Browsing Faculty of Education and Childrens Services by Subjects
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The complex tapestry of relationships which surround adoptive families: A case study.This small-scale study examines the experiences encountered by a group ofparentsintheirendeavourstosupporttheirchildrentosettleandthrive, both infamily lifeand school.The study identiﬁes how a ‘complextapestry of relationships’ exists both within and beyond adoptive families, which inﬂuences children’s developmental and educational outcomes. Conﬂicting relationships emerged between: foster carers and adoptive parents, paired siblings, and adoptive parents and teachers. Enhanced understanding of the complexities and tensions which may exist will help school practitioners to identify approaches and strategies that can be used with children and families to promote adopted children’s self- identity, well-being and their capacity to function and learn inside classrooms.
The convergence of National Professional Qualifications in educational leadership and masters level studyIn February 2012, less than three years after the introduction of the compulsory National Professional Qualification for Headship (NPQH) for aspiring school head teachers, the mandatory requirement was removed. Despite no longer being a requirement, nearly 900 individuals annually, successfully complete the programme, with a further 5,000 completing the awards of National Professional Qualification for Middle Leadership (NPQML) and the National Professional Qualification for Senior Leadership (NQPSL). In 2017, the UK government decided that the suite of national professional qualifications (NPQML, NPQSL, NPQH) needed to be updated in order to ensure that they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts. At the same time, the government proposed a new National Professional Qualification for Executive Leadership (NPQEL) aimed at the chief executives of multi-academy trusts, which vary in size from two or three schools working together, to trusts with in excess of thirty-five schools. This paper explores the way in which the new NPQ programmes are having masters level criteria embedded into them to facilitate a seamless progression into masters level study and what potential benefits this brings to the individual and the provider of the NPQ programmes.