Our vision is that more children, regardless of background, have the opportunity to be taught mindfulness skills to help them manage difficulty, achieve their potential and flourish in life. Our charity can offer financial support via our Supported Places scheme to adults working in schools facing particular challenges …
Schools with high levels of pupils eligible for Free School Meals / Pupil Premium
Whilst the relationship between poverty and educational attainment is complicated, there is no doubt that poverty can be a significant factor in the development of mental and emotional ill health.
The 2016 Children’s Society Report ‘Poor Mental Health’ found that children growing up in poverty are more likely to feel like a failure, useless and hopeless about their future than their affluent peers. In May 2019 the End Child Poverty Coalition described child poverty as ‘the new normal’ with 30% of all children living in poverty in the UK.
Our charity offers Supported Places to adults working in schools with high levels of Free Schools Meals / Pupil Premium so that children growing up in poverty have the opportunity to access the many benefits of mindfulness, which can provide them with lifelong skills to manage their experiences and move forward in life.
Schools with high levels of pupils eligible for Special Educational Needs support
There are over 120,000 children in 1,044 state-funded and non-maintained Special Schools in England, with the Department for Education reporting that (as of January 2019) the number of pupils with special educational needs has risen for the third consecutive year to 14.9% of all pupils.
We believe that children and young people with special educational needs and disabilities should receive the same educational opportunities as other learners. They should also access the same preparation for the important transitions they will face between life stages and settings, from school to adulthood, enabling them to become active participants in society. We know that mindfulness can support these transitions. We provide Supported Places to adults working in schools with high levels of pupils eligible for SEN support to encourage equality of opportunity for all.
Schools with high levels of pupils whose first language is not English
According to the most recent published figures, the proportion of pupils with English as an additional language has increased steadily over the past few years reaching 21.2% of primary school pupils and 16.9% in secondary schools as of January 2019.
That’s roughly one in six children speaking English as an Additional Language (EAL). These learners will be at different stages of English language acquisition (from complete beginner to advanced bilingual), as well as having different individual backgrounds and needs. Some will be literate in other languages and might already have developed concepts in school subjects through another language. Others will have had little or no formal education and might not be literate in any language. Some will be gifted or talented; others will have learning difficulties and/or disabilities, and some will have experienced significant trauma or adversity.
Our charity provides Supported Places for schools with high levels of pupils with EAL to help them provide effective teaching and learning for all learners within their school.