Twitter Wall

Twitter Wall

25/04/18

Retweeted From Paula Kennedy

Also a chameleon is very relevant.🦎 We use Charlie Chameleon's scale to gauge how we are feeling, do some 'happy tapping' with Mia & Charlie & voila the scale changes in minutes to positive numbers, gently dissolving the stress, anxiety or fear 🌟🦎🐵🌟 https://t.co/Dcq8imyY4I

25/04/18

Retweeted From GenderEqualityCharter

You can spot GEC schools a mile off! Great work https://t.co/VDlqNirY4D

25/04/18

Retweeted From We are STEAM Co.

How/can we preserving the Early Excitement of and the CREATIVITY of Primary when moving to secondary school. showed how it can be done at our event Great blog here: https://t.co/t9O0GFOURM HT: CC: https://t.co/RnioBqk8th

25/04/18

Retweeted From Hannah Wilson

Emma how can we get involved ? & Martin George from TES were raving about it to AdamBoddison and I at

25/04/18

Retweeted From #LGBTed

Fact: less than a third of teachers say their headteacher has shown leadership in tackling LGBT+ bullying. We can change this. Come to our launch on 2 June (tickets at https://t.co/KEwXgHbkiV) and let's be the role models we needed when we were at school.

24/04/18

Thanks Kendal 🙏

24/04/18

Retweeted From Edval Timetables UK

Want to know how schools can timetable for improved staff wellbeing❓Watch this vid feat. & . Filmed by at a recent timetable training day held by the excellent at https://t.co/NYQNPdRfOH

24/04/18

Retweeted From Changing States of Mind

Army children are Chameleons, they learn how to fit in but when do they learn to be themselves. Thanks for fascinating insight 's & network meeting.

24/04/18

Retweeted From Edval Timetables UK

From student outcomes to staff retention, here's why . This video was produced at a event at , organised by the fabulous . Big thanks to from for her insight https://t.co/CnOijpUH8f

24/04/18

Retweeted From Changing States of Mind

did a great presentation about the benefits of EFT(tapping) in the classroom 's and network meeting #10%braver

24/04/18

Retweeted From Paula Kennedy

Thank you for giving me the opportunity to introduce tapping, sorry we ran out of time for everyone to have a go...maybe another time :-) Definitely #10%braver

24/04/18

Retweeted From Hannah Wilson

Great to see a new account for our neighbouring teaching school

24/04/18

Retweeted From Paula Kennedy

Tapping for Army/RAF/Navy children (and parents) could be a way forward. Tapping helps to resolve and dissolve any emotional upsets in minutes, from simple friendship issues, stress, anxiety etc Happy Tapping with Mia & Charlie & Energy EFT For Teenagers (Amazon). https://t.co/z3Ja1owh5Q

24/04/18

Retweeted From Laura Bainbrigge

Calling all animators! We need you! Our students are keen to get animating!

22/04/18

Retweeted From Paul

Lovely Friday morning on Great Western Park 🌞 https://t.co/VCQGuahlYb

22/04/18

Retweeted From Young Designer Award

The FDC Emerging Designer Awards is dedicated to finding the UK's most outstanding young aspiring fashion and accessory designers, and this is your chance to show a collection of your work in an international Angelman Syndrome Charity Fashion Show in New York! https://t.co/xjhiDzigBZ

22/04/18

Retweeted From Changing States of Mind

Still not signed up for Monday's network meeting ? will be presenting her research on 'the experience of education of the army child' - sign up here: https://t.co/ZI6WDFJq8n

22/04/18

Retweeted From Hannah Wilson

Check out our official opening photos! https://t.co/pgCiuHZVHC

22/04/18

Retweeted From RWS | Resilience Wellbeing Success

Come and join and at (thank you ) for the launch (south)! Please RT https://t.co/6ysZHyTU0G

22/04/18

Retweeted From Bansi Kara

Putting Arts at the heart really does make a difference to the most vulnerable children: https://t.co/9P9Lmfn0PW

Whole School SEND

Whole school send logo

The Whole School SEND Consortium is committed to improving outcomes for children and young people with SEND, through networking, collaboration and unlocking the answers that exist in the system. We find/ share best practice and research/ disseminate the solutions to remove the barriers our learners face.

Download the free SEND guide here: http://www.thesendreview.com/

Our Aims:

The core aim of the Whole School SEND Consortium is to build the SEND Review Key Areas into a wider school-led school improvement agenda. Alongside work with Regional School Commissioners and the Teaching School Council the Consortium test how schools, either directly or through Multi-Academy Trusts and school networks, can use the Review to improve their provision for children and young people with SEND.

Our Steering Group:

Hannah Wilson, our Headteacher, sits on the Whole School SEND Steering Group:
http://www.wholeschoolsend.com/steering-group

Our Priorities:

  • Creating and testing a SEND Teachers programme aimed at classroom teachers and working to the principle that all teachers need to be able to effectively include and support progress for children with SEND
  • Approaches for schools on how to make effective use of Teaching Assistants to support children with SEND
  • Helping pupils with SEND through effective planning into adulthood

Our Objectives:

Use the SEND Review - including within it an audit framework that builds on best practice in school improvement - as a frame that can:

  • Help schools and clusters of schools identify areas for development in support for children with SEND at a strategic level (at school and cluster level)
  • Raise the profile of SEND as a school improvement priority area
  • Organise existing resources (which have been a considerable investment in the system) in a way that helps schools access them
  • Provide the basis of school-to-school support and challenge - identifying and profiling schools that have excellent practice in supporting learners with SEND and building the capacity of these schools to support their peers.

Develop, test and take to scale approaches that:

  1. Motivate schools to use the SEND Review (and through this increase the status of support for learners with SEND both within schools and within the wider sector)
  2. Support school leaders to use the audit in an effective and efficient manner that includes challenge and support from peers
  3. Provide support and guidance that helps school leaders prioritise activities and implement recommendations guiding them to existing resources in the system for support
  4. Develop resources to meet already identified gaps in support; around supporting classroom teachers (SEND Teacher), deploying teaching assistants and planning into adulthood
  5. Identify other potential areas where resources may need to be developed e.g. helping schools analyse data
  6. Refine and develop current SEND resources to help leaders and teachers develop a whole school SEND approach
  7. Build models of school-to-school support and a school led system around SEND enabling the movement of SEND to the mainstream agenda

Our Impact:

Evidence suggests that outcomes improve when SEND practice is embedded into a wider school improvement and school strategy, owned by school leaders, and when classroom teachers are equipped and able to support learners with SEND. The Whole School SEND Consortium's aim is that SEND practice is owned and implemented by the wider community to ensure better outcomes for children and young people with SEND across the system. Whilst much progress has been made, we are still some way from achieving this in all schools and we hope that the Whole School SEND Consortium will drive this forward.