The Role of the Mid-Day Supervisor

1. The Role of the Mid-Day Supervisor Course Introduction: This course is suitable for welfare assistants and members of mid-day supervisory teams. This course acts as a helpful introduction the course "Effective Induction for Mid-day supervisory teams". Experience from past courses suggests that it is particularly helpful for the full team, and/or for the mid-day team leader accompanied by newly appointed staff. Participants will consider the role of the mid-day supervisor and look at different ways of managing and relating to children in order to enhance relationships and increase confidence and skills. By the end of the session, participants will * have explore the links between the course materials, the Five Outcomes and safeguarding children * be able to describe the content and boundaries of their roles * have a working knowledge of positive discipline, e.g. positive praise; encouraging co-operation; giving clear, courteous, assertive commands; setting fair, firm limits; utilising available resources * be able to describe and apply strategies for managing children’s misbehaviour, e.g. applying consistent consequences to misbehaviour; planning playground supervision; gain new ideas for playground game

2. The Role of the Midday Supervisor Introductions.... Your trainer Do you know each other? 1

3. Skills Active Overview: Access Training is accredited by SkillsActive and has signed up to its national Code of Practice SkillsActive “quality assure” the training. This training may be useful, or even count towards, other qualifications, such as NVQs.

4. Objectives We will consider the role of the mid-day supervisor and look at different ways of managing and relating to children in order to enhance relationships and increase confidence and skills. By the end of the session, we will: • be able to describe the content and boundaries of the role • have a working knowledge of positive discipline, e.g. positive praise; encouraging co-operation; giving clear, courteous, assertive commands; setting fair, firm limits; utilising available resources • be able to describe and apply strategies for managing children’s misbehaviour, e.g. applying consistent consequences to misbehaviour; planning playground supervision; Note: Handling bullying is one role too big to consider today: We have a further course on this. 3

5. How does this course support The National Picture? • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children

6. Role – or Job Description? What does your Job Description say? What is the job REALLY about? 5

7. Introductory exercise • What are your duties and responsibilities? • What are others’ duties and responsibilities? • What things enable you to carry out your duties and responsibilities? • What things hinder you in carrying out your duties and responsibilities? • What skills and experience do you bring to this job? 6

8. Introductory exercise Answers from previous courses: • What are your duties and responsibilities? • Safety, social skills, first aid, self-help skills, managing behaviour, create enjoyment. Looking after the children. Hygiene. Count them (the runners), Be proactive and head off trouble. • What are others’ duties and responsibilities? • Team Leader – Decision maker. • What things enable you to carry out your duties and responsibilities? • Consistency, rewards, play activities and resources, team work, confidence, positive relationships, knowing the children (Communication), rota • What things hinder you in carrying out your duties and responsibilities? • Weather, puddles, challenging behaviours • What skills and experience do you bring to this job? • Child management, Caring, kind, parent, polite, patience, role model, listening skills, training (e.g. first aid, behaviour) 7

9. A Possible Role for aMid Day Supervisor: To enable children to arrive safely at afternoon session rested, exercised, relaxed, comfortable and fed, feeling secure, with increased social skills, ready to learn. What do we need to achieve this? What does YOUR school say your role is? What are your limits? 8

10. What do we need? A good knowledge: • of the children • of the school’s routines, rules and ethos • of behaviour management • of how to keep the children who need it purposefully active • of the strengths and weaknesses of your team PLUS: • A confidence that there is support from the whole staff and a whole –school approach to breaktimes, behaviour management, rewards, sanctions, anti-bullying measures 9

11. A Possible Title for aMid Day Supervisor: Director of Mid-Day Education? Personal Development Tutor? Health and Safety Officer Police Officer 10

12. Some key areas • Confidentiality • Teamwork • Consistency • Preparation & Training • Discipline & Pupil Management • Behaviour, ABC & factual reporting • Short & long term strategies

13. A Cautionary tale: What do we understand about “Confidentiality” • Who needs to know what, about whom? • What should YOU be told? • Who should YOU tell things to? • What are the implications of a “breach of confidentiality”? 11

14. support one another communicate with one another to ensure consistency co-ordinate playground supervision agree clear strategies to be followed review what is working, what needs action celebrate your successes: Become an EXCELLENT team Team Work & Consistency 1.46

15. Preparation & Training • Preparing for wet breaks • Planning for changes to routines • Training for new staff (“Induction”) • On-going training • Briefings (SEN, behaviour issues, school policies/routines)

16. Discipline & Pupil Management • Positive Behaviour Management • Praise • Rewards • Sanctions • Giving instructions

17. What is Positive Discipline? • Positive Behaviour • Modelling positive behaviour • Management • praise • rewards • limit-setting • instructions and commands • Encouragement in self-management • Teaching child to see another’s point of view (which may be different to their own) 46

18. Why have Positive Discipline? • Builds self esteem • Better atmosphere • Enables success • Reinforces rules • Draws attention to desired behaviour • Helps children to be able to learn 50

19. Positive Discipline: Praise Praise – make someone’s day! • words of praise and encouragement can be very reinforcing • make immediate rewards following the desired behaviour • give labelled and specific praise • use smiles, eye contact, enthusiasm • show child how to praise him/herself for good/positive behaviour • have realistic expectations of difficult children 55

20. Rewards & Sanctions • Choose effective rewards, e.g. report to teacher, ringing bell, special duty • Be consistent in which behaviours will receive rewards • Check what sanctions are allowed in your school, and for what level of misbehaviour. 58

21. Make commands short and clear Give one command at a time Be polite Avoid threats Avoid ‘stop’ commands, ‘do’ commands Use the ‘when-then’ rule Support colleagues’ commands/interventions Encourage child’s problem solving Instructions and commands 1.07

22. Limit-setting • Tell the child the desired behaviour clearly, at the beginning of play, lunch etc. • Positive discipline is about setting limits • Discuss rules with child • Discuss feelings with child • Give limits and clear consequences • Time-out 1.02

23. Behaviour • Why do people misbehave? • What can we do about it? • How do we observe and report a misbehaviour? • What strategies can we use to change behaviours?

24. Misbehaviour • It is fair to assume that there is a reason for every misbehaviour. • The trick is to find out what it is and see if there is a remedy • Think each incident on two levels: • Short term strategies: Immediate action for each incident • Longer term strategies: Planned action to reduce incidents 1.18

25. to support you and other staff in understanding why a particular behaviour has happened, so that it can either be reinforced or changed ABC report: A = antecedent what happens before, ie the trigger B = behaviour (or beliefs) what the child does C = consequences what happens afterwards Observations & Recordings 1.10

26. Short Term Strategies:Think chemical reactions! • don’t threaten disciplinary action straightaway • give child time to cool down and apologise/take back what they’ve said • hear both sides before taking action • time out – in playground/removal from playground • report system • if serious offence – inform parents and possible removal from lunch time break 1.23

27. Long Term Strategies (1): • Agree clear steps for all supervisors to follow in a range of situations(set out in writing) • Be used to observing (ABC Chart) • Change triggering circumstances (A) • Reorganise playground supervision e.g. zones • Problem solving & anti-bully whole-school training • Praise all efforts at self control • Reduce exposure to other aggressive children • KEEP THEM BUSY, ACTIVE, HAPPY! 1.28

28. KEEP THEM BUSY, ACTIVE, HAPPY! • Games • Equipment • Wet and dry playtimes • Teach children to be mentors / play mentors • Look at your team – include playleaders?

29. Long Term Strategies (2): • Design playtime activity programme e.g. dance, games, parachute, children’s ideas • Team work • Supporting one another • Agree strategies • Regular meetings (however brief) • Team targets e.g. 5 less ‘time-outs’ in a week • Times, layout, deployment of staff 1.33

30. More ideas • “Change of Face” (left ear lobe) • Walkie-talkies • Scheduled meetings (team, Head) • “Sports Coaches” • “Captain’s Table” • Instruction icon cards 1.50

31. Reconsider the Role for aMid Day Supervisor: Director of Mid-Day Education? Play Therapist? Director of physical development? Behavioural Psychologist? Agony Aunt Social Skills Tutor Professional member of the school team 1.53

32. Headings for Action Plan • Name of school Date • Priorities for change • What might you want to experiment with in order to improve effectiveness? • Agreement about any common approaches you are ready to adopt • Agreements re: • commitments to any further explorations/piloting of change • identify any support you need • How will you track your progress and share experience? • Date of review

33. How can we now better support The National Picture? • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children

34. Questions & Further Help • Access Training: www.trainyourschool.co.uk • 229 Scraptoft Lane, Leicester LE5 2HT • 0116 241 5801 • Tear-off slip at bottom of evaluation form • Resources: Handouts- & ideas for further reading

35. Conclusion • YOU ARE IMPORTANT • Wave the magic wand and make it happen! • ACTION to improve your understanding of your role in school and your effectiveness • Evaluation Sheets • Certificates • Notes, Bibliography, Web Site • Action Plans

36. Objectives We will consider the role of the mid-day supervisor and look at different ways of managing and relating to children in order to enhance relationships and increase confidence and skills. By the end of the session, we will: • be able to describe the content and boundaries of their roles • have a working knowledge of positive discipline, e.g. positive praise; encouraging co-operation; giving clear, courteous, assertive commands; setting fair, firm limits; utilising available resources • be able to describe and apply strategies for managing children’s misbehaviour, e.g. applying consistent consequences to misbehaviour; planning playground supervision; developing approaches to bullying 1.58

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