We began the day with an introduction to the education system of UK lecture and discussion. The system is organized into key stages that organize young children into development stages of knowledge. Primary school was for ages 5-11, and secondary for 12-16. If a child is taken out of primary school, the guardians may result in receiving a fine. A child is legally allowed to leave school at age 16 but must continue education at some level until age 18. This can include things like apprenticeships and part time school and work. Further education is continued education after secondary school and before university. It can be classified as retraining and adults can attend school here. Lastly, higher education represents university, the highest level to achieve different levels of a degree. I wonder what the percentages are of students who go to school until they are 18, and how that affects the amount of income that they will make.
We talked about the social worker ratios as well and how the system can fail to fulfill children’s needs. There was a case in the UK that represents how social work system failed to report this child after being seen 14 social workers and evidence present of harm. This also reminds me of the nursing ratios and how the system fails to meet all of patient’s needs. There is a big debate occurring with both of these of how can the system improve and not put the teachers, social workers, and nurses at fault?
Our afternoon lecture was focused on the effectiveness of special educational needs in education. The Special Educational Needs Act was passed in 2001. SEND Practice provides guidance and recommendations on SEND provision and practice for children and young people ages 0-25. In the UK, it can take about 18 months to get a referral for special educational needs. This is a very long time, so if a family is able to, they will get a referral with a private practice which tends to take less time. In the US, it takes 60 days to get tested to get an individualized plan set up for a child. There are debates concerning the inclusion of the SEND Code. Do children like or not like to be differentiated? What does special mean in education? How will that affect their thinking? SEND code is not a one size fits all code, it does not work for all.
After lectures, we went on a boat tour to explore the canal! It was cool to see the surroundings of the canal and here about the history of the canal and the building process of it. The canal water is four feet deep, similar to the shallow end of a swimming pool! We of course referenced Peaky Blinders many times throughout the tour.
We then had a talk about Stockport, which is an organization that works with schools and social agencies to advocate for children and support their families. Their goal was to create fewer referrals into agency of social care, if referrals from schools are appropriate. The cost benefit analysis has showed that it does work! There has been a decrease in referrals, improved in school attendance, and increased wellbeing in schools. I wonder if this organization, with its success in cost benefit analysis, can translate their efficiency in helping children and their families in mental health. It can take a very long time to be approved for social care, and this can cause stressors for the family. How can Stockport be supportive of their mental health? What effective resources can they provide?
Something that I noticed today on my soda bottle was that it says the word ‘energy’ instead of calories in the nutritional facts. This terminology shift is major- energy is essential, it is something that we need to function. It has a more positive connotation than the word calories. Just something minor that I noticed, but I think it makes a major impact. Just as my blog said yesterday, words have a major impact!
Had a beautiful dinner at Cafe Juju’s right on the canal. Excited for the museum tomorrow!