Education

Meet ‘The Two Steves’

Published

10 years ago

February 17, 2015

BACK in the county again last week were Steven Barlow and Steven Skidmore, otherwise known as ‘The Two Steves’, bringing their unique brand of writing skills teaching to our local primary school children. The Herald had an exclusive opportunity to watch one of their lively sessions at the Pembrokeshire Archives offices.

In the session were three small groups of local primary school pupils, including Haverfordwest school, Fenton CPS. The object of the workshop is to get Key Stage 2 boys, predominately, writing and, more importantly, to give them an enjoyment of the writing process.

Each group attends either a morning or an afternoon session for the whole week. On day 1 they are introduced to each other and use memory and co-ordination games to break the ice, during which they will be given talks, and entertainment, by the Steves. On day two they partake in a visualisation game and have to decide what they would take on a desert island, as they develop their thinking and imagination skills. They are also asked to think about elements of a story; character, theme, settings, creating tension, foreboding and conflict, as they build towards writing their own story. By day 3 they are planning a story and coming up with ideas, and an ending, which they do first as, the Steves explained, prevents them from getting stuck or lost as they have already decided where their story is going. On day 4 they are writing and editing from a finished story they have written at home or in school, and on day 5 they have produced the finished work and are sharing each others stories.

At the end of the whole process they will have something concrete, that is published and of which they can get a copy.

The sessions are lively and very interactive with lots of discussion and shared ideas. They are given clear advice on story structure and there is much humour in the process, as both Steves are certainly fun. They are also given clear objectives, for example, the 4 opening sentences in stories that are either a question, some dialogue, a piece of information or a metaphor or simile. They learn the importance of beginnings, middles and endings and those vital components of a successful story; the who, what, where, when, why and how. The delivery is very kinaesthetic and accessible to all in the session and there is much opportunity for discussion and talk, which is not always a feature of the classroom.

We spoke with Fenton teacher, Mr Williams, who said of the workshops: “We can use these strategies in the classroom, and when we do, the children’s enthusiasm shoots right up. The planning process is excellent as the story is broken into segments from the end backwards. It is a great way to enthuse the boys and build self esteem.”

Steve Barlow explained a little bit about what they were doing: “For teachers it helps to be a good performer. In a recent Estyn finding it had been proven that the use of the right people and outside agencies leads to improvement. The best people for this tend to be ex-teachers. We work with all ages, from Kindergarten to staff, but our main focus is on key stage 2, as well as key stage 3. It is particularly rewarding working with primary schools as they can make time for this which is hard for secondary schools where the timetable is God”.

Steve Skidmore added to this point, saying: “It is more compartmentalised in secondary school. We work with boys and girls, indeed, the girls insist sometimes! Although there is a focus on boys, as in some schools it is very disparate between boys and girls achievements. There are simply not enough male role models in primary schools. Literacy is female dominated; mum is the one who tends to read at home, secondary school literacy teachers tend to be women, most primary school teachers are women and even most librarians are female, so literacy can be seen as a feminine thing by boys.”

They both stated that they felt ‘blokes tended to duck out of their responsibility’ with literacy and reading, and they criticised this as they said boys need a male role model and encouragement.

Steve Skidmore made the point that he and the other Steve can come along as a couple of blokes and have fun, which is, he said, also the sort of stuff they themselves tend to write.

The Herald asked what is going wrong in schools given that, despite having just as much creativity as girls, boys are still not performing so well in writing. Steve Barlow explained: “We have it the wrong way round in schools, because of the way education has been structured over the last few years. In these developing years there is a big emphasis on the mechanics rather than motivating kids to feel empowered to tell the stories they want to tell. We think that’s a retrograde step.”

Said Steve Skidmore: “If they are hung up on the whole mechanics of writing, spelling, punctuation and grammar, and that’s what they get judged on, then they will fail. A lot of the boys don’t develop on the mechanics like the girls, yet they are being judged on the same level. A lot of time boys need to get out that excess energy. Some children are more needy than others and teachers don’t always have that time in a class of 30. We talk about self esteem on the first day a lot. A lot of boys would rather get kicked out of a lesson than admit they can’t do something.”

As Steve Barlow stated, many boys tend to react negatively to failure as opposed to many girls who see it as a spur to try harder the next time.

Steve Barlow went on to question the curriculum schools use in literacy: “Part of the problem is that the curriculum contains too many different types of writing and so it’s all fragmented; writing for a purpose, writing an argument, writing a report, as well as writing stories. The point is it’s all writing and if you are failing in one you are failing in all of them. The priority ought to be to get them empowered, believing they can do it, using themselves as a resource and knowing they can develop and structure a story so that it succeeds. Once they’ve got that they can learn the other stuff in 5 minutes.”

Steve Skidmore added to this stating: “The other thing is about celebration, we don’t celebrate the writing they do in school. We, from our sessions, publish it, read it out, have time for a clap which they don’t have time for in school. We need to give them a reason for it.”

He went on to talk about the issue of changing Governments and their approach to education: “Are we saying there is a political elite that need people not to question things? I thought that with Gove; he had no idea what teaching was about. They (politicians) have come through a particular schooling system (private) and people like Gove are trying to impose the same values on children from very different backgrounds. For instance, Gove saying they should be doing Dryden at 14; how is this a life skill for some of these children?”

Steve Barlow added to this criticism saying: “Decisions are taken by elected education secretaries and it’s all to do with vanity projects rather than to do with actual need. The basic problem is those people making decisions are not listening to those at the grass roots. Politicians like to make big bold statements like ‘we will have every child literate by 2020’ for example.”

Steve Skidmore, laughed in disdain at this suggestion, saying: “You have children who are special needs. All children literate? No they won’t be; there are physical problems here. You are dealing with human beings who have different needs. Governments/ Estyn look at data – data doesn’t tell you everything. For example, we had a child whose mum and father had recently died – that impacts on the child, does data tell you this? Take Fenton school, who might be lower graded, but they have a special needs unit that gets aggregated onto the whole school so they get judged on that. It’s a really good school, with good teachers who look after the kids, and a great head that will argue the toss with Estyn, re. data, but a lot of heads don’t have that confidence. It would be lovely if politicians had the same sort of nonsense from people higher above them. There’s just no accountancy. Academies are not improving education – it’s about money and leadership. Data is not a way to judge human beings.”

Education

Haverfordwest High VC School raise £12,775 for Children in Need

Published

6 hours ago

November 18, 2024

Tom Sinclair

THIS week students at Haverfordwest High VC School have raised a record breaking £12,775 for Children in Need. The week has been led by an incredible group of Senior Prefects and their Year 12 and 13 Children in Need Army. The Sixth Form events have consisted of:

150 students taking a Big Dip at Broadhaven Beach.
Bushtucker Trial – where students went up against HHVCS staff to eat some gruelly delights.
Buffee and Barnes’ Wednesday Night Takeaway – a quiz night held at Haverfordwest RFC.
A carwash – where staff, pupils and brave members of the public had their cars washed.
Our Head Boy Harry shaved and dyed his hair. Closely followed by Year 12 Oscar and Kayden shaving their heads in front of the entire Sixth Form Block
Senior Prefects Katie and Ffion conducted a half marathon around Haverfordwest and were joined by Head Boy Harry and Deputy Head Boy Finn.
Year 12 Libby and Year 13 Molly held a sponsored silence – it was a lovely day!
Netball and football matches
A bake sale
Sweet shop led by Year 12 Leah, Queenie and Chloe.
Cyclathon – where students cycled all day outside the Sixth Form Block on spin bikes.
Leg waxing – Brave Year 12 and 13 boys had their legs waxed in front of the whole school.
Fun Run – which involved pupils from across the whole school.
Teddy and Pudsey ears sale.
The younger year groups also played a huge part in the fundraising efforts with Achievement Leaders planning a range of events including:
Year 7 danceathon – where students danced all day to some disco classics. Led by Senior Prefect Lucy and her sidekicks Brianna and Carys.
Year 8 Awesome Auction – hosted by Year 8
Year 9 Quiz
Year 10 and 11 football and bingo

The week was topped off with a whole school fancy dress. We couldn’t be more proud of what our pupils and staff have achieved. This amount of money will make a huge difference to children in need.

Community

Save Lampeter University petition hits 2,600 in two days

Published

9 hours ago

November 18, 2024

Bruce Sinclair - Local Democracy Reporter

A 2,600-STRONG petition has been launched calling for a sustainable future for Wales’ oldest university, Lampeter, after fears all undergraduate teaching is to end.

The change.org petition, by John Jennings, was started on November 13 and, to date, has gained 2,579 signatures

It says: “The University of Wales Trinity Saint David (UWTSD) has announced a plan to end all undergraduate teaching at its Lampeter campus by September 2025, a decision that would sever nearly 200 years of Lampeter’s role as a centre of higher education and devastate the local community.

“As alumni, students, and supporters, we call upon UWTSD and the Welsh Government to protect Lampeter’s legacy and commit to a sustainable future for this historic campus.”

It adds: “Lampeter is not only Wales’s oldest university institution but a pillar of its educational and cultural history. By allowing undergraduate teaching to end, UWTSD would undermine the very essence of Lampeter’s mission, weaken the local economy, and sever its historic role as a centre of learning. The town of Lampeter, the alumni community, and the people of Wales deserve better.

“We urge UWTSD and the Welsh Government to halt the planned end of undergraduate teaching at Lampeter and instead work with all stakeholders to create a viable, sustainable plan for the campus. This must include a serious investment in new courses, marketing, and student recruitment efforts to ensure Lampeter’s relevance and appeal for future generations.”

The petition has three demands.

It calls for a “deep and transparent consultation,” saying: “UWTSD must engage meaningfully with all stakeholders, including current students, staff, alumni, and the local community, to ensure that any decision regarding the campus’s future is fully informed by those who care most deeply about its heritage and potential.”

It also asks for a “Commitment to Sustainable Solutions,” saying: “Rather than abandoning Lampeter’s undergraduate provision, UWTSD should commit to a strategy that revitalises the campus, leverages the unique academic and cultural appeal that Lampeter has held for nearly two centuries, and makes use of the considerable skills, knowledge, and dedication of its alumni.”

It finishes: “As outlined in UWTSD’s Royal Charter, the university has a constitutional responsibility to maintain ‘a significant physical University presence’ at Lampeter. Closing undergraduate provision would effectively hollow out the campus, eroding its educational mission and violating the university’s own mandate to uphold Lampeter’s historic role within Welsh higher education.”

A spokesperson for UWTSD said: “The university is aware of the petition. We held a very helpful and extensive meeting with our students on Wednesday afternoon in which we listened to a range of opinions and concerns which we will be carefully considering as we develop the initial proposals further.

“We are early in the process and as well as our students we are discussing the best way forward with staff and representatives of other key stakeholders.”

Education

Disabled children ‘denied rights to education’

Published

4 days ago

November 14, 2024

Chris Haines, ICNN Senedd reporter

DISABLED children and young people in Wales are being fundamentally let down and denied their right to education, Senedd Members warned.

Buffy Williams, who chairs the children’s committee, led a debate after an inquiry found many disabled children do not have equal access to education and childcare.

The Labour politician raised concerns about the Welsh Government rejecting six of the 32 recommendations emerging from the committee’s 239-page report.

She welcomed recognition that more must be done to uphold children’s rights to education.

But, addressing Welsh ministers, Ms Williams warned: “We do not feel that your response commits to a step change in the pace and scale of the action required to do so.

“Our committee, like the online advisory group, worries that maybe you are not giving these issues the priority they deserve.”

She told the Senedd that families’ distressing experiences left an imprint, with the committee hearing some children are thinking about and attempting suicide due to a lack of support.

Ms Williams said parents, carers and young people on the advisory group believe ministers’ formal response to the report fails to recognise the seriousness of the issues families face.

She warned the Welsh Government appears to have “resigned” itself to a substantial shortfall in inclusive childcare for disabled and neurodivergent children.

Criticising ministers’ decision to rebuff calls for mandatory training on disability for all school staff, she stressed the importance of understanding and meeting children’s needs.

Ms Williams, who represents Rhondda, said the Welsh Government’s response appears to delegate responsibility for equity in childcare and education to councils.

She asked: “What more will it take for the Welsh Government to step in, to give local authorities the support they so clearly need?”

Gareth Davies said support for disabled children is patchy across Wales, with schools lacking funding, staff and expertise to deliver inclusive education.

Mr Davies, the Conservatives’ shadow mental health minister, warned that disabled children disproportionately experience bullying in school as he called for greater safeguards.

Plaid Cymru’s Heledd Fychan described the committee’s inquiry as heartbreaking, with failings having a devastating impact on families.

She told the debating chamber or Siambr that children as young as five or six have been traumatised and failed by the education system.

Carolyn Thomas, a Labour backbencher who chairs the petitions committee, stated the Senedd has received five petitions on Wales’ additional learning needs (ALN) reforms.

“The sheer number of petitions and signatures highlights the strength of feeling,” she said.

South Wales East Laura Anne Jones warned ALN support is one of the most pressing issues facing families, with lower-level needs “falling under the radar”.

She said it is disgraceful that so many teachers and assistants still lack basic neurodiversity training, which leads to disabled children’s behaviour being wrongly labelled disruptive.

Calling for urgent action, the Conservative criticised ministers for failing to accept “crucial” recommendations, saying: “Inclusive education is not a luxury, it is a right.”

Hefin David, whose daughter is autistic, sought to place the debate in historical context as he drew on his own family’s experiences.

He said: “In the 1970s and ’80s, my daughter would have been in an institution for most of her early life, she would have spent the whole time there.”

The Caerphilly Senedd Member recognised that progress is sometimes not fast enough but he emphasised that young people are being treated better today than ever before.

Dr David, who is stepping down from the children’s committee, said: “To take too much of a downbeat note on these things is to devalue the experience of those who suffered.”

The Labour politician described the 32 recommendations as “too many”, warning this is problematic in terms of setting people up to fail with resources spread so thin.

Responding to the debate on November 12, Lynne Neagle apologised to families for their experiences which she said made for distressing and sobering reading.

Wales’ education secretary said: “I am truly sorry … and I say on behalf of the [Welsh] Government that it is not good enough.”

Ms Neagle, whose first job after university was working with parents of disabled children, recognised that families too often feel the need to fight for support.

“It affected me deeply,” she told the Senedd. “And I want to acknowledge that not enough has changed for enough families – we can and we must do better.”

She said: “Rights on their own are not enough, they must be translated into action…. I know too many children and families have been waiting too long for their rights to become action.

“Like them, I am impatient for change. As a government, we will not stop until we get it right for all children and young people in Wales.”