1 / 13

Research, Evidence, Implementation

Research, Evidence, Implementation. Jo Pike University of Hull. Introduction. Background to lunchtime supervisor training programme Preliminary research Children and teachers’ perspectives Identification of training needs Implementation. Background to Training.

timothy-salas
Download Presentation

Research, Evidence, Implementation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research, Evidence, Implementation Jo Pike University of Hull j.pike@hull.ac.uk

  2. Introduction • Background to lunchtime supervisor training programme • Preliminary research • Children and teachers’ perspectives • Identification of training needs • Implementation j.pike@hull.ac.uk

  3. Background to Training • 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 j.pike@hull.ac.uk

  4. Background to Training 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 j.pike@hull.ac.uk

  5. Specific study • Focussed 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 j.pike@hull.ac.uk

  6. Dining room culture • Practical 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 j.pike@hull.ac.uk

  7. Identification of training needs - head teacher 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! j.pike@hull.ac.uk

  8. Identification of training needs - 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 conflict • Training 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 j.pike@hull.ac.uk

  9. Implementation • Budget 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 materials • Delivery of training j.pike@hull.ac.uk

  10. Stage 1. Analysis and Research Stage 8: Sustainability of the programme Stage 2: Building relationships with the case study schools Working in partnership with the pilot schools and key stakeholders at all stages Stage 3: Establishing learning needs to add value Stage 7: transfer of learning to the workplace Stage 6: Delivery of the pilot programme Stage 4: Development of the training specification Stage 5: Content design of the programme j.pike@hull.ac.uk

  11. Training - in schools • Initial 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 j.pike@hull.ac.uk

  12. Key information for schools • Dates and times of workshops • No cost to school (trainees paid for attendance) • Held in schools • Times suitable for lunchtime staff • School pack to be sent out - incl. claim form, school mentor pack, confirmation letter • Lovely, friendly, supportive course (builds on experience - no writing!) • Tea and coffee please! j.pike@hull.ac.uk

  13. Summary • Lunchtime 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 j.pike@hull.ac.uk

More Related