Education Inspire magazine Issue02

Transforming lives, inspiring change

Issue 02, Autumn 2008

Ofsted and
TDA success
School of Education awarded
‘Grade 1’ by Ofsted.

Profile of Camila
Batmamghelidjh
Director of Kids Company

A Class of
Performers
Links between self esteem and
learning in the classroom.

Also Building your Short courses
inside: career & Conferences
Path in Early Years Caroline Read courses
and Childcare TEACCH UK conference
See page 7 See page 17
1 | Inspire Inspire | 1

Welcome
to the second issue of Inspire, inside you will find an array of good
news from the School of Education, our recent Ofsted success
being one of many highlights.
We will also bring you some interesting developments in early
years and a primary teacher’s findings on the links between
self-esteem and learning in her classroom.
If you are working with children or young people we hope that
you will find something of interest in this magazine.

Our School • Working with primary and secondary schools in We are proud of our collaborative arrangements
partnership, providing our trainee teachers with and long established links with regional local
The School of Education has worked successfully
practical experience authorities and professional associations, which
for 36 years with schools and education settings
• Working with Teaching Assistants and early further enhance our courses, ensuring clear
providing training and professional development.
years staff on day release to study on our routes to support education professionals in
Having strong partnerships with more than 350
successful Foundation Degrees; moving forward in their learning.
schools and educational settings in this region,
we provide continuing professional development • Working in partnership with early years
and lifelong learning courses to meet the needs organisations to provide Early Years Professional
of those working in schools, early years settings Status programmes in the East Midlands Region
and allied professions. Our relationships with • Inviting school pupils to ‘train’ our trainee
education practitioners include: teachers at the University

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

Contents

Ofsted and
TDA success
for School of
Education Our commitment to you .........................1
Ofsted and TDA success .......................2
A class of performers .............................3
DVD review..............................................6
Building your career path in Early
The University of Northampton's School of Joanna Moxham, Head of Initial Teacher Training
Education is celebrating achieving the highest (ITT) at The University of Northampton,
Years and Childcare................................7
award from Ofsted - 'Grade 1' for outstanding commented: Kids Company .........................................9
management and quality assurance.
''We are delighted with this Research in the School of Education..11
It has also been awarded the Training and
Development Agency's (TDA) highest grade for outcome and such a positive Inviting and expressive animation.....13
quality - Category 'A' provider status as a result endorsement from Ofsted and the Multi-sensory impairment conference
of the Ofsted success. welcomes national delegates...............14
TDA. We feel it reflects the hard
The 'Grade 1' from Ofsted was awarded after HLTA article...........................................16
an inspection in April 2008 which looked at the work and commitment of all the
Short Courses & Conferences .............17
School's Primary and Early Years Initial Teacher stakeholders in our partnership;
Training provision. Free research seminars........................20
mentors in over 250 schools,
The inspectors listed the School's key strengths Modules of Study 2008/09 ...................21
as being: University tutors, administrative
• outstanding leadership and management staff and our students. Courses ..................................................22
• outstanding levels of communication, The Ofsted report clearly identifies Credit points and levels:
organisation and administration What are they?......................................24
• the recruitment and retention of high calibre
the various contributions which
trainees, who, once qualified, remain in the they all make to our ITT
profession programmes''.
• the effectiveness of the training in meeting
trainees’ individual needs The TDA has also congratulated the University on
• the high level of coherence between the their results in the 2008 Newly Qualified Teacher
different elements of the training (NQT) survey for the response to ''How good was
• the quality of school-based mentoring your training in preparing you to teach reading
using phonics and comprehension?''
• the professional approach of the enthusiastic
and committed trainees. The TDA reported that the percentage of NQTs
who trained at your institution ranked their
Following the success of Ofsted, the University's
training as good or very good, which was
application to the TDA to be considered for Grade
significantly above the average''.
A Provider status was successful. This confirms the
schools national reputation for the quality of its The University is one of only nine higher
Initial Teacher Education provision. education institution providers who obtained this Inspire
successful response from NQTs. Written and produced by The University of Northampton School of
Education all submissions are property of Inspire magazine. The entire
content © Copyright The University of Northampton School of
Education 2008, and cannot be reproduced in whole or part without
prior written consent.
Editor Paul Bramble – paul.bramble@northampton.ac.uk
Words Paul Bramble – paul.bramble@northampton.ac.uk
Photography Design Depot Ltd, Merle Moustafa & Chris Allum
Design by Design Depot Ltd – www.designdepot.net
Printed by Portland Print Limited

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

A class of performers
Primary teacher, Catherine Mostyn Scott talks to Paul Bramble
about the MA Education project on self-esteem and learning in
her classroom.


I am now at the later
end of my career. In
fact, one of the grans
at the graduation
ceremony remarked
“You’ve left it a bit late
to get a degree”!

Above: Catherine Mostyn Scott

I’ve been a teacher for nearly forty years. I’ve been
a headteacher and a consultant, and a few years
The research
My research for an MA in Education at the “As a strategy for
ago decided I wanted to finish my career where
it started - in the classroom. I became a SENCo
university looked at four main strands:
What is self-esteem?
raising self-esteem,
(special educational needs co-ordinator) and Is it important in the learning process?
Can it be measured?
I introduced weekly
completed the SENCo standards course with
the university. Can it be raised and, if so, how? “success diaries”, in
I am currently in a school in Milton Keynes which
is facing its own challenges. Over thirty different
To give an example, the children devised their own
measure for self-esteem based on things that were
which they focus on
languages are spoken, the most common three important to them e.g. generosity, kindness, a success they have
enjoyed that week in
being Somali, Tamil and Dutch (many of our respect, love, politeness. They loved ratings scales,
African children come via Europe). Many children, so they included one in their measure with space
therefore, speak their native language plus a
european one. Ethnic groups in school include
for individual comments. When they completed the
form again, it showed whether or not their self- or out of school.”
children from Somalia, Ghana, Malawi, Poland, esteem had been raised.
Sri Lanka, South Africa, India, Pakistan and several
They also took more control of their classroom.
European countries.
They told me what sort of classroom they wanted
My study at The University of and I made a questionnaire (again with a ratings
Northampton scale) so we could see how well we were
The focus of my work was the link between progressing towards their “ideal class”. At the
NT
DISCOU LE
self-esteem and learning, incorporating my interest suggestion of the focus group, we did this monthly
B
AVAILA
in the pupil voice. As adults, we make a lot of and it did have a positive impact on the children’s
decisions on behalf of children and we tend to say behaviour and learning.
what we think they like, do and should have, but
Not everything was predictable. As a strategy for
we’re not good at asking them what they think. So TDA reduction of £720 for
raising self-esteem, I introduced weekly “success
the other strand of my work was to seek the views students with QTS, enrolling on
diaries”, in which they focus on a success they have
of the children on the links between self-esteem two 30 CATs points modules.
enjoyed that week in or out of school. The children
and learning. Initially we had a focus group of 7 Y6
told me that, while they enjoyed their diaries, they
children but, over time, they actually became more
of a planning group.
continued overleaf


“Colour was very
were not influential in raising their esteem. This Similarly, the work they did as a class for class
surprised me – I had expected the diaries to have assemblies was rated highly by the children for
had more of an effect. raising esteem. Again, they were presented with a
Another thing that was exciting but not an
challenge and, working together as a team, they
met it. During the year “High School Musical” was
important. The
intended outcome of the research was the
children’s acquisition of the language of research.
very popular. Some of the songs have fantastic
messages for children e.g. “Together we’re a team”.
children even liked
The focus group used our weekly forum to inform
the class about the details of their meetings, and
In fact, the children adapted this song to become
their class anthem, which they choreographed and
their merit chart
because “it’s
the class seemed to “catch” vocabulary associated
performed to great acclaim (including an Ofsted
with research. They naturally absorbed and used it
inspector!) in their final assembly.
colourful”.
– as an example, H (on the SEN register) quite
effortlessly in conversation used the words inform, Colour was very important. The children even liked
combine, focus and competitive in just two their merit chart because “it’s colourful”. The merits
sentences! It had become part of him.
Findings from the research
are different colours depending on what they’re
given for – behaviour, attitude or work – and all the The merits are
The ethos of the class has the greatest impact on
self-esteem. Children must be in an environment
children have a chance to earn them.
As a class, energy and enthusiasm pervaded
different colours
where they feel safe, where they can take risks and
make mistakes. In this environment they can face
everything they did. Even when they were badly
behaved it was with great energy! This was a class
depending on what
and meet challenges, which is very self-affirming.
The teacher must develop positive relationships
of performers – even choosing to forgo football
and stay in at breaktimes to sing and dance. It’s so
they’re given for –
with the class. important to use their strengths and enthusiasms,
and the teacher has to find theses – every class has
behaviour, attitude
or work – and all
Our programme of Values Education (in which we
a different “personality”. You may have a class of
looked at values such as co-operation, honesty,
artists, for instance, or scientists. It is imperative
generosity and happiness) was very powerful in
raising self-esteem.
that teachers listen and respond to their classes. In
this case, it was a privilege to be part of the team, the children have
Linked with this is the fact that the children rated
PE as instrumental in raising self-esteem. I think
and discover things together that I can continue to
use as a teacher. a chance to earn
this was because it gave us opportunities to
practise the values e.g. co-operation. As an
This is just a glimpse of Catherine’s research with
her class, undertaken for her MA in Education
them.”
example, H – a boy whose behaviour was poor in
dissertation. If you are passionate about your work
class – had superb people skills which really
in teaching and keen to pursue your professional
manifested themselves on the football pitch. These
development, please contact the School of Education.
skills were recognised and valued by the class.
Email: education@northampton.ac.uk


Review of School
of Education DVDs
Just in time for the new academic year 2008/09, The
University of Northampton's School of Education has
produced and released a series of DVDs aimed at
teaching assistants who want to find out more about
courses to help further their career.

The DVDs focus on the Foundation Degree in Shining through each one is the confidence and Nilesh, who attended the course at Beauchamp
Teaching and Learning (FDLT) and the Higher Level enthusiasm of the students and the rapport they College, Oadby, where he also works, said: ''I never
Teaching Assistant (HLTA) programme. have with the tutors. The production team at the got to study for a degree when I was younger so I
university have captured the essence of the grabbed the opportunity and I'm glad that I did.''
The formats are similar, with key information about
Foundation Degree’s success in fostering a mutually
the courses being offered from the perspectives of Val Griffiths, who is a graduate of the FDLT and
supportive professional network of talented people
students, tutors, course leaders, colleagues and BALT, is now a Newly Qualified Teacher (NQT)
who are going on to achieve an academic success
employers. This gives a well-rounded view of working at St Andrew's Primary School in Ecton
that many felt was out of their reach.
each course. Brook. She is supported in class by Anne Weldon, a
The students who are interviewed exude confidence Year 2 FDLT student. Their professional relationship
and speak eloquently of the difference the (Anne says of Val, ''She understands completely what
course has made to their lives and to their I need to know. She is a good model for me.'') sums
work. Julie Jones, Course Leader of the up the message that comes across most strongly in
Foundation Degree in Teaching and the DVD – mutual support from colleagues, tutors
Learning (FDLT), comments: and mentors. '
''We see the students' self For Teaching Assistants who are considering
confidence and self esteem applying for HLTA status the HLTA DVDs offer the
rise quite considerably opportunity to hear the views of people who have
whilst they are working gone through the process. Their experiences of the
with us. The enthusiasm assessment are particularly reassuring. Those who
and pride in their were taking the specialist modular training courses
achievements is clearly in secondary maths and science were equally
demonstrated by enthusiastic about the opportunities to increase
those students who their subject knowledge and to apply the practical
have been interviewed, techniques and strategies they were learning to
especially those on their work. Like the students on the Foundation
their graduation day.'' Degree course they emphasised the group
discussions and sharing of ideas as being of huge
Nilesh Champaneri, who
benefit. All of the HLTAs interviewed felt that the
has just completed his
status had enhanced their role in school and made
BA (Hons) Learning and
them more effective practitioners.
Teaching (BALT) year (the ‘top
up' to the FDLT) found
the time during his studies to
compose the music for the DVD.

All of the content on the DVDs can be accessed via The University of
Northampton website www.northampton.ac.uk/education
To obtain a copy of any of the DVDs contact The School of Education,
Park Campus, Boughton Green Road, Northampton, NN2 7AL.
HLTA
Telephone: 01604 893527 or e-mail hlta@northampton.ac.uk for copies
of the HLTA DVDs.
FDLT:
Telephone: 01604 893447 or e-mail education@northampton.ac.uk for
copies of the FDLT DVDs.


Have you noticed how much services for young children have changed
over the last ten years? We now have free nursery education for all
three and four year olds and the number of day nurseries providing
care for the youngest children has increased as well.

Building your career
path in Early Years
and Childcare
This has led to an increase in the number of people
working in Early Years and Childcare services together
with increased recognition of the need for training and
qualifications for this important work. Expectations have
been raised that in future all Early Years services will be
graduate-led.
The main qualification required of this new breed of
highly trained graduate leaders is Early Years Professional
Status (EYPS). It is intended that Early Years Professionals
(EYPs) will lead the implementation of the new Early
Years Foundation Stage curriculum framework and play a
key role in raising the quality of early years provision by
acting as ambassadors of change - modelling good
practice, and supporting and mentoring other practitioners.


The aim of the Early Years Professional Status This is the sort of degree that opens doors to a development. Our Local Authority partners from
(EYPS) programme at The University of variety of career paths, including teaching and across the East Midlands (Nottinghamshire,
Northampton is to develop and validate graduates social work as well as the Early Years Professional Nottingham City, Leicestershire, Leicester City,
who a have the appropriate personal qualities, skills Status. Northamptonshire, Milton Keynes and
and knowledge to lead and support good practice Bedfordshire) have agreed a support package that
with children across the birth to five age range. includes ongoing access to the University’s
The government has set ambitious targets for an
“...An increasing e-learning and academic Library facilities, biennial
update conferences and a flexible CPD framework
EYP in all 3,500 Children’s Centres by 2010, with number of experienced leading to a Graduate Certificate in Continuing
two in each setting in areas of disadvantage, and
an EYP in every full-day care setting (around nursery staff with Professional Development in Early Years.
20,000 settings) by 2015. They have backed this up Capturing learning wherever
with funding of £305 million over the next three
NVQ3 are taking the in happens
years to pay for training EYPs plus a Graduate opportunity to gain a This flexible framework is designed to support EYPs
Leader Fund to encourage nurseries to employ a in their role as ‘change agents’ through providing
graduate for the first time Foundation Degree in the tools to help evaluate and improve practice and
or to help ‘grow their own’. through keeping them up to date with the latest
Early Years as the first research evidence and policy initiatives. But what
Bags of experience but no degree?
An increasing number of experienced nursery staff step towards EYP makes it different is the University’s recognition of
the value of learning experienced elsewhere - for
with NVQ3 are taking the opportunity to gain a
Foundation Degree in Early Years as the first step
Status. Our annual example, Local Authority courses or national and
regional conferences or action-research groups.
towards EYP Status. Our annual intake in this area intake in this area has Through setting up a ‘Negotiated Learning
has gone from 17 to 75 in just three years and we
have students studying at South Leicestershire gone from 17 to 75 in Contract’ with their tutor and writing a reflective
account of what they have learnt, EYPs can provide
College as well as at the University and from next
year Leicester City College and Tresham Institute
just three years and we evidence that tutors can assess and the University
can accredit regardless of where learning happens.
should come on board. The Graduate Leader Fund have students studying
means that Local Authorities can help with fees. For more information on EYPS and other Early
at South Leicestershire years courses please vist our website or email us.
Just setting out on your career path?
If you are a young person thinking that you might College as well as at Web: www.northampton.ac.uk/education
like a career working with young children then an
Early Childhood Studies degree is an excellent
the University” Email: education@northampton.ac.uk

starting point. It gives the opportunity to study all
aspects of early childhood drawing on education,
health and social care perspectives and provide Newly qualified as an Early Years
insights into multi-professional working - an Professional?
essential knowledge base for the professionals of Learning doesn’t need to stop. Funding has been
tomorrow. Students are able to make the links made available through Local Authorities for the
between theory and practice through placement establishment of support networks for newly
opportunities in a variety of early years settings qualified Early Years Professionals to provide
and to contrast their experience in England with support in their key role of promoting
that in another European country. improvement in early years practice and to
encourage their continuing professional


Profile of
Camila Batmanghelidjh
Director of Kids Company
Friday July 11, saw the last day of this year's Summer Graduations at The
University of Northampton marking a week of ceremonies during which
over 2,000 students received their degrees. Camila Batmanghelidjh, who
received an Honorary Doctorate from the University is a psychotherapist
and founder/Director of the charity Kids Company. Camila Batmanghelidjh
is an exceptional woman by anyone’s standard.

Camila was born in Iran of wealthy and highly disadvantaged areas of London. The philosophy is and Young People’s Lecture. Her presentation to the
influential parents and educated in England. This is inclusive and grounded in attachment theory – 150 assembled staff, partnership settings, Local
not itself exceptional until you know that some of believing that children and young people who Authority representatives and students was truly
her family were caught up in and killed during the experience severe emotional distress ‘shut down’ to inspirational.
Iranian revolution leaving her on her own, isolated protect themselves from further hurt and that
and without any means of support, in an English punishing their behaviour reinforces their emotional For someone who has achieved so much in her
boarding school. withdrawal. Therapists like herself strive to provide twenties and thirties, she remains grounded and
non-judgemental, sustained relationships through lacking in pomposity. Now in her forties, she has said
Despite a fierce intelligence, throughout her which emotional as well as practical needs can be that, apart from running a camel sanctuary, anything
education she has battled with severe dyslexia. This met. And it works. Quotes from the Independent is possible in the future and that she plans to be
meant having to learn and retain things as they Evaluation carried out by London Univeristy include: reincarnated as a fat goldfish!
were said to her and orally reciting and recording her
assignments and exams. She applied to several ‘In 88% of cases teachers believed that Kids This is an extract from the Honorary Degree
Universities who were not willing to take her on Company services were effective in meeting the presentation by Denise Hevey.
until, thanks to her determination and persuasive needs of students by delivering available, accessible,
powers, and to their foresight, Warwick University child-centred, non-stigmatising and flexible services.’
finally agreed. She emerged three years later with
First Class Honours in Theatre and Dramatic Arts – Kids Company now employs 215 paid staff who
an inspiration to all students not to let dyslexia stop between them speak over 40 lanaguages. In addition
you from doing what you want to do. over 3,000 people voluntarily donate their skills each
year ranging from doctors and lawyers to artists,
After University Camila launched herself on an dancers and photographers. Kids Company was
unsuspecting world – working initially for Women’s recently awarded a government grant of more than
Aid and setting up a counselling service for a £12.7 million over three years to continue its work
university. On the way she managed to acquire with a particular focus on the most vulnerable and
additional post-graduate qualifications in difficult to reach young people aged 14 and over. On
psychotherapy supported by her own participation the Kids Company website Camila writes:
in psychoanalysis over a prolonged period. She went
on to found the ‘Place to Be’ which is now a national ‘I just want you to know that filling in the
programme offering therapy to children in schools. application for this grant took some 600 hours and
generated 2 fat books!... Had the money not come
In her early thirties Camila set up Kids Company - through, I was going to do a striptease in Parliament;
the organisation with which she is most strongly you’ve been spared!!!’
associated. This is a charity with a unique and
pioneering approach to vulnerable children and This is typical of Camila, illustrating her energy and
young people. The original Arches II Centre offers determination and sheer bloody mindedness in
drop-in services, as a place to be and feel safe, to promoting the cause to which she is so whole
children as young as toddlers that she describes as heartedly committed.
‘lone children’ – children who feel largely Camila has been nationally recognised for her
unsupported by their families and are living with contribution to the social inclusion agenda and was
poverty, drug and alcohol abuse on the part of their awarded Social Entrepreneur of the Year in 2005 and
carers, personal abuse and neglect or living on the was a Woman of the Year in 2006. In June 2007 she
street. In addition, therapeutic and social work was good enough to agree to come to the
services are now offered in 33 schools in the most University to present the inaugural annual Children


“In 88% of cases teachers Images courtesy of Kids Company

believed that Kids
Company services were
effective in meeting the
needs of students by
delivering available,
accessible, child-centred,
non-stigmatising and
flexible services.”


Research in the
School of Education
Extended Schools Projects A second project funded by the TDA is collecting
evidence about effective actions taken by
The Centre for Special Needs Education and
colleagues working in extended schools which
Research in the School of Education has recently
will be used to develop materials for use in initial
been involved in a number of research projects
teacher education and professional development.
investigating the workings of Extended Schools.
This currently involves visiting schools, including
The first of these focused upon the efficacy of several in Northamptonshire and elsewhere in
extended services around two clusters of schools the East Midlands region to look at innovative
in Derbyshire. This project gathered data through practice. Over the coming months several of
questionnaires and more than 80 interviews with these initiatives will be filmed in preparation for
service users and providers including health the development of web based training materials
workers, teachers, education welfare officers, which will be available for use by all training
community police officers, pupils and parents. providers late in 2009.
The research identified a number of effective
Anyone interested in gaining more information,
practices particularly in respect of multi-agency
or becoming involved in this research should
working practices and the provision of family
contact Professor Richard Rose at
liaison workers. The report from this project has
richard.rose@northampton.ac.uk
been used by Derbyshire Local Authority to
inform the development of a new cohort of
extended schools.


Great pride in
the links the
international
students have
built up within
the local
community
Every year the School of Education
welcomes students from across the world
onto the MA in Education programme. Some
stay on after completion of the degree to
undertake research for a PhD.
Whilst studying for the MA all students
spend time in local schools as a compulsory
element of their course. However some get
involved in activities with local schools in
other ways. This year our Chinese students
have organised the Chinese New Year
celebrations in local primary and special
schools and our Indian students have taught
traditional Indian dance in primary and
secondary schools.
Other students are involved in local
community activities including voluntary
work with the St John Ambulance Brigade
and giving language lessons to support
children new to the country. Being a part of
schools within the Northampton community
is seen as very important for international
The Growing Talent for The results of this collaborative working were students.
Inclusion Project powerfully demonstrated in a research seminar
led by pupils from Bellinge Primary School in
The Growing Talent for Inclusion (GTi) Project November 2007 which was well received by an
is an approach to improving group dynamics to audience of students and lecturers in the
support learning and social inclusion which has School of Education. Pupils from Lumbertubs
been successfully implemented in a number of Primary School are to present their project in
classes in Key Stages 2 and 3 across a range of November 2008 to an audience of final year
primary, middle and secondary schools in student teachers.
Northamptonshire. It was developed by Mary
The researchers have now received TDA
Doveston, Senior Lecturer in the School of
funding to develop materials to provide
Education and Marian Keenaghan, Senior
educational psychologists and tutors working
Educational Psychologist for Northamptonshire
in initial teacher training and professional
County Council in 2003.
development, with the skills and resources to
The approach arose out of their experience train professionals working in schools and after
that students’ motivation to learn and achieve school clubs.
in school can be affected by difficult
Anyone who would like to find out more about
interpersonal relationships in class. This
this project, or would like to be involved in this
situation can produce high levels of
research should contact Mary Doveston at
unacceptable behaviour and possibly lead to
mary.doveston@northampton.ac.uk
students becoming socially excluded. The aim
of this project is to promote more effective
interpersonal relationships by identifying what
is already working in the class rather than
focusing on the difficulties and problems. The
process used in this project is called
Appreciative Inquiry and it has a close affinity
with Solution Focused Thinking. Another
important dimension of this project is the
development of pupil self-efficacy through
collaborative working with teachers and pupils
and the class project.


Inviting and
Expressive
Animation
Here’s a big thanks to all the schools
who work with our students
throughout their years with us. You
know you provide the essential experience
required of any aspiring teacher but you
also can help in less obvious ways.

I wish I could remember the name of the student How it works
who returned to university after school The software presents the user with a blank
experience describing the fabulous work that her canvas and a ‘stickman’. The stickman comes
children had achieved with their teacher while covered with “nodes” that can be positioned so
using the free downloadable ANIMATION that the figure can be moved anywhere on the
software called PIVOT. screen and in any shape.
So enthusiastic was the report that we lost no There is a clear “NEXT FRAME” button which
time here finding and downloading our own copy, offers the so-called onion skin affect allowing the
with a view to making it an integral part of next previous frame to be seen. This makes the adding
year’s course. It can be found at of the second frame and the smooth transition
http://www.snapfiles.com/get/stickfigure.html from one to the other fairly straightforward. Lots
of new frames can be sequenced and the process
As far as I can tell PIVOT is free from expenses of
continues. Simple ideas can be created in minutes,
any kind. The motivation for Snapfish to provide
but, perhaps more importantly, more elaborate
this software free seems to be that they have a
ideas can be encouraged and developed on the
more sophisticated version for sale and their hope
spot. Play, stop and repeat buttons make it easy
is that sufficient numbers of people will want to They can bring in backgrounds against which their
to view the creations as they progress. If the child
go further and upgrade. Having seen the PIVOT action can take place. In my version these
is happy with their creation it can be saved as a
STICK version, I can see that this is a distinct backgrounds have to be created in something like
GIF file which can be used in PowerPoint, Smart
possibility. Colour Magic. I think this would be a worthwhile
Notebook or placed on a web page, all of which
Its main virtue is its simplicity, combined with the mean that the children’s work can attract a large addition to the larger projects though.
impressive results obtainable fairly quickly. In this audience via an interactive whiteboard.
Lastly, and so avoiding the only partially
way the software exploits several features of ICT
Main features necessary technical bits, the software comes with
work that make it so distinctive, namely the attainable examples. I felt very positive about
The PIVOT software comes equipped with several
ability to have a go, see opportunities and these examples when the software first became
stick figures including three “people”, several
develop ideas, a process often referred to as trial available and I was looking for possibilities; but
animals and, interestingly for work at key stage
and improvement. We describe this to our they soon become redundant as your own ideas
one, the letters of the alphabet. Word, sentence
students as PROVISIONALITY. Getting to usable develop. It is possible to search the web for ideas
and idea building through animated text sounds
results fairly quickly also make for great and I offer http://tinyurl.com/2og28k as an
like an exciting project. It is also possible to use
INTERACTIVITY, so much so that teachers should example. It comes from YouTube so is best
the software for the children to create their own
have little trouble in giving their children a downloaded if you wish to show it to children,
figures.
motivating artistic and creative experience. but this is one for grown ups as well.


Multi-sensory
impairment
conference welcomes
national delegates

The University of Northampton’s School of This was the fourth national conference organised
Education hosted 200 delegates at Park Campus by the East Midlands MSI Network. The
recently at a conference addressing multi-sensory conference is an important part of the network’s
impairment (MSI). ongoing professional development and support
programme.
“Quality Communication: Maximising
If reading this little synopsis encourages you Opportunities for People with Multi-Sensory The School of Education’s Steve Cullingford-
to experiment, or ask our students to Impairment” ran over two days and attracted Agnew (Chair) and Ann Fergusson (both from
experiment that would be terrific. But there teachers, advisory and support teaching CeSNER) are members of the network’s Steering
is at least one school out there already doing staff/assistants, intervenors, parents, health and Committee and teach the MA Education module
sterling work with PIVOT. I’d be delighted to social services workers and professionals who work in ‘Understanding Multi-Sensory Impairment’,
hear from you and to publicise your children’s with or support people with multi-sensory accredited by The University of Northampton. This
work if you wish. impairment. module has developed through the work of the
MSI network.
I hope you will continue to tell our students Following an opening and welcome from the
about your ICT projects and help them to get School of Education’s Professor Richard Rose, Some of the delegate feedback included:
involved. I’d also be interested to hear from Head of The Centre for Special Needs Education
and Research (CeSNER), keynote speakers at the “The best conference that I’ve ever
any school making use of any accessible
software.
conference included: attended in my career.”
• Melanie Nind – Professor of Education,
Bob Hopkins
University of Southampton
“A really good conference, brilliant
Senior Lecturer in ICT Education opportunity to meet others in MSI.”
The University of Northampton • David Brown – Education Specialist, California
Deaf-Blind Services, USA
“I found the whole two days to be
• Paul Hart – Principal Officer, Practice
Development, SENSE Scotland
extremely informative. I learnt a great
deal and I hope to put a lot of the
• Gail Deuce – SENSE Consultant Teacher
learning to good use.”
Delegates took part in a range of workshops on
both days, presented by these experts from the
field along with practitioners, parents and
individuals who themselves experience a dual
sensory impairment.
The conference was successful in attracting a
subsidy from the East Midlands Regional
Partnership enabling many more people access to
this relevant and high quality event.


Over 30 school support staff from across Northamptonshire
celebrate achieving Higher Level Teaching Assistant Status (HLTA)
at a special event at The University of Northampton.

Celebrating HLTA status
in Northamptonshire
Another successful group of Teaching Assistants gain HLTA status
Attendees received Certificates of Achievement Teaching Assistants with HLTA status work in
from Andy Downing, Interim Head of Learning, schools alongside teachers providing support for
Achievement and School Improvement for teaching and learning activities. They may be
Northamptonshire Local Authority. Tracey Hanger working across the curriculum or working on
of Henry Gotch Primary School, Kettering, was specialist subjects such as information and
recognised as the 350th person to gain HLTA communication technology, music or pupils
status in Northamptonshire and presented with with special needs. They are a key group in the
a bouquet of flowers. government’s drive to raise standards in
schools and to reduce teacher workload.
Tracey commented: ''It's brilliant to have achieved
this status. I am helping with planning and
teaching some topics in my role and I would like ''Achieving the HLTA status is
to progress onto a Graduate Teacher Programme
next year.'' a celebration of the vital
A keynote address was given at the start of contribution Teaching
the event from Christine Jones, Head of School
Support Staff Training Delivery for the East Assistants make to the
Midlands, Training and Development Agency
(TDA), who commented: ''Achieving HLTA status quality of teaching and Photo: L-R Andy Downing, Interim Head of Learning,
Achievement and School Improvement for
is a celebration of the vital contribution Teaching
Assistants make to the quality of teaching and learning in our schools. Northamptonshire Local Authority, Tracey Hanger and
Christine Jones, Head of School Support Staff Training
Delivery for the East Midlands, Training and
learning in our schools. I would
like to extend my congratulations to them all.'' I would like to extend my Development Agency (TDA)

HLTAS are teaching assistants who have congratulations to them all.''
developed their skills against a set of national
professional standards set by the Traning and Ken Bland, Head of Professional Development and Andy Downing added: ''It is important that we
Development Agency for schools (TDA) and they Training, School of Education, The University of recognise the achievements of these teaching
have undergone assessment to attain the HLTA Northampton, added: ''The assessment process is assistants who have put in a lot of hard work
status. Achieving HLTA status demonstrates to a rigorous one. To successfully achieve this status, so they can make an even more valuable
headteachers, teachers, governors and parents candidates are required to demonstrate they have contribution to improving standards in schools.
that Teaching Assistants can make a positive sufficient knowledge and understanding to help
contribution to pupils’ learning and achievement. pupils make progress with their learning.

Do you want to enhance your role, advance to an honours degree and possibly Qualified Teacher Status?

Open Evenings for HLTAs, Teaching Assistants, Cover
Supervisors, Unqualified Teachers and Learning Mentors
Date: Wednesday 26th November
The Foundation Degree in Learning Time: 4.30 – 6.00pm
and Teaching (Schools) Venue: Beauchamp College, Oadby LE2 5TP
Date: Thursday 26th February 2009
The course is designed for a range of support Qualified Teacher Status, via an employment- Time: 4.30 – 6.00pm
staff who are currently working in schools and based scheme such as the Registered or Venue: The University of Northampton,
who wish to acquire a recognised qualification Graduate Teacher Programme. If you have Park Campus
to support and enhance their role. The FDLT already gained HLTA status you will qualify for
Date: Wednesday 25th February 2009
also provides the opportunity for students to assessment exemption. The evening is free but
Time: 4.30 – 6.00pm
prepare for assessment against the Higher places must be booked in advance. Venue: Beauchamp College, Oadby LE2 5TP
Level Teaching Assistant standards and/or to
progress to an honours degree and possibly If you would like to attend the above please
contact education@northampton.ac.uk


Education Inspire magazine Issue02

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