How can professionals support and maintain the good attendance of students attending alternative provision? Victoria Franklin considers the risks and the barriers and suggests ways to overcome them.

Sam Garner writes about adverse childhood experiences and the effect they can have on a child’s behaviour in the classroom.

The University of Bath’s Summer School for students on the autism spectrum has experience in easing the transition between school and university. Steph Calley, a research assistant at the summer…

Rachel O’Neill looks at the impact of mild deafness on children, and explains why calling something mild does not prevent it from being a real challenge to the affected student.

After one year of implementation of SEN reform, schools and parents are reporting a very mixed picture across the country. Suzanne O’Connell considers what the DfE is proposing and what…

Access arrangements are a contentious issue, debated every year, but they are vital to ensure a level playing field for all our students. Sam Garner, a trainer and consultant for access arrangements, addresses…

Are you waiting for them to fail or challenging them to succeed? Jane Cordez reminds us that pupils do not care what you know until they know that you care.

Rosie Eachus explores using phonological awareness activities with young children to ensure that any learning gaps are noticed and given extra support.

The pupil premium remains the government’s flagship method of providing additional resources to disadvantaged pupils. In this article we give advice to the SENCo about how it might be used.

Joanna Grace explains how children with disabilities can benefit from stories that are told by sharing sensory experiences.

Working on children's wellbeing does more than make them happier. Giles Bryant explains the observable difference that simple exercises can make to pupils with SEN, with something for every age.

Jenny Townsend gives an overview of the green paper’s potential impact on schools’ relationships with parents.

Ofsted’s new report on the most able has implications for every group of students in the school. In this article we look at the recommendations and what they might mean…

In the first of two articles, Liz Tucker explains selective mutism and what the implications can mean for the child.

The Early Years Foundation Stage (EYFS) framework sets out requirements for the education and care of all children in early years settings.Christine Newton examines the framework and Ofsted inspection requirements,…

In this regular feature, we look at what a usual day holds for a professional who works with children with special educational needs. Here the speech and language therapist (SLT)…