This workshop will help us understand why character education is essential. We will explore a brief overview of the role of character in education. There will be discussion of how character impacts academic achievement, personal growth, and future success. All key factors for safe and support students. We delve into the connection between social-emotional learning (SEL) and character development to proactively safeguard our community.
This workshop looks at how safeguarding responsibilities and PSHE teaching come together when working with neurodiverse students. With a particular focus on relationships, sex and consent, the session explores why some standard PSHE approaches can unintentionally increase risk for neurodivergent learners. It will consider how content, language and delivery can be adapted to improve clarity, emotional safety and inclusion, while keeping safeguarding at the forefront. Participants will leave with practical strategies, real‑world examples and reflective tools to support neurodiverse students more effectively in their PSHE provision
Every behaviour tells a story and before it becomes a challenge, it is a message waiting to be understood.
This session reframes behaviour not as something to fix or control, but as meaningful communication shaped by development, emotion, relationships and context. When we slow down, stay curious and respond consistently, behaviour becomes an opportunity to teach, connect and protect, not just physically intervene.
Grounded in values-driven practice, this session explores how positive behaviour support is built through safe, relational responses rather than reactive systems. Participants will reflect on the adult role in co-regulation, examine the use of safe and appropriate touch, and practise de-escalation strategies that reduce risk and preserve dignity.
The session also introduces the core principles of Team Teach, with a clear emphasis on restraint avoidance, proactive planning and the use of least-intrusive responses, ensuring safety for children and adults while keeping relationships intact.
This is a practical, reflective session for educators who want to move beyond compliance-based behaviour management and build calmer, safer environments where children feel understood, supported and able to succeed.
Chris Timms is Deputy Head (Early Years) at Dulwich College Singapore, where he leads on teaching and learning, assessment, safeguarding and professional learning. He works across school and community to build positive cultures rooted in trust, relationships and psychological safety, with a strong focus on evidence-informed practice and leadership that puts children first. Chris has been at the College for nine years with his wife, Jessica, and their three children, all of whom are part of the Dulwich community. Prior to Singapore, he was a Deputy Headteacher, advisor and Acting Headteacher in Chester, England, and has over 25 years’ experience in education.
This workshop will help unpack the importance of Contextual wellbeing and how a whole school approach can suupport the wellbeing of our students and therefore develop a community approach to safeguarding .
