Case study: Putting excellent SEND support into practice For those working in schools today, the government’s plans for SEND reform remain a distant ambition. Suzanne O’Connell looks at what one school is doing right now to support SEND students
Safeguarding leads and SENCOs working together Safeguarding risks are often heightened when SEND is involved, with many overlaps between the two. As such, joined up working is key. Sara Alston looks at some key principles
ADHD: Spotting the signs and supporting pupils How can teachers support students who have or might have ADHD? Jen Catling looks at spotting the signs, recognising their strengths, and what to do if you are worried about a young person
The SEND Tribunal: Attending the hearing The SEND Tribunal specialises in hearing SEN appeals and disability discrimination claims concerning children in schools. In the second of two articles, Nabil Dance offers advice on preparing for and attending a hearing
The SEND Tribunal: Preparing for a hearing The SEND Tribunal specialises in hearing SEN appeals and disability discrimination claims concerning children in schools. What does it have the power to do? How can headteachers prepare for an appeal or claim? Nabil Dance answers these key questions
How to be a successful SENCO in seven steps The SENCO role is complex and challenging, and it is crucial we get it right. Pearl Barnes offers insights into how to achieve success as a SENCO and how to be a SENCO-supportive school
Five ways to make your school a welcoming place for SEND pupils Award-winning Harrow-based inclusion lead Jemini Patel shares five strategies for making your primary school a welcoming, inclusive environment for pupils with SEND – and their families too 1 comment
School admissions and exceptional SEND cases Sometimes schools are compelled to admit pupils with exceptional SEND that they cannot meet because the local authority insists on the placement. Nabil Dance outlines how schools can respond in these difficult and often sensitive circumstances 1 comment
Inspecting SEND provision: What does Ofsted look for? In previous Ofsted frameworks, SEND provision perhaps did not get the attention it deserved. With a higher profile in the EIF, Suzanne O’Connell asks how schools can ensure provision matches expectation
Case study: A focus on connection, care and confidence A sense of family and inclusion has been created at Whitefield Primary School via the use of its core values of care, connection, and confidence. Marie Beale explains
Three strategies for building an inclusive school culture How can we build a culture where inclusive learning can thrive in schools? SENCO and SEND lead Will Cannock identifies three key factors
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
Using positive language to support Autistic children The language we use when working with Autistic students is important and is one of the most common areas of practice with which speech and language therapist Emily Lees supports teaching staff...
Difference and disability in schools: Participation or isolation? The D of SEND can risk passing unnoticed under the radar. A new guide sets out the legal duties that schools must meet when it comes to supporting disabled students. Its author Philippa Stobbs offers four vital considerations for teachers and schools
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!
Practical strategies for building self-esteem in pupils with ADHD Children with ADHD will hear thousands more negative messages while at school than their peers, making self-esteem and poor self-image a huge challenge. Dr Pooky Knightsmith considers how to better support ADHD pupils
Supporting SEN students: Lessons from a career in special needs education Colin May’s years of experience working with children with SEN led to him winning the Nasen Award for SEN Leader of the Year. In this article, he gives his advice to teachers working with special needs students
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
Inclusion: How to plan lessons with your teaching assistant How can we work and plan with teaching assistants to support inclusion and learning for SEN and other pupils throughout the lesson? Sara Alston offers some pointers
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
Neurodivergent pupils: 10 strategies for schools How best can we support neurodivergent children during these uncertain times? Dr Pooky Knightsmith offers 10 simple strategies for schools
