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A wealth of research evidences the positive impact of the outdoors for young children. Yet there is little relating to the experiences of babies and toddlers who attend daycare settings. This paper offers new knowledge about outdoor provision for under twos in the English context where there is a lack of explicit policy support for outdoor practice. Findings, captured through an online survey from Early Childhood Education and Care (ECEC) settings in one geographically diverse county, reveal a generally positive picture. This suggests that practice is ahead of research. However, the survey also highlights significant variability in outdoor provision. We suggest that, in the absence of a strong policy driver ECEC settings may be inadvertently laying the foundations for inequality of access to the outdoors. Furthermore, a lack of research evidence to inform practice may be contributing to an underdevelopment of the pedagogic value of outdoor environments.

The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers' emotional well-being.

This paper presents the findings of a study concerned with student teachers' perceptions of their role as civic educators. Focusing on student teachers undertaking one-year, pre-service programmes within the secondary age range (11- to 18-years-old) at a large higher education institution in the south of England, the study adopted a mixed methods approach involving a cross-sectional, whole cohort questionnaire and follow-up individual interviews with a small sample of the original cohort. Here we explore the expectations and perceptions of students regarding both preparing pupils for responsible and active citizenship as a general curricular aim, "and" teaching pupils citizenship education as a statutory subject within the English National Curriculum for secondary schools. The research is presented in the context of a mixed picture (in terms of both policy and practice) in English secondary schools, with evidence suggesting that education for citizenship is often taught by non-specialists and that practice is inconsistent across schools. The findings of our research show that the student teachers perceived their role as civic educators to be important, believed that this was a key part of their role as teachers, and that the strength of both perceptions increased over the course of their programmes. The findings also suggest, however, that the student teachers conceptualised education for citizenship in varied and contrasting ways.

The move in England towards extended services was a core part of the educational policy of successive Labour governments throughout the 2000s. Sitting alongside like-minded initiatives, school leaders were encouraged to envision, plan for and operate a range of activities and services aimed at deepening and extending schools' relationships with pupils, families and their communities. Other research evidence has suggested that extended services have had a positive impact in a range of different ways, including pupil attendance and attainment, the engagement with and of families, and closer working with community stakeholders. Drawing on data drawn from interview and self-evaluation across a sample of schools within one local authority, we explore school leaders' perceptions of the impact of extended services on families and communities. With direct funding for extended services being removed, the research and analysis is timely given the need for school leaders to reflect and decide upon the value of maintaining the range of activities and services sitting within their extended services offer.

Background: In England over the last two decades, there has been a growing interest in the role of English schools in developing, facilitating and supporting young people's community participation. A number of policy initiatives have sought to build the capacity and opportunities for youth participation. Research suggests, however, that pupils and schools are often prohibited by significant barriers from becoming involved with community activities, particularly those that might occur beyond the school environment itself. In March 2010, the UK Labour government launched a Youth Community Action initiative for England, piloted across five local authorities, which aimed to involve young people of 14-16 years of age in community action. Following the UK general election in May 2010, the Conservative-Liberal Democrat coalition government terminated these pilots but was quick to announce the launch and piloting of a National Citizen Service for 16-19-year-olds in England. Purpose: Drawing on research conducted with participants in one Youth Community Action pilot project, the aim of this study was to explore the perceptions and understandings of young people regarding their involvement in community action activities and how this compared with the perceptions and understandings of the teachers responsible for co-ordinating such activities. Sample: In the final synthesis, the sample comprised 614 pupil questionnaires, representing a response rate of 24% of the pupils in the nine participating schools. Eleven semi-structured interviews and one focus group interview were conducted with pupils in six of the schools, with a further eight semi-structured interviews conducted with teachers in these six schools. Design and methods: A questionnaire was administered to pupils participating in the Youth Community Action pilot, enabling an exploration of self-reported behavioural attitudes and perceptions. The data collected was analysed thematically, with an identification of common themes in responses. In addition, factor analysis and a series of chi-squared tests of association were carried out. The use of semi-structured interviews, the data from which were analysed thematically, enabled a qualitative exploration of pupils' and teachers' self-reported perceptions of community action activities. Results: The findings of our questionnaires report that those pupils who know more about their local neighbourhood and community are likely to report greater levels of concern for what happens within it. This suggests that pupils' learning about their neighbourhoods and community is likely to be beneficial toward developing affective attachments to them. For the pupils in our data set, simply possessing pro-social behaviours and attitudes was not a sufficient or necessary condition for their community awareness and involvement. It suggests that, at least for a notable number of pupils, active engagement in the community requires cultivation and learning beyond pro-social behaviours. The semi-structured interviews report that pupils identify the school as the key source of information about community engagement opportunities, but also indicate that there is a marked difference in the activities that teachers identify their pupils as having undertaken, and the ability of pupils to vocalise these themselves. A further notable finding was a focus on the practical (time, distance, age constraints) and social (peer pressure) barriers to community action activities to the exclusion of specifically educational (lack of understanding and skills) barriers. Conclusions: Results from this study suggest that schools represent an important source for pupils' community involvement, but that in our sample pupils often lack the vocabulary with which to explain the extent and nature of such engagement. Pupils and teachers identify a range of barriers to and benefits of community involvement, but these do not include a lack of understanding or skills. The research raises important questions in the context of recent policy trends in England. (Contains 3 tables.)