Engagement approaches for young children in the Early Years Foundation Stage – Dr. Carolyn Blackburn, Senior Research Fellow, School of Education and Social Work, Birmingham City University

Engagement approaches for young children in the Early Years Foundation Stage – Dr. Carolyn Blackburn, Senior Research Fellow, School of Education and Social Work, Birmingham City University
  The following case study of a young child attending a specialist early years setting highlights the engagement and inquiry-based approach to re-engaging children in learning through use of the CLDD tools alongside the Early Years Foundation Stage statutory framework (EYFS). Additional tools for observation and monitoring of young children’s learning and development are helpful for early ...
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Interpreting the DfE’s response to the Rochford Review consultation and what needs to happen to bring about a change in the culture of special education – Richard Aird OBE & Claire Owens

Interpreting the DfE’s response to the Rochford Review consultation and what needs to happen to bring about a change in the culture of special education – Richard Aird OBE & Claire Owens
Following consultation on the recommendations made by the Rochford Review (2016), the Department for Education (DfE) published its response at the beginning of the 2017/18 academic year.  Respondents to the consultation included teachers and school leaders from mainstream and special schools, organisations representing pupils with special educational needs and disabilities (SEND) and a small numbe...
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Engagement Stories; the personalised journey of Engagement Jodie Fotheringham, Teacher, Hamilton School, Birmingham

Engagement Stories; the personalised journey of Engagement Jodie Fotheringham, Teacher, Hamilton School, Birmingham
  My colleagues will openly talk about Engagement, its place within educating complex young people and how we need to prioritise this when moving forward. The recent recommendations in the Rochford Review placed Engagement as a key principle in assessing ‘the needs of students’ with Special Educational Needs. I was a Research Assistant on the original DfE funded CLDD research project (C...
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A Multi-Agency Approach to Using the Engagement for Learning Framework – Charlotte Parkhouse, Specialist Speech and Language Therapist and Katherine Shearer, Lead Teacher, Riverside School, Bromley, Kent

A Multi-Agency Approach to Using the Engagement for Learning Framework – Charlotte Parkhouse, Specialist Speech and Language Therapist and Katherine Shearer, Lead Teacher,  Riverside School, Bromley, Kent
Introduction: For a Speech and Language Therapist, there are many challenges involved in achieving the most effective interventions possible in the Special School environment. Both direct and indirect therapy time is limited and yet pupils with Complex Learning Difficulties and Disabilities require complex solutions. There are many well-documented communication interventions which enable sho...
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Leading Engagement – Brandon Mills, Head Teacher, Brookfields School, Reading.

Leading Engagement – Brandon Mills, Head Teacher, Brookfields School, Reading.
  “Engagement is the single best predictor of successful learning for children with learning disabilities” (Iovannone et al., 2003).   “Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress” (Carpenter, 2010).   The curriculum of any school needs to be ‘fit for purpose’ and rooted ...
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‘Engagement for Learning: Opportunities for SENCOs’

‘Engagement for Learning: Opportunities for SENCOs’
Background The Rochford Review was established in July 2015 to review statutory assessment arrangements for pupils working below the standard of national curriculum tests. The interim report, published in December 2015 provided an interim solution for reporting outcomes in 2016. It published the interim pre-key stage standards for those pupils working below the expected standard at the end of k...
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Mental Health

Mental Health
Bev Cockbill, Training Co-ordinator and structured teaching practitioner in complex learning needs , and Jo Egerton, Schools Research Consultant ‘School is a critical environment where young people should be able to flourish across all domains of their lives… [There is a] need to provide young people with the help, support and self-empowerment to develop and maintain resilience to stay ment...
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Rochford Review Consultation

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Rochford Review Consultation
Rochford Review consultation – closes 22 June 2017 CONTRIBUTE YOUR VIEWS Consultation questionnaire: https://consult.education.gov.uk/assessment-policy-and-development/rochford-review/   Rochford Review proposals: https://www.gov.uk/government/publications/rochford-review-final-report
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Engaging The Learner With PMLD

Engaging The Learner With PMLD
This blog discusses the education of pupils with PMLD with particular reference to the Rochford Review (DfE 2016) recommendation that the statutory P level assessment for pupils working below the standard of subject specific learning should be removed. The pupils referred to in this particular recommendation are generally accepted as those working at P4 and below (ie., PMLD), but this is not exclu...
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Engagement: from Principles to Practice

Engagement: from Principles to Practice
In Education, Engagement is the cornerstone of good practice. Engagement is fundamental to high quality teaching; it is the life-force for effective learning. Engagement is inclusive of all learners of all ages and abilities. When you think about it Engagement for Learning is blindingly obvious and perfectly logical. If the ‘A’ Level student is not fully engaged in their key subjects, then they...
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