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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

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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

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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

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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

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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

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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

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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

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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...

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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

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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...

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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