HEADLINES
By James Saunders
IT’S A DIFFERENT ABILITY
BY OSCAR DISBREY (C10)
Autism, it’s more than just disabled, the stereotypical, hypocritical feeling that we’re not able, to focus on our lives - our work, all they want to do is focus on our quirks.
I can’t tell you how many times I’ve been discriminated against for something beyond my control, something I was born with, something I can’t change.
I can’t change it, I wouldn’t if I could. It’s more than just a disability to me, it’s who I am, it’s who I can be.
It’s more than being mentally chained, it’s just a different brain wiring, we’re no different than anyone else, we can be the same if you just listen to change. So YES it is a different brain wiring, and sometimes it can be tiring, but at the end of the day it’s not a disability it’s a different ABILITY.
I would like to thank Oscar for sharing his powerful poetry with us and highlighting what is special about our ASD population.
Courage, confidence and security in self are qualities that many of us often wrestle with and take a lifetime to achieve. Understanding who you are and being secure in that are goals that few of us truly attain. At the start of this term I spoke about this very thing with our staff and I used ASD learners as my example.
I spoke about how difficult it can be for adults to stand up in front of an audience and communicate authentically as their true self. Many of us spend years training to perfect this. I am sure a lot of teachers have an inner fear at the prospect of taking an assembly or talking to a hall full of parents. Parents, how nervous would you be at the thought of speaking
to a few hundred people? However, I have no doubt that I could pick any one of our many ASD learners and they would happily stand up and talk passionately without any self conscious worry at all. My aim with staff was, like Oscar, to reframe our thinking towards ASD. Whilst Oscar referred to it as a different ability, I called it a superpower; a superpower that many of us wish we had.
One of the special things about working at Honywood is how wonderful all our learners are. Our learners appreciate the importance of understanding, acceptance, and inclusion for all - and that includes those with autism.
“If you have met one person with autism, you have met one person with autism.”
Autism spectrum disorder (ASD) is a developmental condition that affects communication, social interaction, and behaviour. Each person with autism is unique, with their own strengths, challenges, and perspectives. Embracing neurodiversity is a fundamental aspect of our school culture and as a community, it’s essential that we recognise and celebrate this diversity. At Honywood, we are proud to serve an inclusive community of learners with ASD. As a secondary school we have the highest proportion of ASD learners in Essex and I am proud to teach many of them myself, including Oscar.
The thing about aiming to be inclusive is that the systems, structures and approaches we implement are actually of benefit to all learners. It begs the question - why would you not want to be an inclusive school? An environment that places psychological security at its heart.
Inclusive Education: One of the cornerstones of creating an inclusive society is ensuring that all children, regardless of their abilities, have access to quality education. At Honywood, we provide a
supportive learning environment where children on the autism spectrum can thrive. Our systems and structures are designed to create a calm and consistent climate that ensures that all learners are able to thrive as an individual and learn freely in a supportive environment free from disruption.
Promoting Understanding: Education is a powerful tool for promoting understanding and empathy. It’s important for learners, teachers, and parents alike to learn about autism and how it may impact individuals in our community. Honywood also runs an Essex Local Authority Enhanced Provision: an autism support hub. Far from being a separate entity this hub is intentionally fully integrated within the school. Whether members of the hub or not, all ASD learners receive the same support and access to the mainstream curriculum and all our teachers are supported to understand their needs.
Creating Supportive Spaces: In order for children on the autism spectrum to succeed, it is crucial that they feel supported and accepted in all aspects of school life. This means creating sensory-friendly environments, implementing visual supports, and providing opportunities for learners to regulate their emotions and sensory needs. By making simple accommodations and adjustments, we are able to ensure that all children feel valued and included.
Encouraging Peer Relationships: Peer relationships play a vital role in the social development of children with autism. As a school community, we support the formation of meaningful friendships by promoting inclusive activities, facilitating social skills groups, and fostering a culture of acceptance and kindness. By encouraging empathy and understanding among our learners, we create a supportive network where every child feels accepted for who they are.
Celebrating Differences: Inclusion is not just about accommodating the needs of individuals with autism; it’s about celebrating the unique strengths and perspectives that everyone brings to our community. Whether it’s through art, music, athletics, or academic study, every child has something valuable to contribute. By celebrating differences and embracing neurodiversity, we create a school culture that values and respects all individuals.
Parental Involvement: Parents and carers play a crucial role in advocating for their children and promoting inclusion within the school community. Open communication is essential for this, to ensure that families feel empowered and valued as partners in their child’s education.
Community Engagement: Creating an inclusive society requires collective effort and collaboration. As
a school community, we can work together to raise awareness, challenge stereotypes, and advocate for inclusion for everyone.
On behalf of Oscar, our ASD population, and all our learners, thank you for supporting the Honywood community to be an inclusive, safe and supportive place for everyone. By embracing neurodiversity, promoting understanding, and fostering acceptance, we can ensure that every child has the opportunity to reach their full potential and be part of a community where they feel seen, heard, and valued for who they are.
It really has been a wonderful first half term. All our learners have settled into the academic year so well and have actively shaped the culture and climate that exists daily. We have continued to tour prospective parents around the school everyday due to the high demand for our family school. I will leave you with the words lovely words of one family:
‘What a beautiful school. It is everything I had heard it would be’. Year 6 Parent
Thank you everyone. Have a lovely weekend and a restful half term.
James Saunders and Oscar Disbrey
YOUNG PEOPLE & KNIVES HOW MUCH DO YOU KNOW?
ADVICE FOR PARENTS AND CARERS
WHAT COUNTS AS KNIFE CRIME?
• Carrying a knife in public.
• Buying a knife, including online, if you are under 18.
• Threatening someone with a knife.
• Carrying a knife that is banned.
SIGNS TO LOOK FOR
• Have you noticed any missing knives from your kitchen?
• Or found any in your home that you don’t recognise?
• Is your child being secretive about where they are, what they are doing, who they are seeing?
• Having an illegal knife or weapon at home.
• An incident where the victim was stabbed with a knife.
• A robbery or burglary where the thieves carried a knife as a weapon.
• Will they let you look in their bags or pockets?
• Are they scared to go out or perhaps reticent to go to certain places?
• Do they seem scared, quiet or angry a lot more than they used to?
WHAT IS JOINT ENTERPRISE?
If somebody has been fatally stabbed someone could be found guilty of that person’s murder even if they were not the person who actually stabbed them. This is known in law as joint enterprise It means they could also be seen as guilty for someone else’s death, because they were part of the situation that could have encouraged the incident, or were part of it without trying to stop it from happening.
This can include situations such as:
• They were part of a group and someone in that group kills someone with a knife.
• They were supporting the attacker’s actions in some way. This could be verbally by encouraging them or physically by their presence.
• They knew that the person who made the attack was going to start violence against the victim, and did nothing to stop it.
WHERE CAN I GET SUPPORT IF I’M WORRIED MY CHILD IS INVOLVED IN KNIFE CRIME?
If you are a parent, guardian or carer, it’s understandably worrying if you find out that your child is carrying a knife, or that they are involved with people who do. It’s important that you talk to your child and keep communication open with them. Speak to them about the serious
consequences of carrying a knife and try to find out why they feel the need to carry a knife. It could be that they don’t feel safe, or because their friends do. It’s important to get to the reason before you can address it. You can find links to resources by scanning the QR code below.
HOW CAN I DISPOSE OF A KNIFE OR WEAPON?
We have a number of weapons bins across the county and every knife surrendered is one less dangerous weapon in circulation on the streets of Essex. You can find a map with their locations by scanning the QR code.
Note: We would advise people to ensure that the knife is wrapped up and secure and is taken directly to a knife bin from home for disposal to ensure the carrying of the knife does not become illegal.
CHILD CRIMINAL EXPLOITATION HOW MUCH DO YOU KNOW?
ADVICE FOR PARENTS AND CARERS
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Criminal gangs operate within Essex and are always looking for new ‘recruits’ to deal drugs/weapons. It is therefore important for parents to be aware of the signs of this activity, and how they recruit and groom for the purposes of criminal exploitation. EVERY child is a risk of being exploited.
Changes in behaviour (withdrawn, secretive, isolated).
Persistently missing from school/home, being found out of area.
Leaving home or care without explanation.
Missing episodes (not disclosing where they have been, with who, or how they got there).
Unexplained money, clothes or mobile phones.
Unexplained increase in money. Possessing mobile phones, gadgets, gifts, designer clothing and jewellery.
Unexplained injuries.
Suspicion of self-harm, physical assaults or unexplained injuries.
Excessive receipt of phone calls and texts.
Use of drugs and/or alcohol.
Relationships with unknown associates/new peer group.
Relationships with controlling/older individuals, gang association.
WHO DO THEY RECRUIT?
EVERY child is at risk of being exploited. Often those who are targeted and groomed are children and young people with vulnerabilities.
However, more children and young people that are not known to Police, Social Care, or Local Authorities are being recruited into gangs. These victims have had less attention from these agencies and therefore become more attractive to exploiters. This is an increasing ‘model’ used by gangs who continue to evolve and adapt how they target and groom victims for the sole purpose of exploitation.
Showing aggressive and violent behaviours.
Significant changes in emotional wellbeing.
Carrying weapons.
Significant decline in school performance.
In addition, gangs target children and young people on line through social media platforms and gaming apps. This enables gangs to remain ‘faceless’ to their victims. Learn more about online safety at eSafetyTraining ‘The 2 Johns’ at the link below.
WHAT ATTRACTS YOUNG PEOPLE?
• Financial gain/reward.
• Respect/status.
• Little or no access to social activities/opportunities.
• Protection/safety (from other gangs, groups, or peers).
• Sense of belonging/family.
• Pressure to join by fears and threats.
• Acceptance.
• Identity
• Boredom.
SUPPORT AND FURTHER INFORMATION
PACE - Parents Against Child Exploitation www.paceuk.info 0113 240 3040
The Childrens Society (not Southend or Thurrock) www.childrenssociety.co.uk
Fearless crimestoppers-uk.org/ fearless/parents-guardians
The Safety Box www.thesafetybox.org/ parent-support
Local Police
To find details of your local Policing team, enter your postcode at www.police.uk
Local Authority/Council
Find out about any parent groups and activities for young people in your area at https://www.gov.uk/find-localcouncil
eSafety Training ‘The 2 Johns’ https://esafetytraining.org/ resources/parents-carers-area/
Missing People
https://www.missingpeople. org.uk/get-help/help-services/ exploitation-and-county-lines/ what-is-county-lines
Essex Police
Please visit essex.police. uk/cce or scan this QR code.
POPPY APPEAL 2024
During half term we will take delivery of our poppies. Our Lead and Deputy Lead Learners will be visiting classrooms during Learning Session 5 to allow learners to purchase a poppy and wear it with pride. The work and support that the Royal British Legion does for ex-service personnel and their families is a truly worthy cause, and the sight of the nation wearing their poppies with pride has a profound impact on current and ex service personnel’s sense of worth. Please bring in cash if you wish to make a donation and buy a poppy. The poppies will also be available during lunchtime from the library.
Estelle Scherer (C10) has been selected to play for Essex schools U16 Football team against Bedfordshire. Well done
CEIAG
Careers Education, Information and Guidance (CEIAG) is an essential part of the curriculum at Honywood School. To demonstrate this, we are currently working towards achieving the Quality in Careers Standard. To view our commitment statement click here
If you would like any further information on the Quality in Careers Standard, please visit https://cswgroup.co.uk/what-we-do/ education/investor-in-careers/
Mr Walters
WHY WE CELEBRATE BONFIRE NIGHT
Bonfire Night, also known as Guy Fawkes Night, is celebrated to commemorate the defeat of the Gunpowder Plot of 1605. The plot, led by Guy Fawkes, aimed to blow up the House of Parliament in London. The motive behind the plot was to restore a Catholic monarch to the throne.
However, the plot was discovered on the night of November 4th, 1605, when Guy Fawkes was found with explosives beneath the Parliament building. He was arrested, and the plot was stopped.
King James decreed that November 5th should be celebrated as a day of thanksgiving and remembrance for the safety of the monarch and the failure of the Gunpowder Plot. The tradition of lighting bonfires and setting off fireworks on this night began to mark the event and show loyalty to the crown.
Over the centuries, Bonfire Night has evolved into a festive occasion, celebrated with bonfires, fireworks, and various traditional foods and treats. While its historical and political significance may have waned, it remains a beloved cultural event in the United Kingdom.