'There is effective use of visual organisers at the start of the chapters, and the reader is supported by the provision of a glossary, activities, suggestions for further reading and signposting of relevant websites' - Journal of Special Education
'This is a clearly focused overview of issues that SENCOs, other teachers and practitioners need to be aware of in their professional practice' - SENCO Update
'This book is essential reading for anyone working or intending to work with children in the multi-professional environment created by Every Child Matters. Placing the child and family at the centre of the text, the author progresses the impact of Every Child Matters by asking us, as practitioners, to reflect on our own attitudes, beliefs and values and how they may be productive or counterproductive in the social justice debate current in our society. Concise, informed and practice orientated, it makes for illuminating, if on occasions, uncomfortable reading, but a text that will have a lasting impression on your interaction with children and their families' - William Cooper, Senior Lecturer in Primary Education, Manchester Metropolitan University
'[This book] is an excellent and well-timed addition to the literature on the subject, especially in relation to Early Years and primary school settings. Its publication is particularly welcome in terms of the range of issues it addresses and the advancement it offers in terms of encouraging a theoretical analysis of Every Child Matters. This text is therefore highly recommended and will be of interest to a range of audiences within the children's workforce'
- Support for Learning
'I have found this book interesting and very informative. It is presented in an easy to read format and brings the reader up to date with issues surrounding the current requirements to meet the five outcomes of Every Child Matters. This text was useful to me in my professional role as an Early Years Practitioner and as a student on the MA Education Inclusion Pathway'
- Amazon Customer Review
About the Author
Gianna Knowles is Principle Lecturer and Head of Partnership (Initial Teacher Education) at London South Bank University . She has also worked with teacher trainee students from across Europe at the University of Jönköping in Sweden. Before working in Higher Education Gianna gained over 12 years experience of teaching in primary schools in England, in London and the Midlands. She has worked in Local Authority Advisory services, working with individual teachers and whole-schools staffs to develop school wide practice and policy. Gianna has experience of being an OfSTED Inspector and reviewer for the Quality Assurance Agency. Her research interest is in the area of social justice, inclusion and diversity.