Training & Support
The events of the last year have resulted in an even-greater focus on student wellbeing. For many schools the initial focus was on supporting the vulnerable students they knew about but over time the picture has become more nuanced.
Introduced by the CEO of FOBISIA, John Gwyn Jones MBE, Bernard Fawcett chaired this panel discussion, starting with the big picture as Crispin Chatterton shares data from the wellbeing survey Pupil Attitudes to Self and School (PASS) taken by thousands of students globally. Michael Browning and Trish Henderson of Garden International School, Kuala Lumpur discuss the key challenges they have faced over the last 15 months and how they are addressing the evolving needs of their students now.
Speakers:
- Bernard Fawcett, International School Consultant, GL Education
- Crispin Chatterton, Director of Education, GL Education
- Michael Browning, Head of Sixth Form, Garden International School Kuala Lumpur
- Trish Henderson, Learning Support Teacher, Garden International School Kuala Lumpur
About the speakers:
Trish Henderson
Currently, in her 4th year at GIS, Trish brings experience from being a head of learning support in her previous school and a form tutor with students from year 8-13. She is really proud of the school's development of academic-care and how this has been achieved through enhancing pastoral care and further strengthening holistic education through the school. Trish is currently working on her Masters of Education in SEND and during this has completed her Certificate in Competence in Educational testing and explored how student outcomes can be improved by the effective use of data to personalise learning. Having used the PASS survey for her past 4 years, it shows GIS continues to build expertise in the triangulation of attitudinal, aptitude, and attainment data to better support learners, which supports her in the role of learning support teacher at GIS.
Michael Browning
Currently, in his 9th year at GIS, Michael brings experience from being head of chemistry and head of year through all of the key stages. He is really proud of the school's development of academic-care and how this has been achieved through enhancing pastoral care and further strengthening holistic education through the school. Michael has recently stepped into the head of sixth form role and continues to explore how student outcomes can be improved by the effective use of data to personalise learning. Having used the PASS survey for the past 6 years, GIS continues to build expertise in the triangulation of attitudinal, aptitude and attainment data to better support learners. Last year, Michael completed an NPQSL project entitled enhancing attainment for fragile learners. To continue promoting holistic development, Michael is currently involved in a working group looking to implement a new Social and Emotional Learning program into the school.
