Issue No.21 Issue

SUMMER 2020 SUMMER TEACHING AND AND TEACHING LEARNING Helping children stuck who are 36 Page

Building business partnerships 24 Page SCHOOL BUSINESS SCHOOL BUSINESS MANAGEMENT

Page 8 Page Page 42 Page SEN AND SAFEGUARDING schools advice for for advice gaming: gaming: Compulsive Compulsive governors and governors trustees GOVERNANCE GOVERNANCE Recruiting LEADERSHIP AND AND LEADERSHIP Updates, guidance and resources for your whole leadership team leadership whole your for and resources guidance Updates,

OPTIMUS INSIGHT ISSUE NO.21 SUMMER 2020 2020/2021 @OptimusEd What's in your Optimus Education Insight magazine? For further information on any of our events or for details on exhibitor pricing please visit our website prospectsevents.co.uk or call the team on 01823 362800

Visitors to all the skills events are students, young people, families, graduates, teachers and professionals. skillsNorthEast skillsScotland Contents 23 & 24 September 2020 What’s in your Optimus Education Insight magazine this month? Utilita Arena, Newcastle 20 & 21 October 2020 SEC, Glasgow skillsYorkshire 5 Welcome: Reaching out 7 & 8 October 2020 skillsScotland Centenary Pavilion, EDINBURGH Leeds Utd FC, Leeds 26 (evening only) & skillsHumber 27 October 2020 Royal Highland Centre, LEADERSHIP AND GOVERNANCE TEACHING AND LEARNING 3 (evening only) Edinburgh & 4 March 2021 7 Introduction 29 Introduction , Hull skillsScotland 8 Recruiting governors and trustees 30 Preparing for a deep dive skillsSouthWest ABERDEEN 10 10 & 11 March 2021 28 (evening only) & How can MATs develop a high-performance culture? 32 Moving from grade 8 to 9: what can teachers do? , Plymouth 29 October 2020 12 P&J Live at TECA, Aberdeen A strengths-based approach to parental engagement 34 Physical development: health and self-care 14 skillsNorthWest Welcoming overseas boarders 36 How to help children who say they are ‘stuck’ 24 & 25 March 2021 16 Eventcity, Manchester Record keeping for child protection files 38 In-House update skillsNorthernIreland 18 Seven ways to succeed as a school leader 4 & 5 November 2020 SEN AND SAFEGUARDING TEC, Belfast SCHOOL BUSINESS MANAGEMENT 39 Introduction

19 Introduction skillsCymru 40 Supporting the wellbeing of pupils with SEND CARDIFF 20 What to do about bullying in the workplace 7 & 8 October 2020 42 Compulsive gaming: advice for schools Motorpoint Arena, Cardiff 22 Is your process legally compliant? 44 What can you do about persistent absence?

23 Building the case for flexible working skillsCymru 46 Getting parents and carers on board with behaviour LLANDUDNO 24 How business partnerships can benefit schools 14 (evening only) & 48 Responding to affluent neglect 15 October 2020 26 Informal CPD for school business leaders Venue Cymru, Llandudno Visitors to the National Guidance Show series are people 50 Deprivation affects outcomes – what can we do about it? working in career education. 28 Health and safety audit NationalCareerGuidanceShow NationalCareerGuidanceShow Brought to you by: CENTRAL NORTH 16 October 2020 11 March 2021 skillsLondon Ricoh Arena, Coventry Centenary Pavilion, 2020 Leeds Utd FC, Leeds 27 & 28 November 2020 NationalCareerGuidanceShow ExCeL, London LONDON NationalCareerGuidanceShow 2 March 2021 SOUTH Olympia Central, London 17 March 2021 Ashton Gate Stadium, Bristol my.optimus-education.com OPTIMUS EDUCATION INSIGHT 3 @OptimusEd Developing Excellence Together

Welcome to Optimus Education Insight

Dear Reader

I’m writing this from my living room, now also doubling as the office. As we’ve moved through the process of preparing this issue of the magazine, COVID-19 has overtaken us. I realise that articles that seemed so relevant a month ago may not have the same impact now; however, we trust that at some point life will return to something resembling normality, and recruitment, exam preparation and attendance will be issues once again.

In the meantime, with so many young people spending more time at home, Zoe Dale’s guidance on compulsive gaming (see page 42) could be timely. Zoe highlights the difficulties faced in admitting there is a problem and asking for help: ‘Shame and humiliation can be paralysing emotions for young people’.

We’re also exploring the benefits of reaching out and building connections, SEND Inclusion Award such as strengthening your pool of governors or trustees, or generating income through business partnerships.

Demonstrate to Ofsted and key stakeholders that your Now more than ever we might need to reach out and ask for help. Please don’t hesitate to get in touch and tell us what help you would like school has achieved an outstanding level of SEND provision. from us at Optimus Education at this time. We want to be there for you. Reaching Liz Worthen out Head of Content Optimus Education ‘We are able to say with confidence that the SEND Inclusion Award was a worthwhile Get involved in the Optimus Education network and valuable experience for all.’ Not yet a member? Want to contribute? Got something to share? If someone has shared this magazine We work with a wide range of We offer selected opportunities for Headteacher, Harris Academy Beckenham with you but you don’t currently have practitioners to bring members the most relevant suppliers to share their services an Optimus membership, we’d love to relevant, useful and up-to-date content. If with our members, from conference hear from you. Call us on 0845 450 6404 you would like to contribute by writing for sponsorship to magazine advertising. and you can speak to one of our account us or presenting at a conference, please To find out more about these managers about membership options and get in touch via customer.services@ opportunities, contact Kate on This award provides a framework for recognising outstanding take a demo of the website. optimus-education.com 020 8514 9577. SEND provision and will help your school establish strengths and weaknesses in your SEND provision and target areas of development. Remember to visit the website at my.optimus-education.com

Optimus Education Insight editors: Charlotte Roden, Lisa Griffin and Liz Worthen. Optimus Education Insight is published by Optimus Education, a division of Optimus Education Limited. ISSN 2515-7469

Registered office: Shaw Trust House, 19 Elmfield Road, Bromley, Kent, BR1 1LT. Reg. no: 05791519

©2020 Optimus Education Limited

Whilst every effort has been made to ensure that the material contained within this magazine is correct, thepublishers cannot be held responsible for any inaccuracies that may occur. Register your interest today at oego.co/OE-SENDIA

my.optimus-education.com OPTIMUS EDUCATION INSIGHT 6 @OptimusEd LEADERSHIP AND GOVERNANCE Introduction

What’s in this month’s Leadership Become a member and Governance section?

We get a lot of member questions about child protection files: how are they transferred from one school to another? What information needs to be recorded? Contributors in this issue Read our guide to best practice on page 16. Another popular topic among members is working with parents Fiona Stagg is a National Leader of and carers. If you’re looking for news ways of engaging Governance, a clerk to governors and chair of parents and improving relationships, Dr Karamat Iqbal trustees for a multi-academy trust. She also offers suggestions. blogs at clerkselbowsite.wordpress.com Starting a new school can be exciting and nerve wracking @dogpaws23 at the same time. Add into the mix moving to a new country and it can be terrifying! Mike Lamb has ways to Helen Morgan is executive director at help pupils from overseas, which can also be used for HM Education Consultancy Ltd and offers those with EAL, settle in on page 14. bespoke training, and consultancy Taking on a new role can also be an anxious time and support to educational organisations. making sure you have the right people in the right roles @helenmorganEC is crucial. How can you be confident in recruiting good governors and trustees? Start with the advice from Fiona Stagg overleaf. Dr Karamat Iqbal is an education and diversity practitioner, with a particular Lisa Griffin, Senior Content Lead interest in disadvantage. He has experience in youth work, secondary/post-16 education and LA advisory work. @ForwardPartners Top leadership and governance blogs Mike Lamb is director of staff and pupil Home education: where do schools stand? wellbeing at Hurstierpoint College. A previous oego.co/home-education head of year and housemaster, Mike has How to deal with negative teachers developed and designed whole school oego.co/no_negativity wellbeing programmes @mrmikelamb

Six styles of leadership oego.co/styles-of-leadership Forgotten your log-in details or want to add more members from See more at blog.optimus-education.com your school or organisation? Email our customer services team at customer.services@optimus- education.com or call us on 0845 450 6404. Visit oego.co/OE Be part of the Optimus Education network or call 0208 315 1506 Linkedin Twitter Digital Follow our LinkedIn page to keep up Want to get engaged in discussion and Download a digital version of your to date with company activities and connect with your peers? Follow us on Optimus Education Insight magazine education sector news Twitter @OptimusEd by logging into your Dashboard at oego.co/LinkedIn my.optimus-education.com

my.optimus-education.com OPTIMUS EDUCATION INSIGHT 7 LEADERSHIP AND GOVERNANCE @OptimusEd @OptimusEd LEADERSHIP AND GOVERNANCE Governance Governance

Recruiting governors Remember Before you recruit think about the skills you need. and trustees • How you are going to run an election process? With a range of responsibilities, it’s important that boards consist of governors and trustees with varied skills • How you are going to ensure the and expertise. How can schools make sure they recruit the right people? FIONA STAGG advises new governor can hit the ground running?

School governors and trustees play an 'If boards are seeking specific expertise increasingly important and often complex Finding new governors role in school improvement in ensuring such as finance or HR, it is often better There are many ways to find new that visions, values and strategic direction governors and trustees. There are is clear and, of course, in ensuring to wait until the right person comes several organisations who will help financial probity and transparency. you find someone, such as Governors Before you recruit for any vacancy it forward than fill a vacancy in a rush' for Schools, Inspiring Governance and is important to understand the model of Academy Ambassadors (for trustees). Governors need to have the skills and commitment to challenge school leaders governance to which you are recruiting; Other methods which are successful are equally it is important that anyone joining Board composition effectively challenge and support school word of mouth, advertising in the local well as their normal holiday entitlement, Try before you buy a governance board understands what It is important that we remember that all improvement. If boards are seeking community, trade organisations and and this includes being a school governor. One of the avenues which maintained they are letting themselves in for! governors are equal and there are different specific expertise such as finance or HR, business networks. schools can use to encourage people categories of governor: it is often better to wait until the right If you are specifically looking for a Avoiding groupthink to sign up as governors is for them Mind the gap • some are elected (such as parents person comes forward than fill a vacancy chair, the Future Chairs programme is an ‘The right people round the table’ to become associate members of the Every governance board should be and staff) in a rush. excellent place to start your search. Other guidance from the National Governance governing board. This means that undertaking a regular skills audit not Boards should also be mindful about networks such as Trustee Leadership Association states that: they attend meetings with a particular • others are appointed (such as co- just to support effective governance, but the category of governor they require. work mostly in the third sector but the ‘To fulfil its duties effectively, a purpose and role and is a great way to opted or foundation governors in also to help them identify what skills are Parents, for example, are elected by skills are transferable. Many governors governing board needs a balance and find out about governance before taking church schools). missing. You can find one at my.optimus- the parent body and this is not a skills- have been recruited through social media diversity of skills, experiences, characters, the leap. education.com/governor-skills-audit. The clerk to the board should keep the based decision as appointing a co-opted platforms such as Twitter. backgrounds, perspectives, attributes Skills needed to effectively govern are end of office dates for all governors governor would be. It is therefore Some MATs actively encourage and abilities… without this diversity of not just ‘hard’ skills such as finance, HR under scrutiny so that vacancies can be advisable to frame adverts for parent teachers and leaders to become co- thought, governing boards are at risk of or safeguarding knowledge but the ‘softer’ advertised well in advance. governors with care. Your advert could opted governors in other schools within suffering from groupthink’. Top tips skills of strategic thinking, leadership and In a maintained school the composition include: the MAT and this can be especially If the governors round the table recruit problem solving. of the board is set out in the DfE’s • the remit of the role beneficial if it is cross phase. However, in their own likeness they could end 1. Double check you have a vacancy and which category the vacancy is Most boards undertake a skills audit 'Governance handbook'. In a multi- it is important to emphasise to people up building in some of the weaknesses • the attributes and behaviours in – the clerk should be advising the once a year. These are often completed in academy trust the composition is refined expressing an interest in becoming they were trying to resolve by filling expected board on your constitution. the autumn term as a way of identifying by the MAT’s articles of association. a governor that they do not have to the vacancy in the first place. Use new 2. Do not rush to fill the vacancy – what training or CPD governors need as All maintained schools must have one • the level of commitment required. have an education background, but a platforms for advertising a vacancy, such getting the right person is key. Time well as a way of identifying the skills of local authority governor, while there are keen interest in education and school as social media, to reach out to a wider spent getting the right person is always time well spent. existing governors. Skills audits should some restrictions about local authority The same care applies to staff governor improvement is essential. audience. 3. Ensure you have strong pre-induction be a starting point, not an end, and be employees governing in MATs. roles. Highlight the benefits being on a Some organisations encourage their processes – retention matters! referred to during the year. They are not board can bring in your advert, such as: employees to become governors as part Qualifications 4. Review your skills audit analysis ‘tick box’ exercises but live information. Square pegs in round holes • what the role can bring in terms of of their corporate social responsibility so You do not need any specific qualifications regularly. The key question boards could be asking Schools and MATs are increasingly CPD approaching some of the larger employers to become a governor. Once you have 5. If you want to become a governor, is ‘where is our knowledge deficit?’ rather working in an environment where can often yield willing volunteers. joined the board you will be expected to why not submit an expression of • how the role can introduce new interest? There may be a vacancy. than ‘what skills are we missing?’ By asking accountability rules so all positions It is worth reading the government undertake training and you will require a networks 6. Advertise in various places – think this question it may be easier to tailor the on a board should be skills led. guidance on time off work for public DBS certificate. If you have specific finance outside of the box! Use social media, recruitment process and identify potential Governors need to have the skills, • increased knowledge of school duties which states that employees can get qualifications and you are a trustee, you word of mouth, local businesses etc. new places to advertise for governors. capacity and commitment in order to improvement. time off work for certain public duties, as may be asked to provide evidence.

8 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 9 LEADERSHIP AND GOVERNANCE @OptimusEd @OptimusEd LEADERSHIP AND GOVERNANCE School Collaboration School Collaboration

teacher’s subject knowledge and their pedagogical content How can MATs develop a knowledge. Promoting professional learning is an integral part of this where teachers are provided with rich informal and formal opportunities to develop and engage in further improving their practice. high-performance culture? In his book, Leadership of Teacher Learning, Dylan Wiliam amplifies this stating that ‘the main of school leaders is More mature MATs have established processes and prioritise securing high performance for the long term. to improve the work performance of those they lead.’ He says HELEN MORGAN explores ways to do this the starting point for this must be to improve the effectiveness of the current or existing workforce. To ensure improved student progress, a trust-wide approach to improving teacher Many multi-academy trusts are now well established since 'The challenge for leaders is effectiveness is the key to unlocking student achievement. the introduction of the academy system in 2000 and seeking to develop and sustain a culture of high-performance across their to move from busyness to Monitoring, and development schools. By shifting their thinking and looking towards the long Monitoring is often used as a tool to check that things are being term, they can initiate significant change and secure greater effectiveness, and to recognise done, with copious amounts of data and information collected. impact that lasts. Key stakeholders are sometimes not involved in it – it is done to that rapid improvement is them. However, the data and information collected is redundant A focus on ‘why’ often achieved by slowing if leaders and teachers do nothing with it. Creating a high-performance culture in a MAT requires leaders A key shift for MATs as they evolve is to ensure that to be able to affect large scale organisational change. ‘Great’ looks things down' monitoring leads to honest, careful, critical, balanced and shared like lots of different things. The key thing that underpins this is a evaluation. Processes should be in place for a purpose and Rapid improvement is often achieved by slowing things down clear and compelling vision that is shaped, owned and driven by not simply be followed for process sake. This will help leaders the whole organisation. and teachers to evaluate whether the impact of initiatives and scheme of delegation at my.optimus-education.com/scheme- Change has to be authentic and underpinned by belief and People and process interventions is positive, negative or neutral. delegation-guide-and-example. strong values. It doesn’t matter what you do, it matters why you Being united is important in securing a high-performance Evaluation should then inform how they respond to Skills audits should be undertaken regularly. Skills audits will do it. As MATs mature, the vision for the trust and ‘why’ provide culture and as MATs grow and develop, they understand the the findings and identify next steps or opportunities for ensure that trustees, members and local board members have the a clear sense of purpose and direction for the long term so that importance of bringing together processes and people. In large development. Finding time for evaluation in a school and a necessary knowledge, skills and understanding to carry out their improvement is sustainable. organisations, implementing effective and efficient processes, trust can be challenging. The challenge for leaders is to move roles effectively. systems and infrastructures is critical if the organisation is to run from busyness to effectiveness, and to recognise that rapid From good to great smoothly on a day-to-day basis. improvement is often achieved by slowing things down. Looking beyond When a MAT is first established, creating a sense of trust in its In a culture where staff wellbeing is a high priority and the Quick wins employed by some MATs to achieve this include As MATs grow, the importance of looking beyond themselves broadest terms can be challenging for leaders. Getting different focus is on teaching and learning, it is important that processes reducing the number of data captures and staggering them so is critical. In education, we focus heavily on independence, yet schools and different leaders on the same page can be incredibly and systems work for the people who are using them. They need that they can ensure data is accurate, evaluated and used to interdependence is essential if trusts are to be dynamic and prepare difficult. to be developed to ensure that communication is effective and secure improvement. Longer term gains are secured through long learners for the increasingly complex world in which we live. Often for new MATs, the focus for leaders is on setting out that there is a genuine dialogue about continuous improvement. term strategic planning so that improvement is measured over My international experience would suggest that in the UK, a expectations and securing compliance and consistency within Where the systems are perceived as ‘another job’ and are the longer term. This often leads to a far less reactive approach. stronger focus on developing the whole child, nurturing both the and across schools. Compliance and consistency are necessary, underpinned by a process driven mentality, the result is often hard and soft skills that they need would be beneficial. We need and they can certainly get you to good, but they will rarely disaffection and frustration. Effective governance to foster an understanding of learning and high performance that get you to great. To get to great, leaders need to secure the To achieve a high-performance culture, systems and The importance of governance is pivotal in terms of strategic values, yet goes beyond, qualifications. commitment and effort of key stakeholders. That shift from processes enable leaders and teachers to focus on learning and direction, holding leaders to account and financial oversight. A compliance to commitment for more mature trusts is critical in improvement. They should be simple, clear and proportionate. key feature of more mature MATs are clear distinctions in terms terms of securing high performance culture. of the roles and responsibilities of members, trustees and local Upcoming MATs conferences Members of the trust need to feel a sense of identity, pride Teacher effectiveness board members. Although it could be argued that this is critical and belonging, acting as one workforce. This requires more In their paper, ‘What makes great teaching?’, Robert Coe et al for all trusts, it is often identified as an area for development in Look out for details of our future MATs events at than a name change or change of uniform and branding, it is are clear that ‘great teaching is defined as that which leads to emergent trusts. my.optimus-education.com/conferences about bringing people together to create connections and build improved student progress.’ It is often mature trusts who have This sits alongside a clear scheme of delegation so that Exploring strategies to procure services, centralise functions understanding. Good examples of this are where MATs invest taken this on, recognising that investing significantly in teacher all layers of leadership understand their responsibilities and collaborate across multiple schools, our MATs events in shared or where they celebrate effectiveness is the most effective way to improve the quality of and accountabilities. In larger trusts, this is critical in terms cover a range of areas to help the successful running of successes collectively. learning and progress. of avoiding duplication of work and ensuring that lines of multi-academy trusts. They increasingly use research to inform, deepen and develop accountability are not blurred. Log in and find an example

10 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 11 LEADERSHIP AND GOVERNANCE @OptimusEd @OptimusEd LEADERSHIP AND GOVERNANCE Parental Engagement Parental Engagement

BLOG POST similarly and differently: education, to enter the school environment event. Not being able to speak to the ‘Taking action to include both parents belonging to white middle class class teacher on their level can be deeply in the life of the school and in their professionals can be a daunting process. embarrassing for some. Having to mix with children’s learning can make a significant other parents, especially those from higher A strengths-based approach to and positive difference to children’s Helping parents socio-economic groups can make parents achievements, motivation and self-esteem.’ Some schools have taken creative uncomfortable. Some parents, not just To be successful in their partnership measures to help the parents get over the those who are speakers of other languages, parental engagement with parents, it helps to take a threshold. One primary school known to can have trouble understanding some differentiated approach. Instead of a ‘one- me organised beauty activities for parents. communications from the school. To be successful in building partnerships with parents and carers, schools need to rethink their approach to size-fits-all’, we should instead think of: Once there, the school were able to In our work on pupil premium, engaging them. DR KARAMAT IQBAL looks at how schools can build bridges • fathers discuss with them their child’s progress. where schools are expected to publish a Another school, which served a statement for parents, we normally advise • mothers former mining community, found that that the statement is in plain English and Partnership between parents and 'A parent may live in the most • carers ‘teachers were afraid to go out into the parents are invited to give feedback on schools has been a part of the British • single parents community, and parents were afraid to whether they understand it. Schools can education system, at least, since the disadvantaged of circumstances but come into school’. In response, the school take the simple step to ask parents what 1980s. The 1985 white paper ‘Better • non-resident parents offered families free breakfast. Slowly, this they expect from the school and then Schools’ acknowledged parents as may have much to offer to the school' • parents from minority ethnic attracted many parents who previously discuss how they can both work together. ‘educators’, asked schools to ‘work closely communities would avoid the school. Once at the with them’ and to ‘take a wider view of Marginalised parents not speak much English but be highly school they stayed on for workshops on Closing words • parents with disabled children or how parents can support at home’. It also When the focus is on parental educated; it just happens to be in another how to help their child with learning. Schools need to build bridges between the children with learning difficulties drew attention to some parents who ‘lack involvement at school, it privileges the language. Other ideas include making world they inhabit and the world of the confidence to come forward or are held professionals, given that everything is • parents who have a disability relationships with parents an integral parents. Here, staff who live in the locality back by other difficulties’ and offered done on their terms, and marginalises Parents are different themselves. part of all staff’s role and making use of can be an asset. It is often the case that advice on what schools could do for this many parents (Watson & Bogotch, 2015). Different groups of parents face different volunteers from the community who act support staff are the ones who live locally. group. In their work with parents, barriers when dealing with their children’s as ambassadors or champions, reaching They could be trained and encouraged to Such partnership with parents has professionals can also be in the danger school. ‘Hard to reach’ parents out to other parents to encourage them enter into conversation with the parents. been reinforced ever since and schools of following a ‘banking model’ (Goodall, • Parents may have had negative Schools invariably speak of parents who to take part in school activities or helping The aim, according to Goodall (2017), have been reminded of its benefits 2017) which is based on the premise that experiences at school. will not come to the school at all. When them develop their own child's language is a true partnership around the child's on educational achievement. Parental all knowledge rests with the professionals such disengagement is spoken of it is and literacy skills at home. learning; where schools approach parents • Their children may not want them to engagement is now firmly back on the and parents are assumed to know usually one dimensional, i.e. it refers to as equal partners, treat them with respect be visible in school. education agenda. The DfE has pointed nothing of value for such a context. This attendance by parents at the school to Meetings and accord them the status of colleagues out, in its 'Governance handbook', that can especially be the case where white • It may be assumed that parents hear the teachers’ report on the child’s It is also worth asking whether parent- in the educational endeavour. boards of multi-academy trusts ‘should middle class teachers are dealing with only get involved when there is a learning at school. Here it is forgotten that teacher meetings always have to be at the be connected with, and answerable to, working class or ethnic minority parents. problem. the parental role in the child’s learning is school; why not let the parent decide? If References Department for education and skills. Engaging the communities they serve, particularly Here it is important that schools move • They can’t access the right person or much broader – it started when the child not at the parents’ home, then the meeting parents/carers.’ away from a deficit approach to one that was born and continues alongside the could be held at a local cafe or some space fathers: involving parents, raising achievement, can’t physically get to school. 2004. While parents’ contribution in their is asset-based. The latter sees people as schooling years and beyond. which maybe already frequented by the Goodall, J. Learning-centred parental engagement: children’s education can take a variety more than their needs and what they may Schools do occasionally encounter barriers In any case the reasons for parental parents concerned. A secondary school I Freire reimagined. Educational Review. 2017. of forms, schools generally tend to lack. Instead it sees them as resourceful due to particular cultural attitudes which disengagement with school have been have worked with successfully reached out Watson, T.N & Bogotch, I. Reframing parental focus on their involvement at school, in and experts within their own context, in require sensitivity when addressing them. challenged. It has been pointed out that to their diverse parents (disadvantaged, involvement: what should urban school leaders particular, attendance at parent-teacher charge of their own lives. When such an Given the increasing linguistic diversity in schools are equally to be blamed here. ethnic and linguistic minority), by hiring do differently? Leadership and Policy in Schools. August 2015. meetings. To discourage such a narrow approach is taken schools can discover society, it has been suggested that schools, Parents may experience feelings of being a room in the local shopping centre. approach on parental involvement, it that there is much to be gained from the where necessary, communicate in the undervalued, misunderstood and even should be remembered that it is not so lived experience and knowledge of their parent’s primary language. disregarded by school staff, particularly if Seeing things from the parents’ Leading Parent Partnership much their attendance at school, but the different groups of parents. On occasions schools are faced with there are cultural differences. perspective Award good parenting they carry out at home A parent may live in the most a lack of contact with fathers. This also To go to a meeting at school, such as a Schools wishing to work in partnership Gain ways to develop positive that makes the real difference. Parental disadvantaged of circumstances but may requires its own particular strategy. In parent-teacher consultation, requires the with all their parents must be prepared relationships with parents with our involvement activities connected to have much to offer to the school, not a 2004 DfE report on engaging fathers, parents to enter an alien space. If they are to see the situation from the parents’ LPPA. Find out more at learning can have a real impact on pupil least an example of resilience arising out research shows that both parents impact from an ethnic minority or working-class perspective. For the so called hard-to-reach oego.co/LPPA20 achievement. of their circumstances. Or a parent may on their children’s development, both background or have had a low level of parents, parents’ evening can be a dreaded

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Developing a social support network is key for all new pupils Welcoming overseas settling in and assigning someone to look out for a new pupil can be effective, as can watchful pupil mentors or prefects. A carefully chosen ‘buddy’ may also be able to help with cultural or language difficulties. Care should be taken on boarders allocating pupils to different boarding houses and even corridors and rooms to encourage integration and support. Children attend UK boarding schools from abroad for many reasons and pupils from overseas offer diverse Pupils should be able to speak to their parents at agreed times, perspectives from around the world. MIKE LAMB provides strategies to ensure pupils feel welcome and perhaps using technology such as Skype or facetime, though settle in quickly phone use must be considered carefully. Pupils should not feel isolated, but equally not be spending all their time calling home. Children are sent to UK boarding schools from all over the Appropriate language tuition or support may be needed world for a variety of reasons including language development, 'Information about wider and should be provided through a supportive and accessible access to universities or careers, prestige and experience. cultural expectations of the programme. Extra academic support in lessons may also be Effective communication is imperative from the beginning. required as pupils grapple with a new language and content. Ensuring all communication from school is regular, accessible, host school and country will Teaching staff should be prepared to differentiate and support comprehensive, and potentially translatable, is essential. This ESL pupils in the classroom with strategies that may also benefit could be via an online school interface, through Skype chats, be useful in helping pupils other pupils in the class such as providing printed notes, having tweets or photos from the boarding house. key words displayed and encouraging pupils to read ahead and and parents prepare and prepare for their lessons. Before pupils arrive It is also important for schools to provide an array of weekend Schools need to ensure that the correct questions are asked and reduce a culture shock' and evening activities to ensure full boarders are engaged and answered on any information forms, such as personal details and enjoying their ‘downtime’. Such activities can also encourage Developing a is key for all new pupils settling in medical forms, well in advance. This allows schools to prepare for integration and learning about the host country through trips new arrivals and ask for any further information or clarification Smooth transition and visits. been developed specifically for this reason. that may be required. Some schools will help families prepare by assigning them guardians Developing communication skills is key and is an incredibly Using such information means dietary requirements and or hosts in-country. Guardians can provide extra support on the day Challenges for staff transferable skill. Implementing a culture where staff can be religious practices, for example, can be planned for and to day elements of life when parents may be unable to. Staff who will work with overseas pupils daily need to be open observed, mentored and coached by more experienced staff can accommodated to ensure pupils can be supported as individuals. Providing pupils with ‘How to survive…’ or a ‘Day in the Life minded about other cultures, have effective communication skills help them to gain confidence in dealing with the diverse pastoral of….’ leaflets, blogs or videos are also a great way to help them and, if possible, language skills. A basic understanding of the issues that come with dealing with boarders from a variety of Information schools should provide imagine what the experience will be like. home culture of pupils can really help and little touches will make backgrounds. Information packs sent out from the school in advance should be It is also important to support pupils for the transition at the a difference to pupils who feel a long way from home. as accessible and comprehensive as possible. They should: end of their time at school with personalised career advice. Many Learning a simple greeting, keeping an eye on international • communicate the overarching expectations and ethos of pupils will not be returning home for long before embarking on news from their home country or celebrating national days the school time at a British, European or US university and it is important to would all likely be very well received. A step further may be Key points help them manage this next transition carefully. organising an international week where pupils wear national ˜ Comprehensive information packs being sent out well in • address details such as the format of the school day and If they are returning home, they may experience a reverse dress, prepare food from their country and share hobbies or advance of the start of the year/term will help overseas pupils uniform and their parents settle into their new and foreign school. culture shock and should be prepared by the school and made interests from home. ˜ Prearranged meetings or phone calls with parents or guardians • provide information on who pupils can ask for help (e.g. aware of who they can contact for support if required. Being aware of the more controversial cultural differences in can help to reassure them that their child will be safe and happy existing pupils or teachers). advance is important so as not to offend pupils from overseas and lay the foundations for future communication. Managing the culture shock but also to help them in integrating with British or other ˜ Effective and regular communication through mutually agreed Reassuring parents by providing airport pick-ups and transfers Many of the strategies developed by boarding schools to settle all international pupils. Having managed and open discussions on channels helps support pupils and parents with the transition can help ease the transition and encouraging pupils to visit new pupils in will be appropriate for overseas boarders too. topics such as religion, sexuality or gender will allow for opinions and afterwards. ˜ Encouraging support and integration for pupils throughout is in advance may also help allay fears and develop a sense of • Assign ‘buddies’, arrange social events and encourage to be exchanged and potentially help breed tolerance. key. welcoming two-way communication. Dedicated welcome or pupils to get involved to help them settle in. For staff to be able to deal with such discussions it is ˜ Ensuring staff are trained, supported and confident to be able induction days can be very helpful too. imperative that they are trained and prepared. Specialist courses, • Structure free or social time to ensure that pupils who to deal with overseas boarders is essential. Information about wider cultural expectations of the host such as that run by the Boarding Schools Association (BSA) have might not normally mix or meet get the chance to do school and country will be useful in helping pupils and parents something together. prepare and reduce a ‘culture shock’. Pointing out sources of For more advice on communicating with parents overseas, overcoming barriers and developing successful further information will allow new pupils and parents the • Organise events such as a house singing contest or ice relationships, visit my.optimus-education.com/working-parents-overseas-boarders opportunity to gain insight into their host country and culture. breaker ball.

14 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 15 LEADERSHIP AND GOVERNANCE @OptimusEd @OptimusEd LEADERSHIP AND GOVERNANCE Data Protection Data Protection

• Will support need to be put in place Record keeping for child ahead of their arrival? The second to last entry will be where the file was transferred to, when and how. The final entry will be the date the new setting protection files confirmed safe receipt. Your copy of the file can then be securely destroyed. Once Good record keeping is essential to keep files secure, up to date and to protect pupils. LISA GRIFFIN shares the child has moved to another school, ask best practice for keeping, storing and destroying safeguarding files yourself what is to be gained from keeping a copy?

Child protection records should be neglected. This means involving those Retention separate from the main pupil file, kept in who need to be involved, such as the DSL 'All staff members There is no education-specific guidance a locked cabinet or be password protected (or a deputy if the DSL is absent) and should know how that sets out a period for which records on a secure digital system. They must be children’s social care. should be retained, so if you are the last accessible only to the headteacher and It is essential a written record is made. to report concerns Report writing school a child attends, it is even more designated staff. If anyone else needs to Records should be dated, and concerns important that clear guidelines for the see the file, record who the person is, why detailed with actions taken, names of about a pupil, to DO DON’T retention, storage and destruction of they need access, and make a note of the people you have spoken to, advice you CP files in your setting are included in date in the file. were given and your response to this whom, what to Use plain English, short sentences Use education jargon or acronyms that those in other safeguarding policies. and write clearly. agencies won’t understand. advice. Record the facts as presented to write and who else The Information Management Toolkit What should be in a CP file? you by the child. The notes should not Keep to the facts. Use opinion (yours or someone else’s). for Schools recommends the file be kept The file should be kept in chronological reflect personal opinion, bias or any until the child is 25 (seven years after they to notify' Use the words the child has said. Translate or interpret words and meaning. order with a front sheet detailing: interpretation of what the child has said. reach the school leaving age), which is • who has parental rights and If you feel able to make some notes Use strong phrases such as ‘I did/did Make personal value judgements. good practice. responsibility during the disclosure you can but priority Privacy notices for parents and pupils not see signs of…’ Schools could retain for longer if they is to give the child your full attention. Best should make clear that confidential child wanted, though keep in mind that records • an emergency contact number (more Share information only with those Use confidentiality as a reason not to protect a child from practice is to wait until the conversation protection and safeguarding records may who need to know. harm. containing personal information should than one, if possible) is over and write down what you’ve been be held and do not need the consent of the only be kept for as long as is necessary, so Date and sign reports. Mix up dates in the report or use first names only – use full • names and contact details of told as soon as possible. parent to do so. names, as far as possible, to avoid mistaken identity. your policy should set out reasons as to professionals involved with the child why you feel it necessary to keep them for or family. Record making Monitoring • demeanour and appearance transfer it to ensure all the information is a longer period. When you destroy files, A school must have clear procedures Monitoring a child when there are still relevant. you must do so safely and securely. • comments, stories or drawings by The files should also contain cause for in place for recording, reporting and safeguarding concerns is particularly The DSL is responsible for ensuring the the child forms showing what actions were responding to child protection concerns. important where there has been no direct transfer is secure and that confirmation With thanks to Carolyn Eyre and Dai taken, when, why and who by. These forms All members of staff should know how to disclosure nor physical evidence, or the • parental engagement, disclosures of receipt is obtained. Ideally, this would Durbridge. should contain facts only, not personal report concerns about a pupil, to whom, child has communication difficulties or is and requests for support be done in a face to face meeting between interpretations of what is seen or heard. what to write down and who else to notify. too young to give much information. designated staff to enable a discussion to • home or family life A copy of any referrals made – and the Records may be used in investigations School staff are accustomed to take place about any key issues. outcomes – should be retained, along with by children’s social care and/or the police monitoring and observing behaviour and • response to getting changed for PE If that isn’t possible, the designated Leading Safeguarding copies of relevant accompanying letters, and can be used as evidence in court. are likely to know what is ‘normal’ for a or sport staff should speak by phone to outline the conference emails, minutes of meetings etc. If the case particular child. You may look for changes • injuries, marks, etc. concerns, agree when and how the file is has been discussed in supervision, these Processing data in the following: to be transferred and how receipt will be Record keeping is one of the areas covered in this new event, details should be recorded and kept. If you Schools have a responsibility to process • attendance confirmed. helping you confidently manage need to escalate your concerns, document only information that is relevant and Transition and file transfer The DSL will also need to decide if it is • mood safeguarding in your setting. Other how and when you did this and what the factual. This means child protection When a child leaves school, their file appropriate to share any information with topics covered include multi- • academic functioning outcome was. and safeguarding information should should be transferred from one school to the new school or college in advance of a agency working, peer-on-peer be processed differently to pastoral or • relationships another as soon as possible (separately child leaving. abuse and safeguarding vulnerable Dealing with disclosure educational data and staff need to be from the main file as child protection • Is sharing this information necessary children. See oego.co/Leading- All staff should know what to do if a trained to understand the difference • language files should not be accessible to all staff). for the ongoing safeguarding of the Safeguarding-2020 for details. child tells them they are being abused or between them. • behaviour It’s sensible to review the file before you pupil?

16 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 17 LEADERSHIP AND GOVERNANCE @OptimusEd Leadership Skills

BLOG POST Seven ways to succeed as a school leader Looking to refresh or improve your leadership skills this term? JULIA WATSON explains how you can raise the bar

1. Keep growing or even forgetting you are due to cover Many SLT members forego training for duty... all can cause frustration in 'Keep reading, the sake of saving time and money. But the staffroom and waste valuable time. learning and professional and personal development Identify a time of day to answer emails, need not cost the earth: sometimes it can rather than responding to them as they growing' be as simple as finding an online course arrive. Delegate tasks as appropriate. that suits you, reading an article or keeping Create a system that works for you – if up with inspiring educationalists on social you're not adept at time management, find relationships with the people they work media. someone who is and shadow them. with and show a genuine interest in them. Keep reading, learning and growing (all This isn’t by chance; they purposefully things we expect of pupils, lest we forget) 5. Be realistic allocate time to keeping in touch with and seek out anything that will keep you As a member of the SLT, a certain amount their colleagues. This might be by engaged. of ‘firefighting’ is natural. There will be dropping into classrooms and asking how plenty of things that arise each day to keep the day is going or remembering to ask 2. Focus on solutions you from the work you had planned. Hence after a family member. It’s showing your Find out what is working well and do more why it's important, at the beginning of the face in the staffroom and remembering of it. If something isn't working, don't do day, to identify three things you want to get to say ‘thank you’ for a job well done. it! Taking a solution-focused approach to done. Not 20 or even 40, just three. This An open door policy for SLT is just one challenges and change avoids blame and will help you stay anchored when other way of fostering an open and supportive promotes a positive culture of problem- things (inevitably) crop up and give you a culture in schools. solving. better chance of succeeding. This feeling also releases serotonin, and 7. Look after yourself 3. Let people do their job the reward of this lovely little chemical Anyone who has ever travelled by Leadership is not an exercise in writing boost increases motivation, meaning that aeroplane will know that you secure your your colleagues' to-do lists. Micro- you might even achieve more than you set own oxygen mask first and then help the managing is important to a point but can out to do. child next to you. Taking care of yourself also be demotivating and harbour feelings is not selfish. If you are rested, nurtured of resentment. 6. Be human and happy, you are better placed to support Give staff the means to do their and Most of us enter this because others. seek support when they need to. But there's we are interested in other people and want You cannot reach your full potential as enough to do in the day without covering to help them learn and grow. But it's easy a leader, or, importantly, inspire others to someone else's work as well as your own! to lose sight of this core purpose under a greatness if your basic needs are not being mountain of work, and more and more met. These include feeling safe, being 4. Stay organised time spent away from the classroom. nourished with healthy food and hydrated Whether it comes naturally to you or Human interaction is vital to all people, with enough water. You need to sleep and not, keeping on top of admin is key to but as our stress levels rise, social isolation exercise. You need to spend time with managing your workload. becomes increasingly common. people you like and love and more. These Missing data, losing important files Good leaders maintain positive are not luxuries, but necessities.

18 INSIGHT OPTIMUS EDUCATION my.optimus-education.com @OptimusEd SCHOOL BUSINESS MANAGEMENT Introduction

What’s in this month’s School Business Management section?

Open up any education-related message board or social media thread, and sadly you’ll find people talking about Contributors in this issue bullying and toxic work environments. See overleaf for Nickii Messer’s guidance on what you can do to ensure bullying isn’t an issue in your workplace. Dai Durbridge is a partner in the education team at Browne Jacobson and specialises in No doubt recruitment will be high on your ‘to do’ list this safeguarding. Dai provides advice and training term. Check out answers to some common questions to teachers and other education professionals around making sure your processes are legally compliant on page 22. And what benefits will you be highlighting to on relevant legal and practical issues. prospective hires? Do you have flexible working options to offer? Lucy Rose of Flexible Teacher Talent spoke to us Lucy Rose is a secondary school teacher with for our podcast; read the full interview on page 23. experience in senior leadership roles. She is also a mother to small, sticky children and Is income generation part of your job description? co-founder of Flexible Teacher Talent. If so, read Nikki Burch’s article on building business partnerships. Getting involved with your local business @FlexTeachTalent network offers the chance to connect with people and organisations for the benefit of your school community. Nikki Burch is a fundraising specialising in the education sector. Her Finally, don’t forget to try and devote some time to crowdfunding campaign for Imberhorne your own professional learning and development. See Stephanie Leigh’s article on page 26 for ideas. School raised £6,797 for defibrillators and first aid training. @NikkiJBurch Liz Worthen, Head of Content Stephanie Leigh has been an SBM for more Top school business management blogs than 20 years, in four schools. She is passionate about improving the life chances of young Flexible working in action: progress, challenges, resolutions and people through her work and supporting impact oego.co/flexible_reflection collaborative projects. @stephaniesbm Teacher wellbeing: more than just tackling workload oego.co/balancing-teacher-wellbeing

The power of networking: what are the benefits for leaders in Forgotten your log-in details or want to add more members from education? oego.co/power-of-networking your school or organisation?

See more at blog.optimus-education.com Email our customer services team at customer.services@optimus- education.com or call us on 0845 450 6404.

Be part of the Optimus Education network Linkedin Twitter Digital Follow our LinkedIn page to keep up Want to get engaged in discussion and Download a digital version of your to date with company activities and connect with your peers? Follow us on Optimus Education Insight magazine education sector news Twitter @OptimusEd by logging into your Dashboard at oego.co/LinkedIn my.optimus-education.com

my.optimus-education.com OPTIMUS EDUCATION INSIGHT 19 SCHOOL BUSINESS MANAGEMENT @OptimusEd @OptimusEd SCHOOL BUSINESS MANAGEMENT Staff Conduct and Complaints Staff Conduct and Complaints

will take to prevent all forms of bullying Leadership and management victims of bullying from their seniors. What to do about bullying involving pupils. behaviour Leaders and managers need to be aware It makes sense to use this policy as a Ensuring all staff understand the of the impact of their own words and platform for preventing bullying and/or professional behaviours expected of them actions. We all need to ask ourselves: am unacceptable behaviour among the wider is a vital starting point. Leaders who I the bully? in the workplace school community, especially to include create a culture of trust, transparency, Acts of bullying frequently start small staff. Such a policy would also support the fairness, staff empowerment and and are subtle and difficult to detect, School leaders need to protect staff from bullying and harassment. What can you do to ensure bullying isn't school in demonstrating that it takes any accountability will also provide a even by ourselves. Getting into the habit an issue in your workplace? NICKII MESSER offers advice form of bullying or harassment seriously more viable platform for building, and of regular behavioural health checks can and that action will be taken where either role modelling, positive professional be enough to nip our own unwanted are suspected. behaviour amongst staff. behaviour in the bud. Bullying and harassment are referenced 'Often an ‘honest conversation’ with the Alternatively, you could have a suite of Where bullying or harassment does You may be under pressure yourself, in Ofsted's ‘Education inspection policies under the banner of behaviour, occur, the quicker the leader or manager particularly from your leader or manager. framework’, with Ofsted unequivocal alleged perpetrator will be sufficient to with cohesive alignment between them. acts the less entrenched the problem is Don’t be afraid to apply the brakes and in their expectations regarding the Involve staff in the development of such likely to become, and the less damage take action to stop bullying from moving protection of staff from bullying. stop things from going any further' policies. This gives them a vital say in the done. ‘down the ranks’. There never is enough Under 'behaviour and attitudes', process employed if bullying is suspected Leaders and managers should actively time to get everything done, but that judgements will evaluate how well and makes the school's stance on bullying listen to understand any concerns is no excuse for putting pressure on 'relationships among learners and staff What is bullying? instead about the situation they find clear to everyone, giving staff additional brought to them. They may also need colleagues or subjecting them to coercive reflect a positive and respectful culture. Acas describes bullying and harassment as themselves in. As well as the impact on the confidence in obtaining a successful to be aware that their colleague has behaviour – however unintentionally. Leaders, teachers and learners create unwanted behaviour that makes someone individual, this can quickly damage team outcome from any complaint they make. taken some courage to bring this matter is essential for all an environment where bullying, peer- feel intimidated, degraded, humiliated dynamics, effectiveness and performance. to them. Their colleague needs to feel professionals, especially at leadership on-peer abuse or discrimination are or offended. It is not necessarily always What to do if you're being bullied confident that they are being heard, and management level. So reflect on your not tolerated.' Under 'leadership and obvious or apparent to others and may Legal implications Bullying may be hard to define and pin that their concerns are understood and behaviour to others in the workplace, management', inspectors will seek to happen in the workplace without an Aside from the moral and wellbeing down, evidence and report, and victims appropriate action will be taken. and build in 360 degree feedback to ensure that 'leaders protect their staff from employer's awareness. responsibilities that leaders may be held often doubt whether bullying really has There needs to be careful provide further reassurance. If you are bullying and harassment.' Examples of bullying/harassing to account for in respect of their staff, it taken place. They may even wonder if they consideration given to the right type of concerned about the way you work with Educational settings will need to be behaviour could include: is also important for them to recognise have caused this unwelcome behaviour action, but whatever that may be, leaders your colleagues, seeking the help of a explicit about how they address these areas • spreading malicious rumours, or that some forms of bullying are illegal and through their own action or inaction. and managers should not delay to avoid mentor or coach can be a powerful way of staff wellbeing, and evidence proactive insulting someone will need reporting to the police. These Anyone who thinks they are being potential increase in intensity and impact to bring about more successful working leadership management approaches include: bullied should be advised to seek help when left unchecked. practice. • exclusion or victimisation designed to protect staff from unnecessary • violence or assault sooner rather than later. Left alone, Although some colleagues may have and unwelcome behaviours and pressures. • unfair treatment bullying is likely to get worse, not better. clear evidence to substantiate their Don't delay • theft • deliberately undermining a It may be appropriate for the person claims of bullying, for others bullying can Ofsted, productivity, financial cost and • repeated harassment or competent worker with constant being bullied to start by having a word be vague and difficult to verify. Leaders leadership credibility are all at stake if intimidation, for example name criticism. with the other person and letting them and managers should not make this an bullying festers or dominates. Prevention Environmental factors and calling, threats and abusive phone know that something they said or did excuse for inaction but instead keep an is always going to be the best way of negative behaviours calls, emails or text messages felt unkind or unfair. If such an informal open mind whilst getting on and dealing dealing with any unwanted behaviour but 'Sometimes, environmental factors can Impact on mental health and • hate crimes. approach doesn’t work, then ACAS with what they do know. tackling existing bullying may need a shift contribute to a climate conducive to wellbeing guidance suggests the following. Often an ‘honest conversation’ with the in culture. negative behaviours, including bullying. People who feel they are being bullied Under the Equality Act 2010, harassment • See someone who you feel alleged perpetrator will be sufficient to Changing culture will necessarily take These can include poor job design, may consequently suffer physical and/ will be illegal when related to one of comfortable with to discuss the stop things from going any further. They time and effort, but proactively working work intensification, job stress and job insecurity... one finding in our recent or psychological health problems such the following: age, disability, gender problem, e.g. someone in HR. may not even be aware how their words towards a positive working environment as stress, anxiety, sleep deprivation and reassignment, race, religion or belief, and or actions are being perceived. And, of will be worth it. paper especially resonates: the strong • Talk to your or staff correlation between restructuring and panic attacks. They may even be signed sex and sexual orientation. course, there are often two sides to a Research papers provide stark representative. organisational change and increased off, with the associated disruption to story! (For resources to help, go online at figures and worrying trends, and in our rates of . This would work and cost of cover. Policies • Keep a diary of all incidents. Record my.optimus-education.com and search educational work environment, where we seem to be particularly the case where Colleagues who feel they are being All schools must have a behaviour policy dates, times, witnesses and so on. for ‘difficult conversations’.) know that staff are already feeling under change is driven by cost and productivity considerations.' bullied are likely to have low self-esteem, in place (download from my.optimus- immense pressure, there is little choice for • Keep any relevant letters, emails, Acas, ‘Workplace trends of 2016’ making it difficult for them to come to education.com/behaviour-policy). This What if I'm the bully? leaders and managers but to get decisions and focus on their work, worrying policy must detail the action the school notes etc. Many workers consider themselves stuck in.

20 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION PRIMARYINSIGHT 21 SCHOOL BUSINESS MANAGEMENT @OptimusEd @OptimusEd SCHOOL BUSINESS MANAGEMENT Recruitment Staff Wellbeing

Q&A PODCAST Is your recruitment process Building the case for flexible legally compliant? working Lawyers IAN DEAKIN and DAI DURBRIDGE answer questions about legal aspects of the recruitment process As part of our wellbeing podcast series, LUCY ROSE of Flexible Teacher Talent talks about how schools can develop the evidence base and tools to support flexible working

1. At what point should we be asking for only be accurate at the time the certificate was issued. Is it going information about criminal convictions? to be held for a significant period? The code of practice (which Our long-term goal is to improve pupil significant change e.g. having children? I want to work flexibly. Where You should ask at shortlisting – you don’t really need the governs organisations using the DBS checking service) requires outcomes by retaining effective teachers This data will take time to collect, but do I start? information before then. This way you limit the number of that the information revealed is considered only for the purpose in the classroom. While there currently we have questionnaires and audits to help. It’s new territory for a lot of headteachers, people whom you ask, which fits nicely with data minimisation, for which it was obtained and should be destroyed after a suitable isn’t much research available into the It’s a work in progress. and some are understandably cautious. You one of the six GDPR principles. If you ask earlier and that process period has passed – usually no longer than six months. direct impact of flexible working on pupil have to go in knowing that you are going is referred to the ICO, the ICO is likely to ask you to explain why outcomes, if we look at other sectors, they Supporting returning teachers to sell the benefit. Research how flexibility you are doing it. Would there be a fine? My instinct is no, but I 6. A position of is offered then are reporting productivity rises of up to For teachers coming back into school will benefit your school. Flexibility is quite could be wrong. My advice: ask at shortlisting stage. information comes to light that work history over 80% as a result of flexible working (see after , or those currently on a trailblazer, so do your homework first. 10 years at a school was omitted due to . IWG’s Global Workspace Survey 2019, parental leave, I’d highly recommend the Think carefully about your school’s needs, 2. In terms of GDPR, is it acceptable to copy How should we proceed? for example). If we say that productivity MTPT Project (visit www.mtpt.org.uk for your capabilities, your skills and strengths. candidates’ identification and qualifications It depends on whether it is a conditional or unconditional offer. in education is pupil outcomes, we would details). If you know your school and your role documents at interview, then shred them for the There is a risk of a breach of contract claim if you withdraw hope that there would be a similar impact. It’s a very simple, cost effective idea, well, and you can see how an element non-appointed candidates? a job offer that was made unconditionally. This will entitle Flexibility is one way to help retain and ensures that keeping in touch days of flexibility will fit in, that’s the time to Yes, that should be fine. You collected the data for a particular the prospective employee to sue the employer for damages, teachers. Teachers won’t need flexibility (KIT) are used effectively. The project speak to the headteacher and governors. purpose, that purpose ends when you decide not to take the which in most instances would be an amount corresponding to all the time, but most teachers will need also provides a coach for someone coming If it’s an initial no from your application any further and so you should destroy the data. payment for the period of notice to which the employee would flexibility at some point in their career. back into school after parental leave, so headteacher, go back and find out what it have been entitled had he or she started work and then been The more flexible a school is the more that they are well supported and fully is they need to know from you for them 3. Is there a defined period HR in a school would be dismissed. If the offer was conditional on receipt of satisfactory likely they will retain these teachers, for the prepared. to say yes. I would also push to make expected to keep recruitment details and interview references, and the information was contained in a reference, benefit of their pupils. Whatever the circumstances of the sure the governors have heard your case. notes of unsuccessful candidates? you can lawfully withdraw the offer without being in breach absence from school, planned channels of Governors often come from other sectors That all depends on what your retention and destruction policy of contract. Data gathering communication are vital to alleviate stress and industries where they have seen the says. If it is silent on the point or you don’t have one, I suggest Of course, it takes quite a long time to gather on both sides. Having a specific method benefits of flexible working and are more you review the IRMS Information Management Toolkit for 7. Does a full contract have to be available on enough data that’s valid around impact on of communication makes life much easier likely to be open to your proposal. Schools to see what they recommend in their policy. Many day one of employment? Is a section 1 statement pupil outcomes because it’s quite new for and avoids the confusion or stress that can The final thing is to be flexible yourself. schools follow that approach. sufficient? schools to be taking up flexible working. arise on either side if people don’t know There’s different ways to be flexible; if your The section 1 statement doesn’t have to be provided on day one: So, we’ve suggested that schools start by how or when they can contact each other. school can’t offer part time hours think 4. Do employers have an obligation to share you are obliged to provide (where employment is to continue for measuring things like vacancies – do you Every situation is different. Listen to about other options, such as having your references with the employee if requested? more than one month) the section 1 statement no later than two have fewer long-term vacancies? Do you the needs of the person and be aware, PPA time altogether, or having some later No, they don’t. There is a specific exemption in the Data months after their employment begins. The statement can be in have fewer people on ? Do you particularly with maternity or long- starts and early finishes, so that you can Protection Act 2018 upon which an employer can rely that means the form of an . have more people applying for jobs since term sick leave, that this person is going manage the work/life blend in that way. the right of access (a subject access request) does not apply to you became more flexible? Do you measure through a fundamental change. What they confidential references. 8. Can a clause be built into letter of confirmation things around staff wellbeing, such as say before they leave may change when Want support in making flexibility to say that fixed working patterns may change in are staff happier? Do you retain staff for they come back. Keep the communication work for you or your school? Contact 5. Is it acceptable to apply for a DBS for a new the future due to the timetable? longer? Do you retain staff after they’ve had open and listen to staff. [email protected] employee when they accept the job, if this is earlier Yes – you can include a clause which builds in flexibility, for than three months before their start date? example in terms of job duties, working hours or location. There is no official expiry date for a criminal record check issued However, if there is a change built in then it is important this is Listen to the full podcast at blog.optimus-education.com/wellbeing-podcast-flexible-working by DBS, but obviously any information on the DBS certificate will made as clear as possible.

22 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION PRIMARYINSIGHT 23 SCHOOL BUSINESS MANAGEMENT @OptimusEd @OptimusEd SCHOOL BUSINESS MANAGEMENT Income Generation Income Generation

Making contact pitch accordingly. Positive PR coverage has value, so what Business partnerships: A named contact is the ideal route in. Failing that, speak to a publicity can you generate around any partnership work you decision-maker, such as the managing director, the marketing undertake (through local press or social media channels)? Be manager or the person who looks after CSR. Call the main ready to answer questions such as the following. number to ask for direct contact details. It can be daunting asking • Do you send out a regular newsletter to parents? how they benefit schools for free goods or services, but work on the basis that the worst • How much traffic does your website receive? they can say is ‘No!’. Your local can enhance your careers programme, boost school budgets, provide donations Networking enables you to build relationships over time. Be • What’s the open rate on emails? and so much more. NIKKI BURCH explains how ready to talk about school activities that have just taken place or • How many followers do you have on social media? are coming up, ask lots of questions and aim to ‘work the room’, speaking to as many people as possible. You will quickly learn who Present a business case for the partnership. Can you run a project The best way to help children and young people learn about is receptive to working with your school. Ask if you can take their per term so that publicity is sustained over time? the variety of careers that are open to them – to broaden their 'It can be daunting asking for business card, or who within their organisation is the best person horizons and raise their aspirations – is to invite a wide range free goods or services, but to speak to. Follow up with an email so that they have your details. Growing your network of business partners into your school or take pupils out to visit The more conversations you have, the more people will come to factories, offices and other settings. work on the basis that the Pitching a project you with suggestions of projects involving your young people. Be But business partners have so much more to offer. Donations of Some projects come about naturally as a result of obvious mutual receptive and always respond. If something isn’t possible, say so, services or goods, sponsorship, equipment loans, training – there worst they can say is “No!”' interests; others develop over time. Relationships need to be but suggest an alternative. are a wide range of opportunities for collaboration. Here I explain nurtured before asking for cash, but donations of goods, services Developing business partnerships becomes easier over time how you can get started and make partnerships work in practice. or time are far easier to come by. and raises the profile of your school in a positive way. Through There are a variety of reasons why many businesses want to work The value of the support you are seeking will determine the best regular networking, you will start to facilitate introductions – this with local schools, such as: approach. You are unlikely to secure several thousand pounds by puts your school at the heart of the business community, and How you might benefit • altruism cold calling a prospective partner. In this instance, set up a face- they are more likely to support you financially if you are actively To illustrate the range of what's possible, here’s just some of the to-face meeting and prepare a detailed proposal that shows what helping their business to grow. • a personal connection – 'my son goes there' results for one secondary school from attending monthly business they will receive in return. Have a few different projects in mind, networking meetings. • to meet corporate social responsibility (CSR) ranging from £300 to several thousand pounds. This gives you the Nurturing relationships ˜ £800 sponsorship of the Year 8 football team. ˜ £1,500-worth of donations of bricks, cement, building tools, requirements chance to weigh up the level of interest: you never want to leave Always follow up on any conversation you have. You want soil and plants for students to build brick planters. A former • to inspire the next generation into their industry money on the table, so start by asking for a mid-range amount and partners to be impressed with all interactions they have with your student, now a builder, came and ran these sessions. be ready to scale up or down depending on the response! school, so follow the mantra ‘under-promise and over-deliver’! ˜ Careers trip for A level biologists to the Centre for Sight, where • marketing benefits, such as positive publicity as well as For those who can’t offer financial or material support, can To encourage shared ownership, provide regular feedback or five students scrubbed into a live surgery. the potential to reach a target audience. they donate time? For example, one primary school had a carpet- progress reports on projects. For example, invite the Year 8 football ˜ Pets As Therapy dog to help ease pre-exam stress. ˜ Equipment borrowed for an afternoon tea dance event, fitter come to talk to children for maths week, getting them to team sponsor along to watch a match and have their photo taken including tablecloths and cake stands from a local hotel. Identifying potential partners measure the room and work out the cost of underlay and carpet. with the team – post this to LinkedIn and tag the sponsor. ˜ Six A level computing students created and ran a seminar on 1. Make a list of the needs of your school, broken down into This is great coverage for them, but also shows prospective scam emails for residents at a local village. goods, services, visitors and trips. Hosting a networking event sponsors the benefits of working with your school. Even a ˜ £500 grant for the Young Enterprise team. Invite significant potential partners to your school or host a simple email sharing comments from pupils and staff is valuable. 2. Look at existing connections. For example, parents networking event and present an overview of the work the school Remember, your first project is hopefully the first of many! who run or work for a local business; school suppliers; Getting started does beyond the curriculum – such as mental health provision, organisations that hire the school premises; contacts via Some projects come about naturally as a result of obvious mutual or how you support pupils with SEN. the PTA and so on. interests; others develop over time. Relationships need to be Don’t underestimate the charms of your children, so give a tour Next steps nurtured before asking for cash, but donations of goods, services or 3. Join a business networking group. Some, such as BNI, of the school! Aim to foster a sense of warmth and community, of 1. List the needs of your school, broken down into goods, services, time are far easier to come by. There are two main approaches. have weekly meetings, where attendance is mandatory. which they will want to be a part. Give attendees a ‘call to action’, visitors and trips. Others, like British Chambers of Commerce, run 1. If you need support for a specific project, make a direct which might be as simple as to complete a feedback form with 2. Create a spreadsheet of existing contacts. approach to a relevant organisation. For example, to build special ‘education’ programmes. Realistically, you want the options they would be happy to discuss further. 3. Research networking groups and attend a trial meeting to brick planters you might call a local building suppliers. one that’s local, where meetings are easy to attend and assess the types of businesses involved and their interest in But leverage existing relationships where possible. members operate within your catchment area. Research What’s in it for them? working with your school. business groups within your town, where members will While some businesses will help with no expectation of receiving 4. Draw up a shortlist of priority needs and match this to relevant 2. Actively start networking and see what opportunities business partners. vary from sole traders to larger local employers. Joining anything in return, others take a more pragmatic approach. arise as a result. Undoubtedly there will be many! Once 5. Start small – get a couple of successes under your belt. These fees vary massively, as does the commitment required. Explain who the beneficiaries of each project will be and the you establish your school as being ‘open for business’, can then be used as examples in discussions with other Ask whether you can attend a meeting as a ‘guest’. impact any intervention might have. potential partners. offers will start to come through. Gauge the motivations of a business partner and tailor your

24 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION PRIMARYINSIGHT 25 SCHOOL BUSINESS MANAGEMENT @OptimusEd @OptimusEd SCHOOL BUSINESS MANAGEMENT CPD for SBMs CPD for SBMs

LinkedIn 'Keep a CPD record as a working Informal CPD for school • Members create a professional document and regularly update' profile with key words which employers can use to find suitable candidates for vacancies. Equally, CPD providers) helps you to keep up about these at interview and are able business leaders those seeking a change in role can to date on a whole range of issues. to articulate why you seek the change. hunt for job vacancies which match School business leaders have choice in terms of where their role can take them. STEPHANIE LEIGH their qualifications and skillset. investigates how can you positively influence your career Moving on: how to make the 3. Emerging roles • LinkedIn is also used for networking change As more academies and free schools are across industries. If you are interested Looking for a change in role or fresh created, the traditional roles can appear in collaborating with a business Successive governments have changed challenge? The following suggestions will confusing. What does a chief finance 'Networking has many benefits beyond leader in a particular type of school, the educational landscape over several help in presenting yourself as a strong officer do? What is the difference between you can use key words to find them. decades. Significant factors influencing relieving feelings of loneliness' candidate to a prospective employer when a chief operating officer and a chief school business leadership careers include • If you or your school would you might not be an obvious fit. executive officer? the higher number of support staff now in benefit from collaborating with • Without following a formal training schools, the rise in numbers of academies current and best practice. Not only is this Leading up to meetings, keep a note professionals outside the education 1. Specialising route, networking with colleagues and trusts, and reductions in expenditure vital in terms of performance in a current of things which crop up in school sector, you can search for good • To move to a role where the focus already in these roles is vital in of public money leading to restrictive role, but it will also better equip business that you would benefit from a matches. is on HR, finance, estates or discovering how academies and trusts discussion on. It won’t be long before school budgets and a need for business leaders for promotion or to negotiate a • With over 600 million members in procurement, it’s likely you’ll need structure their staffing and how the you are able to help other colleagues expertise at a strategic level in schools. new role. more than 200 countries, the scope a qualification in the specific area. responsibilities are delegated. new to their schools. However, to show your experience, for international collaboration is • Use LinkedIn and professional job Increasing knowledge without 1. Online information sources keep a CPD record as a working • If there is no local meeting, set one up. almost endless. boards to read adverts, job profiles formal qualifications There are several online information document and regularly update it Even if only a few colleagues turn up at and person specifications to gain It is important for school business leaders sources which are invaluable and easy to with details of relevant projects. the first one, keep going. It will grow. an understanding of roles and to ensure that their skills and knowledge access from the desk. They provide up to Twitter Show that desired outcomes have requirements. are fresh and current. These are just some date information and topical articles on • Where there are topics which • Using various hashtags (e.g. #SBL, been met – this will be invaluable of the reasons why. a wide range of topics, current legislation interest several colleagues, consider #SBLTwitter and #SBLConnect) it is evidence in interview. • Identify gaps in your skillset and • Using out of date knowledge in areas and funding information and a range of organising a speaker or coach to possible to alert others to questions or focus on them. • Use local contacts and shadow a like finance, HR, health and safety downloadable templates. come in and split the cost between news. Conversations take place which colleague in another school who and procurement is risky and could Optimus Education is just one example you. others can see and join in if they wish. 4. Moving between local already specialises. lead to a worst-case scenario of of these! Others include Every and authorities • Join a • Put #SBLTwitterMap into the search- litigation. professional associations such as ASCL • Use online resources (see above) for • If your role includes finance and/or such as ISBL or ASCL and use the bar and gain sight of a map showing and ISBL. up to date guidance and legalisation. HR it is possible that these functions • Strategic planning is only effective if online resources provided with the location of SBLs throughout the are managed in a different way all the current facts are known. membership. Attend regional and UK, some of whom have signed up 2. Professional networking 2. Moving across school types from one local authority to another. national conferences and reach out as ‘buddies’ to support others new to • If applying for a new role, applicants The school business leader’s role can be • Transitioning between primary, Research schools in the new LA to as many colleagues as possible at Twitter. Using the map, it’s possible will need to demonstrate up to date an isolated one. Networking has many secondary, special, independent before interview stage and find out these events. to see where local colleagues are. skills and knowledge at interview. benefits beyond relieving feelings of and academy can be made easier by who provides schools’ financial • It might seem old-fashioned but • When you set up your profile, try • Networking decreases the feeling of loneliness. researching heavily before applying support and HR advice. • If you’re new in post, contact have printed business cards and and include SBL in the Twitter for a role. isolation. • If possible, meet with colleagues the business leader in the closest always have some with you – you name – this makes it easier for • Use online resources and in the new LA and have at least a • Keeping up to date on how other school to yours and arrange a visit never know when you will meet an colleagues to find and follow you. networking opportunities to identify rudimentary knowledge of how types of school work will make it to their school. Reciprocate this. important contact! Say something about your role in fundamental differences between financial returns are completed. It easier for practitioners to move However experienced you are, your bio. school types. could be radically different from between schools. having someone just down the road 3. Social media • Following organisations (such as what you are used to. • Make sure you can speak confidently who can act as a kind of mentor is There has been an upsurge of interest the DfE, ISBL, unions, suppliers and Outside of formal training, there are three priceless. in networking through social media in main development strategies that will recent years. There are two main players • Find out when local schools meet For guidance on formal qualifications for SBMs, head online to my.optimus-education.com/qualifications- hugely benefit school business leaders for networking online. and make sure you always attend. progress-your-school-business-leadership-career and keep practitioners up to date with

26 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION PRIMARYINSIGHT 27 SCHOOL BUSINESS MANAGEMENT @OptimusEd Health and Safety

Health and safety audit

Conducting a regular health and safety audit helps ensure you're identifying potential issues, preventing accidents and taking appropriate action. CAROLINE COLLINS shares sample questions

Health and safety is the responsibility of all members of staff, health and safety team to determine what items should be included. but typically the business manager or bursar has responsibility for Ensure that any actions and recommendations identified in the ensuring suitable policies, procedures and practices are in place and previous report have been actioned and/or closed. being followed. An annual internal health and safety audit will help Some questions you could pose and respond to include the you identify any gaps and ensure that best practice is being followed. following. Add or change items in the list to correlate with your own Where applicable, the audit should match audits conducted by audit requirements. Turn these questions into a dated checklist to the local authority. Download the previous audit or contact the LA’s ensure your policies and procedures are current and checked.

1. Is the health and safety policy 8. Does a member of staff have suitable 17. Do we need to purchase personal current and does it correlate with knowledge/experience of display protective equipment? school practice? screen equipment (DSE) assessments? ...... 18. Are all policies, including staff 2. Is there a record of health and safety 9. What is the date of the most recent wellbeing and stress, current? training across the school? fixed wiring inspection? ...... 19. Are workplace inspections current? 3. Has appropriate health and safety 10. What is the date of the most recent training been undertaken by the PAT testing? ...... site manager and other specific staff 20. Is the health and safety law poster in a members? ...... prominent position, accessible by staff? 11. Have relevant staff received manual ...... handling training? ...... 4. Are the school’s accident and 21. Is our safety signage sufficient? ...... emergency reporting procedures ...... appropriate and being followed? 12. Have relevant staff, including cleaning staff or contractors, received 22. Is our most recent asbestos ...... COSHH (hazardous substances) training? inspection current and accessible? 5. Are there sufficient numbers of staff ...... qualified in first aid and (for nurseries and primary schools) are there at least 13. Are materials suitably labelled? 23. Is our legionella risk assessment three members of staff with paediatric current? Do we have records of water ...... first aid qualifications? temperature monitoring? 14. Has any plant machinery or ...... equipment been inspected and, if so, ...... has the finding been documented? 24. When was the PE and playground 6. Is there a current fire risk equipment last inspected, and have we assessment and have any actions/ ...... resolved any outstanding action points recommendations been actioned? 15. Are current security and emergency or recommendations? ...... procedures adequate? ...... 7. Are any risk assessments due for ...... 25. Are procedures for school trips review? Are there any missing risk 16.. What is the review date of the lone adequate and does the school policy assessments? working policy and procedures? cover security matters?

......

Download our health and safety policy and other relevant model policies from my.optimus-education.com/ school-model-policy-templates-meet-your-legal-requirements

28 INSIGHT OPTIMUS EDUCATION my.optimus-education.com @OptimusEd TEACHING AND LEARNING Introduction

What’s in this month’s Teaching and Learning section?

‘When children say they are “stuck”, then the best thing to do is leave them to it’ argues John Dabell. Turn to page 36 for John’s strategies for normalising struggle. When encouraging Contributors in this issue early years learners to become aware of their own health and self-care needs, a similar approach is needed to nurture John Dabell trained as a teacher 20 years ago, children into independence. Just putting shoes and coats on starting his career in London and then teaching in preparation for an outdoors activity is a valuable learning in schools in the Midlands. He has written many experience. educational and children’s books. If you’re teaching GCSE and looking for ways to help your @John_Dabell grade 8 learners move up to grade 9, then leaving them to it might not be the way forward. Tom Fay shares the results Josephine Smith is head of a secondary school of his investigations into perceived and actual barriers to within a MAT in Lincolnshire. Previously a head achieving the highest grades, and how to overcome them, of English, she is also an education writer. on page 32. And as more schools go through the new Ofsted Her books include The School Recruitment inspection experience, we’re getting more familiar with the Handbook. ‘deep dive’. Josephine Smith reports back on what it entails overleaf. Linda Thornton has over 40 years' experience If you’re a regular user of our In-House Training courses, you as a teacher, leader and adviser for early may have noticed a big change recently. I’ve been finding out what’s different and why – see page 38. years. She is passionate about developing children’s thinking and valuing creative learning Liz Worthen, Head of Content environments.

Tom Fay is executive director of teaching and TopTop teaching teaching and and learning learning blogs blogs School funding reform: welcome relief or wishful thinking? learning at Pontefract Academies Trust. Tom Fakeoego.co/school-funding news and media bias: teaching pupils to think critically has over 13 years’ experience in the secondary oego.co/fake-news and FE sectors and is passionate about When finance met fine dining: modelling efficiencies in outstanding learning. MATsThe long oego.co/finance-MATs and winding road to a very special Ofsted: a view from the chalkface oego.co/special-ofsted Ofsted is coming: how SBMs can prepare oego.co/OfstedSBMWhy discretionary effort is bad for our wellbeing Forgotten your log-in details or want to add more members from oego.co/discretionary-effort your school or organisation? See more at blog.optimus-education.com See more at blog.optimus-education.com Email our customer services team at customer.services@optimus- education.com or call us on 0845 450 6404.

Be part of the Optimus Education network Linkedin Twitter Digital Follow our LinkedIn page to keep up Want to get engaged in discussion and Download a digital version of your to date with company activities and connect with your peers? Follow us on Optimus Education Insight magazine education sector news Twitter @OptimusEd by logging into your Dashboard at oego.co/LinkedIn my.optimus-education.com

my.optimus-education.com OPTIMUS EDUCATION INSIGHT 29 TEACHING AND LEARNING @OptimusEd @OptimusEd TEACHING AND LEARNING Curriculum Management Curriculum Management

schemes of work across subjects, ensuring Example intent and implementation standard headings are used which allow Preparing for a deep dive An English teacher should be able to articulate that they are teaching Romeo and Juliet in subject leaders to connect their planning terms 3 and 4 of Year 9 because it builds on students’ previous knowledge of Shakespearean with the whole school curriculum intent. drama when they studied excerpts from A Midsummer Night’s Dream in Year 7. Deep dives into the curriculum include discussions with senior and subject leaders and teachers, scrutiny of Share best practice: if you decide They should be able to explain how students are deepening their knowledge about the pupils' work and lesson visits. JOSEPHINE SMITH explains how to be ready to adapt your existing learning walk, stagecraft afforded by Elizabethan theatre design, as well as learning more about dramatic work scrutiny, pupil voice activities and techniques such as the soliloquy, the use of mistaken identity or dramatic irony before they scheduling to an Ofsted style deep dive develop their knowledge in Key Stage 4 when they study Macbeth. The aim of a deep dive is to seek out and model, spend some time discussing what The teacher might articulate where prior knowledge (for example the representation of test evidence on the quality of education 'The best preparation is exposure to the this might look like with subject leaders. patriarchal societies and its representation in literature) was taught previously and how this provided at subject level and (over a series best research on curriculum design' Pilot with one or two departments and will be built on in Year 11 when An Inspector Calls is studied. of deep dives) across the school. invite consultation. Don’t lose sight of a According to Ofsted’s ‘Inspecting the key aim of any assurance work which is to curriculum’, a deep dive includes the evidence is not excessively dependent on a Talk to subject leaders: senior leaders share best practice and develop colleagues. supportive and collegiate setting, subject intent and implementation at class level. following elements. single cohort. should regularly make opportunities to A whole series of mini Ofsted deep dives leaders are well placed to help each other Evidence learning: the inspector will • Evaluation of senior leaders’ intent So what can you do to prepare as a discuss subject curricular with subject will only serve to identify strengths and articulate intent and share strategies for want to see that students have indeed for the curriculum in a subject or senior leader, a subject leader or a teacher? leaders to ensure they understand how areas for development rather than share implementation. grasped learning and understood concepts area, and their understanding of its the whole school curriculum content is and spread success or develop those who Make it visual: as a well-planned before deepening their knowledge further. implementation and impact. Senior leaders reflected in subject planning. Consider would benefit. curriculum is likely to evolve over time Teachers need to consider how this might Whether it is at the start of the inspection how frequently and formally these subject leaders might like to create plans be revealed in pupil workbooks or folders • Evaluation of curriculum leaders’ or after lessons have been visited, conversations take place. Subject leaders using moveable sticky notes or a write and have these readily available in visited long- and medium-term thinking senior leaders will be interviewed to Recognise a good curriculum: key Subject leaders should expect to be on whiteboards where units, lessons or lessons. and planning, including the rationale ascertain their understanding of subjects’ to purposeful discussions is a common interviewed about the philosophy and activities can be moved around or inserted Reflection and review: subject teachers for content choices and curriculum curriculum intent and how that matches understanding among senior and middle decision-making around sequencing as amendments are made. Such a visual need time and space to reflect on why sequencing. with the professed whole school intent. leaders about what constitutes good of the curriculum during a deep dive. representation of the curriculum on a they are teaching what they are. A good • Visits to a deliberately and explicitly If SLT knowledge of the curriculum curriculum design. The work of Dylan Subject leaders may have received board in shared team spaces promotes way to do this is to spend department connected sample of lessons. intent, implementation and impact is to Wiliam reigns supreme here but Ofsted’s relatively little formal training in discussion and consideration and can meeting time discussing the module being • Work scrutiny of books or other be triangulated with actual classroom ‘Education inspection framework: curriculum design in the past, and so the be picked up or returned to at different taught, making connections together as kinds of work produced by pupils experience, senior leaders need to know overview of research’ also lays out the introduction of the revised framework has times. colleagues about the knowledge students who are part of classes that have also what subject plans look like and the logic theory underpinning the framework. It provided an incentive to know more. Explain your intent: just as subject will need to access the new material and been (or will also be) observed by behind them. I am guessing that most provides plenty of references for further Do your research: the best preparation leaders need to understand and appreciate how teachers will use assessment to test inspectors. senior leaders (particularly in secondary investigation into why knowledge now is exposure to the best research on whole school intent, they also need to be for misconceptions and understanding. schools) will need to know more than takes priority over skills development for curriculum design. Published six able to articulate subject intent clearly for Every new unit of study should begin • Discussion with teachers to they do now about what’s being taught, to example, or why memory retrieval is so years ago, Dylan Wiliam’s ‘Principled colleagues. This is especially true if the in this way with teachers taking time to understand how the curriculum which pupils, and in what order. important. curriculum design’ research, produced team contains NQTs or non-specialists consider the questions: Why this? informs their choices about content Quality assure: if they aren’t already, Speak the same language: senior for the SSAT as part of their Redesigning who may well be asked by an inspector Why now? and sequencing to support effective senior leaders are best matched up to leaders should use a common curriculum Schooling campaign, is still perhaps the how their subject specific CPD needs are learning. specific subjects or departments which language among all colleagues. A clear definitive guide. being met. • Discussions with a group of pupils they line manage. Next, ensure that any and well-articulated definition of the Identify your intent: with a good grasp from the lessons observed. existing quality assurance systems allow three I's is a must but if colleagues are to of what good curriculum design is, the Teachers Curriculum confidence the linked member of SLT to be involved use terms like broad and balanced, linear next step is to discuss with the senior team Put simply, teachers should be able Deep dives (expect there to be four-six in assuring that subject specifically, in or spiral curriculum, they must be well subject link how this is reflected firstly to answer the questions ‘Why this, With the increased focus from Ofsted in a secondary school inspection) will order to be familiar with its curriculum. defined. Just like in the classroom, new in the whole school curriculum intent, why now?’ Why are they teaching this on subject leaders, the opportunity typically focus on a sample of subjects, Get studying: senior leaders should vocabulary becomes understood through and then how that intent is reflected in a particular lesson, topic or knowledge and to share best practice with fellow professionals and get practical looking at a variety of pupils in different now expect to have to 'swot up' on the contextual usage, but senior leaders specific subject area. why are they teaching it in the order or guidance on successful curriculum year groups across that sample. In each curriculum content and sequence in those shouldn’t assume that all colleagues are Work with colleagues: subject leaders sequence they are? implementation is invaluable. Join Know your intent and deep dive, inspectors are required to subject areas. They should start with a familiar with the language they have need the chance to discuss with each us for Leading Your Curriculum with review a minimum of six workbooks (or familiarity with the national curriculum most recently learned. It might be worth other the issues they face both designing implementation: it’s not enough for a Confidence – see my.optimus- pieces of work) in lessons they visit, and content and appreciate where, when and producing or sharing a glossary of terms. and implementing their curriculum. teacher to say they are following a subject education.com/conferences scrutinise work from at least two year why the school's schemes of work might Schemes of work: it makes sense to This does not need to be under the scheme of work or that they are ‘building for details. groups in depth in order to ensure that deviate from it. demand some consistency in the layout of direct supervision of senior leaders. In a up to GCSE work’. They need to articulate

30 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 31 TEACHING AND LEARNING @OptimusEd @OptimusEd TEACHING AND LEARNING Classroom Stretch and Challenge Classroom Stretch and Challenge

5. Hard work does not always pay off, especially if pupils are What can we do as teachers out of the classroom? working hard in the wrong area or at the wrong things. Moving from grade 8 to 9: We have to support pupils in identifying the curriculum Simple things Complex things content that they need to spend more time at with explicit success indicators (including assessment and evidence of Liaise with parents Develop coaching groups the development of expertise). what can teachers do? Organise appropriate trips/visits Create junior examiners

In many classrooms it's all too common to teach to the middle. What can teachers realistically do to help What do teachers think grade 9 looks like? Expose pupils to graduates, college and Develop written communication university teachers etc. their students get to the top marks independently? TOM FAY investigates To answer this question, 40 teachers of Year 11 pupils were surveyed. You can see their top three responses to each question Organise intervention Analyse examiner reports below. Be a role model Remove personal learning In the dynamic atmosphere of mixed ability classes, it is a 'Hard work does not always barriers common occurrence for teachers to do one of the following: Teacher responses Reinforce expectations Decode the best revision/ • teach to the middle pay off, especially if pupils What skills do What knowledge What behaviour learning strategies • ignore the most able as they 'just get on with it' pupils need? must they have? must they are working hard in the wrong exhibit? Analyse in class peer assessment data Develop a marking team to 1. Resilience. 1. All specification support you • not provide opportunity to really deepen learning due to 1. Readiness to learn. 2. Effective learning content. the time constraints of completing the curriculum. area or at the wrong things' 2. Read around their skills. 2. How to learn subject. 3. Critical/reflective effectively. Creating junior examiners 3. Highly organised. I have spoken to many teachers who have expressed a type of thinker. 3. Self-identification Wondering where to start? There are so many successful helplessness with this occurrence. Understandably, they spend Pupil responses of weaknesses. strategies that a teacher can employ to make all this happen. a lot of their class contact time supporting the less able and Creating junior examiners as the academic year progresses is a What skills do What knowledge How does a How is potential What barriers How do you decoding content to ensure progression and retention of key you need? do you need? grade 9 pupil measured? exist? incentivise the good starting point. How do you ensure that pupils with high content for all. The result is that progress tends to be skewed for grade potential do the following? 1. Effective learning 1. Assessment criteria. behave? 1. Assessment 1. Revision – 'not pupils? 1. Hard working. the most able and we settle for a maintenance phenomenon – skills. 2. Specification content outcomes. enough of'. 1. Positive • Critique and understand exam format and style. 2. Motivated. they are doing well on tests, so we just leave them to it. 2. Writing skills. (all grades). 2. Target grades. 2. Pressure to communication. 3. Organised. • Analyse mark schemes for trends/key terms/structure. 3. Time management. 3. Example grade 9 3. Homework/book succeed. 2. Rewards. What does a grade 9 pupil look like? content. work. 3. Time dedicated 3. Speak to parents. • Undertake a rigorous question level analysis. to these pupils in If you look online, or in the range of published material, there How is your What barriers What incentives lessons. • Possess an understanding of command words and how potential exist? seems to be a little bit of 'same old same old' in regard to the do you have? to apply knowledge both in and out of context. characteristics of a grade 9 pupil. The advice and resources given measured? 1. Time with teachers. 1. Life chances. 1. Teachers tell me. 2. Effective revision are generally good but the mechanisms that we need to create 2. College places. As you will notice, the teachers’ responses are not so dissimilar • Have an appreciation of areas in their exams that 2. Assessment grades. strategies. 3. Peer recognition. commonly cause problems (and how to overcome them). such a learner, or the strategies to remove barriers which prevent 3. Task feedback. 3. Too much content. to the pupils. It is interesting however to analyse the differences, pupils from making the transition from 8 to 9, are often lacking. particularly in the skills and barriers the two groups perceive, • Decide how to share and disseminate their learning with Ask yourself the following questions. and to come up with a teaching consensus. others through initiatives that allow them to analyse • How much impact do I actually have in the classroom on What is interesting about this little study? Firstly, when repeated In the following lists you’ll find some suggestions of things other pupils' work, provide feedback, peer coach and this type of pupil? in many schools the results tend to be the same, whether you that can be done in and out of the classroom. They are not peer teach. speak to pupils from mixed or setted classes. Secondly, there are exhaustive lists! • How do I know? the following lessons to be learned for teachers. • How much impact do I have outside the classroom on 1. Never underestimate how little a pupil knows about What can we do as teachers in the classroom? A revision framework for GCSEs and A-levels this type of pupil? effective revision and learning techniques. In my experience, ensuring that pupils with grade 8 and 9 potential understand how to revise/consolidate effectively and apply • What are the characteristics of an 8/9 pupil? 2. Pupils need to be explicitly taught how to fluently express Simple things Complex things learning in multiple contexts, has certainly helped when they are themselves on paper in examination conditions. • What impact do I (the teacher) have on unlocking this Have high expectations Peer assessment strategies developing expertise over time. Teachers, in liaison with pupils, potential – what do I do to ensure pupils can make the 3. Attainment in assessments over time should be Use your expertise to inspire pupils Develop 'expertise' resources can decide the best stage to begin revision based upon assessment progress between a grade 8 and 9? cumulative (re-testing previous skills/knowledge that feedback, self-reporting, peer assessment and teacher judgement. pupils struggle with) and not isolated (old modular Provide directional feedback on learning Create pupil learning logs assessment strategies). What do pupils think grade 9 looks like? Teach content effectively Develop written communication To answer this question, 120 pupils in Year 11 (all predicted Download a revision framework from 4. Even the most able struggle sometimes with content, and my.optimus-education.com/revision-framework- grades 8 and 9) were surveyed. The questions and top three Set aspirational targets Create impact indicators for certainly in many cases do not have the expert context to success gcses-and-levels responses to each one were as follows. reinforce new learning.

32 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 33 TEACHING AND LEARNING @OptimusEd @OptimusEd TEACHING AND LEARNING EYFS Framework EYFS Framework

IN-HOUSE TRAINING and equipment and to learn new skills. Practitioners spend time showing children how to use these safely and talk with children about the dangers Physical development: health associated with not using things properly. This helps children to understand how to assess risk and understand what to do to and self-care keep themselves safe. The outdoor environment has places In a piece adapted from EYFS bitesize training, LINDA THORNTON shows how practitioners can enhance their to run or ride around, space to throw work with children as they become aware of their own health and self-care needs or kick a ball, small spaces to explore and a wooden climbing frame that presents a number of exciting challenges. Health and self-care is one of the two As children play, practitioners talk to aspects of physical development, one of 'Snack times are organised so children them about potential risks in different the seven areas of learning in the EYFS. At can try out a range of different foods' situations and how to avoid them. This the end of the EYFS in the reception year helps children to develop their skills and at primary school children are expected to to learn how to avoid danger. reach the following early learning goal: nappies. The nappy changing area is a Two-to three-year olds ‘Children know the importance for bright tidy place with everything stored At mealtimes, children use real crockery good health of physical exercise, and a close at hand and the bins are emptied and glasses as practitioners feel this is the Questions for reflection Putting on coats and shoes can take up a lot of time, but practitioners see this as an important part of the healthy diet, and talk about ways to keep regularly. best way to help children to learn how and discussion children’s learning experience healthy and safe. They manage their Babies and toddlers are encouraged to use these safely. Wherever possible For under threes own basic hygiene and personal needs to enjoy activities that involve exploring children manage their own meals and are Practitioners know the children they work the course of the day they experience a ˜ How could we find out more about successfully, including dressing and going materials such as gloop, paint, jelly encouraged to try a variety of foods. with well and understand the level of good mixture of sedentary activities and the latest guidelines on healthy to the toilet independently.’ or honey, which inevitably get them The children’s toilets are next to the challenge that is appropriate for different vigorous active play. There are times to eating for young children? ˜ Could we find a way to let toddlers be All staff need to be confident of their messy. While cleaning the children up home base and are equipped with potties, individuals. dance and move to music, opportunities more independent at snack and meal role in developing children’s awareness afterwards, practitioners talk about hand low-level toilets, steps and child-height to be active outside, and story time times? and understanding in this area of learning washing and demonstrate how to do this wash basins. Practitioners oversee visits Four-to five-year-olds regularly turns into an exciting and ˜ How much do we value children and development, whatever the age of the properly, giving the children a good role to the toilet, helping where necessary, and Mealtimes are important social occasions creative performance session. Large learning how to dress themselves, children they work with. It is important model to follow. supervise hand washing and drying so in the nursery which practitioners use cushions in one corner of the room and do we give them enough time to to remember that different approaches are Drinking water is available throughout children quickly come to see this as a part to encourage children to try new foods provide a quieter, calmer space when do this? ˜ How could we change the outdoor appropriate for different ages of children, the day and snack times are organised so of the ‘toilet routine’. The toilet area is kept and learn about healthy eating, as well children feel in need of a rest or sleep. environment to give younger children and different children will progress in children can try out a range of different clean, sweet smelling and tidy, and bins as times for conversation and enjoying Parents are encouraged to make sure small challenges they can master? their understanding at different rates. foods, helping themselves to what they are emptied regularly. being part of a social group. Children’s their children are dressed in clothes The following scenarios show what would like to eat. Child-sized portions Children play outside every day. independence is promoted by helping to that they can manage easily themselves. For threes to fives quality practice in a nursery offering full of fruit and vegetables are available and Putting on coats and shoes can take up set the tables and to clear away, and by Putting on and taking off coats and ˜ How could we organise the space and routines to make mealtimes better? day care looks like. the older toddlers often enjoy helping a lot of time, but practitioners see this being able to serve themselves. Meals are shoes happens regularly as children ˜ Are there ways we could change the the practitioners to prepare the snack. as an important part of the children’s cooked on the premises by a qualified go outdoors and back again, so there layout of the room to create some Under twos Hand washing is a regular part of the pre- learning experience and only assist when cook who is up to date with the latest are plenty of opportunities to practise cosy areas for rest and relaxation? Practitioners in the baby and toddler mealtime routine and practitioners also absolutely necessary. They are quick to guidelines. dressing skills. The toilets and wash ˜ How good are we at encouraging rooms are very aware of the importance take care to make sure that children’s faces praise children’s efforts to be independent. The day is organised to give basins are located down a short corridor young children to be adventurous of keeping the room clean and tidy, and and hands are clean after meals. The outdoor area contains lots of children plenty of opportunity and so children often visit with a friend – an and to actively explore their environment? making sure that the toys and resources In the baby room sleeping and eating exciting spaces to explore – slopes to encouragement to follow their own advantage on the few occasions when ˜ Do we always know which children that the children play with are clean and patterns follow an individual baby’s climb up and roll down, flat spaces to interests, outdoors as well as indoors. they need extra help. have been active during the day and well looked after. They are not obsessive routine and there are floor-level sleep run around, and places to dig – but there Practitioners keep a close eye on what Throughout the nursery there are who has been largely sedentary? about this, but they all understand how nests that the children can crawl into to are also quiet areas to sit down and rest. the children are doing to ensure that over opportunities for children to use tools diseases and infections can be spread so rest. After lunch most children have a Children are encouraged to build their they keep surfaces clean, sterilise bottles sleep to reinvigorate themselves for the physical skills and confidence by taking Download the EYFS model policy from my.optimus-education.com/early-years-foundation-stage-policy to and teats, and wash their hands before and rest of the day. on small challenges such as jumping off ensure you have all necessary policies and procedures covered. after feeding a baby and after changing a low bench or running down a slope.

34 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 35 TEACHING AND LEARNING @OptimusEd @OptimusEd TEACHING AND LEARNING Learning and Thinking Skills Learning and Thinking Skills

BLOG POST 'Learning requires plenty How to help children who say of courage and they are 'stuck' children won't ever develop if Teachers are sometimes far too quick to respond to requests for help. JOHN DABELL explores how children may benefit from being 'stuck' and how to encourage them to find a solution independently we are always helping smooth When some children encounter a problem, difficulty, or 'Sometimes we become the way' challenge, they stop. Sometimes stopping and pausing for a moment lets them gather their thoughts, but invariably they just unstuck when we walk away stop and wait for help. They may: • be reluctant to make mistakes from the challenge as our • not fully understand what to do brain needs the time and • feel the work is too difficult. space to breathe' quite normal. However, being stuck isn't always what children even and sometimes it just comes back. When children say they are ‘stuck’ then the best thing to do is like, accept or are used to. I can't explain why. But you have to have the faith that that will leave them to it. Being intellectually and cognitively challenged This simply involves telling children to ask three other people come back. to the point where we think we can't make progress can be (teammates, group members or other children nearby) before The power of yet The way some people handle this is to work on several things at frustrating and, in some cases, paralysing. But being 'stuck' has its coming to you if they have any questions or if something is Mathematical legend Andrew Wiles expresses this in his video once and then they switch from one to another as they get stuck. I merits and immediate teacher input isn’t necessary. stumping them. that you can find at www.youtube.com/watch?v=KaVytLupxmo. can't do that. A variation of this is ‘brain, book, board, buddy or boss’ where Skip along to around 57 seconds and hear his views. He says: Once I'm stuck on a problem, I just can't think about anything Joy of being stuck children consult three sources such as a book, the board or the ‘When you start doing mathematics as an older child or as an else. So, I just take a little time off and then come back to it.’ In his book The Art of Standing Out, Andrew Morrish calls this web before consulting their friends with the teacher left until all adult you need to accept this state of being stuck. Even people who This perhaps makes us think about whether we expect too the joy of being stuck (JOBS). He says: options have been exhausted. are very good at mathematics sometimes find this hard to get used much from children — being stuck in a lesson is fine and actually ‘When a child is stuck, they should embrace and celebrate this, This supports children to take ownership of their learning, to and they feel that's where they're failing. being stuck when the lesson has finished is also fine. for they are about to learn something new.’ interactions, and problems and teaches them how to collaborate But it isn't: it's part of the process and you have to accept [and] If our brains function more effectively after a break, then Of course, we have to catch children being stuck. They are and use each other for support, information and instruction. It learn to enjoy that process. Yes, you don't understand [something at perhaps we shouldn't try to solve everything in 45-60 minutes. never normally shy coming forward to tell us they are stuck shows them how to lean into their discomfort rather than avoid it. the moment] but you have faith that over time you will understand Let children stay stuck overnight and let them sleep on their (although many 'silent' learners do), but there will always be — you have to go through this.’ challenges in order to make new connections. Having a break lets occasions that they will leave the classroom or vacate a lesson in Normalising struggle This illustrates that being stuck isn’t necessarily something you children see things from different perspectives and fresh angles. a state of confusion because they haven't got out of what James When children have tried, and we see that they are still have to immediately get out of because learning takes time. It’s Nottingham calls the 'learning pit'. He's developed a whole flummoxed, then we can step in with a spade and try to dig important for children to recognise the power of saying ‘I don’t Stay stuck philosophy around it which he explains in his animated video them out, or at least lend them a learning spade so they can do it get it…yet.' Teachers can't be everywhere at once and even if you are in a online at vimeo.com/128462566. themselves. position to help, should you? Isn't it better to allow children the Some teachers make sure that their class 'get stuck' all the time. Yeti learners time and space to think about what to do themselves? Useful strategies They deliberately plan for children to 'get stuck' and intentionally A ‘yeti’ learner is someone who tries and tries, doesn’t give We aren't talking about abandoning them but helping them Sometimes children can be overwhelmed by a problem or task select activities that will create cognitive conflict so they become up and knows that it’s going to take some effort. They also by not rushing over like some sort of rapid response unit. All when all they really need to do is work through small chunks great problem-solvers. understand that understanding comes from doing something children 'get stuck' — that's a normal part of learning. What’s independently before raising their hand for the teacher to check They do what Peter Johnston calls ‘normalising struggle’, where else. important is how they react and what strategies they have to help their work or help them. However, spending too long being the goal is for children to accept and embrace both challenge and Sometimes we become unstuck when we walk away from solve a problem. stuck is not a good state for a child to be in, as they can soon get failure as opportunities to self-monitor, learn, develop and do the challenge as our brain needs the time and space to breathe. frustrated and disillusioned. Giving them a useable strategy is better. Andrew Wiles says: Further reading therefore important. Being stuck is good because it accepts and acknowledges that ‘Somehow your subconscious is making connections and you Peter Johnston, Choice Words: How Our Language Affects Children's Learning, Lots of teachers promote the ‘ask three before me’ technique. there are no quick fixes and that learning is a struggle and that's start again, maybe the next afternoon, the next day, the next week Stenhouse Publishers (2004)

36 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 37 TEACHING AND LEARNING @OptimusEd Leading CPD

IN-HOUSE TRAINING In-House Training update The Optimus Education In-House Training tool has a fresh look and feel. LIZ WORTHEN finds out what’s new and how to make the most of the service

When the In-House Training service launched four years ago, Figure 1 it was envisaged as a library of training courses which leaders could take ‘off the shelf’ and use in CPD sessions with groups of colleagues. What became apparent over the following years was a greater need for self-study modules and the ability for staff to take control of their own learning. Based on your feedback, the new and improved In-House Training service is now live. So what’s changed? Here are my top three features from the self-study courses.

1. Track your progress When you’re working through the steps in a self-study unit, you can always see your progress (see figure 1). You can see how many steps you’ve completed, and how many there are to go. Figure 2 Furthermore, your progress is recorded. So if you get interrupted and only get back to the course days (or even weeks) later, you’ll be able to see where you got to and pick up at the same point. At the end of each step you’re asked a ‘progress question’ Figure 3 (see figure 2) which encourages you to put your learning into immediate effect or go back and review if you need to re-take the question.

2. Stay active and engaged Every self-study step includes at least one activity. This could be something to go away and find out, or reflective questions to answer yourself. 3). You can review the results The notepad tool means that you can make notes at any point. and there’s feedback on You can view, download or print these notes from your CPD which answers were correct tracker (which you access via the Dashboard). The notes could be or incorrect. If you achieve a valuable reminder or evidence of what you’ve learned. the 80 per cent pass mark, All of the diagrams and illustrations have been updated, and a personalised certificate is overall the look and feel is more attractive – making it easier to automatically generated and stick with the learning. stored in your CPD tracker. There’s also a ‘rate this unit’ feature, so that you can provide 3. Assessment and feedback feedback to Optimus on the quality and usefulness of the unit. Every self-study unit now includes an end of unit test (see figure Meaning that we can continue to improve where needed!

Access the In-House Training library at my.optimus-education.com/inhouse-training (part of Premium and Unlimited membership)

38 INSIGHT OPTIMUS EDUCATION my.optimus-education.com @OptimusEd SEN, SAFEGUARDING AND PASTORAL Introduction

What’s in this month’s SEN and Safeguarding section?

Like those in mainstream settings, children and young people in special schools need to have their wellbeing Contributors in this issue prioritised. Due to their additional needs alongside many other factors, these pupils are even more susceptible to mental health conditions. Overleaf, Nicola Harvey shares Kelly Hannaghan is the wellbeing leader at strategies to support the wellbeing of children in a Lessness Heath Primary School and has spent special school. her professional career focusing on enhancing With child poverty on the rise in the UK, schools need to the life chances of pupils and families in ensure that they’re creating an environment for pupils to education. @mindworkmatters thrive rather than just survive. For advice on what schools can do to help children affected by poverty, see Kelly Judith Staff is a protective behaviours and Hannaghan’s article on page 50. Poverty can also impact safeguarding trainer and consultant, who attendance at school. Turn to page 44 for Steve Baker’s supports schools with development of training, guidance on improving relationships with persistent policies, procedures and practice. absentees and their families. @jcstaff_ But it’s not just deprivation that can have a negative effect on wellbeing and educational outcomes. Although harder Nicola Harvey is a SEND teacher, therapist to spot, affluent neglect can cause children to believe that and mindfulness practitioner. She is the author who they are is less important than what they achieve, of Mindful Little Yogis: Self-Regulation Tools to leading to depression, anxiety and self-harm. Turn to page Empower Kids with Special Needs to Breathe 48 for more on understanding and addressing concerns. and Relax. @HarveyHeals Charlie Roden, Junior Content Lead Steve Baker is a freelance behaviour and Top SEN and safeguarding blogs attendance consultant. Following a career in drama teaching, he is now a senior trainer with Too stressed for exam success? Pivotal Education and supports schools to oego.co/too-stressed-exam-success improve attendance. Wellbeing podcast: social media oego.co/social-media-podcast

Autism and inclusion in a mainstream secondary school Forgotten your log-in details or want to add more members from oego.co/autism-and-inclusion your school or organisation?

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Figure 1 • Headspace (for kids) – this app Supporting the wellbeing Sensory system Mindfulness activity teaches parents and children Visual Notice what you see when you blow bubbles, play with together about meditation for kaleidoscopes, look in the mirror and explore the room to choose different age levels. They focus on of pupils with SEND objects that are your favourite colour. calm, kindness and bedtime. Tactile Touch shaving foam, soapy water, playdough, theraputty and The unpredictable nature of school can increase stress and anxiety, particularly for those children with • Insight Timer – this app is free with other items to notice the different textures. meditations for parents and children. special educational needs. NICOLA HARVEY shares strategies to support the wellbeing of pupils with SEND Auditory Mindfully listen to meditations, music, experiment with sounds They focus on relaxation, managing and notice what you can hear. stress, concentration and sleep. Smell Breathe mindfully through the nose, notice different scents and if Due to their diagnosis, environment appropriate, try aromatherapy oils. and many other factors, those with 'Mindfulness can be used in special Websites Taste Eat slowly, mindfully swallow food and drink and notice the taste SEND are more susceptible to mental • Special Needs Jungle – parent-led schools to help children learn how to and texture. health conditions. For instance, around information, resources and informed 10-15% of the population experience an Proprioceptive (body awareness) Jump on a trampoline, play body awareness games e.g. ‘Simon opinion about children and young self-regulate, improve focus and build says’, practise wall push ups and carrying heavy objects. anxiety disorder at some point in their people with SEND. life (Kessler et al., 2012), whilst around resilience' Vestibular (sense of balance) Do special yoga, go for a mindful walk barefoot, climb a climbing • Mindfulness in Schools – 40% of autistic children and young people frame and swing on a sensory swing. mindfulness training for schools and are thought to have at least one and often practitioners. more anxiety disorders (van Steensel et may be through meditation or simply activities within the book is five finger The sensory system (E.g. Go for a mindful walk or drink al., 2011). focusing on the breath. breathing – a great way for children to Children with special needs often benefit some water). • Mind Space – resources, meditation Initiatives like Place2Be’s Children’s A simple and effective way to introduce trace around their hands in sync with from using a range of practical and With regular use of the Zones, scripts and app to bring mindfulness Mental Health Week help raise awareness children in special schools to mindfulness their breathing. The image below has been calming tools to stimulate and soothe the children become more aware of their and meditation into children’s lives. nationally and Anna Freud’s CARE is through the S.T.A.R. model from the adapted from The Calming Corner (see sensory system. Figure 1 shows a range emotions and impulses. In turn they can • Cosmic Kids – yoga and mindfulness Principle provides supportive guidance to book Mindful Little Yogis, as explained in thecalmcorner.com). of mindful activities which can also be manage their sensory needs, and this videos, training and meditations. school staff on ways to approach children my article on teacher wellbeing in a practised in both a sensory room and the gradually improves their ability to solve experiencing a mental health condition, special school (available at oego.co/ classroom. conflicts. For more information, go to • nasen – resources, training, advice but there need to be more inclusive teacher-wellbeing-special-school). zonesofregulation.com and information to enable staff projects to support the diverse range of to meet the needs of pupils with children with special educational needs. Breathing activities Emotional regulation One breath at a time learning differences. Breathing is the core of Mindfulness enables children to develop Mindfulness can be used in special • Schools in Mind – sharing practical, Mindfulness in special schools mindfulness. When a child feels BREATH OUT self-awareness in the present moment. schools to help children learn how to academic and clinical expertise Like those in mainstream environments, calm, their mind becomes clear As they become more grounded, children self-regulate, improve focus and build regarding the wellbeing and mental in order to thrive in special schools, and breathing is steady and relaxed. may notice or experience their emotions resilience. health issues that affect schools. children need to feel safe, understood When a child experiences stress and feelings more meaningfully, which With regular practise, children (and the • ELSA – wellbeing training to and engaged with familiar adults around and overwhelm, their breathing can at times be difficult for them to adults around them) will begin to notice support children with their them in structured environments. Using may become shallow or be at a faster process and regulate. that when they start to breathe mindfully, emotional literacy. clear language, maintaining a consistent pace, potentially with a busy mind. Emotional literacy and awareness are they have everything inside of them to be approach in accordance to their learning Deep mindful breathing sends essential to help children build resilience in the present moment, which will help < styles and creating a calm space is key. messages between the brain and the and provide a foundation for emotional them navigate their way through life’s ups Research shows mindfulness to parasympathetic nervous system for regulation. and downs. be an effective coping strategy for children to slow down and enhances BREATH IN The Zones of Regulation, developed Wellbeing podcast anxiety, reducing common behavioural, a more balanced state of calm in the by Leah M. Kuyper (2011) uses colour- Useful apps Want to hear more about ways psychological and physical problems mind and body. coded resources to help children visually • Smiling Mind – body scan to support the wellbeing of both often linked with children with special Mindful Little Yogis features over 50 represent and label their emotions. The meditation app to help children pupils and staff? Head over to the educational needs (Hwang & Kearney, simple and themed guided breathing For more guidance on this breathing main message of the Zones is that it’s develop the awareness of what’s Optimus wellbeing podcast (oego. 2015) (Weisbaum, 2016). Mindfulness activities for children with SEND, activity, take a look at Dr Pooky okay to be in the different zones e.g. happening in their bodies. Learning co/wellbeing-podcast) for topics is the evidence-based process of paying detailing the therapeutic benefits and Knightsmith’s YouTube video ‘Five finger feeling blue (tired) or red (angry), but about what’s happening in your including teacher mental health, attention and being in the present developmental skills gained for practising breathing- a simple guided breathing what can you do to get back (regulate) body is one of the first steps of an social media and much more. moment without passing judgement. This each breathing activity. One of the exercise for kids’. into the green zone when you’re ready? authentic mindfulness practice.

40 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 41 SEN, SAFEGUARDING AND PASTORAL @OptimusEd @OptimusEd SEN, SAFEGUARDING AND PASTORAL Pupil Mental Health Pupil Mental Health

person is no longer able to function as they did previously. Staff Consider Childnet's family agreement for internet use for Compulsive gaming: can look out for pupils who are disengaged in lessons, have all the family. Most children will quickly become engaged, conversations fixed on gaming, fail to complete homework and especially when it involves parents needing to think equally are exhausted and irritable. about their own internet, gaming and social media use! This can be found at childnet.com/resources/family-agreement. advice for schools Speaking to pupils and parents/carers Shame and humiliation can be paralysing emotions for young Guidance on length of play ZOË DALE shares how to spot the warning signs and risks of compulsive gaming, and what schools can do to people. It is common for young people to be extremely guarded Empower parents to adopt a weekly quota for gaming. support and educate both pupils and parents about how out of control their compulsive or addictive behaviour Advise parents to allow certain games to be played only at the may have become. They may fear the fallout, especially if they weekend and establish clear time limits from the outset. have run up bills or debts on their parent’s bank/credit cards. Remind parents that when things go wrong online young Start setting limits young, when children play their first The World Health Organisation (WHO) classifies 'Staff can play a fundamental people can feel desperately out of control, leaving them games. Learning how to manage ending a session is key, both for compulsive gaming or 'gaming disorder' as: role in defining and modelling potentially at greater risk of self-harm and other impulsive risk- managing gaming and wider life skills. 'A pattern of digital gaming behaviour characterised by taking. Support parents in acknowledging love and concern for impaired control over gaming. Increasing priority is given the clear boundaries and their son or daughter, whilst acknowledging the wider challenges Encourage parents to prepare for ending a gaming session. to gaming over other activities to the extent that gaming they face. Explore using the inbuilt timer in your game console. Use a takes precedence over other interests and activities. support that a pupil needs in 15-minute sand timer to provide a visual cue for when a session Despite the occurrence of negative consequences, gaming Supporting and educating parents/carers will end. Try and avoid ending mid game, plan ahead, and try continues or escalates.' challenging times' Staff can play a fundamental role in defining and modelling the and allow time to finish. Not being able to finish and maintain clear boundaries and support that a pupil needs in challenging levels leads to build ups of anger and frustration. Experts are currently debating whether problematic gaming highly distractible in day-to-day life may relish the intense focus times. This can be a significant help for parents, who can build can be understood in similar ways to other compulsive involved in gaming. on this advice. Support parents in understanding the need for their behaviours such as gambling and drug addiction. Whilst opinion children having a mixed ‘diet’ of life experiences. Gaming is divided about the negative impact of gaming in general, many When does gaming become a concern? Consider a parents' evening focused on children and young and screen time should be one of a range of activities. academics agree that add-ons such as ‘loot boxes’ encourage The Association for UK Interactive Entertainment recommends people’s digital lives. Address the range of challenges presented gambling-like behaviour. Parliament is currently investigating that all games should form part of a healthy and balanced lifestyle by gaming, social media and the internet world. Encourage sport and other physical activity. This ensures the this issue. and, as a guide, a five-minute break should be taken every 45-60 serotonin released is linked to other activities. minutes. Despite this, it's still common for some children to Help parents understand what the attraction is. Gaming has Young minds and dopamine spend hours playing games. learning and creative potential, alongside potential risks. Games are immersive experiences that provide people with rapid Gaming is at risk of becoming compulsive when the child or Further help dopamine release, and overexposure to this level of stimulation young person: Model parents actively engaging with their children’s Seek further advice and professional help if a child or young person can cause structural changes to the brain. This explains why, • has repeated difficulty stopping play gaming world. Could your pupils be supported to show their is experiencing intrusive and ongoing issues. when a person plays games, the type of stimulation they receive parents how games work? ˜ • gets a 'buzz' from gaming, not gained elsewhere Young Minds – parent helpline and how to talk to your child can be so different from what people experience in other about social media and the internet. activities, and why many young people may find other (non- • prioritises gaming over face-to-face social contact Consider providing ‘taster’ sessions for parents to play ˜ Childline – key approaches and practical advice for parents and electronic) activities to be boring in comparison. games alongside their children. Get debating the pros and cons. their children. • becomes upset, anxious or verbally and physically ˜ Childnet – worried about how long your child is gaming for? Brain scans show that young minds are dominated by aggressive towards those setting limits and seeking to end ˜ Royal College of Paediatrics and Child Health – the health dopamine production. Once the brain has experienced a flood play Educate parents about the importance of age guidance for impact of screen time: a guide for clinicians and parents. of dopamine, the brain begins to crave the same response. games. Consider gaming context in the way we would films. If ˜ NHS – children treated for computer gaming addiction under Some young people may become driven to maintain this with • is unable to cope with the removal of the console or lack we have concerns about an 18 film being too violent, it will be no NHS Long Term Plan. thrilling and exhilarating experiences, such as compulsive social of internet connection different with an 18 game. Many problems stem from children networking, gaming and gambling, as well as risk-taking in day- • drops other hobbies or interests to play for extended playing 18 certificated games (containing explicit violence and to-day life. periods of time sexual scenes) when they are much younger and struggle to Young people who are already emotionally and socially process what they have seen. Advise parents to read gaming • slips back into compulsive or out of control use after a vulnerable are likely to experience similar problems online. This reviews and learn from other’s experiences. More mental health guidance period of abstinence is termed ‘risk migration’. Research is increasingly evidencing Our annual Mental Health and Wellbeing conference will that young people who experience social anxiety and those with • uses drugs to prolong extensive gaming sessions Advise parents not to pay off debts or bills for online provide you with guidance on developing in-school support ADHD or who are on the autism spectrum are significantly gaming. Supporting a young person to acknowledge debt and • avoids eating, drinking, sleeping or using the toilet. and early help to children and young people experiencing more vulnerable to developing compulsive behaviour linked to how they can contribute to repayment is a fundamental aspect of mental health difficulties. Look out for further details. gaming and wider social media use. Paradoxically, a child who is The tipping point has been reached when the child or young understanding the negative consequences of gaming.

42 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 43 SEN, SAFEGUARDING AND PASTORAL @OptimusEd @OptimusEd SEN, SAFEGUARDING AND PASTORAL Attendance Attendance

10 questions to ask What can you do about yourself ˜ What is school life like from the perspective of your PA pupils? Try constructing a 'day in the life' for one persistent absence? of them. ˜ What feedback do PA pupils give you Do you have 'intractables'? What can you do to improve relationships with your most persistent absentees about the school? and their families? STEVE BAKER provides ideas and examples ˜ Does every PA pupil have a named mentor? ˜ How consistent is the ‘meet and greet’ that all staff perform? It’s time to put some wrong things right! 'It takes guts to walk into school when ˜ Do you have a clear, robust reintegration procedure for pupils So went the rallying cry of 'The returning from absence? you’ve been off for weeks' ˜ How is your pupil premium money Incredibles', bursting out of their CGI being spent? Can you be more If we want them in, we need to earn that trust, all of us tights and capes. Theirs is a name well imaginative? suited to attendance leaders, who day changed tech groups, so it takes me ages to PA pupils. The PA and at-risk-of-PA often ˜ What is the literacy level of your PA in, day out, tackle the toughest job on find the room. And when I walk through have no reason to trust adults. If we want pupils? them there, we have to look like we want form tutor, class teacher, or member of the planet: getting pupils who just don’t the door the teacher looks up and I can see them in, we need to earn that trust, all of ˜ Do your PA pupils have any other to be there too. SLT. But there must be someone for each want to be there into school. And so we her thinking ‘What the hell do I do with us. It starts with the headteacher, being common characteristics e.g. gender? pupil. Someone who invests in them, Ethnicity? Does this point you have it: the incredibles in search of the her?’ Brent says, ‘Hello stranger!’ so I tell among the children, listening to them, 5. What do your families want? earns their trust, refuses to give up, rings, towards solutions? intractables. him to piss off. Miss starts screaming, ‘Get showing respect before demanding it. ˜ How does your school promote For primary schools, improving visits and chases so they are left in no out!’ so I do, and I think sod this school, I’m Then it needs to run through the school wellbeing? attendance is all about engaging families doubt: the school cares about me and Getting beyond the easy wins off down the park, so that’s me out the door like a stick of rock, so that screaming at ˜ Is your school working on a punitive and the ‘hard to reach’. A school I know in won’t collude in my absence. Schools have taken big strides since the by 9.15am… kids becomes as unacceptable as drunk or restorative basis? Leeds did some research. What did their Who are your persistent absentees? government invented ‘persistent absence’. We should pick these stories apart like driving. parents need? As a result, some received White working-class boys in KS4? Asian The easy wins have been won, by and crime scene investigators, in a forensic came into school and led sessions with help completing benefit forms, others girls in KS2? If that’s what the data says, large. Most schools now have joined up search for the moments when the wrong 3. Be imaginative these five PA pupils. When I last checked were signposted to support for domestic then look at pupils in those categories systems for tracking and monitoring, and message was sent. Was it a look, a careless Some weeks ago, I met a deputy head with her, they were all attending at more violence. Only then did the school begin who are a year or two younger. What a far more sophisticated grasp of their word, a lack of planning that made a in a large secondary school in the home than 90%. to push their messages about attendance, warning signs can we detect? What can be data than was the case at the birth of the stressful situation unbearable, tipping the counties. The place looked tired. The It won’t always be the pursuit of perfect uniform and the like. It got results! done proactively, to ensure these pupils century. We’re down to the bedrock now, child over the edge? What structures do floor, the walls, even the sky seemed to quads and biceps that brings them in of Another primary school in the same city stay with you? the hard yards. we have in place to prevent this? be beige. The head was off long-term sick course, but we are free to be imaginative. employed mentors who spoke the local Behaviour and attendance leaders really So how well equipped are most schools? (how often do you hear that these days?) There is something every school can do languages, felt comfortable in local places of are ‘The Incredibles’, and senior leaders Do they have what it takes to bring the 2. Be emotionally consistent and the two deputies were making a to make a personal connection, to share worship and could bring parents with them. need to ensure that they are supported persistent absence (PA) kids in? Here are There’s a reason why young people decent fist of managing in his absence. a passion, to present the intractables with A secondary school I knew in held by everybody. As the saying goes, ‘culture six suggestions from me. describe an empathetic adult as ‘safe’. The It turned out that this deputy head’s something more than the curriculum that an informal naturalisation course for their eats strategy for breakfast’. When the PA challenge is to make sure that every adult hobby was weightlifting. She would drive most of us know in our heart of hearts is eastern European parents. The first battle child feels safe, among ‘safe’ adults, they 1. Turn the telescope around is ‘safe’, that compassion isn’t contracted straight to her local gym each evening not fit for purpose. was to convince traveller parents that their are on the road to recovery. What some schools have yet to do, is out to a small group of pastoral staff, and blow away the stress of her endless children really were welcome in school, a to turn the telescope round and look at that consistency isn’t just about uniform, search for maths teachers by dipping her 4. Be gleeful message that contradicted their dreadful school life from the viewpoint of the PA chewing and lesson objectives. Emotional hands in a bowl of chalk and pumping I recently visited a primary school in experiences back home. Excellence in Pupil pupil. Might the following sound familiar? consistency is what we need. iron. One evening during a more-than- Edinburgh. At 8.50am the children Audit your contacts with parents. Who Development Award Mum won’t get out of bed, so I get Jodie It takes guts to walk into school when usually cathartic clean and jerk, she had lined up and made their first choice of rings home? Who texts? Who emails? The Excellence in Pupil Development her breakfast and walk her to school, and you’ve been off for weeks. Ask any teacher an idea. And that night she hung back late the day by pointing to a menu on the When? Why? How often? A picture Award (EPDA) offers a structured and now it’s gone 9.00am, so I sign the late in September. More seriously it would not trying out her idea on one of the personal classroom door. What will it be? A hug? emerges and actions suggest themselves. supportive whole-school framework book at the office and get a dirty look off be an overstatement to see PA as just one trainers. A handshake? A smile? The teacher that enables schools to develop the woman there. I want to tell her where symptom of a mental health crisis. Over the next few days, she managed gleefully obliged each request and in they 6. Pay attention pupils’ life skills, and to set high to stick her late book, but I don’t. Then it’s Emotional consistency, based on to contact each one of a group of five marched – past a crackling log fire on the Every PA pupil needs a named mentor. standards of conduct. Find out more straight to lesson one ‘cos we don’t have empathy, modelling and listening is good persistently absent pupils. Using pupil TV screen to begin their day. Depending on the size of the school and at oego.co/EPDA20 tutor time first thing anymore. We’ve for the mental health of staff as well as the premium money, the personal trainer The gleeful bit is important. If we want the scale of the problem, it might be the

44 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 45 SEN, SAFEGUARDING AND PASTORAL @OptimusEd @OptimusEd SEN, SAFEGUARDING AND PASTORAL Behaviour Behaviour Getting parents and carers on board with behaviour What can you do if parents or carers aren’t supportive in your approach to their child’s behaviour? ADELE BATES suggests 10 strategies and ways forward

This is a tough one. A pupil has been involved in a series of 'This may be the third, fourth, behavioural incidences, or one particularly serious one, and you must contact home. You’ve outlined the issues, the consequences fifth year of being invited in and the plan for moving forward, as per the structure in 'how to make that phone call home'. (see my.optimus-education.com/ to “speak about their child’s pupil-behaviour-how-make-phone-call-home) However, the parent/carer does not agree with the school’s actions or the behaviour”' consequences facing their child. What do you do? carers, but creating and maintaining a professional working 1. Understand conversation is essential. Remember that the focus needs to be the child's wellbeing and learning Understand that parents and carers come in all shapes and sizes. There may be many reasons for their disagreement with you – it 5. Use the behaviour policy them through that. They may be embarrassed; reassure them that 9. When parents/carers will not get involved may not be what it seems and you will never know the full extent Your school’s behaviour policy is a neutral entity. Whether this happens a lot – it doesn’t make them bad at parenting! Find out why. I managed to get a set of parents to their first of the relationships they share with their child or the home life the parents, carers, pupils or you like it or dislike it becomes ever parents/carers’ evening in Year 11, with the discovery that situation. irrelevant in the moment of usage – and this can be used to your 7. Ask questions – they can help you! they didn’t speak English. I found a colleague who spoke their advantage, as you might do in the classroom: OK Ian, I realise Find out what they disagree with. For example, the consequence language, got them an early appointment and had the colleague 2. Judgement isn’t helpful that you want to take your tie off, but you know what it says on of continual disruption in one class may mean that a pupil has translate for me. We are human and will inevitably experience negative feelings page two of the uniform policy, and you know the consequences are to be moved to another class. The parent/carer expresses their A senior leader asked me how I’d managed to get them in. sometimes, but letting this cloud this part of our job will only X. Therefore, it is your decision, now let’s look at question five… dislike; you ask why, and it turns out there is a pupil in the new Simple: I’d found out why they hadn’t come before. get in the way. If you find yourself particularly riled by a parent/ You can use this strategy with parents/carers too. class who once had a fight with their child. Or they were taught What are the barriers? It could be language, ethnicity, income carer’s reaction, then pause. Thank you for explaining what you disagree with Ms Duveski; by that teacher previously and the relationship was challenging. (some may not be able to afford the extra travel), childcare for Speak to a colleague, pass it on to someone less emotionally at this school the behaviour policy states that when a pupil does Information like this does not mean you need to change the other siblings, bad past experiences with schools, illness and involved or wait for a time when you feel more balanced. X then the consequences are Y. As a school we follow this for all decision or the policy, but it could mean that additional support so on. This may be the third, fourth, fifth year of being invited Judgement or negativity you carry in your mind will inevitably pupils, so that’s what must be done in this situation. will be needed. For example, a period of re-introduction with the in to ‘speak about their child’s behaviour’. They may be tired, come out in your delivery and can cause parents/carers to Placing a child in a school elicits a non-verbal agreement with other child or a facilitated conversation with the new teacher. The scared, ashamed. What support can you offer them? become defensive or retaliate – thus furthering the difficulties. the running ideology of the school. If parents/carers are unhappy intervention will mean that the move is more likely to succeed; with a policy, then they should take the appropriate steps in your the parents/carers have helped you. 10. Finally – when the behaviour is good and the 3. Set up clear communication school to raise an issue. parents/carers aren’t on board Long winded emails or lengthy, emotional phone calls can be For an example behaviour policy that can be adapted to suit 8. When the issue escalates This one breaks my heart, but it does happen. exhausting and unproductive. your school setting, go to oego.co/behaviour-policy. Sometimes parents/carers can become upset and angry, or I once taught a Year 11 pupil with a target of level 3 for GCSE Arrange to meet the parents/carers. Outline clear objectives become passionate if they feel their child is being wrongly English. In the mock she got a 6. It was brilliant! Unbeknownst and ensure everyone has time to speak. Invite a colleague with 6. Involve the child accused or punished. Remember that we don’t have the full to me, she had been quietly and unassumingly taking you, or possibly ask them to facilitate. Make a note of what is Sometimes the pupil at school and the child at home present picture. It may be that they are expressing pent up anguish from everything in. I rang home to celebrate and encourage; they agreed and where there are still issues – these may be useful later differently – and not all messages get home in one piece. In a many things – and you happen to be the person taking it. were unimpressed, and I doubt very much that the ‘please do for creating interventions or behaviour contracts. meeting with the parents/carers involve the child: Sadia, please can If you’re able to, keep calm yourself and show that you’re congratulate her!’ message got through. you explain to us in your own words what happened during the listening. This may not be the most useful time to take any In these cases, schools and teachers need to step into loco 4. Remember the child fight at breaktime? I know you may have told your dads before, but actions or discuss next steps – though you may gain useful parentis, and be the cheerleaders. I contacted the pupil’s form In the midst of difficulties between adults, remember that the just so we all have all the information from your side. information for moving forwards. Arrange to discuss a plan tutor, head of year and headteacher, and we gave her a termly focus needs to be the child’s and other children’s wellbeing When pupils have to answer in front of all parties different truths of action at another date (soon). Bring along a colleague – this award. Although it’s not the same, I like to think we did our bit and learning. You don’t have to be best friends with parents/ may come out. This may be a shock to some parents/carers, so help way the issue becomes about the ‘school’ and not about you. where we could.

46 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 47 SEN, SAFEGUARDING AND PASTORAL @OptimusEd @OptimusEd SEN, SAFEGUARDING AND PASTORAL Types of Abuse Types of Abuse

parents are so busy providing materially, Responding to affluent they are unable to adequately respond to the child’s emotional needs. Although these children appear well-cared for, there can be an emptiness within which neglect can create issues later in adulthood, if left unaddressed. Affluent neglect is easily missed.JUDITH STAFF describes how to identify and address concerns Addressing affluent neglect Any parent can respond to safeguarding ‘Neglect’ is a familiar concept for people concerns defensively, in the belief that working in schools, and describes unmet 'Children may hold a perception that they are doing the best they can, and the physical, social or emotional needs. who they are is less important than feeling of being judged can be hurtful. Emotional neglect has a more specific However, it is essential that staff definition: ‘emotional neglect involves what they achieve' feel able to raise concerns and not feel failing to provide emotional support intimidated if the parent threatens costly that one should provide, given one's It is worth acknowledging that children need support to process. legal action, for example. Staff may relationship to the other.’ (Cohen, 2013). from affluent areas might have easier When the parent(s) eventually arrive(s) need additional training on how to have Alongside emotional neglect, and access to substances than their peers living home, it may not be the right moment to difficult conversations with parents/ sharing some common features, is affluent in less salubrious areas. Additionally, open an intense discussion regarding a guardians around affluent neglect and Children experiencing affluent neglect may need strategies to enhance their own self-worth neglect. Affluent neglect is a key area for the girls from suburban homes showed situation the child has experienced earlier safeguarding generally. safeguarding leads to be aware of, given ’significant’ levels of depression. in the day. Once a concern around affluent neglect have been trained in the prevalence is poor practice and can leave it can be easily missed, and difficult to has been identified, it is important that Protective Behaviours process children at increased risk of harm. address once detected. Pupil impact Safeguarding focus conversations happen with the child (protectivebehaviourstraining.co.uk). For children from affluent families, where The issues surrounding affluent neglect and the parents or carers, provided this This process enables children from all References Affluent neglect achievement and pressure to shine has been present a safeguarding issue which will not put the child at increased risk of backgrounds, of all ages and abilities to: ‘When did you last see your children? ‘The Times Affluent neglect is used to describe instilled from a young age, ways to escape schools need to be aware of, be confident harm. With a safeguarding issue like this, • learn what safe feels like for them and (London, England). (July 4, 1992): News: p10. unmet needs in children from affluent that pressure could be very appealing. This to identify and have capacity to address. parental support is most beneficial, and to how to identify when they feel unsafe ‘Top head attacks parents; “Affluent neglect” is blighting children's lives; Rich parents leave families which do not come under the might be one explanation why substance use Identification can be challenging as, on promote the home-school relationship is a • know that they can talk with someone children “unable” to deal with failure’ The Times basic categories of food, shelter, warmth, was higher in this cohort. the surface, there are not key indicators of great starting point. (London, England). (Nov. 29, 2014): News: p1. about anything if they choose education. Headteacher Clarissa Farr Also, children who have been subject neglect such as inadequate clothing and The DSL will advise on next steps to ‘Children of the Affluent: Challenges to Wellbeing’ spoke of issues surrounding affluent to high expectations may develop high unsatisfactory hygiene. address the concern, but it will be in • help them create a network of adults Suniya S. Luthar and Shawn J. Latendresse Teachers College, Columbia University. neglect, suggesting some children were expectations of self. This pressure to Research carried out in the 1990s on the best interest of the child to ensure a they can speak to ‘An Exploration of How Social Workers Engage not getting enough attention in the be ‘highly perfectionistic and strive to children in inner-city schools from low positive working relationship with parents • feel encouraged and reassured that Neglectful Parents from Affluent Backgrounds in evenings due to parents’ ’frenetic anxiety’. achieve’ can result in effects on wellbeing income families and those from affluence if the situation is going to be managed everybody faces challenges in life the Child Protection System’, Professor Claudia Bernard Goldsmiths, University of London, 2017. With affluent parents keen to promote and mental health, including depression found that the affluent children were doing successfully. and that wellbeing is paramount. and protect their children’s self-esteem, and anxiety, (Luthar and Latendresse much more poorly, especially on drug and As with any safeguarding issue, the ‘What Emotional Neglect Does to a Relationship’, Psychology Today, Elliott D Cohen, PhD, Nov 2013. they can struggle to accept failure which 2005) and sometimes self-harm and alcohol use and, to some degree, depression child’s voice needs to be central to the ‘Poor Little Rich Kids: How Mental Health is creates a sense in the child that not eating disorders. When parents value and anxiety too. (Finnigan, 2017). process. If the child can have some input as Conclusion Affecting the Next Generation’, Michael Finnegan, being the best or coming first failure is children’s achievements so highly, children Children from affluent families can be to how things can be improved for them, In some boarding schools, it has been November 2017. something to fear. may hold a perception that who they are is more at risk of turning to substances as a that is considered not only good practice documented that there can be a sense of less important than what they achieve. coping mechanism; for this reason, their but upholding the child’s right to be heard ’normalised parental deprivation’ which Evidencing prevalence Typically, in families where both wellbeing needs must be well-supported and listened to (Article 12, United Nations goes unaddressed, a culture that becomes Child Protection A study in New York (Luthar and parents work, the children (once of an throughout their schooling to hopefully Convention of Rights of the Child). acceptable because of the sheer scale of its Taking place in London, Manchester Latendresse, 2005) examined cohorts age to look after themselves) will spend prevent them relying on substances later occurrence (Bernard, 2017). and Bristol, our annual Child of children from ages 11 to 16 years periods of time at home alone, given the to cope with mental or emotional issues Support for pupils As with any safeguarding issue, it is Protection in Education conference approximately, across inner city and school day may end before the average including anxiety and depression. Children experiencing affluent neglect essential policies and procedures are will help ensure you can implement suburban areas, comparatively. Substance full-time working parent will be home The first issue which is perhaps the may need reassurance and strategies to adopted which enable staff to identify robust child protection procedures usage linked to anxiety and depression was from work. These hours can be isolating, easiest to detect is that of emotional enhance their own self-worth, being able and respond to affluent neglect without across your school. Secure your evidenced in the suburban (higher income) especially if there have been issues abuse which can be closely correlated to to feel safer with less-than-perfect results. delay. To normalise any potentially place at oego.co/CP20 cohort ‘suggesting efforts to self-medicate.’ during the school day that the child may affluence (Bernard 2017). Sometimes, Many schools in Northamptonshire unsafe parenting on the grounds of high

48 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 49 SEN, SAFEGUARDING AND PASTORAL @OptimusEd @OptimusEd SEN, SAFEGUARDING AND PASTORAL Equality and diversity Equality and diversity

BLOG POST Exclusive extra from the wellbeing podcast Children and adults living in households in the lowest 20% are up to three times more likely to develop mental health problems than those in the highest bracket (Marmot, M., Allen, J., Deprivation affects outcomes Goldblatt, P., Boyce, T., McNeish, D., Grady, M., & Geddes, I, 2020). It’s therefore essential for your school to have an open-door policy so parents feel comfortable reaching out to you if they’re – what can we can do about it? struggling. Be honest and transparent. Let parents/carers known that it’s OK not to be OK – something that needs to be shared KELLY HANNAGHAN shares what schools can do to empower families affected by poverty and ensure throughout the educational environment. children achieve their academic potential Having a person to speak to and ask for support can really help. This has been done successfully in our school, as parents are now more open and honest than ever before. If parents/carers are having difficulties at home, they know they can self-refer to us. The Child Poverty Act 2010 set targets for ending child poverty by Being able to ask for help has also given families the confidence 2020. However, child poverty is actually rising in the UK, with recent 'I was determined to rise to sometimes think of their own solutions, empowering them to research showing persistent poverty affecting one in five children, above my social background move forward. and a further 1.1 million children likely to be living in relative Our Family Matters programme has not only helped parents/carers poverty in another five years. (British Medical Journal, 2019) and not be the product of my find employment; it’s also helped them overcome mental health Child poverty in working families is also on the rise, with annual difficulties. Over 250 parents have engaged with the programme, and have learnt how to recognise signs of stress, depression and poverty statistics (households below average income) showing 2.9 environment' anxiety. They then take this learning back to their families and million children from working families in the UK living in poverty embed it, having a wider impact in the community. after housing costs have been paid. (BBC News, 2019) Want to hear more from Kelly on improving wellbeing? This isn’t just a story of statistics. I see the full effects of low numerous studies have documented the correlation between low Go to oego.co/teacher-wellbeing-podcast pay, benefit cuts, universal credits and the housing crisis is having socioeconomic status and low achievement. on the families within our school community. I also identify with As a wellbeing leader I am finding that a greater number of the current pressure that schools face in bridging the gap for our pupils are moving schools more frequently due to the current pupils to thrive rather than just survive. housing crisis; this surely has a negative impact on their Educators must be seen to truly value the skills and interests of young people Freedom to choose educational outcomes. ‘Give a man a fish and you feed him for a day. Teach a man to Poverty and academic achievement: my story So how can we help children overcome the many barriers to Engaging and empowering families fish and you feed him for a lifetime’. No proverbial wisdom better As a child I lived on a council estate situated in a very deprived learning that poverty places in their way? Here are some of the Poverty can be easily be mistaken for neglect, with pupils captures why so many people see education as the surest route area with lots of crime and low income, and ways we’re supporting children and families within our school attending school hungry in dirty unkempt uniform. Families out of poverty. mental health issues. I feel poverty had a huge impact on my community. often report not having enough money to provide food, clean As educators we must be seen to truly value the variety of skills own childhood and ability to attain. It’s hard to concentrate on • Early breakfast club for families experiencing poverty and tidy uniform, some struggling to have heating or even and interests of young people by investing in all aspects of their learning when you’re hungry. bedding due to their financial situation. learning, emotional and social development, thus equipping our • School uniform bank My parents were uneducated, which had a detrimental effect More families are getting into debt, finding no way out and future generation to have a dignified and decent level of living, on help available at home. Homework was very challenging; I • Work with local food banks at times being evicted due to housing rent debt. Parents have with the freedom to choose to live a socially inclusive life. would often avoid it altogether. I struggle to recall a time when • Set up a household bank for families to access who have reported waking up every day facing insecurity, uncertainty, and my parents read to me. been placed in emergency accommodation impossible decisions about money. UK charities supporting families in crisis School was the only place I had to access learning, but my Offering a safe space for parents to share the worries of their • Child Poverty Action Group vast learning needs presented a huge barrier. Nevertheless, I was • Create a community offer board highlighting services and situations can really help release the stigma around talking about • The Childhood Trust determined to rise above my social background and not be the support available in the local community financial struggles. We link up with local charities and support • Save The Children product of my environment. • Connect with national and local charities services enabling us to share the responsibility of helping our • Family Action Today my life is very different. I re-engaged with education as families most in need. • Turn 2 Us • Offer free fruit snacks for all school children an adult, relinquished the shame around my dyslexia and fell in I have also successfully engaged families by offering weekly love with learning. This opportunity has changed my life beyond • An offer of extra-curricular activities empowerment sessions for parents; they report gaining key measure and is why I believe that if we give children a rounded life and learning skills which have impacted their families in • Homework clubs education experience, we can equip and give them the chance of a positive way. Our Family Matters programme aims to grow Building an Effective Pupil Premium Strategy • Learning booster sessions a decent and secure life. confidence and engagement within a positive learning space. This training day will provide you with the opportunity to As a result of attending, we have parents who have enrolled on • Purposeful intervention provision review and update your pupil premium strategy. For more Overcoming barriers to learning college courses and secured jobs. Previously these same families information, go to oego.co/PP20 Low achievement is closely correlated with lack of resources, and • Regular collection of parent and pupil voice were feeling the pinch that poverty was having on their lives.

50 INSIGHT OPTIMUS EDUCATION my.optimus-education.com my.optimus-education.com OPTIMUS EDUCATION INSIGHT 51 in partnership with

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