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Parent or Carer Co-Chair Expressions of Interest

East of England Neurodevelopmental Disorders Network

The East of England Neurodevelopmental Disorders Network is a new and exciting opportunity to bring together all parent/carers, clinicians and commissioners who support children and young people with a learning disability or autism across the East of England.

Covering Norfolk, Suffolk, Bedfordshire, Luton, Milton Keynes, Cambridge and Peterborough, The Neurodevelopmental Disorders Network aims to:

· Share examples of good, effective care and treatment

· Help to improve access to community services for children, young people and families seeking diagnosis and treatment of a neurodevelopmental disorder

· Support improvement in the quality of community services offered and provided

· Focus on understanding what is important for children, young people and families.

It will be led by the East of England Learning Disabilities and Autism Programme, who are responsible for the implementation and oversight of NHS Long Term Plan relating to: Improving services and support for children, young people and adults with a learning disability and/or autism who display behaviour that challenges, including those with a mental health condition.

What is the role of the parent or carer co-chair?

The Neurodevelopmental Disorders Network is looking for a parent or carer co-chair who will bring experience of caring for a child or young person with a neurodevelopmental disorder. They will understand the need to develop and transform community services for the benefit of all.

The role will include networking with other parents or carers and bringing their own views to the meetings, taking into consideration the limits of confidentiality. They will work with the Neurodevelopmental pathway meeting co-chairs to develop the agenda, lead the quarterly pathway meetings and be involved with any task and finish groups/workshops that may be developed through the pathway meeting. This role attracts a daily rate of £150 for 6 hours or £75 for half a day (3-4 hours). Travel expenses will be paid in line with NHSE expenses guidance.

How do I apply?

Expressions of interests should be submitted to Hannah Mann, Children and Young Peoples Lead, Learning Disability and Autism programme, East of England by Monday 12th October 2020.

Your expression of interest should be no more than 400 words and answer the following questions:

1. Why do you think you are suitable for this post?

2. What will you bring to the role?

We will hold virtual discussions with prospective co-chairs on Tuesday 20th October 2020. Discussions will be held with: Hannah Mann, Children and Young Peoples lead, Learning Disabilities and Autism programme, East of England, David Wright, Learning Disability and Autism CAMHS clinical lead and Matt Clarke, Learning Disability and Families Advisor.

For an informal discussion about the role please contact Hannah Mann.

We’re hiring!

Could you be Pinpoint’s next Communications Officer?

We’re looking for an experienced professional with web development skills to join our small and dynamic team to help us extend our reach. We need someone who has the necessary communication skills and knowledge to hit the ground running. Working remotely will be a feature of this role in the current circumstances.

Could this be you?

For more information, a copy of the job description and person spec, please email Pinpoint’s CEO, Sarah. Applications are by letter explaining how you meet our aspirations, together with your CV by 17th November. Virtual interviews will be held on 24th November, with the successful candidate available for an immediate start (by negotiation). This role is 13 hours a week, pays £13.60 an hour pro-rata and is term-time only. Flexible working is an option.

Please apply by email to


Ofsted – Publication of Finding from Pilot Supportive Visits

Ofsted have published an overview from 121 visits from the 14th to the 18th September for the pilot phase of the supportive visits.  Key findings are –

  • Remote learning ‘not aligned’ to curriculum – Leaders reported that in some subjects their remote education was only aligned with their pre-existing curriculum “to some extent”. In others, it was not yet aligned.  The report found that schools were using remote learning to educate pupils at home, the materials were in many cases not fully aligned with the regular curriculum.  Ofsted said pupils must not lose the progression that a strong, well-sequenced curriculum brings. Without that structure, remote education becomes more about filling time than about effective learning.  Meanwhile some schools had reported safety concerns over the use of live lessons, “such as pupils being alone in a room while the lesson was taking place, and had chosen not to use live teaching because of these concerns”.
  • Primaries focus on reading, secondaries re-order curriculum – Ofsted said secondary schools were “teaching most of the subjects they usually teach, though many have reordered topics within subjects, however some had suggested that pupils may need to drop an option”.  Primary schools were giving “even more attention to reading than usual”, including phonics, as they “wanted to make sure that if there have been any losses in learning, particularly in reading, these are quickly put right”.  The schools said that they planned to return to their normal curriculum by the summer term 2021 but many said they thought they would be able to achieve this earlier”.
  • Pupils are struggling to concentrate – While pupils were adapting to schools’ covid rules, some were “finding it more difficult to concentrate on their learning than usual. Leaders felt that some were showing less resilience, for example becoming quickly upset if the work seemed difficult, or giving up more easily.”
  • Testing failures are ‘real barrier’ to keeping schools open – School leaders were concerned about not being able to keep their schools open when staff had to self isolate to wait for coronavirus tests and test results.  Many leaders saw the lack of availability of COVID-19 testing in their area as a real barrier to getting – or staying – properly up and running again.  Concerns over safety also meant leaders were struggling how to work out including practical subjects such as PE, design and music.
  • Covid ‘anxiety’ leads to home education rise – Over a third of schools reported that some parents had removed their children to electively home educate them, or were about to do so, because of their anxiety over Covid-19.
  • Teachers recruited on fixed-term contracts because of online interviews – The report also touched on recruitment: it found schools had generally continued to recruit over the summer, with interviews done online.  However the “biggest concern expressed by leaders was not being able to see a prospective teacher teaching”.  “Occasionally, schools had recruited teachers on fixed-term contracts for this reason”, Ofsted found, although some schools said online interviews had “worked much better than they had anticipated”.  A small number of leaders “did not like the idea of interviewing virtually so had delayed the process until this term”.