[UK] Teachers and schools urged to help in tackling child poverty

from IC wales

Aled Blake, Western Mail

TEACHERS and schools can help tackle child poverty, according to a leading campaign group.

A report by the End Child Poverty Network in Wales calls on teachers and schools to help tackle the issue by recognising a range of contributory factors.

It has also said steps can be taken in Welsh schools to deal with the problem.

The report, Tackling Child Poverty in Wales: A Good Practice Guide for Schools is the result of months of research and consultation by ECPN.

The organisation is a coalition of a dozen key statutory and charity organisations in Wales united behind the aim that no child in Wales should be living in poverty by the year 2020.

Organisations backing the report include NCH Cymru, the children's charity, Communities that Care, Barnardo's Cymru, Shelter Cymru, Save the Children and the national umbrella children's organisation in Wales, Children in Wales.

The report places teachers on the front line in dealing with the impact of poverty as many children spend almost as much time in school as they do with parents.

It proposes positive and practical ways in which schools can help reduce the impact of poverty on children's wellbeing and chances in life.

The report is part of the End Child Poverty Network's response to the Welsh Assembly Government's child poverty strategy, A Fair Future For Our Children.

Jayne Isaac of NCH Cymru, said, "The End Child Poverty network recognises how important schools are in the life of children.

"They can make such a difference to the way children feel about themselves and to the opportunities they get in life.

"Many schools are acutely aware of child poverty because of the areas in which they are based and do all they can to make sure poorer children don't lose out.

"However, few schools in Wales will be without poorer children in their midst and we hope that they will all find something helpful in the checklist of good practice or in the information about useful resources which we have included in the booklet."

Mike Lewis, policy director at Children in Wales, the umbrella organisation dealing with children's issues in Wales said, "Teachers can be the 'eyes and ears' on how socioeconomic factors impact on a child's educational progress.

"Many schools in Wales have developed practices supporting poorer children without stigmatising them.

"Research shows that successful outcomes for pupils can be achieved even where school circumstances are challenging.

"In areas of social and economic deprivation in Wales, schools have always been places for attainment, self-improvement and where new skills can be learned.

"Deprivation does not necessarily lead to poor performance."

The Children's Commissioner for Wales, Peter Clarke, pictured above, has called on all schools in Wales to become part of a growing network in Wales determined to end child poverty.

He said, "The majority of Welsh children spend a great deal of time in school. Education is clearly a critical arena in which poverty can be tackled."

Education Minister Jane Davidson said, "This report is very helpful in supporting the work which the Welsh Assembly Government is undertaking to improve the support and educational achievement of all pupils who have extra needs."

A plan of action

The report's 10-point anti-poverty plan of action for schools in Wales includes:

Measures to reduce the stigma of poverty and ensure that poor children don't miss out on opportunities;

Financial literacy to prepare young people for young adulthood;

Early-years provision and engaging with parents who had poor experiences of education. Widening the understanding among parents that children's earliest learning experiences have a real influence on their achievements at school as they grow up;

Encouraging high, yet realistic, expectations from teachers for all pupils;

Ensuring a good social mix in schools so that children can learn from wider social interaction;

Starting homework clubs in schools for children who have space, facilities or assistance at home to support an interest in homework;

Creating a whole school ethos where participation, involvement, co-operation, partnership, equality and communication can all encourage learning and motivation;

Effective measures dealing with bullying, especially when the bullying is based on being ostracised for not having a proper school uniform or receiving school meals;

Imaginative measures to deal with school disaffection and truancy, including the introduction of youth and social workers in addressing difficult behavioural issues;

Additional support for vulnerable groups in schools including minority ethnic children, asylum seeking children, disabled children, traveller children, young carers, children in the care system, children in temporary accommodation and teenage parents.