AfA Bulletin 9: 13th May 2020

Dear colleagues,

Achievement for All is here to support schools, early years settings at this complex, difficult time.  In short, we are in this together.  Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges. 

Our message to the Education Select Committee is clear:

The reintegration of children and young people back into education will be a monumental challenge.

Achievement for All Campaign: Putting Wellbeing at the Heart of Learning

Achievement for All’s high impact offer to support learning communities (from 2 - 24 years old children and young people, their teachers, and their families) with a range of classic and COVID-19 bespoke improvement programmes during these intensely challenging times.

Never before has the social and emotional health of an education setting been more important nor valued. The stresses and challenges that Covid-19 has placed on teachers, learners and all their family members have been profound and unprecedented:

  • School Leaders have had to redeploy human and technical resources to support remote learning, whilst at the same time considering the continued schooling of essential worker children and the health and wellbeing of staff with underlying health conditions, they need our support
  • Teachers have had to switch in a heartbeat to delivering high quality remote learning by whatever means possible, stretching their knowledge and capacity, with the risks of fracturing fragile relationships with the most vulnerable and disadvantaged in their school communities, they need our support
  • The nature of the lockdown experience has had a disproportionate impact on low income disadvantaged children and young people and their families- be it overcrowded family homes, lack of access to assistive and social technologies, childcare, income uncertainty and the intense social pressures that arise from unstable family relationships, they need our support
  • Finally, despite the best efforts of schools, some of the most vulnerable and disadvantaged children and young people in our schools have been re-traumatised by the loss of regular schooling (acknowledged as one of the major protective factors in guaranteeing positive life outcomes) and contact with their teachers and learning assistants, significant and sustained emotional and social pressures due to family circumstances, and through exposure to harm in the ungoverned spaces of the street, the park, social interactions on the internet, they need our support.
  • And come the return,  school leaders, teachers, learning assistants, children, young people and their families, can be supported in these intensely challenging times through our Achieving wellbeing
  • Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  Our weekly Bulletins provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All – Achieving Wellbeing

Achieving Wellbeing is a programme that will meet your needs, evidence based, research rich and very practical in the context of whole community development:

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Highlands: As a result of CPD the schools decided to add an additional value, "empathy" to the schools' existing and established values. Staff developed values within every team to develop a sense of belonging and shared understanding. Emotion Coaching pupil ambassadors have been established. Staff are receiving regular coaching supervision which has positively impacted safeguarding and ensured a very vulnerable child remains in school with appropriate provision. Pupils and staff have created Venn diagrams for being safe, seen, secure and soothed within classrooms, around the school and within the community. This helped to identify effective practice and gaps. Provision has been developed as a result.

Kensington: All staff have been trained in emotion coaching. As a result, there is a consistent response to emotions and behaviours. The CPD and coaching has now informed a new behaviour policy, now entitled "relationships and regulation policy". They are developing waves of provision for staff wellbeing. 

"Children in my class are becoming more aware of the different types of feelings we feel and understanding that all feelings are valid (there are no 'bad' feelings). They have come up with things that help them regulate their feelings when they overwhelm them." (class teacher)

Achievement for All – Transitions

#AfA Chat focus on transitions, Maureen Hunt interviewed by Lainy Russell, providing great advice. Please click the picture.

 

Achievement for All Partners

COVID-19: Return to school – International guidance led by Kevin Skeoch Executive Headteacher, Dwight School, Seoul

12th May 2020, 1,000 practitioners from across the world came together to discuss COVID-19 return to school:

https://www.youtube.com/watch?v=f9YnrzaJV_E&t=40s

THE SUMMER CAMPS TRUST: FREE ACTIVITY IDEAS CHILDREN WILL LOVE.

Summer camps have built up over the years a unique repertoire of children’s games, puzzles, songs, handicrafts, environmental activities, stories, woodcraft, and lots more. None of these activities involve screens or technology. They have given generations of children great active holiday weeks plus a lot of fun and laughs.

This repertoire is a well-kept secret, almost unknown outside the world of summer camps. Teachers or parents who were summer camp leaders while they were students use lots of the ideas regularly in their classrooms or families, but otherwise nobody much knows about it.

To help parents locked down with their children in the present emergency, The Summer Camps Trust is making available on its website from this repertoire FIFTY ACTIVITIES FOR PARENTS WITH CHILDREN AT HOME, to be used quite free.

To see these activities go to:  http://www.summercampstrust.org/lockdown-activities

 

Boogie Mites:

Boogie Mites are offering free Parent Transition Sessions to Support School Ready Maths and Literacy Through Music:  fun, music and movement-based transitions sessions can be accessed for free by parents via a Facebook group. Sessions are broadcast from May 18th, 2020. Read Boogie Mites blog post to find out the details of the learning aims and content of these transitions sessions:

https://boogiemites.co.uk/blog/latest-news/year-r-getting-ready-for-school-in-september/

 

Microsoft Technology / Immersive Reader Programme 

A quick tip video showing Dictation (speech-to-text) across Office 365 and Windows 10

A quick tip video 📽 showing the built-in Dictation features in the free Office365 web apps, Office 365 Desktop apps, and Windows 10.  Speech-to-text is a helpful accessibility feature to use at home during remote learning.

YouTube Video 📺 https://youtu.be/R83z8FbLyHk

Full playlist : https://www.youtube.com/playlist?list=PLdHjJccRYryMSTgm4AJhxJU_R7osuWc77

Tweet: https://twitter.com/mtholfsen/status/1246143256691277824?s=20

 

 A new quick tip video - open any Adobe PDF in Word, and then use the Immersive Reader or Translate

A new quick tip video 📽 showing how to open any Adobe PDF in Microsoft Word, and then use the Immersive Reader or Translate the entire document (over 65+ languages) Great for accessibility and inclusion during remote learning.

YouTube Video 📺 https://youtu.be/dCAPOExjfb8

Subscribe to all my videos: https://www.youtube.com/c/miketholfsen

Tweet: https://twitter.com/mtholfsen/status/1247178087722172416?s=20

 

Department for Education

Free to use resources - Department for Education Home Learning Environment Policy Team

https://we.tl/t-kGwflLReup

 

Home Learning Environment Coalition

Email: HLE.COALITION@education.gov.uk

                                                      gov.uk | Twitter | Facebook

Go to https://hungrylittleminds.campaign.gov.uk/ for simple hints and activities to do with your children

 

 **********

 AfA Bulletin 8: 6th May 2020

Dear colleagues,

We hope that you are well.

As the return to schools, colleges and early years is now high on everyone’s agenda, this week’s bulletin focuses on wellbeing, transitions and leadership advice.  Our resources are selected based on supporting disadvantaged and vulnerable children and young people.

Our main priority is to maintain the high level of service we pride ourselves on. In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

If you have specific questions related to AfA programmes, please contact:

We appreciate your partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

 

Achievement for All – Achieving Wellbeing – vulnerable and disadvantaged children not attending school

Our commitment to developing teacher and student wellbeing has been a feature of AfA since 2009, through parent and carer engagement and wider opportunities. Closing the gap cannot begin until children and young people have a sense of belonging and wellbeing

You may have seen Tom Robert’s superb ‘Great Realisation Pandemic Bedtime Story – a poem where a father explains to his child how 2020 changed the world:

https://edition.cnn.com/videos/world/2020/05/04/great-realisation-pandemic-bedtime-story-tom-roberts-moos-pkg-ebof-vpx.cnn

The need for this change is clear, all children need support at this time, the vulnerable and disadvantage in particular:

 https://www.bbc.co.uk/news/in-pictures-52370968  and https://www.suttontrust.com/our-research/covid-19-and-social-mobility-impact-brief/

Achieving Wellbeing is a programme that will meet your needs, evidence based, research rich and very practical in the context of whole community development:

https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All Transitions #AfAChat

 

We invite you to take a few minutes to listen to Kathryn James and Lainy Russell (Post-16 Programme Lead) discussing the mental health of staff and about how now is a time to pause and reflect during the new normality realising that we are living individual experiences and how to consider making our use of technology more humane.

Reflecting on the changes that all teachers, children and young people have experienced Barry Carpenter and Chris Carpenter provide the following advice:

https://www.evidenceforlearning.net/recoverycurriculum/

Achievement for All / Microsoft Online Support

In the meantime, education across all phases continues to work online.  AfA in partnership with our schools has been at the heart of developing and testing the Microsoft Immersive Reader programme:

A quick tip video on how to use Immersive Reader in Teams Assignments, Messages Posts and Chat

A quick tip video 📽 show how to use Immersive Reader in Microsoft Teams Assignments, Message Posts and Chat. Ensure built-in inclusion and accessibility when moving to distance learning 💯

YouTube link 📺 https://www.youtube.com/watch?v=d2SDCdJw6Gg

DfE Guidance:

Guidance on remote education practices for schools during coronavirus (COVID-19)

We have published guidance on remote education practice for schools during the coronavirus (COVID-19) outbreak. This guidance is based on the current experiences and practices of teachers and school leaders with case studies and information about:

·         supporting pupils’ wellbeing

·         adapting teaching practice for remote education

·         adapting the curriculum for remote education

·         keeping pupils motivated and engaged

The guidance can be found here:

·         https://www.gov.uk/guidance/remote-education-practice-for-schools-during-coronavirus-covid-19

The case studies can be found here:

·         https://www.gov.uk/government/collections/case-studies-remote-education-practice-for-schools-during-coronavirus-covid-19

Guidance on getting technology support for children and schools during the coronavirus (COVID-19) outbreak can be found here:

·         https://www.gov.uk/guidance/get-help-with-technology-for-remote-education-during-coronavirus-covid-19

Achievement for All COVID-19 Blog

‘Strange, challenging, unprecedented’ are words that have been used to describe the period since COVID-19 has impacted on all of our lives. Difficult enough to understand if you live in a secure family home with no prior needs or experience of disadvantage.

T is 18, shares a bedroom with her Mum, a single parent who survives by working and benefits. Her older sister has had mental health and drug problems, living at home is a trial. T was to have taken A levels. Her mocks, disrupted by family trauma resulted in a C, E and U, against predicted grades of A*, C and C. There is no additional income through occasional shifts in the pub opposite T’s home, there is little or no motivation to continue with her ambition to go to university to study medicine. T is vulnerable and disadvantaged but does not fall within Educational, Health, Care Plan (EHCP) or Free School Meals support or subsidies.

K is 15, with high end physical, cognitive disabilities, and significant emotional needs. During term time K is resident at a specialist school for children identified with autism, two weeks ago whilst travelling to the school her parents were called, the school was to close due to insufficient staff. K is disabled and vulnerable, she falls within EHCP, her support system is located 90 miles from home.

L is 10, a Child Looked After, fostered by a single parent, living in an overcrowded home. The ‘family’ are reliant on benefits and regular support from social services. L’s key worker has been self-isolating for 10 days with no contact with L.

T, K and L share a bond, which makes them vulnerable and disadvantaged – they do not have normal points of reference shared by the majority of the population. Their world is a different world, needing structure and support.

For the majority of children and young people their home provides the benchmark for their lives. COVID 19 has changed the meaning of ‘home’, increasing in significance the provision of shelter, food, safety, personal growth, health, a sense of love and belonging that all combine in developing a core strength within us all. Imagine being T, K or L watching the news, reading social media, seeking support, any structure to their lives has disappeared overnight, all points of reference that help them to understand and communicate have been removed.

This is where schools, third sector organisations (not for profit) and voluntary have stepped in to ensure that all vulnerable and disadvantaged children are given the care needed through our commitment to a shared humanity. Teachers providing daily one to one support, checking that meal vouchers have arrived, there is somewhere to sleep, clothes to wear; in short, there are no physical needs and risks that will cause personal injury or danger generated by themselves or others.

Social media and technology provide an opportunity for groups of children and young people to meet, to have a sense of belonging. T, K and L need support in accessing phones, tablets, and laptops.  They need help in using them safely, to participate, to have a sense of connection that is positive in their lives.

Learning has been a central message from government, the internet is full of guidance on how parents and carers can access school and social timetables, T, K and L have a long way to go before this is their priority. Their carers and support networks are faced with the challenge (that word again) of providing new reference points before any form of learning can take place. Physical and emotional security, love and belonging are the priority for T, K and L.

As CEO of a third sector organisation, our priority is to provide a new form of support and infrastructure that helps to guide professionals at a time when their individual strengths, creativity and ability to step into the world of children and young people like T, K and L are most needed.

10 points for educational settings, leaders and teachers to consider:

  1. How frequently are you in contact with parents, carers and their children?
  2. How much guidance on structure, food, safety, health and wellbeing have you provided?
  3. How many staff are engaged in supporting EHCP children and young people?
  4. How many staff are engaged in supporting disadvantaged children and young people?
  5. How many children and young people are reported under safeguarding regulations?
  6. How many staff are engaged in supporting children and young people reported under safeguarding regulations?
  7. How many children and young people have not been in contact with a teacher since the start of school closure?
  8. How are these children and young people being tracked? Followed up?
  9. How are staff responsible for safeguarding, EHCP and FSM being supported?
  10. How do you know that 100% of your school’s community are safe at this time?
  11. How proactive have you been in ensuring many of the above issues are targeted and in place before a crisis like Covid-19 hits your school community?

Achievement for All Heroes

'A shout out to Michelle Williams, who during the last working week before being furloughed, has delivered 4 lengthy virtual visits for her settings whilst navigating suspected Covid-19, looking after two 3 year old twins and another older sibling doing school work alongside supporting her front line paramedic husband, who is currently working 60 hour weeks on the front line - AMAZING!'

 

HR colleagues, Nicola Laverton and Michelle Pearce are committing their weekends as NHS response volunteers. 

 

**********

AfA Bulletin 7: 29th April 2020

Dear colleagues,

We hope that you are well.

This week has witnessed a proliferation of resources and advice from public and independent sources related to online learning.  The following resources are selected based on supporting disadvantaged and vulnerable children and young people.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges. 

This weeks #AFACHAT Lainy talks with Maureen Hunt about children transitioning after lockdown - what we need to consider. Even the best transition plans for children in both early years and schools will need re-evaluating this year, you can watch the video here:

If you have specific questions related to AfA programmes, please contact:

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we are experiencing some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have a full delivery team and coaches able to support you and your team in closing gaps for students who have fallen behind their peers. As mentioned, during this period, all partner settings, schools and colleges will continue to have access to The Bubble.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All in Wales – with thanks to John Mineur Ebbwfawr Learning Community and Joanne Woodley (AfA Coach)

https://www.youtube.com/watch?v=GHmfFCt00lA

Introducing technology – Oracy online (sourced by Cris Le-Voguer)

https://oracycambridge.org/2020/04/17/oracy-online/

Government Advice (sourced by Toby Stephens)

·         The DfE has issued “Coronavirus (COVID-19): SEND risk assessment guidance, guidance for special schools, specialist colleges, local authorities and any other settings managing children and young people with complex special educational needs and disability (SEND)”. See https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance

Council for Disabled Children

https://councilfordisabledchildren.org.uk/help-resources/resources/frequently-asked-questions-issue-2

Education Endowment Foundation – resources and advice

https://educationendowmentfoundation.org.uk/covid-19-resources/?mc_cid=8fd924bd64&mc_eid=5bd692d2b2

BBC Bitesize

https://inews.co.uk/news/education/bbc-bitesize-daily-schedule-lessons-school-topics-teachers-primary-secondary-2543710   https://www.tes.com/news/bbc-bitesize-lessons-everything-you-need-know

AfA Heroes

Many thanks to Chris Rodgers for leading the Emotion Coaching Refresher teams session this week for coaches. It was very informative, and coaches were very appreciative.

We celebrate the commitment of Sue Garland- Grimes, Michelle Pearce and Nicola Laverton volunteering as an NHS responder volunteer.

Stephanie Hammond providing voluntary support for vulnerable people in her local community.

 

**********

 

AfA Bulletin 6: 22nd April 2020

Dear colleagues,

We hope that you are well.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges

Following my previous message, along with many companies and charities AfA has taken the difficult decision to furlough our delivery team from 1st May, all virtual visits and meetings will  be carried over to when educational provision returns to normal practice, possibly September 2020

For any queries or requests please contact

Our main priority is to maintain the high level of service we pride ourselves on and will be ready to provide further support in the post COVID – 19 stage, when we will have a full delivery team and coaches able to support you and your team in closing gaps for students who have fallen behind their peers. As mentioned, during this period, all partner settings, schools and colleges will continue to have access to The Bubble.

In this context we are launching #AFACHAT https://youtu.be/Ev2956QVfoQ  a weekly chat aimed at supporting you and your colleagues, hosted by Lainy Russell.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support

sonia.blandford@afaeducation.org 

Best wishes,

Sonia 

Leading during coronavirus lockdown

A brilliant (short) article that provides a common-sense approach https://mhfaengland.org/mhfa-centre/ceo-blog/ten-things-coronavirus-lockdown-simon-blake/

Resources

Our team in the West of England have sourced the following:

Early Support Programmes for SEND Parents Carers:

 oenca@innerdimensions.co.uk

Primary:

Bug Club - www.activelearnprimary.co.uk

Free: Little bridge (for schools with students who are refugees) 

Secondary:

College (and above)

Free resources:

Resources and information sourced by AfA colleagues

From Louise McGinty

Swindon Local offer loads of links. Including how to explain to young people about COVID 19. Also had some useful explanation links for parents of SEN pupils at home as well as for teachers in the attached.

 

From Claire O Keeffe

Bereavement box (attached)

 

From Huw Evans

King’s college are doing a piece of research tracking the spread of coronavirus to improve our knowledge. In this app, you log in and say how you are feeling each day.

‘New symptom tracking app aims to slow spread of coronavirus’  https://www.kcl.ac.uk/news/new-symptom-tracking-app-aims-to-slow-spread-of-coronavirus

From Kris Wodehouse

Useful links to support using ZOOM

https://sites.google.com/mysaddleback.org/edtech/distance-learning-support/zoom-settings

Megan Mullaly (@mullalyteach) tweeted at 9:44 pm on Fri, Mar 27, 2020:

Teacher friends: our world has been flipped upside down & we’re a tad busy 🙃🤪 If you’re using Zoom to connect with Ss, go through your settings! It takes some time. Here’s my cheat sheet to get you started (but be sure to check out Zoom’s resources too). We got this! 🙌🤓🎥 https://t.co/VM9m4nRvgq
(https://twitter.com/mullalyteach/status/1243655064679374848?s=09)

Additional resources

Coronovirus info sheet in Makaton (attached)

Looking after each other & ourselves (attached)

A good school example of an information booklet for parents on Covid 19 (attached)

Debating Matters invitation to national competition:

https://debatingmatters.com/debating-matters-online/

DfE Financial support

information on funding and financial support available for education, childcare and children’s social care organisations during the coronavirus (COVID-19) outbreak. 

Achievement for All Heroes

We celebrate the commitment of Sue Garland- Grimes volunteering as an NHS responder volunteer

 

**********

 

AfA Bulletin 5: 15th April 2020

Dear colleagues,

We hope that you are well.

In the forthcoming weeks Achievement for All will continue to provide online support for all settings, schools and colleges during this unprecedented time, when teachers and leaders across all phases are experiencing unique challenges.  This will be through our weekly Bulletins that provide links to AfA and external advice from trusted sources, involving the Bubble, our local, national and international partners and case studies from AfA settings, schools and colleges

Within this challenging context AfA has taken the difficult decision to furlough our coaches from 1st May, from which time all virtual visits and meetings will either be carried over to when educational provision returns to normal practice, possibly September 2020 or, by request delivered by our Regional Leads, their deputies and programme leaders.

If needed please contact – laura.bromberg@afaeducation.org [West and South West Region] Christine.Le-Voguer@afaeducation.org [North Region] ; Kris.wodehouse@afaeducation.org [East and South East Region]

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we are experiencing some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

We appreciate your understanding and continued partnership; we hope you find our AfA Bulletins helpful and informative as we support you virtually through this difficult time.

Please feel free to contact me direct if you need further support.

sonia.blandford@afaeducation.org or sonia@afatrust.org

Best wishes,

Sonia 

Resources

Achievement for All Bubble Activity – a reminder of the extensive range of support available from AfA

Achieving Early https://res.afa3as.org.uk/Bubblepromo/EAModules2018/index.html

Achieving Schools https://res.afa3as.org.uk/Bubblepromo/AchievingSchools2018/index.html

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

LiFT (Learning in Family Teams) https://res.afa3as.org.uk/Bubblepromo/LIFTSiteMap/index.html

Teacher CPD and Resources

Ideas for things to do from trusted resources

Goggle Classroom sign up and get weekly sessions

 

https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom

Team Training

https://microsoftteams.eventbuilder.com/TeamsEducation

Classdojo

https://www.classdojo.com/en-gb/?redirect=true Free communication tool if schools don’t have platforms, just requires email addresses, closed platform for two-way communication for parents and school/ teachers and class – easy to use for younger children

Safe remote learning poster -simple

swgfl.org.uk/saferemotelearning

Work from home guide

https://happiful.com/working-from-home-7-steps-for-a-better-work-day/

How to support pupil, staff and parental wellbeing when your school is closed TES

https://independenthead.blogspot.com/2020/04/how-to-support-pupil-staff-and-parental.html

 

 

 

 

                                                             Wellbeing & Social - Free

Anna Freud – wellbeing centre videos/resources for wellbeing

                                                            https://www.annafreud.org/

Self -care for young people

https://www.annafreud.org/on-my-mind/self-care/

NGA – governors support 

 https://www.nga.org.uk/Home.aspx

Introduction to Mindfulness with Tammie Prince

(Ex Headteacher colleague I worked with who practiced it with 3-11yr olds in the classroom, whole school, she’s walked the talk!)

 You Tube https://www.youtube.com/watch?v=k4Dh_VkEdLY

Virtual Tours of National and International venues e.g. Vatican City

  Check out individual websites

 

A number of coaches are involved in virtual choirs.

e.g. Rock Choir (Youtube) at 3pm each day is good.

To cheer up anyone who you cannot see, this company deliver delicious brownies across Europe

https://www.badbrownie.co.uk/   there must be a local version too

Free home and school ebooks all ages

https://home.oxfordowl.co.uk/

Royal Academy of Dance releasing dance lessons to follow – for any budding dancers

RADA@home https://www.royalacademyofdance.org/rad-at-home/

Like Jigsaws – you can join this challenge that turns works of art into jigsaws

https://www.barnsley.gov.uk/news/don-t-fall-to-pieces-join-the-barnsley-museums-global-jigsaw-challenge/

Try GEOCACHING - Join the world’s greatest treasure hunt download the app and find the treasure near you, add your name to the log and move on to the next one.

https://www.geocaching.com/play

READING


https://www.beanstalkcharity.org.uk/Listing/Category/grow-a-love-of-reading
- Tips for Parents

https://200millionminutes.org/ - Achievement for All Reading Challenge – sign up today (FREE RESOURCES)

STEM – working from home

https://practicalaction.org/schools/floating-garden-challenge/.

https://practicalaction.org/schools/squashed-tomato-challenge/

https://practicalaction.org/schools/regreen-the-desert/

https://practicalaction.org/schools/ditch-the-dirt/

https://practicalaction.org/schools/stop-the-spread/

https://practicalaction.org/schools/wind-power-challenge/

https://practicalaction.org/schools/beat-the-flood/

https://practicalaction.org/schools/plastics-challenge/

HISTORY – The Tudors

https://www.teachingtimes.com/classroom-resources/the-tudors/

Activity packs for parents and carers

https://mailchi.mp/3fc48431d709/online-safety-at-home-from-thinkuknow-07-04-2020?e=7c408dc954

Contact for families with disabled children

https://contact.org.uk/advice-and-support/coronavirus-information-for-families-with-disabled-children

https://disabledchildrenspartnership.org.uk/coronavirus/

NSPCC Safeguarding

http://email.nspcc.org.uk/q/17J1Lqoa4mFvcfYQguV98O/wv

Free School Meals Guidance

https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance

White Rose Academy Family Support Bulletin

 White Rose Academy Family Support Bulletin.pdf

Self-care tips for Teachers

https://mailchi.mp/innovatemyschool/home-learning-fantastic-free-resources-2773273?e=91f1854c00

*****

AfA Bulletin 4: 8th April 2020

Dear colleagues,

We hope that you are well.

Mindful of the intensity of the last four weeks and the possibility that many of you will continue to be in school or online during the holiday period, we would like to thank you for your support you continue to provide for all children and young people.  In this Bulletin, we are focusing on technology, the curriculum, (planning, delivery, and feedback). Informed by an established AfA partnership with Dwight School Seoul, South Korea, we hope that this will help you, please stay in contact.

We are also celebrating AfA Heroes, which mirror the fantastic sharing and support demonstrated by many of our settings, schools and colleges across the UK and our partners in Norway, South Korea, Spain, Romania, Italy, Greece, Turkey, Lithuania, and Latvia.

In external resources we reference government publications – our next Bulletin, 15th April will focus on the breadth of resources that we view as helping support all settings, schools, and colleges.

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support

Best wishes,

Sonia 

On-Line Curriculum Delivery and Well Being Support

Sustainability is the key:

During this unprecedented time, sustainability is central to engagement with learning, consider:

  • How online learning impacts on the lives of staff and students
  • Use platforms that are already used – do not roll out new IT programmes
  • Google hangout and Microsoft teams work well
  • Parent and carer wellbeing, what part do they play in their child’s learning?
  • Do all students have a place to work, what is the learning environment at home?
  • What other support is needed? (Safeguarding, Pupil Premium, English as an Additional Language, Education, Health and Care Plans)
  • Good pedagogy and teacher fatigue, producing endless power points is not good pedagogy and causes teacher and learner fatigue
  • How much time is healthy for students of all ages to be looking at a screen?
  • Parents, carers, teachers, and students need fresh air
  • There is no shortage of devices that can access learning
  • High levels of enthusiasm for technology and learning needs to be maintained
  • Parameters need to be in place, boundaries need to be set (GDPR, safeguarding rules).

Advice from Dwight School Seoul:

Contextual information:

Dwight is a private international school (500 students, 3yrs – 19yrs), established by the Kevin Skeoch (Executive Head) in 2012 in Seoul, South Korea having worked with the Dwight organisation for over 20 years. The curriculum is delivered by an established faculty of qualified teachers and leaders recruited from across the world, the majority live within 300M of the school building.

Dwight school has extensive learning support provision – EAL, SEN and D.

Dwight has utilised technology in the classroom and at home since 2012, all students are familiar with the range of IT packages used they use IT in the classroom everyday (1:1 delivery on MacBook for KS2 and above, Sea Saw used in Early Years and  KS1). 

The school has been closed to students since February- now 7 weeks – during which time, the school has been open to students through online provision, apart from the Spring break (one week)

Curriculum delivery (International Baccalaureate):

Synchronous learning:

At the start Dwight began online delivery live (synchronous), staying with the timetable, providing live feedback. Units of work were more theoretical, e.g. mini units. Tutorials were held for weaker students (see Quest). All lessons were delivered using Google docs.

Teachers provide feedback to students (written or oral) on a daily basis.

Asynchronous learning:

This began with older students, now extended further, lessons have been pre-recorded. Tutorials (group and 1:1) are scheduled with drop-in sessions when needed, these have helped support both the stronger and weaker students, and combat teacher fatigue.

In Early Years and KS1 specialist teachers send out the weeks plan to support parents

A rhythm of synchronous teaching (7 minutes max) in recorded sessions and tutorials has been established, there is a seamless blend of delivery and support, 2 taught lessons followed by 2 tutorials.

Learning support – Quest - Episodic learning with targeted support for those who need it

Additional, specialist support has been provided for Quest students, with support teachers joining lessons in order to provide bespoke follow up teaching where needed, all students feel safe.

There is one Quest teacher available for each Early Years and KS1 class, this helps with student, parent teacher relationships.

The timetable has remained the same with Quest periods, Quest teachers are available whenever they are needed to have a conversation with students.

Variety of task (written, multi-media, physical):

Teachers have become more creative, recording videos (these do not have to be of the highest quality), teachers have shared the task of editing materials.

Conversations with teachers are scheduled for all students

Creative videos (YouTube) have been made

Feedback is important, formative, and summative. Course work has been sent to school. Exams have been set, taken, marked, moderated and grades submitted – language exams have been recorded. A grid management system is already in place, with online grades fed back (written and numerical)

Physical education, dance, music has all been encouraged (e.g. STOMP for music using kitchen utensils)

Record lessons, be very clear about structures, be consistent how you communicate, be very explicit in expectations

Report cards have been sent to parents and carers, parent and student conferences have taken place.

Teachers have been strategic about tasks, consolidating learning

Project Based Learning within and between subjects

Students and teachers have created projects, e.g. Netflix film and book clubs, posting up the film/ book at the start of the week, inviting discussion

Teachers have worked together (online) to develop project-based learning – specialist and core subjects working as a team to provide challenges and support for all students.

Early Years an KS 1 literacy and numeracy has been similar to Sesame Street, learning kits have been made by teachers for parents.

One-to-one relationships as well as one-to-many, many-to-one, and many-to-many

In early years and KS1 teachers have sent out regular messages, ran full class and individual tutorials, students (aged 3 – 7 yrs.) are used to visiting the ‘Home Room’ online and have stayed connected with their learning throughout

For all students’ tutorials can be simple, it is better to hear from your own teacher

Early Years and KS1 have had a Google Hang Out meet twice a week for circle time, video messages have been sent asking students about their weekends – Baby Shark washing hands song is a favourite!

Whole school and year group assemblies have been held weekly

Scholarship meetings with 6th formers have taken place.

Dwight student’s attendance has been consistent – 100% / 97%, absence has been due to the availability of equipment (4 students in the same family – additional support has been provided)

Well Being and more - Welcome to the way 21st century companies work... great preparation for children and young people for the job market

There is no shortage of devices – consolidate what you can deliver in terms of content, this is not the time to be introducing new devices, ‘less is more’

Students have felt safe, able to excel.

COVID -19 Social calendar has been maintained (films, books, quizzes, challenges etc.

Share announcement and eating time are in place (on-line) each week, bringing the community together to boost morale, creating a tight community.

Feedback from parents and carers has been important, through a parent survey.

Student Council have led student socials and provided feedback

Students present the morning announcement via YouTube

Teacher wellbeing is also monitored – teachers are ‘in this together’.

Our sincere thanks go to:

Kevin Skeoch – Head of School

Julie Sykes – Upper School Principal

Jason Hayter – Lower School Principal

Frank Vink – Dean of Technology

Achievement for All Heroes

Many, many individuals, and organisations are providing support for family, neighbours, the NHS, and those in need of companionship and support. The following is our way of sharing the wonderful range of activities some of our colleagues are involved in. Please send in details of anyone you would like to include in our weekly Achievement for All Heroes section, thank you.

In the East:

  • Rob White (Coach) is volunteering with primary schools where he is a governor supporting key workers' children
  • Laura Stagg (Coach) NHS Volunteer Check in and Chat Volunteer and supporting her two children with learning at home
  • Emma Longley (Deputy Regional Lead) supporting three children with learning at home, supporting with food shopping for parents who are self-isolating and continuing with DRL role
  • Kris Wodehouse (Regional Lead) NHS volunteer

In the West:

  • Louise McGinty (Coach) following a virtual Zumba class, Louise has set up the opportunity for participants to share a ‘virtual drink’ to maintain social contact. The Zumba class still takes place virtually, and members now invite their extended families to take place in their homes, gardens, and streets! Likewise, she has organised virtual drinks and a ‘pub style quiz’ to maintain social contact with the local tennis club.
  • Sally Arthur (Coach) is arranging virtual ‘drop-ins’ for Team Bath Netball – where she is their safeguarding officer.
  • Jeff Davies (Coach) is ringing elderly neighbours every couple of days, whilst ensuring that he remains safe and well.
  • Laura Bromberg (Regional Lead) is a Parish Councillor, and as part of the Tewkesbury Borough Council Community hub has arranged a communications network for her region of the Parish. This has involved contacting every household by email or flyer and setting up an email group and WhatsApp group for daily shopping and prescription collections.

In the North:

  • Berni Hall (Deputy Regional Lead) NHS volunteering
  • Sinead Cannon (Deputy Regional Lead) NHS volunteering – She also responded to a request to help with books for a young person. She ordered 2 novels online and had them delivered. He was absolutely thrilled with the books, and even more so that it was from a stranger.

These activities form part of the weekly coach skypes and have given many colleagues ideas to start similar things for their own friends and family.

External

Government resources: https://www.gov.uk/government/publications/coronavirus-covid-19-online-education-resources/coronavirus-covid-19-list-of-online-education-resources-for-home-education

AfA Bulletin 3: 1st April 2020

Dear colleagues,

We hope that you are well.

Mindful of the intensity of the last four weeks and the possibility that many of you will continue to be in school or online during the holiday period, we would like to thank you for your support you continue to provide for all children and young people.  In this Bulletin, we are focusing on Wellbeing, also providing advice on planning and support from external partners, we hope that this will help you, please stay in contact.

I would also like to join Sue Arnold in celebrating AfA Coach John Drew’s birthday on Classic FM today (1 hr and 48 mins) https://www.classicfm.com/radio/aod/?episodeId=2zGuTseAfG4RPE8zq51vVhu99t

Happy Birthday to all colleagues who are celebrating ‘at home’ – there is a big party ahead of us once we reach post COVID-19!

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID – 19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support.

Best wishes,

Sonia 

Well Being

Sharing information from TES

https://independenthead.blogspot.com/2020/04/how-to-support-pupil-staff-and-parental.html

Achievement for All online – The Bubble

Achieving Wellbeing https://res.afa3as.org.uk/Bubblepromo/AchievingWellbeingSiteMap/index.html

Achievement for All Emotion Coaching:

Achievement for All's Programme offer is extensive, it may be timely for you to review. You can explore and interrogate programme content using our Bubble Maps, which describe the professional development modules in greater detail:

Emotion Coaching https://res.afa3as.org.uk/Bubblepromo/EmotionCoachingSiteMap/index.html

External Activity

National

Achievement for All fund raising focused on wellbeing:

https://www.crowdfunder.co.uk/improving-childrens-mental-health-and-wellbeing?tk=ee92e278f070ce00ad91efeb2a9646fe4309d3d2 

Council for Disabled Children

The Council for Disabled Children (CDC), at the Minister’s request, has launched two new email inboxes aimed to answer questions, collate resources and share information on Coronavirus and the impact on children and young people with Special Educational Needs and Disabilities (SEND). They are designed to be used by professionals, practitioners, parent carers and families of children and young people with SEND.

The new ‘CDC questions’ inbox, CDCquestions@ncb.org.uk, provides the opportunity to ask questions about how coronavirus will impact on children and young people with SEND as well as other questions relating to the impact on families; the education, health, social care sectors; and the voluntary and community sector. We will collate Frequently Asked Questions (FAQs) and share them with the Department for Education and Ministers as appropriate, in order to publish an FAQs newsflash each Friday. To receive the FAQs newsflash please sign up to our mailing list, selecting the ‘CDC Digest’ option: https://councilfordisabledchildren.org.uk/about/subscribe-newsletter  

The ‘CDC resources’ inbox, CDCresources@ncb.org.uk, is designed to enable parent carers, sector professionals and practitioners to share resources, to support families of children and young people with SEND and practitioners across the disabled children’s sector. We will add these resources to our COVID-19 Support and Guidance webpage, which you can find here: https://councilfordisabledchildren.org.uk/news-opinion/news/covid-19-support-and-guidance. The webpage is kept under continuous review.

You can ask your questions by emailing: CDCquestions@ncb.org.uk

International

Proactive Measures In Education During The Coronavirus Pandemic

With the increasing amount of schools focusing on online delivery methods as well as parents playing more active roles in their students' education, we see this as an opportunity to learn... Read more

UPCOMING EVENT!
Join Our Global Announcement Call Highlighting COVID19 Education Solutions

Over the last few days, we have received 102 innovative solutions to meet the challenges raised by COVID19 pandemic head-on! On 2nd April, we will be hosting a global call for our innovators, ambassadors, youth ambassadors and other community stakeholders to discuss our current realities and brainstorm on collective solutions.

When?: Tuesday, 2nd April 2020, 1000-1200 UTC

Where?: Zoom Room

AfA Bulletin 2: 25th March 2020

Dear colleagues,

We hope that you are well.

We realise that we are all facing a challenging time. We at Achievement for All want to thank our teachers who are working in schools and settings to look after vulnerable children and those of key workers. As well as providing an array of learning opportunities, through use of technology, for those children and young people at home. AfA weekly Bulletins aim to support you and your staff in providing ongoing quality education for ALL children and young people during this unprecedented period.

Staying in contact:

We know that many staff are rostered to go into schools and that when in school they will be supporting the children in their care. Therefore, we appreciate it may not be appropriate for our Achievement Coaches to have telephone calls/skypes etc with School Champions when they are on site. Our Achievement Coaches will be in contact with School Champions in the coming days to find out when School Champions are on rota in school, when they may be available to be contacted and how and when they would prefer this to happen. Our priority is to support all our schools and settings during this challenging time.

We appreciate that your priorities must be to keep staff and children safe and healthy and to look after your own health and family. Be assured we only ask for a preferred contact point, in order to stay in touch, no alternative “private” information will be stored centrally, and only the people you have given permission to will be able to access it during this period.

For example, should your coach be taken ill a Deputy Regional Lead or Regional Lead may contact you on their behalf, until they are fit enough to resume communications.

Each week, based on the information from settings and schools, we are sharing some suggestions to support you, your colleagues and parents and carers. This week, we offer support in how to run meetings electronically using Microsoft Teams, a quick reminder of where you can access free supporting materials from our learning platform ‘The Bubble’, and some excellent resource links.

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID–19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

Please feel free to contact me direct if you need further support

Best wishes,

Sonia 

Running meetings:

In order to use Microsoft Teams, the first stage is to upload Office 365 (to access Microsoft Suite). If you have not already done so, follow these links:

  • How to access free Microsoft 0365

https://www.microsoft.com/en-gb/education/products/office

  • How to schedule A Microsoft Teams Meeting

https://www.youtube.com/watch?v=HjdN1u1Rg34

CPD: Using the AfA Bubble

TOP CPD TIP: How about using The Bubble to support subject or faculty small group video conferencing using Skype, Zoom, Google Hangout or Teams?

The Bubble can be found here: https://bubble.afaeducation.org/login  Your School Champion will have the organisation code necessary to open an account if you have not already done so. 

The Achievement for All Bubble

The Bubble enables your education setting to develop leadership and professional practice, through conventional INSET sessions, but also to support small group study, coaching sessions and individual reflection: over 4,000 Achievement for All early years settings, schools and colleges across the UK have been part of the community of practice that has helped to develop this resource. We also share learning, approaches and resources from valued partner organisations in The Bubble Open Zone.

Full instructions regarding opening an account and using The Bubble can be found here: https://afaeducation.org/content/bubble/the-bubble-guide-and-site-map/ If you are having difficulties contact: bubblehelp@afaeducation.org

How can we improve our support for learning through digital technologies?

Many education settings, school leadership teams and teaching professionals would have strained every sinew to put in place a remote learning package for their children and families... with very little opportunity to stop and consider further ideas and possibilities. This is totally understandable! 

But as days turn into weeks, there will also be time and space to reflect deeply on your digital platforms, your expectations and the real impact of technology on learning.

Over the coming weeks Achievement for All will be supporting a deep reflection into the power and potential of digitally supported learning, now and beyond the Covid-19 emergency. For example, how can some of the latest low-cost/no-cost apps that are now available transform the way learning is supported, seamlessly, in and out of the classroom? Look out for future communications from Achievement for All.

Our Digital Literacy module can be accessed by all schools and for staff CPD and there is new content giving guidance on remote learning. Log into The Bubble- keep your browser tab open, then paste this into another tab and you will go straight to the Module Unit: https://bubble.afaeducation.org/module/771/unit/2749

Resources:

Parents and Carers:

https://afaeducation.org/news/covid-19-support-for-parent-carers-and-children-young-people/

EEF has published a number of relevant guidance reports – in particular, Working with Parents to Support Children’s Learning

Maths:

https://afaeducation.org/news/help-with-maths-during-school-closures/

Reading:

https://200millionminutes.org/

AfA Bulletin 1: 18th March 2020  

I wanted to write to all our partner settings, schools and colleges to update you on Achievement for All 3As response to the Coronavirus pandemic. As a leader of a charity, parent and citizen, I fully understand the uncertainty and worry this situation creates. I wanted to reassure you we will remain committed to supporting all partners as follows: 

Coach visits:

  • In the remaining weeks up to Easter we will continue to support settings, schools and colleges online or by phone where this support is possible and helpful.  Our leadership and back office teams are able and ready to work from home and will do so from Wednesday 18th Our Telecom and IT systems are all cloud based; we can continue supporting you regardless of where we are located. As a Microsoft partner with 8 years’ experience of remote working we are well equipped to enable our leadership and support staff to provide support. We worked remotely when moving offices and have tested it out on ourselves so can share our learnings.
  • Given the impact on staff capacity in settings, schools and colleges, coach visits can be rearranged with schools and settings at a later date in the summer term, deferring meetings scheduled for May, if possible, to June 2020, if not September 2020. Alternatively, a coach visit can be delivered by Microsoft Teams.  In the intervening weeks all ongoing enquiries and support will be responded to by Regional Leads, Deputy Regional Leads and our central team. 

For children and young people:

  • We are able to help you with your curriculum and support plans if required. We will be providing additional support for vulnerable and disadvantaged children and their parents, on our news page – afaeducation.org, which will be updated weekly with information and support provided every Wednesday in the coming weeks and months.
  • We will be extending our Million Minutes reading campaign beyond March so that children are encouraged to read at home over the coming weeks, running through to the end of the summer term, Friday 10th July https://200millionminutes.org/

For setting, school and college colleagues working at home:

Our main priority is to maintain the high level of service we pride ourselves on. Needless to say, we will experience some challenges like everyone else, but we are ready to help.  We will continue to track all activity, with the view to providing further support in the post COVID–19 stage, when we will have coaches able to support you and your team in closing gaps for students who have fallen behind their peers.

 Please feel free to contact me direct if you need further support

Best wishes,

Sonia.