Free article: Give them a break: Boost social, emotional and physical development Free article: SEND pupils and LGBT+ inclusion 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: A day in the life… of a special school headteacher 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 specialist disability tutor Free article: A day in the life ... of an educational psychologist Free article: A day in the life ... of a speech and language therapist

Free article: Give them a break: Boost social, emotional and physical development

Steve Burnage looks at the effective use of break times and playtimes to boost social, emotional and physical development, giving special attention to what this might mean in the wake…

Free article: SEND pupils and LGBT+ inclusion

Dominic Arnall, the Chief Executive of Just Like Us, has spent a career tackling homophobia, biphobia and transphobia. Here he writes about the teacher’s role in providing positive messaging for…

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: A day in the life… of a special school headteacher

In this regular feature, we look at what a usual day holds for a professional who works with students with special educational needs. Here Mary Isherwood, headteacher of Camberwell Park…

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 specialist disability tutor

In this regular feature, we look at what a usual day holds for a professional who works with students with special educational needs. Here a disability tutor, Jane Stothard, takes…

Free article: A day in the life ... of an educational psychologist

In the first of a regular feature, we look at what a usual day holds for a professional who works with children with special educational needs.

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 2022

Published: Thursday, 02 December 2021

The January 2022 online update to SEN Leader Magazine is now available. Premium Plus subscribers can now access this extra, exclusive content online.

Articles

Star article: Supporting an evidence-based approach to SEND

Tough talk: Handling difficult conversations at work

Compassion Fatigue: The cost of caring

Autism: Celebrating difference

SEND and cultural capital

The rise of elective home education

Developing SEN support: Commissioning services

Premium Plus Article

How has the pandemic increased safeguarding and welfare risks? 

Toolkits

Form – Daily self-diagnosis

Form – Intervention sessions to model reading skills

Form – Strategies to support pupils to develop language skills

Form – Supporting literacy

Form – Difficult conversation preparation template

Form – Difficult conversation action template

Worked example – Elective home education meeting letter

Worked example – Elective home education deregistration request letter

Form – Plotting external support

Form – Quality of CPD

Handout – Scoping support

Audit – Supporting mental health needs

Premium Plus Toolkits

Checklist – Leadership and management: Supporting wellbeing and mental health in school

Checklist – Ten strategies to support vulnerable learners on returning to school and to learning

Q&As

Q. One of our SEN pupils is late to class almost every day. We suspect that although a number of different reasons have been given, the real reason is mum’s mental health. It’s rumoured that she is an alcoholic although we have seen no evidence of this other than the punctuality of her daughter. We’re unsure how to approach this.

Q. My school is currently working very hard to address the increasing gap in terms of achievement between our SEND pupils and their classmates. However, I sense that we are being less successful with addressing their self-esteem which, overall, seems to be at an all-time low. What can we do to make our SEND pupils feel good again? 

Q. I am concerned that some of the SEND pupils in our school seem to be being targeted by local gangs. The economic impact of lockdown appears to have made the situation even worse. We feel powerless as a school to help them.

 

 

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