After the Bell

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In this episode of After the Bell by Connex Academy, we explore Equality, Diversity, and Inclusion (EDI) with our guest, Debbie Innis Turnill. We clarify these terms: Diversity recognizes differences, Inclusion ensures respect for all despite differences, and Equality seeks fairness while acknowledging diversity. The 2010 Equality Act and the 1988 Human Rights Act form the legal framework for EDI, emphasizing fairness, respect, and autonomy, particularly for individuals with protected characteristics.

Debbie urges schools to consult their community and involve students, staff, governors, and parents in shaping their EDI approach. Challenging assumptions and promoting critical thinking are key, as demonstrated in discussions about teaching challenging texts. She emphasizes choosing inclusive language and involving those with protected characteristics in the decision-making process.

Practical activities and case studies are recommended to embed EDI into all school activities. For further insights, access our recorded webinar with Debbie. Connex Academy offers EDI courses designed for global schools. Learn more at Connex-academy.com. Don't miss our weekly After the Bell podcasts, which provide quick tips and expert insights on educational topics to fit various daily routines.

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In the latest After the Bell episode from Connex Academy, Debbie Innis Turnill, an experienced educator and safeguarding consultant, delves into the sensitive topics of self-harm and suicidal ideation. She outlines the factors contributing to these challenges in schools, including societal pressures, the lingering effects of COVID-19, and the impact of social media.

Debbie highlights the need for trauma-informed policies, staff training, and empowering students to cope with pressures and emotions. Additionally, she underscores the importance of peer support systems, emphasizes providing emotional support for staff who witness these issues and encourages kindness and mutual support.

Explore more in our recorded webinar with Debbie, and discover Connex Academy's array of safeguarding and mental health courses at Connex-academy.com. For quick insights on educational topics, don't miss our weekly After the Bell podcasts, suitable for your daily routines.

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Welcome back to After the Bell, presented by Connex Academy.

At Connex, we're deeply committed to supporting schools and their staff with comprehensive training to ensure the safety and well-being of the children they serve. In this episode, we're joined by Debbie Innis Turnill, a seasoned educator and safeguarding consultant, discussing the powerful concept that behaviour is a form of communication.

We explore how unmet needs, from basic necessities to complex emotional requirements, manifest in a child's behaviour. Debbie advocates for a shift in perspective, emphasizing the importance of understanding children as individuals facing unique challenges rather than viewing them as "challenging."

We also delve into practical strategies for schools to teach, not just manage, their students, including trauma-informed practices, attachment-aware approaches, and co-regulation. Discover more insights by tuning into our recorded webinar with Debbie, and visit Connex-academy.com for information on our DfE-approved Senior Mental Health Lead training.

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This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

The EHCP is a legal document that provides support for children with SEN until they are 25.

In this episode, we explore EHCPs in depth. What are they, what is the application process, how are they written and reviewed and what do they mean for all education practitioners?

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This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

Support provided for children with SEN is ultimately there to help them to make progress, secure positive outcomes and be ready to thrive more independently in adulthood. In this episode, we consider how the Code of Practice helps to prepare children with SEN for adulthood.

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This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

Thankfully, support for students with SEN does not stop when they finish school at age 16. There are important considerations for all Post 16 education providers to understand, which we discuss in this episode.

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This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

The implications of the SEN Code of Practice are huge. It significantly affects the provision that is offered to children with SEN, whether in mainstream or specialist settings and it is crucial that it isn’t just SENCOs that understand these implications – all teachers, TAs and school leaders need a good understanding of this section of the Code of Practice.

In this episode, we explore this crucial section in detail.

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This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

Early identification and early action are crucial for supporting children with SEN to make progress. Getting the right support in place at an early age can be transformative.

In this episode, we discuss the implications of the Code of Practice for all Early Years providers including nurseries and childminders.

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