 Everyone good evening here from the UK. I'll just make sure I'll press my mute button. Hello, my name is Ross McGill, teacher talker. I work with teachers and schools all around the world and in this ed tech era, that is increasingly the case. Tonight I wanna give you a fabulous prize, just one person sadly or one school, an annual subscription to some fabulous resources to support relationships, education and student mental health. Just so we're all sure of this technology, I'm using a platform called StreamYard in the chat box. If you're logged into Twitter, Facebook or YouTube, you can add a comment and I can play this on the screen and show it to our guests who I'm gonna introduce to you in a moment. So I can see one or two people have already logged in, which is great and they're adding comments. I'll get those displayed shortly. So prizes and competitions and some good kind of conversation around people, mental health and relationships, education. So I'll come back to the logistics in a moment. Before I get started, I just wanna kinda show people that have signed up to this session and people watching ad talk live because we are live streaming. Let's just put my screen up for you here. Here it comes. So we're looking at a great platform called One Decision. This is our timeline for this evening, whether we stick to that or not, let's wait and see. And I'm gonna talk to you a little bit more about this great resource and particularly looking at kind of different ways that we can support young people with their mental health and delivering kind of PSHE resources, mental relationships, education and much, much more, particularly for primary. And we'll talk about what the resource can offer later. I'm gonna also introduce you to teacher, Briney Dorans and Haley Sherwood, founder and director of One Decision. And we'll talk about the fabulous resources and Briney in particular, how she uses them in her school. On these topics, as we've said, and then people watching live. So again, I can see lots of people saying hello in the chat box. So thank you for that. A little Q&A session. So just before we really get started, giving people a chance to log in, log into your device, Facebook, YouTube or Twitter. Give me a hello. Tell me where you're watching from and I'll give your town, city or whatever it might be. Even a maybe a little village, I'll give you a kind of global shout out. And there'll be lots of people watching this after I'm sure. And then this is our key, I'm just gonna move my screen in a second. But our key link for this evening is www.onedecision.co.uk. So we'll get started in 10 or 20 seconds or so and I'll give you a chance to log in. I'll just move my face off the camera so you can see that link clear and I'll be back in a moment. Okay, so that is enough for a moment. I think before we go forward with anything else, I'm just gonna bring in our guests and just ask them both to introduce themselves. So we'll go first name alphabetical order. So I'll let you two work that out and don't forget to unmute yourself, ladies. And thank you for joining me. So who's up first? So hi, I'm Brianne Dorans. I'm a year one teacher in a private school in Devon. I've been teaching for five years now and I've been PSH leader of my school for about three, no, two years now, two and a half years coming up. And we've been using One Decision since September 2019. Hi, my name's Hayley Sherwood. I am the founder and co-creator of One Decision. I'm looking forward to telling you a bit more about the resources a bit later on. Okay, thank you, ladies. Thanks for joining me and thank you everyone else for watching. Let's just do a few little messages here. So we've got Philip here, watching from Rams Bottom near Burry. So thank you, Philip. I'm not too far away from you. And also to Lauren from West Lancashire. So your last call, people watching live. Let's give your town a little shout out. Everyone likes a little bit of glory. Okay, so ladies, I'm gonna bump you off the screen for a moment. My apologies and just put the slides back up and I'm just gonna get people to just get a bit of context and gather a bit of data from you if that's okay. So ticket page, people watching formally, you've signed up from all over the place. I think the last time I checked was about 20 different countries, which is great. And we'll talk about here, a particular UK context. There might be people watching from a kind of British international sector and Haley will clarify how the resources might be used in a different context in countries around the world and who she works with. Hello, Samantha from Sheffield. I'll just mention that while you've left a comment in the chat box. Thank you for joining us. And then because we're here in England and we're tuning in from different locations, there is where, if I just move this banner out of the way, where bear with me, there we go. You can see where you're watching from. So the bigger the dot, the more people watching. So there you go, right. So before we get into details about one decision, on this screen, could you log in? I'm gonna put into the chat box and I'll say it out aloud for everyone joining. Could you just give me a bit of feedback? What best describes your role? So in the chat box, the web address you that you need is www.pollev.com forward slash teacher toolkit. There it is in the chat box. Here it is on the screen. If you put that in a mobile phone device, everybody, or on a web, another tab on your screen, I'll give you a moment just to log in and connect and let's just see. So we've got a small number of people watching live and there's people on different channels. So this is the stream here to Facebook in particular. I'll just give you a moment to log in. Let's see if this works. If it doesn't, then I'll just give up. Okay, we've got one person, great. So let's see another eight or nine of you log in and tell me a little bit about your role and we can use this data to guide our conversations tonight. So I've got three or four of these before we get down to business. So what best describes your current role and on a mobile phone or on a tab on your browser and P-O-L-L-E-V.com forward slash teacher toolkit. I'll give you another couple of moments to give me a bit of feedback. Okay, thank you. It's all coming through now. A couple more, we can. So early careers teachers, some teachers, middle leaders. So at the moment, only seven results. So obviously the data is a bit skewed. Let me just move to the next slide. Your screen will automatically refresh by the way. So there's no need to change anything on your side. Tell me where you are watching from live. Let's see, okay. So I've given a few shout outs to Sheffield, Lancashire, Greater Manchester, anybody else from a different part of the world? Any people watching outside of England, let us know. Press that top button. Okay, so we've got more people connected. We've got one more vote this time, that's good. Okay, so Yorkshire and the Humber win. Okay, let's do one more question. Tell me what you know about One Decision. Have you used it before? Yes, not sure or no, but I'm really curious and I definitely wanna win a free site license from a school and also get all the free resources. Okay. Right, so lots of curious people. We've got one person that said they do, so we're keen to ask people watching live and what you think. Hello to Julie from Manchester. Thank you for joining us. Right, so let's take this off the screen. That I'll do for now. So I'm gonna bring Hailey and Bryony back in. I'll start with you, Hailey. Could you just give us a synopsis of what One Decision is? Okay, so to sum up One Decision, it started originally as a PSHE program. And actually originally it started a safeguarding program that was more focused on children's safeguarding as opposed to adults looking for children's safeguarding needs. And then it progressed into a larger PSHE program. We worked with Sarah Stevens, sorry, it's not Sarah Stevens, a different Sarah who started, she was the original CEO of Sarah Smart of the PSHE Association. And when she stepped down from her role, she became very involved with us to try and create something very visual for our media generation. And then over the years of development, we then became part statutory for health and relationships. So we've gone back and amended the program to make sure it reaches all of those expectations. And then we're just continuing to build at the moment. So as you can see on the screen now, we now have a nurture group program, which was used as a bit of a recovery program through COVID. But it's more as a kind of intervention program to support those children really lacking self-esteem. And then more recently, we have added an early years program. So that's our newest feature. Great. And can I just ask, how many people are using this in general? And I'm gonna come to Brian in a second, just ask her to quickly tell us how she might use it in her school. But how many schools, locations, how many people are using your resources lately? So we're currently working with nearly 1,000 schools. I think it's 960 schools and across 47 counties. And more recently, we've ventured into Wales, which has been quite nice. Because the PSHE has been- Right, nice, there's our map. Yeah, you can see them on the map there. All the Welsh schools have just started to join us in the last couple of months. And PSHE has been statutory there for a long time. So it's been really, really nice to see that they want to see what we're doing across the border. So, and we're also in about six or seven British schools across the world at the moment. Great, so lots and lots of people. Look at all those blue tags, fantastic. And you're starting to infiltrate Wales, which is good to know. Briani, so you're in, did you say East Devon, West Devon? I've been South Devon. I haven't got it wrong. I had four choices. So tell us, give us a quick history. I'll come back to you in a bit more detail, but just give us a quick kind of whistle-stop tour of your use of One Decision. So before we bought into One Decision, we didn't really have anything concrete in place. And we were finding lots of gaps in children's knowledge, lots of things not being covered as effectively as we wanted to be. And One Decision was actually found by our current year six teacher as a recommendation on the Facebook group. And we looked into it and decided in the school that this looks really good for what we wanted for our children. So we bought into it September 2019. So at this point, it was only the primary that we had. So early years, we were still kind of doing our own thing. And then once the early years was established, we thought, great, why not have it from our nursery children up to our year six children to make sure it's consistent, to make sure we're all on the same page? Because I think that's one of the most important things that we found is that we all need to be doing the same thing consistently to make sure it's really effective. And it's exactly what One Decision does. It's interesting you started just before the pandemic. So I suspect it would be a super popular resource that you use throughout the pandemic. Yeah, because this is our, now we're in our third year of using it. Hopefully we're gonna now do a whole cycle of being in school using One Decision for the whole year. We were able to take elements of the slides that One Decision provided as part of our online learning but we weren't always able to share the video. So they still had something PSHE based and we're still trying to sort of plug in those gaps once we came back to school. For me, it was like, right, what have they missed in year one? What have they missed in year two? What do we need to revisit? And I think a lot of that stemmed after, once we were settled and back in, we had a lot of separation anxiety with our younger children, lots of emotional literacy, coping with changes. We had some children who, especially our younger children, like, are we gonna be back at school on Monday? And we're like, yes, don't worry, like that was then and this is now. So using One Decision is sort of a consistent approach has been really beneficial for us. And, you know, my life as a teacher, you know, it's great to get resources that you can use and that you can plug and play in the classroom the next day. But you also need, I guess you need a kind of reassurance that you can trust the resources and they'll make a difference. I'll come back to you, Bryony, on why you thought One Decision was the best choice. But Hailey, could you just talk about some of the kind of, you know, you've got kite marks and logos and obviously, you know, in terms of publishing safeguarding resources in particular, you've got to go through a quality assurance process. Tell me kind of a little background into the resources, some of the kind of accolades, awards, kite marks that you have. So the PSHE Association is our go-to when it comes to quality assurance. And it's been a bit of a rough ride over the last decade to make sure that we've got everything right and it was age-appropriate because the needs for schools are very, very different. So we wanted to create a scaffolding approach that's kind of in the middle. So those schools that didn't need so many resources they could reduce and those that wanted more in-depth resources could add where they felt necessary. So practically everything is kite marked through the PSHE Association apart from our most recent fire, sorry, first aid module. We went through the resuscitation council because we felt they were more suited to kite markers for that particular area. And then beyond that, we've been lucky enough to be finalists and shortlisted in various awards like the ERAs, Teach Primary. We recently got the Healthy and Happy three-star category award for the early years program, which was really nice. And as you can see there, we're working with the council of British International Schools, which has started out our journey into further afield. Yeah, I mean, I've been lucky I've worked with COBIS. So it's a big international kind of organization for British teachers or British international schools. So there's a great network for you to go beyond the UK. Definitely, we're just starting now. I think we're in Singapore, Dubai, Switzerland, hoping to visit a few. So the question I've got for you then, particularly for people watching, and again, just reminder to everyone, please pose your questions in the chat box. And then I can pose them to Brian and Hailey. What makes your resources different, Hailey, to other PSHE programs? And for people watching outside England, personal social health education is what PSHE stands for. So just want to clarify that. So Hailey, what makes yours different? So the whole program is built around a series of videos that have been created with children. My inspiration came from the 1990s from a film that Gwyneth Paltrow did called Sliding Doors. And being very much a visual learner myself and very kinesthetic struggled at school in terms of attention. I was the child that was labelled with ADHD and behaviour problems, but actually I was a very, very visual learner and I did struggle to sit still. So I wanted to create something that engaged children, all children, and particularly as children are now predominantly surrounded by high quality images. They had to be on their level. So we created a series of films. I think we've got over 100 films now. And what's special about them, as you can see in one of the pictures you're showing there, is each of the videos have a different ending. So if we don't tell children they're bad choice makers, but in the endings they can see a risky choice or a safe choice or a healthy choice, unhealthy choice. And they help the children. So using that distancing technique to be able to get the children to feel empowered to make choices for others whilst they're learning the vocabulary skills and knowledge for themselves. And it's just about getting them to explore in a safe space before they have to actually make these choices in real life. And adults, I think we make a lot of choices for children, but we want to be sure that they can make these choices when we're not out. I don't want to get too technical when I kind of pose loads of awkward ad-lib questions, but just technologically as a piece of software to offer lots of different ending scenarios is quite a technical thing to set up. But I guess from a curriculum perspective, that's great for teachers and differentiation, isn't it? Yeah, definitely. And the children feel really empowered. I will just say though, on that point that not all of the videos have alternative endings. As you can imagine with puberty and conception, they're not made with real life children. So there's lots of animations and documentaries that are filtered in, but the majority have the alternative endings to allow the children to really visually see what might happen based on a decision they or someone else could make. So it's a big topic. And as you mentioned, there's some tricky topics in there. And I'll come to Brian in a moment in terms of how she uses one decision in her school. But this question here, Haley, personal development and its responsibility of the school, what's your opinion on schools being forced? It's a statutory thing here in England, maybe not elsewhere, but in the past it was maybe just expectations of parents or carers rather than a statutory thing in school. What has your experience say? I think only looking at the media, we can see that children are not getting everything they need at home. We see sad stories all of the time. And actually the school for me is probably the safest place for many children to learn safely without those barriers of their parents' opinions and their history of certain different things. And I think it's safe for them to learn with their friends and their peers. And I think school's our best place to deliver it. And to make sure that children are all on the same level, getting the same messages. And then, so just to give you an example, we teach children about texting while striving. And I got a question from a teacher saying, well, our children are 10. And I tried to explain, but yes, if we can create that nagging force in the car, actually we can retrain the adults to think better as well. So I do think myself that if we can filter in the curriculum that all children, we can create a completely different generation to come with children thinking on the same level for sure. And it's very important. I'm just gonna bring Bryony back in and just get your general thoughts, Bryony, in terms of, obviously you've gone through the setting up issue through COVID, you've had to go on that kind of fast forward pace. And I've gone through all the kind of glitches and all that type of stuff. But based on the personal development being statutory, the provision that you give now in school, I guess my question is how have you been using it? So from the beginning, it was all about establishing what did our children already know? And then kind of going from there, what gaps do we have? It took a little while to kind of work it all out. And we just sort of prioritized to start with what is glaringly missing for these children and what do they know a little bit about and can be revisited in the year. And obviously that was a bit much of a start-stop approach because of COVID. And then we'll see our kids, there's two children were then beginning to leave. So as of this year, we've just started afresh with everything. We've got individual files for all the children now and I've just kind of stripped it right back and say, this is what we're doing and we're gonna start again. Because I think there's been so many disruptions. We've had new children joined, we've had children leave and I just thought, clean slate. And that way I know from point of September that we are now all on the right path of what we need to do. And where's the kind of landline now? And obviously we're still dealing with COVID and pupil and staff happenances, but from an RFC curriculum approach to where you were when you started in 2019, how well are you using the resource? What differences are you seeing it make? I'm definitely seeing, I mean, being in a small school in Devon, the diversity that we have down here is quite minimal. I think compared to schools, maybe in London and obviously your city schools, things like EAL is very low in comparison. And I think a lot of one decision is having those diverse characters in their videos, making sure we're respectful to others. And when we do have these children join, it sounds awful saying, but it's not so much as a shock because like I said, there's not a lot of diversity down where I am and they're already sort of aware of others. I just think that for our children, we're finding now that they are more aware of others, they are kinder to each other and we make sure regardless that we're still having our PSHE lessons every week, regardless it doesn't get dropped in the curriculum for something else, it's always timetabled in and we make it a priority. And can I just have, you know, technical question for curriculum, but how much time do you protect on a weekly basis for that kind of provision? So for EYFS, if our nursery reception classes, they have a small 15 minute, 10, 15 minute where they share the one decision videos with a discussion, this can be enhanced later on through like continuous provision. For key stage one, we have 25 minutes to 30 minutes for our lessons and for key stage two, they have up to 45 minutes. Okay, so quite a good chunk of time. Haley, I'm just putting on these slides here. I wonder if you can just maybe explain some of the resources that are inside some of these graphics if I just take my banner off so everyone can see the full screen. Haley, just talk us through these images. So these graphics have been taken from the puberty and conception and we've tried to provide a real high quality approach that is not too childish and it's not too much for our children at year five and six and it's very scientific. And what it does is it does the job and takes a lot of the owners off the teacher having to worry about sharing the content. It does it for you. And then obviously we've got lots of different opportunities to we're currently creating so much guidance in the background about teachers about all the different genders, how to support children with SEND, how to make sure that puberty is inclusive. So it's really the full package. And then obviously with our conception that isn't compulsory, but many schools are choosing to use it. Yeah, and I remember my time teaching PhD. It's a subject that's very different to anything else in the curriculum. And I guess the kind of question is, I know you've got on a slide here to people to show is how the assessment side of that works? Could you talk through people watching processes you have in place? So we have a number of different assessments. So what we have is we have nine modules per year group. We suggest that schools choose three modules per term to work through at their own pace because we don't try to fit schools into boxes because it will be dependent on what the children bring to the classroom in terms of because with PSHE most of their information comes from home or in the community. It's whether they've got older siblings, whether they're exposed to certain TV or film and older language. So we do try to create it so it works with the children regardless of whether they've got mixed class groups or mixed abilities. What you can see on here is the students self-learning journeys where they can assess their own learning which has been quite a big focus for Ofsted. But this is just one of the areas. We have knowledge organisers that schools can use and they can refer to. We have baseline and summative for every module and then that's the beginning and at the end and then within every single topic there's baseline, formative and summative throughout. We've worked really hard with the PSHE Association to make sure that we're assessing all the crucial points. Most importantly, when they're watching the videos they're learning so much from each other in terms of sharing their opinions as well. Just going to clarify definitions because there are people watching outside and Ofsted is the school inspection service here. And can I, Barani, can I get you to maybe describe to people who are not familiar with the term knowledge organiser? What is it? So the way a knowledge organiser works and the way we use them is that each module will have an overview of key vocabulary that's going to be shared. So if they're not sure they can look back on it it has key questions, they're learning objectives. So that way if I covered a year four PSHE lesson about a couple months ago and it was about grief and I was like, oh my goodness. And I actually printed out a knowledge organiser myself just to refer to. So I even, I know as the teacher what am I going to be saying that's appropriate and sticking to that. So I kind of use it as an adult guide as well to make sure that this is what's been deemed appropriate for these year four children. So Sam, a good concrete map, your curriculum and you can get pupil friendly ones for knowledge organisers too. Is that what you ought to do? Yeah, they're all child friendly. What we do for our key stage one pupils is obviously with reading we have this displayed on a display board and then for our key stage two children they all have an individual one in their files in the back so they can refer to it whenever they need that extra support. And just going back to your kind of context, Brian you mentioned you used, you signed up for one decision at the start of the pandemic with all the other things that you had to deal with training online, teaching that type of stuff. How have you upskilled your teaching staff and your support staff to use one decision? I think the first sort of term as I wasn't leading it I think we're all kind of trial and error seeing what was what and then once I took over we did staff questionnaires, do we like it? What do we like about one decision? What can we improve on? What don't you feel comfortable with? Is there anything we can help with? But what we love about one decision is when you log in and you sign up for it it's got a how it works page. And in there is so many I can't even describe to you how many helpful documents. So if my teacher's like, oh I'm not too sure about this it's like have a look at this document and if you're still not sure come back to me because Hayley and her team have covered nearly everything and it's just been, you know especially with someone that was quite new you know I'd only been maybe two years past my NQT to take on such a big subject even I was like, oh I'm not too tall. That is quite a responsibility. Everything there and just be like oh and now I know it, you know sometimes I'm like oh I know the answer to that now and that's all down to just Hayley and her team. Right so Hayley I'm gonna bring you back in on that compliment. This screen here again, I guess it's your opportunity to give us a kind of synopsis of the breadth and depth of the provision that you offer. And just before I bring you in reminder to everybody watching leave a comment, post a question Facebook, YouTube or Twitter and I'll pose that to Hayley and Bryony as we watch or hang on the line and we'll take your questions at the end of the session and don't forget access to free resources at the end and winner annual subscription. So stay on the line everyone. So Hayley question is on this screen give us an overview of everything that you do based on Bryony's wonderful accolade of your services. Brilliant, so I've created this map here and this was created in light of recent conversations in the UK. So for those UK schools might be aware that there was a lot of talk about Ofsted no longer deep diving into PSHE. So for those of you outside the country Ofsted will come in and assess a particular lesson and PSHE is often one of those lessons where they will critique everything you do across the school to make sure that it's being delivered correctly. So my big fear for schools on this rumor was that they would stop worrying about delivering it and I just want to get across the school. Actually, if we have a strong PSHE subject across the school not only does it help you to cover all of those statutory areas of health and relationships but then we've got to look at personal development at SMSC that will also feature again for those that don't know the acronym that will be a social, moral and spiritual cultural education which forms a part of the inspection framework. So without PSHE we can't necessarily show how this is embedded across the school because PSHE is in the classroom and then we can look at student safeguarding and protective behaviours, British values, protective characteristics. It goes on and on. An actual solid PSHE programme enables you to showcase how you do all of the rest of these things across the school. So it's a, you know, in terms of the coverage and the breadth is quite a wide, want to avoid the phrase tick box but ultimately we're trying to safeguard our children, put them in a good position to go on and be, you know, positive contributors to society. Hailey, let me just show you a couple of more screens, everyone. Hailey, just talk us through these resources here. What are these? So these are the early years resources. So I spoke quite in depth earlier about the video content. Actually, when we go back into early years we've made it a lot more friendly for young children and we've created a set of characters called the rainbow drops that are all different colours. They come from different sized families and different places and they explore the world around them. So everything we do at early years is about supporting children into that transition into year one. And again, everything we do at primary is about preparing children for that transition into secondary. And I think even though they don't call it PSHE at early years, it's called PSED, which is quite similar, why they wouldn't put that same acronym to cause less confusion. I don't know. Not the acronyms, yeah. But everything builds on each of the sections that we do. So we'll have a keeping staying safe section in early years and the same in primary. And I think going back to what you were saying a moment ago, Ross, about schools feeling a bit overwhelmed, but actually if we get this part of the curriculum right, a healthy happy child has been shown time and time again, we'll learn better, we'll retain information better. So therefore all of those tick boxes that we have to do in English and maths and SATs, if we can deal with any issues that are causing that child to be behind or less involved, actually they will thrive as students within your school. So I cannot show my passion enough for making sure that PSHE is done well. Now for listeners, Haley and I have known each other for a few years now. I can absolutely reassure you that this is in her blood and she's very passionate and it's been built from the ground up, hasn't it Haley? It has. I actually come from secondary and I used to run an alternative provision for disengaged youngsters from the age of 11 to 16. It was there that I saw that there was an opportunity to reach them earlier before they ended up in provisions like mine and that's where I really got the fire in my belly for going back and forth. Yeah, and you've got that, no, haven't you? Tell us about that. I have. So Rainbow Smart actually, again going back to how we can get the adults and their parents and carers involved at home to build on our early years and to try and reduce that attainment gap at the moment that we're seeing with COVID. I think children in year three, six and seven year olds are still yet to have an uninterrupted year at school and they're kind of nearly halfway through their school in life, which is crazy to think about. So we created Rainbow Smart through the pandemic which provides opportunities for parents and carers to work on the same topics that they're working on in early years. We do have a lot of parents and carers using this without their children having it at school, but we're finding that if an early years provision is looking at grief, for instance, so the early story of Purple's pet bird, they can let their parents and carers know and they can then log into the app, look at the Read To Me book or the animation at home and try and get those same language and communication conversations happening, kind of linking it all together. There's also mindfulness videos and flashcards and there's a free seven day trial for anyone that would like to look at that. We've even got SCN departments in primary using that for some of their children that have missed out in a few bits. So there's tons of stuff. Yeah, Bryony, I'm going to bring you back in, I guess. What I'd like to unpick from you is, I know your story is relatively new and you've had COVID which has gotten away, but where do you see you and your use of one decision going forward with your children in your school? I would say that now that we have introduced these individual folders and now that we can track individual children's journey from year one is when we use them from all the way up to year six, we're just creating happy children who are respectful of others and just have a better understanding of the outside world. Part of me always felt being in a private school, a lot of our children can be very sheltered. There's a lot of things that may not be aware of and I think it's really good that they kind of are aware of this now before they head off into secondary. So all the things we're doing is kind of giving those building blocks before they head off because most of our children head into secondary state schools, into the grammar schools. Again, it kind of gives them those foundations ready for their teenage years with things like online safety, bullying and even things like first aid which is now statutory and how important that is. So they've got a bit of an awareness of that as well. So, and I've got a question here. So it sounds like you've got a good clear path and I think your curriculum structure and your knowledge organisers are all those great tools that help support that implementation. Haley, I've got a question here from Samantha from who's watching on our live Facebook stream. Thank you, Samantha. Do you have any SEND schools? So people watching elsewhere, SEND, special educational needs and disabilities. And Haley. Yes, hi Samantha, thank you for your question. We do, we have quite a few and we have some special educational behaviour schools as well. We even have a handful of secondary SEND schools that adapt our resources to their cohort because of the mental age of their children they're working with. And we've been talking to quite a few about taking away some of the animation and refilming with older children but using the same scripts because it's pitched at the right level but we obviously use younger children in the video. So it's one of my areas that I really want to get into next is looking at how we can adapt that even further. Looking at subtitles as well for deaf children and all sorts of plans but funding holds us back. So there's a huge potential and my work with schools and teachers around the world in terms of, and I don't know how this will resonate with Bryony or your insights Haley but all teachers tell me that they struggle in terms of confidence managing people's mental health and particularly addressing SEND in the classroom. Does that ring a bell for you Bryony in terms of the people around you that that's the thing that teaches lack confidence the most? Yeah, I think mental health has been such a huge thing especially since COVID. One of the things that we have done to support our children especially in our infant children our reception year one year two children is we've introduced calm corners. So they have a corner of the classroom. They have one of our DD dolls in there as well so it's something familiar to them. Just for people watching elsewhere just explain what a DD doll is. Yes, so Haley has done it one decision when the resources are broken down you have resources five to eight so year one, year two, year three their little character. So here in the EYFS we have the rainbow drops. We have a little mascot called DD and then for the eight to 11 year olds they have an older mascot called Dali. They don't have the older mascots in their classrooms but we have the younger ones so it's just like it's something familiar. And I'll bring Haley back in to explain how the mascot stories evolved. Thank you Bryony. You can see Dali down there actually just behind Haley. Ah yes. Yeah, there we go, yes. On the other shoulder, yeah. Right shoulder. There, there's DD and Dali there. So DD was a decision maker and that's what we put the program around and then it became Dali she was a bit more hip for the older characters and then we produced Dinky and Dooley who were the alien that came into earth in a lot of our animations and then the rainbow drops. So it was DD and the rainbow drops so he's just trying to bring in a bit of fun a bit of animation to some serious topics but make it slightly light hearted and help children to feel more comfortable when they're looking at these areas of their lives. Right, so thank you for that clarification. So there you go folks. I'm gonna slowly start to wrap things up. This is your chance now to leave a comment on Facebook, Twitter, YouTube and I'll pose the question to Bryony and Haley in a moment. I'm about to, you know, drum roll offer an annual subscription and also Haley's gonna talk about the free resources that you can all access watching live or watching this recorded. And I'm gonna pose a question to Haley to kind of sum up three ways because that's what was on the title at three ways that one decision can help your students and your school support children's mental health and relationships education. But before I do, I'm gonna bring the ladies back in I'm just gonna pose a few questions in a moment but here is the prize question. So let me, and I'm gonna keep it easy maybe I should make it hard but I want someone to actually win this annual subscription. So in keeping with retrieval practice and quizzing and developing memory and I've done it myself tonight I want you to tell me what part of Devon Bryony works in is it North, East, South or West Devon and this is only for people watching live. So you need to leave a comment in the chat box in order to win an annual subscription for your school and Haley can describe what that includes its value and all those types of things. And you've only got five minutes to pose a question and we'll probably choose somebody at random. So there is your chance to win an annual subscription. So answers please, as quick as you can I can already see one or two coming in the chat box. So let me take the screen off we're gonna bring Haley and Bryony back in. I'm just gonna put some comments on here. Here's a first comment. I work for an online school would your resources be suitable to use over Zoom? So Bryony let's start with you you've probably done this, what do you think? Yes I have, yes absolutely. So part of it we actually see saw learning in the beginning and then when the second lockdown happened we had online Zoom lessons. So all we did was share our screen it actually worked better doing it live because then we were able to share the videos because we didn't want to give our parents the login details that we had for one decision. I don't know about Canvas, but Zoom absolutely. Can I have some? Yeah of course Haley. Am I okay? So we did a lot of work during the lockdown to make sure that the lessons were available so that teachers could access them really easily but we did have to spend quite a bit of time filtering through what we thought was appropriate to be delivered at home because obviously some of the subjects do touch on things that might be affecting children at home. So we did have to filter through and I think about 40% was suggested for use at home but I wouldn't suggest that every single element was home learning because often it can bring children into conversations that are uncomfortable for them if they're at home, does that make sense? It does. I've got another question here from Samantha. I'll start with you Haley. I haven't used your resources before. They sound great. Secondary school, I'm thinking about students of mine. Do you have plans to cover the secondary curriculum too? We do. Before we went back into early years that was our primary focus but it's a lot of funding to get us where we need to be to cover everything that needs to be covered and it's certainly in our plans but when COVID happened we felt that there was a bigger need for early years so we actually went backwards but I'd like to think that in the very near future we'll be doing things. We've got some great plans. We've actually got a feature length film that we want to put forward as a part of the English curriculum which is all about decision making and it's broken up. So hopefully we'll have some news on that in the very near future. Thank you Haley. And Brian, can I guess one more key question? You've only been using the free resources, is that correct? No, we have all the resources now. Did you start with the free materials first before you kind of dipped in? We had a little look to kind of see what it was like before we decided to buy into a full subscription and just see how the children responded to them and we've had great feedback. I mean the children get so excited. Sometimes when we have RE they're like are we watching a video? I'm like no, no, this is PSH, not RE and things like that. So they find it really engaging and I feel like the way the world is now with technology and videos, children watch videos all the time with all the Disney plus that they get in the YouTube and actually I find now that when they get to watch the videos and they're fully engrossed, they're engaged with the resources and it works really well for them. So there you go. So you've tried before you buy, isn't it? And particularly in schools when budgets are short we need resources that are gonna make a big difference. Hayley, just responding to that comment from Samantha about SE and secondary school. We've got a lot of secondary SE and ND schools, Samantha and I would welcome a conversation if you'd like to drop me a line and I believe that the Key Stage 2 program is being used more in the secondary SNDs and they can be adapted quite easily. So more than happy to let you have a look and see if that's something that could support your provision for sure. All right, now I've got one more question before I give everyone the link to the free first aid resources. In terms of parental engagement, a question from Elby. Do you have any resources to support conversations at home? Just today we have just completed our puberty pack guide for parents that's got a full book list and it's got lots of information on how to start those conversations and obviously we support the schools in engaging with the parents before they even deliver those lessons as well. So there's lots of resources there. And also there's a little bit more of an attack, sorry. Hayley, can you tell us a little bit more about how everybody watching can get these free first aid lessons to use in their classrooms tomorrow? Yeah, so we're really excited about the first aid because we didn't film for so long and it was our first module back and we literally just completed it in December. So this is recommended for years four, five and six and again, probably suitable for years seven and eight as well, especially if they've not done it before. And what this entails is four separate lessons that really, really hones in on all of those key skills a young person would need to help someone in a first aid situation. But there's lots of videos different to the primary stuff because there is alternative endings but we've got a bit of a twist. So I'll give an example. There's a video of someone that can't breathe and in that particular video there's two endings, one where they're having an anaphylactic shock and one where it's asthma and it's a real visual way of getting children to remember those steps to take if they do come across someone that needs support and that is available to everybody. So there you go everyone, what's not to like? Loads of free resources. So let me just put the link up there. So onedecision.co.uk, take a look, grab those resources. I'll circulate for people that have signed up to the ticket, all these links and this recording so you can share this with colleagues in your school. Right, we're gonna come to prize time now. So I'm about to announce a very tricky question. An annual subscription. So Haley before, Bryony gives us the answer and I choose a winner for someone watching live. What's included in an annual subscription? How many licenses? What does it cost? All those kinds of questions that a school leader would have. So an interactive subscription will just allow online access to everything for years one to six. It will cover everything under the expectations for PSHE in line with the core themes that the PSHE Association have laid out. It also covers all of the areas for health and relationships education which are now statutory. We've got assembly packs just this week alone. We have created a mental health pack and lots of resources for safe internet day that was today, which will be accessed if anyone is interested. And we also have support from me and showcasing how to embed that into your school. So I'll add that on as a free charge. What kind of training is offered on? And obviously there's that online support but is that, obviously COVID, the physical training might have taken a back foot but what kind of support do you offer school Haley that in that context? In the portal, we haven't asked a question and within there, teachers can access that at any point and our team always on hand and we have yet to fail to respond within 24 hours. So hopefully we don't get to this point. But that's what we, that's what we... So there you go, right. So, Bryony, I want you to think of Britain's got talent here, a bit of suspension before you reveal the answer but earlier in the session, I asked Bryony where she worked. I forgot, I checked again and then I pose it as a competition and I wanted to know which part of Devon does Bryony work in? Is it North, South, East or West Devon? So Bryony with a little bit of a suspension should we have what particular part of Devon are you teaching in? I teach in the South of Devon. So there you go and what a lovely place it is. Now, I've got a few responses in here but not many correct answers but I'm going to reveal on the screen someone who's been quite engaged with us. So thank you and the winner is Samantha. So congratulations Samantha. So if you email me Samantha or directly to Hailey through the website, I think the best thing to do is to come to me. So just for this video recording, if you email me on support at teachertalkit.co.uk, I'll connect you with Hailey and you can start using these fabulous resources as soon as possible. Right, so we're going to wrap things up. So I just take this off the screen trying to manage two screens here and all these slides. I guess my last question to you or in fact I'm not going to do that in terms of technology. Let's just keep it as a talking heads. You've got a great resource there. I know in my career teaching PSHE a very broad curriculum and having lots of embarrassing moments or things that I wasn't confident with with the plethora of resources and great kind of tools such as One Decisioner. I guess Brian can back me up here. You've got a great bank of resources that can give you that confidence in the classroom. Yeah, I mean, it comes with all the teacher notes as well. So even if I know, I mean, I know how it works differently in other schools, but sometimes your PSHE might be delivered by an HLTA or a TA while teachers have a PPA time. And I feel like that was quite a big thing in lots of schools that their PSHE was being delivered might maybe not always their teacher, but sometimes a supplier or a cover teacher. And I think what One Decision does is because they have the teacher notes at the beginning, you could give it to anyone and they would still be delivering exactly how you would be delivering if you're kind of following it. So if you're not confident, especially, I know things like puberty and conception can be quite big overwhelming topics for people. Not too sure what's the right thing to say, the wrong things to say. Have your teacher notes there and it's all kind of there for you. So hopefully you don't slip up with anything. So no more awkward moments in the classroom. We've all been there. So we've managed to get through this session without saying any rude words in the sex education lessons. So we've done very well for a seven o'clock at night. So one thing we didn't mention, Ross, is that within the package, you've got the full lesson plans to load as well. So we've created them in image form so that it's not going to be a PowerPoint that doesn't fit right on your screen. We've created it so you can just load and follow the notes and go. So it's just really reducing that teacher planning time as well. Teacher workloads are perfect. So what's not to like? Grindy, in three words, could you sum up what difference one decision is making to your kids? I would say we have, it's not really words, are they? We have happier children. We have children who definitely know what PSHE is now, before you asked what PSHE is and they wouldn't be too ropey on that one. I would say we have children who are more aware of themselves in terms of, you know, their mental health, their physical health. You could ask them something and they'd be able to give you an answer about it. There you go. And Hailey, obviously, it's your baby, but give us those three words that you think make a difference to our teachers and our children in school. So for me, it was three reasons, if that's OK. Three ways that we could support relationships, education and mental health. So it's providing that strong PSHE, going back to that mind map, helping you cover all of those different areas of safeguarding and personal development right at the beginning that we spoke about then. The second thing is extra support with your parents and carers. I think it has to be, it can't just be left on the school to take some of that pressure off us. We're trying to give schools more stuff to send back like helping your child with anxiety or supporting your child with puberty, lots of packs to send back with parents. And now we're doing regular assemblies. So it's not just those one-off lessons on a particular topic. We're trying to filter in lots of assemblies along the way as well to keep those, like teaching the times tables. We want children to keep having the same messages so that we can embed that learning even more. So then three ways. So there you go, folks. So I'm going to kind of formally end the recording here. We're just going to have a little bit of a chat now. So that's why most people still want to stay on the line. But I'm going to kind of end formal proceedings. You can kind of see from the pictures and you can also hear from Brian any of the difference that it's making to our teachers, the colleagues, and also the children in their school. You've got the link to the free resources, the first aid module. There's the new app. And congratulations to Samantha again for that correct answer. Let's just reveal her excitement. That's not bad for a Tuesday night at seven o'clock, getting a pre-subscription. So here's your last call, folks, for any comments in the chat box connected to the channels that you're watching. So I'll give you a moment to add anything there. Last chance to quiz Hailey and Brian, his brains. While I'm waiting for your comments, Hailey, thank you. It's been lovely to work with you again. Thank you for having us. And a great resource. And I know you've been incredibly busy and your growth has been exponential, particularly through the lockdown, hasn't it? Yes, it certainly has. I think I need a holiday. LAUGHTER And, Bryony, on the front line, you know, going through COVID, particularly as an early careers teacher, can I just say thank you on behalf of all the people I work with, you know, for working on the front line, keeping our schools open and helping our children. You did a fabulous job. And thank you for all the kind words, Bryony. You're so welcome. Really, really appreciate it. So, on Japan later. Yeah, well, there you go. So, we've got a few comments here. I'm not going to go through them all, but thank you to everybody for watching. Well done to Samantha for winning that subscription. Just a quick reminder, support at teachertalkit.co.uk, and I'll connect you with Hailey. This video will be shared on my YouTube channel. I'll circulate all the resources and hype links to people that have signed up. And thank you very much for watching. I wish you all the best. Keep safe. Keep up the great work that you're doing in your schools. And please check out onedecision.co.uk to download all these fabulous resources and access the free material at least. And I'll see you again in the future webinar. So thank you for watching.