St John’s: Sandy’s Story revisited

Last week the Community Ambassdors helped to re-write Sandy’s story to change the difficulties he faced, including giving him his own room and a friendly school where everyone was kind. We went through the new story and finding examples of trust, empathy, kindness and human dignity.

Comments and observations


“It takes a long time to get trust again if you lie”
“If someone has bullied you or hurt you in the past it is really hard to trust them again”
“When you trust someone you can tell them anything and they will help you”

Watch a short film about Trust


“When you put yourself in someone’s shoes”
“Lots of people start bullying because they have had bad experiences- like being bullied themselves or shouted at by their parents”

Watch a short film about empathy:


“Being friendly, generous, considering others”
“Sharing is important”
“It’s good to help people and make them feel welcome”

Watch a short film about kindness:


“Children should be seen and heard!”
“Adults need to listen to children so they can protect them”
“Giving children space helps them have human dignity”
“It’s good to be able to help your friends”

Watch a short film about human dignity:

Our questions for adults: What can you do to make children trust you? How can you make children feel listened to?

Sandy’s story: St John’s

In this session, our Community Ambassadors listened to a story about Sandy. Sandy is a fictional character, a 10 year old boy who experiences challenges at home, in his community and in school.

Our Ambassadors explored the concept of empathy through hearing Sandy’s Story. Empathy is when you are able to see things from somebody else’s perspective. By putting ourselves in others’ shoes and feeling what someone else is feeling, we can better understand how our choices impact on other people.

Ambassadors listened to Sandy’s story and afterwards explored ways that the story could be better for Sandy. To read Sandy’s Story for yourself please click the link:

CP Investigates (Sandy’s Story)

A brilliant discussion today about our experiences of bullying behaviour and how this has been dealt with by adults. The effects of bullying last a long time and today talking about things that have happened in the past still leave us feeling sad, upset and angry.

An insightful and challenging session today. Thank you, Ambassadors, for a true, reflective Children’s Parliament meeting.



CAPE St. John’s: Our Community

Welcome from St John’s Community Ambassadors!

Our 2nd session focused on our community. We talked about the safe and happy spaces and about the places that we can’t or don’t feel safe to spend time.

Through our discussions we found out that we don’t all live in the same community, so we tried to think about what “any” child wants from the spaces and places where they live and grow.

We wrote down and drew some of our ideas and views on a large model of a community space and then in our new teams we worked on our individual maps to think about the happy and safe places, the people we know and trust, and the places where we don’t feel safe, and we thought about why.

Thoughts and ideas;

“Teenagers vandalise our play parks, they set fire to the equipment and to the grass.”

“There’s a big park (for older children) and an infant’s park. The teenagers hang about the infant’s park, so we can’t go there.”

“One local shopkeeper banned Portobello High School pupils from his shop. It’s not fair, it’s stereotyping teenagers, so is not very nice. I think they should change that rule.”

I feel unsafe in my flat. People keep setting fires around there.

I love the woods because I love climbing” (discussion about natural play spaces, as opposed to playparks)

I only go out with my parent’s permission. They need to know where I am. I wouldn’t go to the park on my own with my friends. My parents have this rule because they care about what happens to me.

There’s a 5-year-old boy on our street who keeps stealing our bikes and letting the tyres down. He used to be our friend. I don’t know what’s happened to him to make him do this.

Our question to adults from this session is; Who will listen to children about how and where we feel unsafe in our community?

Community Ambassadors at St John’s RC

Today we’ve been working on being Community Ambassadors and introducing our selves 🙂🤔

The new Community Ambassadors are: Toby, Rehan, Mia, Alex, James, Nicky, Beth, Beth, Ailis, Imran, Areeb, Julia

🙋‍♂️🙋 Toby – Community Ambassador

We’ve talked about Human Dignity and experiences which children have which removes their dignity from them and – the experiences which build children’s human dignity and feelings of self worth.

Have a look at some of our “Dignometers” posted above. We hope you enjoy them.

Our questions for adults from this session are: What does human dignity mean to you? and Can you remember an experience which left you feeling small, put down or sad?

CAPE St John’s: Trust and feelings

In this session, our St. John’s CAPE teams looked at TRUST and what this means in our lived experience.

The teams began by thinking about the adults who we feel we can trust to make our communities feel healthy, happy and safe.

Then we thought about why we feel this way towards adults, what must adults THINK – FEEL and DO to help us to trust them?

It was a really thoughtful and insightful session, and we thank our teams for some thought-provoking statements that helped to develop the conversation.

Our Ambassadors felt that adults need to think;

“Why wasn’t I tol sooner?”
“I care”
“Stay strong”
“I’m here to help”


The 6 rainbow steps;

What’s wrong?
How can I help?
Let’s make them feel better 😁
Understand them, or try
Try help them forget
Fix the problem 😤






“Don’t hesitate! Do something, don’t ignore them, solve the problem.”

“I don’t want adults to laugh at me or dismiss what I say. I want them to tell the truth!”

” I should stop and help. He trusted me and asked for help. Hi what should I do? How is he feeling?

“How do I calm them down?”

Our Ambassadors felt that adults need to feel;

“Children should be cared for, loved and given choices.”


“I feel sad for them (children)”

“That we (children) are important and we matter so our problems could be sorted with their (adults) help”

“I feel concerned”

“I feel sad”

“I feel interested in what happened”

“I feel that they need help”

“I feel that I need to talk to them to make them feel better”

“I need to ACT!”

Our question to adults about trust is;

What do children need to THINK- FEEL & DO before they ask for help and support.