The new OFSTED framework emphasizes that inclusion is essential for all educational settings, advocating for the ‘graduated approach’ (assess, plan, do, review) to support students with special educational needs. For effective implementation, collaboration, and continuous reflection on practices are essential, fostering a culture that proactively addresses each student’s needs.
Tag Archives: education
SEND and the Curriculum and Assessment Review – recommendations that give hope for pupils with SEND
Many elements of required SEND Reform lie outside of Curriculum and Assessment. But many also lie within it. The Final Report of the Curriculum and Assessment Review offers hopeful messages around what evolutions to our system could mean for pupils with SEND and their families. A National Curriculum for everyone An excellent curriculum widens opportunityContinue reading “SEND and the Curriculum and Assessment Review – recommendations that give hope for pupils with SEND”
What kind of SENDCO are you?
The content discusses various archetypes of Special Educational Needs Coordinators (SENDCOs): The Rescuer, The Administrator, The Friend, The Strategist, The Advocate, and The Pedagogist. Each archetype has its pros and cons, emphasizing that effective SENDCOs may embody elements from multiple roles, highlighting the complexity of their responsibilities and the importance of self-reflection for continual improvement.
6 ways to add impact to your pupil profiles
Pupil profiles are essential documents for communicating pupil needs in SEND, yet they can overwhelm teachers. To enhance their effectiveness, it is crucial to simplify language, develop systems for regular updates, and differentiate strategies into essentials and suggestions. Continuous monitoring and collaborative review ensure these profiles remain relevant and impactful.
Joyous ownership of our pupils with SEND
The responsibility for students with Special Educational Needs and Disabilities (SEND) lies with everyone in a school. While a culture of joyous ownership is necessary, it can be undermined by unrealistic demands and a focus on accountability rather than support. Positive collaboration, inclusion, and celebrating successes are essential for fostering this ownership.
EHCPs: a golden ticket…but who’s building the chocolate factory?
EHCPs are essential for supporting students with SEND, offering access to assessments and provisions. However, many families still face challenges in securing proper support, due to systemic issues like staffing and funding. EHCPs are valuable but should be part of a broader educational framework that ensures inclusive practices and effective teaching environments.
Schools and families – do we want the same thing for our children with SEND?
Parents and teachers universally seek the best for children, yet dissatisfaction persists in schools, particularly regarding support for students with special educational needs. Surveys indicate rising complaints from parents, revealing divergent priorities between them and school staff. A collaborative approach is essential to ensure children’s diverse needs are met effectively.
School Transition for pupils with SEND – How Parents Can Support
A supportive partnership between home and school is essential for children with SEND, especially during school transitions. Schools face challenges managing transitions due to different settings and exam pressures. Parents can help by asking relevant questions and trusting the transition processes. The guide offers valuable advice and reassurance for navigating these unique challenges.
SEND and the Curriculum and Assessment Review – messages of hope from the interim report
With the release of the Interim Report of the Curriculum and Assessment Review comes the question many teachers, leaders and others will be asking – ‘what does it mean for us and our pupils?’. For those thinking particularly about pupils with SEND, the way forward shows signs of promise, with much work still to do.Continue reading “SEND and the Curriculum and Assessment Review – messages of hope from the interim report”
Implementing Whole-School Approaches to SEND
SENDCOs face increasing demands due to rising numbers of pupils needing support. Successful schools adopt a whole-school approach to SEND, ensuring all staff engage with inclusion. Effective discussions about SEND should occur without the SENDCO’s presence, fostering collaboration and shared ownership. This collective focus and ongoing training are essential for meaningful progress.
SEND Matters 