# data[].attributes.body
A ‘substitute’ parent from authority

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Any adult that’s involved in the life of a care experienced child - responsibility of all.

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Acting as a parent with those responsibilities ‘in loco parentis’

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Someone who has a responsibility for a child in school etc

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Someone that’s caring for them outside the home.

Someone to trust.

Education

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Being a key person in the child’s life, Being responsible for a portion of the development of the child, providing pastoral care/support, providing safeguarding and child protection where necessary,

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Group of individual professionals from different services that work together to look after a child/young person

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Our responsibility to ensure the safety and care of children in our care. Work in collaboration With multi-agencies to let children know they matter, are loved and cared for.

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Being in a position of responsibility, parent in absentia

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Someone that shows love and provides care and protection in a professional manner

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An organised body that commits to caring holistically for care-experienced young people

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A group of agencies tasked with providing support for a young person.

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Employed to care for children and provide nurture and care

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An adult children can trust outwith their family

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Early years practitioners, teachers, social workers, ed psych. Everyone who is involved with children who is not a biological parent or family member.

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It's a new term to describe the role professionals such as teachers to explain the important role we play in the upbringing of children.

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Stand in carer treating with love

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Agencies working together

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Take on parental role.

Responsible for all aspects of their upbringing.

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The partnerships between stakeholders that help support families who are in a time of need

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Responsibility of the council to care for care experienced children as guardians/parents

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Caring for children and meeting their needs when parents can’t

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A professional who has a responsibility to ensure children in our care have the correct support and raise concerns if needed.

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Anyone looking out for the best of the child in a professional setting

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No idea. Never heard the term before. Maybe surrogate parent?

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Don't know. Something to do with being looked after by a business?

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A go between, someone that can facilitate for both sides?

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a person the children can go to when needed and who they can trust.

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Duty of care for children and young people through your profession

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Collective responsibility for the well-being and happiness of each child

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Developing a child's interest. Calming environments.

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Promoting/modelling inclusivity amongst pupils

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Preparing pupils for changes/transitions e.g. pre-empting, using timers, visual timetables

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Calm area

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Pupil voice when creating the learning environment, as well as how they complete a task e.g. pencil, pen, typing

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-Knowing the child's interest.

-Involving them and asking pupils how they learn best.

-Learning from others.

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Base learning on subjects of interest

Use of technology to engage

Allow children to be physical if require movement

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Visual time table

Days assigned to certain regular/predictable activities

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Incorporate peer working, team working. Carefully thought out seating plans. Consistency with communication and expectations adapting to the needs of each individual.

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Ensuring children feel safe, and secure. Children should feel valued and respected. Children should have a voice and feel included. Staff should role model positive social interactions with each other, children and families.

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Consistent structures and routines.

Clear expectations.

Pitching at the correct level.

Engaging variety of activities (child-led, teacher-led and teacher initiated)

Good understanding of instructions

Participative and collaborative approaches

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Purposeful rewards that will

Motivate them

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Find the balance between intrinsic and extrinsic motivation. Pupils reflecting what works for them

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Physical: more autonomy in set up, organisation or resources.

Less stimulating environment, still colourful - more muted. Softer lighting.

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Support with transitions eg soft start, opportunities for check in after break.

Knowing where to retrieve and put resources/materials/equipment.

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Start/end of day/transition routines, visual timetables (individual/class), now and next boards, consistent expectations of behaviour, consistent behaviour management/demeanour,

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Respectful relationships and interactions woth and for all

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Restorative conversations

Showing respect

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Restorative conversations

Showing respect

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Using the brain buddy boss system.

Working within groups of different sizes and different people.

Take time to allow pupils to get to know each other better

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Stay and play visits

Looking at interests, bringing that to life through provocations.

Encourage friendships

Positive rewards, I.e. stickers

Set achievable targets

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Visual timetable and resources where required.

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Finding out and developing a child’s interests

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Visual timetable, labelled and accessible resources, well organised classroom, clear expectations and boundaries, consistency and fairness, class charter, clear instructions, visual aids (instructions, charter, rules/expectations)

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Putting the learners views at the centre of their learning by asking their opinions getting them involved

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The physical environment should be welcoming for all children

The specific room for an individual need would be very person specific

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Bucket time, use visual time tables, responsive planning, satellite support, bounce back, following special interests, multi agency support, home visits.

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Visual timetables, class charters to set clear behaviour expectations for all. expectations clearly set before tasks in class (time expectations, resource requirements, noise level, is it individual/paired/group work - preparing all learners to do their best)

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Panacal

Home visits

Transitions

Individual time tables

Bucket time

Macaton

Building relationships

Parental engagements

Working with external agencies

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Verbally sharing routines so that the school day is predictable (lessens anxiety, safety, expectations).

Visually sharing routine, refer back to.

Discussing upcoming events, sharing visuals, talking about new routines/ people they may encounter.

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Physical Environment: organised, visual timetable, uncluttered, clear labels with words and symbols, adequate space for additional requirements e.g. wheelchair, smaller class sizes, arrangement of furniture,

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Pupil voice

Experiences focused on own interests.

Responsive to changes of interest.

Just to be understood.

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Following interests and what children already know around a topic/curricular area. Responsive planning.

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Pupil voice and centered approaches.

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Board makers symbols around the class

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clear expectations, appropriate examples (scaffolding/modelling), set routine

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Find out children’s motivations to encourage child centred learning

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Daily opportunities for everyone to communicate, tailored for specific support needs eg journal or communication diary, opportunities to share news etc

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Warm welcoming to children and parents. Getting to know both children and their families. Making sure each child feels safe and secure within the nursery. Will know all staff are available to help , care , love and make sure overall they are included in every way .

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Ensuring the other learners respect differences in their peers and understand that they may have specialised support. I have found that most learners dont bother when other get to use a computer for example and they dont

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Positive rewards and incentives

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Strong social support

Raise awareness amongst peers - aware of strategies

Support system (e.g buddies)

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Inclusive within where differences are celebrated

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Achieving targets, choices, strong family relations/ working well with families, multi agency

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Adapting learning experiences to meet individual needs of every child

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Visual timetable

Keeping the way you start the day the same (wellbeing check ins, routines etc)

Talking about the day/timetable

Consistency (routines and expectations)

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Tidy environment where everything is in it's place. Slowly introduce resources.

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Buddy system to support learners. Open dialogue with learners. Peer support.

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Respecting pupils and encouraging to respect each other

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Groups facilitated which consider dynamics, needs and social structures

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Playful pedagogy

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board makers

Visual boards

Now/next boards

Makaton pictures

Ear defenders

Sensory resources

Resources for stimming

Sensory rooms/spaces

Quiet spaces

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Whole groups & visual timetables

Board maker cards

Use of timers

Social stories

Preparing the children for change

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Child led planning

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Visual timetables - board maker

Predictable and familiar routine to the day

Task boards

Individual Resources accessible

Passports, well-being plans

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Resources labelled with pictures and words

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modelling positive behaviour

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Pupil voice and child led planning

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Put the children at the centre

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Clear routines, individual visual timetables, consistent approach to daily tasks

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Quiet space

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Verbal and visual reminders to help map the day.

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Individually connect with children to reduce fear of getting it wrong.

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Pupils engaged with learning, supported through peer support and resources.

Relationships with staff and peers; promoted to be positive and authentic.

Sense of belonging and being welcomed and included.

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Predictability of staffing, eg who is taking them for support so they can build rapport and trust

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Support

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Having clear expectations, clear guidelines and appropriate modelling.

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Building good relationships with pupils and encouraging them to build strong peer relationships

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Resources are easily accessible for all pupils

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Buddy system