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
Observing vulnerable students during lessons For teachers with challenging or vulnerable students in their lessons, observations can become all the more stressful. Daniel Sobel looks at how we must observe the pupils in question and not the teachers...
Creating and promoting a climate of inclusion Pupils who are labelled as naughty children almost always have underlying complex needs ranging from Attachment difficulties to undiagnosed conditions such as autism or ADHD. Exclusion is the last thing that these children need, but what can we do to avoid taking this step? Jackie Ward advises
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: Explosive behaviours In a three-part series, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In part two, she considers explosive sensory behaviours – and how not to react
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
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
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
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’
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
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
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: 10 tried and tested strategies Teacher and author Adele Devine offers 10 strategies for supporting children who are on the autism spectrum in the mainstream school setting
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
