Dr. Chiggy Chiagorom Oghotuama’s Post

ECTA Center eNotes for October 18, 2024 are available. In this issue: - Webinar Recordings Available on Safeguarding Privacy and Preparing Your APR - NASLEE Recruiting State Leaders for Cohort - Inform Education and Training for Providers of Young Children - Accessible Educational Materials and Assistive Technologies in Early Childhood Education: What, Why, and How - GAO Report on Child Care Accessibility Recommends Coordination - Early Childhood Workforce Index 2024 Available - An Early Start to Self-Regulation: Evaluating the Effects of an Early Childhood Self-Regulation Intervention on Educator Beliefs, Knowledge, and Practice https://lnkd.in/g_nmEGVF

Recent statistics from the Department for Education reveal a concerning rise in school exclusions across England. In the 2022/23 academic year, there were 3,039 permanent exclusions during the spring term alone, an increase from 2,200 in the same term the previous year. Explore Education Statistics This upward trend underscores the critical need for educational staff to proactively address the factors leading to exclusions. By understanding and implementing alternative support strategies, educators can foster a more inclusive environment that benefits all students. Our upcoming workshop, "Preventing School Exclusions," offers a comprehensive exploration of Solution-Focused Brief Therapy (SFBT) techniques tailored for educational settings. Participants will gain practical skills to effectively manage challenging behaviours and promote a positive school culture. Eventbrite Join us to enhance your professional practice and contribute to reducing exclusions in your school community. #education #schoolexclusion #solutionfocused https://lnkd.in/e44SFnsa

The government is currently reviewing the curriculum and assessment system, and this is a crucial opportunity to ensure that the education system meets the needs of all learners, including children with Special Educational Needs and Disabilities (SEND). Disabled Children's Partnership (DCP) is urging parents and carers of children with SEND to get involved and make their voices heard. Follow the link below to learn more about the review, and share your experiences and views. https://bit.ly/DCPCAR That's not all - there's also a chance to have a say in the upcoming NHS 10-year plan. This is another vital opportunity to make sure the needs of disabled children and their families are prioritised. Read the blog below and find out how to get involved and make a difference. https://bit.ly/DCPNHSBlog

The results of the third annual Merrimack College Teacher Survey are in, and the numbers are rather concerning: • Compared to last year’s survey, a larger share of public school teachers say their mental health and wellness has had a negative impact on their teaching and professional growth. • More teachers say the mental health of their colleagues has worsened over the course of the school year. • As mental well-being has worsened, the share of public school teachers who are very satisfied with their jobs has also declined 2 percentage points, to 18 percent. • While a smaller percentage of teachers say student mental health is having a negative impact on student learning and behavior, a larger share say student mental health declined over the course of the school year, while a smaller share say it has improved. • Roughly half of public school teachers still say that student mental health is having a negative impact on academic learning and on classroom management. Click here to read more at Education Week: https://lnkd.in/eZY7Ujiv

The Children's Commissioner for England has recently published a report based on a detailed investigation about the experiences of children missing from education. The investigation found: -more than 11,500 children in England went missing from education over the course of one year – despite having previously attended -the children whose last-known destination was missing education were 1.4 times as likely to have a special educational need (SEN), 1.5 times as likely to live in the most deprived neighbourhoods and 2.7 times as likely to have a social worker as a child in need -they were also more likely to be making the transition to secondary school from primary, aged 10, at the start of the school year While many of us have spent the last few months focused on understanding the recent changes to the law and guidance relating to pupil registration and attendance, I think it's worth putting the detail aside for a moment and reading this important report. The report contains a number of recommendations for change, including: -giving local authorities the resources they need to proactively trace and support children missing, or at risk of missing, their education -a reliable database for cases of children missing education and improved data-sharing arrangements that aren’t simply based on local agreements or goodwill -improved mental health support in school and in-house educational psychologists to support children with special educational needs and disabilities (SEND) -support with practical issues like uniform costs or flexibility for children who may have difficult family circumstances or caring responsibilities -better support over the school holidays for children making the transition between different education stages, through phone calls home or meetings with parents

Last week's edition of the Schools Bulletin featured a half term message from Rachael Wardell Executive Director - Children, Families and Lifelong Learning. If you've not had a chance to read it yet, then click the link below. https://lnkd.in/deg7uAcB #education #educationservices #NoOneLeftBehind

The Learning Policy Institute is hosting the following free webinar on June 18th (with a post recording available to all who register). It looks interesting! Who would like to join me? From LPI: "Research shows that racially, ethnically, and socioeconomically integrated learning environments can lead to academic and social benefits for children. However, most early childhood education (ECE) programs are remarkably segregated. Segregation in ECE settings is driven by patterns of residential segregation, but it is also driven by policies that govern access to programs. For example, publicly funded preschool is often not universally accessible. Further, the current ECE system in most states is composed of a patchwork of programs, each of which has its own eligibility requirements and funding that make integration challenging. This webinar will illuminate the important, but often overlooked, problem of segregation in ECE settings. It will identify strategies that policymakers and administrators can use to foster integration, including establishing universal ECE programs, braiding public funding, allowing tuition-paying families to enroll in public programs, attracting families across neighborhoods or district boundaries, and creating two-way dual language immersion programs. Presenters will describe examples of cities and states putting these strategies into action. "

*Free* resource for caregivers: strengthening early literacy skills ⬇️⬇️⬇️ Early childhood literacy is the cornerstone of educational success. Engaging children with reading activities from a young age sets them on the path to becoming confident and skilled readers. OnYourMark is here to support this mission by offering a {FREE} resource for caregivers. This resource provides easy, actionable literacy activities that caregivers can fit into their daily routines, helping to bridge the literacy gap and ensuring all children have a strong start. As district leaders, let's champion early literacy by sharing this valuable tool with our caregiver community. Together, we can make a lasting impact on our students' futures. Download the *free* resource here: https://hubs.li/Q02RhrqF0

This latest report from Anne Longfield CBE's Centre for Young Lives is a must read for all who have an interest in education. The principles it sets out for SEN(D) are straightforward and the evidence is unequivocal - change is needed. Here are two quotes that resonate with me - 'we would argue that the holistic assessment of a CYP’s needs is consistent with sensible pedagogical practice – it is not framed by a deficit perspective, but instead seeks to capture the CYP’s strengths and areas of need.' 'It is clear that many thousands of children and parents are crying out for a faster and kinder process' I would also argue for a reframing of the terminology - special educational needs - sends a message that every child with special educational needs requires something out of the ordinary rather than, as the report includes, most could have their needs met within a mainstream setting. However, for this to happen in a 'faster and kinder' way school staff need support to grow their confidence and skills. https://lnkd.in/dC8A7F3Z