THE STEVENAGE SPORTING FUTURES TEAMMIDDAY SUPERVISORS TRAINING

2020/21

Introduction

This is a guide to share some advice and ideas that we have gathered together to help midday supervisors within our partner schools, with the set up, delivery and management of lunchtime activities.

You may already have an organised set up at school up that works well for you and the children, but you may also pick up 1 new ‘nugget’ of information or idea to help improve things and help your lunchtimes to run a little more smoothly.

It is important to remember that every school setting and rules are different, so what would be good in one school, may not suit another.

Most schools will have a playground/outdoor area available and alternative plans for indoor activities if the weather is poor. However, in this current climate, we all need to be mindful of social distancing and hygiene at all times.

Throughout the presentation you will be asked to complete a few tasks for your own benefit, making it clear what already happens in your school and perhaps some things that can be introduced.

It may be useful to ask yourself questions as each section is covered, in order to put things into place or adjust what you already do, so please feel free to pause the video, make notes and have discussions amongst yourselves before continuing onto the next section.

PLEASE DISCUSS WHAT YOU CURRENTLY PROVIDE FOR THE CHILDREN IN YOUR SCHOOL AT LUNCHTIMES & MAKE NOTES.

OUR AIM IS TO:

• Provide guidance, advice & ideas for you to use alongside methods and delivery already established in your school setting.

• Encourage you to think about how the activity area can be set up to provide a fun and safe space for all of the children being supervised.

• Encourage you to take part in the activities being provided as much as possible & encourage the children to be actively involved.

• Provide you with at least 1 new idea to take away from this presentation.

ALWAYS REMEMBER THAT AS AN MSA, YOU ARE AN IMPORTANT MEMBER OF SCHOOL STAFF WORKING ALONGSIDE THE TEACHING STAFF TO PROVIDE OPPORTUNITIES FOR THE CHILDREN IN SCHOOL. EVERY SETTING WILL HAVE DIFFERENT RULES AND SPACES AVAILABLE AND WE HOPE TO INSPIRE YOU TO THINK ABOUT THE ADAPTATIONS AND IMPROVEMENTS THAT COULD BE MADE.

DO YOU HAVE A JOB DESCRIPTION SET OUT AND GIVEN TO YOU BY YOUR SCHOOL?

WHAT IS EXPECTED OF YOU IN THIS JOB ROLE?

THE ROLE OF THE MIDDAY SUPERVISOR

In most schools, Lunchtime Supervisors generally have a dual role with organising and overseeing the eating of lunch indoors, and supervising playtime in the playground. These roles will require the necessity of being organised, instilling discipline and rules which promote good behaviour, social skills and good hygiene.

Once in the playground environment the children need a certain degree of freedom to play in order to further their development, explore the world around them and learn and practice new skills. This is essential for physical, emotional and social wellbeing, whilst acquiring and developing new skills and positive behaviours.

For positive play and experiences, the children in your care don’t always need to be organised in detail and told specifically what to do. However, they do need an adult to give them the time to play, to provide a stimulating environment and the opportunities to explore. The children may need adult encouragement to play and some involvement can be beneficial, but learning to play or instigate their own activities can encourage motivation, decision making and responsibility to make their own choices. Structured and unstructured play are both beneficial for a child’s development.

The children will still need a certain extent of organisation during outdoor play and this can be worked in partnership with the Supervisors, Teachers and the children themselves. There are likely to be several activities and games occurring at the same time during a lunch break and therefore the space, task, equipment and people (S.T.E.P.) will need some degree of organisation. The children should also be given the choice to opt in and out of a lunchtime activity when they wish.

Some schools prefer to set aside specific equipment for outdoor use that is only for break times, for certain children (age related), for certain areas, at certain times etc. This ensures that other equipment is used only for PE lessons and kept in good condition and fit for purpose, with nothing lost or broken.

Supervisors have an invaluable and supportive role in the safety and welfare of all the children in their care and should be identifiable in the playground (e.g. High Vis jackets) for the children to easily see who they are.

A good rapport is essential for developing a positive relationship between the adult and child and both parties should expect and offer respect to one another.

A job description set out by the school, discussed prior to starting work in the setting, would help to clarify what is expected from you and from the school right from the start.

THE ATTRIBUTES OF A MIDDAY SUPERVISOR

The role of the Lunch time supervisor is incredibly important and there are many attributes that would be beneficial.

Here is a list of some of the attributes.

PLEASE DISCUSS WITH YOUR TEAM OF SUPERVISORS AND THEN ADD TO THIS LIST WITH MORE OF YOUR OWN IDEAS, USING THE EXPERIENCES THAT YOU HAVE HAD IN YOUR SCHOOL SETTING:

THE ATTRIBUTES OF A MIDDAY SUPERVISORPOSITIVE ATTITUDE RESPONSIBLE CALM FAIR

FUN ORGANISER FACILITATOR OF PLAY AND ACTIVITIES

FRIEND AND CONFIDANT

INVOLVED FIRST AID TRAINED SAFETY AWARE REFEREE

PROTECTOR/GUARDIAN MOTIVATOR THE IDEAS PERSON PROVIDER OF USEFUL EQUIPMENT & SUPPLIES

COMFORTER PERSON WHO SEES EVERYTHING (EVEN

BEHIND THEM!)

INSTILLS RULES CONTACT WITH TEACHERS

SAFETY AND WELFARE OF THE CHILDREN

It is important that all supervisors are familiar with school policies and procedures and the safety and welfare of the children are the most important aspects of a lunchtime supervisor’s role.

The next few slides are some questions to be considered. Please discuss and answer as a group.

They are all very important for your role as a midday supervisor in your school.

If there are any questions that you don’t know the answer to, it would be good to discuss and find out these answers from the Head, teaching staff or senior MSA.

This is also useful for any new MSA’s that may join the school.

CHILD PROTECTION

PLEASE DISCUSS THE FOLLOWING QUESTIONS AND MAKE NOTES ONCE YOU HAVE FOUND THE ANSWERS:

DO YOU KNOW WHERE THE CHILD PROTECTION MANUAL IS KEPT & ARE YOU AWARE OF THE CONTENTS & PROCEDURES?

DO YOU KNOW THE SCHOOL POLICY AND PROCEDURES FOR DEALING WITH SUSPECTED CHILD ABUSE?

WHO IS THE DESIGNATED TEACHER FOR CHILD PROTECTION IN SCHOOL?

It is of the utmost importance for an MSA to know the fire evacuation procedures in school and what should happen for any First Aid issues. So please ensure you know the following information for your place of work.

FIRE ALARM

WHAT ARE THE PROCEDURES IN SCHOOL IF THERE IS A FIRE?

WHAT IS YOUR ROLE IF THE FIRE ALARM IS ACTIVATED?

FIRST AID:

ARE YOU AND THE OTHER SUPERVISORS FIRST AID TRAINED?

WHICH MEMBERS OF STAFF HOLD A CURRENT FIRST AID CERTIFICATE?

WHAT ARE THE PROCEDURES IN SCHOOL FOR DEALING WITH AN INJURED CHILD?

The safety and welfare of the children while in school is so important, and there will be policies and procedures in place for this. Please ensure you are familiar with the policies of your school and how this is organised.

DO YOU HAVE ZONES IN THE PLAYGROUND FOR SAFE ACTIVITIES FOR ALL AGE GROUPS?

THE ENVIRONMENT:

DO ALL OF THE CHILDREN HAVE THE OPPORTUNITY TO USE DIFFERENT AREAS?

IS THE PLAYGROUND SAFE FOR ALL ACTIVITY AND IS IT CHECKED REGULARLY FOR ANY HAZARDS?

IS ANY FIXED APPARATUS (E.G. CLIMBING FRAME) CHECKED REGULARLY AND WELL MAINTAINED?

IS THE SMALLER, LOOSE EQUIPMENT REGULARLY CHECKED AND MAINTAINED?

WHO DO YOU REPORT TO IF YOU FIND ANYTHING DAMAGED OR BROKEN?

CAN EQUIPMENT BE REPLACED IF LOST OR BROKEN AND WHO ORGANISES THIS?

IS THERE ACCESSIBLE STORAGE FOR THE EQUIPMENT AND WHO IS ALLOWED TO ACCESS THIS?

BEHAVIOUR MANAGEMENT:

Every staff member should be able to discipline in the same way. This ensures consistency throughout the whole school and is therefore easier for the children to follow and understand.

DO YOU HAVE A LUNCHTIME BEHAVIOUR POLICY THAT LINKS TO THE WHOLE SCHOOL POLICY?

HOW DO YOU FIND THE BEHAVIOUR OF PUPILS AT LUNCHTIME?

DO YOU KNOW MOST OF THE CHILDREN THAT YOU SUPERVISE BY NAME?

HOW DO YOU ACTIVELY PROMOTE POSITIVE BEHAVIOUR AMONGST THE CHILDREN?

DO YOU FEEL CONFIDENT WHEN DEALING WITH DIFFICULT BEHAVIOUR AND SITUATIONS?

ARE YOU FAMILIAR WITH THE SCHOOLS POLICY ON BULLYING AND UNACCEPTABLE BEHAVIOUR?

DO YOU HAVE THE OPPORTUNITY TO FEEDBACK ANY CONCERNS TO THE HEAD OR TEACHING STAFF, OR ANY GOOD BEHAVIOUR THAT YOU SEE?

S.T.E.P. PRINCIPLE

When planning your lunchtime activities whether you are indoors or outside, you could use the following S.T.E.P. principle as a guide. It helps to make things safe and clear when organising the lunchtimes and what needs to be considered. Using this guide, you can ask yourself various questions to help you when planning:

SPACE: Is there adequate & appropriate space for the amount of children & the type of activities taking place?

TASK: Are the instructions clear and do the children know what is expected of them in their activity?

EQUIPMENT: Do you have the appropriate equipment for the activities taking place? Is the equipment safe and who organises it ready to be used? Where is it stored and who can access it? Can your equipment be easily cleaned on a regular basis?

PEOPLE: Are the activities and equipment appropriate for the age of the children taking part? Do the different age groups have a designated area of play? Are the ratios correct for adult supervision?

THE INFORMAL CURRICULUM

THE INFORMAL CURRICULUM IS A TERM THAT CAN BE USED TO DESCRIBE BREAK TIMES OR LUNCH TIMES AND INCLUDES THE ACTIVITIES THAT TAKE PLACE DURING THOSE TIMES. THIS IS A TIME FOR THE CHILDREN TO EXPLORE AND LEARN THROUGH PLAY, WITH BOTH ADULT GUIDANCE AND SELF-INITIATED ACTIVITIES.

The Importance of the Informal Curriculum/Lunchtime Play and Activities

Play is a vital component of a child’s all-round development.

Lunchtime activities & play can be enjoyable and a great release of energy and an opportunity to learn and develop new physical and social skills.

The process of taking part, doing, exploring, discovering, succeeding and failing is the important learning experience rather than the outcome or results.

For some children, these times can be very daunting and often scary, so in order to gain maximum benefit for everyone, a variety of opportunities to suit everyone’s needs would be preferable. The children will learn how to understand and deal with making their own choices with the opportunities they are given. The conditions and stresses of an activity will help them to discover things for themselves. For some children, this may be the first time they are left to their own devices. The supervisors would be on hand to offer guidance and reassurance along the way.

In order to gain maximum benefit from the informal curriculum, it is essential for the adults to have an understanding of the purpose and value of play and it is essential to provide a happy, positive, safe and stimulating environment for the children in which to play.

PLAY AND THE DEVELOPMENTAL NEEDS OF THE CHILD

Developing the ‘Whole child’ is really important. Through play, a child will amongst other things, be given the opportunities to develop and enhance many developmental areas of their learning. School policy will state that a child’s personal information is confidential, but in some cases it may be appropriate for ALL staff to be made aware of the needs of specific children.

Physical Development

The opportunities to practice and learn how to run, jump, skip, hop, climb, swing etc are all ways to develop physically and improve co-ordination, strength, skills, agility, endurance and to encourage the growth of healthy bones and muscles. Supervisors can report any findings back to the Teacher if they feel that a child has any problems with any of the basic skills.

Social Development

Social skills are essential to a child’s development and they need to play with others to experience and understand tolerance, communication, co-operation and to learn how to share with others. A child will begin to learn and develop respect for another person’s views, understand the feelings of others and manage a difference of opinion, whilst developing their self-confidence. There are also leadership opportunities in an unstructured play environment that some of the more confident children will display with social skills being adopted and encouraged.

Cognitive Development

Children’s perception and understanding of their environment and of those around them can be explored and developed through play. Relationships and behaviours can affect the way they think and the development of knowledge, skills and problem solving will help them to become a responsible and caring individual. They will begin to learn how the processing of experiences will have an impact on themselves and to the world around them.

It is important to consider your own school policies and risks assessments while delivering the activities. Schools could rag rate areas for P.E. e.g. Red - No go area, Amber - Children/adults near to be aware, Green - Safe/easy to social distance.

As schools vary in different sizes with the amount of children & space available it will be important to consider the location of your activities as well as how you can safely socially distance the children.

DISCUSS THE POLICIES SET UP IN YOUR SCHOOL AS A GROUP. MAKE RELEVANT NOTES.

ENCOURAGING POSITIVE BEHAVIOUR

Be clear with your instructions of what is expected of the children and explain in a way that they understand. Try to avoid keeping the children lined up for too long before eating or sitting with nothing to do after eating. Keep to the same routines so that the children learn what is expected of them. Know who is in charge of each area and what everyone’s responsibilities are. Know who should be where and at what time in order to inform the children and other adults. Have the means to attract attention (bell, whistle, clap etc) and make the sure the children understand what it

means. Know the sanctions that are available to you and what the school policies for bad behaviour are. Always have a back up plan and someone to report to for help. Ask older children to help. The Sports Ambassadors can be involved and are fantastic. Remember that children who have been separated for misbehaviour need to be supervised and kept away

from other children. School policy? Reward positive behaviour.

DO YOU FEEL POSITIVE WHEN ADDRESSING A CHILD OR A GROUP OF CHILDREN REGARDING THEIR BEHAVIOUR?

POSITIVE BEHAVIOUR STRATEGIES (TRIED & TESTED)

The following ideas are some strategies that have been tried and tested to encourage positive behaviour. Backing from your Head Teacher, other teaching staff and if necessary the parents, can help with issues that may arise. These may be useful to you in your school setting, or you may also have your own ideas that work in your school setting.

Notebooks to record both positive and negative behaviours:

To notice and keep a record of the children who are making a positive effort; To notice and make some children aware that they need to try harder with their behaviour; To use the data and record information that may need to be used if parents become involved.

Acknowledge the children that are working hard with their positive behaviour with some kind of reward system e.g. House points, Star charts, Table of the Week, Lunchtime Star of the Week etc. The teaching staff are informed or the supervisors have been invited along to the reward assemblies to give out special awards or certificates.

Dining room rules displayed clearly on the wall, decided by both the children and with the co-operation of the teaching staff and supervisors.

It is important to remember to reward those children who show consistently good behaviour too, as well as those that only behave appropriately on occasion!

A Football Card System has been successful in some settings and is easily understood by the children. A yellow card acts as a warning that the child is on report for a specified number of days and can be signed by the supervisor to show acceptable behaviour each day. However, if the child’s behaviour has been unacceptable a red card is issued and then reported to the class teacher or Head Teacher who would decide the next course of action.

A ‘Contract’. A letter or email goes to all the parents outlining the expected behaviour at lunchtimes. Parents sign the letter in agreement and the Head and supervisors counter sign it. It become a ‘broken contract’ if the child doesn’t behave appropriately and following the rules.

If it comes to the point of a child being suspended from school meal times, it has been known for parents to be given the option of coming in to supervise their own child during lunchtime. This has had the effect of making them realise how difficult a supervisor’s job can be.

DISCUSS THE POSITIVE BEHAVIOUR STRATEGIES THAT COULD WORK FOR BOTH STAFF AND PUPILS IN YOUR SCHOOL. MAKE NOTES.

RETAINING THE CHILDREN’S RESPECT Remember that you have a very important role in a child’s school life and you will have a big influence on a child’s mood and enjoyment during the less formal part of the school day. A lot of children have adults in their lives that they will remember in a positive way as they grow up into adulthood. Try to be that person who is a Positive Role Model, who can have an impact and ensure a happy school experience for the children in your care.

Forming good relationships with the children and winning their respect by setting certain ground rules from the start is important. They in turn are more likely to show the respect to a supervisor that is deserved.

School rules and policies When you first start at a school as a Midday Supervisor, ensure you know the relevant rules, policies and procedures of the school that may affect you. The children will test you and see how far they can push, so if you are clear on the rules they will be easier to deal with. Familiarise yourselves with the procedures in school for queuing for lunch, which areas of the school they are allowed to access at this time, out of bounds areas, rules in the playground etc.

Treat all children Fairly and Equally There will always be challenging children in your school that you have to deal with on a day to day basis. Remember that is easy to assume that a difficult child is always the one at fault and you may jump to the wrong conclusion because of this. Take the time to talk to every child with a positive attitude, which in turn will encourage a positive attitude back from them. Take the time to listen to their point of view and offer fair and positive advice.

Be approachable, friendly, calm and polite. It is important for all children to feel comfortable and see you as someone they can approach. Children will respond well to a friendly face and to someone who has a warm, understanding nature, rather than a stern, grumpy person who they will be reluctant to approach. Try to think about how a child perceives you and how you act around them. Speak politely to every child in order to set a good example and to show them how you would want to be spoken to. Everyone has ‘off days’ where we tend to feel angry and snap at people. Trying to stay calm in difficult situations will help you to remain the authority figure that the children respond to. Sometimes just a gentle reminder to a child is all that is needed.

Be willing to take an interest and be trustworthy Young children especially, become attached to a familiar and approachable adult in the school environment. This may be you as a Supervisor that they feel comfortable with and they will want to tell you things about themselves, their home life or school. Try to show an interest by giving the time to have a chat without it becoming too personal. They may start to ask questions about your home life so be prepared to steer the conversation on to other subjects. You are in a position of trust and must treat certain situations with confidentiality. Be careful not to pass on delicate information to other parents and seek help and advice from school staff when appropriate.

Look out for loners Try to involve loners into the activities and games that are happening at lunchtime. They may be lonely for a certain reason so try and engage them in conversation to discover their likes, dislikes and why they are on their own. See if they can be integrated into a group or an activity as they may just be shy or reluctant to join in. Introduce a buddy system or a friend’s bench where they can meet new friends or be included in the games that are taking place.

Be positive When dealing with behaviour issues try and remember that praise is more effective than criticism. Making positive

comments when a child does something good works wonders for self-esteem and motivation. Rather than continually criticising a child when they do something wrong, try and see the good things and be positive towards them.

Rewarding the children Find out what reward system is in place in your school and whether you can be a part of this at lunchtimes by rewarding good and positive behaviour to the children. House points, stickers, choice of equipment, lunchtime awards etc can all be used and the children love earning these. If there is no system set up in school, maybe you can devise a reward system of your own to show how pleased and impressed you are with them.

Difficult behaviour sanctions After trying a firm but polite approach to difficult behaviour, as a last resort find out from the teaching staff what further sanctions you can use within school. New sanctions could be discussed and put in place by the Head, MSA’s, teaching staff and the children as a collaborative, making sure that everyone is aware. Don’t be hasty in imposing a ‘Punishment’ but if necessary you need to know what is in place in school if you need to take it further.

ARE THE CHILDREN ABLE TO DEAL WITH CONFLICT THEMSELVES OR DOES AN ADULT USUALLY NEED TO STEP IN?

Rudeness and arguing If you consider that a child has been deliberately rude to you, try and stay clam and ask them to repeat what they said to give them an opportunity to apologise and put things right themselves. If a meaningful apology is forthcoming, accept this if appropriate and try to move on as normal. Try not to argue with a child but politely repeat what you have said. If the child continues to ignore the request, warn them that they will have to be reported. This gives them an opportunity to put things right themselves before action is taken. To set a good example and to demonstrate good behaviour, try not to shout at a child in anger. It is better to wait and encourage them to be quiet so that you can be heard.

Avoid sarcasm Avoid being sarcastic or ‘showing up’ a child in front of their friends which can cause resentment. If you have to speak to a child or tell them off, try and take them to one side to do so away from the other children.

Give Responsibilities A lot of children respond well when given some responsibility, even with simple tasks such as tidying, sorting equipment, wiping tables, etc. Make sure they are aware how helpful they are being with praise and encouragement, as this can build confidence and self-esteem, especially with a more challenging child.

Avoid Labelling a child Try to address unacceptable behaviour without condemning the child with a ‘label’ e.g. Bully, Thief, Rude etc. Telling the child that it is their behaviour that is unacceptable and not their personality is important. Labels often stick which can be detrimental.

DISCUSS WHAT COULD WORK FOR EVERYONE IN YOUR SCHOOL E.G. RULES. POLICIES, REWARDS, SANCTIONS, RESPONSIBILITIES ETC. MAKE NOTES.

THE PLAY ENVIRONMENT 1

Have a think about the environment and lunchtime activities in your school.

ARE THE ACTIVITIES INTERESTING? SAFE? INSPIRING? FUN? ALL INCLUSIVE? ORGANISED?

ARE MOST CHILDREN ACTIVE? IS PLAY GENERALLY HAPPY? AGGRESSIVE? INCLUSIVE? SOCIALLY DISTANCED?

ARE THERE FREQUENT ACCIDENTS AND DO THEY HAPPEN AT CERTAIN TIMES, IN CERTAIN AREAS OR WITH SPECIFIC GROUPS OF CHILDREN? If you feel that an activity is unsafe please STOP IMMEDIATELY!

Even if there is no equipment, children will still play together often devising their own simple and effective games. Play equipment will enhance the opportunities for the children to play adult led games, as well as creating their own. In order for them to play and benefit from informal curriculum time, the following points must be considered:

• A safe environment (whether inside or out). Health and Safety must always be considered to limit accidents. You may need to set conditions to make an activity safe e.g. no running, move in 1 direction, zones etc. ARE THERE SEPARATE AREAS FOR THE YOUNGER CHILDREN?

• Supervision (to support and guide) with correct ratios. If an MSA leaves or is absent, ensure they are replaced.

• Organisation, rules and instructions

• Opportunities for everyone to take part

DISCUSS THE PLAY ENVIRONMENT IN YOUR SCHOOL AND MAKE NOTES.

THE PLAY ENVIRONMENT 2

A few ideas of how to organise the outdoor lunchtime play, some of which can be implemented in your school:

• Your outdoor space could be divided into zoned areas e.g. a running zone, a quiet zone, small equipment zone, informal games, formal games. How could this work in your school? Do all zones need to be structured or could some zones be ‘Free Zones’ for the children to devise and play their own games? A quiet zone is great for those children who don’t enjoy the more physical games and activities, thinking about them gradually integrating into other zones as they become more confident. Adapt the zones daily/weekly to change the activities within them.

• Playground markings can be used if you have them to encourage physical activity. Can you use chalk?

• Are there opportunities and designated areas for the children to practice skills learnt in P.E.

• Assemblies to introduce the more traditional games such as Hopscotch, French skipping etc and how these are played. Your Sports Ambassadors can help with this by delivering an assembly on playground games and activities, with input from yourselves.

• You could have weekly/termly focussed activities e.g. skipping that everyone takes part in some way. You could also introduce more unusual activities e.g. juggling, circus skills etc.

• Ambassadors (if you have a crew) or older children to deliver games/sessions to the younger ones (if bubbles allow). An Ambassador Zone perhaps?

• Use games/skills cards if they are available for the children to choose from, or maybe make some?

• Organisation, responsibility, cleaning and storage of equipment needs to be addressed. Who does all of this?

• Are both adult led and child led opportunities possible (structured and unstructured play)?

• Football for example, needs to be organised to a degree e.g. specific area, available to everyone (rota), rules of play, time limit, without one group always taking over.

COULD THESE IDEAS HELP TO IMPROVE THE PLAY ENVIRONMENT AND ORGANISATION IN YOUR SCHOOL? PLEASE DISCUSS AND MAKE NOTES.

EXAMPLES OF GAMES/ACTIVITIES

SOCIALLY DISTANCED WHERE POSSIBLE & USING THE S.T.E.P. PRINCIPLE.

1. BOUNCE CLAP : 1 ball needed. The children stand in a circle around someone with a ball. The ball is bounced on the floor. At the exact same time, the children must clap when the ball bounces on the floor. The person who is bouncing and catching the ball must try and trick the players into clapping by ‘faking’ a bounce. If the children clap at the wrong time, they are out. You can use any type of ball and can rotate the person in the middle if you wish.

2. SPLAT : no equipment needed. https://www.youtube.com/watch?v=7ZEJBiUKA-U

3. TIC TAC TOE (NOUGHTS AND CROSSES ): 9 hoops and 6 objects (3 of each colour). https://www.youtube.com/watch?v=IRDp5HcZyVA

4. FOLLOW THE LEADER : Using any equipment or movements, in pairs or small groups (socially distanced).5. RELAY RACES : Using any equipment or movements.6. TARGET GAMES : Using any equipment or movements. 7. SKIPPING : Free skipping or introducing challenges for the older children.8. MUSIC/DANCING : Do you have access to music and the means to take it outside? Organised dance

routines, cheerleading or child led activity.9. HOP TO THE ROCK : A ‘snake line’ of hoops needed. https://www.youtube.com/watch?v=EuwNgNiC4BY10. PLAYGROUND MARKINGS: What markings do you have on your school playground and can the children use

them to devise a game? Working in both small and large groups. Ensure they are socially distanced. Is any other equipment needed? How can the equipment be kept separate to ensure there is minimal shared use of the equipment between the children? Is there enough equipment for the children to have one each?Are circuits possible, but limiting how many people are touching the equipment?

11. THROWING/CATCHING CHALLENGES : Limiting sharing of equipment – one per person?12. HOPSCOTCH : Can you mark this out for the children or can they do this themselves using chalk or hoops?13. INDIVIDUAL SKILLS: e.g. Tennis ball & racket, basketball, football etc.

POINTS TO CONSIDER:

Cleaning of equipment is very important. Who will be in charge of this and where is the cleaning kit stored?

Do you have hand sanitiser/spray/anti bac wipes available for use outside?

Do the children have easy access at lunchtime to frequently wash their hands?

Are the children in your school in bubbles and how will this work in your playground?

Be familiar with the first aid policy of the school.

I AM SURE YOU WILL HAVE MANY MORE IDEAS THAT YOU ALREADY USE AND THE CHILDREN WILL CERTAINLY HAVE THEIR FAVOURITES TOO! THE SPORTS AMBASSADORS CREW/LEADERS WILL ALSO HAVE AN AMAZING LIST OF POPULAR GAMES THAT THEY AND THE OTHER CHILDREN LIKE TO PLAY.

PLEASE ENSURE THAT ANY ACTIVITIES ARE SOCIALLY DISTANCED IN LINE WITH YOUR SCHOOL’S SOCIAL DISTANCING POLICY.

ARE THERE ANY NEW GAMES LISTED THAT YOU COULD TRY WITH THE CHILDREN AND DO YOU HAVE ANY OTHERS TO SHARE WITH YOUR TEAM OF SUPERVISORS? PLEASE DISCUSS AND MAKE A LIST.

PLEASE HAVE A DISCUSSION ON THE POINTS TO CONSIDER REGARDING THE EQUIPMENT, CLEANING AND FIRST AID. HAVE THESE POINTS ALREADY BEEN ADDRESSED IN YOUR SCHOOL?

INDOOR LUNCH TIME ACTIVITIES

There will be some indoor lunchtimes where the children may be in their own classrooms or an area/hall allocated to them for bad weather break times. Everyone will find rainy days difficult (teachers, children and supervisors), so the key points are to stay calm and try and be organised with plenty of activities to choose from. Use the S.T.E.P. principle when organising

Indoor breaks can be noisy and chaotic with the children being very excitable, agitated and often bored. There is often little space and there may be obstacles around the area that will need to be considered for safety.

Planning ahead is very important with a store of indoor equipment/activities readily available, suitable for the amount of children and the area you are in. Again, social distancing and shared equipment needs to be considered carefully. Cleaning of used equipment also needs to be considered ready for the next time it will be used.

With the current situation, there needs to be indoor provision for the children to be able to do their activities safely. During class time, the desks and seating for example may be arranged with social distancing in mind. At lunchtime, this may be more difficult as the children will want to move a little more freely around the room. This will need to be managed by the adult in charge.

Have rules about leaving the room/area to use the toilets (they must tell the adult if the toilets are not in the same place).

The children need to be calm when indoors to ensure the safety of everyone. This is the children’s informal/free time and they will be noisier than normal at lunchtimes, so they will need guidance on the level of noise that is acceptable.

Indoor ideas can include table top games, board games, speed stacking, card games, books, comics, table tennis (space dependant), crafts, drawing, puzzles, quizzes, dot to dot, word searches, crosswords etc and sharing of ideas with other supervisors is beneficial. A lot of these activities will depend on your school policy of shared equipment at the moment and how it can be organised in an indoor situation. Some children like to work alone as well as part of a group, so a variety of activities is useful when indoors. A collection of your own wet weather activities will make your lunchbreaks run smoothly.

If your school has a Sports Ambassadors Crew, they could help with the organising and running of the lunchtime activities, if this is possible with a crossover of ‘bubbles’. The Sports Ambassadors will be planning and delivering events as part of their Leadership course and are invaluable when it comes to new ideas, activities, competitions and events. They will love the opportunity to help and the younger children respond well to having the leaders deliver games and activities to them. If face to face contact between age groups is not possible within your school, could the Ambassadors set something up safely for the different bubbles in school for the supervisors to deliver and oversee?

Appropriate music on in the background can help the children to settle and concentrate, making the time less formal than class lessons.

Audio books, CDs and even a DVD if it’s possible and allowed by the Head teacher and/or class teachers are calm activities to have indoors.

PLEASE DISCUSS THE INDOOR LUNCHTIME ARRANGEMENTS AND ORGANISATION IN YOUR SCHOOL. DOES IT WORK WELL AND IS THERE ANYTHING THAT COULD BE DONE DIFFERENTLY? MAKE NOTES.

PLEASE READ AND DISCUSS THE FOLLOWING USEFUL QUESTIONS & DISCUSS WITH AS A TEAM OR OTHER STAFF.

You are a member of school staff and should be identified as such within the school environment. Does your school recognise this and in what way (eg photo displayed, staff recognition)?

Do you have a job description outlining the expectations of you in this role from your employer?

First Aid training is important when working with children and this will help to ensure the best course of action for the child as well as giving you the confidence to deal with an injury/illness. Are you first Aid trained and if not, what procedures are in place within your school setting for lunch time supervision?

You have an invaluable role in the safety and welfare of the children in your care at lunchtimes. Do the lunchtimes feel safe and offer opportunities to all of the pupils?

Your attitude and manner is important and will be significant to the reaction, responses and behaviour given back at you from the children. How do you deal with challenging behaviour in your school and are you confident in doing so?

Regular meetings with other members of the Supervisory team, Head Teacher and other teaching staff are advisable to pass on any concerns of incident or behaviour, good or bad. What is the policy for behaviour issues in your school & do you have regular updates with staff?

Some activities at Lunch time are adult led and others allow the children to play and explore freely. How is your school set up at lunchtime in regards of space, tasks, equipment and people? (S.T.E.P).

Do you have separate areas for different ages?

The children often love it when an adult can join in with their Lunchtime games and supervisors should join in when they can. Are you able to become a part of the children’s games and activities within your school setting and how do you set this up?

Some Teachers like the children to practice their skills at lunchtime.

Is this possible in your outside area and how would this work with all the children on their break?

The weather is not always favourable for outdoor play at lunchtimes, especially during the winter months. What indoor provision do you have when the weather is bad and how is this organised?

With the many restrictions during these testing times of Covid 19, there are extra precautions needed to keep everyone safe. What measures have been put in place in your school and what is everyone’s role in this?

SUMMARY (OF POINTS TO CONSIDER)

THE NECESSITY IS TO GET THE CHILDREN INSIDE TO EAT AND BACK OUT TO PLAY AS QUICKLY AND SAFELY AS POSSIBLE.

• RATIOS OF SUPERVISORS TO CHILDREN (REPLACE ANYONE WHO LEAVES).

• POLICIES AND PROCEDURES OF THE SCHOOL.

• OPPORTUNITIES ON OFFER FOR EVERY CHILD.

• S.T.E.P. (SPACE. TASK. EQUIPMENT. PEOPLE.)

• ZONING OF AREAS.

• HEALTH AND SAFETY/FIRST AID.

• EQUAL ACCESS FOR EVERYONE.

• REWARD SYSTEM.

• OUTDOOR AND INDOOR ORGANISATION.

• HEAD MSA TO OVERSEE ALL SUPERVISORS.

• JOB DESCIPTIONS AND RESPONSIBILITIES OF ALL SUPERVISORS.

• DEVELOPMENT PLAN.

• SPORTS AMBASSADORS ASSISTANCE.

ASK YOURSELF…….

• WHY ARE YOU DOING IT?

• HOW CAN YOU INVOLVE EVERY CHILD?

• WHAT CHANGES COULD YOU MAKE?

• WHAT CURRENTLY WORKS WELL AND WHAT CAN BE ADAPTED?

• WHAT CAN YOU PROVIDE FOR THE CHILDREN?

• IS IT SAFE?

PLEASE DISCUSS THE SUMMARISED POINTS WITH THE TEAM OR OTHER STAFF. MAKE NOTES.

THANK YOU.

IF YOU HAVE ANY QUESTIONS REGARDING THIS PRESENTATION OR WOULD LIKE TO DISCUSS ANYTHING FURTHER, PLEASE CONTACT:

THE SSFT OFFICE: 01438 747324

OR EMAIL JULIA BURROWS: juliaburrows@stevenagesportingfutures.co.uk

Another useful link: https://www.yourschoolgames.com/