Supervision in schools now
June 4, 2020 @ 2:50 pm
Supervision in schools is topical now. Schools are dealing with incredible pressures and staff need support. Supervision is designed to focus on the needs of children, staff and schools and find creative ways to meet those needs. There is growing expectation that safeguarding staff are offered supervision. As schools recover from lockdown and more children return to schools the unique experiences they have encountered will require a more differentiated and attuned response than would usually be the case in coming back to school after a break.
Participants on our training have valued the opportunity to think about what supervision is, why it is important now and finding out how it could work in schools. It is especially important now as schools prepare to welcome more children back in the next few weeks and in planning for the next academic year. If you want to find out more about supervision our blogs in May have more detail. Alternatively book here for our next course.
Supervision now: emotional support and self-care for school staff during ordinary and extraordinary times
May 27, 2020 @ 12:20 pm
This blog is co-written with Jo Rowe. We are keen to promote supervision in schools and why we think it is such an important time now for schools to have supervision available for them.
What have we observed happening in education during a pandemic? It is our belief that schools have risen to the challenge of working with and supporting the children and young people in their care, as well as their families. Jo has been working with schools that are teaching the children of keyworkers, children with Education and Health Care Plans, children with a range of additional needs including those on the autistic spectrum and with anxiety, and those most vulnerable children in their communities. We know schools that are telephoning children and young people, and parents and carers on a weekly and sometimes daily basis. We know schools that have developed their IT to reach out to, teach and support children using Microsoft Teams, Zoom, Google classroom, and who are setting weekly challenges on their school websites or Facebook pages for children and parents to enjoy together. We’ve seen some great YouTube videos. We know schools that are setting and marking work online to keep children learning, particularly those who need the structure and routine. We know schools that are sewing masks and scrubs for Health Care professionals. We know schools that are making and delivering meals to ensure that vulnerable children in society are having at least one meal a day.
Whatever your role, school staff are helping the children, young people and their parents and carers in their local communities. Schools have always been, and continue to be, an important focus of support in their local communities.
The COVID 19 pandemic is global and has affected everybody living in the UK. Everyone has been locked down, and yet for each person that has produced a unique experience. Some children will have lived in families shielding someone at high risk of dying should they catch the virus, others will have witnessed exhausted, stressed and anxious parents trying to work (or worrying about not having work /income) and home schooling and others will have been bereaved. There will be a huge range of variables. The universality of the pandemic will produce shared challenges – what does ‘school’ mean now? How will social connections be made at a safe distance by managing to keep everyone apart? How will those social connections ensure the emotional responsiveness children and young people require with adults and their peers to learn and develop. How will the underlying anxiety about the uncertainty of who is at risk, how will the virus be managed and what impact will it have, be managed in such a way children feel safe enough to learn?
As schools prepare for more children and young people to return to their educational settings, whenever this may be, they will now face these new challenges. Schools will be considering the health and safety of their students, staff and their families. They may be considering whether they need to have PPE (personal protection equipment). They will be thinking about creative ways to ensure safe physical distance whilst maintaining social contact. They will be thinking about how to transition children back into their school settings and meeting their emotional and mental health needs whilst developing their social interaction and communication skills while maintaining a safe distance and possibly wearing a mask. There may be increased anxiety from students, staff and their families. And, there may be experience of bereavement for the children and young people, their families, school staff members and colleagues. How can school staff manage all these challenges and maintain their own well-being?
If people are exposed to high levels of anxiety and traumatic events without the opportunities to process and make sense of their experiences we know there is a risk of secondary trauma (sometimes known as vicarious trauma or burn out). Staff may become unwell or react unexpectedly. For some people they fear that catching COVID-19 may be life threatening and living with this anxiety could severely inhibit their usual functioning.
There are many ideas to support emotional and mental health needs in your personal life. Our particular favourites are: daily exercise in the form of a walk, being kind to others, a gratitude practice and being mindful. However, the focus of this blog is to consider what support you can receive in your professional life. Our collaboration began around understanding the benefits of supervision for ourselves in our individual careers as an Educational Psychologist and a Social Worker and noticing its significant omission in education.
Supervision that we have received, and offer to others, formalises an expectation of being supported to do the best job we are capable of. It facilitates discussion about anything that worries us, to draw on other’s experiences, knowledge and skills to brainstorm ideas. It allows us to ask for help when we need it. Supervision provides emotional support in an emotionally demanding and exhausting job. Supervision is a professional conversation. It is a method of offering managerial input, emotional support and enhancing professional development to staff. We have long advocated supervision in schools for those involved in safeguarding and promoting pastoral care of students. In these extraordinary and unprecedented times, never has supervision been needed more in our schools.
As schools move into the next phase they will encounter responses to the pandemic and reconnecting after lockdown that belong to the whole school, there will be individual needs expressed by staff and students and for some their ability to reconnect with school and learning will need specialist attention. The staff team will require creative, compassionate spaces to explore and process these experiences and find solutions that work. It is our belief that supervision could be that space.
If you want to find out more please click here
Alternatively contact me through the website.
Online training – Supervision in Schools
May 13, 2020 @ 4:09 pm
Has the time come to introduce supervision into your school?
Jo Rowe and Penny Sturt, co-authors of a guide to introducing supervision into schools are offering supervision training online, targeted at school leaders, Designated Safeguarding Leads and pastoral leads. Supervision has long been available to social workers, psychologists, counsellors, school nurses and others working with schools, it is surprising that it has not been more available to staff in schools and is beginning to be recognised as a gap that needs filling.
As schools prepare to resume face to face teaching how will they do so safely with sufficient support for students and staff. What will the ‘new normal’ look like, what adjustments to learning will be needed, e.g. the recovery curriculum? The Integrated Model of Supervision is a framework for enabling emotional support, reflective practice and critical thinking. It is also key to the development of a safe organisation where the safety and wellbeing of children is at the core of day to day practice. We have piloted it in schools and have ideas and experience about what makes it workable in schools. There are similarities to coaching methods which many schools already use.
In recognition of the unique challenges facing schools we are proposing the following online training. Book here
2 x 2 hours online training seminars for 10 delegates.
- What is supervision and why do it? Aimed at those in school leadership to think about what the current challenges are as schools prepare to resume. How supervision may be a useful space to explore the needs of staff and students arising from their experiences of life under lockdown.
- How to introduce supervision to school – 16 pieces of a jigsaw This follow up training builds on the first session and prior attendance on the first seminar is required. Explaining the Integrated Model of Supervision and how to put it into practice drawing on our experience of working with staff in schools to introduce supervision to schools. This session will look at how to put the building blocks in place for introducing a supervisory framework.
The most effective handout for this course is a copy of our book, designed to support training and to assist in introducing supervision into schools, we have provided templates and ideas that are integral to our approach.
Additionally there is the option of ongoing supervision/consultancy to support school leaders embed supervision into a school framework. Without the experience of your own supervision it can be hard to offer it to others and for that reason we would encourage Heads or DSLs to take up the offers of consultancy or supervision either from Penny or Talking Heads.
Trainers Jo Rowe and Penny Sturt
Penny Sturt is an independent trainer, consultant and registered social worker. Following her advanced social work training, which developed her interest in supervision, Penny has been delivering supervision training as an associate with In-Trac Training and Consultancy Ltd/ Research in Practice. Penny ran the pilot for schools having followed up requests for supervision training in schools. Penny has a long-standing interest in safeguarding and supervision across multi-agency settings. She has run training courses and consulted with health, social care and educational settings around supervision.
Penny Sturt tweets @practicematters
Jo Rowe is an Educational Psychologist working for a Local Authority. Jo currently provides group supervision in a range of settings, and participates in group supervision with her team members in the Educational Psychology Service. Jo has 20 years experience as an Educational Psychologist, with familiarity of working in a range of school settings, and supporting children and young people with additional needs and school staff in these settings. Jo is keen to apply her knowledge and experience of group supervision to the wider school community. She recently extended this interest by researching the impact of supervision for school staff with a safeguarding role.
Jo Rowe tweets @JoRoweAuthor
Next Course Day 1 Thursday 2nd July 9.30-11.30am
Day 2 Thursday 16th July 9.30 -11.30am
