@johngillard.bsky.social
Working in an SEMH special school, Evertonian.
1. Thunderstruck- AC/DC
2. Why does it always rain on me?- Travis
3. Raindrops keep falling on my head- BJ Thomas
4. Dreams- Fleetwood Mac
5. The shock of the lightning- Oasis
2. Why does it always rain on me?- Travis
3. Raindrops keep falling on my head- BJ Thomas
4. Dreams- Fleetwood Mac
5. The shock of the lightning- Oasis
November 14, 2025 at 5:47 PM
1. Thunderstruck- AC/DC
2. Why does it always rain on me?- Travis
3. Raindrops keep falling on my head- BJ Thomas
4. Dreams- Fleetwood Mac
5. The shock of the lightning- Oasis
2. Why does it always rain on me?- Travis
3. Raindrops keep falling on my head- BJ Thomas
4. Dreams- Fleetwood Mac
5. The shock of the lightning- Oasis
10 x (100-4) = 960
960-10-8= 942
960-10-8= 942
October 20, 2025 at 8:10 PM
10 x (100-4) = 960
960-10-8= 942
960-10-8= 942
25-6=19
100-19=81
81 x 3 = 243
100-19=81
81 x 3 = 243
September 4, 2025 at 9:14 PM
25-6=19
100-19=81
81 x 3 = 243
100-19=81
81 x 3 = 243
100+7+2=109
7-2=5
109x5=545
545+1=546
7-2=5
109x5=545
545+1=546
August 6, 2025 at 9:08 PM
100+7+2=109
7-2=5
109x5=545
545+1=546
7-2=5
109x5=545
545+1=546
75*(9+1)= 750
50/25= 2
6-2= 4
750+4= 754
50/25= 2
6-2= 4
750+4= 754
July 13, 2025 at 2:38 PM
75*(9+1)= 750
50/25= 2
6-2= 4
750+4= 754
50/25= 2
6-2= 4
750+4= 754
(50+25) / 75 = 1
100-1= 99
7-1 = 6
99 x 6 = 594
100-1= 99
7-1 = 6
99 x 6 = 594
July 2, 2025 at 6:19 PM
(50+25) / 75 = 1
100-1= 99
7-1 = 6
99 x 6 = 594
100-1= 99
7-1 = 6
99 x 6 = 594
to engage in academic learning, to build relationships with adults or their peers, are hugely significant. The ability to measure the impact of different strategies and practice to achieve these outcomes is really challenging.
March 12, 2025 at 8:10 PM
to engage in academic learning, to build relationships with adults or their peers, are hugely significant. The ability to measure the impact of different strategies and practice to achieve these outcomes is really challenging.
It is also true in mainstream- maybe that wasn't the best example I've given in looking at a measurable academic outcome. For some pupils, initial work might first need to be meeting a specific SEND need, rather than a formal qualification. For some children, developing SLC, or their resilience...
March 12, 2025 at 8:10 PM
It is also true in mainstream- maybe that wasn't the best example I've given in looking at a measurable academic outcome. For some pupils, initial work might first need to be meeting a specific SEND need, rather than a formal qualification. For some children, developing SLC, or their resilience...
This is a big challenge. It requires more thought than traditional meta-research approaches of randomised control trials and scaling up projects. This doesn’t mean we shouldn’t try. If there’s a real desire to improve SEND provision, then the research and associated funding should be made available.
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March 12, 2025 at 7:10 PM
This is a big challenge. It requires more thought than traditional meta-research approaches of randomised control trials and scaling up projects. This doesn’t mean we shouldn’t try. If there’s a real desire to improve SEND provision, then the research and associated funding should be made available.
This doesn’t fit into a neat EEF toolkit showing +4 months or +2 months because it’s complicated. There needs to be a wider discussion about what we want from SEND interventions, research projects etc. This will lead to far more productive work and insight to support SEND pupils. 6/7
March 12, 2025 at 7:10 PM
This doesn’t fit into a neat EEF toolkit showing +4 months or +2 months because it’s complicated. There needs to be a wider discussion about what we want from SEND interventions, research projects etc. This will lead to far more productive work and insight to support SEND pupils. 6/7
needs to be a detailed discussion about what does success look like to an individual pupil? I agree with Simon’s point on action research- the staff who know the pupils well and see them every day are in the best position to know what represents progress. 5/7
March 12, 2025 at 7:10 PM
needs to be a detailed discussion about what does success look like to an individual pupil? I agree with Simon’s point on action research- the staff who know the pupils well and see them every day are in the best position to know what represents progress. 5/7
resilience and self-esteem. We have other pupils who can engage in 4 English and 4 Maths lessons a week and achieve grade 4 or above at GCSE. The achievements of these pupils should both be celebrated for different reasons. This means when looking at ‘what works for SEND pupils?’ There first… 4/7
March 12, 2025 at 7:10 PM
resilience and self-esteem. We have other pupils who can engage in 4 English and 4 Maths lessons a week and achieve grade 4 or above at GCSE. The achievements of these pupils should both be celebrated for different reasons. This means when looking at ‘what works for SEND pupils?’ There first… 4/7
This is not as clear cut in working with SEND. We have some pupils who might start to engage in reading or Maths with a trusted adult for 10 minutes- gradually building up to an Entry Level qualification. This would be the culmination of a lot of hard work by staff and building a child’s... 3/7
March 12, 2025 at 7:10 PM
This is not as clear cut in working with SEND. We have some pupils who might start to engage in reading or Maths with a trusted adult for 10 minutes- gradually building up to an Entry Level qualification. This would be the culmination of a lot of hard work by staff and building a child’s... 3/7
This is the case in mainstream as well- but there are broadly agreed metrics in attainment data that are used to measure achievement, progress, compare cohorts etc. This also makes for more straightforward meta-research. E.g. ‘what impact will X reading intervention have on reading age data?’ 2/7
March 12, 2025 at 7:10 PM
This is the case in mainstream as well- but there are broadly agreed metrics in attainment data that are used to measure achievement, progress, compare cohorts etc. This also makes for more straightforward meta-research. E.g. ‘what impact will X reading intervention have on reading age data?’ 2/7
because it’s easier to get validated/more reliable data by working with other groups.
March 9, 2025 at 9:25 AM
because it’s easier to get validated/more reliable data by working with other groups.
As a result, many studies looking at SEMH support are not involving children with the most complex needs. This means it’s an area of SEND where there is general agreement that children need lots of support, but the funding to do some really high quality, detailed research is lacking…
March 9, 2025 at 9:25 AM
As a result, many studies looking at SEMH support are not involving children with the most complex needs. This means it’s an area of SEND where there is general agreement that children need lots of support, but the funding to do some really high quality, detailed research is lacking…
it often feels like researchers see too many barriers to working with our cohort- issues of consent, ethics approvals, children’s ability to provide the neat and tidy qualitative feedback that looks nice in a research paper, the lack of clarity on what quantitive data might look like…
March 9, 2025 at 9:25 AM
it often feels like researchers see too many barriers to working with our cohort- issues of consent, ethics approvals, children’s ability to provide the neat and tidy qualitative feedback that looks nice in a research paper, the lack of clarity on what quantitive data might look like…
10x9=90
90-3-2=85
85x5=425
90-3-2=85
85x5=425
March 5, 2025 at 8:59 PM
10x9=90
90-3-2=85
85x5=425
90-3-2=85
85x5=425
3x10=30
30+5=35
35x25=875
875+7-1=881
30+5=35
35x25=875
875+7-1=881
March 5, 2025 at 8:33 PM
3x10=30
30+5=35
35x25=875
875+7-1=881
30+5=35
35x25=875
875+7-1=881
50x6=300
7x7=49
300-49=251
7x7=49
300-49=251
January 6, 2025 at 6:11 PM
50x6=300
7x7=49
300-49=251
7x7=49
300-49=251