Dear Mrs/Mr/Miss/Ms Education part 2

Dear Mrs/Mr/Miss/Ms Education,

I am writing to you to ask for a few things that would really help me at school. I already told you in my last letter a bit about me and what I am like at school and now I have thought about how I could really be helped to be the best I can be.

The first thing that would really help me is someone like my Mummy at school. What you have to understand is that when I was little, I wasn’t given the opportunity or the support I needed like most kids to achieve ‘developmental milestones’ you know, like in these books like my Mummy has- ‘What to expect from the Toddler Years’ I managed to have ticks put beside some of the things I should have done because I managed to do these just on my own. There are others that I just didn’t reach though. So in me, there are some missing pieces, like a jigsaw puzzle and I need a special person to help me to go back to these missing bits and fill them in. I can’t do this just sitting with the rest of my class, I really need somebody to help teach me these things, just like my Mummy and Daddy are doing at home. My Mummy says this person is called an ‘additional attachment figure’ (I bet that’s from her attachment ‘bible’again!!!) but I like to think of it as a Mummy at school. I know this would cost a lot of money, but I promise that it won’t be forever. It will maybe just be for a couple of years because you see the other thing is that I don’t know how to trust people, because of my early life. I had to do everything for myself and I now find it hard to believe people are there to help me. This school Mummy would teach me to depend on her and then once I have learned how to do that, then she could help me to learn slowly how to not need her as much and learn to do things all by myself. Once I can do that, I will feel happy, strong and confident and then I won’t needn’t school Mummy anymore. Oh, it could be a school Daddy too- I don’t mind. But anyway, once I don’t need them anymore I will still be okay because I will have learned by then that if I need help, I can ask my teacher and I will not be afraid anymore that I won’t get help.
If you think it would still cost too much to help me like this, I could maybe try saving up my pocket money?

The other thing that would help me in the same kind of way is to go to a nurture group in school. They would help me find the jigsaw pieces too but instead of being on my own, I would get to be with other children who have missing jigsaw pieces too and we can all learn to work together and maybe help each other find our missing pieces. Maybe even some of us will have each other’s pieces and so we can swap by helping each other. I know this would cost money again but there are lots of children really needing this help. It would mean setting up a room like a nice cosy house, so maybe some boring DIY shops like my Daddy likes to go to could help out? It would mean two people being given lessons too on how to teach us in this group, but once they have been taught, they can then go on to help lots and lots and lots of children.

The very last thing I would like to ask is to turn my teachers into children! Well, not really, but I would like them to go and get lessons on how to help me. My school Mummy would also need lessons too on how to be a school Mummy (or Daddy). My Mummy says that just now, because the teachers haven’t had these lessons, they treat me like a BAD boy and think I’m just trying to be naughty all the time. I don’t want to be naughty or bad, but maybe I just am? After all, I didn’t get to stay with my birth family- did they not want me? I must have been really BAD. My Mummy says I’m not though. She tells me everyday that she loves me the whole world. I am beginning to believe her, but sometimes I just like to push her buttons to check though. It’s weird though, because since she bought this ‘attachment bible’ her buttons don’t work… Maybe they need new batteries. Never mind, I know I have my teacher’s buttons to press each day….. They never stop working. I wonder what batteries they use. I think I’ll buy some of those for Mummy for her birthday on Monday.

I really hope you will help me.

Yours faithfully,

Tom Edwards

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Dear Mr/Mrs/Miss/Ms Education

Earlier in the week, Sarah from The Puffin Diaries gave me the heads up that this week’s WASO was to be about Education… ‘baby’ or my ‘bug bare,’ however you want to see it. I was very excited and began thinking of all of the tales I could write about….this week however, has been a really rough one – not at home, but with school. I had begun to feel positive about changes that were being made, but it feels like it has all come crashing down.

Now, I am sitting at a computer, my mind has gone numb and I can’t face retelling all the tales that you would probably be shocked to hear. What would be the point anyway. People would read, gasp, get angry perhaps and (hopefully) leave comments of support….but what would this actually achieve in the grand scheme of things – nothing. Therefore, I have decided that my post for this vastly important topic must do something, make a difference, inspire at least one person to make a change….so here goes….

What I want to do is write a letter. Not a letter of complaint, and not a letter from me. I want to advocate and speak up for my son, reach to the depths of his being and on his behalf write a letter to Sir/ Madam Education in his words…….

Dear Sir/Madam Education,

My name is Tom. I am 6. Well in saying that, my body is 6 years old and I look 6 years old and sometimes I even act 6 years old. But other times, I ‘pretend’ to be a baby (or thats what some people think). I actually do something called ‘regression’ which is when I go back to being a baby. This means that I can’t do things that I usually can, such as getting dressed or controlling my tantrums. I don’t know why I do this, I just do. Teachers get angry at me for this and think I am just ‘attention seeking’ or being ‘defiant.’

I live with my ‘forever family.’ I am telling you that, but I don’t want you to tell anyone else. I just want to be ‘normal’ and so I don’t want to tell people that I am adopted. That’s why, when my class are doing ‘weekend news’ on a Monday, I go and hide in the quiet corner in the room. I’m too scared that anything I say might give clues away that I am adopted. When I was little I wasn’t cared for like other children. This taught me that I had to do things for myself all the time. This was scary. I got taken away from my ‘tummy mummy’ and put with strangers. That was really scary. I kept getting moved around lots of strangers. That was really really scary. This has made me who I am today. 

My forever Mummy and Daddy are nice (At least my Mummy hopes I would say this!!!!). When I moved in with them, they used a chart with pictures on to show me what I had to do each day and in what order. This was to help me learn what they call a ‘routine.’ They also began to talk to me about ‘rules.’ At first, I didn’t like these so I tried not to follow them, but then they also gave me something else called ‘consequences.’ These meant that if I followed a rule, I got something called a ‘reward.’ I like rewards. So If I eat all my dinner, I get to have a pudding AND sweeties. That is cool! I didn’t believe that they would always do this and so I tried testing it sometimes. I would pretend I didn’t like my dinner and told them I wasn’t eating it. THEY NEVER GAVE ME A PUDDING OR SWEETIES. How rubbish is that…..I only tried it a few times more and then I stopped that and just ate, because I LOVE sweeties. My favourites are Milkyway Stars. I have learned that these things called rules are actually good, because they make me feel safe. 

At school, there are rules but I don’t like to follow them. If I don’t follow the rules, I get a big red circle on my ‘behaviour chart.’ This shows me that I am BAD. The more red’s I get, the more ‘Golden time’ I get taken away from me. I don’t really care about Golden Time. At home I get a consequence as soon as I break a rule, but in school you have to wait a whole week for the consequence – thats mad! Most weeks I can’t even remember what the loss of golden time is for!!! Some weeks I get lots of reds. I’m just a BAD BOY…..weird thing is though, my Mummy and Daddy don’t tell me that. They tell me that I am a VERY good boy who sometimes just does naughty things. I’m not sure who to believe.

At school, I get cross. I sometimes get REALLY cross. Sometimes I don’t know why though. I have heard the grown ups saying I have ‘triggers.’ I don’t know what they are. Sometimes though (but don’t tell anyone because they will think I am crazy and need yet another person coming in to observe me….they think I don’t notice that by the way, you know, people coming in to observe me, but I notice EVERYTHING) I have times when I fall asleep or something – It’s like I hear, see, smell, touch or somebody says something and I am like, back with my tummy mummy….I’m not actually there, but I feel like i’m there and i get really scared. I then must start doing REALLY BAD things, because when I wake up, sometimes I’ve got someone ‘restraining’ me, or the room is a total mess and they say I did it, or sometimes, people are saying they have a sore leg because I kicked them….whooooops! I don’t remember doing it though!

I don’t know why but there are some things that REALLY scare me, like when a different teacher comes in or something that is meant to happen doesn’t or something changes. I go to try and tell someone but I don’t have the words. I either freeze or I try to run away. But, would you believe this, sometimes they try to stop me from running, but I have to get out so I fight them – okay, so sometimes I do remember kicking or hitting them. I AM A BAD BOY.

There are a couple of really strange things you know, but my Mummy has helped me to figure them out. Like I HAVE to be at the front of the line ALL THE TIME and woe betide anyone who gets in my way. My Mummy says its because I like to always see what is coming in front of me. My Mummy and I together have also worked out that I can only eat my lunch if I am sitting in a seat where I can see everyone in the room and there is just a wall behind me. I managed to tell my Mummy that I like to see what is making the noise. I don’t like loud noises by the way or even just lots of noise. I don’t like busy places. My Mummy told me that it is so fantastic that we were able to work this out together. She promised she would write a letter to the teacher to tell her. She said she did. but i’m not so sure because sometimes I don’t get the seat that my Mummy says I need.

My Mummy is clever (hey, It’s her blog, so she can make me say what she likes….but she is though, you know!!), she has done lots of reading about something called ‘attachment issues.’ Her favourite book (she calls it her ‘attachment bible’) is by someone called Louise Bomber. My Mummy has lots of ideas of her own though because she was a teacher too and taught lots of different kinds of children. She has come up with lots of ideas for my school that I think that would really help me. She asked for a picture timetable just for me, a box of things that would make me feel calm, a chart showing me all the teachers I would be seeing that day, a ‘reward chart’ like I have at home that apparently she says ‘I respond very well to’…..whatever that means and egg timers so I know how long I have before I need to move to the next activity, plus lots of other things too. The school said they would think about it. I don’t know if they did think about it, but they never did any of the things she said….it’s the thought that count’s though eh?! The one thing I am so glad though that they said no to was her idea that I should have a consequence as soon as I do something I shouldn’t. That would be rubbish.

At home, my Daddy has to work quiet late, but that’s okay because I have my Mummy at home all the time (apart from once a month when Daddy lets her go and ‘lunch’ with one of her friends.) I see my Daddy at the weekend so that is great. We usually do things together as a family. I can cope with one main person and an extra person (who is also main too, if you are reading Daddy, which you probably will since you have become a tweet too!!) But at school there are 7 people trying to deal with me! I thought you only had that many people at High School. Wow, I must be SO BAD that no one person can control me and I have to have 7 PEOPLE. That makes me scared. I know this sounds silly, but I wish there was a special one person dealing with me that I could go to and that would help me – like a Mummy at school. I thought Mummy could come and work at my school because she is a teacher….Mummy says no though because she is on a career break to look after me. I like having her there everyday though at home, but I wish she or someone like her could help me at school too. Mummy tells me that this is called a ‘Key person’ or an ‘additional attachment figure’…..yes, from that ‘attachment bible’ she talks about. 

Mr/ Mrs/ Miss/ Ms Education. Please listen to me and to people like my Mummy, Louise Bomber, Dan Hughes and everybody else who cares about people like me who have suffered trauma and loss and need extra support.

Yours Faithfully

Tom Edwards 


Okay, so Tome never wrote this, but a lot of truth of what he is feeling is there. He and all the children in schools who have suffered trauma and loss NEED educational reform. It’s time we fought for this. It’s ‘Time for Change.’



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Article written for Outfuturz website

Time for Change by Lily Edwards

The dreaded ‘behaviour chart’ came home with another red on it. Tom had punched a boy in what had been perceived to be yet another unprovoked attack. It was reported that the class had been practising for their nativity play and Tom mid-way through decided that he did not want to sit next to the boy he had been placed beside and so took it upon himself to punch the boy. To the untrained eye, this was just a bad boy who wanted his own way all the time and would continually resort to violence if his wants were not pandered to. However, to those who know about attachment, and I mean REALLY know about attachment, incidents like this are rarely what they seem.

Tom is adopted and like many children in adoptive or foster placements, he exhibits attachment issues. This causes him to have a completely different mind-set to others and to live his life continually on the high alert (hypervigilant). The smallest of incidents can send him in a time machine back to his past and the primitive reactions of flight, fight or freeze take over his entire body. It is only by spending time discussing the incident with such children, once they have returned to a state of calm, that we can begin to peel back the layers and understand what has truly happened. In order to do this though, we must first appreciate the view such children have of themselves. They believe wholeheartedly that they are unwanted, unlovable, bad and worthless- after all they were abandoned (in their eyes) by their parents and most likely passed from pillar to post in the care system. They may have experienced neglect, abuse and due to continual changes in homes, an insurmountable amount of loss.

Attachment in its most basic form is about the way a young child attaches to their caregiver. A securely attached child learns that they cry and their needs are met – hunger, nappy change, sleep, affection. An insecurely attached child soon realises that their needs are not going to be met and so they have to learn to fend for themselves. Their automatic response becomes to protect themselves in every situation and so they will do whatever is necessary to do so – hence the flight, fight or freeze reaction. Many people have a naive expectation that as soon as children are adopted, it is then a case of living ‘happily ever after.’ If only this were true. Those learned responses can’t just be switched off- they will remain for a long time, maybe even forever.

Having sat with Tom and discussed the incident using ‘I wonder if….’ statements as suggested by Louise Michelle Bomber, the true meaning of the violence was unearthed. Tom had known that some of the children had already been given their parts for the nativity play. He had asked this boy ‘Who am I in the nativity play?’ Now, what has to be understood here is that children with attachment issues NEVER ask for help. As already mentioned, they have learned from a young age that if you ask for help, you will be let down. However, sometimes, just sometimes, they let themselves forget this and allow themselves to suppress this preconceived idea. The boy did not answer Tom. Any other child would then just ask someone else, but children like Tom do not have this logical thinking capacity. This lack of help sent him on that time machine back to a time when help was never given and all those old feelings of fear came flooding back. That fear then let his mind get carried away in to believing that this therefore meant that he was not being given a part in the play. This fear then turned to anger, which turned to rage, which then caused Tom to convey this fear and rage by way of violence. Why could Tom not just say what had angered him many would ask. The answer is quite a complex one to take on board. If the trauma is caused to a child before they were able to speak, then despite being able to talk now, they do not have the words available to communicate how they are feeling. Their only means of communication is through their actions and behaviour.

Tom, like many other children in his position are severely misunderstood by the education system we have in place. Their communication method is not seen as socially acceptable and instead is treated as purely negative behaviour. Most schools use shame based systems such as behaviour charts, sun and cloud charts or red and yellow cards, all leading to loss of golden time. Such systems are shame based and rely on children being able to learn from their mistakes – something that children with attachment issues are unable to do as half the time they are not in control of their own actions when they go into crisis state. Such systems only confirm for these children what they already think about themselves – they are bad.

If these children are so misunderstood, who is to blame? Is it the teachers? The school? The Local Authority? Government? I am a qualified teacher and can therefore give opinions on this from the inside. I entered my teacher training at University 11 years ago. During the four year course, there was a small cluster of lectures looking at attachment, and from memory, this was only in the first or second year. Whilst this section looked at what attachment was, there was no real delving into the world of attachment disorders and the impact these would have on education. During my teaching placements, I never came across any looked after or adopted children. It was not until I was given a permanent job and had been working in the school for 7 years, that I was to teach my first ‘Looked After or Accommodated Child.’ I was fortunate as this child was one of the ‘pleasers’ at school and so I never had any issues whatsoever behaviour wise. Whilst her academic abilities were below the average, this was easily tackled by giving some extra support and working from what the child was able to do. However, what I felt somewhat guilty about, was the fact that this same child was the complete opposite at home – a real Jekyll and Hyde. The behaviours that were being displayed at home, showed that this child was deeply traumatised and very unhappy. As a teacher, I tried my best, however I did have another 23 pupils to consider, some of whom had needs much greater in the school context. I did continue to support this child and their carer and I also attended LAAC reviews, which was found to be much appreciated.

A whole two years have passed since then and now I am an adoptive parent with a child exhibiting attachment issues and my goodness how I have seen the light! Fortunately, my child has only mild attachment issues and these behaviours are found mainly within the school context and only occasionally at home. Since becoming an adoptive parent, I have done vast research about attachment issues and I can’t believe that this is something I never knew about before. As soon as I started reading information about attachment issues and the behaviours likely to be seen, not only could I associate these with my own child, but I also began having flashbacks to children I had taught over the years. These were not adopted or fostered children, but were ones who had experienced bereavement, had insecure attachments at home and were from chaotic backgrounds. I realised that these children were all trying to communicate something through their behaviours, but instead of being ‘listened to’ or understood, they were instead made subject to the current educational system we have of the shame based behaviour charts and in some cases, multiple exclusions. Had I failed these children? In some ways, yes I had, by not fully understanding their needs. However, the strategies I did use are ones I would even now be suggesting teachers try. One example was getting a few children that I knew would need a quiet space to create a calm down area just outside the classroom. They decorated a chair with material and cushions, they selected items that would help them calm such as paper and pens, they told me the music they would like put on a cd to use with the cd player and they asked to use some of my motivational sayings posters from the classroom to help them feel better. I told these children that this quiet area was available for them ANY time they needed to. They didn’t even have to tell me if I was busy, so long as they told a friend who could then pass on the information on their behalf. As it happened, the quiet area was rarely used, but I think it made the world of difference to these pupils to know that first of all I was showing an understanding to them and that there was a ‘safe place’ to go if they needed it. It is this same understanding and the creation of a safe place for children with attachment issues, that I would like to see in ALL schools.

So how are teachers meant to learn about attachment issues if it is not covered in Initial Teacher Training? Unfortunately this becomes an area of teaching that would be up to the individual teacher or school to undertake more training in, if they opted to. I decided to have a look at the options available in my own local authority to see what courses could have been of benefit to me whilst I was still teaching. I was to discover that there were no courses provided which looked at attachment or indeed anything associated with Looked After children. If I had wanted to receive training on this, my only option would have been to seek it from an outside provider. There are multiple problems with this though. Schools are under such economic strain that we had been told as a staff that we would not be given permission to attend any day courses. This was because the school not only had to pay for the course itself at times (and as would be the case with an outside provider) but also had to pay for a supply teacher to cover the teacher’s absence. Had there been a twilight course, this would have been fine, but I still would have had to pay for this myself.

This has really frustrated me and made me decide to try to do something positive to change this. I have set up a survey in order to find out what other parents’/carers’ experiences are of the education system. This is not to act as a way to slander the education system, but to in fact find out what some of the positive strategies being used are and to look at ways people would like to see schools improved. There is a second survey to allow teachers to give their feedback on their experiences of working with children with attachment issues, the strategies they have found that have worked and the support they would like to see in place. There have been a great number of respondents to each of the surveys and a very clear picture is being built up of the way forward. The responses are being used to begin creating a resource pack for teachers which will hopefully allow them to teach children with attachment issues more effectively. This pack will look at the scientific aspect of attachment issues in terms of the resulting brain development and then will have lots of concrete resources that can be used straight away in classrooms. Originally, my idea had been to post this pack on a website somewhere for parents, carers and teachers to print and use, but then the major flaw with such a bottom up approach is that yet again, it is only then those teachers that choose to ‘opt in’ that will make use of the pack. To really change the attitudes of attachment in education, this pack has to be taken straight to the top. That is why I have the rather ambitious vision to have this resource pack endorsed by the government and rolled out with accompanying training to all schools and teacher training providers in the UK. Can this really be done and will it make any difference? Well I am determined that it can happen, and nothing really can be worse than what we have currently in education for our children.

The survey can be found following the links below

Parent & Carer survey-Survey 1

Teacher Survey – Survey 2

The results of the survey and updates on any developments can be found at Lily Edwards Blog

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Constant Learning Journey – The Bike Ride

Yesterday, since it was actually a dry day, we decided to take Tom and Tiny on a walk which would provide Tom with a chance to have a decent shot of his new bike.

He took to the bigger sized bike like a duck to water. He was a bit wary of going too far ahead at first but then once he became more confident, there was no stopping him.

After about 20-25 minutes of cycling we came to a road that required crossing. A very well trained Tom waited at the road for us to get there before crossing. Just as we caught up with him, three rather loud motorbikes passed by. Tom’s instant reaction was to cover his ears, pressing his hands as tightly as possible to shut out the screeches.

We never really thought more about it and carried on with the walk. From that point on however, Tom’s new found confidence disappeared. Even just to pedal the bike became far too much for him. Without thinking about what we were saying, we told Tom to stop being silly and just get back on his bike. We told him that he was just being pathetic- he could ride it perfectly fine and now he was just being lazy.

Tom did get back on his bike for a while and we praised him with ‘see, you can do it.’

Calmness was restored but only for a few minutes. We came to a hill and Tom just gave up completely. We said that this was fine but that he should then push his bike up the hill. He began following this instruction but he lost concentration and the bike slid off to the side. When asked to pick it back up again, we were met by sheer defiance. What then followed was a battle of wills as we tried to get Tom to pick up his bike and just get going on the remainder of the walk. When this failed, we were happy to re-negotiate and offered to push the bike for him and he could walk. This offer was rejected and instead Tom decided to verbally abuse us at the top of his lungs. Daddy went to try and get him, but Tom decided that this was his cue to run in the opposite direction!

Tom was eventually caught up with and guided in the right direction but as Daddy walked, he was punched, kicked and head butted. When the pair of them reached back up to where Tiny and I were, I told Daddy to carry the bike and I would take Tom’s hand. However, this gave Tom just another person to throw punches at. His bike helmet was removed as the head butting was made worse for me with this on. I eventually decided it was time to stop and take action. Luckily we were right beside a bench at that point and so I sat Tom down and just held him right next to me as tight as possible as he continued to shout his abuse and then began sobbing. He was screaming that nobody loved him. In a completely calm voice, I reassured him that he was loved very much and that I could see that he was angry. He agreed that he was very cross. I reminded him that such feelings were okay to have as we all feel like that at times, but that what is not acceptable is to then punch or kick people because of it. I told Tom that together we could take 10 deep breaths which could help him to calm down. He agreed to try it with me. By the tenth, he could be distracted with humour by saying that his breath was so big that he nearly blew me away. He was calm and wanted instantly to get back on to his bike, which he did and was able to race on ahead again all the way back to the car.

So what was all this about? To the unknowing bystander, this was just a naughty child having a tantrum, but to Tom this was a complex state of affairs. He had been happily riding his bike like any other child, but what changed all this was the arrival of the motorbikes. This was not just a loud noise to Tom but a trigger that sent him in a time machine back to an unhappy time. We were no longer to him, his loving parents but in fact two dangerous people telling him that he was useless and an idiot (not our words in any way, but the way his mind was processing what we were saying). He became more and more distressed and eventually ended up in a state of crisis. When Daddy went to get him, he wasn’t running away to be naughty, but had gone into fight or flight mode and was flying. When he was captured, he then had no option but to fight. It was only by stopping and using calming techniques that Tom was able to return to a state of calmness and return to the here and now.

Now, as Tom’s parents, we fully recognise that we fuelled the situation further with our insensitivity towards Tom. Had we instead congratulated Tom on the great cycling he had done so far and made no issue over taking the bike for him, perhaps we never would have gotten into the situation that we did. However, we are human too and make mistakes. What is important though is that we reflect upon the situations we find ourselves in, step into our children’s shoes and then above all, learn from them. We can’t possibly get it right all the time, but perhaps it is by getting it ‘wrong’ that we can truly understand how vulnerable our little ones are.

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Time for Change

Hello and welcome to the blog that has been set up aiming to improve the understanding of attachment issues in Education.

Based on my own experience and from listening to the views of others, it is apparent that far too many children with attachment issues are completely misunderstood in schools. Instead of having their behaviour ‘listened to,’ they are being made subject to the behavioural systems in place for the rest of the children which is leading to further confirmation of their poor self worth, and in some cases, leading to exclusion.

This has to STOP.

If a child was to tell a teacher that they were scared, feeling insecure and unable to cope with the task in hand, them i’m sure no teacher would reject this child and punish them for feeling this way. Our children are saying just that, but because they are unable to communicate this in words, their only option is to get their point across through behaviour. Instead of being met with compassion as the articulate child would, our children are punished using such systems as shame based ‘behaviour charts.’ What does this reaction say to our children? It reinforces that they are ‘bad’ and also teaches them that it is wrong to feel angry, hurt, scared, and frustrated.

Instead, we must move to a system where our children’s needs are fully understood. Their behaviour should be ‘listened to.’ They should not only have their triggers identified, but have systems in place that aim to prevent these triggers happening in the first place. It needs to be recognised that for our children, holding it together in school for a whole day is a HUGE ask and therefore, they should be given sensory breaks to allow them to regroup and a safe place to go for when it all just becomes too much to handle.

So how can we move to this different system? Well, the first stage is to gather evidence from as many adopters as possible on their feelings about their child’s education. This is not a means to criticise the education system as it is, but is a way to find out what areas of school life prove to be most challenging for our children, find out if there are common triggers brought about in school and to look at how the education system can be improved. It is also a chance for gathering ideas that are found to be working well with such pupils.

Stage 2 is to take all of this evidence and use it to create a new information pack for schools. Now, I know that there are already fantastic information booklets out there which give lots of suggested strategies, but this pack will be different. It will be a pack full of resources that a teacher just has to take out the pack and begin using straight away – no need to take the ideas and create a resources and therefore, no excuse not to use them! The draft pack will be posted on this blog so that as many people as possible can comment, make further suggestions or indeed just give their support.

Stage 3……It’s time to stand up and be counted by way of taking this to the government!! Ambitious, yes, but why not?!

What can you do to help? Please complete the questionnaire by following this survey link.

Once the resources for the pack are published on this blog, take a look, comment and if you can, offer even more ideas.

Each one of us would do anything to stand up for our children and fight their corner – so lets work together as a team and fight the corner of all our children!

Many thanks

Lily xxx

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