July 2016:  To date, I have undertaken 6 full Pupil Premium Reviews: 3 mainstream & 3 special schools.


2004-5 John Lewis Partnership Award for Employee Supported Volunteering


2005 REEP Award for Human Values Garden design Lunchtime Club

2008 Nominated for National Teacher's Award

2011  MK Pride Excellence in Education Award

2013 Independent on Sunday, listed on The Happy List 2013

2016  Rising Stars - shortlisted: Education & Academia

Leask, M., Blandford, S. & Preston C. (2010) R U up 4 this, SPECIAL, nasen (UK)  This article proposed the development of a Face-book style professional networking as a means of spreading information and sharing ideas.

Value for Money (VfM)  Toolkit During 2008, I also had the honour of being a member of an External Reference Group for The Audit Commission to develop the SEN/AEN Value for Money Toolkit

Interactive Whiteboard Resource (2007)

A CD of images and PowerPoints to support training of silent sitting (mindfulness) and dissemination of 2001-4 research project.

Title of CD: A journey connecting head, hearts & hands

Devi, A. (2013) Global experiments: Why there is a chemistry between social enterprise and education

Video Links

June 2014 The 2014 SEND Code of Practice (0-25 years) University of Reading

November 2013 School Offer of the Local Offer Training (PM2.0)

November 2013 Thinking of Children Around the World

Conference Materials

November 2013 West Midlands Chidlren's Futures Conference Worcester University

June 2014 The 2014 SEND Code of Practice (0-25 years) University of Reading

To view all my academic research posters visit: http://prezi.com/user/ButterflyColour/

Topics include:

    • Special School Placements on BA (QTS) 2011
    • Use of sociometric analysis with ADHD pupils 2012
    • Use of biofeedback technology to help children 'learn' to relax? 2012
    • Independent Learning Tool Research (mid-point review) 2012
    • Inclusion: supporting SEN/D Pupils KS3 in Physical Education using the Indpendent Learning Tool (ILT) - an evaluation of the process 2013
    • National Policy and local SEN leadership: marriage or mismatch? 2013


Short story in 'Odyssey' (published by the Indian High Commission for 50th Anniversary of Indian Independence) (Nov 1997)

To Teach, Not to Punish - A Practical Human Values Approach to Discipline (2004) published by the ISSE Hong Kong (May 2004) – published 5 languages (English, Spanish, Chinese, French and Croation) 


To Teach, Not to Punish

By Margaret Taplin & Anita Devi (May 2004)

Teachers frequently react to students’ misdemeanours with punishment when in fact responding to create a ‘win-win’ situation is more likely to tackle the source of the problem and provide a lasting solution. To Teach, Not to Punish provides a handy reference for teachers who seek not to punish but rather to educate and transform.

By using a human values approach to classroom discipline, teachers can help their students to understand and practice the values essential to the cultivation of character, develop self-discipline and self-confidence, assume responsibility for their actions, and act with regard for the rights, life and dignity of all persons.

The techniques in this book are based on a  human values model, which seeks to elicit the values inherent in every student’s higher levels of consciousness so that these values are expressed in their behaviour. It is not just about behaviour modification but rather a progression from outer measures to inner strength.

The book considers 50 common misdemeanours that occur in schools and suggests what action teachers may take and key vocabulary they may use. This book is a useful companion for teachers as well as for others who are responsible for children and young adolescents.

Published by ISSE, Hong Kong

Independent Review

The above publication was independently reviewed by Vivienne Streeter, Director of Family Services, at the British Institute for Brain Injured Children (bibic).

The following comments are a summary of her feedback:

“The book is based on sound philosophy that modelling good behaviour and helping children to value themselves and others leads to improved behaviour.   It is also based on a philosophy that crosses religious beliefs and would require a high level of commitment from the teacher, parent or carer to adopt this understanding…..for it to be effective the adults in the child’s life would have to make changes in themselves first.

Having made changes in themselves, they would then need to work on changing the ethos of the classroom, which to be fully effective need to be part of a change to the whole school ethos.

Where schools and teachers are willing to adopt the philosophy wholeheartedly, I have no doubt that for majority of children there would be a positive impact on their behaviour.”

Vivienne Streeter, Director of Family Services,

British Institute for Brain Injured Children (bibic).

(August 2005)