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 April 2021

Published: Friday, 26 February 2021

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

Articles

Developing SEND support: Filling in the blanks

Supporting speech, language and communication needs

Suicide: Planning for the unthinkable

SEND CPD in a time of crisis

Coping in a crisis

Ethical leadership: Part one

Premium Plus Article

Who looks after the wellbeing of the SLT? @

Toolkits

Handout – Triangulating information

Form – A whole-school approach to speech, language and communication

Form – Suicide crisis and response plan

Form – Pupil safety plan

Form – Measures of effective CPD

Form – Supporting distanced transition

Form – Self-evaluation of lockdown learning

Checklist – Supporting young carers

Checklist – Top tips for coping with a crisis

Handout – Ethical leadership in practice: Reducing teacher workload

Handout – Ethical leadership in practice: Protecting staff health and wellbeing

Handout – Ethical leadership in practice: Providing purpose and focus

Premium Plus Toolkits

Form – Mental health first aid plan @

Form – Weekly mental wellbeing plan @

Q&As

Q. Following all the disruption, we are now trying to put together a plan for the transition of SEN students in September. How can we prepare for this in our current circumstances?

Q. We are due an Ofsted inspection. When can we expect inspections to begin again and in what form?

Q. I have a pupil with SEN whose father has developed mental health problems during lockdown. This is having a detrimental effect on the attitude of the pupil who appears to have given up on his studies completely. I am at a loss as to how best to help him.

Q. With our school operating a tight system of bubbles and staff separated with their students, we are starting to feel a sense of isolation and loss of the community spirit that normally marks our school. How can we retain our whole-school ethos when we are spending so much time apart?

Only subscribers can access this information. Subscribe now, click below!

Most frequently read