Celebration / Belonging
All
Brimsham Green’s approach to house competitions to maintain a sense of belonging when all pupils returned in September.
All
Details of a coaching circle pilot with eight tutor groups at Brimsham Green as they returned in September.
Primary up to age 11
Ideas fromThrive® for planning and creating your own festival and making a scrapbook to capture your memories to look back on. Ideal for over the summer
All
Brimsham Green’s response to behaviour as a result of their involvement in the ‘Better Behaviour project’ and the work of Paul Dix – When the adult changes, everything changes.
Secondary
A group of organisations in the UK, passionate about
peace and Restorative Practice, came together to think about how they could support schools during
COVID-19. The group produced a framework, RESTORE, that offers questions, methodologies and thinkpieces for school communities as they seek to re-build relationships between staff, pupils and parents and consider the social and emotional impacts this collective experience is having. The framework is structured around the letters of RESTORE: Recognition, Empathy, Safety, Trauma
Opportunity, Relationships, Engagement.
Secondary
RECOGNITION of what’s happened, and that our experiences during lockdown have all been different, life-changing for many and significant for us all. How do we encourage everyone to share their story of what’s happened and their experiences of the pandemic so far?
Secondary
EMPATHY for the mix of emotions that we have in response to events at home, in school, the community and in the wider world. How can we respond with empathy, compassion and self-care, whether we are staff, students or parents?
Secondary
SAFETY will be paramount, both emotional and physical. How do we re-establish a sense of safety for this new normal so that students are able to learn and all are able to thrive? How do we help those who may have felt unsafe whilst they’ve been away from school, feel safe again?
Secondary
TRAUMA is now a collective as well as an individual experience, how does the school community process this? And how do we support people who have experienced very particular traumas during lockdown or as a result of facing an even more uncertain future?
Secondary
OPPORTUNITY to change what needs to be changed, to reflect on what matters to us and if we’d like to do anything differently. How do we learn from this experience, now that we know we can question even seemingly fixed aspects of our world?
Secondary
RELATIONSHIPS are key, as they always have been. How do we reconnect, and (re-)build inclusive, responsive relationship at all levels in school?
Secondary
ENGAGEMENT in our own health and well-being and with the issues that affect us: our teaching, learning and community. How do we foster a culture that enables staff and students to have ownership of and agency in their lives?