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 been involved in Primary Education for over 20 years. I have extensive experience of classroom teaching having taught from Year 1 through to Year 6 . I have been lucky enough to specialise in Maths and Behaviour, running both a specialised Behaviour Unit and Numbers Count Programme for four years- elevating and unpicking misconceptions within number. My teaching roles have been varied including a number of Senior Leadership positions and coordinator roles. I hold a Bachelor of Education degree with Religious Studies as my specialism subject. Special Educaitional Needs is of a personal interest to me and how we as teachers can support inclsuion within the classroom. I currently teach part time as well as support the Primary Lead at NETT and train and assess the progress of the many trainees that apply. This is my second year at NETT working within a thoroughly supportive team who take a personal interest in supporting trainees, so they achieve their personal teaching goals”
“I have worked in education in a variety of roles for just over 10 years – starting off overseeing an alternative provision for ‘at risk’ students to being Head of a Literacy department. During my time in schools, alongside my teaching and leadership roles, I have mentored and delivered training to both trainees and NQTs.
I have worked with NETT since 2020, supporting trainees on the program and helping to deliver training. I very much enjoy seeing trainees transfer the passion they have for their subjects into the classroom.”
“I have taught Science in 4 local schools for 38 years: Thurstable, Philip Morant, Colne Community School and Clacton County High School. I trained to teach Chemistry but more recently have taught Physics (both up to A-level). I finished my teaching career as Assistant Principal with staff development as my main role. I now work part time for NETT as a Training and Assessment Tutor. I have been involved with NETT since it was set up over 25 years ago, initially as Science subject leader. Although I now really miss the pupils, it is a privilege to work with trainee teachers and see them grow into the role.”