We see children as full of potential.
Our parents have shared some amazing innate attributes, abilities and wisdom, for example they:
- Are aware of the energetic vibration being emitted by other people and how it affects us, as well as how our energy affects others.
- Sense when others are not being authentic.
- Are strongly empathic.
- Are becoming environmentally more conscious.
- Are adopting a vegetarian or a vegan, raw diet with an inability to handle processed foods and animal products.
- Have increased psychic abilities.
- Are becoming more accepting of all beliefs, preferences, and appearance.
- Have increased telepathic ability.
- Have wisdom way beyond their years.
- Are happier, more loving and calm.
An extract from the Canterbury Christ Church University evaluation of our 2-year project in a deprived area stated “Perhaps most powerfully of all, children have applied these approaches on their own in new environments without the direct support of the parents who taught them, for example when visiting a father or grandparent. The evidence gives a strong message that as a society we are underestimating children. When listened to, understood and empowered, they need not be passive recipients of ‘behaviour training’ but can contribute to loving, caring and the building of positive relationships in their own families and communities.”
Are these innate attributes, abilities and wisdom recognised and nurtured in the education process? Or do we empower them to explore the potential of these personal skills, or are they filled with less pertinent aspects too early in the child’s development for their personal, social, emotional and mental health.
Why are we celebrating?
We’ve been delivering our unconventional personal development programme successfully for 17 years and today I found this report from the Education Policy Institute, acknowledging the value of our approach. Our unique experiential whole school programme, working with teachers, students and parents in a collaborative partnership is exactly what’s called for in the Conclusion of the report, a holistic life-course approach.
The Education Policy Institute is an independent, evidence-based research institute that aims to promote high quality education outcomes for young people.
Key drivers of the disadvantage gap
Literature Review by the Education Policy Institute.
Education in England: Annual Report 2018
An extract from the Conclusion “… there is good evidence of what works to enhance the life chances of disadvantaged children. An effective strategy would entail a holistic life-course approach, involving sustained, multi-sectoral investment and joined up working to support families from conception onwards, combined with a highly trained and stable workforce capable of addressing individual pupils ’barriers to learning, and equal access to educational opportunities across all schools.”
Here is our unique whole school approach for this fast changing and volatile world.