"There's really no such thing as the 'voiceless.' There are only the deliberately silenced or the preferably unheard." Arundhati Roy
We support Early Childhood and pre-school settings to enable staff and parents to understand and promote the development of young children (aged 18 mths -5 years).
We collaborate with local community groups and non-profit organisations to improve educational and mental health outcomes for children from vulnerable and disadvantaged communities.
We work with aspirational school and educational communities to design and deliver early interventions that support pupils with additional needs (aged 5-19 years) to be more socially and academically confident.
We support parents and carers to be heard and to participate in their child's education and well-being by accessing services and connecting to support in their local community. This includes information and advice around getting help for your child in school, Education and Health Care Plans (EHCPs), SEND tribunals and School Exclusions.
We support children and young people to have their voices heard or learn more about how to get in a career in psychology. You are the people who know the change you want to see. If you have an idea, drop us a line!
Alternative Provision centres in England provide education for students with complex social and emotional needs. Under the Children and Families Act (2014), local authorities in England now have a duty to ensure that children and young people are involved in discussions and decisions around their support.
For this project, our Principal Psychologist was asked to support the Centre Staff to work with a group of Year 7 pupils with language and communication difficulties. The aim of the project was to strengthen the involvement of the pupils in the annual review process and find out their views about their current teaching-learning support.
Working with the Year 7 teachers, an 8 week class-based programme was co-designed which used visual methods (specifically photography and PhotoVoice techniques) to engage pupil voices. The programme was implemented through PSHE lessons.
The project was modified along the way. Evaluation feedback from staff and pupils identified positive pupil outcomes around attention skills, social interaction, trust and cooperation, self confidence and social communication.
As part of our international work, our CEO/Principal Psychologist spent 3 months volunteering with Sinza Special School in Dar Es Salem.
During this time, she facilitated workshops with the School Principal and the teachers to identify the strengths, challenges, opportunities and threats within the school.
3 key areas were targeted for further input and projects were co-designed with staff which focused on (i)strengthening parental involvement in the school, (ii) engaging pupil voices in the development of school initiatives and (iii) reviewing and strengthening the school development plan, with a focus on supporting staff to examine assessment and teaching-learning outcomes.
Evaluation feedback from the staff identified positive teacher outcomes around staff wellbeing, collaborative teaching, assessment practice and lesson planning.
Teachers, parents and carers often approach us with worries about their children. Due to confidentiality we cannot disclose these cases but the way we work is similar.
We have a wide range of experience between us, and provide assessment-intervention services, workshops and advice to families, voluntary and community organisations, and schools and pre-school settings to support children with additional educational needs associated with the following:
Academic underachievement and motivation
Adoption and Foster Care
Attention Deficit Hyperactivity Disorder
Autistic Spectrum Condition
Bereavement and Loss
Developmental Coordination Difficulties
Difficulties with reading, handwriting and spelling
Difficulties with maths and number work
Dyslexia and Specific Learning Difficulties
Education and Health Care Plans (EHCPs)
English as an Additional Language
Emotional needs including anxiety, stress and self esteem
Friendships and social relationships
Memory and attention
Organisational and planning skills
Physical and sensory needs
"Third Culture" Kids
We also support children and young people through group work and psycho-educational interventions conducted in their community or school, for example, study skills groups, sibling groups, and psycho-social and educational groups for targeted communities such as refugee and migrant children, children who have witnessed domestic violence and children living in poverty and poor housing.
Copyright © 2018 Bridges For Children C.I.C. - All Rights Reserved.
Bridges For Children CIC is a registered community interest company in England and Wales.
Company Registration Number 9537113
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