Working with children and young people Dr Kay Calver

David Thompson has held a number of roles working in children’s social care and started his own business at the age of 24. David shares what he believes makes good quality practice, especially for supported accommodation services. We discuss the importance of trauma informed practice and understanding child development and adverse childhood experiences (ACEs). David highlights the opportunities and challenges facing the supported accommodation sector, especially considering new Ofsted regulations. David stresses the importance of “collaboration over competition” and shares how he is working to improve standards and outcomes for children and young people on a local, regional and national level.

 

Links mentioned in the episode:

Learn more about and join the National Association of Supported Accommodation Partners (NASAP)

Learn more about David's business and to see current job vacancies Inicio Group⁠

Laura Wood shares her experiences of being a Youth Worker Team Coordinator for a Community Interest Group. Laura discusses the importance of youth work and what ‘good’ quality youth work looks like. Laura charts her work experience with children and young people and the different types of youth work that are available. Laura explains why she felt it was important to gain her JNC qualification (qualified youth worker status) and how this impacted her salary. Laura studied BA (Hons) Childhood and Youth at the University of Northampton and later an MA in Youth and Community Leadership. 

Hannah Stuart shares her experiences of being an Emotional Wellbeing Mentor in a Special Educational Needs School. Hannah explains how she works with children and young people aged 5-19 who have special educational needs, and who may have experienced adverse childhood experiences (ACEs). Part of Hannah’s role is supporting students to emotionally regulate and to find strategies to support their learning and wellbeing. Hannah’s school draws on The Thrive Approach to supporting mental health and wellbeing and she shares her insights into this approach. Hannah reflects on her previous work experience and time at university studying BA (Hons) Education with Psychology at the University of Bedfordshire.

Charlotte, Sam and Terri take over the podcast to discuss and share their experiences of studying for a university degree. They explore different study options, including, a foundation year, part time and full time study. The students discuss what motivated them to study at university and the process of finding the right course for them.

Umarah Hussain discusses her role as a Primary School Teacher and her experiences of studying BA (Hons) Childhood and Youth at the University of Bedfordshire and then a PGCE Primary Education 3-7 at Reading University. Umarah wishes to share her experiences of being a teacher with a stammer in order to raise knowledge and understanding about stammering and to inspire and support others.

Rebekah Dowling shares her experiences of being a Learning Mentor in a secondary school and how her role involves supporting students identified as experiencing SEMH (social, emotional and mental health) difficulties and/or challenging behaviour. Rebekah describes what a typical working week looks like in her job and how her school adopts The Thrive Approach to social and emotional wellbeing. Rebekah studied BA (Hons) Childhood and Youth at the University of Northampton and highlights how her course learning and work experience helped her secure this role.