Beginnings
– How I view my practice at the start of my current training –
This practitioner has not chosen to share this information at this time.
So much fun and keeps me young at heart.
Nurturer of children, families and staff.
My practice is most child-centred when I find myself working one to one and supporting the inclusion of a child with complex needs, carefully listening to and following their interests.
In a big school with approximately 480 primary and nursery aged children being child-centred for all is an ongoing challenge. I think what is hard is not to be drawn into tokenistic approaches but to be genuine and truly put the child at the centre.
We regularly talk about the child's voice and listen to our children. Just as importantly we observe: children's play and wellbeing. (action speak louder than words perhaps?). We can then adapt the environment, structures, rhythms and policies to answer these 'silent voices'. For example our new P1 are finding the transition hard this is evident through obvious difficulties with self regulation. We have therefore changed the structure and rhythm of the day.
I completed my first Froebel course in 2018 just as I secured a post of Headteacher. I still believe this is the best professional learning I have ever done in my twenty one year career. I had found principles which I could understand and agree with and most importantly I could link these to my role and use these to underpin my leadership.
I am very aware of how Social Justice impacts my practice. Leading a school in an area of multiple deprivation at the same time as being a mum I can see first hand the need for social justice and creating a level playing field. The need to listen and understand and not to judge.
Further embed Froebelian principles within my school community. I would like to learn more about approaches to inclusion and transitions.
Time? - to ensure I have a work life balance and can serve my school and home families well.