Tag Archives: schools

Big society, Education, Third sector, Young people

American idols: London’s US-style civic army

City Year volunteer Alex Scott
City Year volunteer Alex Scott

Alex Scott, a 20-year-old psychology undergraduate at Surrey University, is spending a year with youth volunteering programme City Year London. The project, launched in September, involves 18-25-year-olds spending time in London primary schools, mentoring and supporting those younger than themselves. It is based on a successful American model of civic duty that began in 1988.

I’m sure everyone is weary of hearing how they can make a difference. We may tire of saying that you’ve changed the world by holding the door open for the person behind you or by bundling loose change into the upturned hat of a homeless person. True, being generally polite and selfless to one another is an honourable feat, but I’m writing about an organisation that requires a little, no, a lot more, commitment.

I’m a team leader for an organisation called City Year, which has emigrated from the USA after establishing itself in 20 other locations before reaching London, England, and it aims to have the same success that it has achieved across the Atlantic.

This year, City Year London has called together a diverse team of over 60 young people to volunteer a year of service with the agenda of making a real difference to the communities it reaches.

Primary schools in Hackney, Islington and Tower Hamlets were signed up to receive a group of 18–25 year old full-time volunteers in their school to act as role models and mentors in the key stage two (seven to 11 year olds) classes. As Team Leader for the Towerbrook team based in Sebright Primary School in Hackney, I lead a group of nine volunteers who are there from when the first child arrives in the morning, to when the last child leaves when school ends. The team take part in after school clubs, breakfast clubs, spend time in the playground and lunch hall every day and are a constant presence in the classrooms; often targeting children that teachers identify as needing extra support that may have not always been able to receive.

But as amazing as this may sound, the volunteers that City Year accepts through a strict interviewing process aren’t superheroes, no matter how they may look in their uniform red jackets and Timberland boots. Full time volunteering isn’t easy; and City Year asks a lot of its ‘corps members’. Expenses are offered for up to £100 per week and there is the opportunity to receive a Citizens Service Award of up to £1000 upon graduating the year of service, but that £100 can only get you so far and the early starts and late finishes definitely adds a few premature wrinkles. So why do it?

I heard about City Year through an advertisement on a placement website, having searched for year long placements in London with the aim of taking a year out of my University studies to work in a professional setting. I was offered the role of Team Leader, and although I approached it with trepidation, I have been able to see the developments that my team have made first hand. Sebright Primary School has welcomed us with patient and trusting arms, allowing us to take real responsibility over our effect in the school.

First thing in the morning, the volunteers run exercise routines known as physical training with the children in an attempt to combat lateness. During the school day, each volunteer has been assigned the task of daily supported reading for Key Stage One children, and a select few have the responsibility of improving the phonic skills of students who require that extra bit of guidance so that they don’t get left behind. The volunteers have taken on the task of an after school club as well, a sort of ‘citizenship’ session where the children who attend are taught skills and acquire knowledge that will help them both in and outside the school setting.

What has impressed me the most, however, is how well integrated the volunteers now are with the children at the school. It doesn’t seem to matter how early they have to wake up or how late they get to leave, each volunteer will always have a swarm of children around them at playtimes, and will never be too tired to join them in a game or listen to their stories for the week. I will only be in my position as team leader for a year, then I will return to university, but I have high expectations for all that City Year hopes to achieve based on how my team have performed thus far.

My time so far with City Year has made me a more confident and self assured person, but more importantly, it has taken a chip from my cynicism and shown me that through spirit, discipline, purpose and pride, anyone can hope to make a difference to the world around them.

Education, media & communication, Private sector, Uncategorized, Young people

Wonder women and why we need them

For me, it was an eclectic yet potent combination of Wonder Woman, Kate Adie, Blue Peter’s Janet Ellis and Margot Fonteyn. Although I’ve yet to perform an arabesque while reporting from the frontline and deflecting bullets armed with nothing but golden bracelets and a roll of sticky backed plastic, I did at least pick some interesting female role models when I was growing up.

While it’s unfair to say that today’s girls and young women only dream of becoming reality tv stars, pop singers or footballers’ arm candy, it’s usually the case that the most successful women in the public eye tend to be very famous, very rich and very thin.

Campaigners at Pink Stinks are doing much to champion real, strong female role models who are “inspirational, important, ground-breaking and motivating” and today a new drive is launched to ensure that younger generations also have a range of professional female figures to look up to.

The business group everywoman has created the Modern Muse drive to inspire and engage the female business leaders and entrepreneurs of tomorrow by showcasing successful women in business. Although the majority are women in business and the private sector, there are – admirably – several powerful female role models from the public sector such as former Nurse of the Year Grace Vanterpool and Gill Evans, one of the country’s most senior policewomen.

Karen Gill, co-founder everywoman says: “Younger women today tend to have a strong focus on celebrity role models and we want them to be exposed to a much broader canvas, to women who have built businesses or are working in major organisations, whose lives are equally glamorous in very many ways.”

Modern Muse project aims to reach a million young women and girls over the next three years, to inspire and motivate them to look at business careers and entrepreneurship. The project will showcase stories of real women “whose experiences encompass ambition, passion, success and failure; showing that business is fulfilling and can also be fun and rewarding”. Many of the Muses will speak at community events and in schools, with the aim of nurturing female talent and encouraging women to start, own, run and grow companies.

Grace Vanterpool says: “Some of the role models that young women aspire to can be linked to their cultural or ethnic background and parental influences. Many young women in African Caribbean community aspire to become professional ‘divas’ and mothers – we seem to be less focused on getting involved in business. This may be due to the fact that there are not many successful business women who could become mentors to women from the African Caribbean community, and also to promote the benefits of setting and running a business.”

Vanterpool got involved with Modern Muse she wants her experience to inspire other women “to be the best that they can become”. She recalls, for example, that among the most patronising comments she’s had over the years are those that downplay her role. “Comments such as I am “only a nurse “, brought on by the perception that doctors who are predominantly male are usually the ones seen in senior leadership roles like mine.”

Metropolitan Police Detective Inspector Gill Evans says her motto is “it is not because things are difficult that we do not dare, it is because we do not dare that things are difficult.” She adds: “I feel passionate about inspiring the next generation of young women and girls to succeed whether it be in business or the public sector. I recall a number of times that I just needed to talk or run an idea past someone but couldn’t for fear of being seen as weak. I think that it is important that we continue to encourage young women and girls at every opportunity that they can reach their goals/aspiration regardless of their career choice.”

Modern Muse is launched with the publication of a book and a photographic exhibition by Mary McCartney. The book and exhibition focus on 100 inspirational female entrepreneurs and business women, personifying the ‘Modern Muse’.

Bullying, Education, Local government, Social exclusion, Third sector, Uncategorized, Young people

When ‘thank you’ are the best words you can hear

Jo Sharp, parent support advisor

Jo Sharp, 38, from Croydon, south London, is a parent support advisor with the charity School-Home Support (SHS). Jo works in an infant school, a junior and a secondary, all in south Croydon. Here she explains why her role is vital and describes its challenges its rewards.

I became a parent support advisor because…I’d provided support to my neighbours, it became apparent to me that there were many families and children who weren’t receiving the help they were entitled to. I enjoy the range and diversity of the work as well as the fact that I reach out to families directly and provide a holistic service to them.

My aim is…to develop a supportive environment for the families and children. For me, the relationship is often the work and I feel it is a great privilege to be allowed into people’s lives and share in their experiences.

The first child I helped support was…suffering from extreme anxiety over going to school and his attendance was below 50% as a result.

Teachers knew there was an issue with this child because…he’d attend maybe two or three days a week and leave early. He appeared withdrawn and lacked confidence.

The first thing I did was…meet his family to look at possible reasons for his anxiety. His parents were extremely worried and had tried to support him in the best way they could. Despite this, the child would often lock himself away in his room rather than face questions about school. His parents and I agreed that I would meet with him in school rather than at home.

The reaction I got from him was… we spent a long time discussing his experiences at school and his feelings regarding his own self esteem and confidence. Because he had started school in year eight, he’d missed out on the bonding with his peers in year seven. This had a big impact on how he felt he fitted in, and he’d started to put himself second to everyone else in his quest to ‘be liked’. He’d also started to develop much faster than some of his peers so felt he stood out too much. All this had left him feeling increasingly anxious about coming to school until he just couldn’t face anymore. Over the weeks we looked at ways of improving his assertiveness and developing a positive image of himself. He was allowed a reduced timetable at school, gradually building up to full days.

I knew we’d started to get somewhere when…he became more active at the weekends and started playing football and socialising more with others. Prior to this he found it difficult to leave the safety of his house for prolonged periods.

The hardest thing was…keeping up the momentum. It would only take a slight knock for him to feel anxious, however by maintaining close contact with him and his family and being there to support him when he was feeling anxious, the anxiety became less severe.

The most rewarding thing was…to find that he’d not missed one day of school and that he’d really turned his life around! His attendance is 100% and he participates in activities outside of school, his teachers have said he’s much more positive in school and appears to enjoy his time there. His family has also expressed their delight at having their son back!

To do this job you need to be…patient! Change doesn’t happen overnight. The rewards are fantastic when you see first hand how the support you have played a part in has had positive effects on families and young people. I believe that you need to be able to connect emotionally with the families, having empathy and compassion whilst also being able to look at the bigger picture and think logically about what support can be provided. A good understanding of local services and outside agencies is key.

The biggest problem facing the sort of young children I help support is…a lack of understanding. Sometimes it is very practical support that is required and at other times it is more emotional, but either way I feel that young people often feel misunderstood because we as adults actually lack a perspective on their world.

If I could have a word in education secretary Michael Gove’s ear I’d…ask that more focus be placed on supporting families and children in and outside of school. It works!

The best thing a child I’ve helped support has said to me is…thank you!

Bullying, Domestic violence, Education, Poverty, Social exclusion, Substance misuse, Uncategorized, Young people

How to save society £21 for every £1 spent

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Campaign film from charity School Home Support from Divert on Vimeo.

The school term has barely begun, but some things are for certain; new shoes are already scuffed, fresh friendships are being formed and, on average, up to eight children in every classroom are living in poverty.

George, for example, was persistently late for his primary school in the north east of England and was also collected late – usually by different people. After a fire at his council flat, he and his lone parent mother had been allocated a new home but could not afford to furnish it so had moved in with relatives. George had trouble concentrating in class and suffered from nightmares.

Things changed after support from an independent, school-based welfare worker who wrote to George’s mother about the school’s concerns. The worker, from charity School Home Support (SHS), applied for money from the organisation’s support welfare fund for a double bed, so that they could at least sleep in the new flat. George and his mother moved in, a bit of stability entered their lives and the worker is still supporting them to furnish their new home.

As George’s case proves, there are complex reasons why children end up truants, troublemakers or bullies, why they are always late or why they fail to do their homework. Although it is dangerous to suggest poverty alone is to blame, most experts agree that it is the root of many behavioural problems.

School-Home Support is one source of support. It offers school-based emotional and practical support through practitioners who help children and families in more than 240 primaries in 22 local authority areas across England. SHS staff are a non-timetabled resource, talking to parents at the school gates and visiting families at home with the aim of creating a link with school.

Scratch beneath the surface of an average classroom, according to SHS figures, and around seven children will have witnessed domestic violence, six will have been exposed to substance misuse and one child will be a carer for a family member. The idea is to nip problems in the bud before they appear and offer support beyond the classroom. SHS practitioners deal with issues such as parents who feel isolated because English is not their first language or families coping with substance misuse or mental health problems.

Last year the 26-year-old charity reached over 19,000 children and young people like George. It costs £5m to run a year, with funding from local authorities that have contracts with SHS, voluntary donations, support from venture philanthropy fund the Private Equity Foundation.

A recent evaluation of the social and economic impact of its work found that for every pound spent on SHS, £21.14 is saved across society in terms of reducing the cost of dealing with unemployment, crime, exclusion and the increased income as a result of higher educational attainment. A June 2007 report by consultancy New Philanthropy Capital compared the cost of SHS interventions with the cost of school exclusions and found that if all those in danger of exclusion had access to its services, then society would save £90m a year.

In the current climate, this sort of work is more relevant than ever; the knock-on impact of job losses can have profound effects on educational attainment. SHS staff point out that an event like the 1,700 jobs lost thanks to the closure of the Corus steel works on Teeside, for example, could effect families, relationships, dynamics and ultimately children’s behaviour and ability to perform, concentrate or attend school.

SHS has links to the whole family, it is well-placed to work with local authorities and other public sector agencies, supporting the coordination of services. Interestingly, it also puts paid to the myth that some people are ‘hard to reach’. In fact, it’s often the support services that are hard to find, because parents think they’re unapproachable or simply don’t know about them, and if they do, the onus is on the individual to make contact.

Let’s leave the last word to Angela, a mother-of-five from Hackney: “SHS were the only ones who never judged me as a parent. Carla, our SHS practitioner in school, never said ‘you’re no good.’ I’m not perfect but I do my best for my kids and I love them.”