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Catalyst SENDCo Network November 2022

Welcome to our latest edition of the Catalyst Courier. This year, our aim is to produce a newsletter following each of our SENDCO Networks, with news and information arising from the monthly SENDCO Network meetings. If you have information to share or topics you’d like us to cover please get in touch ([email protected]) 

The first SENDCO Network of this academic year was held virtually, with information from our Early Years Intervention and Support Service (EYISS) Senior Educational Psychologist Hannah McHugh, and Assistant Psychologist, Grace Stevens. 

Dr Teresa Regan also led a session with an update on the SEND review, a discussion on the Ofsted research paper: ‘Alternative provision for primary-age pupils in England: a long-term ‘destination’ or a ‘temporary solution?’ and signposting a report from the Children's Commissioner.

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Inclusion Matters 2022: Struggles with and for identity

On Friday 24th June, adults from a variety of backgrounds, with an interest in education gathered together at Gorton Monastery after 3 years since our last Catalyst Psychology conference. This conference asked participants to reimagine how school might become a place where the pressure to be identified, rehabilitated and conform to the dominant culture, can feel less overwhelming for all. 

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Supporting SENDCos

 

“Networking is not about  just connecting people. It’s about connecting people with people, people with ideas and people with opportunities”

Welcome to our latest edition of the Catalyst Courier, after a long absence. The Catalyst Courier was a source of support and information during the long lockdowns in 2020, but we were unable to keep it going during the hybrid disruption of the past year. This year, our aim is to produce a newsletter following each of our SENDCO Networks, approximately one each month, with news and information arising from the monthly SENDCO Network meetings. If you have information to share or topics you’d like us to cover please get in touch ([email protected])

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Holidays!

Well, we have made it to the last week of term in this extraordinary year. Whilst the future remains uncertain, and it is difficult to look forward to September without some degree of trepidation, there is time now to take some time out, refresh our batteries and recover some resilience in preparation for whatever the future brings.

Whilst many of us will be fortunate enough to be able to get away for a few days, lots of our children and young people have a long stretch of time ahead before they can be back in school with their teachers and friends, so this week we are taking a look at what Manchester has on offer for families this summer. Here is our Top Ten:

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“I have a right to relax and play”

Article 31 of the United Nations Convention on the Rights of the Child (UNCRC) says that children and young people have the right to have fun in the way they want to, whether by playing sports, watching films, or doing something else entirely. They have the right to rest, too.

Children and young people should be able to take part freely in cultural activities, just like adults. The government should make sure it’s easy for them to do this whether or not they have a disability.

This is the basis of the work underway in all four nations of the United Kingdom promoting the Right to Play for children and young people. As we prepare for the coming summer break, we hope that all adults and children will have an opportunity to pause for some rest and relaxation. With this in mind we have curated information about Play – for children, teenagers, young people, parents and, by extension, all adults too.

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A tsunami of mental health problems… or a surge of resilience?

 How can we make a difference to the outcome?

Last month the Royal College of Psychiatrists warned of a tsunami of mental illness after lockdown, followed last week by press reports that school closures will trigger UK child mental health crisis. One proposed solution is that ‘every school should be assigned a child mental health counsellor’who can work directly with children who need specialist mental health support, but whose responsibility would also include working on whole-school approaches to improving the mental health of all children”. I am sure that schools would welcome the provision of mental health counsellors. However, this suggestion illustrates the fact that the world outside education appears unaware that schools have been on the frontline of mental health support for children and their families for many years, just as they have been on the frontline of social care for far too long – another fact that has come to the fore in the current crisis. Behind the inspirational stories of headteachers that have made media headlines in the past 3 months are many thousands of educational professionals who have been working hard, throughout the period of partial school closure, to support children’s health and well-being as well as their learning.

 

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New beginnings

 “Lift up your hearts

Each new hour holds new chances

For new beginnings.” 

Maya Angelou, 1992

This week, as the return to school continues, we are focusing on the needs of Early Years children and their families. Most schools in Manchester have Nursery classes, but there is wide variation in how many schools are able to open these as part of the current phase of recovery. However, with a look ahead to September, the issues relevant to starting school in the time of the pandemic will remain a reality for all settings working with young children. The information and resources provided below are suitable for children aged up to 6 years and are intended to support transition back into school for children in Nursery, Reception and Year 1.

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It takes a Village

“It takes a Village to raise a child…”

…is an African proverb meaning that an entire community of people must interact with children for those children to experience and grow in a safe and healthy environment. Equally, if that community neglects or forgets about some of their children and young people, life chances may be diminished with an impact that can become lifelong.

Today, amidst continuing focus on children returning or not returning to school, and as some young people in Year 10 and Year 12 begin to return to their school or college, I wondered if we are neglecting those young people who have the most to lose as #coronavirus kids – namely young people in Year 11 and Year 13 who are facing significant transitions. Without a properly resourced programme for transition to college or work, too many of these young people will find themselves with no plan and no-where to go. Many will be “lost” to education and training, entering the category with the unpleasant acronym “NEET” (not in education, employment or training.

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Black Children Matter

The photo above was taken in Northern Moor, Wythenshawe. Thousands have joined protest marches and rallies in Manchester over the weekend, many of them young people who have never protested before. Children have been part of the protests: some young children taken along by their parents and many, many teenagers who want their voices to be heard. The murder of George Floyd in Minneapolis has sparked a wave of protest across the world, amplified by the evidence that people of Black Asian and Minority Ethnic origin are disproportionately at risk of death from COVID19. The confluence of these events has shone a light on systemic racism in our society. The issues have to be acknowledged and addressed, not only despite the health pandemic, but because of it.

This week our focus is on Transitions as schools prepare to support more children back into school. Taking up the challenge of #BlackLivesMatter, we consider the particular issues of transition for black children and young people in our Manchester communities.

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Physical Space and Physical Distance

Keep Calm – Stay Wise – Be Kind (Action for Happiness)

If you’re feeling a bit weary as the current situation continues why not download the Action for Happiness calendar for June: Joyful June.

As we begin to adjust to the “new normal” brought about by the COVID19 pandemic, our individual and collective actions and experiences in the coming weeks will shape and influence the longer term impact of this crisis. Whilst national policy decisions remain outside of our direct control, our work with schools, families and children offers opportunities to support a more resilient return to education after the disruption of recent weeks. I have felt proud this week of the leadership shown by my colleagues in the British Psychological Society Division of Educational and Child Psychologists (BPS/DECP) in providing clear, practical, evidence-informed and resilience-focused guidance for schools as they plan their next steps for pupils and staff: Back to school: Using psychological perspectives to support re-engagement and recovery.

Over the coming weeks through this blog we will be gathering and disseminating information, advice and resources building on the psychological advice provided by the BPS, starting this week with advice related to the changes in the physical environment in school. However, all of the recommendations are underpinned by a focus on building resilience: “During this crisis, there is a risk that the narrative around changing policies and school transition becomes dominated by the language of risk and trauma. Coping is important to protect ourselves from stress and it is important to connect with the ways in which we are coping with this challenge.”

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