December 2020 Issue Seventeen RKLT newsletter

Message from the CEO

As the Christmas lights begin to twinkle I’m sure, like Christmas. Headteachers will work with you to see if me, you are looking forward to the upcoming festive there are further measures to avoid infection and reduce break after an incredibly challenging term. Although anxiety in the final days of term – we really don’t want I am unable to visit schools in the usual way due to staff or pupils to have their break spoiled. lockdown, I am in regular contact with Headteachers Thank you so much for all your efforts to keep children and I understand how very difficult life has been for in our trust learning. I look forward to thanking you pupils, staff and our wider community. You have faced personally when the restrictions are lifted, but in the challenges and uncertainties head-on and have bravely meantime have a wonderful Christmas and here’s to a adjusted to new ways of working to minimise disruption much happier 2021! to the learning of our children. Some of you have been affected personally by this wretched virus. Richard Sheriff

As we approach the home-straight, please redouble your efforts to keep safe and to keep healthy and especially to comply with the guidance around masks, hygiene, and A video message to keeping a safe distance from colleagues at all times. all staff from Richard, We are working hard to further minimise risks in the please click to view final days of term – the government have made it very clear that it is not an option to close schools early for

Read Write Inc joins Whitkirk Primary Whitkirk are now a RWI school. RWI Merry is a cohesive and creative approach to teaching children to read and write. It is a whole school literacy Christmas approach, and we hope to improve and a Happy New Year reading and writing throughout the school. Staff have embraced the new way of teaching, lessons are fun, engaging and the children are already making fantastic progress!

Rachel Martin Meadowfield, Templenewsam & Colton Children’s Centre

Meadowfield, Templenewsam & Colton Children’s We would like to thank all our children and families who Centre is proud to announce that following their have attended groups and courses, accessed individual Annual Conversation with the Local Authority on the support or any of our other services, your engagement 16th September they have been graded as overall with our centre has helped us achieve this grade and outstanding in the provision of their services to families also ensures that all young children in our community with children under the age of 5 in their reach areas of have the opportunity for the best possible start in life. , Halton, , Whitkirk, & Colton. The centres were joined together just two years Kathy, Claire, Tracey, Kirsty & Janice - Children’s Centre ago so this is a great testament to the hard work and Staff Team dedication of our staff team.

Rossett Acre - National Praise for Ambitious Vocabulary

Pupils at Rossett Acre Primary has believed in for many years, the macabre descriptions of Miss School have received national reflected in the high quality writing Haversham, The Woman In White, praise from Education Specialists, and extensive vocabularies which Bill Sikes and Dracula to produce Bob Cox, Mary Myatt and Pie our children can use by the end their own sinister character Corbett about the quality of of Year 6. The hard work starts in descriptions. Indeed, Bob tweeted their writing. This comes at a Early Years with the introduction Alex Quigley saying that he was in time when the newly published of Wizard Words and carries on awe of schools like Rossett Acre for Oxford Language Report 2020 across school to develop Tier 2 and successfully teaching ambitious has exposed the crucial word gap Tier 3 vocabulary. vocabulary in context. Even Mary that can have the potential to Myatt, an advocate for ambitious Bob Cox, author of the award- damage the progress of pupils at learning, said the writing was winning Opening Doors to a the vulnerable point of primary ‘marvellous.’ Rich Curriculum series, has been and secondary transition. This impressed with Rossett Acre’s We strive to use ambitious important new research, says writing. He published a number of language across the curriculum so Vocabulary Specialist, Alex Quigley, short stories written by children that the children use vocabulary involving a survey with over 3,500 during lockdown based on Franz effectively. Using examples from responses from teachers in a Kafka’s Metamorphosis, and he classic texts, combined with the three-year programme, reveals was keen to point out that the daily reading of high quality books that many teachers are concerned children had a rich vocabulary enables the children at Rossett about the potential impact of the which was used effectively for the Acre to develop their vocabulary word gap and pupils possessing context. See the children’s work naturally which also prepares them only a limited vocabulary. here. for the vocabulary demands of 8 out of 10 teachers agreed that high school. Bob was impressed by Bethan’s partial school closures and the descriptive writing shown here Corrine Penhale impact of Covid-19 were only likely and we have recently had some to have widened the word gap still further.

Ways to combat the Vocabulary Gap include an intensive focus on reading to foster vocabulary growth as well as the explicit teaching of vocabulary in primary school. This more work published online where is something that Rossett Acre the children took inspiration from

December 2020 Issue Seventeen Page 2 Meadowfield - Domino Harvest at Austhorpe - Covid Style! Delights

Here at Austhorpe we love a good electronically, with special guest It isn’t every day that children have fundraiser, this year, despite the speakers from the area. Each class a maths lesson at lunchtime. June, challenges, it would be no different! recorded their performance and one of our fabulous catering team, We set out fundraising for St shared them via Microsoft Teams created these delicious domino treats for the children’s pudding! With the George’s Crypt, , by setting up and Tapestry. It meant that even help of Heather socially distanced collection stations, more of the Austhorpe community from the RKLT at the entrance to school. could view the event. We had Catering Team cauliflowers fluffy, dingle dangle We received a mountain of tins, these fabulous scarecrows and some fabulous packets, and dried goods all of which biscuits went poems and readings about the were donated to help the homeless down a storm charity work St George’s Crypt. and vulnerable. Huge thanks to the and the children loved them! Austhorpe community who really Our Harvest festival was a huge The photo was got behind us. In normal times, to success, feedback from the parents posted of social celebrate the Harvest we have a and carers was extremely positive, media and has generated the most whole school assembly, with special despite not being able to celebrate likes and comments in the history of songs and invite our new Reception in person, we were still able to Meadowfield! Well done June – keep parents and carers to come along spread cheer and donate to such a the maths themed puddings coming! and watch as each class take turns wonderful, worthy cause. Alexandra Clark to perform a song, poem or reading. Amanda Lightfoot This year we marked the occasion

Food parcel initiative at Meadowfield

At Meadowfield, the Pastoral team the dignity of parents/carers. The foods. Parents/carers collect the have been proactive in tackling food team work hard to reach out food parcels from school, if they are poverty which has increased since and engage with families, this struggling to collect the team will the pandemic started. We are is achieved through phone calls, deliver to their home following the providing more and more families conversations with professionals, a school risk assessment guidelines. with food parcels as the effects high playground presence at school Since September we have provided of Covid-19 continue and parents/ drop-off and pick up and most at total of 60 food parcels. carers depend on us to help importantly listening to the child’s feed their children. Mrs Hewson, voice in school. Families have given positive Learning Mentor, and the Oasis feedback to the team about what Each week the Pastoral team sort team have been instrumental in a difference these parcels make to through groceries that are provided liaising with families who need them. by the Rethink charity ensuring support in these difficult times that families receive a variety of Helen Stout whilst endeavoring to preserve fruit, veg, bread, tinned and dried

December 2020 Issue Seventeen Page 3 Remote Learning at Harrogate Grammar School As lockdown began, our plan to The next step was to investigate could also provide written feedback provide remote learning centred how we could deliver live lessons to students or verbal feedback to around Showbie. This is an app that safely and Teams was the natural the whole class. The additions our students and staff were very choice as we had been using it for of Socrative, whiteboard.fi and familiar with; allowing teachers to meetings across the organisation. Classkick enabled teachers to be share resources and instructions Once again, our staff rose to the more responsive in live lessons and remotely with classes as well challenge and with some training improved that essential connection as monitor completed work and input to staff and students, we with students. As the summer term provide feedback were appropriate. began to deliver live lessons once a progressed, we were able to deliver As a 1:1 iPad school, we were week to Year 12 classes. Live lessons live lessons to Year 10 and 12, as well fortunate to have the technology in allow teacher instruction, but lack as conduct live question and answer place to deliver this. that element of student feedback, sessions to Key Stage 3 students, all that teachers respond to and adapt through Teams. Student and parent feedback, continuously in the classroom. collected two weeks after school Using Teams also allowed tutors To make student understanding closed, was very clear. Both to connect with each member of more visible, we began using free wanted a greater connection with their tutor group over time, who software called whiteboard.fi, a really teachers, going beyond the written had each completed a pre-meeting simple virtual whiteboard, ideal for instructions teachers were mainly questionnaire, giving feedback on gaining whole class feedback in providing. In response, we increased their experiences of conducting real time. We also found quizzing the number of voice notes and studies from home and to request software, such as Socrative very screen recordings, providing teacher any specific subject help. useful. Students would attempt a instruction and describing tasks quiz during the Teams lesson, with The development of remote set. Voice notes were also used to teachers seeing the responses learning has been vital this term, give feedback to the class, and at from all students in real time. This in supporting students who have times, to individuals on completed software automatically marked had to spend time away from the tasks. Hearing that familiar voice of answers, giving students instant classroom, but have been able to their teacher was well received by feedback and allowing teachers join in lessons from home. We have students. Where possible, teachers to see the progress students also taken our learning from the also made themselves available to were making and identify gaps in summer term and are applying it each class for an hour every two knowledge or misconceptions. now we are back in the classroom. weeks, so that students could get Technology is supporting us to make in touch and ask questions live, Over time, some teachers began student understanding more visible, on the ‘chat’ function in Showbie. to use Classkick, another piece now we are unable to circulate in With technology underpinning all of free software in web and app the classroom and spend time we were doing, staff were rapidly versions. This was an improvement viewing students’ work as we’d developing their skills and as one to whiteboard.fi, in that teachers normally do. colleague put it, ‘everyday is a CPD could provide tasks containing day’. structure and extended responses David Robson could be seen in real time. Teachers read&write at Harrogate Grammar School

This month has seen the dyslexic font and provides text independence with vocabulary, introduction of the read&write to speech, word prediction, reading, comprehension, spelling app for iPads at Harrogate dictionary, picture dictionary, and the writing process. Grammar. spell check, speech to text. The software can be used across When reading a page from read&write is a simple app that all platforms and is approved by the Safari the toolbar provides all opens as an alternative keyboard JCQ for use in exam mode on PC’s the reading and comprehension on the iPad and gives access to a by students who require the use of functions as well as a translate wide range of literacy accessibility a computer reader. In comparison function. functions that can be used to the use of a human reader this within any app or when studying/ The keyboard can be customised supports a more inclusive approach researching on the web. to suit the pace and needs of the and promotes independence. individual learner and supports The keyboard can be opened in Liz Zoccolan

December 2020 Issue Seventeen Page 4 Western Primary: 1-2-1 iPads in KS1

In September, the iPad 1:1 scheme host of new questions, from the of place value, addition, subtraction at Western Primary School inquisitive young ‘Google’ explorers. and multiplication. In English, was expanded from the highly learners have been using Epic In Year 2, children have used video successful KS2 scheme, into KS1. The books to access a variety of reading recording in conjunction with arrival of the iPads in KS1 has already materials including audio books. a green screen to be weather had a great impact by extending Across the Key stage children have the children’s learning opportunities been using quizzing apps like Kahoot and has received a very positive to consolidate and embed their reception from teachers, children learning. and parents. Since September, the children Teachers in KS1 have welcomed have quickly become independent the new learning platform and the and adept at uploading work into opportunities to plan new, innovative Showbie (our learning content and creative lessons across the platform) and parents have enjoyed curriculum to enhance and embed sharing and supporting their children’s learning. A recent lesson forecasters for the afternoon and learning journey. The pupils have saw Year 1 using Google Earth used their spoken language skills enjoyed receiving their marking to search for famous London to confidently present the weather feedback in a variety of ways from landmarks and help them research across the UK and, in the process, traditional marking, through to their topic question ‘What makes consolidate their knowledge of recorded, verbal feedback. London so special’? The children countries and capitals. In maths, Next week, staff and pupils are were fascinated to discover the Number Pieces, Number Frames looking forward to discovering new London Eye, Buckingham Palace, Big and TT RockStars have been used learning tools and apps from our Ben and the Tower of London. There to support the maths curriculum highly anticipated visit from David was a buzz of enthusiasm across by providing children with intuitive Kirtlan (Apple Educator). the classroom and it produced a apps to assist their understanding Tim Broad

Whitkirk Primary: Knowledge Organisers

This term, we have begun using “I like being able to read what we are Knowledge Organisers to support learning before we start a topic. It knowledge retrieval and retention means I can start to find out about in our Curriculum subjects. These the topic.” are now invaluable to both adults Here are some of our pupils using and children in our school. We use the knowledge organisers to quiz them to support planning as well each other. This is a great strategy as setting up low-stakes quizzes to support knowledge retention and throughout a Curriculum topic. retrieval. Here are some quotes from pupils Rachel Martin who have been using them -

“We use knowledge organisers to quiz each other. This helps us remember what we are learning.”

“I enjoy using the knowledge organisers to quiz my friends. It’s better than doing a test because I’m not worried if I make a mistake.”

December 2020 Issue Seventeen Page 5 Oracy - The art of communication at Harrogate Grammar We all know and appreciate the importance of teaching into its own. By using the oracy skills framework set children to read, the impact that this can have on life out by School 21 and Cambridge University, we are able chances and the need for children to be competent to hone in on the area’s children need to focus on to readers in order to fully succeed. Reading is therefore become expert speakers. It gives a tangible menu of taught using a vast array of tools and techniques to skills to work on and build over time allowing our children ensure that each individual is able to access the written to become group thinkers and ultimately creative and word. Learning to speak can be just as individual a content individuals. Another concern for many is the process as learning to read, however it is not taught in ability to assess, often oracy loses out in curriculum the same formal way, it is often informal and not directly time to literacy, numeracy and other subjects as it is taught at all. Yet communication skills will perhaps form harder to mark and assess the impact of the work one of the most important skill sets for all young people done, however, we must remember that in order to as they leave school, more important than say algebra read well, think creatively and write fluently, students or poetry which is routinely taught. In a world where need to be able to talk effectively, it is the bedrock of the jobs many of our current students will go on to take everything we are aiming to achieve. Public schools up do not yet exist, predicting what to teach is difficult have long understood the value of debate, discussion at best and at worst leaving our students lacking in key and dialogue for their students. Their students have skills their future employers really want. One skill we clearly benefitted from learning to be confident public do know that people will need is communication skills, speakers as they make up many of our current leaders, making oracy, a subject often not taught in schools, an politicians and top professionals nationally. This is obvious choice to teach. further confirmed as leading recruitment firms regularly feedback that employers are looking to employ effective Whilst some children may learn communication skills at communicators, it will therefore only further drive a home, many school children do not get the opportunity wider divide and create further disadvantage for our to take part in regular discussions where they are students if we do not routinely and effectively teach encouraged to present their ideas to a variety of oracy skills across all schools. audiences and take part in a debate to look at the ideas and opinions of others. This process allows students to With this in mind and also being aware of the many become not only an articulate speaker but also an active pulls in curriculum time, at Harrogate Grammar we are listener, both vital skills in a congested and competitive piloting using form time to teach the skills students will employment market. In turn, these skills feed students need to be effective communicators using a series of the very abilities we often started out aiming to teach games and exercises all built around focusing on key in the first place, the ability to develop as a confident areas within the oracy framework. Students are being reader and become a fluent, capable writer. Talk allows shown what poor oracy practice looks like as well as students to learn how to share their ideas and build having good oracy exchanges modelled for them and on them, often becoming far more creative than they will be given support framworks until they are more would be working solo. It gives them a safe space to practised in having effective talk time themselves. experiment with their solutions, collaborate and build on They are then being given a series of tasks and games each other’s thoughts. It also allows them to build social where they are being taught the basis for building up skills that lead to better behaviour in classes, the wider effective dialogue, partaking in debate and building school and beyond. This is because students are taught on each other’s ideas rather than simply working how to share their ideas, challenge others’ thinking individually. This will lead to students giving a 2-minute and be challenged in turn without feeling personally speech to their class about a topic either of their choice threatened. It also helps to build on restorative systems or a current event they have been asked to talk about. as children are far better placed to talk to each other Longer term, staff will then be able to use the skills the and staff about what is going wrong and meaningfully students have and use them in their lessons to build look at how to move forward rather than resort to progress across the curriculum. It will also feed into frustration and aggression. Well taught, oracy hits the our positive behaviour policy by helping students to overall golden threads of teaching: 1. Cognitive gains, 2. become more resilient and better able to sustain great Social and Personal gains and 3. Civic Engagement and relationships with their teachers and repair damage if Empowerment. We ultimately want all of our students issues do arise through restorative talk. It also allows to make great progress, in the course of that progress for a shift away from the traditional view that teachers we want them to be happy, confident students able to are the holders of all the knowledge and there to fill up be resilient and adaptable as well as understand, accept their students. Instead we are there to learn together, and work with the differences in those around them. investigate and develop knowledge and skills as a group. This then is surely a ‘win win’ situation for all involved if Overall teaching oracy empowers students to speak out we teach all children how to talk! about what matters to them and gives them the tools to fulfil their potential by opening the door to opportunity For talk to be effective, there needs to be set ground for all, not just those with the loudest voices! rules that are agreed and used to guide the discussions, this is where overtly teaching oracy within school comes Kristin Smith Additional Support Programme at Harrogate Grammar

Harrogate Grammar School have of five students to work through We started running these sessions created an additional support revision strategies and exam the week commencing the 9th programme through the use of the technique in identified subject areas. November and have managed to ‘Universal COVID catch up premium’. identify and support 91% of our Year - AS3: This code is used when a The programme targets students 11 students and 54% of our Year 13 student is two or three grades who have been identified by their students. We are hoping to extend below expectations. They will be teachers as requiring additional this programme out to the rest of placed into a small group of three support in specific subjects. In doing the year groups and have been students and will receive an hour so, we have created a coded system amazed by the dedication our of tutoring with a subject specific whereby teachers assign codes to teachers have shown in order to run teacher. students who they believe would these sessions. Our aim is that in benefit from additional support. - AS4: This code is given to students each half term we can reduce the who teachers believe require further number of students identified as Teachers were provided with an support. This could be pastoral needing additional support. example of how to use the codes to support or inter-departmental identify students: Ellie Short support that is outside of the - AS1: This code is used when additional support programme. a student is one grade below All students identified are then Fantastic outdoor expectations and means that they placed into the relevant groups and will receive an additional one hour of learning area hits teachers who have volunteered teaching on a Wednesday period six. their time are assigned to a Whitkirk Primary - AS2: This code is used when a session. These sessions follow our This year we are extremely lucky student is one or two grades below school two-week timetable and expectations. They will be placed will continue until the end of term and have a new fabulous outdoor into a guided study support group where they will then be reviewed. area for everyone in Key Stage 1 to use. The quad is where we can Meadowfield - Happy, Healthy Play and take exciting learning outdoors Lunchtimes and experiment in our science area or practice retelling stories in In September 2020, a new Inclusion our special online celebration our role play area. Mentor joined Meadowfield Primary assembly each Friday the lucky School. Miss Briggs is part of the winner is drawn and fabulous Rachel Martin Inclusion and Pastoral team in treats can be won! school and is already having a big All the children are really proud of impact at play and lunchtimes. each other when the winners are The playground is buzzing with announced and Miss Briggs is now new equipment and play leaders. known for having the best prizes in Each day children can win raffle school. Happy, healthy playtimes all tickets for great play behaviour; round at Meadowfield! helping friends; being restorative; Alexandra Clark and generally having fun! During

December 2020 Issue Seventeen Page 7 Diversity in Reading and Beyond at Rossett Acre

Since 2019, Rossett Acre has been Month, diversity is an important the Anglo-Indian wartime Spy, Noor developing its Reading Spine. This thread which is woven across the Inayat-Khan, and have written fact is an overview of the books, poems entire curriculum all year at Rossett files about her as well as tweeting and other texts that children will Acre. the author. Older children have study and enjoy in each year group. learned about the important roles Our youngest children have read a variety of diverse leader and In his book ‘Reading Reconsidered’, a range of story books from our educators played in the Roman Doug Lemov points out that there Imagined Things book collection; we and Anglo-Saxon times. They are five types of texts that children have a wide range of picture books have also looked at the important should have access to in order to which celebrate diversity in a range role black musicians made in the successfully navigate reading with of everyday situations. Children in development of popular music, in confidence. These are complex KS1 have also learned about Rosa addition to the marvels of Katherine beyond a lexical level and demand Parks, Mary Seacole and the blind Johnson and Charles Drew, both more from the reader than other explorer, Miles and Geoff Hilton successful African-American types of books. As such, teachers Barber. Year 3 have read “The Diver’s scientists. have worked hard to ensure they Daughter” as part of their Tudor provide a range of material for their theme, learning about a young This all embodies the rich and classes so that books are diverse in black girl growing up with her mum diverse curriculum provided by style, content and author. in London in the late 16th century. Rossett Acre. Year 4 have enjoyed learning about Although we celebrate Black History Corrine Penhale A Revisit of Sanctions and Rewards at Harrogate Grammar

At Harrogate Grammar School we have been operating year to be negligible. The ratio of positive to negative a Positive Behaviour system which focuses on the points stood at 96% for both years. Obviously, there are positive aspects of a student’s behaviour and rewards always going to be unique variables from one year to accordingly but also applies a range of sanctions such the next, non more so than this year! However, it got us as after school detentions and time in re-integration. thinking – without a rigid structure of detentions, time in Students are awarded points by staff for showing reintegration, cumulative reward pathways, and little to positive or negative behaviours. Points are recorded no change in student behaviour, does operating a rigid through Classcharts which then automatically structure of reward and sanctions have any long-term generates the notification of the reward or sanction and impact on student behaviour? applies it to the student. An example of how this looks As a result, we feel this has given us an opportunity to for the sanctions: revisit rewards and sanctions and think about what this • 3 Negative points in a 2 week period = An after school might look like once we come out of the ‘other side’. detention After the Christmas holidays we are going to trial a • 7 Negative points in a half term = A day in Re- rewards and sanctions system that, rather than being integration a rigid series of interventions informed by cumulative collection of positive and negative points, will use a • 12 Negative points in a half term = Saturday morning much more fluid intervention style system which relies meeting with the headteacher and a school governor. less on thresholds reached and more on picking up on We know similar behaviour management systems are changes and trends in student behaviour identified via used countrywide in many secondary schools. Since we our Behavior Manager and Year Managers. have returned in September, due to Covid-19 restrictions, This doesn’t mean we’ve gone soft or traditional behaviour management has looked very different - we sanctions like detentions wont take place but it does haven’t been able to use afterschool detentions or make mean we can apply them with discretion and target full use of reintegration. Neither have we been able to where we feel they would be most effective. It will also conduct reward assemblies in the usual manner. We allow us to use more restorative and reflective practice have, however, continued to ask staff to issue positive as opposed to a reliance on punitive measures. Similarly, and negative points through Classcharts. Recently, we in regard of positive behaviour, we will have a greater did a direct comparison of behaviour data from last range of recognition of positive behaviours which can be year to this year and for the same time period we found applied in a more timely manner. the differences between the numbers of positive and negative points awarded across all year groups year on Nik Mason

December 2020 Issue Seventeen Page 8 HR Our Trust HR Team continue to Your Employee Assistance Programme be available to you through our dedicated email: [email protected] and All our colleagues and some family members have access to our own hope that information shared over confidential service. You can use the helpline or go online the previous weeks and months has www.employeesassistance.org.uk The login access code is: redkite been helpful. We completely understand that these are tough times for all sorts of reasons and if there’s anything else that we can help with, please do get in touch. Some reminders below on: • Your Employee Assistance Programme (EAP) & December Wellbeing Newsletter • Arrangements for colleagues taking holidays abroad • Your Core HR Personal record – how to get help with login problems & update your own personal record • Work Related Expenses Holidays Abroad

• Job Opportunities – working in Remember that if you are planning to take a holiday abroad then you RKLT – Job Alerts must discuss this with your Headteacher/Team Leader before the end of From all in the HR & Payroll Team, a term/half term. If your destination is now or moves onto a quarantine we wish you a wonderful break and list, Teachers and most Support Staff do not have the entitlement to take look forward to working with you in leave into the new term. Please do talk to your school/team leader about 2021. your plans so that any risk to a prompt return in January can be managed; including provision for unpaid leave if agreed in advance. Red Kite Careers @RedKiteHR Your help with ensuring you’re able to return to your role after the holiday, will be much appreciated by all, including your team colleagues. LinkedIn

Your Core HR Personal Record personal record; changes to home address, phone numbers etc can now be made any time, so that your Nearly all our staff have record is always up to date. been able to log onto the new HR & Payroll system, Many more colleagues are now using the new app. You Core HR, just a few haven’t can download as follows: yet and if you’re struggling Mobile App: (To be done AFTER to do this; send a message registering on the computer) to the team: [email protected] who will be happy to help. • Download the CoreHR App Helpful tips for Core HR Login • Type in “rkltp” in the Use https://my.corehr.com/pls/coreportal_rkltp to access Company email/ID screen CoreHR. iPads should copy this link and use via Chrome on your mobile - the next screen then has your user (Safari is not reliable) ID (i.e. email used for initial login) and password Remember you can manage many areas of your own

December 2020 Issue Seventeen Page 9 HR continued... Work Related Expenses • Uniforms, work clothing and tools Most recently this has been highlighted for colleagues • Professional fees and subscriptions (and your family members?) who have been working • Buying other equipment/other expenses from home at some point over the last few months. You can find out more and use the on-line tool through: The opportunity to claim tax relief is not just for home https://www.tax.service.gov.uk/claim-tax-relief-expenses/ working but also includes: who-claiming-for

Job Opportunities – Working in Red Kite You, your friends and family can register so that Learning Trust – Job Alerts any new jobs which suit your skills and experience can automatically be sent to you. Take a look: Did you know that all our job opportunities across all www.rklt.co.uk/vacancies the schools and central teams are advertised on our vacancy page and you can register for job alerts? Join our Linkedin community too and follow us on Twitter: @RedKiteHR

TNCP Cluster Team: End of Year Reports

We have recently been working on our end of year • 339 consultations undertaken with school staff or report to help reflect the huge amount of work that has partners taken place over the past academic year to support local • 122 staff accessed Cluster lead training children and families. • 4 different specialist multi agency support and best A brief summary of the Cluster Team’s work is as follows: practice forums offered • 182 referrals for 1:1 support (including 18 COVID-19 • Emotional wellbeing scores improved on average by support referrals) -4 which is really positive • 253 children supported (including parenting • Average attendance improved by 2% for all Cluster programme referrals) referrals • 341 individual interventions (more than one member • Attendance improved by 17.7% for Cluster attendance of the team involved with the family at the same referrals time offering holistic packages of support) • Behaviour improvements were seen in 23% of cases • 13 average number of sessions per individual • Attainment improvements were seen in 23% of • 27 activity resource packs handed out during cases lockdown as an alternative to activity programmes which were unable to run due to COVID-19 • Family relationships improved restrictions Another successful year for our Cluster Team of 8, • 4 community volunteers supported despite complications of offering 1:1 and group support during the COVID-19 pandemic. • 133 food parcels delivered to 51 families experiencing difficulties due to COVID-19 restrictions

To find out more about the TNCP and for the latest TNCP newsletter please click on the link below: https://mailchi.mp/b6211d31942d/tncp-newsletter-october-2020

December 2020 Issue Seventeen Page 10 Wellbeing Awareness December 2020

A Christmas Unlike Any Other What’s Going As we approach the holiday season it is clear that this Christmas will be the on This Month most challenging for a generation. We hope that families and friends will be able to meet and celebrate together, but much uncertainty remains. For many it will not be possible to meet with loved ones, so we must all be mindful of the distress this will bring.

We are ready and equipped to offer support and comfort during these tough times, as well as responding to the mental health effects of the pandemic in general. As we head towards a challenging Christmas and New Year, our counsellors, 24/7 EAP helpline and new online resources for 3rd December employers are, as always, here to help. International Day of Persons with Disabilities Deborah Moss A day to observe the rights Interim Clinical Manager – Wellbeing Solutions Management and wellbeing of people with disabilities all over the globe. Improve Your Wellbeing by Helping Others

It is a fact that helping others through acts of generosity and kindness makes us feel better about ourselves. If you feel like Christmas is all about Vaccine Hope consumption and eating big meals, The recent successes of and you fancy offsetting that by both the Pfizer and Moderna helping those less fortunate, here vaccines make for some th are some ways you can make a 5 December incredibly positive news in a difference this Christmas: International Volunteer Day year that, for many, has had An opportunity to pay tribute to • The homelessness charity Crisis more downs than ups. volunteer organisations for the are looking for volunteers all over Here are some reasons to get contribution they make to our the country to offer their services excited about the vaccine communities. to those who need it most. Find news: the best way for you to help at crisis+.org.uk. • Pfizer and Moderna’s vaccines report 90% and • Would you like to volunteer 95% effectiveness. serving community meals? foodcycle.org.uk serves 1,000s • We are likely to have of meals a year, offering a hot multiple COVID vaccines. meal with company and a • Pfizer says that it is conversation. prepared to produce up 11th December • The pandemic has been an to 1.3 billion doses in Christmas Jumper Day 2020 isolating time for everyone, 2021. Join millions of people in especially those who are older. • The Government have the UK by putting on your Age UK are a fantastic charity announced that we will Christmas jumper and donating dedicated to combating old-age have 5 million doses of £2 to Save the Children. loneliness – find out how you can the Moderna vaccine from get involved at ageuk.org.uk. spring. Legal Housing Consumer Wills Immigration Legal Aid Employment Crime Emotions Panic Depression Anxiety Resilience Worries Suicide Bereavement How can Work Disciplinary Absence Dismissal Terms and Conditions Stress Bullying Hours Health Wellbeing Disease Injury Diet we help Mental Health Pregnancy Infirmity Absence Family Parents Disability Education Custody Separation Teenagers you? Older People Nursing Pensions Wills Dependants Benefits Housing Death Money Debt Tax Benefits Confidential support Loans Allowances Pay Budgeting Insolvency Relationships Partners Counselling and advice Counselling Divorce Mediation Family Separation Addictions Rehabilitation 24/7 freephone contact Dependence Alcohol Gambling Drugs Support Legal Housing Consumer Legal Aid Immigration Wills Employment Crime Emotions Depression Anxiety Resilience Bereavement Worries 24/7 freephone: Panic Suicide Work Disciplinary Stress Dismissal Terms and Conditions Bullying 0800 328 1437 Hours Absence Health Wellbeing Disease Injury Pregnancy Mental Health From outside the UK: +44 (0) 1482 661 814 Diet Absence Infirmity Family Parents Online: Teenagers Separation Custody Disability Education Older People Nursing employeeassistance.org.uk Pensions Wills Dependants Benefits Housing Death Money Benefits Your login access code is: redkite Allowances Budgeting Debt Tax Loans Insolvency Pay

This employee assistance helpline is provided by Wellbeing Solutions Management (WSM), a leading supplier of psychological, counselling and advice resources to employers across the UK. wsm-wellbeing.co.uk This employee assistance helpline is provided by Wellbeing Solutions Management: wsm-wellbeing.co.uk