Code of practice

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



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


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?


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


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



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?


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


SEN – five ways to offer personalised support

Schools are getting to grips with the new SEN and Disability Code of Practice. Amy Cook looks at five ways to create a personalised system of support – a defining aspect of the new way of working


Preparing for SEN reform

As a new SEN and disability Code of Practice awaits publication, Jane Friswell summarises the challenges facing schools as the special needs sector undergoes major reform.


Challenges ahead as SEN reforms loom

The recently released indicative code of practice for SEN is a work in progress – but will its ambitious agenda translate into effective practice? Headteacher Update reports

About Us

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.

Learn more about Headteacher update

Newsletter

Register to receive regular updates on primary education news delivered free to your inbox.