Special Needs

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Seeing Children’s Experiences Of Domestic Violence Through A Trauma Informed Lens Helps Their Journey To Recovery

Clinical psychologist Dr Asha Patel and Childhood Trauma Expert Jane Evans have come together to create The Healing Together Facilitator Programme. Here they outline their new training course and why is it needed right now

1 Jul
Dr Asha Patel, Jane Evans

Special Needs

Sebbie’s Story – Managing The Behaviour Of Traumatised Children

In the third guidance in her series of dealing with children with trauma related issues , Dr Margot Sunderland offers practical guidance for non-specialist teachers and school staff on how to respond to children in distress

15 Jun 2020
24mins
Dr Margot Sunderland

Special Needs

Sam’s Story – Managing Challenging Behaviour

In this second guidance, Dr Margot Sunderland relates the story of ‘Sam’ – a sobering tale about a teenager struggling to come to terms with his traumatic past

26 May 2020
24mins
Dr Margot Sunderland

Special Needs

Can The 2014 Vision of the Children and Families Bill Ever Be Realised?

James Bowen analyses what went wrong with one of the most ambitious pieces of legislation for children with special needs in a quarter of a century.

22 Apr 2020
24mins
James Bowen

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Special Needs

Sebbie’s Story – Managing The Behaviour Of Traumatised Children

15 Jun

Special Needs

Getting the ICT Basics Right Drives Creativity

Are you making the most of your technology? Peter Boucher explores.

22 Apr

Special Needs

Can The 2014 Vision of the Children and Families Bill Ever Be Realised?

James Bowen analyses what went wrong with one of the most ambitious pieces of legislation for children with special needs in a quarter of a century.

22 Apr

Special Needs

STEM: How to Bridge the Attainment Gap for Disadvantaged Pupils

Panagiota Letsou describes a unique project to engage children from disadvantaged communities in science and technology.

22 Apr

Special Needs

The Latest Every Child Journal Is Here

Every Child Journal Issue 8.1 is ready to download.

21 Apr

Special Needs

Sarah’s Story: Helping Children And Teenagers Who Live With Anxiety

In the first of her new Beyond the Classroom series, Dr Margot Sunderland offers practical guidance for non-specialist teachers and school staff responding to children in distress who ‘behave their trauma’. In this first guidance we meet ‘Sarah’, who struggles with anxiety and Dr Sunderland explores the need to view children’s behaviour within the context of their home lives.

14 Apr

Special Needs

Extending Learning with Games, Skills and Communication

Paddy McCaffrey, Achievement for All Coach, provides some strategies for making more of the home environment

7 Apr

Special Needs

What is Cultural Capital in The Early Years?

It’s critical, but hard to pin down. Maureen Hunt, Head of Early Years at Achievement for All explains what it is, why it's so important and some strategies to endow children with it.

25 Mar

Special Needs

Language Is Critical To Deep Understanding in Maths

A Mathematics Mastery approach can have a profound impact on language and mathematical thinking for children, especially those with special educational needs, explains Helen Drury

24 Mar

Special Needs

Leveraging the Power of Educational Psychologists

Educational psychologists can find solutions for children who are experiencing emotional and behavioural difficulties. Jo Suchy and Kirsty Newbury look at ways schools can benefit from consultations.

28 Feb

Special Needs

Beyond the attainment gap: widening opportunities to develop social and emotional skills

Making eye contact, projecting confidence and managing emotions are skills that are important for success in all areas of life, and are crucial for social mobility. Emma Sutherland shows how a new initiative by Nesta is supporting the development of these skills for students who may not otherwise have the opportunity to develop them.

28 Feb

Special Needs

Is Your Peer Mentoring Programme Having a Negative Impact?

Without a proper framework in place, many peer mentoring programmes are at risk of retraumatising students or reinforcing bullying and behaviours which the programme is trying to prevent. Kim Reuter looks at some of the most important factors for implementing effective, high-quality peer mentoring.

28 Feb

Special Needs

‘Playing it Safe’ is the Wrong Approach to the New RSE Curriculum

With the increasing complexity of issues surrounding gender, sexuality, technology and wellbeing, RSE is becoming more necessary…and more complicated. The new DfE guidance is a step in the right direction, but Sarah Culvert thinks that teachers should be prepared to go beyond the mandatory RSE requirements in order to meet the needs of children today.

28 Feb

Special Needs

How You Can Empower Parents to Help Close the Achievement Gap

Schools can help ‘close the gap’ by nurturing strong relationships with parents. Mary Taylor looks at where the dots need to be connected between policy and practice for the most effective outcomes.

28 Feb

Special Needs

Building a Sensory Room on a Shoestring Budget

A sensory room doesn’t have to be expensive to be effective. Adam Gordon shows us how to meet children’s sensory needs while dealing with a shoestring budget.

28 Feb

Special Needs

How to Increase Access to Extra-Curricular Activities

Participation in non-academic activities can be profoundly important to young people’s lives, yet many young people still don’t have access to programs that inspire them. Helen O’Donnell explains how a new initiative is helping communities and schools overcome the barriers to accessing extra-curricular activities.

28 Feb

Special Needs

Great Schools Optimise Lunchtime Play: Do You?

Primary headteacher Carol Baron shows how her school has brought play and independence to lunchtime, improving children’s wellbeing, behaviour and enjoyment of school along the way.

28 Feb

Special Needs

Are Your Interventions Working?: Measuring Motivation and Other Non-Cognitive Skills

We know that development of social and emotional skills underpins achievement and social mobility, but how can we know if what we’re doing is actually working? Rebecca Martin outlines some approaches to evaluating non-cognitive skills, making sure the support gets to the pupils who need it most.

28 Feb

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