SEN

Inclusion is a verb: Belonging and schools

3 May 2022

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!






The tip of the iceberg: SEND, masking and multiple needs

1 February 2022

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


Secondary SEN: Learning lessons from primary school practice

18 October 2021

Primary teacher Sara Alston has been working as a secondary school SENCO during the past year. She reflects here on the nuanced differences in the SEND experience, how these might negatively affect SEND students – and what we can do about it



SEND & safeguarding: Effective practice

11 October 2021

The increased vulnerabilities of children with SEND mean that safeguarding must remain a constant focus for all school staff. Sara Alston advises



How can we radically shift the way we 'do' SEN?

4 September 2021

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

11 May 2021

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?

3 May 2021

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



Behaviour and bias: Where are your blind-spots?

13 April 2021

When it comes to behaviour, do you treat different pupils differently? Do you look for underlying needs? What biases do you have and how do they affect your responses to poor behaviour? Adele Bates discusses and advises


SEND & Covid: Supporting students in the months to come

12 April 2021

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


Full school re-opening: Supporting SEND pupils

8 March 2021

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




Remote education: Supporting learners with SEND (and their families)

9 February 2021

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



Moving beyond the label: Needs not diagnosis...

18 January 2021

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



Behaviour: Verbal and non-verbal communication

28 September 2020

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

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