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Non-Members £129 + VAT
Schools and settings face considerable challenges in addressing the mental health and well-being needs of all members of their learning communities: aligning approaches to behaviour management and mental health and well-being; implementing whole school approaches amidst many other development priorities; commissioning training and support for young people, staff and the SLT; understanding the impact of strategy.
ARC’s 2020 conference will focus on these leadership challenges with inputs from school and setting leaders and researchers who have taken an approach based on attachment and trauma theory and seen its positive impact.
Our aim is that you can take away inspiration, practical advice and useful challenges that you can start to utilise in your school or setting tomorrow.
The safety of our delegates and the ARC Team is extremely important to us and therefore, with this in mind we are excited to announce that we will be offering the full CPD accredited day online. The whole day will be available on-demand for all delegated from 25 November 2020
The day will consist of a series of keynote speaker sessions as well as webinars where you will hear from colleagues that have been implementing attachment aware and trauma informed practices into their schools. Each session will end with a question and answer section and you can submit your questions directly to the speaker. Don't worry if you can't make the full day we will be recording all sessions and they will be available to all delegates to watch after the event. We will also keep open as many Q&A sessions as we can so if you need more information you can ask the speakers.
Paul has been working with the most difficult behaviours in the most challenging urban schools and colleges for the last 25 years in the UK and internationally. Paul has given evidence to the Education Select Committee and done extensive work with the Ministry of Justice on Behaviour and Restraint in youth custody. Paul's book, 'When the Adults Change, Everything Changes, won the Silver Prize in 2018 Indies Book Awards and is in the Book Authorities's Best Education Reform Books of all-time list. It has been an Amazon bestseller for two and a half years and is used in thousands of schools worldwide as a basis for their behaviour policy and practice.
There has never been a more important moment for adults to change. Isolation and exclusion are forever tainted ideas. Using examples of stunning practice from TBAP and beyond Paul will show you why Relational Practice is more important than ever. He will show you how the most inclusive and successful schools are using Coaching, Mentoring and Outreach to change the game
Barry Carpenter has a career spanning over 40 years. His appointments include Professor of Mental Health in Education to Oxford Brookes University, education-orientated directorships, and Honorary Professorships at universities in Ireland, Germany and Australia, as well as Head Teacher and Principal. He has been a Fellow of the University of Oxford, and speaks and publishes internationally on special needs issues including Autism and girls and Engaging learners with complex needs.
Kim Golding is a Clinical Psychologist living in Worcestershire, UK. Kim worked for 35 years in the NHS before becoming independent. Throughout this experience Kim has always been interested in collaborating with parents to develop their parenting skills tailored to the needs of the children they are caring for. She was involved in the setting up and evaluation of the Integrated Service for Looked After and Adopted Children; providing support for foster, adoptive and residential parents, schools and the range of professionals around the children. Kim is the author of several books written for parents, educational staff and practitioners supporting children with experience of developmental trauma. Kim is keen to promote the emotional and social needs of children in school settings. She is the lead author of three observational checklists books designed for use in educational settings, ‘Observing Children with Attachment Difficulties in Preschool Settings’ (for children aged 0-4); and in School (for children aged 5-11 and for Young People aged 11 – 16). She has also co-authored, with Sian Philips and Louise Bomber, a guide to Dyadic Developmental Practice for educators: ‘Working with Relational Trauma in Education’ to be published in 2020. Kim currently sits on the board of the DDP institute and is involved in accrediting and training other professionals in this approach. She is also one of the directors of the Community Interest Company: ‘DDP Connects UK’
Children who have experienced developmental trauma and difficulties in attachment grow up with a range of difficulties including trusting adults, entering reciprocal relationships, and shame-based sense of identities. This combined with compromised neurodevelopment can impact detrimentally on a student’s ability to engage with education and to cope with peer relationships.
In this presentation Kim will explore the impact of attachment and trauma on a child’s development and capacity for relationships and how this can compromise their ability to be successful in the classroom.
The panel will consist of academics and school senior leaders and will explore how attachment research and theory is being applied to schools and settings – the challenges and successes so far.
Dr Neil Harrison - Deputy Director of the Rees Centre and is leading on the Alex Attachment and Trauma Programme in Schools which has worked with 250 schools, 4500 teachers and 11500 young people to explore the impact of attachment aware approaches.
Stuart Guest - Headteacher of Colebourne Primary School - Stuart has over 13 years' experience as a headteacher and is a father of a birth child and two adopted children. He has developed trauma friendly approaches at his school and has seen the positive impact this can have on pupils, families, staff and outcomes for his school. He has appeared on the BBC One Show in January 2018 and the Victoria Derbyshire Show in June 2018 talking about supporting adopted children in schools.
Stuart is also a blogger, speaker, trainer and lecturer for trauma informed approaches in schools. He has traveled around the country supporting schools and delivering training on behalf of organisations, local authorities and virtual schools on trauma informed practice in schools.
His school also won the Alex Timpson ARC Attachment Aware in November 2018. They have a committed team of staff who build their practice of trauma informed approaches. In May 2019 his school received a visit from Ofsted who commented strongly on the impact of these approaches
Vicki Stephen - Head of Inclusion, Relationships and Belonging at Short Heath Federation in Walsall - Until recently, Vicki was Head of School at Rosedale CofE Infant School (part of Short Heath Federation) with more than 7 years of inspirational senior leadership experience in that post. During this time, Vicki has been instrumental in developing specialist provision in the federation schools, building a resilient and inclusive community. This is underpinned by the core principles of nurture, restorative practice and of course an attachment aware and trauma informed approach to understanding a child’s needs. Vicki is a mother of three boys and her passion for making sure that every single child coming into school gets exactly what they need is driven by her own experience as a parent. Vicki will never give up on any child. This has directly led her into her new role, extending her reach across the federation and across Walsall.
Vicki’s constant research, through reading and through just ‘trying it out’ has led to the federation schools being recognised in Walsall as centres of excellence, schools that support others to further develop their practice in these principles. The Federation has been nominated for the second time this year for the Alex Timpson ARC Attachment Aware Award. Vicki has also delivered a regional workshop for ARC .
In this session we will take a look at behaviours and discuss the difficulties of applying behaviour policies across a whole school community. We will explore the transformation of policy that has occurred in schools who have developed attachment aware and trauma informed practice. We will also explore in particular, one school’s journey to move from a ‘one size fits all’ policy to a relational based contract between the whole school community.
Plus there will be webinars from the 2019 Alex Timpson ARC Attachment Award winners discussing how they implemented attachment into their school.