Best Selling Books by Helen Ward

'The Egyptology Handbook' provides 30 fascinating lessons on subjects as diverse as history, hieroglyphs, war, food, work and religion.

Ein Boot für die Arche Noah: Auf einem Hügel lebt ein alter Mann, der ausgestossene, gequälte und vergessene Tiere aufnimmt und sich liebevoll um sie kümmert. Sein Groll richtet sich auf die Verursacher, auf dem andern Hügel, die wiederum auf ihn mit Misstrauen und Angst reagieren. Erst ein sintflutartiger Regen und ein mutiger Junge mit einem Boot bringen die Wende zur Versöhnung und Öffnung. Am eindrucksvollsten sind die Bilder dieses Buches. Traumhaft schöne Bleistiftzeichnungen, die nur ganz dezente Farbakzente erhalten, um Wichtiges zu betonen, ein Bilderbuch im wahrsten Sinne des Wortes. Ab 6 Jahren, ausgezeichnet, Monika Hedinger.

The 'Achieve' series features a range of revision books that focus on what children must learn to achieve a Level 4 (expected standard) or Level 5 (above average) by the end of Primary School.

A story of friendship, love of the environment and a meeting of minds, this is the story of Snutt, a creature desperate to explore all worlds, see new things and travel further that any of his kind.

Everyone in the village is afraid of the strange old man with his collection of lost and abandoned animals. Except for one boy. When a flood comes, the boy uses his boat to rescue the animals and the old man. Gradually all the villagers come to help and a new harmony is created.

Have fun finding the hidden animals in this colorful jungle world. Every flap reveals a delightful surprise-- from chicks cheeping in the nest to tiger cubs playing in the forest.

A lonely wizard follows a stolen golden pear, until he finds the island of the golden pear trees and friendship with a group of fishermen.

This research evaluated the impact of the Family SEAL (DfES, 2006) intervention programme on children and parents in a mainstream primary school and Pupil Referral Unit. Family SEAL is a psycho-educational and experiential programme based on the Primary Social and Emotional Aspects of Learning (SEAL) curriculum, which aims to engage parents as partners in developing children's social and emotional competence. Previous research has indicated that social and emotional literacy interventions and parenting programmes can results in positive outcomes for children in respect of their behaviour, well-being, achievement in school, social skills and emotional literacy. Research into the impact of Family SEAL has indicated that benefits associated with children's measures of emotional literacy. This evaluation study aimed to examine the outcomes and the processes involved with the Family SEAL programme. The research was undertaken from a critical realist perspective, adopting a mixed methods research design. The impact of the programme on participants was assessed by interviewing parents/carers, children, Behaviour Support Staff (BSS - programme co-facilitators) and a class teacher. Impact was also assessed by administering Emotional Literacy (EL) Checklists and Strengths and Difficulties Questionnaires (SDQ) to measure aspects of children's behaviour and emotional literacy. Questionnaires were administered before (T1) and after (T2) the programme to give a pre-post test measure of impact. Data was analysed to investigate a change in children's behaviour and emotional literacy from T1 to T2. Qualitative data was obtained through carrying out semi-structured interviews. Thematic analysis was applied to the qualitative data set, using an inductive and deductive approach. The research findings revealed process and outcome factors associated with the impact of the Family SEAL programme. Process factors included: a fun and welcoming environment, skilled and sensitive programme facilitators, parents and children working together, the parent group and the Family SEAL programme content and structure. Outcome factors included: increased parent confidence, parents feel more relaxed, learned behaviour and communication strategies, improved parent/carer-child relationships and some prosocial and emotional literacy gains for children. Implications of these findings for EP practice are discussed in relation to developing and delivering the Family SEAL programme further and with regard to the evaluation process itself.