Social Emotional Development

Social Emotional Development provides the foundation for how we feel about ourselves and how we experience others.

Inspired by the natural world around us, EmbersSED was founded to help us access the dormant potential we all have within us by using the medium of the outdoors. In understanding our natural world, using the medium of bushcraft and outdoor learning as a tool, EmbersSED is able to provide positive and creative opportunities that can inspire. We are, therefore, able to develop your skills and confidence and feel this can enable everyone to be more than they are, however they perceive themselves.

Why Choose Us?

Our Key Aims

& Core Values

Our key aims are to offer bespoke learning in every product we provide. We understand that every individual and group is different and what we need from our lives, education and personal experience will also be so. We actively design specific programmes for all our client groups that meet the needs of every participant. Through clear communication and consultation along with a personal approach and deep understanding of each client group. EmbersSED are able to provide exceptional learning opportunities that go above and beyond the average provider. This hopefully leaves everyone accessing EmbersSED provision with a deep sense of satisfaction and fulfillment.

Encouraging curiosity and discovery.

Helping to develop emotional strength and adaptability.

Building relationships with nature, peers, and self.

Developing a sense of belief in the ability to achieve

Supporting personal development and providing a safe platform for exploration.

Being (intentionally) more aware and awake to each moment

A word from our MD

When I first started my degree to qualify to be a secondary PE teacher I was filled with hope and aspirations of supporting young people. I knew I didn’t just want to teach them how to throw and catch a ball. I wanted to use PE and outdoor education as a tool to instill core life values, build confidence, resilience and self belief…

Two decades ago our education system was a little different. Whilst on my journey to becoming a teacher I was forced to focus on the subject curriculum, the stats, numbers and results on paper, and not the young person in front of me. My core belief that education should provide young people with the skills they need to not only survive but thrive in adulthood were quashed.

20 years ago I made the decision to quit my 4 year teaching degree. I had entered university passionately driven by the belief that PE was the best subject to teach young people how to become thriving members of their communities. Back then Outdoor Adventurous Activity was one, 6 week module and forest school didn’t exist! Physical activity and Outdoor education teaches independence, personal skills, teamwork and communication. Life Skills… but after 3.5 years I realised that the education system as it stood was far more interested in teaching the skills, running, jumping, throwing and catching a ball… I’ve never once regretted my choice to say farewell to teaching before I’d even started.

20 years on and I am now teaching children, young people and adults all the skills and attributes I believed PE and could bring through outdoor education. Over my career I’ve gained a wealth of experience and skills, working with thousands of children and young people. I qualified as a youth worker 20 years ago and have constantly sought to develop my skills and understanding in order to support a more integrated, cohesive and healthy society. My current journey to become a Certified Outdoor Mental Health Practitioner is bolstered by a wealth of mental health, child development and outdoor training.

It’s not Forest School. Yes we teach people how to safely light and manage fires, yes they learn about safe tool use and build dens, and yes we do eat lots of marshmallows!

But it’s not really the skill we are focused on developing at EmbersSED. Just being in the outdoors provides students who find the classroom environment challenging an opportunity to thrive. Being trusted with a fire to manage brings students confidence and self worth. Contributing to the preparation of a group meal gives responsibility, teamwork and a sense of community. And being able to do all this come rain or shine builds resilience and perseverance.

EmbersSED recognises every child as an individual and will work with you to tailor programmes of delivery to meet the individual need of every child. 

Qualifications

At EmbersSED our programmes are created and delivered based on Experience and Learning. 

Increased feelings of belonging and self-worth

Engaging in and manage positive relationships

Promoting emotional intelligence

Increased levels of self-image and esteem

A trauma-informed approach

Interventions incorporate a trauma-informed approach within their focus on social-emotional development. Whilst Embers SED does not provide a direct trauma-specific treatment, Embers acknowledges the impact of adversity and trauma on children's well-being and development, and aims to mitigate these effects by building protective factors and promoting healthy coping mechanisms. Interventions reflect adherence to the six key principles of Trauma Informed working;

SAFETY

The physical, psychological and emotional safety of service users and staff is prioritised, by:

• creating a safe environment and where services users and staff feel confident to ask for what they need to feel safe
• having a sense of freedom from threat or harm
• attempting to prevent re-traumatisation
• policies, practices and safeguarding procedures
• Experienced and qualified staff
• High staff:service user ratios.

COLLABORATION

Embers SED has a culture of collaboration which aims to overcome challenges and improve delivery , by:

• using formal and informal peer support and mutual self-help
• consulting with service users and staff about what they need and how these needs can be met
• actively involving service users in the delivery of services through interventions such as peer mentors, junior leaders and work experience opportunities.

Trustworthiness

Transparency exists in all policies and procedures, with the objective of building trust amongst staff, service users and the wider community, by:

• staff explain what they are doing and why
• a culture of integrity, staff will never make false promises or set unrealistic expectations
• leading by example, staff will never expect a service user to complete a task they will not do themselves

Empowerment

Services are designed to ensure staff support and empower service users and promote equality through providing a platform for learning and development, by:

• validating feelings and concerns of staff and service users
• listening to what each person wants and needs
• supporting service users' to make decisions and take action
• acknowledging the of the impact of ACEs and experience of Trauma, and that service user's may feel powerless to control what happens to them, isolated by their experiences and have feelings of low self-worth. 

CHOICE

Services are user led. All sessions are designed through shared decision-making, choice and goal setting by:

• regular consultation with service user's about session content and purpose
• listening to and taking into account the needs and wishes of service users, supporting staff, schools and parents/guardians
• explaining choices clearly and transparently
• understanding of the impact of ACEs and experience of Trauma on the ability to build trust.



CULTURAL CONSIDERATION

Move past cultural stereotypes and biases based on, for example, gender, sexual orientation, age, religion, disability, geography, race or ethnicity by:

• offering signposting to relevant third party groups/organisations
• exploration of a wide range of traditions and cultures
• policies, protocols and processes that are responsive to the needs of individuals and foster a culture of equality and acceptance.