Lenora Edwards, Board Certified Speech-Language Pathologist and Chief Knowledge Officer at Better Speech, is a communication expert with over 15 years of experience specializing in pediatric and family-centered speech therapy.

Her expertise spans improving speech intelligibility, nurturing language development, and working with neurodiverse individuals, employing evidence-based techniques to help children of all abilities communicate more effectively. At Better Speech, Lenora leads initiatives to make quality speech therapy accessible to all families, empowering them to support their child's communication journey and unlock their full potential.

Takeaways:

• Children require a safe environment to express their thoughts and emotions effectively.
• Non-verbal communication plays a crucial role in conveying emotions and understanding others.
• Online speech therapy provides accessible support that can help children develop their communication skills.
• Parents often feel uncertain about their child's language development and require expert guidance.
• Observations from teachers and caregivers are valuable in identifying children's communication challenges.
• The pandemic has impacted children's social interactions and communication development significantly.

Website

https://www.betterspeech.com/

Social media Information

https://www.betterspeech.com/blog

https://www.youtube.com/@Better.Speech

https://www.facebook.com/yourbetterspeech

https://www.linkedin.com/company/better-speech/mycompany/

https://www.instagram.com/betterspeech

https://www.tiktok.com/@better.speech

Show Sponsor – National Association for Primary Education (NAPE)

https://nape.org.uk/

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Ben Brown Is currently Head of UK and Ireland for Optoma Ltd, having previously been head of market development for Promethean and the education businesses lead for Hewlett-Packard, Samsung and XMA in the UK. He has worked in the education technology sector for over 20 years and has developed a real passion for advancing the use of technology to support teaching and learning.

Now the Chair of Trustees at Astrea Academy Trust, he previously sat on the Board of Trustees at the David Ross Education Trust. Recently he has also been a trustee at the Tackley Education Trust. Ben has, throughout his career, looked at the challenges in education and how technology is best placed to resolve them, this has led to him working closely with the DfE as well as Academy Trusts such as ARK, Reach2 and United Learning.

Takeaways:

• Effective implementation of new technologies in education requires concise, easily digestible training materials for teachers.
• The duration of instructional videos should ideally range from one to two minutes to accommodate teachers' busy schedules.
• Investments in technology during the COVID-19 pandemic significantly advanced the integration of digital tools in educational settings.
• The challenge lies not merely in providing technology but ensuring its effective utilization within educational frameworks.
• A focus on empowering teachers through tailored training is crucial for maximizing the benefits of new technology in classrooms.
• To foster engagement, technology must solve existing educational challenges rather than simply being used for its own sake.

Website

www.optoma.co.uk

Multi-award-winning interactive displays, professional displays, LED displays, projectors and software to suit every education environment.

Social media Information

https://www.linkedin.com/in/ben-brown-a017b621/

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The Oxford School of Thought (OST) is the primary education think tank – the first of its kind

in the UK. They regard learning as a continuum, and we recognise the powerful and enduring

influence of primary education across a lifetime of learning.

OST proposes a distinct model of school inspection for primary schools, highlighting the

need for a framework that reflects the unique nature of primary education.

The current inspection model, which primarily caters to secondary schools, fails to address

the developmental and educational needs of primary school children. This has led to a lack

of focus on the holistic, child-centered approaches necessary for young learners.

The document emphasises that primary education fosters curiosity, relationships, and a

broad, engaging curriculum, factors critical to the early stages of lifelong learning.

To improve outcomes for students and to support teachers, the proposed inspection model

should focus on these aspects, providing a more supportive, collaborative, and

developmental approach to school evaluation.

The paper outlines some key components for a primary-specific inspection framework, such

as the importance of cross-curricular links, teacher-pupil relationships, inclusivity, and the

integration of the school within its community and primary teaching experience for

inspectors.

By calling for a developmental and collaborative inspection model the paper aims to shift

away from punitive measures and towards a system that encourages continuous

improvement, addresses the well-being of both students and staff, and contributes to the

broader goal of fostering lifelong learning.

This new approach is seen as essential for enhancing the education system, teacher

retention, and children's mental health, and is framed as a necessary step in responding to

recent government reviews on curriculum, assessment, and inclusion.

Full details at https://www.oxfordschoolofthought.org/ost-report-primary-inspection

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