Education Inspire magazine Issue01

Inspire
Issue 01, Summer 2008 Transforming lives, inspiring change

How have
schools changed?
Four years from the introduction
of the Higher Level Teaching
Assistants (HLTA) status

We have lift-off!
Early Years Professional Status
Website is Launched
Can you
imagine
school pupils
running your
classes?

Also Teaching Do you support
inside: Assistants learners?
Making a difference Early Years, Primary,
in our schools Secondary

Our commitment
to you
Welcome to our first edition of Inspire. Inside you will find
information and news that will update you on what the School of
Education has been doing during this year, opportunities for training
and professional development and lists of free events and courses that
you may wish to attend.

The School of Education has successfully worked • Working in partnership with early years been sent to all educational places of work, local
for 36 years with schools and education settings organisations to provide Early Years authorities, and libraries in the East Midlands and
providing training and professional development. Professional Status programmes in the East surrounding counties. The staff and students at
Having strong partnerships with more than 350 Midlands Region the University look forward to working with you
schools and educational settings in this region, • Inviting primary school pupils to train our during 2008/9.
we provide continuing professional development trainee teachers at the University
and lifelong learning courses to meet the needs
of those working in schools, early years settings We are proud of our collaborative arrangements
and allied professions and long established links with regional local
authorities and professional associations, which
Our relationships with educational practioners further enhance our courses, ensuring clear
include: routes to support education professionals in
• Working with schools in partnership, providing moving forward in their learning and practice
our trainee teachers with practical experience throughout their careers.
• Working with Teaching Assistants and early If you are working with and for children and
years staff on day release to study on our young people, then we hope that you will find
successful Foundation Degrees; something of interest in this magazine. It has

1 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk

Contents

Our commitment to you .........................1
Welcome back graduates.......................2
The Partnership:Teacher Education ....3
Put yourself in the bigger picture.........5
Young people take over University
for one day ...............................................9
Make a difference in your school........11
EYPS website launched .......................13

Welcome back Local Authorities and us......................14
Teaching and assessing
children with specific learning

graduates
difficulties (Dyslexia) .............................15
Do you support learners?.....................16
Teacher Postgraduate Professional
Development .........................................17
Short Courses & Conferences .............18
At the Alumni conference on March 20th the Professor Rose’s colleague, Professor Philip Garner,
keynote speaker was Professor Richard Rose, who has taught in a wide range of schools Free research seminars........................20
Director of the Centre for Special Needs and universities and is Director of the national Modules of Study 2008/09 ...................21
Education and Research (CeSNER) in the School Behaviour 4 Learning Project, chaired the event.
of Education. Well known for his work in the He posed some interesting questions for the Courses ..................................................22
field of special and inclusive education, Richard’s debate and graduates welcomed the chance
Credit points and levels:
address focused on ‘Changing Schools – Looking to catch up with each other and their tutors
What are they?......................................24
to the Future’ drawing upon his experience and to share experiences before a lively and thought
research to give an overview on the ways in provoking discussion on the effects of change
which schools have changed to meet the in their own schools and what can be done to
demands that the government and society move things forward.
puts upon them.
The people who attended the conference
Professor Rose also considered the ways that welcomed this chance to reflect on their
teachers have had to adapt and change their practice and to participate in the debate.
thinking and their styles of teaching to meet the The School of Education is making plans
needs of their pupils in modern inclusive schools. for the next event in June.
Acknowledging the ‘Every Child Matters’ agenda
and ‘Extended Schools’, Professor Rose concluded
with one possible vision of the way forward for
schools - as the hubs of their communities, Inspire
Written and produced by The University of Northampton School of
providing integrated children’s services in one Education. all submissions property of Inspire magazine. The entire
accessible centre. He gave fascinating details content © Copyright The University of Northampton School of
from one of his research projects to show how Education 2008, and cannot be reproduced in whole or part without
prior written consent.
this kind of holistic approach is already being put
Editor Paul Bramble – paul.bramble@northampton.ac.uk
into practice and the benefits it offers to the Words Paul Bramble – paul.bramble@northampton.ac.uk
whole community. Photography Gettyimages, iStock Photo, Merle Moustafa & Chris Allum
Design by Design Depot Ltd – www.designdepot.net
Printed by Portland Print Limited

Advertisement submissions For information on submitting adverts to
Inspire Magazine please contact education@northampton.ac.uk.

www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 2

The Partnership:
Teacher Education
The University of Northampton has been involved in teacher
education for thirty years. The School of Education has worked
in close partnership with schools from Northamptonshire and
neighbouring counties.

The School of Education recognises that partnership
is fundamental to all areas of our work. These How rewarding can A closer working relationship breeds a level of
transparency between organisations which is
partner schools have a clearly defined shared
responsibility with the School of Education for the partnership vital if both are to get the best out of each other.
It also benefits the trainees as we feel that post
aspects of Initial Teacher Training and Education
programme development and for enhancing trainee between the school partnership we have become a better training
place. Sometimes being asked to contribute
school based experience.
and the University be? on a wider scale than just in your own school
means you undertake greater reflection and
Schools have welcomed this increased involvement Lee Vennings gave Inspire his thoughts self evaluation becomes more focussed leading
in teacher education not only for the insight it gives on the Partnership to better performance.
them into general professional development but also
for the access it gives them to a pool of high quality The main benefit to us as a school has been
As a school we were working more and more
Newly Qualified Teachers (NQT's). that we have been able to be deeply involved in
closely with the University on the Graduate
the training of new teachers and every year we
Teacher Programme (GTP) programme and it
have employed one of our trainees as an NQT.
seemed a logical step to make. We have a wide
This has bolstered our staff profile and ensured
range of skills to offer the programme and the
that induction during the NQT year is smooth
mutual benefits of partnership seemed to be
and these new teachers are well prepared to
very positive, and so it has turned out to be!
start the new academic year able to focus fully


on their new class as they are already fully
conversant with all other aspects of life in The main benefit to us as a school has been
the school.
that we have been able to be deeply involved
Partnership with the School of Education is a
positive experience. My advice would be to treat in the training of new teachers and every
trainees as full professionals whilst they are with
you, have a flexible approach to their training year we have employed one of our trainees
needs and build open and honest relationships
with the staff who visit trainees. They have
as an NQT.
a wealth of experience and skill to draw upon.

Lee Vennings is acting head of Alderman Richard
Hallam Primary School, a GTP partner school for
the Northamptonshire, Leicester and Milton
Keynes (NLMK) consortium.


Put yourself in the
bigger picture
Four years from the introduction of the Higher Level Teaching Assistants
(HLTA) status, how have schools changed?
There is increasing interest in the use and deployment of HLTAs and a developing body of
research into the many ways HLTAs are used by their schools. Two studies have been produced in
Northamptonshire alone in addition to the nation wide survey conducted by the NFER in 2007.
All of these surveys can be accessed via The University of Northampton website
(www.northampton.ac.uk/hlta).


One of the most exciting ways in which HLTA but, rather, that they should comprehend the
has developed is in the range of options that needs of the child and should have a depth of
now exist for those who wish to gain HLTA knowledge and a range of skills that would
status. In addition to the three day preparation enable them to meet those needs. Anything else,
for assessment and the 12 day general modular we felt, would be a betrayal of that commitment.
course it is now possible to choose an option
that will give you vital subject knowledge in a It was clear that those working alongside
key area of the curriculum. teachers in the classroom could only act in
such professional a manner if they had access
If you are working in a primary school it is now to the professional development, the professional
possible to combine gaining HLTA status with resources and the degree of professional support
an art specialism. This particular course was that has long been assumed to be vital to the
developed by The University of Northampton creation of an effective teaching body.
to meet a perceived need. Many primary schools
are looking to HLTAs to cover PPA time and art It was for this reason that we instituted a
was identified as one of the areas where an HLTA professional development programme for staff
with specialist subject knowledge could really other than teachers to which we were prepared
make a difference. We are looking at ways to to give equal time and equal funding.
make more subject areas available.
In secondary schools many HLTAs are attached It was clear that those
to particular departments or faculties. 2007
saw the introduction of two new modular working alongside
courses specifically for TAs working in secondary
maths or science departments. They are able to
teachers in the classroom
develop their specialist knowledge in their chosen
area of the curriculum at the same time as
could only act in such
gaining HLTA status. professional a manner
if they had access to the
Viewpoint:
Head of a school talks
professional development,
about HLTA the professional resources
We accepted several years ago at Kettering Park
Junior School that if we were going to offer all
and the degree of
our children the support they needed. It could professional support that
only truly be done by making a commitment to
providing adults in the classroom who were has long been assumed to
thoroughly professional in all their dealings with
their charges. By this we meant that they would be vital to the creation of
not merely deliver a pre-determined programme
of instruction in the preparation of which they an effective teaching body.
had not played a part, of the true purpose of
which they were unsure and of the benefits or
limitations of which they were wholly ignorant


Above and right: Park
Junior School, Kettering

The first consequence of this never-regretted
decision is that we have few members of the
at a clerical rate when I file my papers or at
janitorial rate when I have to help out with the
“...teachers at this school
support team who do not have or who are not tables so I accept that they should be paid for are now, in effect, team
engaged upon gaining some level of professional the status they have worked so hard to acquire
qualification. In consequence, teachers at this and for their overall role in the school not at this leaders who not only
school are now, in effect, team leaders who rate or that according to the level of their
not only deploy their own professional skills responsibility at any particular point in time. deploy their own
effectively but can trust that those they work
with will bring to the class all the wealth of The final and most important consequence professional skills
is that we have created a flexible, professional
skill and knowledge and attendant experience
body of staff who are all capable of working effectively but can trust
required to meet the social, learning or
behavioural needs of the children in their charge. individually and in concert for the greater good
of the children in this school and who, because,
that those they work with
The second consequence is that there are I hope, they feel that they are important to will bring to the class all
those within that group who have sought an the school and feel that they are valued as
even deeper knowledge and a wider range of co-professionals, work unstintingly in that cause. the wealth of skill and
skills. Their level of understanding and their Nobody here is doing a job. Everybody is serving
grasp of pedagogy makes it wholly appropriate others and I for one would not wish it to go back knowledge and attendant
they take an increased responsibility for planning
and delivering the curriculum and therefore,
to being any other way. experience required to
Teachers who two years ago were resistant
of course, they should be paid in line with
to the idea of anyone other than a teacher
meet the social, learning
their professional standing. These are our
Higher Level Teaching Assistants. having a whole class responsibility or believed
that the financing of professional development
or behavioural needs of the
Their role at Park is wide ranging. It includes for support staff was a misdirection of funds children in their charge.”
whole class responsibility, responsibility for would no more now accept a return to what
the delivery of a curriculum area such EAL was, than they would give back whiteboards
or provision for the gifted and talented. It will for blackboards or computers for slide rules.
certainly include the in-class and out-of-class They acknowledge that in each case there
support of individual or groups, leading an has been a change for the better and that
extra-curricular element such as recycling or in each case the impact of the change has
after-school library provision. It may well include been to enhance and augment their role not
contributing to displays or even, in common with to deny or diminish it.
every other member of staff, the role of general
dogsbody because at this school nobody, Kryss Durling,
headteacher included is too important to Head of Kettering Park Junior School, Northants
help clear up the dining hall on a bad day. For more information please visit:
Whatever they do though, HLTAs are paid at Website: www.northampton.ac.uk/hlta
HLTA rate. Just as I would be unhappy to be paid Email: hlta@northampton.ac.uk


HLTA Factfile

Matthew Thomson
Fairfields School, Northampton
Fairfields is a special day school, My role has changed enormously.
providing education, therapies and I am now responsible for Team Teach,
specialist facilities for children with Child Protection, Staff Induction and
severe learning difficulties and Volunteers and Students who come
physical disabilities. into the school. In addition to these
extra responsibilities I cover teacher
Before becoming an HLTA I worked
absences, PPA time and time out of the
mostly within one class but now I have
classroom to attend reviews. I am also
much more responsibility and am able
the Staff/Senior Management Team
to cover within any class in the school.
liaison for the support staff.
I feel that I am more adaptable and
work more closely with the teachers. The school has benefited through my
The training and assessment process ability to cover for periods of absence
for HLTA was helpful and enabled and the extra responsibilities I have
me to progress in my career and taken on. The children have also
gave me opportunities to move benefited from this flexibility.
around the school.

Professional Resource Network in Behaviour Management
BEHAVIOUR4LEARNING for Initial Teacher trainees, tutors, teachers & mentors
Positive Approaches in Behaviour Management www.behaviour4learning.ac.uk

National Conference:
Pupil Behaviour: Voices of
Children and Young People
Friday 27th June 2008, University of Warwick Keynote Speakers
Conference Centre, 9.30 - 15.30 FREE to all attendees Dr Mary Duffy
The 2008 Behaviour4Learning Annual Conference is wholly concerned Assistant Director – Research & Influencing at Barnardo's
with practical issues in developing ‘pupil voice’. Following the success of “Happy children are just like normal children but they’re very happy”:
our previous conferences, all workshops presented at this year’s event will what children say and what schools can do to support positive behaviour.
involve the participation of children and young people. Each of the four Dr Tony Sewell
sessions (two each relating to KS1&2 and KS3&4) provides insights and CEO Generating Genius
practical activities led by these key stakeholders. Their emphasis will be Learning to succeed: How curriculum pedagogic change has helped black
upon ways of developing a positive classroom culture and a set of boys succeed.
relationships in which effective learning can take place.
“Both keynote speakers delivered in a such refreshing way makes
me want to try even harder to get these messages across”
B4L conference delegate 2007

For further information please contact b4l@northampton.ac.uk or visit www.behaviour4learning.ac.uk


d exciting
“This was an unusual an
lped me choose
“I feel I have learned experience and it has he
to do.”
a lot and would which job I would like
consider coming to
the University when
I have left school.”

“All of the day
“A day to be repeated! May was great, a
this be a start to a connection fantastic
between our two settings.” incentive!”


Young people take
over University for
one day
Can you imagine school pupils running your classes? The University of
Northampton’s Schools of Education and Health, in association with Aimhigher
Northamptonshire, recently welcomed 42 students onto Park Campus to ‘take
them over’ as part of the national 11 MILLION Takeover Day.

Pupils from Studfall Junior School in Corby Pupils from Northampton Academy

The first ever 11 MILLION Takeover Day was Professor Sir Al Aynsley-Green, the Children’s
a business, are a
a chance for the 11 million children and young Commissioner for England, who leads the
people in England to take over from adults and 11 MILLION organisation, said: politician, work in your
to give their important insights into the runnings local council or in the
of business and society. 11 MILLION is an “At a time when there media, this is a chance
organisation led by the Children’s Commissioner is so much demonisation to demonstrate your
for England, Professor Sir Al Aynsley-Green.
The theme for 2007 Happy and Healthy,
of children and young commitment to listening
has six spotlight areas: a fair life, youth justice, people today, this is a to and recognising the
asylum and trafficking, mental health, enjoying fantastic opportunity talents and contributions
school and leisure and staying safe.
for us to celebrate the of children and young
The School of Education hosted pupils from
importance of children people and acting on
Studfall Junior School in Corby and Northampton
Academy, ranging from 10 to 16 years old, who and young people in our their ideas.”
became teacher tutors for the day and gave their society. Whether you run
views on what makes a good teacher.


Make a
Why did you choose to take the What new skills have you taken from
foundation degree in Learning the course and applied in your
and Teaching? workplace?

difference Lisa: I had done a HLTA qualification and knew from
that experience that I was ready to take on further
study. It confirmed that I was working in an area that
I really enjoyed and would now seek to further a
Lisa: I have learned the value of resources – a simple
paper folding exercise turned a maths lesson on its
head. No writing involved, lots of maths talk, brightly
coloured paper and a whole class of children

in your career within.
Ros: Having completed my HLTA I wanted to
progress and have a recognised qualification.
evaluating quadrilaterals, sides, vertices, angles and
producing a fabulous display. Extending the session
again led further into shape and the children still talk
about it and ask to repeat the session again.

school
I also would like to qualify as a Primary School
Teacher. This course gave me the opportunity Developing teaching skills to take account
to do that whilst working. of learning styles – by incorporating different
techniques to reach as many children in a lesson
What is your overall impression of the as possible, including drama, singing, ICT pictorial
Teaching Assistants course/university? resources etc.
Lisa: Very positive. From application to actually Ros: Much of what Lisa has mentioned but In
Lisa Highcock and starting the course, I felt supported and guided in particular Learning Styles – the importance of
all aspects. It was daunting to come back into further adapting the learning to suit all the children.
Ros Johnson explain study when there had been a considerable gap,
but I was made to feel that I was capable, welcome How do you think the course helps
their decision to and that advice and support were available to me as your career?
further study required. In particular, the first year of the course built
confidence in my own ability and developed me as a
Lisa: By giving a wide and in depth insight into
education; how the curriculum is taught and the
student to meet the requirements of the course. strategies behind it, how to get the best out of
Ros: The University is very supportive. The tutorials lessons, effective planning and most importantly
are easy to follow and the tutors are always happy confidence in the classroom through overall
to help if you have any problems. knowledge and presentation skills. It would be
difficult to imagine cramming this course into
What aspect of your course do 1 year after a degree and then be let loose!
you feel has been of particular Ros: I would like to qualify as a teacher. This course
value to you? offers me the degree that I need to obtain a place
Lisa: The interactive nature of the sessions has in teacher training. If I have a change of heart it
broadened my horizons considerably, challenged also gives me a lot of flexibility to use it in other
previously held opinions and expanded my areas of education.
experience within my job, in which my supporting What advice do you have for
school has felt the benefits too! I was glad not to
be lectured at, rather the sessions incorporated prospective teachers and/or
individual’s experiences and led to further head teachers?
discussions which generated ideas that would Lisa: Support your students. My school is very
probably have been more difficult to develop supportive and always have staff offering advice or
on my own. ideas and have on occasion, changed timetable for
Ros: All of it. I have been promoted at school. I am me to trial or implement ideas or resources.
shown a lot more respect from the teachers. They listen Ros: Encourage your staff to do this course. They will
to my ideas, I feel my confidence has grown immensely feel what they are doing is valued and the importance
as I understand the theory behind what I do. their job has on children’s learning. The benefits to
the school is huge, you will have the confidence in the
staff’s education to know what they are doing is
carried out with the children’s learning as priority.

For more information please visit:
Website: www.northampton.ac.uk/teachingassistants
Email: education@northampton.ac.uk

Lisa Highcock (left)
& Ros Johnson (right) are both
second year FDLT students


Open Evenings for Teaching Assistants, Cover Supervisors, Date: Tuesday 17th June
Unqualified Teachers, Learning Mentors Time: 4.30 – 6.00pm
Venue: Milton Keynes College,

Foundation Degree in Bletchley Campus ,
Andrew Peck Building Room 003

Learning and Teaching Date: Wednesday 18th June
Time: 4.30 – 6.00pm
Venue: Holdenby Lecture Theatre 3,
Are you interested in finding out more about the Park Campus, Northampton
Foundation Degree in Learning and Teaching?
Date: Thursday 19th June
The course, leading to the award of the Teaching Assistant standards and/or to progress Time: 4.30 – 6.00pm
Foundation Degree in Learning and Teaching to an honours degree and possible Qualified Venue: Beauchamp College, Oadby
(Schools), is designed for a range of support Teacher Status, via an employment-based
staff who are currently working in schools and scheme such as the Registered or Graduate
who wish to acquire a recognised qualification Teacher Programme. If you have already gained If you would like to attend any of these open evenings
to support and enhance their role. The FDLT HLTA status you will qualify for assessment please contact education@northampton.ac.uk or
also provides the opportunity for students to exemption. The evening is free but places must 01604 893447 (alternatively if you would like to attend
prepare for assessment against the Higher Level be booked in advance. the one at MK College please call 01908 637049)


EYPS
Website is
Launched
Early Years Professional Status
(EYPS) is a new status awarded
by the Children's Workforce
Development Council (CWDC)
to graduates working with
young children aged 0-5 years.
The University of Northampton has developed a new website,
with a distinctive look and feel that answers all your questions
about EYPS, whether its to do with funding or which route to take.
Our aim is to develop and validate graduates as effective Early Years
Professionals to lead and support practice across the Early Years
Foundation Stage, support and mentor other practitioners and
model the skills & behaviours that safeguard and support children.
The programme consists of four different pathways to achieving
EYPS depending on previous qualifications and experience:
• Validation Pathway
• Short Pathway
• Long Pathway
• Full Training Pathway

There are no course fees. Pathways run in Northampton, Nottingham
and at other venues.
The Government's aim is to have an Early Years Professional in every
children's centre and full daycare setting by 2015. You can play your
part in helping to transform early years practice.
For more information please visit:
Website: www.northampton.ac.uk/eyps
Email: eypsadministrator@northampton.ac.uk


Local Authorities
and Us
The School of Education is proud of its relationships
with Local Authorities in the East Midlands region.
Providing courses and programmes for school staff,
educational professionals and early years teams, as
well as engaging in consultancy and research project.
This has 2 way benefits, Local Authorities gain from
the research expertise and the University gains
understanding of local issues.

This relationship is clearly demonstrated with the work that the schools internationally renowned SEN
team undertakes with Derbyshire County Council. The staff provide training programmes and accredits
Derbyshire training. Patrick McGuire, (Centre for School Improvement) talks to Inspire

Q Why did your Local Authority decide to
work with the School of Education? Q What has been the key benefit in working
with the School of Education?

A The level and range of expertise at the
university in SEN is outstanding. Also from A Ability to offer very high quality accredited
training to teachers and TAs in Derbyshire
the very beginning the university was that they would normally have to travel
willing and able to work flexibly to develop some distance to access.
a genuine partnership with the Local
Authority to tailor provision to what we
needed here. Q What aspect of this relationship has been
of particular value

Q What course(s) do the School of
Education run with your Local Authority?
A Enables us to keep up to date on current
research and best practice
What advice do you have for Local
A We run successful course MA Education
with modules on:
Q Authorities in considering working with
1. Pupils with Severe and Profound and the School of Education?
Multiple Learning Difficulties
2. Autism
A Recommend without reservation. Provides
very high quality accredited training and
outstanding value for money.
The Certificate of Higher Education
Supporting Learners (CHESL) with a
module on Supporting Learners with
Special Educational Needs


Teaching & Assessing
children with Specific
Learning Difficulties
(Dyslexia)
Dawn Bradshaw talks I loved every minute of the training. The tutors
travelled up to Lincolnshire for the certificate
taken time to get to know me as a person.
A true personalised learning experience.
to Inspire on how this course and actually delivered in my school.
We hosted the training and gave other The key to getting the most out of the training
course is a vital tool SENCos/SEN Support people the opportunity has been working in a much more holistic way
to benefit the students and adults that I work
for all SENCos and to attend as well. It was a great forum for
sharing experiences. I completed the diploma with and support. However, being able to start
professionals working mostly through distance learning. the diploma and work in a truly flexible way,
was crucial. I could not have started and certainly
in SEN. I have come along to the University on several not, completed the diploma without the ‘can do’
occasions for training events or to meet up with attitude of the tutors. They are inspirational
I had completed the OCR Certificate and the tutor and discuss progress on the course. tutors who did not allow me to settle for okay
the tutors asked if I would like to continue It has been delightful to have access to the in anything that I did, but encouraged me and
onto the diploma as I had shown an interest library and resources that I would not be able supported me to push myself. My personal and
in the certificate work. The tutors were able to get from anywhere else. professional goals have moved on significantly
to offer me a flexible approach to the training, as a result and I feel more empowered in my
i.e. distance learning, which allowed me to The University is friendly and open, with own development.
complete quickly and with the minimum of a relaxed atmosphere. I have always found
travel involved It allowed me to pursue a everyone to be helpful and supportive. I have also developed new skills in all areas
particular line of enquiry that I had started My tutors have been outstanding and I am of SEN support, from being on the course.
and follow a student through, which also privileged to be able to now regard them I am an advisor to SENCos working in schools
proved invaluable for the continuity of as friends as well. They have taken an interest and I use information, advice and contacts to
support for that student. He has benefited in all aspects of the training, but also have better inform their practice. I also test and plan
and shown a real improvement as a result.


Do you
support
learners?
Early years, Primary,
Secondary
The Certificate in Higher Education Supporting
Learners (CHESL) has a wide range of study
modules and is seen by many Teaching Assistants
as a first step onto the qualification ladder.
Modules include autism, behaviour, mathematics
and literacy, and early years SENCO. Aimed
at staff supporting learners and working in a
range of educational settings, from early years
through to secondary school, participants are
able to enrol on individual modules, typically
comprising of 10 x 3 hour sessions to meet
their own requirements.
These individual modules can then build
up to a study programme, suited at the pace
and flexibility required by the participant,
culminating in the CHESL award, with direct
teaching programmes for SEN students in
links to other higher education awards.
and out of school, and the course has given
me greater understanding and more confidence Supportive tutor teams not only deliver
when approaching individual needs within these modules in Northampton, but are
curriculum and school priorities. The course currently working with schools, charities
has also helped me to define my direction and Local Authorities in Northamptonshire,
professionally and find the right courses Derbyshire, Buckinghamshire, Islington,
for the next stage of my study. SENSE, and Staffordshire.
A growing part of our provision is to work in
I loved every minute of collaboration with Local Authorities, and schools
the training. The tutors so these modules can be delivered locally
by their own staff, but still be accredited
travelled up to Lincolnshire with higher education awards.
for the certificate course
Modules start throughout the year, and in
and actually delivered various venues throughout the East Midlands
in my school. We hosted and Milton Keynes

the training and other make us all accountable with regards to For more information please visit:
supporting, managing and teaching students Website: www.northampton.ac.uk/teachingassistants
SENCos/SEN Support with SENs in our classes. I started as a mum in Email: education@northampton.ac.uk
people the opportunity the classroom and am now advising and
supporting SEN and embarking on the final
to attend as well.It was stages of my MA-surely everyone with a passion
a great forum for sharing should be given the opportunity to develop and
achieve their potential?
experiences. I completed
the diploma mostly Dawn Bradshaw studied the OCR Level 7
Diploma in teaching and assessing students
through distance learning. with SpLD.

The diploma in teaching and assessing students
with specific learning difficulties (dyslexia)
should be encouraged as a vital tool for all
SENCo and professionals working with SEN.
The confidence and understanding that it has
given me cannot be measured. At this time
when greater awareness of dyslexia is finally
out there, SENCos and teachers need more
depth of understanding to be able to drive
the inclusion agenda forwards. This must be
supported by Headteachers and SMTs to
ensure that SEN has a greater profile and to


Overview

Courses at Masters level lead to PPD
experiences with coherence, research
insight and practical outcomes.
Teachers get the chance to shape their
own practice in classroom, school or
cluster, and to disseminate their good
practice in their team, school and region
- and gain a qualification in the process.
For more details about the M Level courses
See our listing on the back page of Inspire

Teacher Postgraduate Professional Development (PPD)

The University is pleased to • Energises teachers to think freshly about their • Teachers have increased confidence and are
work and to justify their changing practice, able to explain, to advisers and Ofsted, why
announce that for the next to try new ideas, take risks, make mistakes their practice is appropriate and how they
3 years (up to 2011) Masters and learn; came to it
(MA) fees for teachers (in the • Improves the retention and promotion • Schools develop a “knowledge ecology”, ie a
of teachers in schools, by giving them new culture of values and attitudes committed to
East Midlands region) will challenges and support towards thresholds; research-led, pluralistic and experimental
be discounted by £600 per • Connects schools with each other and with
approaches to good practice.
60 CATS points of study. research sources, e.g., via web-based learning Courses at Masters level lead to CPD experiences
and Virtual Learning Environments; with coherence, research insight and practical
There are a wide range of MA modules available outcomes. Teachers get the chance to shape their
for you to choose from, covering all aspects of • Promotes a school's chances of gaining
own practice in classroom, school or cluster, and
educational practice. specialist, training school or partnership
to disseminate their good practice in their team,
promotion school status, with accompanying
Modules are offered throughout the year school and region - and gain a qualification in
financial rewards, and helps the school to
and at venues throughout the region the process.
showcase its achievements to Ofsted and
other audiences.
What does PPD offer to me and If my school goes in for PPD, where
my school? What subjects can I take in could it lead?
Research has shown that teachers and schools PPD courses? Many rewards for the school, and therefore its
benefit most when they get involved in pupils, are available if teachers take the freedom
The MA Module page gives you a full list of what
Professional Development that is to reflect, change and disseminate. For instance
is on offer. You can take courses in:
• Collaborative, not isolated • Early Years
• A Research and Development Team in your
• Sustained, not occasional school/cluster/network, permanently plugged
• Leadership and Management
in to good practice networks nationally via
• Participative, not top-down • Learning and Teaching meetings and web-based access;
• Flexible and accessible, not rigid and distant • Mentoring, Coaching and Induction
• Balanced between external expertise and • A school-based structure for discussing
• Research and projects in School
changes in pedagogy or management practice,
internal relevance
• Special Educational Needs and Inclusion supporting innovation, clarifying aims and
• Research-informed
evaluating results;
• Challenging teachers to reflect on changing What impact will PPD have
practice and values in my school? • New opportunities to mentor trainees and
The structure of the Postgraduate Professional NQTs in your cluster or region, and/or to train
How deeply does PPD change the practice of
Development courses gives all East Midlands mentors.
teaching or management in a school?
teachers these qualities more easily than
ever before. • Teachers on PPD courses gain greatly in
expertise after presenting to their colleagues
What are the benefits of PPD? or writing an account of their changes in
practice;
Among other things, PPD:
• Schools making successful use of PPD ensure
• Frees teachers from a “dependency culture”
that the Head supports the idea. They invite
to an “ideas culture” (teachers able to develop
teachers doing PPD to present findings to
their pedagogy or management through and
management meetings
by experimenting with their present practice);


Credit points and levels: What are they?
Higher Education awards are normally expressed in terms of credit points The level of study will vary from level 4 to level 8 depending on the award.
and levels. Credit points and levels are part of a system recognised by higher For example an higher education certificate is set at level 4; a postgraduate
education institutions nationwide. The credit points represent the total certificate is set at level 7.
amount of study time required for part or all of an award. This means that
All The University of Northampton’s awards can be built up by studying
students can ‘build up’ or accumulate credit by studying modules to achieve
individual modules, usually in 20 or 30 credit point blocks.
an award. Normally 1 Credit point represents 10 hours of student study
time, including independent as well as supported study.

A Comparison of HE Qualifications
Credit National
HE Award Points Examples Qualification
Levels

Master 180 MA Education
Postgraduate Diploma 120 Post Graduate Diploma Education Level 7
Postgraduate Certificate 60 PGCE
BA (Hons) Learning & Teaching*
Honours Degrees 360 Level 6
BA (Hons) Early Childhood Studies

Diploma in Higher Education Foundation Degree Learning & Teaching (stage 2)
240 Level 5
Foundation degree Early Years Sure Start Foundation Degree (stage 2)
CHESL
Certificate in Higher Education 120 Foundation Degree Learning & Teaching (stage 1) Level 4
Early Years Sure Start Foundation Degree (stage 1)
NVQ L3 AS/A Level / AVCEs / National Diploma Level 3
NVQ L2 GCSE / First Diploma Level 2
NVQ L1 Level 1

* required credit for BA (Hons) Learning & Teaching is 120 as it is a top-up degree from the Foundation
Degree Learning & Teaching


Quality
Communication:
Maximising Opportunities for People
with Multi-Sensory Impairment

Friday 12th &
Friday – Outline:
Saturday 13th September Keynote Speakers:
Paul Hart – SENSE Scotland
Keynote Speakers:
Melanie Nind – University of Southampton
Paul Hart – SENSE Scotland
Workshops in the afternoon*
Melanie Nind – Professor of Education University of Southampton David Brown – Education Specialist California
Gail Deuce – SENSE Consultant Teacher Deaf-Blind Services
Mike Mc Linden – University of Birmingham
David Brown – Education Specialist California Deaf-Blind Services Eileen Boothroyd – SENSE National Education
Officer
Location: The University of Northampton Gail Deuce – Consultant Teacher
Timings: Registration: 9.00 – 9.30AM Finish: 4.00PM Liz Hodges – University of Birmingham
Course Cost per delegate: £30 per day (The conference is subsidised Soundabout – (Beginners) Music Sound and
Communication Specialists
by the East Midlands Special Educational Needs Regional Partnership - Julie Harvey and Lucy Naish – Movement and
Innovation Grant) Communication Specialists
Graham Nolan and Steve Rose – SENSE
Overview: Head of Family, Education and Advisory Service

The conference is suitable for teachers, advisory and support teachers, Saturday – Outline:
intervenors, teaching assistants, parents, health and social services Keynote Speakers:
workers and other professionals who work with people with Multi Gail Deuce – SENSE Consultant Teacher
David Brown – Education Specialist with
Sensory Impairment. The two days have been subsidised by the East California Deaf-Blind Services
Midlands Regional Partnership. The conference will take place over two Workshops in the afternoon*
days and participants are welcome to attend either or both days. Paul Hart – SENSE Scotland
Overnight accommodation information can be provided on request. Mike McLinden – University of Birmingham
Caroline Potter and Team – a Staffordshire
student who is Deafblind
Sue Collins – Story boxes
For more information or to book your place: Shiroma De Silva – Music Therapist
Soundabout – (Advanced) Music Sound and
Call 01604 893447 Communication Specialists
website www.northampton.ac.uk/education Hilary Wainer – Tac Pac
Trudy Harris – Drama Specialist
email education@northampton.ac.uk

*Conference details and workshop information will be confirmed at a later date.

Education Inspire magazine Issue01

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