The Report, “Tackling Child Poverty in Wales: A Good Practice Guide for Schools” is the result of months of research and consultation by the End Child Poverty Network – a coalition of a dozen key statutory and charity organisations in Wales united in the aim that no child in Wales should be living in poverty by the year 2020.

Organisations backing the Report include NCH Cymru, the children’s charity, Barnardo’s Cymru, Shelter Cymru, Save the Children and the national umbrella children’s organisation in Wales, Children in Wales.

Teachers are described as “eyes and ears of child poverty” in communities across Wales and the Report proposes positive and practical ways in which schools can help narrow the gap between child poverty and educational achievement.

Supported by the Welsh Assembly Government, the Report will be the latest contribution to WAG’s on-going child poverty strategy ‘A Fair Future for Our Children’.

 The Report’s ten-point anti-poverty plan of action for schools in Wales includes:

• A realisation that deprivation does not necessarily lead to poor performance and that each child has untapped potential.
• Early years provision: Widening the understanding among parents that children’s earliest learning experiences have a real influence on their achievements at school as they grow up.
• Encouraging high, yet realistic, expectations from teachers for all pupils.
• Ensuring a good social mix in schools so that children can learn from wider social interaction.
• Starting Homework Clubs in schools for children who have space, facilities or assistance at home to support an interest in homework.
• Creating a “whole school” ethos where participation, involvement, cooperation, partnership, equality and communication can all encourage learning and motivation.
• Effective measures dealing with bullying, especially when the bullying is based on being ostracised for not having a proper school uniform or receiving school meals.
• Imaginative measures to deal with school disaffection and truancy, inclusion the introduction of youth and social workers in addressing difficult behavioural issues.
• Additional support for vulnerable groups in schools including minority ethnic children, asylum seeking children, disabled children, traveller children, young carers, children in the care system, children in temporary accommodation and teenage parents.