This document discusses effective support for students from military families during school transitions. It outlines that schools should have a collective strategy to support students as they move in and out of schools. This includes having a systematic induction and departure process, chasing student records, training staff on the transition cycle, and providing tailored academic and emotional support. The goal is to help students feel understood while minimizing feelings of anxiety and disruption during moves.
This document provides information for parents about the kindergarten program at Del Mar Pines. It outlines details such as arrival time between 8-8:30am, snack time procedures, use of Friday folders to send student work home, how birthdays will be celebrated, opportunities for students to be "Super Kid" of the week, kindergarteners being paired with 6th grade mentors, and contact information for the teachers. The kindergarten year is designed to help students grow and learn through a filled schedule of activities, friendship, and building a strong educational foundation.
The document provides information for parents about the kindergarten program at Del Mar Pines, including arrival time, snacks, Friday folders, birthdays, a "Super Kid" program, kindergarten and sixth grade buddies, and ways to contact the teachers. It also announces an open house event for parents to learn about the curriculum and meet other families.
Putting Children First: Session 1.6.D Emebet Mulugeta - Can they get there? A...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
The Principal Mr. Elmer R. Luceño welcomed students and families to the opening of the 2018-2019 school year at Tipanoy Elementary School. The school aims to provide opportunities for students to succeed and become confident, thoughtful individuals prepared for future challenges. The inclusive curriculum sets high standards and expectations to help students feel happy and achieve their best. Through the K to 12 programs, academic standards continuously improve each year to provide an accessible yet challenging education for all students. Stakeholders and visitors are welcome to visit the school.
This document provides information for parents about their child's transition to Marlow CE Infant School. It outlines the school's values of believing in every child's potential and providing a rich learning environment. It details the information packet parents will receive, transition activities like home visits and orientation mornings, school procedures, ways for parents to be involved and key dates. The goal is a smooth transition and partnership between home and school.
This PowerPoint is for the parents to see how they can get involved within their child's school. This is vital for the success of their child. These are just ideas and plans for my school.
Rain Trees is an international kindergarten, nursery, and preschool located in Singapore that provides education for children ages 2-6. The document summarizes feedback from Rain Trees' 2014 parent survey. Parents reported that Rain Trees provides a caring, fun, and nurturing learning environment and that the teaching is of a high standard. Parents were also very satisfied with the school's office administration and communications. The top things parents liked about Rain Trees included the caring teachers, small class sizes, focus on learning through play, and emphasis on character development.
Dads Amazing at North View Primary School SingaporeDads for Life
In 2009, together with a group of passionate fathers, Alex Devadass who is Vice-Principal of North View Primary School in Singapore began working on setting up Dads Amazing @ NVPS.
The move was to inspire North View Primary School’s fathers to be more involved in their children’s lives through father-child bonding activities such as workshops, experiential learning and outdoor experiences.
Dads Amazing activities have continued this year and recently, Alex organized the Dads Amazing Sleepover @ NVPS.
Alex Devadass has been married for 10 years and has 3 children: Alycia, 4 years old, Josh, 17 months and Jay-Sean, 3 weeks old.
This document provides information for parents about the kindergarten program at Del Mar Pines. It outlines details such as arrival time between 8-8:30am, snack time procedures, use of Friday folders to send student work home, how birthdays will be celebrated, opportunities for students to be "Super Kid" of the week, kindergarteners being paired with 6th grade mentors, and contact information for the teachers. The kindergarten year is designed to help students grow and learn through a filled schedule of activities, friendship, and building a strong educational foundation.
The document provides information for parents about the kindergarten program at Del Mar Pines, including arrival time, snacks, Friday folders, birthdays, a "Super Kid" program, kindergarten and sixth grade buddies, and ways to contact the teachers. It also announces an open house event for parents to learn about the curriculum and meet other families.
Putting Children First: Session 1.6.D Emebet Mulugeta - Can they get there? A...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
The Principal Mr. Elmer R. Luceño welcomed students and families to the opening of the 2018-2019 school year at Tipanoy Elementary School. The school aims to provide opportunities for students to succeed and become confident, thoughtful individuals prepared for future challenges. The inclusive curriculum sets high standards and expectations to help students feel happy and achieve their best. Through the K to 12 programs, academic standards continuously improve each year to provide an accessible yet challenging education for all students. Stakeholders and visitors are welcome to visit the school.
This document provides information for parents about their child's transition to Marlow CE Infant School. It outlines the school's values of believing in every child's potential and providing a rich learning environment. It details the information packet parents will receive, transition activities like home visits and orientation mornings, school procedures, ways for parents to be involved and key dates. The goal is a smooth transition and partnership between home and school.
This PowerPoint is for the parents to see how they can get involved within their child's school. This is vital for the success of their child. These are just ideas and plans for my school.
Rain Trees is an international kindergarten, nursery, and preschool located in Singapore that provides education for children ages 2-6. The document summarizes feedback from Rain Trees' 2014 parent survey. Parents reported that Rain Trees provides a caring, fun, and nurturing learning environment and that the teaching is of a high standard. Parents were also very satisfied with the school's office administration and communications. The top things parents liked about Rain Trees included the caring teachers, small class sizes, focus on learning through play, and emphasis on character development.
Dads Amazing at North View Primary School SingaporeDads for Life
In 2009, together with a group of passionate fathers, Alex Devadass who is Vice-Principal of North View Primary School in Singapore began working on setting up Dads Amazing @ NVPS.
The move was to inspire North View Primary School’s fathers to be more involved in their children’s lives through father-child bonding activities such as workshops, experiential learning and outdoor experiences.
Dads Amazing activities have continued this year and recently, Alex organized the Dads Amazing Sleepover @ NVPS.
Alex Devadass has been married for 10 years and has 3 children: Alycia, 4 years old, Josh, 17 months and Jay-Sean, 3 weeks old.
This document discusses the importance of teacher quality and achieving excellence in education. It provides several quotes and studies that show high-performing education systems emphasize having good teachers. One quote notes that just three years with a top teacher can result in two extra years of learning compared to a bottom-performing teacher. The document also describes an Ofsted report about a primary school that achieves good progress and attainment through outstanding teaching, leadership, and strong community partnerships.
The document provides an overview of the State of the School address given by Magnificat High School President Jenifer Hebda Halliday. Some of the key points discussed include:
- The 2015-2016 school year has been a "Year of Exploration" where the President has been listening to students, faculty, parents, and others.
- Updates were provided on progress towards the school's strategic plan, including a focus on deepening faith and advancing 21st century learning.
- Changes for the upcoming year include redesigning the school calendar to move midterms before Christmas break and introducing an advisory program.
- Enrollment numbers are solid and more merit scholarships were awarded than last year. Summer programming has also
The document provides information about an organization called Leading Our Lives that supports care-experienced young people. It discusses some of Leading Our Lives' recent activities including photography workshops, a live theatre production about fostering, and their Sons and Daughters Week campaign in October. It also includes interviews on the topic of education with a virtual school head and a leaving care team manager who both discuss challenges care-experienced youth face in education and improvements that have been made.
The document provides information about upcoming events and activities at the British International School in Ho Chi Minh City for the month of January 2015. It includes:
- Dates for school photographs, Teddy Bears' Picnic, start of clubs and activities, and sports day
- A summary of the 5-year accreditation visit from the Council of International Schools
- A report on a Year 1 class trip to Snap Café and their experiences playing and eating ice cream
- Details of a Year 3 class visit to Thien Phuoc orphanage to play with the children
- An announcement of upcoming events in Term 2 such as a science day, concerts, and term ending date
The newsletter provides information about upcoming events at the British International School in Hanoi, including sporting competitions and trips. It discusses the school's progress towards accreditation by the Council of International Schools and membership in the Federation of British International Schools in Asia. It also summarizes charitable fundraising efforts by the school community, including bake sales to support relief efforts in Nepal following an earthquake and donations to local charities in Vietnam.
The newsletter from the British International School in Hanoi provides information on upcoming events at the school including a visit from renowned rock climber Ben Heason and the school's annual winter show. It also summarizes anti-bullying activities during the week and the secondary school's challenge day competition between student teams. The principal's message expresses gratitude for the school's teachers and upcoming opportunities for students including the silver level Duke of Edinburgh International Award.
The document is a newsletter from Kagiso Trust providing updates on their programs and activities. It includes:
- An introduction to Kagiso Trust's 30th anniversary celebrations titled "Pearls of Wisdom" to share lessons learned.
- A school in the Free State province, Kgolagano Secondary School, achieved a 100% pass rate in the 2014 matric exams, being the only school in its township to do so. Kagiso Shanduka Trust provided support to educators to help improve learner performance.
- Two students, Nelly and Thapelo, interviewed about being selected for Kagiso Trust's bursary program after excelling in their matric exams from disadvantaged schools
1. The newsletter discusses adjusting organizational practices to build trust with families and reach vulnerable populations.
2. It highlights various programs and initiatives aimed at promoting healthy nutrition and lifestyle habits for children, such as cooking workshops in schools.
3. The transition to kindergarten is an important milestone, and the newsletter outlines the support systems in place to help families through this process.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
This document provides a summary of upcoming events at the British International School in Ho Chi Minh City for the week of September 5th, 2014. It includes information about parent information evenings, university visits, sports registration, and activities registration deadlines. The document also previews the menu for the school cafeteria for the following week and reminds readers of upcoming Parent Teacher Group meetings.
The document discusses promoting kindness in UK classrooms through "The Kindness Project". It provides examples of kindness projects from two schools, including activities like random acts of kindness in the community. Teachers are encouraged to have students notice and share kindness by creating a kindness wall to post stories and photos of kind acts. The goal is to spread kindness and make classrooms happier places.
Brian Housand is a speaker giving presentations on creativity and curiosity. His upcoming schedule includes presentations in Ohio, North Carolina, Alabama, Pennsylvania, New Mexico, New Jersey and Texas between September and December. Some of his presentation topics include trying to think like a kid, exploring curiosity through websites like wonderopolis.org, and discussing different creative personality types. He emphasizes staying curious and learning throughout life.
This document provides an overview of Crossley Heath School, a selective 11-18 academy in Halifax, West Yorkshire, United Kingdom. It introduces the school leadership and provides a brief history of the school dating back to its founding in 1864. It highlights the school's academic excellence, opportunities for leadership, extracurricular activities, and community involvement. The document also provides information for prospective parents and students on the school admissions process.
- The Baas Educational Trust School serves students from a single village in India. In September 2015, the Trustees decided to cap schooling at 8th grade to focus on literacy, numeracy, and morality. They will encourage bright students to take exams to continue their education.
- Fundraising was better in 2015/16, with an Italian auto parts manufacturer donating Rs. 1 million, equivalent to about 20% of teacher salaries. Existing donors continued supporting and new donors gave locally and in the UK.
- In January 2016, Rowan University from New Jersey, USA visited for two days of classroom and field activities. At a farewell lunch, they commented on how impressive the children's English skills were.
This newsletter from the British International School - Ho Chi Minh City provides information about upcoming events, recent activities, and contact details. Key details include:
- Dates for trips by Years 6 and 5 in late May and early June
- A draft of class lists for the 2015-2016 school year will be sent to parents on May 29th
- Recent activities included Year 3 learning about chocolate, Year 5 designing carnivorous plants and dissecting hearts
- Details are provided about various after school programs, sports activities, and fundraising efforts
This document provides information for a parental workshop. It discusses the important role that parents play in a child's education, noting that research shows parents are 82% responsible for a child's development compared to 15% for schools and 3% for the community. It outlines ways parents can support their child's learning at home such as promoting good study habits, talking about the school day, getting to know friends, and advocating for their child at school. The document also discusses the importance of regular sleep schedules and routines for children. It emphasizes that families being involved in a child's learning positively impacts achievement.
Vidya & Child provides educational opportunities for underprivileged children in India who lack access to schooling. It operates non-formal education centers that teach children from nursery to class 5 using an internally-developed curriculum. The organization then facilitates the children's admission to mainstream schools and provides after-school support. Vidya & Child also offers arts programs to help children develop their creative skills and recognizes the importance of parental involvement for ensuring children complete their education. It currently supports over 700 children across 4 locations in India.
Bill Spooner grew up in Cairns in the 1960s and attended local schools before graduating from Queensland College of Art in 1973. He taught art and worked in careers education and curriculum development in Queensland. In 1997, he resigned from Education Queensland and set up his own coaching academy focused on motivating children to learn and achieve success. The document provides 57 tips for parents on how to motivate children in their learning and development, such as establishing a dedicated study area, encouraging reading, spending quality time together, and helping children develop self-esteem and ownership over their learning.
The document provides an overview of student enrollment numbers and highlights from classrooms and school activities. Key points include:
- Student enrollment has increased from the previous year and is higher than 2013 levels.
- Classes have been involved in camps, zoo visits, and beach trips as part of their educational curriculum.
- Prizegivings saw many former students receive awards.
- Classroom highlights describe students settling in, camp experiences, and eagerness to learn.
- The board will receive an achievement report and discuss targets for the upcoming year.
- Upcoming events include information evenings, a community picnic, and work with the Te Huarahi Trust.
Mr. Brainwash ❤️ Beautiful Girl _ FRANK FLUEGEL GALERIE.pdfFrank Fluegel
Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
This document discusses the importance of teacher quality and achieving excellence in education. It provides several quotes and studies that show high-performing education systems emphasize having good teachers. One quote notes that just three years with a top teacher can result in two extra years of learning compared to a bottom-performing teacher. The document also describes an Ofsted report about a primary school that achieves good progress and attainment through outstanding teaching, leadership, and strong community partnerships.
The document provides an overview of the State of the School address given by Magnificat High School President Jenifer Hebda Halliday. Some of the key points discussed include:
- The 2015-2016 school year has been a "Year of Exploration" where the President has been listening to students, faculty, parents, and others.
- Updates were provided on progress towards the school's strategic plan, including a focus on deepening faith and advancing 21st century learning.
- Changes for the upcoming year include redesigning the school calendar to move midterms before Christmas break and introducing an advisory program.
- Enrollment numbers are solid and more merit scholarships were awarded than last year. Summer programming has also
The document provides information about an organization called Leading Our Lives that supports care-experienced young people. It discusses some of Leading Our Lives' recent activities including photography workshops, a live theatre production about fostering, and their Sons and Daughters Week campaign in October. It also includes interviews on the topic of education with a virtual school head and a leaving care team manager who both discuss challenges care-experienced youth face in education and improvements that have been made.
The document provides information about upcoming events and activities at the British International School in Ho Chi Minh City for the month of January 2015. It includes:
- Dates for school photographs, Teddy Bears' Picnic, start of clubs and activities, and sports day
- A summary of the 5-year accreditation visit from the Council of International Schools
- A report on a Year 1 class trip to Snap Café and their experiences playing and eating ice cream
- Details of a Year 3 class visit to Thien Phuoc orphanage to play with the children
- An announcement of upcoming events in Term 2 such as a science day, concerts, and term ending date
The newsletter provides information about upcoming events at the British International School in Hanoi, including sporting competitions and trips. It discusses the school's progress towards accreditation by the Council of International Schools and membership in the Federation of British International Schools in Asia. It also summarizes charitable fundraising efforts by the school community, including bake sales to support relief efforts in Nepal following an earthquake and donations to local charities in Vietnam.
The newsletter from the British International School in Hanoi provides information on upcoming events at the school including a visit from renowned rock climber Ben Heason and the school's annual winter show. It also summarizes anti-bullying activities during the week and the secondary school's challenge day competition between student teams. The principal's message expresses gratitude for the school's teachers and upcoming opportunities for students including the silver level Duke of Edinburgh International Award.
The document is a newsletter from Kagiso Trust providing updates on their programs and activities. It includes:
- An introduction to Kagiso Trust's 30th anniversary celebrations titled "Pearls of Wisdom" to share lessons learned.
- A school in the Free State province, Kgolagano Secondary School, achieved a 100% pass rate in the 2014 matric exams, being the only school in its township to do so. Kagiso Shanduka Trust provided support to educators to help improve learner performance.
- Two students, Nelly and Thapelo, interviewed about being selected for Kagiso Trust's bursary program after excelling in their matric exams from disadvantaged schools
1. The newsletter discusses adjusting organizational practices to build trust with families and reach vulnerable populations.
2. It highlights various programs and initiatives aimed at promoting healthy nutrition and lifestyle habits for children, such as cooking workshops in schools.
3. The transition to kindergarten is an important milestone, and the newsletter outlines the support systems in place to help families through this process.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
This document provides a summary of upcoming events at the British International School in Ho Chi Minh City for the week of September 5th, 2014. It includes information about parent information evenings, university visits, sports registration, and activities registration deadlines. The document also previews the menu for the school cafeteria for the following week and reminds readers of upcoming Parent Teacher Group meetings.
The document discusses promoting kindness in UK classrooms through "The Kindness Project". It provides examples of kindness projects from two schools, including activities like random acts of kindness in the community. Teachers are encouraged to have students notice and share kindness by creating a kindness wall to post stories and photos of kind acts. The goal is to spread kindness and make classrooms happier places.
Brian Housand is a speaker giving presentations on creativity and curiosity. His upcoming schedule includes presentations in Ohio, North Carolina, Alabama, Pennsylvania, New Mexico, New Jersey and Texas between September and December. Some of his presentation topics include trying to think like a kid, exploring curiosity through websites like wonderopolis.org, and discussing different creative personality types. He emphasizes staying curious and learning throughout life.
This document provides an overview of Crossley Heath School, a selective 11-18 academy in Halifax, West Yorkshire, United Kingdom. It introduces the school leadership and provides a brief history of the school dating back to its founding in 1864. It highlights the school's academic excellence, opportunities for leadership, extracurricular activities, and community involvement. The document also provides information for prospective parents and students on the school admissions process.
- The Baas Educational Trust School serves students from a single village in India. In September 2015, the Trustees decided to cap schooling at 8th grade to focus on literacy, numeracy, and morality. They will encourage bright students to take exams to continue their education.
- Fundraising was better in 2015/16, with an Italian auto parts manufacturer donating Rs. 1 million, equivalent to about 20% of teacher salaries. Existing donors continued supporting and new donors gave locally and in the UK.
- In January 2016, Rowan University from New Jersey, USA visited for two days of classroom and field activities. At a farewell lunch, they commented on how impressive the children's English skills were.
This newsletter from the British International School - Ho Chi Minh City provides information about upcoming events, recent activities, and contact details. Key details include:
- Dates for trips by Years 6 and 5 in late May and early June
- A draft of class lists for the 2015-2016 school year will be sent to parents on May 29th
- Recent activities included Year 3 learning about chocolate, Year 5 designing carnivorous plants and dissecting hearts
- Details are provided about various after school programs, sports activities, and fundraising efforts
This document provides information for a parental workshop. It discusses the important role that parents play in a child's education, noting that research shows parents are 82% responsible for a child's development compared to 15% for schools and 3% for the community. It outlines ways parents can support their child's learning at home such as promoting good study habits, talking about the school day, getting to know friends, and advocating for their child at school. The document also discusses the importance of regular sleep schedules and routines for children. It emphasizes that families being involved in a child's learning positively impacts achievement.
Vidya & Child provides educational opportunities for underprivileged children in India who lack access to schooling. It operates non-formal education centers that teach children from nursery to class 5 using an internally-developed curriculum. The organization then facilitates the children's admission to mainstream schools and provides after-school support. Vidya & Child also offers arts programs to help children develop their creative skills and recognizes the importance of parental involvement for ensuring children complete their education. It currently supports over 700 children across 4 locations in India.
Bill Spooner grew up in Cairns in the 1960s and attended local schools before graduating from Queensland College of Art in 1973. He taught art and worked in careers education and curriculum development in Queensland. In 1997, he resigned from Education Queensland and set up his own coaching academy focused on motivating children to learn and achieve success. The document provides 57 tips for parents on how to motivate children in their learning and development, such as establishing a dedicated study area, encouraging reading, spending quality time together, and helping children develop self-esteem and ownership over their learning.
The document provides an overview of student enrollment numbers and highlights from classrooms and school activities. Key points include:
- Student enrollment has increased from the previous year and is higher than 2013 levels.
- Classes have been involved in camps, zoo visits, and beach trips as part of their educational curriculum.
- Prizegivings saw many former students receive awards.
- Classroom highlights describe students settling in, camp experiences, and eagerness to learn.
- The board will receive an achievement report and discuss targets for the upcoming year.
- Upcoming events include information evenings, a community picnic, and work with the Te Huarahi Trust.
Mr. Brainwash ❤️ Beautiful Girl _ FRANK FLUEGEL GALERIE.pdfFrank Fluegel
Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
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2. Transition is effective means there is a collective
institutional strategy to support Service Pupils when
they transition in and out of a school.
May 19CONFIDENTIAL DRAFT
Our
approach is
clear
Transition
is effective
Achievement
is maximised
Well-being is
supported
Parents are
engaged
Staff are
well-
informed
Support is
responsive
The seven
principles of
effective support
for pupils of
Armed Forces
personnel
12. WHAT RESEARCH TELLS US
The quality and impact of partnership
provision in schools for children in
service families – Ofsted (May 2011)
Survey lead Jane Melbourne HMI
National Adviser for Parents and Carers
May 19CONFIDENTIAL DRAFT
13. ‘When highly specialised
community family workers (such
as Mobility or Family Support
Co-ordinators) build up the trust
of families, vulnerability can be
more easily identified and
support more appropriately
targeted. Working with families
as the route through to the work
with children was deemed to be
the most effective.’
Ofsted (May 2011)
May 19CONFIDENTIAL DRAFT
14. ‘KIN AND COUNTRY’ 2018
A small number of pupils’
first-hand experiences
‘The mobile lifestyle of
many military families
can be tough, with
children telling us that
multiple school moves
leave them feeling
unsettled and anxious
about achieving good
grades.’
May 19 CONFIDENTIAL DRAFT
15. “When I go into a new school I normally just stay
quiet and just bite my jumper because I, I don't
know why, it's just a habit.” (10 yr old girl)
“For me, when you’re older it’s not so much about
making new friends, it’s about the potential for
messing up your life…like … will I have to change
my [GCSE] options, will I get to go to the 6th form I
want?” (15 yr old boy)
May 19CONFIDENTIAL DRAFT
19. May 19CONFIDENTIAL DRAFT
An infants school’s Leaver’s Song
Now its time for you to leave,
We hope that you’ve had fun.
It is to (Cyprus, Colchester etc.) you must go,
You are the lucky one!
Please keep safe and do take care
Let us know when you get there.
We’ll miss you lots, good times we’ve shared
Goodbye to you our friend.
Sung to the tune of “Thankyou for our friends”
Words by Wendy Bisicker
20. May 19CONFIDENTIAL DRAFT
Schools should: ‘Improve the system for the
transfer of children and their records from one
school to another, ensuring that: all records
are cumulative; remain confidential; are of a
consistently high standard; and arrive in a
timely way at the receiving school and local
authority’
‘Children in Service families: The quality and impact of
partnership provision for children in Service families’
(Ofsted 2011)
25. SUMMARY: What schools can do
•Get pupils’ and parents’ views
•Have a named point of contact
•Have a systematic induction
process to include focus on
preparing for arrivals
•Chase records relentlessly
•Have a systematic departures
process to include preparing the
child and next school
May 19CONFIDENTIAL DRAFT
26. •Train all on the transition cycle
•Create opportunities for pupils to
talk about their experiences of
moving
•Look out for warning signs such as
separation anxiety
•Provide tailored support for Service
pupils (and their parents)
•Emphasise the positives of moving
schools
May 19CONFIDENTIAL DRAFT
27. May 19CONFIDENTIAL DRAFT
‘Service children don’t want to feel different but
they do want their circumstances to be understood.’
(OfSTED 2011)
28. May 19CONFIDENTIAL DRAFT
Piglet sidled up to Pooh from behind.
“Pooh,” he whispered.
“Yes, Piglet?”
“Nothing,” said Piglet, taking Pooh’s paw,
“I just wanted to be sure of you.”
A. A. Milne
The House at Pooh Corner
29. FURTHER READING AND SOURCES OF SUPPORT
• Pollock D & Van Reken, R.E. (1999): The Third
Culture Kid Experience, Intercultural Press
• Dobson J.M., Henthorne K. & Lynas Z (2000): Pupil
Mobility in Schools: Final Report Migration Research
Unit, University College London
• Children’s Commissioner (2018): Kin and Country:
Growing up as an Armed Forces child
• Ofsted (May 2011): The quality and impact of
partnership provision in schools for children in service
families
• www.scipalliance.org
May 19CONFIDENTIAL DRAFT
30. Matt Blyton, Education Adviser, North Yorkshire
County Council
Anne Wilson, former Senior Educational Psychologist
(Service Children’s Education), and her Information for
Staff who work with Service Children guidance
materials.
Project schools: NCOP-SCiP Alliance research and
organisational framework project (2018)
May 19CONFIDENTIAL DRAFT
WITH THANKS TO:
Editor's Notes
In this presentation, we will review the elements of effective school to school transition and explore some of the ‘top tips’ that successful schools do to support pupils and their families when they join and leave schools, especially at non-standard times of the year.
This presentation will cover the following three areas:
Firstly, it will briefing introduce a helpful model for thinking about effective transition support
It will then explore in detail what is meant by the stages of transition before linking the implications of this to recent research
It will then consider a variety of recommended ways schools can help Service families, especially children.
In this model, it is important to consider all three of these aspects to ensure smooth transitions: how well supported affected pupils AND their families are, along with how well the school is prepared to manage the transition process.
Ultimately the aim is to minimise the disruption for both incoming and outgoing pupils as much as possible so that learning continuity is maximised. For mobile Service children, each move has the potential to impact them negatively, so schools need to do all in their powers not to drop the ‘learning baton’.
In the summary animation to this module, reference was made to the Transition Cycle or Transition Experience. This model can be applied to any transition but is particularly useful when considering school moves by Armed Forces children. A geographical move will be accompanied by a period of psychological adjustment to the associated changes.
It is helpful to remember Maslow’s Hierarchy of Needs and that needs in the domains of ‘belonging’ and ‘self esteem’ will have been created during any transition process, and that these come before cognitive needs. It is therefore crucial for schools to try to ensure that needs in these areas are addressed as quickly as possible before and after a pupil moves, since children who feel accepted, valued and confident will be better prepared for learning. Schools ignore this PASTORAL SUPPORT at their peril.
Before a family knows about a move or new posting, they will be settled in their present location. Family members will have a good knowledge of the area, know how to get around, and where to access facilities and activities. They will have friends and people will know them in terms of their skills and abilities and the contribution that they can make to group activities. There will usually be some sense of closeness to others around them in the community. Each member of the family will usually have a strong sense of identity.
As soon as a family is told that they will be moving, members will begin a period of disconnecting from their current situation. This will be characterised by individuals spending more time and energy thinking about where they are going to, rather than where they currently are. It is likely that energy will be expended on planning ahead rather than trying to adjust to and live in their present environment. Whilst for some family members there may be a great sense of excitement and anticipation about the future, for others there may be great feelings of sadness about leaving everything that is familiar.
Some children will begin to develop negative feelings about where they currently are and will break friendships because it is easier to think about leaving something that you don’t feel positive about. In addition, a child who is moving may inadvertently be excluded by peers because of that move (for example, not being asked to be part of a football team because they will leave before the end of the season). This period of disconnecting may begin as early as 3 – 6 months prior to the planned departure date.
At the time of the actual move there will often be a sense of complete and utter disruption and chaos as almost everything familiar in an individual’s life changes. This period of disruption can be prolonged for a Service family as they may have to leave their quarter to move in to temporary accommodation before getting their overseas passage. They may then possibly move in to temporary accommodation in their new area before finally being allocated a new quarter.
There will usually be a long period without personal possessions as these have been packed up and sent ahead or packed up so that the quarter can be cleaned ready for a military 'march out'. This means that during the transition, particularly during the actual days of the move, many familiar routines will be disrupted and this will often be unsettling for children.
During the days around the move the whole family will experience a range of emotions, both positive and negative. There will be feelings of excitement and anticipation about what lies ahead as well as sadness about what has been left behind. In an environment where everything is unfamiliar, even simple tasks can seem much harder to achieve and this may lead to a temporary loss of confidence and a sense of uncertainty.
There may also be a loss of sense of identity because you do not know anyone beyond the family and your sense of belonging is "suspended". There will often be a lowering of self-esteem during this time.
When the family arrives in their new location, members will be busy meeting new acquaintances and colleagues and finding out about the area. There will often be a great sense of excitement and, possibly, a feeling of being on holiday. However, these euphoric feelings may soon disappear with individuals feeling overwhelmed by the differences and changes that they are experiencing.
Children may find it difficult to join in with their new peer groups, because their interests and hobbies were very different in their previous location. This is even more likely at times of a "trickle posting" when an individual family has moved, perhaps as part of a parent’s promotion or career path, and will need to integrate yet not know any one! For such trickle postings, it is even more important for schools to quickly embrace the child and family into the life of school.
Everybody varies in the amount of time that it will take them to begin to feel fully involved in their new location but it will usually take at least six months for most people to feel fully settled, however for others it may take even longer. The length of time it takes to feel connected will depend on the number of factors that have changed and it may be that those children who move as part of a regimental change can adapt and adjust more quickly because they already have relationships with others who have moved.
It can be seen from the transition cycle that if a unit moves on a regular two year basis, then personnel’s children may never begin to feel fully involved because they know there will be another move coming up in the near future. It is possible that after frequent moves, some young people will invest very little in a new location because of the feeling of a lack of permanence.
Service families experience frequent transitions as a consequence of their own moves or as a result of others around them moving. This leads to frequent experiences of loss and separation.
Schools should also remember the impact on those who stay behind but who see their friends coming and going on a regular basis. This can be particularly difficult for civilian children in schools with predominantly Service children on roll.
There is a good deal of literature about mobility and its impact on children, especially from the United States. However, in the last decade, a number of important studies have been undertaken in the UK.
For instance, an Ofsted report in 2011, based on visits to over 40 schools covering most types as well evidence from a range of stakeholders, reported the following two key findings:
High mobility has a huge impact on children’s friendship groups; and
Children’s emotional stability was found to be more significant than their academic work, but emotional stability often leads to greater academic success.
Tailored support, coordinated by a key named person, was found to be particularly effective in providing effective support to mobile Service children. Successful schools often run evidence-based programmes that support children and parents’ emotional health and wellbeing.
Anne Longfield’s 2018 report ‘Kin and Country’ attempted to improve our understanding of the lives of children who are grow up in an Armed Forces family. It explored three key areas: mobility, deployment and support.
In relation to mobility, the researchers researched the impact frequently moving home and school has on a child’s life: how does it affect their friendships, their family relationships and their school work?
First-hand views from the sample of children interviewed are helpfully included.
In the report, the following is written:
‘Moving to a new house or moving to a different country was an experience that many of the service
children we spoke to found challenging…However, it was the process of moving school that most significantly affected the lives of the children we spoke to. For younger children, the difficulty manifested itself through anxiety about leaving friends behind and getting to know new classmates. For many, building new relationships in a new environment was scary and a sense of uncertainty and insecurity typified younger children’s emotional responses.’
This section of the presentation covers a range of ways schools can help mobile Service families, especially their children.
For example, as soon as you find out that a child will be leaving your school to move to a new area, you should help them to find out about their new location and their new school. Establishing an electronic link, such as e-mail, with a pupil in their new school will enable the child to begin to make at least one friendship prior to the move. This will also allow him or her to find out about the new school environment that they will move to.
You should try and involve current pupils in preparing an 'Induction Pack' for new pupils to explain the important things they need to know about the school from a pupil’s point of view. Ideally, this induction pack should be updated and developed by each new arrival. Having a welcome document produced by Service children already in the school is particularly good practice as it demonstrates to parents that the school welcomes children from Service families.
Current pupils should be invited to be 'mentors' or buddies for new arrivals, fulfilling certain tasks such as showing the newcomers around, making sure that they follow the school’s routines and that they have someone to talk to at break-times.
Teachers should also provide information about their daily classroom routine for both pupils and parents who are new to the school. This will avoid problems such as children not having the correct kit on the right days.
New pupils should be encouraged to talk about where they have been. Similarly, pupils who are due to leave should be given opportunities to talk about where they are going to. This can really help them emotionally.
It is helpful to create opportunities for pupils to talk about their experiences of moving with others so that they can learn from each others successes
It helps to have farewell rituals for departing children. Often the pupils themselves will have good ideas about the best way of celebrating farewells.
Similarly, there should be welcome rituals for new arrivals. Creating a welcoming ethos for military communities creates confidence amongst parents: effective schools celebrate their military links, including through their websites: their ‘front windows’.
Records about all aspects of a pupil’s progress, as well as their current targets, should be kept up to date and transferred promptly so that work can be set at an appropriate level in the next school.
The Common Transfer File (or CTF) in England is a statutory expectation for schools. There is equivalent legislation for Wales. One change to the CTF from September 2018 is that schools are requested to use it to transfer extra information about Service children to help address their particular needs.
Passing on comprehensive transfer records speedily to a pupil’s new school is crucial to a successful transition and continuity of education provision. As a general rule, schools should pass on what they would like to receive.
In 2014, the MoD developed a comprehensive Pupil Information Profile; not specific to any one country’s educational system, this is cited as good practice by the Department for Education and referred to in the current SEND Code of Practice.
In American literature, professionals talk about providing a pupil with a RAFT:
Reconcile conflicts before leaving.
Affirm relationships and achievements.
Plan farewells.
Think about the future.
As mentioned earlier, young people often create conflict to make the moving easier so it is important not only that they resolve these conflicts but that they develop conflict resolution skills, since children who move frequently may try and avoid doing this.
It is also important to help a child leave with a clear sense of who they are, who their friends are and what they have achieved. This will help them to move with a greater sense of identity and a higher level of self esteem. Schools should help pupils think about their future. This will prevent them dwelling on what may be sad times and allow them to think constructively about what the future will hold.
It is recommended that all adults working with a child, including the parents, are aware of the transition process and the challenges that this may present to young people at its different stages. Pupils also need to be aware of the transition process in an age-appropriate way, as it might help them understand things such as creating conflict in order to ease the pain of separation.
Good schools offer strong emotional literacy support.
Education practitioners should remember that it is likely to take several months for a pupil to feel fully settled in their new environment.
In addition, the child may have unresolved grief about some of the separation they have experienced. You should be aware of the indicators of stress and separation anxiety, seeking advice should these persist. These may include:
More complaints of aches and pains, especially in the head and tummy, without apparent physical cause;
More irritability and lack of concentration;
Generally more problems at school.
In summary, transition is effective when pupils, their parents and schools are well prepared.
Service children and their parents views should be sought.
A named point of contact can help forge positive relationships between school and new parents / pupils, coordinating personal support and focussing on the positive side of transition.
Most schools successful at this have a detailed ‘mobility procedure’, overseen by a named member of staff who ensures that policy is followed rigorously. These procedures should be repeatable and include relentlessly chasing any gaps in record-keeping from a transferring school.
Such systematic processes may include checklists of key dates when certain things are done, such as a meeting with the child and parents a couple of weeks after arrival to check on how well they are settling, and whether additional support might be beneficial.
Dedicated CPD for staff, emotional literacy support and awareness of warning signs all contribute to effective transitions for all pupils, but especially Service children.
By planning these, pupils will be helped to settle quickly and the potentially positive aspects of a mobile lifestyle will be realised, such as developing the life skills of coping with change, being adaptable and developing resilience.
Whilst Service children aren’t the only pupils who regularly have to move schools, their circumstances are quite unique. For education professionals working with them, Service children regularly say that it helps them hugely if they feel their ‘culture’ is understood.
It is therefore strongly recommended that those who work with them should read the 1999 book by David Pollock and Ruth Van Reken: “The Third Culture Kid Experience”. A Third Culture Kid is defined as 'a person who has spent a significant part of his or her development years living outside the parent culture’.
Most importantly, sometimes children and their parents just need to know that there is someone who is always there, understands and cares.