Inspire - Issue 7 Summer 2012

ISSUE 7 SUMMER 2012

MaKing a
diFFerence
- pupils with Besd

new waterside caMpus

Better learning
through technology

18
Contents
4 NEWS

16
NEW
WATERSIDE
CAMPUS 16
18 GATEWAY
SCHOOL

22 EVENTS

28 LIFE AFTER UNI

30 TEACHING
ASSITANTS

32 EARLY YEARS

37 RESEARCH

Inspired Interactive
46
6 26
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NEWS NEWS

MASTERS PROGRAMME TONY BALDRY
IN EDUCATION OPENS NEW
LAUNCHED IN INDIA DYSLEXIA
CLASSROOM
By Professor Richard Rose

Tony Baldry, Conservative MP for North
Oxfordshire, officially opened the Banbury Schools
new dyslexia classroom and resource centre.

Dyslexia is a learning difference, she has been able to develop her The dyslexia classroom at
a combination of strengths and knowledge and understanding of Banbury School will be a place
weaknesses which affects the dyslexia and her ability to deliver for students to come during
learning process in reading, effective teaching for students and the school day to develop their
spelling and writing. Dyslexic support for other teachers in the strengths and weaknesses and
learners may also have school. She has almost completed to be taught and supported by
accompanying weaknesses in her Level 7 Diploma in Specific specialist staff. We’ve purchased
the speed at which they process Learning Difficulties which has several games to help students
information, sequencing material enabled her to develop her ability develop their blending skills and
and with their short term memory. to carry out diagnostic assessments we have bought netbooks to help
These are the tools that students and write dyslexia reports. students develop their touch
need in order to learn in a typing skills and use electronic
classroom. Dyslexia can’t be I have learned a tremendous games like Nessy. We have also
‘cured’, learners will always amount from the course. I have purchased a library of Barrington
The module was taken by placed a new emphasis on learned the importance of
have dyslexia . Stoke books so the students have
experienced teachers working in a teacher responsibilities to multisensory teaching and a range of reading material that is
At the end of April 2012 the range of schools and other provision address special educational Natalie Dale, the specialist dyslexia overlearning skills and how to accessible to them.
School of Education launched from within Karnataka and Tamil needs and students with whom teacher and English teacher at administer standardised tests for
its MA Special and inclusive Nadu states. All participants were we are working in Bangalore are Banbury School, has completed students with specific learning NATALIE DALE
Education cohort for students very enthusiastic and engaged with keen to learn from the experience the Level 5 Certificate in Specific difficulties. I’ve grown in
a range of resources developed and expertise of tutors from the Learning Difficulties at The confidence when analysing the
in Bangalore, India.
specifically for this cohort of School of Education. University of Northampton where results from the tests also.
students. The next module will
The first module of the
be delivered in Bangalore
programme provided evidence of
in September.
enthusiastic and skilled teachers
The first module, promoting inclusive Many Teachers in India are who are already making a The new dyslexia classroom will also Netbooks, interactive games and
practice was delivered intensely over enthusiastic about studying for significant contribution to the enable Natalie Dale to hold after learning aids have been purchased
six days and will be followed over the an English Higher degree with lives of children with special school classes where students can to help them learn in a multi-sensory
next couple of months with face to The University of Northampton but educational needs and who develop their reading and writing way. Resources to help students
face tutorial support given by our two find it difficult to travel to England are determined to apply new skills, memory strategies, planning develop their literacy skills have
India based tutors and through skype leaving behind their families and learning and knowledge in strategies, complete homework and been placed on the school’s
tutorials given by Richard Rose other responsibilities. The Right the classroom. feel more confident in their abilities. learning platform too.
and John Visser. to Education Act in India has
PROFESSOR RICHARD ROSE


NEWS NEWS

TDA PILOT
MUSIC
MODULES
Sue Nicholls and Hilary Miles have
been delivering TDA pilot music
modules to a mixed group of 40
Year3 BA QTS, GTP and PGCE
students from the Universities
of Northampton and Leicester.
The modules are taught at two
levels, catering for the needs of The 40 enthusiastic students from SUE NICHOLLS,
both generalists and specialists. The University of Northampton SENIOR LECTURER OF MUSIC
Participants are exploring a very and the University of Leicester
full programme which has so far have attended the TDA pilot
included djembe drumming and music modules. Eager participants
an introduction to the ukulele. have explored djembe drumming
Feedback so far has been extremely and taken ukuleles and ocarinas
positive and there are two more home to practise. The students’
practical sessions this month response to the lectures and
and then students will undertake practical workshops has been so
an assignment involving teaching enthusiastic, that we are planning
and evaluating music lessons

PE SPECIALISTS
to put on an extra session before
On Wednesday 16th during their first term as NQTs. the end of term!
May 2012, 21 Year 1 PE
Specialist Students

VISIT CAROLINE from the BA QTS Primary
Education Course hosted
MATHEMATICS SPECIALIST John is a well-known international
writer and researcher who has
inspired many mathematics

CHISHOLM SCHOOL a Multi-Skills Sports Festival at
Caroline Chisholm School. TEACHERS GRADUATE teachers, including those on
our programme.

Almost 200 people gathered at The celebration provided an
our Park Campus to celebrate opportunity to stop and reflect on
the graduation of our first cohort what we have achieved through the
The event was a tremendous The students were encouraged to of Mathematics Specialist development and delivery of the
success involving a total of 240 adapt their plans and activities to As a result of the Multi Skills Teachers (MaST). MaST programme. It has been a
Year 7 children participating in a suit each individual group they Sports Festivals success, privilege to work with such
wide range of sporting activities received, offer praise and further events are being John Mason, who was Professor committed teachers and see their
under the guidance of the Year 1 PE encouragement when required. In organised between The of Mathematics Education at expertise grow. Their schools and
Specialist students. This fantastic addition the Year 1 students were University of Northampton the Open University for many children have benefited from their
opportunity provided the University required to adapt their teaching and Caroline Chisholm School years, was the keynote development and I know that the
students valuable teaching style depending on the groups they together with its feeder schools speaker commented. future of mathematics teaching
experience enabling them to put worked closely with to encourage for the next academic year. is safe in their hands.
I enjoyed the afternoon,
many of the teaching strategies maximum progress and fun from
and was thrilled to see so DEBBIE MORGAN, MATHEMATICS
previously learnt into practice. the Year 7 children.
much energy and enthusiasm SENIOR LECTURER AND
KIM DUFF - SENIOR LECTURER OF PE for mathematics. PROGRAMME LEADER


NEWS NEWS

UNIVERSITY STONEWALL LECTURE ON
TACKLING HOMOPHOBIC
AMBASSADORS BULLYING IN SCHOOLS
The School of Education was delighted to welcome Chris
In the Spring Term the School
Gibbons, from Stonewall, the UK lesbian, gay and bisexual
of Education staff have played
equality charity on Friday 27th April.
a key role in the establishment
of the ‘University Ambassador’
scheme. Through this scheme
30 undergraduates from the Chris delivered two keynote lectures Chris points out that, this is clearly The School of Education is looking
across the University have on Tackling Homophobic Bullying in indicative of how any young person, forward to extending its work with
been employed to work in local Schools. Chris’s lectures, featuring student, teacher or member of Stonewall, perhaps building on
schools on improving levels of everything from banned books, staff can experience homophobic the work of honorary Northampton
the repeal of section 28 and gay bullying and how we all have a duty graduate, rugby player Ben
aspiration and achievement. penguins were very well received, to challenge it. He also describes Cohen. Ben reports that he is
described by several students as the ITE students The University of passionate about tackling bullying
the highlight of the professional Northampton as amongst some of and homophobia in sports. He set up
studies programme this year. the most considered and reflective the Ben Cohen Stand Up Foundation
Students were selected through an Chris also ran small seminars with he has come across whilst giving which has been supporting the work
open application process and had PGCE students professional studies these lectures around the country of Stonewall’s Education
to undergo 20 hours of compulsory groups exploring in very practical for All campaign.
terms how students and NQTs I was highly impressed by the
training prior to being paid to work response and calibre of your Homophobic bullying doesn’t
in local primary schools. Staff from can make a tangible differences in
tackling this problem in schools. trainees. I think they’ll all go just affect young lesbian, gay
across the School of Education on to do very well. and bisexual people, it can affect
were involved in the selection and I suffered from homophobic any young people perceived to
projects in partnership with their The University’s commitment to CHRIS GIBBONS, SENIOR
training of the Ambassadors. This bullying throughout most of my be different, and stop them from
‘host’ schools. These projects are School Engagement is one founded EDUCATION OFFICER, STONEWALL
training included: teens at high school despite the achieving their potential, but
designed to help with raising securely in our moral purpose. We
• Teaching and learning strategies levels of aspiration amongst the believe that the intellectual capital fact I’m straight. Therefore, your we don’t have to stand for this.
pupils in the primary schools. of the University and its students lecture was very personal for me Stonewall resources are now in
• Behaviour management is a resource to be shared with and I feel you opened up a lot of every school, helping to tackle
The Ambassadors scheme is part of our community and that we have thought about how this type of homophobic prejudice
• Presentation skills the HE-School Engagement agenda a responsibility to work with our bullying can be prevented. and bullying.
• Lesson and activity planning which focuses on work with our school-based colleagues to enhance
partner schools to raise educational TRAINEE COMMENT BEN COHEN
• Safeguarding -Child protection and enrich the curriculum; provide
aspirations and achievement for the opportunities for personal growth
and disclosures young people of Northamptonshire. Learn
and development and to support ut
• Guided reading We believe that children are never young people with the transition from For further information on how the School of Education intends to m ore abo
too young to be thinking about Ston ewall
school to University. This project is a work with Stonewall or to get involved please contact
Following the training the their future or to be encouraged to useful first step in the development education@northampton.ac.uk
‘Ambassadors’ have been matched aspire to be the best they can be. of an aspiration raising programme.
to a local Primary or Secondary This particular project is aimed Working with schools brings real More information about Stonewall’s education work
school where they will work with specifically at widening children’s benefits not only to schools and their can be found at
classroom teachers to support horizons and allowing them to see students but also to the University, www.stonewall.org.uk/atschool
the development of literacy the extent of possibilities and the its staff and students.
skills and also manage bespoke range of opportunities that exist.


NEWS NEWS

EXPLORING CONFERENCE NEWS
NEW
TECHNOLOGY INCLUSION WEEK
The Inclusion Conference at The all our colleagues and external
University of Northampton 26th professionals for the high quality
Our international students had The Education -28th March 2012 for Year 2 BA seminars and workshops they
an opportunity to explore the Intel Show at the NEC QTS, GTP and PGCE students in provided. I would like to thank
Reader which converts text-to- in Birmingham. Initial Teacher Education proved all of the students for their It is hoped that the Inclusion
speech. They were also shown the The aim of the to be a great success with some engagement, enthusiasm and Conference affirmed amongst
beta version of the Achieve Tablet, visit is define very positive evaluations. discussions in the workshops/ us all the need to include all
which will be released in April 2012. criteria that seminars which really children/people, to embrace
I would like to thank Peter Wells demonstrated high levels of
The session enabled the students could be applied when purchasing and celebrate difference and
(Deputy Dean of School) for debate and commitment to
to examine some of the benefits of and using educational resources how to improve the outcomes
Opening the Conference and Jenny SEN and Inclusion.
such technology, but also some of to support inclusion from value for all children and young
Digges (formerly Senior Advisor
the limitations. Their suggestions for money (VfM) perspective. STEVE CULLINGFORD-AGNEW,
people with SEN including
SEN - National Strategies), Marie
for further development will Therefore they will be SENIOR LECTURER – SEN AND vulnerable youngsters.
Howley and Jane Badger for
be passed onto the company. considering purpose, input, INCLUSION
their keynote lectures and for
impact and outlay in the
Towards the end of the week, context of their home countries.
the international students will visit

3rd TEAN
Conference
AMERICAN EDUCATION
THE JOY OF SCIENCE RESE ARCH ASSOCIATION
– 18TH MAY
The theme for this year’s conference

S
(AERA) CONFERENCE NEW
was “Creating Effective Teachers”.
Dr Caroline Daly, from the Institute
During the last National Science children visited Think Tank and of Education (London) delivered the
and Engineering week across the
county, children met present day
Studfall children were able to use
a telescope won in a competition
– VANCOUVER, CANADA opening key note, encouraging
academics and higher education
scientists, pondered on problems by the Science Coordinator. institutions to think outside the
and engaged with practical work. students with a Statement of box in terms of course design,
Caroline Chisholm held their first On April 16 2012, Meanu
Special Educational Needs in widening participation and
Primary school children at Kettering Science Fair. It was a most exciting Bajwa-Patel, one of our PhD
England”, was well received. working collaboratively with a range
Science Academy participated evening with 52 children taking part students, and Dr Cristina
Congratulations to Meanu of partners. Debbie Morgan shared
in a competition on flight; St Loys in 18 teams from year 6 to year 12. Devecchi successfully
on her achievement. The some of her research and delivered
encouraged parents to support presented interim findings
I was delighted to act as one AERA conference is a highly a snapshot session on ‘Developing
children’s learning with a potato of Meanu’s doctoral study to
of the judges. The children competitive one where only Effective Teachers of Mathematics’,
plant event and Thrapston primary a roundtable audience. The
demonstrated their ability and around 20% of submissions whilst Anita Devi and Andy Smith
school focused on ‘movement’; in paper, entitled “Nowhere
genuine willingness to articulate are chosen to be included contributed to a seminar session on
Great Casterton, children and their fits: Exploring the issues
their findings. It is simply a joy to in the programme. ‘The paradox of learning: can good
families were challenged to build
see young eyes light up! around parental choice relationships between the teacher
circuits to light the Olympic flame; and school placement for and the student lead to greater
Old Corby children were enthralled ELAINE BATCHELOR - HEAD OF
independence of the learner?’
by the Commotion company, Flore INITIAL TEACHER TRAINING

10 WWW.NORTHAMPTON.AC.UK/EDUCATION
WWW.NORTHAMPTON.AC.UK/EDUCATION INSPIRE MAGAZINE. ISSUE 6, WINTER ‘11 11

NEWS NEWS

DIANE RECEIVES RECENT PUBLICATION ON

UNIVERSITY COURT AWARD SUPPORT FOR
MATHEMATICS LEADERS
ongratulations to Diane
Ems Lord has had a research summary published
C Stoncel, Principal Lecturer,
School of Education, who
by CUREE (Centre for the Use of Research and Evidence
in Education, entitled ‘Let’s work Together - Supporting
has received the annual University Mathematics Subject Leaders Through Clustering’
Court Award. The Court Award has
been awarded each year since 1995
to an employee of the University Ems was invited by CUREE to share website with the commissioned
who has made a significant the work that she had been doing in reports: These have been designed
contribution to the higher education Lincolnshire to develop support for with the learning needs of teachers
institution. The award is traditionally mathematics subject leaders who in mind, in order to make them
presented at ‘Court’, an annual were working in rural areas, where accessible and hopefully inspire
meeting which brings together CPD was difficult to access. CUREE teachers to engage with research
people who have an interest in the put the following statement on their and maybe even undertake a
life and work of The University of research project of their own.
Northampton and which this year
took place in the multi-award
winning iCon building in Daventry.
Court is an opportunity for the
University to report to the wider
community on its achievements RECENT PUBLICATION
ON MATHEMATICS
and future plans.

SPECIALIST PROGRAMME
Years Education (QTS) and the major contribution to improving the
Foundation Degree in Early Years professional standards of teaching
“She is an inspirational that started the School’s first across the whole University.
teacher and models involvement in professional early She has personally mentored
years programmes: this area is now and coached hundreds of staff Debbie Morgan has had an
what is finest in our one of the most significant regional for the benefit of our students. article published in Mathematics
HE teaching.” engagement areas within the
Diane commented: “I am
FiVE Big iDEas
Debbie Morgan
- outlines the
importance of
making connections in
mathematics.
Teaching, the journal for the
School. Within the School she Association of Teachers
absolutely delighted, surprised and
knew we would
ent forward. We
their developm with experienced
Specialist Teacher the most part
be working for significant

has inspired teams as programme t
he Mathematics

of Mathematics.
had already received
Programme (MaST) teachers who ent - both through
their
specialist teacher professional developm cPD. We

overwhelmed by this award. It was
the Mathematics and subsequent
from the initial training, and saw our
Mast - has arisen the quality of this
Programme – of a key recomm
endation acknowledged to yet a higher

leader and as School coordinator
move teachers

It discusses the
adoption
government’s dent review of challenge as to ness. We
of the indepen nding and effective
of the final report in Early Years settings level of understa to be different
,
approach needed

a lovely day and a pleasure to
Mathematics teaching ends realised that our atics topic by
topic,
. The report recomm than tackle mathem
and Primary schools Mathem atics and rather did (DfEE
be at least one the five day course

The award was made in recognition for learning and teaching, widening
that “there should

approach taken
in post within as for example together under
primary school, to bring topics
Specialist in each atical subject
and 1999) we sought ideas. What
deep mathem s in order to connect

receive the award, with the support
10 years, with 2008 p7). the larger heading atics
ge” (Williams, be five big ideas in mathem
pedagogical knowled lly developed and delivered we consider to the structure of
the
programme is
individua and they form

of Diane’s huge contribution to the participation and equality and
within the were adopted

in the development
s across England
by eight provider research and programme.
parameters. the Education
confines of national particular Mast Mathematics

of colleagues, from our Chancellor
represents one 5 Big Ideas in
discussion below delivered
tively written and selected are:
programme, collabora the East Midlands and the five big ideas

University’s School of Education diversity driven the School’s
encompasses

of The University
ies within thinking - this
by six universit • Mathematical
. atics, and to
East of England to learn mathem
what it means

Baroness Falkner of Margravine.”
ment of the think in
– The develop to reason and
Setting the scene be a mathematician, understanding
ways and to apply
programme mathematical

and the University overall – Diane success in the area of the student
our problems.

of Northampton’s
the programme and skills in solving
out to develop
When we set which would nal relationships
high quality cPD ionality - Proportio
aim was to provide impact on teaching • Proport every area of
and sustainable present in, almost
have a positive span, and are m; recognising
their
classrooms. askew
within primary mathematics curriculu supportive

is retiring this year after an experience. Diane is also widely
and learning the most effective the
ideas can be very

School of Education Executive Mathematics Specialist
others, identify existence as linked curriculum.
et al (1999) and who make ons across the
atics as those
teachers of mathem in making in making connecti
support their pupils whole of the mathem
atics
connections and our programme • Pattern - the in this one
mathematics. be summed up
connections in

extensive professional career
curriculum could

known across the University for
sees not
onist view and not exist if it were

Dean Professor Ann Shelton Teacher Programme and
adopts this connecti of interconnecting ideas. word. Mathematics would relationships
mathematics as
a web
teacher’s ability
to the structure and
is to increase for pattern and
one of our aims development that it creates.
atics through the in
connect mathem and in doing and structures
- relationships

spanning school and University
al understanding,

her leadership of the Postgraduate
• Generality

Mayes added: “She is an her related research regarding
of deep conceptu our and thus
the same. it is be generalised
so to support
children in doing atical mathematics can this is what algebra
children connect mathem
connecte d. in particular solving
view that where amount of it a powerful problem
cut down on the does, which makes is not taught
concepts, they also deepen formal algebra
be learned, children

teaching and leadership. Within
development

Certificate in Teaching in Higher
mathematics to in tool. although

inspirational teacher and models the impact of the programme.
concepts - which curriculum, the
nding of basic within the primary d
their understa apply mathem
atics is central to sustaine
their ability to of algebraic thinking subject.
turn increase success in the
within any context. progression and
is an abstract
- Mathematics

the School of Education, she led Education – our in-house staff
ch • Representation ted

what is finest in our HE teaching.”
A Different Approa that can be represen
provide teachers
with a different subject with concepts some
We wanted to order of different ways;
learning mathematics in in a multitude k for permissio
ns.
experience of move • copyright@atm.org.u ONLY
and significantly for legitimate academic purposes or similar system. Provide link
to challenge thinking ion except publishing on
Internet

the development of major early development award accredited by
© ATM 2012
• No reproduct NOT extend to
permission does
Academic copyright

years programmes: BA Early the HEA- where she has made a


NEWS NEWS

WELLINGBOROUGH
PRISON PROJECT
Second year BA Childhood and The students are investigating
Youth students taking the module the effectiveness of the Trust’s
Learn more
‘Children in Society’ met the Vice programmes and are hoping to
Chancellor to discuss their on-going gain an enhanced understanding about Anne
research at Wellingborough Prison. of inclusive practices within the Frank trust
prison setting.
The research focuses on the
work of the Anne Frank Trust. Four students were selected for
The ‘Anne Frank Prison Project’ the research, but the whole group
was founded in 2002 in response to of students also participated in
growing concern about racism and an open forum with prisoners and
prejudice in prisons, young offender prison staff to debate issues of

KEY NOTE Estelle Tarry and Anna Cox were
key note speakers at the Council
of British International Schools
school) as well as Colin Bell, the
Executive Director of COBIS. The
sessions, which included the Role
institutions and secure units. The
Trust runs educational programmes
racism, xenophobia, homophobia
and prejudice.

SPEAKERS
which include an exhibition on the
(COBIS) ‘Teaching Assistants of the Teaching Assistant, Teaching The Anne Frank Trust has invited
life and times of Anne Frank, the
Professional Development’ Assistant support for children the students to their Head Office to
historical context within which

AT COBIS
Conference in Rome 18th/19th with SEN and Effective Classroom present and discuss their findings on
she lived and the contemporary
February. The 18 Teaching Assistant Management, were very positively completion of the research in May.
relevance of this point in history.
delegates from International received. The newly validated
Schools in Rome, Rome La Storta, Certificate for Teaching Assistants
Milan, Alicante and Basel were in an International Context was

Thinking of becoming a
joined by 3 members of the senior promoted at the event and it is
management team of St George’s hoped that further international
International School (the host links will be generated.
Partnership school?
KEYNOTE ADDRESS The School of Education works in strong
partnership with schools throughout
Schools have welcomed this increased
involvement in teacher education not only

AT CONFERENCE
Northamptonshire, Milton Keynes, for the insight it gives them into general
Bedfordshire, Buckinghamshire, professional development but also for the
Warwickshire and Leicestershire. access it gives them to a pool of high quality

IN INDIA
Newly Qualified Teachers (NQT’s).
We value the contribution of our partner
schools very highly and work collaboratively We are always looking to increase the number
to produce inspiring teachers of the future. of schools within our partnership and offer free
Our partner schools have a clearly defined in-house mentor training for all staff members
Last week Feb Richard Rose Development Goal on achieving
shared responsibility with the School of and an ongoing program of regional training for
presented a keynote address to universal primary education.
the Fourth North South Global Richard’s paper Supporting
Education for programme development, all staff involved in mentoring our students.
Dialogue Conference in India. This Communities Towards a More recruitment of students and for improving and
conference bought together NGOs, Equitable Education System was increasing students’ school based experience.
national politicians and researchers based upon work in which he has
to consider work undertaken been involved with colleagues in
If you would like to find out more please contact the Partnership Team on:
in support of the Millennium Southern India since 2000.
01604 892473 or email sarah.miller@northampton.ac.uk


WATERSIDE CAMPUS WATERSIDE CAMPUS

WATERSIDE
CAMPUS
- next stage in
The University
of Northampton’s
development
plans approved

The Governing Council of The University of
Northampton has approved further exploration
to develop an iconic new campus.

The principle of a major mixed-use mixed-use scheme at the site.

T
he landmark University Northampton Waterside Enterprise to develop projects regionally,
development would Zone, one of 21 enterprise zones nationally and internationally. development at Avon Nunn Mills is This process is expected to
provide a town centre in England. enshrined in local planning policy conclude by the end of 2012.
It is a hugely exciting project and and is supported by the
based campus. Once developed, WNDC has also commenced
This new Waterside Campus a massive undertaking with an local authorities.
the new location on the River Nene the procurement of a developer
will place us in the heart of the investment of more than £330m. If
would be in close proximity to the West Northamptonshire partner for the site and is currently
community making us much more it progresses as we hope we could
new planned halls of residence Development Corporation (WNDC) seeking expressions of interest from
accessible, central and visible. It be moving in to start ground work
and would also be situated in has commenced a Compulsory prospective partners. The University
would also enable us to deliver our in 2015, with the campus opening
an existing Enterprise Zone. Purchase Order to address will be registering their interest as
mission of being the number one sometimes between 2018 and 2020.
The Waterside Campus site is part university for social enterprise fragmented land ownership and part of that process.
DELIA HENEGHAN, support the delivery of a major
of Avon Nunn Mills and is within the though a co-ordinated programme DIRECTOR OF MARKETING


GATEWAY SCHOOL GATEWAY SCHOOL

children in School A, quite rightly, worked with a passion to achieve the comprehensive response to our
had access to a range of therapies very best we can for our students pupils’ broader needs (given that
including physiotherapy, and their families. many of their needs are anything
hydrotherapy, conductive education, but educational).
occupational therapy, speech and OUR VISION
language therapy and so on. To We wanted to create a single point
So began our vision for the future of
simplify for the sake of illustration, whereby our students aged from 11
our school and our determination to
if the children needed it, they to 18, their families and carers and
succeed in delivering it. In 2003 we
received it. Down the road at the those working with them could
wrote a targeted capital funds bid,
BESD school however, we had no access a range of services including
a competitive process, to the DfE
access to no therapeutic input such education, social work, counselling,
outlining our plans and aspirations.
as psychiatric support, mental health parent support, clinical psychology,
What was clear to us was that we
or clinical psychology. We simply psychiatry and training. This would
could not continue in the building
had what became the’ least suitable’ develop as a centre of expertise
we occupied but the DfE were
school building in Northamptonshire from which support to other schools
equally clear that it was not their
(according to the DfE), the National could be provided in order to
role to fund the building of new
Curriculum and a dedicated team of improve their ability to meet the
schools; this was in their view
staff. Given that both sets of pupils needs of their pupils.
the role of the LA. What they
come under the umbrella term were looking for was innovation OUR NEW SCHOOL
‘Special Educational Needs’, the and I was delighted to hear that
disparity between their provision our bid provided that and was In 2006 the school opened, a
was stark. therefore successful. purpose built school building
designed to support us in managing
Secondly, I discovered that every two The overall aim of the project was to challenging pupils. The building is
weeks or so somebody would ring the develop a multi-agency centre of well lit by natural light, spacious and
school and announce that they had expertise to improve the curriculum has a number of subtle design
been fund raising and hoped the offer and enhance the welfare, features aimed at limiting certain
children would benefit from the achievement and life chances of behaviours. This include, among
proceeds. That has happened just pupils with BESD. This included the others, under-floor heating so that
twice to our school since 1996 when I provision of a new school building, students can not pull pipes from
took up the headship. This said to me refurbished workshops for walls or hurt themselves on

MAKING A A
round 16 years ago, whilst that there was a huge disparity in the vocational learning and a radiators, a roof designed to prevent
still a Deputy Head, I was way these two sets of pupils with
asked to run a primary SEN were perceived by those outside
SLD/PMLD school (School A) of our schools.

DIFFERENCE:
which, at the time, found itself with
some significant difficulties. Given These two issues crystalised for me
that this was an age range I had the job that needed to be done to
never worked with and that I had advocate for the pupils who come to
never had any contact with any form schools like ours; firstly we needed
of disability, the task represented a to ensure some kind of equity of
Enhancing the welfare, huge challenge to me. However, it
was while working at School A that I
provision between the various
categories of SEN and secondly,

achievement and life developed a vision for working with
pupils with a different category of
we needed to address the public
perception of our students to exactly

chances of pupils with BESD SEN, namely secondary aged pupils
with behavioural, emotional and
the same degree to which public
perception of those with disabilities
has radically changed over the past
social difficulties (BESD).
15 to 20 years or so. What was also
By David Lloyd Whilst at School A I couldn’t help clear to me is that if we did not assert
but notice a huge discrepancy in the interests of our students then it
Principal of the Gateway School and Technology College the types of provision made for the was unlikely anybody would and
pupils there compared with my own such inequalities would continue
secondary BESD provision. The unchecked. We have subsequently

18 WWW.NORTHAMPTON.AC.UK/EDUCATION INSPIRE MAGAZINE. ISSUE 6, WINTER ‘11 19

GATEWAY SCHOOL
EARLY YEARS GATEWAY SCHOOL

students climbing onto it, square
profile down pipes which are almost
“The overall aim of the
impossible to climb, mirrored glass
on the classrooms which dissuades project was to develop
pupils from disrupting when they a multi-agency centre
are outside and many more. of expertise to improve
the curriculum offer
We also designed the layout so
that pupils on a continuum of need and enhance the
could be caters for. This means welfare, achievement
there is a range of classroom and and life chances of
learning spaces and a discreet area pupils with BESD”
made up of a number of smaller
rooms which the students named
‘The Zone’. This is effectively an
internal learning support unit to
which students can be referred
by parents, staff and themselves
in order to address a particular
difficulty they may be facing at
a given.

We wanted to provide for our of our students through engaging a I spoke earlier of the drive to shift Secondly, all of our students are work and that those who have had
“We wanted to provide for students a curriculum at least as range of therapists in a virtual team. societal perceptions of our students in a smart uniform giving them the positive experiences will encourage
our students a curriculum good as that available to students in and we have tried to address this in appearance of ‘normal’ children their peers to take a closer look at
at least as good as that We plan to use this virtual team to set a number of ways. Firstly the rather than the perception that what we do. This may eventually
mainstream schools and establish
up a bespoke package of support for
available to students in this as their right. We recognised
each of our students who may need
building makes a very positive some hold that they are a gang of lead to more high quality individuals
mainstream schools” that we would be unable to achieve impression on those who visit it and thugs. We also train them to meet being appointed to key roles across
or request it and to review and adapt we have evidence that this has and greet visitors, sign them in, get the organisation which in the end
this within our own resources and
these programmes on an on-going affected the thinking of a number of them a drink and find the member improves the offer we make to our
would to develop an income stream
basis, the litmus test being how well visitors e.g. parents who come to the of staff they have come to visit. pupils and this, as always, has to be
in addition to our base budget. We
each student is able to access their school fearing the worst but are so our key focus.
therefore sought and gained
education and make progress. impressed with the environment CHANGE OF PERCEPTION
additional funding in order to build a
that they leave very positive about As I write, we have almost
new vocational learning centre OUTREACH ROLE However, one of the key ways in
us. I also believe that the quality of completed the implementation of
(VLC) which provides 6 further areas which we have tried to address the
The final part of the puzzle is for the environment shouts messages this plan and we are hoping to
of learning catering for up to 60 perception of our pupils is to
the school to develop an outreach about how much you value the partially open the VLC in September.
students aged 11 to 19. The plan is drastically increase our relationship
role with mainstream schools. This people and students you are We now need to generate further
for our own students to use the new with The University of Northampton.
could help develop better and more working with. Unlike our former income to make the comprehensive
learning centre and for surplus As well as providing training in
reintegration opportunities for our building, this one delivers strong provision which, over the last eight
places to be purchased by other behaviour management and dealing
students by developing closer messages of value and quality. The years, we have striven for and our
schools and organisations for pupils with violence and aggression, we
working partnerships with our pleasant landscaped area at the pupils deserve.
at risk of exclusion, pupils on the have significantly increased the
role of Complementary Education mainstream counterparts. We entrance to the school is there number of students we take on
who have a statement for BESD and are also a strategic partner in the deliberately to lift spirits as visitors placements, all of whom have
others with similar needs as well as Fairfields Teaching School Alliance approach the school. In this way reported on very positive and
students from other special schools. and as a Local Leader in Education student staff and visitor opinion of beneficial experiences. We are also
The income generated by this myself and as the Headteacher what they subsequently encounter working with the University to train
project will ensure that the VLC pays charged by the Alliance to recruit will be positively influenced by up our own teachers and this has
for itself and allows for a surplus to and develop Senior Leaders in what they have experience on been very successful so far. We
be ploughed into extending our Education, we will soon be in an their approach to the school. hope that in these ways we can
capacity to address the emotional ideal position to develop a training generate an interest in our field of
and profound psychological needs and support role too.


EVENTS
EARLY YEARS EVENTS

Australian Special CALLING ALL
Education Principals STUDENTS – TEACHERS – STAFF
from the past 40 years!
Association Lecture • Northampton College of Education We are planning a celebration event

“Lessons from the Past, Visions for the Future” • Nene College
• University College Northampton
on Tuesday 13th November at 5pm,
where we are hoping that past
students and staff can join us.
• The University of Northampton

The School of Education and University of Northampton, in association with the Australian The University of Northampton
is celebrating 40 years of teacher
Special Education Principals Association (ASEPA), was delighted to welcome Baroness Warnock,
training in 2012.
who presented a lecture entitled “Lessons from the Past, Visions for the Future” So, if you would like to register
at our institution on the 21st June 2012. So, if you qualified to teach with your interest and have would like
us within the past 40 years, have to share your experiences with
studied with us when teaching, or us, pelase contact Julie Martin,
have worked with us, we would like School Manager,
to hear from you! education@northampton.ac.uk
The Baroness Warnock is the author
and chair of the Warnock Report.
This was commissioned in 1974 by the
English government. Its brief was to
review educational provision for
students with special educational
needs who were of school age. The
findings were published in 1978 as the
“Warnock Committee of Enquiry into
Behaviour2Learn
the Education of Handicapped Developing positive classrooms
Children and Young People”, and the
final report formed the basis of the
subsequent Education Act (1981) in Behaviour2Learn (formerly Behaviour4Learning) exists to support
England and Wales. the development of positive behaviour and learning in classrooms,
The Warnock Committee’s findings The Report did not just make school options for students schools and other settings.
resulted in a remarkable legacy. It recommendations on school with special needs.
broke the convention of referring to curriculum and delivery. It was It provides practical resources and information for trainee teachers, Newly Qualified Teachers
students with learning difficulties and ground-breaking in its suggestions Baroness Mary Warnock still
continues to champion the needs of and those working with children who are in the early phase of their career development. The
disabilities as ‘backwards’ and regarding more direct involvement by
‘educationally subnormal’. Instead, parents. Warnock’s recommendation students with disabilities in schools materials on the new Behaviour2Learn website are drawn from a variety of sources. Each item
the notion of ‘special educational was that parents should be crucial in England and around the world. has been carefully selected in order to inform and enhance our belief that pupil behaviour is
need’ was introduced. This more partners in their child’s education Delegates reported that this was firmly linked to the learning they experience.
positive, and empowering and be consulted on all decisions a most enjoyable, informative,
terminology has been universally regarding it. The Report also made interesting and stimulating event. www.behaviour2learn.co.uk
adopted, not only in England, but all recommendations about teacher
over the world. training, the early years and post


WELCOME WELCOME

WELCOME
ELAINE BATCHELOR
Head of Initial Teacher Education

When did you decide What was your Where have you taught?
to be a teacher? first promotion? I have been privileged to have
I have always wanted to teach and in My first promotion was for Primary taught in six schools and to have
particular Physics. My first post, Science Liaison. I was responsible worked with a diversity of staff and
after training at Nottingham Trent for setting up a science roadshow children. I worked at Wrenn School
for four years, was at Wrenn School for the local primary schools in for nearly three years then moved
in Wellingborough. I taught A level Wellingborough. I can still to the largest secondary college for
Physics and Electronics, O levels in remember 29 years ago organising 14 – 19 years old in Leicestershire in
science and mathematics and for children to be hoisted up in their 1986 as Head of Engineering extra interesting roles of being the But I do enjoy reading and
CSEs and mode 3 (for those that school hall using a pulley system. Science (the forerunner of Design LA lead for Gifted and Talented gardening. I enjoyed towing our
remember this examination) in and Technology). This college and International Coordinator for caravan although I am not sure that
ngineering science. These were the provided the opportunity to take teachers’ professional development. the drivers behind me in the queue
days before the National Curriculum. on promotions such as Assembly It was inspiring to lead groups of always agreed. I enjoy spending
Coordinator, Assistant Head of primary and secondary teachers time with my family. My son is an
House, Assessment Coordinator to Cape Town, Ottawa and Prague engineer and my daughter has just
and Lead for Health Education. as well as visiting Mumbai to completed her second year in her
I left in 1994 to become Head of examine how science and Physics degree.
Science in a challenging inner mathematics is taught.
city school in Leicester that was What advice would you
After four years, I moved into HE give to trainee teachers?
in special measures. In 1996, I
and became the PGCE Secondary
moved into the post of Director Teaching is an honour. Children reflective and target setting skills
Science Subject Leader at the
of Science and Technology at deserve the best teachers. which will support their own future
University of Leicester. Research
another challenging inner city We re here to ensure that each development. Lastly, I would advise
and scholarly work opened up
school. During the next 8 years, child makes progress in a safe trainees to develop an attitude of
new thought processes and
senior leadership responsibilities environment. Teachers need to ‘I can and I will’ in order to seek
experiences. I then spent two years
included performance management, know how to build in each child out opportunities to extend and
as a consultant to two secondary
investors in people, supply teachers a joy of learning that will go on enhance their own life and
school leadership teams before
and healthy schools as well as beyond the year or term that they professional experiences which can
joining The University of
winning bids for using ICT and teach them. Trainee teachers need then impact on children’s learning.
Northampton in January 2011
curriculum links with industry. to demonstrate their commitment
as the Science Leader. I am very I am looking forward to working
proud to now have the role of to improving their own subject
After 19 years of teaching, I became with staff in all of our partnership
Head of Initial Teacher Education knowledge, pedagogical knowledge
the Science Advisor in Leicester schools, settings and colleges and
in the School of Education. and professional attributes to
City Local Authority working with the School of Education Divisions
ensure all children can become
secondary, primary, special schools to ensure that all ITE students on
What do you enjoy doing successful and contributing
and PRUs. I led the training for the BA QTS, PGCE, FE and EBITT/
when not working? members of a global society. I also
science teachers, technicians and GTP programmes make outstanding
believe that trainee teachers need
teaching assistants and had the There may be some people, for progress in their learning to be a
to use the university experience as
example my husband and family, teacher in their chosen phase.
an opportunity to develop their own
who say I never stop working.


STUDENT ART BEING SOCIAL

INTRODUCING BEING SOCIAL
THE ‘WOW’
FACTOR INTO TWITTER Our students are our greatest asset and can give you the best
information on our courses, at The University and Northampton.

ART WORK
Some of our Education students are tweeting for us, sharing their
experiences, ideas, opinions about their course, their social life,
The University and Northampton itself.
Why not follow the conversations or even join in.
Bob Hopkins- Photographs

These stunning examples show art work produced by Year 2 BA
QTS Primary trainee teachers. The majority of the students are non-
art specialists and are challenged to produce a unique sketchbook
and a personal piece of art for submission as part of their work in the
Lucy Crawford, BA Lydia Prewet, BA Sarah Durbin, BA Nicole Coaly, BA Stephanie Davis Jt
foundation subjects.
QTS Primary Childhood and QTS Primary Early Childhood Education Studies,
Education, year 1 Youth, year 1 Education, year 2 Studies, year 1 year 2,
The art work is inspired by taught For many, the highlight of the @LucyPrimaryEd @Lydia_uon @Sarah_PrimaryEd @Nicole_UON @Steph_EdStudies
sessions and relates to the work of course is the study visit to Burghley
artists such as Georgia O’Keeffe, Sculpture Park near Stamford, an
David Hockney, Andy Warhol... ideal place to go when considering
even Banksy! The students may working in 3D as there are many
also consider cross-curricular items of contemporary sculpture
dimensions so the work could be set in beautiful landscaped gardens
linked to history, science or ICT thus and woodland. Celebrating the Men into Overcoming
building on their other developing
strengths as trainee teachers. For their final piece the students voice of movement Teaching Obstacles
are encouraged to extend the work
Following the success of the If you are male and wondering You’ve gained a place at The
The sketchbooks reflect all of one session into a completed,
Festival of Movement in if primary school teaching University of Northampton.
taught sessions and demonstrate in-depth piece of work. Whilst
December, a short film has might be for you, listen to the What kind of support is available
involvement and engagement both this element is not assessed
been made of the project experiences of 4 of our students once you are here if you find:
during and beyond the session. upon artistic ability, the concept
entitled ‘Celebrating the voice who are currently on our BA • You are on the wrong course
is to investigate and engage with
The aim is to create a book full of movement: Empowering Primary QTS programme.
a range of media and techniques • You have additional
of inspiration...a bank of ideas young children’. It is hoped that They offer an insight into
and to consider how this work learning needs
to carry forward and become a this will be the first of many their early experiences as
may be used as a stimulus in • You fi nd a school or setting
lasting resource. Students own similar partnership projects. Year 1 undergraduate students.
their placement schools. placement challenging
strengths and interests often
shine through so work can feature • 3 students highlight
anything from the use of digital such issues
photography and image from a personal
manipulation to acrylic perspective.
painting or work in 3D.
SORRELL KINLEY,
ACTING ART CO-ORDINATOR


LIFE AFTER UNI LIFE AFTER UNI

LIFE AFTER UNI About VESS
Venad Education & Social
Services (VESS)

BY JOHNSON JAMENT Mission
Supporting inclusion movement
in India with a reference to UN’s
After many years studying at the University, Johnson has now moved back to his home town Millennium Development Goals
in India. He currently has two jobs being the founding director of an NGO-Venad Education & (MDG)
Social Services (VESS) and a tutor for The University of Northampton’s new India MA Special and
Inclusive Education programme and amongst all of this he is getting married later this year! Company Overview
VESS is an NGO registered in
08/2010 under Travancore-Cochin
Literary Scientific and Charitable
t is always my passion both courses with the genuine and administrators and CeSNER research
I to work with children,
young people, parents
passionate support from my tutors,
supervisors and colleagues and
team within the school of education
have done a great job for me.
Societies Registration Act XII of
1955. We are situated at Poonthura,
Trivandrum, the capital of Kerala,
and teachers around the fishing friends within the University. India. VESS aims to establish
communities in Trivandrum. I started Throughout my 6 years of stay in The qualifications and experiences
at The University of Northampton range of educational services
my career as a teacher in India, then Northampton and involved in including implementation of the
I realised that I did not have number of activities within the have helped me to concentrate my
energy into a particular focus, which Millennium Development Goals
necessary skills and experience of University, I realised that I was in (MDG) of the United Nations in
working with children with emotional a right place to build up my dreams. is inclusive education development
of the communities. I have earned a traditional fishing and marginalised
and behavioural difficulties. This I have received a higher level of communities in India.
has encouraged me to choose tutorial and supervisory support great deal of teaching experience in
The University of Northampton as throughout my education at the school and higher education level The traditional fishing
my higher education destination for University, especially from Prof. within the UK, understanding of communities are still far from
MA in Education and then my PhD Richard Rose and Prof. Philip children’s varied and complex needs, the MDGs of UN and will be
study. I have successfully completed Garner. Emotionally, the research organisation and leadership skills to unable to achieve these without
start an NGO in Trivandrum through and behavioural difficulties. As with proper support. VESS tries to
the University of Northampton’s MA anything of this nature finance is the “I got involved in number of provide them enough resources
programme and PhD study and two biggest hurdle for the school. and intellectual support to bring
years of post-doctoral research activities within the University,
VESS is making a worthwhile them closer to that goal and
assistant position. I also received I realised that I was in a right to make them duly recognized
a high level of support from contribution to develop innate
place to build up my dreams.” part of the global society.
colleagues within The University of capabilities of students and the
Northampton to pursue my inclusion respective communities. The
journey and continue as an effective most important challenges of
educational leader within the fishing the organisation are to find out
However, it is very hard to gain the
community in Trivandrum. appropriate individuals and
attention of school leaders and
resources to support the activities
policy makers to push the inclusive
On my return to India I have of VESS. I am very happy to be
education process in India.
started an NGO as Venad Education supportive of inclusive education
& Social Services (VESS) to promote movement in India; the MA It is my own personal interest to
inclusive educational activities in programme is well set around this work with the fishing communities
Trivandrum Fishing Communities. cause. The current students are which I hailed from. I know the
Under VESS, I am planning to start genuinely interested in the educational backwardness and
an Inclusive School in Trivandrum programme and I am facilitating the poverty of aspirations of the
for children from poorer their interests to build up the communities; therefore, I thought
backgrounds, girls and children momentum in India towards an my current activities would make
with disabilities and emotional inclusive community within schools. a great contribution to society.


TEACHING ASSISTANTS TEACHING ASSISTANTS

“I gained understanding of learning styles; they encouraged
you to look at the individual needs of your students. I also
found the sessions on observing and analysing behaviour
thought-provoking and very relevant when it came to your
own dealings with children in your class.”

The major driver for me was the the politics. You’re not thrown
knowledge that in teaching I had in at the deep end which is really
found a profession that I felt I could important in my view.
do well in and which would be
challenging and fulfilling. The fact FDLT really prepared me for the BA
that you needed to be in a workplace (Hons) Learning and Teaching
context made a huge difference. It (BALT). The BALT confirmed for me
meant that you had to put the theory (not that I needed much persuasion!)
into practice in that the information that teaching was the right job for me.
you gained during the study day There will of course be lots of really
were tested during the rest of the good TAs who want to remain as
working week. That worked really TAs and are completely fulfilled
well. The balance of 1 day of study doing that job. They do not want
and 4 days of work worked very well the additional responsibility and
in my view. Having specialists who they want to stop when the school
really know their stuff made a great day stops. There’s nothing wrong
difference. It was really important with that and we all know that
for me that the tutors had wide schools would be unable to operate
ranging experience of doing efficiently without TAs. For me, PAUL WATSON, HEAD TEACHER

KNOWLEDGE
the job and being surrounded by however, I knew that being a TA PRESTON HEDGES PRIMARY SCHOOL
educational professionals made would only ever be an integral
a real impact on me. part of my route into teaching.

AND CONFIDENCE I gained understanding of learning
styles; they encouraged you to look at
the individual needs of your students.
I also found the sessions on observing
The beauty of being a trained TA is
that you’ve always got that pastoral
edge. You know what makes those
children tick and you know how
Find out
and analysing behaviour thought-
more on
you can keep them happy and Teaching
provoking and very relevant when it
I
Eleanor Austin talks about remember doing work experience of working in a school secure. And happy children are Assistants
experience at a secondary so I secured some voluntary work at came to your own dealings with better learners! Having highly
how the University gave her
school when I was a student Primary School and loved it. I knew children in your class. The positive trained TAs also means that the
knowledge and confidence and really enjoyed it. Because I had even then that primary was the right management skills you pick up are opportunities for children to have
to peruse her dreams A levels I did think of doing a straight context for me. I then got a Teaching also so useful. It also makes you much more individual attention
biology degree but then my research Assistant (TA) post at Caroline realise how important your TAs are. are significantly increased.
led me to the Foundation Degree in Chisholm where I was for 18 months.
The FDLT gave me the knowledge I have no doubt that FDLT/BALT
Learning and Teaching (FDLT). The school was very supportive in
and confidence to become a teacher. gave me the opportunity to
paying some of my fees. I hope I
I thought immediately that this was I’m a better NQT for it. You’re become a teacher in a way no
repaid their confidence in me by
the qualification I was looking for. immersed in the classroom – the other qualification could. Eleanor
getting a distinction in FDLT and
Part of the requirement was work context when you are studying is currently undertaking her GTP
a first in BALT.
the course as well as the ethics and at the University.


EARLY YEARS EARLY YEARS

EARLY YEARS “I love to observe children’s
independent play; to sit back
and watch them imaginatively

TEACHER TRAINING
create their own worlds with
no interruptions from adults.
It helped remind me why I love Vishakha
working with children so much.”

STUDENTS: Louise

Researchers in our Partnership Settings

Vishakha talks about her These observations took place
Some of our BA (Hons) Early Years Education (QTS) students volunteered as research experiences of collecting data as every five minutes and one
assistants for a national study focused on ‘The Early Years Foundation Stage through a student research assistant for minute worth of an observation
the Daily Experiences of Children’. The project was commissioned in 2011 by TACTYC The Early Years Foundation Stage was recorded.
(the Association for the Professional Development of Early Years Educators) and was directed through the Daily Experiences of
Children Project It was very insightful to be able
by Professor Janet Moyles with Maulfry Worthington, both of whom are highly regarded to specifically observe an
early years experts. It seemed like a wonderful individual child’s play process
opportunity to expand my and how their interests
knowledge and understanding of the changed throughout the
importance of precise observations day. It enabled me to
and how to evaluate them effectively. understand the effects
ollowing required ethical aims of our BA (Hons) Early Years
F protocols, the students’
partnership settings were
Education (QTS) programme.
Over the past year, the study
“It was an interesting insight
into the experience of a child
It enabled me to closely observe how
the provision of teachers provided
moulded the interests and play of
practitioners have on
children’s development
and understanding;
asked if they wanted to take part and findings have provided an evidence in a reception class and I was
children. I volunteered to take part it also enabled me
several signed up. Our students then base for TACTYC’s discussions happy to be contributing to
because opportunities to be a part to recognise that
tracked individual children’s activities with government regarding the such eye-opening research.
of a change do not come often, children’s interest
throughout the course of a morning; development of the revised EYFS, I would welcome more
especially for first year students, plays a significant role
Professor Moyles described the due in settings from September 2012, opportunities to be involved
so it felt like a privilege to be a part in scaffolding their
quality of our students’ observations as well as the Nutbrown Review on in further research projects
of national research. development.
as ‘excellent’. The study’s outcomes early education and childcare as I feel this is a key element
I would definitely
indicated the importance of well qualifications. You can read more of teaching.” I had an observation paper, which participate again as the
trained reception teachers who about this research at www.tactyc. already had the format provided with importance of
understand the relationship between org.uk/occasional-papers.asp an example that I used to conduct continuous research is
effective play and learning: key the observation. Two key children much more apparent
Lisa were chosen and I followed the now. The experience
child around (from a distance) and provided enabled me to
observed them in play. Every five confidently say I took part in
minutes I recorded what the child national research from which
was doing and whether it was adult the views of individuals, who
led or child initiated. Within the have the power, can make a
observation I also included whether difference can change.
the child seemed to be engaged.


EARLY YEARS EARLY YEARS

KURDISTAN EARLY YEARS Denny Hevey is just back from a successful trip to
Hong Kong and Guangzhou in Southern China where she
SEMINARS IN participated in two seminars on Early Years organised by

UKTI TRADE HONG KONG
the UK training and Industry (UKTI).

MISSION
The trip included visits to two 1,000 didactic approaches to teaching
place residential Kindergartens rather than child-centred learning.
(3-6 yr olds) in Guangzhou and a Good contacts were established
class observation of a group of with the Department of Early
3 year olds being taught English Childhood at the Hong Kong
at the British Council Teaching Institute of Education and it is hoped
Centre in Hong Kong. that these will materialise into staff
Cilel Smith from the Early Years and student exchanges in future.
These highlighted the huge cultural
Division and Anna Hughes from differences, in the former relating to The photo depicts the demonstration
the International office recently the valuing of group over individual of Kung Fu skills of around a dozen 5
identity and in the latter relating to year olds led by their EY teacher that
returned from Kurdistan.
Potential future collaboration 20,000 primary teachers from was performed for the delegation.
includes supporting the development Certificate to Degree level in the
They were part of a UKTI trade of their nascent Early Years Division next few years. Cilel may well be
mission focusing on the construction and supporting capacity approaching colleagues across the
and education industries. The trip
led to establishing contacts with four
development through up skilling
lecturing staff in learning and
school to find out who might be
interested in working with her for
EARLY YEARS FOUNDATION The students commented that the
trip was “eye opening”; “made me

DEGREE TRIP TO HUNGARY
different Universities in Kurdistan, teaching techniques across the short periods in Kurdistan as the question my beliefs and practices”
the biggest and longest established Education sector and beyond. programme develops. and one described it as “an
being Saladdin University in Erbil. Kurdistan needs to train or upskill experience that I will always
remember and am already using
A group of 18 students and three tutors from the Foundation to challenge and develop my
Degree in Early Years Programme, School of Education, have own approach”.
recently returned from a very successful four day trip to Hungary.
In May 2012, some of the
Kindergarten Pedagogues from
All the students are in their second Their analysis will be used to Hungary are coming to talk at the
year and are work-based students inform at least one of their

LEARNING AND
Annual Early Years Foundation
who work in their early years’ setting modular assignments, as well as Degree Conference so that all the
Kindergartens, 6 nursery for most of the week and then attend their own professional development students on the course can learn
pedagogues flew in to offer

GROWING TOGETHER:
University one day a week. and practice. more about the Hungarian system
first hand information regarding
The students spent two days Whilst there, the students and tutors and practices.
The Hungarian National Core
Programme of Kindergarten participating, observing and also took part in professional This was the first year the trip has
An International Perspective on Early Years Provisions Education, a specialist transitional recording the environments discussions with the Kindergarten taken place. Some of the costs were
project with feeder schools, the and child care practices in two Pedagogues and there was a lively met by a grant from the University’s
The Early Years Foundation Degree her ‘impressions’ following her trip importance of physical development , Hungarian kindergartens. They exchange of views and perspectives, Chancellor’s Fund and the rest by the
Annual Conference this year not only to Hong Kong and China earlier this sensori-motor therapy, practices will use their observations to make made possible by skilled interpreters. students themselves. It is hoped that
supported the coherence between year. Donna Luck, Senior Lecturer, supporting emotional and social comparisons between the English The Kindergarten Pedagogues the trip will now take place annually
the on-site and off-site groups but shared her own observations and development and the advantages and Hungarian systems and analyse commented that the students were and involve more students now that
also provided a wonderful knowledge of provision for young and disadvantages of mixed-age the different ways in which children’s “extremely professional and skilled”, good links have been made with the
opportunity for 150 1st and 2nd year children in Sweden offering grouping. The final presentation by development can be supported. “ very child centred” and “a pleasure kindergartens in Hungary.
students to find out about early insightful statistics and images of Dr Eunice Lumsden celebrated the to have in the kindergarten.”
years practices and provisions in children using the outdoors in role of the Early Years Professional
Europe and in Hong Kong and main creative ways. Building on the in England, which rounded up the
land China. Denise Hevey, the partnership between the Early conference and inspired all of
professor of Early Years presented Years Division and a Hungarian our students.

34 WWW.NORTHAMPTON.AC.UK/EDUCATION

EARLY INSPIRATIONS RESEARCH

A network for continuing professional development in Early Years education

Research in the School of Education
Researching Young Children
and their Learning:
I am a Practitioner Researcher Demystifying Practitioner Early Years Partnership
CPD conference Research Evening - Thursday 29th March TILE - Towards Inclusive Learning
Jean McNiff is professor of
educational research at York St John
University. She is also a visiting
This interactive session will give
practical advice about how you as
an early-years practitioner can
Last night Early Inspirations hosted
a well-attended partnership evening Environments in Vocational
Education and Training (VET)
with a key note from Carmen
professor at Ningxia Teachers improve your practice in order to Mohamed from the University of
College and Beijing Normal improve the learning of your children. Leicester. The engaging key note
University, People’s Republic of You can do this by developing your ‘I listen and I believe, I see and I
China; and at the Nelson Mandela understanding and skills about how understand’: a collective reflection Sheena Bell and Andrew Smith from CeSNER are taking part
Metropolitan University, South to conduct research into your own approach to understanding in an exciting European project to promote inclusion in further
Africa. She has written a range of practice and find ways of helping children’s experience. The evening
practical books and papers about
education and vocational training in England and across Europe.
other people to do the same. also saw 14 past students presented
how to do action research, and how with their Early Years Professional
this may influence processes of Status awards. Attendees were then TILE is a 24 month international the Policies’ Indicators of the work, we managed to spend some
educational improvement for all. invited to join the Early Years team in project funded by the European Roadmap with our partner college. time getting to know each other,
light refreshments as a huge thank Commission, led by universities and including a wonderful dinner and
you for all their hard work. colleges from Finland, Estonia and At the end of November, two of our sauna at a traditional Finnish venue
the Czech Republic. The University partners from OCVC joined us in by a lake.
of Northampton and OCVC (Oxford Finland, along with representatives
and Cherwell Valley College of from the three other countries. We There will be a workshop in June
Further Education) are the English received a warm welcome in a chilly at The University of Northampton
partners. The project’s purpose is: Jyväskylä for our first meeting. We in which partners from all countries
To develop and pilot a ‘Roadmap for were welcomed by Maija Hirvonen will participate, and this will include
the Inclusion of students with SEN from JAMK, the University of Applied a Dissemination Event.
for professionals in VET learning Sciences and other members of the
environments’. The tool being support team from the university.
developed will be a set of indicators Partners from the Vocational College
for inclusion of students with SEN in Kokkola in Finland were also in
and disability in VET, which will be attendance, as were partners from
Learn more the University of Tartu and Tartu
translated into 3 other languages
about Early Vocational Training Centre in Estonia,
and disseminated in a variety of ways,
Inspirations and The University of Masaryk in the
including a website which will allow
countries across Europe to access Czech Republic. We took part in a
adapt and use the tool. series of workshops and discussions
over four days, and continued to
Sheena and Andy have so far been collaborate on indicators for inclusive
involved leading the development policies which Finnish colleges had
of a dissemination plan, gathering been preparing and which have been
baseline data about SEN in VET in piloted in January within our partner
England, and adapting and piloting institutions. Despite all the intensive


RESEARCH RESEARCH

IT MAY BE The impact of training on
Teaching Assistants’ professional
TEMPORARY BUT development: Opportunities,
I’D STILL LIKE TO impact, barriers and future strategy
BE HEARD. The School of Education’s Cristina Devecchi and Julian Brown are now putting the last touches to a
report on training opportunities for teaching assistants. The research was supported by colleagues
Carmel Capewell, a PhD student bouts. Among the concerns of and create images which they feel Paul Sedgwick and Mary Doveston, who aided the initial planning of the project
in the School of Education, is parents is that the temporary depict how the hearing loss affects
and Ken Bland, who acted as critical reviewer of the study.
investigating the lived experience deafness could cause difficulties them, describing these images in
of the common childhood problem with language development and their own words.
of Otitis Media, more commonly academic progress.
known as Glue Ear. It is believed The output of the research will The objectives of the study, The study applied a two-phased Despite the fact that ‘ the work
that 80% of children under the age Most of the research to date has be used to raise awareness of commissioned by Leicester mixed method approach which of support staff is becoming
of 7 years will have at least one focused on looking at the medical teachers and medical professionals City Council, were: included an online and postal more varied and demanding’
episode of this condition, which causes and treatments of the about some of the frustrations survey sent to every TA (1,600ca) (TDA, 2005, p. 3), the evidence
condition. Carmel is using the and difficulties which the • To identify which training and CPD manager (173) in the shows that training seems to
causes temporary hearing loss.
Photo Voice technique to encourage condition causes for children, and professional development local authority, and semi- have the greatest impact on the
Other children will have recurring
children who have had glue ear from and their parents. TAs received; structured interviews with TAs personal sense of achievement
an early age to explain how they feel • To identify barriers which might and CPD managers. A mixed of TAs, but little or no impact on
the condition has impacted their There are no support groups
prevent some TAs from taking method approach was chosen their career progression. With
day-to-day life. Ideally young people specifically for parents or young
training opportunities; because it seemed to be the most regard to impact on children’s
should be aged between 10-16 years, people with glue ear as it is seen
as ‘temporary’. From initial • To inform future strategy appropriate to acknowledge both learning, TAs and CPD managers
have had, and continue to have Glue general practices shared across perceive that training has had an
investigations, it seems that parents, for the content and delivery
Ear. She is investigating the same all schools and the unique impact, but only the analysis of the
in particular, feel that they would of continuing professional
question of the parents of the characteristics of each school interviews with TAs and members
like to share their experience and development for TAs.
children in the study, looking and individual TA’s experience of the senior leadership team can
at the way they feel their own knowledge about the condition both • Consequently, the study asked
in the short and longer term. Carmel (Greene, 2005, p. 209). shed light on this aspect. Yet, we
lives have been affected. Both the following questions:
is looking to support parents in believe more research is needed
parents and young people are • Which training opportunities So far the evidence of the training to understand the pedagogical
asked to take photographs setting up such groups. provided to TAs confirms that
do TAs take and are available nature of TAs’ support
Because of the hidden nature of to them? training is varied, localised and
Glue Ear, Carmel is looking for dependent on in school factors
• What impact do TAs and
participants who would be willing to as much as national policy.
line managers think training
share their experiences. If you would The preliminary findings from the
has on TAs and pupil
like to know more about her research survey raise a number of questions
underachievement?
or know someone who might be as to the nature, impact and quality
• What barriers prevent of the training provided for TAs.
interested in participating do contact
TAs in taking up training They also raise questions as to the
Carmel by email carmel.capewell@
opportunities? way schools made, and will make,
northampton.ac.uk or look at
her research webpage by decisions, as to whether to train
going to The University of TAs, and if so, in which way.
Northampton website,
clicking Research then
School of Education,
New Research Study.

38 WWW.NORTHAMPTON.AC.UK/EDUCATION INSPIRE MAGAZINE. ISSUE 7, SUMMER ‘12
INSPIRE MAGAZINE. ISSUE 6, WINTER ‘11 39

RESEARCH RESEARCH

Promoting the conditions
for positive behaviour:
A research report for Knowledge Transfer Partnership (KTP):
the National College School of Education and the National
The National College for School Leadership has recently published the
report of the research undertaken by Professor Philip Garner. The study examined
Association of Independent Schools and
the views of school-leaders regarding their role in promoting the conditions for positive
behaviour in order that ‘every child can succeed’.
Non-maintained Special Schools (NASS)

Developing awareness of mental health concerns in children and
This study provides a series of It is hoped that the case-studies, Professor Garner has already
presented the findings of the
young people with complex special educational needs
commentaries on existing research which were filmed, will be used as
and ground-level knowledge part of the NCSL’s Middle Leadership study at the British Educational
regarding pupil behaviour, with professional development initiative. Leadership, Management and
This 2 year KTP evolved from The resource is intended to:
a particular emphasis on the role Links to this will also subsequently Administration Society National References
previous research commissioned • Promote greater staff confidence
of school leaders in the promotion appear on the University’s own Conference (Cambridge), Fergusson, A., Howley, M. &
by NASS which identified particular in identification of mental health
of positive behaviour in schools. Behaviour2Learn website the Teacher Education Policy Rose, R. (2008) ‘Responding
worries amongst school staff in concerns;
Four leadership-related issues (www.behaviour2learn.co.uk). in Europe (TEPE) Annual to the Mental Health Needs of
relation to overlaps between an • Develop tools to observe,
are explored during the project: Conference in Vienna, and, to Young People with Profound and
The study identifies the importance individual’s usual behavior, which monitor and record those
• School cultures, relationships the Universities Council for the Multiple Learning Disabilities
of the use of key individual professional may be characteristic of their concerns systematically;
and behaviour Education of Teachers (UCET) and Autistic Spectrum
characteristics on the part of school primary area of need or diagnosis,
Annual Conference. In addition, • Provide guidance on signposting Disorders.’ 5, 240-251
• Partnerships and communities leaders: and, behaviours which may indicate
papers are also being prepared concerns to appropriate
a mental health need (Fergusson, Rose, R., Howley, M., Fergusson,
• Professional characteristics • Motivation; for a range of professional and colleagues both within and
Howley & Rose, 2008; Rose, A. and Jament, J. (2009) Mental
and behaviour • Use of positive affirmations; academic journals external to the school.
Howley, Fergusson & Jament, 2009). health and special educational
• Promoting inclusion, • Modelling positive behaviour; As a result of this research, a KTP This KTP is a good example of
limiting exclusion. needs: exploring a complex
• Recognition of personal was established with the aim of outcomes which are a direct result relationship. British Journal of
Each of these themes is highlighted strengths and capabilities. producing an e-learning training of research carried out in the Special Education 36 (1) 3 - 8
in the report, and a set of case- resource, currently being developed School of Education. The resource
studies of schools have also It also signals that there are by the KTP Associate, Rachel will be launched at the annual NASS
been completed. These use the certain institutional leadership Allan, and supervised by the conference in October 2012.
commentaries of school leaders characteristics which affect School of Education’s Marie Howley
(occupying different roles within pupil behaviour: and Ann Fergusson.
schools and services) to indicate • Distribution of Leadership;
approaches which have been • Promotion of professional
successful in addressing learning;
behaviour challenges.
• Encouraging calculated
risk-taking;
• Redefining pupil ‘behaviour’.

40 WWW.NORTHAMPTON.AC.UK/EDUCATION INSPIRE MAGAZINE. ISSUE 6, WINTER ‘11 40 INSPIRE MAGAZINE. ISSUE 7, SUMMER ‘12
INSPIRE MAGAZINE. ISSUE 6, WINTER ‘11 41

RESEARCH RESEARCH

The School Internationalisation of
of Education
Research Research on Special
RESEARCHER PROFILE: Forum Education
DR ESTELLE TARRY The School of Education
Research Forum is open to
all members of academic and
Estelle has been working as a Senior Lecturer at The research staff within the school,
as well as the school’s Visiting
University of Northampton for the past 6 years. Initially Professors and PhD students.
she taught on the BA (Hons) Learning and Teaching
The purpose of the forum,
degree (BALT), working with Teaching Assistants which is a working meeting,
aspiring to gain Qualified Teacher Status (QTS), is to raise the profile of research
within the school, increasing
and was the Course Leader from 2008-2011. bidding activity, supporting
colleagues in submission of
Presently Estelle is developing the Certificate for Teaching Assistants Recent publications work for publication, and,
in an International Context (CTAIC). This has involved working with the increasing research capacity.
Council of British International Schools (COBIS) and researching into the Tarry, E. (2011), British The aim is to give colleagues an
deployment of Teaching Assistants in British International Schools. This international schools: opportunity to present aspects
has drawn on Estelle’s 7 years international experience as a Head of School The deployment and of their research, and to come
of a variety of international schools in Thailand, Netherlands and Sri Lanka, training of teaching together for practical writing
working with both the International Primary Curriculum (IPC) and National assistants, in the Journal of and bidding activities.
Curriculum of England and Wales. Research in International
Last year’s Research Forums
Estelle completed her Doctorate in Education (EdD) at the University Education, Volume 10 Issue 3 A one day seminar was held on January 18th in Rome, at the
were very well received by staff
of Bath in 2008, which involved researching international schools, pp. 293 - 302. Universita’ del Foro Italico, on the topic of the internationalisation of
and students. The remaining
international education and international students. Whilst being a event for this year will take place research on the inclusion of children with special educational needs.
member of the Council of International Schools (CIS), she was part Tarry, E. (2011), ‘Is West really on the 20th June 2012.
of an accreditation team in Melbourne, Australia. best? Social and cultural The seminar, hosted by the Dean of on children’s achievement carried
tensions: international students Please contact Pam Cormack the Faculty of Education, Prof. Lucia out with colleague Julian Brown
Estelle, along with Dr. Anna Cox, has just completed research into the experience having studied (pam.cormack@northampton. de Anna, included a meeting with PhD and with input from Paul Sedgwick
parental expectations of Primary schooling and the support provided by at British universities’, in ac.uk) if you would like to attend; students and an afternoon session in and Mary Doveston;
schools to a single Indian community in the Midlands. Estelle has also Journal of Further and Higher she will be sending around an which academics from Italy, England
visited South Africa and has investigated Democracy and Citizenship; internal invitation to staff and and Spain discussed the practice of a comparative paper co-authored
Education, Vol. 35, No.1, p.p- with Dr Filippo Dettori (2012),
post apartheid, with Tide-Global Learning. students nearer to the time. inclusion in their countries.
69-87. Universita’ di Sassari, on the role
Estelle also teaches on the MA in Education programme and is a PhD The School of Education’s Cristina of TAs and support teachers in
Supervisor, supporting both full and part-time students, specialising in Cox, A., Jament, J. and Devecchi was invited to speak about England and Italy.
aspects of education in the United Kingdom and other countries, such Tarry E., (2011), ‘An her research on the deployment
as Ghana and Zimbabwe. Estelle is a Fellow of the Royal Society of Arts investigation into parental and training of teaching assistants. The presentation was well received
and the National Academy of Higher Education. expectations of Primary Cristina’s input drew from: and raised interest on the nature
and features of TAs in English
schooling and the support
the research carried out with schools, since this form of support
provided by schools to a
colleagues Mary Doveston, Paul is not present in Italian schools.
single Keralite community in
Sedgwick and Johnson Jament It is hoped that this exchange
an English county’ in Procedia
(2010) on the impact of gaining of ideas is the start of a future
- Social and Behavioral HLTAs status on the deployment collaboration between Italy and
Sciences on ScienceDirect, and use of HLTAs; England on topics which are of
Volume 15, Pages 66-71. on recent research on the training common interest.
of TAs and the impact of training

42 WWW.NORTHAMPTON.AC.UK/EDUCATION INSPIRE MAGAZINE. ISSUE 6,7, SUMMER ‘1243 43
INSPIRE MAGAZINE. ISSUE WINTER ‘11

RESEARCH RESEARCH

RESEARCH SEMINARS AND Children with SEN making
DROP-IN LUNCH MEETINGS the Transition from Primary
This research seminar was conducted by Dr Bénédicte Halba, Institute
for Research and Information on Volunteering (iriv), Paris, and was called
to Secondary School
BY PHIL ELLENDER
‘Breaking the waves – Preparing students for tomorrow’s challenges -
the Lifelong learning perspective’.

Dr Bénédicte Halba is the President responsible for the implementation
of the Institute for Research and of the research and studies of the Phil Ellender joined The School of Education as a Research Degree student, having
Information on Volunteering Institute, for the updating of its previously worked as a principal Educational Psychologist during a period of huge changes
(iriv, www.iriv.net ). She presented website, and, for training
her doctoral thesis on Economics programmes and conferences.
in the educational experiences of children with SEN, with increased emphasis on inclusive
of sport in Europe (University Paris approaches to meeting their needs. This has been reflected in international agreements and
Dr Halba is also the director of
Sorbonne, 1996), published in 1997 also in UK Government legislation and reports during this period.
(Economica, Paris). She has its Newsletter les rives de l’Iriv
worked for the Ministry for Youth (www.benevolat.net). She initiated
and Sports (1991–1994) and was in and directed the pilot project
charge of a study on the Economic Leonardo da Vinci (2003-2006), Pupils face staff about this process, and the • Academic concerns relating
impact of sport in 12 European Assessing a Voluntary Experience increased approaches taken by mainstream to the anticipated increased
countries (published at Dalloz demands as schools in an English Local amount/complexity of the work
(www.eEuropeassociations.net)
editors, Paris, 1995). they move Authority to improve the transition and decreased support for their
and received an award for excellent She is currently working on the from spending experience for children. specific difficulties;
Dr Halba has been an expert practice in addressing the priorities European All-in-HE project in most of the • Worries about personal
for the Council of Europe in two of the Copenhagen process partnership with colleagues from During the previous academic year,
day with a organisation in a larger school
workforces: “Economic impact and promoting an enhanced several countries, including Emma Phil worked with three secondary
single class with different subjects each
of sport” and “Volunteering” European cooperation in vocational Sims, Anita Devi and Richard Rose schools who were expecting to
teacher in their primary school to requiring specific materials.
(1992-1994). In 1997, she founded education and training in Helsinki, from The University of Northampton, include children with SEN
the organisational and relationship
the Institute for Research and in December 2006. and is working on further research statements in their 2011 intake. The eight primary and three
complexities of needing to work with
Information on Volunteering (iriv) bids with colleagues from within several different adults during the This gave rise to a list of 20 primary secondary schools visited during
Dr Halba has been a lecturer
with the aim of improving the School of Education. week in the secondary setting. schools, from which 8 children and this research all make arrangements
at the University of Evry-Val
knowledge and practice within their parents agreed to be involved. to introduce children to their new
d’Essonne, in France and Vienna
the nonprofit sector. She is Phil’s research investigates the These pupils, their parents and school in advance of transfer, with
University, Austria, since 2000.
experiences of children with SEN school staff were interviewed about additional activities for children
statements as they make this their expectations during and after with SEN.
potentially difficult transition from the transition process. What has
mainstream primary to mainstream emerged so far is that the children Ongoing research will involve
secondary school. It explores those interviewed looked forward with a post-transition interviews with the
social, academic and personal mixture of excitement and concern. same participants, to investigate
organisation matters which are the extent to which reality differs
often mentioned by children as Most optimism was expressed from expectation, and to identify
of concern to them at time of about the prospect of enhanced those features which participants
transition. He is using mixed opportunities for sport, science felt were most effective in facilitating
methods research involving and school lunch! There were transition. It is intended that the
qualitative (interview and focus three broad areas of concern: outcome of this study will include
group) and quantitative • Social concerns ranging from published information for pupils,
(questionnaire) elements. making new friendships to fear parents and schools
His research explores the views of bullying;
of children, parents and school


BLT EARLY INSPIRATIONS

Northants Better TWEETS FROM
THE DAY
Learning Through draigcymru40 Tony Whitfield

Technology
Have had a truly inspirational day,
sharing different ICT ideas with
Colleagues #northantsBLT& then

Development Day
twilight training with @
janeconsidine.
acevansit Andrew Evans
A fantastic day at the
By Al Holloway, Learning Technologist #NorthantsBLT. University of
Northampton were superb hosts.
Leaving feeling very inspired
spowell81 Stacy Powell
I like an event with a good buffet In the morning, Gareth Honeyford tweets were also projected onto Wow what a fantastic day at
lunch, so the one at the Northants ran a fun, practical session on simple monitors in the building’s reception #northantsblt I feel overwhelmed
Better Learning Through Technology stop-mo animation and its use in the area, so staff from the School of with ideas but excited at trying
Development Day went down really classroom. He also showed what Education were able to follow the them out.
events are always crammed full and I think we were 100% successful.
well. It had a good mix of tastes, full some KS2 students had achieved stream even if they couldn’t make of excellent resources but more The feedback has been excellent and peterford Peter Ford
of vitamins and didn’t leave me with a and it was great to see a the event. importantly they allow teachers we’re already talking about being a University of Northampton
bloated, stuffed feeling. demonstration of what young people some time to test and try-out at host again in the future. This was an is a brilliant venue for the
can achieve with technology, training Following on from coffee, the highly
The event was much the same: there creative and almost unbearably nice, least one thing before they have to amazing team effort from Steve #NorthantsBLT Development
and imagination. jump back into the river and start Bryant, Paul Bramble, Gareth Day. Thanks!
was a good mix of teachers from Peter Ford lead a short activity in
across the county who were After Gareth’s session, we broke for which we shared in pairs our use of paddling again. Honeyford and Helen Cauldwell, but
a special thanks goes to Julie Martin, simoneshaw Simon Shaw
interested in sharing their use of coffee and exotic fruit, and found technology in practice. It was good to After lunch, the whirlwind that is Many thanks to @peterford and
technology in schools. We had some time to tweet comments on the keep it practical and great to hear the School Manager for the School of
Tom Rees delivered a short talk about Education, who generously offered to all the teachers who came along
excellent practical demonstrations of morning. Steven Bryant and Paul people’s experiences. mobile technology and the current to share at #NorthantsBLT
how to use Web 2 tools in the Bramble, the School’s excellent host the event in the School’s newly
Helen followed Peter with some discussion of BYOD, or Bring Your built Sulgrave building.
classroom - that’s the vitamins bit of technical team, wired up the twitter Own Device. Should schools allow geoffrussell3 geoffrussell3
my overstretched analogy - and the feed to appear either side of the excellent resources on how to work #northantsBLT Thks for a great
creatively with text. She has a students to use their own mobile I am extremely proud of how the
schedule was light and refreshing, so lecture room, so it was great to see technology in a class setting? Tom School of Education and the BLT day. And to Gareth and the
my mind wasn’t left feeling bloated. all the positive comments. The mountain of links, proving she is the staff at UoN@
Bookmark Queen. I know some of the offered a number of views, opinions Learning Technology team worked
and perspectives and has invited the together to put on this event, which universityofNorthampton
resources she’s bookmarked, but
there’s so many more I’ve never #northantsBLT to contribute to a people enjoyed and found inspiring. I mosquitomax Amos McMorrow
heard of - and I surf the web lots. I resource of experiences which we think it was a great example of great
hope will have impact at a local level. learning through technology, and I Listening out to the “Thought-
guess this proved one of the BLT
am confident the colleagues who Apples” from the people at the
core beliefs, that sharing between The final part of the afternoon gave attended will go back to their schools #NorthantsBLT - keep sharing.
colleagues can have a massive everyone a 2 minute slot to share an
impact on practice, saving hours of with some new ideas and inspire
aspect of their practice. Some lisarich30 Lisa Richards
time spent trawling. One teacher their students..
interesting ideas came up and we’ll Inspiring day yesterday at
listened to Helen’s intro to a specific find share them on the BLT website. I If you would like to follow the #NorthantsBLT. Thanks to all
web tool, used it on her school blog had lots I wanted to share but my two northantBLT network then look there and Northants Uni. Its
during the session, and then shared minutes ran out far too quickly. out for #northantsBLT or head inspired me to tweet!
it in the afternoon’s TeachMeet-style for bltnorthants.net and have a
sharing. I tweeted her effort and I’ve attended past BLT meetings held chrisdicken Chris Dicken
look around.
there you have the #northantsBLT around the county, so I was keen for Good buzz at UoN BLT animation
vision working perfectly. These The University of Northampton to See you at the next event. workshop #northantsblt
host one of their inspiring sessions,


Transformed.
Inspired.

Do you want to enhance your role in school?
Do you want to gain a recognised qualification?
The University of Northampton FDLT and CHESL Open Evenings:
offers a range of opportunities
for the continuing professional Date Time Venue
development of support staff. Mon 6th Feb 4.30pm-6pm Beauchamp College, Oadby
Tues 7th Feb 4.30pm-6pm University Centre Milton Keynes, Silbury Boulevard
The Foundation Degree in Learning Thurs 9th Feb 4.30pm-6pm Sulgrave building room 29, University of Northampton
and Teaching (FDLT) Mon 19th Mar 4.30pm-6pm Beauchamp College, Oadby
This course is designed for a range of Tues 20th Mar 4.30pm-6pm University Centre Milton Keynes, Silbury Boulevard
support staff who are currently working Wed 21st Mar 4.30pm-6pm Sulgrave building room 29, University of Northampton
in schools and who wish to enhance Mon 14th May 4.30pm-6pm Sulgrave building room 14, University of Northampton
their role. There is the opportunity Wed 16th May 4.30pm-6pm Beauchamp College, Oadby
to extend study into a third year by Thurs 17th May 4.30pm-6pm University Centre Milton Keynes, Silbury Boulevard
following the BA (Hons) Learning
& Teaching course. Higher Level Teaching Assistant (HLTA)
We offer HLTA programmes at a variety of venues throughout the East Midlands.
Certificate in Higher Education
Supporting Learners (CHESL)
Specific work related modules can be HLTA Open Briefings:
studied as one-off units or built up to Date Time Venue
gain the full CHESL award, depending
Wed 21st Mar 4pm The University of Northampton
on your needs. Modules can be
Tues 27th Mar 4pm Forest Lodge Education Centre, Leicester
arranged on a needs basis locally.
Mon 18th Jun 4pm Forest Lodge Education Centre, Leicester
Wed 4th Jul 4pm The University of Northampton

For further information and an application form please contact
admissions@northampton.ac.uk or call 01604 892 651
visit www.northampton.ac.uk/teachingassistants

Inspire - Issue 7 Summer 2012

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Inspire - Issue 7 Summer 2012