Transforming lives, inspiring change                                                                            Royal &   ...
Contents                                                                                                     New Vice Chan...
Presentation event for CHESL students       An event was held recently                   Students, accompanied by their gu...
New Vice Chancellor welcomed    to The University of Northampton     “I am tremendously excited     by the prospect of wor...
University invests over £1 million       in PhD research posts                                                            ...
CamilaBatmanghelidjhtalks at annualHigh Sheriff’sLectureThe Vice Chancellor, in association with theHigh Sheriff of Northa...
A Portrait of Royal & Derngate Youth Theatre       Play, Imagination,       and Fun       Royal & Derngate Youth Theatre t...
Profile:   Tom Wright   Director of the   Youth TheatreI graduated with a drama degree from Bristolin 2000. I toyed with b...
Who are these young people who                         What do your assistants bring                                      ...
Profile:                                                                  Alicia King                                     ...
Research in School of Education       Research and related activity within the School of Education continues       to deve...
Research in School of Education                                                       Recent PhD success                  ...
Research in School of Education       In 2006, the National Association of Independent       Schools and Non-maintained Sp...
PhD supervisorsin the School of Education    Researcher Profile:                                     Researcher profile:  ...
To find out more and discuss the training or research needs of your team, please contact:    Ken Bland, Head of Wider Scho...
Ten Year Anniversary TEACCH UKTEACCH UK ConferenceAutism Interventions: Evidence and OutcomesVenue: The University of Nort...
Early Years Student Associate Scheme       The University of Northampton are proud to have been one of       only six prov...
The Children’s Workforce Development Council             It’s not just for girls                                 “Today I ...
Patrick Smith                                                                                        Head of Initial Teach...
Gillian Sykes                                                  Senior lecturer in Early Years                             ...
Inspire - education magazine Issue05 (Spring 2011)
Inspire - education magazine Issue05 (Spring 2011)
Inspire - education magazine Issue05 (Spring 2011)
Inspire - education magazine Issue05 (Spring 2011)
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Inspire - education magazine Issue05 (Spring 2011)

  1. 1. Transforming lives, inspiring change Royal & Derngate Youth Theatre An interview with the director, Tom Wright New Vice Chancellor welcomed to The University of NorthamptonAlso EYSAS – Have YOU RISE got what it takes?inside: The University was one of only six New developments in the School of Education research providers in the country selected to offer the Early Years Student Associate Scheme Inspire | 2
  2. 2. Contents New Vice Chancellor welcomedStudents present play to The University of Northampton .......4 A Portrait of Royal & Derngate Youth Theatreproject to local provider Play, Imagination, and Fun....................7 RiSE.........................................................11 Early Years Student Associate Scheme.................................17A group of students from the BA (Hons) Childhood and Youth New School of Education staff .............19course presented their project on play to the management team Information Literacy .............................21of Big About Music (BAM), a community interest company inCorby in September.The students, Chris Lack, Leanne Gould, Dani that the group had identified a gap inBetty, Laura Weston, Carl Rowland and Jess provision for disabled children. Furthermore,Bennett, produced a project proposal as part BAM intends to look at the project proposalof their Leisure and Playwork module in year 2 in more detail and liaise with the studentsfocussing on the provision of creative arts for to explore the potential of its implementation.disabled children and young people. They BAM provides opportunities for children andresearched the benefits of Soundbeam, a young people in school and communitymusic based activity enabling children and settings to enjoy creating music includingyoung people of all abilities to create sounds music technology, junk percussion, singingand music. and drumming in Corby and more widely across Northamptonshire.The Managing Director of BAM, Natalie Newby,commented that the idea was innovative and Sound Teaching of Phonics The TDA and the National Strategies Team has praised the University for its work in Initial Teacher Training (ITT) of Phonics. Inspire The University’s School of Education is in Phonics involves teaching how to connect Written and produced by The University of Northampton School of a group of 13 out of 61 Higher Education the sounds of spoken English with letters or Education all submissions are property of Inspire magazine. The entire content © Copyright The University of Northampton School of Institutions (HEI) where this aspect of groups of letters (e.g., that the sound /k/ can Education 2011, and cannot be reproduced in whole or part without provision has been judged as “consistently be represented by c, k, ck, ch, or q spellings) prior written consent. highly valued by NQTs”. We achieved 70% and teaching them to blend the sounds of Editor Paul Bramble – Words Paul Bramble – from our NQTs in terms of their confidence letters together to produce approximate Photography Design Depot Ltd, Chris Allum, Neil Shelby Long in the teaching of phonics compared to the pronunciations of unknown words. Design by Design Depot Ltd – national HEI average of 51%. Consequently Printed by Sterling the School has been asked to take a lead to further develop this work across HEI ITT. | email: | Inspire | 2
  3. 3. Presentation event for CHESL students An event was held recently Students, accompanied by their guests, attended the celebration from the University. 300 modules 13 of the students completed the four modules that make up the Northamptonshire to celebrate the achievements were successfully completed by individuals who Local Authority Specialist Teaching Assistant work or volunteer at nursery, primary, secondary award (STA) and were awarded with their of students who gained and special schools, enhancing the educational certificates by John Follett, School Workforce module awards for the experience of hundreds of children. Development Team Manager for Learning Achievement and School Improvement. Certificate in Higher The expertise and knowledge developed by CHESL modules range from Supporting Learners Education Supporting who are Deafblind to Supporting Learners in Secondary Science. Learners (CHESL). The Mathematics Challenge On Wednesday 10 November, 20 local schools competed at the regional heat of the Senior Team Mathematics Challenge at The University of Northampton. The event was organised by The UK Mathematics Trust and the Further Mathematics Support Programme. The Challenge comprised of a team competition University ITE for students in Years 11, 12 and 13 testing mathematical, communication and teamwork Rankings skills. Over 50 regional heats take place across The School of Education is now the UK in November and December 2010. ranked 12th (out of 60) for The event was extremely competitive, but the winning team was The King’s School all University Primary Initial from Peterborough, who will now go forward Teacher Education (ITE)*. to the national final to be held in London in February 2011. Overall ranking in ITE is 18 out of 75 providers. The TDA annual NQT survey on EBITT (Graduate Teacher Programme) also reported that our employment based ITE programme was rated above sector for both overall student satisfaction and satisfaction on training to teach early reading. *The Good Teacher Training Guide 2010 – Centre for Education and Employment Research University of Buckingham3 | Inspire | | email:
  4. 4. New Vice Chancellor welcomed to The University of Northampton “I am tremendously excited by the prospect of working with colleagues on the next stage of our journey towards becoming a university recognised internationally for the excellence of its teaching, research and community engagement.”Professor Nick Petford has commenced his role as the newVice Chancellor of The University of Northampton.Previously Pro Vice Chancellor (Research and Widely known for his expertise in volcanoes He succeeds former Vice Chancellor of TheEnterprise) at Bournemouth University and, before and the engineering properties of rock, University of Northampton Ann Tate who retiredthat, Professor of Earth and Planetary Sciences at Professor Petfords research work embraces field in August after eight years in her role.Kingston University, Nick has worked in industry investigations and mathematical modelling in the(BP) and on academic and commercial researchprojects throughout the world. flow of molten rock, or magma slurries, on earth and other planets. He is currently working with “I am honoured to colleagues at NASA on the physics of ice magma. join The University of Northampton asA former Royal Society University Research Fellow Most recently, he has turned his attention toand Fellow of Churchill College, Cambridge, Nickhas held visiting research appointments at the modelling blood flow with colleagues at the Vice Chancellor.” Royal Bournemouth Hospital.Universities of Michigan and Vermont (USA) andNASA and is currently Visiting Professor at Nicks contributions to the media on volcanoesMacquarie University (Australia) and the Open include appearances on Sky News, BBC TV andUniversity. He has published more than 250 research Radio and Richard and Judy. In 2005 the BBCarticles and books and is a highly cited author. featured the work of his research team in an hour-long documentary ‘Krakatoa Revealed’.I am honoured to join The University of During the eruption of Icelands EyjafjallajökullNorthampton as Vice Chancellor. Universities look volcano this year, Professor Petford was flown overset to face unprecedented challenges over the next to the volcano to front a Channel 4 documentary,’few years. But I am tremendously excited by the The Volcano That Stopped The World’.prospect of working with colleagues on the nextstage of our journey towards becoming a University A Fellow of the Geological Society London andrecognised internationally for the excellence of its American Geophysical Union, Nick is one of theteaching, research and community engagement”. youngest Vice Chancellors in the UK. He is married with three children. | email: | Inspire | 4
  5. 5. University invests over £1 million in PhD research posts Professor Nick Petford, Vice Chancellor, The University of Northampton, commented: ‘Our investment in these research posts has a huge potential impact on the economy, both nationally and regionally, and our own development and targets for research recognition and success. The investment is part of our commitment to the British knowledge economy and the studentshipsTransformed. will go on to inform our research and teaching, with the knowledge being absorbed back into all of our activities, both within theInspired. University and with our external clients.’ The studentships will have a major impact on the applicants and their own academic career developments, as well as helping to build stronger academic themes for The University of Northampton in areas where we want to grow our distinctiveness The total investment of the research posts and excellence. The University of is £1.1 million, which represents a strategic The 24 studentships, managed by The University of Northampton has commitment to new research and knowledge transfer developments fitting in with its targets Northamptons Graduate School in the Knowledge Exchange, are fully funded for three years. They will announced 24 new fully and future vision. This follows on from the commence in January 2011. Each of the six University receiving research degree awarding funded and supported powers in 2005 and the success of the University academic Schools at the University will add to their current PhD portfolio and applicants will have in 2008s UK-wide Research Assessment Exercise PhD research studentships, (RAE), where we were awarded £5 million in the chance to work with academics who are leaders in their own fields of expertise, in the signifying our largest recognition of excellence in research across a wide range of academic and private sector following areas: single investment in orientated disciplines. School of Education studentships • Parental choice and school placement for Special research degrees. The University also had its most successful Educational Needs academic year to date in 2008/09 for new contracts for research worth £6.3 million from • The application of learning mentoring systems 54 contracts and £4.1 million from 117 contracts in English primary schools in knowledge transfer, exceeding the previous year • The role of fathers in the education of their sons by more than £3 million. at KS2. Academics from Hong Kong visit the University In December, we welcomed 5 colleagues from the Hong Kong Education Bureau {EBD}. The visit, funded by EDB was jointly hosted by the University of Cambridge, Faculty of Education and The University of Northampton. The party visited schools in Northampton as part of their 10 day study tour to look at provision for students with SEN. Annie Fergusson, Senior Lecturer in Special Needs Education, worked with the delegation during their trip, examining curriculum and assessment issues [in particular the P scales]. On their visit to the School, the Education Bureau colleagues met with other academics from the School of Education, Philip Garner and Steve Cullingford-Agnew to explore the development of future teacher exchange visits and professional development opportunities.5 | Inspire | | email:
  6. 6. CamilaBatmanghelidjhtalks at annualHigh Sheriff’sLectureThe Vice Chancellor, in association with theHigh Sheriff of Northamptonshire, David Laing,was delighted to announce the first lecture inthe 2010-11 High Sheriff’s Lecture Series wasto be delivered by Camila Batmanghelidjh.Camila Batmanghelidjh is the founder of twochildren’s charities – The Place 2 Be and KidsCompany, where she currently works with someof the most traumatised young people living inLondon. Camila trained as a psychotherapist,engaged in 18 years of psychoanalysis and hasbecome an advocate for vulnerable children.Kids Company was set up in 1996 and currentlyreaches 14,000 children a year with therapeuticand social work support in three centres in London,as well as working in 37 inner-city schools. Camila “Kindness – Priceless.and her team have raised £60 million over the The power of compassionyears to help Londons most vulnerable children.Camila was awarded an Honorary Doctorate by in transforming anti-socialthe University in July 2008. children’s lives.” | email: | Inspire | 6
  7. 7. A Portrait of Royal & Derngate Youth Theatre Play, Imagination, and Fun Royal & Derngate Youth Theatre teaches young people from all backgrounds how to create theatre through weekly training sessions and regular productions of classic, newly written and devised works. The Youth Theatre has an age range from 2 to 25 year olds in ten different groups, catering for a wide range of theatre styles, from musicals to mask work and Shakespeare.7 | Inspire | | email:
  8. 8. Profile: Tom Wright Director of the Youth TheatreI graduated with a drama degree from Bristolin 2000. I toyed with becoming a writer, actor,director and I discovered being a director was themost fun. When I was growing up in York I usedhelp my mum run a Youth Theatre. I’ve been inevery youth theatre I could get my hands on –so I’ve been very used to being a youth personin theatre and working with young people.When I graduated I took part in what is callednow The Channel 4 Theatre Director Scheme, butthen called the Regional Theatre Young DirectorScheme at the Young Vic in London. The schemeran a lot of educational workshops and assistedon many productions. I went onto assist at theWest Yorkshire Playhouse and the RoyalShakespeare Company and then set out as afreelancer, directing my own shows and alternatingthat with workshops and productions with youngpeople. Some did really well and I won a fringefirst for a show that took place entirely in a steelshipping container at the Edinburgh festival.I then got offered the job here and I work fulltime running the Youth Theatre.To find more about Tom please“What is really exciting for me is the relationshipwe have with the university as a whole. I have arange of assistants and the core of these are fromthe School of Education.” | email: | Inspire | 8
  9. 9. Who are these young people who What do your assistants bring attend the Youth Theatre? to the Youth Theatre? Our brief is to engage with as many people as I get three big things from the assistants. Firstly possible from a range of backgrounds in the area. from a health and safety point of view it is really Currently there is a bias towards white middle good to have more than one adult in a room. Like class within theatre. This is typical across theatre all public sector organisations, we are not rolling in the England, but we are working hard to in money at the moment and paying for diversify and bring in new people. assistants is very difficult. To have someone who The aim is to provide all of has had training in child protection from the The Monday Night Group, for example is our School of Education is fantastic. the young people a real inclusive group largely for people who have not sense of what it is like to done much drama. We get young people who are The next thing is that we have a huge amount of not doing drama at GCSE or don’t have drama admin and the people on placement have been be a professional actor or provision in their school. They might lack fantastic in terms of keeping our database of 250 director. Certainly the confidence because they feel intimidated because members up to date and communicating with groups for 14+ year olds they have an educational, special need or they our membership. are a wheelchair user. The aim is to build up are getting the same sort their confidence to move into the other groups Finally, I like to respond to their interests. If they of training they would get of their choice. are passionate about something then I will encourage it. We have had reviews on our child at a first year of an This term I have put a lot of thought into how we protection policy and how to diversify the Youth undergraduate drama can reach out and get a better representation of Theatre. It’s very unusual having that outside eye life in Northampton. Alicia, one of my assistants especially when they have chosen to do that school degree. There are was very helpful in this. We had a bursary of £150 course because they are passionate about young weekly intensive training a year for people who are financially struggling. people and young people’s learning. So tapping workshops through term Alicia did a lot of research into where we can get into that and getting their perspective has been funding for this and how we could reach out. very useful to me. time and the aim of every This term we are putting a lot of that into place group to perform to a and next term we will open it up to a wider range What are the benefits of Youth Theatre? of people. group at least once a year, All the skills used in drama can be used in any career, from job interviews to communicating either a fully resourced What is your connection with the with colleagues. I think drama speaks to the two production in the Royal or University and the School of Education? areas where young people tend to fall down at one of the underground What is really exciting for me is the relationship the moment. Many find it difficult working in a group, which we teach them to do through the we have with the University as a whole. I have studios for older groups or a range of assistants and the core of these are give and take of putting on a play. Then there is a smaller showing for the from the School of Education, as they are police- confidence and presentation skills, which are crucial in so many jobs. Once you can stand in younger groups while they checked and fully trained in child protection. They already know or are learning about how front of an audience and speak clearly in a play, build up their confidence. young people work and how to look after them you can do it in a presentation. so they make a real contribution to the sessions. Perhaps many in the youth theatre won’t go on to I also use assistants from the rest of the become actors and that’s fine. But they will have University, for example students from the School grown so much as a person. The feedback we have of The Arts in Drama and Acting, who don’t have got back shows that young people gain so much the knowledge of working with young people in confidence from youth theatre; and that but know how to do a vocal warm-up and the benefits their lives, whether it be at home, in their breathing exercises actors need to do. So there studies or in their developing friendships at is a wide variety of relationships building up school. And that’s why I find this job so satisfying. between the different Schools and the theatre. For more information about the Youth Theatre Its fruitful experience; the students get to work in please contact: a professional theatre and have the experience of Tom Wright running exercises in a session and we get people Youth Theatre Director who are passionate and committed, and really Tel: 01604 655777 good role models for youth theatre members. It’s Email: good for the members to meet people who are a little older than them who can act as mentors.9 | Inspire | | email:
  10. 10. Profile: Alicia King Assistant at the Youth Theatre In my first year of my course (BA Hons Childhood and Youth) at The University of Northampton I had a placement at the Royal & Derngate Youth Theatre group as an assistant. My duties were initially helping the youth theatre leader, Tom Wright. He included me in Youth Theatre and I was able to bring my ideas to him and everyone else at the Youth Theatre, such as the bursary system. There were not a lot of children benefiting from the service Royal & Derngate offered. I suggested writing to the local schools and asking for students that would benefit from the Youth Theatre, in particular people with behavioural problems or emotional issues since the theatre and any form of arts is an excellent way for children and young people to express themselves in a non threatening environment where they feel comfortable. What have you gained from the Youth Theatre? I have learnt how the theatre can change the children. Its a very positive output for their emotions and their ideas and it encourages them to use their imagination. I learnt that children will come and speak to you about things but you need to create fun and imaginative ways to learn for this to happen. For example there was a female who was quite an outward character. The young female in question was very inquisitive when we first met, asking questions such as who are you, where you from, what you do, why are you here. I felt a bit taken back as I have never had an individual speak to me like that. Over the weeks she was able to talk about her feelings and emotions. At the end of the year I found out she had bereavement in the family. It was nice to see she was coming somewhere she felt safe and comfortable – she did not have to talk about what happened but it was an outlet for her (one which she might not have had). It was just about her for an hour and half once a week. What have you taken away from the Youth Theatre? I never knew of the variety that was available in“I have learnt how the the arts and it’s very underrated. I got to see right across the board from the small to big things totheatre can change the do with the children. I think I’ve been really luckychildren and it’s a very – it’s really hard to describe the feeling you get from interacting with the children – you get topositive output for their learn all about the children and what they do,emotions and their ideas to talking to the parents. It really rewarding and exciting and I would definitely encourage theatreand it encourages them to and drama in schools.use their imagination.” | email: | Inspire | 10
  11. 11. Research in School of Education Research and related activity within the School of Education continues to develop, supported by various initiatives by the University, and by the ability of colleagues to respond quickly to opportunities as they arise. Recent weeks has seen the announcement of interviews to HLTAs and senior leadership team The high variability of deployment practices, a series of PhD bursaries by the University, members) to establish how: HLTAs were deployed makes the evaluation of HLTAs’ impact on children’s dramatically confounding the negative perspectives and employed; whether gaining their new and learning and inclusion a challenging task. Recent of those who regard investment in research to be enhanced status had an impact on their roles and studies (Blatchford, et al, 2009; Lamb, 2009) have severely compromised by the recent spending responsibilities; and, which barriers prevented them raised doubts on the issue, and gone as far as review. The School is currently seeking to appoint from using their knowledge and skills in supporting arguing that there is a negative correlation between three such studentships, further enhancing our the school, the teachers and the children with the extent of para-professional support and profile in key areas of research and scholarship. special educational needs (SEN). children’s attainment. HLTA Leicester City project Findings from the research shows there is great Our findings suggest that this correlation is far from - The use, deployment and perceived impact variability in terms of deployment, and in terms of clear, as HLTAs in this study were employed flexibly of Higher Level Teaching Assistants (HLTAS) employment contracts and practices. HLTAs were: to support the school in a number of ways, and that in maintained schools. employed to take whole classes; cover for absent evaluating impact only on attainment is teachers; plan in collaboration with teachers or problematic. The researchers are keen to pursue At the recent School of Education’s inaugural autonomously, set up and run extra-curricular alternative methods of evaluation, which includes Research Forum, which took place at Park Campus activities or special intervention programmes; and what children think about the impact of HLTAs and on Wednesday 20th October, Senior Lecturers also, to manage other support staff and carry out TAs on their learning and experience in school. This is Mary Doveston, Paul Sedgwick and Cristina administrative roles. inevitably a brief synopsis of the final report. Devecchi, and Research Assistant, Johnson Jament, presented a research project commissioned by With regard to their employment, not all HLTAs For more information please contact: Leicester City on ‘The use, deployment and were on similar contracts; Some were employed Mary Doveston perceived impact of Higher Level Teaching on split contracts (e.g. HLTA/unqualified teacher, Tel: 01604 892884 Assistants (HLTAS) in maintained schools.’ or HLTA/TA pay scales), and some on a split Email: contract HLTA/TA. The study applied a mixed method approach (questionnaires and face-to-face semi-structured11 | Inspire | | email:
  12. 12. Research in School of Education Recent PhD success Dr Johnson Jament graduated During the course of his studies as a research student, Johnson published a number of papers in July 2010, having completed in academic journals, including some with his his studies and research for his then fellow PhD student, Mary Feng Yan. He also presented papers at conferences in the UK, Ireland PhD degree. and India, and shared his research with a range of Johnson’s thesis focused upon teachers’ undergraduate and post graduate students both in understanding of attention deficit hyperactivity Northampton and at other UK universities. disorder (ADHD) in a South Indian context. His field Johnson is continuing his research, as he currently work was conducted in schools in Kerala, where he works as a research assistant on a number of interviewed teachers and parents and conducted projects within the School of Education. Next observations in school. year, he will return to India to help develop Johnson originally came to The University of educational provision in the poorer areas of his Northampton to study for the MA in Education, community, and to make full use of his learning writing his dissertation for that degree on the during his time at Northampton. He is keen to topic of schools in fishing communities in Kerala. maintain links with the University, and is already He progressed to study on the PhD, and gained involved in project planning with academic further experience and research training by colleagues from the School of Education. working with colleagues from the School of Education on a number of funded projects.Research partnerships:Jyväskylä Universityof Applied SciencesA research partnership between The University of Northampton andJyväskylä University of Applied Sciences in Finland has been in operationsince 1997. Dr Leena Kaikkonen, Head of Research and Development inteacher education at Jyväskylä University of Applied Sciences has beeninstrumental in leading many of the joint initiatives between the twoinstitutions. Jyväskylä University of Applied Sciences She recently gave Dr Leena Kaikkonenus an interview about how she values this work.What kind of educational research projects Recently researchers from both universities have What other research do you do in educationhave Jyväskylä University of Applied been working on the development of teacher at Jyväskylä University of AppliedSciences and The University of competencies in relation to dyslexic students. Sciences?Northampton done together? We have recently completed two projects for theWe started our collaboration within the European What have been the outcomes from the Finnish Ministry of Education about the changingUnion funded SENECA project in 1997, which was joint research with The University of role of special education teachers in vocational Northampton?focused on teacher competence advancement in education in Finland and best practices used inrelation to special educational needs across Europe. From a personal perspective the experience has accreditation of prior learning in vocationalAs part of this project we ran dissemination been something that has enriched my experiences education. Both of these national projects havecourses in Finland and Estonia for teachers from as a researcher in general. Working in international been reported in books.around 20 countries. A report titled ‘Educating contexts helps to develop understanding of theEveryone Together’ was produced from this project. different interpretations of education and Do you have any plans to do more research enhances the content base of my work in together with colleagues fromFollowing this we joined with The University education. Together we have written several Northampton in the future?of Tartu in Estonia to complete a project on papers in academic journals and contributed Definitely, yes. We are currently working on jointvocational teacher attitudes towards inclusive chapters in a number of books based upon our bids for funding and have a clear focus on someeducation. This was reported in a paper in the co-operation. This has been important to some of the research we would like to do. However,International Journal of Special Education and of our staff members in providing them with competition for funding is challenging and wein the book ‘Jotain Erityistä – Something Special’ experiences of developing their academic recognize that we will need to search manypublished in Finland. writing in an international context. We have also sources to gain the support we need. The work presented papers in a number of international which we have undertaken to date has beenColleagues from our two institutions have engaged conferences and have had opportunities to very important to all involved and whatever thein research into comparative teacher education in disseminate our work to students at all levels outcomes of our current bidding activity weEngland and Finland, including the development of within our universities. will find ways to continue of future partnership.student portfolios and approaches to assessment. | email: | Inspire | 12
  13. 13. Research in School of Education In 2006, the National Association of Independent Schools and Non-maintained Special Schools (NASS) commissioned the Centre for Education and Research (CeSNER) at The University of Northampton, to carry out research on the issues that schools face in identifying mental health needs in children with complex special educational needs (SEN). They found that the key issues that challenge schools were a lack of knowledge and training for staff on how to; i) recognise and identify mental health problems, ii) support these pupils within the school environment, and iii) ways in which to refer pupils to professional help. The ‘Making Sense of Mental Health’- understanding mental health in children with complex needs’ project is now working on these findings to develop a web-based training resource for schools. This will support staff in how to recognise mental health problems in children and young people with complex SEN, ways in which Amanda Watkins they can support these pupils whilst in the school environment, and also provide staff with Reflections on studying for a PhD information about external professional help. The aims and benefits of the project are to: • Raise awareness of mental health needs in Dr Amanda Watkins completed her Amanda went on to say: “It’s not always apparent children with SEN. part-time degree at The University of to me how I am using the subject knowledge • Develop knowledge and skills of school staff. Northampton in 2006. She says: “I chose I gained in my PhD work within my current professional role. The focus of my research – • Enhance teaching and learning strategies. the University to study at specifically for special needs teachers as researcher of their own • Inform new areas of academic research. the team of supervisors I eventually work – sometimes overlaps with my current work, • Implement the developed training resources worked with - Richard Rose and his but more often it doesn’t at all. However it is very into both NASS Schools and local authority colleagues in CeSNER. It wasn’t easy clear to me that many of the other skills I know SEN and mainstream schools. to find professionals with the areas of I gained and honed whilst doing the research, • Support and training for staff will overall result expertise I wanted to explore – special I use all the time. I’d say the most obvious of in better support and learning for pupils with needs education teachers as practitioner these relate to reading and synthesizing SEN, and consequently improve lives and researchers.” information, and writing and reporting. However, emotional well-being for these children and probably the most important skill gained is the young people. Amanda’s background is as a teacher, advisor and way of critically thinking about things, which is teacher educator – all within different special and almost a force of habit now. Questioning and This resource is being developed through inclusive education settings. She went on to say: critically reflecting on things becomes second collaboration between NASS and The University “My professional experience as an educator has nature after a while.” of Northampton. Macintyre Wingrave School, been fairly varied, but throughout all of my in Aylesbury, is kindly hosting the project base. professional roles, there has been a developing She cites Marilyn Coghlan-Smith, who suggests This project is jointly funded by the Department interest in the nature of learning and its that practitioner research becomes ‘a state of of Business, Innovation and Skills, and NASS as determining influence upon the work of teachers being’ rather than an activity. “I really identify with part of a Knowledge Transfer Partnership (KTP). and their own professional learning. I think my this – the most important thing I think a lot of PhD work was a very detailed and extensive people get from their PhD work is not necessarily For more information please contact: exploration of this!” the content knowledge; it is a set of skills and Rachel Allan attitudes linked to reflective practice that become Research Associate She now works as Assistant Director in the most important in their future professional lives. Mental Health and SEN Resource Development European Agency for Development in Special That, and once you’ve got those 2 magic letters in Email: Needs Education, where she is responsible front of your name – D and r – perhaps you then for co-ordination of the Agency project have the confidence to use those skills more and implementation procedures, as well as project more in your everyday work!” manager of a number of on-going projects, including Teacher Education of Inclusion, and, a joint project with UNESCO called Inclusive Education in Action.13 | Inspire | | email:
  14. 14. PhD supervisorsin the School of Education Researcher Profile: Researcher profile: Dr Paul Bracey Judy SayersPaul ‘s teaching career was mainly in the Judy Sayers is a senior lecturer in education, in which teachers present mathematics to theirWest Midlands, including a number of years who teaches in both mathematics students. Qualitative analyses are ongoing andin an inner city Birmingham school, and education and design and technology indicate that Finnish excellence on recent international tests of mathematical achievementtwo years lecturing at the University of education in the School of Education. are more likely to be a consequence of a range ofBirmingham. He completed a PhD at Following a career in domestic banking and cultural characteristics unique to that country thanBirmingham in 2008, where he undertook training adults she worked as a primary didactic excellence on the part of Finnish teachers.research into teacher perceptions of an Irish teacher in Hertfordshire in both key stagedimension, in the history curriculum in one and two, before joining The University Judy began a PhD on ‘How primary teachersprimary and secondary schools. of Northampton in 2003. She wanted to conceptualise whole class interactive phases develop her research skills after of a mathematics lesson’ working closely withHis passion in the area of teaching for diversity volunteering as a researcher as a primary teachers in schools around the area. The in-depthhas been influential in much of the research he case studies have revealed some very interesting mathematics specialist.has conducted. Since joining the School of findings, some of which reflect the changes ofEducation at The University of Northampton in Judy has been involved as a researcher on the constraints on primary teachers imposed by policy1997, he has been involved in writing a number mathematics education traditions of Europe and local interpretation. Another has highlightedof articles which relate an Irish dimension to issues (METE) project, funded by the EU, which ran for a lack of professional autonomy with regard toof diversity. He is also a director/management the years 2003-2005. Its purpose was to examine classroom decision, supporting an ever growingcommittee member of the Northampton Black the ways in which teachers, defined locally as sense of frustration on the part of primary teachers,History Association, which has investigated effective, in England, Finland, Flanders, Hungary particularly within a high-stakes assessment culture.historical materials related to the history of a and Spain, conceptualise and present mathematicspopulation of black people in Northampton. He to students in the age range 10-14. The age range She continues to be excited by mathematics and iswas particularly involved in producing teaching represents a key transition as school mathematics looking forward to finishing her PhD so that she canresources which were based on these materials; shifts from concrete and inductive to abstract and begin to bid for funding in order to develop furthersome have been provided to every school in the deductive. Judy worked with the English team, her knowledge and understanding of her field. Shecounty. Many of these are on sale through the based at Cambridge. She undertook the initial hopes to explore appropriate methods which informNorthamptonshire Black History Association. Paul visits to all four European parties and engaged in and develop colleagues in primary now involved in a project which is conducting the development of the analytical framework. Shea survey and constructing case studies which worked as part of the video team in England,evaluate the use of these resources, and to identify liaising with teachers, recording lessons and, withexamples of how teachers are relating their others, analysing the lessons. She has contributed,knowledge of black history to their teaching. by means of co-authored papers and conference presentations, to the written outcomes of thePaul is involved in PhD supervision as well as project. Quantitative analyses highlighted bothteaching on a number of undergraduate similarities and substantial differences in the waysprogrammes throughout the School of Education. | email: | Inspire | 14
  15. 15. To find out more and discuss the training or research needs of your team, please contact: Ken Bland, Head of Wider Schools Workforce Division Telephone 01604 892118 Email | Inspire | | email:
  16. 16. Ten Year Anniversary TEACCH UKTEACCH UK ConferenceAutism Interventions: Evidence and OutcomesVenue: The University of Northampton, Park CampusDates: 17th & 18th June 2011 Time: 9.30am – 4.00pm Cost: £195WithDr. Gary Mesibov, former Director of Division TEACCHDr. Glenys Jones, Autism Research Centre, University of BirminghamThis 6th bi-annual international conference is attended by TEACCH practitioners from children and adult services who workwith individuals with Autism and Asperger Syndrome. There will be a choice of workshops led by European colleagues,who will report on current research and innovative practice relating to various educational interventions, including thoseassociated with the TEACCH approach. Presentations will cover a wide range of topics including, for example,communication and interaction programmes, play, social skills and inclusive approaches.To book your place please contact: Lorraine HarmanTelephone: 01604 893606 Email: Collaboration with Autism Independent UKPark Campus, Boughton Green Road, Northampton, NN2 7AL Web | email: | Inspire | 16
  17. 17. Early Years Student Associate Scheme The University of Northampton are proud to have been one of only six providers in the country selected to offer the Early Years Student Associate Scheme. The scheme was aimed at final year undergraduate students who are interested in working with young children aged 0-5, who are not studying an early years related degree but who demonstrate lots of enthusiasm to learn and who demonstrated potentially transferable skills.17 | Inspire | | email:
  18. 18. The Children’s Workforce Development Council It’s not just for girls “Today I was in the ‘dragonflies(CWDC) established the Early Years StudentAssociate Scheme (EY SAS) as a means of providing The students had to commit to an intensive and pondskaters’ room to help schedule and agree to attend two preparationa 3 week ‘taster’ of work experience in an Early Years days, a compulsory debrief session and complete a prepare for the sports day.setting to help prospective graduates decide whetherthis could be the right career choice for them. But placement diary in return for a monetary incentive The children were very excited. offered by the CWDC. They were offered analso in a bid to attract a wider range of people into additional ‘bonus’ if they demonstrated their It was a joy to watch theearly years, including those from ethnic minorities commitment by gaining a high, performance rated children practise sports as theyand to encourage more men into the profession.It was decided to take the title SAS literally and score in relation to attendance and involvement were enjoying themselves.” from their work based mentor. During thethrow a challenge to the prospective students. preparation days they learned about the best ways Student diary quote: Diren Chedumbarum,30 students were offered places on the scheme after to engage with children and enter into their play Degree: (BA Hons) Financial Servicean initial briefing and interviews which found them from a backdrop of resources that asked ‘What is it?’playing with ‘playdough’, using puppets and getting ‘What does it do?’ ‘What can I do with it’ organised Outcomesinto ‘role’ based on children’s activities. by Eleonora Teszenyi, one of the senior lecturers Three students were offered positions directly from from the EY team. A representative from the local their placement and three were accepted on the authority gave in introduction to setting up a EYPS Full Pathway – a route to professional status“It was a great experience pre-school provision with the intention of capturing through our Early Years Graduate Diploma. As a the wider business requirements of running a settingthat I really enjoyed and the as a business. Finally students were given an insight pilot project the EYSAS team consider this to have been a successful experiment and would welcomefact it has resulted in a job is into the stages of language development in order to the opportunity to repeat the programme although prepare them to communicate with children ageda wonderful bonus. A big between 0 and 5. it was very time intensive.thank you to you and everyone Students received goodbye cards and drawings Placement experienceinvolved for running it. I hope Students were warmly welcomed into the settings from the staff and the children and many settings have written to the Universityyou are able to offer others the and very quickly established themselves with the thanking us for sending them fantastic students. children and the staff. Feedback at the end of thesame opportunity in the future.” programme was exceptionally positive with the Jeanne Barczewska (SAS scheme co-ordinator)Letter from student: Lucetta Price majority of students scoring good or outstanding. They were evaluated against the Leuven Scales of To find out more email: Involvement which reflected autonomy, sensitivity and stimulation measured through observations of student/child engagement. | email: | Inspire | 18
  19. 19. Patrick Smith Head of Initial Teacher Education Exeter University) ough Convent in Penryn (now part of Originally from Cornwall, I attended Trem St. Boniface’s braved the Irish Christian Brothers at and after further schooling in Falmouth College Plymouth. club and county level use I could run fast!) and I played at Rugby was my major sport (only beca t my “muddy knees”. young daughter began to worry abou until the opposition caught me and my It was time to stop. t for 14 years in at Dudley College of Education and taugh I trained as a secondary PE specialist er Education. Halesowen and Coventry, latterly in Furth up a Lectureship al in Cumbria (from Kenilworth) to take In 1994 I moved a young family to Kend incorporated Mason Colle ge). Subsequently St. Martin’s College with Lancaster University (Charlotte I was appointed as Principal me the University of Cumbria. Charlotte Mason and then in 2007 beca then rgraduate Teacher Training in 2002 and Lecturer and Programme Leader for Secondary Unde as Partnership Manager in 2008. Teacher Training. Ofsted and an Additional Inspector for I was a school inspector on behalf of er ct speci alism, gifted and talented and Initial Teach My research interests lie with my subje cts that bring new ideas ation, creativity and proje Education. What really excites me is innov and ways of working. but I am sure given the times ahead for Initial Teacher Education There are interesting and challenging we will be successful in all that we do. n the School of Education strengths and expertise that lie withi Eleonora T eszenyi Senior lec turer in Ea I am Eleono rly Years ra Teszenyi, on Park Cam a senior lect pus. I have urer in Early and live in th a lovely fam Years at the e university ily, I am the School of Ed town of Loug mother of on ucation I have been hborough. e 5-year old teaching fo boy from) and 14 r 18 years, so years of it in me of it over a classroom England. In seas (in Hun teacher (Rec these 14 ye gary, where Leicestershi eption and ars, I have be I come re LA and on Yr1), an Early en a nurser Centre worki e of the first Years Improv y teacher, ng with child 3 Children Ce ement Advis Multi-agenc ren and fam ntre Teache or for y working be ilies from di rs in a Phas opportunity ing the corn sadvantage e 1 Children to develop er stone of d economic Inclusion Te liaison with Phase 1 Chi background am, Specialis Spee ldren Centre s. together pr t Teaching Se ch Therapists, Occupat s, I had the ofessionals rvice, Family ional Therap to support Outreach W ists, the During my young and orkers (Sure advisory ye vulnerable ch Start) to br ars, I was in ildren’s deve ing male practi vited to carr lopment an tioners’ influ y out 2 rese d learning. to the nation ence on bo arch ys’ learning which was al debate on boys’ achiev and achievem projects: The first one to assess ch ement. The ent in the Ea into for the com ildren and fa other, into lis rly Years in munity. milies’ view tening to ch response s on the serv ildren’s voic I was appoin ices that Chi es, ted as Senior ldren Centre s deliver Early Years Lecturer at Foundation The Univers Developmen Degree Prog ity in April 20 t’ module. I ramme, co-o 10 and teac teach on ca rdinating th h on the mpus as wel e ‘Understan l as off-site ding Childre in Leicester n’s City.19
  20. 20. Gillian Sykes Senior lecturer in Early Years My name is Gillian Sykes although I always wanted to be called Sally! I’m from Yorkshire, married and have three sons who keep me on my toes. I have stood for many years on the touch line of rugby and football pitches, cheering them on, contemplating what I would have been doing had I had daughters. Each year they very kindly buy me a season ticket for Leicester Tigers, even though I’d much prefer to be in a spa! We live in a pretty village in Leicestershire, where we spend many hours walking Barney, our shiny black Labrador and then popping for light refreshments to any one of our local hostelries. I have spent my working life in education. After leaving school I trained to be a teacher, specialising in Early Years education, and loving every minute of it. After 25 years and nearly 700 children later, I went to work for the Local Authority as a Senior Improvement Advisor. Enjoying the role, but not the bureaucracy, I began to do some work for the University of Northampton and also trained as a Forest School Leader. When a lecturer’s post was advertised I applied for it and got it! So, I’m the person you may see around the campus looking dazed, with a recyclable hessian bag full of marking. Head in a book planning for the next session. But, secretly, loving it. r Jane Badge Course Lea der am and on th e Initial Teac hing BA QTS Early Years the Early Years te e) I set up my r to work inptembe own at the tim kn . es niversity in Se ge (as it was d Milton Keyn I joined the U m Nene Colle thampton an ses. Afte r qualifying fro ty of scho ols across Nor Training cour hing in a varie School in ampton teac and Nursery me in North of an Infant ing the ho Headteacher h of my w ork was build rsity, I was ners. ing the Unive ars. During that time muc ctive self motivated lear Prior to join for over 4 ye eve to be effe Northampton shire to develop an d achi king skills veloping thin for every child t looking at de gs in opportunities an EEC Corn elius projec ucation settin been part of as to visit ed reer I have of this experience w for new ideas. During my ca rs. A highlight opportunities r young learne practice and ing course and knowledge fo Netherland s and look at aking an even Malta, Sw eden and the and I am cu rrently undert with nieces an d God ing the piano and children, joy sw imming, play any links with schools Personally I en ue to have m welry. I contin in metal work je ep me busy. children to keJulian BrownSenior Lecturer in SENMy teaching career began at the chalk-face and progressed to thewhiteboard-face (when it works!). I have spent the past fifteen yearsin primary, middle, secondary and special-school classrooms in arange of roles from supporting learners, as a teaching assistant,to managing provision and supporting colleagues as a SENCoand Senior Leader.‘Born and bred’ in Philadelphia, Pennsylvania, USA, I first arrivedin the UK in 1992 at the sunny seaside city of Hull! Eighteen Alison Flintyears on and I have settled in England and yes, prefer living this Senior Lecturer in Educa tion (Maths)side of the ‘pond’. I joined the Unive rsity mainly teac CHESL courses. hing on the FDLTMy first degree was in the visual arts and, although the sketch My educational , BALT, BA QTS, National Professio qualifications inc HLTA Secondarybook has been replaced by the laptop, drawing and painting nal Qualification lude a MA in Ed Maths and for Headship. ucational Manag ement and thecontinue to be passions. These now share time with more active Prior to joining th e University I wapursuits like running (the London Marathon and Chatsworth over five years. Du s Headteacher of ring that time m a large primary scChallenge being the most significant achievements), playing English and Mat uch of the focus hool in Milton Ke hs and also deve of my work was ynes forsquash (England Squash qualified coach), travelling (round the taught in a range loping the role of on raising stand of primary schools a recently built sc ards in bothworld in 9 ½ weeks), cooking and spending time around the School in North across Milton Ke hool in the com amptonshire. ynes and was als munity. I havedinner table with family and friends. o Headteacher of I currently live in a Junior Olney and haveI’m looking forward to learning from the expertise within of a junior school maintained my in Milton Keynes links with schoolsCESNER and other colleagues within the school of education. and also to still . It has been gre through my role get the opportu at to see school as a governorI anticipate that being part of this team will help me to nity to be involv life from a differ ed in children’s lea ent perspectivedevelop my own research interests in education which rning.include working with children who have behavioural,emotional and social difficulties as well as methods fordeveloping partnerships between schools and families. 20