V talks to HT

 

0800 20 Oct 

  

HT = Head teacher             ST = Science teacher – my line manager.    Vs = volunteers.

The aim here is:

1. To ensure that in the future, Vs receive lawful safeguarding training.
2.  
3. To ensure that in the future, Vs are looked after properly.
4.  
5. To ensure that in the future, Vs are given the appropriate resources in the correct place in order to maximise the learning opportunities for pupils.
6.  
7. To ensure that in the future, the teacher who is effectively the line manager of a specific V, is given the appropriate social and technical skills.
8.  
9. To encourage the HT to find another primary school willing to accommodate this V to deliver a similar project for Year 6 pupils not centred on a voluntary club.  All that needs to be said should focus on the lack of accommodation.
10.  
11. The final aim of this missive concerns a very practical rendering of an apology for the lack of respect afforded to this V.
    

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The session began with my intention of reading this list with the purpose of usefulness in any follow-up.

 

1 The main issues

1. The school has a good atmosphere. I have enjoyed many aspects of my short time here. However, I am very disappointed with the outcome.
2.  
3. Taking on a volunteer with specific needs relating to a classroom with normal classroom facilities availability has been the main issue.  
4.  
5. At the time of our initial conversation, you were fully aware of the timetabling crisis and yet you agreed to take on, essentially, a further teacher. 
6.  
7. Within these constraints you should not have taken me on as you didn't have the appropriate accommodation.
8.  
9. Your own commitments and time availabity ensured you failed to see either of the train sets made for the specific use in the school.  ST came in two days ago to the resource centre - RC - but didn't notice that an entirely new train track had been made. 
10.  
11. I showed her the lyrics of The Runaway Train song and a large hooter made for the pupils.  No interest.  
12.  
13. I have put heart and soul into making the pupil experience worthwhile and enjoyable.

 

2  A plague of emails

1. The project has been plagued with emails and little conversation. 
2.  
3. Here is an example:
4.  
5. HT email 11 Oct
6.  
7. Good morning V, could we arrange a time to meet so we can sort this out. 
8.  
9. Obviously a primary school is a very different place from what?  and children are in and out of spaces during lunch. 
10.  
11. Maybe we could look at what you need together. 
12.  
13. If we feel it isnt working as a club given our restraints, maybe we could look at a different model, where you come in occasionally to do a whole class teaching session? 
14.  
15. Exactly my idea but not infrequently.  Needs to be regular.  Pupils will be unsettled.  NOT PURSUED BY HT: ie no reply during the meeting and certainly after.

 

3  The Resource Centre
 

1. The RC is essentially a corridor to the playground, even a escape route in the event of an emergency.  
2.  
3. It is impossible to interact with pupils in these conditions. 
4.  
5. They are used to and expect to play with green slime etc.  During the second session, this specific item was put forward by most pupils for future inclusion.  
6.  
7.  I have described the situation elsewhere if you would like to hear more. 
8.  
9. In spite of my numerous views against using the RC, I bowed to the inevitable if I wanted to continue. 
10.  
11. Continuation was my main objective.
12.  
13. I arrived two days ago for the third session and had to transfer wet colour paintings to another set of tables before setting the apparatus up. 
14.  
15. Here the RC is used properly which points to my use as being inapropriate.
16.  
17. No pupils came.  Eventually, ST came in and a very negative conversation took place.  
18.  
19. I included the question “What am I supposed to do with the train set?

 

4  More on atmosphere 

1. Admin staff helpful – A & V only
2.  
3. BUT
4.  
5. The organisational climate is negative
   
6.  
7. Staff all rushing around.
8.  
9. No staff said hello, you must be. ….  How’s it going?
10.  
11. My “classroom” bang next to staff room.  
12.  
13. Staff must have been laughing their socks off at my problems with classroom control
14.  
15. No one has offered advice, help, cuppa.
16.  
17. But
18.  
19. Asked someone not admin for help copying my handout. Done in good humour.

 

5     More HT aspects   -   some notes

1.  I don’t feel welcome
2.  
3. Due to DBS non-arrival, the science teacher was present in room for session 1.  Fine.  IT's the system
   
4.  
5. Not so much as a thank you after.
6.  
7. No time for any chat whatsoever.  I need to bounce ideas etc, find out about procedures.
8.  
9. Above all, NO record of work   
10.  
11. 1st session - what would they like?
12.  
13. 8 pupils wanted experiments.  I later found out about  – green slime via www.
    

 

 6  Science teacher in particular

1.  As said, no time to interact with ST.
   
2.  
3. The basics of induction include giving the new person the Subject Record of Work, and the curriculum. 
4.  
5. I had to ask for the latter but waited to see how long for the former.  It was never revealed.
   

 

 7  HT plan

I had hoped you have a plan re volunteers.  I had looked forward to hearing about it.

1.      An email asking how we the Vs are getting on.
2.  
3.      Have you found the staff room yet? 
4.  
5.      Most vols have been here 6 weeks now.   Me just  2 weeks. 
   
6.                                  
7.      Would you like to stay to lunch?  Meet staff etc.
8.  
9.      Here’s a  few words on vols and what they are doing.
10.  
11.     Things you need.  OK?  Know how to ask for handouts, pens, flip chart paper etc?
12.  
13.     Comment on how the teacher helping you to help the school is helping you.                  

 

8  Do schools retain volunteers?

 

1. www research reveals only 65% of school vols stay on.
2.  
3. According to the Corporation for National & Community Service, the average volunteer retention rate is 65%. 
4.  
5. In other words, approximately one out of three volunteers will stop providing service to your organization.   
6.  
7. Should school volunteers undertake safeguarding training?
8.  
9. Whose responsibility is it to provide safeguarding training?
10.  
11.  Governing bodies and proprietors should ensure that all staff undergo safeguarding and child protection training (including online safety which, amongst other things, includes an understanding of the expectations, applicable roles and responsibilities in relation to filtering and monitoring.           source

 

 9  Training requirements

All staff and volunteers

Everyone who works or volunteers with children should understand the role they have in keeping children safe. This includes being able to recognise the signs and indicators of abuse and knowing how to follow their organisation’s safeguarding and child protection procedures.

Our introductory child protection training covers these essential skills, giving learners the basic knowledge they need to keep children and young people safe.

Nominated child protection leads

Members of staff or volunteers who have a safeguarding role or responsibility should have training to help them carry out their role. This should cover:

• recognising and responding to issues
• building a safer organisational culture
• safer recruitment
• developing or implementing safeguarding policies and procedures
• information sharing
• local child protection procedures
• relevant legislation and guidance.
•  
• source
  

 

10   More on Members of staff or volunteers who have a safeguarding role or responsibility should have training.

Of course, any V put in front of one or more pupils  has a safeguarding role or responsibility.

I wore a label saying I have been safeguarded.  OK re DBS but I have had no training.  I waved the visitor neck piece which says "Safeguarded visitor" and said it was nonsense.  DBS approval does not include any safeguarding training as anyone would agree.

 

11  In conclusion

1. Let's do a deal.  As said at the initial meeting:
2.  
3. I could play the bagpipe at the time of remembrance.
4.  
5. I could help organise a Burn's Night to raise money.
6.  
7. You find me a school where I can volunteer. No need at all to be negative apart from  -  You tried but had to accept that the problem is insufficient classrooms.

12   Links further to items above and elsewhere

      Summary 8 Nov 2023

 Session 2 post hoc    page not shown in the nav column

3.5  They are used to and expect to play with   green slime    etc.  During the second session, this specific item was put forward by most pupils for future inclusion. 

 

 

 

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