SEN

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SEN

Pupils with SEN (Special Educational Needs), disabilities or who face other challenges often require a specialised support system to manage and overcome the barriers to learning caused by their condition or circumstances. We offer a range of best practice articles and case studies.

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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

SEND & safeguarding: Effective practice

The increased vulnerabilities of children with SEND mean that safeguarding must remain a constant focus for all school staff. Sara Alston advises

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

SENCO workload: Identifying barriers and finding solutions

There are far more pupils who desperately need the expertise of the SENCO than the SENCO can realistically support according to on-going workforce research. Co-author Hannah Moloney responds to the findings

Three principles for an inclusive school environment

Ensuring an inclusive school environment which supports every pupil to be their best is a priority for school leader Bavaani Nanthabalan. She discusses three core principles for achieving this

Making Sports Day fun for all pupils, including those with SEN

Sports Day can be a daunting experience for some students with SEN. Specialist Jemma Ive offers some tips and ideas for races and activities that will ensure an inclusive event and fun for all pupils

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

At risk of dropping out? How to turnaround a disconnected young person

We all understand the importance of re-engaging with disaffected students and those at risk of dropping out, but this is often easier said than done. Mark Goodwin – who does this for a living – offers his advice and a ‘turnaround checklist’

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

Supporting autistic children to return to school post-lockdown

The return to school after lockdown 3.0 could be challenging for students with autism. Drawing on experiences and lessons learned from the first national lockdown, Dr Pooky Knightsmith advises on how we can best support them

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