With over 25 years of experience, NETT is one of the most prestigious school centred initial teacher training establishments in the country.
- Successful trainees
- Personalised support
- Excellent facilities
Our Postgraduate Certificate in Education and our BA undergraduate course is awarded by the University of Suffolk.
I have worked in Education for over fifteen years, gaining my Doctorate in Education with a focus of working with trainee teachers supporting vulnerable children. I also hold a Masters in Education and post-graduate qualifications within Higher Education and Special Educational Needs and Disabilities (SEND).
My experience in Education includes Deputy Headship of a Department of Education within a University, working with trainee teachers, primary classroom teaching, SEND, and working with schools across Essex in a multi-disciplinary setting to support children with challenging behaviour and special educational needs.
I really enjoy working with trainee teachers and their passion and enjoyment for teaching and learning, and supporting them with developing and using evidence based practice.
I am currently researching trainee teachers and autism spectrum conditions and neurodiversity. I also peer review papers for publication with the Chartered College of Teaching, and have written pieces for blogs, see below!
Alix, S. (2020) The Foster Carer’s Handbook on Education; Getting the Best for your Child. CoramBAAF. https://corambaaf.org.uk/books/foster-carers-handbook-education
Alix, S. (2015). An Inquiry into the Perceptions and Experiences of Primary Trainee Teachers of Looked After Children, and the Implications for Training and Continuing Professional Development. BURA Brunel, http://bura.brunel.ac.uk/handle/2438/11028
Brown, A. and Alix, S (2020) How Does Classical Conditioning Through the Use of Colour Signals Impact the Classroom Management of a Secondary Year 7 Class? Ipswich, University of Suffolk. Childhood Remixed Journal August 2020.
Green, E. and Alix, S. (2020) What is the Impact of Mindfulness Activities Bridging the Lunchtime Period on Classroom Behaviour? London, Chartered College of Teaching. Impact Vol 9 (online), Summer 2020.
Pullon, F and Alix, S. (2019). A Practitioner Study: How Do Pupil Responses to Peer Assessment and Feedback Impact on their Literacy Progression? London. Chartered College of Teaching. Impact Vol 5 (online). Spring 2019.
Alix, S. (2019). The Making of a Model: Teacher Education for Looked After Children. London. SAGE. Advance.SagePub.com.
Alix, S. (2019). Children in Foster Care: Looked After Children and Education, A Review of the Literature in the UK. London. SAGE. Advance.SagePub.com.
Alix, S. (2018). How Trainee Teachers are Trained to Support Looked After Children – A Model of Development. London. Chartered College of Teaching.
Alix, S. (2018). The Impact of Introducing Thinking Skills through Philosophy 4 Children. London. Chartered College of Teaching. Impact Vol 3, Summer 2018.
Blogs and interviews
Alix, S. (2021) An Interview with Dr Sarah Alix- Autism Spectrum Conditions. https://realtraining.co.uk/2021/05/dr-sarah-alix-autism-spectrum-conditions
Alix, S. (2020) Looked After Children Need Better Trained Teachers. Schools Week. https://schoolsweek.co.uk/looked-after-children-need-better-trained-teachers/
Alix, S. (2020) How Can we Equip Trainee Teachers with ‘Awareness’ to Support Looked After Children? NASBTT https://www.nasbtt.org.uk/member-blog-27-january-2020/
Alix, S. (2020) The Parliamentary Review, Best Practice, NETT. https://www.theparliamentaryreview.co.uk/organisations/north-essex-teacher-training
Alix, S. (2019) How Can Teachers Support Children in Care/Looked After Children (LAC)? https://teacherofsci.com/looked-after-children/
I have been involved in teaching and education for many years, with extensive experience within teacher training as a PGCE mentor and trainer in Southampton and Portsmouth for over 20 years. This has included work with NQTs and training for qualified teachers supporting them to achieve their goals and progress in their chosen profession. My experience extends to working with challenging schools within a range of leadership roles. My subject specialism is Geography, holding a degree and Masters degree in Geography in Education.
I have a working interest in supporting hearing impaired students and more recently, equality and diversity.
I’ve been with NETT now for 12 years and seen many trainees grow and develop into strong practitioners and lots gain promotion – it’s a really enjoyable job!
I have worked in the field of education for nearly thirty years and I have extensive leadership experience having held primary school headships at three schools within Essex and Suffolk and having been a school advisor. My expertise includes developing improving schools and leading an outstanding school. I have been involved in leading School Centred Initial Teacher Training for seven years.
I have an interest in SEND and have two Masters degrees in the subject: an MA in Special Educational Needs and an MEd in Equality and Diversity. Currently I am pursuing a Doctorate in Education at Brunel University, London: I am interested in researching how trainees’ preconceptions of music, as a subject, are translated into their approach(es) to teaching the subject. I am looking at how musical identities influence music teaching.