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Best practice

Below you will find the latest educational best practice articles covering . The role of teachers is constantly evolving as new advice, techniques and technology are implemented within schools, making it essential for staff to stay up-to-date with for the benefit of their pupils.

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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

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

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

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

Vulnerable pupils: Parent-school meetings

In Headteacher Update this year, Daniel Sobel will be tackling common problems and questions when it comes to supporting vulnerable pupils in school. In his first article, he looks at the challenges and secrets to successful parent-school meetings

Case study: Therapeutic provisions in a special school setting

Drawing on their work at a special school in Barnet, Jessie Ellinor and Lola Alvarez-Romano explain the therapeutic provisions on offer, advocating support and wellbeing for children and their families

Inclusion, equality and the law

There are a range of statutory requirements that all schools must meet to ensure the inclusion of children and young people with disabilities and SEN. Navin Kikabhai looks at what the law requires and offers best practice advice

Supporting speech, language and communication needs

The recommendations from the Bercow: Ten Years On review can help primary schools to ensure that pupils’ speech, language and communication needs are properly supported. Mary Hartshorne explains

Interventions: Pre and over-learning

The one teaching intervention that could most benefit a range of pupils, including EAL and SEN, is – according to Daniel Sobel – the use of pre-learning and over-learning. He discusses these concepts, including how they can be introduced in the classroom

Speech, language and communication needs – how does your school measure up?

Effective support for children with speech, language and communication needs is essential, but how does your school measure up? Ten years on from the Bercow Review, Mary Hartshorne looks at the situation today and gives primary schools a checklist for best practice

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