Guidelines for schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport

Transcription

1 Belfast Education Towards a and City Library Board Learning Guidelines for schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport

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3 INDEX Context 4 Background 4 Definition of AOTTs 5 Role of the School 6 Role of the School - Monitoring and Evaluation 10 The Role of the AOTT 10 Role of Belfast Education and Library Board 11 The Role of the Agency 12 Compliants/Disciplinary Procedures 12 Conclusion 12 Appendix 1 13 Appendix 1 14 Appendix 1 15 Appendix 1 17

4 1 Context Guidelines for Schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport 1.1 The following document deals with the appropriate guidance and advice for all BELB schools on the use of volunteers and coaches during physical education and after school sport. It reaffirms the existing advice and guidance which schools are expected to carry out as detailed in Safe Practice in Physical Education and School Sport 2008 and has been written to enable sporting partnerships to be developed and maintained in as safe a manner as possible. 1.2 It is now been deemed necessary to reinforce this guidance given the significant increase by schools in the use of volunteers, coaches and Adults Other Than Teachers AOTTs who offer a range of services in PE/sport during both statutory curricular and extended schools programmes. Background 1.3 Physical education is a statutory subject in the Northern Ireland Revised Curriculum All children have a statutory entitlement to a broad and balanced programme of physical education and school sport. Schools are required to fulfil the demands of the revised curriculum for physical education. Therefore any partnership between the school/aotts which is set up in curriculum time must support the revised curriculum s aims and objectives. It is strongly recommended that teachers and specialist teachers in post-primary schools deliver the physical education curriculum DE Circular , Annex D Qualification to teach physical education in secondary schools ). This document has been prepared to reaffirm and identify good practice in the use of volunteers, paid coaches and other contributors to physical education and extra curricular sporting activities who are not direct employees of a school or employing authority. 1.4 When necessary the skills of staff and AOTTs can be availed of to ensure that children and young people receive high quality physical education and a range of extra curricular school sporting activities to meet their learning needs. 1.5 Whilst advice and examples are provided every situation cannot be covered. Schools need to think about the issues and weigh the risks carefully in order to make the right decisions. 1.5 This guidance addresses the roles, responsibilities and levels of supervision appropriate for those who work in physical education and school sport who are not qualified teachers. Its purpose is to: 4

5 (a) (b) (c) recognise the value that people who are not trained teachers can nonetheless bring to the experiences of young people; help schools to make effective use of volunteers and paid coaches in offering a broad and challenging programme of physical education and school sport; help adults working with children keep themselves safe as well as safeguarding children s rights. 1.6 Currently many sporting organisations wish to develop partnerships with schools to encourage children to extend their involvement in physical education to formal sport. These partnerships can provide enhanced opportunities for the pupils but must be well managed within a procedural and policy framework. Workforce reform is challenging schools to provide the most effective teaching and learning to raise standards. Subsequently some schools are seeking to employ sports coaches and instructors to support the delivery of their physical education programmes. Schools (in particular the principal) must determine, through risk assessment, that the non teaching staff (AOTTs) they use have the relevant experience, expertise and training for the work they wish them to carry out. This publication provides guidance to schools on the use of AOTTs in the school s physical education curriculum and extra curricular programmes. It promotes good practice in the recruitment, deployment and monitoring of AOTTs. This publication supplements the Association for Physical Education s Safe Practice in Physical Education and School Sport 2008 Guidance (Chapter 4 pages 31-36, Competence to Teach Physical Education and School Sport and has been recommended for implementation in all BELB schools. 2 Definition of AOTTs These are people who do not hold a recognised teaching qualification but operate in schools with the permission of the principal. AOTTs include: trainees in initial teacher training; sports development officers (SDOs); paid coaches and instructors; volunteers eg parents, helpers, sports coaches; teaching assistants, higher level teaching assistants, special needs teaching assistants; assistants, nursery nurses; technical and administrative support staff; professional sportsmen and women. 5

6 These adults may be used to: Support the delivery of the curriculum in lesson time: - as a volunteer; - as a paid coach or instructor. Develop school clubs and teams on the school site out of lesson time: - as a volunteer; - as a paid coach or instructor. Deliver off-site activities in the presence of a member of school staff: - as a volunteer; - as a paid coach or instructor. 3 Role of the School 3.1 Recruitment of Paid Coaches/Instructors Even though all AOTTs will work under the direction of a designated teacher(s) it is essential that during recruitment the school adopts a screening procedure. Screening is the process of checking the suitability of AOTTs to ensure that they have the relevant coaching qualification, knowledge, skills, attitudes, behaviour and experience to work with young people. These checks should: comply fully with the guidance in all DE circulars including 2008/03, Child Protection Pre- Employment Checking Of Persons To Work In Schools - New Arrangements a current national governing body qualification in the activity they wish to deliver, ie the level of award that the national governing body recommends a coach can work independently usually level 2; undertaken appropriate child protection training; have current public liability insurance cover appropriate experience of working with young people; an up to date first aid qualification (desirable); 2 up-to-date character references, one of which should be from a local sports association or governing body relating to the suitability of the AOTTs for this role and for him/her working with children; specific expertise if required (eg working with people with special needs, particular age groups). It is good practice to inform the parents and gain the approval of governors when AOTTs are being deployed. 6

7 All AOTTs should work under the supervision of a designated teacher. However the level of direct supervision may vary according to the competence of the AOTT. The specific competence of any AOTT should be established prior to their work in school. A record should be kept. All paid coaches and any particular volunteers should be judged on the following competences to determine the eventual level of direct or distant teacher supervision required: (a) Quality of relationships: value, care for and respect all children; present an appropriate role model eg use of language, dress, fair play, equality; seek to promote the ethos of the school; work well with the school staff. (b) Knowledge of the pupils: identify and respond to individual: - levels of confidence; - ability; - special educational needs; - medical needs; - behaviour; - age/development stage. (c) Pupil management: use common and approved practice; match pupils confidence, strength and ability in pair and group tasks; maximise participation; have strategies for effective pupil control and motivation; apply the school s standard procedures and routines eg child protection, emergency action, jewellery, handling and carrying equipment. (d) Knowledge of the activities: understand where and how their work fulfils or complements the revised Northern Ireland physical education curriculum; demonstrate the appropriate level of expertise to enable learning to take place in the activity(ies) being delivered; demonstrate an understanding of the overall needs of the age group with whom s/he is working; use: - suitable space for the group; - differentiated equipment; - differentiated practice; - effective progression; know and apply rules. 7

8 (e) Observation and analytical skills: provide a safe working and learning environment; identify faults and establish strategies for improvement. All teachers will be able to judge competence in: i relationships; ii knowledge of the pupils; iii pupil management. Where necessary, guidance should be sought from the BELB sports development officer, consultant, senior management or teacher colleague in the school network to help judge competence in: iv knowledge of the activity; v observation/analysis. Where the school is contracting an agency for services the school should set out a clear and detailed contract for the services and be satisfied that the agencies liability insurance cover is satisfactory. Agencies include: community sports development units; local authorities (eg Belfast, Newtownabbey, Lisburn, Castlereagh Borough Councils); individual sports clubs; governing bodies of sport (eg IRFU, GAA, IFA); commercial organisations. The contract should replace a requirement on the agency to find a replacement coach if the agreed standards are not met. It is the role of the agency to guarantee their AOTTs meet the standards set out in this document. 3.2 Recruitment of Volunteers Sports clubs place coaches in schools and many parents are keen to help with school sport. Such volunteers would normally work directly alongside a member of the school staff under the direction of a teacher. There may be situations where a volunteer might work at some distance from a teacher, however this volunteer would have to have clear expertise. In such situations the school would undertake a risk assessment to establish the volunteers relationships with pupils, knowledge of the pupils, pupil management, expertise in the activity and observational and analysis skills (table 1). It is important for the school to meet with the AOTT prior to the delivery of the programme to discuss these issues and to be satisfied that the AOTT is competent to carry out the agreed work. This should be confirmed in writing outlining the main purpose of the programme and setting out the roles and responsibilities of the AOTT. 8

9 3.3 Role of the School Induction, Planning and Delivery All AOTTs should have the benefit of an induction programme. The school should appoint a designated teacher, known to the AOTT, who retains overall responsibility for the work of the AOTT. The school retains responsibility for the health and safety of pupils. The school should ensure that: the work of the AOTT follows the school programmes for curriculum and extra curricular activities; sessions are pre-planned with clear learning objectives, matched to the school scheme of work; the activities and equipment are suitable for the age, ability and size of the group; the activities are suitably differentiated and inclusive for the group; there is a formal record of sessions to aid future planning. And for curriculum activities that: the programme of study for the revised Northern Ireland physical education curriculum is fulfilled; emphasise the need to educate the child rather than teach the activity; appropriate assessment of pupils progress is made in discussion with the AOTT; appropriate reporting of pupils progress and attainment is made in discussion with the AOTT. The school should ensure that the AOTT is aware of relevant BELB and school procedures and policies. In particular: health and safety policy; first aid, accident and emergency procedures; behaviour management procedures; child protection procedures; dress code (both pupils and AOTT). 9

10 The school should ensure that: the roles and responsibilities of the AOTT and teachers are clearly defined and insist that teachers manage the work of the AOTT at all times; there is an agreed period of and level of supervision which is determined by competency; remuneration and method of payment is agreed (where applicable); if the AOTT is using their vehicle to transport pupils they must hold a valid driving licence and all matters relating to insurance, taxation and road worthiness of the vehicles have been assured. The parents of the pupils involved in these journeys must give written consent prior to the journey; the principle of duty of care has been explained; the equipment and facilities are safe and in good repair; the facility and equipment requirement regulations are confirmed; a review is scheduled to evaluate the success of the programme and the performance of the AOTT; the AOTT is informed of any relevant information about the young people involved in the activities (medical, emotional); for agency contracts the quality of provision is in line with the standards agreed in the contract. 4 Role of the School Monitoring and Evaluation The school should regularly and systematically monitor and evaluate the quality of the provision. It may be relevant to include parents and pupils in the evaluation process. The school should assist the AOTTs with any external monitoring requirements. 5 The Role of the AOTT The AOTT must work to support the school s physical education and extra curricular programmes. The AOTT should: have an appropriate coaching qualification (minimum NGB level 2 to lead a session); have current public liability insurance; be aware of and follow BELB and school policies such as child protection, promoting positive behaviour and incident reporting procedures; understand the principle of duty of care; work within the Governing Body Code of Ethics for Sports Coaches; visit the school prior to the delivery, meet the designated teacher and agree the programme; ensure the sessions are pre-planned with clear learning objectives, matched to the school scheme of work; 10

11 ensure the activities and equipment are suitable for the age, ability and size of the group; ensure the activities are suitably differentiated and inclusive for the group; keep a formal record of sessions to aid future planning; make sure the teaching environment (including any equipment they are providing) is safe for the activity to take place; provide information to the pupils about opportunities in the community to continue their involvement in the activity; participate fully in periods of supervision and monitoring activities; inform the school of any incidents which occur; complete school documentation when required eg registers, accident report forms. The AOTT should maintain a portfolio that includes: coaching certificates from National Governing Bodies (NGB) or other awarding organisations; child protection accreditation; a valid certificate of insurance if applicable; a record of coaching activity with young people; letters of reference; NGB Licence or registration documentation. AOTTs must show this to BELB and schools on request. 6 Role of Belfast Education and Library Board The Belfast Education and Library Board works with schools, National Governing Bodies of Sport, Local Authorities and community sports groups to promote good practice in the deployment of AOTTs. BELB will: provide Child Protection: Pre Employment Checking of Persons To Work in Schools clearance checks for schools. provide advice and guidance on the use of AOTTs; provide delivery of or information on professional development opportunities for AOTTs; encourage community sport organisations to adopt this good practice guidance. 11

12 7 The Role of an Agency It is the role of any agency that deploys AOTTs in BELB schools to guarantee their AOTTs meet the standards set out in this document. The agency should ensure that their coaches have: a current national governing body qualification in the activity they wish to deliver (ie the level of award that the NGB recommends a coach can work independently - usually level 2 as defined in Appendix 2); undertaken appropriate child protection training; current public liability insurance cover ; appropriate experience of working with young people; 2 character references; the confidence, leadership ability, organisational skills, control and discipline; understanding of their role, communication skills, expertise and experience/and or level of competence appropriate to the demands of the pupils and the activities to be delivered. 8 Complaints/Disciplinary Procedures The employer is responsible for disciplinary issues. Disciplinary issues for volunteers will be the responsibility of the school which has deployed them. For further information contact: Mr John Donnelly Assistant Advisory Officer Sports Development Belfast Education and Library Board 40 Academy Street Belfast BT1 2NQ Telephone Number: Fax Number: johnd@belb.co.uk 9 Conclusion The employer will always determine the conditions within which all volunteers and paid coaches operate. This is because the employer holds legal responsibility for the health and safety of employees and visitors (pupils and other adults on the premises). Volunteers will usually work directly alongside a competent teacher. In some circumstances the employer may determine that paid coaches (contractors) will also always work under the direct supervision, ie alongside, a teacher. In other situations, following induction, direct supervision, thorough risk assessment and possibly some continuing professional development, many paid coaches (contractors) and some volunteers will be deemed to be competent to work at some distance from the teacher subject to child protection measures being in place. In such instances regular and systematic monitoring and evaluation of the work will be necessary. 12

13 Summary Key Issues Raised in this Document APPENDIX 1 APPENDIX 1 All AOTTs should: - be POCVA cleared or approved through Access Northern Ireland; - work under the direction of the designated teacher(s); - be inducted into the school; - carry out joint planning with a teacher; - work alongside teachers until they are deemed to have the appropriate expertise, qualifications, disclosure, approval, attitude and standards to work at distance. A level 1 AOTT should NEVER be left unsupervised. A minor ie under 18 years of age, such as junior sports leaders cannot carry the legal responsibility for a group of children. Anyone under 18 years of age whatever their expertise and qualifications should always work alongside a member of the school staff in a situation where they would be able to directly monitor and intervene at any time. Level 2 AOTTs may work at distance from a teacher but schools are strongly recommended to take the following action before allowing them to do so: - carry out a thorough risk assessment; - ensure that the AOTT level of expertise, attitude towards pupils, class management and control and application of the school s standards and policies are appropriate; - agree a teaching programme; - arrange to visit the AOTT and regularly monitor their work. All adults working with children have a duty of care to ensure their health and safety. The welfare of the children is of paramount importance. AOTTs should feel comfortable and confident within the school. Monitoring and evaluation mechanisms should be in place. Appropriate development opportunities should be available to both AOTTs and teachers. It is good practice to inform parents when paid coaches and volunteers are used to enhance a programme of physical education and school sport. 13

14 APPENDIX 2 APPENDIX 2 Acronyms AOTTs Adults other than Teachers BELB Belfast Education and Library Board DE Department of Education for Northern Ireland afpe Association for Physical Education SDO Sports Development Officer OSHL Out of School Hours Learning NGB National Governing Body. Each sport in the UK and Ireland has its own governing body. They are responsible for the rules, organising competitions, promoting the sport, coaching structure and qualifications. *Coaching Certificate Level 1 The coach will be able to assist more qualified coaches, delivering aspects of coaching sessions normal under direct supervision. Level 2 The coach will be able to prepare for, deliver and review coaching sessions. Level 3 The coach will be able to plan, implement, analyse and revise annual coaching programmes. Level 4 The coach will be able to design, implement and evaluate the process and outcomes of long term/specialist coaching programmes. Level 5 The coach will be able to generate, direct and manage the implementation of cutting edge coaching solutions and programmes. 14

15 APPENDIX 3 APPENDIX 3 TABLE 1 Assessing the competencies of volunteer and paid coaches in physical education and school sport 1 Quality of relationships: value, care for and respect all children; present an appropriate role model eg use of language, dress, fair play, equality; seek to promote the ethos of the school; work well with the school staff. 2 Knowledge of the pupils: identify and respond to individual: - levels of confidence; - ability; - special educational needs; - medical needs; - behaviour; - age/development stage. 3 Pupil management: use common and approved practice; match pupils confidence, strength and ability in pair and group tasks; maximise participation; have strategies for effective pupil control and motivation; apply the school s standard procedures and routines eg child protection, emergency action, jewellery, handling and carrying equipment. TABLE 1 (cont d) Assessing the competencies of volunteer and paid coaches in physical education and school sport 15

16 APPENDIX 3 APPENDIX 3 TABLE 1 (cont d) Assessing the competencies of volunteer and paid coaches in physical education and school sport 4 Knowledge of the activities: understand where and how their work fulfils or complements the relevant National Curriculum Programme of Study and/or wider curriculum; demonstrate the appropriate level of expertise to enable learning to take place in the activity(ies) being delivered; demonstrate an understanding of the overall needs of the age group with whom s/he is working; use: suitable space for the group; differentiated equipment; differentiated practice; effective progression; know and apply rules. 5 Observation and analytical skills: provide a safe working and learning environment; identify faults and establish strategies for improvement. Date Name of assessor Date Name of assessor Date Name of assessor 2 16

17 APPENDIX 4 TABLE 2 Induction Checklist for AOTTs / Schools AOTT has seen AOTT retained copy Signature Date Welcome to the School Meeting the staff Designated (assigned) teacher School staff handbook Policies School aims School rules Rewards and sanctions Behaviour management Dress (AOTT and pupils) Language and vocabulary (AOTT and pupils) Equal opportunities Fair play Procedures Health and safety First aid, accident and emergency Supervision Disciplinary Payment arrangements (if applicable) Recruitment Pre Employment Check clearance National governing body coach qualification validity check Personal insurance cover Child protection training* Agreement to national governing body code of ethics First aid certificate (desirable) Duty of care Physical education a wareness training Letters of reference Contract/written agreement 17

18 Related Documents and Website Belfast Education and Library Board. Code of Ethnics. *National Five Level Coach Certification. Sport NI: Contact details for all for sports governing bodies eg football, gymnastics. DfES/Baalpe 2004, The Use of Volunteers and Sports. Coaches in Physical Education and School Sport. Baalpe 2004, The Implications of Workforce Reform on Physical Education. Baalpe/NCSS 2004, Guidance on the Organisation of Inter-School Fixtures and Area Sports Events. Baalpe, Safe Practice in Physical Education and School Sport, Coachwise Leeds, Department of Education. 18

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