Features

Oxfordshire’s First Dyslexia Specialist School to Offer GCSEs

Unicorn School dyslexia-specialist day school in Oxfordshire

The Unicorn School is delighted to welcome Andrew Day, who joins the School as Head Teacher this term.  Under Andrew Day’s leadership The Unicorn School will be undergoing ground breaking developments, becoming the only dyslexia-specialist day school in Oxfordshire to provide GCSE education.  Developments will start immediately, with Year 9 provision starting this year and GCSEs introduced from September 2016.  This is an exciting change for us, enabling us to extend The Unicorn School's unique ethos to encompass secondary education.

Credo Care Carer Awarded BEM in Queen’s Birthday Honours List

An experienced carer working with Credo Care, the renowned fostering agency for disabled children, has been named in the Queen’s Birthday Honours List.

Julie Nixon, 47, is to receive the British Empire Medal (BEM) granted for her services to children and families, after an incredible record in making a difference to the lives of many disabled children.

The agency celebrated with a buffet and drinks at its national headquarters at Lydd, Kent, on Friday with Julie and her husband Robin; Credo Care MD Neil Annis said:


£50m of Pupil Premium funding for disadvantaged pupils remains unclaimed by London schools

“£50million of Pupil Premium funding from the DfE, designed  to raise the attainment of disadvantaged pupils and close the gap between them and their peers, is lying unclaimed by London schools”, says Brian Durrant, CEO of not-for-profit education trust  The London Grid for London (LGfL).

National children's hospital survey finds most children have good experiences of care – but highlights inequalities for those with specific needs

The experiences of almost 19,000 children and young people who stayed in hospital overnight or were seen as a day patient reveal that the majority of children and young people said they were happy with the care received, thought staff did everything possible to control their pain and they understood the information given to them by staff.

However, children with physical or learning disabilities, or mental health needs reported poorer experiences of care than those without.