Ofsted has said it’s following public health guidance but will be ‘carefully’ considering requests from schools to defer inspections. But Tes reports¹ that one in three requests from schools to defer inspections has been turned down. How can we ‘carry on as usual?’ and shouldn’t the focus be on support and a focus on emotional wellbeing and care so that stress is alleviated, minimised and reduced?
How has it crept up on us, deemed acceptable and in fact policy, that we have moved to a way of telling children they are ‘working towards’ or need ‘catch up’ or are ‘working below expectation.’ There are “alarming rates of stress and anxiety” in our high-performing students, as well as the impact on children who are forever being told they are not ‘good enough.’
Whilst children need to have the structure, the routines, and the opportunities to engage again in learning post covid, they also need greater opportunities for a broad, creative and expressive curriculum that is embodied as a whole school approach that really holds wellbeing and children’s current and long term mental health at the heart.
Recovery curriculum for mental health Over the last 18 months schools have been riding a tidal wave of multiple changes. Children and adults alike have been swept through uncertainty and change like a tsunami with no one being [...]
Celebrating the special role of pastoral teams in schools The mental health needs of our children and young people have never been so high and we, as a nation, are more critically aware of how this is manifesting in [...]
Why we are launching Hamish & Milo - a little background We are so excited to meet you and to share Hamish and Milo with you. We are very aware that in today’s challenging and [...]
Proud to be working with the prestigious Department of Psychology, University of Bath in a research project to explore and exemplify impact on children’s wellbeing.
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