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.
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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.
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.
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 provision and parents: Communicating the ‘Why’ that drives our ‘What’
The author reflects on the importance of informing and involving parents regarding SEND provisions in schools, emphasizing the need to communicate the rationale behind teaching practices. By sharing the “why” of educational methods, schools can foster understanding and collaboration with parents, ultimately enhancing support for students with special educational needs.
SEND Matters 