I was very pleased to see some considered responses and healthy disagreement in the recent behaviour focused survey . Click the link below if you'd still like to share your views and ideas in the initial survey.

BEHAVIOUR FEEDBACK CONVERSATION - Nov 22

Feedback so far:

1. Some concern was raised over whether therapeutic meant that the school did not enforce firm boundaries... Please be assured we take a 'zero tolerance' approach to challenging behaviour and, further, repeated behaviours receive escalated support. The critical therapeutic change is that we approach consequences (including time in at play; time out of the class; meetings with parents, suspension etc.) as opportunities to support a child or children and families with any behavioural difficulties that have been communicated by a child's behaviour. We are not all cuddles - a loving community is a community that puts in firm boundaries!

2. The nature of a survey is they fail to capture nuance and subtlety. 

• We agree on this point. However, we would argue that they do offer a space to begin conversations and allow us to dig deeper...thank you to all the suggestions for more detailed options in the future. It is a very complex and contentious space - we are just creating spaces to continue the conversation...

3. The wording of the survey promoted the school's therapeutic approach. 

• We agree also. The structure of the survey was designed to take you along a chain of logical reason to our current conclusion and approach. We acknowledge this is not universally popular - although the majority do agree with the logic (based on parent surveys and responses to date.) However, disagreeing with a conclusion is not the same as having an argument against it.  For all of us, 'Believing something doesn't make it true.'  ...which is why we are so keen to continue the conversation...

With that in mind, we would encourage further feedback of your own perceptions, evidence and/or logic that challenges the reasoning shared. We are very open to consider the evidence that, in general, would support the counter narrative: (Again, this lacks subtlety but is intended to provoke debate:)

The counter-narrative:

1.  Experiences do not shape the brain. 

AND/OR

2. Children have control over their upbringing and experiences.

AND/OR

3. Children are responsible for the way they make their choices.

As I tell myself, the staff and children, none of us can be wrong when we are asked to share our own beliefs and ideas. However, we are wrong if we fail to engage, reflect upon and understand the other side of the argument. So let's allow this debate to continue:

In this Google form Nov22 V2, there is space to share any other logic, reason or arguments to shape this conversation further. Please be assured, as always, we are driven by the desire to do the best for the children and community. This means listening to all ideas and evidence, regardless of source, popularity or political correctness. As we say in the School Development Plan, 'We are not a progressive school. We are not a traditional school. We are a researching school. This means we are always researching and learning the best ways we can to make the most positive difference to the children in our care...and our community'.

If I can stoke enough interest I would love to hold a respectful debate discussing these ideas and helping the whole community, including ourselves, make more sense of what is best for the children in our community...there is also a sign up for this in the form V2. Thank you, as always, for engaging in the conversation and helping the school be the best it can be.

 I hope that this email finds you well.

I wanted to drop you a line to let you know that our Talking Families course that begins immediately after half term is now going to be conducted online and we have places available so please share the attached details with your colleagues and any parents who you feel would benefit from these sessions.

Our Talking Dads course also has a few places left so please share these details as well.

Talking Families (for parents of children under 12):

Tuesdays 8pm to 9.30pm 1st November to 6th December (6 weeks)

Talking Dads:

Mondays 7.45pm to 9.15pm 31st October to 5th December (6 weeks)

Details are attached for your reference, together with information about all our courses for next half term.

Alongside our usual Parenting Courses, Supporting Links are pleased to be offering the workshops this coming Autumn Term. These are open to parents and carers of children with ASD and/or ADHD across Hertfordshire, funded by the Local Authority.

Talking ASD/ADHD: Anxiety and Stress - 23rd November 2022

Talking ASD/ADHD: Responding to Anger - 20th October or 7th December 2022

Talking ASD/ADHD: The Teenage Years - 2nd November 2022

Talking ASD/ADHD: Tech Use - 11th October 2022

We accept referrals or parents can self-refer and book places via Eventbrite. Further details can be found attached to this email, as both a 2 page Brochure (for digital sharing) and a PDF poster for each workshop to display in your setting.

Please share them widely amongst your teams and families to ensure that as many as possible have access to this support. Each workshop can be attended by up to 90 parents.