Inclusion


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


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






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...


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




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!



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



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




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




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


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