bawdy-nan

Sweet potato and chick pea tagine - very easy - chop and cook an onion in a pan (with a little oil), peel and chop into smallish chunks some sweet potato, put in pan with the onion add a teaspoon of ground cinnamon, teaspoon of ground ginger and some saffron (if you have it, doesn't matter if not), cover with vegetable stock (from a stock cube) add a tin of drained chickpeas, cover and cook gently until the sweet potato has gone soft. It will go slightly mushy (nice!). If it is too wet take the lid off and let it reduce a little. You can add peppers at the sweet potato stage, and/or chopped aprocots, honey, small new potatoes, almonds (if for older children / adults). You can stir in a handful of spinach at the end if you want, or put in some frozen peas for texture / a change. You can sprinkle it / the cous cous with pomegranate seeds if you're feeling fancy and / or drizzle on a bit of pomegranate molasses or just keep it plain. Serve with cous cous and, add harissa (very hot paste) to your plate (not your babies!) if you want it. Very easy, very tasty. Great to freeze too for a homemade ready-meal.

This is a useful thing - you can put on your location and it shows you schools nearby ... http://schoolsfinder.direct.gov.uk/schoolsfinder

I agree that paying pocket money for regular chores can be difficult to keep track of and annoying too. For my youngest, when the urge for cash takes him, I draw up a big list with prices with things I want doing (hoeing all the weeds from round the edge of paving), washing the car, getting all the cobwebs down in the house etc etc etc and then let him go at it however much he wants. Mostly this is a school holidays thing and done as much to offset the boredom and mooching around than to instill any kind of moral or financial lesson!

Glad he had a good logistical start! Looks easier to get to that Kingsdale, in any case.

indeed, and from the park there are off road cycle paths all the way (and you don't have to do the south circular thin wobbly pavement cycle paths) - main worrisome area is Hunts Slip Road which should be easy, but isn't because of the madness of DC Prep car drop offs. mynamehere Wrote: ------------------------------------------------------- > Consider cycling through Dulwich Park of good > weather days. This does take getting used to and > careful practice if you and your children are not > used to city cycling but from all points East > Dulwich it's only the South Circulae that you have > to practice getting across safely.

I only started giving regular pocket money at secondary school: ?20 a month for all things to do with going out and about with friends (plus buying extra clothes and stupid bits of tat - I buy coats and shoes and school stuff and core clothes required for decency and warmth!). Youngest (10) gets nothing but has the opportunity to do jobs to earn money if he wants to save up for something like a computer game.

There's always the 363 and another bus or a walk ....or use a bus app and jump on and off bus as necessary

Travelling by bus or car at that time is very tricky. We live an ordinary 8-10 min max car drive from Kingsdale but on school days this can take 45 mins. If it is about getting to school probably much quicker to walk. (For us we'd allow 30 mins walk or 15 -20 mins cycle)

Loz Wrote: ------------------------------------------------------- > Owen Jones has just written a rather decent > article on Corbyn: > https://medium.com/@OwenJones84/my-honest-thoughts > -on-the-corbyn-campaign-and-overcoming-formidable- > obstacles-de81d4449884 > > Jones is a strange one: whenever he writes in the > Guardian he comes over as a complete idiot. > Whenever I've seen/read him outside of the Gruan > he comes across as rather thoughtful. Very interesting and a good taking on board of the Jon Crudas research; though a couple of eyebrow raising "4 legs good 2 legs better" moments in there too (touch of the Mandlesons maybe). Made me less wary of JC...

Likewise UC for self-employment / freelance and fluctuating income will be extremely difficult. At the moment tax credits (and housing benefit) take account of annual earnings for self-employed earners. UC rules will assume a 35 hr p/w minimum wage even when not earned that week / month and will not allow for fluctuations in income. As more and more people "choose" or have to work outside of traditional employment structures (like, you know, a regular salary) this is a real problem. If it is deemed that you're not earning "enough" you will be treated as unemployed and made to look for work or do more work. You won't be able to make a new claim for UC if you are already self-employed. Also - earnings must be reported monthly and in that month if your expenses exceed tour receipts, tough, you'll be assumed to have earned a minimum monthly amount based on minimum wage. If the next month your receipts bunch together, again, tough, you can't offset expenses incurred if they don't occur in the same month. As with employed people a consideration for tax and ni will be made but ONLY actual amounts paid in that month. As self-employed people pay their tax and NI in arrears and based on their annual accounts this means, essentially, that for benefits purposes self-employed people will be treated as if their gross earnings are their net, unlike the employed. Benefits like child tax credits and housing benefit are mostly paid to those who are working and those who are low paid. Most self-employed people are low paid as well as being without sick pay, holiday pay and other employment protections they will now be largely excluded from in-work benefits. https://www.moneyadviceservice.org.uk/en/articles/universal-credit-for-the-self-employed UC roll out in London boroughs starts in November this year. It will be "interesting" to see how that pans out given that according to the stats: most "new jobs" in the "growing economy" are self-employed, most self-employed people live in London; most self-employed people earn less than their employed counterparts.

though decathlon do an extremely comfy, easy to set up, light and compact air bed (with a 10 year guarantee). http://www.decathlon.co.uk/arpenaz-air-pump-inflatable-camping-sleeping-bed-70-cm-id_8299066.html

I'd say keep it small (max number of guests to equal the age of the child) and keep it simple. In my experience at this age they like the trappings of a trad birthday party - cake, playing with balloons, singing some songs, playing some silly games, birthday tea with tiny sandwiches etc, presents and a party bag. One of the nicest ( and most memorable) birthday parties my daughter had was a party for her and her 3 friends from nursery (one of them was ill and din't turn up). It was absolutely lovely and not at all overwhelming like they can be. We did it in our tiny, tiny living room and they all loved it.

the lot and the cele valleys (just east of the dordogne) are lovely and quiet (hardly any Brits) and warm - lots of smaller municipal campsites (nice, by the river, small pools) that probably don't need booking) you can get a good app that shows all campsites nearby...Archie's Camping

Thank you for responding Simon.

quite right and quite why this dishonourable behaviour on the part of the already apparently unattractive Harris brand is supposed to help make them more attractive is beyond me. I'm sad and disquieted by charter 2's apparent stance on SEN and would really welcome clarification and a statement of intent but the Harris thing ... sheesh, I didn't like the "approach" when I looked round: obsession with enterprise,vigorous policing of classrooms, "selling" artwork at auction to give a sense of the "real world" etc etc (despite recognising, of course, that they manage to achieve some good results, and reckoning that my child could do ok) but after this, would I want these people in charge of my child's moral education? No thanks. tomskip Wrote: ------------------------------------------------------- > How horrible that this politicking and posturing > is going on when all the children of SE22/SE15 > just need another secondary school. Imo the loss > of Local Authority involvement has been a terrible > mistake. A teacher from Waltham Forest makes a > strong argument against the major changes in our > education system that have been made under our > noses > http://www.guardian-series.co.uk/news/wfnews/10881 > 721.Speaking_Out__Kiri_Tunks_on_free_schools_and_a > cademies/ here

Where I work, if I'm required to use a vehicle I am expected to meet fines (ie parking tickets) but nothing else (insurance, excess etc) as it is my employer requiring me to drive. I suppose you could think about what you would feel reasonable for you to pay at your place of work?

For children who can cycle there's a really lovely, not too taxing, cycle ride from Tonbridge to Penshurst (lovely castle / stately home with FABULOUS play area and gardens). You can get to Tonbridge by train from West Dulwich (one easy change). The cycling is pretty much ALL off road and there's also an open air swimming-pool at Tonbridge. http://www.tmbc.gov.uk/__data/assets/pdf_file/0020/44552/tonbridgeleaflet.pdf

Godstone Farm and Box hill both lovely, for sure, but a little tricky (if not impossible?) without a car...

Curmudgeon > As a point of information my understanding, and do > correct me if I'm wrong, is that Children with > school action and school action plus (both of > which have been phased out this year) were never > able to name a school. Only children with > statements could do so which has now been replaced > by EHC so no difference there then As you'll be aware School Action and School Action Plus as categories have been abolished but the children covered by those categories are / will now be covered by the category of "SEN support". The children still have SEN and the schools still have an obligation to support them AND to publish clear information about how they will do that AND to consult with parents and young people. Ultimately the new Charter will HAVE to do all of this so they MUST already have been addressing their approach and policies. Which makes it feel odd and telling that NOTHING about this is included in any of the mission and consultation documents. The new SEN Statutory Guidance (Jan 2015) is very clear on this: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf I've extracted some key sections below (apologies for long post). I'd really welcome an update to the mission documents that included a clear statement on SEN. The school is a welcome addition to the community but should also be clear that it aims to meet the needs of the community (all of them, including the likely 18% with SEN). "Schools have a notional SEN budget and many schools will commission services (such as speech and language therapy, pastoral care and counselling services) to support pupils. Schools must work with the local authority in developing the Local Offer, which could include school-commissioned services. The school must set out its SEN policy and information on its approach to supporting children and young people with SEN. The school?s governing body must ensure that arrangements are in place in schools to support pupils at school with medical conditions and should ensure that school leaders consult health and social care professionals, pupils and parents to make sure that the needs of children with medical conditions are effectively supported." And: Mainstream schools have duties to use best endeavours to make the provision required to meet the SEN of children and young people. All schools must publish details of what SEN provision is available through the information report and co-operate with the local authority in drawing up and reviewing the Local Offer. Schools also have duties to make reasonable adjustments for disabled children and young people, to support medical conditions and to inform parents and young people if SEN provision is made for them. PLUS The information must also include information about the arrangements for the admission of disabled pupils, the steps taken to prevent disabled pupils from being treated less favourably than other pupils, the facilities provided to assist access for disabled pupils and the schools? accessibility plans. The school-specific information should relate to the schools? arrangements for providing a graduated response to children?s SEN. It should elaborate on the information provided at a local authority wide level in the Local Offer. PLUS There should be a member of the governing body or a sub-committee with specific oversight of the school?s arrangements for SEN and disability. PLUS The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school?s performance management arrangements and its approach to professional development for all teaching and support staff. PLUS All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory ? they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations. PLUS 6.79 The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body?s or the proprietor?s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include information about: ? the kinds of SEN that are provided for ? policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools) ? arrangements for consulting parents of children with SEN and involving them in their child?s education ? arrangements for consulting young people with SEN and involving them in their education ? arrangements for assessing and reviewing children and young people?s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review ? arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society ? the approach to teaching children and young people with SEN ? how adaptations are made to the curriculum and the learning environment of children and young people with SEN 107 ? the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured ? evaluating the effectiveness of the provision made for children and young people with SEN ? how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN ? support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying ? how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people?s SEN and supporting their families ? arrangements for handling complaints from parents of children with SEN about the provision made at the school 6.80 The above should include arrangements for supporting children and young people who are looked after by the local authority and have SEN. 6.81 Schools should ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language. It should include information on the school?s SEN policy and named contacts within the school for situations where young people or parents have concerns. It should also give details of the school?s contribution to the Local Offer and must include information on where the local authority?s Local Offer is published. 6.82 In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.

That's right and that's what I meant: EHC replaces the statement and always SA and SAplus unable to name a school. Sorry if that wasn't clear. My point is that there are lots of children with SEN and that there are lots who can't name a school. Curmudgeon Wrote: ------------------------------------------------------- > bawdy-nan Wrote: > -------------------------------------------------- > ----- > > There are lots of children who are identified > as > > having SEN (17.9% of children) but who do not > have > > an EHC (only 2.8% of children have statements / > > EHC plans). They are on "school action" or > "school > > action plus". This means that they have been > > identified as needing extra and targeted > support > > in order to access the curriculum. (This does > not > > mean that they are children who are necessarily > > lower achievers, of lower potential or lacking > > numeracy or literacy skills). According to > > government statistics around 18% of children > have > > SEN. Only children with an EHC will be able to > > "name" a school on their plan all the others go > > via the standard admissions process. > > > > Only children with an EHC are "guaranteed" > > provision for their needs in a school setting. > So > > the attitude of a school towards SEN is > extremely > > important. > > Does that answer your (perfectly reasonable!) > > question? > > > > The social or medical need criteria issue is, > in > > my opinion, all about attitude because, in > > reality, putting it below siblings is only > about > > an assertion of attitude. (ie it probably won't > > make much difference at all to children where > this > > is used) > > > > Ask away if not... > > > > As a point of information my understanding, and do > correct me if I'm wrong, is that Children with > school action and school action plus (both of > which have been phased out this year) were never > able to name a school. Only children with > statements could do so which has now been replaced > by EHC so no difference there then

There are lots of children who are identified as having SEN (17.9% of children) but who do not have an EHC (only 2.8% of children have statements / EHC plans). They are on "school action" or "school action plus". This means that they have been identified as needing extra and targeted support in order to access the curriculum. (This does not mean that they are children who are necessarily lower achievers, of lower potential or lacking numeracy or literacy skills). According to government statistics around 18% of children have SEN. Only children with an EHC will be able to "name" a school on their plan all the others go via the standard admissions process. Only children with an EHC are "guaranteed" provision for their needs in a school setting. So the attitude of a school towards SEN is extremely important. Does that answer your (perfectly reasonable!) question? The social or medical need criteria issue is, in my opinion, all about attitude because, in reality, putting it below siblings is only about an assertion of attitude. (ie it probably won't make much difference at all to children where this is used) Ask away if not... bonaome Wrote: ------------------------------------------------------- > intexasatthe moment Wrote: > -------------------------------------------------- > ----- > > bonaome - I think that giving siblings > priority > > over those with special medical and social > needs > > it sends the wrong message . > > Surely either a child has a SEN/EHC plan, in which > case they get priority, or they do not have an EHC > plan and they are the same as everyone else. > Right? Wrong? > > What are the special medical and social needs that > would be missed because they are not picked up in > the EHC assessment? > > Genuine question - not trying to wind anyone up.

The mission and vision statement makes absolutely no mention whatsoever of the intended provision for children with SEN - whether statemented / EHC or otherwise and yet finds time to focus very specifically on the provision for those with talents for languages and music and who learn fast. According to government data 18% of children have some form of SEN and not to mention what provision might be offered or even a statement about accessibility is very telling. There is indeed a mention of: "Those pupils whose abilities develop at a later stage will also be given appropriate attention. If for any reason a pupil arrives at our school without essential literacy or numeracy skills, we will support them with an entry-year nurture group, rapidly bringing those pupils to the standard expected to access the rest of the curriculum. Tailored support will also be available for students whose first language is not English. " But children with SEN are NOT automatically of lower ability, without literacy or numeracy skills. Children with SEN don't automatically get a place at a school (ie priority above the rest of the applicants) unless they have an EHC - hardly any children with SEN have an EHC. Either they don't know this and don't understand their statutory (and moral) obligations around SEN or they do know this and are deliberately leaving out any kind of supportive mention of SEN on purpose. You can draw your own conclusions about why this might be. You might read the vision statement and conclude: this school really wants to cater for the bright and the talented, AND this school will make an effort with children who enter the school at a lower level of literacy and numeracy or with English as a second language. You might read the vision statement and observe that the school is simply not interested in the nearly 20% of children with SEN and you might conclude that that's the message they want you to take - that they're not a school especially "well equipped" to "deal" with children with SEN (irrespective of their talents, academic brilliance or otherwise). That the school has made the decision to have different admissions criteria to its sister school Charter around special social and medical need - lowering this priority to put it below siblings could also be read as an indication of attitude towards children with additional needs. It is thoroughgoingly depressing either way: whether it is an omission because of thoughtlessness and lack of understanding / competence around communication or if its is deliberate and meant to be off-putting. > I agree with all you say except this bit about > Charter setting out to attract more academically > gifted kids. SEN/EHCplan provision requirements > (where the school is named) always has precedence > over oversubscription criteria. The rest is the > great unwashed based on living nearest the > school. > > I don't see how that would lead to the school > targeting the more academically gifted.

Really brilliant that this is going to continue to be free. The programme looks great, I hope people use it.

Huge thumbs up for a sunny day at Coram's fields - take a picnic and you can spend all day there. And it's free. RE fountains - this used to be my children's almost favourite thing to do - take towels and swimming cossies and plenty of sun cream. For a full day out we'd take the train to London Bridge and mosey along the river via the market, a look at the pirate ship, maybe popping into Tate Modern (mostly to slide down the concrete in the turbine hall); looking at the river; pop into the RFH to see if there was anything going on; looking at the buskers etc on the southbank then eventually across the bridge to Somerset House fir fountains fun and home via the 176.

I was wondering if there had been any information gleaned about this ... is DMC meeting the NHS benchmark of 72 appointments available per 1000 registered patients per week? bawdy-nan Wrote: ------------------------------------------------------- > James, I've just been researching this a bit and I > think the NHS benchmark is 72 appointments per > thousand registered patients per week. > > According to the NHS choices website DMC has 10554 > registered patients which should mean 760 > appointments a week or 150 a day in a 5 day week. > If you assume 6 appointments an hour that means > there should be 25 hours of gp appointments every > day, irrespective of letter writing etc. > > Is this being provided? If not, why?