Happy Healthy
Lunchtimes
Notes for Primary Midday Supervisors
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Happy Healthy Lunchtimes
2
Introduction
3
Aims
3
Part 1
Celebrating the role of the MDS
Poem – Midday Supervisors. … Wonderful People
Communications
Ideal Lunchtimes
Organisation of the lunchtime
4
5
6
7
9
Part 2
Behaviour Management
Enhancing our empathy
Positive Language
Rules, Rewards and Sanctions
10
10
11
14
Part 3
Play & Playgrounds
16
Part 4
Buddies
20
Part 5
Challenges
22
Appendices
Games to Play
Handout for senior staff
School Meal Uptake
Risk assessment checklist
Key Points for MDS job description
Notes
26
29
31
33
35
35
Introduction
This pack has been produced to help support your role within school.
Induction to the role should include:
•
A job description
•
Copies of the school policies which give essential information to support your role:
• Behaviour policy
• Safeguarding policy
• Drug incident and management policy
• Sex and relationships policy
• Anti-bullying policy
• Whole school food policy
• Confidentiality policy
• Health & Safety policy (ensuring knowledge of fire drill)
• Emotional Health & Wellbeing Policy
• Physical Activity Policy.
Notes for Primary Midday Supervisors
Following on from this training, it is suggested that you request copies of all the above in
order that you can familiarise yourself with school procedures.
The aims of the training session
1. To evaluate the role of the MDS.
2. To explore ways in which we might be able to make lunchtimes happier and
healthier for all, including:
• Communication within school.
• Organisation of lunchtime.
Happy Healthy Lunchtimes
• Schools organisation of the lunchtime rules, rewards and sanctions.
• Wet playtimes.
• Dealing with challenges through conflict resolution and using positive
language.
3. To give MDS opportunities to reflect on their own school situation.
4. To share ideas and good practice.
3
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Part 1
Celebrating the role of the Midday Supervisor
4
Midday Supervisors…
Wonderful People…
We hear your call in yard or hall,
Our vigil ever keeping.
We guard the little, and the tall,
Our eyes are never sleeping.
Your chatter, chatter, as we come
To sort out all your trouble,
And when, at times, our minds grow numb,
Our efforts we redouble.
Notes for Primary Midday Supervisors
We soothe your fear, we dry your tears,
Your worries we uncover
We carry on for years and years
We’re like a second Mother.
We walk about, both in and out,
We hear a child who’s crying.
We don’t complain, we never shout,
You do not hear us sighing.
Happy Healthy Lunchtimes
When cold winds blow, we stand in snow,
‘To please’ is our endeavour,
For children come, and children go,
But we go on forever.
We share our joys, immune to noise,
We really are quite clever.
We’re drained of strength, by girls and boys,
Yet, WE strive on, … FOREVER!
By S F Winskill
5
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Key Points:
•
The role of the MDS is very important.
•
A positive lunchtime is an investment in
the teaching and learning which
happens in the afternoon.
•
•
It is a multi-tasking role.
Systems are set up between teachers
and the MDS to inform if a child has any
problems that might affect them at
lunchtime.
•
•
MDS need lots of different skills.
Handover time.
•
•
Lunchtimes are an important part of the
school day when children need to ‘let
off steam’ and have time to eat their
lunch in a positive, well managed
environment.
Notebook for teacher to write ‘brief’
comments pre lunchtime and MDS to
write in for post lunchtime.
•
Feedback positive comments about the
pupils to teachers.
•
Lunchtime is a social occasion and
many children like to sit with their
friends. It is recognised that this is not
always possible depending on
personalities.
•
For many children school lunches may
be the only time when they sit at a table
and experience this social interaction.
•
Try and set up regular meetings with
senior staff every half term to discuss
any current concerns and positive
initiatives.
•
MDS have a particular relationship with
the pupils.
•
The role is about leading, guiding and
inspiring.
Communications
Key Points:
Systems are set up to ensure the MDS get
information about what is happening before it happens and to ensure smooth
running of lunchtimes.
•
School newsletter.
Other Key Points:
•
MDS notice board.
•
Good communications are essential.
•
•
•
•
MDS pigeon hole.
School Website.
School Text Service.
MDS encouraged to look at white
board in staff room.
•
Talk with the children.
•
•
Minutes of relevant staff meetings.
•
Copies of relevant letters to parents.
Get the children involved in what is
happening: be involved in relevant
school council meetings. Find out what
pupils enjoy doing and what they
would like to have/do in the
playground. Work with class teachers
to audit pupil’s views and involve them
in the decision making. Set up a
playground council.
•
Be clear in what you say to pupils.
6
Ideal Lunchtimes
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
What would an ideal lunchtime be like at your
school?
7
Key Points:
•
Children are happy.
•
Children feel secure.
•
Smooth and efficient organisation.
•
MDS are happy.
•
Lots to do – including wet days.
•
Mutual respect and good behaviour.
•
Partnership between staff, MDS and
pupils.
•
Role of MDS is recognised by all
concerned including parents.
•
MDS feel valued.
•
Develop friendships giving them
security and support.
•
Develop co-operation skills.
•
Develop communication skills.
•
Enjoy freedom and learn to make
decisions.
•
Exercise for health.
•
Make healthy food choices.
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Playtime is very important for children,
they can:
8
Useful Reference: Change
4 Life
www.nhs.uk/change4life
The list could go on. Children also see
playtimes as central to school life.
It influences how children view school.
If a child has a happy playtime they are
more likely to settle down to learn in the
afternoon and feel positive about school.
Organisation of the lunchtime
Timeline of lunchtime
Start Time
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Finish Time
Key Points:
•
Keep organisation under review.
•
Be flexible.
•
Make sure people are deployed where they need to be.
•
Make sure children know who to go to if they need support.
•
Make sure you know who to send children to i.e. First Aid, buddies,
Behaviour Support.
9
Part 2
Behaviour Management
Enhancing our empathy
Key Points:
•
All schools have children who have either short or longer term issues affecting their
lives.
•
Behaviour is affected by all these circumstances. Therefore we need to manage
behaviour of children in a positive and maybe individually specific way .
•
If an Emotional Health Curriculum or SEAL (Social Emotional Aspects of Learning) is in
place, be aware of the principles for behaviour management and try and reinforce them
with the children.
These SEAL principles are;
• Feelings detective; understanding my feelings.
• Problem solving; taking it in turns to talk and finding solutions.
• Being assertive.
Social and Emotional Aspects of Learning includes;
•
Self awareness.
•
Empathy.
•
Managing feelings.
•
Motivating ourselves.
•
Social skills.
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
• Feelings detective; understanding other people’s feelings.
10
Positive Language
There is a very noisy table during dinner time. Instead of ‘who’s making all that noise?’
How do we use positive language?
Teasing in the playground. Instead of ‘stop teasing, don’t be a bully’
How do we use positive language?
Pushing in a queue. Instead of ‘that’s enough pushing, you’re always being rough’
Notes for Primary Midday Supervisors
How do we use positive language?
Name calling. Instead of ‘you are naughty, what a nasty thing to say’
Happy Healthy Lunchtimes
How do we use positive language?
Running in the corridor. Instead of ‘how many times have I told you not to run in the corridor’
How do we use positive language?
11
Positive Language
Positive language is much more than giving
praise. It is part of the process of building
feelings of self worth and self awareness.
The use of positive language helps to
create a positive environment where pupils
and adults are valued and respected;
where children have clear expectations of
what to do and how to behave.
Positive language too is about making both
pupil and adult feel better about himself/
herself and we should aim to use it in every
interaction in the school day.
The main points are:
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
1. To give direction
To reduce the options, say “Please walk”
rather than “Don’t run.”
To tell the child what you want him/her to
do, say “Please put up your hand” rather
than “Don’t shout out.” DO rather than
DON’T.
For pupils who struggle to comply with
directions, give a choice of two, allowing
the child to feel they are in charge of their
own choice at the same time as complying
with your wishes, e.g. “Would you like to sit
on the red chair or the blue chair?” instead
of “Sit down.”
2. To avoid confrontation
It is less threatening and confrontational to
say “ When you have cleared up, then you
can go out to play” rather than “You can’t
go out until you’ve cleared all this rubbish.
” WHEN……..THEN.
12
3. To sort conflict
Children can get into all sorts of
conflict throughout the day, for example by
knocking things over, pulling, pushing,
fighting. The instinctive reaction is usually
to ask, “Why did you do that?” However,
children often cannot answer this question
and see it as a threat. Asking, “What
happened?” is something the child is
more likely to be able to answer. It is best
if the children can be removed from any
audience. It is a good idea to ask the
children to face each other and in turn tell
each other what happened. It is very
important that you listen to both sides and
that the children see you as being fair.
When both sides have heard each other
you simply ‘reflect back’. You can also ask
them to think about what they could have
done instead of fighting, kicking etc.
WHAT not WHY.
4. To avoid conflict/confrontation
If a child swears at you, you might, without
thinking, say “You rude boy.” In doing this
you put the child at the forefront of the
blame, confirming, very often his image of
himself and the message that he gets is I
DON’T LIKE YOU.
A more positive approach is to make “I”
statements, for example, say “I don’t like it
when children swear at me” or “it makes
me feel angry when I hear that word.”
It is important to tell children that our
feelings relate to the consequences of
1. I feel/I get/It feels
(state the feeling)
2. when you………
(describe the behaviour)
3. because…..
(state the reason why you feel this
way)
More importantly it is vital that you STAY
CALM and continue to give the message
that you are in control of the situation.
Probably hardest of all is to make sure that
you don’t take anything that is said
personally.
The message you want to convey is:
I LIKE YOU BUT I DON’T LIKE
YOUR BEHAVIOUR
5. To moderate unacceptable
behaviour
The most effective way to address the
unacceptable behaviour that you see is to
concentrate on those who are behaving well.
PRAISE THOSE WHO ARE GETTING IT
RIGHT
6. Praise and Approval
Approval makes us feel better about
ourselves, it raises self-esteem, and this in
turn helps us to feel valued and more
secure. Using positive language will show
the children that there are good
7. Keep the Language Simple
The simpler the language, the clearer the
instruction, and the more likely the child will
succeed.
KEEP IT SHORT AND SIMPLE
And Finally…
POINTS TO REMEMBER…
•
NEVER take away a reward.
•
Notice and comment on good
behaviour.
•
Be generous with rewards.
•
Label the behaviour, not the child.
•
Consistency!
•
Adults and children are entitled to
respect.
•
Once a sanction had been paid,
praise and start afresh. Be clear
about what you want a child to do.
•
Praise at least two children before
you sanction one.
Notes for Primary Midday Supervisors
“I” messages have three parts
things they can do; they will begin to learn
that you like them, and for some children, it
will help them to start to like themselves.
Praise and approval must be genuine but
can be given through a nod or a smile as
well as with the use of words. The most
effective way to use praise is to use the
child’s name and to be specific about what
you are praising the child for – “Jane well
done! You are standing still in your line.” A
good rule is to praise in public (for most
children but not necessarily for older
children) but to reproach in private.
SHOW APPROVAL, FIND SOMETHING
TO PRAISE
Happy Healthy Lunchtimes
their behaviour and that there is a
reason why we are asking for their
cooperation.
13
•
Rules need to say what it is that you
want from children.
•
Ask “What” not “Why”.
•
Use a time out system to let the child
calm down (i.e. red card system).
•
Try to diffuse situations before they
arise.
•
Remember - be firm: If you seem
unsure of your authority children might
take advantage.
•
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
•
Take your time before making your
move - don’t ‘jump in with both feet’
- this will give the impression you are
calm and in control.
Stay calm, never lose your temper;
children might think you are losing
control if you shout all the time.
Rules, Rewards and Sanctions
Lunchtime rules
Key Points:
Ideas for lunchtime rules:
•
Do be gentle, don’t hurt anyone.
•
Do be kind and helpful, don’t hurt
others’ feelings.
•
Do be honest, don’t cover up the
truth.
•
Do look after property, don’t waste or
damage things.
•
Do play co-operatively, don’t spoil
people’s fun.
•
Do listen to people, don’t interrupt.
These could be simplified further as promoted by
the RTime Programme (www.rtime.info/uk/):-
•
•
•
Show respect and good manners at all times.
Follow instructions with thought and care.
Care for everyone and everything. Or simplify
further for nursery and Lower KS1.
Please be polite.
Playground rules are essential and
these should be clearly linked to the
school rules so the pupils get a
consistent message.
•
•
•
•
It is essential that MDS and pupils be
involved in developing the rules.
Rewards
•
The rules should emphasise the positive
behaviour.
•
•
A few clear rules that pupils and staff
can remember are best.
•
The playground rules need to be known
to all so display them in the playground,
and let the parents know them as well.
14
Please do as you are asked.
Please be caring.
Key Points:
•
•
•
When a playground reward is given it needs
to be as soon as possible and link it to the
playground rules.
If possible link the reward system to the
whole school reward system.
Involve pupils in developing a reward
system, pupils will value it more.
Informal rewards
Sanctions
•
•
To be effective sanctions need to be applied
as soon as possible and linked to the
playtime rules.
•
Try and link to the sanction system of the
school, i.e. loss of golden time.
•
Have a system of warning, i.e. verbal fi rst to
give the child a chance to put it right, yellow
card, red card, etc.
•
Thumbs up system to show a pupil
you are pleased with them.
Verbal praise.
Formal Rewards
•
•
•
•
•
Stickers.
Team points.
Certificates which can be given out
from the MDS in assembly.
Nominations for Golden Book from
MDS.
Nominations for top table from MDS.
Midday Supervisor Training
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Our ideas for Rules, Rewards and Sanctions in our playground…
15
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Part 3
Play and Playgrounds
16
Midday Supervisor Training
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Our ideas for Organising the Playground...
17
Notes for Primary Midday Supervisors
Happy Healthy Lunchtimes
Key Points:
Zoning
•
Zoning the playground according to
types of activity (mini leaders may
support these games if trained in
school).
•
Think about how you use space.
•
Children selecting their ‘zone’ and
only changing with permission. (This
doesn’t have to be done throughout
playtime).
This involves dividing the playground
into distinct areas to allow for a range
of activities e.g. quiet area with benches,
traditional games area, very active area.
The division can be made by cones, chalk
or features in the play area. Assign
leaders to different zones according to
their skills.
•
Offering big space activities (football)
at different times, when not
everyone is out.
•
Get the children involved in sorting
equipment – ask for volunteers rather
than rotas.
•
Think about the range of equipment
and activities.
•
Don’t always have all equipment out.
•
Encourage play and share good ideas.
•
Consult with pupils re equipment and
zoning.
•
Play with the children.
Every playground is different and there
are many things you cannot change, but
sometimes a small change in the use of
the playground can make a big
difference.
Survey what the children like/dislike and
their ideas for improving it. This could
be done through consultation with the
school council.
18
Playground markings
Playground markings will be used more if
the pupils have the opportunity to share
ideas on how to use them. Older children can teach the younger children to
play games on the markings. This could
be an activity led by playtime buddies.
Most of us can remember crazes from
our school days. Craze of the week (or
month!) allows you to rotate equipment
so the novelty value remains:
Each class to have a box for wet
playtimes equipment used only at
wet playtimes so it has novelty value.
•
Have annual/termly budget to review
and replace wet play equipment in
consultation with children and MDS.
•
Ideas for the box to be generated by
the pupils.
•
The box can be checked by pupils and
class council.
•
Ideas for equipment: magazines,
activity books, board games, coloured
paper, pencils.
•
Have supervised wet play zoned
activities i.e. one activity per room.
Pupils to choose an activity and
remain in the room until end of wet
play. This depends on room available
in school. Review regularly and
display zoned areas so everyone is
aware and ready to choose
(limit numbers per zone).
Shade
•
Skin cancer is a growing problem so it is
essential that playgrounds have a shady
area for when it is sunny.
Each class can use a video on a rota
basis.
•
Quizzes can be very popular.
•
Playtime buddies can support wet
playtimes.
Wet playtimes
•
Hall could be zoned if used at
lunchtimes.
•
Use computers for games on rota
basis.
•
Playground buddies to support
dedicated classes at wet playtimes.
•
Start off with 3 crazes e.g. skipping,
bats and balls, stilts.
•
Have a box for each craze.
•
Craze is announced and
demonstrated in assembly: again the
buddies could be leading on this.
•
Children can make posters to
announce the craze.
Football!!
Many children love football but this can
take over the playground and cause
problems. Try having different classes on
different days or football three times a
week only.
Wet playtimes can be a difficult time
for both children and staff, if there are
not enough activities available. Supervision can be a problem when the ratio of
pupils to supervisors is high. Some ideas
which can help:
19
Notes for Primary Midday Supervisors
•
Happy Healthy Lunchtimes
Crazes
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Part 4
Why have playground buddies?
20
Key Points:
Buddies need to be trained.
•
Be involved with the training.
•
Buddies are not there to solve all the problems.
•
Buddies will need lots of encouragement and support from you.
•
Make sure you know who the buddies are.
•
Always give them positive help and praise.
Happy Healthy Lunchtimes
•
Notes for Primary Midday Supervisors
Some schools train a group of older children to help and support younger children.
The children can apply for the post and be interviewed. They need to be clear what
their role is. They can teach children games and crazes and can help those that are
feeling lonely.
21
Part 5
Challenges
Encouraging good behaviour
•
•
As lunchtime supervisors you are
working with children and have a
very important but difficult job to
do. Asuccessful school relies very
much on your good work.
Your actions as lunchtime supervisors
can encourage good behaviour and
positive attitudes in children and can
affect the way they feel about school
and themselves. Never under
estimate your importance!
Children, like adults, work and
behave best in a happy atmosphere
when they feel good about
themselves. As one of the caring
support staff you have an important
role to play. Don’t feel guilty if as
well as preventing troublesome
behaviour you laugh, joke and play
with the children. This is an
important part of your caring role.
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
•
•
22
The way we talk to children can
affect our relationship with them.
Remember the importance of:
• Saying “I like you”.
• Calling children by their name.
• Volume and tone of voice.
• Labelling the behaviour not the
child.
• Praise and rewards.
•
Other aspects of your job are also
very important. Encouraging good
behaviour is not always enough.
Despite all your good work
confrontations and crises can still
arise. It is important that systems are
in place to deal with them.
•
Lunchtimes need to be well
organised; they should be an integral
part of the school day. As lunchtime
supervisors you should feel confident
in managing the children and you
should feel supported by the systems
which exist in your school.
Children who feel bad about themselves
tend to act badly. They feel as if others
do not like them so ask why they should
be nice to others. The positive approach
shows children that you like them so
perhaps they will start to like themselves.
It is very important for children to feel
good about themselves. Unless they do
they will not have any confidence and
may find it difficult to accept other
people’s criticisms and control. Take
every chance you can to do something
good and positive to encourage the
child. In this way you are more likely to
gain the child’s respect.
•
If you seem to be unsure of your
authority the children might try to
take advantage.
•
Remember that children do not
always respond well to being shouted
at or bossed about. They may even
think that you are losing control.
•
Never lose your temper.
•
Don’t become involved in slanging
matches with the children. If you
have to deal with bad behaviour take
the child to one side, away from his
or her friends because they might
encourage the child to misbehave
further.
•
Try to find a way out of a situation
that is acceptable to both sides,
making sure that you are still in
control.
Recognising Your Status
You are very important people. You are
adults. You have a responsible job. You
are supervising the children.
Whenever the children play up, try to
remember this and you will be less likely
to feel threatened or upset. If you do
not appear to be in control of the
situation the children won’t think that
you are.
Notes for Primary Midday Supervisors
How Should You Behave in Front of
the Children?
Happy Healthy Lunchtimes
Recognising Your Status and
Handling Challenging Behaviour
23
Some Tips for Handling
Confrontations
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Sometimes things do go wrong and it is
useful to know what might be done to
prevent situations from getting worse
and to find calm solutions. Here is a list
of useful tips. Remember: these are skills
and skills can be learned, but they do
need practice. Find out what suits you
best.
•
As the supervisor and adult you have
the right to handle the situation.
•
Don’t let the children “get” to you
and make you annoyed.
•
Don’t react without thinking. Stop.
Take your time before making your
move. This will give the impression
that you are remaining calm and are
in control.
•
If you cannot think of anything to do
or say, try not to just say the first
thing that comes into your head. It
may be the wrong tactic to use. Try
asking the child questions, e.g.
• What’s all this about?
• What’s going on here?
• Would you like to tell me what
happened?
• Is there a problem?
• When you’ve calmed down, can
we talk about it?
• What do you think we should do?
24
•
Don’t leave the child with no way
out. If the child feels cornered there
is a danger of confrontation.
A “better for both” solution is
preferable.
•
Respond to the behaviour i.e. what
the child is doing. Help the child to
see that it is what she or he does, not
who she or he is, that is
unacceptable.
•
Never make personal remarks which
may hurt children. You will lose their
respect and damage your relationship
with them.
•
Good supervisors sometimes have to
be good actors.
•
Establish rules and routines
acceptable to all staff. Make sure
that everyone knows what they are
and that they follow them. This
means that when children misbehave
you can refer back to the rules rather
than appear that you are being
awkward with the child.
•
Share your ideas and problems with
your colleagues. Mutual support is
important.
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Try out some of these tips. They are skills
which can be learned and practice makes
perfect! Make a list of things you can do
or say when you’re handling
confrontations. You don’t always need
to use your voice to be in control. You
may well have some other methods
which work for you - for example some
people find humour can take the heat
out of a situation.
25
Appendices
Games to Play
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
Circle Games
Name game:- Stand in a circle,
facilitator start by saying their name and
miming an action of something they
enjoy e.g. my name is……. and I enjoy
dancing. A simple dancing action is
shown. The game continues to the next
person, who then introduces the person
that has just gone and then themselves
in the same way. This continues around
the circle and so the number of names
and mimes build up. This is a great game
for learning names and memory, but also
by encouraging the children to help each
other, this builds cooperation.
The chair on my right:- Sit on chairs in
a circle. Facilitator starts by having free
chair on their right. Start the game by
saying. The chair on my right is free and
I would like (name) to sit next to me.
Continue to the next person who then
has the chair free until all children have
moved. It is important to stress that each
child can only be chosen once, to ensure
all children get to move.
26
Fruit Salad:- Facilitator to go around the
circle, giving each child the name of a
fruit (only choose 3 or 4 fruits).
Facilitator then asks one fruit group to
change places. Continue using the
different fruit groups. If fruit salad is
said, then everyone changes places.
Different categories can be used in this
game, e.g. cars, films etc.
Change places if:- Sit on chairs in a circle.
Facilitator to start by saying change
places if e.g. you are wearing black
shoes. This also has to be a true
statement for the caller. All those
wearing black shoes then change places.
This can be continued for a while until
the children get used to changing places
safely. The game can then be made
more fun and challenging by removing
one chair. The person left without a
chair becomes the caller and changes the
statement.
Unique:- Format of this game is as in
Change places if, in this game the
facilitator tries to think of something
that they have done that nobody else
may have done. If nobody moves and
they are unique, they receive a cheer!
Group juggle:- A ball is passed across the
circle ensuring it goes to a different
person each time. The person throwing
calls out the receiver’s name. Once the
ball has been around, this is the set
sequence and it continues. When ready,
introduce another ball and so on.
Aim: See how many balls the group can
juggle.
This continues, choosing different people
to make eye contact with until either 1 or 2
winners are left standing.
Follow the leader:- Choose one child
(detective) to leave the circle and not
look. Facilitator then chooses one child
to be the leader. The leader then starts
actions and all the other children copy.
The actions must be changed frequently
by the leader and the others follow this
change. The detective then comes back
into the middle of the circle and tries to
detect who the leader is.
Order of birthdays/ house numbers etc:ask the children to line up stating which
end is the first/lowest etc.
Look Up Look Down:- Ask everyone to
stand in a circle, making sure that everyone
can make eye contact. Explain the game
using the following instructions. The leader
asks everyone to “look down”, counts to 3
and says “look up”. When they ‘look up’ all
participants must have decided who they
are going to make eye contact with on that
particular go. They must be decisive and
only look at that one person. If the person
they choose to look at has also chosen to
look at them, then they point across at each
other and do a mini scream and sit down
on their seat as they are now out of the
game.
Lining up can be a difficult time!!
Categories:- Choose 3 or 4 items from a
chosen category e.g. fruits, football
teams, colours etc. Give each child one
item out of the category , then ask one
group to line up at a time e.g. Derby
County, then Liverpool, then Man United
etc. If children choose the categories,
levels of co-operation/interest may
improve.
Magic word:- This is a useful hint for
gaining children’s attention, especially if
the magic word is chosen by them and
changed regularly to maintain interest.
Children choose the name e.g. bubble
gum. When this word is said, children
know this means STOP whatever you are
doing. This then enables you to gain
their attention and line up or whatever
you want to then do. The secret is not
to use it too often and change the magic
word with the children.
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Notes for Primary Midday Supervisors
To encourage the children to co-operate
and have some fun the following ideas can
be used.
Happy Healthy Lunchtimes
Wink or blink or tongue Murder:- Start
as above, but in this game the chosen
leader either winks, blinks or sticks
tongue out (choose one depending on
age of children) at another child. This
child then mimes being struck (use guidelines to keep safe…!!). The detective has
to guess who the murderer is.
Lining Up Games
NURSERY GAMES:Simon Says
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
One player takes the role of "Simon" and
issues instructions (such as "jump in the
air" or "stick out your tongue") to the other
players, which should only be followed if
prefaced with the phrase "Simon says",
for example, "Simon says, jump in the
air". Players are eliminated from the
game by either following instructions that
are not immediately preceded by the
phrase, or by failing to follow an
instruction which does include the phrase
"Simon says". The object for the player
acting as Simon is to get all the other
players out as quickly as possible; the
winner of the game is usually the last
player who has successfully followed all
of the given commands.
Ring around the Roses
Children stand in a circle holding hands
and walk around in a circle while they
sing “Ring-a-ring, o’roses, a pocket full of
posies, a-tishoo! a-tishoo!, we all ……….
fall ………. down”. After singing “all fall
down”, children fall to the ground. Then
repeat.
Fox and Hen
Have children sit on the floor in a large
circle. Give two bean bags to two
children that are opposite each other in
the circle. Name the first bean bag the
‘Hen’ and the second the ‘Fox’. Children
pass the bean bags around the circle to
see if the Fox can catch the Hen.
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Other games
1,2,3:- This is a brain gym activity and
played in pairs. Children stand opposite
their partner and count from 1 to 3 taking it
in turns to say the numbers.
e.g. Child A says 1, Child B says 2, Child A
says 3, Child B says 1, Child A says 2, etc.
Once they have established this
pattern,introduce children adopting a hand
signal instead of word for number 1.
Continue counting, using the signal instead
of number 1 and then say numbers 2 and
3. To take one step further, introduce a
body movement for number 3 and continue
as above. This can be quite challenging
and requires concentration.
Start, stop:- This is another brain gym
activity and also great fun. Begin the
activity by saying START (this is walk on
the spot) and STOP (standing still). Then
introduce CLAP and JUMP. Once the
children can follow these simple
instructions, tell the children you are
swapping the actions, so when they hear
STOP, they START, when they hear
START, they STOP. CLAP becomes
JUMP and JUMP becomes CLAP. Another
two actions e.g. SUMMER and WINTER
with appropriate mimes could be
introduced and then swapped.
Chair Aerobics:- Using music with a lively
beat, facilitator move on chair to music,
children to copy actions. This is great fun
and energetic. Good for wet playtimes.
The children enjoy being the leader
which again keeps their interest.
Hand-out for school senior staff, to support training with MDS
Initiatives that can help create happier lunchtimes
• Ensure MDS have an agreed job description.
• Provide MDS with induction pack containing all the relevant information and policies:
•
•
•
•
•
•
Behavior policy
SEAL strategies used across school
Safeguarding policy
Drug incident and management policy
RSE policy
• Confidentiality
• Whole school food policy
• Health and Safety policy
• Emotional Health and Wellbeing policy
• Physical Activity policy
Bullying policy
• Have regular short meetings with your MDS to discuss current concerns and update on
any changes to general school procedures/events etc.
• Have daily handover or quick meeting time for your teacher and MDS to talk about any
issues affecting the children.
Notes for Primary Midday Supervisors
• Provide a regular method of communication to MDS, as well as meetings, maybe a
notice board or pigeon hole.
• Include photographs and names of MDS on the display board of staff at entry to school.
• Invite MDS to any INSET days when you are promoting any issues that would support
their role, e.g. Behaviour, SEAL, Child Protection, Emotional Health and Wellbeing,
Drugs and Sex and Relationship Education, First Aid etc.
• Organise INSET for MDS on their chosen topics such as behaviour management,
understanding difficult children, playground games, first aid etc. Remember to pay for
their time!
Happy Healthy Lunchtimes
• Invite MDS to an assembly at the beginning of a new half term.
• MDS to be involved in development of behaviour policy for whole school and ensure
MDS have clear rewards and sanctions linked to school system.
• Copy and distribute rules to all staff and laminate and enlarge copies for the playground.
• Inform MDS of any vulnerable children (i.e. SEN, health, personal problems).
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• Go through fire procedures with the MDS for lunchtimes.
• Ensure MDS are aware of procedures for wet lunchtimes and for lunchtime clubs.
• Ensure MDS are aware of buddy system and if possible, involved in buddy training.
Dining hall
• Is the dining hall system working smoothly?
• Have a system to gain/encourage a pleasant atmosphere at lunchtimes in the hall, i.e.
hands up system, calming music.
• Have a special “table of the week”, where children chosen by MDS sit at a table with
table cloth and flowers.
Playground
• Have annual/termly budget to review and replace playground equipment in consultation
with children and MDS.
• Encourage children to design their own games for the playground.
• Teach children playground games and songs during PE lessons.
• Have a simple book of playground games available for all staff to use – book can be
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
provided by course facilitator.
• Zone the playground.
• Introduce crazes and equipment in assembly to inspire – encourage children.
Wet Playtimes
• Have a box for each class ready for wet play.
• Have annual/termly budget to review and replace wet play equipment in consultation
with children and MDS.
• Have supervised wet play zoned activities i.e. one activity per room.
Pupils to choose
activity and remain in room until end of wet play. This depends on room available in
school. Review regularly and display zoned areas so everyone is aware and ready to
choose (limit numbers per zone).
• Use a DVD on a rota basis.
• Use computers for games on rota basis.
• Playground buddies to support dedicated classes at wet playtimes.
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With this in mind we are encouraging
children to take a school meal. We have
put together a few tips to make school
lunchtime an enjoyable experience for
the children and the school staff thus
encouraging more children to choose a
school meal.
•
•
•
•
The Dining Hall
Make the dining hall a pleasant area for
the children to have their lunch by
providing a comfortable environment for
the child to sit and eat their lunch.
Here are a few tips that some schools
have found useful:
•
By keeping the noise level to a
minimum low music has a calming
effect on the noise level of the dining
room.
•
A noise meter sometimes works by
making the children aware what is an
acceptable level of noise and by
checking the children when the noise
gets too high. When a few children
start talking /shouting all the children
need to talk louder to be heard and
so the level goes up and up until it
becomes impossible for anyone to
hear.
Provide each child with a place to sit,
the same place every day helps them
know where they are sitting. This
takes the pressure off the lunch time
staff to sit each child therefore
allowing them to concentrate on the
noise level and encouraging the
children.
Allow packed lunch children and
school meals children to sit together.
Display guidance for the children on
how to choose a healthy meal e.g.
Posters made by the children, the
eatwell plate, Cyril the seal and his
balancing act posters for the younger
children (Help and information for
these can be provided by Derbyshire
Resouces and Marketing Service).
Where it is practical, Family Service
works well as all the children sit down
at the same time and the older
children encourage the younger ones
to make a healthy choice and
encourage children to try food.
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Happy Healthy Lunchtimes
It has been proven through our own
studies and many other agencies that a
child taking a school meal consistently
has a more balanced meal than a child
taking a packed lunch. The school meals
service has a legal obligation to provide
a balanced, healthy meal every lunchtime. Although parents have the best
intentions to provide their children with
a healthy meal, the pressures of time,
advertising and the perception of their
own children’s likes and dislikes they find
it difficult to consistently provide a
balanced meal.
Notes for Primary Midday Supervisors
School Meal Uptake
Time
•
It is important to give the children
enough time to collect their meal and
have time to sit and eat their lunch,
ideally 30 minutes.
•
Family service runs well as all the
children sit at the same time and this
can be done in 30 minutes, therefore
giving the children the remainder of
the lunchtime to play. This also is
possible in larger schools as the
lunchtime / playtime can be split into
2 sittings.
•
Some parents have had a bad
experience of school lunchtime
therefore this sometimes reassures
the parents that the meals are much
improved since their time at school.
•
Asking parents to come in as
volunteers at lunchtime can take the
pressure off the lunchtime staff and
involves them in the running of the
school.
Staff
•
By setting a good example it
encourages the children to make
healthier choices at lunchtime. The
children enjoy having a teacher
sitting with them and can help with
behaviour.
•
Rota a staff member each day to sit
and eat a school meal with the
children.
•
Involving the Lunchtime staff in
school activities and making it clear
to them that their voice is important,
creates a positive relationship
between the staff.
•
Invite members of the lunchtime
team to staff meetings as they can
have valuable knowledge and skills
that may be used in other aspects of
the school.
Making parents aware of the school
lunchtime experience
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
•
A lot of parents reason for putting
their children on packed lunches is
due to the perception that they don’t
eat anything for dinner if the have a
school lunch. Please make parents
aware what the children are having
for lunch by providing the school
catering menu each term. There is a
full menu available of the meals that
are offered each day for the
following term. Leaflets are available
from D.C.C. Catering service or on
their web site www.myschoollunch.
co.uk/derbyshire.
•
Make it possible for the parents to
come into school to join their
children for lunch by having parents
days.
•
This works well on induction days or
the first week of term as they can
help with transition and also makes
the parent aware of the choice the
child is offered at lunchtime.
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Risk Assessment Checklist
Lunchtime Supervision at EYFS and Key Stages 1 & 2
School Name:
Existing
Controls
Satisfactory
Accident
Severity
Accident
Likelihood
Risk
Rating
Revised
Control
Measures
1 For playground duty, do you
provide levels of supervision
that meet or better the
following:
1:75 for Junior Pupils
1:30 for Infant Pupils
1:13 for Nursery Pupils
2 Are supervisory staff trained
in dealing with incidents
during breaks?
Notes for Primary Midday Supervisors
3 Are supervisory staff trained
in reporting procedures for
incidents which happen
during breaks?
4 Are pupils who require
special supervision made
known to supervisory staff?
5 Are supervisory staff given
specific areas to supervise?
Happy Healthy Lunchtimes
6 Are supervisory staff aware
of school policies and
emergency procedures?
7 Are there any areas where
pupils are allowed to go
which are unable to be seen
by staff in other parts of the
play space?
8 Are parts of the play space
which are unable to be seen
by staff in other parts of the
play space put out of bounds
to pupils?
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Existing
Controls
Satisfactory
9 If a member of the
supervisory staff is called
away to deal with an
incident, e.g. an accident
to a pupil, would all parts of
the playground still be under
observation?
10 Do you ensure that
“adventure play” equipment
is separately supervised?
12 In the event that supervision
levels cannot be maintained
for the whole of the area
where pupils are allowed to
go, are parts of this area
made out-of-bounds to
make supervision easier?
Happy Healthy Lunchtimes
Notes for Primary Midday Supervisors
11 In the event that a
supervisor does not turn up
for work, are arrangements
in place to ensure that the
minimum supervision levels
are maintained?
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Accident
Severity
Accident
Likelihood
Risk
Rating
Revised
Control
Measures
Key Points to include in a MDS Job Description:
Responsibility to the Headteacher for the supervision of children through the lunch
time break.
•
Encouraging positive behaviour and social interaction throughout the lunch time
by following school rewards and sanctions system.
•
Encourage children to make healthy choices and eat a balanced meal.
•
Encourage and support children in keeping dining areas tidy.
•
Supervision of all areas used by children before and after eating their lunch,
including wet breaks.
•
Supervising the use of playground equipment and participating in play with the
children to encourage exercise for health.
•
Administer basic first aid.
•
Liaise with teachers and other school staff.
•
Have regard to own and others welfare and health and safety.
•
Take part in training as and when required.
•
Work as part of a team.
•
Carry out any other duties or instructions given by the Headteacher, reasonably
falling within the post.
Notes for Primary Midday Supervisors
•
Happy Healthy Lunchtimes
Notes
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