I am delighted to share the latest wellbeing magazine with you. I am particularly proud of our new initiatives to help support peer relationships in our upper primary years.
In addition we have gained valuable evidence from our GL PASS data that helps us to focus our attention on whole school interventions that can make a significant difference. This term we are really trying to embrace and celebrate the wonderful mix of diverse cultures and nationalities we have in our community, helping our children to value themselves and each other.
This term we are having a focus on consistency. Consistency provides all of us with a sense of security and safety, knowing what to expect wherever we go with in school. As a Primary staff we have focussed on the importance of having consistency in the language that we use, the expectations we set and routines we create.
Early in Term 2 we shared our updated Rewards and Sanctions Policy and Procedures with our staff. For more info on our policies - please follow the link here.
Training for our Primary Staff - Mental Health Champions. We currently have 24 trained up Mental Health Champions across our Primary school with another 23 adults signed up for the current course.
We are focusing on understanding mental health and wellbeing, the impact of nature and nurture - how early experiences shape the way we perceive ourselves and relate to others, and how those experiences create the pathways in the brain that support our development, how we can help - considering what a child’s behaviour might communicate about their underlying needs and understanding that mental health is everybody’s business and how important it is to have positive mental health for everyone, focusing on the adults around a child.
To help support this message of consistency for you our parents and our children, we have designed all wellbeing visuals to be circular. We have dual coding, so pictures/images and words to help our children to understand the message clearly. From our BSAK WELLBEING WHEEL to our RESTORATIVE JUSTICE questions and everything in between, all stickers are round.
Our GOLDEN RULES for EYFS and KS1 are displayed throughout the school to help remind the children of our expectations.
Our CODE OF CONDUCT for KS2 reiterates the same message with age appropriate words.
Our LITTLE SPOTS OF EMOTION that we use to check in with our children either at the start of the day or perhaps at the start of a lesson are in all the languages we teach in the Primary school, Arabic, French and Spanish.
Click on the image above for updates to our recommended resources for all things well being. If you have any fabulous recommendations that you feel other parents would benefit from, please get in touch and we can add them to the Whole School BSAK Wellbeing 1 Stop Shop for Parents.
This term we have rolled out a new initiative to our Year 4-6 children to help with building stronger relationships, focussing specifically on our girls. Girls on Board is an approach with empowers girls in school to navigate the choppy waters of friendships, for themselves.
When Girls Fall Out, a follow up book written by the creator of Girls on Board, is a brilliant guide for parents of daughters, told from the girl’s point of view. When school aged girls experience painful friendship turbulence it can leave parents feeling powerless, anxious and worried. When Girls Fall Out is a frank and carefully explained guide for parents to help them support their daughters effectively. This book shows parents how to empower their daughter to be empathetic, resilient and consistently happy in their friendships.
“A brilliant read to give you more information about why girls can find it tricky navigating their friendships. As the mum of a 17 year old daughter - I wish I’d had this knowledge 10 years ago! It all makes so much sense.”
Sam Walter (Assistant Head - Wellbeing)
Relationships, maintaining old ones and making new ones is so very important to all of us at BSAK. The process of classing our children will soon be upon us. In recent years, we have looked at keeping classes the same/similar, especially with all the disruptions that were caused by COVID but this year we may well be looking at some additional movements in addition to the following transition points.
Sam Walterswalter@britishschool.sch.ae
We generally look at moving classes around at key transition points, in particular:
● Nursery to Reception,
● Year 2 moving into Year 3
● Year 6 moving into Year 7.
We may also move children in other year groups to address imbalances that may occur within certain individual classes due to leavers or lots of new arrivals.
Classing is an incredibly complex jigsaw puzzle, where we are juggling a number of factors, such as girl/boy ratio, Arabic A and B, social and emotional needs, learning needs, personalities, previous conflicts or long established friendships. The process from start to finish takes between 6-8 weeks to complete and involves the whole teaching staff. Receiving last minute requests from parents, places enormous pressure on the teams and unfortunately can often not be accommodated.
If you have a genuine concern about your child’s classing for next year, please communicate this directly to swalter@britishschool.sch.ae (cc’ing your child’s class teacher) by Friday 14th April 2023. (End of Week 1, Term 3) There is no guarantee that all requests can be accommodated but we will do our utmost if requests are received in time.
Whilst communication regarding transition will begin in earnest in Term 3 from the Secondary school, it may be that some of your children are already thinking about what it will be like moving up to Year 7. It is natural to experience a mixture of excitement and nerves about any big change and in Term 3 our current Year 7 students will be visiting the Year 6 area to talk to them about what their experiences have been like and answer any questions they may have.
Your child will be in a new class in Year 7 as the five classes in Primary need to form six Houses (and six form groups) in Secondary. These groups need to be balanced in number, gender, nationality and pastoral and learning needs in order to facilitate high quality teaching and care to all. Whilst this can be daunting at first there are a great deal of benefits to the students and with the support on offer in the Secondary school we see Year 7 secondary students thrive every year, even if they were worried to begin with.
Nichola Cooper Assistant Head Secondary
One of the main benefits that Year 7 students mentioned to last year’s Year 6 was that they had made friends with people they had never met before. This is a vitally important skill for Secondary students as unlike in Primary, your children will begin, as soon as the end of Year 7, making subject choices. When that time comes we want them to have the self confidence to be able to select the subject they want to study and not choose the path based on where their friends are going. Our comprehensive transition programme provides them with the opportunity of a structured and supportive environment to go through that process for the first time.
During Term 3 the Year 6 team provides us with information on all current Year 6 students, whilst this may not directly impact classing decisions it helps us to build up a picture of needs and helps us to deliver targeted support during transition week and in September. The BSAK Padlet has 2 resources under the heading “Transition to Secondary School” that parents may find useful and during the first half term of Year 7 our registration and MELs lessons are tailored to focus on settling in, friendships and routines.
school in Term 3.
If you have any significant wellbeing concerns that we are not already aware of and that need to be taken in consideration when moving from Year 6 - Year 7 - please inform Mrs Sam Walter swalter@britishschool.sch.ae who will collate in the first instance and pass onto the Secondary team in term 3.
“Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. It aims to transform how neurodivergent individuals are perceived and supported by providing schools, universities, and organisations with the opportunity to recognise the many talents and advantages of being neurodivergent, while creating more inclusive and equitable cultures that celebrate differences and empower every individual.”(www.neurodiversityweek.com)
15-20% of the population has a neurological difference and during this special week we will be focussing on common types of neurodivergence such as ADHD, autism, dyslexia, dyscalculia, Tourette Syndrome and dyspraxia. As a school we will be recognising and celebrating strengths and differences during this week so we are also actively including Down Syndrome as a further example of how being different can be truly amazing.
Primary children will be completing activities aimed at learning more about neurodiversity and we will be providing resources and support for colleagues. We will also be looking at how we can support neurodiversity within the workplace. Follow us on social media to find out more.
As a family, Down Syndrome hadn’t really touched our lives, until our beautiful daughter Tallulah was born in 2017. We didn’t know that Tallulah had Down Syndrome until she made her entrance, rather quickly and early! Her diagnosis came as a real shock to us, and as a mother I truly feared what all our lives would be like with Lula at the heart of it. If I’m really honest with you all, I went through a huge grieving process, and thought some unspeakable things.
Tallulah was born in the UK and shortly after her birth the health system handed documentation that only spiraled my anxiety with a bullet point list of all the negative possibilities that she couldface in her lifetime. But no one talked to us about the unbounding love she would show all those she meets, or about her beautifully gentle nature. Just thinking about the way unprompted, she gently strokes my cheeks and tells me she loves me on a daily basis, only brings a smile to my face. No one explained that so many of her traits that are most likely due to Down Syndrome would be the things that bring our family such happiness and are ultimately what we wouldn’t change. It may sound like a cliche, but it isn’t. We laugh more than we ever did, and our love for Lula is almost unexplainable. You don’t know the power you possess as a parent until you walk a path like this one. I have long since forgiven myself for those early feelings. I needed them to get her to where she is today. As a family we have worked so hard on her development and the results have helped me reach a place of acceptance that I find myself in today. BSAK has shown love,kindness, acceptance and inclusion towards Tallulah and anyone that is involved with her development on a daily basis, has shown absolute commitment to nurture her and support her in every way possible, allowing her to access the curriculum alongside her peers.
I am so proud I am of all her achievements and what she has conquered to get to where she is today. What I once feared, I now consider my greatest treasure! I want people to open up their hearts and minds to understand the warmth and beauty that can be brought into all our lives, by People with Determination Tallulah makes us want to be better people each and every day. This is truly powerful gift and I am determined to ensure she is given the chance to pass on that magical gift to as many people as possible.
So to you Tallulah, not only our daughter but one of our greatest achievements; keep proving people wrong and we will be by your side, fighting your corner ensuring that you have the most equal and inclusive life as possible matching that of your sisters.
You spoke, we listened! Mile a Day has become a staple routine in our week and the Student Leaders have been managing and leading the weekly walk/run.
We have collated 1245 Miles so far.
Our Primary House Assemblies are back up and running and it was truly a great celebration led by our Student Leaders. We are so excited to have our children back in their houses and participating in our monthly house competitions!
Our student leaders have been super proactive this term during playtimes!
We have new playground equipment on the pitch including Hula Hoops and Skipping ropes and it has been wonderful watching the children learn new skills! Our student leaders shine bright in their new vests and have been assisting children and staff with the new equipment!
We are so excited to be introducing ourselves to you as Head of House and Head of Student Leadership. Student Voice is something we are both incredibly passionate about and we took on the role to help the Student leadership and House system make a fabulous comeback after COVID and a phenomenal comeback it has made!
drutland@britishschool.sch.ae
In the first few weeks in our new roles, we have been busy working with our Student Leaders to bring new and exciting opportunities for our children! We started with bringing back Football which was a huge success amongst our Key Stage Two children and have been introducing playground equipment. It has been wonderful seeing the children engage with the equipment and even challenging staff to Hula Hoop and Skipping competitions - Mr Rutland has had to practice his skills over the weekends to avoid embarrassment! We have also met with our Student Leaders and given them the opportunity to voice their opinions and ideas on our wonderful library facilities such as what competitions they have enjoyed and what other technology and activities they would like to see available.
fmehmood@britishschool.sch.ae
Mile a Day was an initiative started to support the ADNOC Marathon but following its huge success, we have decided it’s here to stay! (While the weather permits). If you haven't already, the children can join us on Wednesday morning at 7:15am. It's a brilliant way of getting their steps in and getting ready for the day!
We have kick started a new project which will be launched by our Student Leaders at the end of the term. We’re still in the early stages but they have done such a fantastic job working as a team to create something we have never launched before, a great way to get their voices heard. We can’t reveal too much just yet, but watch this space!
There are going to be plenty of new things that we plan on bringing this year, starting with Epic House Week! Which House is going to be victorious…?
Dave Rutland Fiz Mehmood
Representation is important, to give us the feeling of security and support. When we feel accepted, included and can visualise our identities around us we can then be ourselves and overcome any bias of what we possibly should be. Diversity goes far beyond racial recognition, it can also include, language, culture, geographics, family structures, ethnicity, gender, disability, age, neurodiversity, socio-economic status, religious belief and many many more. When children grow up to understand and appreciate diversity around them they benefit from better psychological and emotional well being.
We all hold unconscious biases, these are thoughts or feelings we're not directly aware of that impact our judgement. They are the attitudes and stereotypes that affect our views, our actions, and our decision-making ability, which we've unconsciously created from our own background and experiences.
At our school we have children of all abilities, cultures and backgrounds. With this in mind, in the BSAK library we aim to keep adding to our book collection to ensure it is representative of our whole school community. A good book can help us understand what it’s like for people who don’t share our own background and experiences.
Seeing characters, ideas and experiences in books that are unlike our own allows our children to open their minds and teaches them to value the whole human race and not just people who are like themselves. This equality helps us form empathy from a young age which then helps form strong relationships with those around us while promoting tolerance and acceptance.
Naheeda Parker nparker@britishschool.sch.aeDiverse books can present themselves as :
Mirrors, this is where we can see our own lives reflected throughout the story.
Windows, which allow us to see into the lives of others that are different from our own.
When reading diverse books as mirrors and windows we come across different human emotions and experiences, they show us new ideas and experiences and allow us to learn from each other. This can offer us a very strong opportunity to build more accepting communities, increase student empathy, and prevent bias and prejudice.
Within our BSAK community we have many wonderful celebrations from around the world. In the primary library, our aim is to create a safe and inclusive space where the children can explore different diversities and festivals through our books, discussions and activities. To be able to gain empathy and understanding from being exposed to different experiences can contribute to inclusive healthy conversations throughout our school community.
Diverse books are here to help us appreciate everyone around us. However, not every book featuring a diverse character focuses on the experience of diversity. Sometimes these books are simply a snippet of normal life that demonstrates how similar we all are, therefore not so different after all. To feel the same as each other gives us a sense of community and belonging.
A stunning visual journey through Black British history from Roman Africans to the present day.
A young Pakistani girl's campaign for human rights, especially a woman's right to education.
A funny and lovable book tribute to grandparents and older people. When you're small, everybody bigger than you seems really old. But does being older have to mean being boring, or slow, or quiet? NO!
Agentle, moving and powerful story of foodbanks and life below the poverty line.
An introduction to the shared custom of religious head coverings. With bright images, this thoughtful book inspires understanding and celebrates our culturally diverse modern world.
A graphic novel showing how a young Jordan must learn to navigate making new friends, ignorance, class issues, and finding his place in a new private school.
Claire Cashmore, MBE and Paralympic gold medallist, was born without a left forearm – but she never let being different stand in the way of her big dreams. A book filled with inspirational messages.
Tracy is ten years old, lives in a Children's Home but would like a real home one day with a real family. A realistic and thoughtful book.
If you’d like to know more about what is happening in the library please follow our Twitter account: @BSAKPrimLibrary
You can also reach us via email: primarylibrary@britishschool.sch.ae
We are absolutely delighted to be back at school and delivering a more normal experience for our wonderful children. The holistic education we are returning to, really does have a positive impact on our children’s wellbeing and self esteem.
Elaine Rawlings
It has been a delight to see their faces, to see them smile and to say ‘Good morning’. I now look forward to seeing you all in school more often, particularly as we return to pick ups on site and more parental events.
BSAK has a wonderful community that we are working hard to restore. We have missed you all!
A very warm welcome to our new parents joining the Primary school this year and a welcome back to our existing ones. I hope you have all got back into the routine of school in the first half term and that your children have settled into their new classes and are making new friends.
Sam Walterswalter@britishschool.sch.ae
ENRICHMENT: With COVID restrictions now lifted, we are very much back into the swing of things and all the BSAK has to offer, with a full range of before and after school clubs catering for all interests, from music to arts, sports, academic extension and Snack and Chat wellbeing groups.
As a school, wellbeing is central to all that we do. Ensuring our children feel safe, have strong and secure relationships, are fit and healthy; both physically and mentally, and feel valued are the key elements in ensuring that your children are engaged and ready to learn. This Wellbeing Magazine is for you, our parents. It enables us to shine a light on what we as a school do to support your children and their wellbeing and for us to share a variety of resources with you. To see last year’s issues please click here. (It takes a couple of seconds to load.)
Last year we put together this whole school (Primary and Secondary) Wellbeing resource for you, our parent body. The idea being, you have one place to go for all queries and questions to do with a wide number of different subjects that all come under the Wellbeing umbrella. We regularly update this resource, with new links and recommendations. If you have a resource you think others would benefit from please contact swalter@britishschool.sch.ae to have it added to our 1 Stop Shop for Parents. Click on the image above to take you to our bespoke BSAK Padlet.
The start of a new academic year brings many firsts. New school for some, new classes, new friends, new teachers and new routines. With all this newness, the familiarity, comfort and security that parents provide is something that some of our children cling to (literally and metaphorically.)
Leaving your child in a state of anxiety or upset at our Nursery or Reception doors, or coaxing and encouraging your child out of the car and up our Primary steps can be a stressful start to your day, however rest assured we know what we are doing and getting your child into school and settled into the learning environment as quickly as possible is the best thing for them and for you.
Click HERE are some useful tips for you as parents to help with the process and hopefully offer some reassurance that this is all part of natural developmental . For some children separation anxiety continues beyond the suggested ages discussed in the article. With our drop off arrangements, our team outside each morning are aware of many of the children who may find the start of the day difficult. If you have any concerns about your child specifically and you feel that school is not aware, please get in touch with your child’s class teacher in the first instance so we can work together to support your child.
bemery@britishschool.sch.ae
rhinds@britishschool.sch.ae
lhaverty@britishschool.sch.ae
At BSAK we are fortunate to have the most wonderful and supportive Inclusion team. Headed up by Briony Emery who works specifically with Years 5 and 6, we have specialised SEN teachers; Rachel Hinds, supporting Years 3 and 4 and Lucy Haverty working with our Nursery-Year 2 children. Our experienced teaching team is further supported by a team of 9 Link Learning Assistants who work specifically to support our children across all year groups. In addition to this we currently have 12 Learning Assistants who support some of our children on a 1:1 basis.
GEORGE VINCENT, HIS MUM AND MRS HINDS (QUALIFIED TEACHER OF THE DEAF) WORKING TOGETHER IN AN AUDITORY VERBAL THERAPY SESSION. (SEE NEXT PAGE FOR FURTHER DETAILS)
Briony Emery
Rachel Hinds
- BBC News (click here to read the full article)
Despite being fully vaccinated, in December last year, George contracted bacterial meningitis. The infection took hold terrifyingly quickly and just 48 hours after he was first taken ill he was in ICU fighting for his life. As a result of the meningitis George has been left permanently deaf and underwent bilateral cochlear implant surgery in April. Thanks to the incredible medical care he received, George is now well on the road to recovery. Other families are not so lucky. In August this year George’s dad James and two close friends climbed Mount Kilimanjaro carrying 20kgs (George’s weight) to raise awareness for the Meningitis Research Foundation (MRF). MRF also invited George and his family to take part in a charity event over the summer. As a family they completed the Superhero Tri UK - an inclusive, mass participation mini triathlon event, where they met many inspirational people and were truly humbled by their determination and resilience.
In further support of the Vincents, a group of family and close friends matched the distance the team climbed up Kilimanjaro by climbing up Mount Snowdon, the UK’s highest mountain, three times in three days and together they raised a staggering £20,000 for MRF.
In Primary Learning Support we are so incredibly lucky to have Mrs Hinds on the team, as she is a qualified Teacher of the Deaf. Mrs Hinds has been inspirational in leading the support for George in BSAK and coordinating the support from external agencies here in Abu Dhabi. George has benefitted from an intense rehabilitation programme following his implant and much of this is delivered here in school. Mrs Hinds teaches a specialist programme of Auditory Verbal Therapy (AVT) sessions to George and his mum and has trained Mrs Haverty (George’s Learning Support Teacher) and other key staff to continue her great work throughout the week.
George has made significant progress since his surgery and we are so grateful to Mrs Hinds and Mrs Haverty for their dedication and support.
Click here and read more in the Independent UK newspaper.
An integral part of wellbeing within a school environment is students having the opportunity to have their voices heard. Twice a year in the Primary school we appoint a Head Girl and Head Boy and two deputies to take on the voice of our Primary pupils. They undergo a rigorous recruitment process, which involves a letter of application and then being interviewed by the Head of Houses, Head of Student Leadership, Assistant Head of KS2, Assistant Head of Wellbeing and the Head of the Primary School.
The process for the first half of this year attracted over 45 applicants. It is one of the highlights of the first term for us, as we have an opportunity to hear from our most enthusiastic, mature and motivated Year 6 pupils who are brave enough to put themselves forward for these positions of responsibility.
Their roles are wide and varied from being on duty in the morning along with the Primary Senior Leadership team welcoming all children into school to giving new parents tours of the school. We are looking forward to working with our Primary Student Leaders and would like to take this opportunity to wish them every success in their new posts.
I think RELATIONSHIPS are important because no matter what, friends are there to support and encourage you. They’ll make you feel good about yourself and encourage you to believe you can do anything. Isla
Physical HEALTH is important since it impacts on your overall mental wellbeing. Being physically active helps you to improve your social skills when you join friends or get to know new people in various clubs/sports etc. Simple ways to improve your mood includes balanced nutrition, exercising regularly, getting enough sleep, spending time outdoors and unplugging from social media.
Quade
In Y6 we CELEBRATE and get special privileges and responsibilities like being stair monitors to help younger children make good choices going to class. Our weekly classy classmate award means we can choose from a range of prizes, including sitting in the teacher’s chair or coming to school in our own clothes! Emma
The 4 elements of wellbeing, relationships, health, celebration and resilience all being balanced is what enables our children to be fully ENGAGED in their learning both inside and outside of school.
RESILIENCE is about powering through something even when it gets tough. Resilience is important because if you keep trying you can reach your goals. Arthur
We are delighted to introduce Mr Dave Rutland as our new Head of Primary Student Leadership and Miss Fiz Mehmood as our Head of Primary Houses. They have lots of fabulous ideas to bring our amazing House system back to life after Covid and help bring our students’ voice ideas to life. You’ll find out more about their plans in our next issue.
drutland@britishschool.sch.ae
At BSAK Library, we are firm believers that the impact of reading on children’s wellbeing goes well beyond the development of strong literacy skills.
Not only does reading help children improve their focus, empathy and communication skills, it also allows them to see the world differently and connect with and care for those around them Cultivating this world view and fostering empathy helps children build resilience, teaches problem solving and provides confidence in conflict handling.
Lana Gibson lgibson@britishschool.sch.ae
In school, reading has always been firmly weaved into the fabric of the curriculum and the library truly is the “heart of the school”. It is a safe, comfortable, welcoming place away from the classroom where students come and share the joy of reading, or simply enjoy some quiet reflection.
Did you know that: reading can reduce stress by 68% University of Sussex
Reading is the fastest way to build vocabulary. Children who read
1,000,000 words a year are in the top two percent of reading achievement.
Our BSAK librarians are always looking for more ways to spark the lifelong love of reading and foster reading for pleasure. From the fun library activities, competitions and themed events to continuous support for the teachers and enrichment of the book collection, all efforts are made to support children's social and emotional learning.
You can view our impressive Library catalogue through Parent Portal → School Information → School Library. Here is a small selection of stories your could read with your child at home, covering a variety of topics including settling into school, separation anxiety and making new friends, all relevant to many of us at the beginning of the school year.
“Have you ever met a problem? They can be tricky creatures. But don’t let them trouble you, there are so many things you can do to send them away.”
“A positive and inspiring story about dealing with challenging situations and believing in yourself. The ideal book for helping children to build resilience and embrace a ‘can do’ approach to life.”
“An elegant picture book in which simple shapes and succinct story express big ideas.”
—The Sunday Times
A moving tale of a star in the making, made. A bear in the woods who becomes a master pianist, leaves his home, and then finds out that fame and fortune does not bring him all the joy and he misses the friends and family he has left behind.
When the world feels chaotic, find peace within through an accessible mindfulness practice from the picture book dream team that brought us I Am Yoga and the #1 New York Times bestseller I Am Human. Express emotions through direct speech. Find empathy through imagination. Connect with the Earth. Wonder at the beauty of the natural world. Breathe, taste, smell, touch, and be present. Perfect for the classroom or for bedtime.
If you’d like to know more about what is happening in the library please follow our Twitter account: @BSAKPrimLibrary
You can also reach us via email: primarylibrary@britishschool.sch.ae
In the next Issue of our BSAK Primary Wellbeing Magazine for Parents we will share with you:
● Boundaries - physical and verbal
● A Spot Light on Inclusion
● GL PASS Intervention - Diversity and Inclusion and feeling valued
