• Assisting & Advising Mainstream Schools

    Specialising in Special Educational Needs Training and Advice


Assisting and advising mainstream schools with children who are working consistently and over time below age related expectations.

There seems little doubt that the last 5 to 10 years has seen a considerable increase in the number of children with complex needs attending mainstream primary and occasionally secondary schools. These are children who are working consistently and over time at levels considerably below their age related peers, despite the best efforts of the school, and who present a puzzle to teachers and TAs alike.

A considerable amount of work has gone into Equals brand new Formal Curriculum, due to be published by late May 2020, which offers an original look at children who are working within a subject specific curriculum. Equals Formal Curriculum concentrates on English and Maths, but is not a dumbed down National Curriculum; rather it puts the child at the centre of both teaching and learning and spreads out from there. It makes no assumptions about what children are capable of achieving but recognises that there are likely to be some insuperable problems that must be tackled as a pre-requisite to successful learning.

The application of the Formal Curriculum model, will require organisational changes in the way that struggling children are taught, and will require a different philosophy from the school and from teachers. This is because it is very likely that the children who are struggling consistently and over time, actually learn in a different way from their neuro-typical peers. If the learn differently, we need to teach them differently, and indeed, teach them different things.

There is obviously a charge for this service – please apply directly to me at peter.imray@hotmail.co.uk for a quote. An initial meeting to mutually assess needs and wants is however, free of charge. Schools have generally made the decision to opt for three days per year (one day per term) over a two year period, though this could be varied depending on the size of the school, the degree of change needed, how speedily the school would like the process to get going and of course, school budgets.