The Royal Caledonian Education Trust - Est1815

Examples of Good Practice

The following examples received financial assistance through the RCET ‘Grants to Organisations’ Scheme.

Transition Project - Colinton Primary School, Edinburgh

Project Aims
To increase resilience and emotional awareness in the Colinton School community for children who are leaving, children who are remaining in the school, and staff, resulting in a whole school community who are better equipped to thrive and learn in the face of ongoing change.

Fischy Music is a charity which supports the emotional wellbeing of children through song. They worked with the school providing workshops each term on the following topics.

Thinking about our feelings around transition:

• 3 morning workshops for groups of children (up to 70 in each group)
• One-hour afternoon concert for the whole school

Looking at strategies for dealing with transition:

• 3 morning workshops for groups of children (up to 70 in each group)
• One-hour afternoon concert for the whole school
• 90-minute twilight CPD session for all staff

Song writing with a target class:

• Before break: Morning workshop thinking about feelings and strategies around transition, discuss possible lyrics and preferred music styles
• After break: Starting to shape a song; finalise music style and lyrics
• After lunch: Practise song, record the children singing, reflect on the process

Final celebration to summarise learning:

• Morning workshop with song writing class to practise for the concert
• 2 further workshops with other groups (up to 70 in each group)
• One-hour concert for the whole school to include a performance of the new song and celebrate the end of the school year. Parents, carers and other members of the community invited.

Comment from the Head Teacher

“The children currently at Colinton have become increasingly aware of the transient nature of life within our school because they engaged well with the transition project. Children are better placed to discuss the issues surrounding transition and our evaluations suggest they are better equipped and prepared to consider the impact of transitions on themselves. We also now have a school song written by pupils that can be used as a means to introduce work on the theme of transition or can simply be used at assembly times. Additionally, owing to the school using a great deal of music written by Fischy Music, the whole school, including staff, have become increasingly engaged with their music and the issues they address through their music. The workshops have had such a positive impact on our school we are looking to continue and develop our partnership with Fischy Music next session.”

Play Therapy, Mauricewood Primary School, Penicuik

Project Aims
Play therapy was provided for children with family members in the Armed Forces and included:-

• Individual sessions
• Filial sessions
• Group sessions through drop in

Drop in groups over the lunch time period
Children attended over lunchtime and were supported by the play therapist and Home link teacher. The children accessed a variety of play materials while staff provided a supportive structure allowing free play. Using the play materials children communicated how they were feeling and recognised similarities with others in the group. Together, children supported each other sharing different ways of coping and strategies for gaining support from other adults when needed.

Filial sessions
Parents and child spent around 25 minutes in playroom and the therapist observed the session. The parent and therapist discussed each session together looking at positives and a skill to focus on for future session. Play boxes were provided to assist families to continue therapeutic play at home. The therapist met with the families to continue to support them during the transition stage.

Individual sessions
Sessions for individuals were non directive and allowed children to lead play. Themes explored included restructuring of families when parent returned from deployment, separation and loss.

Comment from the Head Teacher

“For the children the legacy is improvement in their sense of wellbeing. In the school there is a greater understanding of children’s experiences in the armed forces community which has enhanced our capacity to meet their needs. We now recognise the value of therapeutic play in giving children an age appropriate way to communicate. We have recognised that drop in is highly valued by children and an important factor in meeting emotional needs.”

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