Service Children Support Network - RAF Benevolent Fund

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As a trainee English teacher, soon to start my first teaching post in July, I couldn’t help but see how valuable it was for me to learn not only the range of behaviour that may be demonstrated by a pupil who has experienced a trauma or bereavement, but also to have a better understanding of how best to support them. Interestingly, in a room filled with people I was the only teacher. Indeed, as was pointed out later in the day it is teachers in our trusted positions and regular contact with children that are often best placed to support a child who has experienced a trauma or bereavement and yet I was the only one. A morning spent with a member of the Child Bereavement Charity confirmed this as she explained that her role was to provide teachers and schools with the tools to be able to talk with a pupil about a bereavement and how best to support them. She took me through an information pack which discussed how schools could help and the ways to support a bereaved pupil, parents, carers and Forces families. This was an invaluable morning, given that 92% of children experience some form of bereavement, and bereavement even of the family pet can have a significant impact. When my Springer Spaniel, Heidi, died I was devastated and for a few days work didn’t get done and what was worse I wasn’t bothered that it hadn’t been done. So it is not surprising that there may be a noticeable change in a pupil’s work and/ or behaviour in school. One day was spent in Halton Community Combined School, where I was able to see first-hand the support on offer to Service Children and the role of the Family Support Worker. It is easy to see how it achieved its grade of “Outstanding” by Ofsted in 2011: “Despite potentially challenging barriers to learning, including the very high number of pupils arriving and departing throughout the school year, almost all pupils make good or better progress. This is because of the outstanding drive and determination shown by the headteacher and her staff in getting to know and understand the pupils and their families, so that they can tailor individualised learning programmes to meet their differing needs…The school has developed excellent systems to help pupils settle quickly and to accelerate their learning. The pioneering initiative to appoint a family support coordinator with expertise in working with service families ensured the emotional well-being of pupils and their families was at the forefront of the school's work, and this has created a safe and stress-free environment in which pupils flourish.” Having spoken with Caroline, the Family Support Worker at Halton School about her role, it was interesting to see how broad it has become, encompassing any issues children may be facing, either in school or at home, and not just the key issues of deployment and transition. A morning spent with Charlotte Bradshaw of the Transfer Support Team at Amersham Council Services, clarified the idea behind the passport. Ultimately, it is “an exciting resource to help pupils joining and leaving primary school outside of normal transfer times”. She also explained the role of the Transfer Support Team and I spent the afternoon observing a session at Ash Hill Primary School.
At RAF Benson I saw the passport in action, with children drawing their family and completing activities about themselves that they would like to share with their new school. It helps the teacher get to know the pupil and learn of any worries the pupil may have so that they can support the child where necessary. The pupils thoroughly enjoyed their time and were keen to share their work with Sue Rolduson, their teacher, and each other. Some pupils even shared their thoughts and feelings about what it was like to have a mummy or a daddy in the services. One little girl remarked rather amusingly, “When daddy goes away, I’m happy and sad. I’m sad because I can’t see him, but I’m happy ‘cause he gets more money so we can go on holiday!” Meeting with and speaking with parents has been invaluable. The communication between schools and parents is essential. Having only had a handful of opportunities to speak with parents during my teaching placements, the ability to hear the thoughts and concerns of parents in an informal environment, during coffee mornings with Emma, has highlighted that for most there is a need for additional support for Service Children within schools. While nearly every mother I listened to used the phrase, “We just get on with it,” it was clear that most would appreciate support within school and someone for their child to talk to. My time with SCSN has been a rollercoaster of emotions. At times I have fought back tears while listening to a wife talk about her son crying every night because his daddy is in Afghanistan, or reading the poems of children on display in RAF Benson, or the photo of a single flower on a barren tree submitted for the photo competition. On long drives home, I’ve told myself to “Man up!” At other times I have laughed at the comments made by children and I have thoroughly enjoyed my time with SCSN. On a personal and somewhat selfish note, I have lapped up the advice and top tips given to me by parents and my colleagues with SCSN about deployment and managing your children’s expectations. The experiences I have had both in school and from meeting with external agencies will undoubtedly enrich my teaching practice. My mentor, Joy, has been inspirational – her drive, tenacity, and ability to contact me at all hours of the day have meant that I got the most out of this placement for which I am truly grateful. “It’s been following me around all morning, I think it’s the Intern…”
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Page 5 and 6: Schools - Support our Forces on Fri
Page 7 and 8: in the RAF. “Instead, I am just a
Page 9 and 10: Army Childhood by Clare Gibson Thos
Page 11 and 12: ‘Reflecting on Research and Pract
Page 13 and 14: One aspect of achieving that is und
Page 15 and 16: ‘Through the Eyes of a Service Ch
Page 17 and 18: The 6 to 9’s Blowing a Kiss! By C
Page 19 and 20: The 14 to 18’s Alone in the Wood.
Page 21 and 22: We chose the Learning to Lead Progr
Page 23 and 24: Oxford Encaenia 2012 Joy is honoure
Page 25: No sooner had I found out what my p

Service Children Support Network - RAF Benevolent Fund

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