When a child with a disability arrives in a family the messages of condolence are often greater than those of congratulation.
This question deserves at answer at this time of crisis. We have witnessed some incredible acts of kindness in our communities and in Society as a whole.
Now is the time to re evaluate what kindness can give to our own sense of well being, as well as in acts of kindness towards others. It is an essential component of the compassion that will be so essential to our school communities in the processor reconnection and recovery.
This new report from the Mental Health Foundation is timely, and worthy of consideration and implementation.
The Transition Toolkit at nurtureuk.org by Dr Tina Rae, is a perfect resource for supporting the year 6 to year 7 transition process. At a time when this is likely to be more compressed than planned, the sound evidence base, theoretical underpinning, and brilliant activity cards in the Transition Toolkit are a must for schools.
The design and range of activities would also support many pupils when then come to transition back to schools, and will help teachers support children’s emotional well being, through meaningful and purposeful learning. It can be a dynamic tool, alongside the other Boxes in this series from Nurture UK, in the Recovery Curriculum.
This is an ideal resource at this time of crisis. Highly recommended.
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“As part of our commitment to supporting positive mental health, I will be releasing weekly social media videos with practical tips on how individuals can implement the 5 Ways to Well-being at Home”.
2. Be Active
3. Take Notice
This article published in the “Sunday Times” (2/02/20), has a focus on the abilities of girls with Autism, and the talents they can offer to Society. Through case study examples taken from Limpsfied Grange School, Surrey, and some insightful quotes from the Headteacher, Sarah Wild, the journey made by these girls is illuminated.
The guidance describes the formative and summative assessment of children as “not engaged in subject specific learning”. It will be statutory assessment in schools for those children and young people.
From this solid evidence based, a pedagogy evolved through systematic research across UK schools, and a series of International trials , which created the Engagement Framework for Learning, ( www,engagement4learning.com) This includes the ‘Engagement Profile’ which aids baseline assessment, and gives insight into the learning pathways of the child with Complex Needs. The Engagement Profile is a classroom based planning tool which links to formative assessment . Both are compatible, and indeed inform , the summative assessment opportunities of the new Engagement Model.