How to End Lunchtime Troubles CD-Rom

Description

Complete in-house training programme to help improve lunchtimes with everything you need to identify problem and hotspot areas, set up training activities and create an action plan.

This very practical resource was developed following requests from primary, secondary and special schools on how to better the lunchtime experience for both staff and pupils. Staff were concerned about chaotic dining rooms, problem behaviour on the playground, poorly trained and de-motivated lunchtime staff as well as teaching staff having to deal with problems which begin during the lunch break and spill over into afternoon lesson time.

Using How to End Lunchtime Troubles will enable you to objectively review your current lunchtime systems and activities. It will help you to identify concerns, which may include:

• Inappropriate and poorly maintained play areas
• Hotspot times and locations both inside and outside the building
• Staff induction and development issues.

In addition you will be able to:

• Respond to the views and needs of both staff and pupils
• Provide effective training for all staff involved in the lunchtime experience
• Link behaviour management systems used in the classroom to the lunch break
• Review pupil-led and adult-led activities during the lunch break.

You will be able to identify the strengths and weaknesses of your current systems and use the objective information from the audits to effectively train and empower staff and pupils, and put an end to the misery of lunchtime disruption that can spill over to teaching times. How to End Lunchtime Troubles is organised into five clear steps:

1. Select a  Lunchtime Project Co-ordinator to co-ordinate the whole process starting by administering the initial audit.
2. The Audit- Audit questionnaires are completed by: the Lunchtime Project Co-ordinator; Senior Management Team; lunchtime, teaching and support staff; pupils. The range of the audit includes information about equipment available, rules, routines and systems, the environments, incidents, activities, health and safety. All information is collated and analysed then used to decide the next step.
3. Training If any training needs are highlighted this section includes a PowerPoint presentation, with guidance notes for the instructor and staff development activities covering training topics such as:

Personal space

• Giving and receiving compliments
• Crowd control
• Problem solving
• Voice matching
• Managing emotions and anger
• Don’t let emotions get the better of you
• The 3 reminders rule?
• Don’t take comments personally.

This training is suitable for use as an induction pack or as an ongoing professional development programme.
4) Action Planning By this stage strengths and weaknesses will have been identified that can be used to create an action plan, for which a blank form is supplied. It is designed to link with school development and improvement plans.
5) Continuing Developments Once in place, future developments within the school should be documented regarding lunchtime activities, records of incidents, published resources, induction, ongoing training and professional development.

This CD-ROM includes a full PowerPoint presentation, questionnaires, activity sheets and other useful documents, thereby providing a comprehensive solution to lunchtime problems within a whole school policy.

All ages

“The lunchtime materials are an excellent audit of current practice and a great training package for new and existing support staff.” Montpelier

Staff found the lunchtime experience resources clear and very helpful, some excellent strategies. Drayton Green, Ealing

Our SMSAs are calmer and have really begun to engage with the children at lunch breaks. The project has proved to be a comprehensive tool to analyse our problems and give some effective solutions. Hobbayne School

Dave Stott is a leading UK trainer, consultant and author in the area of pupil behaviour management. He believes good behaviour can be taught and that teachers need to be well prepared in their response to any given situation. A former head teacher, Dave then became Head of Special Provision for Children with Emotional and Behavioural Difficulty and latterly Head of Behaviour Support Services, Northamptonshire. Dave now specialises in training in emotional literacy, anger management, behaviour, inclusion and reintegration work across all phases, in both mainstream and special education.