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”
Tag Archives: teaching
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.
The regular habits of a strategic SENDCO
SENDCOs face demanding roles filled with daily tasks such as managing pupils, coordinating with staff, and communicating with parents, which can hinder strategic oversight. Successful SENDCOs turn strategic priorities into manageable habits while aligning them with school goals. Realistic planning and support are essential to maintain focus on long-term objectives.
Calling all school and college staff – can our education system better support pupils with SEND? Time to have your say
The national curriculum and statutory assessments for students with SEND need improvement. A Review is underway to identify necessary changes and gather professional insights. Stakeholders are encouraged to participate in the online survey by November 22, which aims to better serve all pupils, especially those with SEND.
Families of children with SEND – it’s time to be heard
Too many families have to fight when their children have Special Education Needs and Disabilities (SEND). They have to battle a system that seems not to have been built with their children in mind. These fights take many forms. They might be about reasonable adjustment, about EHC Needs Assessments, about diagnostic assessment, about school placements. Continue reading “Families of children with SEND – it’s time to be heard”
Inclusion in every mainstream setting – 5 ways to make this vision a reality
The article discusses the urgent need for bold reforms in inclusive mainstream education as a solution to the pressures of special school placements. It highlights the importance of developing expertise among all staff, sharing best practices between mainstream and specialist schools, investing appropriately, and utilizing research to inform effective strategies.
SEND: it’s not just good teaching (but it is good teaching)
When you walk into an inclusive classroom, you can often tell straightaway. It’s in the relationships, the communication, the learning environment. But these things (secure relationships, clear communication, etc.) benefit all pupils – so does that mean teaching pupils with SEND is ‘just good teaching’? Let me elaborate on why, for me, the answer is no.
SENDCOs and SLT – is it really that simple?
It’s a popular refrain that SENDCOs should be on SLT. So, in order to ensure effective leadership of SEND, should schools be placing their SENDCO on SLT? I wonder if that’s not only over-simplistic as a solution – it may even be that we’re asking the wrong question in the first place.
New to the SENDCO role/new to a school? Try to tick off these things by the end of September
Rather than try to master everything in the first month, this list gives 10 ideas for things to try and tick off by September 30th. Each should be manageable alongside teaching and other responsibilities; it should be broad enough to cover many elements of the role, without expecting you to master everything in just over 4 weeks.
