FAQs: SEND Inclusion expert Daniel Sobel writes regularly for Headteacher Update on issues of SEND best practice. Here he tackles some FAQs
An SEND self-audit framework How effective is your school’s overall SEND provision? Inclusion expert Daniel Sobel urges you not to wait for problems to develop, but to self-audit your SEND using the following framework
SEND: A new form of accountability planned From May 2016, there will be inspection of local authority SEND services. The Pathfinder final report suggests some accountability is needed, but what are the implications for schools?
Autism and girls... Gender bias in autism preconceptions and diagnoses are resulting in the needs of many girls who have the condition going unmet. Sophie Walker reports
The challenges of ADHD Children who suffer with ADHD face daily challenges during their school life. Daniel Sobel discusses how teachers and teaching assistants can best support these pupils 4 comments
Approaches to SEN support Award-winning teacher Jacky Wyatt offers some insights into effective approaches to support pupils with SEN during their time at primary school
EHCPs: Getting out of the SEN maze Education, Health and Care Plans are a key part of the new SEN reforms. Legal experts Melinda Nettleton and John Friel tackle some of the myths and outline the responsibilities of both schools and local authorities
Reviewing the SEN register With the SEN reforms well underway, Jane Friswell looks at the on-going process of moving pupils into the new SEN Support category.
SEND reform – what has been achieved? The SEND Code of Practice is full of high hopes and good intentions. Almost a year on from its publication, are these now translating into the SEND provision that had been anticipated? We look at the unfolding of SEND reform in our schools
The SEND Code of Practice explained Schools are still getting to grips with the implications of the SEN reforms and the new SEN and Disability Code of Practice. We asked inclusion expert Daniel Sobel to summarise the key changes
Autism and the SEND Code Autism is a common condition that many schools must work to support. Carol Povey outlines what some of the key changes within recent SEN reforms mean for young people with autism
Supporting pupils with ADHD Dr Tony Lloyd offers advice on how to improve learning and achievement for pupils with ADHD 7 comments
SEN – five ways to offer personalised support Schools are getting to grips with the new SEN and Disability Code of Practice. Amy Cook looks at five ways to create a personalised system of support – a defining aspect of the new way of working
Case study: Meeting complex SEN We continue our focus on the work of Nasen’s Outstanding Schools. This time, we visit special school Camberwell Park to find out about its collaborative approach, working with parents and external services to meet their pupils’ complex needs
SEN: A focus on psychology Frederick Bird School is a Nasen Outstanding Schools thanks to its SEN provision, which includes the extensive use of psychologists. In this profile of its work, we talk to staff and the psychologists to discuss how they meet the needs of all pupils
Strategies to support vulnerable children Faced with a large proportion of both Pupil Premium children and pupils who have SEN and disabilities, Harbour Primary and Nursery School has used a range of strategies – not least parental engagement – to meet these children’s needs.
Preparing for SEN reform As a new SEN and disability Code of Practice awaits publication, Jane Friswell summarises the challenges facing schools as the special needs sector undergoes major reform.
Case study: Supporting social and emotional difficulties via the Pupil Premium Colley Lane Primary School has worked with psychologists to develop interventions for Pupil Premium children, including a Nurture Suite, and to offer training for teachers. Ahead of presenting its work at a free CPD event, Kevin Gallagher explains more
SEN and action research It takes a special kind of insight to meet some pupils’ unique and complex needs. Sarah Fleming reports on one school that has boosted their expertise through action research.
Challenges ahead as SEN reforms loom The recently released indicative code of practice for SEN is a work in progress – but will its ambitious agenda translate into effective practice? Headteacher Update reports
School exclusions and the SEN expert Independent SEN experts are playing an increasingly common role in exclusion processes. Legal expert Richard Wilkins explains more
Autism training The first national autism training programme for schools is offering free CPD for a range of education professionals. Steve Huggett explains
It’s good to talk A meeting of neuroscientists and educators marked the launch of a national forum aiming to bring the two professions closer together to further research and improve the education of SEN children. Pete Henshaw was there
Supporting autistic students A recent survey from the National Autistic Society revealed some of the problems pupils with autism encounter in education. Here we look at the best ways of helping autistic pupils get the most from their school life
