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Behaviour: Check yourself before tackling flashpoints

Changing the way we deal with behaviour incidents will help children build strong foundations for their learning, says Viv Trask-Hall

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From September to September: A annual plan for safeguarding development

Taking a strategic approach to safeguarding development will help designated safeguarding leads to meet statutory requirements, develop best practice, and manage workload. What does this look like in practice? Elizabeth Rose explains

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How would you respond? Dealing with pupils who can’t settle

In her articles this year, Shahana Knight spotlights common behaviours or classroom scenarios, looking at why they might occur and how we can respond therapeutically. This time, she looks at the pupil who is unable to settle and is distracting others...

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Animal therapy: Down on the school farm

From lambs to donkeys to pigs, the animals at York House School are helping pupils to adopt and model positive behaviour. Head Jon Gray explains why all schools should consider ‘animal therapy’

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The chronicles of a therapeutic classroom: The vision begins to form

This year, childhood trauma expert Shahana Knight is working with a primary school to transform a year 3 classroom into the ultimate therapeutic classroom. This diary chronicles the project. This time, she sketches out her initial plans…

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Mental health, safeguarding & child protection: Three key considerations

The links between safeguarding, child protection and mental health are extensive, multi-layered, and complex – what should we be doing to keep children safe? Elizabeth Rose advises

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Sexual harassment: The role of RSE in responding to Ofsted’s review

The shockwaves of Ofsted’s review of sexual harassment and abuse in schools can still be felt. Schools are now responding. Lucy Emmerson looks at the role of effective RSE as part of this response

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A six-step guide for new mental health leads

The emerging role of designated or senior mental health lead in schools has become even more vital in light of the impact of the pandemic. Wellbeing expert Kelly Hannaghan discusses effective practice for those taking on this new position and six steps for success

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The chronicles of a therapeutic classroom: He said yes!

This year, childhood trauma expert Shahana Knight is working with a primary school to transform one of its year 3 classrooms into the ultimate therapeutic classroom. This monthly diary will chronicle the project, the ups and downs, and the lessons learned

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Five priorities for your safeguarding checklist

It is the start of an intense year for everyone working in schools, especially designated safeguarding leads. Hannah Glossop details her priorities to help DSLs be fully prepared for the months ahead

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Safeguarding & KCSIE: What’s changed and what should we do about it?

Every September the statutory safeguarding guidance Keeping Children Safe in Education is updated. Expert Elizabeth Rose looks at the key updates this year and the implications for those working in schools

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Effective in-school SEMH and counselling support

The pandemic has brought pastoral and social, emotional and mental health support to the fore. Sarah May discusses her role as an SEMH support worker across a primary and secondary setting

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Pastoral care and safeguarding: Four kinds of vulnerable pupil who will need our support

With the new school year upon us safeguarding and pastoral care expert Dawn Jotham looks at some pupils facing particular challenges and what schools can do to support young people to help keep them safe in school

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Safeguarding: Preventing peer-on-peer abuse

Following Ofsted’s review of sexual harassment and abuse in schools – and the subsequent updates to the inspection framework from September – what should schools be doing to address peer-in-peer abuse? Jenny Moore advises and signposts to some useful resources

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Sexual abuse and safeguarding: Harnessing pupil voice

When considering Ofsted’s review of sexual abuse and harassment, it is clear that we may not be asking young people the right questions. One immediate action for schools must be to listen to our pupils. Elizabeth Rose looks at putting pupil voice at the heart of our safeguarding response

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Senior Mental Health Lead: How to have an impact

If you are new to the role of mental health lead, or you would like to make sure that your role really makes a difference next year, Dr Pooky Knightsmith offers a few simple ideas to help you to maximise your impact

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Free school meals uptake: Removing the barriers

There are still a number of barriers that put children and families off applying for and taking up free school meals. Georgina Burt advises on how schools can remove some of these barriers

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The features of effective and high-quality RSE

Ahead of the deadline for entry to the 2021 Relationships and Sex Education Awards, Lucy Emmerson considers the features of effective, high-quality RSE provision in primary schools

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Wellbeing in schools: Common questions from parents

The Schools Wellbeing Partnership works with parents to help them choose a school based on their record on mental health. Parent champion Michelle West considers some of the common questions that schools can expect from parents

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Doorstep disadvantage: Beyond the Pupil Premium

Do you understand the barriers to learning that poverty creates in your school’s community? Doctoral researcher and teacher, Sean Harris, reflects on some of the lessons he has learned as a school leader, researcher and as somebody who has experienced poverty himself

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Emotionally based school avoidance: How can we respond?

Emotionally based school avoidance occurs when a student feels genuinely unable to attend school because of stress or other wellbeing barriers. How should we respond? Darren Martindale advises

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Why ‘letting go’ is the secret to transforming pupil outcomes

There is so much that teachers try to control but in doing so they risk creating adversarial choices which push at-risk young people further away. Mark Goodwin advocates letting go. It’s scary and uncomfortable, but it can be transformational too

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Behaviour Hubs: A renewed focus on our approaches to behaviour in schools

The DfE has concerns that standards of behaviour are slipping. Their answer is new Behaviour Hubs, a more ‘traditional’ approach, and the promise of reviewed advice later this year. Suzanne O'Connell looks at what schools might do in the meantime...

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Designated mental health leads: What should this new role look like?

The government wants every school to have a designated mental health lead in place by 2025 and has announced funding to support training from next year. In light of the pandemic, many schools will want to act sooner. Sam Preston looks at the attributes of this key role

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Working with parents/carers to support a struggling child

How can and should we work with parents and carers when a child is struggling? Mental health expert Dr Pooky Knightsmith offers some tips, strategies and advice

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