Life after High March - senior school decisions

Our recent move to Wishford Education

Summary In this conversation, Simon and Kate discuss the recent transition of Highmarch School into the Wishford Group. They explore the motivations behind this change, the impact on pupils and parents, and how the school intends to preserve its identity while benefiting from being part of a wider educational community. Kate shares insights into the positive developments since the transition, the importance of communication with parents, and her reflections on school life. The conversation concludes with Kate’s summer plans and her advice for teaching staff. Takeaways * Highmarch joined the Wishford Group in November. * The transition was a lengthy, considered process. * The previous owners prioritised the school’s future. * Joining a group provides financial stability and additional resources. * No major changes are expected for the school. * Collaboration with other schools enhances the quality of teaching. * Parents have responded with support and reassurance. * Pupils have not noticed significant changes in their day-to-day experience. * The school aims to maintain its distinctive character. * Kate enjoys each day spent with the pupils. High March School website https://highmarch.co.uk/ [https://highmarch.co.uk/]

Supporting emotional regulation in school and at home

Summary In this conversation, Simon Jones engages with Amanda Dale, Claire, and Jane to discuss the importance of emotional regulation in children and its impact on learning and family dynamics. They explore the Zones of Regulation framework, share personal experiences, and provide practical strategies for parents and educators to support emotional well-being. The discussion emphasises the need for understanding individual emotional states, creating supportive environments, and fostering open communication between parents and teachers. Takeaways * Emotional regulation is essential for mental wellness and learning. * Parents know their children best and should collaborate with teachers. * The Zones of Regulation framework helps children identify their emotions. * Different children require different strategies for emotional support. * Recognising feelings can be complicated and varies by individual. * Creating a calm environment at home is crucial for emotional regulation. * Parents should allow children time to decompress after school. * Media like 'Inside Out' can help children understand emotions. * Busy parents can find quick ways to regulate their emotions before interacting with children. * Community support among parents is vital for shared experiences and strategies. High March School website https://highmarch.co.uk/ [https://highmarch.co.uk/]

Reflecting on the Highlights of the Academic Year

005 - Simon Jones interviews Kate Gater, Headteacher at High March School. They discuss various topics, including highlights from the past academic year, the school's unique experiences and events, the integration of new students, and the importance of creating a happy and engaging learning environment. High March School website https://highmarch.co.uk/ [https://highmarch.co.uk/]

Two girls being Headmistresses for the day

004 - Welcome to the High March School podcast, the place where you can hear from the whole school community; staff, parents, but most importantly the children. In this episode two pupils are Headmistresses for the day. High March School https://highmarch.co.uk/ [https://highmarch.co.uk/]

Life after High March - senior school decisions

003 - Welcome to the High March School podcast, the place where you can hear from the whole school community; staff, parents, but most importantly the children. In this episode we're looking at senior schools in life after High March. High March School https://highmarch.co.uk/ [https://highmarch.co.uk/]