Early on, the children experienced
significant trauma through an
accident involving a family where
one of their classmates was
significantly injured, spent months in
hospital and then in residential
rehabilitation.
The children needed first hand
experiences, increased PSE skill
development, at times a script
provided for them, the support
from the class families and wider
school community and for time to
move in a different way to facilitate
their learning.
Resilience
Relationships
Empowerment-
First hand
experience
awakened the
children’s
interest in
diversity and
their sense that
much is
possible even
when the
challenges are
huge
Relationships-
coming to terms with things
was in part made possible
through the relationships
made in the wider
community- including our
community police officers.
Ryan tried mouth painting in hospital and the
children wanted to try it. They had a go with
their buddies and taught others how to do it.
They could see that there were other ways to
communicate and create.
We found out about an artist – Henry Fraser –
also paralysed and who enjoyed mouth
painting. We exchanged emails with him, and
shared his story with adults to help
understanding.
Mouth painting talked about with families,
positive aspect to share, taught to lots of
visitors including police officers!
Resilience
Relationships
Adults outside of the class have
established meaningful relationships
with individual children. Particularly
the head teacher who knows the
children personally and the deputy /
buddy class teacher who exchanges
notes and engages with significant
individuals on a daily basis.
Storrington Special Friends and Community Links…
Each week during the summer term, the class
visited a different place within Storrington
community eg vets, fire station, Storrington
Museum. Some of these were due to a local
connection eg Chloe’s Grandma worked at the
museum.
Each week the children went swimming at
Storrington School and initially engaged in
some informal meetings with the year 1 classes
to share books and look around the school.
Letter writing developed after we left some
secret letters in the classroom (“To our new
friends…”) Storrington then posted replies to
West Chiltington.
We matched individual children up and they
became pen pals.
This is planned to continue into year 2.
Relationships
A highly significant relationship
that the children have developed is
that with their year 6 buddies. This
has developed over the year to
become exceptionally meaningful
for all the children involved.
A mix of formal and informal.
Responding to individual needs and
partaking in whole class
experiences.
Buddy interactions have become a
daily part of life for the children.
Parents involved, end of year
presents given, report comments
written. Supported by engagement
and modelling from both teachers.
Relationships
Sebby and Flora
“Sebby my partner is an amazing little boy with a fun,
bubbly personality. Throughout the last two years he has
really grown up. His ambitions to learn spark out of him
with confidence. He mixes with all the people in his class
very well and is glad to work with any partner he is given.
He makes me laugh!” Flora
Isabelle and Seth
“Isabelle is one of the most friendly, talented and sweet
people I’ve ever met and I’m so happy that I was picked to
be her partner 1 year ago. I think it will be hard to say
goodbye to her because of the special relationship we
have together but at least we will get to spend the last few
weeks together! I think having a partner has changed who
I am. It’s relaxing just to be with her and talk to her. It’ll be
hard to say goodbye.”
Seth
“Every time I see Seth he hugs me, I don’t want him to
go.”
Isabelle
Report comments
Conversations with children
I don’t want to say goodbye to Danny-Joe… Charlie
Lily is a lovely, young, enthusiastic little girl who I have
loved and cared for two years. I have really loved being
her buddy and I will definitely miss her as I go to
secondary school. Jack
I love seeing him and have all kinds of fun. He has a huge
vocabulary for his age and is great fun to be around and
all ways puts a smile on my face.
I will be very sad when I have to leave him. Finlay
I have really enjoyed being with Chloe my buddy this year.
I hope when I move on she won’t be too upset. Also when
I am sad I know there will be a big hug waiting for me from
Chloe. I will miss her so very much. Ciara
I have loved working with her and I’m so glad that I’m her
buddy. I will miss her very much when I go to my next
school, but I will hopefully come back and see her
whenever I’m free. I love playing with her outside and I
think she does too. Talia
What an impact Kenya had on the whole school.
This is where teacher passion became highly
significant and not only were children exposed to
differences and similarities between cultures, a huge
amount of geography and English, the most
significant impact was the fundraising and action that
individual children took as a result of the Bring
Brendah Over campaign (BBO!)
The children established a connection and
relationship with Brendah and the partnership school
through information sharing, photos, videos, first
hand experiences, time and choice. They developed
empathy, articulated their understanding and took
action to make a difference to lives across the globe.
.EmpowermentWell Kenya was life changing!. It’s something that has a lasting
impact and has changed some of the ways in which I approach
teaching, as well as other aspects of life! The BBO campaign
has seen the school community united in a way that we
couldn’t have imagined
Pre-visit
The children found out about
Kenya and learnt some
information about life at school in
rural Kitale. With their year 6
buddies, they wrote letters to share
information and ask questions, to
develop an initial link. These were
taken to Kenya by the teachers and
reciprocal letters written.
Whilst in Kenya, teachers emailed
to update the children. The special
partnership was drawn as map
visual to show how it had
developed over the previous years.
During visit
During the visit, as well as letter writing between children, the
teachers established a relationship with lovely Brendah!
Unfortunately, a once reciprocal visit, with funding for teachers
from both countries, the funding is now only for British and not for
Kenyan teachers to return. Therefore a campaign started to Bring
Brendah Over and the whole school community engaged in a
momentous fundraising drive that raised in excess of £2000. Part
of this drive was individual fundraising by children in Purple Class.
Empowerment
The BBO Campaign included a baking
competition, show tickets, Pub Quiz, Love poetry
books, market place sale and much more.
We made the news! Fundraising
target board
Brendah talking to the school establishing a personal connection.
Tommy’s Car Sale
The children took action
Ashling’s Money Box
With their Buddies, they made a
permanent commitment to their Kenyan
friends
Part of the work that the partnership engaged in together was
addressing gender issues across both countries.
The months following, lots of conversations, key texts,
examples of when gender sterotypes could be addressed,
both explicit teaching and modelling.
EmpowermentIt’s hugely important to be actively promoting
gender equality and stereotypes form a young
age. Luckily there are a huge amount of great
picture books available now to support young
children but we went further than that…
Gender
Gender stereotypes- Rugby players and
football players do ballet.
Gender stereotypes- Everyone loved this
video and we discussed how strong you
must be to be a ballerina. Vocabulary is so
important.
Eg
Police officer
Fire fighter
Gender – Waitrose
“We need a chat…”
“Pink is my
favourite colour,
even I’m a boy!”
“You need to stop
all this nonsense!”
“We are only 6 years old
and we know better than
you…”
Significant adult
relationships developed
through adult
volunteers. All children
apart from 3 have had a
family member
volunteers and many
are regular.
Significance increased
as range of purposes,
ages etc.
Relationships
Russell and his dad
Ray have become
regular visitors.
Each week they help
out in our library
and now Russell has
begun reading to the
children. This has
meant a lot to him
and to the class.
DOM TOOK ACTION
Recognised the amount
of parent reading
volunteers. Arranged
for brother to come in
when on Army leave.
Dom
developed a
love of
reading!
Resilience
The ability that the children now have to
articulate themselves is impressive and
they can emotionally respond to things
they see and hear. Music has played an
important part and I made a playlist of
inspirational songs that I felt evoked an
emotional reaction with me so the
children now ask for them. Some of
them are sad and linked to experiences
that we can share together eg Blackbird
but many are inspirational or evoke
discussion. I always have music on when
I work and the children enjoy this too.
ROXY TOOK ACTION
Roxy linked the
text to her
experiences.
Roxy found a
quote that
resonated with
her and showed
it to the class.
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