LearningShared

In this episode, Katie Fielding, Deputy Head, Kingsbury Primary Special School, describes their Rainbow Experience curriculum developed at the school.

In a very detailed presentation, Katie tackles pertinent topics such as the transition back to school from Lockdown and uses the 5 Levers and trauma informed practice models to demonstrated how carefully planned, gently phased recovery programmes may be designed for children with Complex Needs.

She always corroborates the innovative ideas for practice with carefully thought out examples of children and their experiences. The child's need become the justification and rationale for practice innovation.

The Child Passport for Transition truly values what families have been doing with their children and how their insights can aid the transfer and return back to school.

Katie thinks of the needs of Staff too, and what transition for them might look like. Close partnership work with families is key to the planning and implementation of the transition, which includes home visits as a central platform for this work.

As other schools prepare for the transition of children back to school, this is a timely and informative podcast. The idea of designing and building a Rainbow Path, as a constant, experiential memorial is stunning! We need always to provide children with opportunities to recall their experience of this pandemic, which may be over time and via many alternative means of communication. her focus overall is to ensure that school, once more, "... becomes a happy, happy place."

In addition to providing the presentation, Katie has generously shared a downloadable copy of the school's Rainbow Curriculum Handbook, as well as some other resources referred to in the presentation. See below to download and/or link to these.

The title and theme of Katie's presentation is:

Our Rainbow Experience …The Kingsbury Way

You can watch and listen to a video slide show of the presentation on the episode webpage:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum13-katie-fielding/

There are also a number of articles and references on the episode page, as well as downloadable copies of Kingsbury School's Rainbow Experience Curriculum Handbook and the Passport Back to School document referred to by Katie during the presentation.

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

https://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

This episode reports the development, work and outcomes of a school based Inquiry Project, the Open Book, from the national charity, Books Beyond Words.

The Project was led by Jo Egerton, (Schools Research Consultant), and directed by Professor Barry Carpenter.

Leigh Blakeman, Tutor, Chadsgrove College, and Amy Hockey, Teacher, Chadsgrove School in Bromsgrove, Worcestershire, review the value of these wordless books for the emotional development of their students and pupils. The Project concluded its 2 year evaluation trial in the opening weeks of the pandemic, and Leigh and Amy apply their findings in the Project to the new context their learners will find themselves in, and how they can explore a range of feelings and losses outlined in the Recovery Curriculum Think Piece.

Using the Book Club model they discuss its effectiveness and value for social interaction. Leigh has, via zoom, re created this experience for some of her students, involving parents/ carers too. They specifically discuss the use of the free downloadable booklet from www.booksbeyondwords.co.uk, ' Beating the Virus", and how it has enabled their learners to explore their lived experience, during the pandemic, though open and honest conversations, (some of which we will be through alternative and augmentative forms of communication.)

The rich insights shared in this episode, from two outstanding practitioners, show how routes to recovery can be constructed that are personalised to student / pupil needs, using the Books Beyond Words resources.

The title and theme of the presentation is:

"Routes to Recovery through Books Beyond Words"

You can watch and listen to a video slide show of the presentation on the episode webpage:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum12-bbw

There are also a number of articles and references on the episode page, as well as two videos, that show the resources being used in a real teaching and learning situation during the current shutdown.

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

https://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

Governors have a unique perspective to bring to our thinking around a Recovery Curriculum, and what their role in such a process can be.

Polly McMeeking, Chair of Governors at Chaddesley Corbett Endowed Primary School, asks if your school Governors can pass the Covid test?

... and is their response compassionate governance?

She discusses the strategic responsibility of Governors, and how responsive that needs to be in the current crisis; from sensitive listening to the Headteacher having to interpret ever-changing Government guidance, to ensuring the school environment is safe to receive returning pupils, to simple acts of kindness towards staff …. in the case of her school, expensive hand cream for all staff to cope with the endless handwashing but also to say 'we value you'.

Please make sure your Governors have an opportunity to listen to this thoughtful and reflective message to inspire them in these challenging times.

The title and theme of the presentation is:

"Strategies for Recovery - Compassionate Governance & The Covid Test"

You can watch and listen to a video slide show of the presentation on the episode webpage:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum11-polly-mcmeeking

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

https://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

This episode is rich in thinking and action from Senior Leadership representatives for the Cabot Learning Federation, a Multi Academy Trust comprising more than 20 schools serving children and young people aged 3-19 in the South West of England.

We hear from Sally Apps, Susie Weaver, Helen Angell, Carina Smith and Charlotte Black.

They share with us a rich, thorough and compelling presentation which outlines the trust's deeply-considered response and approach to recovery. And they frame this within the broader context of the trust's values, curriculum aims and some of the trust's strategic approaches and systems. It's a very thorough session full of practical advice.

Their starting point in considering a Recovery Curriculum for Trust schools is 'through the eyes of child'. This child-centred focus informs their strategic and operational plans, and what unfurls is a rich resource of thoughtfully joined up approaches for students, families and colleagues.

With talk of subject-based therapeutic input and curriculum curation, this episode is full of practical advice, intellectual challenge, and fundamental humanity.

What they successfully design is a joyful curriculum, based on 'heart values', that binds together a community of practice with their eyes firmly focussed on the child.

The title and theme of the presentation is:

"Cabot Learning Federation... Our Route to Recovery"

You can watch and listen to a video slide show of the presentation on the episode webpage:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum10-clf

On this page, there is further information about Cabot Learning Federation and bios for Sally, Susie, Helen, Carina and Charlotte.

There are also links to some of the leadership team's blogs and other articles.

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

In this episode we have a presentation and talk from Amanda Mordey, OBE.

Three years ago, Forest Oak school, of which Amanda is Executive Principal (alongside Merstone School,) developed SMILE, an ethos based approach to promoting positive mental health and well being for children with special educational needs and disabilities (SEND). The approach took the NHS 5 Ways to Well Being, and adapted them into child speak, augmenting the key messages with pictures, drawn by a student. The approach was holistic and included all staff members as well as pupils.

Building on the positive outcomes for Forest Oak school, Amanda commissioned a 2 year evidence based trial of SMILE across 10 Primary and Special Schools. Each participating school has found a significant shift in the culture of the school, and that SMILE has enabled them to put the well being of the whole school community at its heart.

We are delighted that Amanda has chosen to launch SMILE for wider use in Education, through the Recovery Curriculum website (see below), as a constructive contribution to the response schools are making to the pandemic.

"There has never been a more crucial time to support our schools and equip our teachers, to build emotional resilience in our children & young people. The mental health of our children is eroding before our eyes...we need to bring back their SMILE. These are perfect resources for implementing a Recovery Curriculum ."

Professor Barry Carpenter, CBE, PhD. Professor of Mental Health in Education, Oxford Brookes University. (January 2020)

The title and theme of Amanda's presentation is:

"SMILE – A Well Being Approach… A Route to Recovery"

There is a link to a video of Amanda's presentation on the recovery curriculum website at www.recoverycurriculum.org. And if you select episode 9, you'll be able to watch and listen to the slide show.

You can also download a copy of Amanda's presentation and we've also listed links to the some of the references that Amanda makes during the presentation.

About Amanda Mordey OBE Amanda has worked for over 30 years in the field of special education. Over 28 years as a school leader, 25 years as Head Teacher.

She is Principal of two special schools in Solihull: Merstone School, catering for pupils aged 2-19yrs with severe and complex learning disabilities and Forest Oak school, catering for pupils aged 4 – 18 yrs with moderate learning disabilities.

She has a keen interest in the mental health and well-being of the school community. In 2014 Forest Oak worked with Solihull Advisory Team on a research project and the SMILE approach was developed. SMILE is an ethos-based approach to supporting the pupils, staff and families based on the NHS 5 areas to well-being.

She has worked with her skilled staff to develop a well-being/ Recovery curriculum to support the pupils on their transition back into school. The SMILE approach has continued to support the community through the pandemic and during recovery.

For further details on SMILE and a copy of the presentation visit the podcast episode page:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum9-amanda-mordey

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

https://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

In this episode the eminent Child and Educational Psychologist, Dr Tina Rae, explores how we can resource a Recovery Curriculum.

Through nurture approaches Tina targets specific interventions, which enable the Teacher to support the child who is demonstrating bereavement, trauma and anxiety as a result of the Covid-19 pandemic. She applies her wealth of experience to specific resources that she has developed, for example the Bereavement Box, and the Transition Toolkit, (a must for all Primary schools trying to prepare year 6 pupils for transfer to Secondary school).

These resources are based on research and sound evidence-based practice.

Her insights are rich and deep; her approach enabling and empowering for teachers trying to create resilient children in these times of challenge and crisis.

Tina shares her wealth of expertise and experience through a presentation and talk that she has prepared especially for this episode.

The title and theme of Tina's presentation is:

Resourcing a Recovery Curriculum through Nurture

There is a link to a video of Tina's presentation on the recovery curriculum website at www.recoverycurriculum.org. And if you select episode 8, you'll be able to watch and listen to the slide show.

We've also listed links to the various resources that Tina refers to in the presentation. There are also links to the FREE video-based CPD sessions that Tina has created during May and June. These are highly recommended.

About Dr Tina Rae BA (Hons) PGCE MA(Ed) Msc RSADipSpLD ALCM DipPsych Doc App Ch Ed Psy HCPC registered Educational and Child Psychologist, Author and Educational Consultant

Dr Tina Rae has over 30 years' experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services.

She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Compass Fostering as a Consultant Psychologist supporting foster carers, social workers and Looked after children.

She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK.

Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education.

Tina is a prolific author and has over 100 publications to date. Recent publications include the following:

• Rae, T., Such, A. & Wood, J. (2020) The Well Being Tool Kit for Mental health leads in schools A comprehensive Training Resource to Support Emotional Wellbeing in Education and Social Care Buckingham: Hinton House Publishers
• Rae, T. & Such, A. (2019) The ASD Girls' Wellbeing Toolkit An Evidence based Intervention Promoting Mental, Physical & Emotional Health Buckingham: Hinton House Publishers
• Rae, T., & Wood, J. (2019) The Essential Resilience and well-being tool kit for the early years Buckingham: Hinton House Publishers

You can find and follow Tina on Twitter at:

@DrTinarae

Tina's YouTube Channel website (CPD Resources):

https://www.youtube.com/channel/UCcYl81CpnbB7A1ETj5s5o-g

Coffee Time CPD with Dr Tina Rae

• Session 1: Using Tools from CBT with Children and Young People
• Session 2: Anxiety
• Session 3: Grief & Loss
• Session 4: Peer Group Supervision
• Session 5: Emotional Literacy & Emotion Coaching
• Session 6: Understanding & Supporting CYP with Body Image Eating Disorders
• Session 7: Understanding & Using Mindfulness to Reduce Stress
• Session 8: Self esteem & Growth Mindset
• Session 9: Using Solution focused Brief Therapy with CYP

Visit and subscribe to Tina's YouTube Channel (above) for free access to these and other CPD resources.

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

In this episode we hear from Sharon Gray, OBE. Sharon has extensive experience in all sectors of education, but especially in the field of Social, Emotional and Mental Health, (SEMH), and with students who could be described as 'on the margins'.

Sharon provides a presentation that shares the approach and some of the work that is being done to support the recovery process across a family of schools in and around Derbyshire, led by the Embark Federation.

Sharon and the team at Embark have developed a Recovery Curriculum model, "Rising Strong", that enables students in all age phases, to reconnect and re- build emotional resilience. The strategy developed never loses its focus on relationships at the heart of everything. The development of a Museum of Hope and Recovery. captures children's experience of lockdown and reminds us all that we are survivors.

Rising Strong: Recovery to Resilience… a Trust wide approach and beyond

The episode is delivered as a presentation with accompanying slides. If you're listening to the audio-only version, we have a link to a video slideshow on the LearningShared episode page:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum7-sharon-gray/

About Sharon Gray OBE

Sharon has been a Headteacher for 18 years. This includes 12 years headship leading special schools including residential units for children and young people experiencing severe social, emotional and mental health difficulties (SEMH) and 6 years as the Headteacher of a larger than average mainstream school with an enhanced provision for children excluded from other schools due to experiencing significant social emotional and mental health difficulties. Sharon has also led two nurture units and a provision for vulnerable 2 year olds. During this time Sharon became the Executive Head whilst supporting an additional school in need.

All three settings that Sharon led were judged as Outstanding by Ofsted. She has also been an Ofsted inspector for 9 years and is a BSO accredited inspector.

Sharon is currently an Education Consultant at Wholehearted Learning, a co-opted member of 'engage in their future' – representing special schools nationally for young people experiencing severe social, emotional and mental health difficulties. She is also a member of the Youth Justice board – with the strategic overview project lead; of education in custody and the development of our first secure school.

Sharon is a published author and describes her work and purpose as taking a systemic approach to help adults, teams, school, communities, local authorities to create environments that enrich the emotional well-being, creativity and learning of children and young people. The focus being to release a child's innate desire to learn and for them to discover joy in their learning and so achieve the best outcomes possible.

Her philosophy is one of authentic inclusion and her aim is for everyone within the community that she works with to see themselves as a responsible and vital part of securing positive outcomes for all.

Sharon's website:

www.sharongray.org

You can find and follow Sharon on Twitter at:

@SgraySharon

Embark Federation

Embark Federation is a Multi Academy Trust and family of 7 schools across Derbyshire who believe that by working together as a team they can create schools that 'stand out' at the heart of their communities.

The schools have 4 core beliefs; Family, Integrity, Teamwork and Success that are central to everything that they do.

They have two National Leaders of Education, two National Support Schools and a National Leader of Governance across the trust.

https://www.embarkfederation.com

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

In this episode Professor Barry Carpenter interviews Beverley Cockbill, who has extensive experience of children with Complex Needs through her research and practice, especially in relation to the Engagement Model.

Bev describes how engagement is key to effective teaching and learning for this group of pupils, and how it provides a lens through which the teacher can guide the child to positive learning outcomes.

Part of Bev's role is working with disengaged, out of school pupils, and how she takes the principles expressed in the Recovery Curriculum to re-engage those children to reduce their stress and self-regulate their emotions. Using her wealth of experience in mental health she particularly articulates how Happiness Boxes (see fact sheet downloadable below) can be used in a versatile way in a variety of settings by families, as well as teachers, to support vulnerable young people.

Bev picks out the Transparent Curriculum from the 5 Levers, for the opportunity it offers to co-construct the curriculum with the child and its family, as the child begins to reconnect with school and begin the process of recovery. Space, also one of the 5 Levers: she also sees as crucial to the child with Autism or behavioural difficulties, as they explore again their self-concept and emotional regulation in their learning setting.

'Happiness Boxes'

On the episode webpage and the Recovery Curriculum webpage, you can download a guide on how to make a Happiness Box, with a sound rationale for doing so. Written by Barry Carpenter and Bev Cockbill this step by step guide is perfect for welcoming children and young people back to school, or for home learning. In either contexts it enables the child to build their emotional resilience, and self regulate their emotional well being.

'Social Stories'

On the episode webpage and the Recovery Curriculum webpage is an example of some of the Social Stories that Bev refers to in this episode.

Inquiring Minds article (referred to in this episode)

On the episode webpage and the Recovery Curriculum webpage is a copy of the Inquiring Minds article that Bev refers to in this episode.

About Beverley Cockbill

Bev is a Complex Learning Needs Co-ordinator/Specialist Teacher for Chadsgrove School Support Services CCN (Communication Complex Needs) Team. School Support Services contributes to a school driven self-improvement model, which can lead to significant improvements in pupil outcomes.

Bev is a Training Co-ordinator in complex learning needs. Previously, she worked for SSAT (The Schools Network) Ltd as Training Coordinator for complex learning needs and as a Research and Development Assistant on the Department for Education-funded (CLDD) Complex Learning Difficulties and Disabilities Research Project. In addition, Bev has been an Assistant Teacher and Structured Teaching Advisor/Trainer within a residential school offering 38/42-week education and 52-week care to children aged 6–19 years with severe and complex learning disabilities and autistic spectrum disorder.

Bev lectures and delivers training for children and for adults with complex learning difficulties and disabilities in schools and care provision across the UK and internationally. She has published a range of articles, and contributed to the 'Training Materials for Teachers of Learners with Severe, Profound and Complex Learning Difficulties' www.complexneeds.org.uk

She is co-author of the acclaimed book (with Barry Carpenter and Jo Egerton et al) on Educating Leaners with Complex Learning Difficulties and Disabilities, (Routledge, 2015)

Bev was a co-founder of the Engagement4Learning website www.engagement4learning.co.uk

Bev has worked in the field of special educational needs for the last 20 years.

Chadsgrove School

https://www.chadsgroveschool.org.uk/web

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

We hear from a leader in Special Education, Martin McKenna, currently Deputy Head of Palmerston School in Liverpool, and about to take up the Headship of Foxfield School on the Wirral.

Martin articulates his philosophy around interdisciplinary teamwork which has a shared focus on a personalised curriculum through a pedagogy rooted in Engagement. The Evidence for Learning app (EfL) is used to capture each pupil's learning against their personalised goals.

EfL has been used during the period of lockdown to provide family activities that met the needs not only of their child with learning difficulties but all family members, who record the participation and family engagement, and share it back with the school.

Martin describes how they 'share the script' between each other, which is mutually empowering at this time of crisis. He feels this positive creativity militates against some of the negative consequences of lockdown in families who find themselves in difficult circumstances, and he endorses the Recovery Curriculum for its focus on teaching as a relationship-based profession, which enable teachers to deal with loss trauma and anxiety in the children.

He reflects how he will carry these values forward into his next school setting through communication, hope and endeavour. He sees that all children will need a time of healing to recalibrate as successful learners.

Video case studies from Palmerston School

Earlier in 2020, before the pandemic, we spent a day with the students and staff at Palmerston School recording some of the wonderful teaching, collaboration and learning that goes on in the Palmerston learning community every day.

\We spoke with the leadership team, teachers, support assistants, local authority staff, physios, multi-agency teams and parents and captured some wonderful and inspiring nuggets of practice and deep learning.

You can watch these videos in the EfL in Action page or on the EfL YouTube channel.

About Martin McKenna, Palmerston School & Foxfield School

Martin began his career into SEN in 2007 as a teacher in SEN at Palmerston school. Throughout his years as a teacher he has worked closely with staff both within Palmerston and in mainstream schools to ensure the curriculum is personalised and meets the needs of a range of pupils across ASC, PMLD, SLD and the MLD spectrum.

As part of his role he is responsible for developing, monitoring and training to improving the quality of teaching and learning within the school and supporting other schools as a Specialist Leader in Education.

In 2013 he became a member of the SLT and has helped to guide the school though the last two outstanding judgements in Ofsted.

In September he is moving to the Wirral to undertake his first headship in Foxfield school.

Palmerston School

https://www.palmerstonschool.co.uk

Foxfield School

https://www.foxfieldschool.co.uk/website

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/

In this episode the leadership and management of the Recovery Curriculum is discussed by the Senior Leadership Team of Whitfield Aspen School, a primary school in Dover.

This is a unique, truly inclusive primary school with over 370 pupils, and over 130 in the specialist resourced provision for children with severe and profound learning difficulties. The school has more than 150 staff. The discussion focuses on the leadership challenges the SLT are experiencing, between Jason Cook, the Headteacher, and the two Heads of School, Ali Erskine and Anne Mason and some of the ideas and steps that the school has already taken to commence the recovery process.

They describe a genuine whole school and community approach that has engaged and valued contributions from all stakeholders from teachers and other staff to families and the children themselves. A particular strength of the school is family engagement, and the rich dialogue around teaching between families and school. Teamwork, at all levels, is at the heart of what the school does, and brings reality to the vision the school holds of building an inclusive educational community that values all children as successful learners.

Nothing exemplifies this more than the video linked below, that shows the children at Whitfield Aspen performing the song " Roar"... perhaps emphasising the courage we all need to face these extraordinary times. The video was part filmed just before and part filmed during school lock down.

https://whitfield-aspen-school.primarysite.media/media/roar

New Reports for the New Context

In thinking about the consequences of the majority of pupils not being in school, one of the concerns that came through from the teachers at Whitfield Aspen, was the relevance of the traditional school report.

They noted that for reports that are sent out to parents at the end of the academic year, the teachers will not have taught the children since March. One teacher expressed that the longer she was away from her class, the more detached she was feeling. She wondered how useful and relevant it would be to write a school report which effectively would be 4 months out of date. In fact, for some parents who have been home-schooling their own children, they probably have a better idea than the child's teacher of where their children are in their learning, and the areas they need to improve on. Also, there were concerns for the children who have not had parental supported home learning opportunities. The teachers were concerned that any information in a report would not acknowledge the potentially life-changing personal challenges that these children may have experienced.

The feeling was that the school could use this opportunity to create something different, which could be a small positive in an extremely challenging situation. One teacher was keen to create a "Celebration of your child" report. She felt that being away physically from her class, had given her time to remember the funny things they have done or said. The moments in class when they really tried hard to do something and finally succeeded! So she created a format where she could celebrate the children showing resilience despite adversity. It was also an opportunity to acknowledge the remarkable character strengths of the children of Critical and Key-workers. In discussions with all of the teachers the feeling was that a traditional school report would not reflect what was important at a time when life has been so different and challenging for the children and their families. The school team is acutely aware that many parents could be struggling with the reality of losing friends or family and would be living with the fear and reality of losing their jobs and wanted parents and the children to have a lasting memory of the positive aspects of this time and to encourage hope for the future.

Teachers added to a list of key characteristics they felt they wanted to comment on for the children in their classes. These included the words of the values of the school (Learning together with Aspiration, Imagination and Determination) and the vocabulary of 5 Lenses of Engagement. Aspiration, Determination, Imagination, Perseverance, Resilience, Kindness, Collaboration, Responsibility, Confidence, Respectfulness, Self-discipline, Consideration, Exploration, Realisation Anticipation, Persistence and Initiation.

Jason, Ali and Anne have kindly shared a sample of the new report on the Recovery Curriculum website and Episode webpage:

https://www.evidenceforlearning.net/learningshared/recoverycurriculum4-whitfieldaspen/

About Whitfield Aspen Primary School

Whitfield Aspen is a fully inclusive Primary School with links to KSENT (Kent special schools) and the Samphire Learning Hub (a hub of 8 local mainstream Primary Schools). There are 356 pupils on our Mainstream roll and 128 pupils, with profound and multiple learning difficulties ,on the roll of our Specialist Resource Provision. All the pupils access their learning in the environment that best suits their individual needs. This could be full time in a Mainstream class , full time in a Specialist Provision class , or time spent between Mainstream and Specialist Provision classes. At our school we encourage 'the same' but allow for 'different'. In other words, every child should have the same opportunity but every child will access this in different ways. Our pupils come in through the same door, eat in the same hall , play in the same play areas and come to school with their brothers and sisters. In this way, we live out our school's vision of 'Learning Together with Aspiration, Imagination and Determination'.

Jason Cook, Headteacher

I started my teaching career in a one form entry school in Dover. I was lucky enough to work for a Headteacher who actively pushed me to think about my career. My wife worked for a Headteacher who had worked abroad. This resulted in us moving to the Middle East for three years where I was maths lead in a large Embassy sponsored primary school. I learnt a great deal about leadership from SLT there as well as the need for a strong team built around trust and a shared sense of responsibility. I returned to the UK to take up a KS2 coordinator position at Whitfield Aspen School. My first taste of a truly inclusive school which has never stopped refining its approach. I have been there since 2001 and held most senior leader positions!

Anne Mason, Head of School (KS2)

During my early career in industrial chemistry, I had the opportunity to deliver training and coaching to staff , which inspired me to retrain as a teacher.

For sixteen years, I worked as a key stage 2 class teacher, across a range of classes and abilities in mainstream primary schools, before becoming an Assistant Head, and then Acting Head. Eight years ago, I moved to Whitfield Aspen School, an unusual school, being a combination of mainstream primary and special school (profound, severe and complex). Working as Head of School (KS2), and being part of a highly supportive team, with a diverse range of experiences, has enabled me to better understand both the challenges and rewards of working in a fully inclusive school.

Ali Erskine, Head of School (KS1)

Throughout my teaching career, I have taught in both mainstream schools and special schools. Thirty years ago, I started teaching in a school for children with learning and behaviour challenges, I was part of a team who valued the importance of personalised learning. I saw what a difference making learning relevant and meaningful for each child made to the children's motivation and ability to learn. These experiences were invaluable, both in my next role in a mainstream school, and then when I started teaching in a school for children with profound, severe and complex learning needs. During this time I taught in every key stage from Nursery to Post-16. Eight years ago, I joined Whitfield Aspen, a unique fully inclusive primary school, and I am now Head of School KS1, and part of our creative leadership team.

Whitfield Aspen School

https://www.whitfieldaspenschool.co.uk

More info on the Recovery Curriculum

For information on the Recovery Curriculum, including the original Think Piece entitled "A Recovery Curriculum: Loss and Life for our children and schools post pandemic", lectures, resources, reference materials and details of the online communities of practice, visit:

http://www.recoverycurriculum.org

Join the conversation about The Recovery Curriculum:

Clearly any form of Recovery Curriculum will need to be unique to each and every school, contextualised to the ethos, culture and values of that school, as well as its existing curriculum and crucially reflecting and addressing the needs and aspirations of its unique population of learners.

We have created private groups in LinkedIn and Facebook where colleagues and peers can discuss and share thoughts, ideas, experiences, resources and learning in relation to education and provision post pandemic. The groups are also an opportunity to connect people and help you to build a network that can support you on your own important journey over the coming months.

Facebook Group: Recovery Curriculum

We've set up a private facebook group specifically for The Recovery Curriculum at:

https://www.facebook.com/groups/recoverycurriculum

or search for "recoverycurriculum" in Facebook.

Facebook: EfL SEND Community Group

Join us at:

https://www.facebook.com/groups/eflSENDCommunity/

or search for "eflSENDCommunity" in Facebook.

The purpose of the group is to provide a safe, closed space to seek out and share ideas, experience and resources that can help with any and all aspects of SEND provision. It's also a community for practitioners and schools that use Evidence for Learning and Insights for Learning to share ideas, resources and support each other in using these apps. This is a peer-moderated and supported group.

Linkedin Group: The Recovery Curriculum

The group is called "A Recovery Curriculum for children & schools post-pandemic" and you can find it at:

https://www.linkedin.com/groups/12399451/