A Report on Training and Learning Problems of School Supervisors

This report examines the training and learning problems encountered by school lunchtime supervisors, focusing on enhancing their ability to safeguard students and promote a positive lunchtime environment. It discusses the application of the Osborne Parnes CPS model for creative problem-solving in learning programs, emphasizing the importance of identifying objectives, gathering relevant facts, and brainstorming potential solutions. The report highlights the critical role of training and monitoring supervisors to ensure the follow-up of observed physical injuries and adherence to safeguarding guidelines, including understanding legal responsibilities and promoting child welfare. Key risks associated with training programs, such as lack of motivation, poor management, and failure to address previous feedback, are identified, along with strategies to mitigate these risks through open communication, diverse training methods, and risk management training. The report underscores the need for teamwork and proactive measures to create a safe and supportive environment for students during lunchtime.

Training and Learning
Problems School
Lunchtime Supervisors

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
Stages of the Osborne Parnes CPS model...................................................................................3
TASK 2............................................................................................................................................4
Training and monitoring of lunchtime supervisors would ensure that observed physical
injuries are followed up by schools.............................................................................................4
TASK 3............................................................................................................................................7
Key risks that may arise from the training programme...............................................................7
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
In educational sector, training is all about providing information and knowledge also
transmit it while on the other hand, learning is all about the effective process of grasping that
information so that students can enhance their self-confidence and build skills. With the help of
training and learning process learners can easily build their knowledge level that can be used in a
variety of contexts and helpful for bright future. By using training and learning programmes the
students can easily improve their performance and make themselves more effective while
learning and doing any task (Von Der Embse and et.al., 2018). There are different training and
learning problems such as lack of motivation among students, lack of engagements, different
learning habits of students and hectic time table which needs to be taken into consideration for
the development of students. The present study will be based training and learning problems
related to school lunchtime supervisors. In addition to this, the study will identify key risks that
may arise from the programme of training. By using varieties of techniques such as teamwork,
open communication leadership skills the teams of lunch supervisors will be able to assist in
removing or reducing those risks.
TASK 1
Stages of the Osborne Parnes CPS model
It is essential for learning programmes to find out creative problem solving process so
that it can enhance the learning environment. with the help of this model, one can develop
various types of new solution in order to deal with problems whether it’s for services, systems,
processes and designs. This model says that just use imagination, thinking, enhance creativity
and make choices after that. By using this method, one can quickly solve their problems and go
ahead for the learning related processes (Widya and et.al., 2020). The best way to use this
method effectively is brainstorming and critical thinking. In the very first stage, people must
identify the situation or any kind of difficulty. This model says that what are the goals and
challenges that people want to work on must be taken into consideration hence, it is known as
objective finding stage.
In the second stage, for learning programme one must focus on all the facts that are
relevant and true which may impact the results at the end (Wechsler and et.al., 2018). Here,
supervisors may find what is happening and why it is happening etc. after that they must clarify

what the actual issues is, try to make it very clear. Always remember to determine the nature of
solution from which one must easily find out ideas to accomplish goals of learning programme.
After that in the third stage, they must be engage in brainstorming method to provide potential
solutions as soon as possible. With the help of this brainstorming method, idea generation
techniques can be enhanced. By this, they can have most innovative idea as every people in the
team will generate unique ideas and share experiences (Chen and et.al., 2021). With the help of
this stage, one can build more unique ideas in a better way for future success. after that finally,
they find solutions and select in order to accept it, which one is best suitable as per the situation
and ask themselves will it work, will it be acceptable among people etc.
TASK 2
Training and monitoring of lunchtime supervisors would ensure that observed physical injuries
are followed up by schools.
As per this guidance, it is essential to keep children safe in the field of education and
provide safer recruitment for the betterment of society. With the help of this guidance, the
teachers and school’s department is able to safeguard welfare of students. This guideline is
applied to all the colleges and especially designed for the staff members, supervisors and head
teachers to make sure that are following all the rules and regulations in order to provide support
to children’s. it sets out the legal responsibilities and roles that they must follow in order to
promote the safeguard of students in the schools and enhance the confidence of young people
under the age of 18 years in the colleges and schools. According to this safeguard guidelines, it is
very important for staff members, teachers and head teachers working in the school must
understands their responsibilities related to safeguarding of students (Chen and et.al., 2021).
Governing bodies of the schools must work with the senior leaders and team members of
supervisors to make sure about the safety of children and should ensure that those people who do
not work directly with students must know about the importance of safeguarding students. In
short, the basic and fundamental concept of this guidelines are to promote children welfare and
their safeguard. In order to fulfil the responsibilities related to student safety, all the practitioners
should make sure that their approach is child centred which can provide benefit to child welfare.
All the teachers and practitioner can have a full picture about the requirements and needs of
students while working with each other. If students and their families are to receive the right help

at the very right time, then teachers and supervisors in the school who comes into contact on
regular basis with them has a role to play in knowing their major concerns and sharing
information with each other. By this they can easily take prompt action to deal with any difficult
situation.
It is the duty of teachers and supervisor to protect children from any issues such as
maltreatment, taking care of them, prevent physical health issues, prevent mental illness and
provide support to develop their safety measures. They all must be trained properly to ensure that
the children are growing for their betterment and provide them effective care. taking action
which is best suitable to enable all the students to have the best results while having lunchtime in
the schools. They must be providing with effective learning programmes and play some activities
such as quiz, role play etc.
Not only this, the school staff such as teachers, supervisors and staff members plays a vital
role, as they are in a good position to identify concerns raise by students. It is essential to provide
them training related to this as it can provide help for the students which having lunchtime at
school. It is essential to teach and train the staff about how to provide healthy and safe
environment in which students can learn effectively without any issues. All the people should be
providing training to identify students who may benefit from very early help which means giving
full support as soon as problem arise at any point in the school or in the personal life of child. It
can be involving from the early school age to the teenage life. It is also essential that they should
safeguard children’s wellbeing which help them to develop their skills and knowledge and build
confidence among them (Keeping children safe in education 2021, 2021). By doing so, they can
easily develop public trust in the profession of teaching as part of their professional roles. They
must be known about child protection policy, behaviour policy, bullying related policy,
inequality policy, discrimination policy etc. also, they all must need to know about the staff
behaviour policy and make sure that everyone in the school is following code of conduct. The
training must be regularly provided with the help of online classes and on job training. They
must be getting updates via e bulletins, staff meetings and email, messaging so that it can provide
them with relevant knowledge and effective skills. It is essential for them to see the hint given by
students related to any crime, abuse, peer pressure, harassment, bullying at lunchtime. They must
take students seriously if they tell them about being abused by someone, bullied by someone or
harassed by someone, maybe he/she is facing some difficult situation which needs to be taken

into consideration and solve it. They must support students to report complaint to school’s head
teachers about sexual violence and harassment. They must be ensuring that if children are facing
any physical injuries or giving any hint to them.
Designing of training
programs at schools
Develop time management and
promote open communication
Provide guidelines related to
safeguard of children’s and
give training and information
Indoor games, group
discussion, playing catch and
role play
Implementing a
well-designed and
structure curriculum
Developing
positive and safe
environment

TASK 3
Key risks that may arise from the training programme
Lack of motivation- due to lack of motivation in training programme, the staff may face
challenges such as low confidence, low level of knowledge, lower level of performance which
can create issues while protecting children and providing them learning support (dos Santos
Duarte Junior and et.al., 2021).
Lack of management- staff members who do not get proper training sessions on
children welfare will produce less work for the betterment of children. Due to this lower quality
can be seen among people and leads to quality issues and making mistakes. It is essential to
focus on management of training programme, as if not done properly it can create lower level of
performance among staff members during lunchtime at schools.
Lack of engagement- if training is not properly, as due to lack of engagement teachers
might not be able to protect children. They may experience poor job performance especially at
lunchtime. They may feel head teachers are not giving more attention on their training, this can
increase the levels of work related stress. If the supervisors are feeling undervalued and unhappy
with the job, there is more chances of them searching elsewhere for their skill development and
develop opportunities for them.
Not utilising previous feedback and concerns- if the teachers are not using and
listening the concerns raised by students then it may create issues. Due to this, issue such as poor
communication may arise which leads to failure of trust between school staff.
Reputation risks- if school is not following safety guidelines of children and code of
conduct while providing training programme, then it may be risky for the reputation (Von Der
Embse and et.al., 2018). It is essential to provide effective strategy such as giving knowledge to
staffs and children both about the rules and regulation related to training programme (Wechsler
and et.al., 2018).
Different Learning habits- as every people is having different learning habits some of them
learn from reading and writing, few of them use visual learning few of them wants to use
kinthestic learning this can create confusion for trainer. This is a time consuming and even costly
for some training sessions.

In order to assist the teams of the school, it is essential to work together with the staff and
lunchtime supervisors so that they can easily remove risks.
Enhance open communication- it is essential to build strong relationships with staff and
teams of lunchtime supervisors (Lewis Jr, 2020). This can be done through just by promoting
open communication between them so that they can discuss the concerns raised by children or
any hint given by them during lunchtime or school timings.
Provide training by using various methods- with the help of various types of training
methods such as learning styles, visual training, oral communications, read and write etc., the
schools can develop the skills and remove risks related to training programme. By doing so, they
can build teamwork among staff so that they can easily protect students from any trouble and
prevent issues such as harassment.
Promote risk management training- it is essential to promote risk management training
among lunchtime supervisor so that it will give team the skills and knowledge they need and
require the most. By doing so, the schools will be able to enhance staff’s jobs performance more
effectively and eliminate risks associated with training programmes.
Encourage staff members- it is essential to motivate supervisors and other staffs to deal with
difficult situation and try to remove risks during training programmes or may be arising due to
training (Lewis Jr, 2020).
CONCLUSION
To conclude, training and learning programme is essential for both students and teachers in
the educational sector. It is essential for teachers to know about any problem faced by students
during school timing especially at lunchtime. By evaluating the study, it is essential to focus on
developing teamwork and open communication in order to assist in removing risks such as lack
of engagement and motivation.

REFERENCES
Books and Journals
Brown, C. and et.al., 2021. Introduction to the special issue: a conceptual framework for
researching the risks to early leaving. Journal of Education and Work. 34(7-8). pp.723-
739.
Chen, S. Y. and et.al., 2021. The effect of a scientific board game on improving creative problem
solving skills. Thinking Skills and Creativity. 41. p.100921.
dos Santos Duarte Junior, M. A. and et.al., 2021. Benefits, risks and possibilities of strength
training in school Physical Education: a brief review. Sport Sciences for Health, pp.1-10.
Lewis Jr, N. A., 2020. Open communication science: A primer on why and some
recommendations for how. Communication Methods and Measures. 14(2). pp.71-82.
Li, G. and et.al., 2021, January. Types of Safety Risks of Sports Training for Children and
Thoughts of Management—A Case Study Analysis Based on H Training Institution in
Huaihua City. In International Conference on Decision Science & Management (pp. 227-
238). Springer, Singapore.
Von Der Embse, N. P. and et.al., 2018. Training teachers to facilitate early identification of
mental and behavioral health risks. School Psychology Review. 47(4). pp.372-384.
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>