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We had our second round of class ambassador training this week since our last training session was interrupted by the class photos. The children all had the chance to role play and practise how as class ambassadors they should greet visitors to their classes, how to proactively talk about and share their learning, and how to demonstrate impeccable manners and speak confidently. These skills are essential to being a leader and you could see even in half an hour's practise how the children's confidence and public speaking improved. Hopefully, next time visitors pop their heads into a class, they will be swiftly greeted and invited to hear all about the learning taking place from our knowledgeable and articulate class ambassadors.

Today, we looked over and discussed some of the design entries for the proposed new outdoor area design competition. We saw a few physical models, a few emailed ideas and some written ideas from various children across the school. From looking over and discussing what we had, we came up with the following points.

Also! If any parents, carers or members of the Dorchester community know of an contractors who could help with the designing and building of this project that would be superbly helpful!

Features we like as JLT:

• Having a shaded area

• Places to relax, or sit comfortably - outdoor, weather resistant furniture?

• Two stories (ground floor and first floor) - some sort of treehouse, climbing frame like structure with a covered space beneath

• A slide going from the first floor to the ground

• A climbing element

• Something physical to do - floor trim trail, tyre trail, sandpit..

• Inclusive - Options for all to use regardless of their physical ability

  • If two floors, different things to do on each floor

• Making sure it is safe for all

Other features we discussed:

• Natural design exterior - wood, bark etc - almost blending with the tree and natural surroundings

• If a treehouse type structure, a variety of ways of climbing up and getting down - e.g. web-like climbing rope, stairs, rope climb

Questions arising

1. If a tree house idea is the predominant-agreed structure, how can we ensure this is safe for all?

• Suitable soft ground to be included - rubber, bark, wood chips etc?

2. Where would we store the netball posts as they are currently next to the maze?

3. How can we incorporate the tree that is currently in space? Can the structure proposed be designed to incorporate the tree currently there?

4. Water feature? Bottle filling area? Pros - place to fill up water bottles Cons - potential injury, water fights, clothes getting wet

5. What about safety if a tree house like structure is built and is higher than the surrounding school fence?

Actions!

• Can classes please discuss the above points, and make any additions in their year group colours.

• SLT, Premises team and governors to discuss the above suggestions to begin to formalise an official proposal for the redesign.

With the warm weather finally here, please remember to:

• Wear a hat to school
• Apply sun cream to the face, neck and ears before school- arms too but the first three are the most important
• Remember your water bottle - drink water often
• Spend time in the shade when outside, especially in the last 5 minutes before coming back in after lunch break
• Sunglasses may also be useful if you like

Find out what is happening with FODS over next couple of months...

This week, our Mental Health First Aiders got together to discuss a range of methods to help peers in the school deal with conflict. We started by unpicking what a conflict might be, where and when conflicts might occur, and who we may have conflicts with throughout our lives. We discussed what sorts of conflicts might occur whilst in school - for example, in the playground, lunch hall, corridors - arguments, falling outs, accidents, friendship issues and bullying all came up, and we read about and discussed a range of solutions for initially helping those involved in a conflict. Some strategies revised or learnt were: keeping your voice calm and not raising it, taking deep breaths and most importantly, using empathy to understand how others might be feeling, and equally importantly, articulating to others calmly how we are feeling in a challenging situation.

Later in this term, our MHFAs will be leading a similar session in their own classes, with the support of their class teacher, to really show their classmates and peers that they have the credentials to be excellent leaders and to support others with their mental health in conflict situations. Of course, it was clearly stated that if a resolution was not able to be found through their help, then an adult should be sought as soon as possible. But I am very proud of the level of maturity and enthusiasm our MHFAs have shown whilst talking about issues like these which we can all certainly relate to.