The aim of the day is to introduce schools to a variety of whole-school, evidence-informed approaches to relational, trauma-informed and attachment-aware practice. The day will comprise of school workshops where schools will share their journeys and facilitate thinking and discussion for your own contexts. It will also include a welcome to the ARC community and signpost further support available from a range of organisations committed to relational approaches in school.
If your school is passionate about creating a supportive environment for children and young people, this is a perfect opportunity to share and connect with colleagues.
Throughout the day, you’ll engage in workshops where schools share their real-life experiences and insights, sparking thought-provoking discussions to adapt these practices to your own school context. You’ll also be welcomed into the ARC community, connecting with a network of schools, charities, and organisations committed to nurturing relational approaches in education.
Attendees are provided with the opportunity to select 2 out of 3 workshops on the day.
An ARC school case study on how they have successfully implemented whole-school trauma-informed and attachment aware approaches delivered by Head Teacher, Samantha Rooke.
This workshop will guide delegates through the journey of a large, diverse secondary school serving a socially disadvantaged community to introducing, developing and embedding a relational approach effectively. As part of a Multi-Academy Trust the session will explore the partnerships the school has established and the positive influence the work is having within partner schools and across the Local Authority.
“There is real cohesion between pupils across all ages. The caring nature and positive relationships between pupils of all ages, and staff is, what makes this school such a special place to be.” Ofsted
Led by Sheep Dip Lane Primary Academy
Led by Fiona Morris, SENCO at Spen Valley High School, this workshop will look at the impact of trauma on the brain, with a specific focus on learning in school. Children who have experienced trauma or high levels of stress can be operating in Survival Brain, hyper-focused on threat. We will explore the impact on these children in the classroom, and how we can support them to regulate and engage the Learning Brain.
