S. Soan

Providing support to senior managers in schools via ‘clinical’ supervision: a purposeful, restorative professional and personal developmental space

Abstract This paper reports on the first part of a research case study that provided senior leaders and SENCOs in schools with an opportunity to reflect on, air and discuss professional practice issues in a confidential, non-judgemental setting. The project was evaluated using qualitative questionnaires at three stages of the project and via a thematic analysis. The paper explains the genesis of the project and gives a brief overview of the relevant literature on clinical supervision. It outlines the model used and describes the process and issues identified. Key findings were that the participants found clinical supervision to be a powerful and restorative experience, professionally, personally and emotionally. National data detailing entry and retention figures to the teaching profession, alongside the pressures of meeting targets and work/life balance, suggest that the experiences of these seven participants in a small sample are not unusual or isolated. The findings will be of interest across the teaching profession.

Providing support to senior managers in schools via ‘clinical’ supervision: a restorative and purposeful professional and personal space

This paper reports on the first part of a research case study that provided senior leaders and SENCOs in schools with an opportunity to reflect on, air and discuss professional practice issues in a confidential, non-judgemental setting. The project was evaluated using qualitative questionnaires at three stages of the project and via a thematic analysis. The paper explains the genesis of the project and gives a brief overview of the relevant literature on clinical supervision. It outlines the model used and describes the process and issues identified. Key findings were that the participants found clinical supervision to be a powerful and restorative experience, professionally, personally and emotionally. National data detailing entry and retention figures to the teaching profession, alongside the pressures of meeting targets and work/life balance, suggest that the experiences of these seven participants in a small sample are not unusual or isolated. The findings will be of interest across the teaching profession.

‘Lessons Learned’ from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England

This article describes an evaluation of universal resources designed to support motor development in Reception and Year 1 children. Four schools (Year R–Year 6) in the South East of England, three with high numbers of disadvantaged children participated. Senior leadership influenced take up of the initiative. Health and well-being practitioners and occupational therapy students contributed to ‘roll out’ of the resources with support provided by the authors over 12 weeks. Interview and focus group data from participating staff were gathered alongside examples of schoolwork from pupils. School staff needed access to support when incorporating universal strategies. The initiative contributed to schools working towards Healthy Schools targets. At the end of 12 weeks, improvements in childrens sitting position, handwriting and lunchtime skills were noted, warranting further exploration of this approach to address the needs of children with poor motor skills at school entry.