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Handbook for parents and carers 20-21 SJ

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June 2020

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Coronavirus (COVID-19) Pupils, Parentsand Staff Privacy Notice

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Coronavirus (COVID-19) Pupils, Parentsand Staff Privacy Notice

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This Privacy Notice has been written to inform pupils, parents and staff of St Joseph's R C Primary School about how we are using your information in light of the measures that have been introduced in response to the Coronavirus (COVID-19) pandemic. This Privacy Notice should be read in conjunction with our standard Pupils and Parents, and Employees Privacy Notices.

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Coronavirus (COVID-19) Pupils, Parentsand Staff Privacy Notice

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This Privacy Notice has been written to inform pupils, parents and staff of St Joseph's R C Primary School about how we are using your information in light of the measures that have been introduced in response to the Coronavirus (COVID-19) pandemic.

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To kickstart Mental Health Awareness Week, this week, Alliance Psychological Services are sharing Mindfulness for Kits Stories and Meditations via our Facebook page to support children and families. This programme has been several years in development, created by our ingenious Mindfulness Teacher and Team and in collaboration with local schools and children.  We are hoping that parents/carers and children can directly benefit from these during this time and are therefore sharing the stories each week for the next 5 weeks.  It's really lovely, promotes kindness and compassion and can really help children self soothe ...please check this out.

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The aim of Mindfulness for Kits© is for children to become familiar with the tools of mindfulness and in doing so support themselves when feeling stressed or worried by;

enhancing children's ability to focus and concentrate

helping to build emotional resilience and self-regulation

creating an opportunity to enable children to notice and recognise reactive behaviour

encouraging the development of kindness and self-compassion

Through the practice of Mindfulness for Kits©, school communities will have the opportunity to develop a Mindfulness culture where children can flourish.

Listen to Story 2
The package includes: Length of Intervention

To find out more about Mindfulness for Kits or to book a training session for your school please email: [email protected]

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Mindfulness for Kits - Children, young people and families

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Mindfulness for Kits presents a series of five short stories and audio recordings which introduce children, in a fun way, to the very rewarding skills of mindfulness. The aim of Mindfulness for Kits© is for children to become familiar with the tools of mindfulness and in doing so support themselves when feeling stressed or worried ...

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The Government has announced the partial re-opening of schools for pupils in nursery, reception, Year 1 and Year 6. Schools in Hartlepool are working with each other and the local authority to decide how best to implement any phased re-opening of schools in order to ensure that they do so in a way that keeps pupils and staff safe. This will mean that for some children, they may be in different classrooms and have different teachers as schools try to implement social distancing as far as they are able recognising that, particularly for young children, this is not always possible.

Please complete this survey to assist your child's school in it preparation for re-opening. You will be contacted directly by your child's school once they have finalised their plans.

Please ensure that you have completed the survey as soon as possible in order to help all schools plan effectively.

If you have more than one child at school in nursery, reception, Year 1 or Year 6 then please click on the link again to complete the survey for this child(ren).

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The Government has announced the partial re-opening of schools for pupils in nursery, reception, Year 1 and Year 6. Schools in Hartlepool are working with each other and the local authority to decide how best to implement any phased re-opening of schools in order to ensure that they do so in a way that keeps pupils and staff safe.

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Plans to Re-open Schools Letter & Survey

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Plans to Re-open Schools Letter & Survey

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Dear Parent/Carer

In Hartlepool, we are looking very carefully at the Government's announcement of the intention to re-open schools for certain year groups from 1st June 2020. We want to work together across the town to make sure we make the right decisions for our pupils, our families and our staff.

Although nationally the evidence would suggest that some areas have past the peak of the Coronavirus outbreak, in Hartlepool local information shows that the number of cases is still rising. For this reason, we must think very carefully about the safety and protection of all when developing any plans to re-open schools.

Our ambition is to be able to welcome some children, in specific year groups, back into school in the coming half term and we are planning for this. However, it is vitally important that any plans have the protection and wellbeing of children and staff at the heart of them and we will only re-open schools when we are confident that children and staff will be safe. We are working together to make sure that when we re-open schools, you can be confident to send your children to school and that we will keep them safe.

At the moment, the view of the local authority and our schools is that 1st June is too soon. We consider that the earliest date that school in Hartlepool will re-open will be 08th June, but it may be later than this if needed. We intend to re-open schools on a phased basis, one year group at a time, in order to make sure that we can welcome our children back into school and manage them safely.

Please be reassured that everyone in the council and our schools is committed to the education of your child and their wellbeing. I will continue to work with schools to develop plans for re-opening this term if at all possible. Your child's school will keep you informed of these plans as we move forward and provide you with more details.

Survey
Please complete this survey to assist your child's school in it preparation for re-opening. You will be contacted directly by your child's school once they have finalised their plans.
Please ensure that you have completed the survey as soon as possible in order to help all schools plan effectively.

If you have more than one child at school in nursery, reception, Year 1 or Year 6 then please click on the link again to complete the survey for this child(ren).
https://www.surveymonkey.co.uk/r/HBC19Primaryreturn
Yours sincerely

Sally Robinson | Director, Children's and Joint Commissioning Services

Hartlepool Borough Council

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Plans to Re-open Schools Letter & Survey

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Dear Parent/Carer In Hartlepool, we are looking very carefully at the Government's announcement of the intention to re-open schools for certain year groups from 1st June 2020. We want to work together across the town to make sure we make the right decisions for our pupils, our families and our staff.

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HBC are running a new Family Time Competition. The aim is to get families to sit down and talk about health and exercise in this current climate.

We then want the children of the family to get creative and draw what comes to mind. My 5 year old drew carrots and broccoli, my 4 year old drew what he said was a strong arm muscle....??

Then, if you can take a picture of it and share it through any of our social media platforms, or send it directly to familytime@hartlepool.gov.uk they will be entered automatically.

There are 3 categories, KS1, KS2 and KS3+ and there is a £20 amazon voucher for each category winner.

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Consultation to convert to Academy status and join Bishop Hogarth Catholic Education Trust

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Consultation to convert to Academy status and join Bishop Hogarth Catholic Education Trust

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11 May 2020

Dear Parents/Carers

Consultation to convert to Academy status and join Bishop Hogarth Catholic Education Trust (formerly Carmel Education Trust)

In December 2019 Bishop Robert announced the revised Diocesan Academy Policy with the aim that all Diocesan schools will become academies within one of four Diocesan education trusts by July 2022.

We are now in the unusual position as schools, where we are all trying to establish a "new normal" for our children, families and staff as a result of the Coronavirus. It is both the view of the Diocese and our Governing Body that the plans to join the Trust should continue, and in many ways this is brought into even sharper focus by the pandemic situation, in that by being part of a Multi Academy Trust we are better able to jointly plan and work together to support our children, families and staff during these unprecedented and challenging times.

Underpinning the Diocesan Academy Policy is the desire and need to ensure the promotion, preservation, protection and future development of Catholic education within the Diocese of Hexham and Newcastle. The Catholic Trust model will ensure that the uniqueness of each individual school is celebrated and the unique contribution of each is recognised and appreciated. It will also mean that no individual school will be left isolated or vulnerable in a rapidly changing and complex environment.

The aim is also to facilitate greater sharing, adding strength and capacity to the system and ensuring that all schools are supported.

Our Governing Body's priority remains to enable the school to continue to provide an excellent Catholic education for our children, whilst continuing to be at the heart of our community.

Therefore, in line with Diocesan policy, our Governing Body has decided to consult with parents, carers, staff and other stakeholders, on whether each school should become an academy and join the Bishop Hogarth Catholic Education Trust.

We are therefore commencing formal consultation today, Monday 11th May 2020, for a period of three school term weeks. Consultation will therefore end at 3pm on Friday 5th June 2020.
What is an Academy?
Academies are state schools, funded directly from central government, no longer under the control of the Local Authority. Academy status gives schools more freedom to be innovative and creative with the curriculum, timetabling, staffing and governance. However Catholic Academies continue to be accountable to the Bishop of Hexham and Newcastle as well as the local community. All academies continue to be inspected by Ofsted and comply with the same rules as other schools on special educational needs, exclusions and admissions.

There are now over 9,000 academies in the country, including many schools in the Diocese of Hexham and Newcastle and in the local authority.

An academy is part of a charitable trust run by a board of Directors. Academies are rightly expected to work with and support other schools, including lower-performing schools. Should you wish to know more about the Government's policy, the Department for Education has its own academies bookmark on https://www.gov.uk/guidance/convert-to-an-academy-information-for-schools
What is a Multi Academy Trust (MAT)?
A MAT is formed when two or more academies legally come together in partnership. Each school keeps its own name and it is possible for other academies to join the Trust in the future. The partnership ensures that the schools can share skills and best practice and make optimum use of resources ensuring best value for money for each school.

In many ways the children will not notice any immediate difference, they will be in the same uniform, in the same classrooms with the same teaching staff. However, in time the children will perhaps notice changes and improvements in the way that they learn for example and have greater links with each school within the Trust.
How can we find out more about Bishop Hogarth Catholic Education Trust?
Bishop Hogarth Education Trust (formerly known as Carmel Education Trust) was established on 1 March 2013 by Carmel College, a Catholic Academy, judged to be Outstanding by Ofsted. In recent years Carmel has been ranked amongst the top state schools nationally in terms of GCSE results.

The Bishop Hogarth Catholic Education Trust Board of Directors is ultimately responsible for the schools within the partnership and accountable to the Bishop providing visionary strategic leadership, a focus on continuous improvement, high quality governance and a strong Catholic ethos with a caring and supportive culture.

Carmel College's Teaching School status and its strong links with the National College for Teaching and Leadership means that professional development of staff is central to the work of the Trust.
Vision, Values and Ethos
The Trust's aim is to build upon the existing strengths of the partnership with our schools and to offer "outstanding" education provision so that every child succeeds and reaches their potential.
Every child every opportunity is the foundation on which the Trust is built.
As a Trust, we value close working support and relations with parents and carers.
What are the main benefits for schools within the Bishop Hogarth Catholic Education Trust?
· Access to top quality staff, including an "outstanding" Trust leadership team who are sharply focussed on securing excellence.

· Moderation of standards across the partnership of schools to ensure the highest quality provision

· Greater control over finances and the money due to schools.

· Educational benefits for students as a result of additional freedoms available to academies in terms of the curriculum we offer, and how we prioritise resources.

· The opportunity to work in close and formalised partnership with other schools and share expertise and services that will benefit all of our students and staff.

· Sharing resources and expertise, allows us to target funding towards improving front line teaching and learning.

· Joining up provision to remove barriers to learning.

· Develop our own solutions collaboratively.

· Building on Catholic ethos and protecting Catholic education.
"Our aim is to provide a community that is characterised by joyous corridors and purposeful classrooms, where students and staff are valued and respected as unique individuals and where all are able to grow and strive to "act justly love tenderly and walk humbly..." (Micah 6) in pursuit of the common good."
Please feel free to visit the Trust website where you can find out more details:

https://bishophogarthcet.org.uk
What additional responsibilities will Academy status bring?
· Additional financial and legal responsibilities - however as Bishop Hogarth Catholic Education Trust is a well-established Trust, arrangements are already fully in place to deal with these responsibilities.

· Currently the Governing Body employs our staff - going forward the Academy Trust would be the employer rather than the Governing Body.

· The Academy Trust would be responsible for admissions rather than the Governing Body (although the Local Authority would still co-ordinate and ensure the Trust adopts clear and fair admission arrangements in line with the admissions law and the School Admissions Code).

· The Academy Trust would enter into a 125-year lease for the land, usually owned by the Local Authority. We already have responsibility for the cost of maintaining the land and buildings.
How do I learn more, and how do I respond to the consultation?
Our Governing Body would very much like to hear your opinion. Due to the current situation we are unable to hold face to face information sessions for parents however we encourage you to contact our Chair of Governors on 01429 272747

or email admin.stjosephs@school.hartlepool.gov.uk with any questions you might have, and we can arrange either a telephone call or a video conference call.

If you wish to respond to the consultation:

Please email consultation@bishophogarthcet.org.uk by the deadline of 3pm Friday 5th June 2020. When responding to the consultation, please provide your name, contact details and the name of your child's school along with your feedback to the consultation

Yours sincerely

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Consultation to convert to Academy status and join Bishop Hogarth Catholic Education Trust

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11 May 2020 Dear Parents/Carers Consultation to convert to Academy status and join Bishop Hogarth Catholic Education Trust (formerly Carmel Education Trust) In December 2019 Bishop Robert announced the revised Diocesan Academy Policy with the aim that all Diocesan schools will become academies within one of four Dioces

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Dear Parents/Carers,

I hope this letter finds you all well.

Over the last few weeks, you should have received a phone call from your child's teacher to provide support and answer any questions relating to home learning.

As a result of these phone calls you have told us how your child/children has adapted to the current situation and how you are all coping.

We are working hard to ensure you are kept informed during these difficult times. We are sending text messages and ask that you keep checking the school website for updates/newsletters and letters.

We continue to keep the school open for children of key workers. If you need any support with homework or family support, please do not hesitate to contact us 01429 272747. Please leave a message if there is no answer, and we will get back to you.

All catholic schools in the Diocese of Newcastle and Hexham have been directed by Bishop Robert to become part of an academy trust. The Hartlepool catholic schools are to become part of Bishop Hogarth Catholic Education Trust (previously Carmel Education Trust) Schools are currently out to consultation and the consultation letter can be found on our website with full details. There is also an email address for you to send any comments for consideration.

Government guidance on 10.5.2020 said that schools may reopen to some year groups on the 1st June. Currently we are awaiting further guidance but would like to reassure you that we will have the safety of your children, your families and St Joseph's staff at the heart of every decision we make.

Over the coming 3 weeks we will be giving serious consideration to the recovery phase and how we will need to work with our staff, parents, pupils to ensure St Joseph's R C Primary School can begin to get back on track.

We are missing you all very much and hope you are safe and well.

Warm regards,
Mrs R Williams
Headteacher

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Dear Parents/Carers, I hope this letter finds you all well. Over the last few weeks, you should have received a phone call from your child's teacher to provide support and answer any questions relating to home learning.

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CHANGES IN ACCESS TO COMMUNITY SERVICES 

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CHANGES IN ACCESS TO COMMUNITY SERVICES 

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Take a moment to survey your body, adjusting it to make it as comfortable as possible.

Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up. Without stopping, breathe out through your nose. Your stomach should fall naturally as air leaves your lungs. Relax and focus on the rhythm of your breath.

Imagine that a butterfly has landed next to you.

It flies up and then lands on your left thumb. It jumps from your left thumb to your second finger... then your third finger... then your fourth finger... and then your baby finger.

Then it flies up and sits on your left wrist... then your lower left arm... then your upper left arm... and then it settles on your left shoulder.

Then the butterfly moves to the left side of your waist... down to your hip... your thigh... your knee... your lower leg.
The butterfly lands on your left heel... then the top of your foot... then your big toe... your second toe... your third toe... your fourth toe... your little toe.

Then the butterfly moves over to your right side.

It starts on your right thumb. It jumps from your right thumb to your second finger... your third finger... your fourth finger... your baby finger.

Then it flies up and sits on your wrist... your lower right arm... Your upper arm and then it settles on your shoulder.

Then the butterfly moves to the right side of your waist... down to your right hip... your right thigh... your right knee... your lower leg.

The butterfly lands on your right heel... the top of your right foot... your big toe,
your second toe, your third toe, your fourth toe, your little toe.

Now the butterfly flies up and sits your forehead.

Then the butterfly moves to your ear and says:
'God cares about what you hear.'

Then the butterfly hovers above your eyes and says:
'God cares about what you see.'

Then the butterfly sits on your nose and says:
'God cares about what you smell.'

And finally it settles on your lips and says:
'God cares about what you say and write.'

Now...
Focus back on your breathing. As you breathe in, remember what the butterfly said, that God made you. As you breathe out, remember that God cares about you. Take a few moments to think about that as you breathe in and out.
Now slowly wiggle your toes and fingers and come back to your body. Slowly blink your eyes open.

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Take a moment to survey your body, adjusting it to make it as comfortable as possible. Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up.

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Take a moment to survey your body, adjusting it to make it as comfortable as possible.

Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up. Without stopping, breathe out through your nose. Your stomach should fall naturally as air leaves your lungs. Relax and focus on the rhythm of your breath.

Imagine that a butterfly has landed next to you.

It flies up and then lands on your left thumb. It jumps from your left thumb to your second finger... then your third finger... then your fourth finger... and then your baby finger.

Then it flies up and sits on your left wrist... then your lower left arm... then your upper left arm... and then it settles on your left shoulder.

Then the butterfly moves to the left side of your waist... down to your hip... your thigh... your knee... your lower leg.
The butterfly lands on your left heel... then the top of your foot... then your big toe... your second toe... your third toe... your fourth toe... your little toe.

Then the butterfly moves over to your right side.

It starts on your right thumb. It jumps from your right thumb to your second finger... your third finger... your fourth finger... your baby finger.

Then it flies up and sits on your wrist... your lower right arm... Your upper arm and then it settles on your shoulder.

Then the butterfly moves to the right side of your waist... down to your right hip... your right thigh... your right knee... your lower leg.

The butterfly lands on your right heel... the top of your right foot... your big toe,
your second toe, your third toe, your fourth toe, your little toe.

Now the butterfly flies up and sits your forehead.

Then the butterfly moves to your ear and says:
'God cares about what you hear.'

Then the butterfly hovers above your eyes and says:
'God cares about what you see.'

Then the butterfly sits on your nose and says:
'God cares about what you smell.'

And finally it settles on your lips and says:
'God cares about what you say and write.'

Now...
Focus back on your breathing. As you breathe in, remember what the butterfly said, that God made you. As you breathe out, remember that God cares about you. Take a few moments to think about that as you breathe in and out.
Now slowly wiggle your toes and fingers and come back to your body. Slowly blink your eyes open.

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Take a moment to survey your body, adjusting it to make it as comfortable as possible. Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up.

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Take a moment to survey your body, adjusting it to make it as comfortable as possible.

Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up. Without stopping, breathe out through your nose. Your stomach should fall naturally as air leaves your lungs. Relax and focus on the rhythm of your breath.

Imagine that a butterfly has landed next to you.

It flies up and then lands on your left thumb. It jumps from your left thumb to your second finger... then your third finger... then your fourth finger... and then your baby finger.

Then it flies up and sits on your left wrist... then your lower left arm... then your upper left arm... and then it settles on your left shoulder.

Then the butterfly moves to the left side of your waist... down to your hip... your thigh... your knee... your lower leg.
The butterfly lands on your left heel... then the top of your foot... then your big toe... your second toe... your third toe... your fourth toe... your little toe.

Then the butterfly moves over to your right side.

It starts on your right thumb. It jumps from your right thumb to your second finger... your third finger... your fourth finger... your baby finger.

Then it flies up and sits on your wrist... your lower right arm... Your upper arm and then it settles on your shoulder.

Then the butterfly moves to the right side of your waist... down to your right hip... your right thigh... your right knee... your lower leg.

The butterfly lands on your right heel... the top of your right foot... your big toe,
your second toe, your third toe, your fourth toe, your little toe.

Now the butterfly flies up and sits your forehead.

Then the butterfly moves to your ear and says:
'God cares about what you hear.'

Then the butterfly hovers above your eyes and says:
'God cares about what you see.'

Then the butterfly sits on your nose and says:
'God cares about what you smell.'

And finally it settles on your lips and says:
'God cares about what you say and write.'

Now...
Focus back on your breathing. As you breathe in, remember what the butterfly said, that God made you. As you breathe out, remember that God cares about you. Take a few moments to think about that as you breathe in and out.
Now slowly wiggle your toes and fingers and come back to your body. Slowly blink your eyes open.

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Take a moment to survey your body, adjusting it to make it as comfortable as possible. Now turn your attention to your breath. Breathe in through your nose and be aware of the breath as it fills your lungs. Your stomach should push out like a balloon being blown up.

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Resources & Links for Home Schooling Update

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Resources & Links for Home Schooling Update

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There are materials for Year 2 RE topic on Pentecost, if you'd like to explore with your child or print anything out, just click the link:

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Ten:Ten suggest that this is an opportunity for staff - including home-working staff - to fully review the materials and plan the school's Relationship and Health Education programme in readiness for statutory RHE, starting in September 2020.

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There are materials for Year 2 RE topic on Pentecost, if you'd like to explore with your child or print anything out, just click the link:

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Ten:Ten suggest that this is an opportunity for staff - including home-working staff - to fully review the materials and plan the school's Relationship and Health Education programme in readiness for statutory RHE, starting in September 2020.

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Hartlepool Psychology Team – Support and Advice

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Hartlepool Psychology Team – Support and Advice

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Our mental wellbeing is more important than ever right now. this calendar is based on coping strategies to help with the current situation.

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Inspire Coaching are offering free online zoom sessions to all children.

If any parents would like to access the sessions they just need to email (admin@brinspirecoaching.com) for the log details.

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Crossword

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Bath time story for pre-school and early stage swimmers:

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You have fallen out of this boat. Write a story about how you could save yourself.

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With the help of the leading privacy law firm Schillings, we have produced a digital safety and wellbeing kit for parents and a safety guide for children to help ensure they are safe, and their wellbeing is looked after while at home during the coronavirus outbreak when their screen time maybe higher than usual.

The digital safety and wellbeing kit provides useful tips and guidance to help protect your child on a range of issues including video calling, how to ensure your device and web browser are set up and updated correctly and tips regarding best practice with your username and passwords .

The kit also contains updated guidance around our digital 5 a day guide which looks at how to balance your child's screen time and improve their wellbeing.

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Digital safety and wellbeing kit | Children's Commissioner for England

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With the help of the leading privacy law firm Schillings, we have produced a digital safety and wellbeing kit for parents and a safety guide for children to help ensure they are safe, and their wellbeing is looked after while at home during the coronavirus outbreak when their screen time maybe higher than usual.

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We are releasing daily videos in our Facebook group for parents to provide links between the 5 'Ways to Wellbeing' adopted by the NHS and the curriculum.

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Dragonfly On Track has 260 members. Our community of mentors making a difference to children and young people in uncertain times.

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How can I use this Easter story eBook with KS1 children?

Use this age-appropriate eBook with audio to explain the Easter story to your KS1 children and tell the story of Jesus' resurrection.

This eBook with audio has beautiful, unique illustrations and each page is fully narrated to help children to understand where some of our Easter traditions come from.

This eBook has been specially developed for a young audience so they will find the language and content accessible and easy to remember.

Share the Easter Story eBook with Audio with your children via a simple PIN code so that they can access it on mobile devices. Just click Add to Lesson, create the lesson and click Share Lesson.

When is Easter Sunday?

On the first Sunday after a full moon following the Spring equinox, Christians celebrate Easter Sunday. This is a day to celebrate the resurrection of Jesus, following his death by crucifixion. Easter Sunday is often observed with special Church services, meals with spiced cake and the giving of Easter eggs to symbolise rebirth.

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Use this age-appropriate eBook with audio to explain the Easter story to your KS1 children and tell the story of Jesus' resurrection. This eBook with audio has beautiful, unique illustrations and each page is fully narrated to help children to understand where some of our Easter traditions come from.This eBook has been specially developed for a young audience so they will find the language and content accessible and easy to remember.

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They show us some of the differences and similarities between Catholics and Anglicans.

The festival of Easter is central to Christian belief because it is the Resurrection day, when Jesus was raised from the grave, alive again.

This is why Christians believe in life after death.

This short film is from the BBC series, My Life, My Religion: Christianity.

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They show us some of the differences and similarities between Catholics and Anglicans. The festival of Easter is central to Christian belief because it is the Resurrection day, when Jesus was raised from the grave, alive again. This is why Christians believe in life after death.

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This short film focuses on Christianity, and narrates the story of Easter.

It tells the story of Jesus's crucifixion, his rising from the tomb three days later to the delight of his followers, and his ascension to heaven.

The film is bright and colourful and immerses the pupils in the story through a clear, friendly narrative.

This short film is from the BBC series, Religions of the World.

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Religious Studies KS1: The Christian Story of Easter

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A short animated film narrating the Christian story of Easter. This short film will be relevant for teaching KS1 and Early and 1st Level Religious Studies.

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Watch the Easter story about Jesus coming back to life.

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Child protection and safeguarding  Addendum

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Tips and advice for parents and carers who are new to working from home with kids.

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The winners of this year's Great Bug Hunt competition have been announced and this has by far and away been the best year EVER!
"It's so addictive I can guarantee once you've been on a bug hunt you will never, ever be bored again."
Nick Baker, BBC Autumnwatch Unsprung and Springwatch Unsprung

"The bug hunt competition was really fun because I found lots of bugs in my garden. Then I told people all about them. The class put together all we found out in one presentation, it was so fun. Now I can look out the window and see the bug hotel we won. I like it." Chloe aged 10

"I liked building the bug hotel, and seeing lots of bugs in my garden. Also, now I can see bugs at school as we have our own bug house outside our classroom that we won."
Eden aged10

"It was really fun because I got to do all the activities with my sister and we were really proud of our work. Lots of butterflies came to our house and ate out of our butterfly feeder and lots of bugs now live in our bug hotel."
Morgan aged 10

The Bug Hotel Prizes were kindly donated by Wildcare - https://www.wildcare.co.uk/,

The competition, brought to you by the Association for Science Education (ASE) and supported by the Royal Entomological Society (RES), takes science learning out of the classroom and brings it to life outdoors - literally so this year, as the competition, in light of COVID-19, was opened up to all primary school children to take part in from home.

With well over 1,000 entries received, families have hunted and had fun together and the entries have shown how enterprising people have been in the current lock-down situation.

Visit the page showing the winning entries

The Association for Science Education (ASE) is the largest subject association in the UK. We are an active membership body that has been supporting all those involved in science education from pre-school to higher education for over 100 years; members include teachers, technicians, tutors and advisers. We are a Registered Charity with a Royal Charter, owned by our members and independent of government. We seek to create a powerful voice for science education professionals in order to make a positive and influential difference to the teaching and learning of science throughout the UK and further afield.

www.ase.org.uk

Contact Rebecca Dixon Watmough, ASE Business Development Manager

E: rebecca@ase.org.uk

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The Great Bug Hunt 2020! - SchoolScience.co.uk

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"It's so addictive I can guarantee once you've been on a bug hunt you will never, ever be bored again." Nick Baker, BBC Autumnwatch Unsprung and Springwatch Unsprung "The bug hunt competition was really fun because I found lots of bugs in my garden. Then I told people all about them.

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For teachers

Engage your students with effective differentiation and multi-player games. Aligned to all key standards for K-8, Sumdog is proven to accelerate growth.

6 fun and engaging single and multi-player games

Diagnostic assessment to place students at their correct individual level

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Encourage multiplication tables fluency - set work and view reports on accuracy and speed

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Motivate your child to work on math, spelling and reading with our platform which is proven to accelerate growth, offering personalised practice for K-8.
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6 fun and engaging multi-player games

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Children Online Learning Games | Learning Tools | Sumdog

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Engage your students with effective differentiation and multi-player games. Aligned to all key standards for K-8, Sumdog is proven to accelerate growth.

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The Geographical Association has made all of its teaching resources available for ALL members of the public to access.
Here at the GA, our priority will always be the education of our children and the wellbeing of those who teach them.

Most of our teaching resources are available digitally on our website and we will continue to produce new resources and webinars. These will be added to the website in the next few weeks.

With the vast majority of children are now being asked to stay at home, we have decided to make these teaching resources fully available to access by everyone, effective immediately and for an initial period of three months.

You do not need to be a member of the GA, nor do you need to log in to access these materials. We hope that this will make life a little easier for teachers and parents who are looking for ways to continue geography education at home.
Access teaching resources
This is the first in a series of steps that we'll be taking in the coming weeks to support teachers, parents and children during this challenging period.

If you have any queries or suggestions about any content on the GA's website, please do not hesitate to contact Aaron Bohlman, our Website Manager.

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The GA make all teaching resources open access

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The Geographical Association has made all of its teaching resources available for ALL members of the public to access. Here at the GA, our priority will always be the education of our children and the wellbeing of those who teach them.

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You are invited to paint a stone in remembrance of the six million Jewish men, women and children murdered in the Holocaust and all other victims of Nazi persecution. You can also choose to dedicate your stone to those murdered in subsequent genocides in Cambodia, Rwanda, Bosnia and Darfur.

Contribute to a new national memorial

Foundation Stones from across the United Kingdom will be placed within the foundations of the new UK Holocaust Memorial and Learning Centre in London. Each painted stone is a commitment to remember the past and to build a future free from all forms of prejudice, discrimination and hatred.

What will your stone look like? Will you dedicate it to a particular group or all the victims? Do you want to share a message of hope for the future? Visit our highlights gallery to get inspiration.

Paint your stone to remember the liberation of Bergen-Belsen

The 15th April is the 75th anniversary of the liberation of the Bergen-Belsen concentration camp by British and Canadian forces. After the camp was liberated, a huge British relief effort began that saved many lives.

Paint your Foundation Stone to commemorate the liberation of Bergen-Belsen. From the survivors, liberators, relief workers and volunteers, Bergen-Belsen is part of the British story. It is our story to remember.

Find out more

A meaningful and creative activity to do at home whatever your age

Download your free Foundation Stones at Home guide below or email FoundationStones@big-ideas.org for the guide and complementary PowerPoint.

The resources include a 'guide to stone painting' using materials found in the home and a how-to guide to sharing your stone online. To see your stone with others from across the UK on our , use our Foundation Stones Map simple online form.

Remember, you don't have to be an artist to take part - every stone is unique and is a personal contribution to the new UK Holocaust Memorial and Learning Centre.

Please share your stones online with the hashtag #FoundationStonesAtHome

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You are invited to paint a stone in remembrance of the six million Jewish men, women and children murdered in the Holocaust and all other victims of Nazi persecution. You can also choose to dedicate your stone to those murdered in subsequent genocides in Cambodia, Rwanda, Bosnia and Darfur.

# data[].attributes.attachment_link.readable_text
You are invited to paint a stone in remembrance of the six million Jewish men, women and children murdered in the Holocaust and all other victims of Nazi persecution. You can also choose to dedicate your stone to those murdered in subsequent genocides in Cambodia, Rwanda, Bosnia and Darfur.

Contribute to a new national memorial

Foundation Stones from across the United Kingdom will be placed within the foundations of the new UK Holocaust Memorial and Learning Centre in London. Each painted stone is a commitment to remember the past and to build a future free from all forms of prejudice, discrimination and hatred.

What will your stone look like? Will you dedicate it to a particular group or all the victims? Do you want to share a message of hope for the future? Visit our highlights gallery to get inspiration.

Paint your stone to remember the liberation of Bergen-Belsen

The 15th April is the 75th anniversary of the liberation of the Bergen-Belsen concentration camp by British and Canadian forces. After the camp was liberated, a huge British relief effort began that saved many lives.

Paint your Foundation Stone to commemorate the liberation of Bergen-Belsen. From the survivors, liberators, relief workers and volunteers, Bergen-Belsen is part of the British story. It is our story to remember.

Find out more

A meaningful and creative activity to do at home whatever your age

Download your free Foundation Stones at Home guide below or email FoundationStones@big-ideas.org for the guide and complementary PowerPoint.

The resources include a 'guide to stone painting' using materials found in the home and a how-to guide to sharing your stone online. To see your stone with others from across the UK on our , use our Foundation Stones Map simple online form.

Remember, you don't have to be an artist to take part - every stone is unique and is a personal contribution to the new UK Holocaust Memorial and Learning Centre.

Please share your stones online with the hashtag #FoundationStonesAtHome

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You are invited to paint a stone in remembrance of the six million Jewish men, women and children murdered in the Holocaust and all other victims of Nazi persecution. You can also choose to dedicate your stone to those murdered in subsequent genocides in Cambodia, Rwanda, Bosnia and Darfur.

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Teaching phonics sounds for children learning at home! 🌈

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The contest starts tomorrow! Sumdog's Pre Easter Holiday Contest is almost here! It starts tomorrow at 8am, and finishes at 8pm on April 9. Here are some things to keep in mind during the contest:

Students can play at any time.

For the score to count, the Pre Easter Holiday Contest activity must be showing in the green panel on the left of the student's screen when they click to start each game.

Their scores are based on correct answers.

A class's score is the average of the scores from all students from that class who take part.

To appear on the leaderboard, at least 10 students from a class need to play.

As some students have limited computer access, every student is limited to 1000 contest questions. However, their free logins let them keep playing other activities afterwards.

Students who are added (or removed) from a class after the contest has started will not be added (or removed) from the contest. You can still add entire classes to the contest after the start date however.

Find out more about playing in our contests in our help section: https://sumdog.zendesk.com/hc/en-us/sections/201615315-Contests We hope your students are enjoying using Sumdog! If you would like to enter more classes into the contest, you can still do so.

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The contest starts tomorrow! Sumdog's Pre Easter Holiday Contest is almost here! It starts tomorrow at 8am, and finishes at 8pm on April 9. Here are some things to keep in mind during the contest: Students can play at any time.

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Newsletter Sunday 5th April 2020, Palm Sunday

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Body Beats body percussion online lessons.

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Introduction: What is Myleene's Music Klass?

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Get Creative with Classical Music at Home

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Get Creative with Classical Music at Home

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Now is the perfect time to get creative and make music together!
Music is a great way to express yourself and bring joy to those around you. Here are some simple ideas to help you keep music alive while we are sharing time at home…

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Get Creative with Classical Music at Home

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Now is the perfect time to get creative and make music. Music is a great way to express yourself and bring joy to those around you.

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Drawing lessons for children

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You can virtually walk through this popular gallery that houses dozens of famous works from French artists who worked and lived between 1848 and 1914. Get a peek at artworks from Monet, Cézanne, and Gauguin, among others.

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Musée d’Orsay, Paris, Paris, France — Google Arts & Culture

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world’s treasures online.

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Google’s Street View feature lets visitors tour the Guggenheim’s famous spiral staircase without ever leaving home. From there, you can discover incredible works of art from the Impressionist, Post-Impressionist, Modern and Contemporary eras.

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Solomon R. Guggenheim Museum, Storylines: Contemporary Art at the Guggenheim, New York, United States - Google Arts & Culture

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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Let’s Go Live Science with Maddie Moate and Greg Foot

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Free online games for Phase Three of the Letters and Sounds phonics programme. These games can be played by an individual on a computer or on an interactive whiteboard for the whole class.

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These free online games will be useful for Phase 1 of the Letters and Sounds phonics programme. Most of the games will work well on an interactive whiteboard as well as for individual play on a computer or tablet. To play a game, just click the picture or title and it will open in a new window or tab:

In this game children can see the words to the familiar rhyme with buttons to control the animated actions and sound effects. See teaching ideas for this game from Phonics Play.

Click any of the yellow bubbles to hear a random sound. Some are real sounds and others are funny sound effects. Some start off quietly and gradually get louder, some are long and some are short so there's lots to talk about. See teaching ideas for this game from Phonics Play.

In this game there is an animal hidden in the crate. You will hear the noise that it makes and you have to decide which animal it is. See teaching ideas for this game from Phonics Play.

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These free online games will be useful for Phase 1 of the Letters and Sounds phonics programme. Most of the games will work well on an interactive whiteboard as well as for individual play on a computer or tablet.

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ROBert explains the corona virus to children | PLAYMOBIL

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National Curriculum Help with Home Learning

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National Curriculum Help with Home Learning

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Learning at Home During the Coronavirus Shutdown

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Schools have closed. We're here to help. Due to the recent closure of schools across the UK, we've been contacted by a large number of parents looking to make sure their children stay on track with their learning. Schools are doing as much as they can to provide content and, where possible, lessons via live streaming.

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To provide high quality exercise videos to help the people of Hartlepool get active, for their health and overall well-being.

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Daily P.E. lessons Mon-Fri at 9am

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Welcome to the Body Coach TV where I post weekly home workouts to help you get, stronger, healthier and happier.

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The government has announced today an e-voucher/e-gift card scheme for pupils who are eligible for benefits-related free school meals. All schools are awaiting further information on the scheme so that we can roll the programme out.

The e-vouchers/e-gift cards are for term time only and we are working through the detail as we receive the information. Our plan is to continue as we have been, offering packed lunches, until after the Easter holidays, but if we can, we will claim your e-voucher/e-gift card this week. Our Easter holidays will begin from this Friday 3 April until Monday 20 April 2020

For the next 3 weeks we will continue to provide FSM's as we have been so please continue to come into St Joseph's School to collect your FSM. We will inform you of further information as soon as we have it.
https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance/covid-19-free-school-meals-guidance-for-schools
Please email school your email address or telephone the school office.

Yours sincerely

Mrs R Williams

Headteacher

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Dear Parents/Carers, The government has announced today an e-voucher/e-gift card scheme for pupils who are eligible for benefits-related free school meals. All schools are awaiting further information on the scheme so that we can roll the programme out. The e-vouchers/e-gift cards are for term time only and we are work

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Public Health England's advice on supporting children and young people's mental health and wellbeing during the COVID-19 outbreak

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do.

What you need to know

The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people. How a child or young person responds to their individual situation will vary. Some may react immediately, some not at all, while others may show signs of difficulty later on. It is important to recognise that in most cases, these are normal responses to an abnormal situation.

How a child or young person responds to their individual situation may vary in different ways according to their individual characteristics and circumstances. For example, their age, physical or mental health condition, how they deal with stress, previous experiences or pre-existing mental or physical health condition.

During this time, it's important that you support and take care of the mental health of children or young people in your care, as well as your own mental health. There are lots of things you can do, and additional support is available if you need it.

Background

This advice is to help adults with caring responsibilities look after and support the mental health and wellbeing of children and young people, including those with additional needs and disabilities, during the COVID-19 pandemic.

There is more information on how to stop the spread of coronavirus available.

Looking after your own mental health

As well as thinking about the children or young people in your care, it is important to take care of your own mental health and wellbeing. This will help you support yourself and those you care about. Children and young people react, in part, to what they see from the adults around them. When parents and carers deal with a situation calmly and confidently, they can provide the best support for children and young people.

Children and young people want to feel assured that their parents and carers can keep them safe. It will not always be possible to provide answers to all the questions that children and young people may ask, or to address all their concerns, so focus on listening and acknowledging their feelings to help them feel supported.

There are some actions you can consider to support a child's or young person's mental health and wellbeing during the pandemic, including:

Look for changes

Children and young people may respond to stress in different ways. Signs may be emotional (for example, they may be upset, distressed, anxious, angry or agitated), behavioural (for example, they may become more clingy, or more withdrawn, or have difficulty concentrating, or they may wet the bed), or physical (for example, they may experience stomach or headaches). Look out for any changes in their behaviour and be aware that these changes may not occur in all contexts (for example they might just happen at school or at home).

Making time to listen

Create a calm safe space where they can communicate how they are feeling without judgement. Some young people may find it easier to talk while you are doing something together, such as playing or exercising in the park, going for a walk, painting or other activities. You can't always know the answer and it is often better to be honest and say 'I don't know' rather than put more pressure on yourself or set unrealistic expectations. Listen to them and acknowledge their concerns.

Remember to let them know you are there to help and give them extra love and attention if they need it. Children and young people who struggle to communicate how they feel may rely on you to interpret their feelings. For further advice you may contact Young Minds Parents Helpline. They also offer Parents Email and Parents Webchat services.

MindEd for families is a free online educational resource about children and young people's mental health designed for all adults, which can support parents and carers through these exceptional circumstances. Young Minds also has a useful resource about 'Starting a conversation with your child'.

Providing clear information about the situation

One of the best ways to achieve this is by talking openly about what is happening and providing honest answers to any questions children have, using words and explanations that they can understand. Explain what is being done to keep them and their loved ones safe, including any actions they can take to help, such as washing their hands regularly.

There are resources available to help you do this, including the Children's Commissioner's Children's Guide to Coronavirus, or the Inter-Agency Standing Committee (IASC) have produced a storybook developed by and for children around the world affected by COVID-19.

Make sure you use reliable sources of information such as GOV.UK or the NHS website - incorrect or misleading information can create stress for the child or young person you care for.

Being aware of your own reactions

Children and young people often take their emotional cues from the important and trusted adults in their lives. How you respond to the situation is very important. Try to manage your own emotions and remain calm, speak kindly to them, and answer any questions they have honestly.

Support safe ways for children and young people to connect with their friends

Where it isn't possible for them to meet in person, they can connect online or via phone or video calls. Advice for parents and carers on helping children to stay safe online during the COVID-19 pandemic is available.

Creating a new routine

Changes to our lives caused by the pandemic might impact on routines. Routine gives children and young people an increased feeling of safety in the context of uncertainty, so if your routine has changed, think about how to develop some regularity where possible. Some ideas might include:

make a plan for the day or week that includes time for learning, free time (including play, creativity or hobbies) and relaxing. A weekly timetable that can be visualised can be helpful

if children have to stay home from school, ask teachers what you can do to support continued learning at home. The Department for Education has a list of recommended online educational resources for those who are learning at home

add in positive activities that you know the child or young person will enjoy- and discover new ideas for activities to do from home if needed. Encourage maintaining a balance between being online and offline. The Children's Commissioner guide contains some ideas to help fight boredom

children and young people ideally need to be active for 60 minutes a day, which can be more difficult when spending longer periods of time indoors. Plan time outside if you can do so safely or visit Change4Life for ideas for indoor games and activities. Physical activity is good for our physical and mental health

good sleep is important for mental and physical health, so try to keep to existing bedtime and morning routines. The NHS provides healthy sleep tips for children

try giving children and young people healthier alternatives to treats such as sweets or chocolate. See Change4Life for ideas

Like adults, children and young people may become more distressed if they see repeated coverage about the COVID-19 pandemic in the media. Removing their access to the news is also rarely helpful as they are likely to find information from other sources, such as online or through friends. Try to avoid turning the television off or closing web pages when children or young people come into the room. This could make them assume that you are hiding important things from them or could cause them to worry. Instead, consider limiting the amount of exposure children and young people have to media coverage. The British Psychological Society have produced some helpful advice for parents about managing uncertainty.

Young people will also hear things from friends and get information from social media. Talk to them about what is happening and ask them what they have heard. Try to answer their questions honestly but reassure where you can.

How children and young people of different ages may react

All children and young people are different, but there are some common ways in which different age groups may react to a situation like the COVID-19 pandemic. The common reactions to distress will fade over time for most children and young people, though could return if they see or hear reminders of what happened. Understanding these may help you to support your family.

For infants to 2 year olds

Infants may become more easily distressed. They may cry more than usual or want to be held and cuddled more.

For 3 to 6 year olds

Preschool and nursery children may return to behaviours they have outgrown, such as toileting accidents, bed-wetting, or being frightened about being separated from their parents or carers. They may also have tantrums or difficulty sleeping.

For 7 to 10 year olds

Older children may feel sad, angry, or afraid. Peers may share false information but parents or carers can correct the misinformation. Older children may focus on details of the situation and want to talk about it all the time, or not want to talk about it at all. They may have trouble concentrating.

For pre-teens and teenagers

Some pre-teens and teenagers respond to worrying situations by acting out. This could include reckless driving, and alcohol or drug use. Others may become afraid to leave the home and may cut back on how much time they connect with their friends. They can feel overwhelmed by their intense emotions and feel unable to talk about them. Their emotions may lead to increased arguing and even fighting with siblings, parents, carers or other adults. They may have concerns about how the school closures and exam cancellations will affect them.

Advice for groups with additional mental health needs or facing specific issues

Children and young people who are currently accessing mental health services

Children and young people with an existing mental health problem may find changes and uncertainty caused by the COVID-19 pandemic particularly difficult. The increased stress may lead to a change in their behaviours and their mental health needs. If you are concerned about how to access support if they need to stay at home and self-isolate, consider taking these actions.

Speak to the child's or young person's mental health team

Contact the team to discuss any concerns and check how care will continue to be accessed. Update any safety and care plans as agreed.

Identify how the support the child, young person or family normally receives will be maintained

Ask if appointments normally offered in person, will now be by phone, text or online or a mixture of these. Ask if there is extra support that the health professional can offer if the child or young person needs it, including how to contact the service if you have any concerns between appointments. Talk to the health professional about what plans are in place and how best to communicate these to the child or young person if you, the child or young person need to stay at home and self-isolate.

Plan how you will get the child's or young person's medication

You might be able to order repeat prescriptions by phone or online using an app or website if your doctor's surgery offers this. Ask your pharmacy about getting medication delivered or think about who you could ask to collect it for you. The NHS website has information about getting prescriptions for someone else and checking if you have to pay for prescriptions.

Continue to order repeat prescriptions in your usual timeframe. There is no need to order for a longer duration or larger quantities.

Your general practitioner (GP) might convert a repeat prescription to one that is supplied under the repeat dispensing arrangements. This means you can go back to the pharmacy for a certain number of repeats without having to get a repeat prescription from the practice.

Be careful about buying medication online. You should only buy from registered pharmacies. You can check if a pharmacy is registered on the General Pharmaceutical Council website.

You might also want to make arrangements for the child or young person if you become unwell or have to isolate - for example, making sure a partner, friend, family member or neighbour is aware of important information including their care plan, medications and emergency numbers.

Talk to the staff about their policies on visiting and access to digital technology and think about how you can stay in contact, particularly if you have to stay at home and self-isolate. Ask the unit if you could participate in a virtual ward round to keep in touch with the child's or young person's mental health team. If the situation in your local area or in the unit changes or, if you need to stay at home and self-isolate this will impact on whether the child or young person can come home on leave. It is important to talk to the child or young person about what might happen so they are fully informed.

Eating disorders

Children and young people with an eating disorder may find aspects of the current situation particularly challenging, for example, reduced availability of specific foods, social isolation and significant changes to routine.

If you or the child or young person are worried about an eating disorder, contact your local community eating disorder team. Most community eating disorder teams support direct access that is not reliant on a referral from your GP. These teams have been set up to offer treatment to those requiring early intervention or more urgent care, so don't wait to seek help.

For children and young people with avoidant restrictive food intake disorder (ARFID), take care about issues that arise if there is:

Reduced availability of specific foods

This may mean the child or young person who is on a limited diet cannot get the foods they eat. Many will go without rather than have something else, but with risk of weight loss or further nutritional deficiency.

Significant changes to the child's or young person's routine

For those with ARFID this can be extremely distressing and challenging to manage. Seek advice on how you can reduce the distress and risk of further reduction of their food intake.

General heightened anxiety

Monitor existing anxiety and obsessive-compulsive behaviours that are associated with distress and how this is interfering with eating.

The eating disorders charity BEAT also provides advice, support and helplines for children, young people and students.

Children and young people with learning disabilities

Children and young people with learning disabilities may find it difficult to understand and remember COVID-19 guidance, rules or restrictions and may feel frustrated by the impact and uncertainty. They may also need more support or adapted explanations about the pandemic.

A good way to help them could be by:

supporting them to make decisions

representing choices visually through written words, pictures, symbol systems or objects, if helpful

supporting them to express their emotions

letting them know they are not alone

While listening, take their feelings seriously and don't judge their emotions. They may feel anxious about big changes, such as the possibility of having to stay at home. Where possible, it can be helpful to explain any upcoming changes to routine and circumstances before they happen and help them to plan and come up with solutions, such as finding a hobby or doing exercises to relax and cope with anxiety.

Resources to support you and the child or young person include:

Autistic children and young people

Autistic children and young people may have found disruption to routines and support during the COVID-19 pandemic particularly difficult, emotionally and socially. Also, if the child or young person becomes unwell with COVID-19, they may struggle to manage the physical experience. You can help to manage these experiences using any strategies that you know work for them, or by seeking further advice and support, as well as talking to the child or young person's education setting.

Autistic children and young people may struggle to recognise the emotions they are feeling and to communicate them to others, for example anxiety or low mood. Be alert for changes in behaviour which may help you to identify their emotional state, for example increased agitation, physical symptoms of anxiety or changes in sleeping and eating.

It is important to be honest when communicating with the child or young person you care for about the changing situation, measures they can take to stay safe, and the symptoms of the virus. Try to avoid giving definitive statements about the future - this is a rapidly developing and changing situation and the child or young person may be more distressed if things change when they were told they would not.

Children and young people with autism often find change more difficult. Let the young person you care for know in the most appropriate way for them if arrangements change so they are prepared. You will know the child or young person best, so consider their own specific needs when deciding when and how to let them know what the new arrangements will be. For example, visual strategies (such as social stories, pictures, timetables or timers) or visiting new places when it is quiet or virtually may help them prepare for any changes.

It is also helpful for children if there is a consistent approach between home and school, so communicating closely with staff at school or college can be supportive. If helpful, ask your health professional for advice.

You should continue to access support of local autism groups online or via phone. The National Autistic Society guidance on managing anxiety might also be helpful. Autistica also provide support and information, including an Autism Helpline.

Children or young people with physical health issues

Where children or young people are managing their health conditions during the pandemic, there may be additional psychological needs to consider. This group of children or young people are at risk of increased disruption, isolation and are at greater risk of mental health difficulties (for example, more intense distress, worry or anger episodes) than their healthy peers.

Support children and young people by listening to their concerns, providing open and honest explanations about the situation, and giving them information about what is being done to protect them.

Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19 is available. The Council for Disabled Children also has information about the support available to children and young people living with a long-term health condition.

Children and young people who care for others

Some children and young people may have existing caring responsibilities for adults or siblings, and these may have increased or become more challenging during the pandemic. They may be anxious about what will happen if the person they care for becomes unwell, or what will happen if they themselves become unwell and are unable to support the person they care for. Even if they don't currently act as a carer, it is possible that they may become one if they are in a household with one adult.

Plan with the child or young person what will happen if you or the person they care for, or may need to care for, becomes unwell as this will help to reduce anxiety. Include contact details for others who can step in and support them.

Further information about support for young carers is available at Barnardo's Young Carers Support Hub.

Support for students in further or higher education

If the young person you support is a student, life at university or college this year will probably feel very different to what they were expecting. The COVID-19 pandemic may have affected their life and studies and might leave them feeling unsupported and lonely, frustrated, anxious, or stressed. They may be worried about job prospects after finishing their studies, or current financial concerns might be causing stress. The Student Space website contains advice and information to support students during the COVID-19 pandemic.

Encourage the young person to regularly communicate with friends and family whether that is via messages, calls or video chats. If the young person is feeling the strain on their mental health and wellbeing, support is available. They can inform their learning provider who can then advise what mental health and wellbeing support is available for students, such as a wellbeing or counselling service, student advice services, or other resources.

For NHS mental health support, students can contact their GP or they can self-refer to talking therapies for anxiety and depression via NHS psychological therapies services (IAPT). These services are free, and therapies can be delivered effectively remotely on-line and on the telephone. Students can access these services anywhere in England regardless of where they are registered with a GP. Students that need help with anxiety or depression can contact their local service.

Experiencing grief or bereavement

Whenever it happens, experiencing the loss of a loved one can be an extremely difficult and challenging time. Due to the COVID-19 pandemic, children and young people may not be able to say goodbye in the way they would have wanted to. It may also be harder to connect with their usual support networks.

Grief affects children and young people in different ways depending on their age, their level of understanding, and the changes the death means for their daily life. They often feel waves of powerful emotions such as sadness, guilt, shock and anger, which they may struggle to express. It is very common for their behaviour to change and for them to worry a lot about other people.

It can be challenging to support a child or young person when you are grieving yourself. Listening carefully, answering questions honestly in an age-appropriate way, continuing routines where possible, and providing lots of love and support will help.

The NHS has advice about grief and the support available, and the Childhood Bereavement Network has information and links to national and local support organisations.

Where to get further support

Every Mind Matters provides advice and practical tips for parents and carers on looking after a child's or young person's mental health and self-care advice for young people.

If you're concerned about a child or young person's mental health, you can get free, confidential advice via phone, email or webchat from the Young Minds Parents Helpline.

You can find more information about NHS Children and Young People's Mental Health Services (CYPMHS) and how to access them. You can also look at your local Clinical Commissioning Group website - most services also have their own website with information about access, referrals (including whether you can 'self-refer') and contact details. Try searching in your area for ' CYPMHS' or 'CAMHS' (children and adolescent mental health services, an older term used for some CYPMHS). During the COVID-19 pandemic, services are still there for you, so don't hesitate to ask for help.

Action for Children has lots of tips to help you spot signs of mental health issues in children and provides advice on the action you can take to help.

Barnardo's COVID-19 Support Hub provides information, resources and tools to support children, young people and their families or carers during the pandemic.

You can get Psychological First Aid training on how to support children and young people's mental health during emergencies like COVID-19 and crisis situations. This course has been developed by Public Health England and is for anyone who provides care for, or works with, children and young people, including parents and caregivers. No previous qualifications are required to enrol. The course is free to complete, but has an option to buy a certificate once you have completed the course. You do not need to buy this certificate to complete the course modules.

Any professional that works with children and young people should also be able to help you get support. You could talk to a teacher, school nurse, social worker or GP.

Where to get urgent help

If a child or young person needs urgent medical help, then call 999 or take them to the nearest Accident & Emergency (A&E). This is when someone is seriously ill or injured and their life is at risk. A mental health emergency should be taken as seriously as a physical health emergency.

If a child or young person needs urgent mental health support or advice, visit the NHS urgent mental health page to find services in your area, including 24/7 mental health crisis support.

If a child is currently being supported by Children and Young People's Mental Health Services (sometimes known as CAMHS), Paediatric Services or Children's Social Care then talk to them if you are worried about the child.

If you are not sure what to do, you can contact your GP for advice or check NHS 111 online.

Helplines and websites for children and young people

If a child or young person would like further information or advice on their mental health or difficulties they are experiencing, they could try one of the following websites or organisations:

Shout 85258 provides free, confidential, 24/7 text message support in the UK for anyone who is struggling to cope. They can help with issues including suicidal thoughts, depression, anxiety, panic attacks, abuse, self-harm, relationship problems and bullying:

text 'Shout' to 85258 to speak to a trained volunteer who will listen and work with you to solve problems

Papyrus provides confidential support and advice to young people struggling with thoughts of suicide, and anyone worried about a young person:

ChildLine provides a confidential helpline for any child with a problem. It comforts, advises and protects. You can:

The Mix provides a free confidential helpline and online service that aims to find young people the best help, whatever the problem. You can:

Every Mind Matters includes advice for young people on how to look after their mental health and wellbeing and deal with the issues that matter to them.

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[Withdrawn] [Withdrawn] Guidance for parents and carers on supporting children and young people's mental health and wellbeing during the coronavirus (COVID-19) pandemic

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do. The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people.

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During school closure we wish to minimise disruption to learning as much as possible. We have sent your child home with a Home Learning Pack and addition to this they should access the following on a daily basis in order to continue with their learning:

· Classroom Secrets Kids - By logging on with their username and password daily, they can access learning for Reading/Phonics, Maths and some other subjects depending on their year group.

· Timestable Rockstars and Numbots - spend at least 15 minutes per day practicing your times tables (see other websites below also)

· Purple Mash - Pupils can also access spelling and grammar, maths and project work activities, and once logged on your child will see that have been assigned work by their teacher called a '2do'

· Reading Plus - **Year 5 and 6 only** - important to access this daily

Please see your child's Reading Record for their personal login details to all of the above accounts.

In addition to this (and to fully compliment their learning), below is list of education companies offering free subscriptions due to school closures. All you need to do is follow the instructions on their websites to sign-up.

Purple Mash Your child has login details in their reading record but they can also

sign up for free at

https://2simple.com/blog/using-purple-mash-when-school-closed/

Circle Time Kids classes from home for 0-6 year olds - learn and bond with your child with online videos and resource ideas

https://circletimefun.com/

Twinkl Sign up for free and have 1 month's access to learning across the curriculum as well as fun activities for Easter. Go to www.twinkl.com/

offer and enter code: CVDTWINKLHELPS

You can share the code with others if you think they would benefit. Go the dedicated 'Parents' Hub' which contains hundreds of educational activities designed for use at home. Or take a look at 'EYFS for Parents area' or '5-11 area' - all are filled with guides and information about what children should be learning in each year group for each curriculum area

Other Maths Play math

https://www.topmarks.co.uk/maths-games/hit-the-button

https://www.timestables.co.uk/

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During school closure we wish to minimise disruption to learning as much as possible.

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Author Adam Bushnell is doing an end of day story daily which can be accessed here

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In order to log in and use this website, you need to enable "cookies" in your browser.

How you enable cookies will depend on your browser. It will generally be found in the Security settings under "Internet Options" or "Preferences".

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In order to log in and use this website, you need to enable "cookies" in your browser. How you enable cookies will depend on your browser. It will generally be found in the Security settings under "Internet Options" or "Preferences".

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I See Maths are hosting home lessons during School closures

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I See Maths are hosting home lessons during School closures

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Information, resources and links for the daily home maths lessons hosted by Gareth Metcalfe during the UK school closures for Covid-19.

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Information, resources and links for the live lessons hosted by Gareth Metcalfe during UK school closures for Covid-19. New lessons every school day!

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Following the Government’s decision to implement widespread school closures across the UK to minimise the spread of Coronavirus (COVID-19). We will be making The Maths Factor FREE for everyone (usually about £2 per week) to support childrens’ continued learning at home for the duration of the UK Schools closure period. We want to help you and your child as much as we can.

It is suitable for ages 4-12 and is matched to the national curriculum

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The Maths Factor : Homepage - make Carol Vorderman your child’s online maths tutor

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Unlock your child’s maths confidence with Carol Vorderman’s maths site for 4-11 year olds. Kids can watch her maths videos, play games practise and even make their own medals with the 30 Day Challenge!

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As long as schools are closed, Audible is free!

Audible has just announced that they are now offering free audiobooks on their stories service - becoming the latest in a slew of companies offering help for parents who have found themselves affected by the recent coronavirus school closures.

Offering over 300 free audiobooks in six languages, Audible has stated that "For as long as schools are closed, we're open" - giving isolated parents a huge array of books to read their children and to use as educational material - all free of charge for the foreseeable future.

Categories that are currently free include littlest listeners, elementary, tween, teen, and literary classics - and include such titles as Winnie-the-Pooh, Beatrix Potter, and Alice in Wonderland. T

To check out what's on offer simply head to the Audible stories page - sign up is currently needed to access these free audiobooks, and you can listen on whatever device you please - laptops, mobiles, and tablets are all catered for.

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David Walliams is releasing a audio story a day for children to listen to.

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Join the The World of David Walliams to be the first to hear about new David Walliams books, special offers, free activities, live shows, events and more!

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Visit the Oxford Owl website

Free resources to support learning at home

Advice and support for parents

Educational activities and games

Free eBook library for 3- to 11-year-olds

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With a library of activities and resources for every stage of the learning journey, curated by the team at Oxford University Press, we are here with inspiration to help your little ones learn, grow and flourish at home, in the classroom and beyond.

Just click on the sections in the menu to explore by subject, or use the options below to uncover content by age group.

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Oxford Owl for Home: help your child learn at home - Oxford Owl

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Oxford Owl is packed with expert advice, tips and activities to help parents support their child's education. Help your child with reading, phonics and maths.

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EdShed is the home of The Literacy Shed, Literacy Shed Plus, Spelling Shed and Maths Shed.

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2 Stars and a Wish uses song lyrics and poetry to get children excited about Literacy.

Click on the links above to view resources and activities.

​

If you would like to know anything more about please contact me by following this link .

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Song Lyrics Comprehension | 2starsandawish | United Kingdom

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2 Stars and a Wish uses song lyrics and poetry to get children excited about Literacy. Click on the links above to view resources and activities. ​ If you would like to know anything more about please contact me by following this link .