SEN

Outventions: When interventions turn into exclusion

Do we fall back too easily on out-of-classroom interventions for pupils who slip behind? For pupils facing multiple interventions, this leads to effective exclusion from mainstream teaching. Sara Alston discusses


What not to say to an ADHD pupil

Every teacher will have students with ADHD in their classrooms at some point. ADHD counsellor and author Sarah Templeton discusses seven things we should never say to these young people...


Disability discrimination law explained

Disability discrimination and equality legislation have greatly strengthened the protection of pupils against discriminatory treatment since the mid-1990s. Nabil Dance provides a basic introduction to some rules and how they affect primary schools


Inclusion: How does your school ‘feel’?

The real sign of greatness is not exam results or other measurable outcomes, but how your school makes people feel, what your values are, and how they are woven into everything you do. Daniel Sobel reflects




Covid recovery: When the SENCO knows best

Communication and language skills have taken a hit during Covid, but techniques to support children with SEN can also improve outcomes for mainstream learners. Victoria Annan describes three interventions in particular


Inclusion is a verb: Belonging and schools

Inclusion boils down to belonging, but how can we ensure that children from a diverse range of backgrounds and with diverse needs feel that they belong in their schools and classrooms? Daniel Sobel offers some tips, reflections – and a checklist!




SEND & inclusion: An award-winning approach

Whitefield Primary School won the Award for Primary Provision at the Nasen Awards. SENCO Marie Beale gives us an insight into life in a school where supporting students with SEND is a priority, and explains the key tenets of their practice



The tip of the iceberg: SEND, masking and multiple needs

Children can often mask their special and other educational needs. At the same time, schools can struggle to support those with multiple needs and vulnerabilities, often focusing only on the ‘visible’ tip of the iceberg. Sara Alston discusses




How can we radically shift the way we 'do' SEN?

In part three of his series focusing on the state of our SEN system, inclusion expert Daniel Sobel looks at the problems of silos of working, asks what would happen if we collaborated more effectively, and offers schools some ideas for making this happen





Effective SEND provision: Four key leadership roles

SEND provision in a school is everyone’s responsibility, including senior leaders and governors. Professor Adam Boddison outlines four key areas where effective leadership is crucial for effective SEND provision


What if we focused on the strengths of our SEN students?

In part two of his series focusing on the state of our SEN system, Daniel Sobel asks what would happen if we shifted our mindset and attitude – from thinking of the barriers of SEN to considering the strengths and skills that SEN can give students



SEND & Covid: Supporting students in the months to come

The return to school last month may have been particularly challenging for our students with SEND. Garry Freeman reminds us of the basic principles of supporting students’ underlying needs – which will be more crucial than ever in the months to come


Full school re-opening: Supporting SEND pupils

As schools re-open to all students, those with SEND may well need more support. Stephanie Glenister outlines how we can help pupils – both those who have been attending school during lockdown and those who have been at home – to transition back into ‘normal’ school life


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