e coalition government have pledged to end child poverty by 2020 (Poverty and Social Exclusion, 2014), however, one in five children are still going to school hungry (Pells, 2016). Breakfast clubs and after school clubs are an essential part of educating and providing a meal to children who need it. Specifically, looking at breakfast clubs, improved attendance, learning, healthy eating and social development are shown and exemplifies the importance of each educational setting providing one (Yardley, n.d.). Furthermore, breakfast clubs provide an essential role for children who struggle with social development (Children’s Food Trust, 2016). They can form new friendships and develop trusting relationships with staff.
Based on the findings of Yardley (n.d.) it can be argued that breakfast clubs are primarily taken up by families who are receiving universal credits (Low income families) however, those hard to reach families will only use the clubs if trusting relationships are formed with key members of staff.
Parental engagement benefits both the child and the school in turn the child should attend school regularly and the parent will ask for help when needed. A key aspect of early help hubs is the way the agencies work together for maximum impact to support the parent/carer (Hampshire Safeguarding Children’s Board, 2017). Early help hubs provide support for mental health, housing support and many other issues. Moreover, reach out to those parents with the support required that will in turn ensure the child stays safe, healthy, enjoys and achieves, makes a positive contribution and achieve economic wellbeing (Every Child Matters, 2003).
Emotional intelligence is ‘the ability to identify and manage your own emotions and the emotions of others’ (Goleman, 2012). There are many factors that can affect emotional intelligence and brain development, these can occur whilst the brain is developing in the womb. If a mother is addicted or consumes illicit substances or alcohol whilst pregnant it can interfere with the formation of connections between nerve cells in the cerebral cortex, the part of the brain responsible for higher thinking skills and forming memories (Lewis, 2014). Supporting this Lutz (2017) states ‘the neural connections in an area of the brain associated with the regulation of emotion, attention, and various other cognitive processes are critically impaired’. When a child’s brain development is interrupted by lack of interactions, neglect or substance abuse the synapses do not form. In short childhood abuse, neglect and trauma change the brain structure, impacting on behaviour, emotions and social function (Very well, 2017). This is also known as toxic stress (Centre on the Developing Child, 2017). Toxic stress can evidently lead to various complications, the greater the amount of adverse experiences in a child’s life the likelihood this will affect learning and mental health into adulthood. Jigsaw PSHE (2015) is a whole school approach, essentially allowing the children to express any worries, doubts or difficulties they may have. It allows for diffic
