Listening, learning, loving it!: the educators

The wellbeing of the children, young people and staff is in the heartbeat of our Erskine Waterfront Campus.

Achievement, affirmation, and recognition can be seen and experienced throughout the school - and not just in documents and certificates. It’s readily visible in the day-to-day relational approach of staff with pupils and within their team. 

Flexibility is key to the school’s wholistic approach, focussing on each child and young person’s individual needs at any given time. Routes of learning, specifically created for and with each pupil, are detailed in their personalised education curriculum.  These are reviewed and adapted regularly to optimise learning outcomes and goals.

Preparation for life beyond school years permeates all aspects of a pupil’s day, be it: 
•    encouragement to reflect on how individual actions, expressions and body language impact positively and negatively in a work and team environment,
•    demonstrating the everyday relevance and benefits of academic subjects / or 
•    translating the positive learning outcomes from interests and hobbies into formats that gain qualifications and certificates.

To provide this level of tangible positivity and nurture for each pupil requires a dedicated team of educators and staff – a team of individuals that collectively and passionately see themselves as part of a very special and, in many ways, unique family.  A family that wants the very best for the children and young people entrusted to their support.

We caught up with team members Hazel, Julie and Leeanne to find out more about working at the Campus.

“The support’s great here”, said Leanne, “everyone is just really, really close, so at the end of every day you know someone will pop down or will give you a phone to see how your day’s going.  And if it’s been a tricky day in particular, they’ll come down and see you and even follow up in the evening to reassure you and let you know that things are going well and that you’re doing a really good job.  They’re always really encouraging.” 

Julie noted, “We also have a lot of training as well as team meetings which I think is good because it’s supportive. You can bring anything you struggle with up at the meetings.”

Introduction of Reflective Meetings has further developed the routes of support via confidential and safe peer discussion, challenge and feedback – all of which utilises the experience and expertise from other team members to promote individual reflection and ultimately, enhance practice.

Hazel shared that ongoing Therapeutic Crisis Intervention training provides the necessary theoretical and practical learning, equipping the team members to safely support the children and young people. She also highlighted that the training produces the confidence to know how to instinctively respond to the presenting needs of the pupils.

Our time with the team felt all too short, but even after we said our goodbyes, the infusion of enthusiasm and passion for their work, lingered on.

It was clear to see that Erskine Waterfront Campus is a place of real love-in-action for everyone attending there and working there.