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VIEWS & OPINION


Tolerance: a prerequisite for


peace? Comment by FELICIA JACKSON, Chair of the Learn2Think Foundation


The last few months have seen huge upheavals, the consequences of which are going to be with us for some time. The invasion of Ukraine was a shock to many, especially those Europeans who had hoped that unity had put an end to war. But the consequences of that war, with Ukraine’s crops spoiling in storage, are likely to lead to famine, resource scarcity and a growth in conflict over resources in places scattered around the world. Today, more than ever, we need to think about how we equip our


children with the tools to navigate a complex and volatile world, where political polarisation and the blame game are ever more apparent. In crisis, people need to be able to work together, to trust each other and each other’s end goals, in order to overcome adversity. Conflict is something that goes hand in hand with deprivation and violence, yet it is often driven by intolerance and that makes it imperative to build resilience to such things. One of the best ways to do this is to introduce our children to the idea of tolerance at an early age. Tolerance is a loaded word, and many believe it requires ‘putting up’


with difference, or behaviours that negatively impact others. This is a failure of the imagination. Rather tolerance is about teaching our children, and reminding ourselves, that just because something is different from what you know or believe, doesn’t make it wrong. That people can be misinformed, or base their opinions on different facts than you do, but that in the end we must be open-minded, and open-hearted, enough to find connections on which we can build. It’s important to remember that tolerance means giving other people


the same rights that you want or demand for yourself. Fairness seems to be in short supply today, with children being exposed to daily news about the effects of poverty, racism and more. They hear about restrictions on women’s rights, on deaths due to senseless wars and they need to understand what drives such actions if they are to feel any sense of agency, of power to do things differently in their own lives. Instead of focusing on our differences, on what others have that we


covet, on entitlement and otherization, we need to find new ways to achieve mutual understanding. A focus on what we have in common, from responding to emergencies, doing no harm and building a peaceful future together, can not only transform the way our societies work but help our children build resilience to the vagaries of the modern word and the challenges of growing up. This year Tolerance Day 2022 is focused on exploring ideas around peace and understanding, and building up that knowledge of the vital role that tolerance plays in the bigger picture and in the day to day. Mutual understanding and dialogue underpin a better world. Using the lesson plans, games and tools developed to support tolerance in children can help bring that into the day to day.


The importance of good staff


induction Comment by SIMON CLARK, Content Editor at The Key


A comprehensive and effective induction for new staff will not only help them to feel welcomed and get them up to speed with your school’s culture, but it can also support you in improving your staff retention. Here are some tips for planning effective


inductions this September, so that new employees get on board with your school's culture and objectives, and settle into their role well.


Be clear about who will be responsible for induction This is important, otherwise your programmes could become disorganised. Choose whether to assign one person to be responsible for induction throughout the school or the respective line managers of new starters. Or, you could consider having different people responsible for teaching staff and support staff induction.


Prepare beforehand To ensure a smooth start on the first day, set up IT accounts and internet access and take care of any other administrative tasks before the new member of staff arrives. Make sure you also communicate clearly with them before their first


day, and preempt details that a new starter might be anxious about. For example, when you’re letting them know about arrangements for their first day, also include details such as the dress code and lunchtime procedures. Or include this information in an induction pack that you send in advance to help them prepare.


Make sure induction covers, as a minimum ... • A brief overview of your school and your management structure • Conditions of employment - for example, working hours and holidays • Procedures relating to sickness notification • Health and safety arrangements • Safeguarding


Your designated safeguarding lead (DSL) must cover safeguarding as July/August 2022


early in induction as possible. You should also schedule a second session with the safeguarding lead after 3 to 4 weeks to allow the staff member to ask questions and clarify anything they might not have fully understood.


Provide important documents Make sure you give your new staff all the materials they need to do their job well. This should form their induction pack, and will include things such as their job description, your staff handbook and policies, the school improvement plan, the self-evaluation form, the most recent inspection report and - depending on the role - any relevant subject, departmental or year action plans and handbooks.


Spread the induction out and mix conversation with materials Try to have regular conversations and sessions with the new staff member, as well as providing them with documents. Don’t just point them towards policies and your school website. If practical, it’s a good idea to make sure the induction takes place


across a number of days or weeks, rather than condensing it into one morning or afternoon. This helps to ensure understanding and avoids overloading the new staff member. Cover the essentials on the first day, and leave anything they don't


need to know straight away until later on. It’s also important to make sure your sessions are varied. It’s a good idea to make sure the new staff member has an induction session with everyone they might be working with. Also, give the individual a mix of role-specific and organisation- specific sessions. Once the formal induction is over, informally check in on the new starter every so often to make sure they understand everything.


Provide the member of staff with a 'buddy' Consider assigning new members of staff a peer they can speak to informally about anything involved with induction. You could also consider pairing them up with a pupil, especially if they


are in a teaching role. The ‘pupil mentor’ could meet the teacher/teaching assistant in the first week and answer any questions they have about life at the school from a pupil's perspective.


Evaluate the success of your programme Do an honest evaluation to find out whether your induction programme is having the impact you’re hoping for. Are you getting positive feedback from new staff? What might you change next time to improve your induction for future new starters?


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