We are asking Edinburgh pupils from 5 to 18 years to take part in our local Greenpeace competition to show Edinburgh councillors how much they love green accessible spaces and what they think the future of active travel should look like.
The Greenpeace Art and Photography Competition runs until 13th February. Posters and photographs should be emailed to greenpeace-edinburgh@live.co.uk.
This competition gives younger generations the chance to have their voices heard and celebrate what they like about the changes made so far.
Categories are age appropriate and entries will be judged by Councillors on the Transport and Environment Committee alongside local artists and representatives from cycling and wheeling organisations in Edinburgh. The winning pictures will be used in future Greenpeace campaigns to highlight local transport improvements.
Why – Transport is the UK’s single largest source of greenhouse gas emissions. Greenpeace Edinburgh Local Group is calling on the local council and the Government to invest more money into walking, cycling and green public transport, rather than building new roads.
The pandemic has helped us to appreciate our city with less cars on the streets and the corresponding reduction in noise, air pollution, or danger to cyclists and pedestrians. We want children to engage with this important topic as it will shape their future living spaces.
During February half-term, we are hosting an art competition to celebrate our existing low traffic neighbourhoods, cycling paths and other active travel infrastructure. Pupils are asked to submit their ideas, solutions, or simply their favourite active-travel locations as a photo or in form of a poster.
Scottish Ensemble starts 2021 as it means to go on with the appointment of three new board members by chair Samantha Barber.
Scotland’s award-winning ensemble has been treating audiences both old and new to an array of digital content and collaborations since the global pandemic began and the appointment of three new board members carries their commitment to reaching new audiences and promoting mental wellbeing well into the future.
Together, the new appointments draw on expertise from the fields of digital/ technology, mental health, young people, tackling social disadvantage, strategy and governance and will help the ensemble continue to innovate at a time of ongoing uncertainty and change.
James McAulay, the CEO & Co-Founder of Encore – one of the world’s largest online booking platforms helping musicians earn money playing at events, concerts, weddings and recording sessions – joined the board in December 2020, as its youngest member to date.
Before starting Encore, James studied the cello at the Music School of Douglas Academy in Glasgow and led the NYOS cello section at their BBC Proms performance with Nicola Benedetti in 2012. James brings extensive digital expertise and a passion for strings and composition to the table.
Morag Burnett began her career in arts management and has since worked with international NGOs and foundations for over 20 years in Honduras, the Dominican Republic, New York, London, Mexico City and most recently Tbilisi, Georgia.
Morag is deputy chair of the innovative, London-based Lankelly Chase foundation, working to change systems that perpetuate disadvantage and she hopes to bring this experience into her new role.
Amy Woodhouse, currently Head of Policy, Projects and Participation for Children in Scotland, the national network organisation improving children’s lives, has a particular interest in how music, and the arts more widely, can be used to promote mental health and wellbeing and will join the board in March 2021.
She brings an understanding of mental health improvement and participatory approaches to the board.
Chair of Scottish Ensemble, Samantha Barber said:“We are truly delighted to welcome Amy, Morag and James to the Scottish Ensemble board. Together they bring skills and experience that we know to be of utmost importance as we enter 2021.
“These new appointments and all that they represent in terms of knowledge and know-how will enable us to remain resilient and continue innovating in the way for which we have become known. I know that all of my colleagues on the board and across the organisation will join me in wishing them a warm welcome; we look forward to their input and to exploring new ideas and perspectives over the coming year.”
In addition to the new board members, SE also announce that after over 14 years in various roles throughout the organisation, Lesley Paterson retires in 2021 having completed her full term as a board member.
And finally, Chief Executive Jenny Jamison will be heading off on maternity leave in March and William Norris of William Norris Arts Management will be stepping into her role, supported by the wider SE team.
Having previously held the post, among others, of Managing Director for Southbank Sinfonia and Tafelmusik Baroque Orchestra (Toronto) William’s past work has explored innovative concert formats and looked at ways to reach new audiences and SE are delighted to welcome him to the team.
An image representing young people overcoming challenges during the Covid-19 crisis has been released by Barnardo’s to mark Children’s Mental Health Week.
With the theme of this year’s week (February 1 to February 7) being ‘Express Yourself’ the UK’s leading children’s charity asked the artist to explain what inspired the picture.
Artist Louise, who is supported by Barnardo’s, said: “In the image, I chose the cogs to represent the idea that young people are facing many invisible challenges and feelings which I felt were important to acknowledge.
“The blue light in the image represents that despite all these challenges, here was a generation that had come together in all sorts of different ways whether that was working for the NHS or doing a neighbour’s shopping.
“Yes, young people are facing some real challenges at the moment but we are making a difference despite it all which felt powerful to me and was what I wanted to convey through my image.”
The picture was also used as the front cover of a Barnardo’s report entitled In Our Own Words, where young people had their say about how the pandemic has affected them.
Young people who helped produce the report said the pandemic has felt like a lifetime, and Barnardo’s is concerned the effects will last a real lifetime if steps are not taken to help children.
It is holding Government to account and ensuring the voice of the child is not forgotten in its response to the pandemic.
But cannot do it alone and needs the support of the public to help children and young people who are feeling lonely, anxious about the future, disconnected from their peers, with some living in unsafe home environments away from the protective gaze of their teachers and school staff.
This is why the charity is relaunching an urgent Coronavirus Crisis Appeal. It knows that with the right support, children can recover from the trauma resulting from the pandemic.
Barnardo’s Chief Executive Javed Khan said: “With spring still a long way off, the country in another lockdown and the end of the pandemic still uncertain, children and young people are facing a very difficult time.
“Just as Louise expresses so brilliantly in her picture, young people are facing many invisible challenges, but they don’t have to face them alone.
“Barnardo’s is always here for those who need us, and with your support we can reach even more children and young people struggling during the pandemic and beyond. If you are in a position to donate, then please do consider supporting our Crisis Appeal.”
Anti-poverty campaigners have called for increased action from the Scottish Government to tackle the educational attainment gap, after new analysis (which can be read in full here) found stark gaps in attainment between young people from Scotland’s least and most deprived areas.
The analysis, undertaken by the Poverty Alliance on behalf of The Robertson Trust, examined the evidence on the links between poverty, education and work pathways for young people in Scotland and across the UK.
It found evidence that the poverty-attainment gap – already identified by the Scottish Government as a key priority – shows signs of increasing and risks being further compounded by the impact of the Covid-19 pandemic.
The review reveals that as of 2018-19:
Infants living in deprived areas, aged 27-30 months, are 16% more likely to display development concerns
Just over 2 in 5 young people living in the most deprived areas achieve one or more Higher when leaving school (43.5%) compared to almost 4 in 5 young people living in the least deprived areas (79.3%)
Inequalities continue into post-16 education and work pathways with one in ten school leavers living in the most deprived areas in Scotland unemployed nine months after the end of the school year, compared to 2.6% of young people in the least deprived areas.
Despite a range of policies, strategies and initiatives having reformed the Scottish educational and employment landscape over the last six years, most notably the expansion of early learning and childcare and the Scottish Attainment Challenge, the review highlighted Covid-19’s disproportionate impact on single parents and low-income households.
Emerging evidence has also shown the negative impacts of the pandemic on the educational outcomes for children and young people from deprived areas due to the digital divide and lack of access to educational related resources.
Income inadequacy prevents children from low-income households being able to fully participate in education and initiatives seeking to reduce the attainment gap should put reducing financial barriers at the centre.
The review also highlights the importance of initiatives like one-to-one tutoring, mentoring and careers education targeted at young people living in more deprived areas; initiatives that, the review concludes, are currently lacking in Scotland.
Poverty Alliance Director, Peter Kelly, commented:“Scotland is a country that believes that every child should have every chance. However this review makes clear that too many of our young people are seeing their life chances restricted by poverty. The educational attainment gap is stark in Scotland, and is an injustice that we cannot allow to continue.
“We know that the pandemic is compounding the gap. But we also know the action that we have to take to loosen the grip of poverty on the lives of families across Scotland, and to ensure that every young person in Scotland has access to the same opportunities.
“That means using every lever at our disposal to boost family incomes, as well as increasing support for interventions like one-to-one tutoring and mentoring for young people from low-income backgrounds.”
Chief Executive of the Robertson Trust, Jim McCormick, added:“At The Robertson Trust, we are keen to understand how best we can maximise the contribution of education and fair work in reducing poverty.
“This report not only highlights the stark differences in educational experiences that children and young people from different backgrounds face across Scotland but also where some of the evidence gaps currently exist when it comes to what works and why.
“Although many of the findings will be familiar to those working tirelessly to narrow the attainment gap, this analysis shines a bright light on the disproportionate impact Covid-19 has had on those already most affected. This is particularly concerning given the clear link between childhood disadvantage, low educational attainment and future poverty.
“We will use the findings to help us shape our own role as an independent funder in this area and it is our hope that the review will stimulate renewed commitment to act across Scotland.”
With children and young people’s mental health so badly effected by lockdown and prolonged absence from school, this year’sChildren’s Mental Health Weekhas a particular resonance.
Former primary school teacher Laura Steele of education expertsPlanBeehas gathered a week’s worth of fantastic FREE resources inone downloadable pack.
Parents can use them to help their children explore their mental health and give them the tools to express their thoughts and feelings.
These posters aim to help your child understand some of the physical sensations that accompany different feelings. Explore and discuss the vocabulary on each poster. You could ask children: Do you know what this word means? Have you ever felt like this? What made you feel this way? Could you add any more words to either of the posters?
Older children may find the Synonym Booklet of Emotions useful to expand their vocabulary and help them to better express themselves.
Use these 16 feelings and emotions cards to develop discussion around a range of different feelings, using the questions below each emoji. If your children cannot think of an example, you could describe and explain a time when you felt this way. They could also be asked whether each of the cards represent a ‘warm fuzzy’ or a ‘cold prickly’ feeling, picking up on yesterday’s discussions.
You could then challenge your child to use the Design your own Emotion Emojissheet to create their own versions. Encourage them to think about their personal experience of each emotion, and think carefully about the shape, colour, size and facial expression they choose.
Today’s resource focuses on a specific feeling: worry, or anxiety. Tell your child that everyone experiences this feeling sometimes, and more often than not, acknowledging and talking about the reasons why you are worried or anxious can help you to feel better. These Worry Monster Activity Sheets can help your children to voice, and then deal with, any anxieties they may have.
Anger and frustration can be difficult emotions for anyone to deal with, not least children. These posters offer a range of techniques that can be used almost anywhere, in any situation. The first four posters (The Calm Down Cake, The Slow Down Star, The Slow Down Square and the Helping Hand) direct children to focus on their breathing, using an image to help them do this. Discuss and practise the techniques together, first with and then without the posters in front of them, so children realise that these strategies can be successful using only their imagination if needed.
The final poster in the pack (5…4…3…2…1), may be more suitable for older children. They are directed to use all of their senses to focus and calm the mind. They can do this for the actual environment they are in, or an imagined one, such as a park, a beach or a forest.
The mental benefits of meditation are now widely recognised – for children as well as adults. Research has shown that short, regular meditation sessions can have a positive effect on children’s attention, focus, self-awareness, and their management of thoughts and feelings. This Guide Sheet is a simple, easy introduction to meditation, with step-by-step instructions to follow. Try a short session with your child. Ask them how they feel afterwards. You could try to add a session like this into your daily routine, and see what effect it has over time on your child’s emotional well-being.
A person with a fixed mindset feels that they have no control over their abilities, or problems they may face. But someone with a growth mindset knows that they can improve their abilities and overcome difficulties if they persevere and are patient with themselves. Discuss these differences with your child, and look at the poster for examples of each type of mindset. What type of mindset does your child think they have, and why? Why might it be better to have a growth mindset?
Children could use the blank poster provided to write their own personal examples of statements they made when they felt they had a fixed mindset, and how they could turn this around into a growth mindset statement.
End the week on a positive note with this activity, where children are encouraged to think about all the different aspects of their life that they are thankful for. A blank template is included for children to record these thoughts.
The I am Lucky Because…activity sheet may be more suitable for younger children, where they are encouraged to think about and complete the sentences, ‘I am lucky because I can…’, ‘I am lucky because I am’… and ‘I am lucky because I have…’.
The charity warns referrals are likely to rise further under current lockdown restrictions
NSPCC urges people to speak out if they have concerns about a child’s safety or wellbeing
Referrals from the NSPCC helpline to agencies in Scotland about children living with domestic abuse have increased by more than 30% during the pandemic.
The latest figures reveal that the average monthly number of referrals about this issue to Scottish agencies, such as police and local authorities, has risen from 32 in the first three months of last year to 42 in the remainder months. A total of 377 referrals were made between April 1 and December 31.
Across the UK, the average monthly number of contacts to the NSPCC helpline about this issue has increased by more than 50%. Concerned neighbours have increasingly reported hearing non-stop arguing and kids crying to the charity’s confidential helpline for adults worried about children.
The NSPCC’s frontline teams are concerned that the risk of young people suffering the toxic consequences of domestic abuse has been heightened.
One member of the public who called the Helpline for advice said: “For the past few weeks, I’ve been hearing loud and aggressive shouting between a man and woman who live a few doors away from me.
“They’re at it pretty much every day and it generally lasts a couple of hours. Sometimes I hear their children crying when the parents are arguing. I’ve only really noticed this since I’ve been at home on furlough. I’m worried the kids aren’t being looked after properly.”
Left unaddressed this form of abuse can have profound and long-term impacts on children’s physical and mental wellbeing that can last into adulthood.
Joanna Barrett, NSPCC Scotland Policy and Public Affairs Manager, said: “With families facing increased pressure behind closed doors, lockdown restrictions have made some children more vulnerable to experiencing domestic abuse, as well as other forms of abuse and neglect.
“It is vital that no child becomes invisible at this time, and support is available and provided now to all children and families who need it.
“It is also so important that people speak out if they are concerned about a child. Our helpline experts are there to answer any questions and concerns, provide reassurance or take quick action if we feel a child is in danger.”
Young people who experience domestic abuse can have trouble learning, depression or suicidal thoughts, or develop eating disorders drugs or alcohol problems.
One 13-year-old told Childline: “Recently my mum has been yelling at me and calling me names for no apparent reason. My parents fight a lot, like really a lot. My dad overreacts but mum makes the situation worse.
“Today my parents got in a huge argument that included a lot of shouting and my dad was throwing things at my mum. I was shocked because none of their fights have got physical before, and now I am wondering how bad things could get.
“My parents don’t talk anymore and they treat me like their little messenger passing comments between them. It is really affecting me as I constantly feel anxious and cry myself to sleep. I really need help.”
Anyone who is experiencing domestic abuse or has concerns that someone else may be can contact the NSPCC’s Helpline for information and advice on 0808 800 5000, emailhelp@nspcc.org.ukor fill in ouronline form.
Just 11.8 % of fathers took the lead on helping their children keep up to speed during the first lockdown
As mums and dads return to home schooling, will the burden fall more equally this time round?
It turned out that mothers were picking up almost all the home teaching burden during the first schools lockdown, with just 11.8 percent of fathers taking the lead on helping their children keep up to speed.
That was the shock finding from a survey of hundreds of parents of primary school-aged children carried out by leading education resources and lesson plan experts PlanBee.
PlanBee’s Oli Ryan, a former primary school teacher, said: ‘We know that not all families are willing or able to help their children with home learning, but we were amazed to find that there was such a huge gender disparity in terms of who was taking up the teaching mantle.’
He continued: ‘The vast majority of primary school workforce are women, but we still find it surprising that when it comes to home teaching Dads appear to be doing so little. If it’s a sign that teaching young children is considered to be “women’s work”, it’s pretty alarming.’
And parents – the vast majority, women – were allocating significant parts of their day to home schooling, with over a quarter (27.7 percent) spending more than four hours a day on it.
Now, many parents are reporting that because schools have had time to prepare their home schooling lessons, the quality is much improved.
In March, an extremely limited number of subjects were being sent to pupils at home by their schools. Nearly all respondents said they had received work in Maths (93.04 percent) and English (92.17 percent), with science in third place at just 38.26 percent.
Fitting in home schooling with other work and other commitments was the top challenge for parents, with over a third (35.29) per cent citing it. Keeping their children engaged with learning was second biggest bugbear, at 31.09 percent.
And just 10.92 percent said they were loving home-schooling their children!
Nearly 40 percent of the respondents were primary school teachers as well as parents. And home-schooling was having a big impact on parents’ perception of teaching, with nearly one-third (33.6 percent) saying it had altered their attitude.
Parents have now deluged schools inspectorate Ofsted with emails and Tweets praising teachers and school staff for their work during the pandemic citing how quickly schools had set up work on short notice following the last-minute lockdown.
One respondent to the PlanBee survey remarked: ‘Trying to get children engaged to learn is very hard! I know it’s a challenging time, but my Year 4 struggles to engage if he doesn’t like the subject and I can see how that would translate in the classroom! Hats off to all teachers!’
A teacher-parent said that home-schooling was quite different from work: ‘I am a teacher but it’s different when trying to teach your own!!’
And for teacher-parents, the challenges were particularly marked: ‘I now have to teach the children in my class remotely as well as home school my own child. I respect myself and my colleagues a lot more.’
Another said: ‘Although I work in nurseries and I’m qualified as a teaching assistant, I don’t think I realised just how much work (and patience) goes into teaching.’
Mr Ryan said: ‘It’s great that so many parents are showing their appreciation for teachers by writing to Ofsted. As to whether Dads will do their fair share of home schooling remains to be seen. I won’t hold my breath!’
Many parents enjoyed teaching their children at home during the first lockdown, but for others, the prospect of having to dust off their teaching skills again fills them with dread.
What programme of work should they follow? Should the children guide the learning or should it be imposed, with the parent in the role of a conventional teacher? How can they keep their child engaged in learning? What should they do when concentration fades?
A group of former primary school teachers have come to the rescue with Learn at Home Packs. Each one contains eight lessons with teacher-led teaching input videos, parent-friendly friendly lesson plans, slideshow presentations and printable worksheets.
Oli Ryan of educational resource gurus PlanBee said: ‘We hope these packs will take some of the pressure off parents who are new to home schooling.
“They’re designed specifically for mums and dads, so there’s no educational jargon. Educating your children at home can seem a pretty daunting prospect, but with these packs, we think we’re helping with the heavy lifting.’
The packs cover interesting and unusual topics such as forensic science, Italian culture, women’s suffrage and even include simple easy-to-follow cookery lessons.
‘We wanted to make sure that the lesson packs were educational, but interesting and fun, too,’ says Oli. ‘We’ve made sure they cover topics that children are unlikely to have learnt about in school previously – hopefully it’ll all be new to them!’
PlanBeehaveput one of thelesson videosup online for FREE, so you can get a taste of what’s included in the packs. And there are lots of free teaching resources for parents here.
A leading charity and coalition of leading organisations has expressed its disappointment that special schools are not set to re-open and has urged the Scottish Government to reconsider its position. It has also urged that teachers and support staff at these schools be among the priority groups being vaccinated.
The call has been made by Kindred, an advocacy organisation supporting parents of children with complex needs. Its director, Sophie Pilgrim, has written to the Scottish Government’s deputy First Minister and Cabinet Secretary for Education, John Swinney MSP, urging it to reopen special schools to full time-placements who want to return.
The Scottish Children’s Services Coalition, an alliance of leading organisations that campaigns to improve services for vulnerable children and young people has also given its backing to the call.
In England, Wales and Northern Ireland special schools have remained open, whereas in Scotland there is a patchy picture, with some local authorities keeping all special schools open while others are offering pupils a few days at school each week, or no provision at all.
In addition, some independent grant-aided special schools appear to have closed altogether and reverted to ‘on-line’ learning for their children, even though it is evident that many of the children cannot engage in this form of learning.
In her letter, Ms Pilgrim has expressed her concern that with this second lockdown, children’s physical and mental health is also degenerating as they are not able to access the therapy and support required.
It notes that parents single-handily cannot provide that treatment and therapy for the children, without the support of the schools, highlighting that attendance at a special school goes beyond a child not getting an education, it is the therapeutic support that those children are getting and the respite support for the parents. The charity has heard that some children are being very violent towards their parents or their siblings, behaviours which are very hard to unlearn
Parents of children with complex needs are also in many cases experiencing physical and mental breakdown, impacting on their long-term capacity to care for their children.
In Scotland there is a presumption of mainstreaming, meaning that only children with the most complex needs are given a place within specialist provision, which is delivered through a rigorous process of assessment. There is no doubt that all these children would be classed as vulnerable and these are children who cannot be left alone and unsupervised and some require 2:1 care.
The UK Government has stated: “Special schools should continue to welcome and encourage pupils to attend full-time where the parent/carer wishes for their child to be able to attend. Special post-16 settings should continue to welcome and encourage students to attend as per their usual timetable where the young person wishes to attend. [1]
On these grounds, special schools have been kept open in the other nations of the United Kingdom.
Sophie Pilgrim commented: “We are really disappointed that special schools are not set to reopen. As a charity we have been speaking to parents of children with complex needs and they tell us that their children’s physical and mental health is degenerating because they are simply unable to maintain therapy and support within the home environment.
“The weather is now too cold for many parents to take children out. Added to a loss of routine, this has created further stress and anxiety for these children, often leading to challenging behaviour not seen before. Many parents in turn are sleep deprived and often neglecting their own medical and care needs.
“Special schools have a vital role to play, providing respite from care for parents, as well as therapy, education and social engagement for our most vulnerable children. Without these reopening we will pay a heavy price as a society.
“We would urge that Scotland follows the lead shown by England, Wales and Northern Ireland and we re-open our special schools to full time placements for those who want to return.“
Kenny Graham from the Scottish Children’s Services Coalition also backed this call: “There is a current patchwork approach to opening special schools across Scotland and we fully add our support to this call by Kindred to ensure that these are fully reopened.
“Many of those we are supporting are finding the current situation incredibly challenging, with greatly increased social exclusion through being at home.
“The loss of routine has proven extremely difficult for many, impacting in many cased on both the children and their parents. It is vital for those who want to, that they have the opportunity to return to school and have full access to the care and support they feel they need.”
Claudia’s son Christian is 11 years old and has complex needs, uses a wheelchair and is visually impaired. He also has respiratory problems, but the most difficult issue is his uncontrollable seizure activity. Christian is fed by tube, requires constant suction and needs an apnoea monitor during the night because sometimes he stops breathing.
Christian normally attends Oaklands School in Edinburgh but is now at home full-time.
Claudia has two other boys (aged 14 and 15) to look after and her husband is working at home.
Christian gets a day of respite at Calareidh, which is an NHS facility supports the needs of children with very complex needs.
Claudia however notes she is:
“Really struggling to do the physiotherapy, hydrotherapy and various sensory therapies that Christian needs and I feel that I am unable to fully meet his care needs. These were previously done at the school and with another lockdown, everything has stopped with a huge impact on Christian’s engagement and progress.”
Juggling Christian’s needs, medical, personal care, therapy and education with home-working and home-schooling his older brothers is also challenging because each one needs a dedicated space, so that means that Christian and Claudia have to be in only one room for most of the day. Christian would be developing better at school because the staff are trained to help in his development and Claudia is concerned that she can do a fraction of what they do at school.
Claudia believes all special schools should be open, with precautions in place, and offering children full provision during lockdown.
Kirsty Watt, Edinburgh
Eilidh Watt is 13 years old and has complex needs including learning disability and Autism Spectrum Disorder. Her mum, Kirsty Watt, is a single parent.
Eilidh is non-verbal, has balance and coordination problems and is tube-fed. She has intractable epilepsy and can experience as many as 10 seizures a day, with her oxygen needing to be monitored. Each night Kirsty stays up until 11.30pm or 12 to ensure that Eilidh’s tube-feeding has been completed.
Eilidh is usually up at least once in the night and sometimes on three occasions. Kirsty has to be up again at 7am to try get her ready for the school bus.
From being at Braidburn special school full time, which was a real godsend for the family, she is now at school in Edinburgh three days a week and has two night of respite care each week,
Kirsty notes that “Being at school is very important for those with special needs as they have a routine and home learning has left Eilidh incredibly unsettled and her behaviour can become quite unsettled.”
Maya James, Edinburgh
Maya’s son Dillan (above) is 10 years old and is at Prospect Bank School. He is now attending school only two days a week following the lockdown.
Maya has three children and says that she is able to explain to the other children about Coronavirus including her youngest who is 4 years old.
Dillan however has no understanding and with the loss of routine “his whole world has collapsed, he is very distressed and has become aggressive.”
Maya says the family is not coping and there is nowhere to take the children.
