CHAPTER 11: SUMMARY AND CONCLUSIONS
11.1 In this section, the key findings of the report in relation to the Hungry for Success recommendations are summarised. Recommendations have been commented on only if they are within the parameters of the research ( see Annex 1) and as far as possible are validated by more than one element of the research. Additional commentary on some points that, while not specifically relating to individual recommendations, are still pertinent to Hungry for Success has also been provided. Finally, conclusions are drawn about the relative progress made by the case study schools at the time of the research on the various recommendations.
Summary of progress against recommendations
Recommendation 2: Each education authority should develop a policy for delivering, in partnership with parents and carers, medically prescribed diets and appropriate provision for children with SENs
11.2 As education authorities were not included in the research, it is not possible to comment on whether they have developed area wide policies for catering for children with special education needs. At the level of individual schools, catering staff reported they were able to provide for such needs as required, particularly in smaller schools and the two special schools. The research did not explore the extent to which parents or pupils controlled diets without the aid of catering staff, although this did appear to happen (anecdotally).
Recommendation 3: The Scottish Nutrient Standards for school lunches should be adopted and education authorities and schools should have them in place in all special schools and primary schools by December 2004 and in all secondary schools by December 2006
11.3 The parameters of the research mean it is not possible to comment directly on whether the nutrient standards themselves were being met in each individual school. However, generally it did appear that guidance on menu planning by food group was being followed both in terms of the types of food available and through the menus and recipes that had been introduced, especially in primary schools. This was the area that was the focus for most change in all sectors, but especially in case study primary schools. Changes were identified both in the types of food available and through the menus and recipes that had been introduced. This means that there was the potential for individual pupils in most of the case study schools across all sectors to have school lunches which met the nutrient standards.
11.4 The changes relating to the guidance were more systematic and prescriptive in case study primary schools than in special and secondary schools. In general, primary school pupils were given less freedom to make unhealthy choices than in the secondary schools included in the research. Menus had been changed in all of the primary schools included in the research, although in at least one the menus were not being followed exactly. In one of the two special schools, where recommendations were due to be implemented by December 2004, menus had yet to be changed and staff were unaware of when this would happen. Case study secondary schools, where the standards are yet to be introduced, varied in the extent to which the recipes and menus had been changed. Some had introduced a number of changes to the food served, while one had not made any such changes and did not appear to have plans to do so. In many of the secondary schools, pupils still had scope to choose unhealthy options from the range of food available.
11.5 Recipes, with reduced fat and salt levels for example, had been provided by local authorities as part of the changes principally, though not exclusively, to primary schools. The recipes were not always meticulously followed by all school cooks. Guidance was also provided on portion sizes, although often catering staff did not follow the guidelines with individual pupils, instead relying on their experience of how much to serve. For example, those who could eat more or for whom staff believed lunch would be the only meal of the day were served more. Setting aside this in-school variation, in broad terms vegetable portions tended to be smaller and portions of meat-based dishes larger than recommended in the guidelines. Variations to recipes and to portion sizes were observed across all sectors, although the former was less prevalent than the latter.
11.6 The extent to which guidelines for the five food groups were being followed varied by food group. Broadly, primary schools were following the guidelines for group 1 foods (breads, other cereals and potatoes) although not always offering alternatives to fried potatoes nor providing bread on all days. In secondary schools, chips were offered more often than recommended.
11.7 In general, fruit and vegetables (group 2) were offered sufficiently often in all sectors, although hot vegetables in particular were hardly being eaten by pupils. Instead pupils often preferred salads and raw vegetables. More imaginative choice and presentation of vegetables may help to increase vegetable consumption. Although fruit was more popular than vegetables, the quality and presentation of whole fruit meant it was unpopular with many pupils, who preferred individual fruit portions. Younger pupils in primary schools struggled with larger whole fruits.
11.8 In general, milk and milk products (group 3) were on offer as recommended. The milk served in all school sectors was usually semi-skimmed. It would be possible in many schools for individuals to choose cheese every day as a main protein item, which is more than the recommended amount.
11.9 All schools in all sectors offered portions of food from group 4 (meat, fish and alternatives) every day and served red meat at least twice a week, in line with the guidelines. However, the quality of the meat was occasionally considered to be poor. Processed meats were offered more frequently than recommended in some primary and most secondary schools. Although fish was served as recommended in most primary schools and many secondary schools, it was rarely served more often and some schools served it less often. Oily fish was very rarely served in any schools, as this had proved to be very unpopular with pupils in most of the schools in which it had been tried.
11.10 Most primary, and several secondary schools, were following the guidelines on foods containing fat and foods and drinks containing sugar (group 5). However several of the secondary schools still served fizzy drinks, confectionery and crisps. In both primary and secondary schools, flavoured water and milk, often containing sugar, were on offer in an effort to get pupils to drink alternatives to fizzy drinks.
Recommendation 4: School meal facilities should not advertise or promote food or drink with a high fat or sugar content
11.11 In primary and special schools, there was no evidence of advertising or promotion of food or drink with a high fat or sugar content. Some advertising did take place in a few secondary schools, mainly for fizzy drinks and, occasionally, crisps.
11.12 Inadvertent, informal promotion of food and drinks containing high levels of fat or sugar sometimes happened in case study schools across all sectors due to the layout of food. This was often due to space constraints, but occasionally for other reasons, such as reported pilfering of confectionery leading to it being placed close to the payment till in one secondary school.
Recommendation 5: All schools should review their current practice in establishing links between learning and teaching on healthy eating in the curriculum and food provision in school
11.13 Although healthy eating was being taught in most schools in all sectors, we found little evidence of formal links being made between healthy eating in the curriculum and the food provision in case study schools. Only a small number of schools were working to specific strategies for developing healthy eating in the curriculum. Much of the teaching on the curriculum in secondary schools was through Home Economics, though it was also often included in Personal and Social Education, Biology and sometimes in Physical Education. Primary schools also undertook some teaching of healthy eating; they included it in the curriculum in various ways including through special projects, healthy eating weeks and making posters for display in the dining room. Catering staff were not involved in teaching about healthy eating, although occasionally school nurses were.
Recommendation 7: Education authorities should promote partnership approaches and schools develop mechanisms to develop partnership working
11.14 The majority of schools in the research reported no involvement in formal partnership working, although there were one or two notable exceptions. One of the special schools and a few others had close contact with the local authority, although this was usually the exception. The parameters of the research mean it is not possible to comment directly on the promotion of partnership working by local authorities.
Recommendation 8: Schools should consult with pupils on a regular basis on the provision of school meals
11.15 Because more changes had been made in the primary sector, more consultation had taken place with primary pupils than secondary pupils. There were some cases of regular consultation, although in most cases it was episodic.
11.16 Pupils were most often consulted about school meals through pupil councils. On some occasions the councils themselves undertook wider consultation with other pupils in the school. Aspects of school meals on which consultation took place were on food choices and the dining environment.
Recommendation 9: Processes maximising anonymity for free meal recipients should be explored as a priority in all schools. Primary schools should review their ticket allocation practices to ensure anonymity for free school meals is maximised and education authorities should adopt early introduction of a school meal application for multiple use cards, in particular in the secondary schools
11.17 Where they expressed an opinion, staff in case study schools across all sectors usually did not believe there was a stigma attached to free school meals in their own school. This view was for the most part confirmed in the qualitative research with case study school pupils, both those entitled to free school meals and others. As it was not possible to identify those pupils who were entitled to, but did not take up free school meals, the research was unable to explore whether lack of anonymity was a barrier to take up in the case study schools. It should be remembered that the views expressed in case study schools in relation to this, or indeed any other issue cannot be generalised to all schools.
11.18 Payments systems used by most case study primary schools allowed recipients of free school meals to be identified and there was not much evidence of practices being reviewed to ensure anonymity. A cashless payment card system was about to be installed in one primary school which was a pilot school in the area. It is not within the parameters of this research to comment on the extent to which education authorities have wider plans to introduce multiple use cards in schools in their area.
11.19 Most, but not all, case study secondary schools had 'swipe' cards that made it more difficult, though not impossible, to identify those in receipt of free school meals. A problem was reported with swipe cards in a few secondary schools with pupils losing their cards and choosing not to replace them. This had led to cash being accepted in some schools and on occasion was given as a reason by some secondary pupils for eating out of schools.
Recommendation 10: As part of the introduction of card systems, education authorities should ensure there are sufficient validators in easily accessed areas within the school, not only in the dining room, and that they are easy to use
11.20 In most cases where multiple use cards were in evidence, there appeared to be sufficient, accessible validators within schools. On occasions, pupils in a small number of schools reported insufficient validators and problems with queuing at validators to replenish their cards.
Recommendation 11: All schools should examine their seating and queuing arrangements to ensure that the social experience of lunch is maximised
11.21 In primary, secondary and special case study schools, most pupils considered lunch to be a social experience. Where lunch was viewed less favourably, this was due to limitations of space, or where dining rooms were multiple-use areas that also served as the school entrance or thoroughfare. In this latter case, pupils reported they felt 'on view' as they were eating. Such multi-purpose dining rooms occurred in a number of the primary schools in particular, though this was observed in one or two secondary schools as well.
11.22 Space was often constrained in primary case study schools, and there were often separate sittings for different year groups. On at least one occasion the school day had been restructured recently to enable separate lunchtime sittings to be introduced specifically to overcome space constraints. However, this created its own problems. In a number of schools where there were separate sittings, pupils at later sittings had to sit where there was space rather than being able to sit with their friends. They also were less able to linger over their meals. This lack of flexibility in seating was a further reason why pupils viewed lunchtime as a less sociable experience.
11.23 In secondary case study schools lack of space was less of an issue for most and pupils could often spend as long as they wanted in the dining room after they finished eating, adding to the social experience. Space was constrained in a small number of case studies, and in a small number of others was sufficient only because a relatively large proportion of pupils ate out of school. Should uptake increase in the future, these schools would have difficulty accommodating more pupils. In at least one secondary school, pupils were aware of this and presented their choice of eating out partly as a necessity.
11.24 Some primary and secondary case study schools had made changes to their lunchtime queuing systems to improve the lunchtime experience. On at least one occasion in one primary school, the changes were made as a direct result of Hungry for Success. A number of the case study schools, even those who had taken some measures to address problems with queues, did experience noticeable queuing difficulties.
11.25 Queues were the place where indiscipline most often occurred at lunchtimes, in particular, though not exclusively, in secondary schools. This had the effect of diminishing the social experience of lunch for most pupils, who on the whole behaved positively in the dining rooms. As well as waiting times, poor behaviour in queues was also caused by congestion at key points in the queuing process and the (lack of) availability of popular choices. This latter difficulty often occurred in the primary and secondary schools where there were staggered sittings or where some pupils were given priority in the queues over others.
Recommendation 12: To address queuing difficulties and in any review of the length of the lunch break, the following factors should be considered:
- Multiple service points
- More cash points in cash cafeterias
- Staggered arrivals of diners/separate sittings
- Pre-ordering facility
- Separate counter for collecting pre-ordered meals
- Delivery of pre-ordered meals to lunchtime clubs
- Examining the potential for additional outlets elsewhere in the school
- The needs of disabled pupils
11.26 As discussed under recommendation 12, a number of schools did experience queuing difficulties. The current research indicated that most of the recommended factors had been considered, and changes introduced, by at least one school to address queuing difficulties. For example, one school had introduced a separate counter for the pre-ordered 'school packed lunches' and others had introduced milk or deli bars where pupils could buy drinks and other items.
Recommendation 13: When education authorities and schools are examining the structure of the school day, the lunchtime experience should be part of that consideration
11.27 On at least one occasion the school day had been restructured to enable separate lunchtime sittings to be introduced. It is not possible within the parameters of this research to comment on whether education authorities had systematically examined the structure of school days or if they had, whether they had considered the lunchtime experience as part of that examination.
Recommendation 14: In line with the agreement set out in A Teaching Profession for the 21 st Century, education authorities should consider deploying classroom assistants and dining room assistants to undertake a supervisory role in dining rooms
11.28 A range of staff and pupils supervised school meals including: Head Teachers; members of the senior management team; other teaching staff; senior pupils and classroom assistants. Only occasionally were catering staff or janitors reported as having supervisory duties. The level, and as a consequence the effectiveness, of supervision varied across schools. As a general rule, there was more supervision in special and primary schools, and for younger children and those who needed greater assistance. Where supervision was most effective in both primary and secondary schools, this was often because the school had an ethos that encouraged good manners and behaviour. Supervision was most often of the queues and the flow of pupils in and out of the dining room, as this is where most poor behaviour appeared to occur. Supervision was also undertaken in some schools in the eating area to promote good manners and behaviour.
11.29 Occasionally, there was evidence of attempts to supervise schools pupils' choices, although these had not always been successful and staff highlighted the difficulties and constraints associated with doing this.
Recommendation 15: Senior management within schools should strongly support and endorse their school meal provision as part of the whole-child approach
11.30 With a few exceptions, the links between senior management within case study schools in all sectors and the school meals provision did not appear to be strong. Where senior management were involved, it was often in wider aspects related to supervision of pupil behaviour or to the physical environment rather than the food itself. The extent to which senior management could influence provision was not always great, given it was often controlled centrally by local authorities. That said, one or two Head Teachers took a close interest in provision, other teachers had tried unsuccessfully to influence provision while a small number of senior management teams appeared to show little interest in doing so.
11.31 The level of knowledge among senior staff about Hungry for Success and its recommendations varied across schools. Broadly, primary school Head Teachers had more knowledge than those in secondary schools (presumably due to the timetable of implementation) although this varied by individual school.
Recommendation 16: Caterers should consider appropriate means of labelling food and methods of conveying information on content to pupils and parents. Through existing school communication channels, menus should be forwarded to parents at least once a term. Schools and caterers should consider presentation, marketing and pricing structures to incentivise healthy choices
11.32 Usually, where food was labelled it related to the filling of sandwiches, although this did not always cover all ingredients, nor did it always extend to the type of bread or spread. Other foods, including hot meals, were not usually labelled. Pupils were often observed asking what food was, and some told us they wanted more labelling of food. However, there had been attempts to resolve this problem, with one or two case study schools having samples of the food on view with cards displaying the names of the dishes.
11.33 In primary schools, menus were forwarded to parents, although at the time the research was conducted this was not being done as frequently as recommended. Where menus were sent out, pupils said they rarely kept them. Only occasionally did parents use the menus to help their children make choices about what they would eat. Menus had not been sent out to parents of case study secondary school pupils.
11.34 Healthy choices were incentivised in a number of ways in all sectors, although sometimes such incentivisation was piecemeal. On a few occasions healthy options were placed more prominently, but more could have been done with the presentation of hot vegetables, salad and fruit options in particular in most case study schools in all sectors. In several schools across all sectors, posters appeared in dining rooms encouraging healthy eating, providing information on the five food groups, and promoting five a day to encourage the consumption of fruit and vegetables.
11.35 New primary school menus were designed to ensure the provision of balanced meals. One primary school had previously incentivised healthy choices through a pupils' points scheme. However, this was discontinued when new menus were introduced by the local authority that placed the emphasis on balanced meals rather than enabling choices to be made. Pupils and teachers reported preferring the original scheme. Some secondary schools offered meal deals, which were again designed to bring about the eating of balanced meals, as well as encouraging pupils to try healthy options.
11.36 Pricing was being used to incentivise healthy choices in a few case study secondary schools where healthier choices were cheaper than less healthy ones, or the portion size of less healthy options were reduced while the original price was maintained. In some cases when this did happen, pupils perceived the external options of the less healthy foods to be better value for money, due to cheaper prices or larger portions; this was given as a reason for eating lunch outside school.
Recommendation 17: Improvements to the dining room to enhance its atmosphere and ambience, and encourage its use as a social area should be considered as a priority by local authorities and should be taken into account in their wider school estate planning. It is desirable, whenever possible, that a separate dining area should be provided
11.37 It is not possible within the parameters of this research to identify the extent to which education authorities are considering the dining room specifically as part of their wider school estate planning. Schools themselves are constrained in their ability to bring about changes to the dining room. Changes instigated by the education authority had taken place in one or two schools and were planned in one or two others.
11.38 In a number of primary schools, dining rooms were multi-purpose and this did appear to cause problems, in particular preventing pupils enjoying the social experience of lunch to some extent and in the lack of flexibility in redesigning the space or the seating.
Recommendation 18: Future design, layout and usage, along with other factors such as décor and background music, should be considered by all schools, with significant pupils' input and programmes for change drawn up
11.39 As discussed in recommendation 8, pupils were most often consulted through pupil councils. One or two schools that had recently made changes had consulted pupils specifically on design, layout and décor.
11.40 Background music was rarely heard in dining rooms, with the exception of one or two case study secondary schools. This was suggested by a number of pupils spontaneously, usually in secondary schools, as a way of increasing the social experience of lunchtime. Others agreed with the idea when it was suggested to them. However, pupils were often cautious about the introduction of music as they felt there might be arguments about what music should be played and that it would increase the overall noise levels in the dining room. Even without music, pupils in both primary and secondary schools did frequently say that dining rooms were noisy.
Recommendation 22: All schools' catering and dining supervisory staff should undertake appropriate training, for example the Royal Environmental Health Institute of Scotland Food and Health training course (currently under development) as part of their programme of development. Interested parents, carers and teachers should also be encouraged to undertake training in food and health
11.41 Most head cooks held City and Guilds qualifications, although a few in smaller schools head cooks were not qualified. Most other catering staff had undertaken health and hygiene courses. There were few examples of specific nutritional training being provided and food and health training was not currently provided. Catering staff, or at least head cooks, in primary schools had generally been provided with information sessions by the local authority to introduce the changes to menus and recipes.
Pupils' wider attitudes and diets
11.42 Clearly, school meals are only one aspect of pupils' diets and the food they eat both at lunch and other times are shaped by a number of influences.
11.43 In general, pupils appeared to have some knowledge of healthy eating and a few were, if anything, ahead of their schools in terms of the demand for healthy options; more often though, they did not appear to apply their knowledge to lunchtime choices. Some pupils in both primary and secondary schools appeared to eat more healthily in the evening than during the day. Reported consumption of vegetables, for example was higher in the evening than at lunchtime in both sectors.
11.44 The majority of pupils in case study primary schools ate breakfast every day, mainly eating bread or cereals. It was not possible to determine whether this was the case for those in secondary and special schools as they completed diaries for only one day. Mostly breakfast was eaten at home; there were few instances of breakfast clubs being run by case study schools.
11.45 Across all sectors, a high level of fried, high fat or high sugar foods was reported as being consumed at lunchtime and in the evening, as well as during the day, particularly during the morning.
11.46 Tuck shops selling such foods as confectionery, crisps and fizzy drinks were available in a number of secondary schools during morning breaks and sometimes at lunchtimes. However, some schools were reluctant to close tuck shops or stop selling popular, but unhealthy items as they relied on proceeds for school fundraising.
11.47 Pupils, sometimes restricted to older ones, were allowed out at lunchtime in case study secondary schools. This affected the uptake of school meals, and consequently the ability of providers to influence diet. Pupils chose to go out rather than eat in school for a variety of reasons including the availability of nearby alternatives. Very often those alternatives served less healthy options and a few such outlets were reported to be actively encouraging pupils' lunchtime trade. Some of the catering staff in secondary schools felt they faced a dilemma in that if they ceased to provide less healthy options similar to those on offer externally, or if they priced them higher than external outlets, they believed uptake of school meals would fall.
11.48 Some pupils in both secondary and primary case study schools chose to eat packed lunches rather than meals provided through schools. In some cases packed lunches were brought in as a healthier alternative to school lunches or due to special dietary requirements. Generally though, staff in the case study schools believed packed lunches to be a less healthy option. They also felt unable to influence the content to a great extent, although one or two had attempted to suggest healthy options for packed lunches to parents.
Conclusions
11.49 This first phase of the longitudinal research study was intended as a baseline, against which future change can be measured. Fieldwork carried out in primary and special schools immediately prior to the deadline for introduction of Hungry for Success recommendations in December 2005. Fieldwork in secondary schools was completed in June 2005, a full eighteen months before the recommendations were due to be implemented in those schools. It is important to bear the timing of the research in mind when reading this report.
11.50 The research was conducted using case studies of individual schools. The intent of using a case study approach is to encompass as wide a range of different experiences and situations as possible, rather than to provide a representative sample of all schools. This means that the findings cannot be generalised to the wider population of schools. This is particularly true of the special schools sector, where only two were included in the research. Instead, the case studies are intended to provide insights into the kinds of issues and circumstances that schools may be experiencing before deadline dates for implementation.
11.51 Given the nature and timing of the research, it might have been expected that most of the schools would not have made much progress against the recommendations. In practice, the picture is much more complex, as almost all schools met elements of one or more recommendations. In one instance a primary school appeared to be ahead of the pace of change introduced by the local authority and their progress appeared to have temporarily stalled.
11.52 It might also have been expected that primary and special schools would be further ahead in implementation than secondary schools, given the timing of the introduction. This was broadly the case, although the leading secondary schools were ahead of lagging primary schools on aspects of implementation. One special school appeared not to have been included in changes to food provision introduced by the local authority.
11.53 The precise situation of schools in relation to implementation varied due to a complex interaction of the nature of the school itself (sector, size, location); the education authority area in which it is situated; the physical environment; the Head Teacher, teaching and catering staff, the pupils and the culture or ethos within the school. It is difficult to pinpoint which of these elements are most important in determining the progress made. However, the research indicated that the role of the education authority in leading implementation was very important. For example, recent changes to school meals provision in one case study secondary school, introduced by the local education authority, appeared to be more aimed at achieving cost savings than working towards implementing the recommendations of Hungry for Success.
11.54 Some case study schools were struggling partly due to circumstances outwith their control; for example, one secondary school's location means that alternative outlets serving lunch time food were plentiful and uptake of school meals was extremely low. In another case study, a primary school was limited by its size which meant the potential for improving the social experience of lunch was limited. Problems such as these appear to present strong barriers. However, it was evident that staff in the school, both catering and teaching staff, had a strong part to play in the level of progress being made towards the recommendations. Staff in a number of case study schools were managing to overcome such barriers or were concentrating on areas that were in their control so that some progress was being made.
11.55 While progress was variable across case study schools, some general conclusions about broad progress on recommendations can be drawn. The level of progress that had been made on individual recommendations is discussed below. When reading these, the timing of the research should be remembered. In case study primary and special schools the research was carried out between September and December 2004, prior to the deadline for implementation of the recommendations. In case study secondary schools research was carried out between January and June 2005. The deadline for implementation of the recommendations in secondary schools is December 2006.
Recommendations where progress has been made
11.56 The recommendation where most progress appears to be being made relates to the nutrient standards (recommendation 3). Specifically changes to menus and recipes, as well as changes to product offerings in primary schools and some secondary schools, have laid the foundations to ensure school meals eaten by individual pupils within most case study schools have the potential to meet the guidelines on menu planning by food group.
11.57 Progress on recommendation 4 (the elimination of advertising of high fat and high sugar food and drink) is good in primary schools.
11.58 Secondary schools appear to be making good progress on the introduction of payment systems to preserve the anonymity of pupils in receipt of free school meals (recommendation 9).
Recommendations where little or no progress has been made
11.59 In contrast, little progress had been made in most case study primary schools on recommendation 9, although one primary school was about to have a cashless system implemented in the school just after the time of fieldwork. It should be noted however that the issue this recommendation was designed to address, that of the stigma associated with receiving free school meals, was not considered to be a problem in most case study primary schools.
11.60 In both primary and secondary schools, it did not appear that many dining and teaching assistants were being used in a supervisory capacity (recommendation 14), although there were good examples of supervision which did not always involve members of the senior management team. Supervision was usually of behaviour rather than food choices.
11.61 With one or two exceptions, the research uncovered little evidence of strong links being made between the curriculum and the food being served in schools (recommendation 5). That said, healthy eating was being taught to some extent in most schools and pupils on the whole appeared relatively well informed on the subject.
11.62 Similarly there was little evidence of strong links being forged between senior management teams and school meals provision (recommendation 15) in support of the whole-child approach, and very few examples of partnership working (recommendation 7).
11.63 Training for catering and dining staff on food and health has been limited up to this point (recommendation 22).
11.64 With the exception of the two special schools, within the parameters of the research it appeared pupils with special educational needs were being catered for informally at a local level, rather than systematically (recommendation 2).
Other recommendations
11.65 Progress on remaining recommendations was more variable. A number of schools in all sectors had made changes which at least attempted to meet individual recommendations. For example, some progress had been made in recommendations relating to pupil consultation (recommendation 8); maximising the social experience (recommendation 11); addressing queuing difficulties (recommendation 12); provision of sufficient cash machines for smart cards (recommendation 10); and information provision and incentivising healthy choices (recommendation 16). Often, such attempts appeared piecemeal rather than more structured.
11.66 There were two recommendations relating to changes to the physical dining environment (recommendations 17 and 18). Not much progress had been made in changing the physical environment, although often schools were dependent on local authorities to be able to introduce major change. Where school dining rooms had been refurbished, pupils were consulted.
11.67 Lunchtime restructuring (recommendation 13) is also an area in which local authorities take a leading role, although the research did provide one example of where the school day had been restructured to allow the introduction of staggered sittings.