Fahran's story

Fahran was a bright, outgoing child in Year Six but he began to lose concentration in class and became withdrawn.

Fahran's teacher referred him to Marrie, the SHS practitioner in school. Through a one to one session, Marrie learnt that Fahran was being bullied because of his worn out uniform. It was then that Marrie asked his father, Delbar, to meet for a chat.

Marrie had worked with a friend of Fahran’s father, helping him back into employment and, because of their trusting relationship, he encouraged Delbar to meet her. Delbar was very nervous at the meeting, couldn’t communicate with Marrie directly as he only speaks Afghani and didn’t want an interpreter to come to the meeting, saying it was too private. It was agreed that there would be just Marrie, Fahran and Delba present and that Fahran could translate for his dad.

Marrie asked Fahran how everything was going at home; Fahran told her tearfully how the family of four had moved into the only available property they could find, a one-bedroom flat which was poorly decorated and infested with rats.

The landlord would let himself in, making daily, aggressive eviction threats because they were struggling to pay rent. Afraid of his family becoming homeless, Delbar had got into huge arrears, could no longer afford a school uniform and started borrowing money from a high interest money lender.

Marrie arranged new uniform for Fahran through the Welfare Fund. He became much happier at school, which helped Delbar to trust Marrie. He came to a meeting with the council, so Marrie could arrange supported housing for the family, and free school meals which no one had told the family they were entitled to. SHS has helped them access ongoing support through providing for them using the Welfare Fund and Marrie has supported Delbar through the forms he has had to complete and meetings he’s had to attend to access further support.

 

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More and more students are finding that the ASDAN Certificate of Personal Effectiveness (CoPE) qualification can give a decisive edge to their applications for university, as Bryony’s story shows.

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Darni's story

Darni suffers from both Hemiplegia (total paralysis of the arm, leg, and trunk on the same side of the body)and OCD. SHS helped Darni to gain self-belief and confidence and worked closely with his family to ensure that he settled in to his new school. Find out how here...

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Fahran's story

Find out how SHS supported Fahran at school and at home, restoring his confidence and enjoyment of school and also helping his family get through an extremely challenging time.

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James' story - Greenfield School and Community Arts College

James was at risk of dropping out of school altogether until Greenfield School in County Durham introduced the ACTIVE programme, designed to help young people by personalising their learning.

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James' story - Greenfields school

The Communities for Learning ACTIVE programme has helped to build James selfesteem and confidence in his own abilities and he now has full attendance in school, no exclusions and has gained 4 accreditations in Outdoor Activities

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This school is having very positive effects on students through their approach to engaging the community for learning.

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Lee's story - St Wilfrid's Catholic High School

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This school's New World project helps pupils such as Louise apply skills such as creative thinking, effective team work and independent enquiry to solve problems. This has succeeded in breaking down Louise’s barriers to learning.

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Students learned about the ideas of Robert Owen, the father of social enterprise, at an event held at Sir Thomas Boughey High School near Stoke-on-Trent.

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Stacey's Story

After going into foster care and deciding she ‘couldn’t be bothered’ with school, Stacey found that the ASDAN Certificate of Personal Effectiveness helped her to reach her potential. Here, the Salisbury High School student tells her story.

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Tom's Story - Ralph Allen school

Tom was an able student who found himself in trouble in school due to his inability to control his anger, which in turn started to affect his concentration and learning progress. Tom attended a Communities for Learning workshop and is now managing to control his anger and engage with his learning.

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