The ethos of parenting provides a culture of safety, creating an environment of trust and cooperation where people can thrive. Where education opens opportunities and relationships are built with discipline and boundaries. We encourage people to understand their own value, grow in confidence, and develop self-efficacy.
This page has been designed by experienced teachers, parents, and professionals to provide help to the parents and carers of Trinity to strive for excellence in their approach to effective parenting.
We were invited to attend the “Let’s talk about” podcast on the 6th of July 2020 by Children’s Emotional Language and Thinking “ (CEL&T), which was presented on their Facebook page “ACE network North East”, to discuss the recovery process after COVID 19. Topics around physiological barriers going back to education and using an understanding of neuroscience to support both teachers and students in their transition back were discussed. Following on from this, we have been welcomed back to discuss this further on the 3rd of August regarding successes and areas for further consideration.
TANMAT have assembled professionals from around the North East to form a working group around Trauma. The members are as follows:
Chair: Karl Elliott- Lead for Parenting, Trinity Academy Newcastle Multi Academy Trust.
Karl has 16 years experience in education, working with a wide range of age groups and abilities. He has recently achieved a Masters of the Arts in Education: Special Educational Needs and Disabilities and Inclusion, with a strong focus on the mental health and welling of children in education, with further training around professional doctorate being developed. Through a trauma-informed approach, he aims to increase TANMAT’s nurturing approach thought the use of recovery practices and an understanding of neuroscience.
Jane Pickthall - Head of The Virtual School for Looked After Children, The RHELAC Team
A nationally recognised professional Jane has developed the virtual school team to meet the needs of pupils with a history of adversity. She recently represented the National Virtual School as Chair of the National Association of Virtual School Headteachers at the Department of Education Committee enquiries and participated in a number of research projects. This has enabled her to draw on a wide range of research to provide timely and supportive systems for schools and across education provision.
Ms Sarah Martin- Denham, Senior Lecturer University of Sunderland:
Lead Author of the SENCO Handbook. Sarah is a Senior Fellow of the Higher Education Academy, a Vice-Chancellor Teaching Fellow, and a Convenor of the Interdisciplinary Research Network for developing knowledge, understanding, and approaches of the impact of exposure to adverse childhood experiences. She has developed a particular interest in school exclusion and adverse childhood experiences.
Ms Ruth Whiteside: Director of CEL&T and Licensed EQ profiler in CEL&T:
Children Emotional Language and Thinking provide training focusing on how children communicate through their behaviour and how our responses send messages to children individually, collectively, and as a society. Ruth is an accredited Brain Profiler for Six Seconds delivering their programmes for CEL&T who are the preferred partner of this international organisation
Dr Carol Nixon, Counselling and Forensic Psychologist FCAMHS, Cumbria, Northumberland Tyne and Wear NHS Trust, The Kolvin Service- Child and Adolescent Forensic Mental Health Outpatient Service
Dr Nixon has 13 years experience of working within the field of adolescent forensic mental health. She regularly works with young people who present with high risk/high harm/high vulnerability and complex social and emotional needs. FCAMHS has worked with a number of our students and the service has provided support to the school in the form of trauma-informed care- psychological formulations and staff training.
In addition, different heads of schools from different sites have attended to discuss and debate the various challenges facing their provision.
So far these sessions have looked at a trauma-informed environment, recovery centres, SEND and trauma, and restrictive interventions. These groups have agreed to continue to meet to help TANMAT strive for excellence in what we can offer.
In order to be proactive in supporting our students with their mental health and wellbeing, TAMNAT has developed” The Recovery Passport”. Through the use of this, we aim to help all our children and young people process any effects of the COVID 19 pandemic healthily, easing transitioning back into full-time education and helping them to strive to achieve their next steps. Please click the link to see the details around the passport.
TANMAT were invited by Schools North East to be part of a panel discussion on the 18th May 2020 around “ What are the challenges of the recovery curriculum as we return to school after COVID, and how should we plan to address them?” This involved discussing challenges facing schools in the north east from COVID 19, factors around a catch up curriculum and the wellbeing/ mental health of staff and students on their return to education. Following from this, TAMNAT has been invited to present a TeachMeet session on the 15th of July from 6 till 7. This will be on “ A trauma-informed approach to recovery from the COVID 19 pandemic”