Polly Thorpe

Name: Polly Thorpe
Department: Children, Education and Communities
Current position: Programme Leader Primary Education with QTS Undergraduate Part-time / Programme Co-ordinator Working with Children 5-11 Full and Part-time Programmes/ Department Lead for Inclusion and SEN/D
Email: thorpep@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education

Biography

Polly began working at Edge Hill in 2009 and joined the staff permanently in January 2010. She teaches on both ITE and non-ITE programmes and her teaching has a particular focus on children, inclusion and social justice. Modules Polly works on include Children’s Identity and Inclusion.

Polly currently leads both the Primary undergraduate and the Working with Children programmes and works with both full and part time students.

She is also a personal tutor for students on both programmes.

Qualifications

Polly is currently studying for a PhD in Education at the University of York. Her study title is ‘The Social and Emotional Impact of Co-constructed Therapeutic Storywriting on Children, Parents and Schools’.

MA Education 2015 Edge Hill University

Fellow of HEA

Research

Promoting inclusion for children and families with social, emotional and behavioural difficulties including attachment difficulties.

History

Polly trained in Education and English at the University of Derby and established and ran a community nursery in an area of social deprivation in 1995. In 1999 Polly began work as a Specialist Teacher Assistant in a primary school where she worked with children across Key Stage 1 and Key Stage 2 who had significant social, emotional and mental health needs and their families.

In 2004 she completed her degree and gained QTS and began work as a class teacher, later becoming Assistant Head Teacher, maintaining an interest in working with children whose social and emotional needs presented as difficulties in engaging with learning and challenging behaviour.

Interests

Polly’s interests lie in how children’s social and emotional development impacts on their learning and engagement and how schools can develop cultures and practices to include children and their families.

She is interested in developing students’ understanding of social justice and passion for advocacy and empowerment of marginalised groups of children and families.