"I’m hungry. I’m cold. My coat doesn’t fit. My clean shirt is damp. I’m tired. I had to rush my homework, and it wasn’t easy, all squashed into one room. Mum was angry, then tearful, last night. I’m worried about her. She’s been getting lots of final demand, red letters. I wish I could go to the club the others go to. " With an estimated 9 children in every 30 living in poverty, the need for teachers to understand the difficulties they may experience, and the ways of supporting them, is crucial. Ofsted looks to see how the Pupil Premium is used in schools, and this resource may help to provide some answers to those questions. Education is the main way of enabling children to move out of poverty. This resource identifies ways of promoting the emotional well-being of the child, as well as considering ways of limiting the impact of their situation. With artistic prompts to highlight the causes, types and effects of poverty, as well as one identifying the support which can be given to these children, the resource provides easily shared, but detailed, information, with links to many available documents. Lists of books dealing with issues such as food poverty, down-sizing, being mocked for being different, dreams of a better life, plus activities and resources, which can be used with children, are included. An account of one child’s life in in a low-income home, is also included, to demonstrate some of the emotional struggles, which can come with being a child in a low income family. Many practical, and thought-provoking ideas are available in one small document.

This article is based on the experiences of professionals, who have been bullied at work, whilst employed by primary schools; learning and behaviour support teams; inclusion services; for local authorities and not for profit organisations. The information covers:- the reasons behind the bullying behaviour; how the bully behaved; information comparing the way in which a non-bully would behave; the effects of bullying on the victim; how to respond to the bullying. The information gathered has come from people who have been bullied, and have lived to tell their tales.

As a new school year begins, pupils and members of staff encounter many new people and situations. Whilst most anticipate these with excitement, anxiety can also predominate. This power point identifies possible causes of anxiety, similarities between those experienced by pupils and members of staff, and strategies for overcoming them.

A person who is engaged in their work; who feels safe; listened to; supported and respected, will want to give of their best. They will cope better with the on-going changes in education, and in their place of work. This information provides a checklist for members of staff, which will enable them to establish how happy they are with their work role, and what may need to be done to enable them to enjoy it more. Happy staff are usually more inclined to remain working in the same school. This allows leaders to deploy their staff in the best way possible, as their individual strengths are known, as well as how they work together as a team. In turn, this makes it easier for them to move forward their plans for school improvement. This guidance can be used to provide the basis of discussions around how a school can be made more staff-friendly. It can also form the basis of a staff engagement, or retention, policy. Suitable for all members of staff in a school:- Caretaker, Head, Lunchtime Supervisor, Teacher, Admin Officer, Teaching Assistant etc.