NPA Literature
Available to purchase from the Portage Office:
NPA Information Leaflet - £0.31 (ex. VAT) – £0.36 (inc. VAT) (no VAT on 50+)
NPA Values Statement - £0.31 (ex. VAT) – £0.36 (inc. VAT) (no VAT on 50+)
The Kidderminster Curriculum
- Handbook – £14.25 (ex. VAT) – £16.39 (inc. VAT)
- Checklist – £4.31 (ex. VAT) – £4.96 (inc. VAT)
Sensory Interactive Profile - £4.31 (ex. VAT) – £4.96 (inc. VAT)
Code of Practice - £4.81 (ex. VAT) – £5.53 (inc. VAT)
All prices are inclusive of postage and packing to UK destinations.
References to Portage
Bennum (1989) Portage as Family Therapy quoted in the Open University Social Psychology Course D317 Book 2 “Interaction & Personal Relationships” (P341) Miell D. & Dallos R. 1996 The Open University, Walton Hall, Milton Keynes, MK7 6AA
Carpenter B (1997) Families in Context – Emerging Trends in Family Support and Early Intervention. Publisher David Fulton
Clare L (1995) Parents Perceptions of Portage: Towards a Standard Measure of Parent Satisfaction in British Journal of Learning Disabilities Vol 23 (1995) pp110-117
Early Childhood Education Forum (1998) ’Quality in Diversity’ in Early Learning (National Childrens Bureau)
Fowler J (1997) Portage Helps a Parent Help a Child (Eye Contact RNIB Spring 1997)
Hibbert J & Metcalf C (1994) The Portage Home Based Teaching Service in Mencap News p20 October 1994
Herbert Martin (1999) Clinical Child Psychology. Social Learning: Development & Behaviour Publisher P John Wiley & Sons Ltd
Maunder S (1989) The Power of Portage in Special Children (March 1989) pp29-30
OFSTED (1998) Quality of Provision for Funded Four Year Old Children in Portage (NPA)Report of the Office for Standards in Education. (Oct 1998) 13 Portage services were inspected.
Summary of Main Findings
- Provision at all the services inspected is acceptable in promoting the desirable learning outcomes. In each case the inspector recommended that the next inspection should take place in 2-4 years.
- Strengths shown were good relationships and mutual trust; good use of Makaton signing; good quality teaching and assessment; good range of equipment; the close linking of Portage methodology with the QCA’s desirable outcomes; the supervision system for all workers; and the overall teamwork developed across the range of specialists involved with each child.
- Some services have a weakness in provision. This raises issues of equality of access; lack of continuity between the settings a child attends; and lack of appropriate accommodation for the service.
Other findings
‘Home delivery’: the model is effective in providing a focus on the parent/carer as the prime educator Assessment is a strong feature. Quality of teaching – good. Planning – high quality. methodology purposeful – stimulation & awareness.
Maunder S (1989) The Power of Portage in Special Children (March 1989) pp29-30
The Use of Portage in Individualized Family Service Plans at the Child Development Centre, St George’s Hospital, London. The Open University course K255 Disabling Society – Enabling Interventions Case Studies Booklet. Course Team. Milton Keynes, 1993
Parry J (1997) Portage and Inclusion: Issues and Directions in Policy Development for the NPA(unpublished dissertation for MA in Education available from author via NPA)
Pugh G, DeAth E & Smith C (1994) Confident Parents, Confident Children (National Childrens Bureau)
Russell P (1990) Policy and Practice for Young Children with Special Educational Needs: Changes and Challenges in Support for Learning Vol 5 No 2 1990 pp98-105
Sandow S (1990) The Pre-School Years: Early Intervention and Prevention in Evans P, Varma P (eds) Special Education: Past Present and Future (Falmer Press)
Spenceley H (1989) Time to Listen in Special Children May 1989 pp20-21
White M & Parry J (1998) Quality Play – A Response to Special Needs in the Group Setting (NPA)
White M (1997) A Review of the Influence and Effects of Portage in Wolfendale S Working with Parents of SEN Children after the Code of Practice (David Fulton)
Widdows J (1997) A Special Need for Inclusion (The Children’s Society)
Wood S (1988) Parents: Whose Partners? in Barton L (ed) The Politics of Special Educational Needs (Falmer Press)