Child File: Understanding and responding to Autistic Spectrum Disorder
Child File: Understanding and responding to Autistic Spectrum Disorder.
Mathematics in the early years
Children in England are still starting their primary education with considerable differences in their maths skills and those differences continue right through their education. Liz Bayram explores how achieving a strong maths foundation in a child’s early years can make all the difference.
Engaging teachers with research
The teacher is at the epicentre of the learning process; and learning therefore depends first and foremost on the quality of the teacher. (UNESCO, 2007, p.15) Dr Sarah Younie, Dr Richard Proctor, Jonnie Noakes, Geraldine Davis and Jon Audain write on the development of evidence-informed practice.
Increasing participation in PE and sport for students with SEND
With an increasingly strong evidence base linking sport and physical activity to raised levels of mental well-being and achievement Dominic Judge, Assistant Director for Education at the Youth Sport Trust (YST), looks at how schools can increase participation in PE and sport for students with SEND so that no child is left behind, including a look at YST’s groundbreaking work with Special Olympics Great Britain.
A Mindful Approach to Resilience in Children
Julie Pearson considers mindfulness and how it can be used in schools to support children’s well-being.
Raising achievement in inclusive education
Learning communities from Italy, Poland and the UK took part in a project that set out to identify key issues and successful strategies in raising achievement in learners. Verity Donnelly examines the findings.
Every Child Included
A working definition for every child included might be ‘coming together to ensure every child is included, regardless of background, challenge or need’. This brief article discusses four strands of activity that will facilitate teachers, leaders, parents and carers to come together around the child to ensure inclusion, with the common aim of improving outcomes.
Give young people the opportunity to succeed
Real life skills and entrepreneurialism should be a taught as a right to non academic children who are not bound for university, argues Ollie Forsyth.
Whole person Whole school Whole lot of impact
Jennifer Shearman and Bea Stevenson write on developing a strategy for emotional health, resilience and well-being.