It is as plain as day that professionals don't have a good enough understanding of the skills and knowledge of their colleagues and the contributions that they can offer. I believe that this leads to missed opportunities that could considerably improve children's outcomes and the experiences of families and staff. I recently sat in a … Continue reading Who’s Who?
It really isn't. Fixing famine in Africa is complex. Understanding a school budget and notional funding should not be seen as/talked about as complex by those in a graduate professional with access to finance advice. So please stop hiding behind poor information and a lack of transparency. The unspoken message here is 'we can't do … Continue reading It’s Not Complex: A Mini-blog
Every school-age child with a special educational need (SEN) should have a written plan of support. Every single one. That is my interpretation of the SEND Code of Practice (SEND COP) and I will explain why. Published in June 2014, Chapter 6 of the SEND COP describes the provision of SEN Support in Schools. It … Continue reading SEN Support in Schools – We’re Missing the Point
“He is 2 years behind but the SENCo says he won’t ‘qualify’ for an EHC assessment.” “School say she is doing well in set 3.” It seems to me that this is misinformation and not in any way within the spirit of the SEN Code of Practice that all schools are obliged to follow: The SEN … Continue reading How Far Behind Does She Have to be for an EHC Assessment?
I was struggling significantly with the unfathomable behaviour of Peter’s head teacher until a friend reminded me about a thing called unconscious incompetence – and then it all fell into place. With unconscious incompetence you don’t know what you don’t know. This described many of Peter’s teachers, his SENCo and head teacher nicely. I particularly … Continue reading When Professionals are ‘Incompetent’
By Rosie and Jo’s mum. When I was a childminder, I had the privilege of watching lots of babies learning to walk. I was even lucky enough to see some first steps. Those babies recognised their developing skills and used the resources around them to get to the next level. When they were ready to … Continue reading How do Children Make Progress?
It all came as a bit of a shock to me. That school staff constantly made announcements based on assumptions that they made. Assumptions about anything and everything.... but in particular assumptions in an area that they are not especially knowledgeable... not knowledgeable at all as it turned out. I'll explain with some examples.... I … Continue reading Do Professionals in Education make Too Many Assumptions?