Blog

Polly Harrow ETF Associate

From Exclusion to Inclusion – We Need to Act Now

In a new blog for the Education and Training Foundation website, Associate Polly Harrow looks at the effect of exclusions on the education of students, the impact in FE, and what being excluded can mean for a learner’s longer-term prospects.

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teacher helping SEND students in classroom

CfESEND blog: Supporting high aspirations for learners with SEND

In this blog, City College Norwich discuss having high aspirations for their learners with SEND and reflect on useful toolkits.

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A student and two teachers at a desk

CfESEND blog: The road to inclusion is paved with high aspirations

In this blog, Derby College Group explore high aspirations in legislation, policy and culture and ask learners and parents why high aspirations matter.

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Teacher and learner with special educational needs

CfESEND blog: why high aspirations for staff results to high aspirations for learners

Weston College showcase how staff support learners with SEND to have high aspirations, particularly with making the move to university.

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Polly Harrow ETF Associate

Safeguarding and restorative practice

In the fifth of a series of blogs for the Education and Training Foundation website, ETF Associate Polly harrow considers the role of restorative practice in Further Education.

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CfESEND blog: employer experiences and supporting learners with transition into work

City College Norwich share employer experiences of employing learners with SEND and top tips how to supports learners with transition into work.

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teacher and learner with SEND

CfESEND: Transition Season

Weston College discuss seamless transition programmes for new and existing programmes. ‘Transition does not have a season, it is a continual process.’

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Image detailing good practice for transition from school to college for learners with SEND

CfESEND blog: Transition to and within further education, a learners and parent’s perspective

Derby College talks to young people and parents about their experiences of transition into College, between College curriculums and what effect these experiences have on their feelings of belonging, thoughts on progression, and current and future aspirations.

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Polly Harrow ETF Associate

Whose resilience is it anyway?

ETF Associate Polly Harrow considers the meaning of ‘resilience’ and how to apply it in the FE and Training sector, looking at why it is important and how it is developed in young people.

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Polly Harrow ETF Associate

Trauma Aware Practice

ETF Associate Polly Harrow considers trauma aware practice, looking at the neuroscience that underpins our understanding, the impact of trauma and adverse childhood experiences on teenage brain development, and the importance of the Emotional Available Adult.

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Polly Harrow ETF Associate

Safeguarding and Vulnerable Groups

ETF Associate Polly Harrow considers what the term ‘vulnerable’ means and how the Covid-19 pandemic has impacted on the way vulnerable learners are thought about.

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SEND student and teacher in cookery class

CfESEND blog: City College Norwich share employers’ views on employing a learner with SEND

This blog focuses on employers’ views of employing a learner with SEND and how leaders have an important role in shaping cultural change.

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Male teacher with female SEND learner in wheelchair

CfESEND blog: The impact of specialist staff from a parent’s perspective

In this blog, Weston College share the impact specialist staff make on learners with SEND and the Centres for Excellence (CfE) in SEND Phase 3 launch.

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Woman using sign language

CfESEND blog: Derby College reflect on anticipating inclusion needs (SEND) in Further Education settings

In this blog, Derby College reflect on anticipating inclusion needs (SEND) in Further Education settings, and research informed practice.

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Polly Harrow ETF Associate

Safeguarding: Return to Education

ETF Associate Polly Harrow looks at the impact of Covid-19 and the restrictions it has prompted and considers their impact on safeguarding and the issues that must be addressed as learners return to face-to-face learning and a ‘new normal’ is established.

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