[email protected] research, evidence, implementation jo pike university of hull
TRANSCRIPT
Research, Evidence, Research, Evidence, ImplementationImplementation
Jo PikeUniversity of Hull
IntroductionIntroduction
Background to lunchtime supervisor training programme
Preliminary research
Children and teachers’ perspectives
Identification of training needs
Implementation
Background to Background to TrainingTraining
Vibrant national policy context (Every Child Matters, Choosing Health, Healthy Living Blueprint for Schools, NHSS)
Local policy context - April 2004 - launch of ‘Eat Well Do Well’
Free healthy school meals and fruit to all primary school children
22,000 children - 77 primary schools, 3 special schools
Feb 2005 - scheme rolled out to all primary schools in city
Background to Background to Training 2Training 2
Evaluation by Food, Health and Education research group
Methods– Health related behaviour surveys - (yrs
4,5,6)– Annual class teacher questionnaire– Interviews - teachers, head teachers, PSHE
co-ordinators, lunchtime staff– Focus groups children - KS1 and 2 – Classroom and dining room observations– Nutritional analysis
Specific studySpecific studyFocussed on school dining room as a
‘dynamic space’ - “not merely as a passive container for action, but as an integral part of the ways in which children and adults experience, make sense of and construct their social worlds”
Explore the relationships between children, lunchtime staff and teachers within the dining room
Methods - mapping dining room, photography, modelling and DVD
Dining room cultureDining room culturePractical constraints - space, numbers
of children, time, kitchen infrastructure, numbers of staff
Aesthetics - institutional feel, bare walls, harsh lighting, hard chairs, noise, mess and waste
Difficult position for lunchtime staff - increased number of children, new school menu, increased surveillance, new responsibilities - no training
Identification of training Identification of training needs - head teacher needs - head teacher
survey survey Problems at lunchtime - lack of space, lack of respect, failure to manage behaviour, lack of surveillance/initiative
Training should teach - positive behaviour management, communication and interaction, playground games, first aid, sports, practices in education
Training should result in - confidence, respect, feeling valued, part of school team, more relaxed, seeing big picture, raised profile
Issues - funding, time, passivity, pupils!
Identification of training Identification of training needs - LTS surveyneeds - LTS survey
Likes - hours, children, fun and games, relationships “when it is sunny and all the equipment is out and all the children are laughing and playing together - if only!”
Dislikes - cheek, lack of respect, sorting conflictTraining should cover - behaviour management,
discipline, child protection, anger management, schools
Training should result in - confidence, continuity, ability to cope, better lunchtimes for children
Issues - time, money, location, nerves
ImplementationImplementationBudget of £48,000 to develop, pilot
and implement training for estimated 500 LTS across the city
Pilot phase in Dorchester primary school
Evaluation of programme (head teachers, lunchtime staff)
Redevelopment of materialsDelivery of training
Stage 2: Building relationships with the case study schools
Stage 1. Analysis and Research
Stage 3: Establishing learning needs to add
value
Stage 4: Development of the
training specification
Stage 5: Content design of the programme
Stage 6: Delivery of the pilot programme
Stage 8: Sustainability of the
programme
Working in partnership with the
pilot schools and key stakeholders at
all stages
Stage 7: transfer of learning to the
workplace
Training - in schoolsTraining - in schoolsInitial phone calls to head teachers to
gauge interest (51 schools out of 72)Invitation to host training sessions (29
agreed to host training)School venues selected according to
geographical clusters. Confirmation emails together with follow up phone calls.
Venues offered to other schools and dates confirmed
Training delivered to approx 300 lunchtime supervisors in 49 schools
Key information for Key information for schoolsschools
Dates and times of workshopsNo cost to school (trainees paid for
attendance)Held in schoolsTimes suitable for lunchtime staffSchool pack to be sent out - incl. claim form,
school mentor pack, confirmation letterLovely, friendly, supportive course (builds on
experience - no writing!) Tea and coffee please!
SummarySummaryLunchtime supervisors - wide variety of
skills, backgrounds, ages etc.Schools - poor recognition of lunchtime
supervisors, separation of lunchtime staff from other school staff
Children - work needed to build and redefine relationships
Reintegration of lunchtime into school day