16 Nov

Talking about children

This week has been about taking that time to recognise the achievements of our pupils; be that through the ex-11 Presentation Evening or through the Tutor Review Day. 
 
Whilst engaging in these events we recognise that there may well there may well be children and young people who have not always got it right and there will be, no doubt, the need to have difficult conversations. However, when we look at our pupil body and we assess the successes we have and we settle in the ledger against the negatives we see that the positives far outweigh any negative (or less than positive) conversation we might need to have. The overwhelming majority of our children are on side and want to do well. There have been occasions when individuals don’t always get it right but they are very much in the minority. More often than not we have the challenge of ensuring that our children know how to make progress. The challenges we face as a school are more often centred on ensuring that all of our pupils have the skills and equipment to be able to be as successful as they want to be. 
 
As adults (as professionals) we give a lot to children. On some occasions it does feel like we are ‘banging our heads against a brick wall’ however we do know that it makes a difference and this week has been one of those opportunities just to stop and take time; take time to reflect upon how well the overwhelming majority of our children do, take time to recognise their successes, take time to celebrate their successes and take time to communicate their successes to their parents and wider family. 
 
We should be very proud of the work we do and unashamed of the successes we have. We should all enjoy and revel in sharing positive messages with families. We have exceptionally high standards, in respect of the work we undertake with children. This week we have maintained and exemplified those exceptionally high standards.
 
Education...is painful, continual and difficult work to be done in kindness, by watching, by warning,...  by praise, but above all -- by example.’ John Ruskin