1. ISSUE 6 WINTER 2011
AN INSIGHT
INTO WORKING
IN EARLY YEARS
THOUSANDS VIEW THE
OLYMPIC TORCH
IPADS IN THE CLASSROOM
– IS THIS THE fUTURE
Of LEARNING?

2. 4
Contents
4 neWs
10 neW sCHool
of edUCation
20 olymPiC
torCH
22 GradUation
24 life after Uni
an intimate
27 observation
of disability
28 early years
38 researCH
45 iPads in tHe
Classroom
www.facebook.com/
theuniversityofnorthampton
20 10
@Soeuninorthants
uninorthamptonSoe
2 www.northampton.ac.uk/education

3. 45
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of Northampton School of Education
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inSpire magazine. iSSue 6, winter ‘11 3

4. neWs
visit from
GREEN OAKS Inaugural
British Early
SCHOOL
Childhood
Education
Research
CHILDREN Association
(BECERA)
Children from Green oaks school visited the University this week School of education
to work with our year 1 science specialists on a project about colleagues presented papers
fairtrade Chocolate. at the inaugural British early
childhood education research
as well as learning about the reversible and irreversible change, association (Becera)
they learnt about the chocolate making process, what Fairtrade means and conference in Birmingham
how chocolate is packaged. But best of all, they enjoyed tasting different this week:
types of Fairtrade chocolate and making their own chocolate creations to
take home with them. if only cadbury’s was as creative! professor denise hevey,
Jeanne Barczewska and
hayley hunter: Attracting
graduates into Early Years Work:
Experience of the Early Years
Student Associate Scheme.
eunice Lumsden: The Individual
and the Collective: Perceptions of
Early Years Professional Status.
Jane murray: Young Children’s
Explorations: Young children’s
research?
professors chris pascal and
tony Bertram organised the
conference to complement the
larger annual european early
childhood education research
association (eecera)
conference. conference
highlights included professor
Jean mcniff’s keynote –
Exploring Practice Based
Research – and professor philip
gammage’s workshop focused
on what we may usefully
emulate and avoid about early
childhood education and care
in Finland.
4 www.northampton.ac.uk/education

5. neWs
The University of Northampton
hosted 110 Year 12 students
to ‘Be. An Inspiration’ event
in June.
this day was specifically designed
for those interested in our School
of education courses; teacher
training, early Years and childhood
and Youth. included in the day
were subject-based workshops
and campus tours, as well as
careers advice for the group.
news from an PARTNERSHIP fILM
School of education partnership
education graduate film is now live on the School’s
Youtube channel.
the aim of the
film is to
briony Webb (Hill) who works in milton Keynes as an art provide
specialist teacher in a primary school, has been working over information on
the last six months with a group of year 5 children alongside our partnership
and show how
a blacksmith artist on the take one Picture project based on
diverse we are
tobias and the angel. to perspective
with the help of scrap metal they have created a life size ‘Summerfield students, parents,
School guardian angel!’ they had a visit from the national gallery and school heads and
were delighted to find that their angel had been selected for display at the other organisations.
exhibition in London.
inSpire magazine. iSSue 6, winter ‘11 5

6. neWs
EARLY YEARS
fOUNDATION
DEGREE
STUDENT AWARD
on tuesday 15th march, Peter Wells, as a representative
from the University of northampton attended the
‘leicester City achievement in Childcare awards’
and presented an award to the early years foundation
degree student of the year.
There were more worker of the year; work with nominated by parents that use
than 120 people, parents; outstanding contribution to their childminding service.
including shortlisted the whole setting; quality workforce
nominees, attending team; and enabling environments. there were over 100 nominations
the event organised by across the award categories
Leicester City Council. workers in group early years and and there was a maximum of
childcare settings (nurseries, three shortlisted nominees in
there are eight categories playgroups, crèches, out of each category.
of awards for nomination, school clubs) have nominated
including foundation degree student colleagues/teams for the group winners received a plaque and
of the year; childminder of the year; care categories. childminders were a winners photograph.
OUTSTANDING
Author AwArd
cristina devecchi has been awarded the
outstanding author contribution award at
the Literati network awards for excellence 2011
for the chapter ‘Leadership for inclusive schools
and inclusive school leadership’ published in
advances in educational administration which
she co-authored with professor ann nevin.
6 www.northampton.ac.uk/education

7. neWs
CONfERENCE NEWS
anita devi delivered a paper at the fourth international oxford conference
on preparing for academic practice. these conferences were initiated and
led by one of the 74 centres of excellence in teaching & Learning (ceLts),
which were awarded funding by the higher education Funding council for
england (heFce) for five years, from 2005-2010.
the theme of this year’s conference was “academia as workplace: linking
past, present and future.” anita spoke on ‘the significance of experiential
learning to support the achievement and inclusion of international students
on post graduate education courses’.
university
LEARNING & TEACHING AERA
ConferenCe Conference
Cristina Devecchi and Mary
a number of education academic staff gave Doveston presented a paper titled
presentations at the fourth University learning ‘Are they worth the money? Exploring
and teaching conference – ‘learning Global’. the role of adult support in English
mainstream and Special Schools in
a time of financial constraints’ at the
Gareth Honeyford and look at their posters which
american educational research
Bob Hopkins presented posters will be displayed along with
association annual conference,
which shared information some posters created by Year 2
new orleans, on monday 11th april.
gathered by students about students in mX04.
the use of technology in local the paper focused on the research
schools and details of staff/ anna cox and estelle tarry gave
on the employment and deployment
student collaborative wiki called a presentation on ‘researching
of hLtas carried out last year by
‘ictapedia’. For further details the experience of an expatriate
mary, paul Sedgwick and Johnson
please contact Bob or gareth or indian community in the united
Jament, and funded by Leicester
kingdom; a perspective on
city council.
cross-cultural research’
estelle tarry also gave a
presentation on “is west really Ann Shelton Mayes and
best? Social and cultural Hilary Burgess (Leicester
tensions, international students; university) presented a paper
experience having studied at entitled ‘Imaginative learning
British universities”. communities: a case study of teacher
professional development in English
cilel Smith gave a presentation
rural primary schools’.
on “the impact of prior learning
on future education as a
global learner”.
inSpire magazine. iSSue 6, winter ‘11 7

8. neWs
PE ITE
Students
year 2 Physical education
specialists triumphed at an
annual orienteering competition
against shuttleworth College
Year 1 physical education of events designed to develop their
outdoor education students,
specialists hosted a Year 3 basic movement capabilities in a
retaining the trophy. special multiskills festival at thomas non sports specific contest. it was
congratulations to natasha Becket School. Seventy children, very successful and we have been
Jackson and ben Pritchard, from three of the feeder primary invited to return next year to host a
the overall winning pair. schools, participated in a number similar event.
DATION
E ARLY YEARS fOUNENCE Trip to
DEGREE CONfER enrolled Thailand
ay 2011, all students
on thursday 19th m tion degree
d early years founda
on the sector endorse rthampton. Steve Cullingford-Agnew has
the University of no
ded a conference at
recently returned from a trip
atten to Thailand (Bangkok), which
es the key
e all students to belong: what do was organised by the Village
this was the first tim wo rker do?’. Education Centre, Bangkok.
ent sites at
who study at dif fer d portunity to
northampto n, Leicester city an Students had the op the visit was to consider work with
ties based
South Leicester co
llege have comp lete reflection activi international schools in Bangkok
on displays set out in h3 9 and the to develop cpd opportunities in
come together.
re angela library foyer. Special educational needs and
keynote speakers we rwhelmingly inclusion. currently this is in the
Sugden and kate Ba
nfield, early feedback is ove early stages of investigation.
’s centre early positive , commenting on: the
Sure Start children plays of their
Learning managers
for kirklees exhibits including dis during his time there Steve
‘the child’s nities to talk with
council presenting own work; opportu ross
visited patana international School
Br ooker, students from Year 1 and 2 ac which is a very large not for profit
Journey’ and dr Liz le of the course!
whose publications
include all venues; the sca school. Bath university currently
, Lorraine and
Starting School-Yo
ung children thanks go to cynd works with the international Schools
and Su pporting everyone wh o contributed to and our hope is to develop similar
Learning cultures, ccess.
transitions in the ea
rly Years making it such a su links to include the university
presenting ‘Learning of northampton.
8 www.northampton.ac.uk/education

9. neWs
Year 2 BA hong Kong
QTS Displays
Year 2 Ba QtS early
Years education students
exhibited a range of
visitors
innovative and imaginative
“parent information displays”.
the work showcased
information for parents
about cross-curricular
provision for a focus child’s
learning, incorporating an
educational visit.
displays included “the
Seaside”, “the roald dahl
museum”, “twycross zoo”
and “the Beach” and formed
an impressive collection.
Indian Visitor
the school has hosted a the Hong Kong education bureau has commissioned the
visitor from india working sen & inclusion team to provide training for Principals of
on development of a masters
Hong Kong special schools.
degree programme to be
run in Bangalore through
a partnership with the main focus of this professional from Special Schools in hong
the university. development opportunity is to kong. during their stay they will
explore ‘curriculum adaptation be visiting Special Schools and
Jayashree amarnath
and the application of p Scales in college settings as well as having
rajanhally represents
uk’. the Sen team are working in discussions with headteachers
the Brindavan educational
partnership with the university of and senior school improvement
trust, an ngo that has for
cambridge’s Faculty of education advisors from the east midlands
more than 20 years been
on this development. the 10 visitors and the eastern regions. an integral
providing education for
from hong kong were at the part of this visit will be exploring
children with a range of
university of northampton in June the potential for the university
learning difficulties and has
as part of their 10 day study tour in of northampton to provide
trained teachers across
the uk. future professional development
karnataka state in
opportunities for hong kong
south india. the group includes two officers schools, including exchange visits
from the hong kong education with uk schools.
Bureau and eight principals
inSpire magazine. iSSue 6, winter ‘11 9

10. neWs
the school of education
is building upon its success
outcomes of which informed Both staff and student perspectives
the 2011 autumn term has aspects of the design and have focused on the configuration
witnessed new beginnings for planning of the new build and of teaching spaces and rightly
both the school of education refurbishment. Students on emphasised the need for flexibility
professional education programmes as well as personal comfort.
staff and students as the who were consulted as part of the
sulgrave building reopened research project, emphasised the But as a School of education
its doors again after a year of importance of high quality higher we are cognisant of the need to
education environments to support highlight pedagogy and then
extensive work, which has seen consider how space and technology
the building double in size. a range of learning and teaching
approaches. in redesigning the impacts on teaching and learning
building we have taken into account activity. a further research project is
Flexible teaching spaces now planned for 2011/12 that will focus on
accommodate twenty-first century our students’ need to experience
teaching and learning within the ‘implementation and operation’
technology designed to support stage of how the new building is
more effective teaching and environments that impact
positively on them as learners in actually being used and the impact
learning activities appropriate in this is having on teaching and
meeting the needs of all our order to effectively support their
professional development. learning – watch this space!
students. the co-location of
teaching and administrative teams
has also been a priority in the new
building with positive feedback
from colleagues suggesting that
this has been a success.
it is five years since ann
Shelton-mayes (dean of School
of education) and di Stoncel
(principal Lecturer) began a
research project (‘effective Learning
environments’) drawing on student
and staff perspectives of their
teaching and learning experiences
on professional courses, the
10 www.northampton.ac.uk/education

11. neWs
HIGHER LEVEL TEACHING
ASSISTANT STATUS
CelebrAted At AnnuAl event
he annual celebration
T event for teaching assistants
in northamptonshire and
Leicestershire schools was held
recently at the university of
northampton.
the event celebrated teaching
assistants who have gained hLta
(higher Level teaching assistant)
status in the previous 12 months.
For the new hLtas and their guests,
this was an opportunity to celebrate
their achievements and all of the
hard work that the candidates had
put in to gain the status. it was
fitting that so many of them were
“The final and most important and study centres. Since 2003,
consequence is that we have when hLta was introduced, 1,233
“We have created a created a flexible, professional teaching assistants have gained the
flexible, professional body body of staff who are all capable of status in northamptonshire and
working individually and in concert Leicestershire. nationally the figure
of staff who are all capable for the greater good of stands at over 38,000. these hLtas
of working individually and the children in this school.
in concert for the greater I hope they feel that they are
good of the children” important to the school and “Everyone was very positive
that they are valued as about the experience and
co-professionals, working
accompanied by family members or unstintingly in that cause. enjoyed the opportunity to
school leaders who had supported catch up with friends and
Nobody here is doing a job.
them throughout the process. Everybody is serving others and the HLTA trainers”
everyone was very positive about I for one would not wish it to go
the experience and enjoyed the back to being any other way.”
opportunity to catch up with friends
KrySS DUrLING, HEAD TEACHEr of are working across all phases of the
and the hLta trainers who had PArK JUNIor SCHooL, KETTErING, curriculum, in primary, secondary
prepared them for their NorTHAMPToNSHIrE
and special schools, enhancing the
assessments.
altogether 175 teaching assistants educational experience of hundreds
ken Bland, hLta programme have gained hLta status in of children.
Leader, School of education, spoke northamptonshire and
about the achievements of hLtas in Leicestershire in the 12 months to
both counties and gave certificates may 2011, having been supported in
to the successful candidates. the process by 152 different schools
inSpire magazine. iSSue 6, winter ‘11 11

12. neWs
Visit to Malaysia
richard rose recently returned from completing
a consultancy at the UniversitiKebangsaan
(National University of Malaysia) in Bangi
near Kuala Lumpur.
during his visit, in addition to completing an evaluation of
research recently undertaken by academics in the Faculty
of education, he was able to visit schools and work with
phd students. a link has been established with plans to
hold a video conference between our own phd students
and those with whom he worked in malaysia.
TEACHING Brooke weston academy, corby and Fairfields School, northampton have been
successful in their bids for gaining teaching School status with the first cohort
SCHOOL from 1st September 2011.
the School of education supported both schools in this bid and we are looking
STATUS forward to working with them in partnership.
12 www.northampton.ac.uk/education

13. neWs
stArs for
UNIVERSITY’S EARLY
YEAR PROfESSIONALS
the university of northampton held a special awards ceremony earlier this
year for its students in front of key partners working in the field of early years.
the June evening occasion
welcomed over 100 staff and
representatives of nurseries,
preschools and other early years
settings from across the east
midlands, in a celebration of
best practice.
Some 40 students from the
university’s School of education
were presented with ‘star’ trophies
by Vice chancellor, professor nick
petford, in recognition of having
gained early Years professional
Status - described by the children’s
workforce development council
as the ‘gold standard’ for early
Years practice.
this is the third year in which we
have run our partnership evenings,
bringing together students and
Some of the students from the University’s School of Education with their awards
many of the employers who support in recognition of having gained Early Years Professional Status.
them through day-release or who
provide vital work placements.
and challenging year. more than “This is why we are here. We know
we were very lucky on this occasion 120 additional students are due to our students rate our courses
to have Liz magraw, a leading early be awarded eYpS by december highly but the bottom line is,
Years consultant, to present our 2011 and 160 new undergraduates can they make a real difference to
keynote speech on outdoor play. are expected to enrol on the first children and families, particularly
year of their early years studies in the most disadvantaged areas?
having recently been graded as from September. The answer coming from research
an ‘outstanding provider’ for early is that they can.”
Years professional Status (eYpS) national and local research is
ProfESSor IN EArLy yEArS,
to add to its grade 1 outstanding starting to show that early Years DENISE HEVEy
ofsted rating for teacher training, professionals are improving practice
the School of education is looking and raising standards in early
forward to another highly successful Years’ settings.
inSpire magazine. iSSue 6, winter ‘11 13

14. neWs
english and mathematics teaching hailed
‘Outstanding’
in nQt survey
the university of northampton the double green ranking is “Government Ministers are
has been unveiled as one of only only made to higher education looking very closely at university
four teacher training providers in institutions that are rated as performances in the teaching of
england to be ranked as ‘double outstanding in the teaching of mathematics and phonics, so
green’, with teaching of english english (including phonics) and these results are excellent news
and mathematics both being mathematics in the nQt survey. and bode well for our future.
rated outstanding. the results, made public in the future funding for teacher training
latest newly Qualified teacher may well be based on a university’s
(nQt) Survey, mean that the ability to demonstrate that they are
university’s position in terms of developing teachers well and can
excellence in teacher training has deliver outstanding mathematics
been further reinforced. it is already and phonics training. These
ranked as an outstanding provider results prove that we are doing
by ofsted. just that.
these new results mean that This is testament to the
the university of northampton outstanding work our staff,
shares its double green status both at the University and at our
with just three other institutions partner schools, undertake with
- the university of cambridge, our students.”
northumbria university and PATrICK SMITH, HEAD of INITIAL
the institute of education. TEACHEr EDUCATIoN,
SCHooL of EDUCATIoN
over 500 trainee teachers study
at the university of northampton
each year on both postgraduate
and undergraduate programmes.
recent statistics demonstrate
a high proportion of those who
complete their training successfully
secure their first teaching post
within 12 months of qualifying.
DOUBLE
GREEN
14 www.northampton.ac.uk/education

15. neWs
ten primary schools will be working towards achieving
the Primary science Quality mark award over the next
year, with support from the PsQm Hub at the
University of northampton’s school of education.
EDUCATION MENTORS SCHOOLS
IN SCIENCE TEACHING
this award system is validated Through experiments, models the primary Science Quality mark
by the association for Science and creative thinking, children as an important mechanism for
education and the national network can discover how science ideas bringing about improvement in
of Science Learning centres. contribute to their daily life and primary science:
it celebrates the development technological changes.
of quality science teaching and inspectors’ interviews with staff
Through the PSQM award in the schools that participated
learning in primary schools. scheme, the School of Education in the initiative confirmed the
elaine Batchelor, Senior Lecturer is supporting science leaders improvements in teachers’
in education, the university of in primary schools as part of
northampton’s School of education, their continuing professional
is the hub Leader and explained development. Hub meetings held Learning science offers
more about the award scheme: at the School of Education will
enable each school to achieve a
children an opportunity
“I am delighted to be working with bronze, silver or gold Quality Mark to develop and create
science coordinators to raise the which is valid for three years.” knowledge and understanding
profile of science in primary schools.
ELAINE BATCHELor about their world.
Learning science offers children
in the ofsted report into Science
an opportunity to develop
teaching 2007-10, published in confidence and ability to teach
and create knowledge and
January 2011, inspectors identified science, with a consequent
understanding about their world.
positive impact not only on pupils’
performance but also on their
engagement and enjoyment.
the primary schools that will
be working with the university
of northampton will soon
be confirmed.
Further details on the award scheme
can be found at www.psqm.org.uk
inSpire magazine. iSSue 6, winter ‘11 15

16. neWs
CPD IN HONG KONG
steve Cullingford-agnew and annie fergusson are delivering
seminars and training workshops for Principals, curriculum
leaders and teachers in Hong Kong.
this work, for the hong kong education Bureau [edB], has developed
from the university’s role over the past three years, in organising three
professional development study tours for edB officers and Special
School principals to look at curriculum assessment and reporting
for pupils with Sen in the uk.
100% OVERALL Inaugural Lecture
SATISfACTION during october Professor John Birmingham as well as having
RATINGS Ba (hons)
visser, who joins the school of a distinguished career teaching
education as visiting Professor in schools, is working with
to the colleagues in the School of
congratulations n gave his inaugural lecture at the
uth and Foundatio education on the development of
childhood and Yo sunley Conference Centre.
an d teaching research bids as well as doing
degree in Learning
g 10 0% overall John, who is known internationally some teaching, research training
team for achievin l
gs in the nationa for his work in the area of children and phd supervision.
satisfaction ratin s year.
Students Survey (nSS) thi with emotional and behavioural
a very good difficulties, gave a most
the School had tegories
perfo rmance in most ca interesting lecture with the title
but we will be working hard with “past wisdoms: Future practice.
subject leaders to meeting the needs of children
programme and ere will be
improve them fur ther. th s
and Young people with
a new requirem ent for universitie Behaviours that can challenge”.
orma tion Sets, an audience of academic
to publish key inf t
ings, employmen colleagues, research students,
including nSS rat
contact hours, friends and relations heard John
rates and teaching
so that students give a most thought provoking
on the ucaS sites
can compare pr ogrammes presentation. John, who has
previously held positions at the
before applying.
universities of exeter and
DYSLExIA-fRIENDLY TEACHING MATERIALS
Sue griffith’s research into dyslexia-friendly teaching materials and methods in heis,
jointly authored with a colleague from newman university college, Birmingham,
was presented via poster presentation at the higher education academy conference.
this poster presentation won the delegates award at conference. congratulations to
Sue, this puts the School of education on the hea map. the poster can be seen on
the education shared drive under general information and education publications.
16 www.northampton.ac.uk/education

17. neWs
NEW UNIVERSITY
PARTNERSHIP WITH BRITISH
INTERNATIONAL SCHOOL
IN KAzAKHSTAN
a new support staff training course developed by the University
of northampton is helping train teaching assistants for the first
british independent school in astana, the capital of Kazakhstan.
the course, the first Level 4 a boarding school for pupils aged research on behalf of the council
certificate for teaching assistants from 13 to open in September 2014. of British international Schools
in an international context, is going (coBiS) and launched at their
to be used to train the staff at “Education is not the process of conference on 30 may 2011
haileybury, one of Britain’s oldest filling up an empty vessel, but in London.
and most prestigious independent lighting a fire in the hearts and
boarding schools in the uk, minds of the young with whom “The University of Northampton’s
to launch the new english School we are privileged to work. accredited and bespoke training
in astana. We offer a special blend of for classroom based support
discipline, respect and life skills staff in international schools has
“The University has developed the in a calm, modern environment. been well received throughout the
Certificate as part of our agenda our British-based education growing CoBIS global network.”
for internationalisation and has programme is internationally CoLIN BELL, CoBIS ExECUTIVE DIrECTor
been designed to develop host competitive and we are very
country and expatriate Teaching grateful to The University of the new course is part-time over
Assistants knowledge and skills Northampton for helping us to one year consisting of six days face
to an internationally recognised create and maintain the highest to face teaching supported with
standard.” academic standards.” online blended learning and takes
Dr ESTELLE TArry, SENIor LECTUrEr
a flexible approach in developing
ANDrEW AUSTEr, HEADMASTEr of
IN EDUCATIoN AT THE UNIVErSITy of HAILEyBUry IN ASTANA the students’ skills.
NorTHAMPToN
the certificate for teaching “This Certificate is designed
the School will open its doors on assistants in an international to meet the specific needs of
1 September 2011 to pupils from the context was developed following teaching assistants working within
age of 3 to 10 years and has plans for international primary settings
and is designed to develop their
understanding of intercultural
teaching with children
in the age range 5-11.”
Dr ESTELLE TArry
the partnership between the
School of education at the
university of northampton and the
haileybury in astana was facilitated
by the university’s Business and
commercial Services team which
offers a range of support services
to businesses, voluntary and
community groups.
inSpire magazine. iSSue 6, winter ‘11 17

18. neWs
Professor richard rose
and dr Johnson Jament
gROWing taLEnt
recently visited india to work
on course development with
colleagues. during their visit
they presented their work
for learning at a seminar in bangalore.
mrs. Jayashree amarnath
rajanahally sent us this
report from bangalore.
Brindavan education trust,
Bangalore, is an ngo
started in 1993, working with
children who have Learning
difficulties (Ld), attention
deficit hyperactivity disorder
(adhd), and associated
problems. an important area
of our work at Brindavan has
been to educate mainstream
teachers about various aspects
of teaching children with these
difficulties and work towards
inclusive education.
Seminar 2011, with the
theme “inclusive education:
pedagogies & issues”, was held
It shared ideas
Children from Hunsbury Park growing talent for Learning
Primary school presented their is a whole class intervention devised that teachers could
project Growing talent for in northamptonshire by implement in their
mary doveston, Senior Lecturer in classrooms to include
learning to trainee teachers at education and marian keenaghan,
the University. this project was Senior educational psychologist.
children with ADHD
facilitated by mrs mary James the project uses appreciative and other difficulties
(deputy Head and senCo), inquiry and Solution Focused in learning.
mrs sally Hough (Class thinking to develop the social
teacher) and educational dynamics within a group to create
Psychologist, Jo Ward. an effective and enjoyable learning on 22nd and 23rd of January
climate. hunsbury park primary 2011. the first day was open to
School is one of over twenty teachers and others associated
northamptonshire Schools to have with the field. the second
used this approach since 2002. day was an in-house event
for special educators and
parents of children who attend
Brindavan. the event was a big
success with over 200 delegates
participating. the seminar
touched on perspectives and
18 www.northampton.ac.uk/education

19. neWs
SEMINAR 2011
Inclusive Education:
Pedagogies & Issues
organised by brindavan education trust, bangalore, india.
issues of inclusive education. in mainstream schools of moving Brindavan released the 4th issue
it also shared ideas that teachers towards inclusion. mrs. kalpagam of its bi-annual newsletter “Little
could implement in their classrooms prabhakar, a very creative and Details”, its first book “Making Math
to include children with adhd/ experienced teacher shared a Language Magic”, by founder director
other difficulties in learning. wealth of information about mrs. kusuma narayanamurthy,
inclusive teacher interventions that and “KATS” – kids assessment
in his keynote address on the first she has been using in her teaching tool for Ld, a software tool developed
day, professor richard rose by mrs. anitha Yadalam and
outlined the inclusion scenario in mrs. Jayashree rajanahally along
the uk and the modifications with two engineering students
needed to transfer it to india. The event was a
Soumya Venkatraman and Sneha
dr. Shobha Srinath, a psychiatrist big success with over 200 prabhu. honouring seven
working with adhd and autism delegates participating. mainstream teachers who made
Spectrum disorders (aSd), gave a inclusion happen with awards, was
very practical presentation based on another first that Brindavan initiated.
her experiences in the process of for many years. dr. Johnson Jament,
introducing classroom interventions. made a presentation on the co the second day had professor rose
the panel discussion chaired by morbidity that exists with Ld, and dr. Jament presenting on
mrs. rukmini krishnaswami, adhd and aSd and the teacher education, and home
director of the Spastics Society interventions needed to include school partnership fostering
of karnataka, was on the realities these children in classrooms. inclusion, respectively.
inSpire magazine. iSSue 6, winter ‘11 19

20. olymPiC torCH
W
THOUSANDS VIE
OLYMPIC TORCH at the
and enjoy sports
ampton
University of North
20 www.northampton.ac.uk/education

21. olymPiC torCH
over 2,700 members of the highlights of the day were also olympic spirit and enjoy all of
public, students and staff got watched live via the web by over the sports available to have a go
their picture taken with the official 830 viewers across the uk, the at today.”
coca-cola olympic torch and united States, the eu, gibraltar,
participate in a massive range of hong kong, pakistan, italy, university Vice chancellor,
free sporting events. austria, india and Sweden. professor nick petford, added:
the event was held at the “this has been a hugely successful
university of northampton’s park occasion for us and we’ve had
“This has been a fantastic thousands of people on campus.
campus on a gloriously sunny day
(Friday 28 october). event and a once in a we’re very proud of our Students’
the queue for photographs with
lifetime opportunity for union and we’d like to offer a big
the olympic torch stretched into people to see and hold thank you to all of our supporting
the hundreds for the entire day as partners in this event, including our
the Olympic Torch” own Sports and exercise Science
everyone patiently waited to see a
special piece of history. the event team; northamptonshire Sport;
came about after a successful bid northampton town Football club;
the university’s olympic spirit was Benham Sports arena; all the clubs
by the university’s Students’ union further bolstered by the presence
to be the only university in the and coaches that have supported
of Bobby white, team gB handball today, and all of our staff who
east midlands to host the torch in a captain; tim male, an olympic
nationwide search for inspirational have helped make the event such
rower who represented Britain a success.”
young people - Future Flames - in rowing at the athens games
to carry the olympic Flame during the in 2004, and christopher davidge, ceremonies
London 2012 olympic torch relay. closed with n the
chairman of the university’s More o ic
hundreds of visitors also found Foundation trustees and a former a 15-minute olymp nt
spectacular eve
out more about, and took part British rower who competed in the Torch
in, sports activities on campus Summer olympics three times in fireworks
and at nearby Benham Sports 1952, 1956 and 1960. display,
arena, including hockey; courtesy of
president of the Students’ union, the Students’
climbing; Football; cricket; tim Joaquim, said:
Boxing; Basketball; martial union.
arts; Badminton; wheelchair “this has been a fantastic event
Basketball; table tennis; and a once in a lifetime opportunity
Stick Fighting; rugby union; for people to see and hold the
trampolining; Boccie; olympic torch. it’s been great to
handball; nordic walking; see our students and the wider
Sailing and rowing. community really embrace the
inSpire magazine. iSSue 6, winter ‘11 21

22. GradUation
fOUR DAYS Of
GRADUATIONS
ON CAMPUS...
and online for the first time
for the first time, the University of northampton web streamed the
ceremonies live in collaboration with streamexchange. the ceremonies
were viewed online by 35 countries so friends and family overseas could
share in the event. the school of education celebrated graduation in
July with around 300 graduates attending with family and friends.
3,532 students from the university the university of northampton’s
of northampton graduated from former Vice chancellor ann tate,
the higher education institution returned to campus at the
between 19 – 22 July, 2011 during northampton Business School
four days of ceremonies at park ceremony on 22 July to pick up
campus. 8,000 visitors were her honorary doctorate.
welcomed onto campus during
the events. honorary Fellowship for inspirational
autism expert professor gary
amongst the leading figures mesibov was also awarded.
receiving honorary awards from
professor mesibov was recognised
for his outstanding contribution
over more than 30 years to the
understanding and support of
children and young people with
autistic Spectrum disorders.
as director of division teacch
at the university of north carolina,
professor mesibov’s work as a
clinician and academic has
influenced change in support
for countless children, not only
in the uSa but internationally.
22 www.northampton.ac.uk/education

23. GradUation
Mathematics Specialist Masters Programme
tHe matHematiCs sPeCialist masters ProGramme Has reCeived an
exCellent external evalUation rePort, Key Points made Were:
• The course is very well • Weekends were intellectually • The problematic question of
designed. challenging and there was a the inter-relationship between
• The Programme Director clear step up between modules subject knowledge and
provides inspirational leadership one and two. the learning pedagogy is explored subtly,
and a unifying force where came through mathematical in ways that are consistent
tutors share the same vision engagement and reflection with what we know about how
and approach. upon it. it nevertheless felt like professionals learn.
master’s level activity. this was
• Sessions were skilfully led not easily achieved. written feedback from
by knowledgeable and participants is very positive
enthusiastic staff. • Participants were helped to and those whose views were
develop ‘deep understanding’ sought were conscious of the
• The participants interviewed of relevant mathematics for
had very high respect for the transformatory impact of the
themselves. programme as a whole.
integrity and judgement of the
programme team.
after being presented for his “developing staff who sufficiently
award by professor richard rose of understand autism is absolutely
the university’s School of education, vital. training these people, along
professor mesibov commented: with further research into special
“i’ve worked with so many wonderful educational needs is an important
people at the university of focus for both myself, and the
northampton. it would be difficult university of northampton.”
to find a more talented and
professional group of people.
“i’ve been lucky enough to work with
colleagues across many institutions,
starting with my education at
Brandeis university, Stanford
university and the university of
michigan. all have helped me cross
the bridge from academia into
touching the lives of so many people.
“people often don’t appreciate the
pressures and stress involved for
families coping with a young person
on the autistic Spectrum. a key
challenge for the future is
developing and training people
who fully understand the disorder.
inSpire magazine. iSSue 6, winter ‘11 23

24. life after Uni
MY TRAVELS AfTER UNI
by Kelly youlton
Since graduating from the BA (Hons) Early Childhood Studies course at the University it has
been a fun packed year full of new experiences, new countries and new cultures giving me a
completely different insight into the way people live and work in societies in deprivation.
fter university i continued to i had read about it prior to visiting children. however, it highlighted
A work with the family support
team in huntingdon as a
and heard many stories nothing
prepared us for facing the children
the need for strong english speaking
teachers and a considerable amount
child and family worker and was ourselves and being chased down of funding to keep these schools
fortunate enough to carry out some the streets by them at crazy times running, or even provide more.
life story work which i really enjoyed of the night begging for the shirt as this school was over 5km for
and gave me the opportunity to work off your back, it really was heart some of the children, which they
with a wide range of professionals breaking. it urged us to look walked or cycled each day.
independently. into the charities that support
these children and we visited an
then i went off on my travels with orphanage and carried out some
Steph gilder to South east asia, teaching in a local school. The street children
where we had an amazing time and
visited some fantastic countries! even the day of teaching chased us, begging for
cambodia was my favourite place, was an eye opener as the children the shirt off our backs.
i learnt so much about the history receive just one hour of education It was heartbreaking.
of the country and how the khmer a day by a cambodian teacher who
rouge and still shadows over the stopped several times during her
people today with an entire lesson to check with us that she
generation of society missed out. was using the correct english returning to england i continued to
terminology or punctuation. work for the family support team but
my eyes were really opened by the Still, this hour of learning was due to lack of funding there was very
shocking reality of the street so valuable and worthwhile for the little work, it was then i made the
children there too. as much as decision to leave for australia with
my boyfriend. So that’s where i am
at the moment!
we are on a one year working
holiday visa and working for our
2nd year at the moment, not sure if
we will stay here permanently but
i am enjoying each new experience.
i initially got a job as an early Years
educator in a day care in perth,
working as the qualified in the
toddler room. the role was slightly
Steph and I playing a game with one of Steph and I with one of the orphanage different here compared to the
the Cambodian children, they showed us children, she was very grown up and uk as you are seen as the ‘teacher’
the many games they play with just small confident and told us what she had been
if you are the qualified for the
rocks and stones. Their hand and eye learning at school (she has her school
co-ordination was amazing! books in hand) room. our degree truly is like
gold dust here!
24 www.northampton.ac.uk/education

25. life after Uni
Me with an elephant in Chiang Mai, Thailand after trekking
By 2014 every manager within a i was supported in bringing a a sponsorship which would give
centre must hold an early childhood routine into the room and given the me a four year visa into australia.
Studies degree so i was actually role of mentoring the staff. this was i also had several compliments
seen as ‘early’ with the degree and my first experience of taking on a from parents and other staff
was the only person in the centre leader type role and i will happily members telling me i had made
with that degree. needless to say admit i made several revisits to my significant improvements to the
i was snapped up! Leadership and management room. which i can only thank you
lecture notes! the main assistant and the team for as i found myself
i really embraced my role and in the room had been there for many putting so much of the theory
surprised myself just how much years and was really ‘stuck in her i had learnt at northampton into
i enjoyed it, especially as my main ways’ with very little enthusiasm. practice and although at times it
interest was in social care throughout this was the perfect opportunity for was challenging i felt confident
university and my employment. me to take those role plays and put with my decisions.
i entered a room with 20+ toddlers them into practice.
that was being run by an assistant working in this position really made
who lacked confidence and was at the manager was really pleased me realise just how much i had
times very rough with the children. with my work and even offered me taken from the course as it was a
inSpire magazine. iSSue 6, winter ‘11 25

26. life after Uni
role i never saw myself in and an i understood how to link these to the
area of work i did not think i would framework and each child’s stage
pursue, but with the knowledge of development. Further to this i was
and experiences i had gained from then able to meet each child’s
university i was able to fulfil this needs and help them develop in
role and really enjoy it. areas of need.
the manager also said i had the So that’s me pretty much up to
perfect balance between nurturing date and right now i am enjoying
and discipline, which i believe again some travelling around australia
comes from the early childhood and recently spent some time on a
Studies team and their teaching. 1.9 million acre cattle ranch in the
without being taught the importance middle of the desert! Just goes to Here I am (left) leading the cattle out on
of nurture and nature within the show the ecS course really does the cattle station in the middle of the
desert that we stayed on for a few weeks,
early Years i may not have portrayed take you more places than you
an amazing experience.
this so naturally in my workplace. could imagine and it is surprising
just how valuable it is in other
it was also really good for me to countries, not just for its degree
work with a different framework as level but for the knowledge and
in australia they follow the ‘early experience that comes with it.
Year’s Learning Framework’ which
maintains different principles and i hope things are going well at
outcomes. as the qualified i had to northampton and the course is
ensure the children’s portfolios were still thriving. may i also take this
kept up to date and i had to carry opportunity to thank you and the
out the programming for the room, team for all the hard work, support
linking these to the framework and and knowledge given to me during
the children’s progress. having my time at northampton.
carried out observations and case Our local beach here in Perth, Australia
studies whilst at university has Best regards,
which we are fortunate enough to visit
helped me considerably as kelly whenever we like due to the climate! :-)
26 www.northampton.ac.uk/education

27. an intimate observation of disability
CRIP ON A TRIP
this is the title of an award winning Channel 4
documentary, described as ‘an intimate
observation of disability. 18-year-old dominic
Hyams has brittle bones - but that’s not going
to stand in the way of a european adventure
with his gang of able-bodied mates...’
the title of the documentary was deliberately chosen by
dominic himself and is guaranteed to provoke a response and
generate debate. this is exactly what happened as students
on the module ‘current issues in Special educational needs’
were fortunate to participate in a Q and a discussion
with dominic as part of their studies.
topics raised by the students
included labelling and political
correctness; international
differences in regard to access;
the nature of editorial direction;
family support and relationships
and personal drive and motivation.
underpinning all of this however was
the realisation that dominic’s story is
far less about disability and far more
about the power of friendship.
The title of the documentary
was deliberately chosen
by Dominic himself and
is guaranteed to provoke a
response and generate debate.
dominic was open and candid in his
responses and the students critical and
reflective in their questioning. whilst many of
the topics raised were serious and important,
dominic’s frank, humorous and sometimes
irreverent comments gave the debates a clear
human dimension.
a theme of the module is the impact of the
media within the field of inclusion and disability
and students have the opportunity to develop this
area in their assessed work.
inSpire magazine. iSSue 6, winter ‘11 27

28. early years
Working
in Early
Years
by debbie Hasson,
Head of acorn Childcare
at Headlands Primary school
baCKGroUnd schools, day nurseries and spent two relocated to northampton with
my passion for wanting to work with weeks working on a maternity ward. my soon to be husband. i realised
children began from an early age. i that my passion was embedded
after successfully gaining my within early Years and was offered
am from a family of five children and qualification i became a live in
have a large extended family that all a job within a day nursery working
nanny for several families in rural with three to four years olds. i had
grew up in the same geographical
area. whilst growing up my mother always believed that those early
was a registered child minder and experiences were crucial to young
her mother had fostered children
As Acorn has charity status, children and was able to be part of a
for many years. there are many fundraising focussed team with a shared vision.
events organised after two years i left work to raise
on leaving school i attended
dunstable college to train for my throughout the year my own family and was able to have
qualification in nursery nurses a career break of four years, during
examination Board (nneB). the which time i was able to volunteer to
placement experiences i had locations. the job was enjoyable work in a local pre-school. with my
during these two years were both and i was able to play an active role two sons in school i was ready for a
enjoyable and challenging. i was within the family life. when the new challenge and applied for a job
able to experience working in several children began full time education within acorn childcare uk.
i moved from the family home and
28 www.northampton.ac.uk/education

29. early years
WHere i am noW charity status, there are many place a high emphasis on continued
i joined my current organisation as fundraising events organised personal development within the
an early Years practitioner within throughout the year to enable us early Years sector. within our
the two year old age group. i found to achieve our goals. through my organisation we have 30 staff who
that the children could actively own studies within the university i work directly with the children,
explore the world around them given was able to develop and extend the of those 27 have a relevant Level
the right opportunities and were knowledge of the staff surrounding 3 Qualification in early Years. in
curious within their play. the setting Safeguarding and this is visible in addition two have their Ba honours
supported training and i was able to the way that we extend our practice. degree, two have their early Years
develop and extend my knowledge Foundation degree and two staff
as an early Years practitioner. members are currently working
i also became an nVQ assessor. towards achieving their Foundation
I love working in the degree. one member of staff
the setting was established in Early Years Sector, has their early Years professional
1992 and is a registered charity. I could not imagine a Status (eYpS) qualification and i
it is based on the site of a primary more rewarding job! am currently working to complete
school and has close links to the my dissertation and have recently
Sure Start children’s centre on the completed my gateway review to
same site. this has enabled us to complete my eYpS.
work as part of a multi professional acorn follows all of the principles
team and showcases multi agency within the early Years Foundation as well as our staff attending
working. in addition we and also Stage. ofsted have graded the the university of northampton we
offer before and after school nursery as outStanding in also support university students
facilities for older children aged all areas. in placements and value their
between four and eleven years and contribution towards our setting.
holiday play schemes. PartnersHiP WitH we offer each student a mentor
tHe University who can support them whilst in
acorn is overseen by a management placement. as a staff team we
as part of my own ethos i value the
committee who regularly meet to welcome the contributions that the
training opportunities of the staff
develop the establishment. the students can offer and make them
that work at acorn childcare uk.
members are all parents who play welcome within our team. we have
as part of my job role i organise
an active role in making acorn created a framework for partnership
the staff performance reviews and
the success it is. as acorn has working not only between the
inSpire magazine. iSSue 6, winter ‘11 29

30. early years
students, mentors and nursery but more reflective practitioner.
also with the university. many staff the knowledge i have learnt through
attend the partnership evenings this process has consolidated my
that the university holds to extend understanding of the early Years
their knowledge and network with which i have gained through my
other providers. 25 years experience.
i hope that my experiences have
tHe fUtUre
inspired my team to continue to
as a mature student working develop their own understanding.
full time as a manager the road i have thoroughly enjoyed my
to becoming a graduate has not experience and feel that i am proud
always been smooth but it has of my achievements so far. i love
been worthwhile. the course i have working in the early Years Sector
chosen, early childhood Studies and find the rewards fantastic,
with the professional pathway to i could not imagine a more
achieve eYpS has made me a rewarding job.
acorn headlands centre, headlands primary School,
northampton, nn3 2nS
t: 01604 415362 e: enquiries@acornchildcareuk.org
www.acornchildcareuk.org
30 www.northampton.ac.uk/education

31. early years
Working with Parents
“a joined up approach”
Early Years and
Primary Education
attend PEAL
training together
in June stAff from the peaL (parents, early Years and the session was fast paced
sChool of eduCAtion Learning) training a nationally and totally interactive giving a
funded project for a number of range of opportunities for
Joined forCes for A years initially to support early delegates to explore in depth
trAining dAy presented Years settings develop strategies many of the wider social issues
by the nAtionAl for involving parents in their surrounding parental liaison.
Children’s bureAu. children’s learning. the aim of the peaL ethos seeks to embed
the day was to experience the strong principle which values
peaL training and to explore promoting parental involvement
connections with delegates throughout their schooling.
ES WErE: own professional role and area
KEy oBJECTIV the first few years of a child’s
of interest. partner schools,
rticipants current life are fundamentally important.
3 to build on pa early Years settings, assessor
knowledge of the importance and mentors were invited to evidence tells us that they shape
ts in their a child’s future development,
of engaging paren attend alongside members of
children’s early learning, the academic staff from the and influence how well children
do at school, their ongoing
w aspects of School of education.
3 indentifying ho health and wellbeing and their
y integrated
peaL are currentl dules
the training gave delegates achievements in later life’
into our current he mo an opportunity to identify (Sarah teather and anne milton
links with areas where the peaL model 2011 Supporting Families in the
3 to make greater
the rese arch underpinning could be used to meet the Foundation Year: dFe publication.)
mes of parental needs of both early Years
benefits to outco the peaL training day enabled
engagement in and primary student and
partnership and d staff to take time out from their
children’s learning within an tutor groups. having
busy schedules to focus on these
s representatives from our
beyond early year partner settings paved important issues and consider how
work based on best students can be supported
3 to plan future n the
the way for ensuring that
in taking these messages forward
the peaL model withi and
students are supported
university of northampton in continuing to develop when they join the workforce.
B’s national
feed into the nc links between theory
gy.
development strate and practice.
inSpire magazine. iSSue 6, winter ‘11 31

32. early years
University Wins £4m Contract
to Provide Early Years Training
the eYpS training will be in addition a full time training
THE UNIVERSITY Of delivered to graduates, and programme with bursary is available
the primary provider for the to graduates of any background who
NORTHAMPTON HAS WON east midlands. are interested in a career change to
A PRESTIGIOUS CONTRACT work with young children.
the contract, worth £4million over
TO BECOME ONE Of ONLY three years, means the university there are already more than
EIGHT ORGANISATIONS IN is now inviting regional graduates 8,000 graduates with early Years
and those with Foundation degrees professional Status (eYpS), and this
THE UK TO DELIVER EARLY
who already work with babies and regional win means a further 530
YEARS PROfESSIONAL children, aged up to five-years-old, people will now be able to benefit
STATUS (EYPS) TRAINING. to sign up for the programme, which from the training and assessment.
will start in January 2012.
32 www.northampton.ac.uk/education

33. early years
profesor denise hevey, who heads leader with eYpS have made
up the eYpS programme at the significant improvements in quality,
university of northampton, said: especially in their provision for
pre-school children.
“We have an excellent track record
for all Early Years programmes here under the banner of the east
at Northampton and were named as midlands eYpS network, the
an ‘Outstanding Provider’ of EYPS university will now work in
last year. This new contract builds on collaboration with nottingham trent
our success and on the good work university, Bishop grosseteste
of all those Early Years Professionals university college and 11 Local
who have trained with us and are now authorities to deliver eYpS across
really making a difference to children’s the east midlands region and to
lives. I hope parents will now get support continuing professional
development for the wider
community of established early
This regional win means Years professionals.
a further 530 people For more information and an
will now be able to application form, go to
benefit from the training www.northampton.ac.uk/eyps.
and assessment
the message and start asking their
nurseries and pre-schools whether
they are employing a graduate with
Early Years Professional Status and if
not, why not?”
early Years professional Status
(eYpS) is a status awarded by the
children’s workforce development
council (cwdc) for graduate level
curriculum leaders working with
young children across the new
early Years Foundation Stage.
research has found that
organisations and companies
which employ a graduate
KidsAid Inaugural Conference
eunice Lumsden, Jane murray and early intervention for vulnerable Brussels), al aynsley-green
a group of early years’ students children and their families. (professor emeritus of child
attended the kidsaid inaugural Speakers were drawn from a range health, ucL), dr. ernest gratton
conference on thursday 29th of children’s services professions (consultant Forensic psychiatrist)
September at St. andrew’s and included malcolm Stevens and dr. margy whalley (director
hospital, northampton. kidsaid (uk commissioner, international of research, pen green
is a national charity supporting Juvenile Justice observatory, centre, corby).
inSpire magazine. iSSue 6, winter ‘11 33