Inspire - education magazine Issue 06 (Spring 2012)

ISSUE 6 WINTER 2011 AN INSIGHT INTO WORKINGIN EARLY YEARS THOUSANDS VIEW THE OLYMPIC TORCH IPADS IN THE CLASSROOM – IS THIS THE fUTURE Of LEARNING?

4Contents 4 neWs10 neW sCHool of edUCation20 olymPiC torCH22 GradUation24 life after Uni an intimate27 observation of disability28 early years38 researCH45 iPads in tHe Classroom www.facebook.com/ theuniversityofnorthampton 20 10 @Soeuninorthants uninorthamptonSoe2 www.northampton.ac.uk/education

45Inspired Interactive Written and produced by The University of Northampton School of Educationinspired provides multimedia content that you can access via the small all submissions are property ofsquare icons - known as Qr codes – on some pages. With your smartphone Inspire magazine.and the right software you can link to websites, photo galleries, videos and the entire content ©Copyright thesocial media pages. follow the instructions and give it a try. you need an University of northampton school of education 2011, and cannot be reproducediPhone (3Gs or later) or a smartphone with the android operating system. in whole or part without prior written consent.We recommend at least 2 megapixels for the camera on your phone. Editor & Words: Paul bramble paul.bramble@northampton.ac.ukselect the respective open the application on When the camera Photography: design depot ltd,application (Qr reader) your smartphone and hold registers the Qr code the University of northampton,from your usual platform the camera exactly over your smartphone will neil shelby longand upload it onto your the Qr code on one of the activate the link to the Design: design depot ltdsmartphone (there are free pages of this issue. multimedia content. www.designdepot.netreader apps, such as the Print: Portland Print ltd‘i-nigma’ app. inSpire magazine. iSSue 6, winter ‘11 3

neWsvisit fromGREEN OAKS Inaugural British EarlySCHOOL Childhood Education ResearchCHILDREN Association (BECERA)Children from Green oaks school visited the University this week School of educationto work with our year 1 science specialists on a project about colleagues presented papersfairtrade Chocolate. at the inaugural British early childhood education researchas well as learning about the reversible and irreversible change, association (Becera)they learnt about the chocolate making process, what Fairtrade means and conference in Birminghamhow chocolate is packaged. But best of all, they enjoyed tasting different this week:types of Fairtrade chocolate and making their own chocolate creations totake home with them. if only cadbury’s was as creative! professor denise hevey, Jeanne Barczewska and hayley hunter: Attracting graduates into Early Years Work: Experience of the Early Years Student Associate Scheme. eunice Lumsden: The Individual and the Collective: Perceptions of Early Years Professional Status. Jane murray: Young Children’s Explorations: Young children’s research? professors chris pascal and tony Bertram organised the conference to complement the larger annual european early childhood education research association (eecera) conference. conference highlights included professor Jean mcniff’s keynote – Exploring Practice Based Research – and professor philip gammage’s workshop focused on what we may usefully emulate and avoid about early childhood education and care in Finland.4 www.northampton.ac.uk/education

neWsThe University of Northamptonhosted 110 Year 12 studentsto ‘Be. An Inspiration’ eventin June.this day was specifically designedfor those interested in our Schoolof education courses; teachertraining, early Years and childhoodand Youth. included in the daywere subject-based workshopsand campus tours, as well ascareers advice for the group.news from an PARTNERSHIP fILM School of education partnershipeducation graduate film is now live on the School’s Youtube channel. the aim of the film is tobriony Webb (Hill) who works in milton Keynes as an art providespecialist teacher in a primary school, has been working over information onthe last six months with a group of year 5 children alongside our partnership and show howa blacksmith artist on the take one Picture project based on diverse we aretobias and the angel. to perspectivewith the help of scrap metal they have created a life size ‘Summerfield students, parents,School guardian angel!’ they had a visit from the national gallery and school heads andwere delighted to find that their angel had been selected for display at the other organisations.exhibition in London. inSpire magazine. iSSue 6, winter ‘11 5

neWs EARLY YEARS fOUNDATION DEGREE STUDENT AWARD on tuesday 15th march, Peter Wells, as a representative from the University of northampton attended the ‘leicester City achievement in Childcare awards’ and presented an award to the early years foundation degree student of the year. There were more worker of the year; work with nominated by parents that use than 120 people, parents; outstanding contribution to their childminding service. including shortlisted the whole setting; quality workforce nominees, attending team; and enabling environments. there were over 100 nominations the event organised by across the award categories Leicester City Council. workers in group early years and and there was a maximum of childcare settings (nurseries, three shortlisted nominees in there are eight categories playgroups, crèches, out of each category. of awards for nomination, school clubs) have nominatedincluding foundation degree student colleagues/teams for the group winners received a plaque andof the year; childminder of the year; care categories. childminders were a winners photograph.OUTSTANDINGAuthor AwArdcristina devecchi has been awarded theoutstanding author contribution award atthe Literati network awards for excellence 2011for the chapter ‘Leadership for inclusive schoolsand inclusive school leadership’ published inadvances in educational administration whichshe co-authored with professor ann nevin.6 www.northampton.ac.uk/education

neWs CONfERENCE NEWSanita devi delivered a paper at the fourth international oxford conferenceon preparing for academic practice. these conferences were initiated andled by one of the 74 centres of excellence in teaching & Learning (ceLts),which were awarded funding by the higher education Funding council forengland (heFce) for five years, from 2005-2010.the theme of this year’s conference was “academia as workplace: linkingpast, present and future.” anita spoke on ‘the significance of experientiallearning to support the achievement and inclusion of international studentson post graduate education courses’. university LEARNING & TEACHING AERA ConferenCe Conference Cristina Devecchi and Mary a number of education academic staff gave Doveston presented a paper titled presentations at the fourth University learning ‘Are they worth the money? Exploring and teaching conference – ‘learning Global’. the role of adult support in English mainstream and Special Schools in a time of financial constraints’ at the Gareth Honeyford and look at their posters which american educational research Bob Hopkins presented posters will be displayed along with association annual conference, which shared information some posters created by Year 2 new orleans, on monday 11th april. gathered by students about students in mX04. the use of technology in local the paper focused on the research schools and details of staff/ anna cox and estelle tarry gave on the employment and deployment student collaborative wiki called a presentation on ‘researching of hLtas carried out last year by ‘ictapedia’. For further details the experience of an expatriate mary, paul Sedgwick and Johnson please contact Bob or gareth or indian community in the united Jament, and funded by Leicester kingdom; a perspective on city council. cross-cultural research’ estelle tarry also gave a presentation on “is west really Ann Shelton Mayes and best? Social and cultural Hilary Burgess (Leicester tensions, international students; university) presented a paper experience having studied at entitled ‘Imaginative learning British universities”. communities: a case study of teacher professional development in English cilel Smith gave a presentation rural primary schools’. on “the impact of prior learning on future education as a global learner”. inSpire magazine. iSSue 6, winter ‘11 7

neWs PE ITE Students year 2 Physical education specialists triumphed at an annual orienteering competition against shuttleworth College Year 1 physical education of events designed to develop their outdoor education students, specialists hosted a Year 3 basic movement capabilities in a retaining the trophy. special multiskills festival at thomas non sports specific contest. it was congratulations to natasha Becket School. Seventy children, very successful and we have been Jackson and ben Pritchard, from three of the feeder primary invited to return next year to host a the overall winning pair. schools, participated in a number similar event. DATIONE ARLY YEARS fOUNENCE Trip to DEGREE CONfER enrolled Thailand ay 2011, all students on thursday 19th m tion degree d early years founda on the sector endorse rthampton. Steve Cullingford-Agnew has the University of no ded a conference at recently returned from a trip atten to Thailand (Bangkok), which es the key e all students to belong: what do was organised by the Villagethis was the first tim wo rker do?’. Education Centre, Bangkok. ent sites atwho study at dif fer d portunity tonorthampto n, Leicester city an Students had the op the visit was to consider work with ties basedSouth Leicester co llege have comp lete reflection activi international schools in Bangkok on displays set out in h3 9 and the to develop cpd opportunities income together. re angela library foyer. Special educational needs and keynote speakers we rwhelmingly inclusion. currently this is in the Sugden and kate Ba nfield, early feedback is ove early stages of investigation. ’s centre early positive , commenting on: the Sure Start children plays of their Learning managers for kirklees exhibits including dis during his time there Steve ‘the child’s nities to talk with council presenting own work; opportu ross visited patana international School Br ooker, students from Year 1 and 2 ac which is a very large not for profit Journey’ and dr Liz le of the course! whose publications include all venues; the sca school. Bath university currently , Lorraine and Starting School-Yo ung children thanks go to cynd works with the international Schools and Su pporting everyone wh o contributed to and our hope is to develop similar Learning cultures, ccess. transitions in the ea rly Years making it such a su links to include the university presenting ‘Learning of northampton. 8 www.northampton.ac.uk/education

neWs Year 2 BA hong KongQTS Displays Year 2 Ba QtS early Years education students exhibited a range of visitors innovative and imaginative“parent information displays”. the work showcased information for parents about cross-curricular provision for a focus child’s learning, incorporating an educational visit. displays included “the Seaside”, “the roald dahl museum”, “twycross zoo”and “the Beach” and formed an impressive collection. Indian Visitor the school has hosted a the Hong Kong education bureau has commissioned the visitor from india working sen & inclusion team to provide training for Principals ofon development of a masters Hong Kong special schools. degree programme to be run in Bangalore through a partnership with the main focus of this professional from Special Schools in hong the university. development opportunity is to kong. during their stay they will explore ‘curriculum adaptation be visiting Special Schools and Jayashree amarnath and the application of p Scales in college settings as well as having rajanhally represents uk’. the Sen team are working in discussions with headteachers the Brindavan educational partnership with the university of and senior school improvement trust, an ngo that has for cambridge’s Faculty of education advisors from the east midlands more than 20 years been on this development. the 10 visitors and the eastern regions. an integral providing education for from hong kong were at the part of this visit will be exploring children with a range of university of northampton in June the potential for the universitylearning difficulties and has as part of their 10 day study tour in of northampton to provide trained teachers across the uk. future professional development karnataka state in opportunities for hong kong south india. the group includes two officers schools, including exchange visits from the hong kong education with uk schools. Bureau and eight principals inSpire magazine. iSSue 6, winter ‘11 9

neWs the school of education is building upon its success outcomes of which informed Both staff and student perspectives the 2011 autumn term has aspects of the design and have focused on the configuration witnessed new beginnings for planning of the new build and of teaching spaces and rightly both the school of education refurbishment. Students on emphasised the need for flexibility professional education programmes as well as personal comfort. staff and students as the who were consulted as part of the sulgrave building reopened research project, emphasised the But as a School of education its doors again after a year of importance of high quality higher we are cognisant of the need to education environments to support highlight pedagogy and then extensive work, which has seen consider how space and technology the building double in size. a range of learning and teaching approaches. in redesigning the impacts on teaching and learning building we have taken into account activity. a further research project is Flexible teaching spaces now planned for 2011/12 that will focus on accommodate twenty-first century our students’ need to experience teaching and learning within the ‘implementation and operation’ technology designed to support stage of how the new building is more effective teaching and environments that impact positively on them as learners in actually being used and the impact learning activities appropriate in this is having on teaching and meeting the needs of all our order to effectively support their professional development. learning – watch this space! students. the co-location of teaching and administrative teams has also been a priority in the new building with positive feedback from colleagues suggesting that this has been a success. it is five years since ann Shelton-mayes (dean of School of education) and di Stoncel (principal Lecturer) began a research project (‘effective Learning environments’) drawing on student and staff perspectives of their teaching and learning experiences on professional courses, the10 www.northampton.ac.uk/education

neWs HIGHER LEVEL TEACHING ASSISTANT STATUS CelebrAted At AnnuAl event he annual celebration T event for teaching assistants in northamptonshire andLeicestershire schools was heldrecently at the university ofnorthampton.the event celebrated teachingassistants who have gained hLta(higher Level teaching assistant)status in the previous 12 months.For the new hLtas and their guests,this was an opportunity to celebratetheir achievements and all of thehard work that the candidates hadput in to gain the status. it wasfitting that so many of them were “The final and most important and study centres. Since 2003, consequence is that we have when hLta was introduced, 1,233 “We have created a created a flexible, professional teaching assistants have gained the flexible, professional body body of staff who are all capable of status in northamptonshire and working individually and in concert Leicestershire. nationally the figure of staff who are all capable for the greater good of stands at over 38,000. these hLtas of working individually and the children in this school. in concert for the greater I hope they feel that they are good of the children” important to the school and “Everyone was very positive that they are valued as about the experience and co-professionals, workingaccompanied by family members or unstintingly in that cause. enjoyed the opportunity toschool leaders who had supported catch up with friends and Nobody here is doing a job.them throughout the process. Everybody is serving others and the HLTA trainers”everyone was very positive about I for one would not wish it to gothe experience and enjoyed the back to being any other way.”opportunity to catch up with friends KrySS DUrLING, HEAD TEACHEr of are working across all phases of theand the hLta trainers who had PArK JUNIor SCHooL, KETTErING, curriculum, in primary, secondaryprepared them for their NorTHAMPToNSHIrE and special schools, enhancing theassessments. altogether 175 teaching assistants educational experience of hundredsken Bland, hLta programme have gained hLta status in of children.Leader, School of education, spoke northamptonshire andabout the achievements of hLtas in Leicestershire in the 12 months toboth counties and gave certificates may 2011, having been supported into the successful candidates. the process by 152 different schools inSpire magazine. iSSue 6, winter ‘11 11

neWs Visit to Malaysia richard rose recently returned from completing a consultancy at the UniversitiKebangsaan (National University of Malaysia) in Bangi near Kuala Lumpur. during his visit, in addition to completing an evaluation of research recently undertaken by academics in the Faculty of education, he was able to visit schools and work with phd students. a link has been established with plans to hold a video conference between our own phd students and those with whom he worked in malaysia. TEACHING Brooke weston academy, corby and Fairfields School, northampton have been successful in their bids for gaining teaching School status with the first cohort SCHOOL from 1st September 2011. the School of education supported both schools in this bid and we are looking STATUS forward to working with them in partnership.12 www.northampton.ac.uk/education

neWs stArs for UNIVERSITY’S EARLY YEAR PROfESSIONALS the university of northampton held a special awards ceremony earlier this year for its students in front of key partners working in the field of early years.the June evening occasionwelcomed over 100 staff andrepresentatives of nurseries,preschools and other early yearssettings from across the eastmidlands, in a celebration ofbest practice.Some 40 students from theuniversity’s School of educationwere presented with ‘star’ trophiesby Vice chancellor, professor nickpetford, in recognition of havinggained early Years professionalStatus - described by the children’sworkforce development councilas the ‘gold standard’ for earlyYears practice.this is the third year in which wehave run our partnership evenings,bringing together students and Some of the students from the University’s School of Education with their awardsmany of the employers who support in recognition of having gained Early Years Professional Status.them through day-release or whoprovide vital work placements. and challenging year. more than “This is why we are here. We knowwe were very lucky on this occasion 120 additional students are due to our students rate our coursesto have Liz magraw, a leading early be awarded eYpS by december highly but the bottom line is,Years consultant, to present our 2011 and 160 new undergraduates can they make a real difference tokeynote speech on outdoor play. are expected to enrol on the first children and families, particularly year of their early years studies in the most disadvantaged areas?having recently been graded as from September. The answer coming from researchan ‘outstanding provider’ for early is that they can.”Years professional Status (eYpS) national and local research is ProfESSor IN EArLy yEArS,to add to its grade 1 outstanding starting to show that early Years DENISE HEVEyofsted rating for teacher training, professionals are improving practicethe School of education is looking and raising standards in earlyforward to another highly successful Years’ settings. inSpire magazine. iSSue 6, winter ‘11 13

neWs english and mathematics teaching hailed ‘Outstanding’ in nQt survey the university of northampton the double green ranking is “Government Ministers are has been unveiled as one of only only made to higher education looking very closely at university four teacher training providers in institutions that are rated as performances in the teaching of england to be ranked as ‘double outstanding in the teaching of mathematics and phonics, so green’, with teaching of english english (including phonics) and these results are excellent news and mathematics both being mathematics in the nQt survey. and bode well for our future. rated outstanding. the results, made public in the future funding for teacher training latest newly Qualified teacher may well be based on a university’s (nQt) Survey, mean that the ability to demonstrate that they are university’s position in terms of developing teachers well and can excellence in teacher training has deliver outstanding mathematics been further reinforced. it is already and phonics training. These ranked as an outstanding provider results prove that we are doing by ofsted. just that. these new results mean that This is testament to the the university of northampton outstanding work our staff, shares its double green status both at the University and at our with just three other institutions partner schools, undertake with - the university of cambridge, our students.” northumbria university and PATrICK SMITH, HEAD of INITIAL the institute of education. TEACHEr EDUCATIoN, SCHooL of EDUCATIoN over 500 trainee teachers study at the university of northampton each year on both postgraduate and undergraduate programmes. recent statistics demonstrate a high proportion of those who complete their training successfully secure their first teaching post within 12 months of qualifying. DOUBLE GREEN14 www.northampton.ac.uk/education

neWsten primary schools will be working towards achievingthe Primary science Quality mark award over the nextyear, with support from the PsQm Hub at theUniversity of northampton’s school of education.EDUCATION MENTORS SCHOOLSIN SCIENCE TEACHINGthis award system is validated Through experiments, models the primary Science Quality markby the association for Science and creative thinking, children as an important mechanism foreducation and the national network can discover how science ideas bringing about improvement inof Science Learning centres. contribute to their daily life and primary science:it celebrates the development technological changes.of quality science teaching and inspectors’ interviews with staff Through the PSQM award in the schools that participatedlearning in primary schools. scheme, the School of Education in the initiative confirmed theelaine Batchelor, Senior Lecturer is supporting science leaders improvements in teachers’in education, the university of in primary schools as part ofnorthampton’s School of education, their continuing professionalis the hub Leader and explained development. Hub meetings held Learning science offersmore about the award scheme: at the School of Education will enable each school to achieve a children an opportunity“I am delighted to be working with bronze, silver or gold Quality Mark to develop and createscience coordinators to raise the which is valid for three years.” knowledge and understandingprofile of science in primary schools. ELAINE BATCHELor about their world.Learning science offers children in the ofsted report into Sciencean opportunity to develop teaching 2007-10, published in confidence and ability to teachand create knowledge and January 2011, inspectors identified science, with a consequentunderstanding about their world. positive impact not only on pupils’ performance but also on their engagement and enjoyment. the primary schools that will be working with the university of northampton will soon be confirmed. Further details on the award scheme can be found at www.psqm.org.uk inSpire magazine. iSSue 6, winter ‘11 15

neWs CPD IN HONG KONG steve Cullingford-agnew and annie fergusson are delivering seminars and training workshops for Principals, curriculum leaders and teachers in Hong Kong. this work, for the hong kong education Bureau [edB], has developed from the university’s role over the past three years, in organising three professional development study tours for edB officers and Special School principals to look at curriculum assessment and reporting for pupils with Sen in the uk.100% OVERALL Inaugural LectureSATISfACTION during october Professor John Birmingham as well as havingRATINGS Ba (hons) visser, who joins the school of a distinguished career teaching education as visiting Professor in schools, is working with to the colleagues in the School ofcongratulations n gave his inaugural lecture at the uth and Foundatio education on the development ofchildhood and Yo sunley Conference Centre. an d teaching research bids as well as doingdegree in Learning g 10 0% overall John, who is known internationally some teaching, research trainingteam for achievin l gs in the nationa for his work in the area of children and phd supervision.satisfaction ratin s year. Students Survey (nSS) thi with emotional and behavioural a very good difficulties, gave a most the School had tegories perfo rmance in most ca interesting lecture with the title but we will be working hard with “past wisdoms: Future practice. subject leaders to meeting the needs of children programme and ere will be improve them fur ther. th s and Young people with a new requirem ent for universitie Behaviours that can challenge”. orma tion Sets, an audience of academic to publish key inf t ings, employmen colleagues, research students, including nSS rat contact hours, friends and relations heard John rates and teaching so that students give a most thought provoking on the ucaS sites can compare pr ogrammes presentation. John, who has previously held positions at the before applying. universities of exeter and DYSLExIA-fRIENDLY TEACHING MATERIALS Sue griffith’s research into dyslexia-friendly teaching materials and methods in heis, jointly authored with a colleague from newman university college, Birmingham, was presented via poster presentation at the higher education academy conference. this poster presentation won the delegates award at conference. congratulations to Sue, this puts the School of education on the hea map. the poster can be seen on the education shared drive under general information and education publications.16 www.northampton.ac.uk/education

neWsNEW UNIVERSITYPARTNERSHIP WITH BRITISHINTERNATIONAL SCHOOLIN KAzAKHSTANa new support staff training course developed by the Universityof northampton is helping train teaching assistants for the firstbritish independent school in astana, the capital of Kazakhstan.the course, the first Level 4 a boarding school for pupils aged research on behalf of the councilcertificate for teaching assistants from 13 to open in September 2014. of British international Schoolsin an international context, is going (coBiS) and launched at theirto be used to train the staff at “Education is not the process of conference on 30 may 2011haileybury, one of Britain’s oldest filling up an empty vessel, but in London.and most prestigious independent lighting a fire in the hearts andboarding schools in the uk, minds of the young with whom “The University of Northampton’sto launch the new english School we are privileged to work. accredited and bespoke trainingin astana. We offer a special blend of for classroom based support discipline, respect and life skills staff in international schools has“The University has developed the in a calm, modern environment. been well received throughout theCertificate as part of our agenda our British-based education growing CoBIS global network.”for internationalisation and has programme is internationally CoLIN BELL, CoBIS ExECUTIVE DIrECTorbeen designed to develop host competitive and we are verycountry and expatriate Teaching grateful to The University of the new course is part-time overAssistants knowledge and skills Northampton for helping us to one year consisting of six days faceto an internationally recognised create and maintain the highest to face teaching supported withstandard.” academic standards.” online blended learning and takesDr ESTELLE TArry, SENIor LECTUrEr a flexible approach in developing ANDrEW AUSTEr, HEADMASTEr ofIN EDUCATIoN AT THE UNIVErSITy of HAILEyBUry IN ASTANA the students’ skills.NorTHAMPToN the certificate for teaching “This Certificate is designedthe School will open its doors on assistants in an international to meet the specific needs of1 September 2011 to pupils from the context was developed following teaching assistants working withinage of 3 to 10 years and has plans for international primary settings and is designed to develop their understanding of intercultural teaching with children in the age range 5-11.” Dr ESTELLE TArry the partnership between the School of education at the university of northampton and the haileybury in astana was facilitated by the university’s Business and commercial Services team which offers a range of support services to businesses, voluntary and community groups. inSpire magazine. iSSue 6, winter ‘11 17

neWs Professor richard rose and dr Johnson Jament gROWing taLEnt recently visited india to work on course development with colleagues. during their visit they presented their work for learning at a seminar in bangalore. mrs. Jayashree amarnath rajanahally sent us this report from bangalore. Brindavan education trust, Bangalore, is an ngo started in 1993, working with children who have Learning difficulties (Ld), attention deficit hyperactivity disorder (adhd), and associated problems. an important area of our work at Brindavan has been to educate mainstream teachers about various aspects of teaching children with these difficulties and work towards inclusive education. Seminar 2011, with the theme “inclusive education: pedagogies & issues”, was held It shared ideas Children from Hunsbury Park growing talent for Learning Primary school presented their is a whole class intervention devised that teachers could project Growing talent for in northamptonshire by implement in their mary doveston, Senior Lecturer in classrooms to include learning to trainee teachers at education and marian keenaghan, the University. this project was Senior educational psychologist. children with ADHD facilitated by mrs mary James the project uses appreciative and other difficulties (deputy Head and senCo), inquiry and Solution Focused in learning. mrs sally Hough (Class thinking to develop the social teacher) and educational dynamics within a group to create Psychologist, Jo Ward. an effective and enjoyable learning on 22nd and 23rd of January climate. hunsbury park primary 2011. the first day was open to School is one of over twenty teachers and others associated northamptonshire Schools to have with the field. the second used this approach since 2002. day was an in-house event for special educators and parents of children who attend Brindavan. the event was a big success with over 200 delegates participating. the seminar touched on perspectives and18 www.northampton.ac.uk/education

neWsSEMINAR 2011Inclusive Education:Pedagogies & Issuesorganised by brindavan education trust, bangalore, india.issues of inclusive education. in mainstream schools of moving Brindavan released the 4th issueit also shared ideas that teachers towards inclusion. mrs. kalpagam of its bi-annual newsletter “Littlecould implement in their classrooms prabhakar, a very creative and Details”, its first book “Making Mathto include children with adhd/ experienced teacher shared a Language Magic”, by founder directorother difficulties in learning. wealth of information about mrs. kusuma narayanamurthy, inclusive teacher interventions that and “KATS” – kids assessmentin his keynote address on the first she has been using in her teaching tool for Ld, a software tool developedday, professor richard rose by mrs. anitha Yadalam andoutlined the inclusion scenario in mrs. Jayashree rajanahally alongthe uk and the modifications with two engineering studentsneeded to transfer it to india. The event was a Soumya Venkatraman and Snehadr. Shobha Srinath, a psychiatrist big success with over 200 prabhu. honouring sevenworking with adhd and autism delegates participating. mainstream teachers who madeSpectrum disorders (aSd), gave a inclusion happen with awards, wasvery practical presentation based on another first that Brindavan initiated.her experiences in the process of for many years. dr. Johnson Jament,introducing classroom interventions. made a presentation on the co the second day had professor rosethe panel discussion chaired by morbidity that exists with Ld, and dr. Jament presenting onmrs. rukmini krishnaswami, adhd and aSd and the teacher education, and homedirector of the Spastics Society interventions needed to include school partnership fosteringof karnataka, was on the realities these children in classrooms. inclusion, respectively. inSpire magazine. iSSue 6, winter ‘11 19

olymPiC torCH W THOUSANDS VIE OLYMPIC TORCH at the and enjoy sports ampton University of North20 www.northampton.ac.uk/education

olymPiC torCHover 2,700 members of the highlights of the day were also olympic spirit and enjoy all ofpublic, students and staff got watched live via the web by over the sports available to have a gotheir picture taken with the official 830 viewers across the uk, the at today.”coca-cola olympic torch and united States, the eu, gibraltar,participate in a massive range of hong kong, pakistan, italy, university Vice chancellor,free sporting events. austria, india and Sweden. professor nick petford, added:the event was held at the “this has been a hugely successfuluniversity of northampton’s park occasion for us and we’ve had “This has been a fantastic thousands of people on campus.campus on a gloriously sunny day(Friday 28 october). event and a once in a we’re very proud of our Students’the queue for photographs with lifetime opportunity for union and we’d like to offer a bigthe olympic torch stretched into people to see and hold thank you to all of our supportingthe hundreds for the entire day as partners in this event, including our the Olympic Torch” own Sports and exercise Scienceeveryone patiently waited to see aspecial piece of history. the event team; northamptonshire Sport;came about after a successful bid northampton town Football club; the university’s olympic spirit was Benham Sports arena; all the clubsby the university’s Students’ union further bolstered by the presenceto be the only university in the and coaches that have supported of Bobby white, team gB handball today, and all of our staff whoeast midlands to host the torch in a captain; tim male, an olympic nationwide search for inspirational have helped make the event such rower who represented Britain a success.” young people - Future Flames - in rowing at the athens games to carry the olympic Flame during the in 2004, and christopher davidge, ceremonies London 2012 olympic torch relay. closed with n the chairman of the university’s More o ic hundreds of visitors also found Foundation trustees and a former a 15-minute olymp nt spectacular eve out more about, and took part British rower who competed in the Torch in, sports activities on campus Summer olympics three times in fireworks and at nearby Benham Sports 1952, 1956 and 1960. display, arena, including hockey; courtesy of president of the Students’ union, the Students’ climbing; Football; cricket; tim Joaquim, said: Boxing; Basketball; martial union. arts; Badminton; wheelchair “this has been a fantastic event Basketball; table tennis; and a once in a lifetime opportunity Stick Fighting; rugby union; for people to see and hold the trampolining; Boccie; olympic torch. it’s been great to handball; nordic walking; see our students and the wider Sailing and rowing. community really embrace the inSpire magazine. iSSue 6, winter ‘11 21

GradUation fOUR DAYS Of GRADUATIONS ON CAMPUS... and online for the first time for the first time, the University of northampton web streamed the ceremonies live in collaboration with streamexchange. the ceremonies were viewed online by 35 countries so friends and family overseas could share in the event. the school of education celebrated graduation in July with around 300 graduates attending with family and friends. 3,532 students from the university the university of northampton’s of northampton graduated from former Vice chancellor ann tate, the higher education institution returned to campus at the between 19 – 22 July, 2011 during northampton Business School four days of ceremonies at park ceremony on 22 July to pick up campus. 8,000 visitors were her honorary doctorate. welcomed onto campus during the events. honorary Fellowship for inspirational autism expert professor gary amongst the leading figures mesibov was also awarded. receiving honorary awards from professor mesibov was recognised for his outstanding contribution over more than 30 years to the understanding and support of children and young people with autistic Spectrum disorders. as director of division teacch at the university of north carolina, professor mesibov’s work as a clinician and academic has influenced change in support for countless children, not only in the uSa but internationally.22 www.northampton.ac.uk/education

GradUation Mathematics Specialist Masters Programme tHe matHematiCs sPeCialist masters ProGramme Has reCeived an exCellent external evalUation rePort, Key Points made Were: • The course is very well • Weekends were intellectually • The problematic question of designed. challenging and there was a the inter-relationship between • The Programme Director clear step up between modules subject knowledge and provides inspirational leadership one and two. the learning pedagogy is explored subtly, and a unifying force where came through mathematical in ways that are consistent tutors share the same vision engagement and reflection with what we know about how and approach. upon it. it nevertheless felt like professionals learn. master’s level activity. this was • Sessions were skilfully led not easily achieved. written feedback from by knowledgeable and participants is very positive enthusiastic staff. • Participants were helped to and those whose views were develop ‘deep understanding’ sought were conscious of the • The participants interviewed of relevant mathematics for had very high respect for the transformatory impact of the themselves. programme as a whole. integrity and judgement of the programme team.after being presented for his “developing staff who sufficientlyaward by professor richard rose of understand autism is absolutelythe university’s School of education, vital. training these people, alongprofessor mesibov commented: with further research into special“i’ve worked with so many wonderful educational needs is an importantpeople at the university of focus for both myself, and thenorthampton. it would be difficult university of northampton.”to find a more talented andprofessional group of people.“i’ve been lucky enough to work withcolleagues across many institutions,starting with my education atBrandeis university, Stanforduniversity and the university ofmichigan. all have helped me crossthe bridge from academia intotouching the lives of so many people.“people often don’t appreciate thepressures and stress involved forfamilies coping with a young personon the autistic Spectrum. a keychallenge for the future isdeveloping and training peoplewho fully understand the disorder. inSpire magazine. iSSue 6, winter ‘11 23

life after Uni MY TRAVELS AfTER UNI by Kelly youlton Since graduating from the BA (Hons) Early Childhood Studies course at the University it has been a fun packed year full of new experiences, new countries and new cultures giving me a completely different insight into the way people live and work in societies in deprivation. fter university i continued to i had read about it prior to visiting children. however, it highlighted A work with the family support team in huntingdon as a and heard many stories nothing prepared us for facing the children the need for strong english speaking teachers and a considerable amount child and family worker and was ourselves and being chased down of funding to keep these schools fortunate enough to carry out some the streets by them at crazy times running, or even provide more. life story work which i really enjoyed of the night begging for the shirt as this school was over 5km for and gave me the opportunity to work off your back, it really was heart some of the children, which they with a wide range of professionals breaking. it urged us to look walked or cycled each day. independently. into the charities that support these children and we visited an then i went off on my travels with orphanage and carried out some Steph gilder to South east asia, teaching in a local school. The street children where we had an amazing time and visited some fantastic countries! even the day of teaching chased us, begging for cambodia was my favourite place, was an eye opener as the children the shirt off our backs. i learnt so much about the history receive just one hour of education It was heartbreaking. of the country and how the khmer a day by a cambodian teacher who rouge and still shadows over the stopped several times during her people today with an entire lesson to check with us that she generation of society missed out. was using the correct english returning to england i continued to terminology or punctuation. work for the family support team but my eyes were really opened by the Still, this hour of learning was due to lack of funding there was very shocking reality of the street so valuable and worthwhile for the little work, it was then i made the children there too. as much as decision to leave for australia with my boyfriend. So that’s where i am at the moment! we are on a one year working holiday visa and working for our 2nd year at the moment, not sure if we will stay here permanently but i am enjoying each new experience. i initially got a job as an early Years educator in a day care in perth, working as the qualified in the toddler room. the role was slightly Steph and I playing a game with one of Steph and I with one of the orphanage different here compared to the the Cambodian children, they showed us children, she was very grown up and uk as you are seen as the ‘teacher’ the many games they play with just small confident and told us what she had been if you are the qualified for the rocks and stones. Their hand and eye learning at school (she has her school co-ordination was amazing! books in hand) room. our degree truly is like gold dust here!24 www.northampton.ac.uk/education

life after UniMe with an elephant in Chiang Mai, Thailand after trekkingBy 2014 every manager within a i was supported in bringing a a sponsorship which would givecentre must hold an early childhood routine into the room and given the me a four year visa into australia.Studies degree so i was actually role of mentoring the staff. this was i also had several complimentsseen as ‘early’ with the degree and my first experience of taking on a from parents and other staffwas the only person in the centre leader type role and i will happily members telling me i had madewith that degree. needless to say admit i made several revisits to my significant improvements to thei was snapped up! Leadership and management room. which i can only thank you lecture notes! the main assistant and the team for as i found myselfi really embraced my role and in the room had been there for many putting so much of the theorysurprised myself just how much years and was really ‘stuck in her i had learnt at northampton intoi enjoyed it, especially as my main ways’ with very little enthusiasm. practice and although at times itinterest was in social care throughout this was the perfect opportunity for was challenging i felt confidentuniversity and my employment. me to take those role plays and put with my decisions.i entered a room with 20+ toddlers them into practice.that was being run by an assistant working in this position really madewho lacked confidence and was at the manager was really pleased me realise just how much i hadtimes very rough with the children. with my work and even offered me taken from the course as it was a inSpire magazine. iSSue 6, winter ‘11 25

life after Uni role i never saw myself in and an i understood how to link these to the area of work i did not think i would framework and each child’s stage pursue, but with the knowledge of development. Further to this i was and experiences i had gained from then able to meet each child’s university i was able to fulfil this needs and help them develop in role and really enjoy it. areas of need. the manager also said i had the So that’s me pretty much up to perfect balance between nurturing date and right now i am enjoying and discipline, which i believe again some travelling around australia comes from the early childhood and recently spent some time on a Studies team and their teaching. 1.9 million acre cattle ranch in the without being taught the importance middle of the desert! Just goes to Here I am (left) leading the cattle out on of nurture and nature within the show the ecS course really does the cattle station in the middle of the desert that we stayed on for a few weeks, early Years i may not have portrayed take you more places than you an amazing experience. this so naturally in my workplace. could imagine and it is surprising just how valuable it is in other it was also really good for me to countries, not just for its degree work with a different framework as level but for the knowledge and in australia they follow the ‘early experience that comes with it. Year’s Learning Framework’ which maintains different principles and i hope things are going well at outcomes. as the qualified i had to northampton and the course is ensure the children’s portfolios were still thriving. may i also take this kept up to date and i had to carry opportunity to thank you and the out the programming for the room, team for all the hard work, support linking these to the framework and and knowledge given to me during the children’s progress. having my time at northampton. carried out observations and case Our local beach here in Perth, Australia studies whilst at university has Best regards, which we are fortunate enough to visit helped me considerably as kelly whenever we like due to the climate! :-)26 www.northampton.ac.uk/education

an intimate observation of disabilityCRIP ON A TRIPthis is the title of an award winning Channel 4documentary, described as ‘an intimateobservation of disability. 18-year-old dominicHyams has brittle bones - but that’s not goingto stand in the way of a european adventurewith his gang of able-bodied mates...’the title of the documentary was deliberately chosen bydominic himself and is guaranteed to provoke a response andgenerate debate. this is exactly what happened as studentson the module ‘current issues in Special educational needs’were fortunate to participate in a Q and a discussionwith dominic as part of their studies.topics raised by the studentsincluded labelling and politicalcorrectness; internationaldifferences in regard to access;the nature of editorial direction;family support and relationshipsand personal drive and motivation.underpinning all of this however wasthe realisation that dominic’s story isfar less about disability and far moreabout the power of friendship. The title of the documentary was deliberately chosen by Dominic himself and is guaranteed to provoke a response and generate debate.dominic was open and candid in hisresponses and the students critical andreflective in their questioning. whilst many ofthe topics raised were serious and important,dominic’s frank, humorous and sometimesirreverent comments gave the debates a clearhuman dimension.a theme of the module is the impact of themedia within the field of inclusion and disabilityand students have the opportunity to develop thisarea in their assessed work. inSpire magazine. iSSue 6, winter ‘11 27

early years Working in Early Years by debbie Hasson, Head of acorn Childcare at Headlands Primary school baCKGroUnd schools, day nurseries and spent two relocated to northampton with my passion for wanting to work with weeks working on a maternity ward. my soon to be husband. i realised children began from an early age. i that my passion was embedded after successfully gaining my within early Years and was offered am from a family of five children and qualification i became a live in have a large extended family that all a job within a day nursery working nanny for several families in rural with three to four years olds. i had grew up in the same geographical area. whilst growing up my mother always believed that those early was a registered child minder and experiences were crucial to young her mother had fostered children As Acorn has charity status, children and was able to be part of a for many years. there are many fundraising focussed team with a shared vision. events organised after two years i left work to raise on leaving school i attended dunstable college to train for my throughout the year my own family and was able to have qualification in nursery nurses a career break of four years, during examination Board (nneB). the which time i was able to volunteer to placement experiences i had locations. the job was enjoyable work in a local pre-school. with my during these two years were both and i was able to play an active role two sons in school i was ready for a enjoyable and challenging. i was within the family life. when the new challenge and applied for a job able to experience working in several children began full time education within acorn childcare uk. i moved from the family home and28 www.northampton.ac.uk/education

early yearsWHere i am noW charity status, there are many place a high emphasis on continuedi joined my current organisation as fundraising events organised personal development within thean early Years practitioner within throughout the year to enable us early Years sector. within ourthe two year old age group. i found to achieve our goals. through my organisation we have 30 staff whothat the children could actively own studies within the university i work directly with the children,explore the world around them given was able to develop and extend the of those 27 have a relevant Levelthe right opportunities and were knowledge of the staff surrounding 3 Qualification in early Years. incurious within their play. the setting Safeguarding and this is visible in addition two have their Ba honourssupported training and i was able to the way that we extend our practice. degree, two have their early Yearsdevelop and extend my knowledge Foundation degree and two staffas an early Years practitioner. members are currently workingi also became an nVQ assessor. towards achieving their Foundation I love working in the degree. one member of staffthe setting was established in Early Years Sector, has their early Years professional1992 and is a registered charity. I could not imagine a Status (eYpS) qualification and iit is based on the site of a primary more rewarding job! am currently working to completeschool and has close links to the my dissertation and have recentlySure Start children’s centre on the completed my gateway review tosame site. this has enabled us to complete my eYpS.work as part of a multi professional acorn follows all of the principlesteam and showcases multi agency within the early Years Foundation as well as our staff attendingworking. in addition we and also Stage. ofsted have graded the the university of northampton weoffer before and after school nursery as outStanding in also support university studentsfacilities for older children aged all areas. in placements and value theirbetween four and eleven years and contribution towards our setting.holiday play schemes. PartnersHiP WitH we offer each student a mentor tHe University who can support them whilst inacorn is overseen by a management placement. as a staff team we as part of my own ethos i value thecommittee who regularly meet to welcome the contributions that the training opportunities of the staffdevelop the establishment. the students can offer and make them that work at acorn childcare uk.members are all parents who play welcome within our team. we have as part of my job role i organisean active role in making acorn created a framework for partnership the staff performance reviews andthe success it is. as acorn has working not only between the inSpire magazine. iSSue 6, winter ‘11 29

early years students, mentors and nursery but more reflective practitioner. also with the university. many staff the knowledge i have learnt through attend the partnership evenings this process has consolidated my that the university holds to extend understanding of the early Years their knowledge and network with which i have gained through my other providers. 25 years experience. i hope that my experiences have tHe fUtUre inspired my team to continue to as a mature student working develop their own understanding. full time as a manager the road i have thoroughly enjoyed my to becoming a graduate has not experience and feel that i am proud always been smooth but it has of my achievements so far. i love been worthwhile. the course i have working in the early Years Sector chosen, early childhood Studies and find the rewards fantastic, with the professional pathway to i could not imagine a more achieve eYpS has made me a rewarding job. acorn headlands centre, headlands primary School, northampton, nn3 2nS t: 01604 415362 e: enquiries@acornchildcareuk.org www.acornchildcareuk.org30 www.northampton.ac.uk/education

early yearsWorking with Parents“a joined up approach”Early Years andPrimary Educationattend PEALtraining togetherin June stAff from the peaL (parents, early Years and the session was fast pacedsChool of eduCAtion Learning) training a nationally and totally interactive giving a funded project for a number of range of opportunities forJoined forCes for A years initially to support early delegates to explore in depthtrAining dAy presented Years settings develop strategies many of the wider social issuesby the nAtionAl for involving parents in their surrounding parental liaison.Children’s bureAu. children’s learning. the aim of the peaL ethos seeks to embed the day was to experience the strong principle which values peaL training and to explore promoting parental involvement connections with delegates throughout their schooling. ES WErE: own professional role and area KEy oBJECTIV the first few years of a child’s of interest. partner schools, rticipants current life are fundamentally important. 3 to build on pa early Years settings, assessor knowledge of the importance and mentors were invited to evidence tells us that they shape ts in their a child’s future development, of engaging paren attend alongside members of children’s early learning, the academic staff from the and influence how well children do at school, their ongoing w aspects of School of education. 3 indentifying ho health and wellbeing and their y integrated peaL are currentl dules the training gave delegates achievements in later life’ into our current he mo an opportunity to identify (Sarah teather and anne milton links with areas where the peaL model 2011 Supporting Families in the 3 to make greater the rese arch underpinning could be used to meet the Foundation Year: dFe publication.) mes of parental needs of both early Years benefits to outco the peaL training day enabled engagement in and primary student and partnership and d staff to take time out from their children’s learning within an tutor groups. having busy schedules to focus on these s representatives from our beyond early year partner settings paved important issues and consider how work based on best students can be supported 3 to plan future n the the way for ensuring that in taking these messages forward the peaL model withi and students are supported university of northampton in continuing to develop when they join the workforce. B’s national feed into the nc links between theory gy. development strate and practice. inSpire magazine. iSSue 6, winter ‘11 31

early years University Wins £4m Contract to Provide Early Years Training the eYpS training will be in addition a full time training THE UNIVERSITY Of delivered to graduates, and programme with bursary is available the primary provider for the to graduates of any background who NORTHAMPTON HAS WON east midlands. are interested in a career change to A PRESTIGIOUS CONTRACT work with young children. the contract, worth £4million over TO BECOME ONE Of ONLY three years, means the university there are already more than EIGHT ORGANISATIONS IN is now inviting regional graduates 8,000 graduates with early Years and those with Foundation degrees professional Status (eYpS), and this THE UK TO DELIVER EARLY who already work with babies and regional win means a further 530 YEARS PROfESSIONAL children, aged up to five-years-old, people will now be able to benefit STATUS (EYPS) TRAINING. to sign up for the programme, which from the training and assessment. will start in January 2012.32 www.northampton.ac.uk/education

early yearsprofesor denise hevey, who heads leader with eYpS have madeup the eYpS programme at the significant improvements in quality,university of northampton, said: especially in their provision for pre-school children.“We have an excellent track recordfor all Early Years programmes here under the banner of the eastat Northampton and were named as midlands eYpS network, thean ‘Outstanding Provider’ of EYPS university will now work inlast year. This new contract builds on collaboration with nottingham trentour success and on the good work university, Bishop grossetesteof all those Early Years Professionals university college and 11 Localwho have trained with us and are now authorities to deliver eYpS acrossreally making a difference to children’s the east midlands region and tolives. I hope parents will now get support continuing professional development for the wider community of established early This regional win means Years professionals. a further 530 people For more information and an will now be able to application form, go to benefit from the training www.northampton.ac.uk/eyps. and assessmentthe message and start asking theirnurseries and pre-schools whetherthey are employing a graduate withEarly Years Professional Status and ifnot, why not?”early Years professional Status(eYpS) is a status awarded by thechildren’s workforce developmentcouncil (cwdc) for graduate levelcurriculum leaders working withyoung children across the newearly Years Foundation Stage.research has found thatorganisations and companieswhich employ a graduate KidsAid Inaugural Conference eunice Lumsden, Jane murray and early intervention for vulnerable Brussels), al aynsley-green a group of early years’ students children and their families. (professor emeritus of child attended the kidsaid inaugural Speakers were drawn from a range health, ucL), dr. ernest gratton conference on thursday 29th of children’s services professions (consultant Forensic psychiatrist) September at St. andrew’s and included malcolm Stevens and dr. margy whalley (director hospital, northampton. kidsaid (uk commissioner, international of research, pen green is a national charity supporting Juvenile Justice observatory, centre, corby). inSpire magazine. iSSue 6, winter ‘11 33

early years Early InspIratIons: A networK for Continuing professionAl development in eArly yeArs eduCAtion Notable dates for forthcoming events: Saturday 25th February, 9.30am to 3.30pm For further information on the events on the left contact researching young Children and their Learning: lorraine.harman@northampton.ac.uk I am a Practitioner researcher Keynote by Jean McNiff Jean mcniff is one of the most influential action researchers in we are also running partnership the world today. her writings bear witness to her sustained projects with early Years settings. commitment to support action research in local, regional, the first of these begins in national and global contexts. november and will result in a ‘Festival of movement’. Thursday 29th March, 6pm to 8.30pm the second of these begins in ‘I listen and I believe, I see and I understand’: a collective march and will be in partnership reflection approach to understanding children’s experience. with the royal and derngate carmen mohamed, from the university of Leicester, will share theatre. this is entitled ‘Spaces her recent findings from a research project ‘tuning into children’ that inspire’. For further information (funded by Youth music), exploring children’s musicality and its about either of these please contact impact upon practice in early Years Settings. gillian.sykes@northampton.ac.uk Children’s Commissioner for England Headlines the annual Children’s lecture The University was very pleased opportunity to question how far to welcome the Children’s both policy and practice live up Commissioner for England, to the promises made to children Dr Maggie Atkinson, to speak at and young people in the ‘united the Annual Children and young nations convention on the rights People’s Lecture. Dr Atkinson of the child’. took up her post in March 2010 and has a 30 year career Following a welcome and advocating the interests of introduction by ann Shelton-mayes, children and young people. dean, of the School of education, eighteen students were presented the evening was well attended with their early Years professionals with an audience of academics, awards by Vice chancellor, professionals and students working professor nick petford. within the children and young “Myself and our team felt people’s sector. the evening ended with a inspired to continue pushing reception, providing delegates dr atkinson’s lecture, promoting for the rights of the children with an opportunity to network, and protecting children’s rights, but to also experience the new in our community” was extremely well received and Sulgrave Building. soCial WorKer, provided the audience with an disabled CHildren’s serviCes34 www.northampton.ac.uk/education

early years WEAVERS Of MAGIC tellers of tAles ithout a doubt, this “I just wanted to thank you soW was seen by all as both an inspirational much for organising such an informative and inspiring day. Whenand entertaining conference. in my setting on Tues I decided toDelegates (and organisers) try some of the things I had learntended the day with their heads and used the Dragon’s Tear idea asswimming with ideas, clutching stimulus for the story. I used onetheir box full of storytelling of the stones you had given us, theprovocations with smiles on children thoroughly enjoyed it andtheir faces. A great achievement I don’t think they have ever sat sofor a Saturday with temperatures quietly. My staff team were in awe andsoaring and the sun beating down. could hardly believe what complex and thoughtful story suggestions they werethe day commenced with giving. I will carrying this on followingprofessional Story teller, Jo Blake, the children’s thought patterns on Frienchanting us with enthralling using a larger stone as a dragon’s eggnarratives. this led us wonderfully as there were lots of discussions tointo our keynote by the well whether the dragon had a baby (manyrespected helen Bromley, fuelling of the children have had new brothersthe debate around the ever and sisters) so I hope this goes as well.increasing use of media in young Thank you again.”children’s lives. CoMMENT froM A PrACTITIoNEr“Working on a Saturday just shouldn’tbe this much fun! It was so exciting “Delegates were given the opportunityto be part of the Weaving Magic to discuss and create, with an arrayConference on 1st October. The of exciting resources to fuel theirenchantment began as soon as you imaginations.”entered the building, with gorgeousdisplays and boxes of treasure forall the participants.The storyteller who opened theconference was spellbinding and setthe tone perfectly for what was toprove an inspirational day. I lovedevery minute of it and truly didn’twant to leave! I came away with loadsof ideas and some fabulous newchildren’s books. A massive thanksyou to the organisers!”HELEN BroMLEy inSpire magazine. iSSue 6, winter ‘11 35

researCH indian schools’ Project members of the school of education took part in schools Project there was a widely held view funded by the tda, which ran from april 2010 to september among parents that the British 2011. the research investigated the expectations that a distinct education system was closely related to their own experiences indian community based in northamptonshire held for the Primary of colonial style education in education of their children. the provision and support schools india. they expected more formal provided to these parents and their children were also investigated. teaching and less small group work, less learning through exploration the community is one with a the research team participating in and less differentiation than was distinct identity from a state in south community celebrations, such as their children’s experience in British indian with a local language widely the onam Festival. primary schools. they indicated that spoken and presently there are they felt they did not know enough approximately 100 families who have data about parental expectations of about more up to date British relocated to northamptonshire. primary schooling was gathered via education. they felt that their dr. anna cox, dr. estelle tarry and group interviews with 20 families. knowledge of current educational dr. Johnson Jament established these took place in domestic practices sometimes restricted their working relationships with the settings offered by community engagement with schools. community over the first 4 to 6 members and were supported by they sought the opportunity for months of the project, through a Johnson, who is himself a speaker up-to-date, accurate and timely range of contacts with community of the community language used by school communication; they wanted members. this included holding the group. thematic analysis of the more information about precise ways an evening social event at the data revealed that although these to support their children’s learning university where traditional regional parents were highly educated they (including particularly homework) food was shared and members of encountered some difficulties with and they greatly valued high their children’s primary schooling. academic achievement.36 www.northampton.ac.uk/education

researCHthe second phase of the study Findings from the two groupsinvolved contact with schools showed some strong relationships,providing primary education for example the parents’ focus onfor these children and families. high academic achievement wasall schools used by children in very clearly understood by schools.the sample group of families what seemed to be lacking waswere contacted and a number parent initiated contact with schoolsagreed to one to one interviews and more detailed information aboutbetween a member of school staff the taught curriculum and howand a researcher. the teacher children’s learning could be mostinterviews revealed that on the effectively supported in the home.whole schools were aware of thelocal indian community and had anna and estelle presented a paperin place measures to facilitate in February 2011 in istanbul outliningcommunication with families. the initial first stage of the research,there was less awareness of the the parents’ aspirations andspecific community group taking expectations. this was followed bypart in the study. Schools indicated anna and estelle presenting a paperthat parents were made welcome, at the university of northamptonfor example at special assemblies, teaching and Learning conferenceand that the take up of opportunities in may 2011, on the lessons learnt infor teacher consultations was high. undertaking cross cultural research.they noted that parents were often they are presently in the process ofstrongly focused on academic extending this into a journal articleachievement and wanted to know and intend to report their findingshow children behaved towards to the schools as a contributution toschool staff and fellow pupils. school/parent relationships.in contrast to parents concerns forfirm behaviour management schoolsreported the children’s behaviour tobe very good. inSpire magazine. iSSue 6, winter ‘11 37

research in School of Education RiSE sPeCial edUCation needs in UGanda dianna richards, ba (Hons) education studies, spent a year in Uganda undertaking voluntary work in a rural special school prior to starting her university studies. for her dissertation research dianna returned to the same school in Uganda to chart the development of special educational needs (sen) provision and practice. She adopted a case study approach to examine the impact of national policy developments on the life of a 10 year old boy with speech and language difficulties. as well as in-depth study of the boy’s individual needs and development and the level of support received, her study involved interviews with government officials, teachers, students and parents. From her Spotlight on innovative undergraduate research dianna identified issues of teacher training, resources, knowledge research. Just a small selection of the and awareness of Sen assessment as specific contributing factors to the innovative research that takes places future successful support of children with Sen in uganda. within the School at undergraduate level. Introducing Fruit an intervention that was partly educational and partly experiential Sue decided to investigate attitudes and Vegetables combining learning about different foods with planting, growing, to eYpS among staff and committees of catherine massie adopted an cooking and tasting a range of community run rural action research approach to vegetables for themselves. pre-schools for her Ba (hons) early her Ba (hons) early childhood childhood Studies dissertation. the intervention took place over Studies dissertation. with current an eight week period and was through questionnaires she concerns around childhood obesity successful in encouraging children identified differences between and junk food consumption, both to sample new foods and to pre-schools and also between the catherine decided to investigate continue to eat a broader selection attitudes of staff and committee ways of influencing the seven of fruit and vegetables than before. members, many of whom did not children in her care towards eating understand what eYpS was about. more fruit and vegetables. eYpS in rural pre-schools Sue Burgess is the deputy leader of She then identified a number catherine first assessed their food a rural pre-school who recently of issues to follow up through preferences directly and confirmed completed the early Years in-depth interviews with key staff a reluctance to even try some professional Status (eYpS). and committee members. vegetables. She then designed38 www.northampton.ac.uk/education

researCHthe school of education andThe School of Educationis currently involved in aUNICEf consultancy projectin fYR Macedonia.professor philip garner has beenworking alongside colleaguesfrom the university of warwick’scentre for Learning Behaviour insupporting uniceF’s efforts topromote approaches to ‘violencereduction’ in macedonian schools.the work, which involves directtraining inputs, school visits andreflective evaluations, has beentaking place since october 2010and is set to conclude inSeptember, 2011.“working with uniceF offers us awonderful opportunity to maximise “what is really reassuring is that our the School is also discussingour own professional expertise evaluation surveys are showing that other potential projects withwhilst supporting the development the faciliators we are working with colleagues from warwick andof one of the emerging ‘new’ nation are showing an increasingly strong with uniceF itself.states from South east europe”, grasp of the principles of positivecommented professor garner. behaviour management”, he added.Australia Report DeliveredColleagues from the School a spokesperson for the australian high-quality, experience-basedof Education (including Annie Special education principals’ advice at policy level on aspects association (aSepa) stated that of special educational needs.fergusson from CeSNER and ‘this report is significant in that itProfessor Philip Garner) have will assist us to make a strong claimsuccessfully completed a that our new australian curriculummajor scoping of curriculum needs to offer a more obviouspractice for the Australian commitment to meeting the needs of students with disabilities andgovernment’s Assessment, special educational needs’.Curriculum and ReportingAuthority (ACARA). The the report contains a series ofreport, which was produced recommendations in respect of curriculum practice in specialjointly with the University of education, and is furtherAdelaide, was delivered at indication of the capacity ofthe end of April, 2011. colleagues from ceSner to offer inSpire magazine. iSSue 6, winter ‘11 39

researCH inaUGUral leCtUre NEW fACILITIES fOR RESEARCH from neW visitinG STUDENTS Professor the redevelopment of the School of education has included the provision of a on october 6th professor John an audience of academic new room for phd students. Visser, who joins the School of colleagues, research students, this facility provides individual education as Visiting professor friends and relations heard John work spaces, secure storage gave his inaugural lecture at the give a most thought provoking and social space for students Sunley conference centre. John, presentation. John, who has undertaking work towards who is internationally known for previously held positions at their doctorates. his work in the area of children the universities of exeter and with emotional and behavioural Birmingham as well as having a difficulties gave a most interesting distinguished career teaching in lecture with the title “past wisdoms: schools, is working with colleagues Future practice. meeting the needs in the School of education on the of children and Young people with development of research bids as well Behaviours that can challenge”. as doing some teaching, research training and phd supervision. Successful European Research Bid the Centre for education being undertaken to make he more and research in the school accessible for underrepresented RESEARCHING of education has recently been groups and non-traditional learners by focusing on flexible lifelong IN AUSTRALIA part of a european consortium learning-strategies, opened up by professor philip garner and that has successfully bid for a tailor-made VpL-approach. the ann Fergusson have recently funding to conduct a europe university of northampton input will completed work in australia wide project. be led by professor richard rose. resulting in the publication of “curriculum, assessment the european agenda on ‘the and reporting in Special Social dimension of education and educational needs and training’ states that recognising disability: a thematic prior learning and providing overview of recent individualised support enhances Literature” a research report participation of underrepresented published in collaboration groups and non-traditional learners with colleagues from the in higher education (he). australian Special education this project brings together principals’ association and researchers from netherlands, the university of adelaide. Finland, denmark, uk, Slovenia, researchers from the School romania, France and czech of education are continuing republic to investigate actions to work closely with colleagues from several parts of australia.40 www.northampton.ac.uk/education

researCHA visit to parliamentfor the launch of‘research that matters’by saneeya QureshiTHE PARLIAMENTARY LAUNCH Of ‘RESEARCH THAT MATTERS’ – A REPORT BY THE MILLION+GROUP Of UNIVERSITIES, AT THE HOUSE Of COMMONS, LONDON 17TH MAY 2011as a research student in the School we enjoyed a memorable day on about how primary teachers ofof education, i was delighted to the terrace of the house of mathematics conceptualise thehave the opportunity to exhibit my commons, presenting posters whole class aspect of their work;research work in the house of about our research areas and the justifications for, and thecommons at the million+ launch talking to mps, fellow researchers knowledge and beliefs that underpinof ‘research that matters’ on from other million+ member their actions. Findings were also17th may 2011. universities and other guests. presented about the ways in which their espoused beliefs resonatedthe ‘million+’ group of universities my poster, titled ‘a Senco for with their actions.(of which the university of all Seasons’ was about mynorthampton is a member) launched investigation into the impact of david willetts mp, minister of Statethis report which highlights the Sencos (Special educational for universities and Science, wasimportance of the research that staff needs coordinators) on teachers’ the keynote speaker for the day.and students at modern universities abilities to address Sen (Special delegates were also addressed byundertake and emphasises the need educational needs) in english Liam Burns, president-elect of nuSto ensure that continued public primary Schools. Being a first-year and david Sweeney, director offunding for and investment in phd student, the main objective of research at hefce.research is distributed fairly. my poster presentation was to elicit comments and questions regarding on the whole, the event wasmyself and Judy Sayers (both from my research design and proposed informative and enlightening.the School of education) and methodology. it was indeed inspiring for me,richard hazenberg (from being a first-year research student,northampton Business School) Judy’s poster, titled the pedagogical to see and ask questions aboutwere invited to showcase our consequences of a Laissez-Faire research that is being done acrossresearch, accompanied by david individualistic Society’ presented various disciplines and fields.watson, from the graduate School. some of her initial research findings reCent PHd sUCCesses two students have recently successfully completed their studies and achieved their doctorates. dr coralee murray conducted research into the management and impact of change in special needs policies in two Local authorities. dr henry kum’s research focused on aspects of refugee status in education in the uk. inSpire magazine. iSSue 6, winter ‘11 41

researCH staff sPotliGHt: SHEENA BELL sHeena bell Joined tHe University in 2006 as a senior leCtUrer and a member of Cesner: Centre for sPeCial needs edUCation and researCH. and the execution of large research compulsory education to projects in collaboration with not further and higher education only colleagues from northampton, (Fe/he). She is currently in the early but also from other universities, stages of an international project including trinity college dublin involving Finland, estonia and the and the university of applied czech republic which Sciences in Jyvaskyla in Finland. will run for two years and include Since then, and thanks to the She has published papers outlining four international workshops support she has received from her research findings around towards inclusive Learning her professors and colleagues the themes outlined above in a environments in Vocational to develop her research and number of peer reviewed journals education and training (tiLe). academic writing skills, she has such as the Journal of research in been delighted to be involved in reading, the Journal of teaching Sheena finds her research role a number of individual research and teacher education, teachers challenging and fascinating and projects. These have married some and teaching: theory and practice, it has complemented her own of her personal interests, inspired the Journal of Special educational teaching at the university as well by her own teaching experiences needs (JorSen) and Support for as moving her on with her own in schools, prisons, community, Learning. She has presented papers personal development. further and higher education, and at 10 international conferences, working on international projects. promoting the work of the university of northampton and Sheena is particularly interested presenting evidence for the in providing inclusive educational opportunities for adults who have importance of lifelong inclusive European P on Inclusio roject education. been disadvantaged by the current n Vocationa in education system, including with dr cristina devecchi those with disabilities and special and colleagues from trinity l Educatio educational needs. She is also interested in support for people college, dublin, Sheena Sheena B n is currently preparing the ell and an with dyslexia and the teaching of partnersh dy Smith final report for an 18 month ip with co in reading, and in line with her current Finland, e lleagues fr funded research project stonia and om role, the provision of appropriate republic the czech for the national council of will mana titled tow ge a proje professional development for Special educational needs ards inclu ct specialist teachers. environm sive Learn in ireland: a study of the ents in Vo ing education cational access and progression and train Sheena’s research and writing ing (tiLe). experiences of students has ranged from small scale, with special educational individual research investigations, needs (Sen) moving from to successful bidding for funding42 www.northampton.ac.uk/education

researCH in new orleAns for THE ANNUAL AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONfERENCEcristina devecchi, mary doveston the study used questionnaires coteaching in the inclusiveand phil ellender joined another and semi-structured interviews classroom: a Study of two14,000 researchers in new to hLtas and school leaders to Secondary english classrooms.orleans for the annual american explore hLtas’ deployment and tabetha Bernstein-danis, universityeducational research association employment, the impact training had of pittsburgh (phd student).(aera) conference. on their roles and responsibilities, and which barriers prevented them collaborative teacher network:the theme of the conference was from using their knowledge and Findings related to increasing“inciting the Social imagination: skills in supporting children with teachers’ knowledge of content-education research for the public special educational needs (Sen). area reading Strategies. mariegood”, and mary and cristina the study suggests that while the tejero hughes; michelle parker;presented a roundtable paper training has the potential to enhance angela Bryant; Jaime Lynntitled ‘are they worth the money? hLtaS’ role, localized practices can zurheide; Joanna keel; ghonecsarexploring the role of adult be a barriers to effective use. muhammad; georgette g. Lee -Support in english mainstream university of illinois – chicago.and Special Schools in a time of the findings have implicationsFinancial constraints’. for their future employment since comparing Scores on alternate local authorities and schools are assessments Based on modifiedthis paper presented findings compelled to cut unnecessary achievement Standards andfrom an empirical research on the expenditures in the present Scores on general assessments.deployment of support staff economic and budgetary crisis. katherine m. nagle, Sriin primary, secondary and international; patricia Joannspecial schools in one local the paper was well received from almond, university of oregon.authority in england. the other colleagues who presented with them. From left to right: Mary Doveston; Philip Smith, Eastern Michigan University (chairperson); Cristina Devecchi; Michelle Parker- Katz, University of Illinois – Chicago; Tabetha Bernstein-Danis, University of Pittsburgh inSpire magazine. iSSue 6, winter ‘11 43

Thinking of becoming a Partnership school? The School of Education works in strong Schools have welcomed this increased partnership with schools throughout involvement in teacher education not only Northamptonshire, Milton Keynes, for the insight it gives them into general Bedfordshire, Buckinghamshire, professional development but also for the Warwickshire and Leicestershire. access it gives them to a pool of high quality We value the contribution of our partner Newly Qualified Teachers (NQT’s). schools very highly and work collaboratively We are always looking to increase the number to produce inspiring teachers of the future. of schools within our partnership and offer free Our partner schools have a clearly defined in-house mentor training for all staff members shared responsibility with the School of and an ongoing program of regional training for Education for programme development, all staff involved in mentoring our students. recruitment of students and for improving and increasing students’ school based experience. If you would like to find out more please contact the Partnership Team on: 01604 892473 or email sarah.miller@northampton.ac.uk Behaviour2Learn Developing positive classrooms Behaviour2Learn (formerly Behaviour4Learning) exists to support the development of positive behaviour and learning in classrooms, schools and other settings. It provides practical resources and information for trainee teachers, Newly Qualified Teachers and those working with children who are in the early phase of their career development. The materials on the new Behaviour2Learn website are drawn from a variety of sources. Each item has been carefully selected in order to inform and enhance our belief that pupil behaviour is firmly linked to the learning they experience. www.behaviour2learn.co.uk44 www.northampton.ac.uk/education

iPads in tHe ClassroomiPads in the Classroomby Bob hopkins with gareth honeyfordiCt wise there’s a new kid on the block. the face of iCt is changing with the new formatfrom apple linking computing to mobile technologies including iPhones. the iPad itself lookslike an overgrown iPhone, sleek and stylish with a strong emphasis on design. or me the beauty of the ipad f is its flexibility and ease of use, forgive me for a littlereminiscence. i spent some of thesummer in galway and some ofthe evenings listening to excellentmusic in pubs. at the same time iwas emailing home, photographingand videoing the pub, my friendsand the performers and sendingthe images to folks back home (toensure they knew what a great timei was having.) i was also lookingup the lyrics of some of the moreobscure songs and checking myroute back home. i could havebeen, but wasn’t finding my nearestsupermarket, tweeting, updatingmy Facebook status, completingsudokos or reading a novel. perhapsunsurprisingly, i wasn’t the only one, The iPad is lovely to work with and the interface intuitive even for a diehard Windows user like myself.whilst i was using a new ipad2, apparently, her husband had little are a delight. it looks good, feelsothers had iphones and perhaps previous computing experience good and seemingly almost anyoneother Smartphones as well. a fellow but i felt comfortable with a strong who uses one, wants one – even iflistener arrived at the table to see recommendation. they don’t quite know what they willwhat was going on and wanting to use it for! this neat Youtube videoknow if she should get one of these the ipad is lovely to work with and seems to indicate that even veryipads for her husband who was the interface intuitive even for a young children find the interfaceabout to retire. diehard windows user like myself. quite natural. (http://www.youtube. the ipad’s high quality images and com/watch?v=axV-yafmQNk). touch sensitive on-screen keyboard inSpire magazine. iSSue 6, winter ‘11 45

iPads in tHe Classroom Are iPads useful in the classroom? the ipad is a lot of fun but are there the ipad is the lack of support for app store and within minutes my practical uses in the classroom. ‘Flash’ and therefore some websites ipad was (for free) a compass, an Some secondary schools have aren’t available. additionally, the earthquake detector, a spirit level, already bought them for all their screen shows films, home movies a teleprompt and a virtual fishpond pupils (http://www.guardian.co. and photographs in high definition. with ‘real’ splashy water. amazingly uk/education/2011/oct/30/ Linking with itunes provides i can hold the computer up to the smartphones-handheld- opportunities to build up a huge sky and see the constellations that computers-battleground-schools) are there, even in the middle of the and i know from discussions with day. next, i gained access to Flickr, members of the northamptonshire This could be a way forward google maps, the university’s own BLt (http://bltnorthants.net/) that app, Facebook, google earth, Skype some local primaries are buying them for schools if a new era in and dropbox. i could even download for group work in the classroom. computing is about to begin a ‘kindle emulator’ to access e-books aimed at that platform. whilst my ipad is fitted with a mobile phone Sim to allow access to playlist of music and audio books. it’s to the app store that we’ll the internet anywhere with a mobile iplayer and 4od (the channel 4 probably have to turn to answer the phone signal, most schools will opt equivalent)make for good catch up questions about the classroom. it’s a for the wireless only version. in television and the range of books common phenomenon these days to response to the question – what can available on iBooks is growing all find useful things given away free teachers and pupils do with an ipad the time. on the internet or app store but the answer has to be almost which are really cut down versions anything! to start with the device perhaps the greatest strength of even more useful apps that are offers access to the bulk of the though is the vast array of resources chargeable. Some apps are also free internet and all that that offers and that can be downloaded from because they carry advertising the beauty access ing via the ipad is apple’s app Store. this online store which at times may be distracting or the ‘book like’ nature of the gives access to over 140,000 inappropriate. whenever a topic experience, allowing pupils to programmes or ‘apps’ for the ipad, comes up for discussion there’s huddle together in the ‘book corner’ many of which are free, others of likely to be an app about it. taking or work together round a table, or which can cost as little as 69p and some common themes from the even in school grounds. the one others at £1.49. having received my classroom it’s easy to say “there’s drawback of accessing the web via ipad for the first time i visited the an app for that” and some are of very high quality whilst others most definitely are not. this is where teachers will have be very discerning to chose the gems from the vast array of content they are bombarded with and perhaps increasingly to signpost parents towards the most appropriate apps to use with their children at home. For example if one considers ‘interactive e-books for children’ some this variation is stark. Let us consider three texts, all available in free (Lite) versions and paid for (FuLL) versions. the version of alice in wonderland produced by atomic antelope (http://itunes. apple.com/gb/app/alice-for-the- ipad/id354537426?mt=8 ) is46 www.northampton.ac.uk/education

iPads in tHe Classroombeautiful and inspriring and hasbeen described as being a moderntwist on the pop up book. thecollection of picture books for8interactive (http://itunes.apple.com/us/app/read-me-stories-30-book-library/id413791565?mt=8 )whilst not inspiring me seemedpopular with a colleagues daughterand seemed ‘fine’. in contrast theFairy tales produced by iBig toy(http://itunes.apple.com/us/app/ weight and robustness all lend change of platform is considered.classic-fairy-tales-10-in/ themselves to groups working Some years ago when governmentsid449087981?mt=8 ) were shocking together, and not only at a traditional held the purse strings, singlein their inappropriateness for the table and certainly not in the computers were placed in thoseuk market as they were voiced by computer suite. the ipad will be schools that were willing to train upnon native english speakers and more than a new selection of a senior member of staff together software; rather it may represent a with one other. this could be a way new way of working, moving into an forward for schools if a new era in area of more pupil involvement and computing is about to begin. Should Perhaps the greatest engagement. one of the major schools decide to invest in an ipad strength is the vast array obstacles to taking full advantage for a senior member of staff and for of resources that can of the features of the functions on a keen colleague the undoubted be downloaded from the ipad is the commitment we all opportunities for learning offered have to traditional computing. by the ipad could be investigated. Apple’s App Store Schools already have a significant our students have access to ipads investment in windows based as part of their studies. asking them laptops, often networked. Schools to bring one into your school withcertainly did not model clear phonic invest in the kind of computers that them may give you a chance to seeaccuracy. perhaps there’s time for others invest in. there needs to be the opportunities for yourself.two further points before your critical mass of ipad users before asurvey of useful apps begins.Some of the points mentionedalready emphasise the ability of for more information try following the links belowcomputers and of ipads in particular There’s an excellent article on using the iPad in a classroom settingto facilitate the act of “consuming” available at http://www.ipadineducation.co.uk/iPad_in_Education/or “receiving” information. we arenow able to watch and listen much the article is useful, not least because it breaks down availablemore effectively and conveniently opportunities into subject areas. But these are just the beginning!than ever. But perhaps the ipad for many more apps try tinyurl.com/6ed7m3uwill be the spur that makes childrenthe creators and rather than the and, if you would like to see ipad apps to help with your work as aconsumers of material. if the teacher try the list published here. interestingly, it is especially somefacilities of the ipad encourage of the ones suggested by other readers in the comments section thatour children to create their own might appeal. tinyurl.com/3sp98ebstories, picture, photos and videosand if they offer the ability tocommunicate rapidly and accurately please, do take a look at the ipad in the classroom, both as a teacherat the same time, the uses in the and on behalf of your pupils and, if you’re new to the area, perhaps ourclassroom grow. students can be your first guide.Secondly the ipad may go a long if you have any apps that you feel would be useful for our students toway to making the use of computers know about then please email bob.hopkins@northampton.ac.uka collaborative exercise. its size, or tweet your ideas to @BobHopkins and @Garethhon inSpire magazine. iSSue 6, winter ‘11 47

Transformed.Inspired.Do you want to enhance your role in school?Do you want to gain a recognised qualification?The University of Northampton FDLT and CHESL Open Evenings:offers a range of opportunitiesfor the continuing professional Date Time Venuedevelopment of support staff. Mon 6th Feb 4.30pm-6pm Beauchamp College, Oadby Tues 7th Feb 4.30pm-6pm University Centre Milton Keynes, Silbury BoulevardThe Foundation Degree in Learning Thurs 9th Feb 4.30pm-6pm Sulgrave building room 29, University of Northamptonand Teaching (FDLT) Mon 19th Mar 4.30pm-6pm Beauchamp College, OadbyThis course is designed for a range of Tues 20th Mar 4.30pm-6pm University Centre Milton Keynes, Silbury Boulevardsupport staff who are currently working Wed 21st Mar 4.30pm-6pm Sulgrave building room 29, University of Northamptonin schools and who wish to enhance Mon 14th May 4.30pm-6pm Sulgrave building room 14, University of Northamptontheir role. There is the opportunity Wed 16th May 4.30pm-6pm Beauchamp College, Oadbyto extend study into a third year by Thurs 17th May 4.30pm-6pm University Centre Milton Keynes, Silbury Boulevardfollowing the BA (Hons) Learning& Teaching course. Higher Level Teaching Assistant (HLTA) We offer HLTA programmes at a variety of venues throughout the East Midlands.Certificate in Higher EducationSupporting Learners (CHESL)Specific work related modules can be HLTA Open Briefings:studied as one-off units or built up to Date Time Venuegain the full CHESL award, depending Wed 21st Mar 4pm The University of Northamptonon your needs. Modules can be Tues 27th Mar 4pm Forest Lodge Education Centre, Leicesterarranged on a needs basis locally. Mon 18th Jun 4pm Forest Lodge Education Centre, Leicester Wed 4th Jul 4pm The University of NorthamptonFor further information and an application form please contactadmissions@northampton.ac.uk or call 01604 892 651visit www.northampton.ac.uk/teachingassistants

Inspire - education magazine Issue 06 (Spring 2012)

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