They are the army of volunteers who help teachers educate our
children and the Government wants more of them to sign up for school
duties.
Volunteering is 'a win-win activity'
As term begins again, school standards minister and South Shields MP
David Miliband says more volunteers are needed: “Volunteering to help
out in your local school is a win-win deal. Volunteers increase their
skills and experience and have fun. The children and staff that they are
helping benefit too, from the new ideas and enthusiasm that volunteers
bring.”
Mr Miliband says volunteers are not substitutes for qualified
teachers but adds they do a vital job. “For many young people the strong relationships that they build with
volunteer mentors are a real help through their teenage years, which can
be difficult.”
“Younger children too, benefit, as volunteers listen
to their reading or help with spelling or maths, and they thrive on the
one-to-one attention. You don't need special skills — just patience and
empathy.”
There is no reason why school volunteering should be restricted to
the classroom. Thousands of people across the country give their time as
school governors or help with occasional school trips. And age is no
barrier. In fact, Mr Miliband wants more older people to help out in
class. “An older person's views on the issues of today, and an awareness of
the world of work, can be of great use to a child. If you have a few
spare hours a week, perhaps your local school needs your help with an
out of school sports or art club, a homework club or a computer club.
“The Government strongly supports volunteering, because we believe that
it strengthens communities and gives people the chance to learn from
each other.”
But some teachers have reservations over the value of classroom
volunteers. Eric Fisk is the deputy head of Tanfield Secondary School in Stanley,
County Durham, as well as being on the national committee of the
National Association of Headteachers. He recognises the good work
volunteers do, but is keen to make sure they are not used to make up for
teacher shortages. He says: “Adults other than teachers may have a
variety of skills and experiences that teachers do not have. Their
perspective can create a richer learning experience for pupils,
providing those volunteers are used to support the teacher, but they are
not a substitute for qualified teachers.”
Mr Fisk says a parent who is fluent in German regularly came into
classes to help Tanfield pupils with the language. “Parent-governors
make a valuable contribution to the work of the governing body. They
have a knowledge of the local community and childrens' interests are
uppermost in their minds.”
The Journal talked to three North volunteers about their experiences
helping out at school.
Fiona Burn, 40, helps out at Lowick First School, near Berwick,
Northumberland. Her children, Susanna, eight, and Hamish, six, attend
the school and she says they don't mind having their mum sitting in on
activities. Fiona helps with swimming trips, making sure the children
are changed and ready. She has been a volunteer for about four years.
She says: “The school asked for parents to help with things like
swimming lessons ... I help out with special days, helping decorate the
church hall, if they need an extra pair of hands. With swimming lessons,
I meet the bus at the local pool in Berwick and help the children get
changed into their swimming gear. They are noisy but they are all well behaved. My own children are
quite happy when it is my turn to help out. When you help you get to know the children quite well, I know every
child's name and I know who my own children talk about when they come
home from school.”
“I wanted to help. If mothers did not lend a hand the
children wouldn't get to go. For swimming they would have to employ
another teacher. I feel like I am doing some good and it is nice to be
involved with what my own children are doing.”
Karen Hindaugh is a governor at two schools in North Tyneside. She
became a parent-governor at the Priory Primary School in Tynemouth, when
her daughter Kate, 11, started attending. She is now serving a second
term as a governor, but this time is acting on behalf of the local
education authority. Karen is also a co-opted governor at George Stephenson High School in
Killingworth, which is near her workplace. She spends about three days a
month attending board of governors meetings and going through school
paperwork. She intends to stay on as a governor after Kate leaves Priory for the
private King's School in Tynemouth.
Karen says: “I have signed up for a four year term as
a governor. It is a smashing little school and the teachers work hard
with very little resources.”
Karen and her fellow governors at Priory and George Stephenson draw
up budgets and building plans and look at how pupils with special needs
are being catered for.
She works as a public relations officer for gas supply company
Transco and writes press releases for Priory, trying to raise its
profile in the local media. But how does her daughter feel about having
a mum who helps run the school? "Kate used to think it was really cool
but it became a bit of a bind. Being the daughter of a governor meant
she had to stick to the rules on things like uniform for example. “She
felt an extra responsibility to behave well, but she is a very good
girl.”
Although she gives her valuable time for free, Karen says being a
governor brings its own benefits: “It is very rewarding to get involved.
In the early stages I did it because I wanted to shape the direction my
child's school was going in. It is great to deliver something and help
the school achieve.”
Susan Giuliani, 34, works as a voluntary classroom assistant at Throckley First School in Newcastle. She started working there seven
years ago when her eldest son Nico, 10, joined the nursery. Susan says:
“The teachers were asking for people to come in to help, they needed an
extra pair of hands. I have always enjoyed working with children. I used
to teach Sunday School and help out at the local youth club.” She
specialises in working with children with special needs and helps them
as they learn to read. But how did Nico and sister Alana, nine, feel about mum being in the
class? “When they were little they were quite clingy and I had to work
with the group that they were in. However, as they have got older they
are quite happy for me to be at school. I think they quite like it and
are not embarrassed. I've become part of the furniture.”
Susan enjoys listening to the youngsters as they learn to read and
gets satisfaction out of helping children who struggle with the basics.
She adds: "They like the extra attention, it makes them feel a bit more
special when I come in especially to work with them."
And even though Nico and Alana have moved on to the middle school
Susan says she will continue to volunteer at Throckley First. This term
she plans to help with swimming lessons.
By The Journal
4 September 2003
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