Coronavirus COVID 19 guidance for schools Free article: Working with students in alternative provision Free article: Adverse childhood experiences: Effects on behaviour Free article: Autism - Championing transitions to university Free article: Mild deafness - Significant challenges Free article: SEN reform - Progress so far Free article: Access arrangements Free article: ADHD in the classroom Free article: Developing phonological awareness skills for struggling readers Free article: Pupil premium Free article: Using sensory stories - The importance of sensory learning Free article: Working with wellbeing Free article: Parental engagement - Changes for parents and schools Free article: Meeting everyone’s needs - The most able students Free article: Selective mutism: Seen but not always heard - part one Free article: Early years, SEN and inspection Free article: A day in the life ... of a speech and language therapist

Coronavirus COVID 19 guidance for schools

Martin Hodgson summarise the Coronavirus guidance for schools.

Free article: Working with students in alternative provision

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.

Free article: Adverse childhood experiences: Effects on behaviour

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

Free article: Autism - Championing transitions to university

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…

Free article: Mild deafness - Significant challenges

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.

Free article: SEN reform - Progress so far

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…

Free article: Access arrangements

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…

Free article: ADHD in the classroom

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.

Free article: Developing phonological awareness skills for struggling readers

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

Free article: Pupil premium

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.

Free article: Using sensory stories - The importance of sensory learning

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

Free article: Working with wellbeing

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.

Free article: Parental engagement - Changes for parents and schools

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

Free article: Meeting everyone’s needs - The most able students

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…

Free article: Selective mutism: Seen but not always heard - part one

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

Free article: Early years, SEN and inspection

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,…

Free article: A day in the life ... of a speech and language therapist

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)…

The latest content July 2020

Published: Friday, 05 June 2020

The July 2020 online update to SEN Leader Magazine is now available. Premium Plus subscribers can now access this extra, exclusive content online.

Articles

Supporting pupils following bereavement

Case study: Bereaved students

Learning walks and SEND

A practical approach to effective staff wellbeing

COVID-19: Tackling the trauma

Change leadership

Crisis management for schools

Premium Plus Articles

Practical strategies for supporting staff wellbeing

Is it realistic for schools to adopt non-exclusion policies?

Toolkits

Form – Ofsted lesson observation indicators

Form – Emotions of grief

Handout – Memory box

Checklist – School bereavement policy

Form – Stages of change leadership: Unfreeze

Form – Stages of change leadership: Change

Form – Stages of change leadership: Refreeze

Checklist – Crisis communications and management

Checklist – Four components of active listening

Handout – Practical tips to improve communication

Worked example – Wellbeing week

Template – Wheel of life reflection tool

Premium Plus Toolkits

Form – Example staff wellbeing survey questions @

Checklist – Is your school ready for a non-exclusion policy? @

Form – Five ways to wellbeing @

Q&As

Q. Following school closures I am concerned about the impact this has had on students’ mental health. How can I provide for this on a limited budget?

Q. The attendance statistics for SEND pupils in our school are below those of other students. Our attendance lead wants us to step up the use of penalties and warning letters. I am concerned
that this will harm the relationship I’ve developed with parents.

Q. We are employing our own school counsellor. As a result of school closure, we are finding that even more of our students, and particularly those with SEND, are coming to us anxious about their future and with mental health difficulties. I will be working closely with her. Have you any recommendations for what we should have in place?

Q. I work with a small group of teaching assistants who support some of our pupils with the highest levels of SEND. During the lockdown they were magnificent in taking turns to maintain the
continuation of services for our pupils. Now, I want to make sure that this is recognised. What can I do?

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