SEN

Challenging schools: Five recurring themes

Every school is different and must tackle its challenges in a way to suit its own circumstances. However, Daniel Sobel has seen some generally recurring themes in schools that could be classed as ‘vulnerable’ or ‘challenging’


SEND reforms: Still no real culture change

It is now more than two years since schools were required to implement the new SEND Code of Practice. Now the Scott Report and local authority inspections have thrown more light on current practice. Are the changes really delivering for our SEND children?


Planning a new SEND building

Developing new facilities and buildings to cater for pupils with SEN and disabilities can be a challenge for schools. Gareth Barber discusses the requirements, offers expert advice, and looks at a case study of one school’s building project


The SEN Information Report

Schools are required to present a wealth of information on their websites and key among this is the SEN Information Report. Inclusion and SEN expert Garry Freeman advises


Teaching pupils with sensory difficulties

Teaching children with autism sensory difficulties can provide specific challenges for classroom teachers. Kristina Symons breaks down some of the most common challenges for pupils with autism and offers her advice


Recruiting the perfect SENCO for your school

Schools are finding it hard to recruit successful SENCOs. Daniel Sobel believes this is down to the changing requirements of this broad and vital position. He looks at the modern SENCO role and advises on recruiting effectively


Tackling the bullying of pupils with SEND

Disabled students and pupils with SEN are more likely to be bullied – a hard truth that is too often overlooked. Drawing on work by the Anti-Bullying Alliance to develop effective practice to tackle this kind of bullying, Sophie Keenleyside offers some practical advice to primary school leaders


SLCN: Spotting problems and supporting students

Speech, language and communication needs can often pass under the radar or be misdiagnosed and early recognition is key to supporting pupils effectively. Kristina Symons looks at how we can spot the signs in key stage 1 and what kind of in-school support and interventions we might offer



Autism: Supporting autistic girls in the primary school setting

There are many more autism diagnoses for primary school boys than there are for girls, but this does not mean that girls do not have autism. Emma Lee-Potter speaks to expert Sarah Wild about what more primaries can do to spot and support girls with autism


Autism: Introducing the AP Gang

The AP Gang is Riverside Primary’s simple but effective programme to involve older pupils in offering often crucial daily support to learners with autism. Headteacher Kay Robertson explains more about the innovative project


Achieving effective differentiation

Differentiation is accepted as part of teaching, but do we really offer true differentiation to all students, including those with SEN? Daniel Sobel says that too often we don’t. He looks here at a more nuanced and investigative approach to differentiation


Oppositional defiant disorder in the classroom

Pupils who present with ODD – oppositional defiant disorder – are often very challenging for classroom teachers. Dr Nicola Davies looks at what ODD is and how teachers might support those with the condition


FAQs: SEND

Inclusion expert Daniel Sobel writes regularly for Headteacher Update on issues of SEND best practice. Here he tackles some FAQs


An SEND self-audit framework

How effective is your school’s overall SEND provision? Inclusion expert Daniel Sobel urges you not to wait for problems to develop, but to self-audit your SEND using the following framework


SEND: A new form of accountability planned

From May 2016, there will be inspection of local authority SEND services. The Pathfinder final report suggests some accountability is needed, but what are the implications for schools?


Autism and girls...

Gender bias in autism preconceptions and diagnoses are resulting in the needs of many girls who have the condition going unmet. Sophie Walker reports


The challenges of ADHD

Children who suffer with ADHD face daily challenges during their school life. Daniel Sobel discusses how teachers and teaching assistants can best support these pupils


Approaches to SEN support

Award-winning teacher Jacky Wyatt offers some insights into effective approaches to support pupils with SEN during their time at primary school


EHCPs: Getting out of the SEN maze

Education, Health and Care Plans are a key part of the new SEN reforms. Legal experts Melinda Nettleton and John Friel tackle some of the myths and outline the responsibilities of both schools and local authorities


Reviewing the SEN register

With the SEN reforms well underway, Jane Friswell looks at the on-going process of moving pupils into the new SEN Support category.


SEND reform – what has been achieved?

The SEND Code of Practice is full of high hopes and good intentions. Almost a year on from its publication, are these now translating into the SEND provision that had been anticipated? We look at the unfolding of SEND reform in our schools


The SEND Code of Practice explained

Schools are still getting to grips with the implications of the SEN reforms and the new SEN and Disability Code of Practice. We asked inclusion expert Daniel Sobel to summarise the key changes


Autism and the SEND Code

Autism is a common condition that many schools must work to support. Carol Povey outlines what some of the key changes within recent SEN reforms mean for young people with autism


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