Masterclass

Title

Principles (based on social pedagogy)

Masterclass outline

What participants from series one said about the day…..

1

Knowing and Meeting Needs

All the child’s needs have to be met i.e. it is essential to understand and respond to the whole child/young person to improve his/her wellbeing.

Each person’s view of life and the wider world will differ, arising from their background, experiences and own mind-set.

·      What children and young people who are looked after want us to know.

·      The what and why of the Fostering Wellbeing Programme 10 principles.

·      Wellbeing and meeting the needs of children and young people.

·      Life stories – those in care, foster carers, social workers, health professionals

·      Engaging with children and young people - the PACE model

·      Person centred planning

·      Reflecting, learning and applying lessons

-      “10 principles and 5 needs, hearing from a range of agencies, importance of reflection were all really useful.” (Deputy headteacher)

-      “Fantastic speakers - well chosen” (Foster carer)

-      “The stories of the care leaver and foster carer, it’s a reminder of why I do my role” (Registered manager)

-      “I enjoyed it all, listening to the speakers sharing their personal experiences was so powerful” (LSA)

-      “Speakers were fabulous” (Kinship carer)

-      “All of it was enjoyable - very informative on lots of topics including PACE & PCP in schools.” (Headteacher)

-      “I understand better how a child may feel, being more aware of what my role is and should be.” (Social worker)

-      “I found the health presentation to be very informative.” (Foster carer)

2

Living and Growing

What has happened cannot be undone but can be understood and provide lessons for the future.

Encouraging aspiration and ambition is essential in the development of positive attitudes.

·      Understanding loss and trauma– more than just theory

·      The Four Fs

·      Turning points 1: Emotion coaching, nurturing trust and confidence

·      Turning points 2: a foster carer’s story

·      Turning points 3: raising aspiration – a young person looked after

·      Reflecting, learning and doing

-      “Once again, as with last week, the whole day was both useful and  enjoyable” (Social worker)

-      “great information, I enjoyed listening and will do further research at home…” (Foster carer)

-      “ I enjoyed it all again. The personal stories are inspirational” (Early Years LSA)

-      “Excellent  speaker about loss and trauma left me wanting more.” (Social worker)

-      “Emotion coaching - a really useful tool I can use going forward.” (Foster carer)

-      “Emotion coaching, brain science, - Fantastic!” (Wellbeing Officer, Special school)

3

Me, You, Us and Them

Good relationships are at the centre of a person’s wellbeing.

Those working with a child/young person being looked after need to know the difference between the behaviours of the professional self, personal self and private self and in what situations the appropriate behaviour applies.

·      What are the characteristics of a ‘good’ relationship?

·      The psychology of identity and relationships

·      The 3 Ps and appropriate behaviours; setting and crossing boundaries; attitudes to risk.

·      Communication and behaviour

·      Developing positive relationships in the school and at home – the ELSA effect

·      Reflection, learning and doing

-      “Another fantastic masterclass” (Talk and Play co-ordinator)

-      “Inspirational…time out from office to pause and reflect on current practice and how we can do things differently” (CLA team manager).

-      “The variety of speakers all bring a wealth of information and experience” (Headteacher)

-      “ I enjoyed everything…the combination of topics keeps it fresh” (Foster carer)

4

Hands On

Positive values and attitudes are best nurtured through practical activities shared between child/young person and carer.

Learning to help oneself is just as important as learning to build relationships with others.

·      The Common Third – a practical approach to building relationships

·      Educational context in Wales – a freeze-frame insight

·      A good school experience: (a) foster carer (b) senior leaders in school and Learning Support Assistants

·      Building self-sufficiency and resilience; learning to learn and The Learning Zone

·      School based play therapy – lessons to carry over into the home

·      Reflecting, learning and doing

-      “…fantastic, real life stories [from a foster carer] are always a great learning frame” (Registered manager RCT)

-      “Hearing schools ideas and experiences of promoting the education and emotional wellbeing of CLA was very useful” (Senior social worker)

-      “I enjoyed the activities and speakers, play therapy great” (Foster carer)

-      “Practical tips to take back to the setting” (LSA secondary school)

-      “Everyone is working towards improving the best outcomes for our children, not feeling like you are on your own.” (Foster carer)

-      “Every child matters, importance of recognition, self regulation. Ensure the common third is prominent to enhance togetherness, time and space, side by side experiences and emotional growth.” (Deputy headteacher)

5

Working as One

The shared values and attitudes of all those involved with a child/young person being looked after need to be made explicit and underpin decisions about their wellbeing.

All those involved with a child/young person being looked after, including the foster carers and the children/young person, have equality of status in the relationship.

·      Roles and responsibilities of foster carers and co-professionals.

·      Values and attitudes of foster carers and co-professionals – perceptions and reality;  barriers and bridges; status and equality.

·      What works and what needs to change for the better? –insider views from a care leaver, foster carer, social worker, teacher, family court solicitor, director of education and director of social services.

·      The Fostering Wellbeing Programme 10 principles –  how can they work in practice?

·      Reflecting, learning and applying lessons

-      “Very useful listening to various roles of the speakers” (LSA)

-      “Another fantastic masterclass, despite the snow disruption” (Talk and Play co-ordinator)

-      “Reflecting on the experiences of Sam as a care leaver, he is an inspiration to us all” (ACM Fostering)

-      “Table discussions with social workers and foster carers - sharing the same vision.” (Advisory teacher)

-      “Inclusion and shared minds - focus on resilience.” (Care leaver)

-      “Loved it all, best day so far” (Education officer and foster carer)

-      “Sam!! Amazing speech! Inspirational! What he said will help us look at what we do and make changes that will benefit looked after children” (Social worker)