How to Use the Jamie’s Farm Reflection Cards
A practical guide
The Jamie’s Farm Reflection Cards are designed to help young people explore their feelings, needs and experiences in a safe, supported and relational way. They work best as a proactive tool, helping you deepen your understanding of young people before behaviours are acted out, and strengthening belonging, trust and connection.
The Reflection Cards work because they create a space where young people feel seen and heard without judgement. When used with warmth, curiosity and flexibility, they can deepen trust over time.
Before You Begin (button to take you to the section below- test for anchor links)
Running a session (button to take you to this section below- test for anchor links)
Using the different cards
1. Needs Cards (image of needs cards)
On the cards: A selection of words that represent different needs children (and adults) might have at any time
Benefits: These conversations about needs can be incredibly powerful and often reveal children’s deeper self-beliefs or worries- enabling us to better understand them. Many young people can describe what they need with remarkable clarity when asked and given time and space to be heard. Hearing the needs of others helps to build empathy and trust between young people.
How to use:
- Lay all the ‘Needs’ cards out on a flat surface.
- Go around the group and ask children to choose up to three cards they feel best represents what they need right now (you may need to clarify some of the language with examples to ensure there is a shared definition).
Notes:
It might be tempting to jump to defence if a child seems to be criticizing school or staff – but it’s important to give them the space to air their needs authentically. This doesn’t mean agreeing with them, but we can receive this information with curiosity and explore further with follow up questions to encourage open dialogue and build our understanding.
For example: a child chooses ‘Respect’ as their need and describes how they feel adults in school don’t respect them. You might ask:
“What does respect look/feel like to you?”
“How do you show your teachers respect?”
2. Statement and Question Cards (image of these cards here)
On the cards: A selection of statements or questions designed to evoke conversation and open dialogue.
Benefits: Exploring topics and conversations that might feel difficult or challenging in an open and non-judgemental setting which enables children to feel heard and adults to understand more about them.
How to use:
- Select around six topics from the questions/statements that feel relevant to this particular group right now, then let each young person choose one.
- Go around the circle and ask each child to read out their card in turn.
- For each statement/question, all children are invited to contribute a response, thought or challenge.
Notes:
Avoid forcing children to contribute on every topic/question. If they are choosing to hold back, this tells us something about how they are feeling and may be worth further exploration in a different interaction.
3. Strengths Cards (image of strengths cards)
On the cards: Words or phrases representing strengths, focusing on character traits rather than achievements.
Benefits: Ideal for 1:1 conversations, for supporting shout outs in small groups, and to contribute to strengths-based pupil profiles.
How to use:
- Lay all the strengths cards out on a flat sufarce.
- Ask the young person to select up to 3 strengths that resonate with them and discuss these in turn together.
- Use whatever feels natural to you when exploring these strengths together, questions could include; When did you first notice this strength? Do you think other people know this about you? How does this strength help you in life?
Notes:
- If they are struggling to select any strengths for themselves, you can start by selecting strengths that you have noticed about them and describing when/how you have noticed it.
- If working with a group, you can also invite children to offer strengths-based “shoutouts” by selecting a card for someone else.
After the sessions
- Offer individual follow up conversations where useful.
- Notice patterns, themes or needs that emerge.
- Use and share insights to inform pastoral plans, classroom approaches and ongoing relationship building.
If you have any questions or queries about the cards, please contact your main Jamie’s Farm contact or email info@jamiesfarm.org.uk.
Before You Begin
Choose the right group
Use the cards in small groups (ideally no more than six) where pupils feel safe to share. Aim for a balanced mix of voices so no one dominates or hides behind others. Start with groups where you already have a positive relationship; trust built through regular check‑ins will help these deeper conversations feel safe rather than exposing.
Make sure everyone is regulated
Before starting, check whether both you and the young people are regulated enough to engage. Notice signs of discomfort such as giggling, head‑down posture or reluctance to join in – these often signal vulnerability rather than defiance.
Create safety, not scrutiny
The Reflection Cards are not designed to be a restorative or reactive tool. Use them for nurture groups, pastoral mentoring and proactive relationship‑building. Avoid linking the conversation to previous incidents and steer away from giving feedback, correcting behaviour or making assumptions.
Keep the space non‑judgemental
Acknowledge that emotions and defences are normal. Protect the authenticity of the conversation by avoiding pressure, especially for young people who may hold back. Opt-outs can give you useful insight into how someone is feeling and might be explored later in a calmer, 1:1 setting.
Model appropriate vulnerability
Share small, appropriate examples from your own experience to normalise reflection. This helps young people see that everyone experiences uncertainty, discomfort or big feelings.
Hear every voice
Begin with a light icebreaker to ease people in. If the group is lively or talking over each other, introduce a simple structure like “whoever is holding the object speaks.” Start with a young person who is naturally more open to help set a positive tone.
Stay flexible and human
There is no script or formula. Adapt to the group’s needs in the moment; over‑structuring can feel artificial or unsafe. If pupils giggle or withdraw, gently normalise it e.g.: “I imagine this feels a bit uncomfortable. I sometimes giggle when I’m nervous too.” This models emotional literacy and lowers anxiety.
Running a session
Keep it flexible and human
There is no script or formula. Adapt to the group’s needs in the moment. Overstructuring can make reflection feel artificial or unsafe.
Name the feelings in the room
If pupils giggle, withdraw, or look uncomfortable, you can gently normalise it:
“I imagine this feels slightly uncomfortable. Sometimes I giggle when I’m nervous too.”
This models emotional literacy and lowers anxiety.
Protect authenticity
Avoid forcing contributions. Opting out also gives you useful information about how a young person is feeling. Offer a 1:1 follow up with individuals if needed.
