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  Vibrant national policy context (Every Child Matters, Choosing Health, Healthy Living Blueprint for Schools, NHSS)  Local policy context - April 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 scheme rolled out to all primary schools in city

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

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

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

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!

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

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

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 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 s 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 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!

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