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 »
Time away from home with your peers – the power of the residential is something I have written on often. I credit residentials at Hindleap Warren with both turning my life around (dodgy kid) and introducing me to a lifelong love of the… Read More »
Ahead of GCSE results tomorrow a plea. Let’s have the stories of the ‘straight 9s’ – that still doesn’t sound quite right – and credit to those students and their teachers. But let’s not repeat last week’s dearth of tales… Read More »
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 »
People seem to know that being outdoors is good. They ‘feel it’. And teachers who have embraced outdoor learning reflect back the impact on both academic success but also wider skills and child well-being. There is a growing body of… Read More »
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 »
I am speaking this weekend at the Cambridge Festival of Education, probably the most optimistic education festival in the world! Creating the Flamingo 50 There are 14 fabulous workshops so I suspect I may be in a room with a… Read More »
Who decides who teaches what, to who and how? This is not a new question. There is much debate around the prescriptive nature of the qualification frameworks, the impact of the EBACC on other areas of education, the expansion of… Read More »
As I walk up the stairs to our office above the public library in Forest Hill, there is a sign warning climbers to ‘Mind your head’. I like seeing this little reminder each day, but, being the co-CEO and co-founder… Read More »
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 »
I was delighted to Chair the Westminster Briefing event on Effective Use of Teaching Assistants. It was great to hear from speakers including Jon Richards at Unison and Katie Harrison from ATL on the value of Teaching Assistants and from… Read More »
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.
The Department for Education have confirmed a review of school exclusions – and Edward Timpson is back to lead it. Education Secretary Damian Hinds has stated that the review has come about due to higher exclusion rates in recent years… Read More »
The strength of consortiums in affecting change is a core principle of Every Child Should. As is the belief that all children should be included in all aspects of education. In her recent piece for Schools Week Anita Kerwin-Nye talks about the change affected by Whole School SEND in the battle for inclusion.
The work of Whole School SEND is predicated on 3 key principles: That a Review based methodology can help schools and individuals identify areas for development, That there is much good practice and evidence of what works, That developing a… Read More »
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).