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@teamsquarepeg

Mar 5

Let’s talk about expectations. Setting them, the language of, outcomes. 1/

So the language of expectations was first levelled at the sector in the 80s-90s in response to too many (typically urban inner city) schools lacking ambition and aspirations for their cohorts. Out came the challenge to SLTs to set high expectations for the kids 2/

in their care in an attempt to introduce accountability in the adults and to instil a nationwide policy standard around ensuring schools believed in & supported all kids irrespective of socioeconomic profile to achieve, attain, dream, aspire. And for a while, it really worked. 3/

Read 11 tweets

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@teamsquarepeg

Mar 5

@GregSantucciOT

An important read. ‘Let Them Pee!’ Thank you ⁦@GregSantucciOT⁩. facebook.com/gregsantucciOT…

Pasted text for those unable to access link: ‘It happened like clockwork. My family would be at a restaurant for dinner. We asked the kids to go to the bathroom before we left the house. We even asked when we got to the restaurant! Without fail, when the food came,’ 2/

‘“Dad, I have to pee”! And each time, without hesitation, even though my dinner would go from hot to ‘somewhat hot’, I would take them to the bathroom.

And guess what? Even if you allot time for a child to go to the bathroom; even if you line your class up after lunch and,’ 3/

Read 15 tweets

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@teamsquarepeg

Mar 5

At what point are those in corridors of power going to connect dots between the language they use which is quoted in press & media, woven through policies & guidance ↪️ how that influences practice from those within services ↪️ and impacts children, YP and families on the ground?

@Ofstednews

Looking@you @Ofstednews @educationgovuk @nadhimzahawi @cabinetofficeuk. Language rooted in climate of fear, division, intolerance is derivative, binary, segregating, othering, ableist + causes harm, adversity, drives up need. #ChooseWordsWisely #itsnotrocketscience

Policy using the language of intolerance, ideology, rhetoric, dogma harms vulnerable & disadvantaged families. It increases inequalities. Declines outcomes. Reduces GDP. Increases need on public purse. Join the dots. #BeTheChange Listen. Care. Review. Connect.

Read 5 tweets

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@teamsquarepeg

Mar 4

Press this week reported a ‘drop in childrens creativity post lockdown’. Well, stress, uncertainty and trauma can do that to the brain while it remains in survival mode to threat (in this case Covid). But what if we’re noticing the drop more acutely because the writing was on 1/

@KateRobinson89

the wall already? What if it’s the systems & environments our kids are engaging in that is the problem? This week @KateRobinson89 is hosting the 2nd Imagine If… Festival which builds on the legacy of the late, great Sir Ken Robinson, whose seminal @TEDTalks 2/

“Do schools kill creativity?” addressed exactly this subject. Peter Gray Ph.D writes extensively on this too & while these questions are challenging, the discussions do need to be had (and have been ongoing for 20+ years, so perhaps we should start doing something & implement 3/

Read 6 tweets

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@teamsquarepeg

Mar 4

https://twitter.com/adrianbethune/status/1499643550589677571

Fascinating stuff. And touches on the prevalence of mindfulness being prescribed as a low cost intervention for people who do not have the capacity to access it due to very high mental ill health needs at the time. 1/

https://twitter.com/adrianbethune/status/1499643550589677571

When my kid was in crisis & life was going sideways at breakneck speed lots of well-meaning (privileged, stable, secure, able) people, professionally and personally suggested mindfulness, including therapists! I tried it. I couldn’t focus, it left me feeling worse, 2/

and I blamed myself for not being able or good enough, which escalated destructive behaviours which led to the wellness advocates encouraging me to try again. So what’s important here is (a) keeping care person centred (b) acknowledging severe MH means the person’s 3/

Read 7 tweets

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@teamsquarepeg

Feb 3

Attendance policies may be set locally by each school, but they should not breach legislation or guidance. Far too many examples here of policy running roughshod beyond remit, placing untold pressure on families struggling to attend. Who can spot issues here…? 1/

- parents have authority + agency to decide if their child is well enough to attend
- parents have authority + agency to determine their child’s welfare + safeguarding is secure to attend
- schools should only demand medical evidence if veracity of parental opinion is in doubt 2/

- schools must authorise absence due to illness. BMA states they will not issue sick notes for children’s illness + schools should not require evidence from parents. 3/

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