Recovery Curriculum Conference / Webinar: “Reflections on Recovery, Reigniting Children’s Learning” (15th July 2020)

Just announced – online Conference – 15th July, 2020.

‘Reflections on Recovery – Re-igniting Children’s Learning.’

The Conference Webpage is here:

Book now!

Relationships, sex and health education (RSHE) for pupils with special educational needs and disabilities (SEND)

Free webinar on Tuesday 7th July 10.00 – 12.00

Join the Department for Education, and experts on Relationships Education, Relationships and Sex Education (RSE) and Health education, for a two-hour webinar covering key issues to support preparation for high quality RSHE.

The knowledge pupils will gain from RSHE will support their own, and others’ wellbeing, and help them build positive and safe relationships. This will be particularly important in the coming months as pupils return to schools and start spending time with friends again.

This event is for teachers, teaching assistants, SENCOs and PSHE leads in local authorities to hear from experts who will share their experiences of getting it right in both mainstream and special schools.

Speakers include Ian Bauckham, DfE Education Adviser and CEO of the Tenax Schools Trust, the PSHE Association, the Sex Education Forum and Professor Barry Carpenter, professor of mental health in education from Oxford Brookes University.

This event is free to attend and open to more than one person from each school – please register here:

Please cascade to your networks.

You might also be interested in the following DfE event with a specific focus on the impact of the pandemic on children and young people’s mental wellbeing.

The Department for Education (DfE), in collaboration with NHS England and Public Health England, will be hosting a free, 1 hour webinar for school and college staff on 9 July on how to support returning pupils and students. You will hear from experts on the impacts of the pandemic on children and young people’s mental wellbeing and recovery techniques, and from education leaders about the actions they have been taking. For further information and to sign-up:


Episode 10: A Recovery Curriculum Part 10 – Cabot Learning Federation


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”

Full post, click here or available via the below link:

Episode 9: A Recovery Curriculum Part 9 – Amanda Mordey OBE (SMILE – A Well Being Approach)

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

Full post, click here or available via the below link:

Episode 8: A Recovery Curriculum Part 8 – Dr Tina Rae

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).

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.

Full post, click here or available via the below link:



Episode 7: A Recovery Curriculum Part 7 – Sharon Gray OBE (Embark Federation & Wholehearted Learning)


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.

For full post, click here, or use below link:

Children sing of their desire for recovery post pandemic

Forest Oak pupils (in Solihull) have been using their feelings during
the Coronavirus pandemic to create a song for everyone. The vocals in this song were recorded by pupils following safe guidelines. The photos in this video are of children working from home and of some of the changes made to the school. We hope you enjoy it.

This song can also be found on, alongside a podcast from the Executive Headteacher, Amanda Mordey, outlining their SMILE ethos based approach to emotional well being for their pupils and staff.

Giving children a voice in the post pandemic world

This article is designed to give educators a space to think, before we re-open, about how they will carve out this space for authentic child voice in their own school setting.

(Corrected Link)