Latest News
“Nurturing a culture of inquiry at your school”
In this lecture ,( video recorded in February 2020, ) Professor Carpenter discusses the notion of the lens Inquiry , and how this is an enabling approach in a 21st Century pedagogy , which is responding to the every changing profile of learning of a new generation of...
New Paper!
This new paper was given to the International Society of Early Intervention Conference, Sydney, June 2019. Evidencing Engagement:Developing an Evidence Gathering App for Observing Engagement in Early Childhood Settings Barry Carpenter PhD,Hannah Picken, BA , Jill...
The Engagement Model
The DfE has now released the final guidance on The Engagement Model. The guidance describes the formative and summative assessment of children "not engaged in subject specific learning “. It will be statutory assessment in schools for those children and young people ....
New e-learning resource about premature birth for education professionals
For many years I have spoken about the need for teachers to be aware of children born prematurely, and the range of learning needs these children present in all classrooms in all settings at all ages and stages . Indeed , evidence for the Complex Learning Difficulties...
Out of Control Learning…
A whole class approach to using the seven attributes of Engagement to celebrate student achievement Mahinawa Special School, Wellington, New Zealand has embraced the Engagement for Learning (E4L) approach since 2015. For the past year and a half the school has...
Sensory Engagement – the role of the multi sensory room and portable sensory environments
What is the role of the senses in our lives? From conception to death, our lives are governed by the sensations we experience. Sight, touch, hearing, smell, taste and the vestibular and proprioceptive senses all combine to ensure our safety and survival.
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...
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...
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...
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...
‘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...
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...
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:...
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...
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...
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...
Our Resource Book
Engaging Learners with Complex Learning Difficulties and Disabilities.
By Barry Carpenter, Jo Egerton, Beverley Cockbill, Tamara Bloom, Jodie Fotheringham, Hollie Rawson, Jane Thistlethwaite
Our resource book for teachers and teaching assistants, the book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach.
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