# data[].attributes.body
Is dementia a disability? Social vs medical model

# data[].attributes.headline
Looking after mental health of carers of dementia sufferers

# data[].attributes.subject
Looking after mental health of carers of dementia sufferers

# data[].attributes.attachment_link.description
In this section, you will find information about the numbers of people with dementia in the UK and globally

# data[].attributes.attachment_link.readable_text
Our brains have about 90 billion nerve cells. They are specialised in sending messages to each other. They allow us to sense and respond to the world around us.

During dementia, cells lose the ability to communicate with each other and eventually die. This loss of nerve cells causes the symptoms of dementia, for example memory loss, as the brain becomes unable to function in its usual way. What causes nerve cells to die in dementia is a hot topic for our research. Our scientists are finding out more every day about how we can protect brain cells from harm, moving us closer to new dementia treatments. Nerve cells have a body or hub and many long, thin branches (axons and dendrites) that extend from the body. These reach out to other nerve cells. The points where nerve cells connect to each other are called synapses. Nerve cells use both tiny electrical impulses and specialised chemicals to send messages to each other.

# data[].attributes.attachment_link.title
Dementia Brain Tour | Alzheimer's Research UK

# data[].attributes.attachment_link.description
Dementia affects different areas of the brain. The Brain Tour shows what the different parts of the brain do, and how they can be affected by dementia.

# data[].attributes.attachment_link.readable_text
A teaching assistant "crossed professional boundaries" when he followed a schoolboy into a public toilet during a trip, a misconduct hearing was told.

David Maguire, 31, is also accused of playing a game with the youngster on a school bus which caused the boy's trousers to fall down and watching another pupil undress into their PE kit.

A fitness to practise hearing was told that one boy's mother complained about Mr Maguire's behaviour.

Mr Maguire allegedly followed her son - known as Pupil B - into a toilet where he lifted up the boy's shirt and unnecessarily helped him use the loo.

The hearing was told Mr Maguire was given a verbal warning after the complaint in 2017 but less than two years later fellow staff members raised the alarm over his behaviour to another boy known as Child A.

Mr Maguire - who was also school football coach - had worked for seven years at St Mary's Catholic Primary School in Wrexham before he was dismissed in 2019.

Presenting officer Patrick Llewelyn said: "It was raining at lunchtime so the learners were sat in the school hall watching a film.

"Nicola Trowley raised a number of concerns in relation to Mr Maguire's conduct with child A.

"Mr Maguire asked child A to get changed into his PE kit without a legitimate reason for doing so and without the permission of his class teacher.

"He was alone with child A while they were getting changed, they were in the classroom with the door closed and Mr Maguire was in close proximity to child A while they were changing."

The Education Workforce Council hearing was told another teaching assistant - Julie Stratford - also raised concerns about Mr Maguire and Child A as they prepared for a PE lesson.

Mr Llewellyn said: "Mr Maguire knelt in front of Child A while he was getting changed, he remained kneeling for an extended period of time and looked at Child A for an extended period of time."

The hearing was told that previously Mr Maguire had been on a school trip when he was allegedly "inappropriate" with Child B.

Mr Llewelyn said: "Child B's mother telephoned the school's head teacher Rachel Acton to raise concerns in relation to Mr Maguire's conduct on the school trip.

"Whilst on the school trip Mr Maguire entered a public toilet when it was being used by Child B and that he helped him use the toilet when he did not require assistance and/or he lifted up Child B's T-shirt as he used the toilet.

"It's further alleged that while on the bus he played a game with Child B which involved pulling on his legs which caused his trousers to fall down and continued to play after his trousers had fallen down."

"On each occasion his conduct was inappropriate and crossed professional boundaries."

The hearing was told Mr Maguire was given a verbal warning and told not to put himself in a vulnerable position again.

Mr Maguire is accused of Unacceptable Professional Conduct and if found guilty faces being struck from the teaching register.

He is not attending and is not represented at the hearing which is being held via Zoom.

# data[].attributes.attachment_link.title
Teaching assistant accused of following boy into toilet on school trip

# data[].attributes.attachment_link.description
A teaching assistant "crossed professional boundaries" when he followed a schoolboy into a public toilet during a trip, a misconduct hearing was told. David Maguire, 31, is also accused of playing a game with the youngster on a school bus which caused the boy's trousers to fall down and watching another pupil undress into their PE kit.

# data[].attributes.body
Business Administration
Counselling
Dementia Awareness
Difficult Conversations
Health & Safety in the Workplace
Learning Support Assistant (LSA)
Management Masterclasses:

Building a Strong Team

How to Coach

Safeguarding

# data[].attributes.body
Lencioni's Model

# data[].attributes.attachment_link.readable_text
5 Dysfunctions of a Team

The Five Dysfunctions of a Team outlines the root causes of politics and dysfunction that can exist within teams and the keys to overcoming them. Counter to conventional wisdom, the causes of dysfunction are both identifiable and curable. However, they do not die easily. Importantly, making a team functional and cohesive requires high levels of courage and discipline.

Addressing the Dysfunctions

How can Dysfunctions in Teams be addressed and resolved?

All teams are potentially dysfunctional in some way. However, facing dysfunction and focusing on teamwork is particularly critical at the top of an organisation because the executive team sets the tone for how all employees work with one another.
To begin improving your team and to better understand the level of dysfunction you are facing, ask yourself these 5 simple questions:

1. Do team members openly and readily disclose their opinions?

2. Are team meetings compelling and productive?

3. Does the team come to decisions quickly and avoid getting bogged down by consensus?

4. Do team members confront one another about their shortcomings?

5. Do team members sacrifice their own interests for the good of the team?

Although no team is perfect and even the best teams sometimes struggle with one or more of these issues, the finest organisations constantly work to ensure that their answers are "yes." If you answered "no" to many of these questions, your team may need some work.

The first step toward reducing politics and confusion within your team is to understand that there are five dysfunctions to contend with and address each that applies, one by one.

Why are Functional Teams Important? - The Rewards

Striving to create a functional, cohesive team is one of the few remaining competitive advantages available to any organization looking for a powerful point of differentiation.

Functional teams avoid wasting time talking about the wrong issues and revisiting the same topics over and over again because of a lack of buy-in.

Functional teams also make higher quality decisions and accomplish more in less time and with less distraction and frustration.

Successful teamwork is not about mastering subtle, sophisticated theories, but rather about embracing common sense with uncommon levels of discipline and persistence. Ironically, teams succeed because they are exceedingly human. By acknowledging the imperfections of their humanity, members of functional teams overcome the natural tendencies that make teamwork so elusive.

Exercises

To build trust in your team, you may like to use the personal histories exercise. Click here to access it.

Other team-building exercises can help to build a foundation of trust and improve communication among your team.

Conclusion - What do High-Performing Teams look like?

Teams willing to address the five dysfunctions can experience a number of benefits. In conclusion, high performing, cohesive teams:

Are comfortable asking for help, admitting mistakes and limitations and take risks offering feedback

Tap into one another's skills and experiences

Avoid wasting time talking about the wrong issues and revisiting the same topics over and over again because of lack of buy-in

Make higher quality decisions and accomplish more in less time with fewer resources

Put critical topics on the table and have lively meetings

Align the team around common objectives

Retain star employees

# data[].attributes.attachment_link.title
Dysfunctions of Teams and Overcoming Them- BusinessBalls.com

# data[].attributes.attachment_link.description
The Five Dysfunctions of a Team outlines the root causes of politics and dysfunction that can exist within teams and the keys to overcoming them. Counter to conventional wisdom, the causes of dysfunction are both identifiable and curable. However, they do not die easily.

# data[].attributes.headline
Steve Radcliffe: Leadership Plain and Simple

# data[].attributes.subject
Steve Radcliffe: Leadership Plain and Simple

# data[].attributes.attachment_link.keywords[]
time to think: listening to ignite the human mind

# data[].attributes.attachment_link.keywords[]
mind & spirit / inspiration & personal growth

# data[].attributes.attachment_link.keywords[]
business & economics / human resources & personnel management

# data[].attributes.attachment_link.keywords[]
mind & spirit / inspiration & personal growth

# data[].attributes.attachment_link.keywords[]
business & economics / human resources & personnel management

# data[].attributes.attachment_link.title
Time to Think: Listening to Ignite the Human Mind

# data[].attributes.attachment_link.description
Buy Time to Think: Listening to Ignite the Human Mind by Kline, Nancy (ISBN: 8601300376974) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.attachment_link.title
An update from John "Dementia - this is our story”

# data[].attributes.attachment_link.authors[].name
Social Care Institute for Excellence (SCIE)

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools to enhance your shopping experience, to provide our services, understand how customers use our services so we can make improvements, and display ads, including interest-based ads. Approved third parties also use these tools in connection with our display of ads. If you do not want to accept all cookies or would like to learn more about how we use cookies, click "Customise cookies".

# data[].attributes.attachment_link.keywords[]
brilliant teaching assistant: what you need to know to be a truly outstanding teaching assistant (bt brilliant teacher)

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / general

# data[].attributes.attachment_link.title
Brilliant Teaching Assistant: What you need to know to be a truly outstanding teaching assistant (BT Brilliant Teacher)

# data[].attributes.attachment_link.description
Buy Brilliant Teaching Assistant: What you need to know to be a truly outstanding teaching assistant (BT Brilliant Teacher) 1 by Burnham, Louise (ISBN: 9780273734420) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

# data[].attributes.headline
General Learning Support Assistant information on role and job search/experiences of other LSA

# data[].attributes.subject
General Learning Support Assistant information on role and job search/experiences of other LSA

# data[].attributes.attachment_link.readable_text
Find out more about the wide range of jobs available in schools.

Popular Roles:

Find out more

Whether you'd like to develop yourself in your current role, or you're interested in moving on to another one, learning or training can help you take the next step.

Find out more

# data[].attributes.attachment_link.description
Find out more about the wide range of jobs available in schools. Popular Roles: Find out more Whether you'd like to develop yourself in your current role, or you're interested in moving on to another one, learning or training can help you take the next step. Find out more

# data[].attributes.attachment_link.readable_text
Select Your Cookie Preferences

We use cookies and similar tools to enhance your shopping experience, to provide our services, understand how customers use our services so we can make improvements, and display ads, including interest-based ads. Approved third parties also use these tools in connection with our display of ads. If you do not want to accept all cookies or would like to learn more about how we use cookies, click "Customise cookies".

# data[].attributes.attachment_link.keywords[]
& risk factors: dementia guide for patients

# data[].attributes.attachment_link.keywords[]
& medical professionals: 11 (2020 dementia overview)

# data[].attributes.attachment_link.keywords[]
health & fitness/diseases - alzheimer's & dementia

# data[].attributes.attachment_link.keywords[]
health & fitness / diseases / alzheimer's & dementia

# data[].attributes.attachment_link.keywords[]
health & fitness/diseases - alzheimer's & dementia

# data[].attributes.attachment_link.title
DEMENTIA Types, Symptoms, & Risk Factors: Dementia Guide for Patients, Families, Caregivers, & Medical Professionals: 11 (2020 Dementia Overview)

# data[].attributes.attachment_link.description
DEMENTIA Types, Symptoms, & Risk Factors: Dementia Guide for Patients, Families, Caregivers, & Medical Professionals: 11 2020 Dementia Overview: Amazon.co.uk: Beller, Jerry, Health, Beller, Briggs, John: Books

# data[].attributes.attachment_link.keywords[]
dementia: the one-stop guide: practical advice for families

# data[].attributes.attachment_link.keywords[]
professionals and people living with dementia and alzheimer’s disease: updated edition (one stop guides)

# data[].attributes.attachment_link.keywords[]
health & fitness / diseases / alzheimer's & dementia

# data[].attributes.attachment_link.keywords[]
personal & public health / health education

# data[].attributes.attachment_link.keywords[]
dementia; alzheimer's disease; guide; practical; living with dementia; one-stop; how to; families; carers; expert; aging; diagnosis; information; support; positive; guidebook; 10 helpful hints for carers; the one stop guide; kathy abernethy; allan house; judi dench; iris murdoch; nhs; care homes

# data[].attributes.attachment_link.keywords[]
health & fitness / diseases / alzheimer's & dementia

# data[].attributes.attachment_link.keywords[]
personal & public health / health education

# data[].attributes.attachment_link.title
Dementia: The One-Stop Guide: Practical advice for families, professionals and people living with dementia and Alzheimer's disease: Updated Edition (One Stop Guides)

# data[].attributes.attachment_link.description
Dementia: The One-Stop Guide: Practical advice for families, professionals and people living with dementia and Alzheimer's disease: Updated Edition One Stop Guides: Amazon.co.uk: Andrews, June: Books

# data[].attributes.attachment_link.title
Specialist support to families facing dementia - Dementia UK

# data[].attributes.attachment_link.description
Dementia UK is a charity that provides Admiral Nurses for families affected by dementia. Call our Dementia Helpline to find out how we can support you. %

# data[].attributes.attachment_link.readable_text
Ruthie Henshall's mother has dementia and lives in a care home, with Covid restrictions meaning just one family member is allowed to see her in person.

The award-winning actress says her mother has deteriorated during the pandemic and has called on the government to loosen the guidance and grant more access for families of care home residents.

# data[].attributes.attachment_link.title
Covid and dementia - 'let them see their families'

# data[].attributes.attachment_link.description
Ruthie Henshall's mother has dementia and lives in a care home, with Covid restrictions meaning just one family member is allowed to see her in person. The award-winning actress says her mother has deteriorated during the pandemic and has called on the government to loosen the guidance and grant more access for families of care home residents.

# data[].attributes.attachment_link.title
Chapter 3: The different types of dementia

# data[].attributes.headline
A clear view of different types of dementia

# data[].attributes.subject
A clear view of different types of dementia

# data[].attributes.body
The role

# data[].attributes.attachment_link.title
Teaching assistants - stars in our classroom ✩

# data[].attributes.attachment_link.title
Teaching Assistants Supporting Students in Special Education Programs

# data[].attributes.attachment_link.readable_text
Teaching assistants undoubtedly are the "unsung heroes" of the Covid crisis ( Report, 1 April). They have played a vital role in helping to manage the pandemic in schools, particularly with the children of key workers. Their face-to-face teaching in many schools, allowing teachers to teach remotely online, has undoubtedly had a huge impact in minimising the amount of learning lost while maintaining some normality for disadvantaged and emotionally stressed pupils. Add to this the fact that they have enabled many parents to return to work to keep the economy afloat.

The levels of responsibility that they have taken on throughout the pandemic, with targeted support for the most needy and at risk, is exemplary, particularly as they often sit alongside the pupils providing emotional and academic support while potentially exposing themselves to Covid. Teaching assistants deserve a proper living wage for the vital work they do in helping to close gaps in learning and supporting disadvantaged and special educational needs pupils.

Well done, Sally Weale, for standing up for our unsung heroes. It is time for Gavin Williamson to do the right thing and pay them a wage commensurate with their contribution to the education of our children.
Tony Price
Former assistant headteacher and Ofsted inspector

# data[].attributes.attachment_link.title
Give teaching assistants the praise - and pay - they deserve | Letter

# data[].attributes.attachment_link.description
Teaching assistants undoubtedly are the "unsung heroes" of the Covid crisis ( Report, 1 April). They have played a vital role in helping to manage the pandemic in schools, particularly with the children of key workers.

# data[].attributes.attachment_link.readable_text
Teaching assistants have emerged as the "unsung heroes" of the pandemic with more than half stepping up to take classes in schools during lockdown while teachers delivered remote learning to children at home, a study shows.

Researchers at UCL Institute for Education found nearly nine out of 10 (88%) TAs supported vulnerable and key worker children in school during lockdown, with 51% managing a whole class or bubble on their own, as teachers prepared and delivered remote lessons, often from home.

The report, published this week, is based on analysis of data from more than 9,000 teaching and classroom assistants in schools across the UK and shows for the first time the pivotal role they played in keeping schools open and children learning amid the disruption caused by Covid.

Almost half (49%) covered staff absences, enabling schools to stay open to vulnerable and key worker children, leading some to observe that the "lowest-paid TAs are in school doing the dangerous face-to-face work".

Those working in early years and special schools, who were in close contact with children without personal protective equipment, felt particularly vulnerable. As one TA put it: "We have put our lives at risk more than any school staff during the pandemic."

TAs are among the lowest paid workers in the UK, with a median income of less than £14,000. As well as managing larger groups on school premises, the UCL survey said TAs were vital in helping children to carry on learning at home, providing targeted support and picking up on the needs of individual children.

"TAs have been absolutely key in allowing schools to keep functioning during the pandemic," said Dr Rob Webster, one of the authors of the report which was funded by Unison.

"Our report highlights that in many ways teaching assistants have been the 'unsung heroes' of the pandemic and it is hard to see how schools could have managed without them. Some respondents described themselves as working 'on the frontline' and shouldering much of the responsibility for keeping schools open."

Nearly one in four TAs said they had taken on new responsibilities without any additional training and 44% said they had picked up new digital skills during the pandemic. "They really have gone above and beyond," said Jill Roseblade, executive headteacher of Alver Valley nursery, infant and junior schools in Gosport, Hampshire.

Another of the report's authors, Prof Gemma Moss said the work required to keep schools functioning had intensified during the winter 2021 lockdown as a result of a new legal requirement to supply remote education to all children learning at home.

There were also far greater numbers of pupils in schools in England than during previous lockdowns, after the government extended the list of parents who qualified as critical or key workers.

"This increased workload for teachers and TAs who had to find ways of managing children in school and providing lesson content for those at home and our findings suggest this may have led to increased anxiety as TAs juggled many different tasks."

Unison head of education Jon Richards said: "Teaching and classroom assistants were crucial to the smooth running of schools before the pandemic. Schools have relied upon them even more so this past year. This research proves that.

"However, staffing ratios have been increasing and many higher-level posts cut. This has piled the pressure on, and increased the workload of poorly paid lower grade employees, who are frequently asked to cover work they're not trained to do.

"Teaching and classroom assistants have a vital role in helping pupils catch up on their lost learning post-pandemic. But to do this they need proper training and a decent wage."

The Department for Education has been approached for comment.

# data[].attributes.attachment_link.title
Teaching assistants 'unsung heroes' of pandemic, study shows

# data[].attributes.attachment_link.description
Teaching assistants have emerged as the "unsung heroes" of the pandemic with more than half stepping up to take classes in schools during lockdown while teachers delivered remote learning to children at home, a study shows.

# data[].attributes.attachment_link.readable_text
Working from home has been a reality for many of us.

As a manager, are you coping?

You may have the right IT setup in place and phones on divert, but managing virtual working is much more than this. Is your management ready to go virtual? Are you heading for a team of virtuosos or a virtual nightmare reality?

When your team aren't in the office, what can you do to motivate them? How should you communicate and how frequently? Should you wait for your team to get in touch, or should you be chasing them for updates and issuing deadline reminders? And how do you handle the strain virtual working can place on communication and keep the human touch?

Whilst our Team Role behaviours may not change when we are working separately, altering the lines of communication can throw obstacles in the team's path, and some are likely to adapt more readily to remote working than others. So, extra care is needed in managing those behaviours and ensuring that everyone can still give of their best.

Managing each Belbin Team Role behaviour remotely - your rough guide

Of course, we've simplified things a bit. Each of us has more than one Team Role strength, and the way our preferred roles interact present nuances in our working styles. But here's a starting-point when considering the benefits and potential pitfalls of each role in a virtual scenario.

Teamworker Team Role behaviour

Teamworkers are proficient communicators. They are diplomatic, perceptive, and are probably going to struggle if they feel cut off from others.

Give them a role that enables them to keep in touch with the rest of the team. Maybe they could send a daily (or twice-daily) email 'checker' to find out how everyone is doing? Perhaps they could instigate a short social chat online? Whilst you might be tempted to skip this part when the pressure is on, remember that it is key to maintaining trust in unusual circumstances.

Keep in touch by phone and remember: they will be the first ones to tell you when someone else has a problem.

Shaper Team Role behaviour

This could be tricky as Shapers like to be the loudest in the room. When they are by themselves, who will stop and listen? They may start making demands by all available means - phone calls and emails - to ensure that no-one is slacking or taking their eye off the ball.

They could alienate the rest of the team - their email style is likely to be blunt and to-the-point. Normally, the team wouldn't take this too personally (an effective Shaper is good-humoured enough to get everyone back onside) but without the social interaction, relationships could be tense.

Make sure that you keep your promises and respond in a timely fashion. The Resource Investigator is the best to deal with the Shaper behaviour in this situation - why not give them a joint project?

Co-ordinator Team Role behaviour

Co-ordinators are wonderful at engaging others and ensuring that everyone has their say. However, ensure they do not take advantage and delegate more than their fair share. Regular contact via email and phone is required. Give them the role of chair in any virtual meetings and make sure they address the challenges of remote teamworking explicitly, to allow any arising difficulties to be aired and resolved.

Their calm and confident manner can also help to quell any rising panic that may occur. Ask them to insert a sense of perspective if things start spiralling.

The ties that bind

Of course, it isn't all down to you as manager. In order to operate effectively in challenging and rapidly-changing environments, your team members need to be aware of their own - and each other's - strengths, so they know who to call on, and where and how to make allowances for one another.

At Belbin, we believe in empowering teams with an accessible language to articulate and explore their behaviours, as well as practical, applicable advice on how the team works. Armed with this knowledge, teams can gain confidence in their individual and collective abilities, and build the kind of trust that holds strong even when they're apart.

Good luck! We're here to help - maybe now is a good opportunity to 'Belbin' your team? Get in touch today.
Download a copy of this article here

# data[].attributes.attachment_link.title
A Belbin Team Role Guide to Managing Your Team When No-one Is In The Office...

# data[].attributes.attachment_link.description
There is a distinct possibility that 'a work from home' policy may come into force sometime soon. As a manager, are you ready? You may have the right IT setup in place and phones on divert, but managing virtual working is much more than this. Is your management ready to go virtual?

# data[].attributes.attachment_link.description
DiSC is an acronym that stands for the four main personality types outlined in the DiSC model. D: Dominance, i: Influence, S: Steadiness, and C: Conscientiousness. No DiSC style is “better” than any other, and we all use each of the four styles as we go about our daily lives.

# data[].attributes.attachment_link.readable_text
The Cwm Taf Multi-Agency Safeguarding Hub (MASH) is the single point of contact for all professionals to report safeguarding concerns, across Cwm Taf. The Cwm Taf MASH comprises of staff from the Social Services, Education, Police, Health, National Probation Service and the Community Rehabilitation Company.

The Cwm Taf Multi Agency Safeguarding Hub (MASH) is the first point of contact for new safeguarding concerns and has significantly improved the sharing of information between agencies, helping to protect the most vulnerable children and adults from harm, neglect and abuse.

For professionals who wish to report a concern, telephone 01443 743730

# data[].attributes.attachment_link.keywords[]
cwm taf multi-agency safeguarding hub (mash)

# data[].attributes.attachment_link.title
Cwm Taf Multi-Agency Safeguarding Hub (MASH)

# data[].attributes.attachment_link.description
The Cwm Taf Multi-Agency Safeguarding Hub (MASH) is the single point of contact for all professionals to report safeguarding concerns, across Cwm Taf. The Cwm Taf MASH comprises of staff from the Social Services, Education, Police, Health, National Probation Service and the Community Rehabilitation Company.

# data[].attributes.headline
Behaviour management in schools as a result of pandemic

# data[].attributes.subject
Behaviour management in schools as a result of pandemic

# data[].attributes.body
Interesting article

# data[].attributes.attachment_link.readable_text
The Secretary of State for Education, Gavin Williamson, says he wants to tackle "out-of-control behaviour" in schools.

Mr. Williamson is in charge of schools and the government's education policies in England.

He says lockdown has impacted on children's "discipline and order" and wants schools to remind children "how to behave well".

But the National Education Union (NEU), the group that represents teachers and schools, disagrees with Mr Williamson's comments.

They told Newsround that teachers do understand the importance of reminding children about good behaviour.

But they believe the links between mental health and a high-pressure curriculum are the biggest factors when it comes to behaviour, and that the government should address these issues first.

What do you think about Mr Williamson's comments? Do you think they're fair? Let us know in the comments below.

What else do we know?

The Department for Education is planning a new "behaviour hub" programme to help children, which it says will be operating in time for the summer term. The government says they will provide the scheme with £10 million to get set up and help schools try ideas.

The department have identified 22 "lead schools" with strong reputations for good behaviour and discipline to advise other schools struggling in those areas.

Mr Williamson also wants to ban mobile phones in schools and believes they distract students from "exercise and good old-fashioned play" and also contribute to cyber bullying and the inappropriate use of social media.

He added: "Maintaining good discipline is an absolute must in any classroom and is one of our key priorities.

"Out-of-control behaviour will also destroy the wholesome and happy environment that every school should have, leading to bullying, and turning playgrounds from a place of joy to a jungle."

The NEU said that schools "generally have very clear policies" when it comes to mobile phones, but they need to be able to make "recovery education realistic" - meaning they think the priority should be helping children to 'recover' from missing out on in-school teaching over the last year due to coronavirus.

What do teachers think?

Dr Mary Bousted, Joint General Secretary of the NEU, told Newsround that Mr Williamson should've talked about other things that help with behaviour, like smaller class sizes, more funding for pastoral support and releasing time for teachers to work with small groups and look at gaps in learning.

Dr Bousted said that teachers believe the links between "mental health [and a] very high pressure curriculum" are the biggest factors when it comes to behaviour, and that the government should address these issues first.

She added: "Curriculum expectations must be adapted to what's happened this academic year".

"With all the challenges currently facing schools ... talking tough on behaviour is the least useful approach the Education Secretary can take."

What else did the government say?

Education Secretary Gavin Williamson told Newsround in a statement that: "Behaviour and discipline are the cornerstone to so much of what defines this country's most successful schools.

"Whether it's supporting some of our most vulnerable and disadvantaged children with the routines and structures needed to help them fulfil their potential, or helping prepare young people for the expectations of the workplace, parents and teachers know that orderly and disciplined classrooms are best.

"That is why I will always support schools taking a firm approach, for example taking action to tackle the scourge of ever-present mobile phones - because I know the positive impact it will have on students' wellbeing and attainment."

# data[].attributes.attachment_link.title
Behaviour 'out of control' in schools, says Education Secretary - CBBC Newsround

# data[].attributes.attachment_link.description
The Secretary of State for Education, Gavin Williamson, says he wants to tackle "out-of-control behaviour" in schools. Mr. Williamson is in charge of schools and the government's education policies in England. He says lockdown has impacted on children's "discipline and order" and wants schools to remind children "how to behave well".

# data[].attributes.body
A useful summary

# data[].attributes.body
Official Government Guidance

# data[].attributes.attachment_link.title
HSE: Information about health and safety at work

# data[].attributes.attachment_link.description
Advice, guidance, news, templates, tools, legislation, publications from Great Britain's independent regulator for work-related health, safety and illness; HSE

# data[].attributes.body
Guidance

# data[].attributes.attachment_link.readable_text
Employers have duties concerning the provision and use of personal protective equipment (PPE) at work.

PPE is equipment that will protect the user against health or safety risks at work. It can include items such as safety helmets, gloves, eye protection, high-visibility clothing, safety footwear and safety harnesses. It also includes respiratory protective equipment (RPE).

Why is PPE important?

Case study

A commercial gardener was using a petrol-driven strimmer to trim undergrowth. He hit a piece of unseen debris, which was thrown into the air and caught him in the eye. He lost the sight in that eye because he was not wearing protective goggles, which was advised in the manufacturer's written instructions for using the strimmer.

How similar accidents can be prevented

Ensure those operating strimmers are trained to recognise the hazards posed by unseen debris and wear appropriate PPE, including protective goggles.

Making the workplace safe includes providing instructions, procedures, training and supervision to encourage people to work safely and responsibly.

Even where engineering controls and safe systems of work have been applied, some hazards might remain. These include injuries to:

the lungs, eg from breathing in contaminated air

the head and feet, eg from falling materials

the eyes, eg from flying particles or splashes of corrosive liquids

the skin, eg from contact with corrosive materials

the body, eg from extremes of heat or cold

PPE is needed in these cases to reduce the risk.

What do I have to do?

Selection and use

You should ask yourself the following questions:

When selecting and using PPE:

Choose products which are CE marked in accordance with the Personal Protective Equipment (Enforcement) Regulations 2018 - suppliers can advise you

Choose equipment that suits the user - consider the size, fit and weight of the PPE. If the users help choose it, they will be more likely to use it

If more than one item of PPE is worn at the same time, make sure they can be used together, eg wearing safety glasses may disturb the seal of a respirator, causing air leaks

Instruct and train people how to use it, eg train people to remove gloves without contaminating their skin. Tell them why it is needed, when to use it and what its limitations are

Other advice on PPE

Maintenance

PPE must be properly looked after and stored when not in use, eg in a dry, clean cupboard. If it is reusable it must be cleaned and kept in good condition.

Think about:

using the right replacement parts which match the original, eg respirator filters

keeping replacement PPE available

who is responsible for maintenance and how it is to be done

having a supply of appropriate disposable suits which are useful for dirty jobs where laundry costs are high, eg for visitors who need protective clothing

Employees must make proper use of PPE and report its loss or destruction or any fault in it.

Monitor and review

Types of PPE you can use

Eyes

Hazards

Chemical or metal splash, dust, projectiles, gas and vapour, radiation

Options

Safety spectacles, goggles, face screens, faceshields, visors

Note

Make sure the eye protection chosen has the right combination of impact/dust/splash/molten metal eye protection for the task and fits the user properly

Head and neck

Hazards

Impact from falling or flying objects, risk of head bumping, hair getting tangled in machinery, chemical drips or splash, climate or temperature

Options

Industrial safety helmets, bump caps, hairnets and firefighters' helmets

Note

Ears

Hazards

Noise - a combination of sound level and duration of exposure, very high-level sounds are a hazard even with short duration

Options

Earplugs, earmuffs, semi-insert/canal caps

Note

Provide the right hearing protectors for the type of work, and make sure workers know how to fit them

Choose protectors that reduce noise to an acceptable level, while allowing for safety and communication

Hands and arms

Hazards

Abrasion, temperature extremes, cuts and punctures, impact, chemicals, electric shock, radiation, biological agents and prolonged immersion in water

Options

Gloves, gloves with a cuff, gauntlets and sleeving that covers part or all of the arm

Note

Avoid gloves when operating machines such as bench drills where the gloves might get caught

Some materials are quickly penetrated by chemicals - take care in selection, see HSE's skin at work website

Barrier creams are unreliable and are no substitute for proper PPE

Wearing gloves for long periods can make the skin hot and sweaty, leading to skin problems. Using separate cotton inner gloves can help prevent this

Feet and legs

Hazards

Wet, hot and cold conditions, electrostatic build-up, slipping, cuts and punctures, falling objects, heavy loads, metal and chemical splash, vehicles

Options

Safety boots and shoes with protective toecaps and penetration-resistant, mid-sole wellington boots and specific footwear, eg foundry boots and chainsaw boots

Note

Footwear can have a variety of sole patterns and materials to help prevent slips in different conditions, including oil - or chemical-resistant soles. It can also be anti-static, electrically conductive or thermally insulating

Appropriate footwear should be selected for the risks identified

Lungs

Hazards

Oxygen-deficient atmospheres, dusts, gases and vapours

Options - respiratory protective equipment (RPE)

Note

The right type of respirator filter must be used as each is effective for only a limited range of substances

Filters have only a limited life. Where there is a shortage of oxygen or any danger of losing consciousness due to exposure to high levels of harmful fumes, only use breathing apparatus - never use a filtering cartridge

You will need to use breathing apparatus in a confined space or if there is a chance of an oxygen deficiency in the work area

If you are using respiratory protective equipment, look at HSE's publication Respiratory protective equipment at work: A practical guide

Whole body

Hazards

Heat, chemical or metal splash, spray from pressure leaks or spray guns, contaminated dust, impact or penetration, excessive wear or entanglement of own clothing

Options

Conventional or disposable overalls, boiler suits, aprons, chemical suits

Note

The choice of materials includes flame-retardant, anti-static, chain mail, chemically impermeable, and high-visibility

Don't forget other protection, like safety harnesses or life jackets

Emergency equipment

Careful selection, maintenance and regular and realistic operator training is needed for equipment for use in emergencies, like compressed-air escape breathing apparatus, respirators and safety ropes or harnesses.

Find out more

The law

The current legislation which refers to the supply of personal protective equipment is the The Personal Protective Equipment Regulations 2016/425, which is enforced by the Personal Protective Equipment (Enforcement) Regulations 2018. HSE are the enforcing authority for the supply of PPE that is designed for use at work.

The current legislation which relates to the use of personal protective equipment is the Personal Protective Equipment at Work Regulations 1992. The latest details are available on legislation.gov.uk. Other special regulations cover hazardous substances (including lead and asbestos), and also noise and radiation.

# data[].attributes.attachment_link.description
Employers have duties concerning the provision and use of personal protective equipment (PPE) at work. PPE is equipment that will protect the user against health or safety risks at work. It can include items such as safety helmets, gloves, eye protection, high-visibility clothing, safety footwear and safety harnesses.

# data[].attributes.attachment_link.title
Panorama:  Terrible Care Home Abuse In UK

# data[].attributes.headline
National Occupational Standards for Safeguarding

# data[].attributes.subject
National Occupational Standards for Safeguarding

# data[].attributes.attachment_link.readable_text
National Occupational Standards ( NOS) are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding.

# data[].attributes.attachment_link.title
Repository for all approved National Occupational Standards

# data[].attributes.attachment_link.description
National Occupational Standards (NOS) are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding. Read More

# data[].attributes.attachment_link.readable_text
Our code of practice (also known as the Yellow card) sets out guidance for all adults in Scouts

As adults in Scouts, the safety of young people is our priority. We're committed to:

Taking the interests and well-being of young people into account, in all our considerations and activities.

Respecting the rights, wishes and feelings of the young people with whom we work.

Taking all reasonable practicable steps to protect them from neglect, physical, sexual and emotional abuse.

Promoting the welfare of young people and their protection within a position of trust.

The Young People First code of practice (also known as the yellow card) sets out a code of behaviour for all adults in Scouts.

Code of practice

Doremember that you are a role model at ALL times, inside and outside Scouting. Set a good example for others to follow.

Dotreat everyone with dignity and respect in line with the Scouting Values

Dotreat all young people equally - do not show favouritism

Dofollow the adult-to-young person ratios at all times

Doremember that you have been placed in a position of trust - do not abuse this

Doreport all allegations, suspicions and concerns immediately

Doremember that someone may misinterpret your actions

Dorespect a young person's right to personal privacy

Doact within appropriate boundaries, even in difficult circumstances

Doencourage an open and transparent culture, where people can challenge inappropriate attitudes or behaviours

Domake everyone (young people, parents and carers, Young Leaders and other helpers) aware of our safeguarding arrangements and share our Yellow Card - our Code of Behaviour

Docreate an environment where young people feel safe to voice their concerns

Dohave separate sleeping accommodation for young people, adults and Young Leaders working with a younger section

Do plan activities that involve more than one other person being present, or at least within sight and hearing of others.

Do notplan to be alone with a young person.

Do notdrink alcohol when you are directly responsible for young people and never allow young people on Scouting activities to drink alcohol

Do nottrivialise abuse or let it go unreported

Do notjoin in physical contact games with young people

Do notoverstep the boundaries between yourself and young people by engaging in friendships or sexual relationships

Do notallow activities that encourage bullying behaviour including initiation ceremonies, dares or forfeits

Do notuse inappropriate, suggestive or threatening language, whether verbal, written or online

Do not rely on your reputation or position to protect you

Reporting a concern

If a young person is at immediate risk of significant harm call 999 and request Police. Inform your Group Scout Leader or District Commissioner once you have done this.

If you're in any doubt about what to do, contact the Scout Information Centre.
Phone: 0345 300 1818
Email: safeguarding@scouts.org.uk

# data[].attributes.attachment_link.title
Scouts - Young People First - Yellow Card

# data[].attributes.attachment_link.description
Our code of practice (also known as the Yellow card) sets out guidance for all adults in Scouts As adults in Scouts, the safety of young people is our priority. We're committed to: Taking the interests and well-being of young people into account, in all our considerations and activities.

# data[].attributes.headline
ESDGC relevant information for schools and education providers

# data[].attributes.subject
ESDGC relevant information for schools and education providers

# data[].attributes.headline
Information on administering medication in schools

# data[].attributes.subject
Information on administering medication in schools

# data[].attributes.attachment_link.readable_text
Most schools will have at least one pupil that requires medication during school hours. This can be for a short bout of illness, a long-term medical need or an emergency situation.

Responsibilities

Although teachers and support staff are not obliged to administer medication to children at school (unless stipulated in their contracts), it is something that can be taken on as a voluntary responsibility.

However, the prime responsibility for a child's health is in the hands of their parents/guardians. They should inform the headteacher of their child's medical needs, requesting that medication is administered during school hours.

Most common medication

GSL - General Sales List medicines do not have any legal restrictions and can be bought anywhere. They aren't considered to be particularly dangerous - although low-risk doesn't mean no risk, so you should still always be careful. Examples of GSL's are paracetamol and cold and flu remedies.

Pharmacy Medicines - These medicines are only available behind the counter at a pharmacy where a professional is able to offer advice or refuse sale altogether if they feel it isn't a suitable medication. Pharmacy Medicines are always marked with P on the packaging and include codeine, laxatives, and milder sleeping tablets.

Prescription Only Medicines - Some medicines can have particularly harmful effects or cause addiction if misused. To get hold of medicines in this category requires a prescription from a doctor or a dentist. All Prescription Only Medicines have POM printed on the packet. They include anti-biotics, anti-depressants and anti-epileptics.

Controlled Drugs - This is the most serious category of medication and has powerful effects on the body, which are likely to cause harm or addiction. So, there are certain restrictions on how they're prescribed by doctors, how they're dispensed, how you need to store them and how you need to administer them. They're all marked with POM and CD on the packaging. Controlled Drugs include Morphine, Fentanyl and methylphenidate (which is used to treat ADHD).

School trips & events

When planning schools trip and events outside of the premises, schools will need to consider taking additional precaution. They'll need to think about the presence of staff who are able to administer medication and/or inclusion of the pupil's parent. Advice should be sought from the pupil's GP or the school health service.

Take a look at our Medication Awareness in Education Training...

# data[].attributes.attachment_link.title
A guide to administering medication in schools | iHASCO

# data[].attributes.attachment_link.description
Most schools will have at least one pupil that requires medication during school hours. This can be for a short bout of illness, a long-term medical need or an emergency situation. Although teachers and support staff are not obliged to administer medication to children at school (unless stipulated in their contracts), it is something that can be taken on as a voluntary responsibility.