Headteachers talk about their experiences of Poverty Proofing

Summary

The 'Poverty Proofing the School Day' program, developed by Children Northeast, aims to combat educational barriers faced by disadvantaged students. It encourages schools to implement changes based on student feedback to ensure no child is excluded due to economic status. The process has led to significant improvements in attendance and staff attitudes, creating a more equitable and supportive environment for all students, regardless of their background.

Takeaways

• 🏫 The 'Poverty Proofing the School Day' program has been developed by Children Northeast to combat barriers to learning faced by disadvantaged students.
• 🌟 The mission of the program is to ensure that no school activity should identify, exclude, or treat children differently based on their household income.
• 🗣️ The process involves speaking to every student and using their feedback to facilitate change in the school environment.
• 👶 It addresses the increase in deprivation and hardship faced by families, aiming to challenge and change the school's thinking on basic day-to-day issues.
• 💧 Practical changes include providing every student with a water bottle and changing the policy on bags to ensure equality.
• 📈 The program has led to improvements in attendance, with one school reporting a four percentage point increase.
• 👣 The experience of 'walking in somebody else's shoes' was revealing and challenged the professional mindset of educators.
• 🎓 The head teacher emphasizes the importance of being more creative and supportive to ensure no child is disadvantaged due to their economic background.
• 📉 Feedback from the process was difficult for some, as it highlighted the impact of seemingly simple behaviors on disadvantaged children.
• 🔑 The program has resulted in a change in staff attitudes and practices, making the school day less of a strain and stress for parents.
• 📝 The suggestions from the poverty proofing process are not judgments but are aimed at improving the school to be more equitable for all students.
• 👥 The program has impacted the school's day-to-day life, including the approach to lessons and structural changes like the split lunch.
• 📈 There has been a reduction in behavioral issues and an increase in attendance figures, which is believed to be linked to the awareness and changes brought by the poverty proofing.
• 💌 The script encourages other schools to consider poverty proofing, emphasizing its transformative potential and the benefits it brings to creating an equitable educational environment.

Q & A

What is the main purpose of the 'Poverty Proofing the School Day' program?

The main purpose is to combat barriers to learning that disadvantaged students face, ensuring no activity in school excludes, treats differently, or makes assumptions about children from lower-income households.

How does the 'Poverty Proofing the School Day' process involve students?

The process involves speaking to every single student and using their feedback, or 'student voice,' to facilitate change within the school.

What was the initial reaction of the head teachers and senior leaders to the poverty proofing process?

Initially, they found it fascinating but a bit scary to hear the perspectives and words of the children, as it challenged their thinking on basic day-to-day aspects of school life.

What practical changes were implemented in the school as a result of poverty proofing?

Practical changes included providing everyone with the same kind of water bottle and changing the policy on bags to ensure no child felt excluded due to their economic background.

How did the school's attendance improve after implementing poverty proofing measures?

Attendance improved significantly, with one school reporting an increase of four percentage points, by addressing the reasons behind poor attendance and making the school more inclusive.

What impact did the poverty proofing process have on the staff's approach to planning?

The staff became more creative and supportive, always considering the perspective of the most disadvantaged child when planning activities, both in the short and long term.

What was the hardest part of the poverty proofing process for the staff?

The hardest part was receiving feedback that revealed the impact of seemingly simple questions and behaviors on disadvantaged children, which was difficult to hear.

How did the head teacher's perspective change after going through the poverty proofing process?

The head teacher was able to articulate their mission to make a difference in social mobility more clearly, realizing the deep impact that small daily actions can have on disadvantaged students.

What was the staff's reaction to the feedback received during the poverty proofing process?

The feedback was less comfortable, requiring the staff to look at things from a different perspective and be prepared to change their attitudes and behaviors.

How did the poverty proofing process change the school's approach to daily school life and lessons?

The process led to a change in staff attitudes and behaviors, making them more considerate of the needs of the most disadvantaged students in all aspects of school life, including lessons and lunch arrangements.

What advice would the head teacher give to other schools considering poverty proofing?

The head teacher would advise other schools to go for it, as it has been transformative in creating an equitable environment where every child has the opportunity to reach their potential.