Training and Learning Problems for School Lunchtime Supervisors

This case study discusses the training and learning problems faced by school lunchtime supervisors and how to solve them using the Osborne-Parnes CPS Model. It also covers guidelines for keeping children safe in education and identifying key risks. The article emphasizes the importance of providing training and development for lunchtime supervisors and promoting a positive culture in schools.

Coursework Case
Study

TABLE OF CONTENT
INTRODUCTION ..........................................................................................................................3
TASK 1 ...........................................................................................................................................3
TASK 2 ...........................................................................................................................................5
TASK 3............................................................................................................................................7
CONCLUSION ...............................................................................................................................8

INTRODUCTION
Keeping children safe in education is really important for school and staffs members
working in the premises. It is essential for school to provide guidelines that promote the children
welfare and develop understanding about safeguarding responsibilities. The present case study
will be based on training and learning problems- school lunchtime supervisors.
TASK 1
Osborne-Parnes CPS Model,
As we all know that creativity allows people to solve problems and view things properly
with the help of open communication. With the help of creative problem solving model the
people find various ways to determine solution. CPS model is useful for people so that they can
easily develop different new solutions with the help of imagination and creativity skills (Widya
and et.al., 2020). In school, people face training and learning problem which needs proper
solution. From the case study it has been identified that jamie oliver encouraged hull city council
to launch a dinner programme for free in the school. At the time of launching this programme it
has been noted that there was a lack of training for lunchtime supervisors so it is essential to
provide training and learning programme to supervisors.
The problem identified includes: lack of training, unable to recruit lunchtime supervisors
with the right skills, supervisors left school without qualifications, lack of integration and
confidence. By using Osborne-Parnes CPS Model, they can develop a variety of new solution for
the betterment of students. In order to understand the issues it is essential to break down it and
also it is necessary to generate ideas so that they can solve the problems. Plus, they need to
evaluate the ideas generated by them so that they can easily find out ways in a most effective
ways of solutions. By using techniques, they can make the process of problem solving more
collaborative and motivating.
Clarify and identify goals/problem- this is the first and foremost stage of CPS model
which says that In order to understand the issues it is essential to break down it and also it is
necessary to generate ideas so that they can solve the problems (Widya and et.al., 2020). For the
current case study, it is essential to understand the problem with the help of questioning method
and do recognition that why this has happened? In this case study, the goal is to provide training
to supervisors to encourage them for managing playground activities, understand the needs of
children's and also resolve conflict.

Research the problem- in this stage, it is essential to assess data and use consultation
method with the support of experts (Wechsler and et.al., 2018). This step says that it is important
to generate information about problems and make sure that one is getting clear understanding of
the issues that people are going to face and tackle. The problem identified here is lack of training
and integration in the school, lack of recruitment process, low salary, supervisors does not
achieve appreciation from head teachers.
Formulating creative challenges- in this stage, the team is going to focus on a single
problem and try to encourage ideas which helps them to find out creative approach. This stage
says that to find out solution its is essential to recognize that each challenges needs to be handled
with care and tackled on separate basis.
Generating ideas/ idea finding- this stage says that it is essential to use brainstorming to
find out solutions. With the help of idea finding stage, they can easily come up with various
ideas to potentially solve the issues and challenges faced by them in the school. It is advisable to
do group work in this stage which is more effective (Jacobson and et.al., 2020). All the group
members of the school needs to note down the ideas in bullet points and select which one is best
for them. This can be done via open mind sessions where people can share ideas without
negative judgement. Hence, it is essential to avoid judging ideas in a bad manner. The problem
can be solved by adopting ideas such as providing effective training in which supervisors can
develop their skills and have potential to achieve success. In order to improve integration it is
essential to provide learning outcomes and encourage relationship.
Lastly, it is mandatory for hull city council to improve ideas and select those ideas which
fits best for the current challenges. After generating and finding the ideas as possible through
divergent thinking it is mandatory to select which one is the best among all these to achieve
potential value.
The supervisor must provide training on how to have good communication skills to enjoy with
children, ability to supervise students, enhance discipline among students and ability to control
environment in the school. After this stage the last stage is to acceptance of finding here they
need to refine the ideas which has been selected to provide training programme (Jacobson and
et.al., 2020). Creating an action plan is the best way to implement the training programme in the
school.

TASK 2
KEEPING CHILDREN SAFE IN EDUCATION
It is guidelines provided to schools and universities on safeguarding students and safer
recruitment process for the betterment of learning and teaching environment. By following
proper guidelines related to it the school and universities can provide support to children (Burns,
and Brown, 2020). By following these guidelines, the school ensure to promote the children’s
welfare and support young people under the age of 18 who studies in schools and wanted to
study further in higher education. For the current case study, it is essential for teachers and
supervisors to understand that safeguarding of students and children. All of them should
understand their roles and responsibilities.
Training and monitoring of lunchtime supervisors would ensure that observed physical injuries
are followed up by schools in such a manner that they cover following points:
Providing safe and positive
environment to children’s
Teaching rules
and regulation
related to health
and safety
Promoting effective
supervision by
providing relevant
skills to supervisor
Regular updating of training on child
protection and safeguarding
Preparing for
emergencies
Responding to
injuries

it is essential to promote and encourage school to offer happy playtimes for the betterment of
children. This is the unique strategies which is launched by them to help engage and motivate
students. By this they can enhance and encourage teamwork. While supervising the lunchtime it
is essential for them to supervise students ensure that no students will leave the school premises.
They must be aware about their responsibilities under child protection rules and regulation and
also raise their concerns to head principles or teacher (Lloyd, Walker and Firmin, 2020).
Supervisors must be provided by the training and development sessions on child development,
diversity and equality and support students at mealtimes.
The role of lunchtime supervisor is to prevent the mental and physical health of students
and ensure to raise concern on the behalf of children. The school staffs should be prepared and
well-trained so that they can identify children who need more support. They must understand the
sense of urgency to avoid any problem. The school should understand the importance of using
child protection policy to deal with any kind of abuse. They must ensure that school should
follow staff behaviour policy and ensure that no student is facing bullying in the school at
lunchtime (Keeping children safe in education 2021, 2021). While giving training to supervisor
and monitoring of lunchtime supervisors it is essential to for school to follow rules and find out
whether student is facing any kind of harassment at lunchtime. The school must see any special
educational needs of students for safeguarding them.
Serious violence- this term says that school must ensure that the signal which children are
giving to them may be they are facing serious violence. All staff members at lunchtime must be
aware of the indicators which may be a sign of risk faced by students or might be face by them in
the future (Skrzypiec, 2020). They should see whether students are involved with any kind of
serious violence and doing anything against rules. For example- absence from school on regular
basis, bunking, a change in behaviour, low performance, sign of self harm, physical injuries,
change in wellbeing, unexplained injuries and many more.

TASK 3
It is essential for students to get support from right people in the school and it is also mandatory
to receive the right help at the very right time so that they can find out safeguarding risks. By
doing, so they can easily prevent issues and able to motivate people for children welfare.
Identification of key risks
Lack of engagement- this is the major issue that may arise from the training programme.
In the present case study, some staff members has been in the role of lunchtime supervisor for
over 20years but their involvement is low in the activities they believe that their experience was
sufficient. As they believe staffs are not getting proper engagement and training which is
required for their betterment (Keeping children safe in education 2021, 2021). However, lack of
commitment is also involved in the risk and challenges related to training and development
sessions.
Resistance- some of them will surely resist the change and any modification done in the
training programme because they believe that staffs are happy in their comfort zone and does not
want to accept the availability for training.
Different learning habits- whether the trainer provide training to 20 or 200 people they
have to consider the learner preferences and their learning habits to avoid any training issues.
While giving training programme, the major risk is that every staff have different learning habits,
so it will be difficult of trainer as they have to use various types of method while providing
training to different people.
Unsatisfied supervisors- in the case study, it has been identifies that supervisors are not
satisfied with the training provided by them in the past they eagerly wait for new and effective
training programmed which we have already discussed before. As they feel that the training
programme provided to them was too generic and not beneficial for their specific roles and skills.
 In order to remove and reduce these risks it is essential to work as a team in the school.
 It is advisable to incorporate practical learning activities in the school such as role-
playing, case studies, online training sessions, creating scenarios and giving relatable
illustration related to topic into training and development sessions. By doing so, the
school will be able to enhance motivate among lunchtime supervisor. With the help of
this practice in training, the supervisor will be able to increase engagement in active
problem solving contributing.

 They must use methods like online sessions for learners and supervisors to
interact casually . This can build relationship and motivate them to engage emotionally
with each other by understanding their issue and concerns raise by them.
 It is essential to create positive culture in the school, active learning culture in the
classroom, make students and supervisors feel like they are the important part of the
school culture. This can boost their emotional state and enhance their engagement which
is beneficial for their involvement.
 Communication is key to success as it can solve issues between people. The
school needs to ensure that they are communicating effectively with each other. They
must allow open communication channels between staffs, supervisors and children so that
they can exchange important information and any concerns with each other on time.
 Lastly, the school must ensure to promote feedback system post training in order
to find out what they have learned what are the areas they must improve, and where the
training program needs refining so on.
CONCLUSION
To conclude, it is essential for school to provide training and development for lunchtime
supervisor. With the help of Osborne-Parnes CPS Model, they can easily enhance their training
programme. By evaluating the study it has been concluded that training can increase the value of
supervisor, children and teachers in the school. With the help of flow diagram for training
purposes, it has been summarized that supervisors and teachers must ensure to know about what
is happening with children in the school and note down the sign given by students as it may be a
signal of risk. They must report unexplained physical injury and harassment to high authority
and head teachers of the school so that proper solution can be made. It is essential for them to
identify any violence they are facing and school must be aware about changing behaviours of
children.

REFERENCES
Books and Journals
Burns, J. N. and Brown, S. M., 2020. Keeping Children Safe parent education programme:
improving access to parent education in the context of child protection. Children
Australia. 45(2). pp.125-132.
Jacobson, S. K. and et.al., 2020. Integrating Entrepreneurship and Art to Improve Creative
Problem Solving in Fisheries Education. Fisheries. 45(2). pp.84-89.
Lloyd, J., Walker, J. and Firmin, C., 2020. Keeping children safe? Advancing social care
assessments to address harmful sexual behaviour in schools. Child & Family Social
Work. 25(4). pp.751-760.
Skrzypiec, G., 2020. A World Focus on Keeping Children Safe. In Feeling Safe in School:
Bullying and Violence Prevention Around the World (pp. 253-260). Harvard Education
Press.
Wechsler, S. M. and et.al., 2018. Creative and critical thinking: Independent or overlapping
components?. Thinking Skills and Creativity. 27. pp.114-122.
Widya, W. and et.al., 2020. Development and Application of Creative Problem Solving in
Mathematics and Science: A Literature Review. Indonesian Journal of Science and
Mathematics Education. 3(1). pp.106-116.
Online
Keeping children safe in education 2021. 2021. [online] available through:
<https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/
file/1014058/KCSIE_2021_Part_One_September.pdf>
Keeping children safe in education 2021. 2021. [online] available through:
<https://www.gov.uk/government/publications/keeping-children-safe-in-education--2>