Leaving poverty at the school gates

1. Leaving poverty at the school gates

2. Memories of childhood Five knuckle down and revise for their SAT’s

3. Mrs Bond and Miss Wallace

4. Over ten years • 60,000+ children • International comparisons • Basis of local assessments of well being • Tracking changes and national trends • Assessing what matters most to children and their life satisfaction and purpose Measuring children’s well being

5. Children’s subjective well being

6. Key and recurring findings • Having less than your friends reduces your overall well being • Having a lot more than your friends also reduces well being Common themes over the years • Having the same • Autonomy and choice have a significant impact on well being • Well being picks up around 17 when choice and autonomy also improve Feeling listened to and able to influence • Family conflict has a greater impact than family composition • Bullying consistently impacts on well being Coping with change and challenge

7. 2013 launched a commission into child poverty • Based on a panel of young people • Exploring poverty through their eyes and experience • What children say • Understanding poverty

9. Meeting with the Child Poverty Unit • A turning point

10. Parliamentary Inquiry • Three days in June 2014 exploring schools and poverty

11. School report recommendations • Published last November

12. School report recommendations • Published last November • 12 recommendations that encourage schools and government to look again at key issues

13. School report recommendations • Published last November • 12 recommendations that encourage schools and government to look again at key issues • School uniform, school food, school trips, communication with home, voluntary contributions among the key themes

14. School report recommendations • Published last November • 12 recommendations that encourage schools and government to look again at key issues • School uniform, school food, school trips, communication with home, voluntary contributions among the key themes • All from the perspective of children’s experiences

15. All with a common emphasis • Linked to well being • Belonging and not being left out • Being able to choose and participate • Avoiding being a target of bullies • Not adding to the challenges at home • Not having to account for being poor

17. Putting it into practice

18. Putting it into practice Parliamentary engagement

19. Putting it into practice Parliamentary engagement National Society and SIAMS

20. Putting it into practice Parliamentary engagement National Society and SIAMS Fair Schools programme

21. Early indicators • Small change • Non uniform days • Free school lunch bags • The small things count

22. Early indicators • Small change • Non uniform days • Free school lunch bags • The small things count • Sanctions for not having the right things • First come first served on trips • Some teachers behave differently What children believe is true may as well be true

23. Early indicators • Small change • Non uniform days • Free school lunch bags • The small things count • Sanctions for not having the right things • First come first served on trips • Some teachers behave differently What children believe is true may as well be true • Uniform and PE kit • Charity events and fundraising Children’s expectations of each other

24. Early indicators • Small change • Non uniform days • Free school lunch bags • The small things count • Sanctions for not having the right things • First come first served on trips • Some teachers behave differently What children believe is true may as well be true • Uniform and PE kit • Charity events and fundraising Children’s expectations of each other Being exposed • Accounting for family circumstances in public

25. A note of caution We know our families

26. School experience

27. Through young eyes Belonging and being included