How can we effectively prepare children and young people today for future lives in a changing world that is inherently unknowable to us? Asks Stephan Burkey.
Sonia Blandford looks at the need to recognise that regardless of background, challenge and need, achievements come in a variety of forms.
What are the consequences of turmoil in a child’s early life and how does it affect their behaviour and learning in school. Sue Clifford digs deeper into the issues and suggests some responses.
Narrative therapy, children telling the stories of their lives and culture, can be an effective early intervention that prevents more serious mental health issues developing in children. Carl Dutton explains.
Her own class background has given Professor Sonia Blandford a unique insight into the way working class children fail and what can be done about it.
Crispin Andrews reports on the growing recognition of the role sport can play in
improving children’s mental health - if the focus of the activity changes.
Children in stressed environments need resilience and emotional intelligence to deal with issues luckier children don’t have. Jed Sullivan explains how the lauded BBGC uses film, paintings and stories to build their inner strength.
Although parents with learning difficulties are usually perfectly able to bring up their children the experiences they can offer are more limited and this can impact on their social, emotional and learning development. Linda Gough suggests the ways schools can help.
Andy Mellor, Head teacher of St Nicholas C of E primary school, Blackpool, looks at Implementing and developing a knowledge based curriculum.
In this second article Sonia Blandford looks at the six things every teacher needs (and needs to do) to ensure they can do the job they love in the way they want.
Paula Byrne explains her role as Senco at St Charles RC Primary School.
Marius Frank looks at the findings on securing better outcomes for SEND children involved with the Youth Justice System.
Why did a group of Virtual Headteachers of children in care create a charity to research the characteristics of Attachment Aware Setting. Tony Clifford finds out.
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.
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.
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.
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.
Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes.