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	<title>Antidote</title>
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	<description>Antidote - healthy environments for learning</description>
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		<title>Another Way for Mr Drew</title>
		<description><![CDATA[Educating Essex, the documentary series currently running on Channel 4, recounts a familiar story: about how some young people in our schools behave in ways that are challenging and occasionally unmanageable. To this it adds repeated demonstrations of the high level of care that the staff at Passmores School provide for children in distress: Sam [...]]]></description>
		<link>http://www.antidote.org.uk/another-way-for-mr-drew/</link>
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		<title>Dialogue: the most difficult response to riots and looting</title>
		<description><![CDATA[Almost as depressing as the recent disorder on our streets has been the sound of pundits and policymakers jumping on their hobbyhorses to propound explanations of why this is happening and what we should do about it. People’s conviction that their personal analysis of our society’s problems is the right one appear to be strengthened [...]]]></description>
		<link>http://www.antidote.org.uk/dialogue-the-most-difficult-response-to-riots-and-looting/</link>
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		<title>The importance of school ethos</title>
		<description><![CDATA[Research on school effectiveness indicates that students’ behaviour, well-being, and relationships – and the extent to which they take advantage of the opportunities to learn and grow through education – are significantly influenced by the ethos of their schools. Schools vary dramatically on such crucial dimensions as: Having warm and trusting relationships among students and [...]]]></description>
		<link>http://www.antidote.org.uk/the-importance-of-school-ethos/</link>
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		<title>Ignore the nay-sayers: commitment to enhancing relationships will lead to improved behaviour and learning</title>
		<description><![CDATA[This autumn saw the publication of two investigations into the Social and Emotional Aspects of Learning (SEAL) programme. One study showed a significant correlation between whole-school, universal implementation of SEAL, pupil/staff ratings of social and emotional ethos, and key indicators of behaviour, attendance and attainment. The other found that the programme failed to impact significantly [...]]]></description>
		<link>http://www.antidote.org.uk/ignore-the-nay-sayers-commitment-to-enhancing-relationships-will-lead-to-improved-behaviour-and-learning/</link>
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		<title>Reasons for doing PROGRESS</title>
		<description><![CDATA[The other day I heard Slough’s Director of Children’s Services, Claire Pyper, give an excellent account of why the PROGRESS Programme is so valuable for schools – without mentioning it, of course. She was speaking at the annual gathering of the authority’s headteachers in Poole’s magnificent Sandbanks Hotel. I was last there to give a [...]]]></description>
		<link>http://www.antidote.org.uk/reasons-for-doing-progress/</link>
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		<title>Will PROGRESS happen in Central Europe?</title>
		<description><![CDATA[This weekend I attended a conference in Brasov, Rumania, to talk about PROGRESS and explore its potential value for educators in that country. The event was billed as an opportunity to look at ways of preventing violence in schools. This is not, of course, how we bill PROGRESS. We do, though, recognise  that giving people [...]]]></description>
		<link>http://www.antidote.org.uk/will-progress-happen-in-central-europe/</link>
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		<title>How the PROGRESS Programme can help Michael Gove deliver better schools</title>
		<description><![CDATA[Every Teacher Matters, the latest report from centre-right think-tank Reform, is not a statement of government policy. However, its thinking feels sufficiently aligned with Michael Gove’s to make the exercise of spotting its non-sequiturs as good a way as any of identifying where the learning from Antidote’s PROGRESS Programme might assist the current regime. We [...]]]></description>
		<link>http://www.antidote.org.uk/how-the-progress-programme-can-help-michael-gove-deliver-better-schools/</link>
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		<title>Can we persuade Gove to back Philosophy</title>
		<description><![CDATA[I went to a meeting this week to talk about my friend Roger Sutcliffe’s idea of creating a curriculum subject called Personal and Social Philosophy (PSP) to replace Personal, Social and Health Education (PSHE). The more I think about it, the cleverer I think this is as a strategy for incorporating this subject area at [...]]]></description>
		<link>http://www.antidote.org.uk/can-we-persuade-gove-to-back-philosophy/</link>
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		<title>Moving beyond disappointment with secondary SEAL</title>
		<description><![CDATA[Everyone who recognises the importance of ensuring that children and young people are motivated to learn and able to work collaboratively with others will be disappointed to discover that evaluation of the secondary Social and Emotional Aspects of Learning Programme (SEAL) indicates ‘completely null quantitative findings’ of impact on pupils’ social and emotional skills, general [...]]]></description>
		<link>http://www.antidote.org.uk/secondary-seal/</link>
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		<title>Keeping schools at arm’s length, with one foot on their throat</title>
		<description><![CDATA[As I follow the latest news coming out of the Department for Education (DfE), and scan the occasional speech by Michael Gove or one of his junior ministers, I find myself wondering what ministers think is the chain of causation that will lead from their strategies to an improved education system. While I understand that, [...]]]></description>
		<link>http://www.antidote.org.uk/keeping-schools-at-arm%e2%80%99s-length-with-one-foot-on-their-throat/</link>
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