Focus - Personal Development in Schools

PERSONAL DEVELOPMENT

in Schools £4.95

Features:

Teach cancer a lesson Anti-bullying week Booklist Safe learning environment

How can we gather personal development data for our pupils?

Learn what staff, pupils and parents really think

Create a survey for your school in three minutes (or less!)

Use our expertly crafted questions See how your school compares to national benchmarks

“The report is excellent. Very easy to understand and the comparison is very powerful. I am already a bit hooked... brilliant idea!”

R. Bottomley, Headteacher

schoolsurveys.com

Contents 4 How can we gather personal development data for our pupils?

22 Creating a Safe Learning Environment

Introduction to cutting-edge personal development software, helping you to address the gaps.

Why do we need to establish ground rules?

24 Inspiring Young Mind

6 Communicating with Parents and Carers

Hear how BGT golden buzzer winner, Dave McPartlin is stepping outside the box for his pupils.

RSHE can receive push-back from parents/carers. How can we best communicate with our community?

26 Protected Characteristics in Early Years

8 Using ' My Mood Stars' in your setting

How can we teach about the protected characteristics in early years settings?

What motivated Wendy White to create 'My Mood Stars'?

29 1decision in Schools

10 Teach Cancer a Lesson

See 1decision in action across the country.

Can you help encourage the Government to amend the SEND code of practice?

30 Partner News

Transforming children's literacy through the National Read Aloud Challenge!

12 Teaching Children How to Cope Seven reasons we should be teaching children about grief.

32 Promoting Safeguarding Through the Curriculum

14 Book List

Teaching children to safeguard themselves is imperative.

This edition's book list focuses on books which support children to understand feelings and emotions.

34 Big Ambition

19 Awareness Days in School

Have your pupils taken part?

Keeping you up to date with awareness days

36 Join the Conversation

20 Anti-Bullying Week 2023

Share your views and ideas.

How have organisations collaborated this year?

3 @1decisionltd

How can we gather personal development data for our pupils?

Assisting children with personal development is crucial as it nurtures emotional resilience, healthy relationships and essential life skills. It empowers them to face life's challenges, make informed choices, and become well-rounded individuals who contribute positively to society, setting the foundation for a fulfilling and successful future.

Assessing children's personal development in primary schools, however can be more challenging and involves evaluating various aspects of their emotional, social, and moral growth. Here are some methods and approaches:

1. OBSERVATIONS: Teachers can observe pupils' behaviour and interactions in the classroom, during playtime, and in group activities. This provides insight into their social skills, empathy and cooperation.

2. SELF-ASSESSMENT: Encourage pupils to reflect on their own personal development. They can keep journals, write reflections, or participate in selfassessment exercises to assess their emotional well-being and character development.

3. PEER ASSESSMENT: Peer evaluations can be used in a constructive manner.

Classmates can provide feedback on each other's teamwork, communication and problem-solving skills.

4. CHECKLISTS AND RUBRICS: Develop checklists or rubrics that outline specific personal development goals and behaviours. Teachers can use these tools to assess and track progress.

5. PROJECTS AND PRESENTATIONS: Assign projects or presentations that require pupils to collaborate, express empathy, or demonstrate leadership.

Evaluate their performance based on these criteria.

6. BEHAVIOURAL RECORDS: Maintain records of behavioural incidents and resolutions, which can help identify patterns and improvements in personal development.

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7. FORMATIVE ASSESSMENT: Incorporate personal development goals into formative assessments, such as class discussions or group activities, and provide feedback on pupils' progress.

8. SURVEYS AND QUESTIONNAIRES: Administer age-appropriate surveys or questionnaires to gather pupils' perceptions of their own personal development and well-being.

9. PORTFOLIO ASSESSMENT: Have pupils create portfolios that showcase their personal development journey, including examples of their growth in areas like communication, resilience, and responsibility.

10. STANDARDISED ASSESSMENTS: Some standardised assessments include sections that evaluate social and emotional skills, providing quantitative data on personal development.

holistic approach that combines various assessment methods, including qualitative observations and self-reflection, provides a more comprehensive view of a child's personal growth in primary school.

For many years 1decision has supported primary schools in managing all of the above methods and approaches but more recently they have created a new piece of software which provides that hard data all schools are looking for.

It's important to remember that personal development is multifaceted and not solely reliant on quantitative measures. A

Introducing the 1decision development quiz This new software provides schools with the ability to quickly assess and gather data on their pupils’ knowledge when it comes to areas of Personal Development. This will help with identifying knowledge, and any potential gaps.

The quiz is initially taken by pupils either at the end of year 5, or at the beginning of year 6 (many schools are using the software in year 7 to help identify their new pupils’ knowledge).

The quiz provides a sequence of multiplechoice questions which cover 12 areas of Personal Development, closely linked to PSHE and RSHE. Once a pupil has completed and submitted their choices, teachers can assess data and adjust focus for PSHE lessons, assemblies, etc. This will help provide staff with the reassurance that pupils are fully prepared for their transition to secondary education. This software provides your school with year-by-year data and allows you to retest pupils to evidence where you are closing any gaps.

By identifying how your school is closing the gaps, not only can staff feel satisfied that they are supporting pupils to transition in to secondary prepared for their new challenges ahead but this evidence can also positively improve inspection outcomes. Win win all round.

If you would like to find out more about this cutting edge software, contact Tommy@1decision.co.uk to receive an information pack.

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Communicating with parents and carers

Schools may be aware that the Secretary of State for Education recently released a second statement to schools regarding the sharing of curriculum materials with parents/carers, particularly when it comes to relationship, sex, and health education (RSHE).

It comes as the government is due to launch a public consultation into the RSHE curriculum.

This subject has been compulsory in schools since September 2020.

Did you know that 1decision have a dedicated Parent/Carer Zone on the website, to help introduce parents/carers to our quality-assured materials?

Within this area, your parents/carers will be able to review: • Example video clips • Knowledge organisers (Important – these feature the topics and terminology children will learn) • Understanding RSHE guide download for parents/carers • 1decision overviews • Free resources to use with children at home On average, it will take two hours for parents/carers to review the information but following this introduction, you may find that some will want to explore more of the content.

WHAT SHOULD SCHOOLS DO IF PARENTS/CARERS HAVE MORE QUESTIONS? As a next step, the 1decision team would recommend that schools host an onsite session where parents can have a chance to review lesson content and watch longer versions of any videos that may be a cause for concern (typically Puberty and Conception), review activity worksheets, and ask any questions.

By sharing the content, schools will be able to alleviate any fears parents and carers may have, and it is also likely there will be a reduced number of parents withdrawing their children from sex education lessons.

ALTERNATIVE OPTION: Another option would be to deliver this session online. 1decision would suggest that schools record the session. This recording can then be shared with any parent/carer that may not be able to make a live online or in person session.

By using the suggestions above, every parent/carer has an opportunity to find out more about RSHE and ask any further questions in a controlled manner. These options will also reduce the time your staff spend answering questions and requests for information.

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HAVE YOU CONDUCTED A PARENT/CARER PRESENTATION? HEAR FROM SOME OF OUR SCHOOLS BELOW! “Our school is loving the 1decision programme. In fact, last night I did a presentation to parents about the resources and programme for RSE, as recommended by you. We had positive feedback from the parents and they enjoyed watching the video examples.”

PSHE LEAD, SHIFNAL PRIMARY SCHOOL

“We ran a very similar session for KS2 parents a couple of weeks ago which was well attended. We had a governor on hand at both meetings to represent the schools governing body. Parents seemed generally happy with the scheme and our offer for PSHE and RSHE. We prompted them to look at the website for more information and promoted the app for parents.”

PSHE LEAD, FOREST ACADEMY

Other resources available to 1decision schools: • Additional guidance on working with parents and carers.

• Parent/carer letter template for sex education lesson withdrawal.

• Pre-made parent/carer consultation presentation.

• Parent/Carer Letter Template to help alleviate parents/ carers fears over recent media coverage.

• Parent/Carer Zone Poster: Signpost your parents/carers to our helpful information.

1decision schools can find these in the PDFs and PowerPoints section on the How It Works page.

Click here

To visit the parent and carer page on our website

If you would like to find out more about communicating with your community of parents and carers, visit www.1decision.co.uk

7 @1decisionltd

Using My Mood Stars in your setting

Early years setting are the perfect place to start learning about them. If children can explain how they are feeling and understand the emotions of others, they will have the best start to their school experience.

Let’s look at practical ways you can build this into your early years curriculum.

Why Talk About Emotions?

If you make talking about emotions a priority in your classroom, our youngest children learn early on how to self-regulate and express themselves.

Here are 5 reasons that children need to learn to talk about emotions: • Understanding the reason behind the emotion • To help them feel more in control • Negative emotions can lead to negative thoughts • It means they can ask for help • It helps them to be a better friend

Every teacher has experienced a frustrated child who can’t explain how they feel.

They show angry, physical behaviour towards adults and other children without understanding why. You can help your children understand the emotions behind their behaviour.

Children learn to identify two major emotions, ‘happy’ and ‘sad’ at an early age.

As children get older, it is important they move on from putting everything into these two groups. For example, understanding that someone might feel scared, rather than sad, will help them learn how to respond appropriately.

It’s very human to try to minimise or ignore negative feelings, after all, we want our children to feel happy. But the only way to get children understanding is to talk openly about all of them. Dismissing unhappy feelings doesn’t make them go away.

Some children will come to school already able to express themselves. Others will need your help. Boys in particular may

have experienced the old-fashioned idea that showing emotions is a bad thing. It’s crucial to show them it’s healthy to talk about feelings.

Emotional Development by Age Early Years Outcomes provides helpful guidance about what you should expect at different ages.

16 to 26 months

Is aware of others’ feelings, for example, looks concerned if hears crying or looks excited if hears a familiar happy voice.

This is the perfect time to start naming emotions for young children. Draw their attention to body language clues.

22 to 36 months

Can express their own feelings such as sad, happy, cross, scared, worried.

Responds to the feelings and wishes of others. Aware that some actions can hurt or harm others. Tries to help or give

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What Feelings Should Children Know? comfort when others are distressed.

Children can play games to learn the names of common emotions. They are becoming more aware of the feelings of children around them.

30 to 50 months

Aware of own feelings and knows that some actions and words can hurt others’ feelings. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others It’s at this point that children become a lot more social. This is why I made My Mood Stars so tactile. Children love touching them and passing them around!

I was shocked to find out there are 27 human emotions! No wonder young children can struggle with them. My Mood Stars, stick to the common feelings children are likely to experience. They are:

Sleepy

Sad

Silly

Scared

Happy

Surprised

Timid

40 to 60+ months

Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

These older children start to understand that their actions can have a direct impact on another child. They realise that emotions don’t just appear; there’s a reason behind them.

EMOTIONAL DEVELOPMENT ACTIVITIES There are so many games that you can build into your classroom practice. Here are some ideas using the My Mood Stars activity sheets.

The key is making them engaging. The more hands on the better!

2-3 Year Olds

Have fun whilst learning the names of common emotions.

HERE ARE A FEW SUGGESTIONS: Mime an emotion and see if they can guess what it is. Your children could pick a My Mood Star to match.

Get your children pulling faces to match the feeling you call out.

Sing ‘If You’re Happy and You Know it,’ but change the emotion for each verse. For example, ‘If you’re sad and you know it, make a frown.’

Play snap and matching games with pictures of different feelings.

When you read stories, point out the emotions characters are feeling. Children can hold a picture of the emotion or the appropriate My Mood Star.

Get your class drawing the faces of different emotions and telling stories about them.

I made My Mood Stars to cover all of these big feelings children experience.

4-6 Year Olds

These older children will be able to play games and activities that help them develop empathy skills.

TRY THESE: •P ick the emotion you are feeling. It’s a great starter for circle time. Identify the emotion from clues. This is a simple way for them to see how people might behave when they feel a certain way.

•C hoose an emotion and discuss a time you felt like this.

•M ake one feeling the ‘emotion of the week’ and theme your learning around it.

•T hink about practical things they can do when someone feels each common emotions. You could create a class book or instruction manual.

•S how pictures of each emotion or My Mood Stars and hide one of them. Can they guess which is missing?

• I nvent scenarios for each emotion and use role play to bring them to life.

•U sing My Mood Stars for Emotional Development I made My Mood Stars because I want to help all children talk about and understand their feelings. Many children struggle to understand how their behaviour links to emotions. I created something tactile that little fingers can squeeze, throw and have fun within their classroom.

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Angry A set of My Mood Stars is a simple way to put social and emotional learning at the heart of your early year’s curriculum. It is an inclusive and unthreatening way to get children talking.

Click here To order your stars

Wendy White

After 20 years of child minding, I decided to take one of my Ofsted inspectors up on his suggestion to further develop and manufacture My Mood Stars.

Now My Mood Stars are in over 2000 schools, early years settings, autism organisations, hospitals, and family homes nationwide and beyond.

Teach Cancer A Lesson Every year, around 1,500 young people aged 5-19 are diagnosed with cancer in England.1 A cancer diagnosis is a devastating moment for any young person.

But it shouldn’t have to mean losing years of education, leaving ambitions unfulfilled.

We say that young people diagnosed with cancer must be supported to reach their full potential.

The Government has the chance to step up – and ensure that a cancer diagnosis isn’t the end of the road for young people’s dreams Many will suffer worse educational outcomes than their peers due to prolonged absence from school and the ongoing effects of treatment.

Within the current system of support

parents can only ask for an EHC needs assessment if the child or young person has, or may have, SEN – it does not apply where there are only health or social care needs.”2 Furthermore, if a local authority (“LA”) is requested to carry out an EHC needs assessment by a parent, young person, school, or college, they must consider: • whether the child or young person has or may have special educational needs (“SEN”); and • whether they may need special educational provision to be made through an EHCP.

for Special Educational Needs and Disability (SEND) pupils, Education, Health and Care Plans (EHCPs) can be an effective tool for providing tailored support.

Unfortunately, the application process can take months, reducing the speed of intervention at a critical time. Timely action can be particularly vital for those facing important examinations.

Moreover, these young people rely on a patchy and unequal system of support – effectively a postcode lottery.

We are committed to ensuring that all young people diagnosed with cancer have equal access to the highest levels of educational support during an incredibly challenging time in their lives.

At present, “young people and their

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We call on UK Government to: 1. Commission an independent review into the impact of treatment(s) for cancer on a young person or child’s educational 2

1 https://www.cancerdata.nhs.uk/incidence_and_mortality https://www.ipsea.org.uk/asking-for-an-ehc-needs-assessment

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Centre: Tim Lowe. Right: Dame Kathryn August

Campaign Personnel attainment and developmental requirements.

2. Amend, in the interim period, the SEND code of practice to include the following: “The local authority must consider the special educational needs of the child or young person within 28 days of a referral from a GP following: (a) diagnosis of cancer, and (b) planned treatment resulting in a minimum 14 days’ absence from their education.”

3. Consider the provision of an EHCP for young cancer sufferers in statutory education.

Please visit the website and sign up as a supporter: www.tcal.co.uk It would also be hugely appreciated if you were willing to follow us on Twitter: twitter.com/TeachCancer

Dame Kathryn August, Co-Chair Dame Kathryn August has over 45 years of experience working in public education, serving in multiple high-level positions including as the “super-head” Principal who turned Manchester’s Ducie Academy from one of the worst performing schools in England into one of the best. She was also Deputy CEO of one the country’s largest Multi-Academy Trusts; a senior adviser in the Department for Education; and an Ofsted Board Member. As a breast cancer survivor, Kathy is a passionate voice in the fight to secure effective educational support for young cancer sufferers.

Tim Lowe, Co-Chair Tim Lowe co-founded the Little Princess Trust, a charity set up to provide free real hair wigs to children and young people who have lost their own hair through cancer treatment. Tim is also the former head of two schools, including Hereford Cathedral Junior School, and is currently the Chair of Governors at Hulme Hall Grammar School near Manchester.

Dame Caroline Dinenage MP, Parliamentary Convener Dame Caroline Dinenage is the leading MP for the campaign, helping to build a cross-party coalition of support within Parliament. As an experienced exgovernment minister and dedicated cancer campaigner, Caroline is perfectly suited to lead the parliamentary component of the campaign.

11 @1decisionltd

Teaching Children How to Cope It is a topic we would rather ignore because it is never easy telling children that they are likely to experience loss throughout their lives.

Grief is by far the hardest emotion to cope with but teaching children how to manage grief before they experience it is a compassionate and proactive approach to emotional education. By doing so, we prepare them for the inevitable challenges life presents and provide them with valuable coping tools.

Firstly, it helps children build emotional resilience. Understanding grief beforehand equips them with a foundation of knowledge, making it less

overwhelming when they do encounter loss. This emotional preparedness can reduce the risk of long-lasting trauma or emotional struggles.

Secondly, it fosters open communication.

When children learn about grief in a safe and supportive environment, they are more likely to express their feelings and questions when faced with loss. This openness allows for healthier grieving processes.

Moreover, it promotes empathy. Teaching children about grief encourages them to be more understanding and supportive of others who are experiencing loss, reinforcing compassion and social bonds.

7 REASONS WE SHOULD TEACH CHILDREN ABOUT GRIEF

1

UNDERSTANDING EMOTIONS: It helps children recognise and understand their feelings of loss, sadness, and confusion, allowing them to process their emotions in a healthy way.

2

NORMALISATION: It normalises grief as a natural part of life, reducing feelings of isolation or shame that children might experience when grieving.

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3 4

COPING SKILLS: It equips children with coping strategies to manage their grief and develop resilience in the face of adversity.

COMMUNICATION: It encourages open communication, fostering trust and allowing children to express their thoughts and questions about death and loss.

5

PREVENTING MISCONCEPTIONS: It prevents children from forming misconceptions or irrational fears about death and loss, which can affect their mental well-being.

6 7

New to 1decision

EMPATHY: It helps children develop empathy for others who are grieving, teaching them to offer support and understanding.

LONG-TERM WELL-BEING: Teaching children about grief at a young age can positively impact their emotional well-being in the long term, helping them navigate future losses with greater resilience.

In conclusion, educating children about grief is not only about preparing them for difficult times but also about nurturing emotional well-being, empathy, and the resilience needed to navigate life's challenges with grace and understanding.

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Over the summer break 1decision have updated their topic content and filmed a new video to support their Grief topic.

If you would like to find out more about how 1decision can support your school with resources and training visit: www.1decision.co.uk You can even try our content for free!

Book list

Feelings & Emotions

JEALOUSY

Milo’s Monster by Tom Percival

Panda Feels Jealous by Sue Graves

Click TO BUY

Click TO BUY

GENERAL

How are you feeling today?

By Molly Potter

Click TO BUY

Feelings by Libby Walden

Click TO BUY

Sometimes; A Book About Feelings

by Stephanie Stansbie

Click TO BUY

Big Feelings

by Alexandra Penfold

Click TO BUY Lucy’s Blue Day By Chris Duke

Click TO BUY

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ANGER

The Angry Cookie

by Laura Dockrill

Sometimes I am Furious

by Timothy Knapman

Ravi’s Roar

by Tom Percival

Click TO BUY

Click TO BUY

Click TO BUY

The Stompysaurus

by Rachel Bright

Click TO BUY I am Angry

Click TO BUY

WORRY

Ruby’s Worry

by Tom Percival

Drama Llama

by Rachel Morrisroe

My Monster and Me

by Nadia Hussain

Click TO BUY

Click TO BUY

Click TO BUY

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WORRY

What if, Pig?

By Linzie Hunter

Click TO BUY The Worrysarus

by Rachel Bright

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Conker the Chameleon

by Hannah Peckham

The Huge Bag of Worries

by Virginia Ironside

The Worry Tiger

by Alexandra Page

Click TO BUY

Click TO BUY

Click TO BUY

Mavis the Bravest

by Lu Fraser

Click TO BUY

The Worry Jar

by Lou John

Click TO BUY

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GRIEF

The Invisible String

by Patrice Karst

Click TO BUY Lost in the Clouds

by Tom Tinn-Disbury (mum)

Click TO BUY

Storm in a Jar (Nan)

Badger’s Parting Gifts

by Susan Varley

The Invisble Leash

by Patrice Karst (pet loss)

Click TO BUY

Click TO BUY

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Daddy’s Rainbow (dad)

Click TO BUY The River (pet loss)

Click TO BUY

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GRIEF

Who Will Love Me When You’re Gone? (terminal illness)

Click TO BUY The Perfect Shelter (sibling illness)

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Grandpa and the Kingfisher (Grandpa)

Click TO BUY The Memory Tree

by Britta Teckentrup

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When I’m Gone

by Marguerute McLaren

Click TO BUY The Hare-Shaped Hole

by John Dougherty

Click TO BUY

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November 2023

Antibullying Week 13TH -17TH NOVEMBER

Awareness days in schools Awareness days in primary schools serve as windows to the world, expanding young minds beyond textbooks. They teach empathy, tolerance, and critical thinking by introducing pupils to diverse cultures, societal issues, and global challenges. These occasions cultivate values like compassion and social responsibility, promoting a sense of community involvement. Awareness days also bridge the gap between classroom learning and real-world relevance, inspiring pupils to become informed,

Men’s Mental Health Awareness Month 5th - Guy Fawkes Night 6th -12th Children’s Book Week 11th – Remembrance Day 13th – World Kindness Day 13th -17th - Anti-bullying Week (See page 20) 19th – 25th - Road Safety Week 16th November – 16th December – Disability Awareness Month 20th – Universal Children’s Day

December 2023

2nd – 8th Grief Awareness Week (See Teaching Children to Cope on page 12) 3rd – International Day of Persons with Disabilities 7th – Christmas Jumper Day 10th – Human Rights Day

January 2024

active citizens. Ultimately, they play a crucial role in shaping well-rounded individuals who appreciate diversity, understand interconnectedness, and are prepared to make positive contributions to their communities and the world at large.

15th - Martin Luther King Day 24th - International Day of Education

It is highly unlikely that schools will have the time or resources to cover every awareness day but here are some of the ones coming up over the next few months.

4th – World Cancer Day 17th – Random Acts of Kindness Day 22nd – World Thinking Day

Road Safety Week

February 2024

Grief Awareness Week

19TH – 25TH NOVEMBER

2ND – 8TH DECEMBER

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Anti-Bullying Week 2023 13th – 17th November 2023

The cast of our bullying video

Teaching children about anti-bullying is pivotal in fostering a safe and inclusive learning environment. It equips young children with the understanding and skills to identify, resist, and counteract bullying, promoting both their well-being and that of their peers.

One of the key benefits is the development of empathy and social skills. Children learn to recognise the impact of their actions and words on others, enhancing emotional intelligence and interpersonal relationships. This education also boosts self-confidence and resilience, empowering children to handle conflicts and challenges, skills that are valuable beyond the school life.

Our assembly presenters

Additionally, an anti-bullying lessons or assemblies foster a sense of community and responsibility among pupils. It encourages bystander intervention, cultivating a supportive peer culture where negative behaviours are discouraged, and kindness and inclusivity are upheld.

Such early lessons in respect, empathy, and assertiveness prepare children for future social and professional interactions, laying the foundation for a more empathetic and respectful society.

Furthermore, understanding and addressing bullying can significantly reduce the incidence of mental health issues like anxiety and depression among children. By providing a focus on antibullying, schools can create a more nurturing and productive educational environment, essential for the holistic development of every child, whilst reducing time spent on managing incidents too.

The Anti-Bullying Alliance have set the theme for this year’s Anti-Bullying Week 13th November – 17th November – Let’s Make a Noise About Bullying!

In support of this campaign, 1decision teamed up with Tes Primary School of the Year – Peartree Spring Primary, Stevenage, to create a memorable assembly to support schools in delivering this message.

Behind the scenes

Pupils from every year group took part and actors and actresses from the Leys Primary, Stevenage and Warriorz Performing Arts also contributed to the content.

The assembly follows 1decision sliding doors style approach and includes a video with alternative endings.

What are the benefits of using real life videos and children to enhance learning?

Using real-life videos that include children in the educational context can be highly effective for several reasons.

Here are three significant benefits: • Enhanced Engagement and Relatability: Children often find real-life videos featuring peers or other children

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more engaging and relatable than traditional teaching methods or materials featuring adults. Seeing their peers in videos can capture their attention more effectively and make the learning material feel more relevant to their own experiences. This engagement is crucial for deeper learning and retention of information, as children are more likely to remember and internalise lessons that resonate with them personally.

• Modelling of Behaviour and Skills: Videos with children demonstrating behaviours or skills provide clear, concrete examples for learners to emulate. This is particularly effective in teaching social and emotional skills, such as conflict resolution, empathy, and communication. Young viewers can observe how children like themselves navigate various situations, which can be more intuitive and less abstract than written or adult-led instructions. Visual and contextual cues in these videos help children understand and apply these skills in their own lives.

• Diverse Perspectives and Inclusivity: Videos featuring a range of children from different backgrounds can expose young learners to diverse perspectives and cultures, promoting inclusivity and broadening their understanding of the world. This exposure is crucial for developing tolerance, respect for diversity, and a sense of global citizenship from a young age. By seeing and hearing from children who may look, speak, or live differently than themselves, children learn to appreciate diversity and gain a broader understanding of their peer group, both locally and globally.

The youngest members of the cast meeting Deedee

Sneak peek...

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How will you be approaching Anti-Bullying Week this year?

If you are still looking for resources, this assembly is available to all primary schools...

Click here

To request your link

Or scan

Creating a safe learning environment Establishing a safe learning environment for both pupils and adult staff in the classroom is especially important for PSHE and personal development related education lessons. A classroom with a safe learning environment protects pupils from any possible distress; enables them to feel comfortable about sharing feelings; able to explore values and attitudes; express their own opinions and consider the views and opinions of others, without the fear of negative feedback.

It is essential that teachers feel well prepared to deliver lessons with confidence, able to manage pupil discussions (particularly on topics that may be potentially sensitive or controversial) and equipped to deal with unexpected disclosures or inappropriate comments should they occur.

TOP TIPS TO CREATE A SAFE LEARNING ENVIRONMENT. Working within school policies Before approaching the planning and delivery of PSHE education lessons, teaching staff should ensure they are working within the guidelines of the

school policies, especially in regard to Relationships and Sex Education, drug education, behaviour, safeguarding, child protection and confidentiality.

Developing ground rules with pupils It is good practice to work with pupils to establish ground rules about how they will behave towards each other during discussion. Ground rules help to minimise unintended disclosures, disclosures at inappropriate times or comments of a negative nature made towards other pupils (whether intentional or not). Such ground rules support broader class rules and the school’s behaviour policy.

It is good practice to re-visit ground rules at the start of every lesson and apply them in all discussion and group activities, amending as necessary.

Examples of ground rules include: • We will listen to others and respect what people say • We will not ask personal questions or put people ‘on the spot • We will not make assumptions about other people, their experiences or feelings • We have the right to ‘pass’ if we do not wish to comment • We will keep the

conversation in the room (unless our teacher is concerned for our safety or wellbeing, when they may need to tell someone else to help us) • We know we can ask for further information, help or advice during or after the lesson The importance of ‘distancing’ the learning from the pupils To ‘distance’ the learning means to put the learning in the third person and to ensure that pupils are not encouraged to talk about their own or others’ private experiences and personal examples.

When learning is distanced, pupils are more able to engage with and discuss issues (especially those that may be more sensitive and controversial).

When pupils feel put-on-the-spot and asked to reflect on and share their own experiences, they may feel strong emotions that hinder the ability to learn from or derive meaning and insight from the example. It is therefore safer and more effective to help pupils to think about someone other than themselves, someone ‘like them’ – for example, a simple profile of a child about their age, who goes to a

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school like theirs. Pupils will then gain more from discussing questions like ‘what might they think, feel, do?’ and giving advice to characters in the role of a friend, sibling, classmate, agony aunt or uncle.

Ensuring inclusivity Always ensure that the content, approach and use of language are inclusive, reflecting the diversity of the school community and society more widely, helping every pupil to feel valued and included in the classroom.

Challenge stereotypes and avoid making assumptions, for example: that everyone has two parents (one male and one female); only men are able to do manual jobs; and all older people are inactive.

As part of this, ensure all teaching reflects a non-stereotypical world view of gender, age, disability, race, culture, religion, sex or sexual orientation (Protected Characteristics).

Organising class discussion and sharing of views Discussion should be encouraged but

set within a structured approach, that enables participation, analysis and reflection. This is often achieved by providing a scenario or sorting activity to focus pupil discussions. It is best to offer some opportunities for pupils to discuss issues in small groups as well as sharing views with the class. There should be a shared understanding of terminology, for example, when learning about the human body, correct scientific vocabulary should be used.

Pupils should have access to balanced information and differing views to help them clarify their own opinions (while making it clear that behaviour such as racism, discrimination and bullying are never acceptable in any form). Be aware that some questions posed to the whole class may facilitate responses that touch on sensitive issues or result in the sharing of inappropriate information with others.

Always remind pupils of the agreed rules around what is appropriate to share with the whole class when they are responding to discussion questions. If a pupil expresses uncomfortable, discriminatory

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or extremist views, challenge the attitudes rather than the pupil, and remind them that these attitudes are unacceptable in school.

In summary a safe learning environment can foster a positive school culture that discourages negative behaviours, promoting kindness and cooperation instead. This atmosphere can enhance pupils' self-esteem and mental health, which are critical components of their overall success.

Ultimately, a safe learning environment is a foundation upon which academic achievement and personal growth are built, making it a priority for effective education.

If you would like to access more information on creating a safe learning environment with additional tips on topics such as, supporting vulnerable pupils, handling pupils questions or dealing with disclosures, please login in to the 1decision portal or contact the team via info@1decision.co.uk

Inspiring young minds

giving all children rich experiences and opportunities and the best in personal development education, to ensure they have the tools to survive in the modern world. 1decision is currently supporting 1300 schools across the UK and Flakefleet Primary is certainly one that stands out amongst our schools in so many ways.

So, what makes Flakefleet stand out? I asked Mr McPartlin a few questions.

Flakefleet Primary’s Headteacher Dave McPartlin

Inspiring primary school children to believe in their limitless potential is a transformative endeavour. But with limited time in the school day, how can we achieve this on a grand scale and impact our communities further?

One way school staff can support this is by exposing pupils to a diverse array of experiences, from hands-on activities to an introduction of inspiring role model visitors, broadening their horizons and igniting curiosity, encouraging a growth mindset and by teaching them that effort and perseverance lead to growth and success.

By celebrating their achievements, no matter how small, this will boost selfesteem and confidence. We can also set high expectations to instil the belief that they can overcome challenges.

Time is not always something school staff have in abundance but by trying to squeeze in more time to foster an environment of creativity and exploration, and allow pupils to discover their passions, we may inspire the most important figures who will grow to impact the next generation.

We can all try to encourage more open communication and actively listen to their

aspirations and dreams. By providing these opportunities and more support, we can empower primary school children to believe they can achieve anything, instilling in them the confidence and determination to pursue their goals with unwavering belief in their own abilities. This belief is the cornerstone of a successful, fulfilling future.

Introducing Flakefleet Primary’s Headteacher Dave McPartlin (Happiest Primary School 2018). Many of you will recognise Mr McPartlin from the ITV show - Britain’s Got Talent, where he helped and supported pupils to follow their dream of making it on to the show.

If you have never watched their performance, you can watch it on page 25 but get the tissues at the ready as it is a tearjerker.

I had the pleasure of meeting Mr McPartlin a couple of weeks back as we were both speakers at the Primary School Leaders Yorkshire Conference. Although our day-today jobs in education look very different, we most definitely share the same passion for wanting children to undertake as many opportunities as possible.

For many of you that know me, will know that my life’s work is focused on

Can you remember the moment you decided that you were going to enter your pupils in to BGT auditions, was it a moment of madness or did you believe they could go far in the competition?

When we did the dreams list, we sent off lots of speculative emails and most of the time nobody got back to us. It had been quite a while since we entered, and I had completely forgotten about it! I vividly remember walking down the corridor and my phone started ringing from an unknown number, I answered it and they said it's Britain's Got Talent and we would like to offer you an audition! I went back to my room on this rainy, wet lunchtime, and I remember thinking we can't do this, this is a bit ridiculous! But then I thought what do we always tell the pupils? Dare to dream and give it a go! I'm lucky that we've got a brilliant senior leadership team who I knew would keep the school running, so I thought let's go for it. To be honest all we ever wanted was for the children to watch themselves back on TV, and not for one minute did I think that we would make the live shows, never mind get a golden buzzer.

It was one of those things where you take a bit of a chance and give things a go, never knowing what might happen.

Can you tell me how you BGT experience impacted the pupils in your school?

It was one of those things where I always felt that there were the chosen 50 who just got lucky, and got a golden ticket because they said they wanted to get involved with it. None of us thought for one minute the crazy things that happened would happen, so it was particularly nice that David Walliams came to school in his helicopter and did an assembly, it was incredible,

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and all the children benefitted from the experience! I think what we have done over the last couple of years is show the pupils that if they can nearly win Britain's Got Talent, they can learn to read and write.

They can pursue their passions, hobbies and interests, and I think nothing is now off the table at school. Most of the time there are daft ideas which never get off the ground but sometimes they fly, and the whole point is that we want the children and even adults to believe that anything is possible. Never regret giving anything a go!

At what point in your career did you believe you could step out of the average headteacher role and push those boundaries to create such a huge range of rich experiences for your pupils?

I'm not just being modest but I don't think there is such a thing as an average teacher.

When you look across our school which has around 30 teachers, they are all so different and offer various things, and I think sometimes we are a bit reluctant and lacking in confidence to just go for it. It has been a gradual thing over the years that I want to be different and give things a go.

It gets easier when you become deputy or particularly headteacher, where part of the job is saying yes to things and not having to check with anyone albeit the local authority or governors! I didn't particularly enjoy my time at primary school, it was quite a challenging period and so I want the children at Flakefleet to have the experiences that I would have liked growing up.

"We went for Christmas number one and were top 40, which was pretty out there! "

Can you tell be about the types of other experiences you provide for your pupils?

I talk quite openly about being a working class lad growing up in Hartlepool and some of the experiences that my friends and I had. I want our pupils to experience going to a restaurant or an art gallery, or that we might take them to Manchester City Centre. If we can take the families as well at times, I think that's even more exciting but it may just be inviting visitors into the school, offering clubs, etc. Part of it is, we say yes to pretty much every email and opportunity that we get. The reality is some are brilliant and we'll do them again, and some we won't. Equally, we get pupils sign up for things that they really don't enjoy and they don't do again but at least they recognise they don't enjoy it. Some of the things can be very educational such as a Shakespeare theatre performance but also pupils can be out on the school field where they enjoy making memories and spending time with their friends. I want the children to enjoy coming to school and be excited about the things that might be coming up. It's good for attendance, their belonging and sense of community. We try everything.

If you had the power to change anything within our education system to benefit the children more, what would it be?

I would lower the stakes of Ofsted accountability. The phone call and being in the window waiting for a long time, particularly for somebody who chronically worries is too high stake. I would make it more of a coaching process and something

which is done alongside you, not to you.

Hopefully, the right noise is being made and we are heading in the right direction.

The other thing is funding and access to special needs support in particular.

Specialist provisions, pupil referral units and access to mental health support, the level of need is higher than it ever has been. We appreciate all schools need more support and money is tight within public services, where all aspects are struggling. The amount of funding which will be required to turn things around is unprecedented but it is only going to cost more the longer that it goes on.

What advice would you give to other Heads who would like to provide more experience for their pupils?

We have to be more imaginative, and ask for support such as requests on social media and things in the school newsletter.

We have been more creative than we have ever been and a part of this is colleagues who are generally quite stressed and full on at the moment. When you feel like that, it is quite easy to say no to things and put your head down, plough through and convince yourself you don't have the time and have other priorities, but I think that is honestly the time to start doing these things and give the pupils these exciting and brilliant experiences that you get out of bed one morning, knowing that you're doing something fun. For the children to be doing the same and for you to feel it at the school gates is special, as we all need more reasons to be cheerful right now.

THAT BIG MOMENT ON BGT...

Beside BGT, can you name three other wild experiences your children have had at Flakefleet?

We went for Christmas number one and were top 40, which was pretty out there!

We have had remote-controlled fireworks on the school roof during ‘FlakeFest', where the children performed on a huge stage with a big sound system and we have also hosted a Royal Wedding which was a pretty special day too..

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Protected Characteristics in Early Years Teaching young children about protected characteristics like race, including colour, nationality, ethnic or national origins, is essential in nurturing an inclusive, respectful, and empathetic mindset from an early age.

Introducing nursery children to the concept of diverse cultures, races, and ethnicities is crucial in fostering an early appreciation for diversity and inclusivity.

Here are several activities that can help achieve this in a fun, engaging, and ageappropriate way: • Storytime with multicultural books, using diverse and inclusive learning materials: Early years settings can incorporate books, stories, toys, and educational videos that feature diverse characters and cultural backgrounds. By choosing materials that portray people of different races, ethnicities, and nationalities in a variety of roles, we can break down stereotypes. Stories with multicultural themes can also spark discussions and enhance understanding.

• Activities from around the world, celebrating different cultures and traditions: Organise activities that allow children to learn about and celebrate different cultures, such as music, dance, art, and traditional stories. Celebrating festivals from around the world, for example, can be a fun and educational way to learn about different nationalities and ethnic groups.

Other ideas: • Cultural Art and Craft Activities • Cultural Dress-up Days • Food Tasting • Cultural Puppets and Role Play • World Map Activities By incorporating these activities into the early year’s curriculum, children can start to learn about, appreciate, and respect

the rich tapestry of cultures, races, and ethnicities that make up the world, laying the groundwork for a more inclusive and empathetic outlook as they grow.

Here are some age-appropriate strategies: • Encouraging Questions and Open Conversations: Young children are naturally curious and may ask direct questions about racial differences.

Respond to these queries openly and honestly, using simple, ageappropriate language. Encourage a respectful and non-judgmental atmosphere for such discussions.

• Addressing Bias and Stereotypes: If you observe racial bias or stereotyping in children's interactions or speech, address it promptly but gently. Discuss why certain words or actions might be hurtful or unfair, guiding them towards more empathetic behaviour.

• Emphasising Commonalities and Individuality: While acknowledging our differences, it's equally important to emphasise what we share in common. Activities that highlight common interests, dreams, and feelings among people of different races and ethnicities can reinforce the idea that despite external differences, we share many similarities.

• Using Simple and Clear Language: When discussing these topics, use clear, straightforward language that young children can understand.

Concepts like fairness, kindness, and being unique can be easier for them to grasp and relate to.

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• Model Inclusive Behaviour: Children learn a lot from observing the behaviour of adults. Be mindful of your own interactions and language around race and diversity. Demonstrating respect, inclusivity, and an open-minded attitude yourself can be one of the most powerful lessons for young children.

understanding, empathetic, and socially responsible individuals.

Did you know that 1decision has recently developed a range of videos and interactive games to support early years practitioners. Many of these resources can be used to cover topics which link to the teaching of protected characteristics.

By teaching about protected characteristics in these thoughtful, ageappropriate ways, early years educators can lay a strong foundation for children to grow into

Introducing the Rainbow Drops Yellow wants to Play with Orange is a social story which features in the 1decision library This story supports children in understanding that we are all different colours. Watch how Yellow supports Orange when she arrives at her school for the first time.

If you would like to find out more about the 1decision resources for early years, please visit www.1decision.co.uk

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WRITTEN BY - HAYLEY SHERWOOD, CEO 1DECISION Hayley Sherwood has over twelve years of experience in the PSHE field, with a long history of supporting primary schools to reach ‘Good’ and ‘Outstanding’ for Personal Development. She has successfully produced an award-winning series of books and resources for Early Years and a whole-school primary PSHE programme, which has held the PSHE Association quality-assured kitemark for over a decade.

Around 5-8% of children in the UK live with a food allergy - most school classrooms will have at least one allergic pupil.

Anaphylaxis is a severe and often sudden allergic reaction. It is potentially life threatening and always requires an immediate emergency response. Adrenaline should be administered immediately, at the first signs of anaphylaxis.

Our founder Zak, who lives with a severe nut allergy, came up with the idea for Kitt Medical to try and put a stop to the rise in ‘preventable’ allergy deaths in schools - like those of Karanbir Cheema and Nasar Ahmed, where there was a lack of access to emergency medication and a poor understanding of allergy and proper anaphylaxis treatment procudeures.

Being dubbed ‘a defibrillator, but for allergies.’ Kitt provides an all-in-one subscription of adrenaline auto-injectors with a secure wall-mounted kit, combined with an online management system and training resources.

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Book a call with the team here to learn more or contact us on 07904 805603 or team@kittmedical.com

IN SCHOOLS

Here at 1decision we love to see how our resources are supporting schools to support their pupils. If you would like to share feedback or pictures of your displays, please connect with our socials or send to morgan@1decision.co.uk

New to the portal

If you would like more support to evidence your pupils work, you can now download our A3 posters. These can be found in the ‘How it Works’ section > PDFs & Powerpoint section > Additional Resources

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Partner news

Transforming Children's Literacy: The Inaugural National Read Aloud Challenge

Auris Tech ‘Auris’ , the creators of Fonetti, the read aloud app launched an annual literacy initiative during the summer of 2023 to help prevent summer regression in primary-aged children. Working alongside respected education partners, including 1decision we were able to spread the word to school communities and encouraged parents to enrol their children.

Motivated by rewards, certificates, and the chance to hit the national online leaderboards, thousands of children around the UK took part in the challenge.

The results were brilliant, with hundreds of primary schools participating and over 100,000 reading sessions taking place.

Post challenge top line reading data is being shared with participating schools and parents to help them understand the reading patterns, oracy fluency, and reading accuracy from all the reading sessions.

The overall results of the initiative will be shared in the form of a research paper authored by Auris with input from the NSPCC, Professor Peter Bell from the University of Edinburgh and other informed sources. The aim is to make this information public so that education stakeholders can take advantage of the learnings from the data to help them improve outcomes for their pupils.

It reported that over a quarter of children each year leave primary school unable to read at the required level for their age, a number which has significantly increased due to the impact of COVID-19. So there has never been a greater need to support the children and those responsible to teach them.

The ability to read proficiently at a young age has a profound and far-reaching impact on a child's life. It enhances their cognitive development, expands their

vocabulary, cultivates critical thinking skills, and fosters a love for learning.

Conversely, the absence of strong reading skills can have detrimental consequences, hindering their educational progress, limiting their opportunities, and impeding their overall growth and development.

Thus, nurturing early reading proficiency is crucial for setting a solid foundation for a child's future success and well-being and why Auris has chosen the NSPCC as its charity partner who have endorsed Fonetti for its innovative approach to support early literacy.

Auris looks forward to continuing to promote literacy and help children reach their full potential.

With the support of education partners and school communities, Auris plans to make this an annual event with the intention that it will have a positive impact on children's literacy skills and help prevent reading

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regression every summer. By encouraging children to read aloud independently, Auris aims to create a culture of reading for pleasure in households across the country.

The National Read Aloud Challenge is just one of many initiatives that Auris Tech has in store to promote literacy and inspire a love for reading among children.

Through continuous innovation and collaboration with education partners, Auris Tech hopes to make a significant impact on the literacy rates of primaryaged children across the country.

The data indicates that this inaugural challenge has been a resounding success in terms of the significant improvements achieved by a large number of participating children.

The feedback from teachers and families has been encouraging.

Miss Crocker from Oakwood Primary Academy, challenge winners for the South West of England reported “Following the recent Star tests it was found that the reading ages of the children that took part in the challenge and regularly read over the summer increased by an average of 8-12 months” "We are thrilled with the success of the inaugural National Read Aloud Challenge," One parent, reported “Fonetti has transformed my daughter's reading experience and ignited her passion for books. The interactive features, speech recognition technology,

and diverse library have made reading a joyous adventure for her.

Fonetti has truly revolutionised her love for reading, and I wholeheartedly recommend it to parents and educators looking to foster a lifelong love for literature in children."

According to Kim Antoniou, the founder and CEO of Auris Tech, "This is just the beginning of our mission to promote literacy and we are excited to continue making a positive impact by encouraging children to read more. Our goal is to make reading not only a fun and engaging activity but also one that helps children develop crucial skills such as comprehension, critical thinking, and communication.

The data we have collected is invaluable and will help educators and other stakeholders understand the true position in terms of the primary literacy environment.”

We are eagerly anticipating the upcoming National Read Aloud Challenge Awards Ceremony in January, where we will celebrate the remarkable achievements of the children and their schools. which will be hosted and sponsored by Amazon Web services at their HQ in London.

We are thrilled to announce that our special guest, Clare Balding CBE, the brand ambassador for Fonetti, will be in attendance to meet the children and their teachers, and to personally present the awards and prizes.

What is Fonetti Fonetti is an award-winning interactive reading platform that uses advanced Automatic Speech Recognition to motivate children to read more in school and at home.

Fonetti is transforming the way children learn to read, proven to boost oracy, fluency, literacy and English language skills.

When a child reads on Fonetti, the words change colour in real time.

Words turn green when read correctly, and grey out when the word is skipped or misread. If they get stuck children can simply double tap a word for an audible clue.

In schools The Fonetti School Portal is a valuable classroom resource which boosts literacy by creating a stressfree, encouraging, fun environment to practise reading aloud, and provides immediate help when children encounter difficult or unfamiliar words.

In the background AI collects and analyses all the deep reading data and reports it back to teachers via dynamic dashboards in a web-based school portal.

This in-depth reading data is transforming how teaching staff monitor, plan and sequence the teaching of reading for individuals and for a whole class.

Recent studies have shown that 74% of users improved at least one reading metric, with an average reading accuracy improvement of 16%.

Additionally, users read an additional 25 words correctly per minute.

Click here

For more information

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Promoting safeguarding through the curriculum Teaching primary school children to safeguard themselves is imperative for fostering resilience and self-reliance. At a tender age, children are impressionable and prone to risks, both physical and digital. Equipping them with personal safety skills not only helps in preventing harm but also instils confidence and promotes a sense of responsibility. It enables children to recognise danger, respond appropriately, and seek help.

Understanding boundaries, both their own and others', is fundamental to their social development and early education on safeguarding can lay a foundation

for healthy interactions and serve as a crucial investment in a child's well-being and future autonomy.

Incorporating safeguarding into the curriculum requires a multifaceted approach. Embedding age-appropriate lessons on personal safety, respectful relationships, and online conduct can be seamlessly integrated into subjects like PSHE, RSHE, and IT. Role-playing scenarios and storytelling can foster understanding and empathy, while class discussions provide a platform for children to voice concerns and learn from others. Collaborative projects can

teach consent and personal boundaries, and digital literacy classes can highlight cyber safety. Regular, open dialogues with trusted adults in school can also empower children to recognise and report abuse, ensuring the curriculum is not just academic but also a life-skills toolkit.

How can 1decision support schools in helping children to safeguard themselves?

1decision is a programme designed to provide resources for personal, social, health, and economic (PSHE) education but more recently the team have been

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integrating more content such as British values modules and topics such as understanding Protected Characteristics to give a wider personal development approach.

The purpose of the 1decision content is to give children the knowledge, understanding, attitudes, and practical skills to live healthily, safely, productively, and responsibly.

In the context of safeguarding pupils, 1decision can help schools by: Educational Resources: The programme offers a curriculum of videos and topics that cover various aspects of safety and well-being, such as understanding emotions, online safety, and the importance of seeking help from trusted adults.

Awareness and Understanding: By teaching children about potential dangers in both the real world and online, it can help them recognise unsafe situations and know how to avoid or manage with them or to know when to seek help.

Decision Making Skills: The topic often

presents scenarios where children need to make decisions, hence the name "1decision." This can help pupils develop the critical thinking skills necessary to make safer choices and understand the consequences of their actions.

Confidence to Speak Up: Through role-play and discussion, children can gain the confidence to speak up about any issues they're facing, whether it's bullying, online safety concerns, or problems at home.

Support for Teachers: It provides teachers with the resources and training to deliver effective lessons, which is integral to safeguarding pupils. Teachers are better equipped to address sensitive topics and recognise signs of abuse or neglect.

Parental Engagement: 1decision include materials designed for parents, helping to extend the conversation about safety and well-being beyond the classroom and into the home.

Early Intervention: By covering a wide range of topics, the programme helps with the early identification of issues such as mental health struggles, potential abuse, or neglect, which are essential for early intervention and safeguarding.

Policy Development: Schools can use the principles and materials from the programme to develop or enhance their safeguarding policies and procedures, ensuring a comprehensive, up-to-date approach to pupil welfare.

Creating a Safe Environment: By fostering a school culture that prioritises safety, respect, and understanding, 1decision contributes to a safer overall environment for children to learn and grow.

Incorporating programs like 1decision into the curriculum is one of many steps schools can take to safeguard their pupils. It complements legal and ethical safeguarding responsibilities, ensuring that pupils not only understand their rights and safety measures but also feel empowered to take an active role in their own well-being.

Click here

For more information

33 @1decisionltd

The Big Ambition – Have your say!

The Children’s Commissioner for England, Dame Rachel de Souza, has launched The Big Ambition, a national survey of children and young people across England.

The Big Ambition aims to hear from children across England on what they think is important! In the lead up to the next General Election, the Children’s Commissioner wants to take children’s thoughts, opinions and ideas to decisionmakers, to make sure that the Government hears young people’s voices on what they think needs to be done to make children’s lives better in England.

The Big Ambition survey will be open until Friday 15th December.

The Big Ambition is open to children and young people in England aged 0-18 years old. The survey has gone to schools across England and parents are also being encouraged to complete the survey for those who may need additional support or on behalf of younger children (under 6) to make sure the needs of early years children are represented too.

Click on the link or scan the QR code to complete the survey by Friday 15th December 2023 and make your pupils voices heard!

Click here

to complete the survey

Or scan easy-read version with larger text. The questions are slightly different depending on the age of the child answering, but, everyone is asked what they think the Government should do to make children’s lives better.

It’s important to remember that the survey is not a test and that there are no right or wrong answers.

The survey takes around 10 minutes to complete and can be completed on mobile phones, tablets, laptops and computers.

The survey asks for information such as the child’s age, and what school they attend.

There is also an option to complete an

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Flourish - the social media channels supporting you and your mental health

www.youtube.com/c/Flourishwithus www.tiktok.com/@wearefl0urish

Join the conversation!

Discussions around PSHE don’t just take place in the classroom. Take a look at the Facebook groups below and join the conversation!

Primary PSHE Subject Leaders

A place for PSHE coordinators within primary schools to share ideas to improve the teaching and learning of PSHE. We also welcome those with a passion for PSHE, or those who have businesses which relate to the teaching of PSHE.

Click here

1decision PSHE Community

A place for 1decision subscribers and non-subscribers to share ideas, be part of discussions, and receive updates. Most importantly, we support you in providing the highest quality lessons across your educational setting.

PSHE Leaders Support Group

This is a page for PSHE leaders to share good practice and support each other.

Click here

Click here

PSHE & Careers Teachers Centre

A group for PSHE teachers and providers to share good practice, resources and support. We aim to create a bank of school friendly resources and use the discussion forum to link with other teachers across the UK to share ideas and gain inspiration.

Prefer LinkedIn?

Bringing together like minded primary teaching staff to discuss issues and inspire solutions related to PSHE/RSHE.

Click here

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Reading On Your Head is designed to raise standards in reading!

Assign one of our online activities to a whole class in only a few clicks.

Get rich assessment data and determine exactly where to focus your time.

Resources are all online and can be printed. Our online quizzes are automatically assessed and instantly pinpoint exactly how well pupils are doing. Parents can access the same resources that are used in the classroom, allowing them to truly support with reading at home.

School leaders can effortlessly monitor pupil performance across reading content domains and quickly drill down from whole school level to individual pupil level.

As part of every subscription, we fully resource every text you use in reading.

Competition modes and quiz creation mode for pupils brings reading to life like never before and incentivises reading in a unique and engaging way. Get in touch and reboot reading in your school!

We believe in giving teachers time to teach!

Discover more at: www.readingonyourhead.com

Thank you fo r reading!

Let's get social! @1decisionltd

Book a PSHE audit!

01438 750330

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This magazine has been produced by the 1decision team.

1decision Ltd, Suite 1, Niall House, 24-26 Boulton Road, Stevenage, Hertfordshire, SG1 4QX info@1decision.co.uk - 01438 750330