wellbeing and safeguarding 23.10.15

EV681/2 PGCE PrimaryEV681/2 PGCE Primary

Safeguarding and WellbeingSafeguarding and Wellbeing

Friday 23Friday 23rdrd October, 2015 October, 2015

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

Every Child Matters (2003): Every Child Matters (2003): five outcomesfive outcomes

be healthy stay safe enjoy and achieve make a positive

contribution achieve economic

well-being

Who is involved?Who is involved?• childcare settings• schools and colleges• health services• social care• youth services• the police and criminal justice system• the voluntary and community sector• cultural, sports and play organisations

Original focus for inter-professional practicesOriginal focus for inter-professional practices

Safeguarding children and young people Supporting health and wellbeing 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

Continued focus for inter-professional workingContinued focus for inter-professional working

Safeguarding Vulnerable families Specialist, targeted and early intervention

provision Education, health and social care planning Children’s centres, extended schools, hospitals

and community settings

Change of government, changing policy and changing shape of services:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447595/KCSIE_July_2015.pdf

Sharing concerns

‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288)

‘…must be alert to any issues of concern in the child’s Life at home or elsewhere’

(EYFS welfare requirements DfE 2014; p16)

How are you feeling today?

I’m feeling happy!

How do you know you feel happy?

How would someone else know?

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”

"Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.“

http://www.who.int/en/

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 and involvement

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

Children’s society – Good childhood report 2015

‘Relationships are at the heart of children's well being’ (p14)

‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (2014:p4)

https://www.childrenssociety.org.uk/sites/default/files/TheGoodChildhoodReport2015.pdf

Demographics Key findingsAge A gradual decline in overall subjective well-being between the

ages of eight and 14

Gender Slight tendency (not always in evidence) for girls to have lower overall subjective well-being than boys, although gender differences are often nonsignificant when taking other factors into account

Disability Disability Disabled children have significantly lower than average subjective well-being

Ethnicity Little conclusive evidence of variation, although children in some minority ethnic groups may have slightly higher subjective well-being overall and in some domains than white children

Contextual factors

Accommodation type

Children not living with family have significantly and substantially lower than average subjective well-being

Events

Being bullied Children with recent experiences of being bullied have significantly and substantially lower than average subjective well-being. The effect of this factor is greater than the effect of all demographic factors combined

• Children’s Society http://www.childrenssociety.org.uk/

• Anti-Bullying Week is November 16th-20th 2015• Anti-Bullying Alliance http://www.anti-bullyingalliance.org.uk

• Bullying UK http://www.bullying.co.uk/

• NSPCC http://www.nspcc.org.uk/

• Childline http://www.childline.org.uk

• Kidscape https://www.kidscape.org.uk/

• The Diana Award http://www.antibullyingpro.com/

In the UK it is estimated that ten per cent of under-18s have a mental health problem that is severe enough to interfere with their day-to-day life, and half of these will have a clinical diagnosis of a mental health disorder (http://www.boingboing.org.uk/)

Place2Be: http://www.place2be.org.uk/

Young Minds: http://www.youngminds.org.uk/

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

CAMHS:http://www.nhs.uk/nhsengland/aboutnhsservices/mental-health-

services-explained/pages/about-childrens-mental-health-services.aspx

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

Kutnick, P. - Two pedagogic worlds:

trust EmotionalVocabulary

Problem solving

1.Supporting peer-peer relations

Working with others http://www.workingwithothers.org

School mechanisms

Policies: anti-bullying, safeguarding…..

Routines – playtime, lunchtimes …… Culture and ethos of school and

class

Good Teacher-Pupil Relationships

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)

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

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

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)