EV682 PGCE PrimarySafeguarding and Wellbeing

Teachers Standards. . . establish a safe and stimulating

environment for pupils, rooted in mutual respect

. . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

. . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

“Social Inclusion”

“Together, we are working to create prosperous, inclusive and sustainable communities for the 21st century - places where people want to live that promote opportunity and a better quality of life for all.” Introduction to Social Exclusion Unit report (2001)

Building on success

‘Sure Start’ children’s centresdevelopment of ‘extended’ or ‘full service’ schools

and out of school activities increased investment in child and adolescent

mental health services (CAMHS)improved speech and language therapytackling homelessnessreforms to youth justice

Every Child Matters (2003)

Increasing the focus on supporting families and carers

Ensuring necessary intervention takes place before children reach crisis point

Addressing weak accountability and poor integration

Ensuring that the people working with children are valued, rewarded and trained

The five outcomes

be healthy stay safe enjoy and achieve make a positive

contribution achieve economic

well-being

Multi-agency working:focus for response

• Safeguarding children and young people

• Supporting health and well being

• Responding to barriers to achieving

• Supporting children and young people in transition

• Providing “things to do and places to go to”

• Providing information, advice and guidance

New practices

• Extended schools• Children’s centres• Multi-agency teams• Service co-location• Children’s Trusts and Children’s Plans• Team Around the Child (TAC)

The developing vision

• Reducing the power and reach of local authorities• Promote academies, free schools, social

enterprises and mutual organisations• Remove “bias towards inclusion”• Amending legislative requirement for schools and

other services to work together• Promoting ‘National Citizenship’• Removing ‘red tape’• Education from 0 - 18

Moving forwardprofessional issues

• Skills and expertise• Identity and status• Pay, conditions, and career progression• Focus and ideology of practice

How are you feeling today?

I’m feeling happy!

How do you know you feel happy?

How would someone else know?

Let’s go back to happy

Measuring Happiness (Ofsted 2012)

What makes you happy?being safe;being well looked after;being treated with respect and fairness;being able to make own decisions;stability, and“money can make you happy but not

genuinely make you happy”

However . . .

• 10% (or half a million children) are ‘struggling’ with their lives (The Good Childhood Report, 2012

• 10% of these have mental health issues (ibid)

• The number of children ‘dissatisfied’ is on the increase (ibid)

• The UK was bottom in an international comparison for children’s wellbeing (Unicef, 2007)

• Wellbeing diminishes with age (ibid)

What is this thing called wellbeing?

An indicator of the child doing well

emotionally; feeling comfortable

with themself

“Wellbeing is a social construct and represents a shifting set of meanings – wellbeing is no less

than what a group or groups of people collectively agree makes a ‘good life’.”

(Ereaut and Whiting, 2008, p1)

Leuven (2005) signals

• Enjoyment• Relaxed • Vitality

• Openness• Self-confidence• Being in touch with self

A scale for wellbeing

1. Extremely low2. Low3. Moderate4. High5. Extremely high

What does this all mean in the classroom?

• Validating children’s emotions; being a role model• Encourage all children to communicate and discuss

how they feel• Use stories, drama, role play and puppets to

develop understanding and empathy• Prioritise opportunities to promote secure

attachments/relationships• Take into account cultural perspectives on emotions• Refer to supportive materials, e.g. SEAL/SEAD • Listen and look

The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security,

their education and socialization, and their sense of being loved, valued, and

included in the families and societies into which they are born. (Unicef, Report card 7, 2007)

Relationships within the classroom

“Never smile before Easter!”

Teacher relationships with the children

Is this an exaggeration or is it psychological sense? (Discuss with a partner)

Teacher relationships with the children

____________________________________________________

Strict PermissiveAutocracy

Our classroom

Democracy

My classroom

Does the climate in the classroom depend upon relationship between child and teacher?

Good Teacher-Pupil Relationships

• Teaching standards from Sept 2012• Teachers should maintain ‘good relationships

with pupils’• (Standard 7 behaviour -DfE, 2011 p.7)

The teacher is of vital importance because the teacher will have an impact, through their emotional responses, on the child’s regulatory abilities.

McLaughlin, 2008.

Good Teacher-Pupil Relationships

‘The most frequently encountered non-family, positive role models in the lives of resilient children were favourite teachers who took a personal interest in them…’

Howard et al. (1999, p. 313)

Classroom community

Good Teacher-Pupil Relationships

Bruce Johnson (2008) Teacher–student relationships which promote resilience

• Being available• Showing an interest• Listening• Teaching the basics• Being positive• Intervening• Being human-connecting

“Keep smiling!”

Teacher relationships with the children

7Resilience

Ordinary Magic

We like the definition that was coined by developmental psychologist Masten. She describes resilience as ‘Ordinary Magic’, meaning that in many cases, a resilient outcome doesn’t come about as a result of something particularly earth shattering happening, it’s just everyday stuff, like getting a teacher to give a bit more attention to a particularly disadvantaged child for example. Masten describes it as:

‘Positive adaptation to adversity despite serious threats to adaptation or development’.

Link between perceived teacher support and Pupil resilience‘Resilience rests fundamentally on relationships. The desire to belong is a basic human need, and positive connections with others lie at the very core of psychological development; strong supportive relationships are critical for achieving and sustaining adaption.‘Luthar (2006, 760)

http://www.boingboing.org.uk/

http://onlinelibrary.wiley.com.ezproxy.brighton.ac.uk/doi/10.1111/j.1467-9752.2009.00720.x/full;jsessionid=488DE6D7BCBF41A65646D29DEADF42EA.f02t03

No tissues or issues!

e-Safety

Contact

• Online grooming

• Cyberbullying

• Social networking

Contact:

Online grooming

Cyberbullying

Social networking

Content:

Viewing inappropriate content

Plagiarism and content: Copyright

Inaccurate information

User-generated content

Blogging

Commercialism:

E-commerce

Privacy

Junk email or spam

Premium rate services

Commercialism

• E-commerce• Privacy• Junk/spam email• Premium rate services By Maxi Gago (Own work) CC-BY-SA-3.0

(http://creativecommons.org/licenses/by-sa/3.0)

By MediaPhoto.Org (mediaphoto.org Own work) [CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)

“Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-down approach. Children will be children – pushing boundaries and taking risks. At a public swimming pool we have gates, put up signs, have lifeguards and shallow ends, but we also teach children how to swim” (Byron, 2008, p.2).

Byron Review – Children and New Technology

Because of the changing nature of risks we need to ‘listen[ing] to children to learn what new risks they are experiencingLivingstone et al., 2011, p.29

How can we empower children to keep themselves safe online?

Whose responsibility is it to tackle issues of e-safety? (Parents? Teacher? Whole school?)

How do we, as teachers, address the issues through our practice?Responding to incidentsPre-emptive approachesSchool policyYour own professional conduct

confidentiality of pupil informationyour personal/professional online presence

Implications for teacher practice

E-Safety Resources

• CEOP - Child exploitation and online protectionhttp://www.ceop.police.uk/

• Childnet Internationalhttp://www.childnet-int.org/

• Thinkuknow (resources for children of all ages as well as for parents/carers and teachers)http://www.thinkuknow.co.uk/

• Kidsmart (resources for young children)http://www.kidsmart.org.uk

• Jenny’s Story DVD (an Internet safety resource for KS3)http://www.childnet-int.org/jenny/index.html

ReferencesBruce Johnson (2008) Teacher–student relationships which promote resilience at school: a micro-level analysis of students’ views, British Journal of Guidance & Counselling, 36:4, 385-398.

Howard, S., Dryden, J. and Johnson, B. (1999) Child Resilience: review and critique the literature, Oxford Review of Education,25(3) 307-323.

McLaughlin, C. (2008) Emotional well-being and its relationship to schools and classrooms: a

critical reflection, British Journal of Guidance & Counselling, 36:4, 353-366.