Hélène Cohen from Please Miss is a former SENCO who now trains teachers and advises schools on their SEND provision. She also tutors for the NASCO and iSENCO Masters awards and the NPQ senior and middle leadership qualifications. Here, she discusses with Education for Everybody what happened after she made the decision to be tested for dyslexia during her doctorate studies, as outlined in her previous blog for Education for Everybody…
The way the CCS framework has been applied could do schools (and agencies) more harm than good, says TempRocket Founder Andrew Johnston.
The Crown Commercial Service (CCS) helps to provide commercial services to the Public Sector and save money for the taxpayer by improving government commercial and procurement activity. The CCS framework has recently been applied to the education sector to make it cheaper and easier to recruit full-time teachers.
by Mark Evans, Marketing Director, Direct Line Group
Despite contributing over £120bn to the UK economy, marketing is one of the most misunderstood industries amongst young people. As a result fewer people are considering becoming a marketer than ever before. According to research by Unidays, just 3% of students aged 18 to 24 believe marketing is a good career option, and only 2% believe it is the best career for long-term success. Marketing clearly needs to get better at marketing itself!
Laura Smith, Deputy Head of Hillcrest Shifnal specialist school, answers our questions on her school and the education it offers pupils…
Could you tell us a little about the history of Hillcrest Shifnal School?
Hillcrest Shifnal School is a Department for Education-registered independent school operated by Outcomes First Group – a leading specialist provider of education and care services to children, young people and adults with autism, complex needs, learning disabilities and SEMH (social, emotional and mental health needs). We have been based in rural Shropshire for just over ten years and during that time have extended the number of students on roll and the range of needs we meet.
Primary pupils with special educational needs are twice as likely as other children to be bullied, according to the Institute of Education. Here, Tania Marshall, M.Sc., award-winning author, psychologist, AspienGirl Project lead for girls with Autism or Asperger Syndrome, and Autism Ambassador for Education Placement Group, specialists in education recruitment, discusses the key signs that indicate a female student with autism is being bullied as well as some strategies for preventing this harmful behaviour…
The authors of a new white paper have explained how their primary intervention MiMo – Minimum Input Maximum Output – can improve maths, literacy and personal skills in short six-minute sessions.
Tamara Nathan & Myrom Kahaner published The Minimum Input Maximum Output Neurodevelopmental Programme for Schools white paper, which outlines their research and has confirmed that in just six minutes a day following the unique combination of activities of the MiMo® Programme, skills in maths and literacy and many developmental areas can be dramatically enhanced.
The white paper states: “In 2007 England had plummeted from third to nineteenth in an international league table of children’s literacy levels and 2018 saw a slide to 49th.
Tania Marshall, M.Sc. – an award-winning author, psychologist, AspienGirl Project lead for girls with Autism or Asperger Syndrome, and Autism Ambassador for Education Placement Group which specialises in education recruitment – discusses best practice for teaching pupils on the autism spectrum, primarily focusing on high-functioning females…
Characteristics of autism in girls and boys and presentation in school
Girls and boys with autism present quite differently to one another in school – and also across the lifespan. Generally speaking, both differ in terms of the severity of their symptoms, personality, IQ, social skills, sensory processing sensitivities, cognitive profile, disorders and learning disabilities.
Hélène Cohen from Please Miss is a former SENCO who now trains teachers and advises schools on their SEND provision. She also tutors for the NASCO and iSENCO Masters awards and the NPQ senior and middle leadership qualifications. Here, she discusses with Education for Everybody her own personal experience of dyslexia…
A story-telling approach can help boys aged two to five-years-old catch up with the literacy levels of girls in the same class, research by Goldsmiths, University of London has found.
Tales Toolkit is a storytelling programme, currently used for children up to age seven in more than 120 schools across the UK and eight countries worldwide, that encourages imagination and creativity. It provides schools with child-led resources based around symbols to represent story structure of character, setting, problem and solution.