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Articles by Bart Shaw
Leaving CfEY
After seven fantastic years @TheCfEY, I’m leaving with mixed emotions. I’m excited about the future and my plans to focus more on helping to improve SEND practice and policy, but at the same time I’m sad to leave. I’ll look back on my time at CfEY with joy and pride. A huge thank you to @LoicMnzs and @joehallg for the opportunities and support along the way. Here are my top ten things I’ve enjoyed: The team.
Area-based partnerships
CfEY’s latest policy investigation focusses on the current and future roles of area-based partnerships. These are local, non-statutory, voluntary partnerships of schools, academies and often (but not always) the local authority, working together to take responsibility for school improvement in an area. If you work or lead in a local authority or local area based education partnership we need your help! Could you spare 10 minutes to complete this survey?
The importance of teaching philanthropy: Educating children for social good
Alison Body, University of Kent, UK Emily Lau, Canterbury Christ Church University, UK Jo Josephidou, The Open University, UK Philanthropy, that is ‘voluntary action for public good’ (Payton and Moody, 2008, p. 3), plays a fundamental role in civil society, both here in the UK and beyond. Central to this, the charitable sector is often at the forefront of challenging social and environmental injustice and inequality.
Youth-led mental health initiatives in education
Sophia Badhan, #iwill Ambassador and Mental Health Advocate, UK Jonelle Awomoyi, #iwill Ambassador and Religion, Philosophy and Ethics Final-Year Student, University of Nottingham, UK Youth social action refers to activities that young people do to make a positive difference to others or the environment.
Young Australians as agents of change: The ‘Youth Booth’ pilot project
Christine Grové, Monash University, Australia Around the world young people are actively contributing to change. For example, in the United States, youth have championed for gun control across the country in extraordinary ways (Rennie, 2018) (and in sub-Saharan Africa, they are leaders in advocating and enacting the United Nations Sustainable Development Goals. In Asia, young people were critical to developing government responses to the HIV epidemic (Cahill, Beadle and Coffey, 2013).
Lighting pathways: Investing in visually impaired creativity
John A Patterson, Principal, St Vincent’s School for Sensory Impairment, UK High unemployment amongst visually impaired (VI) young people is a global concern, as is the connected impact on health and wellbeing attached to the lack of opportunity, meaningful engagement and friendship group generation. How can a creative curriculum be shaped so as to address these connected needs, i.e. providing opportunity, routes to employment and friendship-making?
Implementing the Sustainable Development Goals through social action in a London primary school
Naheeda Maharasingam, Headteacher, Rathfern Primary School, UK In September 2015, the 2030 Sustainable Development Goals (SDGs) were formally adopted at the United Nations (UN) Sustainable Development Summit. The 2030 Agenda and the SDGs provide a comprehensive vision and framework for all populations across the globe.
Election Manifestos: The Centre for Education and Youth's priorities
MPs have backed the PM’s call for a general election after months of Brexit deadlock. Political parties are pulling their manifestos together and gearing up for what is likely to be a frenzied 5-week campaign. This blog sets out a summary of recommendations in four key areas which we think the parties should focus on in their election pledgs. Over the next few weeks we will be releasing a series of blogs examining policy changes in these areas in more detail.
Bring in the reinforcements to raise aspirations
Parents are the most important influencers when a student decides about higher education, says Bart Shaw. It’s time to get them on board As enrolment season ends and students get into the groove of their courses, keen eyes will already be looking to the horizon for what comes next. Efforts to support students from under-represented groups into higher education need to start early, and they need to be well-focused and evidencebased.
Five areas the government’s SEND review needs to focus on
We have been researching the SEND system from a range of different angles over the last five years and are therefore delighted that mounting pressure has pushed the government to take action over a system that has reached breaking point. We believe the review should focus on five key areas and a number of solutions that we have highlighted in our research. Great news that this review is taking place and good to see some wise people advising the review.
Education in England 2019: EPI and the FEA report...
Today, the Education Policy Institute and Fair Education Alliance publish their “Annual State of the Nation Report” for 2019. Whilst we should be cautious about using year-on-year data to draw conclusions about our education system, the report highlights three important trends that our previous research has explained and responded to. This blog takes EPI and the FEA’s data as a starting point and explains the reasons behind the trends before setting out potential solutions. 1.
Which comes first? School culture or top results?
It is received wisdom that an intangible but important aspect of a school is its atmosphere: the way it looks, the way it sounds, the way pupils behave as you walk through the doors. Anyone who has worked in, or visited a school will have asked themselves: why do schools “feel” the way they do? But how deep do those initial impressions go? Do the visible artefacts of school culture (uniform, posters, inspirational quotes or mission statements) translate into meaningful day-to-day practice?
The slow disintegration of inclusion for children with SEND
The slow disintegration of inclusion for children with SEND A new survey of NASUWT members shows deeply worrying signs that mainstream schools are finding it harder and harder to support children with SEND. How much support do teachers feel their schools offer children with SEND? How well do teachers feel supported themselves to meet the needs of children with SEND? Is SEND a school priority?
Learning Away - The state of school residentials in England 2017
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Educational Excellence Everywhere and Special Needs
18th March 2016 One of the biggest disappointments in yesterday’s White Paper was the continued marginalisation of special educational needs and disability (SEND) within the Government’s vision for “Educational Excellence Everywhere”. Here at LKMco we firmly believe that schools and youth organisations should do more to meet the needs of children and young people with SEND. After all, these students make up 13.7% of all children in schools, and 29% of the pupils eligible for FSM in schools.
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