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Supporting Autistic Pupils in Mainstream Classrooms

1 in 100 people have autism, and schools need to be prepared to support autistic students. Katie Goodwin, Assistant Headteacher at Abbey Hill School shares how austistic pupils can be better supported in mainstream classrooms.

Supporting Neurodiverse Pupils to reach their full Potential

15% of all people in the UK are neurodiverse, true figures are estimated to be higher though not everyone has a diagnosis. Donna Lee, Head Teacher at Nettlesworth Primary School shares some tips on better identifying and supporting neurodiverse pupils.

The Problem of Sustainability for Academy Funding

In line with the UK Government's aim of reaching net-zero carbon emissions by 2050, the Department for Education published the Sustainability and Climate Change Strategy (2022). Phil Reynolds, Chief Executive Officer of PLR Advisory shares with us how the sustainability targets outlined in the strategy are difficult to achieve with academy trust finances and outlines changes that need to be made so that academies can become more sustainable.

The Importance of Developing Modern Foreign Languages in the Curriculum

In a 2020 survey, almost 40% of primary schools stated that pupils do not always receive language teaching according to the time allocated each week throughout the year. Donna Lee, Headteacher at Nettleworth Primary School shared with us the importance of including modern foreign languages in the curriculum and how a school-wide programme has been developed to include languages at the school.

Improving the Social, Emotional and Mental Wellbeing of SEND Students

SEMH needs are a type of special educational need in which children/young people have severe difficulties in managing their emotions and behaviour. This case study looks at the strategy of the Astrea Academy Trust. The Trust promotes a focus on the social, emotional, and mental health needs of pupils with SEND.

Reducing the Attainment Gap through Early Years Intervention

In 2016, Norwich was ranked second-lowest in terms of social mobility in the country. In this case study we’ll explore the ongoing work to raise the level of four- and five-year old’s language acquisition in the Norwich Opportunity Area.
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