Roger Mitchell Email & Phone Number

Roger Mitchell has worked as a teacher in the London Borough of Barking and Dagenham (one of the most deprived boroughs in the UK) since 1988 and has been Headteacher at Ripple Primary School (a 950 pupil school for 3-11 year olds split over 2 sites) since 2005. Ripple Primary School hosts three ARPs for children with SEMH, ASD and CMLD.Ripple Primary School is an Emotionally Available School. Everyone is Welcome. Everyone Belongs.Roger has held a national post for Primary Science Education, has delivered training locally, nationally and internationally and has served on committees and research groups for many organisations, including The Association for Science Education, The Royal Society, the DfE and the Standards and Testing Agency.Roger is also a vocal advocate for inclusion and has a breadth and depth of experience and knowledge in supporting children with SEMH needs. In 2020, Roger was asked by the Local Authority to chair the SEMH Workstream, a group with a membership drawn from practitioners and commissioners across education, health, social care and third sector organisations who support children and young people and schools in Barking and Dagenham.Keen to use the collective expertise of this group to strengthen Universal Provision and High Quality First Teaching in the borough’s schools, Roger has so far led the development of:• The SEMH Handbook – to support educators and others in developing their understanding and management of challenging behaviour;• The SEMH Banding Document – to support the accurate identification and level of SEMH needs;• The Barking and Dagenham Inclusion Pledge – a set of fundamental values that underpin a holistic approach to the inclusion of all children.This work has been recognised through the IFIP Global Inclusion Awards 2024 and being accepted as a Senior Fellow of the IFIP.He has recently been appointed as a Trustee on the Board at nurtureuk.Roger strongly believes that there is a Moral Imperative to provide inclusive education to all of our children, especially those whose challenging behaviour places them at a high risk of suspension and exclusion from school. In order to achieve this, he is continually pushing for ALL who work with or on behalf of children and young people to gain a good understanding of Attachment, Adverse Childhood Experiences and Trauma Informed Practice so that we can create truly Emotionally Available Schools for our pupils and their families where everyone has a true sense of belonging because, in his words, “If you lose a child from their school, you lose the child.”

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  Crewe And Alsager

  Education