Transforming lives, inspiring change
An interview with headteacher,
Corallie Murray, for an insight
into this successful school
Science Fun Joanna
At Spring Lane Primary School’s Farewell to Joanna Moxham after 30 years
Science and Engineering Fair of inspiring students and colleagues alike
Also Dyslexia and Surge in male
literacy difficulties teaching applicants
inside: Specialist teacher, Debby Andrews, Paul Spitere talks about his decision
tells us about making a difference to retrain as a teacher after a career
in your school in banking
2 | Inspire Inspire | 2
Divisional Leader in Teacher Education
receives University accolade
The University of
its Court Award to Joanna
Moxham, Divisional Leader
in Teacher Education,
School of Education.
The Court Award has been awarded each year since
1995 to an employee of the University who has
made a significant contribution to the higher
education institution. The award is traditionally
presented at 'Court', an annual meeting which
brings together people who have an interest in the
life and work of The University of Northampton.
Court is an opportunity for the University to report
to the wider community on its achievements and
The award was made in recognition of Joanna’s
30 years of contribution and leadership of the
successful Initial Teaching Training (ITT)
programmes within the University’s School
She was presented with the Court Award by the
University’s Chairman of the Governing Council,
“I am delighted to have been recognised with
this award. It was totally unexpected and a
great honour. 80% of our teacher graduates
go on to work in the county so throughout my
time here, I have seen our graduates go out
into the workplace and progress throughout
their careers. This award goes to the whole
team - our success in teacher education is
from great teamwork within the School
of Education.” Above: L-R Deirdre Newham, Chairman of The University of Northampton's Governing Council,
presenting Joanna Moxham with her award
Conference challenges education researchers
Professor Richard Rose, from region. Keynote presentations were also given by Researchers attending the conference were
Professor Tai-Hwa Emily Lu from Taiwan, Professor challenged to consider how they consult and
the School of Education, was Libby Cohen from the US and Professors Trevor engage with people with learning disabilities
recently invited to be one of the Pamenter and Nicholas Lennox from Australia. when planning and conducting research. They
were also reminded of the need to ensure that
keynote speakers at the 19th However, for many of the delegates, the highlights
research reports were accessible to a diverse
Asian Federation on Intellectual of the conference were the presentations given by
audience of potential users. This is an important
young people with learning disabilities from India,
Disabilities Conference (AFID). point for all who are involved in research with
Japan, Bangladesh and Malaysia. They spoke about
children and young people. The next AFID
The conference, held every two years, took place in the impact of current developments in education
conference will be held in South Korea in 2011.
Singapore in November 2009 and brought together on their lives and how their opportunities are
researchers and teachers from around the Asian affected by the actions of education policy makers,
teachers and researchers.
3 | Inspire | www.northampton.ac.uk/education | email: email@example.com
School of Education is
‘Outstanding’ in Ofsted report
This is the third consecutive occasion that Professor Ann Shelton-Mayes, Dean of the School
The University of the University has been awarded the highest of Education, commented: “This is the third time in
inspection grade. succession that our Primary and Early Years Initial
Northampton’s School of Teacher Training programmes have been judged
The report identified the key strengths of the
‘outstanding’ by Ofsted.
Education was awarded University as:
• excellent procedures to ensure that trainees “This is a wonderful achievement that reflects the
‘Grade 1 - Outstanding’ from a diversity of backgrounds are selected professional commitment of all the University and
on the basis of their potential to teach partner school staff who work in Initial Teacher
for its Teacher Training • the good preparation of trainees to teach in
Training to develop our future teachers”.
a diverse society The University of Northampton offers five routes
provision in a recent • high quality training that inspires trainees to to Qualified Teacher Status (QTS) – Primary and
Early Years at undergraduate and postgraduate level
Ofsted inspection. be successful teachers
and employment based route for Primary, Early
• high expectations that are consistently shared
Years and Secondary.
across the partnership to ensure all trainees
succeed A team of inspectors carried out the week-long
• the excellent clarity and cohesion of purpose assessment in March 2010.
between centre - and school based training
• the outstanding quality of resources
• extremely innovative course leaders
new ideas at
Primary School principals and Sue Griffiths said: “It has been a very successful Dr Ho said: “Integrated education in Hong Kong
visit in which we have been able to provide the took place around ten years ago and initially there
teachers from Hong Kong visited group with a good understanding of some of the were a lot of concerns about teaching students
The University of Northampton practical techniques, strategies and approaches to with Special Educational Needs in mainstream
Special Needs Education and Inclusion that are schools. There is still room to improve, and we are
as part of a project to observe used in the county’s schools. grateful for the opportunity to experience the
methods and practices for the “The teachers have been impressed by the teaching
systems and support available in UK schools.”
inclusion and teaching of students environments and facilities they have seen, and Staff from CeSNER have been working with The
with special educational needs. also the culture and approach of learning through Hong Kong Institute of Education and schools in
play and practical experience. I would like to thank Hong Kong for several years. From 2007 – 2009
the schools who hosted our visits for being so Professor Richard Rose, Director of CeSNER, was
A group of 12 principals and teachers from several
generous with their time and in sharing resources Marden Visiting Professor at the Institute and has
schools in Hong Kong took part in a week of
and strategies. The teachers are holding a also conducted joint research with them. Lecturers
activities organised by Sue Griffiths, Senior Lecturer
conference in July where they will be sharing their from CeSNER have provided training for teaching
at the Centre for Education and Research (CeSNER)
experiences with other schools in Hong Kong”. assistants across Hong Kong in collaboration with
in the University’s School of Education.
The project, entitled “The Quality Education Fund
The group attended seminars held at The
Thematic Network - Serving Students with
University of Northampton. They also had the
Dyslexia”, is being run by Dr Fuk Chuen Ho from the
opportunity to visit primary, secondary and special
Department of Special Education and Counselling at
education schools across Northamptonshire, and
the Hong Kong Institute of Education.
take part in several classroom observations.
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 4
What links magnetic cars,
marshmallow and pasta
towers and Roman catapults?
The answer is Spring Lane Primary
School’s Science and Engineering Fair.
This took place as part of The University of a distance, a track was laid out on top of a table, cars Duncan McAlpine, Head of Spring Lane Primary
Northampton’s contribution to National Science and were placed on the starting line and were propelled School commented:
Engineering week in March. The aim of which is to to the finishing line by the ‘magic’ of magnetism.
inspire people to learn more about the wonders of
‘The science Fair was a great
The hall was buzzing. Children competed with each success, and all of the children
science and technology.
other enthusiastically to build the highest tower
The Year 2 trainee teacher Science Specialists from nothing more than dried spaghetti and from Reception to Year 6 took
from the School of Education’s BA (Hons) Primary marshmallows. They learnt that certain shapes part in the variety of highly
Education (QTS) course took up the challenge of can bear more weight than others. Some of the motivating and fun activities
organising the event at Spring Lane. This involved resulting towers showed both ingenuity and flair
them finding a range of activities that could make but the ultimate target of reaching the ceiling
which were planned and
science fun, excite the children and fire their was limited by the fact that the supply of organised by the students.
imaginations. Equally important was to ensure that marshmallows mysteriously dwindled as the At the end of the day the
by the end of the afternoon the children were in a afternoon progressed.
children were able to show
position to share their excitement and new found
knowledge with their parents and carers.
One set of experiments aimed at demonstrating the their parents how to take part
use of energy stored in an elastic band as a means
Children learnt about forces and motion by of powering a boat had to be abandoned when the
in the activities. We look
experimenting with a trebouchet, a Roman catapult, children’s enthusiasm outstripped the water table’s forward to repeating this
which was used to attack a formidable cardboard capacity to contain the water. Serious health and event next year’.
castle. They quickly learnt how to alter the amount safety consequences were avoided by the timely
of force they applied in order to hit their target. To intervention of a Senior Lecturer in Science The children had a wonderful time ‘doing science’.
help the children learn how magnetic forces work at Education… with a mop and bucket. They learnt about forces and motion, floating and
sinking, aerodynamics and the strength of structures
such as towers and bridges. It was particularly
encouraging to hear one grandmother say that she
had learnt more science from her grandson that
afternoon than she had ever learnt at school.
It was also very encouraging to hear from the Year 6
teacher that some of the children still talked about
the Science Fair that last year’s Year 2 students had
organised at the school. We now look forward to
building on our success with a similar event next
year. These Science Fairs are an example of how
close links with local schools can be of benefit both
to our students and the children with whom they
work - a mutually enriching experience.
5 | Inspire | www.northampton.ac.uk/education | email: email@example.com
Kings Meadow School invited
students from our MA international
programme at the School of
School of Education help Education to join their celebration
of the Chinese New Year.
to develop new teaching
This year saw Chinese students from the current
and previous years masters programme attend
the morning assembly and they gave the school
skills in Estonia
a short presentation about China and Chinese
Later the students were divided into small groups
to do different activities with children and their
teachers in their classrooms. The groups took on
Staff from Kaagvere School in Estonia learnt Kaagvere is a residential school for girls aged cooking, Chinese character writing, how to use
new approaches to teaching during a visit to from 11-17 years old with emotional, social, chop-sticks and traditional Chinese dancing.
The University of Northampton. behavioural or delinquency problems. The school
received a grant of 750,000 Euros from the The students did a lot of preparation for the day,
Four teachers from the school spent ten days in regarding this kind of volunteering activity as an
European Union Social Fund in October 2009
Northamptonshire as part of a new project to opportunity to learn about English education
to help them deliver more effective methods of
improve the social and emotional development system.
working with these young people and to address
of students in Estonia. The project is being run in
their difficulties. Zhao Yu commented:
collaboration with the Centre for Education and
Research (CeSNER) in the School of Education Barry will be visiting Estonia in March with a “Before we went there we were worried about
at The University of Northampton. number of students that have volunteered to how to get in touch with children who present
work in the school. behavioural problems. But when we saw them
The visitors attended workshops at the University, and did activities with them, we realised that the
and worked with local teachers and students. Barry Groom, Senior Lecturer with The University children were lovely and smart. They were very
of Northampton's Centre, (CeSNER), has been interested in the activities. We all enjoyed being
Workshops explored the use of creative group
working with the school for several years. with them. We are looking forward to more
work approaches, explored developing social and
emotional aspects of learning, and included ways chances like this to enrich our learning experiences
to integrate these approaches into the social in the UK”.
curriculum of the school. These are new
techniques for schools in Estonia.
Barry Groom said:
''The University has developed very successful relationships
with several schools in Estonia.''
''We offer a range of advice and consultancy based on our
own experience of working with young people that have
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 6
Left to right: Dennis Parrot, Joanna Moxham & Mike Bell.
Times are changing at the School of Education, while we welcome
the new school build we have to say goodbye to a member of staff.
Joanna Moxham who has inspired students and colleagues alike is
leaving after 30 years.
Joanna started life as secondary teacher and considerably – in fact the whole institution has. project based here to which I was appointed
came from Sheffield to teach in a Northampton When I first came here it was still predominately a along with other people to carry on the that work.
Secondary middle school, Abington Vale High which college of education and just beginning to go onto I did this for a number of years and then I began
with reorganisation became Abington Vale Middle. the combined honours route. The institution was to work on the B.Ed (History), followed by
During the restructure of schools in the almost exclusively teacher training, in terms of the responsibility for humanities on the B.Ed. In those
mid 1970s (moving from 2 to 3 tier), she was School of Education the staff has expanded, but days the B.Ed was much larger than our current
offered an opportunity of a secondment to do because we have diversified, group sizes were much undergraduate course is now, for a start it was a
an advanced diploma in education. From there smaller, so the staff student ratio is much different 4 year course.
she applied for a job at Nene College (now nowadays. There was much less postgraduate work
I then went on to do a lot more school based work,
The University of Northampton) and on back then, no masters and the work force
including a research project on the PGCE, as after
October 1st 1979 started at Nene College. remodelling was not even thought of.
1993 the nature of the partnership with schools
changed and schools were given a much greater
Q: How has the School of Education
changed over this time? Q: How has your role evolved with it? status. In the mid 90s I became PGCE course leader
and then became the head of Initial Teacher
A: Geographically not much we were initially
based in Sulgrave building, moved out to
the Fawsley building and came back to Sulgrave.
A: In the late 70s early 80s, Eric Ogilvie the
then Director of Nene College and a
national figure in the education of the gifted and
Education (ITE) in 1997. This role in itself has
developed significantly over the past 10 years
as the pace of change in education has been
The school itself has expanded and diversified more abled pupils had an internationally renowned really phenomenal.
7 | Inspire | www.northampton.ac.uk/education | email: email@example.com
Q: You talk about the research you
did with schools - how has your
relationship with schools developed over
realised the baby straps were still on – I politely
told him they will not fit you and to try the
Q: What will you remember the most?
Another time back in the days when it was A: It is a cliché – but it is the people, it is
everybody, it is the students, the staff
A: Obviously schools are always central to this
institution and the School of Education role
– working with the next generation of teachers. We
common place to give alcohol to visiting people of
significance. After lunch the ‘person of significance’
fell asleep during the meeting - it would have not
particularly the staff in the School of Education.
The institution generally is kind, helpful and
sensitive to people’s needs. That is very much
have always had good relationships with schools been so bad but there were only 3 of us. now as it has ever been.
With all the changes of staff and students there
Over the years I have seen a number of trainees is a consistency about peoples high level of
commitment, kindness and general optimism –
become teachers, headteachers – that gives you even in adversity. That’s what I’ll remember that
I’ve been really lucky to have worked with these
a sense of satisfaction and that gives you hope people – from administrators, library staff to the
for the future. staff in the post room.
Also over the years I have seen a number of
and teachers, but in the 90s the nature trainees become teachers, headteachers – that
On another occasion I was visiting Worcester
of that relationship changed in so far as became gives you a sense of satisfaction and that gives
College of Higher Education and ended up driving
more formalised with the shift towards shared you hope for the future.
down a pedestrian high street in the centre of
responsibility and the need to assure quality.
Worcester and stopping asking for directions.
Roles and responsibilities were specifically laid out,
money changed hands for the first time with the Q: Any words of wisdom/advice for the
next head of ITE here at the school?
transfer of funding to the schools for them to
Q: Those who know you, know of your
passion for everything Italian!
undertake formal mentoring responsibilities.
An image did pop in my head of Joanna driving a
A: Joanna laughs – keep a sense of humour
and optimism. If you don’t do that you’re
lost – but you need that in teaching anyway.
Q: Moving on from education are there
any funny memories you would like
to tell us about?
Ferrari, drinking Chianti (not at the same time
might I add), listening to Pavarotti and a follower
We said goodbye to Joanna in May, after 31 years
of Valentino Rossi.
with us. Many fond memories were shared by a
A: With a smile Joanna answers “Yes there are
but not many I can mention!” A: Well not everything Joanna replied!
I love the language, food, wine and the
number of friends, colleagues, students and former
students some of which are now headteachers.
countryside. I think it is quite a diverse country
I remember once I was sent to the train station to Thank you Joanna for all that you
and very interesting especially the British schools.
pick up 2 senior figures in the world of education.
But I would not live there, not for the time have provided us over the years;
One of them got into the back of my car and tried
to strap themselves in without success – then I
being anyway. you will be missed.
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 8
A Portrait of
Fairfields Special School
Fairfields school is an 80 place primary special school taking
children with severe or profound learning difficulties, Corallie Murray
communication and physical difficulties, between 3 and 11 I worked in Special Educati
on shortly after
years of age. Some children may also have multi-sensory qualifying as a teacher a long
time ago! I started
impairment and / or complex medical difficulties. The school
my career teaching in a day
school in Leicester
attached to a mental hospita
l in the days when
is situated in large well maintained grounds close to the young children with severe
centre of Northampton. Its catchment area covers
lived on locked wards in the
se hospitals. Every day
nurses would bring the chil
dren over to the school
Northampton and the South and West of the County. for the morning, collect the
m to go back to the
ward for lunch and return
them to school for the
afternoon. It was often the
only time the children
Fairfields was built in the 1920s as an ‘Open Air’ The school strives to achieve this by setting high left the ward. It seems suc
h archaic practice but it
school. In those days it was felt that children with standards, expectations and individual targets and was only 25 years ago. Sinc
e then I have worked
problems such as asthma or TB should be out in by working closely with parents. in day and residential sett
ings for children with
the fresh air as much as possible and so at the moderate and severe learning
difficulties and in a
school all lessons were conducted outside. The In February 2009 Fairfields was deemed residential school for young
people with moderate
school photographs show of rows of canvas beds outstanding by Ofsted. The inspectors report said learning difficulties and em
otional and behavioural
lined up in the courtyard where children took their “Fairfields School is an outstandingly effective difficulties. I became deputy
afternoon nap, regardless of the weather! The school. It provides a stimulating, supportive and Northgate School in Northa
mpton in 1996 and
verandas and enclosed courtyards around the positive learning environment for its pupils, which have been headteacher at
Fairfields since 2001.
school are architectural relics of those days. Since enables them to make outstanding progress. The I can honestly say I have enjo
yed every moment
then Fairfields has evolved in keeping with ever teamwork of the governing body, teachers and of my career and consider
it a privilege to have
changing Government legislation on Special Needs. support staff is superb and is focused on worked with the children
I have met along the
encouraging pupils to thrive”. way. Whilst working in Leic
ester I did my Masters
Fairfields aims to achieve a high level of pupil degree in Special Education
at Leicester University
progress and the best possible independence skills. and am now near to complet
ing my PhD at The
University of Northampton
under the guidance of
Professor Richard Rose.
9 | Inspire | www.northampton.ac.uk/education | email: email@example.com
Interview with the
Headteacher, Corallie Murray
Q: What does Fairfields offer in terms
of facilities and the curriculum? Q: How does this relate to the
outreach role of the special school?
A: We offer a wide range of facilities and
resources at Fairfields but our finest resource
is undoubtedly our staff. We employ 90 people in a
A: Government legislation and the
development of local authority initiatives
such as the Northamptonshire Inclusion Partnership
variety of roles that support our children and their mean that special school staff will be spending more
commitment, dedication, and to our children, and time in mainstream settings working with their
their pride in their role as educators, never ceases to colleagues. The aim of the partnership is to increase
amaze me. They are the reason Ofsted has twice collaboration and share practice between special and
considered us to be Outstanding in every category. mainstream settings and as a result the roles of
They are a very special group of people. special school staff will change and further
engagement with stakeholders will help define more
Our facilities include a hydrotherapy pool, sensory clearly what that role should be.
and soft play areas, physiotherapy and music rooms
and lots of well equipped, specially adapted outdoor
play areas. In terms of therapies we have speech and
language therapists, physiotherapists, a full time
Q: How has your work benefitted or
is likely to benefit the authority?
school nurse and a wonderful music therapist who
works with children on an individual basis.
A: Northamptonshire is one of the authorities
used in the comparative study and one of
the main observations is the extent to which it
We are unique within the county in that our day to consulted with stakeholders and prepared for the
day work with our young children is centred around changes and the impact this had on the outcomes
the principles of Conductive Education. This was of the reform. There are some important factors
developed in the 1950s in Hungary by Dr. Andras that would be useful for consideration before
Peto and focuses on helping children to develop implementing major change again and these form
their physical skills. We employ two Hungarian the basis of the conclusions and recommendations
‘conductors’ trained at the Peto Institute in Hungary of the research. One of the most interesting features
and send staff there annually to update and refresh of the study was that the authority who researched
their skills. Sessions for different groups of children how similar reform had been carried out in other
run two or three times a day within school and the areas led a much more successful review.
children work 1 to 1 with the same staff member
as much as possible to develop continuity and a
trusting relationship. We also encourage parents Q: What have you learnt about the
management of change in general Q: What relationship does the have
School have with the University and
what opportunities are available?
to come and work with their children to learn and and specifically in relation to SEN?
understand Conductive Education and to continue
to use these techniques within the home setting.
We also run sessions for pre school children and
A: I think my research has consolidated some
of my theories about change as a process A: We have a very effective relationship with
the university and take students on
placement from a variety of disciplines. We have
and its impact on different stakeholders. It is such
their parents. PGCE and Early Years students on teaching practice
an emotive experience for some and the same
We follow the National Curriculum modified to principles apply in all settings. One of the leaders with us and occupational therapy and social work
meet the needs of our children and enhance this of the two local authorities I researched had been students on placement with us. As an Investors in
with our sensory and experiential curriculum which an educational psychologist and used his obvious People school we are committed to the personal
enables us to differentiate activities to suit the knowledge of human motivation and reward theory development of our staff and they are encouraged
particular learning styles of groups of children. to lead his staff through a very successful major to access some of the excellent courses run by the
educational review. The most important feature university. As a result we have staff who are now
Corallie is currently researching for her PhD at the of change leadership has to be ownership – HLTAs and others who have undertaken training in
management of change within a Local Authority disempowerment often leads to resentment and autism, speech and language therapy and in working
(comparison) of SEN. resistance. The other piece of reform used in the with pupils with severe learning difficulties. Two of
comparison. our staff are also in their second year of a
Q: What impact has your study had
upon you and the work of the
Foundation degree with the university. We have also
school? Q: How do you perceive the future
for the changing roles and
management of special schools?
further developed our international links as a result
of our collaboration with the university and host
visits from overseas groups of teacher and
A: I have really enjoyed researching my PhD
which is based on a comparative study of headteachers at the request of the university.
the leadership of major educational reform in two
local authorities. It is hard to combine running a
A: I have always believed there is a role for
special schools in the education system and
although this role changes with governments I think
A visit from a group of Indian teachers from Kerela
has resulted in us developing a link with their school
busy school with finding the time to study but I and our fundraising activities over the last year have
there will always be children whose educational enabled the school to employ three learning support
have found it quite therapeutic and because it is an needs can best be met by the provision special
area of great interest to me it doesn’t feel like hard assistants to work with children with autism.
schools offer. I was heartened when Baroness In October two of our staff are going to work at
work. I have been particularly interested in how Warnock said the same four years ago. I think our
educational leaders approach change and the impact the school to help train these support assistants
outreach role could further develop so that there are to better carry out their role. We also have links
this subsequently has on the overall process. As a more opportunities to support pupils and colleagues
consequence I think my own practice in leading with schools in Uganda and Thailand and are now
in mainstream in a more cohesive way. searching for a European link.
change has altered slightly in light of what I have
concluded from my research and I think our
leadership team now spend more time preparing
for change prior to initiating it!
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 10
Research in School of Education
with John Bayley
John Bayley is best known for featuring in more than sixty
programs in the regular spot “Teaching with Bayley” on
Teachers TV. He is an experienced teacher and a skilled
mentor. Ofsted described his leadership of the Learning
Support Service & Pupil Referral Unit in Southwark as
"outstanding". John has also led school improvement
programmes in hundreds of schools and colleges.
John was interviewed at The University of So we’ll feel those primitive emotions about just standing there like a dummy, you’re not saying,
Northampton for a series of filmed interviews for a children, but I guess the two bits of advice string ‘great, well done, Philip, you’ve got your book
website resource for trainee teachers, teachers and together. We’ve got to know and recognize those opened at page 76, that’s what I’m looking for’.
mentors ‘Behaviour4Learning’. primitive feelings, but we have to remember that it’s When he holds up three fingers, it means there are
us that determines what happens in the classroom, some children floating off task, and you need to get
Q: What advice would you give to new
and in fact it’s us that’s largely determining the
behaviour that the children manifest towards us
them back on task. It doesn’t mean go and scream
at them, it means go over there and say ‘ladies and
in the classroom. gentlemen, we’re working through page 54 of our
A: Try to maintain your thinking brain. An
American analyst, William Glasser, has a geography book, I see you’re not doing that, do you
great phrase that he uses about the classroom.
He teaches the students the art of looking on. Q: Have you any advice on managing
need any further help and support getting back onto
the task’. And then when he holds up four fingers,
When something’s going wrong, look at it, and ask it means you’ve threatened a sanction, and now it’s
yourself the question, how did I get here, and what’s
the route out? You’re trying all the time to maintain
A: Once we have a framework, we have
to operationalise it. And when we’re
operationalising it, we’re talking a lot about teacher
time to give it out. Don’t be one of those people
who’s forever saying, ‘you made a poor choice, if I
your analytic brain. We can’t always change our have to talk to you one more time, I’m going to see
behaviour. In fact we’re beginning to talk about
behaviour on the spot, but the great single truth you after the lesson’. If you’ve told them you’re
assertiveness. Let me tell you a story, I learned this
about the classroom, is that the most important going to see them after the lesson, if you have to
from Lee Canter, who was the guy who co-defined
influence in the classroom is the behaviour and speak to them again and they’re still mucking about,
a certain discipline. He said, that when he does
activities of the teacher, of us. And so we need to go and do it.
mentoring, he can get any class to behave within
maintain our analytic brain as far as we possibly about five minutes by following this method. He What’s interesting about that story is that by
can, because we’re the only thing that we can really explains to the teacher his mentoring, he uses a working in a classroom in that way, you can change
change. We can’t change the students directly, we signaling system. the adults’ behaviour, and the minute the adults’
can only change ourselves. We need to hang on to
behaviour changes, the childrens’ behaviour changes
that truth. And I guess the thing to avoid is the flip If he holds up one finger, it means you haven’t quickly. And I’ve got to say, I’ve tried it and it works
side of that, especially when we start teaching. made your expectations clear. The children don’t very well. So what we get from that overall
We’re going to be assaulted by all sorts of primitive really know what it is you want. You haven’t told framework is a much clearer way, that helps us to
instincts. There’ll be children we don’t like, there’ll them clearly enough and you haven’t checked for think and analyse our behaviour in the classroom.
be children we think are humiliating us, there’ll be understanding, so you need to tell them again. So if you’re having trouble in a classroom, are you
children we think are just impossible to get through If he holds up two fingers, it means, they know what clear enough in your expectations, are you being
to. We’re not going to feel that way in six months you want to do, and some of them are doing it, and rewarding enough, are you redirecting the children
time, or a year’s time, we’ll know them, we’ll you’re not letting them know that you’ve done the who are off task, are you being tough enough, are
understand how they tick. We’ll have affection for right thing. You have to praise them for it; you have you being firm enough and once you’ve laid out
children who might have driven us mad initially. to acknowledge the appropriate behaviour. You’re your ground, are you sticking to it.
11 | Inspire | www.northampton.ac.uk/education | email: email@example.com
One more thing I want to pop in there about adult optimism, that people quite often experience, there in detail. They had the lesson planned minute by
behaviour, which I think is the best single piece of are two things going on. One is, as we get better at minute, so after having got the seating plan right,
advice I can give about behaviour management, in the job, we get more discriminating, so we feel our and then done their expectations, immediately
any classroom, anywhere, is go out and buy yourself failures more than we did initially and it takes that there’d be a mystery problem for the children to
a small digital voice recorder, they’re about the size first half term to stabilize the repertoire. solve, so they would get engaged in that, and then
of a mobile phone, I think they cost about £30 these there would be some immediate feedback. So what
days. Go and buy one, stick the batteries in, stick And the second thing that’s going on is just getting I learned from watching those adults, was that they
in your breast pocket and then teach for an hour. used to giving your life away, especially in that first were meticulously planned, and they had a really
You may want to pass the off license on your way year of teaching. You often don’t sleep properly, you clear set of expectations.
home in the evening, because the next thing you wake up early in the morning to plan. Every lesson’s
a challenge. We have to surrender the life that we The third thing that I would do, is make sure I had a
need to do is listen to yourself for an hour. Or
had, so paying attention to sleep, self maintenance, really strong grasp of what the school’s policies and
twenty minutes if you’re feeling a bit faint hearted.
looking after yourself, try not to go out drinking in procedures are. It’s very difficult to fly alone. Every
And listen to yourself. Are your directions clear, are
the middle of the week, all that kind of stuff is now and then you get someone who arrives in the
you being sufficiently rewarding, are you redirecting
vitally important. classroom and can do it all for themselves. But I
children who are off task, and do you follow up
think understand the kind of support that you can
when you’ve issued warnings. That’s more or less
So the first thing is, look after yourself, and make get from your colleagues in the classroom. Whether
behaviour in a nutshell.
sure you have someone to share your problems and you have a closed door or an open door policy.
difficulties with. I think the second thing is to have
Q: If you’re establishing yourself to
start off within a school, what would
you recommend to a new teacher?
worked out a routine, for how you’re going to
introduce yourself to children.
All of those things are enormously important.
The full interview will be available on
Behaviour4Learning’s YouTube channel
I was involved in making an interesting set of
A: There are three things I’d like to talk about.
First of all I’d like to talk a little bit about
the stress of the job. Teaching nowadays is a very
programmes recently. We got hold of a set of
experienced teachers, working at the beginning of
later this summer
stressful high level professional occupation. I’ve done the year who hadn’t met before and who didn’t
some work with Sara Bable, I’ve listened to her know the children. So that, how they worked with
training new teachers, and she talks about arriving those classes was not at all due to their ascriptive
at a school in September full of optimism, ready to authority in the school, it was just to do with the
rock, and then falling in a curve down to December technique that they used. And what we noticed
where you feel awful and decide whether or not you about those teachers was they were absolutely
want to stay in the profession, and then your level of prepared to the eyeballs, they had their seating plan
optimism picks up again from January onwards and worked out, they had their initial set of expectations
rises. And I think that in that initial collapse of that they had to explain to the children, worked out
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 12
Research in School of Education
Researchers from The
University of Northampton’s
Centre for Education and
Research (CeSNER) are
currently working on a
three-year study of special
and inclusive education
Project IRIS (Inclusive Research in Irish Schools)
will explore the way in which support services
and resources are used by primary, post-primary
and special schools, and how the curriculum is
delivered to those with special educational needs.
Professor Richard Rose and Mary Doveston are
working with colleagues from Trinity College,
Dublin, and the Institute of Child Education
and Psychology Europe on the project, which Senior Lecturer in Special Education
is funded by the National Council for Special
Education in Ireland. at Trinity College, Dublin
The project is looking at all aspects of special
and inclusive education through a national What kind of work have you What are the advantages of working
survey, interviews, focus groups with key service done with The University of in partnership with The University
users and providers, and the construction of Northampton? of Northampton?
case studies in a sample of schools. Richard Rose and I began working together on The key advantage is that no matter what you
This project, the largest ever funded in Ireland, a project for the Irish Disability Authority, which bring to the party, there is a lot coming back.
builds upon a long established partnership resulted in a book called ‘Encouraging Voices’ – It’s a reciprocal relationship and you find out
between researchers from Northampton and about pupil participation. Currently we are what informs your colleagues, which is very
Dublin. Details of the project can be found at collaborating on Project IRIS, a study of encouraging. In academia there is an over-
www.projectiris.org special and inclusive education in Ireland. emphasis on the individual, as the expert or
the star. In education, we learn an enormous
What kind of outputs have you seen amount from each other. I feel the advantage
on the research? lies in working with like-minded people,
There have been a number of conference exploring issues, developing different
presentations, published papers in international perspectives and then bringing that expertise
journals and chapters in books. Richard and I to the forefront.
have also joint authored a book which is due
to be published in May.
13 | Inspire | www.northampton.ac.uk/education | email: email@example.com
Supporting personal and social
development in Estonia
Staff from The University of Northampton’s Centre for Education and Research
(CeSNER) have been working with colleagues at the University of Tartu and the
University of Tallinn in Estonia, in the research and development of provision
and practice for young people with Emotional and Behavioural Difficulties (EBD)
An essential part of this collaboration has been A range of pro-social skills are developed through the school in the development of strategies to
to support Estonian EBD schools in extending their the activities that focus, through creative expression, embed approaches within professional practice; and
skills and experiences in supporting the personal on issues that impact on the students’ lives and undertaking professional development and training
and social development of young people. CeSNER experiences. The group process provides initiatives with staff.
have provided schools with a range of supportive opportunities for students to work through
Four teachers from Kaagvere school recently spent
professional activities including training seminars, difficulties and tensions as well as experience
ten days in Northamptonshire, and Barry will be
research partnerships, exchanges and the group cohesion, emotional security and trust.
visiting Estonia in March with a number of students
development of practice based initiatives.
The collaboration is due to continue until September from The University of Northampton who have
Successful practice related to education for 2011. CeSNER will lead on providing advice on volunteered to work in the school.
young people with EBD, across international appropriate social curriculum activities related to the
contexts, indicates that the school curriculum students’ social and emotional learning; supporting
should include activities that promote social
and emotional aspects of learning. This provides Kaagvere School
students with positive experiences that help build
One school to have benefitted is Kaagvere School in
Tartu, a school for girls with a range of psychological,
social, emotional and behavioural difficulties.
In 2009 the school was awarded funding from
the European Social Fund to support a focused
professional development and training programme
for its staff and develop their social educational
curriculum to include innovative approaches that
engage students in a range of activities promoting
self-esteem, co-operative working and
Barry Groom, Senior Lecturer with CeSNER, has been
working with the school for several years. He has
helped to support the introduction of creative group
work which provides students with a safe structure
to build self-esteem and friendship; promote
co-operation and trust; consider issues such as
conflict resolution, resilience building and anger
management; and to develop emotional expression
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 14
Research in School of Education
At the School of Education we are proud of the
successes of our Doctoral students. Dr Mary Feng
is just one example of the outstanding quality of
students we see.
Mary originally came to Northampton to study for work makes an important contribution to our
the MA Education. On completion of this degree she understanding of the subject within this context.
decided to stay here to develop her research for a
During her time at The University of Northampton,
Doctorate. She received her PhD at the graduation
Mary worked alongside researchers on several
ceremony at Northampton’s The Derngate Theatre
projects, including research into extended services
in February 2010.
Her thesis explored Chinese teachers’ understanding
She has published papers in several academic
of special educational needs and their responses to
journals and currently has a contract to write
the need to increase their skills and responsibilities in
a book based upon her thesis.
addressing the requirements of such pupils. This is a
relatively new research area in China and Mary’s
For details of other research projects at the School
of Education, please visit the school’s web pages
Research student conference
In May research students from the School of Education hosted a conference
at The University of Northampton for fellow research students, supervisors
and MA students who wish to learn more about PhD research.
The theme of the conference is ‘Researching Supervisor and Visiting Professor Roy Evans – gave
learning; learning to research’. It featured papers feedback on the presentations.
presented by research students from both The
The keynote address was given by Dr Jo-Anne
University of Northampton and other universities,
Dillabough, a Canadian researcher currently working
and a series of poster presentations by Doctoral
at the University of Cambridge, whose work has
focused on cross-national social and cultural
After the presentations – a panel including Professor exclusions, particularly in cities. Professor Ann
Philip Garner and Professor Richard Rose, both from Shelton Mayes, Dean of the School of Education,
the School of Education, and External PhD opened the day’s events.
Conference attendees commented:
"Brilliant opportunity - thanks so much. Let's do it again!"
"Great event - I look forward to the next one. Well done to the organisers."
15 | Inspire | www.northampton.ac.uk/education | email: email@example.com
Are you a Teaching Assistant, Cover Supervisor,
Unqualified Teacher or Learning Mentor?
Foundation Degree in
Learning and Teaching
New Venue: University Centre Milton Keynes
The course is designed for teaching assistants, learning support staff and unqualified
teachers who are working in an education setting and who wish to gain a recognised
qualification to support their work practice and career aspirations.
The FDLT also provides the opportunity to prepare for assessment against the Higher Level
Teaching Assistant standards and to progress to an honours degree and possible Qualified Teacher Status,
for example via the employment-based Graduate Teacher Programme. If you have already gained
HLTA status you qualify for module exemption.
Start date: September 2010 Location: University Centre Milton Keynes
Other venues include: The University of Northampton, Park Campus and Beauchamp College, Leicestershire
Duration: 2 years full time (1 day per week, linked workplace learning)
About the course: www.northampton.ac.uk/teachingassistants
The TDA / fdf Institutional Endorsement process has identified that the Foundation Degree in Learning and
Teaching meets the national requirements for qualifications for the Children and Young People's Workforce.
For further information please visit www.tda.gov.uk
For an application form, please contact Justine Edwards, Admissions Co-ordinator
telephone: 01604 892203 email: firstname.lastname@example.org
The School of Education is
building upon its success
A major expansion of the School of Education starts this summer.
The School has successfully grown year-on-year in terms of
student numbers, professional courses and research. This major
investment by The University of Northampton will maintain the
school’s current position as a nationally recognised outstanding
provider in education.
A remodelling of the School’s Sulgrave building will develop The building is set to increase the research capacity
a ‘state-of-the art’ learning space and several social learning incorporating the School’s Approved Research Centre
spaces. These new spaces will serve Initial Teacher Training, (CeSNER) to channel staff activity and the growing numbers
Early Years, the Children’s Workforce and the Wider Schools’ of Doctoral students. This is a response to the Schools
Workforce. In addition, there will be a new extension to the international reputation in special needs education and
building which will create a new entrance and reception, inclusion.
display, exhibition and event space.
In total the remodelling and expansion will double in size the
The quality of Learning and Teaching space was given facilities available totalling a project investment of £3.8m.
particular importance given the need to model ‘best practice’
in professional development programmes and to match
professional expectations in the context of the 21st Century
Schools Building programme. The Student Administrative
Teams will also be co-located to enhance effective student
support and working with academic teams.
www.northampton.ac.uk/education | email: email@example.com | Inspire | 18
Dyslexia and literacy difficulties:
Is every child a
reader in your school?
Do you have a specialist teacher of dyslexia in your school? Making a difference to your school
Debby Andrews talks about her experiences on
Previous government targets suggest that providing a trained the course: I have always been passionate about
specialist teacher in every school can help you meet the needs of all teaching children to read which is probably why I
have taught for 20+ years in an Infant/Key Stage 1
the children in your school with literacy difficulties. OCR Level 5 classroom. I decided to do the OCR course so that
I would be in a better position to help children who
gives accredited specialist teacher status. OCR Level 7 participants were really struggling to make sense of print. I also
are fully trained to administer standardised tests and write wanted to be able to assess children for dyslexia
both within my school and, looking to the future,
diagnostic dyslexia reports and reports for access arrangements. on a private basis.
Debby Andrews, newly qualified specialist teacher for learners with dyslexia
19 | Inspire | www.northampton.ac.uk/education | email: firstname.lastname@example.org
Studying again sleeping – my enthusiasm is keeping me awake at
I wasn’t sure about studying again initially – it had night. New ideas for inspiring children are great but
been 20+ years since I last wrote an essay! But I I wish they’d stick to daylight hours!
needn’t have worried. I thoroughly enjoyed every
moment of Year 1 – in fact, it was great to study The future
again and I wasn’t as rusty as I thought I would be! I am looking forward to what promises to be an
I suppose studying is a bit like riding a bike, you exciting, challenging Year 2. I then want to go on
never forget. and finish my Masters in Education – my thirst for
study has been rekindled!
OCR’s impact on my practice
I teach in a small village primary school with just
less than 100 children on roll. I have been the
SENCO since I joined the school in 2000 but my
role has been to co-ordinate rather than to teach
children with special educational needs. However,
this year, the head felt that because of my OCR
training, it would be sensible for me to actually
teach children with reading and spelling difficulties.
I therefore have the luxury of being out of the class
and working with individual children/small groups
putting into practise all I have learnt over the last
year. What a privilege! I am working with children
with dyslexia, children with reading and spelling
difficulties (as yet undiagnosed) and booster
groups. We are only 4 weeks into term and already
there are small success stories. My only problem is
Train to be a
OCR Certiﬁcates and Diploma programme
For further information please contact Charlotte Stewart
email email@example.com or telephone 01604 892651
www.northampton.ac.uk/education | email: firstname.lastname@example.org | Inspire | 20
Rising unemployment has seen a surge in male
applicants hoping to enter education
He was a banker
but now he’s a
Q: Did you always want to become a teacher? The last year has seen a 52 per cent surge in The number of male teaching students at
male primary applicants, according to the Training the university is slowly on the up, says Paul.
A: No, the recession made me. So quipped a Times
Development Agency. Paul Spitere, 27, is a PGCE The shortage of male primary and nursery
Education Supplement reader in answer to the
student at The University of Northampton. teachers has often been put down to the
recent survey question. And, while the response
Originally from Cork, Paul took voluntary “nurturing” nature of working with young
might not win interview points, it does contain
redundancy from his banking job last year to children; a role seen as stereotypically female.
a stark truth. Teaching has long been a female
take up a career that had always been in the And in a society rattled by fears of paedophilia
dominated profession; last year men accounted
back of his mind. and a profession plagued by both myths and
for just 13 per cent of staff.
realities of career-wrecking accusations –
“Going into teaching was a conscience-led decision,”
The credit crunch, it seems, is changing that. steering clear of young children is viewed
he recalls. “The idea of making a difference in
Rising levels of unemployment have coincided at times as a safer option.
people’s lives appealed to me. The idea that you can
with soaring male applicants to primary schools,
really impact children’s lives quite profoundly, and
shifting the current landscape of education.
give them the education they deserve, is a real pull.”
21 | Inspire | www.northampton.ac.uk/education | email: email@example.com