacher to teacher • Teacher bullies - Peer Mediation • People shouting out comments - Accessible and confidential support Local authority* to offer • Teacher ignoring comments services teacher training and • - Bullying ladder support to put these Teacher turns a blind eye services in place and • Favouritism information services • Unsupervised lessons Information on how to handle bullying, • Sharing work who to talk to and where to find the appropriate support • Showing off
More classroom assistants so someone who knows that bullying is happening (looking out for emotional health and wellbeing in the classroom) Name and shame
At School – Outside of Face to face physical or emotional Vertical tutoring Schools, teachers and lessons abuse Increased access to support classroom assistants (playground/school Reporting bullies fields) Other pupils and Increase space around school Local authority* – teachers More supervision policy, information & support The Department for Children, Families and Schools
At Home Phone Call • Block Internet sites/reduce risks Could be from anyone.. a Text Message • Block people using internet/chatrooms friend/someone at Internet via email/MySpace/chat – restrict access to your sites school/work/could be room Schools, parents, older anonymous… Further education so that young people siblings, local authorities are careful about giving out personal who can distribute information guidance and training
More advice and guidance available to support young people
At Home Groups out on the streets Face to face physical or emotional Make the streets safer….. The police and the local around where you live abuse authority
At Home Face to face physical or emotional A happening in home may not be able to Schools/Local authority Family, siblings, friends or abuse tell parents – in a very difficult position– to clearly signpost neighbours more needs to be done to make support support available Everyone to be aware of signs of abuse
While out and about in Face to face physical or emotional Bystander intervention: Adults and EVERYONE parks, on the high street, abuse – threatening behaviours ‘ young people should step in and help if in shopping centres, where we will get you after school’ someone is being bullied people hang out in gangs, - Fear of walking alone at parties - Cameras on all buses, coaches and Local authority trains to discourage behaviour
Security guards in shopping centres Local authority
*The borough’s new Children and Young Peoples Plan for 2008-2011 pledges more local support for schools to prevent and tackle bullying Overarching report theme – the importance of awareness & how to access support…. 11 Healthy Schools Enjoyable learning & positive support
Delegates identified the qualities they would want to see in a healthy school?
Enjoyable learning and positive support is at the heart of a healthy school , as is a fundamental respect for others demonstrated by students and staff alike. As part of its ethos, this school values responsive and varied teaching style, open and honest communication and recognises the wider benefits of activity for fun.
• Positive attitudes • Plenty of activities, including sport, dance, music and having fun. • Healthy school meals • Cared for environment which is safe • Good teacher/pupil relationship, showing respect and communication • Friendships and peer mentoring and buddy system. • Good attendance • Make learning enjoyable • Reward system • Students able to put forward their own ideas • Variety of teaching styles, intellectual and physical
And the symptoms that would identify an unhealthy one.. • No outside space • Unhealthy food • No sex education, or citizenship • Rude language from children • No P.E. • No after school clubs • Bad behaviour, bad reputation • Low achievement • Unhappy teachers • Too crowded • Issues raised by students not always answered
Young people identified a disinterested or negative to attitude to the provision of any support or activity over and above that of statutory curricular education and highlighted the importance of having a healthy environment and access to open space.
Considering the definitions above, the young people believed schools today to be much healthier than they had been in the past and importance of the healthy schools programme in driving further change.
Report Themes: ‘Interest and Engage Us’: The wider picture identified is that a positive environment supports learning. The principle is basic - a whole-school approach that supports emotional health and wellbeing in all. 12 12 What should schools be doing to enhance emotional health & wellbeing?
Having identified that the emotional health and wellbeing of the staff and students is central to the health of the school, the students outlined what they think needs to be done to nurture it: • Teachers who listen to students opinions • The ability to vote for what you want • More communication between teachers to avoid stress levels rising with the quantity of work • Realistic amount of homework set • The need for a quiet area in the school to sit in and reflect • Privacy when talking to teachers or friends about worrying issues • More team building activities • Expert advice welcomed
What the professionals in the Healthy Schools workshop said: In joining in discussion around EHWB, the professionals in the workshop recognised that many students felt that stress was an issue . School activities need to be more varied to create an atmosphere of learning being fun rather than about performance on tests. There is a need for more privacy in schools and ‘drop ins’ with opportunities for one to one with teachers.
How can Personal, Social and Health Education lessons be used more effectively?
PSHE Lessons in your school are?
20% 27% The students identified best practice PSHE as having the flexibility to focus on issues relevant to the young people in that school, to deal with real life 35% 18% problems. PSHE that values discussion Interesting, enjoyable, helpful and debate and makes time for it. A bit too touchy, feely Boring and irrelevant I don’t do PSHE • Talk about real life situations and problems • More time given to discussion • Deal with drug and sex education • Make the lessons more enjoyable and relevant • Allow teachers more freedom with the subject in order to adapt to the needs of the student
What the professionals in the Healthy Schools workshop said: PSHE needs to be more focussed and age related Much of the information gained on SRE comes from peers and outside sources Less worksheets and more time for discussions in PSHE with the need for skilled delivery. They felt involved in decision making but would now like to be involved in policy making. Were not all aware that there was a policy for SRE. Would like their opinions to be heard.
Report Themes: ‘Acknowledge the stress we feel’ & ‘Make relevant support available to us’ 13 What should schools be doing to encourage healthy eating & physical activity As part of the agenda for healthy schools students were also asked for their views on healthy eating, physical activity and student participation Healthy Eating • Improve knowledge about what makes healthy diet* • Consult the canteen customers for their preferences • Provide plenty of variety in the choice of menu • Friendly canteen staff • A pleasant and social environment in which to eat your lunch
What the professionals at Speakeasy said: Healthy eating and canteen issues very apparent with a need for consultation and choice. Availability of healthy food at break. Price reduction for healthy food and higher price for unhealthy food. * Theoretical understanding of nutrition and practical advice on healthy eating – from September 2008 the government are reintroducing basic cookery for one hour per week for all 11-14yr olds. The local healthy schools programme is working alongside other agencies, including the school contracts team and the school food trust, to support schools as they make the necessary changes.
Physical Activity • Lessons to be more varied introducing a number of different sports • Encourage students to take part • More core PE • More matches with other schools • After school clubs and not fitted in to lunch hours Local & National Government Policy around Physical Health
While other topics dominated discussions at Speakeasy, the importance of good physical health and a healthy attitude is recognised at local and national government alike.
The new Children & Young People’s Plan 2008-2011 produced by the RBWM Children’s Trust has put ‘Be Healthy’ high on the list of priorities, in the plan it recognises existing work but acknowledges that more needs to be done
“There is active promotion of healthy lifestyles for children and young people in Schools, 62% of schools have achieved National Healthy Schools Status. However, more work needs to be done in persuading children and young people to adopt a healthy lifestyle”
Actions identified in the local plan that relate to physical health include: • Encouraging children and young people to adopt healthy lifestyles and to support schools to achieve and maintain National Healthy Schools Status • Developing and implementing the Young People’s Substance Misuse Plan in line with the National Drugs Strategy and Youth Alcohol Action Plan • Developing and implementing the Berkshire East Primary Care Trust Obesity Strategy • Increase access to young people’s sexual health drop in services • Providing a single point of access for parents/carers, children and young people to seek support, information and support for health issues
In the National Children’s Plan, Building Brighter Futures, released December 2007, the Government renewed their commitment to improving the physical health of children and young people and as part of this announced new strategies to tackle childhood obesity and exposure to and use of alcohol and drugs. Local and National Government commitment to 14 Emotional Health & Wellbeing
The Mental Health & Emotional Wellbeing of Young People is identified as a top priority in the New Children & Young People’s Plan for Windsor & Maidenhead. The plan clearly acknowledges the importance of access to support services…
“Services for children requiring mental health treatment need improvement.. Young people would like more access to services in school and in the community that promote emotional health and wellbeing without stigmatising them”
“What we will do - develop comprehensive mental health services to support children and young people’ s mental health and emotional wellbeing”
Feedback from young people at the Speakeasy conference formed part of the consultation of the needs of young people in the borough that directly informed the plan.
Local work that supports the development of emotional wellbeing includes:
A new Healthy Minds Partnership that is bringing together leading representatives from children's services in the borough to lead in the development of comprehensive mental health support for young people in Windsor & Maidenhead.
Investment in the development of the extended schools activities programme. Development of direct support for parents who are concerned about bullying by the children's information service. Consultation by Youth & Community Services in the design of a website which will provide information relevant to the young people in the borough. Continued support for schools to enhance a whole school approach for emotional health and wellbeing through the Healthy Schools Programme and SEAL (Social & Emotional Aspects of Learning). Further consultation with delegates who attended Speakeasy in the design of a leaflet to guide young people with emotional health issues with the process of seeking and accepting help.
National Policy relating to Emotional Health & Wellbeing In December 2007 the Department for Children, Families and Schools released a new Children’s Plan entitled ‘Building Brighter Futures’. The plan sets clear targets for 2020 that will have all children and young people equipped with the social and emotional capabilities that they will need for a successful adult life and participating in in positive activities to develop personal and social skills, promote wellbeing and reduce behaviours that put them at risk. Government actions include; Investment in a Youth Task Force to ensure the improved delivery of young peoples services including higher quality and range of activities to engage them; A full review of the current Child & Adolescent Mental Health Service; providing more practical support for parents and families including strengthening the complaints procedure for parents whose children experience bullying. As part of the Healthy Schools Programme the Government has issued comprehensive new EHWB guidelines.
“No one can guarantee wellbeing and health for every child, but as a society it must be our aspiration for children and young people to have a good childhood, and live free from the avoidable causes of poor health and unhappiness” The Dcsf Children’s Plan - Building Brighter Futures. December 2007 15 Local and National Government commitment to Safety on the Streets
The borough’s new Children & Young People’s Plan 2008-2011 prioritises support for and identification of vulnerable young people and specifically to:
‘Reduce disaffection amongst vulnerable young people through targeted support’ ‘Develop early intervention for families, schools and community setting to improve outcomes for vulnerable children and young people’
This approach considers the underlying causes of anti-social behaviour. The Community Safety Team is currently in the process of implementing a new 3 year plan to tackle crime and disorder in the borough. Key priorities within this will be tackling alcohol and drug related crime and anti-social behaviour. Teams of people committed to working hard to improve the safety of young people in the borough include: Thames Valley Police The Community Safety Team including Anti-Social Behaviour Officers & Community Wardens The Drug & Alcohol Action team Connexions Berkshire Youth Offending Team Youth Inclusion Support Programme
Media Spotlight on Crime among Young People.. At the time of writing national media is reporting on youth crime and the use of weapons in particular on an almost daily basis. Concern voiced by the young people at Speakeasy as to personal safety on the streets should be considered in this context.
In a report in the Guardian newspaper on Tuesday 22 nd of January the question of ‘what can schools do about guns, knife crime and violence against teenagers’ was put to teachers, pupils, charities, an education psychologist, an academic and the police and the following 10-point plan was formulated from their responses:
1. Ban use of the word "gang" 2. Listen to what pupils say about crime 3. Give pupils facts on what happens to those involved in gun and knife crime 4. Give up frisking pupils for weapons 5. Be honest 6. Be more demanding of social services 7. Hold classes on resolving rows 8. Fight for the right to exclude pupils 9. Offer activities to pupils 10. And finally ... persuade the government here to stop copying the United States
“As a nation, we should ask ourselves why are our children unhappy and insecure," says Deborah Duncan, headteacher at Horbury school in Wakefield consulted in a report "It is the responsibility of the whole nation, not just schools and the government, to tackle this issue and have an honest and frank debate”
It is clear that in order to address this issues the underlying causes need to be addressed and this is far reaching and requires the whole community to listen and take action.
National Policy and Safety on the Streets Next month Jacqui Smith, the home secretary, will warn of the dangers of knives and guns in primary schools. In the next few weeks, her department will publish a Tackling Violence Action Plan, aimed at schools and society at large.. "We are continuing to tackle knife crime through responsive policing and prevention projects that provide diversionary activities, training, peer mentoring and education informing young people of the risks and consequences of carrying and using knives," a Home Office spokeswoman says. (source: Guardian Online Tuesday 22 nd January 2008) In the New Children’s Plan (Building Brighter Futures) the government outlines plans for further investment in programmes that target young people most at risk of re-offending and look at what happens when young offenders leave custody and improve the care they receive in custody. In addition to this continued funding of programmes that encourage young people away from the streets by engaging them in activity has been identified. 1 16 Royal Borough of Windsor & Maidenhead9 Children & Young People ’s Plan 2008 -2011
Be Healthy Develop comprehensive mental health services to support children and young people’s mental health and emotional well-being
Develop integrated services to promote children and young people’s physical health in order to improve sexual health and reduce levels of obesity and substance misuse
Stay Safe Develop early intervention services for families, schools and community settings in order to improve outcomes for vulnerable children and young people.
Develop care and education provision so that more children and young people with additional needs are educated and supported closer to home.
Enjoy and Achieve : Narrow the attainment gap so that vulnerable and potentially underachieving children achieve the highest possible standards
Improve life chances for all children and young people by raising the proportion of middle and secondary schools judged by OFSTED inspectors to be good/outstanding.
Making a Positive Contribution Support parents, carers and the community to nurture children and young people’s social and emotional development and promote positive relationships.
Reduce disaffection amongst vulnerable young people through targeted youth support.
Achieve Economic Well Being Develop and enable access to the full range of learning opportunities (including educational and vocational) for 14- to 19-year-olds so that all young people are able to benefit from employment, education and training.
Children in Care Reduce the gap in quality of outcomes for children in care through the implementation of government requirements regarding best practice.
Children with Learning Difficulties and Disabilities Develop an integrated multi-agency service for children with complex needs that puts children and families’ needs at the centre. 17 Speakeasy 2007 An opportunity to inform…
86% of our delegates left the conference 60% were very likely to share what they having learnt something new about support had learnt and distribute the information services available to them. given to other students
All young people at the conference were given an information pack containing a selection of leaflets advertising local and national support services, including - ‘Wasted’ a guide for young people in RBWM written by young people about alcohol - Talk to Frank - Information from www.youngminds.org - Kidscape - Street Sense – protect yourself - Information from Childline about child abuse and bullying - RBWM publication of Youth and Community services - A 2007 Young Citizen’s Guidebook - The 5 point guide to keeping student participation active in school (as below):
Bullying Healthy Schools Healthy Minds Keeping Safe Don’t Stop Talking…….
5 ways to take what your have learnt back to schools and get others talking about the issues…
1. Share the information from Speakeasy with members of your school council and/or present to others in an assembly 2. Organise a survey to find out: a What matters to the students at your school? b If students know about where to look for information/help and support 3. Lobby your teachers to use PSHE as a platform to talk about the issues that you think are important in your school 4. See what resources are available to you and if they are they easy to find? Is there anything missing? Tell your school council what you would like to see. 5. Any bright ideas about how to make things better? Share them with the agencies that work for you, use the contact sheet or visit their website
Most importantly! Don’t be afraid to speak your mind Always respect the opinions of others, even if you don’t understand them Never be afraid to ask for help 18 The Benefits of Student Participation “ Services need to be shaped by and responsive to children, young people and their families, not designed around professional boundaries” The Dcsf Children’s Plan - Building Brighter Futures. December 2007
Young people in the Healthy Schools workshop identified good practice in student participation in schools that they wanted to see replicated: • School councils • Assemblies where children and young people take a role • Opinions of young people being valued • Rewarding good behaviour • Encouraging children to participate • Freedom to have their own ideas and put these forward.
All delegates voted anonymously about whether they feel their opinions are contributing effectively to student policy and the time and funding allocated to student voice *
Students contribute to forming school policies?
4% 6% 14% 27%
49% Not at all Beginning Developing Established Leading
School time allocated to student led Student Voice discussions and feedback
22% 20%
18% 18% 22%
Not at all Beginning Developing Established Leading
Student voice initiatives decided and funding available for them
22% 14%
25% 25% 14% Not at all Beginning Developing Established Leading
“ It is one thing to be listened to, another to be heard!” Speakeasy conference delegate
* Our thanks to the students of Furze Platt Senior school for collecting and collating this data 19 Who attended Speakeasy? Schools at Speakeasy; Altwood, Charters, Churchmead, Cox Green, Furze Platt Senior, Newlands Girls, Windsor Boys, Desborough, Dedworth Middle, St Edwards FE Middle, St Peters CE Middle, Trevelyan Middle, Holyport Manor
Keeping Safe
Facilitators: Sasha Aleston, PSHE leading teacher Robin Kinghorn, Community Warden Amy Cannon, Anti-Social Behaviour Officer
Professionals: Dawn Nicholson, The Bridge Trust Chris Barefield, Children's Service Manager, RBWM Jeremy Curtis, Local Safeguarding Children’s Board (LSCB) Business Manager Tracey Thornhill, Youth Offending Team Operational Manager, RBWM Diane Wright, Drug & Alcohol Team Consultant, RBWM Sophie Crow, Domestic Violence Co-ordinator, Berkshire East Liz Rhodes, Education Development - Berkshire Fire & Rescue
Bullying
Facilitators: Chrissie Thomas, Connexions Intensive PA Suzanne Shrimpton Behaviour & Attendance Shaun Polley, Participation Worker, Connexions
Professionals: Lesley Galloway, Maidenhead Area Children & Young People's Team Manager Elsie Fraser, Education, Training and Employment Manager, RBWM Kath Dunn, Partnership Manager - Connexions Berkshire Sarah Vickers, Outreach Worker, Specialist Inclusion Service, RBWM Denise Taitt, Area Team Leader - Community & Youth Services, RBWM David Almond,Senior Community Warden, RBWM
Healthy Schools
Facilitators: Cyndy Gray, Adviser for Healthy Schools Sandra Belchamber PSHE Leading teacher Jenny Murphy, Consultant for Healthy Schools
Professionals: Rachel Pottinger, South East Regional Co-ordinator for Healthy Schools Liz Maxted, Teenage Pregnancy Co-ordinator Louise Mantle, Senior Co-ordinator - Family Friends Jo Pappenheim,Partnership Development Manager, Windsors Boys' Jill Thompson, Education Officer - Contract Management Service, RBWM
Healthy Minds
Facilitators : Alison Crossick, Senior Educational Psychologist Danny Gomm, Youth Participation Co-ordinator Youth & Community Services, RBWM Craig Johnston Connexions Personal Advisers
Professionals: Helene Green, Principal of Psychology and Inclusion, RBWM Margaret Brown, Community and Youth Services Senior Manager, RBWM Catherine Williams,Drug & Alcohol Team Project Officer (alcohol lead) Shula Tajima, Windsor Youth Talk Counselling Co-ordinator, RBWM Anita Cleare, Children's Trust Development Manager, RBWM Angela Snowling, Consultant in Public Health, Primary Care Trust John Coleman, Senior Research Fellow, Department of Education, Oxford University
Professionals Attending Afternoon Feedback Session: Anna Crispin, Head of Children ’s Commissioning, RBWM Sheila Robertson, Specialists Autism Mainstream Service Steve King, Thames Valley Police Matt Gray, Thames Valley Police Anshu Varma, Children ’s Services Manager, East Berkshire Primary Care Trust Cllr Luxton,Conservative Cllr for Sunningdale Ward Derek Moss, Governor for St Edwards RF Ecumenical Middle School
Attending Participation Training* & Afternoon Feedback Keron Jordan, Holyport Manor, Marina Ogilvy, Charters School, Kathy Jackman, Altwood School, Rhys Morgan, Furze Platt Senior Drew Morgan Watts, Churchmead School
* Training to encourage student voice and participation in school 20
Keeping Safe – What advice would you give to other young people?
Personal Safety on the Streets
• Don’t be tempted to carry a weapon. This will not protect you. Possession of weapons always * ends in someone getting hurt/killed • Try to prevent fighting whenever possible • Always have enough money to catch a taxi home, never take a ride home with someone you know has been drinking • Don’t flash your valuable possessions about • Tell someone you trust, a friend, if not a parent, where you are going
Alcohol and Drugs
• Seek help & information and know the risks • Best place to drink is somewhere like home, not places like railway lines or parks • Always know your limits • Try to prevent getting drunk or high if you know the people you are with may cause trouble • Don’t ever feel under pressure to drink or take drugs
On the internet
Use your common sense, keep personal information personal and seek help/advice immediately something is making you uncomfortable
ASK FOR HELP OR ADVICE TALK TO FRANK on 0800 77 66 00 CALL CHILDLINE 0800 11 11
CONTACT YOUTH WORKERS AT CONNEXIONS OR T2/HYPE IN MAIDENHEAD
IN SCHOOL –TELL A FRIEND OR TEACHER
* Carrying a weapons significantly increases the risk of harm to self and to others NATIONAL HELPLINES - GENERAL SUPPORT
ChildLine Free and confidential 24 hour helpline for children 0800 1111 www.childline.org and young people in the UK
Samaritans Provides confidential emotional support for people 08457 90 90 90 www.samaritans.org.uk who are experiencing feelings of distress or Text: 07725 90 90 90 despair, including those which may lead to suicide Email: [email protected]
National Drugs Helpline A 24 hour, seven-day a week, free and confidential 0800 77 66 00 www.talktofrank.com service that offers advice and information for those Email: who are concerned, or have questions about drugs. [email protected]
Get Connected A free UK wide, email and telephone helpline that 0808 808 4994 www.getconnected.org.uk aims to find help for young people whatever the problem LOCAL SUPPORT
Connexions Access to confidential advice & support for young 0845 408 5002 www.connexions-direct.com people Maidenhead Connexions www.connexions-berkshire.org.uk Centre Tel: 0845 408 5012
No 22 Youth & Community A free, confidential counselling service 01628 636661 Available at www.rbwm.gov.uk Counselling (Maidenhead based)
Youth Talk A free, confidential counselling service 01753 842444 Available at www.rbwm.gov.uk (Windsor based)
T2 - Turning Point Local service open to young people concerned with 01628 683 260 www.turning-point.co.uk their own drug or alcohol use or that of a family member or friend – Free and confidential support
HYPE RBWM Young People’s substance misuse. Free Text or Call: 07976 944 www.in-volve.org.uk confidential support and information service for 315 young people
Victim Support Helps people affected by crime. National: 0845 30 30 900 www.victimsupport.org Provides free and confidential support Local: 01628 636 367 USEFUL WEBSITES
There 4 me (NSPCC) A website for 12-16 year olds to help you find www.worriedneed2talk.org solutions to your problems….bullying, www.there4me.com relationships, exams, drugs, difficulties at home, to name just a few
RD4U (Cruse) Supporting people aged 12-18 after the death of 0808 808 1677 www.rd4u.org.uk someone close
Message Home Helpline Left Home or Run Away – free and confidential 24 0500 700 700 www.missingpeople.org.uk hour helpline to get a message to family or carer, and get confidential help & advice
It’s Not Your Fault NCH website which offers practical information www.itsnotyourfault.org for children, young people and parents going through a family break-up
Rizer Crime, the law and you – a guide for young people www.rizer.co.uk
Bullying - Kidscape Website for young people that gives practical Email: www.kidscape.org.uk advice on bullying and keeping safe [email protected]
Bullying online Help and advice if you are being bullied Email: www.bullying.co.uk [email protected]
Teenage Health Freak Cringe-free health information specific to teenagers www.teenagehealth.org
Internet Safety How to keep safe in chat rooms www.chatdanger.com
Healthy Minds Website offering information to young people www.youngminds.org. about mental health and emotional wellbeing
R U Thinking A website with information on relationships, sex www.ruthinking.co.uk and contraception