As a new teacher, many years ago, I remember being told that parents and carers are the main educators of their children. Never more true were these words than during lockdown as parents and carers across the world became home-educators.

Within Care Visions, we saw some highly creative and inventive ways to stimulate learning such as turning the house kitchen into a 'cafe'. Menus were devised after looking in the cupboards and fridges and pictures of meals were drawn with captions of mouth-watering names attached.

Researching the backgrounds of favourite dishes took place, for example, did you know that the humble sandwich was devised by the Earl of Sandwich who, whilst on a military campaign, used up some meat between two hunks of bread as a quick 'on the go' snack? Posters advertising the cafe were made on the computer and then after welcoming the 'customers' and taking their orders, the fun really did begin by making the meals themselves!

After a busy 'service', the cafe 'staff' enjoyed some hot chocolate whilst totalling up the night's takings!

Sounds like brilliant fun, but if we think of the learning that has taken place it about covers the entire Curriculum for Excellence. Literacy and Numeracy, Art and Design, Drama, Social Studies, Computing, Science, Home Economics, History and of course supporting the individual confidence and independence which is Personal and Social Education.

Carers have become, more than ever, the reciprocal partners of teachers and have valuable insights to share about how individual young people learn best and the challenges and strengths that emerged. 

So, as schools go back, it's crucial that carers have opportunities to share their knowledge with teachers to help support them and get it 'right for every child'. Carers should not feel awkward about phoning the school and arranging a time to share their insights. 

As a teacher, it is these insights that help us to get a holistic view of a young person and their needs and it is a wonderful opportunity to not only strengthen the home-school partnership for the future but provides individual children and young people with the very best education.


We are aware of the feelings and experiences of others. We care through relationships based on empathy, warmth and affection to restore and maintain trust and hope.


We live by our values and our actions demonstrate our commitment to them. We nurture potential and challenge appropriately.


We value others and will act in a way that communicates this. We recognise our differences and celebrate them. We listen to and care for each other.


We aim to protect people from harm. We recognise the impact trauma has and that sustained therapeutic relationships can have a positive impact. Our work is trauma-informed and based on attachment theory.