Best practice

Attachment and SEMH: Supporting our children

Pikemere School has been working to prioritise issues of Attachment as well as social, emotional and mental health challenges. Emma Lee-Potter explains how the school trains its staff and supports pupils


Understanding and supporting SEMH pupils

Drawing on the outstanding work of Adelaide School, a special provision in Cheshire catering for pupils aged nine and upwards, Sarah Barlow offers advice to mainstream schools on supporting students who face social, emotional and mental health challenges




The rising tide of sensory troubles: An overview

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


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


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



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



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



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


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


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


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

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Headteacher Update is the only magazine delivered directly to every primary school headteacher in the UK. It is published six times a year, at the beginning of each term and half-term, to keep headteachers up-to-date with everything going on in primary education.

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