Training and Learning Problems: School Lunchtime Supervisors
Coursework Case Study
2000 words
1. Examine the contribution of HRM and HRD to sustained organisational performance analysing components of a performance management culture that supports creativity, innovation and learning. [ CIPD 5KNM LOs 1,2]
2. Compare different approaches to enhancing creative thinking in yourself and others by analysing the influence of knowledge and learning on individual and group behaviour. [CIPD 5KNM LOs 1,2,3,4]
Case Study:
Investigating a Training and Learning Problem: School Lunchtime Supervisors
Most people can remember school dinners! In recent years Jamie Oliver has campaigned widely to change attitudes and behaviour in relation to healthy food in Britain’s schools. The impact of Jamie Oliver’s campaigning encouraged Hull City Council to launch a free school dinner programme, offering free school meals to all primary school children. As part of the monitoring of the project, it was highlighted that there was a lack of training for lunchtime supervisors. Lunchtime supervisors, as distinct from the catering staff who prepare and serve the food, provide supervision to children during the lunch break. Existing training was ad hoc with uncertain impact on performance. In order to investigate the perceived lack of training, Hull City Council commissioned the University of Hull to undertake a study of the training needs of lunchtime supervisors in 71 Hull primary schools.
All 71 schools were sent a survey to hand out to their lunchtime supervisors, asking questions about their role, likes and dislikes, what they found challenging and the support they received. Six schools were selected to take part in a more in-depth study; chosen to vary in size, location and economic prosperity in the area. A representative from Hull University interviewed both the head teachers and the lunchtime supervisors over a period of several months. She spent a week working as a lunchtime supervisor and spoke to lunchtime supervisors, in groups and one-to-one, to understand what was required in the role and how the role was managed. A number of needs were identified:
⦁ Head teachers wanted supervisors to be trained in encouraging and managing playground activities.
⦁ The lunchtime supervisors themselves identified managing behaviour and resolving conflict as a key requirement.
⦁ The project manager highlighted developing confidence, understanding the role and understanding children’s needs as critical requirements.
Additionally, as part of the investigation, a number of other important contextual factors were highlighted:
⦁ The government, in the form of Ofsted, measures the quality of lunchtime supervisors as one factor in its assessment of school performance.
⦁ Hull City Council had reported difficulties in recruiting lunchtime supervisors with the right skills. The work is low paid and confined to the lunchtime period.
⦁ Many of the existing supervisors had left school without qualifications. Few had undertaken any sort of formal learning since leaving school.
⦁ The role of lunchtime supervisors appeared to be undervalued by head teachers, teachers, children and even the employees themselves.
⦁ The was a lack of integration of the supervisors with the wider school team, highlighting the need to address their role and perceptions of their role.
⦁ Some existing staff had been in the role for over 20 years, believed their experience was sufficient and questioned the need for training.
⦁ A number of existing staff had other part-time jobs, thus limiting their availability for training.
Although the project identified a number of training needs the case highlighted broader issues. Schools are managed as businesses and have to control tight budgets. A training initiative for lunchtime supervisors would have to compete with other priorities. On what basis would such a decision be taken? And what the supervisors themselves? In these low-skilled roles, they often do not receive training or development to enhance their skills and have little potential to move out of these low-skilled, low-paid jobs.
As a city, Hull suffers from severe social and economic deprivation with significant Child Safeguarding issues.
You must read pages 4-18 of ‘Keeping Children Safe in Education 2021, Statutory Guidance, Part 1 for context from the following website:
https://www.gov.uk/government/publications/keeping-children-safe-in-education
Adapted from:
Stead, F.; Griggs, V. and Holden,R. J. (2007). The Case of the Hull Dinner Ladies: Interview with Faye Stead: Leeds Metropolitan University.
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