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Christopher Robertson
Christopher recently retired from being a lecturer in inclusive and special education at The University of Birmingham. He has had extensive experience of teaching children and young people with physical and/or severe learning difficulties, and profound and multiple learning difficulties. His teaching and research interests are in the areas of education policy, international perspectives on special and inclusive education, the coordination of provision for children and young people with special educational needs, pupil/student participation, and all aspects of teacher education.
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OCD can have a profound impact on children and young people. Trish Macleod and Christopher Robertson explain what support strategies schools can put in place.
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Christopher Robertson summarises Ofsted's findings from the first 21 published local area SEND inspection reports, with commentary on some misconceptions and concerns about inspection practice
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The government's introduction of a phonics test at the end of Year 1 continues to provoke controversy. The test or 'check' as the government prefers to call it is intended to 'confirm whether individual pupils have learnt phonic decoding to an appropriate standard'
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What does new information reporting guidance formally require of schools, and why are new requirements being introduced? Christopher Robertson explains
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The recently published SQW report on the role of key working in SEN reforms shows that considerable development work has been undertaken in Pathfinder project areas