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 January 2021

Published: Friday, 20 November 2020

The January 2021 online update to SEN Leader Magazine is now available. Premium Plus subscribers can now access this extra, exclusive content online.

Articles

Wellbeing of school staff

Ofsted and staff wellbeing

Reviewing your approach to behaviour

The demands of constant change

Whole-school SEND

Embracing data: SEN strategic overview

Parents with poor mental health

Premium Plus Articles

Running in-house parenting programmes

Cultural capital

Toolkits

Form – Supporting my own wellbeing

Handout – Supporting others’ wellbeing

Form – Key questions on staff wellbeing

Form – Planning for supporting mental health

Checklist – Managing behaviour

Handout – At-a-glance response to challenging behaviour

Checklist – Behaviour induction

Handout – Change management cycle

Audit – Behaviours for effective change management

Form – SEN strategic overview on overall levels of SEN

Form – SEN strategic overview on primary areas of need

Premium Plus Toolkits

Handout – Common parenting programmes @

Flowchart – The structure of the curriculum @

Form – The structure of the curriculum @

Q&As

Q. We have had some parents recently opt to withdraw their children from school in favour of home education. What should our approach be to those who have children with SEN?

Q. Most of our children with SEND have returned to school happily and are enjoying being back in a routine. However, one of our students has not yet returned and parents continue to make excuses about why. I suspect that their daughter has school phobia. What do you advise?

Q. One of our children with autism has found the return to school particularly difficult. Prior to school closure we had made progress and had found a pattern of support that worked. Now, we seem to be back to square one and we are finding his behaviour difficult to manage.

 

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