Bill Rogers is back for another exclusive UK lecture tour for six weeks in January and February 2014.

Earlier this year, this inspirational speaker and respected authority on behaviour management lectured up and down the UK.

His approach is always practical, realistic and entertaining – always reflecting the day-to-day challenges of our profession.  Bill works in challenging schools (in Australia) as: a mentor-coach; team-teaching in classrooms; and working with challenging children and classroom groups.

His work is well known for its practical and positive commitment to practices and skills that enable teachers to build co-operative learning communities.

In this 2014 lecture tour, Bill will share his commitment to positive behaviour management and discipline from the early years to secondary level; from the individual needs and challenges of teachers to whole-school approaches.

Bill is an education consultant who works in Australia, the UK (Ireland) and Europe.  His work covers the whole spectrum of education – from the early years to tertiary.

He is a Fellow of the Australian College of Education, an Honorary Life Fellow of All Saints and Trinity College (Leeds University) and is currently an Honorary Fellow of Melbourne University : school of Graduate Education (where he teaches for the Teach For Australia programme).

Since 1988 (where he gave evidence to the Elton Committee on Discipline in UK Schools) he has visited many, many times.  He has received a number of awards in education.

He is the author of a number of books on: discipline; behaviour management; colleague support; whole-school approaches to behaviour and discipline; early years education; and teacher welfare and teacher stress. 

A number of his books have been translated into Danish, Polish, Estonian, Portuguese, Indonesian, Chinese and German.

Osiris is delighted to have secured another exclusive tour with this inspirational and respected Educational leader. 

So, back by popular demand.  Places are now available on three courses early next year; we’re expecting them to go quickly!

Dr Bill Rogers Challenging Behaviour

Dr Bill Rogers Whole-School Approach to Behaviour

Dr Bill Rogers Managing the Challenging Class

“Really compelling, human, warm, helpful and with a welcome touch of realism.”

Ruth Brock, Stebon Primary School

“Superb presentation, fabulous and most inspiring.”

Richard Knowles, Orchard School

“Brilliant – inspirational, knowledgeable, great sense of humour”

Phil Veale, Park Community School

Have you ever read something, or come across a snippet of information that makes you question what you have been teaching, often for a long time, about a topic? Just because something is in the textbook – or all the textbooks – doesn’t mean that things happened that way. Original source material can fundamentally affect your health!

A recent example that made me think again about how I teach something was a novel about life in Berlin during WW2, Alone in Berlin.^[1]  This is the thinly fictionalised story of Otto and Elise Hampel who successfully defied the Nazis for two years before being betrayed, tried, convicted of treason and executed in April 1943. We generally teach our students that it was dangerous to oppose the Nazis. The Gestapo were everywhere, informers were on every street corner, and opponents were very quickly rounded up and put into concentration camps after 1934. We use images of cheering crowds, of children in uniform to show how much people loved Hitler, often forgetting that virtually all these images were propaganda in a controlled media.  We might mention The Edelweiss Pirates, young people not enamoured of the Nazis, or the White Rose Movement, but the implication is that they were quickly snuffed out. Yet the first anti-Jewish shops boycott was quickly called off, due to the number of people who continued to use the shops. We also forget just how many Jews [and communists] survived the war living inBerlin, kept safe by well-wishers.

Otto and Elise Hampel were ordinary German working people – he had fought in the First World War, she was a domestic servant until she married. He was a fitter in a factory, she was a member of the [Nazi] Women’s League, living normal lives until her brother was killed during the invasion of France.

[Otto and Elise’s Gestapo mugshots ²]

Together, for more than two years, they wrote and distributed over 200 handwritten postcards and delivered them across Berlin, leaving them in stairwells, on window ledges or in public places.

[One of the postcards written and distributed by the Hampels]

The text was openly defiant, asking people not to contribute to Nazi charities, for example, or to refuse to go to war. The first card wrote ‘Mother! The Führer has murdered my son. Mother! The Führer will murder your sons too. He will not stop till he has brought sorrow to every home in the world.’  The Gestapo were convinced they were trying to track down a major organisation, refusing, even after their capture, to believe it was the work of only two people. Enormous resources were put into finding the culprits who were only captured by chance in late September 1942. Of course the question remains just how effective their actions were. Most postcards were instantly handed in to the police, probably unread. But the fact remains the Hampels were able to defy the Nazis and the Gestapo for more than two years, in the centre ofBerlin, in what we happily describe as a totalitarian state firmly controlled by the Party. How many more cases are there that we don’t know about?  The German Resistance Memorial Centre online database contains over 450 biographies of people known to have played some part in opposing the Nazis. How many of these figure in our teaching?

The point I am making is that history is complicated. It is not one simple narrative or story. Individual cases are different. What happened in one area of the country during evacuation is very different to what happened elsewhere – the WRVS Archive proves that. We must not oversimplify what we learn about the past. It is also the individual stories, like that of Otto and Elise Hampel, which provide the endless fascination that appeal to us as historians, and to our students. A trip to the archives can enrich and challenge.

Alf Wilkinson May 2013.

[1] Hans Fallada, ‘Alone inBerlin’  , Penguin Books, £9.99, published in 2009,

[2] German Resistance Memorial Centre website: www.gdw-berlin.de/en/recess/biographies/biographie/view-bio/hampel-1/]

Linear Exams – A different game!

Why the move to linear exams may be particularly bad news for  vulnerable students – and what you should be doing to help them.

The move away from modular exams is going to be particularly difficult for students with disabilities or learning difficulties and for students who suffer health problems or other misfortunes at the time of assessment.

The modular approach meant that if there was a problem at the time of a particular assessment there was usually an opportunity in a subsequent exam series to put things right.

The reintroduction of one- hit linear exams brings an end to what was a real lifeline for some of our most vulnerable students.

Getting things right first time

Ensuring that potentially disadvantaged students get every opportunity to show what they can achieve is not just a matter of getting the teaching and learning right. It is also essential to make sure that you gain the maximum legitimate advantage from all of the provisions the exam system offers for students with difficulties.

• Access Arrangements: If you have students with disabilities or learning difficulties the Joint Council for Qualifications have made provision for a variety of Arrangements which enable support to be given to students without compromising the integrity of the qualification. It is important to remember that some students with disabilities will be covered by the equality act and will have a right to what the act refers to as “reasonable adjustments”.
• Special Consideration: If you have students who are unwell, or suffer other misfortune, at the time of an exam, particularly bearing in mind that this may be their one and only shot at it, it may be appropriate for you to apply for special consideration. If a student misses an exam component it may be possible for the awarding body to calculate a mark for the missed component. Where a student is present for an exam but is disadvantaged the awarding body can add up to 5% of the total raw mark to compensate.

After the exams

• Re-marks: If you have reason to believe that the marks of either an individual student or a group of students are not what they should be a re-mark may be appropriate. It is important to target your re-mark requests with care, remembering that marks can go down as well as up as a consequence of this process. Even so re-marks make a significant, positive, difference for many students every year.
• Appeals: If you believe things have gone seriously wrong in some way you may wish to lodge an appeal. It’s important to familiarise yourself with the Ofqual Code of Practice provisions before embarking on what can be a complicated, not to say expensive, process. It is surprising how often an informal chat to the awarding body can produce the result you are looking for without your having to involve yourself in the formal appeal process.

Don’t miss out!

Following the move away from modular exams you owe it to your school or college, but most particularly to your students, to ensure that you make the most of the various provisions made available by the exam system which can make that critical difference. Make sure you are fully informed and prepared for a change which will have very real consequences.

 John Harries

February 2013

MINDSET, How You Can Fulfil Your Potential – Review by Ellie Finney 

When I decided to read Carol Dweck’s Mindset: How you can fulfill your potential, I was expecting it to take the form of one of my linguistics textbooks at university; a large volume with long sentences and a glossary of complicated terms. I was not expecting the 250-page paperback that landed on my desk. Although highly instructive and undoubtedly non-fiction, Dweck’s 2006 publication had a light, conversational tone that retained its academic weight and made for an extraordinarily interesting read. She acknowledges her own narrative voice, admitting in her introduction that she has, at times, bent the rules of grammar for “informality and immediacy”. She explains her theory using a plethora of examples and anecdotes, ranging from John McEnroe to her husband, and leaves the reader with no doubt that her theory really does work. When I finished, I felt as though I had been given an important insight into a little-known secret.

Her theory is not difficult to understand, in part because Dweck herself describes it as “a simple idea” but also because of her powers of explanation. In short, mindset can be split into two categories or states of being: one that is fixed and one that leaves room for growth. The fixed mindset is that of an individual who believes people are born with a certain level of intelligence that can never be changed. People with this mindset tend to concentrate on documenting their intelligence rather than challenging their brain to learn new things, and this was found to lead to making excuses and attaching blame, and even cheating, when they were seen to be failing. Their chief concern is looking ‘smart’ and feeling superior to those around them. The growth mindset, on the other hand, stems from people who believe that intelligence is something elastic, something fluid, which can be developed through the continual search for improvement and hard work. To me, one of the most interesting examples that helped define the two was when students were given an unfairly bad grade in a test and told that they could read the papers of the other students in class. Invariably, the students that Dweck had identified as having the growth mindset asked to look at students who did better than themselves, so that they could see how to improve, and students with the fixed mindset chose to look at students who had done worse than themselves, to make themselves feel better. Once the two mindsets have been defined, Dweck goes on to show how the two can halt or improve progress in business, sports and even love, and further to show how they can be used in teaching, parenting and coaching to create willing learners.

The mindsets are so well defined and proven so well by many examples that a reader feels confident in applying the terms to themselves and the people around them. After reading the definition, I would assume that most people analyse their own behaviour to see which mindset they have, as I certainly did. The problem posed by such linear definitions is that people can be on a scale of mindsets, being fixed in some and growth in others, or a mixture of the two. Dweck understands that this must be a common criticism of her ideas as she accepts that people can, be both, but uses polar examples for ease and to avoid unnecessary complication. That said, I do know people who are exceptionally one or the other, be it people who I know or characters from books and TV shows. It seems that the fixed mindset receives a very negative portrayal, as the examples of people  with a fixed mindset are particularly detestable for their arrogance and laziness. In the same way, people who have, or have gained, the growth mindset are idolised in the study. It occurred to me, in the examples of young children in schooling, that it must require advanced maturity to think as growth-minded people do, and it amazed me how some children could simply accept failure if they knew they could improve in the future. This goes against the well-known image of children hating to lose or fail.

The most important thing that Dweck touches on when looking at the impact mindset can have on the classroom is that the fixed mindset is so wholly concentrated on grades, whilst the growth is centred on a love of learning that can be developed by anyone, anywhere. If all teachers could praise the struggle of working hard and not the outcome of attaining high grades, schools would turn out more intelligent, rounded people. After all, school is not just there to churn you out with a number around your neck; it is there to develop you as a person. I finished the book with the urge to write down a number of questions I would like to ask Carol Dweck: Has she ever read Hardy’s Jude the Obscure? Has she ever spoken to J.K. Rowling who, when asked in an interview, said she would like to be remembered as “someone who did the best she could with the talent she had” and who gave the 2008 commencement speech at Harvard University on the benefits of failure? To me, Rowling would be the epitome of the growth mindset, yet the book cites few British examples, and understandably so. Reading the book made me wonder what Carol Dweck would think about many problems in life, and I believe she would be a truly fascinating woman to meet.

Written by Ellie Finney on behalf of Osiris Educational

Carol Dweck is one of the world’s leading experts in psychology and motivation research and is currently the Lewis and Virginia Eaton Professor of Psychology at Stanford University.

She will be in England on 2^nd, 3^rd and 4^th July as part of Osiris Educational’s Mindset Conference.

To enquire further about this course, or to book a place, please call 01790 753987 and ask for Ellie

or visit: http://osiriseducational.co.uk/conferences/mindsets.html 

Making Professor John Hattie’s research visible

Below is an infographic showcasing 50 of John Hattie’s 150 effect sizes. Print it and pin it up in your staffroom and share what actually works in teaching and learning and what does not work as well.

Find out how to implement the findings from this extensive research and how Professor John Hattie can improve the teaching and learning in your school on his exclusive 1 day course with Osiris Educational this summer.

NOTE: You may share this Infographic but you must relink to this page

Design and Infographic © 2013 Osiris Educational Woodhall Spa Ltd. All Rights Reserved.

Visible Learning Plus is a trade mark of, and is distributed under licence from, Cognition Education Limited.

Isabella Wallace reveals how ‘poundstores’ are an Aladdin’s Cave for the innovative teacher!

What do a beach-ball, a bell and an egg-timer have in common? Well, besides all being up for grabs at your average poundstore, they can each be a priceless resource for teachers of any subject. Let me explain…

It was about 20 years ago when, surviving on an NQT’s salary in the late 1990’s, I discovered the wonders of poundstores for pedagogical inspiration. I still have my first “Throwing Thoughts” beach-ball somewhere. It has a picture of Spider Man and sadly no-longer inflates, but for several terms it worked wonders for getting pupils to sequence information by passing it around the class, or to announce one learning point before passing it on. I’ve built up an enviable collection of poundstore balls since then. Throwing them out into the waiting audience sends a deliberate message to those youngsters: “Be active in your own learning; get involved; collaborate. Don’t sit passively waiting to be spoon-fed. Your contribution is important! (And yes kids – I’ve been to the poundstore again…)”

After a little more investigative shopping, I soon discovered that your average poundstore also sells post-it notes – of all different colours, shapes and sizes. Let pupils stick their questions to the beachball, pass it around, and it becomes a tool for pupils to challenge one another – removing the questions as they are debated and answered. Nowadays, poundstores seem to have branched out further in their range of inflatable items, to include inflatable barbells, inflatable microphones and other obscure shapes to capture a teacher’s imagination in unlikely ways… (NB: Please remember not ALL inflatables are appropriate in the classroom…)

The little bell I picked up in a bargain store in Louth has been a godsend for collaborative activities. One little “ding!” and pupils, trained to respond to the auditory cue, will quickly end their discussion and come together again as a whole class. It’s also brilliant for signalling the start and end of competitive tasks.

And the pound-a-piece buzzing egg timers? Well that’s easy. One on each group table can add a competitive element to any class task, a helpful sense of urgency for the laid-back types, or can simply help pupils to remain focused and excited about their input. And it doesn’t stop there… Perfect mini-plenaries involving flyswatters (pack of 6 for £1!), plastercine – not to mention cheap-as-chips wrapping paper – will all be very familiar to readers of “Pimp Your Lesson”. These random items lend themselves perfectly to learning activities that allow a teacher to measure and celebrate progress quickly and visibly.

Poundstores are great for classroom displays too. During one October when the aisles were filled with Halloween goodies, I discovered a packaged hanging skeleton that made for an eye-catching Gothic Literature display, not forgetting the plastic plaque of Dracula’s head and the mask of Frankenstein’s Monster. And did I mention they were all just £1 each?… Classrooms can be adorned with brightly coloured clothes pegs and metres of poundstore washing line on which pupils can hang their questions, opinions or maybe even the key learning points of the lesson to form a “Progress Line”.

Much to my partner’s dismay, my professional fascination for poundstores hasn’t waned over the years, and often you’ll see my partner waiting a discrete distance outside the shop, defensively clutching his Ted Baker shopping bags and pretending that he has no affiliation whatsoever with the woman inside the poundstore who is whooping in delight at the teaching treasures she is uncovering in the bargain bins. The other week I made one of my most exciting discoveries to date: a hanging shoe holder. That’s right – one of those big transparent sets of plastic pockets that no-one with a shred of taste would ever hang on their wall to display their flipflops, let alone their Jimmy Choos. However, that crumpled, interior design eyesore, was promptly straightened out and turned in to a “Plenary Pockets” device. Hanging by the classroom door, pupils place notes in its pockets as they leave the classroom, each one detailing something new that the pupil has learnt that lesson. It also works brilliantly as a “Wonder Wall” allowing pupils to place questions that they have about the learning – things that they are wondering. It’s lovely to be able to have a look at these little ponderings and find ways to ensure that enquiring minds are fulfilled in subsequent lessons. The other day a brilliant teacher suggested to me that because the shoe holder has several rows, it could contain tasks pertaining to different curriculum levels or grades, thus allowing pupils to challenge themselves appropriately – helping themselves to tasks at their own discretion. Another perfect Poundstore proposal!

A further fab little gem from the land of poundstores? – A pack of 6 party hats, assorted colours. If you’ve ever used Edward De Bono’s Thinking Hats to help pupils analyse a concept or approach a problem, you’ll know where I went with this one… Even more intriguing are the celebrity masks that have recently begun to pop up on the Poundstore shelves; promising exciting hot-seating opportunities or even just simply a more modern representation of De Bono’s Hats… What negatives, risks or problems might the wearer of the Simon Cowell Mask identify when reviewing something, whilst ‘Mr Brightside’ Louis Walsh lists all the positives, Nicole Sherzinger gives an emotional, instinctive reaction and Dermot O’Leary gives an objective overview? Etc. etc.

So here’s the challenge, my teacher friends: try entering one of these wonderous places with a colleague, and task each other to find teaching inspiration from what you see on the shelves. (Do let us know how you get on!) Once you’ve got past the childish temptation to dare each other to take various items to the shop assistant in this “Everything’s a Pound” store and innocently and painstakingly ask how much each one costs, you will actually discover an invigorating eureka feeling; the feeling that comes from realising you’ve invented something inspirational in your head.

To introduce you to the giddy high of pedagogical poundstore probing, we’d love to hear if you can come up with an inspirational way to use any of the following poundstore items as an effective teaching and learning resource in your lessons.  Send us your brainwaves and we’ll publish the best ideas right here on the Osiris Blog. You could even send photos of your inventions in use, if you’d like!

A Box of 100 latex gloves

100 Cake Cases

A Shaker Bottle

A White anti-tear Worksuit

A bag of Marbles

8 Shot Glasses

A Soft-bullet Gun

2 Metres of Bunting

Divided food platters

A Pedometer 

A Bag of Jelly Babies

And remember colleagues, You may not be able to make a silk purse out of a sow’s ear, but you sure can make a jolly good learning resource out of a poundstore…

Isabella X

Isabella is the co-author of the best-selling teaching guide “Pimp Your Lesson!” and has worked as an AST for many years. She has delivered training to both ITT and in-service teachers and has extensive experience in mentoring teachers in a variety of contexts. With experience on both sides of the observation process, as assessor and assessed, she knows exactly what is needed to make every lesson outstanding.

To find out more about Isabella and her courses for Osiris Educational, see here

Sir Michael Wilshaw, the Chief Inspector of Schools, has ordered what he calls a ‘landmark’ report into how state schools teach the most able students. There will be a particular focus on how secondary schools make the required progress with able pupils and on continuity and progression.

In fact, many schools have independently reached the conclusion that they need to improve stretch and challenge for all pupils, including the very able, because doing this successfully is an integral part of moves towards an ongoing excellence culture.

In the past two or three years, many more schools have begun to move away from policies and approaches which produce sound and satisfactory results towards putting the emphasis on planning from the top and opening up expectations for all. This is a movement which can be exciting if well managed and embraces much more the thinking in Deborah Eyre’s report on the excellence culture, ‘Room at the Top’.

http://www.policyexchange.org.uk/publications/category/item/room-at-the-top-inclusive-education-for-high-performance

In practice, the search for excellence is much more of a road to creative possibilities, growth mindsets and reflective thinking than the reproducing of set systems for all. Planning from the top is critical and the notion of many different routes to excellence is potentially liberating. Once teachers start understanding the larger concepts involved in creating ‘more room at the top for more’, then a deeper questioning environment can develop in the staff room. It’s not so much ‘have you planned learning objectives?’ but ‘why have you planned learning objectives and how are the pupils engaged in achieving them?’ I have seen teachers completely turn round their classroom ethos by creating a series of high-level challenges and presenting them as fun and attainable. The process of engagement becomes as important as the answer in such classroom environments and the search for excellence is taking place naturally and regularly. Able pupils are also learning how to struggle and how to solve problems while opportunities are being set for new talents to ‘grow’.

This is where we are seeing a huge mindset change in terms of the place of gifted and talented education. School leaders are more and more interested in how excellence comes about, in the classroom and across the school, and there is no single answer. The urgent need is for an incorporation of G&T policies into Whole School Action Plans to stimulate excellence for all. It’s not possible to teach an outstanding lesson without including all pupils, and that means access for the very able is the starting point.

For many talented teachers and schools I work with, the move away from standard templates, teaching to the middle and an over-reliance on structured three or four part lessons is a move towards creativity and excellence; but everyone is on a learning journey. Once it is acknowledged that there are many routes to excellence, that schools can and should map their own journey, based on self-evaluation, and that ‘success’ is measured in the outcome but achieved through diverse means, schools need both courage and a love of learning to make the next steps on the journey.

For many schools now, the search is on to discover how to extend and enrich able learners as a way of developing effective approaches for all and include the kinds of ‘stretch and challenge’ which the Ofsted ‘landmark report’ will no doubt recommend.

Bob Cox has supported over 200 schools and Local Authorities to improve G&T provision. Bob has published international G&T resources as well as Local Authority G&T policies. He is also the managing director of Searching for Excellence.

To find out more about Bob and the courses he presents, see here

All teachers in Wales are to become teachers of literacy with the introduction of the government’s National Literacy and Numeracy Framework (LNF) later this year.

The Minister for Education and Skills, Leighton Andrews, launched the LNF last month as part of a £7 million national support programme, which aims to address Wales’ falling standards.

Concern over literacy and numeracy skills is nothing new; Andrews’ predecessors all attempted to raise standards yet Wales has been falling behind for over a decade and the statistics are shocking: 25% of the Welsh working age population lack even basic literacy skills and when compared with students internationally, Wales’ rank among the worst in the developed world – considerably lower than those from the rest of the UK. In 2010, Estyn reported that 40% of Welsh students entering secondary school have a reading age below their chronological age.

Clearly something’s been going wrong.

Andrews has blamed a ‘lack of consistency’ in the Welsh Education System. The LNF attempts to address this by setting clear annual expectations and making the Framework a statutory requirement.  Designed as a planning tool, it aims to ‘support and challenge’ students but Andrews has also talked of teacher ‘accountability’, leading to union concerns about its impact upon teacher workload.

Hopefully, these concerns will be unfounded as the Framework is just one component in Andrews’ 20-point school improvement plan and investment in terms of both money and resources is being made.

The LNF becomes statutory in September 2013, giving teachers a full academic year to embed it into their planning and teaching before assessment becomes statutory in September 2014. National reading and numeracy tests will begin in May.

So is the LNF likely to succeed where other policies have failed (I’m looking at you, 2008 Skills Framework)? Only time will tell, of course, but Welsh teachers don’t need to be daunted.

What is certain is that changes do need to be made so that Welsh students can sit comfortably next to their international peers.

Sam Sheppard is a literacy specialist, currently working closely with the Welsh Assembly Government on their implementation of the National Literacy Framework. A Senior Lecturer in Education at the University of Glamorgan and freelance educational consultant, Sam has previously been Head of English and was consistently rated ‘outstanding’ throughout her teaching career

She currently presents New Literacy Framework 2013 for Welsh Primaries and Secondaries for Osiris Educational. For more details on Sam’s courses, click here

Exclusive sneak peek at Natalie Packer new Book The Perfect SENCO  providing an overview of the issues her book and new course tackle.

“We want to put in place a radically different system to support better life outcomes for young people;give parents confidence by giving them more control;

and transfer power to professionals on the front line and to local communities.”

Support and aspiration: A new approach to special educational needs and disability, 2011

The challenges that SENCOs face include:

• Keeping up to date with what’s happening
• Informing and supporting staff to manage change
• Working with parents
• Implications of personal budgets
• Impact on deployment of TAs
• Practical implications of working with health and social care
• Changes to funding and impact on school budget
• Workload and time

Whilst these challenges may appear quite daunting for some SENCOs, it is important to remember that change can also bring about opportunities:

• Increased influence over decision making at a strategic level
• Enhanced status through membership of the senior leadership team
• Ability to develop the capacity of the school workforce

Whilst pondering the challenges and opportunities, SENCOs are likely to be asking themselves:

‘What are the implications on my role?’

The role of the SENCO can be different from one school to another. However, it is useful to have an outline of general expectations that leaders can use to develop job descriptions and guide performance management discussions and SENCOs can use to provide clarity over their day-to-day work. The SENCO role should involve providing strategic direction and development,

coordinating provision and tracking progress, along with leading and developing others. This places the SENCO right at the heart of the school improvement process, meeting the needs of all pupils whilst providing a specialist focus for those with additional needs.

Top tips

• Keep up to date with national changes by visiting the SEN section of the DfE website at http://www.education.gov.uk/schools/pupilsupport/sen

• Be proactive in developing positive relationships with parents (see chapter 5 for ideas). Working with them could help alleviate some of the potential challenges around personal budgets!

• Become familiar with the 2012 Ofsted framework and make sure you are gathering evidence against each of the four key judgements (see chapter 7 for further guidance)
  

The Perfect SENCO By Natalie Packer available to purchase from September 2013

Natalie Packer is an Osiris Educational presenter as well as a highly-experienced educational consultant specialising in SEN. She previously worked for the National Strategies SEN team supporting the implementation of Achievement for All to improve outcomes for children and young people with SEND. Natalie’s training style is practical, interactive and inspiring.

Currently, Natalie presents The Perfect SENCO course for Osiris Educational 

Osiris Educational are offering you a one off unique opportunity to join Professor Mick Waters and Professor John West-Burnham two of the leading minds in education come together to discuss the future of Teaching and Learning in the UK.

A unique opportunity to ask questions, network and share experiences

Book your place now!

Book Now