Early on, the children experienced

significant trauma through an

accident involving a family where

one of their classmates was

significantly injured, spent months in

hospital and then in residential

rehabilitation.

The children needed first hand

experiences, increased PSE skill

development, at times a script

provided for them, the support

from the class families and wider

school community and for time to

move in a different way to facilitate

their learning.

Resilience

Relationships

Empowerment-

First hand

experience

awakened the

children’s

interest in

diversity and

their sense that

much is

possible even

when the

challenges are

huge

Relationships-

coming to terms with things

was in part made possible

through the relationships

made in the wider

community- including our

community police officers.

Ryan tried mouth painting in hospital and the

children wanted to try it. They had a go with

their buddies and taught others how to do it.

They could see that there were other ways to

communicate and create.

We found out about an artist – Henry Fraser –

also paralysed and who enjoyed mouth

painting. We exchanged emails with him, and

shared his story with adults to help

understanding.

Mouth painting talked about with families,

positive aspect to share, taught to lots of

visitors including police officers!

Resilience

Relationships

Adults outside of the class have

established meaningful relationships

with individual children. Particularly

the head teacher who knows the

children personally and the deputy /

buddy class teacher who exchanges

notes and engages with significant

individuals on a daily basis.

Storrington Special Friends and Community Links…

Each week during the summer term, the class

visited a different place within Storrington

community eg vets, fire station, Storrington

Museum. Some of these were due to a local

connection eg Chloe’s Grandma worked at the

museum.

Each week the children went swimming at

Storrington School and initially engaged in

some informal meetings with the year 1 classes

to share books and look around the school.

Letter writing developed after we left some

secret letters in the classroom (“To our new

friends…”) Storrington then posted replies to

West Chiltington.

We matched individual children up and they

became pen pals.

This is planned to continue into year 2.

Relationships

A highly significant relationship

that the children have developed is

that with their year 6 buddies. This

has developed over the year to

become exceptionally meaningful

for all the children involved.

A mix of formal and informal.

Responding to individual needs and

partaking in whole class

experiences.

Buddy interactions have become a

daily part of life for the children.

Parents involved, end of year

presents given, report comments

written. Supported by engagement

and modelling from both teachers.

Relationships

Sebby and Flora

“Sebby my partner is an amazing little boy with a fun,

bubbly personality. Throughout the last two years he has

really grown up. His ambitions to learn spark out of him

with confidence. He mixes with all the people in his class

very well and is glad to work with any partner he is given.

He makes me laugh!” Flora

Isabelle and Seth

“Isabelle is one of the most friendly, talented and sweet

people I’ve ever met and I’m so happy that I was picked to

be her partner 1 year ago. I think it will be hard to say

goodbye to her because of the special relationship we

have together but at least we will get to spend the last few

weeks together! I think having a partner has changed who

I am. It’s relaxing just to be with her and talk to her. It’ll be

hard to say goodbye.”

Seth

“Every time I see Seth he hugs me, I don’t want him to

go.”

Isabelle

Report comments

Conversations with children

I don’t want to say goodbye to Danny-Joe… Charlie

Lily is a lovely, young, enthusiastic little girl who I have

loved and cared for two years. I have really loved being

her buddy and I will definitely miss her as I go to

secondary school. Jack

I love seeing him and have all kinds of fun. He has a huge

vocabulary for his age and is great fun to be around and

all ways puts a smile on my face.

I will be very sad when I have to leave him. Finlay

I have really enjoyed being with Chloe my buddy this year.

I hope when I move on she won’t be too upset. Also when

I am sad I know there will be a big hug waiting for me from

Chloe. I will miss her so very much. Ciara

I have loved working with her and I’m so glad that I’m her

buddy. I will miss her very much when I go to my next

school, but I will hopefully come back and see her

whenever I’m free. I love playing with her outside and I

think she does too. Talia

What an impact Kenya had on the whole school.

This is where teacher passion became highly

significant and not only were children exposed to

differences and similarities between cultures, a huge

amount of geography and English, the most

significant impact was the fundraising and action that

individual children took as a result of the Bring

Brendah Over campaign (BBO!)

The children established a connection and

relationship with Brendah and the partnership school

through information sharing, photos, videos, first

hand experiences, time and choice. They developed

empathy, articulated their understanding and took

action to make a difference to lives across the globe.

.EmpowermentWell Kenya was life changing!. It’s something that has a lasting

impact and has changed some of the ways in which I approach

teaching, as well as other aspects of life! The BBO campaign

has seen the school community united in a way that we

couldn’t have imagined

Pre-visit

The children found out about

Kenya and learnt some

information about life at school in

rural Kitale. With their year 6

buddies, they wrote letters to share

information and ask questions, to

develop an initial link. These were

taken to Kenya by the teachers and

reciprocal letters written.

Whilst in Kenya, teachers emailed

to update the children. The special

partnership was drawn as map

visual to show how it had

developed over the previous years.

During visit

During the visit, as well as letter writing between children, the

teachers established a relationship with lovely Brendah!

Unfortunately, a once reciprocal visit, with funding for teachers

from both countries, the funding is now only for British and not for

Kenyan teachers to return. Therefore a campaign started to Bring

Brendah Over and the whole school community engaged in a

momentous fundraising drive that raised in excess of £2000. Part

of this drive was individual fundraising by children in Purple Class.

Empowerment

The BBO Campaign included a baking

competition, show tickets, Pub Quiz, Love poetry

books, market place sale and much more.

We made the news! Fundraising

target board

Brendah talking to the school establishing a personal connection.

Tommy’s Car Sale

The children took action

Ashling’s Money Box

With their Buddies, they made a

permanent commitment to their Kenyan

friends

Part of the work that the partnership engaged in together was

addressing gender issues across both countries.

The months following, lots of conversations, key texts,

examples of when gender sterotypes could be addressed,

both explicit teaching and modelling.

EmpowermentIt’s hugely important to be actively promoting

gender equality and stereotypes form a young

age. Luckily there are a huge amount of great

picture books available now to support young

children but we went further than that…

Gender

Gender stereotypes- Rugby players and

football players do ballet.

Gender stereotypes- Everyone loved this

video and we discussed how strong you

must be to be a ballerina. Vocabulary is so

important.

Eg

Police officer

Fire fighter

Gender – Waitrose

“We need a chat…”

“Pink is my

favourite colour,

even I’m a boy!”

“You need to stop

all this nonsense!”

“We are only 6 years old

and we know better than

you…”

Significant adult

relationships developed

through adult

volunteers. All children

apart from 3 have had a

family member

volunteers and many

are regular.

Significance increased

as range of purposes,

ages etc.

Relationships

Russell and his dad

Ray have become

regular visitors.

Each week they help

out in our library

and now Russell has

begun reading to the

children. This has

meant a lot to him

and to the class.

DOM TOOK ACTION

Recognised the amount

of parent reading

volunteers. Arranged

for brother to come in

when on Army leave.

Dom

developed a

love of

reading!

Resilience

The ability that the children now have to

articulate themselves is impressive and

they can emotionally respond to things

they see and hear. Music has played an

important part and I made a playlist of

inspirational songs that I felt evoked an

emotional reaction with me so the

children now ask for them. Some of

them are sad and linked to experiences

that we can share together eg Blackbird

but many are inspirational or evoke

discussion. I always have music on when

I work and the children enjoy this too.

ROXY TOOK ACTION

Roxy linked the

text to her

experiences.

Roxy found a

quote that

resonated with

her and showed

it to the class.