It’s Monday – My School Diary

It’s Monday, school life diary.

My shoes, tattered and torn and scuffed ramble with me up the lane to the school gate, “Good Morning Hadley” said our headteacher Mr T, I carried on walking. Head hung low, to scared to offer any eye contact and the busy overpowering buzz as conversations between my peers around me grew, nattering a way to each other. It hurt my brain, I didn’t understand to them simple conversation, it was just a muffled noise. I continued to drag my feet with the buzz in my head with a headteacher just a few yards behind me making sure I wasn’t going to bolt as quick as bullseye up to the school entrance where for a moment I paused, I opened the door and the light hit me from those stupid florescent tube lights, sounds of chairs from classrooms all being pulled out and teachers shouting…

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In my own words : Sam #WDSD17

The Diary of a Not So Ordinary Boy

Reproduced with permission for World Down’s syndrome Day.

Where I live : T

Who I live with : mum and daddy my sister L and brother A.

What enjoy : playing with cars and going to grandma’s house. I like going shopping and watching tv and dvds and going to the park.  I love to play with my Eddie Stobart and listen to music and read.

What am I good at : I am good.

These are some of the photos Sam has taken with my old phone.  We hope you like them

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Down Syndrome Day #LOTSOFSOCKS


In 1866 Dr John Down described Down Syndrome as a disorder but it was not until 1959 that Dr Jerome Lejeune discovered the cause of the condition. He found that instead of having 46 chromosomes in each cell, those with Down Syndrome have 47. This means that a baby may be born with an extra copy of chromosome 21- this is trisomy 21 or Down syndrome.

Tuesday 21st March 2017 is  World Down Syndrome Awareness day and our school will be awash with silly socks. There will be spotty socks, coloured socks, patterned socks, long and short socks, odd socks, any socks you can think of. The reason is that 12 months ago we lost one of our little treasures. Suzi (name change) was just 10 years old and one of the brightest and bubbliest little girls you could ever meet. For private reasons Suzi was just being adopted by…

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The Mirror

The Diary of a Not So Ordinary Boy

I have a mirror hanging on my bedroom wall. R doesn’t like it. He says it’s a heavy, old-fashioned thing. It is one of those mirrors that hangs from a square-linked chain; the glass is framed in wooden gold, the edges rubbed from precious metal to dull grey-bown. It belonged to my great grandmother, I inherited it when she died, so it stays.

Wherever we have lived, upon whichever wall it has hung, it has never been at the correct height. At the moment, the hanging chain is twisted into a knot; if you want to see your feet, you have to stand, on tiptoe, in the bin in order to get the angle right.

These last nine years it hasn’t mattered much. I don’t have to make a great deal of wardrobe decisions. I tend to wear the same few things, day in day out; one lot for work…

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Edna. The student of which I’m most proud.


Sometimes when I’m running and it gets hard, and I’m listening to heart-swelling epic classical music on my headphones, I allow myself some self-indulgence.  I think back to all the students of which I’m most proud and run them through my mind as a sort of highlights reel.  While, of course, re-living past glories is a bit silly and sentimental, it does help get me through the rain and up the hills.

Most of the children who come to mind succeeded in my subject; students who worked their arses off and were tearfully jubilant on results day.  Of course some of these children did better than others, but naturally I’m as proud of the Ds as much as I am of the A*s if it was a genuine achievement to get it.

But the child of which I’m most proud didn’t pass anything.  She didn’t sit any exams at all. …

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Trench Warfare

The Diary of a Not So Ordinary Boy

Did you ever read the books about the First World War by Pat Barker? (Yes, I know one of them is missing – someone, not looking at any of my relatives, must have pinched the first one.) I did, some time ago now. I bought them when I was the kind of person who had the time to hang around in bookshops on a Saturday afternoon, browsing those big tables, piled with not-quite-skyscrapers of paperbacks, looking for something to spend my disposable income on. I haven’t read them in a while, but I remember them vividly. Whenever I have a clearout of my bookshelves (which I do on an infrequent, but regular basis, contrary to public opinion) I hold them in my hand, weighing up whether or not I wish to pass them on, and so far, the answer has been, ‘no’.

A couple of things stand out in my…

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Being A Trainee Teacher Mentor.


As a teacher I fulfil many different roles throughout my working week. For example, I am subject lead for History which means I complete long and medium term plans for my subject and advise other teachers on the best ways to impart the history curriculum. I am also continuing professional development leader in our school which means that with the guidance of my HT I plan the school’s CPD. Being assessment lead is also on my jobs list and we all know what a pickle that is in right now. Making sense of assessment is the stuff of nightmares I will say! Next up I am a specialist leader of education (SLE)  and that sees me planning and delivering twilight courses on different topics for the Fylde Coast Teaching School which I am honoured to be a part of. I am also Assistant Head for teaching and learning for Key…

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‘The Primary school cycle’


(This is written from memory from a time-limited thread on a popular social media parenting site. It was put together in 2015 by a group of parents of primary aged children with Special Educational Needs or Disabilities.)

o   Each year, we find out the new teacher so close to the end of the Summer term there is no time to contact them to tell them about what our child will need to be able to start positively.

o   September comes, and the teacher won’t meet with us because they want to ‘see for themselves and give the child time to settle in’ We wait willing our child to not fall apart until half term but see them struggling.

o   We wait a week after half term to allow settling in again then we contact the teacher. They agree to see us in the next couple of weeks. When we get the meeting, we are told…

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