Transcript School self-evaluation: behaviour and attendance

Primary
Social & Emotional
Aspects of Learning
Theme 6: Relationships
Good to be me …..
….. how was it for you?
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Activity: Reflection
What to do;
Individually reflect for a minute on the
last theme ‘Good to be me’ and identify;
 One key point of particular success
 One area for development
Share and record them with your group
Feedback a key point to the whole
group
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Primary
Social & Emotional
Aspects of Learning
Theme 6: Relationships
How is it used?
 Theme for half term that involves the whole school
community
 Theme and materials introduced in staff meeting
 Initial assembly from theme overview
 Curriculum work at different levels
 Celebration assembly
 Follow up staff meeting review and sharing of
practice
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Relationships
This theme is the second of two focusing specifically on
feelings. It explores feelings within the context of our
important relationships including family and friends.
‘Relationships’ aims to develop knowledge,
understanding and skills in three key social and
emotional aspects of learning;
Self-awareness
Managing feelings
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Empathy
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Relationships
In addition, there is also a focus
throughout the theme on helping
children understand the feelings
associated with an experience
that we all need to cope with at
some time: that of loss whether of a favourite
possession, a friend, a family
home or a loved one.
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Whole school focus
 Using the schools usual means of celebration
(praise, notes to the child and parent/carers,
certificates, peer nominations, etc.) to notice and
celebrate children (or adults) who were observed;
Week 1: Changing an unfair situation
Week 2: Being pleased for someone’s
achievements
Week 3: Telling the truth, saying sorry or making
amends
Week 4: Helping someone who is feeling sad or
lonely
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Points to note
You might not have chosen to use many of the Purple
set activities in the previous themes, but working
together as a staff to explore loss and other feelings
within close relationships will be very beneficial before
working with children.
People’s reactions to loss are varied and
will have your own range of thoughts,
and ways of dealing with issues.
you
feelings
Before working with children, it is important that you
have acknowledged and identified your own emotions
and have reflected upon your own responses to loss.
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Points to note
The following activities are designed to help you talk
with colleagues and provide some insight into what
children might feel and need to know.
When undertaking the activities you
will need to be sensitive to the
needs and possible reactions of
any members of the staff group
who have themselves experienced
significant loss.
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A quote from Winston’s
Wish…
My Mum died and my life changed
for ever, it was the biggest thing
that ever happened to me. My
teacher never mentioned it.
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Activity 1: Why teach about loss?
Spend a few minutes completing the quiz
by yourself before we go through the
answers.
It is estimated that every
30 minutes a child or
young person in the
UK is bereaved of a
parent.
That’s 55
a day.
Or 20,000 children
every year.
Around 10% of those
aged between 5 and 15
will have lost a parent,
carer, close friend or
close relative – that’s
almost a million of our
young people.
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Although relatively few children are bereaved,
most will experience losses of other kinds
during their childhood. Losing a home, losing
friends because of moving house or changing
schools or losing a pet are examples.
By helping children learn how to express and
manage their feelings, you are helping them
to remain emotionally healthy and to engage
with learning more effectively.
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Death neither obeys the
school timetable nor
appears on it … it enters
the classroom without
knocking.
A quote from
Winston’s Wish
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Activity 2: Types of loss
In pairs, read through the set of cards on
your table and add any ideas about
additional losses on the blank cards.
Place the cards in order, according to how
bad you might feel if these things happened
to you.
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Activity 2: Types of loss
Now in small groups, choose one or two types of loss
and consider:
How you already support children who have
suffered this type of loss
How your school currently supports children
who have suffered this type of loss
What your school might do differently and what else
your school could reasonably do to support children
who have suffered this type of loss
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Feelings of grief
Grief reactions vary but there is a consensus that there
are different phases that many people go through when
they suffer a significant loss. These can be seen as a
progression from one phase to another, starting with
shock, disbelief and denial and ending with acceptance.
But those who have experienced loss will say that the
route is not direct, that there are many times when they
regress to an earlier stage; and even once they feel that
they have accepted the loss, there are times when they
are overwhelmed by despair and distress.
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Feelings of grief
Reactions to loss are highly individual, and there is no one right or
normal way to grieve. We have called the feelings associated with
significant loss the ‘feelings of grief’.
Disbelief
(associated thoughts and feelings
– shock, denial, disbelief)
Recognising the loss
(associated thoughts and feelings
– yearning, anger, guilt, sadness,
despair, pain, distress)
Realisation
(associated thoughts and
feelings – sadness,
hopelessness, depression)
Acceptance
(associated thoughts and
feelings – the full range of
feelings)
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Activity 3: Feelings of grief
Look at resource sheet 2
where characters express
different feelings of a loss.
Identify which phase in the
feelings of grief you think they
are operating within.
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Activity 4: Loss through separation or
divorce
Read the story Wils or Pilgrim from the
Blue set. In pairs, agree a question about
the story that you would like to explore.
Record everyone’s questions on a
flipchart and agree as a group, by voting,
on a question you will focus on.
This activity is based on
the techniques used in
the Philosophy for
Children approach. (See
appendix 6 ‘Communities
of enquiry’)
One person should act as a facilitator.
Their role should be to support the
discussion by prompting people to keep
to the question and, if they feel confident
enough, to ask facilitative questions.
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Activity 5: Setting the ground rules
As adults we are often worried about talking to children
about their loss, especially if the loss is due to
bereavement. However, talking about loss is often useful to
a child, as it makes it feel normal and acceptable rather
than something too horrible and scary to mention. This
activity is designed to challenge some of our fears about
talking to children.
On A3 paper thought
shower your
responses to the
following question…
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What’s the
worst that
could happen?
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Activity 5: Setting the ground rules
In your group, choose a fear from the thought
showered list and discuss the following
questions:
How might
we try to
avoid this?
What should we
do if our fear
does happen?
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Activity 5: Setting the ground rules
As a school, you may wish to share your
ideas and write them up as a chart for
reference.
Some common fears and thoughts can be
found in the handout What are the worst
things that could happen when we try to
help?
These might be useful to refer to when you
have finished the task or as ideas to get you
thinking before you start.
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Activity 6: What are we doing now and
what else could we do?
As a group, reflect on the following questions:
What have you
learned from the
activities?
What five or six principles
should your school have
when considering how to
support children who have
suffered loss?
(These should be designed to
ensure the emotional safety and
well-being of the adults and children
involved)
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When does a child need extra
support?
There is no easy answer to this question. The principle
you should use when deciding what the child might need
is to consider what is the least intrusive intervention that
might be effective. When considering an individual, you
might like to answer these questions:
• Are the feelings associated with loss preventing the
child from learning and taking part in school life?
• Is the child’s behaviour a concern to themselves and to
others?
• Does the child seem excessively distressed and
unhappy?
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When does a child need extra
support?
• Does the child seem lethargic, depressed and
hopeless?
• Has the child asked for help?
• Have you tried to support the child within the class and
within the school’s own resources?
• Have you spoken to the child’s parents / carers? What
are their views?
• Does the child want additional help?
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Local Authority support
• Diversity & Inclusion Team, Emotional and Trauma
Support.
Contact: Deirdre McConnell, 0161 223 3158
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Other agency support in Manchester:
• The Gaddum Centre, 0161 834 6069
www.griefmatters.org.uk
• The Grief Centre: Manchester Area Bereavement
Forum, 0161 371 8869
Both agencies offer one to
www.mabf.org.uk
one support, group work with
families, training and
telephone information,
support and guidance
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Useful websites
www.itsnotyourfault.org.uk
A website to support and inform children whose
parents are separating or divorcing
www.childbereavement.org.uk
The website of the Child Bereavement Trust, which
publishes a helpful information pack called
Supporting Bereaved Children in School
www.ncb.org.uk/cbn
The National Children’s Bureau’s Child Bereavement Network:
a database or organisations that offer services to bereaved
children as well as guidelines for best practice
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Useful websites
www.rd4u.org.uk
A website for children and young people who have been
bereaved and want news and information designed for them
www.childline.org.uk
Offers a chance for children to talk in confidence about
their feelings and emotions
www.winstonswish.org.uk
Provides resources for schools and grief support
programmes for children
www.partnershipforchildren.org.uk
Provides resources for parents and teachers about how children
cope with bereavement, divorce and separation
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‘Death is one of the greatest taboos. It
doesn’t square with our worship of
youth.’ But the truth, after all, is that
we are all terminally ill. Once we
recognise that, we can enjoy the life
we have left.
Elizabeth Kubler Ross, 1982
(from Good grief, by Barbara
Ward and Jamie Houghton)
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Planning
 Consider how you might deliver these sessions and
any resources you would need
 In your groups, look through the ‘Relationships’
theme and choose activities, for your age group, for
the next half term
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‘At the beginning we couldn’t see
how to get through. Now we know
we can – we laugh, we cry, we
find ways to live and remember.’
A quote from Winston’s Wish
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Questions
? ? ?
? ?
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Evaluation
Please complete an
evaluation sheet
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