Case study: Inclusion – the secret to success at Thames View Thames View Infants Academy is in the top three per cent of schools for attainment but is located in the most deprived ward of the sixth most deprived authority in the country. Suzanne O’Connell finds out how inclusion is at the heart of what they do and the secrets to their success
Attachment-aware schools Attachment-aware and trauma-informed practice can help to support some of the most vulnerable pupils in our schools, including those who are looked after. Virtual school head Darren Martindale advises
The rising tide of sensory troubles In a three-part series for Headteacher Update, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face, the resulting behaviours we may see in schools, and how teachers should handle these problems
Supporting looked after children in your school Specific support for looked after children is essential if they are to thrive. Darren Martindale focuses on three key elements – the designated teacher, the Personal Education Plan, and the virtual school head
Vulnerable pupils: Parent-school meetings In Headteacher Update this year, Daniel Sobel will be tackling common problems and questions when it comes to supporting vulnerable pupils in school. In his first article, he looks at the challenges and secrets to successful parent-school meetings
Case study: Therapeutic provisions in a special school setting Drawing on their work at a special school in Barnet, Jessie Ellinor and Lola Alvarez-Romano explain the therapeutic provisions on offer, advocating support and wellbeing for children and their families
Inclusion, equality and the law There are a range of statutory requirements that all schools must meet to ensure the inclusion of children and young people with disabilities and SEN. Navin Kikabhai looks at what the law requires and offers best practice advice
Supporting speech, language and communication needs The recommendations from the Bercow: Ten Years On review can help primary schools to ensure that pupils’ speech, language and communication needs are properly supported. Mary Hartshorne explains
Interventions: Pre and over-learning The one teaching intervention that could most benefit a range of pupils, including EAL and SEN, is – according to Daniel Sobel – the use of pre-learning and over-learning. He discusses these concepts, including how they can be introduced in the classroom
Speech, language and communication needs – how does your school measure up? Effective support for children with speech, language and communication needs is essential, but how does your school measure up? Ten years on from the Bercow Review, Mary Hartshorne looks at the situation today and gives primary schools a checklist for best practice
Inattentive ADHD The hyperactive version of ADHD is well-known and often spotted, but students with inattentive ADHD frequently go undiagnosed, as Daniel Sobel knows from his own experience
Attachment theory in schools The implications of attachment theory are becoming more and more relevant to the work of schools. Professor Elizabeth Harlow looks at the research and signposts a range of resources, training and support
SEN: It’s goodbye to P scales They were never flawless, but P scales have become the accepted currency of SEN attainment. Now they are set to go, Suzanne O’Connell looks at what’s replacing them and what schools think about it 1 comment
Dyslexia: The inside story Ahead of her appearance at the TES SEN Show in October, Kate Griggs, founder of the charity Made By Dyslexia, outlines what dyslexia is, how it affects learning, the skills that dyslexic children often have, and how we can support them
SEN: Are you listening? Are you listening to your SEN students? Teacher and SEN expert Adele Devine discusses some strategies and resources she has found effective in special schools to help support your students by reducing their anxiety and building good mental health
Inclusion: We learn better together... How can schools provide pupils of all abilities and backgrounds with access to a high-quality education? Laura McPhee discusses how her school has built and maintained an inclusive learning environment
Looked-after children and Attachment Theory Looked-after children continue to struggle in our education system. Inclusion expert Daniel Sobel looks at why this is, including a focus on Attachment Theory and how we might reduce the high number of exclusions for this cohort
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 1 comment
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
