food education learning landscape · • food education supporting a current whole school food...

Food education learning landscape Teacher research British Nutrition Foundation and the Food Teachers Centre

2

Contents Executive summary 3

Five key themes 4

The impact of the introduction of the national curriculum in 2014 Primary schools Secondary schools

4 6

Food education supporting a current whole school food policy or development plan Primary schools Secondary schools

9 12

The balance of the current curriculum and essential knowledge and skills Primary schools Secondary schools

15 16

Resourcing of food education to provide for the needs of effective delivery of the food curriculum requirements Primary schools Secondary schools

18 20

Challenges Primary schools Secondary schools

22 23

Annex 1: School profiles

25

Survey background The British Nutrition Foundation (BNF) and Food Teacher Centre (FTC) worked with the Jamie Oliver Food Foundation (JOFF) to support the delivery of the Food Education Learning Landscape project. Specifically, BNF and FTC were tasked to develop an online survey to capture the perceptions and state of play with regard to food education from primary and secondary school teachers. The primary and secondary school surveys were based on the questions developed for the Senior Leaders survey (delivered by SchoolZone), with amends to make it more specific to classroom teachers. These amends were agreed by the JOFF, BNF and FTC. The survey was promoted via the BNF and FTC specific teacher mailing lists. The survey was carried our between 5 July and 22 July 2017 and the responses were self-selecting (based on the mailing lists). In total, 338 primary and 1,165 secondary teachers took part in the survey. Not all questions were completed by all respondents.

3

Executive Summary The impact of the introduction of the national curriculum in 2014

• Around two-thirds of primary and secondary school teachers reported that the introduction of Cooking and nutrition in the National Curriculum led to no change or a decrease in lesson length, funding and teaching resource provision.

How far is food education supported by a current whole school food policy or development plan?

• 51% of primary school teachers and 29% of secondary school teachers reported that their school had a current whole school food policy, or a school food development plan covering education.

• 65% of primary school teachers and 28% of secondary school teachers said that the school environment is either ‘very often’ or ‘often’ consistent with a positive school food ethos.

Is the current curriculum balanced and does it prioritise essential knowledge and skills?

• At Key Stages 1 and 2, around half of teachers reported that children receive less than 10 hours on food education per year, with around one-third reporting that children receive around 11-20 hours. At Key Stage 3, 44% teachers reported that pupils receive between 11-20 hours of food education per year. 13% receive 10 hours or less, 23% receive 21-30 hours and 20% receive 30 hours or more.

• In relation to the key themes of the Cooking and nutrition curriculum (i.e. food origins, cooking and healthy eating), primary school teachers reported an emphasis in teaching around healthy eating and nutrition (80%), followed by cooking (60%) and learning where food comes from (57%). Secondary school teachers reported emphasis in teaching around healthy eating and nutrition (95%), cooking (98%) and learning where food comes from (60%).

How sufficient is the resourcing of food education to provide for the needs of effective delivery of the food curriculum requirements, including the national curriculum where compulsory?

• 40% of primary school teachers and 24% secondary school teachers told us that they were unsure of the annual budget for food education. 20% primary teachers indicated that they had between £0 and £100 a year, 18% had between £101 and £299, and 9% had between £300 and £500. In secondary, 35% of teachers reported that the annual budget for food education was between £0 and £999, with 41% reporting budgets over £1000.

• With regard to the delivery of knowledge and skills in Cooking and nutrition, approximately one-third of primary and secondary school teachers agreed that they had sufficient budget, time and facilities and resources.

• 65% of secondary school teachers reported that pupils bring in their own ingredients to practical food lessons, with a further 22% making a financial contribution.

• The majority of secondary school teachers (92%) agree (69% strongly agree) that food education should be taught by specialist teachers.

What are the challenges? • The top challenges in primary and secondary were time, budget and class sizes. • To support change in food education, primary teachers suggested more time and funding

were needed, combined with a space to cook and teacher CPD. In secondary, the emphasis was on longer lessons, funding and smaller classes.

• In relation to helping pupils make healthier food choices, primary and secondary teacher suggested school ethos/whole school food policy development, greater parental engagement and ring-fenced funding.

• Recognition of, and value for, the importance of food education at school and national levels needs to be improved.

4

Time allocated to food lessons

Lesson length

Funding for the subject

Technical support (if available)

Teaching resource provision

Ingredient provision

0%10%20%30%40%50%60%70%

Since Cooking and Nutrition was made compulsory in September 2014, what do you believe the impact has been? (n=175)

Significant increase

Moderate increase

No change

Decrease

N/A

“Thenewprimarycurriculumespeciallyforliteracyand

numeracyhassqueezedsubjectssuchastechnologysothattopicsthatinvolvedcookingwere

removedfromtheschoolplaninsomeyeargroups.Thereisalsolesstimetodopracticalcookingaspartoffoodeducationinscience.”

Primaryteacher

Five key themes Through analysis of the response data into context, five key themes emerged. These were:

• The impact of the introduction of the national curriculum in 2014; • Food education supporting a current whole school food policy or development plan; • The balance of the current curriculum and essential knowledge and skills; • Resourcing of food education to provide for the needs of effective delivery of the food

curriculum requirements; • Challenges.

1. The impact of the introduction of the national curriculum in 2014

Primary

• Around two-thirds of teachers reported that the introduction of Cooking and nutrition in the National Curriculum, led to no change or a decrease in lesson length, funding and teaching resource provision.

• 45% reported either a moderate (37%) or significant increase (8%) in time allocated for food lessons. 33% indicated either a moderate (27%) or significant increase (6%) in lesson length, 24% either a moderate (20%) or significant increase (4%) in funding, and 33% either a moderate (28%) or significant increase (5%) in teaching resource provision.

• When looking to the future, around 60% of teachers told us that they expected no change

in terms of lesson time, funding and resource provision. • 12% said that there would be a decrease in time, 22% a decrease in funding and 15% a

decrease in resource provision. On average, 3% suggested that there would be a significant increase in these areas.

5

• In relation to the status of food, cooking and nutrition education, primary schools reflected

that the position was better in their own school when compared to their local, regional or the UK overall. 30% of teachers reported that the status was ‘adequate’ and 29% reported it as ‘poor’ (24%) or ‘very poor’ (5%). 8% of teachers suggested that the status of food education for the UK was good (8%) or excellent (0%).

• When asked about the state of food, cooking and nutrition education in primary schools, the picture was similar to status. In their own schools, 38% teachers rated it as ‘good (12%) or excellent’ (26%), 32% as ‘adequate’, and 30% rated it as ‘poor’ (24%) or very poor’ (6%).

• Around two-thirds of teachers rated the status and the state of food, cooking and nutrition education in their school as ‘adequate’, ‘poor’ or ‘very poor’.

• The results indicate that the introduction of Cooking and nutrition in the National Curriculum has resulted on no change for the majority of primary schools.

Your school Your region Throughout the UK0%

10%

20%

30%

40%

50%

Overall, how would you rate the STATUS of food, cooking and nutrition education in: (n=177)

Excellent

Good

Adequate

Poor

Very poor


10%

20%

30%

40%

50%

Overall, how would you rate the STATE of food, cooking and nutrition education in: (n=169)

Excellent

Good

Adequate

Poor

Very poor

Time allocated to food lessons

Lesson length

Funding for the subject




0%10%20%30%40%50%60%70%80%

In the next academic year (2017-18), what do you believe will be the effect on the following? (n=174)


Moderate increase

No change

Decrease

N/A

6

Secondary • When asked about the impact of compulsory national curriculum

KS3 D&T Cooking and Nutrition since 2014, 65% of teachers reported no change to the amount of time allocated to lessons, 74% reported no change to lesson length, 64% reported no change to technical support, 68% reported no change to teaching resource provision and 69% reported no change to ingredient provision.

• When asked about funding for the subject, 10% of teachers reported an increase (significant or moderate), 34% reported a decrease and 53% reported no change.

• 20% reported a decrease in the time allocated to lessons, with 11% reporting an increase. 11% reported a decrease in ingredient provision since the introduction of the national curriculum, with 15% reporting an increase.

• When asked about the coming 2017-8 academic year, 47% of teachers expected further decreases in funding; 47% expecting no change and 5% expecting an increase. 22% expect further decreases in time allocated to lessons, with 68% expecting no change and 5.5% expecting an increase. Decreases in technical support are expected by 26% of those surveyed, with 65% expecting no change and 5% expecting an increase. 23% expect a reduction in teaching resources, 23% expect no change and 6% expect an increase.

Time allocated to lessons

Lesson lengths Funding for the subject




0%

10%

20%

30%

40%

50%

60%

70%

80%

Since Cooking and Nutrition was made compulsory in September 2014, what do you believe the impact has been on: (n=811)


Moderate increase

No change

Decrease

N/A

“AtKS3.eachpupilreceivesone1fullday’slessonperyear,Iwouldliketoseefarmoretimeallocatedtothe

subject.”Secondaryfoodteacher

“IwouldlikeallstudentstofollowthecurriculumtoatleastKS3,atpresentitisanoptionallthroughschool.”Secondaryfoodteacher

7

• With regards to ingredients, 71% expected no change to ingredient provision, 19% expected a decrease and 7.5% expected an increase. Lesson length was mostly expected to stay the same with 80% of teachers expecting no change for the coming 2017-8 academic year, 3.5% expecting an increase and 13% expecting a decrease.

• When asked to rate the ‘status’ of food, cooking and nutrition education, 53% of those surveyed rated their own school good or excellent (41% and 12% respectively) with 29% rating it adequate and 19% rating their own school as poor (14%) or very poor (5%). When answering the same question, but for the region that the teacher’s school is situated, 31% rated their region to have good (30%) or excellent (1%), 48% rated it as adequate and 21% rated it as poor (19%) or very poor (2%). With regard to the whole of the UK, 17% teachers indicated that it was good or excellent, 43% as adequate, and 40% as poor (35%) or very poor (5%).

• The survey also asked teachers to rate the ‘state’ of food, cooking and nutrition education within their own school, region and UK. Over three quarters (78%) of teachers rated their own school to have an excellent (19.5%) or good (48.5%) state of food, cooking and nutrition education. 24% described the state as adequate and 8% described it as poor (6%) or very poor (2%).

Time allocated to lessons

Lesson length Funding for the subject




0%10%20%30%40%50%60%70%80%90%

In the next academic year (2017-18) what do you believe will be the effect on the following? (n=802)

Significant increaseModerate increaseNo change

Decrease

N/A


10%

20%

30%

40%

50%

60%

Overall, how would you rate the STATUS of food, cooking and nutrition education in: (n=808)

Excellent

Good

Adequate

Poor

Very poor

“TimeforKS3hasbeencutforthenextacademicyearandGCSEisnotbeingallowedto

runforYear10.”Secondaryfoodteacher

8

• For the region, 38% described the state of food, cooking and nutrition education to be

excellent (1%) or good (37%), 47% described it as adequate and 14% described it as poor (13%) or very poor (1%). Throughout the UK the figures were 1% for excellent, 21% for good, 46% for adequate, 27% for poor and 4% of the teachers surveyed described the state of food, cooking and nutrition education within the UK as very poor.


10%

20%

30%

40%

50%

60%

Overall, how would you rate the STATE of food, cooking and nutrition education in: (794)

Excellent

Good

Adequate

Poor

Very poor

9

“AsthehealthySchoolsco-ordinatorchangedlastyearthepromotionandinterestinfoodeducationhaschangedresultinginadecreasedfocus

onthisarea.”Primaryteacher

2. How far is food education supported by a current whole school food policy or

development plan?

Primary a) Policy or plan in place • 51% teachers reported that their school had a

current whole school food policy, or a school food development plan covering education. 35% reported that the school did not, and 14% were unsure.

• For those schools that did report to have a policy or plan, 90% teachers ‘agreed’ or ‘strongly agreed’ that the policy/plan reflected the government’s obesity plan of action. 80% ‘agreed’ or ‘strongly agreed’ that their plan supported the prevention of dental caries (13% ‘disagreed’ or ‘strongly disagreed’). 70% ‘agreed’ or ‘strongly agreed’ that the policy/plan is shared widely with the school community (23% ‘disagreed’ or ‘strongly disagreed’).

b) SLT/Governor support • Around half of teachers (47%) ‘agreed’ or ‘strongly agreed’ that

their school governing body is actively engaged in supporting and monitoring our school food practices. 41% indicated that they ‘disagreed’ or ‘strongly disagreed’.

• When asked whether their school has a member of the senior leadership team (SLT) who leads on (school food and) school food education, 47% teachers ‘agreed’ or ‘strongly agreed’ and 43% ‘disagreed’ or ‘strongly disagreed’.

• 51% teachers ‘agreed’ or ‘strongly agreed’ that a relevant member of SLT is familiar with the new curriculum guidance on teaching cooking and nutrition at KS1-2, with 32% either ‘disagreeing’ or ‘strong disagreeing’ (17% indicated that they were ‘unsure’).

Our school food policy or school food development plan reflects

the government's obesity plan of action

Our school food policy or school food development plan supports the prevention of dental caries in

pupils

Our school food policy or school food development plan is shared

widely with our school community (e.g. via our school

website, leaflets or posters around school)

0%

10%

20%

30%

40%

50%

60%

For each of the following statements, please tick one box only to indicate how strongly you agree or disagree. (n=122)

Strongly agree

Agree

Disagree

Strongly disagree

Unsure/no policy

Yes No Unsure0%

10%

20%

30%

40%

50%

60%

Does your school have a current whole school food policy or a school food development plan

covering food education? (n=266)

10

c) School food • Around two-thirds of teachers (63%) ‘agreed’ or ‘strongly agreed’ that monitoring

compliance with School Food Standards is undertaken on a regular basis, with 20% indicating that they ‘disagreed’ or ‘strongly disagreed’.

• 8 in 10 teachers ‘agreed’ or ‘strongly agreed’ that they actively work with their school caterers to ensure that School Food Standards were met, with 1 in 10 indicating that they ‘disagreed’ or ‘strongly disagreed’.

• 52% teachers ‘agreed’ or ‘strongly agreed’ that the senior leadership team takes regular steps to ensure that all adults working with pupils before and after school hours are aware of the current school food standards, with 34% indicating that they ‘disagreed’ or ‘strongly disagreed’.

d) Ethos and environment • 65% teachers said that the school environment is either ‘very often’ or ‘often’ consistent

with a positive school food ethos, with 34% suggesting that it was only ‘sometimes’ or ‘rarely’. 1% indicated ‘never’.

• 48% teachers ‘agreed’ or ‘strongly agreed’ that their staff often eat alongside pupils at lunchtime. 38% ‘disagreed’ or ‘strongly disagreed’ and 14% said ‘never’.

• One-third (31%) said that a change in school ethos could help better support their pupils making healthier choices.

Our school governing body is actively engaged

in supporting and monitoring our school

food practices

Our school has a member of the senior leadership

team who leads on (school food and) school

food education

We monitor our compliance with School Food Standards on a

regular basis

We actively work with our school caterers to ensure

we meet School Food Standards

The senior leadership team takes regular steps to ensure that all adults

working with pupils before and after school hours are

aware of the current school food standards

0%5%

10%15%20%25%30%35%40%45%50%

For each of the following statements, please tick one box only to indicate how strongly you agree or disagree: (n=227)

Strongly agree Agree Disagree Strongly disagree Unsure

0%

5%

10%

15%

20%

25%

30%

35%

For the following statement please indicate, on average, how often your school environment is consistent with a positive whole school food

ethos: (n=228)

Very often Often Sometimes Rarely Never

11

e) Rewards, fund-raising and celebrations • 26% teachers ‘agreed’ or ‘strongly agreed’ that their school rewards include biscuits, buns,

cakes or sweet treats. 38% ‘disagreed’ or ‘strongly disagreed’. 36% said ‘never’. • 85% teachers ‘agreed’ or ‘strongly agreed’ that their school fund-raising activities include

the sale of biscuits, buns, cakes or sweet items. 8% ‘disagreed’ or ‘strongly disagreed’ and 7% said ‘never’.

• 6 in 10 teachers (58%) ‘agreed’ or ‘strongly agreed’ that their school celebration activities include the consumption of biscuits, buns, cakes or sweet items. 27% ‘disagreed’ or ‘strongly disagreed’. 15% said ‘never’.

f) Teaching and learning • 65% teachers ‘agreed’ or ‘strongly agreed’ that the school

followed the National Curriculum for food education. One-third indicated that they either ‘disagreed’ or ‘strongly disagreed’ (20%) or that they were ‘unsure’ (15%).

• When asked to indicate how often a pupil has the opportunity to learn about food, cooking and nutrition in different environments, 24% teachers indicated that pupils never learn in the school garden or allotment, with 34% reporting ‘1-2 times/year’ (with the remaining saying more frequent).

• A quarter of teachers (24%) ‘agreed’ or ‘strongly agreed’ that most staff received CPD in the last three years to deliver food education. Two-thirds (63%) either ‘disagreed’ or ‘strongly disagreed’, with a further 13% indicating that that they were ‘unsure’.

• 8 in 10 teachers (78%) ‘agreed’ or ‘strongly agreed’ that their cooking club is mostly based around healthy dishes as part of a varied and nutritious diet. 1 in 10 (10%) ‘disagreed’ or ‘strongly disagreed’ and 1 in 10 (12%) said ‘never’.

“WehaveadedicatedfoodroomtocookinalongwithadedicatedTAwhodeliverscookingacrosstheschoolencouragingchildrentoparticipateandtrynewthings.Shealsorunsdemonstrationsonourcelebrationeveningsforparentsandvisitors.”Primaryteacher

12

Yes No Unsure0%

10%

20%

30%

40%

50%

Does your school have a current whole school food policy or school

food development plan covering food education? (n=1028)

Secondary a) Policy or plan in place • 29% of teachers surveyed reported that their

school had a current whole school food policy or school food development plan covering food education, with around half (46%) saying that their school did not. 25% were unsure.

• When asked about school policy, three-quarters (75%) of teachers indicated that their school policy or development plan reflected the government’s obesity plan of action, with 14% disagreeing.

• 65% of those surveyed agreed that their school policy or development plan reflected the prevention of dental caries (12% strongly agreed), with 20% disagreeing (3% strongly).

• Teachers were also asked whether their school policy or school food development plan is shared widely with their school community. 41% agreed that it was shared widely (8% strongly), whilst 36% disagreed that it was.

b) SLT/Governor support • 24% of those surveyed reported that their school governing body

is actively engaged in supporting and monitoring food school practices. Over half (55%) disagreed (20% strongly) that the governing board of their school was engaged.

• 17% reported that their school has a member of the senior leadership team who leads on school food education. 70% disagreed (33% strongly). When asked further about the senior leadership team within their school, 26% agree (22%) or strongly agree (4%) that the senior leadership team is familiar with the new curriculum guidance on teaching cooking and nutrition KS1-3.

Our school food policy or school food development plan reflects the government's obesity plan

of action

Our school food policy or school food development plan supports the prevention of dental caries

in pupils

Our school food policy or school food development plan is

shared widely with our school community (e.g. via our school

website, leaflets or posters around school)

0%

10%

20%

30%

40%

50%

60%


Strongly agree

Agree

Disagree

Strongly disagree

Unsure

“WehaveastudentfoodteamwhofeedbackontheschoolfoodinthecanteenandfollowtheSchoolFoodPlanbutnotallparentsandstaffare

supportive.Wehavethegoldhealthyeatingaward.”Secondaryfoodteacher

13

c) School food • 17% teacher ‘agreed’ (13%) or ‘strongly agreed’ (4%) that their school monitored

compliance with School Food Standards on a regular basis. 44% disagreed (28%) or strongly disagreed (16%), and 24% were ‘unsure’.

• 35% of teachers indicated that their schools work actively with school caterers to ensure they meet School Food Standards, 47.5% disagreed (of which 20% disagreed strongly).

• Almost three quarters (73%) disagreed with the statement that the senior leadership team takes regular steps to ensure all adults working with pupils are aware of the current School Food Standards, with 14% agreeing with the statement.

d) Ethos and environment • 33% of teachers agreed (29%) or strongly agreed (14%) that staff eat alongside pupils

at lunchtime. 15% reported that this ‘never happened’ and 42% disagreeing it happened often.

• 28% of teachers indicated that their school environment was often (23%) or very often (5%) consistent with a positive whole school food ethos. 28% reported that this was rarely (25%) or never (3%).

Our school governing body is actively engaged

in supporting and monitoring our school

food practices

Our school has a member of the senior leadership team who leads on (school food

and) schools food education

We monitor our compliance with School Food Standards on a

regular basis

We actively work with our school caterers to ensure

we meet School Food Standards

The senior leadership team takes regular steps to ensure that all adults

working with pupils before, during and after school hours are aware

of the current School Food Standards

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


Strongly agree Agree Disagree Strongly disagree Unsure

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

For the following statement please indicate, on average, how often your school environment is consistent with a positive whole food ethos: (n=929)

Very often Often Sometimes Rarely Never

14

e) Rewards, fund-raising and celebrations • 86% agreed (44%) or strongly agreed (42%) that biscuits,

buns, cakes or sweet items were used in fund raising activities. 53% agreed (37%) or strongly agreed (16%) that they were included in school rewards and 68% agreed (46%) or strongly agreed (22%) they were used within school celebration activity.

f) Teaching and learning • 86% of teachers told us that they follow the national

curriculum guidance for food education. • Over half (52%) agreed (23% strongly) that staff had

received CPD in the last 3 years to enable them to deliver food education and to enhance their understanding of a good school food culture.

• 95% reported that a food technology classroom was the main place where food education took place.

• 60% reported that a cooking club was offered to year 7 students (this dropped to 58% in Year 8 and 46% in Year 9). 29% reported that a gardening/allotment club was offered (30% in Year 8 and 24% in Year 9).

• 52% of teachers agreed (34%) or strongly agreed (18%) that their cooking club was mostly based around healthy dishes with around a third (33%) disagreeing with the statement.

“Iworksohardtodeliveracomprehensiveeducationtothepupilsbutfindit

constantlyunderminedbysweetsbeingusedas

rewards,cakesandothergoodiesbeingsoldinthetuckshopandfoodthat

floutstheSchoolFoodPlan–becauseit’sbeenrequestedbytheheadmaster.”

Secondaryfoodteacher

15

3. Is the current curriculum balanced and does it prioritise essential knowledge and skills?

Primary

• At Key Stages 1 and 2, around half of teachers reported that children receive less than 10 hours (on average) on food education (53.5% and 57.6% respectively), with around one-third reporting that children receive around 11-20 hours. The amount of time spent on food education reduces slightly from Key Stage 1 to Key Stage 2.

• On average half of the teachers reported that children engage with learning about food, cooking, growing or healthy eating 1 to 2 times a year. 1 in 10 schools told us that they never engaged with learning about food, cooking, growing or healthy eating, while 1 in 10 schools reported that they engaged more than twice a month.

• In relation to the key themes of the Cooking and nutrition curriculum (i.e. food origins, cooking and healthy eating), teachers reported a ‘significant’ or ‘moderate’ emphasis in teaching around healthy eating and nutrition (80%), followed by cooking (60%) and learning where food comes from (57%). Around 1 in 10 teachers reported a low emphasis in cooking and learning where food comes from.

• In relation to the promotion of cooking predominately savoury dishes, 50% teachers said there was a ‘significant’ or ‘moderate’ emphasis. 28% indicated that sweet dishes had a ‘significant’ or ‘moderate’ emphasis.

• Sensory tasting work was had a ‘significant’ or ‘moderate’ emphasis reported by 57% of teachers (13% reported a ‘low’ emphasis). Learning about food choice had a ‘significant’ or ‘moderate’ emphasis reported by 56% of teachers (19% reported a ‘low’ emphasis).

KS1 KS20%

20%

40%

60%

80%

In your school, how much time per school year, on average, is spent on food education? (n=195)

Less than 10 hours

11-20 hours

21-30 hours

More than 30 hours

Healthy eating/nutrition theoryFood safety and hygiene

Practical skills and cooking techniquesCooking savoury dishes

Cooking sweet dishesWhere food comes from (including …

Meal planningFood choice

Food commoditiesFood product development

Food product manufacturingFood science

Sensory work, including tasting

0% 10% 20% 30% 40% 50% 60%

Please rate the emphasis of the following in your food teaching: (n=188)

N/A

Low emphasis

Some emphasis

Moderate emphasis

Significant emphasis

“Ensuringchildrenlearnthecorrectskillsandtechniquesandexperiencepracticalcookinglessonsrather

thanateacherobservationofit.”Primaryschool

teacher

16

• Two-thirds of teachers reported that they had a gardening club at Key Stages 1 and 2. • Half the teachers reported that they have a cooking club at Key Stage 1, and two-thirds

reported a cooking club at Key Stage 2. Secondary

• On average, 44% teachers reported that pupils receive between 11-20 hours of food education per year at Key Stage 3. 13% receive 10 hours or less, 23% receive 21-30 hours and 20% receive 30 hours or more. Around 50% of pupils in Year 7 and Year 8 receive 11-20 hours per year. Teachers reported an increase in time during Year 9.

• In relation to the key themes of the Cooking and nutrition curriculum (i.e. food origins, cooking and healthy eating), teachers reported a ‘significant’ or ‘moderate’ emphasis in teaching around healthy eating and nutrition (95%), cooking (98%) and learning where food comes from (60%).

• In relation to the promotion of cooking predominately savoury dishes, 96% teachers said there was a ‘significant’ or ‘moderate’ emphasis. 33% indicated that sweet dishes had a ‘significant’ or ‘moderate’ emphasis.

• Learning about food choice had a ‘significant’ or ‘moderate’ emphasis reported by 67% of teachers (6% reported a ‘low’ emphasis). Sensory tasting work was had a ‘significant’ or ‘moderate’ emphasis reported by 70% of teachers (6% reported a ‘low’ emphasis).

• Work on food science had a ‘significant’ or ‘moderate’ emphasis reported by 57% of teachers, most likely due to the changes at GCSE with the inclusion of food science and investigations (13% reported a ‘low’ emphasis).

Year 7 Year 8 Year 90%

10%

20%

30%

40%

50%

60%

In KS3, how much time per school year, on average, is spent on food education per pupil? Tick on box for each year group. n=656

Less than 10 hours

11-20 hours

21-30 hours

More than 30 hours

Healthy eating/nutrition theoryFood safety and hygiene

Practical skills and cooking techniquesCooking savoury dishes

Cooking sweet dishesWhere food comes from (including …

Meal planningFood Choice

Food commoditiesFood product development

Food product manufacturingFood science

Sensory work, including tasting

0% 20% 40% 60% 80% 100%

Please rate the emphasis of the following in your food teaching: (n=853)

N/A

Low emphasis

Some emphasis

Moderate emphasis

Significant emphasis

“Moreemphasisonhealthyeating,balanceandnutrition.Teachingaboutmanufacturing

andtechnology…seemsirrelevanttostudents.Morepracticaltimetolearnskillsis

needed.”Secondaryfoodteacher

17

Examinations and Qualifications offered • 76% teacher reported that they offered the new GCSE Food Preparation and Nutrition, with

34% indicating that level 2 vocational awards were offered. • Comments by teachers indicate that the number of option groups and the number of high

ability students have reduced due to Progress 8 and EBACC measures, thus the overall numbers of students continuing to study food beyond Year 8 is reducing. Teachers also commented on the lack of A level reducing the status of food in the school.

18

4. How sufficient is the resourcing of food education to provide for the needs of

effective delivery of the food curriculum requirements, including the national curriculum where compulsory?

Primary

a) Professional development • Teachers were asked to self-rate their own confidence and

competence in delivering key themes of the Cooking and nutrition curriculum.

• 8 out of 10 teachers rated themselves as either ‘excellent’ or ‘good’ for the areas of healthy eating (85%), cooking (82%) and where does food come from (75%).

• Around 5% reported of teachers indicated that professional development was required.

b) Who delivers food education? • Teachers reported that at Key Stage 1, teaching assistants and parents were involved

more than classroom teachers. At Key Stage 2, outside providers are more involved that the classroom teacher.

c) Planning food education • 63% teachers reported that they plan food education together either ‘sometimes’ or ‘rarely’,

with 20% of teachers reporting ‘never’. • 50% teachers told us the food education was taught via cross-curricular themes. • 28% indicated that food was taught as a specific curriculum subject either ‘very often’ or

‘often’. • 28% teachers told us that food was taught via after school clubs either ‘very often’ or

‘often’. • 36% teachers told us that the pupil premium or additional funding was used to provide

ingredients to some pupils. Two-thirds of teachers indicated that they provide ingredients for all pupils, as well as those who are unable to do so, either ‘very often’ or ‘often’.

d) Time and budget considerations • Over the last three years, 44% of teachers indicated that the amount of time for food

lessons increased, 34% said it had stayed the same and 22% reported that it had reduced. In the same time period, the budget stayed the same for 39% of the teachers, reduced for 36% and increased for 25%.

Over the last three years, the amount of lesson time spent on food education has...

Over the last three years, the budget for food education in my school has...

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Please tick one box only to indicate how much the budget and time allocated for food education at KS1 and KS2 in your school has changed over the last

three years: (n=188)

Increased a lot

Increased a little

Stayed about the same

Reduced a little

Reduced a lot

“Resourceandtrainingforallschoolstafftobeprovidedfreeofchargeinstaffmeetingssothatmorestaffareinformedaboutthenewrequirementsandwhattospendmoneyontoensurecurriculumdeliveredmore

effectively.”Primaryschoolteacher

19

• At Key Stages 1 and 2, around half of teachers reported that children receive less than 10 hours (on average) on food education (53.5% and 57.6% respectively), with around one-third reporting that children receive around 11-20 hours. The amount of time spent on food education reduces slightly from Key Stage 1 to Key Stage 2.

• 40% of teachers told us that they were unsure of the annual budget for food education. 20% of teachers indicated that they had between £0 and £100 a year, 18% had between £101 and £299, and 9% had between £300 and £500.

e) To deliver the knowledge and skills identified in Cooking and nutrition in the National Curriculum

• 29% teachers agreed or strongly agreed that they had sufficient budget (60% disagreed or strongly disagreed).

• 25% teachers agreed or strongly agreed that they had sufficient time (70% disagreed or strongly disagreed).

• 45% teachers agreed or strongly agreed that they had sufficient facilities and resources (51% disagreed or strongly disagreed).

£0 £1 - £50 £51 - £100 £101 -£299

£300 -£500

£501 -£999

£1000 -£2000

£3000 -£4000

£4000+ Unsure0%

10%20%30%40%50%

What is your approximate ANNUAL budget for food education in your school? (n=198)

There is sufficient school budget to deliver all of the knowledge and

skills identified in the national curriculum for cooking and

nutrition

There is sufficient time allocated in the timetable to deliver all of the knowledge and skills identified in

the national curriculum for cooking and nutrition

There are sufficient facilities and resources available in our school

to deliver all of the knowledge and skills identified in the national

curriculum for cooking and nutrition

0%5%

10%15%20%25%30%35%40%45%

Please tick one box only to indicate how strongly you agree or disagree with each of the following statements: In my school, at KS1 and KS2...

Strongly agree

Agree

Disagree

Strongly disagree

Unsure

“Tohavebetterfacilitiestoenableaclasstobetaughtfoodasatpresentitisdifficultwithonecookerfor30children.”Primaryschoolteacher

20

Secondary a) Professional development • When asked to rate how competent and confident they felt in delivering key areas of the

curriculum. 94% teachers rated themselves as either ‘excellent’ (68%) or ‘good’ (26%) for healthy eating and nutrition; 93% teachers rated themselves as either ‘excellent’ (68%) or ‘good’ (26%) for practical skills and cooking; and 81% teachers rated themselves as either ‘excellent’ (68%) or ‘good’ (26%) for where food comes from. Only the area of ‘food safety and hygiene’ was rated above 80% for ‘excellent’.

b) Who deliveries food education? • The majority of teachers (92%) agree (69% strongly agree) that food education should be

taught by specialist teachers, and the majority of teachers (93%) indicated that they had a food technology teacher that contributes the most significant amount of teaching (the background to this teacher was not asked). Other subject specialist teachers also contribute to teaching food ‘on occasion’, such as science (29%), PSHE (26%) and PE (31%).

• 11% of schools make ‘significant’ use of teaching assistants. Teachers also reported the use of as technicians, school catering managers, local chefs and unqualified teachers to deliver food lessons.

c) Planning food education • According to the survey food education was more likely to be taught

via a specific curriculum subject with the majority of teachers (88%) reporting it was often (21%) or very often (67%) taught in this way.

• The survey also showed that the majority of school staff from different subject areas rarely (22%) or never (64%) planned food education together and food education in schools was also rarely (31%) or never (43%) taught via cross curricular themes.

d) Time, budget and ingredient considerations • On average, 19% of teachers reported that pupils received ‘more than 30 hours’ of time per

year during Key Stage 3. During Year 7 and 8 this time was 12%, and during Year 9 33%. The highest reported amount of time spent was between 11 and 20 hours per year. This indicated that in around half of the schools, Year 7 pupils (50%) and Year 8 pupils (49%) receive between 11-20 hours of food education per year. On average, 13% of pupils between Year 7 and 9 received less than 10 hours per year on food education.

• Over the last three years, 46% teachers reported that the amount of lesson time had stayed the same. 11% indicated an increase, and 43% reported a decrease.

• 28% teachers reported that the food budget had stayed the same over the past three years. 8% indicated an increase, and 64% reported a decrease.

Over the last three years, the amount of lesson time spent on food education in my school has...

Over the last three years, the budget for food education in my school has...

0%

10%

20%

30%

40%

50%

Please tick one box only to indicate how much the budget and time allocated for food education at KS3 in your school has changed over the last three

years: (n=808) Increased a lot

Increased a little

Stayed about the sameReduced a little

“With700studentshavinga50minute

lessononceaweek,20studentsto8cookers,lessonsaremorearoutemarchthanalearningexperience.”Secondaryfood

teacher

21

• 35% of teachers reported that the annual budget for food education was between £0 and

£999 (18% indicating between £501-£999, and 10% between £300-£500). 41% reported budgets over £1000 (28% £1000-£2000, 9% £3000-4000, 4% £4000+). 24% were unsure of the budget.

• 65% of teachers reported that pupils bring in their own ingredients to practical food lessons, with a further 22% making a financial contribution. 17% of teachers indicted that they provided ingredients to all pupils. 40% teachers indicated that ingredients were provided to pupils who were unable to do so.

e) To deliver the knowledge and skills identified in Cooking and nutrition in the National Curriculum

• Teachers were asked about whether they believed they were given sufficient budget, time and resources to deliver all the knowledge and skills identified in the national curriculum for cooking and nutrition. With respect to budget, 39% agreed and 57% disagreed. For time, 34% of teachers agreed and 65% disagreed. Lastly, in relation to resources, 49% agreed and 50% disagreed.

• Around half (52%) of the food lessons had between 21 and 25 pupils, 28% had between 16

and 20, 10% had 15 or less and 9% had over 26 pupils. • Regarding cooking equipment, 38% of teachers reported sharing one cooker between 2

pupils, 32% were sharing one cooker for every 3 pupils, 14% were sharing one cooker for every four pupils.

• 27% report that food education is sometimes taught via an after school club with 11% reporting that food education was taught in this way often and 62% reporting it was rarely (24%) or never (38%) taught in this way.

0%

50%

100%

What is your approximate ANNUAL budget for food education in your school? (n=807)

There is sufficient school budget to deliver all of the knowledge and

skills identified in the national curriculum for cooking and

nutrition

There is sufficient time allocated in the timetable to deliver all of the knowledge and skills identified in

the national curriculum for cooking and nutrition

There are sufficient facilities and resources available in our school

to deliver all of the knowledge and skills identified in the national

curriculum for cooking and nutrition

0%5%

10%15%20%25%30%35%40%

Please tick one box only to indicate how strongly you agree or disagree with each of the following statements:In my school... (n=790)

Strongly agree

Agree

Disagree

Strongly disagree

Unsure

22

5. What are the challenges?

Primary

• The top three areas reported as either ‘very big’ or ‘fairly big’ challenges by primary teachers were:

• adequate time (78%); • budget (65%); • class size (54%).

• The top three areas reported as ‘Not a challenge’ in their school by primary teachers were:

• school ethos (60%); • management interest and support (47%); • staff interest and support (44%).

• Analysis of open responses from teachers (n=116) regarding a change they would like to make in relation to the delivery food education reveals:

• More time (26%) • Increased funding (23%) • Designated space to cook (19%) • Staff training and support (16%) • Change in school ethos/food to be a focus (14%) • Increased parental involvement (2%)

• Analysis of open responses from teachers (n=124) regarding a change that could help

pupils make healthier food choices reveals: • Change in school ethos, e.g. healthier lunches, stop sweet treats (31%) • Greater parental engagement/education (29%) • More money (21%) • Better facilities and resources (12%) • More dedicated time (7%)

Adequate time

Adequate budget

Appropriate class size

Adequate teaching resources and equipment

Adequate staff confidence

Appropriate school ethos

Adequate staff training and experience

Adequate staff interest and support

Adequate management interest and support

0% 10% 20% 30% 40% 50%

In your opinion, how much of a challenge are each of the following in delivering a high quality food education programme in your school? (n=182)

Not really a challenge

A little bit of a challenge

Somewhat challenging

Fairly big challenge

Very big challenge

“Governmentrulestoforceaconsistentapproachtohealthyeating,suchastimingforlessons,guidanceforwhatis

acceptabletocook,rulesforwhatcanorcannotbe

soldinschoolsetc.”Primaryschoolteacher

23

Secondary • The top three areas reported as either ‘very big’ or ‘fairly big’ challenges

by secondary teachers were: • adequate time (68%); • budget (59%); • class size (56%).

• The top three areas reported as ‘Not a challenge’ in their school by teachers were:

• staff interest and support (43%). • staff competence (40%); • staff training and experience (33%);

• Analysis of open responses from teachers (n=562) regarding a change they would like to make in relation to the delivery food education reveals:

• Longer lessons/more time (27%) • Better funding for equipment/facilities (21%) • Smaller classes (12%) • Subject to be recognised as valuable by SLT and parents

(12%) • Use of specialist teachers (7%) • A whole school approach to healthy eating (7%)

Adequate time

Adequate budget

Appropriate class size

Adequate teaching resources and equipment

Adequate staff confidence

Appropriate staff training and experience

Appropriate staff interest and support

Adequate management interest and support

Adequate technician/TA support

Adequate lesson lengths

Adequate ingredient provision

Adequate storage and refrigeration space

0% 10% 20% 30% 40% 50%

In your opinion, how much of a challenge are each of the following in delivering a high quality food education programme in your school? n=828

Not really a challenge

A little bit of a challenge

Somewhat challenging

Fairly big challenge

Very big challenge

“Theywillcutourbudgetsowewon’thavethefundingtobuynewequipmentinordertoreplacewornoutandbrokenpieces.Theywillhopethatthedepartmentwillcontinuetorunonfoodteachers’goodwill.”Secondaryfoodteacher

“Moresupportforparentssothatthelearningtakingplaceintheclassroomisextendingbeyondschoolandimpactinguponfoodchoicesat

home.”Secondaryfood

teacher

24

• Analysis of open responses from teachers (n=609) regarding a change that could help pupils make healthier food choices reveals:

• Development of whole school food policy, removal of ‘unhealthy’ foods as rewards and healthier options in the canteen (33%)

• Parental support (16%) • Improved funding for facilities, equipment and ingredients (13%) • Longer lessons and time in the curriculum (11%) • Raising the status of food education at SLT and government (9%)

• When prompted to share any other aspects about food education in school, analysis of

responses reveals: o Not valued or supported by SLT (24%) o Removal of A-level and start of EBACC has negatively impacted on the perception

of food teaching (18%) o There is a lack of specialised teachers/difficult to recruit teachers (18%) o Food is a valued and supported subject with good numbers (15%) o Need longer lessons/reduction in allocated time on timetable (9%)

25

Annex 1: School profiles Primary

Faith school

Free school Academy Community school

Voluntary school

Foundation school

Special school

Private school

Other (please specify)

0%

5%

10%

15%

20%

25%

30%

35%

40%

Type of school (n=338)

Less than 50 51 - 99 100 - 199 200 - 299 300 - 399 400 - 499 More than 5000%

5%

10%

15%

20%

25%

30%

Number of pupils on role (n=330)

Less than 20% 21 - 30% 31 - 40% 41 - 50% More than 50%0%5%

10%15%20%25%30%35%40%45%

Approximate number of pupils eligible for pupil premium funding in the academic year 2015 - 2016 (n=261)

26

Rural school Urban school Urban school in a predominantly rural area

0%

10%

20%

30%

40%

50%

60%

School location (277)

0%

5%

10%

15%

20%

25%

School region (n=272)

Yes No Unsure0%

10%20%30%40%50%60%70%80%90%

Does theschool have a statutory obligation to follow the national curriculum? (n=271)

Yes No Unsure0%

10%20%30%40%50%60%70%80%

Is your school funded through the local authority? (n=272)

27

Secondary

0%

10%

20%

30%

40%

50%

60%

Type of school (n=1165)

Less than 500 501 to 1000 1001 to 1500 More than 15000%

5%

10%

15%

20%

25%

30%

35%

40%

Number of pupils on roll (n=1143)

Less than 20% 21-30% 31-40% 41-50% More than 50%0%5%

10%15%20%25%30%35%40%45%

Approximate number of pupils eligible for pupil premium funding in the academic year 2015-16 (n=1044)

28

Rural school Urban school Urban school in a predominantly rural area

0%

10%

20%

30%

40%

50%

60%

School location (n=1072)

0%

5%

10%

15%

20%

25%

School region (n=1040)

Yes No Unsure0%

10%

20%

30%

40%

50%

Does theschool have a statutory obligation to follow the national curriculum? (n=1038)

Yes No Unsure0%

10%

20%

30%

40%

50%

Is your school funded through the local authority? (n=1036)

29

British Nutrition Foundation Imperial House 15-19 Kingsway London WC2B 6UN Telephone: 020 7557 7930 Email: [email protected] Registered Charity 251681 A Charity Registered in Scotland SC040061

food education learning landscape · • food education supporting a current whole school food...

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