Inspire - education magazine Issue05 (Spring 2011)

Transforming lives, inspiring change

Royal &
Derngate
Youth Theatre
An interview with the director,
Tom Wright

New Vice
Chancellor
welcomed
to The University of Northampton

Also EYSAS – Have YOU RISE
got what it takes?
inside: The University was one of only six
New developments in the School
of Education research
providers in the country selected
to offer the Early Years Student
Associate Scheme Inspire | 2

Contents

New Vice Chancellor welcomed

Students present play to The University of Northampton .......4
A Portrait of Royal & Derngate
Youth Theatre

project to local provider Play, Imagination, and Fun....................7
RiSE.........................................................11
Early Years Student
Associate Scheme.................................17
A group of students from the BA (Hons) Childhood and Youth
New School of Education staff .............19
course presented their project on play to the management team
Information Literacy .............................21
of Big About Music (BAM), a community interest company in
Corby in September.
The students, Chris Lack, Leanne Gould, Dani that the group had identified a gap in
Betty, Laura Weston, Carl Rowland and Jess provision for disabled children. Furthermore,
Bennett, produced a project proposal as part BAM intends to look at the project proposal
of their Leisure and Playwork module in year 2 in more detail and liaise with the students
focussing on the provision of creative arts for to explore the potential of its implementation.
disabled children and young people. They BAM provides opportunities for children and
researched the benefits of Soundbeam, a young people in school and community
music based activity enabling children and settings to enjoy creating music including
young people of all abilities to create sounds music technology, junk percussion, singing
and music. and drumming in Corby and more widely
across Northamptonshire.
The Managing Director of BAM, Natalie Newby,
commented that the idea was innovative and

Sound Teaching of Phonics
The TDA and the National Strategies Team has praised the
University for its work in Initial Teacher Training (ITT) of Phonics.
Inspire
The University’s School of Education is in Phonics involves teaching how to connect Written and produced by The University of Northampton School of
a group of 13 out of 61 Higher Education the sounds of spoken English with letters or Education all submissions are property of Inspire magazine. The entire
content © Copyright The University of Northampton School of
Institutions (HEI) where this aspect of groups of letters (e.g., that the sound /k/ can Education 2011, and cannot be reproduced in whole or part without
provision has been judged as “consistently be represented by c, k, ck, ch, or q spellings) prior written consent.
highly valued by NQTs”. We achieved 70% and teaching them to blend the sounds of Editor Paul Bramble – paul.bramble@northampton.ac.uk
Words Paul Bramble – paul.bramble@northampton.ac.uk
from our NQTs in terms of their confidence letters together to produce approximate Photography Design Depot Ltd, Chris Allum, Neil Shelby Long
in the teaching of phonics compared to the pronunciations of unknown words. Design by Design Depot Ltd – www.designdepot.net
national HEI average of 51%. Consequently Printed by Sterling

the School has been asked to take a lead to
further develop this work across HEI ITT.

www.northampton.ac.uk/education | email: education@northampton.ac.uk | Inspire | 2

Presentation event for CHESL students
An event was held recently Students, accompanied by their guests, attended
the celebration from the University. 300 modules
13 of the students completed the four
modules that make up the Northamptonshire
to celebrate the achievements were successfully completed by individuals who Local Authority Specialist Teaching Assistant
work or volunteer at nursery, primary, secondary award (STA) and were awarded with their
of students who gained and special schools, enhancing the educational certificates by John Follett, School Workforce
module awards for the experience of hundreds of children. Development Team Manager for Learning
Achievement and School Improvement.
Certificate in Higher The expertise and knowledge developed by
CHESL modules range from Supporting Learners
Education Supporting who are Deafblind to Supporting Learners in
Secondary Science.
Learners (CHESL).

The Mathematics Challenge
On Wednesday 10 November, 20 local schools competed at
the regional heat of the Senior Team Mathematics Challenge at
The University of Northampton. The event was organised by The UK
Mathematics Trust and the Further Mathematics Support Programme.

The Challenge comprised of a team competition
University ITE
for students in Years 11, 12 and 13 testing
mathematical, communication and teamwork
Rankings
skills. Over 50 regional heats take place across The School of Education is now
the UK in November and December 2010.
ranked 12th (out of 60) for
The event was extremely competitive, but
the winning team was The King’s School all University Primary Initial
from Peterborough, who will now go forward Teacher Education (ITE)*.
to the national final to be held in London in
February 2011.
Overall ranking in ITE is
18 out of 75 providers.
The TDA annual NQT survey on EBITT
(Graduate Teacher Programme) also reported
that our employment based ITE programme
was rated above sector for both overall student
satisfaction and satisfaction on training to
teach early reading.
*The Good Teacher Training Guide 2010 –
Centre for Education and Employment Research
University of Buckingham

3 | Inspire | www.northampton.ac.uk/education | email: education@northampton.ac.uk

New Vice Chancellor welcomed
to The University of Northampton
“I am tremendously excited
by the prospect of working
with colleagues on the next
stage of our journey towards
becoming a university
recognised internationally
for the excellence of its
teaching, research and
community engagement.”

Professor Nick Petford has commenced his role as the new
Vice Chancellor of The University of Northampton.
Previously Pro Vice Chancellor (Research and Widely known for his expertise in volcanoes He succeeds former Vice Chancellor of The
Enterprise) at Bournemouth University and, before and the engineering properties of rock, University of Northampton Ann Tate who retired
that, Professor of Earth and Planetary Sciences at Professor Petford's research work embraces field in August after eight years in her role.
Kingston University, Nick has worked in industry investigations and mathematical modelling in the
(BP) and on academic and commercial research
projects throughout the world.
flow of molten rock, or magma slurries, on earth
and other planets. He is currently working with
“I am honoured to
colleagues at NASA on the physics of ice magma. join The University
of Northampton as
A former Royal Society University Research Fellow
Most recently, he has turned his attention to
and Fellow of Churchill College, Cambridge, Nick
has held visiting research appointments at the
modelling blood flow with colleagues at the
Vice Chancellor.”
Royal Bournemouth Hospital.
Universities of Michigan and Vermont (USA) and
NASA and is currently Visiting Professor at Nick's contributions to the media on volcanoes
Macquarie University (Australia) and the Open include appearances on Sky News, BBC TV and
University. He has published more than 250 research Radio and Richard and Judy. In 2005 the BBC
articles and books and is a highly cited author. featured the work of his research team in an
hour-long documentary ‘Krakatoa Revealed’.
I am honoured to join The University of
During the eruption of Iceland's Eyjafjallajökull
Northampton as Vice Chancellor. Universities look
volcano this year, Professor Petford was flown over
set to face unprecedented challenges over the next
to the volcano to front a Channel 4 documentary,’
few years. But I am tremendously excited by the
The Volcano That Stopped The World’.
prospect of working with colleagues on the next
stage of our journey towards becoming a University A Fellow of the Geological Society London and
recognised internationally for the excellence of its American Geophysical Union, Nick is one of the
teaching, research and community engagement”. youngest Vice Chancellors in the UK. He is married
with three children.


University invests over £1 million
in PhD research posts
Professor Nick Petford, Vice Chancellor,
The University of Northampton, commented:

‘Our investment in these research posts has
a huge potential impact on the economy,
both nationally and regionally, and our
own development and targets for research
recognition and success. The investment
is part of our commitment to the British
knowledge economy and the studentships

Transformed. will go on to inform our research and
teaching, with the knowledge being absorbed
back into all of our activities, both within the

Inspired. University and with our external clients.’
The studentships will have a major impact on
the applicants and their own academic career
developments, as well as helping to build stronger
academic themes for The University of Northampton
in areas where we want to grow our distinctiveness
The total investment of the research posts and excellence.
The University of is £1.1 million, which represents a strategic
The 24 studentships, managed by The University of
Northampton has commitment to new research and knowledge
transfer developments fitting in with its targets
Northampton's Graduate School in the Knowledge
Exchange, are fully funded for three years. They will
announced 24 new fully and future vision. This follows on from the
commence in January 2011. Each of the six
University receiving research degree awarding
funded and supported powers in 2005 and the success of the University
academic Schools at the University will add to
their current PhD portfolio and applicants will have
in 2008's UK-wide Research Assessment Exercise
PhD research studentships, (RAE), where we were awarded £5 million in
the chance to work with academics who are
leaders in their own fields of expertise, in the
signifying our largest recognition of excellence in research across a
wide range of academic and private sector
following areas:

single investment in orientated disciplines. School of Education studentships
• Parental choice and school placement for Special
research degrees. The University also had its most successful
Educational Needs
academic year to date in 2008/09 for new
contracts for research worth £6.3 million from • The application of learning mentoring systems
54 contracts and £4.1 million from 117 contracts in English primary schools
in knowledge transfer, exceeding the previous year • The role of fathers in the education of their sons
by more than £3 million. at KS2.

Academics from Hong Kong visit the University
In December, we welcomed 5 colleagues from the
Hong Kong Education Bureau {EBD}. The visit, funded
by EDB was jointly hosted by the University of
Cambridge, Faculty of Education and The University
of Northampton. The party visited schools in
Northampton as part of their 10 day study tour
to look at provision for students with SEN. Annie
Fergusson, Senior Lecturer in Special Needs
Education, worked with the delegation during their
trip, examining curriculum and assessment issues
[in particular the P scales]. On their visit to the
School, the Education Bureau colleagues met with
other academics from the School of Education, Philip
Garner and Steve Cullingford-Agnew to explore the
development of future teacher exchange visits and
professional development opportunities.


Camila
Batmanghelidjh
talks at annual
High Sheriff’s
Lecture
The Vice Chancellor, in association with the
High Sheriff of Northamptonshire, David Laing,
was delighted to announce the first lecture in
the 2010-11 High Sheriff’s Lecture Series was
to be delivered by Camila Batmanghelidjh.

Camila Batmanghelidjh is the founder of two
children’s charities – The Place 2 Be and Kids
Company, where she currently works with some
of the most traumatised young people living in
London. Camila trained as a psychotherapist,
engaged in 18 years of psychoanalysis and has
become an advocate for vulnerable children.
Kids Company was set up in 1996 and currently
reaches 14,000 children a year with therapeutic
and social work support in three centres in London,
as well as working in 37 inner-city schools. Camila “Kindness – Priceless.
and her team have raised £60 million over the The power of compassion
years to help London's most vulnerable children.
Camila was awarded an Honorary Doctorate by
in transforming anti-social
the University in July 2008. children’s lives.”


A Portrait of Royal & Derngate Youth Theatre

Play, Imagination,
and Fun
Royal & Derngate Youth Theatre teaches young people from all
backgrounds how to create theatre through weekly training sessions
and regular productions of classic, newly written and devised works.
The Youth Theatre has an age range from 2 to 25 year olds in ten
different groups, catering for a wide range of theatre styles, from
musicals to mask work and Shakespeare.


Profile:
Tom Wright
Director of the
Youth Theatre

I graduated with a drama degree from Bristol
in 2000. I toyed with becoming a writer, actor,
director and I discovered being a director was the
most fun. When I was growing up in York I used
help my mum run a Youth Theatre. I’ve been in
every youth theatre I could get my hands on –
so I’ve been very used to being a youth person
in theatre and working with young people.
When I graduated I took part in what is called
now The Channel 4 Theatre Director Scheme, but
then called the Regional Theatre Young Director
Scheme at the Young Vic in London. The scheme
ran a lot of educational workshops and assisted
on many productions. I went onto assist at the
West Yorkshire Playhouse and the Royal
Shakespeare Company and then set out as a
freelancer, directing my own shows and alternating
that with workshops and productions with young
people. Some did really well and I won a fringe
first for a show that took place entirely in a steel
shipping container at the Edinburgh festival.
I then got offered the job here and I work full
time running the Youth Theatre.
To find more about Tom please visit
www.Tomwrightdirector.com

“What is really exciting for me is the relationship
we have with the university as a whole. I have a
range of assistants and the core of these are from
the School of Education.”


Who are these young people who What do your assistants bring
attend the Youth Theatre? to the Youth Theatre?
Our brief is to engage with as many people as I get three big things from the assistants. Firstly
possible from a range of backgrounds in the area. from a health and safety point of view it is really
Currently there is a bias towards white middle good to have more than one adult in a room. Like
class within theatre. This is typical across theatre all public sector organisations, we are not rolling
in the England, but we are working hard to in money at the moment and paying for
diversify and bring in new people. assistants is very difficult. To have someone who
The aim is to provide all of has had training in child protection from the
The Monday Night Group, for example is our School of Education is fantastic.
the young people a real inclusive group largely for people who have not
sense of what it is like to done much drama. We get young people who are The next thing is that we have a huge amount of
not doing drama at GCSE or don’t have drama admin and the people on placement have been
be a professional actor or provision in their school. They might lack fantastic in terms of keeping our database of 250
director. Certainly the confidence because they feel intimidated because members up to date and communicating with
groups for 14+ year olds they have an educational, special need or they our membership.
are a wheelchair user. The aim is to build up
are getting the same sort their confidence to move into the other groups Finally, I like to respond to their interests. If they
of training they would get of their choice. are passionate about something then I will
encourage it. We have had reviews on our child
at a first year of an This term I have put a lot of thought into how we protection policy and how to diversify the Youth
undergraduate drama can reach out and get a better representation of Theatre. It’s very unusual having that outside eye
life in Northampton. Alicia, one of my assistants especially when they have chosen to do that
school degree. There are was very helpful in this. We had a bursary of £150 course because they are passionate about young
weekly intensive training a year for people who are financially struggling. people and young people’s learning. So tapping
workshops through term Alicia did a lot of research into where we can get into that and getting their perspective has been
funding for this and how we could reach out. very useful to me.
time and the aim of every This term we are putting a lot of that into place
group to perform to a and next term we will open it up to a wider range What are the benefits of Youth Theatre?
of people.
group at least once a year, All the skills used in drama can be used in any
career, from job interviews to communicating
either a fully resourced What is your connection with the with colleagues. I think drama speaks to the two
production in the Royal or University and the School of Education? areas where young people tend to fall down at
one of the underground What is really exciting for me is the relationship the moment. Many find it difficult working in a
group, which we teach them to do through the
we have with the University as a whole. I have
studios for older groups or a range of assistants and the core of these are give and take of putting on a play. Then there is
a smaller showing for the from the School of Education, as they are police- confidence and presentation skills, which are
crucial in so many jobs. Once you can stand in
younger groups while they checked and fully trained in child protection.
They already know or are learning about how front of an audience and speak clearly in a play,
build up their confidence. young people work and how to look after them you can do it in a presentation.
so they make a real contribution to the sessions.
Perhaps many in the youth theatre won’t go on to
I also use assistants from the rest of the become actors and that’s fine. But they will have
University, for example students from the School grown so much as a person. The feedback we have
of The Arts in Drama and Acting, who don’t have got back shows that young people gain so much
the knowledge of working with young people in confidence from youth theatre; and that
but know how to do a vocal warm-up and the benefits their lives, whether it be at home, in their
breathing exercises actors need to do. So there studies or in their developing friendships at
is a wide variety of relationships building up school. And that’s why I find this job so satisfying.
between the different Schools and the theatre.
For more information about the Youth Theatre
Its fruitful experience; the students get to work in please contact:
a professional theatre and have the experience of Tom Wright
running exercises in a session and we get people Youth Theatre Director
who are passionate and committed, and really Tel: 01604 655777
good role models for youth theatre members. It’s Email: youththeatre@royalandderngate.co.uk
good for the members to meet people who are a
little older than them who can act as mentors.


Profile:
Alicia King
Assistant at the
Youth Theatre

In my first year of my course (BA Hons Childhood
and Youth) at The University of Northampton I had
a placement at the Royal & Derngate Youth Theatre
group as an assistant. My duties were initially
helping the youth theatre leader, Tom Wright.
He included me in Youth Theatre and I was able
to bring my ideas to him and everyone else at the
Youth Theatre, such as the bursary system.
There were not a lot of children benefiting from the
service Royal & Derngate offered. I suggested
writing to the local schools and asking for students
that would benefit from the Youth Theatre, in
particular people with behavioural problems or
emotional issues since the theatre and any form of
arts is an excellent way for children and young
people to express themselves in a non threatening
environment where they feel comfortable.
What have you gained from the
Youth Theatre?
I have learnt how the theatre can change the
children. It's a very positive output for their
emotions and their ideas and it encourages them
to use their imagination. I learnt that children will
come and speak to you about things but you need
to create fun and imaginative ways to learn for this
to happen.
For example there was a female who was quite an
outward character. The young female in question
was very inquisitive when we first met, asking
questions such as who are you, where you from,
what you do, why are you here. I felt a bit taken
back as I have never had an individual speak to me
like that. Over the weeks she was able to talk about
her feelings and emotions.
At the end of the year I found out she had
bereavement in the family. It was nice to see
she was coming somewhere she felt safe and
comfortable – she did not have to talk about what
happened but it was an outlet for her (one which
she might not have had). It was just about her for
an hour and half once a week.
What have you taken away from
the Youth Theatre?
I never knew of the variety that was available in
“I have learnt how the the arts and it’s very underrated. I got to see right
across the board from the small to big things to
theatre can change the do with the children. I think I’ve been really lucky
children and it’s a very – it’s really hard to describe the feeling you get
from interacting with the children – you get to
positive output for their learn all about the children and what they do,
emotions and their ideas to talking to the parents. It really rewarding and
exciting and I would definitely encourage theatre
and it encourages them to and drama in schools.
use their imagination.”


Research in School of Education

Research and related activity within the School of Education continues
to develop, supported by various initiatives by the University, and by the
ability of colleagues to respond quickly to opportunities as they arise.
Recent weeks has seen the announcement of interviews to HLTAs and senior leadership team The high variability of deployment practices,
a series of PhD bursaries by the University, members) to establish how: HLTAs were deployed makes the evaluation of HLTAs’ impact on children’s
dramatically confounding the negative perspectives and employed; whether gaining their new and learning and inclusion a challenging task. Recent
of those who regard investment in research to be enhanced status had an impact on their roles and studies (Blatchford, et al, 2009; Lamb, 2009) have
severely compromised by the recent spending responsibilities; and, which barriers prevented them raised doubts on the issue, and gone as far as
review. The School is currently seeking to appoint from using their knowledge and skills in supporting arguing that there is a negative correlation between
three such studentships, further enhancing our the school, the teachers and the children with the extent of para-professional support and
profile in key areas of research and scholarship. special educational needs (SEN). children’s attainment.
HLTA Leicester City project Findings from the research shows there is great Our findings suggest that this correlation is far from
- The use, deployment and perceived impact variability in terms of deployment, and in terms of clear, as HLTAs in this study were employed flexibly
of Higher Level Teaching Assistants (HLTAS) employment contracts and practices. HLTAs were: to support the school in a number of ways, and that
in maintained schools. employed to take whole classes; cover for absent evaluating impact only on attainment is
teachers; plan in collaboration with teachers or problematic. The researchers are keen to pursue
At the recent School of Education’s inaugural
autonomously, set up and run extra-curricular alternative methods of evaluation, which includes
Research Forum, which took place at Park Campus
activities or special intervention programmes; and what children think about the impact of HLTAs and
on Wednesday 20th October, Senior Lecturers
also, to manage other support staff and carry out TAs on their learning and experience in school. This is
Mary Doveston, Paul Sedgwick and Cristina
administrative roles. inevitably a brief synopsis of the final report.
Devecchi, and Research Assistant, Johnson Jament,
presented a research project commissioned by With regard to their employment, not all HLTAs For more information please contact:
Leicester City on ‘The use, deployment and were on similar contracts; Some were employed Mary Doveston
perceived impact of Higher Level Teaching on split contracts (e.g. HLTA/unqualified teacher, Tel: 01604 892884
Assistants (HLTAS) in maintained schools.’ or HLTA/TA pay scales), and some on a split Email: mary.doveston@northampton.ac.uk
contract HLTA/TA.
The study applied a mixed method approach
(questionnaires and face-to-face semi-structured



Recent PhD success
Dr Johnson Jament graduated During the course of his studies as a research
student, Johnson published a number of papers
in July 2010, having completed in academic journals, including some with his
his studies and research for his then fellow PhD student, Mary Feng Yan. He also
presented papers at conferences in the UK, Ireland
PhD degree. and India, and shared his research with a range of
Johnson’s thesis focused upon teachers’ undergraduate and post graduate students both in
understanding of attention deficit hyperactivity Northampton and at other UK universities.
disorder (ADHD) in a South Indian context. His field Johnson is continuing his research, as he currently
work was conducted in schools in Kerala, where he works as a research assistant on a number of
interviewed teachers and parents and conducted projects within the School of Education. Next
observations in school. year, he will return to India to help develop
Johnson originally came to The University of educational provision in the poorer areas of his
Northampton to study for the MA in Education, community, and to make full use of his learning
writing his dissertation for that degree on the during his time at Northampton. He is keen to
topic of schools in fishing communities in Kerala. maintain links with the University, and is already
He progressed to study on the PhD, and gained involved in project planning with academic
further experience and research training by colleagues from the School of Education.
working with colleagues from the School of
Education on a number of funded projects.

Research partnerships:
Jyväskylä University
of Applied Sciences
A research partnership between The University of Northampton and
Jyväskylä University of Applied Sciences in Finland has been in operation
since 1997. Dr Leena Kaikkonen, Head of Research and Development in
teacher education at Jyväskylä University of Applied Sciences has been
instrumental in leading many of the joint initiatives between the two
institutions. Jyväskylä University of Applied Sciences She recently gave
Dr Leena Kaikkonen
us an interview about how she values this work.

What kind of educational research projects Recently researchers from both universities have What other research do you do in education
have Jyväskylä University of Applied been working on the development of teacher at Jyväskylä University of Applied
Sciences and The University of competencies in relation to dyslexic students. Sciences?
Northampton done together? We have recently completed two projects for the
We started our collaboration within the European What have been the outcomes from the Finnish Ministry of Education about the changing
Union funded SENECA project in 1997, which was joint research with The University of
role of special education teachers in vocational
Northampton?
focused on teacher competence advancement in education in Finland and best practices used in
relation to special educational needs across Europe. From a personal perspective the experience has accreditation of prior learning in vocational
As part of this project we ran dissemination been something that has enriched my experiences education. Both of these national projects have
courses in Finland and Estonia for teachers from as a researcher in general. Working in international been reported in books.
around 20 countries. A report titled ‘Educating contexts helps to develop understanding of the
Everyone Together’ was produced from this project. different interpretations of education and Do you have any plans to do more research
enhances the content base of my work in together with colleagues from
Following this we joined with The University education. Together we have written several Northampton in the future?
of Tartu in Estonia to complete a project on papers in academic journals and contributed Definitely, yes. We are currently working on joint
vocational teacher attitudes towards inclusive chapters in a number of books based upon our bids for funding and have a clear focus on some
education. This was reported in a paper in the co-operation. This has been important to some of the research we would like to do. However,
International Journal of Special Education and of our staff members in providing them with competition for funding is challenging and we
in the book ‘Jotain Erityistä – Something Special’ experiences of developing their academic recognize that we will need to search many
published in Finland. writing in an international context. We have also sources to gain the support we need. The work
presented papers in a number of international which we have undertaken to date has been
Colleagues from our two institutions have engaged conferences and have had opportunities to very important to all involved and whatever the
in research into comparative teacher education in disseminate our work to students at all levels outcomes of our current bidding activity we
England and Finland, including the development of within our universities. will find ways to continue of future partnership.
student portfolios and approaches to assessment.



In 2006, the National Association of Independent
Schools and Non-maintained Special Schools
(NASS) commissioned the Centre for Education
and Research (CeSNER) at The University of
Northampton, to carry out research on the issues
that schools face in identifying mental health
needs in children with complex special
educational needs (SEN). They found that the
key issues that challenge schools were a lack
of knowledge and training for staff on how to;
i) recognise and identify mental health problems,
ii) support these pupils within the school
environment, and iii) ways in which to refer
pupils to professional help.

The ‘Making Sense of Mental Health’-
understanding mental health in children with
complex needs’ project is now working on these
findings to develop a web-based training resource
for schools. This will support staff in how to
recognise mental health problems in children and
young people with complex SEN, ways in which
Amanda Watkins
they can support these pupils whilst in the school
environment, and also provide staff with Reflections on studying for a PhD
information about external professional help.

The aims and benefits of the project are to:
• Raise awareness of mental health needs in Dr Amanda Watkins completed her Amanda went on to say: “It’s not always apparent
children with SEN. part-time degree at The University of to me how I am using the subject knowledge
• Develop knowledge and skills of school staff. Northampton in 2006. She says: “I chose I gained in my PhD work within my current
professional role. The focus of my research –
• Enhance teaching and learning strategies. the University to study at specifically for
special needs teachers as researcher of their own
• Inform new areas of academic research. the team of supervisors I eventually
work – sometimes overlaps with my current work,
• Implement the developed training resources worked with - Richard Rose and his but more often it doesn’t at all. However it is very
into both NASS Schools and local authority colleagues in CeSNER. It wasn’t easy clear to me that many of the other skills I know
SEN and mainstream schools. to find professionals with the areas of I gained and honed whilst doing the research,
• Support and training for staff will overall result expertise I wanted to explore – special I use all the time. I’d say the most obvious of
in better support and learning for pupils with needs education teachers as practitioner these relate to reading and synthesizing
SEN, and consequently improve lives and researchers.” information, and writing and reporting. However,
emotional well-being for these children and probably the most important skill gained is the
young people. Amanda’s background is as a teacher, advisor and way of critically thinking about things, which is
teacher educator – all within different special and almost a force of habit now. Questioning and
This resource is being developed through inclusive education settings. She went on to say: critically reflecting on things becomes second
collaboration between NASS and The University “My professional experience as an educator has nature after a while.”
of Northampton. Macintyre Wingrave School, been fairly varied, but throughout all of my
in Aylesbury, is kindly hosting the project base. professional roles, there has been a developing She cites Marilyn Coghlan-Smith, who suggests
This project is jointly funded by the Department interest in the nature of learning and its that practitioner research becomes ‘a state of
of Business, Innovation and Skills, and NASS as determining influence upon the work of teachers being’ rather than an activity. “I really identify with
part of a Knowledge Transfer Partnership (KTP). and their own professional learning. I think my this – the most important thing I think a lot of
PhD work was a very detailed and extensive people get from their PhD work is not necessarily
For more information please contact: exploration of this!” the content knowledge; it is a set of skills and
Rachel Allan attitudes linked to reflective practice that become
Research Associate She now works as Assistant Director in the most important in their future professional lives.
Mental Health and SEN Resource Development European Agency for Development in Special That, and once you’ve got those 2 magic letters in
Email: Rachel.allan@northampton.ac.uk Needs Education, where she is responsible front of your name – D and r – perhaps you then
for co-ordination of the Agency project have the confidence to use those skills more and
implementation procedures, as well as project more in your everyday work!”
manager of a number of on-going projects,
including Teacher Education of Inclusion, and,
a joint project with UNESCO called Inclusive
Education in Action.


PhD supervisors
in the School of Education
Researcher Profile: Researcher profile:
Dr Paul Bracey Judy Sayers
Paul ‘s teaching career was mainly in the Judy Sayers is a senior lecturer in education, in which teachers present mathematics to their
West Midlands, including a number of years who teaches in both mathematics students. Qualitative analyses are ongoing and
in an inner city Birmingham school, and education and design and technology indicate that Finnish excellence on recent
international tests of mathematical achievement
two years lecturing at the University of education in the School of Education.
are more likely to be a consequence of a range of
Birmingham. He completed a PhD at Following a career in domestic banking and
cultural characteristics unique to that country than
Birmingham in 2008, where he undertook training adults she worked as a primary didactic excellence on the part of Finnish teachers.
research into teacher perceptions of an Irish teacher in Hertfordshire in both key stage
dimension, in the history curriculum in one and two, before joining The University Judy began a PhD on ‘How primary teachers
primary and secondary schools. of Northampton in 2003. She wanted to conceptualise whole class interactive phases
develop her research skills after of a mathematics lesson’ working closely with
His passion in the area of teaching for diversity volunteering as a researcher as a primary teachers in schools around the area. The in-depth
has been influential in much of the research he case studies have revealed some very interesting
mathematics specialist.
has conducted. Since joining the School of findings, some of which reflect the changes of
Education at The University of Northampton in Judy has been involved as a researcher on the constraints on primary teachers imposed by policy
1997, he has been involved in writing a number mathematics education traditions of Europe and local interpretation. Another has highlighted
of articles which relate an Irish dimension to issues (METE) project, funded by the EU, which ran for a lack of professional autonomy with regard to
of diversity. He is also a director/management the years 2003-2005. Its purpose was to examine classroom decision, supporting an ever growing
committee member of the Northampton Black the ways in which teachers, defined locally as sense of frustration on the part of primary teachers,
History Association, which has investigated effective, in England, Finland, Flanders, Hungary particularly within a high-stakes assessment culture.
historical materials related to the history of a and Spain, conceptualise and present mathematics
population of black people in Northampton. He to students in the age range 10-14. The age range She continues to be excited by mathematics and is
was particularly involved in producing teaching represents a key transition as school mathematics looking forward to finishing her PhD so that she can
resources which were based on these materials; shifts from concrete and inductive to abstract and begin to bid for funding in order to develop further
some have been provided to every school in the deductive. Judy worked with the English team, her knowledge and understanding of her field. She
county. Many of these are on sale through the based at Cambridge. She undertook the initial hopes to explore appropriate methods which inform
Northamptonshire Black History Association. Paul visits to all four European parties and engaged in and develop colleagues in primary school.
is now involved in a project which is conducting the development of the analytical framework. She
a survey and constructing case studies which worked as part of the video team in England,
evaluate the use of these resources, and to identify liaising with teachers, recording lessons and, with
examples of how teachers are relating their others, analysing the lessons. She has contributed,
knowledge of black history to their teaching. by means of co-authored papers and conference
presentations, to the written outcomes of the
Paul is involved in PhD supervision as well as
project. Quantitative analyses highlighted both
teaching on a number of undergraduate
similarities and substantial differences in the ways
programmes throughout the School of Education.


To find out more and discuss the training or research needs of your team, please contact:
Ken Bland, Head of Wider Schools Workforce Division
Telephone 01604 892118 Email ken.bland@northampton.ac.uk

Ten Year Anniversary
TEACCH UK

TEACCH UK Conference
Autism Interventions: Evidence and Outcomes
Venue: The University of Northampton, Park Campus
Dates: 17th & 18th June 2011 Time: 9.30am – 4.00pm Cost: £195
With
Dr. Gary Mesibov, former Director of Division TEACCH
Dr. Glenys Jones, Autism Research Centre, University of Birmingham
This 6th bi-annual international conference is attended by TEACCH practitioners from children and adult services who work
with individuals with Autism and Asperger Syndrome. There will be a choice of workshops led by European colleagues,
who will report on current research and innovative practice relating to various educational interventions, including those
associated with the TEACCH approach. Presentations will cover a wide range of topics including, for example,
communication and interaction programmes, play, social skills and inclusive approaches.
To book your place please contact: Lorraine Harman
Telephone: 01604 893606 Email: education@northampton.ac.uk

In Collaboration with Autism Independent UK
Park Campus, Boughton Green Road, Northampton, NN2 7AL Web www.northampton.ac.uk


Early Years Student Associate Scheme

The University of Northampton are proud to have been one of
only six providers in the country selected to offer the Early Years
Student Associate Scheme. The scheme was aimed at final year
undergraduate students who are interested in working with young
children aged 0-5, who are not studying an early years related
degree but who demonstrate lots of enthusiasm to learn and
who demonstrated potentially transferable skills.


The Children’s Workforce Development Council It’s not just for girls “Today I was in the ‘dragonflies
(CWDC) established the Early Years Student
Associate Scheme (EY SAS) as a means of providing
The students had to commit to an intensive and pondskaters’ room to help
schedule and agree to attend two preparation
a 3 week ‘taster’ of work experience in an Early Years days, a compulsory debrief session and complete a prepare for the sports day.
setting to help prospective graduates decide whether
this could be the right career choice for them. But
placement diary in return for a monetary incentive The children were very excited.
offered by the CWDC. They were offered an
also in a bid to attract a wider range of people into additional ‘bonus’ if they demonstrated their
It was a joy to watch the
early years, including those from ethnic minorities commitment by gaining a high, performance rated children practise sports as they
and to encourage more men into the profession.
It was decided to take the title SAS literally and
score in relation to attendance and involvement were enjoying themselves.”
from their work based mentor. During the
throw a challenge to the prospective students. preparation days they learned about the best ways Student diary quote: Diren Chedumbarum,
30 students were offered places on the scheme after to engage with children and enter into their play Degree: (BA Hons) Financial Service
an initial briefing and interviews which found them from a backdrop of resources that asked ‘What is it?’
playing with ‘playdough’, using puppets and getting ‘What does it do?’ ‘What can I do with it’ organised Outcomes
into ‘role’ based on children’s activities. by Eleonora Teszenyi, one of the senior lecturers
Three students were offered positions directly from
from the EY team. A representative from the local
their placement and three were accepted on the
authority gave in introduction to setting up a
EYPS Full Pathway – a route to professional status
“It was a great experience pre-school provision with the intention of capturing
through our Early Years Graduate Diploma. As a
the wider business requirements of running a setting
that I really enjoyed and the as a business. Finally students were given an insight
pilot project the EYSAS team consider this to have
been a successful experiment and would welcome
fact it has resulted in a job is into the stages of language development in order to
the opportunity to repeat the programme although
prepare them to communicate with children aged
a wonderful bonus. A big between 0 and 5.
it was very time intensive.
thank you to you and everyone Students received goodbye cards and drawings
Placement experience
involved for running it. I hope Students were warmly welcomed into the settings
from the staff and the children and many
settings have written to the University
you are able to offer others the and very quickly established themselves with the thanking us for sending them fantastic students.
children and the staff. Feedback at the end of the
same opportunity in the future.” programme was exceptionally positive with the Jeanne Barczewska (SAS scheme co-ordinator)
Letter from student: Lucetta Price majority of students scoring good or outstanding.
They were evaluated against the Leuven Scales of
To find out more email:
Involvement which reflected autonomy, sensitivity
and stimulation measured through observations of eypsadministrator@northampton.ac.uk
student/child engagement.


Patrick Smith
Head of Initial Teacher Education Exeter University)
ough Convent in Penryn (now part of
Originally from Cornwall, I attended Trem St. Boniface’s
braved the Irish Christian Brothers at
and after further schooling in Falmouth
College Plymouth.
club and county level
use I could run fast!) and I played at
Rugby was my major sport (only beca t my “muddy knees”.
young daughter began to worry abou
until the opposition caught me and my
It was time to stop.
t for 14 years in
at Dudley College of Education and taugh
I trained as a secondary PE specialist
er Education.
Halesowen and Coventry, latterly in Furth
up a Lectureship
al in Cumbria (from Kenilworth) to take
In 1994 I moved a young family to Kend incorporated
Mason Colle ge). Subsequently St. Martin’s College
with Lancaster University (Charlotte I was appointed as Principal
me the University of Cumbria.
Charlotte Mason and then in 2007 beca then
rgraduate Teacher Training in 2002 and
Lecturer and Programme Leader for Secondary Unde
as Partnership Manager in 2008.
Teacher Training.
Ofsted and an Additional Inspector for
I was a school inspector on behalf of er
ct speci alism, gifted and talented and Initial Teach
My research interests lie with my subje cts that bring new ideas
ation, creativity and proje
Education. What really excites me is innov
and ways of working.
but I am sure given the
times ahead for Initial Teacher Education
There are interesting and challenging we will be successful in all that we do.
n the School of Education
strengths and expertise that lie withi

Eleonora T
eszenyi
Senior lec
turer in Ea
I am Eleono rly Years
ra Teszenyi,
on Park Cam a senior lect
pus. I have urer in Early
and live in th a lovely fam Years at the
e university ily, I am the School of Ed
town of Loug mother of on ucation
I have been hborough. e 5-year old
teaching fo boy
from) and 14 r 18 years, so
years of it in me of it over
a classroom England. In seas (in Hun
teacher (Rec these 14 ye gary, where
Leicestershi eption and ars, I have be I come
re LA and on Yr1), an Early en a nurser
Centre worki e of the first Years Improv y teacher,
ng with child 3 Children Ce ement Advis
Multi-agenc ren and fam ntre Teache or for
y working be ilies from di rs in a Phas
opportunity ing the corn sadvantage e 1 Children
to develop er stone of d economic
Inclusion Te liaison with Phase 1 Chi background
am, Specialis Spee ldren Centre s.
together pr t Teaching Se ch Therapists, Occupat s, I had the
ofessionals rvice, Family ional Therap
to support Outreach W ists, the
During my young and orkers (Sure
advisory ye vulnerable ch Start) to br
ars, I was in ildren’s deve ing
male practi vited to carr lopment an
tioners’ influ y out 2 rese d learning.
to the nation ence on bo arch
ys’ learning
which was
al debate on
boys’ achiev and achievem projects: The first one
to assess ch ement. The ent in the Ea into
for the com ildren and fa other, into lis rly Years in
munity. milies’ view tening to ch response
s on the serv ildren’s voic
I was appoin ices that Chi es,
ted as Senior ldren Centre
s deliver
Early Years Lecturer at
Foundation The Univers
Developmen Degree Prog ity in April 20
t’ module. I ramme, co-o 10 and teac
teach on ca rdinating th h on the
mpus as wel e ‘Understan
l as off-site ding Childre
in Leicester n’s
City.

19

Gillian Sykes
Senior lecturer in Early Years
My name is Gillian Sykes although I always wanted to be called Sally! I’m from Yorkshire, married and have
three sons who keep me on my toes. I have stood for many years on the touch line of rugby and football pitches,
cheering them on, contemplating what I would have been doing had I had daughters. Each year they very kindly
buy me a season ticket for Leicester Tigers, even though I’d much prefer to be in a spa!
We live in a pretty village in Leicestershire, where we spend many hours walking Barney, our shiny black Labrador
and then popping for light refreshments to any one of our local hostelries.
I have spent my working life in education. After leaving school I trained to be a teacher, specialising in Early Years
education, and loving every minute of it. After 25 years and nearly 700 children later, I went to work for the Local
Authority as a Senior Improvement Advisor. Enjoying the role, but not the bureaucracy, I began to do some work
for the University of Northampton and also trained as a Forest School Leader. When a lecturer’s post was
advertised I applied for it and got it!
So, I’m the person you may see around the campus looking dazed, with a recyclable hessian bag
full of marking. Head in a book planning for the next session. But, secretly, loving it.

r
Jane Badge Course Lea
der
am and on th
e Initial Teac
hing

BA QTS Early Years the Early Years te e) I set up my
r to work inptembe own at the tim kn . es
niversity in Se ge (as it was d Milton Keyn
I joined the U m Nene Colle thampton an
ses. Afte r qualifying fro ty of scho ols across Nor
Training cour hing in a varie School in
ampton teac and Nursery
me in North of an Infant ing the
ho Headteacher h of my w ork was build
rsity, I was ners.
ing the Unive ars. During that time muc ctive self motivated lear
Prior to join for over 4 ye eve to be effe
Northampton
shire
to develop an
d achi king skills
veloping thin
for every child t looking at de gs in
opportunities an EEC Corn
elius projec ucation settin
been part of as to visit ed
reer I have of this experience w for new ideas.
During my ca rs. A highlight opportunities
r young learne practice and ing course
and knowledge fo Netherland s and look at aking an even
Malta, Sw eden and the and I am cu rrently undert with nieces an
d God
ing the piano and children,
joy sw imming, play any links with schools
Personally I en ue to have m
welry. I contin
in metal work je
ep me busy.
children to ke

Julian Brown
Senior Lecturer in SEN
My teaching career began at the chalk-face and progressed to the
whiteboard-face (when it works!). I have spent the past fifteen years
in primary, middle, secondary and special-school classrooms in a
range of roles from supporting learners, as a teaching assistant,
to managing provision and supporting colleagues as a SENCo
and Senior Leader.
‘Born and bred’ in Philadelphia, Pennsylvania, USA, I first arrived
in the UK in 1992 at the sunny seaside city of Hull! Eighteen
Alison Flint
years on and I have settled in England and yes, prefer living this Senior Lecturer
in Educa tion (Maths)
side of the ‘pond’. I joined the Unive
rsity mainly teac
CHESL courses. hing on the FDLT
My first degree was in the visual arts and, although the sketch My educational , BALT, BA QTS,
National Professio qualifications inc HLTA Secondary
book has been replaced by the laptop, drawing and painting nal Qualification lude a MA in Ed Maths and
for Headship. ucational Manag
ement and the
continue to be passions. These now share time with more active Prior to joining th
e University I wa
pursuits like running (the London Marathon and Chatsworth over five years. Du s Headteacher of
ring that time m a large primary sc
Challenge being the most significant achievements), playing English and Mat uch of the focus hool in Milton Ke
hs and also deve of my work was ynes for
squash (England Squash qualified coach), travelling (round the taught in a range loping the role of on raising stand
of primary schools a recently built sc ards in both
world in 9 ½ weeks), cooking and spending time around the School in North across Milton Ke hool in the com
amptonshire. ynes and was als munity. I have
dinner table with family and friends. o Headteacher of
I currently live in a Junior
Olney and have
I’m looking forward to learning from the expertise within of a junior school maintained my
in Milton Keynes links with schools
CESNER and other colleagues within the school of education. and also to still . It has been gre through my role
get the opportu at to see school as a governor
I anticipate that being part of this team will help me to nity to be involv life from a differ
ed in children’s lea ent perspective
develop my own research interests in education which rning.
include working with children who have behavioural,
emotional and social difficulties as well as methods for
developing partnerships between schools and families.
20

Inspire - education magazine Issue05 (Spring 2011)

Inspire - education magazine Issue05 (Spring 2011)

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Inspire - education magazine Issue05 (Spring 2011)