Are you considering an international education? You’ll open your horizons and gain valuable skills while developing an understanding of different cultures and languages. With so many options, deciding which course or university is right for you is hard. First, consider your preferences, passions, and career goals. Then, look at popular international courses to help you make an informed decision. You’ll find these from institutes such as American International University, and they include:

Bachelor of Fine Arts

A Bachelor of Fine Arts (BFA) degree lets you explore your creative side and develop valuable skills. This program focuses on the aesthetic elements of art, such as color, composition, and texture. Students learn to create visual works using oil paints, photography, and 3D modeling software. You can practice your craft in different contexts, from commercial to fine art galleries. Interior design, fashion design, and animation studios worldwide also need BFA graduates.

Master of Business Administration

The Master of Business Administration (MBA) offers a comprehensive overview of business principles and management techniques applicable to any industry. An MBA equips you with relevant financial planning, marketing, and operations management skills. With an MBA, you’ll increase your international network to secure job opportunities in businesses worldwide.

Master of Science in Computer Science

The Master of Science (MS) in Computer Science offers a comprehensive approach to software engineering and data analysis. You’ll gain proficiency in programming languages like Python, C++, HTML5, and JavaScript. You’ll also learn about databases, operating systems, computer security, artificial intelligence, and robotics.

MS graduates can find jobs in software development, machine learning research, software architecture design, or web development. With a degree from an accredited program, you can apply for positions in the tech industry, such as data analyst, project manager, system architect, or software engineer. Furthermore, a Master’s degree in Computer Science is competitive when applying for top-level positions within the tech industry.

Law Degree

Law degrees are becoming increasingly popular among international students. A Master of Laws (LLM) degree will help you understand the legal system, from constitutional law to business and intellectual property law. You’ll also learn about legal writing, research methods, dispute resolution, and advocacy techniques.

An LLM can open the door to job opportunities, such as a legal advisor or litigation specialist. You can also become a corporate lawyer, public defender, or judge. Furthermore, some positions that require knowledge of international laws and regulations may prefer applicants with a law degree from abroad. These include roles in international organizations, diplomacy, and global business.

Master in Public Health

A Master’s degree in Public Health lets you understand health-related issues and their global implications. Students learn about public health and social sciences, including epidemiology, biostatistics, healthcare systems management, environmental health science, health policy, and nutrition.

A Master’s degree in Public Health makes you eligible for public sector, NGO, and research-based jobs. You could become a public health specialist, epidemiologist, healthcare administrator, or policy analyst. Additionally, many private companies may hire graduates with an MPH degree to help them develop strategies for managing environmental and employee well-being challenges.

An international postgraduate degree will open up new job opportunities or provide advanced knowledge to professionals already in the workforce. Plus, you can work anywhere in the world. Most importantly, you learn critical skills to help your country solve global challenges.

Tony France, director of Headsight said, “We can all struggle with our mental health. At Headsight, we support people to improve their mental health, we do this through training and therapeutic interventions. We encourage a compassionate approach; recognising that all behaviour is a form of communication.

“Woodmancote School has been recognised today for continued growth around its responses to childhood trauma and working therapeutically with its most vulnerable pupils. We hope that other senior leaders, SENCOs and TAs will follow in Woodmancote’s footsteps and be trained in implementing a whole school therapeutic approach.”

Over a three-year period, with the support of the senior leadership team, key staff have engaged in trauma-informed and therapeutic practice qualifications whilst more than 85% of the whole school staff have completed an introduction to understanding psychological trauma. Through Headsight and the Trauma Action Group (TAG), staff have received help to embed new learning into their day-to-day practice, creating an environment where improved relationships now mean that learning and fun can happen.

Gary Tucker, headteacher from Woodmancote said, “We have worked hard to build and evidence our understanding and approach to working with trauma and we are delighted that this has been recognised. Working with Headsight and TAG has enabled us to understand what drives behaviour, a willingness to adapt and the determination to meet the needs of every child.”

Trauma can take all shapes and sizes and we know that it can have an impact on children’s ability to learn, build relationships and thrive. Working therapeutically with children who have been impacted by trauma helps reduce the longer-term impact, this can lead to a reduction in school exclusions, children becoming more resilient and going on to build healthier relationships.

Focus-Trust’s Pupil Parliament consists of pupils who have been elected by their peers to represent their school at the trust level. The ‘7 Musts of Focus-Trust’ began as a recent Pupil Parliament project, inspired by books such as ‘100 things to do before you grow up’.

Surveys were sent out across the schools for both children and staff, all voting for their top ten out of a long list of ideas. Further discussions were held in the following meetings, and the Pupil Parliamentarians voted for their top seven ‘musts’.

The pupil-led project resulted in seven essential experiences which will become available to all children at Focus-Trust schools. A pupil representative presented the ‘7 Musts’ to all of the Focus-Trust headteachers, and the Pupil Parliament designed their very own logo.

The 7 Musts of Focus-Trust means every child in a Focus-Trust school will have the opportunity to:

1. Complete a first aid course
2. Attend Young Voices
3. Visit London
4. Undertake an environmental project
5. Visit the theatre
6. Plan a charity event
7. Complete Bike-ability

The aim of the project is to give pupils an even wider set of standard experiences to develop their social and cultural knowledge and experiences. By making these activities a ‘must’, they become a core entitlement for all, rather than an additional extra.

Each school is now planning how they will organise each of these activities from September 2023, with some having already undertaken their residential visit to London.

Andrew Marlow, Curriculum and Pedagogy Director at Focus-Trust, said: “At Focus-Trust, pupil voice is a crucial element of our work and supports our continual improvement.

“Across all our schools we actively seek out opportunities for children to share their thoughts, opinions, and ideas about their learning and experiences.

“It is important to us because it empowers our children, improves learning, fosters a culture of community, and develops important life skills”.

Focus-Trust is a charitable primary schools trust which is based in the North West of England and West Yorkshire with a vision of providing ‘great schools at the heart of our communities’ where children thrive, achieve and succeed.

Introduction

A playground is a hallmark of childhood and a critical feature of schools and communities across the UK. Its design has a profound influence on children’s health, development, and social interaction. However, creating a playground is more than just placing equipment on a plot of land. It involves a comprehensive understanding of the local climate, safety regulations, child development stages, and, most importantly, the play types that the playground is meant to encourage. This guide takes you through the process of designing play equipment for schools that is not only engaging but also safe, durable, and inclusive.

Understanding Local Climate Factors

Designing a playground that can withstand the UK’s unique climatic conditions is essential. The local weather, which ranges from cold winters to warm summers and sees frequent rainfall, influences the type of playground equipment and materials used.

Selecting durable materials can help ensure the longevity of the playground. For instance, stainless steel is highly resistant to rust, making it suitable for equipment like climbing frames and swings. High-Density Polyethylene (HDPE) plastic is another ideal choice due to its resilience against fading, cracking, and warping, making it perfect for slide surfaces and play panels. Pressure-treated timber, with its resistance to rot, can lend a natural aesthetic to the playground without sacrificing durability.

Given the frequent precipitation, drainage systems are also a key consideration to prevent waterlogging and prolong the life of the playground. Equally important are canopies or shades, which can protect the equipment from weather extremities and provide a shield against harsh sun rays during summer, as well as heavy rain or snow during winter.

Encouraging Different Types of Play

A great playground isn’t defined by the quantity of its equipment, but by how well it caters to various play types. Each play type contributes to different facets of a child’s development:

• Physical Play: This type of play fosters motor skills, coordination, and physical health. Swings, slides, climbing frames, and see-saws encourage movement and challenge children’s strength and agility. For instance, a climbing frame not only promotes physical exercise but also helps develop problem-solving skills as children navigate their way to the top.
• Imaginative Play: This form of play nurtures creativity and cognitive development. Playhouses, themed play structures (like pirate ships or castles), and sandboxes provide a backdrop for children’s narratives and role-play scenarios, allowing their imagination to flourish.
• Social Play: Structures that promote cooperative play can help improve communication skills and encourage interaction among children. Play panels with interactive features, picnic tables for shared activities, or group games like a large spinner provide opportunities for children to interact, cooperate, and learn from each other.

Choosing Equipment for Different Age Groups

One of the key aspects of an inclusive playground is its ability to cater to a diverse range of ages and abilities. Equipment should be chosen with an understanding of the target age group’s developmental stages and abilities:

• Toddlers and Pre-schoolers: At this age, children are exploring their surroundings and developing fundamental motor skills. Therefore, the play equipment should be smaller, lower to the ground, and have features like handrails for support. Lower slides, small crawl tubes, and ground-level activities such as sandboxes are ideal choices.
• School-age children: As children grow, they seek more adventurous and challenging play activities. Larger climbing frames, swings, and slides become more suitable. These pieces of equipment not only encourage physical play but also help children develop confidence, resilience, and social skills.
• Teens and Adults: While playgrounds are often associated with younger children, they should also accommodate older users. Including fitness stations, benches for relaxation, and open spaces for informal games can encourage teens and adults to use the space, fostering a sense of community and promoting physical health.

Complying with UK Playground Safety Standards

In the UK, playground safety is governed by strict standards – BS EN 1176 and BS EN 1177.

• BS EN 1176: This standard covers all aspects of playground equipment. It includes safety requirements, test methods, and instructions for installation. Compliance with BS EN 1176 ensures that the risk of accidents is minimised. For example, the standard provides guidelines on the minimum safety distances that should be maintained around equipment to prevent collisions and the maximum free heights of fall.
• BS EN 1177: This standard provides specifications for the surfacing of playgrounds. It is meant to ensure that if a child falls, the surface can absorb the impact and minimise the risk of serious injury. Depending on the critical fall height of the installed equipment, surfacing may range from grass and sand for lower equipment to rubber mulch or poured-in-place rubber for equipment with greater fall heights.

Understanding and complying with these standards is crucial in every stage of playground design, from selecting equipment to designing the layout and installing the safety surfacing.

The Design Process

Designing the perfect playground involves several key steps:

1. Planning

In the initial planning phase, identify the target age group and determine the types of play you want to encourage. Consider factors like the local climate, available space, and budget. Accessibility should also be a focus to ensure inclusivity for all users, including those with disabilities.

2. Selecting Equipment

Choose a variety of equipment that encourages different types of play and caters to the target age group. Verify that the equipment complies with BS EN 1176 and is made from materials that are durable in the UK climate.

3. Designing the Layout

The playground layout should be designed with safety and functionality in mind. There should be enough space around each piece of equipment to prevent collisions. Visibility is also important; caregivers or teachers should be able to see children at all times. In addition, consider the flow of movement around the playground to avoid congestion.

4. Installing Safety Surfacing

Choose and install an impact-absorbing surface material that complies with BS EN 1177. The type of surfacing will depend on the height of the equipment and the critical fall height.

5. Regular Maintenance and Inspection

Once the playground is complete, regular maintenance and inspections are vital to ensure its safety and longevity. Playground surfaces should be checked regularly for wear and tear, and equipment should be inspected for any signs of damage.

Conclusion

Designing the perfect playground for UK schools and communities is a task that requires careful planning, knowledge of child development, and a clear understanding of safety regulations. By carefully selecting equipment, considering the play types you wish to encourage, and regularly maintaining the playground, you can create a space that not only brings joy to its users but also aids their physical, cognitive, and social development.

As many schools across the country prepare to close their doors for the summer holidays, specialist insurer Ecclesiastical says schools will be an attractive target for criminals over the coming months.

Ecclesiastical reports schools have been targeted over the summer months including vandalism, arson, break-ins, smashed windows, theft of lead from roofs and stolen laptops.

Amid high inflation, soaring prices and more facing economic hardship, there are worries there will be a large spike in criminal activity.

Faith Kitchen, customer segment director at Ecclesiastical Insurance, said: “Schools are far more vulnerable during the summer holidays when school buildings are closed and largely unoccupied, tempting opportunists. With high inflation and the cost of living crisis, it is more important than ever that schools take steps to protect their premises from offenders. There are a number of measures schools can take to better secure school property and assets, which would ideally be a combination of both physical and electronic protection. Fencing around the perimeter can often offer a good first line of defence against unwanted visitors, while CCTV can act as a visual deterrent for those not wanting to be caught on camera. We urge schools across the country take steps to protect themselves from criminals and follow our guidance.”

How to protect your school this summer:

• Ensure CCTV systems have remote 24/7 monitoring services. Monitoring and alerting the police is far more effective than tracing criminals after a crime has taken place.
• Install remotely monitored intruder alarms and change alarm security codes and passwords on a regular basis.
• Install security lighting systems that have motion sensors to detect body movements.
• Restrict access to school premises. Well-designed perimeter security such as walls, fences and electric security gates, and anti-climb paint help to prevent people from getting onto school sites.
• Restrict vehicular access to the school site. Locate any designated parking as far from the school building as possible. The further thieves have to travel on foot the greater the risk of detection.
• Use security marking systems such as SmartWater which can help with successful prosecution of thieves.
• Ask the local community near your school to be vigilant and report any unusual or suspicious activity they notice on school grounds.
• Inform neighbourhood watch schemes / police liaison officers of planned work over the holidays as thieves might pose as contractors.
• Seek advice. Specialist insurers can offer advice and expertise to help schools manage security risks. Insurers can offer a combination of onsite and remote risk management services including security assessments and advice, alongside broader property protection and building valuation services.

NFER has published a report, Tutoring sustainability: Understanding the views of school leaders, after gathering the views of a nationally representative sample of senior leaders from primary and secondary schools in England. This included those who are currently participating in the NTP, have previously participated in the NTP, and have never participated in the NTP. The survey took place between 10 and 15 March 2023.

The results found nearly two thirds (65 per cent) of the 52 per cent of senior leaders currently using the programme are planning to continue using it in the 2023/24 academic year. Three quarters (76 per cent) currently using the NTP believe it is improving the attainment of their disadvantaged pupils, while 73 per cent believe the programme selection guidance allows them to prioritise pupils most in need of academic support.

However, views on the cost-effectiveness of the programme are split (42 per cent believe it is cost-effective and 45 per cent do not) while 58 per cent of surveyed leaders do not think tutoring is a long-term solution to closing the attainment gap for disadvantaged pupils.

The top five reasons given by senior leaders for dropping out of the NTP were:

1. Reduced subsidy (55 per cent)
2. Annual funding arrangements for the NTP made it difficult to forward plan (35 per cent)
3. Difficulties sourcing suitable tutors (28 per cent)
4. Administrative burden required to access the funding was too high (27 per cent)
5. Reporting requirements for the funding were too burdensome (23 per cent)

Dr Ben Styles, NFER’s Head of Classroom Practice and Workforce, said: “School leaders mostly believe the NTP is helping disadvantaged pupils, but many feel this support comes at too high a cost in terms of finances and administration.

“Tutoring is not yet embedded in schools. Long-term financial support is needed alongside reductions to the administrative burden on staff.

“Leaders would also benefit from much more notice on changes to funding arrangements, so they can forward plan and budget properly.

“Overcoming these barriers is vital if tutoring is to win the hearts and minds of schools and be seen as a sustainable way of helping to close the attainment disadvantage gap.”

The study also found:

• Almost all (91 per cent) senior leaders currently using the NTP feel it has allowed them to offer support to more disadvantaged pupils and more than two thirds (68 per cent) have been able to hire or use additional staff. But nearly half (47 per cent) reported that their school only offers tutoring during normal lesson times.
• Issues with NTP funding arrangements are the main reason schools are stopping delivery of the programme, but only 46 per cent of senior leaders agree that providing tutoring would be their top priority if more funding was available for supporting disadvantaged pupils.
• The ability to source suitable tutors, administrative burden and time required to implement the NTP are barriers to sustainability as they are reducing take-up and/or causing drop-out from the programme.
• More than half of all senior leaders surveyed (61 per cent) believe that other types of support are more effective than tutoring for improving attainment amongst disadvantaged pupils, including 42 per cent of senior leaders planning to continue using the NTP next year.
Among numerous recommendations, the report calls on the Government to:
• Explore how additional financial support can be made available to schools over a longer period, to allow tutoring to become embedded in schools.
• Provide schools with more notice about funding arrangements for new programmes to allow them to forward plan.
• Review and reduce the administrative requirements to access, implement and report upon NTP funding and that of other future programmes.
• Work with schools and tutoring organisations to understand their requirements for tutors and consider how best to recruit and retain tutors as part of a wider school workforce strategy.
• Undertake further research to investigate which aspects of tutoring and its implementation can be optimised to improve attainment outcomes for disadvantaged pupils, so that best practice can be shared among schools.

The funds raised came from a successful art exhibition at Highfield and Brookham Schools in Liphook.

It featured work from 29 artists and four galleries as well as eight Old Highfieldians who also showcased their work at the popular three-day event.

The money has gone to the Highfield School Centenary Bursaries Fund, which was set up in 2007 with an aim to support children who would not otherwise have the opportunity to attend an independent school such as Highfield and Brookham. Typical candidates are children who are experiencing social or educational difficulties or children who have the ability to succeed academically if given the right support.

Artists and galleries exhibited an impressive range of artwork, including watercolour paintings, sculptures and drawings.

Suzannah Cryer, Head of Highfield, was in awe of the success of the art exhibition and paid tribute to parent Kaye Burke and her dedicated team of organisers.

She said: “The curation of the exhibition was nothing short of phenomenal, which was underlined by the number of pieces sold and the amazing amount of money raised for the Bursary Fund.
“But none of this would have been possible without the continuing extraordinary efforts of our parent fundraising committee and the generosity of the artists.”

Every exhibiting artist agreed to donate 25% of their sales and the Highfield art scholars donated 50% to the Bursary Fund in order to ensure that the school can continue to offer bursaries to children who, for many reasons, may not get the chance to access a private education.

Mrs Cryer also extended her warmest thanks to Knight Frank, Coolhurst Vineyards, Minnow and Wolf and Howden Group Holdings for their sponsorship and support as well as the supportive school community who attended the exhibition and purchased the works of art.

Highfield and Brookham Schools has awarded 20 bursaries since the fund’s inception in 2007.

The bursaries are funded jointly by the Fund and the school, covering all school fees, and also provides additional support for music lessons, sports equipment, school trips and uniform.
“The purpose of the bursary is to make a difference in a child’s life, not just academically but also physically, emotionally and socially. Ours are awarded to children we believe will gain the most from attending, ensuring they reach their full potential,” explained Mrs Cryer.

“These are the children we believe will engage with all of the opportunities Highfield and Brookham has to offer – ensuring they build life-long skills and develop long-lasting positive experiences and relationships.

The reformed qualification from leading awarding body Pearson Edexcel, has been developed in close partnership with schools, language experts and multilinguists to reduce the continued decline in language uptake at GCSE and A level.

Paving the way for updates to Pearson’s language GCSEs in German and Spanish, the new French qualification (for first assessment in 2026), is specifically designed to be more inclusive and accessible to students, with real-world content that reflects and represents the diverse backgrounds, experiences and abilities of young learners today.

The student-centred specification will encourage all pupils to develop their language skills by combining clear, concise and straightforward assessments with engaging, meaningful and relatable content. Key features include:

● Engaging and inclusive contemporary topics that enable students to speak and write about the things that interest them including equality, physical and mental wellbeing, the environment, social media and gaming.
● Content and assessments based on familiar experiences or pre-known settings in the target language culture, with no expectation that students travel abroad for their holidays.
● Extending existing knowledge on familiar concepts i.e. friendships, food and drink, school, shopping, and relevant travel.
● Content and assessment that broadens cultural knowledge, with supporting images or glossing to ensure no barriers to shared understanding.

Ofqual’s approval follows the release of recent findings that show more than three-quarters (73%) of UK adults who speak just one language wish they could speak another, while more than half of monolinguists (54%) have faced difficulties in life as a result of not being able to do so. At the same time, almost half of all UK adults (45%) think it is more important to speak another language today than it was 20 years ago[1] and yet, the number of learners choosing to study a language at GCSE and A level continues to decline.

When respondents to this Pearson research were asked what would most encourage young people to study a language today, the top five responses were: showcasing the benefits to their future lives, making the subject more interesting, learning about different cultures and lifestyles as well as vocabulary, making content more relevant to young people’s lives and more accessible – all features of the new Edexcel French qualification.

Speaking about today’s announcement, Katy Lewis, Head of MFL at Pearson, said: “Ofqual’s approval of this new French GCSE marks a significant shift in language learning for students. We want to eradicate perceptions that learning languages is too hard or only for a certain type of student, and this inclusive, real-world set of language GCSEs can help us do just that.

“Having trialled our draft French, German and Spanish specifications with over 800 students of all abilities, across a wide range of schools, we believe that we have developed meaningful qualifications that are fit for the future. We are proud of the ethos behind the new GCSEs and we look forward to helping a new cohort of students connect, communicate and understand new cultures in our increasingly diverse world.”

Teachers reviewing the specification referred to the changes as “encouraging,” “considered and thoughtful” and a “great relief for both teachers and students” with hopes that as a result, they “should be able to increase the number of students taking languages at GCSE and beyond.”

For more information about the new language GCSE specifications, along with Pearson’s nationwide More than words campaign, visit go.pearson.com/MFLGCSE24

Launched in September 2022, Broadening Horizons was established by the RSC after its Missing Elements report found that talented Black chemists are more likely to leave the profession at every stage of their career path after undergraduate studies than their peers. The programme offers aspiring chemists access to mentoring, networking, and opportunities to gain crucial industry experience from partner companies.

With positive feedback from both participants and partner companies on the inaugural programme, the RSC has expanded the places available and secured further industry backing. Charles River Laboratories, which specialises in products and services to help expedite the discovery, early-stage development, and safe manufacture of novel drugs and therapies, joins 10 of the world’s leading chemistry companies, including Unilever, AstraZeneca, and GSK, to support the programme.

Dr Helen Pain, CEO of the Royal Society of Chemistry, said: “We launched the Broadening Horizons pilot last year to help enact the change that is needed to retain talented Black and minority ethnic chemists. The students and industry partners involved have told us just how valuable they found the programme, which makes us all the more determined to continue delivering an impactful experience for future cohorts.

“We’re excited to welcome the second cohort and are proud to have even more young people taking part this year as we continue this vital work to improve inclusion and diversity in our industry.”

Feedback from the inaugural cohort of 94 participants indicates the programme has so far been hugely valuable in creating an inclusive environment, opening networking opportunities, and showcasing the range of different career paths available in the chemical sciences.

Mechelle Williams, an undergraduate student at the University of Strathclyde in Glasgow, said: “To be able to walk into a room and see a lot of people and women that look like me was the biggest standout thing. For a long while, there was a point and time when I just wanted to stop. Being on this programme has reignited my fire.”

Carla Aldington, a PhD student at Imperial College London who has earned an internship with partner organisation Unilever, added: “The Broadening Horizons programme has been absolutely incredible. The first day when we were all together in the RSC’s Burlington House was remarkable. I have never stood in a room with so many other people of colour who are also chemists. For the first time in my whole academic career, I realised I did belong in the world of chemistry. That is a feeling I will treasure forever.”

The chemicals company Johnson Matthey provided mentorship opportunities for students in the first cohort, hosted a visit at its Reading site, and ultimately offered work placements for seven students upon completion of the programme.

Dr Liz Rowsell FRSC, Research and Development Director at Johnson Matthey, said: “While we’re still in the early stages of the pilot, Broadening Horizons has already proved to be a truly impactful programme. It’s been fantastic to meet all the students in the first cohort, discuss their experiences of studying chemistry, and give them some insight into what their future career might look like.

“We’ve spent a lot of time thinking about how best to engage and make a real difference in the programme. We have several work placements available to the students and our talent team is working hard to ensure they deliver meaningful opportunities for skills development.”

The pharmaceutical and biotechnology company GSK has also been involved in the programme from the outset and hosted 25 students at its Stevenage site where they took part in speed networking, visited working labs, and attended panel discussions.

Speaking during a site visit, Dr Rehana Sidat, Vice President of Risk Management at GSK, commented: “We all go through academic journeys, but our lived experiences reinforce who we are, and I think it’s really important to embrace that in our workforces and make sure that everybody has a sense of belonging and feels welcome.

“I think we’ve left the students with a really good sense of who we are, what we do and how they could potentially join GSK. If I can encourage even just one person to stay within the chemical sciences, that’s my job done.”

Open to students and recent graduates of chemistry in the UK or Republic of Ireland from a Black or minority ethnic background, the second year of the Broadening Horizons programme will run until summer 2024.

There are now 11 chemistry-focused businesses partnered with the programme: Nanomerics, RSSL, Syngenta, Unilever, Oxford Nanopore, AM Technology, AstraZeneca, Johnson Matthey, GSK, BASF, and Charles River Laboratories.

To stay up to date with the Broadening Horizons programme, please visit: https://rsc.li/broadeninghorizons.

Sarah Martin-Denham (left), University Associate Professor of Care and Education at the University of Sunderland, appeared before the APPG inquiry on School Exclusions and Alternative Provision (AP), drawing on experts’ knowledge across the UK, to improve outcomes for vulnerable children, reduce preventable exclusions and improve the quality of education for children excluded from school.

Sarah’s recommendations to the panel included the scrapping of isolation booths in schools as a punitive approach, better training for the education workforce, from newly qualified teachers to those heading towards the end of their careers, ensuring the voices of children and their parents are heard, a national roll-out of assessment hubs which involve teachers, educational psychologists, mental health workers, to assess why the child is struggling in the school environment, the reason behind the behaviour, tailoring a package of support that works best for the individual.

For the past seven years, Sarah’s research has focused on childhood adversities, SEND (Special Educational Needs and Disability) and school exclusion. She has worked with over 200 children and young people from alternative provision schools who have been suspended or permanently excluded from school. As a result of her work, she has created a national training resource aimed at those working across the education sector.

Nine films created by young people, aged four to 16, from five North East local authorities, offer a unique insight into the impact of school exclusion on their lives. The resource #pullupachair has been shared with Government, including Ofsted, the Department for Education, Office of the Children’s Commissioner, Local Authorities, universities, charities, headteachers, teachers, parents, academic experts and educational psychologists.

Speaking to the panel, chaired by Andy Carter MP, and hosted in London, Sarah said: “I’ve been working with partnership organisations, predominantly in the north-east, to highlight varying experiences of pupils and their parents about what matters to them, and how we can work with them to prevent the children and young people from being excluded. With exclusion there is no universal consensus on how to be inclusive, it’s not defined in the National Curriculum, Early Years’ Framework or recent SEND and Alternative Provision Improvement Plan for example.

“All the parents and children I have spoken to talk about inclusion and what it means to them – it’s about a sense of belonging, they would like to have their voices heard.”

She added: “We are seeing positive outcomes in Sunderland with the introduction of assessment hubs, this is introduced to prevent exclusion, and has worked well.”

When asked what her recommendations should be across the education system, Sarah says: “We need to rethink isolation in schools. We should not be in a position where children who cannot meet behavioural standards in schools are being placed in a room, where they can’t even turn around and in some cases are not actually taught.

“As part of my research, we had some cases of children in isolation every-day for three years in statutory secondary education, children talked to me about scratching their face, pulling their hair out, rocking and being physically sick. I would encourage Ofsted inspections to increase their focus on the children who are not in the classrooms, asking questions about where these children are, what their attendance and mental health is like?

“We need to understand what the alternatives are, approaches to sanctions before isolation, where the pupils have to prove themselves out of isolation, rather than understanding the reasons behind their behaviours and building on relationships with these children.”