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Alison has been a teacher for 26 years and is currently Whole School SEND National Coordinator. She has previously been a class teacher, nurture teacher, SENDCO, Head of Chestnut Nursery School, and Head of Inclusion for Exeter Children’s Federation. She has been on the board of trustees at nurtureuk since 2016 and has a passion for improving the education and life chances of children from a background of deprivation. Her interest in children affected by social, emotional and/or mental health issues encouraged her to become a Specialist Leader in Education for the Exeter Consortium and Teaching School Alliance. Through this role she helps lead the Professional Community for SEND for South West Institute for Teaching (SWIFT). This community works to support schools identifying and meeting children’s needs and so reduce permanent exclusions across schools in the Southwest. She aims to keep the well-being of children at the heart of everything she does.
LGBTQ+ Resources to support autistic young people
Julie is an associate and trainer for nasen. Julie was part of the team who developed the Resilience Development Pack.
Julie’s background is rooted in understanding and meeting the needs of children with special educational needs and disabilities, (SEND) with a specific focus on social, emotional and mental health. Julie is highly regarded and has a long established reputation in the SEND sector.
Julie is also a regular speaker at the Nursery World and TES shows as well as nasen Live. Over the last 10 months Julie has written and delivered webinars and webcasts for a range of audiences covering topics including social, emotional and mental health, trauma, self regulation and emotional wellbeing for staff.
A new report by ASK Research, suggests that those pupils with EHCPs attending special schools and colleges have experienced between 4 to 5 months’ worth of learning loss as a result of the COVID-19 pandemic.
A new longitudinal study looking at social mobility and opportunities for young people post-Coronavirus has been launched today.
A new resource on how best to communicate with young people with SEND has been compiled by the Council for Disabled Children and co-produced with the FLARE group, young advisors to the Department of Education.
Mental Health Awareness Week takes place this year from 9th May to 15th May, and the theme for 2022 is loneliness.
Lisa Blackett, a wellbeing and leadership coach discusses our ever-increasing world of digital connection and why it is so crucial for educators to be able to ‘switch off.’
A report by the Children’s Commissioner in December 2019 concluded that 30 years on from the Children Act 1989, legislation that aimed to promote ‘a sense of security, continuity, commitment, identity and belonging for children in care’...
Despite the considerable efforts of teachers and school leaders, it is no secret that the pandemic - and the lockdowns enforced to contain it - has disrupted pupils’ learning across all phases of education.
Our new May/June edition features articles supporting engagement, life skills and social and emotional wellbeing for pupils and staff.
The third webinar in our series: Returning to School and Making Use of Trauma-Informed Approaches
Parliament’s Education Committee has launched an inquiry into Ofsted’s work with schools.
The Department for Education announced back in November 2020 that it would be extending its holiday activities and food programme to cover the whole of England.
As part of the government pledge to offer senior mental health lead training to all state schools and colleges by 2025, the next phase of funding has been released.
The Government’s Curriculum and Assessment Review is a once in a lifetime opportunity to influence the evolution of an education system that works for all children and young people, preparing them to thrive at every age and stage.
Today the Department for Education (DfE) has published a letter from the Rt Hon Gillian Keegan MP, Secretary of State for Education, sent to those working across the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) sector.
June 2024
The Regulating Emotions-Strengthening Adolescent Resilience (RE-STAR) research programme aims to cut the risk of adolescent depression, focusing on autistic and ADHD students.
The Sheila Coates Foundation has launched its rapid impact fund scheme offering mainstream secondary schools and colleges in England the chance of accessing £5,000 to support autistic students.
In this webcast we look at what is meant by resilience and explore the 7 C’s of resilience. Well-being Wednesdays focus on the development of children’s co-regulation and self-regulation and the promotion of well-being in young children.