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.
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.
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.
Marius Frank looks at the findings on securing better outcomes for SEND children involved with the Youth Justice System.
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.
Brian Lamb examines why parents should be at the centre of good school practice on SEND if you want to improve attainment and outcomes.
The new early years system is lacking, regressive and unlikely to deliver. Natalie Perera, Head of Research at the Education Policy Institute, exposes the strategy’s major flaws.
Understanding how to support a child to develop emotionally can have a positive impact on academic success as well as self esteem, resilience and levels of happiness. Grasping the idea that a pupil’s emotional age can be very different from their chronological age is the first step to providing this support according to Lucy Barnes, Headteacher at Beech Lodge School in Berkshire.
How our approach leads to confidence building in children with SEND.
Karensa Leith reports on Kinderly - the award-winning early years app for digitally recording early learning journeys and sharing with parents.