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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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Seven tried and tested strategies for working with autistic students

The autism resource provision led by Kate Goodwin and her team achieved national recognition at the Nasen Awards 2020. Here, she discusses their approaches and offers seven strategies that mainstream schools might adopt to support autistic learners

Behaviour: Verbal and non-verbal communication

There are many children who expend much of their time and energy trying to decipher adult communications and masking their responses with ‘poor behaviour’ when they feel that they have misunderstood. Sara Alston looks at verbal and non-verbal communication

Creating inclusive classroom environments: Practical advice & ideas

How can we best support pupils who struggle with behaviour or emotional wellbeing? What does a positive, inclusive classroom environment look like? Virtual school headteacher Darren Martindale offers some advice and ideas

Language and communication strategies as part of good pedagogy

Language challenges are often considered as part of SEN strategies. However, Daniel Sobel and Sara Alston argue for language and communication strategies rooted in general good pedagogy and offer five easy classroom tips

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Back to School Guide: Teaching & Learning

In this 12-page guide, we consider what teaching and learning should look like in schools from this September when all pupils are due to return following the Covid-19 lockdown...

September re-opening: Lessons from the special school sector

During the lockdown, many special schools remained fully open to provide support for SEN learners. Kelley Fray considers what lessons they have to offer mainstream schools ahead of wider re-opening

Vulnerable students: Planning for transition back to school

As increasing numbers of students return to school, Daniel Sobel outlines a framework he says all schools can use to ensure the right support is in place to ensure a successful transition for vulnerable students

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Inclusion: Making group work effective for all students

Inclusion and group work can go together well – but can also raise fears in students of a Lord of Flies-type hell. Daniel Sobel and Sara Alston advise

An easier way: The nine Rs of differentiation

In writing their new book on differentiation, Daniel Sobel and Sara Alston drew on expert advice to create a list of easy and quick things that would result in real differentiation for most children. The best news of all, they all begin with R...

Case study: Pastoral excellence at Kennington Park Academy

Kennington Park Academy supports excluded pupils aged five to 11. Laura McPhee finds out more about the school's ethos and approaches, including its excellent pastoral and PSHE work

Language difficulties: Assessment and action

Given the importance of language skills, the assessment of difficulties early on is vital. SENCO Nicky Parrott discusses her schools’ approach to spotting problems and some of their interventions to improve outcomes

Working effectively with vulnerable children

There are many things schools and teachers can do – both little and large – to understand and support vulnerable children. Educational psychotherapist Angela Greenwood advises

Persistent absence: What can schools do?

One in 10 pupils are considered to fall into the category of being persistently absent, meaning they miss 10 per cent or more of school sessions. So why do these pupils continue to stay away and what can schools do about it?

Differentiation: Time to rethink our approach?

Differentiation for pupils, including those with SEN, is important – but it does not have to be all-consuming for the teacher. Daniel Sobel and Sara Alston discuss some simple adjustments to our thinking and teaching

SEND: Engaging with your parents

In the last of three articles on parental engagement, Dorothy Lepkowska looks at SEND – an issue where effective and open collaboration and communication between parents and schools is vital

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: Low-level behaviours (part 3)

In this three-part series, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In her final article, she considers some of the smaller sensory behaviour challenges and offers us some classroom strategies

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

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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

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