Category Archives: Most vulnerable

Assessing School Impact on Vulnerability

Assessing School Impact on Vulnerability
By | June 30, 2020

Not just for the pandemic My career history has been in the charity and community sector delivering approaches to build capacity in communities considered ‘vulnerable’. Vulnerability – and often associated terms such as disadvantage and resilience – have their challenges… Read More »

Covid-19: Measuring the impact of school responses

Covid-19: Measuring the impact of school responses
By | April 3, 2020

I listened with interest to the Business as (un)usual: Supporting vulnerable learners through Covid roundtable (#CovidRoundTable). We heard of families pushed to the limits through social distancing, of vulnerable children without the safety net that schools provide and of the… Read More »

Every Child Should be Resilient

Every Child Should be Resilient
By | June 5, 2019

Resilience is currently a bit of a toxic word currently. The idea that we need to build young people’s resilience to ‘survive’ some of society’s contemporary challenges has hints of ‘victim’ blaming. Living in poverty – toughen up. Experienced trauma… Read More »

Passport: an entitlement to enrichment

Passport: an entitlement to enrichment
By | November 27, 2018

An entitlement to enrichment and the extra-curricular underpins much of our work. The notion of ‘passports’ as a method of prompting and supporting a broad range of experiences is a familiar approach. London Challenge – held up as one of… Read More »

Do you want the good news…..?

Do you want the good news…..?
By | August 19, 2018

At face value it has been an encouraging two months in policy terms for those of us interested in a rich and rounded curriculum. Much ‘good news’. The OFSTED ‘leak’  in last week’s Sunday Times (for leak read ‘testing the… Read More »

Flamingo 50 (the results)

Flamingo 50 (the results)
By | June 11, 2018

This list was compiled by attendees at the Cambridgeshire Education Festival 2018. For the background https://everychildshould.uk/flamingo-50/ Attendees were asked about an entitlement of experiences and enrichment activity for every young person. To form a ‘passport’ for every child to adulthood.… Read More »

It takes a village: schools as a universal point of delivery

It takes a village: schools as a universal point of delivery
By | April 18, 2018

We are regularly asked why the campaign is called Every Child Should. And the official (and true) answer is because we are leading a debate about entitlement – what is it that every child is entitled to experience, learn and have… Read More »

Has the extra in extracurricular become exclusive?

Has the extra in extracurricular become exclusive?
By | March 20, 2018

Evidence shows that extra curricula activities make a difference for children and young people, but what happens when the extra-curricular is actually addressing gaps in the curriculum. One of the underpinning principles of Every Child Should is that those who need the skills and experiences of extra-curricular and enrichment activities are often those that have least access.

Inclusion – someone else’s problem

Inclusion – someone else’s problem
By | November 20, 2017

Someone somewhere is still illegally excluding children. Someone somewhere is – consciously or not – making their school less attractive to learners with SEND so that they go elsewhere. Someone somewhere decides that pupils with SEND are the first to suffer from budget cuts (hurray to the first school that chooses to cut GCSE physics rather than support for SEND learners).