Possible things I might be interested at looking at further:

Participation and pupil voice – I had recently completed a short course about pupil participation. As a team within my inclusion base it has been agree that we will start teaching about rights and the UNCRC and I feel this fits nicely with trying to focus on pupil participation and pupil voice. One thing that I would start by doing is by introducing a pupil committee (very challenging with most of our pupils attending for six week part time placements) to be focussing on the development of our outdoor area which I hope to transform into a therapeutic garden.

I am also interested in parental engagement which again is challenging due to the short term nature of children’s placements. One possible idea would be to develop an active ‘home learning’ programme which parents /carers can work alongside the children in order to develop learning and skills. This could take the form of a fortnightly recipe bag where children are sent home with ingredients and have to ‘teach’ their parents how to do a certain dish e.g. scones.

I am also interested at looking at the age and gender differences in reading attitudes following my reading of the National Literacy trust’s annual survey.

Leadership can look very different in different settings, it does not necessarily mean that the leader is part of a management team. Within the role as a teacher it is possible to take on a role of leadership by leading the learning of others (colleagues, pupils, students etc), engaging in professional dialogue/ activity and collaborative activity.
Within my own role as an inclusion specialist I often have opportunities to develop the learning of other practitioners through the consultation process, through formal training or informal dialogue. I think with the establishment of the proposed new professional standards and their increasing focus towards additional support needs,  this will continue to be a large part of my role in the development of resources, strategies and training.