Our BIG Ideas from Changing Futures 2017

Flickr Photo: Big Idea by moore.owen38 – CC BY

Participants at our annual conference were treated to a range of talks, discussions and challenges around equity and education of young people on the margins of our system. Over the course of the day, everyone was invited to share a ‘Big Idea’ describing a reflection, action, or intention that was generated at the conference, and here they all are!

Our Big Ideas

o Every child in school needs a mentor with whom they feel connected

o Would changing the school holiday system help to support the most vulnerable, with emphasis on the development of a more holistic approach to education?

o Key components of success:

– notice and be noticed

– hope

– kindness

– breaking the cycle

– resilience

– empathy

– compassion

– local action

o How do we upskill teachers to practically and effectively support behaviour management?

o Recruitment drive to place well qualified , motivated staff in schools

o End the private school system

o John Swinney didn’t mention the responsibilities and contribution that parents/carers must assume at the earliest stages of a child’s life to get success. Is it conceivable that in years to come these vital people will be equipped to make that vital contribution?

o Regardless of SIMD or free school meal entitlement, there are more emotionally vulnerable pupils in our schools. We need counsellors to support these individuals and the budget to do it

o A one year “Working with Families” element of every undergraduate course where police, Social Workers, Education, Health, the Voluntary sector, Leisure, etc all learn together!! We train professionas separately then expect them to be holistic

o Relationships make a difference – small acts of kindness like smiling, welcoming families at school gate, asking, “How are you?”

o Restructuring of education – a move away from age and stage towards what young people need/want to be taught at a time that suits them.

o Upskilling parents to support their child

o Resilience

o Building trust

o Holistic support from birth

o Mental health practitioner in schools

o Has anyone closed the gap? How did they do it?

o How can we be creative and strategic in Edinburgh with attainment funds?

We need more family support workers in our schools and be as focused on how children/young people experience school and not just what they learn. Are they included, cared for and believed in?

o More training on mental health awareness and the impact it has on children and young people

o Does the Government see/feel that increased pressure on schools in terms of publishing standardised test results could conflict with the opportunities to be creative and courageous with pupil equity funding?

o If no more money, then adults spending time, building relationships. Fewer leading lessons – class sizes?

o Most adults who have had adverse childhood experiences say that they need 1:1 support from a trusted adult in school. As a teacher it frustrates me that specialised supports are not readily available and are usually services that are first to be cut when saving budgets,

o Too much/too little time testing? S4-s6 spend one third of their time doing exams, but literacy/numeracy declining?

o Scottish pilots – Pilrig or others? Starting school aged 7, more nursery instead?

Annual Conference 2017: Jamie’s reflections

 

The first in a series of reflections from some participants at our annual conference, Changing Futures, on Thursday 2nd February 2017. More to come! Jamie is a youth and community worker with the Spartans Community Football Academy – a new type of school that’s about a whole lot more than football! Find out more on this link, or contact Spartans directly – details below.

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The day kicked off with a review of the ACE (Adverse Childhood Experiences) Study, which looked at the impact of ACE experiences on the child and how this impacts in later life. Some examples of this are:

–       Children who suffer ACE’s but have someone to talk to are

less likely to suffer substance abuse and/or crime issues.

–       Children who suffer ACE’S are likely to suffer the consequences of these later in life.

–       Children with 4 or more ACE’s are 32 times more likely to have difficulties with learning.

 

We heard the stories of two volunteers, who have both had ACE’s, who have now turned their lives around – one who spent significant time in a mental health institute and the other who is a recovered heroin addict. These young people are now volunteers from the Turn Your Life Around.

 

The woman who had previously been in a mental institute (amongst several other issues) has now set up her own social enterprise called Real Talk: Storytelling for Mental Wellbeing.

The second volunteer is also now working with a charity called Aid and Abet.

It was particularly interesting to hear the story of Tracy Berry from Forthview Primary School, who is the Family Support Teacher. Her sole job is to engage and build rp1040336elationships with the parents of pupils at the school. Eileen Littlewood, headteacher at Forthview, says Tracy’s success has “literally saved lives”. She spoke a lot about the importance of helping the parents and the evidence that points towards this directly helping young people in education.

 

I particularly enjoyed about hearing from two Care Experienced Campaigners from Who Cares? They described their experiences of living in the care system and how they believe it  can be improved.

 

John Carnochan – an “interested bystander” spoke at length about how he believes the education system can be improved – in particular proposed that children shouldn’t start school until they are 7.

 

 

Jamie Tomkinson

Youth and Community Worker

 

The Spartans Community Football Academy

94 Pilton Drive, Edinburgh EH5 2HF

0131 552 7854

www.spartanscfa.com

@Spartans_CFA

#hereforgood