Reflect To Improve
Schools are at the centre of working with young people and families. Now, more than ever, schools are dealing with complex situations. It is a widespread practice that staff work with young people with social and mental health needs.
The demands and challenges faced by staff, often lead to a detrimental impact on well – being. Supervision provides a safe and confidential space to explore and process the emotional impact of the professional role.
Supervision develops competence, knowledge and confidence in decision making required for the role within the school setting.
By introducing and establishing a structure for supervision in schools, staff can critically reflect without fear of judgement learning to be open about their mistakes, celebrate successes and engage with ways of improving through honest feedback. Supervision aims to replenish psychologically, improve
practice, enhance well- being and prevent burn out and stress.
Statutory Requirements
EYFS 2021
Providers must ensure staff supervision to support, coach, and promote children’s interests, fostering teamwork and improvement while enabling confidential discussions of sensitive issues.
Keeping Children Safe in Education 2024
DSL ‘The role carries a significant level of responsibility and the post holder should be given additional time , funding, training resources and support needed to carry out the role’.
Working Together to Safeguard Children 2023
Senior and Middle managers are expected to ensure their teams have time to engage in peer learning and knowledge exchange, peer audit, group supervision and observation.
What Is Supervision?
What Is Supervision?
Supervision is a professional structured process using a framework to develop the knowledge, competence and confidence of the professional. Supervision focuses on ‘everyday’ life of the school and the situations faced within the establishment.Strategies employed include; coaching, listening, guiding, educating, collaborating and empowering. Supervision provides continuous improvement and growth whilst decreasing the feeling of being alone, developing problem solving skills, reducing work related stress and helping to gain a different perspective by sharing.
Who would benefit from Supervision?
Effective supervision should occur regularly, ideally every 4-6 weeks, to support continuous professional development. Sessions can be one-to-one or in small groups of up to three staff members, allowing for personalised attention or collaborative learning. The goal is to foster a supportive environment for growth and well-being. I work with:
SEND Leaders
Designated Safeguarding Leads
TAs Working With Children With Complex Needs
Pastoral Workers
Members of Senior Leadership Team
About Me
My name is Gill Allen
Professional background
I graduated with Batchelor of Education honours degree in Bedford. During my career I have been a Subject Leader, Year Leader, Deputy Headteacher and for the last 21 years a Headteacher. I retired from Headship in April 2024.
Interests
I enjoy the outdoors and regularly walk, run, cycle and swim. Family and friends are an important part of my life and spending time together is precious. When I am not outdoors exercising and exploring, reading becomes my sanctuary providing down time and escapism.
Supervision
My belief and passion for Supervision developed during my time as a
Headteacher. Through my own Supervision, together with studying, I appreciate and passionately believe in the benefits that Supervision provides for staff at all levels of the teaching profession. Supervision is a safe place to address feelings and emotions and to improve practice.
BED Honours Degree
National Professional Qualification for Headteachers
Safeguarding Lead- Level 3 Training
Senior Mental Health Lead - DofE training
Diploma in Clinical Supervision
Begin the journey towards professional growth and well-being through reflective supervision. Contact Us Today!
I find supervision incredibly helpful. It gives me allocated time to reflect on situations and consider how I am feeling about them and the impact that they are having on me. It also gives me to time to reflect on my practice and review the actions that I have taken while in a safe environment. I find that supervision helps me to manage my emotional response to situations and helps me to manage work pressures. I would not want to be a DSL without supervision and I feel it should be provided to all DSLs.
- School Safeguarding Lead
As a headteacher I feel that the Supervision we have on a regular basis is essential not just for me but for my staff who work with our most vulnerable children on a daily basis. The Supervision ensures that we maintain a healthy balance of emotional and mental health.
- Head Teacher
I have been fortunate in my role as SENCO to have experienced supervision sessions. The opportunity to have the time to reflect and to consider the impact of the daily pressures as a SENCO on my own emotional wellbeing has been really positive for my own resilience. In supervision having someone to guide and challenge my thoughts and perceptions has helped me to see from a more balanced perspective.
- Senco
