Latest news with #primaryschools
RNZ News
28-05-2025
- General
- RNZ News
Government plans three new primary schools in Canterbury
Education Minister Erica Stanford says all Kiwi kids deserve to thrive at school, "that starts with warm, safe and dry classrooms". Photo: RNZ / Marika Khabazi The government is planning three new primary schools in Canterbury. Two of the schools are planned for the rapidly expanding Selwyn District, while another is planned for the suburb of Halswell in Christchurch. At an announcement in Lincoln, Education Minister Erica Stanford said the $161 million investment in school property in the region would deliver a new 12-classroom primary school at Prebbleton, 52 classrooms at existing schools in Selwyn and the purchase of land for another primary school in Lincoln. There was also funding for 51 new classrooms in Canterbury and the school in Halswell. "The Selwyn community has been loud and clear, they don't have enough classroom space to keep up with demand. We are acting decisively to address this through a comprehensive growth plan to provide certainty and ensure more children can flourish," Stanford said. "Delivering this scale of projects in Canterbury was made possible by the government driving efficiencies in school property delivery. The use of standardised building designs, offsite manufacturing, and streamlining procurement have lowered the average cost of a classroom by 28 per cent. This has allowed 30 per cent more classrooms to be delivered last year compared to the year before. "All Kiwi kids deserve to thrive at school, that starts with warm, safe and dry classrooms. Our priority is getting spades in the ground as soon as possible so schools, families and communities have certainty and benefit sooner." The full list of projects:
Telegraph
21-05-2025
- Politics
- Telegraph
Don't let the zealots ‘decolonise' British history in our schools
The idea that history needs to be 'relevant' is total nonsense. But many teachers seem to disagree. This week, it transpired that a book used by many English primary schools claims that Stonehenge was built by black Britons 7,000 years ago. That assertion is not only inaccurate, but betrays the problem with cack-handed attempts to 'decolonise' the subject. By turning the study of the past into a moral Top 40 in which identity and relevance trump all else, what you are left with is a reflection of 'here today, gone tomorrow' prejudices. It's less history, more a platform for activism. Educational theories trickling down from universities to schools increasingly prioritise relevance – which in today's terms means that history must reflect diversity and be inclusive, whatever that actually means. This is an imposition of values as biased as the imposition of Victorian jingoism 150 years earlier. Decolonisation – the programme to dismantle 'colonial' structures of knowledge – puts cultural orthodoxy above learning. 'The essential tool for studying history is to inhabit the minds of people who think differently to us and understand why they think differently,' says Paul Lay, the author and former editor of History Today. 'The idea of relevance is incredibly anachronistic, because what obsesses us will not obsess future generations and didn't obsess those from the past.' I recall my daughter telling me three years ago how a Year 6 teacher explained that artefacts found at Hadrian's Wall suggested that people from north Africa had made it to Cumbria. All very interesting, except it transpired that her reason for divulging this was to make learning about the Romans 'relevant' to her non-white pupils, since she considered Romans and Britons had a whiteness that did not reflect her classroom. The teacher, who was white herself, explained this to me in these exact terms during a parents' evening. This facile approach was a missed opportunity to show the children something useful: namely that empires are always diverse, that the north Africans travelled as part of a brutal conquering army alongside a system of Roman slavery that existed 2,000 years ago. Instead it was taught as if the pots and pans appeared as the result of a short break for some holidaying Moroccans. All this potential learning was lost in the cause of 'relevancy'. This may explain why the teaching of themes such as the Napoleonic Wars and the Middle Ages is declining in secondary schools. The World Wars and the Norman Conquest, on the other hand, are still popular topics, and there's no shame in that given their formative importance. The teaching of English history is not something to shy away from as if it were an expression of nationalism. The Normans are hardly a celebratory subject (spoiler alert, the English lost). And the suggestion that English children should not learn a majority of English history would be laughed at in other countries. The Policy Exchange report that unearthed the Stonehenge example in the book Brilliant Black British History shows the most popular historical theme taught to 11- to 14-year-olds is the transatlantic slave trade, with 99 per cent of secondary schools covering it, while 96 per cent include the abolition of slavery in their offering. There's great value in teaching the narrative and legacy of Empire, but only if it equips pupils with the ability to put their learning in context, rather than an exercise in a specifically anti-British and anti-West agenda. It's hard to have any trust in the good intentions of the educational elite on that score. While the Policy Exchange report is optimistic about the popularity of the subject, it also cautions that three quarters of training courses for specialist teachers include a module on decolonising the curriculum, suggesting an almost coercive conformity. When you couple that with the priorities of the National Education Union (NEU), which this week announced a workshop to train members how to 'advocate for Palestine in our schools', which will provide 'foundational knowledge on key issues like the Nakba [the Arabic term used to refer to the displacement of Palestinians], settler colonialism, imperialism, and apartheid', the risks of a high degree of politicisation are obvious, not to say worrying. Nothing says 'our priority is the schoolchildren' like holding a day of action at work to highlight the Palestinian struggle for freedom. The NEU website's 'decolonisation' page contains many sweeping and unprovable statements that illustrate the extent to which learning has been subsumed by fuzzy logic, such as: 'Domestic debates about migration would be completely different if they were informed by a shared understanding of Empire.' How could it possibly know the truth of this statement and what exactly is a 'shared understanding of Empire'? The enquiring mind must acknowledge there can be no such thing. It is mere indoctrination. 'Part of the success of podcasts such as The Rest Is History is that they tell these stories in a really exciting way and do not concentrate on relevance and identity,' says Lay. 'The best history is great storytelling and then you leave it to the reader or the listener to decide what is important about them. History is already relevant.' Studying history is the best way of equipping a young person for a lifetime of enlightenment. It is not neutral – it is a succession of choices – which is why it is so important to be conscious of those choices and to step back from ideology wherever possible, especially ideology that is so overtly of the 'now'. If you tell people what to think, you make them unthinking. You tell them what to think, but not how. If you approach history as a way to apply the moral judgments of today as if this were some kind of long-overdue reckoning, you end up doing exactly the thing you profess to oppose: equating your values with 'progress' as if they were set in stone and everything that preceded it was a mistake. History should be the tool of a skilled worker, not a blunt instrument. And even Neolithic people managed to build Stonehenge.
The Sun
20-05-2025
- Health
- The Sun
Major change to primary school dinners for millions of kids with key lunch staples facing BAN to promote healthy eating
A MAJOR change to school dinners for millions of primary-age kids will see key foods banned, new plans reveal. To promote healthy eating, big changes have been proposed to primary school menus in Wales. 2 2 The Welsh Government is proposing changes on what food can be served in schools from 2026-27 in a consultation launched on Monday. Fruit juice, white bread, and sugary cereals are among the food and drink to be binned. The proposed plans will also see limits on sugary puddings, cheese and processed meats such as gammon. However, red meat and fish must be served once a week. The mooted changes will also see more fruit and vegetables on primary school menus. This is in an effort to reduce saturated fats and sugars and help pupils meet their five fruit-and-veg a day. Fried chips can also only be served once a week under the plans and bread, pasta and noodles must be at least 50 per cent wholegrain. There would also be changes to portion sizes, moving away from the current one-size-fits-all approach for primary-aged children. Smaller meals will be served to infants with larger portions for those of junior age. The junior portions will be approximately three-quarters of an adult portion while an infant portion is roughly half of an adult portion. Pizza and macaroni cheese, where cheese is the primary source of protein, will only be served twice a week. These changes have been proposed in line with UK dietary guidelines, the Welsh Government have said. The plans come amid health risk concerns over rising obesity levels in children. In Wales, a quarter of children aged four and five are now categorised as overweight or obese. Kids look horrified as they eat school dinners that British over-50s miss most A quarter of children also start primary school overweight and experts say "many children aren't getting the balanced nutrition they need to thrive." At least two portions of vegetables (not including potatoes), one of which can be a salad, must be provided each day with six varieties provided each week. At least one portion of fruit/fruit salad must also be provided to children each day with at least four varieties per week. There must also be three different types of starchy carbs provided each week and no more than three portions of sweetened baked products and desserts. Further food and drink changes have also been proposed to primary school breakfasts. This also includes changes to primary school breakfasts such as cereals as well as the type of milk they can drink with fruit juice set to be banned. A spokesperson for the Welsh Government outlined the changes, saying: "The new proposals will ensure children are offered nutritionally-balanced school food and drink and that healthy eating is promoted in schools with the aim of improving health, wellbeing, and attainment. "The evidence shows that, on average, children eat too much sugar and don't eat the recommended amounts of fruit, vegetables, and wholegrains. "This contributes to health issues such as childhood obesity and currently one in four reception-aged children are categorised as overweight or obese." The Welsh Government has reviewed regulations on school food nutrition, which applies in all Welsh maintained schools, according to The Healthy Weight: Healthy Wales strategy. With the rollout of universal primary free school meals in Wales, they said they are fulfilling their commitment to the strategy starting with primary schools. I'm a school dinner lady - people ask us the weirdest questions They added that it was a more complex issue in secondary schools, however, with "more information" required before any changes are made for older children. The spokesman added: "The eating patterns in secondary schools are more complex due to the popularity of grab-and-go options and the wide variety of foods being available during both morning and lunch breaks. "We're gathering data on consumption habits and issuing a call for evidence as part of this consultation to better understand these settings." The plans have been welcomed by Public Health Wales. Consultant in public health, Rachel Bath, said that the regulations were a "vital step" in ensuring school food supports children's lifelong eating habits. She added: "We know there is work to do to give all children access to nutritious meals alongside food education and positive dining experiences. Key proposals for primary school menus in Wales: Vegetables, fruit, and starchy carbohydrates Currently at least one portion of vegetables or salad must be provided each day and at least one portion of fruit, fruit salad, or fruit juice must be provided each day and there is no regulation on wholegrain carbs and white bread. If proposals are agreed the following bans and changes would be enforced: At least two portions of vegetables (excluding potatoes), one of which can be a salad, must be provided each day. At least six varieties must be provided each week. At least one portion of fruit/fruit salad must be provided each day. At least four varieties must be provided each week. At least three different types of starchy carbs must be provided each week. At least one portion of pasta, noodles, or rice serving which must contain at least 50% wholegrain. All bread must contain at least 50% wholegrain. Meat, processed meat, and fish: Under current regulations meat cuts must be provided on at least two days each week. Processed meat products (like sausages or burgers) must not be served more than twice a week while a portion of fish must be provided at least once each week and a portion of oily fish must be provided at least twice during any four-week period If proposals are agreed the following bans and changes would be enforced: Red meat (like beef or lamb) must be served at least once a week but not more than twice a week. White meat would be unlimited in the amount it can be served. Processed meat products must not be served more than once a week with ham and bacon to be counted as processed meat products, which they weren't before. At least one portion of fish must be provided each week. A portion of oily fish must be provided at least once every four weeks. All fish must be sustainably caught. Meat and fish alternatives and cheese-based meals for non-meat options: There are no regulations for these currently but if proposals are agreed the following changes and bans would be enforced: No more than two portions of processed alternatives to meat and fish can be provided each week. Meals where cheese is the main protein source (like cheese pizza, macaroni cheese, or cheese bake) cannot be served more than twice per week. Potato and potato products and deep-fried and flash-fried food: Currently a portion of potato or potato product which is cooked in fat or oil must not be provided more than twice each week while a portion of food (excluding potato and potato products) including prepared, coated, battered and breaded food products, deep-fried or flash-fried on school premises or during the manufacturing process, must not be provided more than twice each week. If proposals are agreed the following changes and bans would be enforced: No more than two portions of potato or potato products cooked in fat or oil can be provided each week. Of these two portions only one can be deep fried each week. No more than one portion of deep-fried or flash-fried food (excluding potato and potato products) can be provided each week. Sweetened baked products and desserts, fruit and veg in desserts, and pastry or pastry products: Currently there is no regulation on how many portions of sweetened baked products and desserts can be provided each week or how often pastry and pastry products are served although a fruit-based pudding must be provided at least twice each week. If proposals are agreed the following changes and bans would be enforced: No more than three portions of sweetened baked products and desserts can be provided each week. All desserts must contain or be accompanied by a minimum of 20g /40g (infant/junior) of fruit/veg or minimum of 10g/15g (infant junior) of dried fruit. No more than one portion of pastry and pastry products must be provided each week. Drinks: Currently fruit juice is allowed and nursery-aged children can have semi-skimmed or whole milk while primary-aged learners must have semi-skimmed or skimmed milk. Still or carbonated water can be served. If proposals are agreed the following drinks can and can't be served: Plain water (still or carbonated) is in while fruit juice is out. Nursery-aged children can have semi-skimmed or whole milk but primary aged children must have semi-skimmed, 1% fat, or skimmed milk. Plant-based drinks must contain added calcium but no other added substances. Fruit juice is no longer classified as portion of fruit and is not permitted. Breakfast: Under current regulations milk-based drinks or yoghurts are served but cereals coated or flavoured either alone or in combination with sugar or chocolate or cocoa powder are already banned so the changes would be to bread. If proposals are agreed the following menus would be enforced: Milk and plain plant-based drinks to be served. Cereals can be served but not those coated or flavoured with sugar, chocolate, or cocoa powder or in any combination of those ingredients. Breads (at least 50% wholegrain) and toppings can be served. Portion sizes: Currently there is only one meal portion size for all primary pupils aged from nursery/reception to year six If the changes are agreed two separate portion sizes – juniors and infants - would be served: Junior portions will be approximately three-quarters of an adult portion and infant portions approximately half of an adult portion. "These changes not only support children's health but also contribute to a more sustainable food system and local economy. "With continued collaboration and clear oversight, school food can be a powerful driver of long-term health and wellbeing in Wales.' The plans will help both the NHS and children, according to Education secretary Lynne Neagle, saying good nutrition is crucial in helping young people "perform at their best". She said: "Our evidence-based changes to school food rules will help give Welsh children the best start in life while supporting Welsh producers and nurturing a generation of healthy eaters to safeguard the future of our NHS." The consultation on proposed changes to the Healthy Eating in Schools (Nutritional Standards and Requirements) (Wales) Regulations 2013 will last for ten weeks, starting from May 20. Neagle added: "We want to build on the good work already happening to further ensure every child in Wales has access to healthy food. "This is why I want to hear from parents, teachers, suppliers, and young people. "By working together we can create school food standards that work for everyone – supporting our children's health today and for their future.'
Yahoo
17-05-2025
- Entertainment
- Yahoo
Were you in the Class of 94 in Bolton? See if you can spot yourself
Ah, the good old class photo. A record of your schooldays and something that always makes the kids chuckle. In 1994, the Bolton News sent a photographer around the primary schools in Bolton to capture the latest intake. We have put together a selection of those class pictures. If you were in the Class of 94 see if you can spot yourself or recognise someone.
Irish Times
16-05-2025
- Health
- Irish Times
Smartphones for children ‘not a human right', public meeting on a ban in primary schools is told
Parents have been asked to sign up to a pledge to keep smartphones away from their children until they have, at least, finished primary school. Some 250 parents from 13 primary schools in North Dublin attended a meeting at the Dublin 7 Educate Together National School where it was suggested that peer pressure to own a phone would be a lot less if parents agreed collectively to a ban. The initiative has already taken place in Greystones, Co Wicklow and in Killarney, Co Kerry where schools have combined to adopt a smartphone-free childhood policy within local schools in the towns. The draft pledge proposed to schools in the Dublin 7 and Dublin 15 areas commits a smartphone-free children for the duration of primary school with the caveat: 'I/we understand that basic phones [call/text only] may be necessary for some families, but smartphones with internet access and apps will be delayed until, at least, secondary school.' READ MORE Pelletstown Educate Together National School principal Caitríona Ní Cheallaigh said a survey among parents locally showed overwhelming support for a ban on smartphones for younger children though parents are divided by the time children get to sixth class. She suggested that it is not enough for parents in one school to ban smartphones, it has to be a community-wide given the interactions between children from different schools. 'We are hoping that this community initiative will enable parents to know that their child will not be the only one who does not have a phone.' Children and Adult Mental Health Services senior clinical psychologist Dr Eleanor Griffith said she has never heard of a parent who was glad to have given their child a mobile phone. 'Generally, they say it is because of peer pressure because their child isn't left out,' she explained. 'We see a big impact on sleep and that has a knock-on effect on their mental health. Young children are struggling to sleep because they are on devices all the time.' Psychotherapist Dr Colman Noctor said having a smartphone is not a 'human right'. You have to earn the right by showing responsibility and children have to be given the time to be responsible with smartphone, he explained, and self-regulation of smartphone use for children is 'next to near impossible' when adults are also struggling. 'Bans are not the answer, but they might buy time for children and young teenagers to be ready for it rather than giving them to them when they are socially and emotionally incapable of navigating things like that.' He said that while issues around cyberbullying, access to pornography and grooming often get the most attention around smartphones and children, the effects can be more insidious and widespread. Time spent on smartphones is time that previous generations of children spent with their peers, reading or playing sport outside. 'Teenagers can feel very lonely, empty and a bit directionless because they spend so much time in a place that is so soulless,' he said. 'A lot of the big issues around young people and low life satisfaction are because of constant comparisons and the tyranny of choice.' Parent Fergus McCardle, who has three and six-year-old children, said he is in favour of 'building a collective' around smartphone use. If only one child in a class has access to snapchat, they don't have an outlet to use it if there is a general ban. Claire McInerney, who has two daughters (9 and 14) said she agreed with a smartphone ban until sixth class but there is a 'jump from primary to secondary school and it is a good idea to get them used to having a phone before the end of sixth class so they don't have to navigate all of that while also starting in a secondary school.'
