SEN

Case study: Award-winning autism support

20 March 2019

The Holmewood School, a seven to 19 autism specialist school, has won two prestigious awards in recognition of its work. Naj D’Silva explains more about what they do and offers her advice to mainstream schools when it comes to supporting children with autism

SEND: Busting common EHCP myths

6 March 2019

Since the introduction of Education, Health and Care Plans (EHCPs) as part of the wide-ranging SEND reforms of 2015, some questionable practices have risen at local authority level. SENCO Garry Freeman busts some myths about what is required and discusses practices that should be challenged...

Comments 1 comment

The rising tide of sensory troubles: Low-level behaviours

6 February 2019

In a three-part series for SecEd, inclusion specialist Joanna Grace addresses the sensory challenges that many pupils face. In part three, she considers the smaller sensory behaviour challenges and offers classroom strategies

The rising tide of sensory troubles: An overview (part 1)

23 January 2019

In a three-part series for SecEd, 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

SLCN in key stage 3: Identification (part 2)

16 January 2019

Speech, language and communication needs can underpin many other problems. Continuing his series, Matt Bromley looks at how secondary schools must have good systems in place for identifying pupils with SLCN

Vulnerable pupils: When students cannot relate…

16 January 2019

Continuing his series offering practical solutions to common difficulties experienced by vulnerable pupils, Daniel Sobel looks at the varying ‘relating’ challenges we might encounter

SLCN in key stage 3: Supporting students (part 1)

9 January 2019

Speech, language and communication needs can be the underpinning reason for many other problems and should be on the radar of every secondary school. In a new five-part series, Matt Bromley looks at how to support SLCN in key stage 3

SLCN: A difficulty in understanding?

28 November 2018

Continuing his SecEd series, Daniel Sobel describes a common intervention scenario that he sees in schools and which often goes wrong because we don’t spot the student’s primary need

SEND, Pupil Premium & parents

21 November 2018

The overlaps between Pupil Premium and SEND are clear and present in all schools. SENCO Garry Freeman looks at the crucial first step to all tailored provision – identifying needs – and also discusses working with parents and carers

SEND and school governance: Getting it right

14 November 2018

A school’s governing body must support and challenge the leadership, SENCO and other staff in order to ensure fair and equal access to education for all students with SEND. Matt Bromley outlines your responsibilities

Behaviour: Rules vs expectations

10 October 2018

Rules are necessary in games, but in relationships they are counterproductive. Headteacher Ryan Kilby explains why traditional approaches to behaviour can never be inclusive

Comments 1 comment

Teaching pupils with SEN

26 September 2018

Every child is different and there is no such thing as a typical SEN pupil. However, by sticking to some basic principles of good teaching, we can offer effective support to ensure our SEN learners make progress. Matt Bromley explains

Attachment-aware schools

5 September 2018

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

Comments 3 comments

Tes SEN Show: A focus on SEMH

5 September 2018

The Tes SEN Show takes place on October 5 and 6 and will focus on issues relating to social, emotional and mental health (SEMH). Head of content and chair of this year’s keynote panel discussion, Beverley Walters, looks at the CPD and seminars on offer

SEN: Getting SLCN support right in your school

4 July 2018

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 us a checklist for best practice

Teaching interventions: Pre and over learning

23 May 2018

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

Explaining inattentive ADHD

16 May 2018

The hyperactive version of ADHD is well-known and often spotted, but students with inattentive ADHD frequently go undiagnosed, as Daniel Sobel knows from his own experience

Inclusion, equality and the law

18 April 2018

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
Sign up SecEd Bulletin