Three principles for an inclusive school environment Ensuring an inclusive school environment which supports every pupil to be their best is a priority for school leader Bavaani Nanthabalan. She discusses three core principles for achieving this
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
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
At risk of dropping out? How to turnaround a disconnected young person We all understand the importance of re-engaging with disaffected students and those at risk of dropping out, but this is often easier said than done. Mark Goodwin – who does this for a living – offers his advice and a ‘turnaround checklist’
Full school re-opening: Supporting SEND pupils As schools re-open to all students, those with SEND may well need more support. Stephanie Glenister outlines how we can help pupils – both those who have been attending school during lockdown and those who have been at home – to transition back into ‘normal’ school life
SENCOs under siege The Covid-19 pandemic has heaped much more pressure on an already stretched SEND system. In part one of a new series on the state of our SEND system, Daniel Sobel considers the key problems and outlines how we must move forward...
SEN: Getting the last five minutes of your lesson right The last five minutes of any lesson is vital if we are to avoid disengaged students, sensory overload, and anxiety – especially for those with SEN. Sara Alston advises
Remote education: Supporting learners with SEND (and their families) Reports from Ofsted and the National SENCO Workforce team have raised concerns about how SEND pupils are faring during remote education. Dr Helen Curran explores the findings and offers her tips and strategies for supporting those with SEND during Covid-19 and beyond
Developmental Language Disorder in the mainstream classroom What is Developmental Language Disorder and how can mainstream teachers support students with the condition in lessons? Sue Marr advises
Moving beyond the label: Needs not diagnosis... For many parents and too many professionals, the diagnosis is seen as a magic answer and the solution to a child’s difficulties – but it is not. Sara Alston discusses the risks involving diagnostic labels and looks at how we must provide SEN support based on need 1 comment
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
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 1 comment
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...
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
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: 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
