SEN Magazine - SEN116 - January/February 2022 by SEN Magazine

Jan • Feb 2022 • Issue 116

Home schooling What’s the right choice?

Positive development through outdoor activities Staff recruitment and support Self awareness • mental health • post-16 • alternative provision • CReSTeD phonics • SEN law • recruitment • neurodiversity • assistive technology auditory verbal therapy • curriculum • leadership CPD & Events • Book reviews • Points of view • What’s new • Petition watch

Welcome Jan • Feb 2022 Issue 116

Editorial Team Steve Muddiman (right) Mary Mountstephen

Advertising sales Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

Charlotte Williamson Advertising Sales Executive charlotte@senmagazine.co.uk 01200 409805

Administration Anita Crossley (left) anita@senmagazine.co.uk 01200 409802 Amanda Harrison (centre) office@senmagazine.co.uk 01200 409804/800 Dawn Thompson (right) dawn@senmagazine.co.uk 01200 409804/800

Design Rob Parry RobP Design robpdesign.co.uk design@senmagazine.co.uk

Director

Jeremy Nicholls Disclaimer

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

SEN Magazine Ltd Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email info@senmagazine.co.uk senmagazine.co.uk

SEN Magazine ISSN: 1755-4845 senmagazine.co.uk

The field of SEND is a very broad area, it embraces a wide range of specialists and perspectives: therapists, educators, regulators, parents, carers – and the young people themselves – all have a role to play, each with their own unique experiences and knowledge. It is very easy these days to become too wrapped up in our own subject areas, with the insights and knowledge held by those around us failing to break into our own awareness and practices. This issue of SEN Magazine includes a number of articles which aim to break down these unconscious barriers, to share and expand knowledge and working practices based on the experience and expertise of others. Cheryl Smith describes the LightBulb programme (p38), an initiative which seeks to share insights gained from treating child mental health in complex and difficult situations. Konstantinos Rizos calls for a deeper relationship between therapists and educators, to fully integrate therapies into the personalised curricula of each child (p74). Tessa Philbert (p18) considers the interactions which take place between professionals and parents/carers, presenting a powerful case for inclusion of all perspectives in the decision making process. Perhaps some of the most overlooked voices can be the children and young people themselves. Sarah Johnson (p40) presents the findings of a pupil-led survey which provides valuable insights and actionable views, directly from those most affected by the issues. Alex Robinson, Nicola Williams and Dr Rebecca Docherty (p26) shared their knowledge and experience to address the concerns raised by one pupil with autism, and describe the approach taken to help him develop a sense of self. Going beyond the classroom, the theme of sharing experience and knowledge continues as students prepare themselves for the world of work. Renee Flourentzou (p44) describes how the establishment of a community based co-operative trust has enabled a breadth of knowledge and experience to be available for students as they move into the world of work. Peter Gaskell (p48) describes the inspirational effect of the establishment of a college digital news agency, staffed and run by pupils, with the support of local industry. Elizabeth Holmes (p87) describes how looking outside of one’s narrow fields of experience can pay dividends when it comes to SEND recruitment, and whilst Alex Grady (p84) presents the case that well designed and structured development and training programmes for those already in work can have a positive effect by broadening the experience base of all professionals involved in the field. If you have something to say about the topics raised in this issue, have ideas for areas we should be covering, but aren’t – or just want to let us know your views and opinions – then contact me at editor@senmagazine.co.uk. And finally the SEN Team would like to wish all our readers a Happy New Year. Steve Muddiman CONTRIBUTORS Michelle Catterson Frances Clark Katrina Cochrane Liz Crossley Rebecca Docherty Renee Flourentzou Peter Gaskell Joanna Grace Elizabeth Holmes

Emma Hutchinson Sarah Johnson Nicola Kellie Jacquelyn MacDonald-Fawcett James Madine Ollie Parsons Tessa Philbert Konstantinos Rizos Alex Robinson

Douglas Silas Cheryl Smith Becky Ward Vicki Wells Carla West Giuliana Wheater Nicola Williams

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Equals

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SEND Group

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Jan • Feb 2022 • Issue 116

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30 32 34 36

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Hearing impairment Learn to speak through listening

Autism How to help students develop self awareness

Autism The benefits of additional support for SEN students

Autism Building a life from neurodiversity

Wellbeing Engaging with animals in school

Wellbeing Move it, shake it, jump about… then breathe and relax

Wellbeing Disseminating mental health knowledge across the sector

Wellbeing Pupil-led mental health

Post-16 A cooperative trust provides access to opportunities for work and independence

Post-16 Developing skills for ‘Real World’ employment opportunities

Phonics Key techniques for teaching literacy skills

CReSTeD Find schools in your area catering to specific needs

Assistive technology & dyslexia Investment in AT can lead to better learning for dyslexics

Outdoor activities Improving a child’s development through outdoor activities

64 67 74 78 80 84 87 90

Home education To home educate or not - what is the right choice?

SEN law The Law and Home Education

Alternative provision Cracking down on unregistered AP schools

Sensory

Integrating therapies as part of the curriculum

Leadership The nature of leadership

Specialist furniture A guide to specialist seating

Professional development

Professional Development programming for teachers

Recruitment A broad based SEND recruitment strategy

Recruitment Fixing the headache of supply teacher recruitment

Regulars 8

SEN news

What’s new?

Point of view

Petition watch

Book reviews

CPD, training and events

SEN resources directory

About SEN Magazine senmagazine.co.uk

Hearing

Phonics

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Wellbeing SEN116

SEN news

First ever braille national newspaper cover launched by RNIB and Metro The Royal National Institute of Blind People (RNIB) and Metro newspaper have combined forces to create the first ever braille cover for a nationally distributed newspaper. The collaboration was part of RNIB’s Christmas campaign ‘Letter from Santa’ that helps children with visual impairments see Christmas differently. Metro distributed 15,000 special editions across nine central London locations including Kings Cross station. The cover wrap was a braille message for blind or partially sighted people highlighting that we are some way from a truly accessible world. The RNIB brought the issue of accessibility front of mind, by transforming the front of this edition to help create a more inclusive society for the visually impaired. The inside cover included a QR code where readers could find out more about how people who are blind or partially sighted see things differently and learn what the braille cover says. In the UK, there are thought to be around 20,000 braille users. These are mostly made up of people who have had sight loss from birth or an early age. Braille provides an “active” reading and writing method for people who cannot access print. RNIB ‘Letter from Santa’ campaign is championed by 12 year old Keira Mills. Christmas can be a difficult time for over 14,500 visually impaired children like Keira. They can’t always enjoy it in the same way as their friends. But this year Keira will see Christmas differently, thanks to a personalised braille letter from Santa himself. David Clarke, Director of Services at RNIB said: “As a Braille reader, I am delighted that Metro has created the first ever Braille national front cover which highlights RNIB’s Christmas campaign to provide blind and partially sighted children with a personalised letter from Santa himself in the format they want, including in Braille. “For many blind and partially sighted people Braille is a vital tool opening the door to independence, learning literacy and most of all, the enjoyment of reading. Our aim is to create an experience that means no child misses out on the magic of Christmas, and RNIB’s Letters from Santa is just one part of this work.” Grant Woodthorpe, Executive Director of Investment at Mail Metro Media: “Innovation and creativity have always been at the heart of Metro and now more than ever, inclusion is also a top priority. We are beyond proud to be working with RNIB to deliver the first ever braille cover wrap of a national newspaper and look forward to continuing to push boundaries and raise awareness of worthy causes which ultimately lead to a more accessible society.” SEN116

■ Reading braille.

The media first has been brokered by John Ayling & Associates, the original independent media agency with the creative managed by The Good Agency. Jonathan Newton, Chief Client Officer at JAA said: “In a world with few media ‘firsts’ left it has been a privileged to work with Metro and RNIB to bring the first ever braille cover wrap to fruition. It is both inventive and important as we aim for a more inclusive society for blind and visually impaired people.” Bryn Attewell, Executive Creative Director at GOOD Agency says: “There are so many simple, everyday experiences and interactions that we take for granted. That’s why it’s such an important moment to have the front of a national newspaper in braille. We realise the world is some way from being truly accessible, but by having the cover of Metro designed exclusively for people who are blind or visually impaired, it not only shows what’s possible but also brings home the reality of how sight loss impacts daily life.”

News deadline for next issue: 8/2/2022 Email editor@senmagazine.co.uk

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SEN news

Inspirational SEN teacher honoured in UK celebration of teaching Stephen Evans wins a prestigious Gold Teaching Award in the Pearson National Teaching Awards An SEN teacher has been named as one of the nation’s most inspirational educators at a prestigious awards ceremony. Selected from thousands of nominations, Stephen Evans has won a Gold Award in the Pearson National Teaching Awards for Excellence in Special Needs Education. The award comes following a week-long celebration of teaching which ended with a prestigious ceremony celebrating all 102 Silver Winners of the Pearson National Teaching Awards. At the ceremony, Stephen was honoured alongside their fellow Gold Winners across 15 categories as the best of the UK’s educators. As Sports & Leisure co-ordinator for a further education college which caters for young people with a range of learning difficulties, Steve’s students have a wide variety of complex special educational needs and disabilities. Many arrive at college believing that sport isn’t for them. Steve’s impact on these students has been described as ‘life-changing’ as he works tirelessly to ensure that every young person is included in the huge range of activities he provides and is able to benefit from regular exercise. His passion and drive has been instrumental in bringing the Duke of Edinburgh’s Awards to Derwen College in Shropshire, giving students the opportunity, motivation and self-belief to get involved with these challenging awards, encouraging them to strive and attain goals beyond their expectations. Thanks to Steve, disabled students who had never run before have completed half-marathons, and he has made a profound impact on every one of his students’ lives. The Pearson National Teaching Award winners have been honoured for their incredible work supporting learners across the country. Each award winner has repeatedly gone above and beyond their role to change the lives of their students and help them move towards a brighter future. The Pearson National Teaching Awards is an annual celebration of excellence in education, founded in 1998 by Lord Puttnam to recognise the life-changing impact an inspirational teacher can have on the lives of the young people they work with. The 2022 Pearson National Teaching Awards are open for entries until 4th March 2022. Sir Michael Morpurgo, celebrated author and former Children’s laureate, and President of the Teaching Awards Trust, said:

■ Stephen Evans, Derwen College, winner of the Gold Teaching Award.

“People of all ages will always remember that wonderful teacher who made such a difference in their lives. The teacher will never know how many lives they have changed, or the impact they have made on so many families, but our hope is that these awards help show our gratitude.” Sharon Hague, Managing Director of Pearson School Qualifications, said: “Stephen Evans is a shining example of the wonderful educators who work tirelessly across the country to provide the best possible experience for their students, and we thank them all. “Throughout the awards we’ve heard so many inspirational stories of school and college staff who show such exceptional dedication to their students, to their colleagues, and to their communities. Our congratulations go to all winners on their award.” Education Secretary Nadhim Zahawi said: “I would like to congratulate Stephen Evans for this recognition of their amazing work and dedication to their students. Winning one of these awards is a terrific achievement and is testament to Stephen’s skill, commitment and passion for teaching. “We are lucky enough to have some of the best teachers in the world and I would like to thank every single one of our education staff for their hard work supporting children and young people, especially during the pandemic.”

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Down Syndrome Bill passes first hurdle to becoming Law The Down Syndrome Bill will lead to the establishment of a National Strategy to improve provision and outcomes for all those living with Down syndrome in the UK. The Autism Act which became law in 2009 preceded the establishment of the National Strategy to help meet the needs of adults with autistic spectrum conditions in England. The Down Syndrome Act will go further, identifying needs in all areas, for all individuals with Down syndrome across the whole of the UK. If approved by both the Houses of Commons and Lords, the Down Syndrome Act could soon become law. About the Bill, Dr Liam Fox MP said: “I am thrilled to bring forward a Bill to deal with the issues faced by those with Down syndrome. The full title is ‘A Bill to make provision about meeting the needs of persons with Down syndrome; to place a duty on local authorities to assess the likely social care needs of persons with Down syndrome and plan provision accordingly; and for connected purposes’.” “My aim is to deal with three main areas. The first is to destigmatise Down syndrome and to re-educate both the public and professionals about the advances, including in life expectancy, that have occurred in recent decades. The second is to ensure that current provision of services is improved, whether provided by health, education or local services, by ensuring that providers give due consideration to those with Down syndrome when designing service provision. The third is to look ahead and deal with future issues, such as long-term care, in an era where, for the first time, many of those with Down syndrome will outlive their parents. By giving due thought to the issues today we can prevent avoidable human tragedies in the future.” The legislation has government support and is therefore likely to become law. During the Commons debate, Conservative MP Sir Charles Walker said the services on offer were “fragmented” adding that it could be “exhausting to navigate these specialist services”. Labour’s Meg Hillier said the bill was “just the beginning”, with “a lot of heavy lifting” left to do and she urged the government to set targets on improving outcomes.

didn’t we think of this before?! We are all very excited that Dr Liam Fox is sponsoring a Bill with the aim of improving the lives of people living with Down syndrome. I would like to see the Bill becoming law, then I think everyone like me with Down Syndrome will get better healthcare, more access to services and be more included in society. It is possible. It happens for some now, but it shouldn’t be a lottery.” Peter Brackett, Chair of the NDSPG said: “For too long the voice of the Down syndrome community has not been heard. We are delighted that the Down Syndrome Bill will enable engagement to secure and safeguard the rights and ambitions of the community across all aspects of society. Having lobbied hard for this opportunity, our group will be fully behind Dr Liam Fox and the Down Syndrome Bill on its journey through Parliament, in line with our aim of raising the profile of issues affecting people with Down syndrome, their families and carers.”

Recommendations to reform hate crime laws On the 7th December, the Law Commission published a report with recommendations to reform hate crime laws. These recommendations would include disabled people receiving the same protection as those targeted because of their race and religion. The report states: “We also recommend that the range of aggravated offences that can be charged in relation to a crime against a disabled person include offences that are particularly prevalent. In particular, property and fraud offences and the criminalisation of coercive behaviour or exploitation involving a person who has a learning disability and/or autism. This may enable a better response to the specific issue of so-called ‘mate crime’, which is one of the most prevalent and sinister modes in which people who have a learning disability

DUP MP Ian Paisley described the proposed legislation as “world-leading” and said it would make people with Down’s syndrome “equal under the law”.

and autism are targeted for crime and abuse.”

The government said it would support Dr Fox’s bill with health minister Gillian Keegan arguing it would help people “stay well, receive the right education and secure appropriate living arrangements”.

towards parity of hate crime against people with

Actor and Trustee for the National Down Syndrome Policy Group (NDSPG) George Webster said: “A Down Syndrome Act. Why SEN116

Dr Mark Brookes MBE, Advocacy Lead at Dimensions UK, said: “We welcome this first important step disabilities and those on the grounds of race or religion but there’s still important work to be done in recognising and measuring learning disability hate crime separately from other hate crimes.”

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What’s new?

British Psychological Society launches new autism training The BPS has 3 new autism eLearning courses to help you master how you work with and support autistic adults. Designed by autism peer mentors and psychologists, there’s a course to suit you – whether you work with autistic people on a regular basis or you want to brush up your knowledge. Start learning now at a time and place that suits you at learn.bps.org.uk or contact cpd@bps.org.uk.

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Sovereign SEN sensory paths Sensory play equipment is one of the great ways children learn, helping them discover and master their senses of touch, sight and hearing. As education sector professionals, Sovereign recognises the important role sensory paths and educational playground equipment can play, particularly in SEN applications, and has developed an outstanding range for nurseries and schools to create experiences that stimulate the senses. Perfect for school playgrounds, our wonderful sensory paths can be fitted in any outdoor play area and encourage children to follow them to explore different textures through an interactive and hands-on approach. Get in touch and together we can make a difference. sovereignplayequipment.co.uk

Could this be you? Adopting a child is a transformative and exciting experience, but understand that it can be daunting at times. Rest assured, Adoption Counts will be by your side, guiding you from the moment you enquire to the day your child joins your family and beyond. The experienced team has a breadth of skills and knowledge to support and help you with anything you need. We are particularly reaching out for people who will consider children aged three years and above, sibling groups, children of a BAME background (particularly from Black African and Black Caribbean communities) and children with complex needs. If you’re thinking of adopting, get in touch today: adoptioncounts.org.uk

Leading the way to online safety Buckinghamshire Council has led the way in developing an innovative, interactive resource to teach children with SEN about online safety. Aware of a significant gap in the market, with EU funding, the council worked with a local school and colleagues in France and Sweden to develop the free educational game. Players must guide Bao the panda through the jungle, facing challenges and making decisions on what he should do to stay safe. The game has achieved international acclaim having been chosen by the French government as one of the best education projects of 2021. schoolsweb.buckscc.gov.uk/equalities/erasmusplusprojects/stay-safe-internet-safety-for-sen/

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Employer engagement with Wiltshire Police Students at Fairfield Farm College recently enjoyed a visit from Wiltshire Police for an exciting employer engagement Q&A session. PC Daniel and PCSO Alice offered an insight into the world of being a police officer. Students got to hear what the role of a police officer and PCSO entails, and they were able to get answers to many of their questions they had prepared for the session. The students got to see a variety of different equipment that the police use, as well as a police vehicle with the lights in action. Students thoroughly enjoyed their visit, and look forward to other employment engagement activities coming up in the near future. ffc.ac.uk

Eteach launches new Education Workforce Solutions The Eteach Group’s mission is to empower schools, colleges and other education settings to have more control in the busy world of education recruitment. Last year they acquired global tutoring company, Education Boutique, and launched their new advisory services, Eteach Education Advisers. Eteach has expanded their SEND provision; alongside their recruitment team providing temporary and permanent staff solutions, their tutoring services supply 1:1 support for SEND pupils and through the Eteach Register of Trusted Advisers, schools can receive independent and accredited advice across a wide range of educational areas, including SEND and recruitment. eteach.com/recruitment-agency

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Fostering is very rewarding There are a growing number of children coming into care and they need your skills. Opening your home to children and young people to give them the support and care they need, is one of the most rewarding things you can do. Fostering offers vulnerable children the chance to experience security and stability that their parents may not have been able to provide. Foster with Hackney and they can build on the skills you already have to change lives. If you would like to know more, please contact them on: 020 8356 4028 fostering.recruitment@hackney.gov.uk

Built-to-last, water-resistant seating from Pineapple The Ryno® range from Pineapple is an innovative range of furniture which is built to last in demanding environments. Made from a single piece of rotationally moulded plastic, Ryno products have no separate parts or joints which makes them exceptionally durable and makes them totally water-resistant and easy to keep clean. Ryno products are heavily weighted as standard (each chair can weigh up to 74kg/over 11 ½ stone) to prevent them being picked up or mishandled. Available in 10 versatile colours to brighten any environment, Ryno products are also 100% recyclable. Find out more at uk.pineapplecontracts.com/ryno

New therapy centre at Muntham House Specialist School A new therapy centre opens at Muntham House Specialist School in Barns Green, West Sussex, providing counselling and therapeutic support. A purpose built, state of the art centre has been created providing seven therapy rooms for pupils to experience counselling and the following therapies: Speech and Language, Occupational, Drama, Art, Drumming, Canine Therapy, Lego and Mental Health/ Wellbeing support. The vision of the School Principal Mr Anderson, is very much inclusive and will provide much needed support for local schools offering counselling and therapeutic support for pupils of high need with full support from the team. muntham.org.uk

Autism and mental health conference 10 March 2022 | Online conference Learn about the crucial issues impacting the mental health of autistic people, and explore strategies for effective support. Hear from expert speakers including autistic advocates, professors and health professionals… Key topics: autism; trauma and PTSD; autistic people with learning disabilities; ensuring the right support; autistic fatigue and burnout; self-harm and suicidal behavior; autism and alexithymia; making psychological therapies work for autistic people.

Grace Garden School now open Ruskin Mill Trust is delighted to announce the opening of Grace Garden School. Offering an education to young people aged 9 – 16 with complex social, emotional and behavioural difficulties including autism spectrum conditions. Grace Garden School is set in 18 acres of cultivated landscape on the outskirts of Bristol. At Grace Garden School, children and young people are supported to learn as much as possible outside, participating in crafts, gardening and the exploration of nature. From these experiences their young people will come to understand the larger world and their place in it, along with the connections between themselves and their community. To find out more contact 0330 055 2653 or admissions@rmt.org

SEND Bitesize SEND Bitesize is a half termly bite sized e-briefing, digital and printed, offering you information in the areas of Special Educational Needs and Disability. Your number one guide for SEND. Written by teachers for teachers. SEND Bitesize is part of the SEND Group Family. Bringing insight and knowledge together in one place. Bringing together the latest SEND knowledge, information, research and resources in one easy to digest e-briefing. Designed and curated for SEND professionals by SEND professionals. sendbitesize.co.uk

Visit nas.org.uk to book your ticket.

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New Autism Courses

Teach reading using games

SIE is delighted to offer two new courses: “Autism and Tactile Processing” (Live webinar: 18 January 2022) and “Autism and Interoception” (Live webinar: 15 February 2022). Both live sessions are ONLY £25 each and include 30 days’ access to the recording. Your trainer Rachael Thompson is an OT and autistic individual who will draw on her professional and personal experience to consider the impact of tactile processing differences and interoceptive processing differences amongst the autistic population - particularly on activities of daily life, social and emotional processing, and mental health.

trugsTM (for teachers), trugsTM at home (for parents) is a systematic synthetic phonics group of resources to enable anyone to help a child/student to progress their level of reading and spelling in a multisensory way. The structured decodable card game combines the professional phonics side of learning to decode print with the fun side of playing card games in a hugely effective and engaging way. The pupils will be succeeding in a manner that captures their enthusiasm and achieves incidental learning. By using trugsTM you can practise, reinforce and consolidate reading and spelling by playing the games and having fun.

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Sheiling Ringwood focused on building confidence

Sunken Trampolines

The Sheiling Ringwood school and college offer a broad, balanced, developmental curriculum for students aged 6-25 years. Students at Sheiling Ringwood are encouraged and supported to become resourceful and caring individuals, to explore the world of feelings, behaviour and values. Focusing on building confidence and skills in different environments and social groups, whilst also developing functional independence, in preparation for adult life. All the staff build positive relationships with students that acknowledge their value, believing that every young person can be empowered to find meaning and purpose in life.

Sunken Trampolines are delighted to announce that they have been chosen to be the UK distributor of Global Playgrounds products, which include Bird’s nest swings and playground trampolines. Global Playgrounds are innovators in trampoline design and have produced wonderful shapes enabling schools to have exciting patterns and trails. For more information please visit their website: sunkentrampolines.co.uk

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Feel the speed, but staying green

New Eco work spaces for St Joseph’s

Slindon College’s Greenpower Team were treated to a one in a million experience at Brands Hatch after being personally invited by Mr Jonathon Palmer, former Formula 1 driver and Chief Executive of the racing circuit.

TG Escapes Eco-Buildings have recently completed a net-zero building incorporating workshops and teaching spaces for work skills at St Joseph’s Specialist Trust, catering for children between 5 – 19 with complex and severe learning difficulties.

The pupils were treated to behind the scenes action including a tour of the circuit, race control and the opportunity to stand on the winner’s podium. One of their lucky pupils also had the chance to drive an electric car on the finishing straight! The trip was as a result of Mr Palmer landing his helicopter at the College during the summer and seeing the College’s work on inspiring young people to excel in Science, Technology, Engineering and Maths through designing, building and racing a Greenpower electric car. slindoncollege.co.uk

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They particularly like the benefits of natural light and energy features, adaptable spaces and easy access to the outside. “TG Escapes took a project that was unaffordable as a traditional build and through bespoke modular design and construction delivered an affordable outstanding building on time and in-budget. An impressive feat particularly during a global pandemic and Brexit”. Adrian Maxey, Director of Estates & Facilities For more information call 0800 917 7726 or email info@tgescapes.co.uk

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Would you like to create an outdoor sensory space, but have no funding? The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surroundings in a safe child-centred inclusive environment. Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment. For a free copy, email enquiries@timotayplayscapes.co.uk or call 01933 665151.

Specialist furniture supplier to SEN providers As long-term specialist suppliers to SEN providers, Tough Furniture have an excellent track record of designing products that take into account the privacy needs of individuals on the autism spectrum, and the role they play in lowering distraction and emotional arousal. A recent product addition that can play a key role in making any SEN classroom more autism friendly is the SCR Classroom screen. Multiple SCR screens can be linked together in a classroom to form ‘quiet zones’ or ‘safe areas’, and each screen features a coloured sound baffling panel for improved management of noisy spaces. For more information visit: toughfurniture.com/product/classroom-screens

Do you support children with feeding difficulties? Feeding is one of the most complex things we require our bodies to do because it involves every sensory system integrating information about our body and the world around us. If you support a child described as a picky eater or with feeding challenges, see SIE’s new course Supporting Individuals with Feeding Difficulties. Get immediate access to 10+ hours of online content and resources from experts for just £69. Gain a multidisciplinary perspective and learn strategies that will inform planning to support children to improve their relationship with food. SensoryIntegrationEducation.com

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Bett returns to ExCeL London On 19-21 January 2022 returns to reunite the global education community. Discover three days of free-to-attend, inspiring content and professional development, networking opportunities, and innovative product demonstrations from hundreds of exhibitors. Returning for 2022, day three of Bett will feature a special focus on SEND and inclusion content, including Sally Phillips who will share a parent’s perspective on SEND education, Carol Allen and John Galloway on Universal Design for Learning, and more. You’ll also have access to a range of exhibitors showcasing assistive technologies ensuring a student-led learning experience and helping develop SEND students as independent learners. Registration now uk.bettshow.com

Supporting deaf young people Located in Exmouth, Devon, the Deaf Academy specialises in supporting deaf young people with additional needs in a language rich environment of English, British Sign Language and Sign Supported English. If you’re looking for the next stage in your child’s progression, be that finding a provision that caters for their needs, next steps after primary school or college, come visit them and discover how they know and grow every learner. Visit: thedeafacademy.ac.uk or contact: admissions@thedeafacademy.ac.uk

The Link Live ’22 – Save the date Following the outstanding success of The Link Live ’21, Speech and Language Link are delighted to announce that the online SLCN conference, The Link Live ’22, will be held on Friday 11th March 2022. Special guest speaker, author, poet and former children’s laureate, Michael Rosen, will be kicking off the exciting and informative event. Early bird tickets are now available for The Link News subscribers only. Sign up for the latest SLCN news, discounts, special offers and that all important Link Live ’22 early bird discount here: speechandlanguage.info/LinkNews

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Therapy centre

The new therapy centre at Muntham House Specialist School A new therapy centre opens at Muntham House Specialist School in Barns Green, West Sussex, providing counselling and therapeutic provision and support for pupils. A purpose built, state of the art Therapy Centre has been created providing seven therapy rooms for pupils to experience counselling and the following therapies: Speech and Language, Occupational, Drama, Art, Drumming, Canine Therapy, Lego and Mental Health/Wellbeing support. Muntham House School prides itself on being an outstanding provision, delivering the highest standards of education and social care. All pupils attending the school have special educational needs, creating additional barriers to their academic and social potential. An exceptional school environment helps to make this possible enabling pupils of mixed SEN abilities to engage and succeed beyond expectations achieving outstanding outcomes. An experienced and well-qualified staff team create and maintain purposeful working relationships with all pupils. The school do an amazing job of reengaging pupils in education, turning their lives around and providing positive futures. Pupils at the school go on to achieve aspirational targets supported by the therapy team.

The Muntham Therapy staff team offers a range of therapeutic interventions ensuring that pupils remain in class engaged in education. Ongoing assessments and professional observations provide much needed Mental Health and Wellbeing support to all pupils. This stabilises and supports pupil’s education in order to ensure engagement and success in their learning. Pupils at the school join with complex backgrounds and often have had negative previous educational experiences, all pupils however, go on to take their GCSE examinations, attend college, complete work experience placements, learn to drive, acquire employment and some even go on to attend and succeed at university.

pupils with professional and emotional safety. The Therapy Centre has been carefully designed and purpose built, so that it provides a space which pupils are keen and proud to access. The space enables our team of therapists and practitioners to meet the therapeutic needs of our pupils as stipulated in their EHCP, Education Health and Care Plan documents, in a warm, welcoming and inspirational environment. The global pandemic which we have all been through with COVID-19, has proven even more so, the high need for pupils to receive effective Wellbeing, Mental Health and Therapeutic support. A generous donation from the Constable Education Trust has helped to fund the cost of the building and made this project possible. The vision of the School Principal, Mr Anderson is very much inclusive and will provide necessary support for local schools offering access to the centre for therapy and counselling. This will provide invaluable free of charge, counselling and therapeutic support for pupils of high need at the centre with full support from the Muntham House staff team. Pupils will also be able to access this professional support within their own schools delivered by the Muntham Therapy staff team. The school offers both day and residential placements for boys aged 5-18 years of age. Please visit the school website for more information muntham.org.uk

The Therapy Centre staff team are a highly qualified and professional team of clinicians, therapists, practitioners and pastoral staff. The therapy team works systemically within the Muntham House community and is not separate from the school. The Therapy Centre is a place which provides

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Point of view: consultant

No families left behind

‘A new paradigm in an archaic system’. Tessa Philbert highlights the need for a change in mindset to enable professionals to fully engage with parents and carers to deliver support together.

ince the Warnock Report (1978) acknowledged the educational rights of children and young people (CYP) with Special Educational Needs and Disabilities (SEND), the law around SEND provision has evolved in many ways. The most recent and pivotal change, in SEND Law, was the implementation of the ‘Children and Families Act’ (C&F, 2014) and supporting statutory guidance ‘The Code of Practice’ (CoP, 2015). A major priority of this landmark change in law was to ensure that local authorities, schools and other educational settings were explicitly responsible and accountable for identifying needs and delivering person-centred provision. Furthermore, multi-agency working would place children with SEND and their families at the heart of all decisions being made about CYPs educational, health and social care provision. Ensuring that a person-centred approach to supporting needs was at the forefront of all conversations, moreover that CYP and their families played a meaningful role in decision making processes and have their ‘wishes, thoughts and feelings’ listened to and held in the highest regard (S19, C&FA, 2014). SEN116

“The stage is set for the voice of the family to be heard and empowered” Ultimately, the change in law implicitly acknowledges the expert knowledge, wisdom and understanding gained by parents/ carers when raising their children, particularly when supporting individual needs and strengths arising from a CYPs SEND. Within this new paradigm, the stage is set for the voice of the family to be heard and empowered, but in reality the principle falls short of its intentions. Working with various partners within local authority for many years, I have witnessed some of the challenges in implementing a paradigm that doesn’t just encourage the meaningful involvement of CYP with disabilities and their families, but makes it law. One of the barriers to change is the automatic senmagazine.co.uk

Point of view

About the author Tessa Philbert has a 15 year career in SEN. She began as a learning support assistant (LSA) in a special school and is now an SEN consultant and ‘Specialist Member of the Health, Social Care and Education Chambers’. tesssen.com @tessneeds

TESS SEN CONSULTANCY

Co-production is: ‘The relationship where professionals and citizens share power to design, plan, assess and deliver support together. It recognises that everyone has a vital contribution to make in order to improve quality of life for people and communities’.

The 7 Pillars of Inclusion 1. Access - explores the importance of a welcoming environment and the habits that create it. expectation that professionals, who are supporting families, have the natural propensity to switch from working effectively within a system that once dictated the provision of CYP, to one in which parents/carers must be engaged in co-production. Without the appropriate Continued Professional Development (CPD) that elevates professional knowledge of meaningful coproduction, whilst enhancing the understanding of why it’s a crucial element of identifying need, building aspirations and achieving positive outcomes, the ethics of this new paradigm do not filter downwards. It has been my experience that the density of culturally biased workplace practices cannot be penetrated simply by demand. The layers must be stripped away by assisting those who have the responsibility of supporting families, to look at their conscious and unconscious bias, with a view to diminishing old patterns of working and realigning with a different way of being. Another observation has been the ambiguity around understanding inclusion. The reality is, that a model of inclusion which only attempts to implement meaningful co-production for families who have CYP with SEND, is an exclusionary practice. Perhaps if educational settings and local authorities applied the principles of co-production in their approach to all CYP and their families, many more would feel included and understand their right to be fully involved. If we could begin to foster ways of working with people that are much more aligned with acceptance and compassion, rather than tolerance and forced integration, perhaps we could develop ways of supporting that would mean no family feels left behind. senmagazine.co.uk

2. Attitude - looks at how willing people are to embrace inclusion and diversity and to take meaningful action. 3. Choice - is all about finding out what options people want and how they want to get involved. 4. Partnerships - looks at how individual and organisational relationships are formed and how effective they are. 5. Communication - examines the way we let people know about the options to get involved and about the culture. 6. Policy - considers how an organisation commits to and takes responsibility for inclusion. 7. Opportunity - explores what options are available for people from disadvantaged backgrounds.

Has this article inspired you or given you pause for thought? Your ideas and comments would be welcome. Email editor@senmagazine.co.uk

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Hearing impairment

All about Auditory Verbal Therapy Frances Clark discusses the Auditory Verbal approach, a method of learning to speak through listening.

What is Auditory Verbal Therapy? 90% of deaf children are born to hearing parents, many of whom will be unfamiliar with the options available to their children in terms of learning language. Auditory Verbal Therapy is a specialist therapy for children who are deaf. It focuses on early intervention through coaching parents to use techniques and strategies to support the development of their child’s language through listening. In order for deaf children to listen, they require optimum technology such as hearing aids or cochlear implants. They also need the technology to stimulate the listening part of the brain, the auditory cortex. Owing to neuroplasticity, the auditory cortex requires stimulation early in a child’s life, ideally before the age of three and a half, otherwise this part of the brain may be used for other senses. Then it can become difficult for a child to rely on their listening alone, without the need for additional input such as lip-reading, sign, gesture or pictures. Auditory Verbal therapists work to ensure optimum technology is provided and that parents are given strategies to stimulate listening and therefore the listening brain. As a result, SEN116

“The auditory cortex requires stimulation early in a child’s life”

children with hearing loss are better able to develop listening and spoken language skills, with the aim of giving them the same opportunities and an equal start in life as hearing children. A typical Auditory Verbal Therapy session looks and feels like play! The child is engaged in an age-appropriate activity such as bathing a doll, making cupcakes or designing a dinosaur park in small world play. Parents are taught how to integrate techniques into their everyday lives which is where the real learning happens. Auditory Verbal Therapy enables parents to help their child make the best possible use of their hearing technology (hearing aids or cochlear implants) by equipping them to check and troubleshoot in collaboration with their senmagazine.co.uk

Hearing impairment

audiology team. This ensures that the child has full access to the speech spectrum and can therefore learn language through listening.

How does Auditory Verbal Therapy differ from other types of speech and language therapy?

About the author Frances Clark, Senior Auditory Verbal Therapist and clinical lead for the AVT UK London centre. avuk.org

AVT concentrates on developing the auditory cortex rather than relying solely or partly on visual cues and therefore therapy is delivered primarily through listening. Parents/caregivers are coached in the use of Auditory Verbal strategies and techniques in everyday activities and play so that every opportunity is used to develop their child’s listening brain and spoken language skills. AVT is an early intervention programme. By working intensively with the child in their first few years they should require much less additional support for the rest of their life. AVT aims to develop the child’s social skills and theory of mind (the ability to understand that their mind differs from another’s). This prepares them to make and keep friends at school.

@frances_avt

@francesavuk

“80% of all children who spent at least two years on the programme achieved age appropriate language”

Is it effective? Research from Australia and the USA indicates that children who have received a programme of AVT, develop spoken language commensurate with their aged match hearing peers and progress at the same rate for listening, spoken language, self-esteem, literacy and numeracy.

programme, the better the prognosis for language development. It has also been found that 97% of deaf children without additional needs reached at least age appropriate spoken language at the end of a programme of Auditory Verbal Therapy.

Research from Denmark demonstrated that children receiving Auditory Verbal Therapy had advanced spoken language skills compared to other children who received standard early intervention and AVT improved outcomes for children with cochlear implants.

During lockdown in 2020, all therapy was moved to tele-therapy which was delivered via Zoom. The effectiveness of telepractice was measured and the children showed no difference in their rate of language development on a formal assessment. Prior to lockdown, 60% of parents were unsure of the effectiveness of tele-therapy whereas during lockdown, after receiving it, 10% of parents were unsure of the effectiveness.

Another study compared Auditory Verbal Therapy to Oral Communication (OC) and Total Communication (TC) approaches for developing language. The results indicated that significantly greater numbers of children in the AV group obtained standard scores within normal limits than children in the OC and TC groups.

The success of AVT via tele-therapy is largely because of the coaching nature. It is what the parents DO that matters, the therapist coaches them on how to integrate AVT into their everyday lives.

Auditory Verbal UK belongs to First Voice which is a consortium of Early Intervention Centres from Australia, UK, New Zealand and South Africa. The outcomes for these centres were collated in 2018 and the results indicated that 86% of children with hearing loss and no additional difficulties, achieved a spoken language score within or above the range for typically hearing children. In the UK, approximately 80% of all children who spent at least two years on the programme achieved age appropriate language. On average, the children who had additional needs as well as deafness, doubled their rate of language development, and one in two children reached age-appropriate spoken language at the end of their programme. For children, both with and without additional needs, the earlier they accessed the senmagazine.co.uk

How can it be accessed? Families can self-refer by contacting info@avuk.org or call 01869 325000. “AVUK was a safe and welcoming environment where we could share our concerns with people who knew what Rafi was going through and were best positioned to help him. It gave us support, it gave us answers and it gave us techniques that we could apply every day to support our child.” Kenza and Antoine, Rafi’s parents

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Two deaf young people win seats in Welsh Youth Parliament Deaf Barry resident Dan Downton, 12, and Swansea resident Kelsey Brookes, 13, have been elected to the Welsh Youth Parliament. Dan, Kelsey and the six other deaf young candidates were mentored and supported through the application process by the National Deaf Children’s Society and Swansea-based Talking Hands Deaf Children, Young People and Family Services, two of the 18 partner organisations of the Welsh Youth Parliament. Dan and Kelsey emerged as the winners once the votes were counted. The National Deaf Children’s Society and Talking Hands will now work together to support Dan and Kelsey through their two-year tenure in the 60-strong parliament. The two charities want to see the interests of Wales’s 2,500 deaf children and young people represented in the Welsh Youth Parliament, which was first convened in 2018, with the support of the Senedd, to raise awareness of issues affecting young people and call for change.

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We all think differently! Alex Robinson, Nicola Williams and Dr. Rebecca Docherty describe their work on the key issue of developing an awareness of self. Noticing differences It’s hard to make sense of people having different thoughts and feelings… especially if you’re not sure what thoughts and feelings are. Toby is an adolescent young man at Kisimul School; an independent special school for young people with severe learning difficulties, many of whom have autism. A lot of people with autism have differences in how they make sense of thoughts and feelings. Taking on board different perspectives and points of view can be a challenge. Toby had started to become aware of some differences between himself and other people. He has autism, but was not sure what this meant. After seeing a person on television with additional needs, he apologised to his family for having differences. This prompted his Mum to raise the question of how Toby could be supported to feel comfortable with his sense of self and the wonderful person he is. The in-house therapeutic team, together with colleagues from Educational Psychology, Speech and Language Therapy, along with class staff, collaborated to work with Toby.

Developing a positive sense of self The intention was to help Toby develop an integrated sense of self, feeling at ease with differences between himself and others. It was hoped he could start to feel okay about his own way of thinking. This looked at first like it might be tricky. We were not sure whether he understood the concept of ‘thinking’. Some groundwork was needed.

“He apologised to his family for having differences” What is thinking? It is hard to discuss what people ‘think’ if young people are not clear what we mean by ‘thinking’. This was the starting point for work with Toby and a small group of peers. The language of ‘thinking’ was introduced with visual symbols on talking mats. The students explored a range of physical items, focusing on a different sense each week. They were asked to decide what they ‘think’ about the item by placing the symbol of it onto a talking mat of either ‘good’ or ‘bad’. The talking mats had each student’s photograph, along with a symbol of their brain reading ‘Toby thinks…’. In this way, students could see differences in what their peers thought about items. Sentence strips and symbols were used to clarify the emerging concept…. e.g. “Toby thinks rain/orange is good/bad”.

Generalising the concept The language of “Toby thinks…”, “I think…” “Louise thinks…” was modelled by adults throughout the sessions, with reference to having thoughts in their brain. This helped move the concept from the structured intervention into real life language

Putting yourself in someone else’s shoes Being aware of your own thoughts is one thing… imagining what someone else might think is another. The talking mats were used in subsequent sessions to help students articulate what their peers thought about a range of items, using the same sentence strip structure, e.g. “Louise thinks rain is good/bad”. Toby would then give the item to a peer and see if they still thought the same today. The language around peers thinking the ‘same’ or ‘differently’ to Toby was again modelled throughout and actively encouraged.

A new Concept emerging ■ Toby’s likes and dislikes.

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All young people during the sessions used visual sentence strips to scaffold language around thinking. Toby grasped this well and began to use this sentence structure to comment senmagazine.co.uk

Autism

About the authors Dr Rebecca Docherty is an independent educational psychologist (psychologyfoundations.co.uk) who offers supervision and consultancy at Kisimul School. Alex Robinson has been an assistant educational psychologist at Kisimul School for 9 years. She conducts intervention sessions with the young people in relation to SEMH topics or cognition and learning outcomes.

■ Expressing musical preferences.

The intervention was carried out in conjunction with Nicola Williams, a speech and language therapist who has been working with Kisimul School since September 2020.

on the objects without visual supports, only requiring a slight prompt of “Toby th…”. As the sessions progressed, he no longer required verbal prompts and began to spontaneously verbalise his thoughts about the items. We could see that Toby was starting to embed this new concept as he began to verbalise it outside of the structured session, commenting that he liked things “in my head”, or expressing emotions with comments such as, “I feel frightened in my head”. He was developing an awareness that thinking and feeling happened internally.

‘I like thinking about minecraft’ Toby began to consistently express what he liked to think about, as well as that thinking happens in the head/brain. He would tell us: “I like thinking about skeletons” “I like thinking about Minecraft”

‘What’s your favourite thing to think about?’ Toby grasped that his peers’ talking mats indicated their thoughts. He began to show curiosity about his peers’ thoughts, asking a peer: “Louise, what’s your favourite thing to think about in your head?” Toby did this whilst looking directly at Louise, before waiting for a response. It showed us that he was developing an understanding that she had thoughts in her head that were different from his own, and that he could not know these thoughts unless he asked her. Feedback from Toby’s mum, Carla, showed that he was generalising this new concept of different people having different thoughts into the home. She shared examples of family conversations: Toby: ‘Do you want to play Minecraft? Brother: ‘No Toby. I don’t like Minecraft. I think it’s boring’ Toby: ‘Oh I like Minecraft. What do you like to play? Brother: ‘I like to play Fortnite.’ senmagazine.co.uk

Mum: ‘I like doughnuts’ Toby: ‘I don’t like doughnuts. I don’t like the sugar on them. I like cookies, not doughnuts.’

Differences can be okay There was an emphasis through the sessions that people can think the same or differently about things, and that this is ‘okay’. The concept that it is okay to ‘change your mind’ was discussed too. This was tricky at the start. In the first few sessions, Toby would express confusion when voicing that he ‘liked’ something, if previously he had stated that he ‘disliked’ it, trying to amend his sentence to keep it in line with the original statement. With revisiting this concept and staff modelling, Toby began to grasp this new concept, thoughts could change! Eventually this also became integrated into his spontaneous language. He told us: “I changed my mind, I like it today”.

Moving forward Toby worked hard in the sessions and it was great to see him clarifying some tricky new cognitive concepts. His emerging understanding within the structured sessions was a good start, but his spontaneous use of newly acquired ideas in real life situations meant he could make genuine use of them. This was made possible through the reinforcement of new key learning, modelling of new language both in and out of sessions, and sticking with learning content until generalisation had finally taken place. Toby’s real name has been used here. This is at the request of his mother, to honour Toby’s role in the piece of work. Toby’s views were sought regarding publication of this article and use of his name. Toby is unlikely to have full understanding of these concepts, but showed enthusiasm about sharing this piece of work with other people. SEN116

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Additional academic support allows SEN pupils to flourish Becky Ward recounts how tutoring during lockdown has provided long term benefits for SEN students.

ith the nation celebrating extraordinary feats of physical and mental strength from children with special educational needs during the pandemic, it was the stories slightly closer to home that often got forgotten about. The term ‘extraordinary’ is one that must be considered subjective. While not every child with special educational needs managed to complete a marathon during lockdown, for example, personal achievements and milestones have been crossed that are certainly equally commendable. Every child, whether they have autism, a physical disability, or any other need, has emerged from the pandemic ‘extraordinary’. Students who have autism and other special educational needs have been disrupted more than most throughout the pandemic. Unpredictable circumstances, sudden changes in routine, and the constant worries attached to health and staying safe all contributed to making it near impossible to cope. Despite this, through personalised, one-to-one, additional academic support, many students with special educational needs not only survived but flourished in the face of adversity. These students overcame extraordinary obstacles and have achieved great things over the last 18 months, and should be celebrated for that effort and success! It is the inspirational stories of these same children that have brought us together throughout unprecedented times. They have helped us remember that you can achieve extraordinary things through perseverance and resilience, regardless of personal circumstances. Becky Ward, the Education Experience Specialist at Tutor Doctor, believes that COVID has marked a

■ Every child has emerged from the pandemic ‘extraordinary’.

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“Achieve extraordinary things through perseverance and resilience” significant milestone for SEN students in demonstrating their capabilities, and with how they are understood and supported regardless of the circumstances. “COVID has been much more than simply being stuck at home for SEN students. Research suggests that the fear and anxiety surrounding the pandemic was most severe for those who have autism spectrum disorder. This massively impacted mental health for many in the autism community as it was difficult for some to separate fact from fiction and many struggled to cope with the constant unknown, as well as drastic changes to daily life. But having made it through the most difficult period of their lives, those who have autism spectrum disorder and students with other SEN have demonstrated their strength to those who might not fully appreciate the impact their needs have on daily life and how that impact has been compounded by the pandemic,” explained Becky. Lockdowns and restrictions which occurred throughout this period placed huge amounts of pressure on the families of children with SEN. According to a survey conducted by the National Autistic Society (Left Stranded: the impact of Coronavirus on Autistic People and their families in the UK), 40% of people did not feel confident in supporting the needs of their child who has autism, and 50% of people reported their child’s academic performance suffered. In addition, the challenge was further compounded with 65% of children who have autism not engaging with online learning. Despite this, ongoing additional academic support presented these children with the opportunity to learn in a more controlled, personalised environment. The support provided to children throughout lockdown from tutors helped alleviate the pressures felt by families, while simultaneously giving children the opportunity to achieve incredible things. senmagazine.co.uk

Autism

About the author Becky Ward is the Education Experience Specialist at Tutor Doctor. She is a certified teacher, qualified SEN educator, and has been a tutor for over 16 years. She is also the mum of two sons who both have SEN needs and are supported by the SEN system in school. tutordoctor.co.uk ■ Studying with help at home.

One UK-based Tutor Doctor office has been supporting a student who has autism and dysgraphia and did not attend school during the height of the pandemic. Through online tutoring during the last academic year, the student was equipped with all required learning and skill building. The tutor worked with the student to build their English and writing skills and came to a point where the student was able to write a magazine article about their passions. This was later published by the student’s favourite magazine, and through continued academic support, this same student has now returned to school. The student’s mum had this to say: “Our child is so proud of having the article published in a magazine, and it has been amazing to watch the work with their tutor to write the article. Our tutor has helped our child learn how to build their thoughts into a masterpiece, which they find challenging as they have dysgraphia. This couldn’t have been done without the one-toone tutoring that has allowed our child to express themselves without the anxiety of others judging them.” Elsewhere, another tutor explained, “I have a student with ADHD that is in his 4th year of tutoring with me. Over his journey, I’ve seen improvements in retention, speed, and most importantly his self-confidence. In the past, he has had accommodations during the school day to help him with organisation and time management with assignments. Because last year was virtual, he was responsible for keeping up with a lot of it on his own, and it really pushed him to have more self-directed learning. I’m so proud of his progress and to have been able to support him along the way! Organisational tasks that would have taken a lot of our time three years ago have become second nature now. He is now back to in-person learning and is doing a great job keeping up with assignments and even tells me what he’d like to focus on during some of our sessions. It’s great to see him taking control of his own learning!” These significant achievements from students with diverse educational needs have enabled them to build their confidence. Through overcoming obstacles that arose as a result of limited senmagazine.co.uk

“Sudden changes can cause behaviour changes”

contact and disruptions to routines, SEN students have emerged better equipped to face unpredictable circumstances beyond their educational journey. The consistent support and contact afforded to them by tutors not only helped this but has also demonstrated that regardless of the circumstances, anyone can achieve incredible things with the right support. Frank Milner, the global president of Tutor Doctor, has seen the positive impact tutors have had on those with SEN during the pandemic: “With having so little control over so much during the pandemic, it has been brilliant to see such highquality support provided to those with special educational needs. Maintaining a rigorous structure is vitally important to the development and emotional wellbeing of those with SEN, and adapting to sudden changes can cause behaviour changes and increased anxiety. Our community of amazing tutors have supported these extraordinarily strong children and their families throughout the last 18 months and have seen that these children emerged from such testing times well equipped and excited to be back in the classroom.” Now students have returned to the classroom, children are ready to learn and move forward in their social and academic development. By tutors playing a significant role in the educational experience for those with SEN during the pandemic, the transition back to the classroom environment has been made a smoother and more enriching period for many. For more information, please visit: tutordoctor.co.uk SEN116

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Building a life from neurodiversity Giuliana Wheater describes her son’s journey with autism.

utism and neurodiversity are what I live and breathe for, both personally and professionally. Having had to go to the ends of the earth to fight for my own autistic son for the last 23 years, this has become a journey for millions of special children and their families. My professional journey began with my autistic son Ollie. I always say that children are my biggest teachers and this began with my own. Knowing that Ollie was different from the very start, I never made a special autistic world around him and treated him no differently from his siblings. That might not work for everyone and I’m not here to preach, but it worked for us. Despite severe bullying, at times leading to hospitalisation, Ollie was extremely bright and talented. If you imagine school as the Titanic, books and words were Ollie’s life raft, his only friends. Upon joining a mainstream school he was put into bottom set English and had English literature removed; his dreams of reading English at University were demolished. The ensuing years were a walk through hell. Ollie became suicidal, had symptoms of psychosis, crippling OCD and depression. It was a pitch black time. No one would listen, I was a ‘problem parent’. The funding I fought so hard to get was legally spent elsewhere. So please keep schools accountable for any funding you get for your child. I tried to keep Ollie going by using massage and other therapies, he didn’t want to go the medication route which was offered. I fought for Ollie to sit his GCSEs in my therapy chalet which I had now converted from the proceeds of my therapies in schools. Your child can sit their exams wherever they choose so long as an examiner and invigilator are present. Don’t take no for an answer.

■ Don’t take no for an answer.

My boy who would “never achieve” went on to get 11 GCSE’s. He went on to take A level Media, Drama and Art and gained a place at his first choice university where he went on to read a degree in Creative Writing and Publishing (there is something called ‘Widening and Participation’ at all universities to help students with SEN), then passing his Masters in Creative Writing with flying colours. He is currently studying for a PhD. As Ollie’s life began to finally bloom, so did my own. I wrote a book to help other families and professionals living or working with autism. Now I do many talks, write articles, fundraise and give interviews. Recently I became the well-being ambassador for the autism charity AnnaKennedyOnline. During COVID when I couldn’t work face to face I set up a public Facebook group, along with a YouTube channel to keep people going. I have been shortlisted as a role model for the National Diversity Awards. If I win this award in February 2022 I will be able to get our children heard from a much more powerful platform. I see all the children and young adults I work with the same way. I get behind the labels, meet every child where they are at and not where I want them to be and work with them, never on them. My aim is to ease challenges and to discover gifts, talents, strengths and potential. Never take no for an answer and know you always have a choice. I’m just an ordinary woman who set up a business, determined that others would no longer define me or my son. You can do it too!

■ The early days.

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Never stop believing. senmagazine.co.uk

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Wellbeing

Animals in education Nicola Kelly explores the therapeutic benefits of engagement with animals in specialist school settings.

pecialist schools by their very nature support children with often very complex challenges and needs. As well as social, emotional and mental health difficulties, pupils in specialist settings may have real challenges with attention, with forming relationships and trust. They may struggle to communicate and to form bonds with either their peers or with the adults around them. They might have limited life experiences, or unsettled and chaotic home lives. They may be looked after. They may be aggressive or experience behaviour which is challenging for them and those around them.

“It’s not tokenistic and it’s not just a ‘nice’ thing to do”

Having animals in schools to support children with this level of complexity is not a fad, it’s not tokenistic and it’s not just a ‘nice’ thing to do. Animals in schools – and I’m not just talking about dogs – have a multi-faceted role to play not just therapeutically, but also educationally, socially and emotionally – in fact, they can play a supporting role in all those areas which children in special schools struggle with. They’re a non-judgemental friend in what can be a really challenging environment for our children. The first thing to recognise is that it’s not a ‘one size fits all’ scenario when introducing animals to a specialist school. Therapy dogs, for example. are wonderful and can be really valuable, but they’re not for everyone. For some young people the ‘fluffier’ animals might not fit the image they are trying to portray or how they see themselves. So they’re happier to engage with the ‘tougher’ appearing animals such as reptiles. One of our schools is supported by a range of adopted helpers from the animal kingdom across reptiles, mammals and arachnids. In some cases they play similar roles, and in other cases their role in supporting the children is very different. Their ‘menagerie’ includes snakes and lizards such as chameleons and bearded dragons, tarantulas and fish as well as more ‘traditional’ animals including guinea pigs and rabbits.

■ Finding the right animal.

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For some of the students we have found they didn’t want the fluffy animals, they felt the reptiles were more ‘for them’ and acceptable within their social peer group. Just because they are not fluffy doesn’t mean that reptiles can’t fulfil many of the same sensory needs as a rabbit or guinea pig. They will look for warmth and so are happy to be held to the chest and stroked and so that two-way feedback loop between human and animal is present in the same way it would be with a guinea pig – just in a way that is more ‘socially acceptable’ for the child. One girl, who hadn’t been in school for two years, sat a maths exam with a python resting on her – and got a B! senmagazine.co.uk

Wellbeing

We have seen children behave differently when they are in classrooms with animals. They seem more able to maintain self-control of emotions and actions. Where they may struggle to empathise with people, they empathise with the animals and don’t want to upset them. They understand more easily the impact of their actions on an animal. That in itself helps them learn about empathy for each other. Often young people are not able to have pets at home and this is their first opportunity to be responsible for an animal. Having responsibility for animals is hugely beneficial for the young people. It is something we stress, that while the overall responsibility for the animal’s well-being clearly lies with the school, the pupils also have a responsibility to care for them too. They are often in charge of feeding and cleaning out their animals, for recognising their needs, for interacting with them. It helps young people establish routines, understand another creature’s needs and how to meet them. Some of the animals take on more of a purely academic role, such as the arachnids. While these aren’t used in a therapeutic sense, they can be a really good way to re-engage a reluctant learner or someone who has been out of school for a long time. They might not be interested in ‘learning’ but there’s lots of teaching and learning that can come from simply just observing the arachnids. Sometimes the lessons learned from animals in schools aren’t just for the pupils. Lizards, snakes and spiders can be challenging for staff and offer a learning opportunity for them too. While some may be initially reluctant to work with their new ‘colleagues’, we ask them to look at it like this: ‘We’re often asking children to do things that they find frightening just by coming into school, or sitting in lessons or engaging with their peers. We need to challenge ourselves too and do the things that scare us!’ So, what do schools need to think about before embarking on animal therapy. The first is animal welfare. Consider who will look after the animals on a daily basis and holidays and what if the child loses interest? Are the staff experienced in handling animals? What about equipment, feed and living space? It’s also important to consider what to do when a child moves on from a school placement. At our Welsh school the children are dedicated ‘owners’ of their particular animal and often become extremely attached. It is their personal responsibility to feed and care for the animal each day they are in school and a real relationship is formed, as you would expect. When it is time for a child to move on, if appropriate, the child is offered the chance to adopt the animal (if all parties agree). We have found that it makes the transition easier to navigate for the young person. It acts as a comfort, a constant and a living positive memory. From an educational perspective, having animals within school not only supports curriculum learning in academic senmagazine.co.uk

About the author Nicola Kelly is Keys Group’s Managing Director for Education. keys-group.co.uk

info@keys-group.co.uk

“Lizards, snakes and spiders can be challenging for staff”

subjects including science and animal care, it can also support vocational learning. Our school in Somerset, as well as terrapins for example, also look after a healthy contingent of rescued hens, pygmy goats and ducks. The emphasis is on the therapeutic benefits, coupled with the educational benefits, that having a wide range of animals brings. At another setting, the school also has an array of animals; from stick insects, to rats and micro-pigs, to name but a few. The school is surrounded by farms and children learn to oversee the full care of the animals there, including goats, horses, chickens and micro-pigs. The year 11 pupils always oversee the ‘account’ they fundraise for the farm and donate their produce within their community. Giving them a sense of social responsibility and caring. They work in close groups at an allotment - often in groups that would not work within the classroom - but the allotment allows team work and creates a social relationship. They work together to paint and repair fences, enhance the paddocks and make chicken climbing apparatus. The animals at the allotment offer the children companionship and purpose but more importantly it remains an amazing tool for enhancing social relationships and emotional resilience. And finally, if the social, emotional, educational and mental health benefits were not all reasons enough to welcome animals into the learning environment, here’s one more – and it’s science! Stroking a pet has been proven to reduce cortisol (stress hormones) and increase oxytocin (feel good hormone) levels. Plus the fact they provide fun and joy! Who can argue with that?” SEN116

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What can working with horses teach us about mental health Emma Hutchinson describes the mental health lessons that working with horses can pass on.

Movement is magical If a horse gets stuck in the sympathetic nervous system (that’s the fight, flight and freeze part of the brain), sometimes the best thing you can do for it is offer your horse a chance to dance all those jangled emotions out on the ground, until they come back to a place of stillness and peace. It’s not so different with people. If you feel trapped in negative thought loops, try dancing them out. Shake them out of your arms. Stomp them out of your feet. One of the HorseBack UK team likes going into the kitchen and doing 1979 pogo dancing when she’s got a real jangle on. You are literally resetting your body when you do this. The nervous system can then move from its threat state to its rest and relax state. Move it out, dance it out, breathe it out. You may even want to holler it out. This is another practice that pays huge dividends if you do it regularly. Getting stuck is a horrible feeling, so let your body help you to find freedom again. SEN116

“If you feel trapped in negative thought loops, try dancing them out”

Practice new mental habits Working well with a horse is not a matter of going through a check-list and then patting yourself on the back. It is a daily dedication. Horses love steadiness and consistency, so they really value the stuff you do every single day. It’s exactly the same with your mental health. If you get stuck in negative stories, a beautiful daily practice is to learn to turn those stories around. Focus on the thing you do really well. Tell yourself that you are enough. Do it again and again. Slow and steady every day, until your brain believes it. senmagazine.co.uk

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“Acknowledge the sadness, the darkness, the pain” Small shifts in perspective, done over and over again, can have huge results; this is exactly what you do with a horse. You don’t have to turn your old, negative stories upside down, you just need to learn to tweak them a little bit. Acknowledge the sadness, the darkness, the pain, and then see if you can find one hopeful thing and focus on that.

About the author Emma Hutchison is co-founder of HorseBack UK, a multiaward-winning Scottish charity (registration number SC040765) based near Aboyne, in the Scottish Highlands. horseback.org.uk @HorseBackUK

@HorseBackUK @horseback_uk

Be brave, be honest Horses adore honesty. Your brain does too. Don’t deny feelings of anxiety, shame, grief and despair because you’ll only make them worse. Instead, step into difficult emotions. Be honest if you feel vulnerable, or overwhelmed, or hopeless. Sit with those feelings instead of fighting them. Then, see what you can do with them. You can write them down. You can share them with a trusted friend. You can take them to a mental health professional. The more these feelings are felt and released, the less power they have over you. Know them, name them, face them … and then let them go. The more you practice this, the better you get at it.

Managing expectations False or unrealistic expectations are one of the enemies of good mental health. If you are constantly lashing yourself for failing to meet goals, for not being the person you expect

yourself to be, for not being able to change your life through a sheer act of will, you will live with constant disappointment. The not-good-enough voices will have a field day. We’ve learned from our horses to monitor our expectations. We don’t march in expecting the horses to be brilliant just because we want them to be. We understand that everyone has an off day. So, we ask enough, but never too much, and if there’s a bit of a bog or a muddle, we just take a breath and start again. You can do the same with yourself. Give yourself small, achievable missions. Understand that mistakes and setbacks will come. Be forgiving. Always be prepared to start again from the beginning. Expectation management doesn’t sound glamorous or lifechanging, but it’s one of the most potent tools we know for keeping the mind in equilibrium.

Work with the person you are that day One of the greatest principles in good horsemanship is working with the horse you have that day. Horses have moods and emotions just as humans do. So, at HorseBack, we always ask our horses, ‘What do you need from us today?’ You can do the same with yourself. All humans are flawed. We all get things wrong. There are days when it seems nothing will come right. But if you keep trying, if you hold on to hope, if you take the smallest of small steps, you can move on again, and rediscover your rhythm, and remember that one setback does not define you. Today might be a bad day, but tomorrow can be better.

■ Learn and manage expectations.

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By using horses as our inspiration and taking the lessons that they can teach us every day, we can help shift our mental position and create a better, happier life for ourselves and those around us. SEN116

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How one specialist school is hoping to change the world’s approach to mental health Cheryl Smith describes the background and work of the LightBulb programme, established to share professional experience in children’s mental health

“Mental illness, especially in young people, is on the rise and when you see how distressing it can be, you know you’ve got to do everything you can to help prevent it from happening in the first place,” says Cheryl Smith, Headteacher of St Andrew’s College. The school, which specialises in providing trauma informed approaches, is located on the Northampton site of the psychiatric hospital St Andrew’s Healthcare. Much of the work the school does is based on the Activ8 curriculum, which aligns with the National Curriculum, but it is taught in a more bespoke way to enable learners to feel safe and make progress as part of their recovery journey. But for Cheryl, having worked in mental health for over 20 years, and having become Headteacher of the college 18 months ago, she instinctively knew she had to do everything in her power to reduce the chances of children requiring such a drastic intervention as being sectioned under the Mental Health Act.

“Many of them have lost hope, and are struggling to see the value in living” “It is a worrying situation and schools can play an invaluable role in recognising and supporting mental wellbeing which is paramount to ensuring young people have access to the best support when it is most needed.” That is when Cheryl had a ‘lightbulb’ moment. She decided to reach out to other schools and provide them with the insight and understanding that her specialist team has acquired over many years.

“At St Andrew’s we care for some very poorly young people who have often not received the help they needed until it was too late,” Cheryl explains.

“As a team, we wanted to find a way to pinpoint young people and to help equip schools with the skills they need to be resilient and to seek help about mental health issues, hopefully reducing the distress they experience and positively impacting the outcomes they experience,” she says.

“By the time they come to us many of them have lost hope, and are struggling to see the value in living, let alone trying to get an education,” she says.

“We believe early intervention is essential and can make a huge difference to the wellbeing of those children who are experiencing mental health issues.” Together, with friend and colleague Peter Rainford, they developed the LightBulb programme which provides schools that sign up with a whole range of support, including five hours of mental health awareness and training for all school staff and wellbeing resources and activities for teachers and educational professionals. “LightBulb is not just about helping children, parents and teachers to recognise the signs early on, it’s also about creating a culture of positive mental health which is driven by school leaders and embedded in practice,” Cheryl says.

■ Staff say the scheme has made a huge difference.

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About the author Cheryl Smith is the Headteacher at St Andrew’s College, Northampton. Cheryl is also Head of the Child and Adolescent Mental Health Service within St Andrew’s Healthcare. stah.org ■ Our students have a quiet place to go during lessons.

@STAHealthcare

complex mental health problems, but will also encourage their development of resilience, coping skills and self-help skills which are vital for overall development.” The programme is based around an outcomes wheel which puts the school at the centre, surrounded by four sections. They are ‘Quality of Education’, ‘Behaviour and Attitudes’, ‘Personal Development’ and ‘Leadership and Management’ in line with the Ofsted school inspection framework. “We wanted to provide a ready-made framework for both primary and secondary schools, so those that participate can demonstrate and showcase excellence regarding mental health practice to regulatory bodies such as Ofsted,” Cheryl explains. The scheme has been piloted in one primary school, Castle Academy in Northampton, where staff say it has made a huge difference. “We have children from all walks of life attend Castle Academy and from time to time school life can become a bit much,” says Ellie Finch, who is Castle Academy’s Mental Health Lead. “We’ve introduced Calm Corners into every classroom so our students have a quiet place to go during lessons. At playtime they have access to ‘Hobbit Holes’ which provide children with a safe space to go, away from the hustle and bustle of the playground. We’ve also placed Worry Monster post-boxes all over the school so our children can post their concerns any time they wish and an adult will follow it up.

“Creating a culture of positive mental health”

“Working with St Andrew’s gave us the confirmation that we were on the right track to support and build on the children’s mental health and wellbeing using strategies that we had in place.” In fact, the programme has been so successful that it is now being rolled out across the rest of the East Midlands Academy Trust (EMAT). “Lockdown, school closures, disruptive home environments and disturbing news stories have all played a part in affecting our children’s mental health,” says EMAT’s Head of Inclusion, Lorna Beard. “Now is the time to start taking action and putting interventions in place to help them, before it’s too late. “LightBulb was a hit from the start and helped us to build on the work already happening within the school around mental health. We quickly saw significant improvements across our staff, students and parents. Everyone felt more supported, reassured and more confident in spotting the signs and seeking the appropriate help.

■ Bright, open and airy spaces.

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“Having seen first-hand the difference LightBulb has made I can confidently say it’s changed children’s lives and will go a very long way in providing the building blocks for openly talking about worries and concerns which if left, could have devastating outcomes in the long-term.” SEN116

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Supporting SEN pupils mental health post-Covid Sarah Johnson takes the ‘Thinking About School’ survey as the starting point for pupil-led mental health proposals

n March 2020, the previous Secretary State of Education of England made the statement that schools were closing for the majority of students, in order to reduce the number of infections and deaths, resulting from Covid-19. For the first time in the UK’s education history, a mandate was made for the majority of children to stay at home and not attend school. However, as those working with children identified as having Special Educational Needs and/or medical needs know, absence from school may be something that they experienced long before the pandemic and will continue long after. As a reflection and assertion that children are the experts in their own lived experiences, the ‘Thinking About School’ survey was designed to be completed by children to share their perspectives. Over 2000 school children from England completed the survey, a similar survey repeated shortly after when many children had returned to school had over 1500 respondents. SEN116

“Children are the experts in their own lived experiences”

One of the young people who participated in the survey commented: “I think the government need to be asking the kids how we feel about going back, our views [are] not being taken into account” So, how can we draw upon what these children said themselves? We can theme the children’s comments into several important areas, and the good news is that children (those identified with senmagazine.co.uk

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About the author Sarah Johnson is an education consultant at Phoenix Education Consultancy with varied roles including, author, Head of Behaviour and Inclusion for a London Borough, school improvement partner and keynote speaker. phoenixeducationconsultancy.com @PhoenixEdSarah

“Identifying suitable provision can have a fundamental effect on a child’s wellbeing”

after COVID-19. Here are some practical ideas of what we can do to build these connections with other children: • Encourage light-touch visits to school with low demands. For example, is there a quiet space that children recently on roll can meet others before attending the classroom environment? special educational needs, with medical needs or excluded from school as well as those attending mainstream school) offered lots of practical ideas to help those returning to school that can be generalised beyond the pandemic. These themes were friends, teachers and family.

Friends The connection that children have to others remains an important issue; how they may make friends as well as maintaining them. This is particularly challenging in instances when they have had absences from school, or during key transitions. Whilst moving between schools (such as primary to secondary, mainstream to specialist or Borough to Borough), the often lengthy process of identifying suitable provision can have a fundamental effect on a child’s wellbeing. These system issues may also be compounded by a child’s Special Educational Need. During school closures for COVID-19 we recognised friendship and loneliness as a key factor in children’s wellbeing but we are in danger of forgetting those children who, for whatever reason, may have disrupted attendance at school both long before and senmagazine.co.uk

• Provide opportunities to ‘drop in’ to class through technology such as telepresence solutions or the now ubiquitous virtual platforms such as Microsoft Teams, Zoom or Google Classroom? • Other children provide a video tour of the environment to share with the new or returning student. This may be especially important if there have been changes to the premises or how the school space is used.

Family One issue that comes up repeatedly, and with good reason, is the fundamental role of communication between families and schools. Children in the ‘Thinking About School’ survey saw families as being a key element in supporting their mental health in returning to school. Something that is vital, and built around ethos, is ensuring that there is a belief in the experience of parents/carers. Families are the key stakeholder in being able to tell you how their child is doing, what their mood is like when

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they get home and if there are any worries. Sometimes children may not feel safe expressing this in the school environment but may tell their siblings or parents through words or actions. Make sure to build in plenty of opportunities for positive and responsive communication between school and families. Some ways in which to develop this include: • Effective communication with parents/carers. This could be in the form of a home/school record book or pictures of what the child is doing at school/home. • Recognise that children may prefer home than school, perhaps because of previous experiences of schooling, more manageable sensory demands or feelings of safety fostered by family. • Sometimes the regular and natural ‘touch-points’ of mainstream school are missed within the context of specialist provision as children may come from further away. Build in opportunities for teachers to be able to speak directly to parents, often this may happen at the school gate but as a SENCO think about how this could be developed despite the use of external transport providers.

“If teachers are finding things hard then it can have a knock-on effect on a child’s emotional well-being”

Teachers Along with friends and family, teachers were also cited by children and young people completing the survey as supporting a return to school. Teachers can be fundamental in building a culture in which children feel safe, valued and nurtured. There were comments made around having open communication with their teachers about their thoughts and feelings, with one child saying ‘being able to talk to the teachers’ helped their return to school whilst another simply said ‘my amazing teacher’. There was also the acknowledgement of reciprocity, if teachers are finding things hard then it can have a knock-on effect on a child’s emotional wellbeing with one commenting ‘Teachers being stressed make students stressed’. Some offered very practical ideas which are detailed below: • The use of technology to bring the ‘strange space’ of the school to the child in their home. For example, making a video that a child and their family can look at which helps familiarise themselves with the schooling space. • Providing structured experiences to share and model empathy, acknowledging how difficult it may be in attending school. This is especially important as it may have been previously that children’s experiences have been dismissed as unimportant or insignificant to other processes relating to school and their Special Educational Need. • The use of scripting to acknowledge the above, for example, ‘this seems to be making you feel sad, is there anything I can do to make things feel any easier’?. Make sure that you allow the child/young person to correct you and the identification of the emotion they are feeling (e.g. “No, I am angry….”) Ultimately, the suggestions the children offer themselves to support their mental health when returning to school are just that, helpful additions based on approaches and development of relationships through communication and fostering of opportunities. What we need to ensure is that children feel like they belong to a wider community irrespective of their individual circumstances.

■ Engaging with children in the classroom.

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The British Education Research Association (BERA, 2018) ethical guidelines were used as the principle framework for ethical guidance. All participants recruited were informed of the aim of the research and recruited via request from their school, local authority or parent. senmagazine.co.uk

SEN schools & colleges

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Whizz Education nominated for two Bett Awards Whizz Education has been nominated for two Bett Awards: for Class Aid or Education Support, and Primary Digital Learning Product – Numeracy & Maths. Emma Ringe, Schools Director, Whizz Education explains: “Whizz Education has more than 15 years’ experience partnering with schools to improve learning outcomes in maths. We adapt our approach to each implementation to deliver the best outcomes for students. By working together with schools, maths provision outcomes can dramatically be improved over time. “We are delighted now to be nominated for these two premier awards in the education sector, which recognise our contribution to creativity and innovation with the use of technology with maths education.” Research conducted with over 12,000 students and verified by independent experts, demonstrates that children who learn with Maths-Whizz Tutor for 45-60 minutes a week increase their Maths Age by an average of 18 months in their first year. senmagazine.co.uk

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The importance of providing meaningful opportunities Renee Flourentzou explains how establishing a broad-based cooperative trust can ensure all students have access to meaningful opportunities for work and independence in a landscape where these are often limited.

tudents from across the world have been hit hard by the pandemic, but those who are vulnerable or those with specific and complex needs, arguably even more so. School closures and skyrocketing covid-related absences throughout the past 16 months has made it much harder for students to gain the social, emotional, and physical support they need from teachers, peers and wider services to help them develop, learn and thrive. Despite the challenges, we shouldn’t allow this to impact the future prospects of students, and especially those with SEN. This is something that Renee Flourentzou, Director of Education at West Lea School and Trustee of Enterprise Cooperative Trust, is incredibly passionate about. Here, she explains the steps the school, and Trust, is taking to ensure all its students in Enfield and beyond have access to meaningful opportunities for work and independence in a landscape where these are often limited. The Covid-19 pandemic has had a disproportionate impact on every aspect of disabled people’s lives, including impacting negatively on 71 percent of disabled people who were employed in March 2020. Therefore, it’s important that we come together as a community to buck these trends and identify how we can

About the author Renee Flourentzou is Director of Education at West Lea School and Trustee of Enterprise Cooperative Trust. enterprisecooperativetrust.org.uk

best support students and provide them with the opportunities to become responsible and confident young adults, who recognise and value their place in society. Inside the school, we strive to provide all the support our students need to succeed. This is not only academically, but in key areas such as employment, independent living, friends, relationships, community and good health. We want to ensure this attitude spreads into the community and beyond and continues long after students leave. We know our students are motivated to succeed, so it’s our responsibility to ensure they have the opportunities to achieve this. That’s why we launched Enterprise Cooperative Trust (ECT) in 2020. Our Trust is designed to coordinate life-changing opportunities for young people in Enfield. Ultimately, our Trust exists to strengthen and uplift our community by harnessing the power of young people.

How it works

■ Learning to maintain a computer.

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ECT is part of the wider co-operative movement. It encompasses cooperative values including self-responsibility, equity and solidarity, while also having its own values of hope, positivity and justice. Unlike a multi-academy trust, it is made up of various education institutions, including West Lea and College of Haringey, senmagazine.co.uk

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Enfield and North East London (CONEL), as well as charities such as Learning for Life. Together, we provide ample opportunities for students to help them find their place in society and give them a fair chance in life. This includes work experience and training, through to further education and community projects. These connections provide us with so many benefits, not least improving student optimism and increasing motivation levels in school, but also in helping to fill skills gaps in Enfield and build greater community spirit. For example, working with Learning for Life, we have been able to increase access to work and training opportunities in the notfor-profit and social enterprise sector. This helps students to develop skills for the workplace, build community engagement and social integration.

“Help them find their place in society and give them a fair chance in life” right people who share the same values and aspirations for the community. This helps us ensure the Trust is able to continue providing the best possible support to children in the Borough.

Looking ahead

Accountability

This Trust has enabled us to not only provide our students with the support they need during their education, but also with the longer-term opportunities that will help them thrive in society.

We have established a representative council which assesses the work we undergo and determines our future projects. It includes school heads, a local journalist and children’s doctor, all of whom have the leadership and specialist knowledge to help bring the community together. A key focus for 2022 will be further supporting our schools and addressing the shortage of digital skills, highlighted through the pandemic. The council also ensures the Trust is held accountable and that we have the

The Trust is still in its infancy, but there are many exciting opportunities that we look forward to pursuing. We know our founding principles of hope, positivity, justice and courage will ensure we support every child and turn their dreams into reality. All students, including the most disadvantaged, should have the chance to recognise their worth and see the valuable role they can play in their community.

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Developing skills for the world of work Peter Gaskell describes how a college news agency has inspired and motivated students with real world employment opportunities.

ast year the Pathways department in Loreto College set up a digital news agency and ‘employed’ 18 young people to cover breaking stories from our college. As teachers we wanted them to experience working in the media sector. What started out as a nice idea turned into a passion project for these learners. After the first lessons we started getting emails from them over the weekend, with articles, designs and ideas for the agency. Many SEND young people are marginalised by society because of their disabilities and they don’t always have high aspirations. They often find it harder to get a job than mainstream students. Data from the Office for National Statistics backs this up. The UK employment rate for people with disabilities is 52.3% significantly lower than the employment rate for people without disabilities, which is 81.1%. We wanted to tackle these issues but also open students’ eyes to the exciting and varied opportunities offered by digital careers. This led our department to work with Digital Advantage, a charity that delivers innovative work experiences to young people of all ages and abilities. They explained that a city like Manchester, which has a burgeoning digital sector, is struggling to recruit the right SEN116

“SEND young people are marginalised by society because of their disabilities” people. We discussed the fact that many of our students – most of whom have autism and other support needs - are often very focused, logical thinkers who have good attention to detail and strong problem-solving abilities. These are exactly the skills that are in high demand within the digital sector, yet not enough talented teenagers with special educational needs and disabilities are getting digital jobs. The team at Digital Advantage suggested that we replicate a real-life digital business environment at the college. The students were given the chance to build the brand from the ground up and named it LEVEL. Students began writing news and feature stories, they drafted video scripts, took photos and made videos about Loreto, their friends and issues close to their heart. senmagazine.co.uk

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“The confidence and independence of the students grew and grew” Professionals from local digital companies led workshops, sharing their own experiences of breaking into the creative and digital industries – giving first-hand tips and inspiration. The students designed a brand to give their agency an identity and they developed a website to host the content they were creating.

About the author Peter Gaskell is a senior Educational Support Assistant and the lead teacher of Digital Advantage at Loreto Sixth Form College in Manchester. digitaladvantage.org.uk @digivantage

@loretocollege

We were concerned about the varying abilities of the young people and the fact that some weren’t IT whizz kids, whilst others already had strong computer skills. But over time we realised their technical ability didn’t matter and they were quick learners. Our group of 18 teenagers wasn’t huge and each learner naturally found their own role in the agency – they sought out whatever they were interested in and there was a job for everyone. What really struck us was the teamwork. The brand manager, who designed the logo, was speaking to the website designer and the news reporter was plugged into the latest events in the college and they were all communicating closely with the photographer. With the support of Rubbi Bhogal-Wood, the Digital Advantage industry trainer, everything was co-ordinated by a student who took the role of agency manager. They knew what each person was doing and what their deadlines were so they could keep track and upload the finished content to the website. Each student was very focused on their work, but they listened to each other and connected the dots themselves. It was great to see them unify around a common purpose as a digital agency. Despite lockdown restrictions and a lot of remote learning, a wealth of digital content was created, including a short film, articles, podcast interviews and surveys about life post-Covid. You can see it all here: https://sites.google.com/view/loretolevel. Crucially, the confidence and independence of the students grew and grew. My teaching role lessened over time as they owned their roles and I had to do less orchestrating. Lots of the students engaged so well that they’d often work on ideas at home – and I found they’d do a lot of reading independently around subjects in their own time too, widening their own knowledge. One of our main aims at Loreto’s Pathways department is supporting young people to develop their independence and navigate the next step in their learning journey. For many, that involves going onto our Supported Internship, but for others they are more suited to working in a digital sector. It’s not an senmagazine.co.uk

■ Students involved in the Digital Advantage project.

easy world out there for young people fresh from sixth form college – particularly if you have special education needs and disabilities. Thankfully, digital and IT work opportunities haven’t waned during the pandemic. If anything, the demand for digital talent is now greater. Some of our students are very technically gifted. Others have huge imaginative potential and the ability to create, visually through graphic design or photography. Many of the students also realised just how strong their communication skills were, whether that’s writing news pieces, interviewing people for a podcast or motivating and organising the whole team. The 18 individuals who set up LEVEL have now begun their next challenge. Some have started Supported Internships at Loreto or elsewhere. One young man is independently developing websites and YouTube channels. We now have a new cohort of students who are learning from the achievements of last year’s group. I firmly believe that being part of LEVEL will reveal their hidden talents too, helping them gain new perspectives and, importantly, unlocking a wealth of new career opportunities. SEN116

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Phonics tailored for pupils with SEN Katrina Cochrane discusses key techniques when teaching literacy skills to SEN pupils.

honics are at the heart of literacy teaching in schools and the government’s recently published list of validated systematic synthetic phonics (SSP) programmes is designed to help teachers find effective schemes to support their pupils’ reading progress. However, the British Dyslexia Association has suggested that 25% of children cannot learn to read by learning phonics alone, including most children with dyslexia and other specific learning difficulties. So, how can teachers and SENCOs help ensure every child gets the support they need to access and make progress in phonics-based programmes to develop literacy skills?

Flexible approach There is no one-size-fits-all solution to shaping accessible phonics programmes for pupils with SEN. Some children have auditory processing issues which can interfere with their ability to detect different letter sounds. In contrast, I have seen children with dyslexia score highly in a phonics assessment. Flexibility is key to ensuring phonics-based teaching helps every child get the best possible grounding to develop their reading ability. SEN116

“Children cannot learn to read by learning phonics alone” Foundations for literacy A successful whole-school literacy strategy needs to include activities that support children with SEN in developing reading, spelling, fluency and comprehension. The foundations for this include: • Speech sound awareness – the ability to split spoken words into their individual sounds ie breaking the word cat into its individual letter sounds c-a-t • Knowledge of the letters in the alphabet • The ability to map the sound of a letter or letters to their written form. Research has shown that knowledge of orthography (how words are written) and morphemes (the smallest grammatical unit of speech) should be taught alongside phonics from an early age too. This helps children learn to simultaneously process phonemic, morphemic and orthographic units in words. senmagazine.co.uk

Phonics

“Short bursts of practice every day will help to reinforce new knowledge and reading skills” Used with a group of dyslexic 10 and 11 year-olds in one study, this approach resulted in an increase of 2 standard deviation score points in just 20 lessons.

About the author Katrina Cochrane is a dyslexia expert and consultant at Lexplore Analytics. lexplore.com/gb

Other effective ways to help children with SEN read and spell with phonics can be simpler to implement.

The multi-sensory approach Knowledge of the alphabet is vital for helping children understand letter names, sequencing and the distinction between the sounds of vowels and consonants. But auditory or processing difficulties can make it hard for some children to differentiate between letters such as K and Q or X and S, for example. Making phonetic teaching multi-sensory can help. The ‘see it, say it, touch it’ approach involves a child identifying a letter by sight, saying it out loud and then tracing it with their finger. This helps them understand the physical representation of a letter, how it sounds and how it should be written as they learn. ■ Making phonics multi-sensory.

Wooden or plastic letters can be used to increase the multisensory experience for children with special needs and short bursts of practice every day will help to reinforce new knowledge and reading skills.

Identifying the issues

Modelling reading behaviour

Accurate assessment is crucial for shaping a successful reading intervention and technology can help schools to pinpoint the exact issues holding children back.

Another effective strategy is to model reading behaviour. Simply demonstrating and encouraging a child to move a finger from left to right on a page can help them keep track of text, particularly if they have visual or processing difficulties.

One tool, Lexplore Analytics, tracks a child’s eye movements whilst they read a piece of text out loud and then silently from a screen, followed by a set of verbal comprehension questions.

When reading to a pupil, modelling expressions with your voice will start to build their understanding of the principles of punctuation too, an important grounding for moving on to reading larger texts.

Embedding non-phonic words Building vocabulary with non-phonetic words can be a challenge, particularly for pupils with dyslexia, but there are effective ways to address this. Take the word ‘said’, which is not phonic. You can help a child remember how to read it by reciting a rhyme or introducing a mnemonic phrase to represent the individual letters – Sally Anne is Dizzy, for example. Encouraging them to say it and trace over it with their finger will embed the learning further and asking them to write it from memory with their eyes shut is a fun way to build motor memory. senmagazine.co.uk

Digital assessments such as this can make the testing process enjoyable for children with additional needs and teachers gain insight that helps them pinpoint the specific areas of reading that are causing issues. Knowing what letters a child gets stuck on, words they find complicated, or whole sentences they struggle to decode makes it easier to put the right support in place to improve literacy skills.

Reading toolkit It is important not to regard phonics-based teaching as the only avenue to reading progress for children with SEN as getting ‘stuck’ can have a negative impact on their confidence and self-esteem. A flexible whole-school strategy, with phonics and accurate assessment part of the literacy toolkit, will help teachers tailor every child’s reading journey to their individual needs. SEN116

CReSTeD

Council for the Registration of Schools Teaching Dyslexic Pupils The Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity founded in 1989 to help parents and those who advise them choose an educational establishment to support a student with Specific Learning Difficulties (SpLD). These include Dyslexia, Dyspraxia, Dyscalculia, ADD, ADHD as well as Pragmatic and Semantic Language Difficulties. The CReSTeD Council includes representatives from the BDA, Dyslexia Action, Dyslexia-SpLD Trust, the Helen Arkell Dyslexia Charity, educational psychologists and schools.

Category

CReSTeD maintain a Register of schools and teaching centres, accredited for their provision for students with SpLD. These establishments are visited by a Consultant, selected for their experience in the field of SpLD, to ensure that the criterions set by CReSTeD are met. All schools and centres are revisited every three years or earlier in certain circumstances. If successful, they are placed into one of six categories according to their type of provision:

Description

Dyslexia specialist provision (DSP)

Established primarily to teach pupils with dyslexia.

Learning support centre (LSC) – formerly Dyslexia unit (DU)

Offers a designated unit that provides specialist tuition on a small group or individual basis, according to need.

Maintained schools (MS)

Local authority schools able to demonstrate an effective system for identifying pupils with dyslexia.

Specialist provision (SPS)

Specifically established to teach pupils with dyslexia and related specific learning difficulties.

Teaching centre (TC)

Designated centre providing specialist tuition on a small group or individual basis, according to need.

Withdrawal system (WS)

Helps dyslexic pupils by withdrawing them from appropriately selected lessons for specialist tuition.

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CReSTeD

Schools listed on the CReSTeD Register (as at 1st November 2021) Abingdon House School (SPS) London abingdonhouseschool.co.uk

Blossom House School (SPS) London blossomhouseschool.co.uk

Centre Academy London (SPS) London centreacademy.net

Appleford School (SPS) Salisbury, Wiltshire applefordschool.org

Bredon School (DSP) Tewkesbury, Gloucestershire bredonschool.org

Centre Academy - East Anglia (SPS) Ipswich, Suffolk centreacademy.net

Avon House School (WS) Woodford Green, Essex avonhouseschool.co.uk

Brockhurst & Marlston House Schools (LSC) Newbury, Berkshire brockmarl.org.uk

Clayesmore Preparatory School (LSC) Blandford Forum, Dorset clayesmore.com

Barnardiston Hall Preparatory School (LSC) Haverhill, Suffolk barnardiston.com

Brown’s School (SPS) Orpington, Kent brownsschool.co.uk

Clayesmore School (LSC) Blandford Forum, Dorset clayesmore.com

Bedstone College (LSC) Bucknell, Shropshire bedstone.org

Bruern Abbey School (DSP) Chesterton, Oxfordshire bruernabbey.org

Cobham Hall School (LSC) Cobham, Kent cobhamhall.com

Calder House School (DSP) Near Bath, Wiltshire calderhouseschool.co.uk

Dowdales School (MS) Dalton-in-Furness, Cumbria dowdalesschool.co.uk

Bethany School (LSC) Cranbrook, Kent bethanyschool.org.uk

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CReSTeD

Ellesmere College (LSC)

Kingswood House School (LSC)

Ellesmere, Shropshire

Epsom, Surrey

ellesmere.com

kingswoodhouse.org

Emmerson House (TC)

Knowl Hill School (DSP)

London

Woking, Surrey

emmersonhouse.co.uk

knowlhill.org.uk

Fairley House School (DSP)

Laidlaw Hall (TC)

London

fairleyhouse.org.uk

laidlawhall.co.uk

Finborough School (LSC)

Lime House School (LSC)

Stowmarket, Suffolk

Carlisle, Cumbria

finboroughschool.co.uk

limehouseschool.co.uk

Frewen College (DSP)

Mayfield School (MS)

Rye, Sussex

Portsmouth, Hampshire

frewencollege.co.uk

mayfield.portsmouth.sch.uk

Fulneck School (LSC)

Mayville High School (LSC)

Leeds, West Yorkshire

Southsea, Hampshire

fulneckschool.co.uk

mayvillehighschool.com

Hazlegrove Preparatory School (LSC)

Millfield Preparatory School (LSC)

Yeovil, Somerset

Glastonbury, Somerset

hazlegrove.co.uk

millfieldprep.com

Holme Court School (DSP)

Millfield School (LSC)

Little Abington, Cambridgeshire

Street, Somerset

holmecourt.com

millfieldschool.com

Kilgraston School (WS)

Mitchells Dyslexia Facility (TC)

Bridge of Earn, Perthshire

Rustington, West Sussex

kilgraston.com

mitchellsdyslexiafacility.co.uk

King’s School (LSC)

Moon Hall School (DSP)

Bruton, Somerset

Reigate, Surrey

kingsbruton.com

moonhallschoolreigate.co.uk

Dyslexia Friendly Quality Mark The MS category now includes schools approved by the BDA as Dyslexia Friendly Quality Mark Schools. These schools have demonstrated a high commitment to dyslexic learners and undergone rigorous scrutiny in order to achieve the Quality Mark award, which they hold for three years before being re-verified by the BDA. They are identified on the CReSTeD Register with the BDA Dyslexia Friendly Quality Mark logo.

Kingham Hill School (LSC) Chipping Norton, Oxfordshire kinghamhill.org.uk Kingsley School (The Grenville Dyslexia Centre) (LSC)

Further information

The CReSTeD Register is available to view at crested.org.uk

Bideford, Devon kingsleyschoolbideford.co.uk SEN116

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Assistive technology & dyslexia

How we can create a greater learning experience for dyslexic pupils Michelle Catterson advocates for greater investment in the use of assistive technology in the teaching environment for pupils with dyslexia.

ducation has been drastically altered over the past 18 months due to the pandemic, and this change is even more stark when it comes to young people with dyslexia.

Virtual classes were challenging for every student, but for dyslexic pupils the challenge was heightened as many lost access to the support they would usually receive to help them learn. Parents also had a greater opportunity to see first-hand how much their child might be struggling, and how far ahead their peers were compared to them. With this being the case, parents with dyslexic children are looking, now more than ever, to find schools and assistive technologies that will provide their kids with a level playing field so that they can reach their full academic potential. I’ve noticed this at my school, Moon Hall, which is a specialist dyslexic school for pupils aged 7-16, where our waiting list for placements is growing at a rate I’ve not seen during my time as Headteacher. I believe this highlights the increased need across the UK for more specialist dyslexia facilities, as mainstream schools are unable to meet students’ educational needs, as well as increased investment in assistive technologies to enhance independent learning experiences.

“Many lost access to the support they would usually receive to help them learn” classroom to receive intervention from support staff. This model is ineffective because pupils are marked out as different to their peers, which can cause additional anxiety for pupils. It’s also counterproductive as these students miss out on what’s happening in the classroom, meaning that they are often playing catch-up when they return and are not in control of their learning. At Moon Hall we chose not to do this. Our class sizes are small so that teachers can spot when students might need extra support and can provide that in the classroom setting. We’ve also invested in assistive technology and the staff that can drive that. Assistive technologies designed for dyslexic pupils have a big role to play in reducing the need for additional support - this is better for the school and better for the student as they can

While traditional schools have processes in place to help students with learning disabilities, they usually come in the form of separate support functions where pupils leave the senmagazine.co.uk

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Assistive technology & dyslexia

take ownership of their learning and build their confidence at the same time. For example, we recently invested in a new assistive reading technology for our pupils called the OrCam Read, which allows them to instantly hear any full page of printed or digital text the device is pointing at, whenever and wherever they are across the school. This tool means that we can instantly remove many challenges for our pupils in and out of the classroom. In an exam scenario, this kind of technology really shines as pupils are often heavily reliant upon another adult, a reader or a scribe to help them. By eliminating that need we can take away the additional stress of having to communicate with another person during exams. Experiencing how successful assistive technology such as the OrCam Read has been with our pupils has led us to take further steps to look at how we can use digital solutions to enhance our pupils’ lives. We now have a digital champion apprentice at the school, whose sole focus is to try and integrate and support assistive technology. As well as this, in September we recruited our first head of department for assistive technology who is tasked with looking at assistive technology throughout the school and how these tools can be used better by both teachers and students. Children who struggle with dyslexia have had more hurdles to overcome than simply their learning disability and COVID-19. This has shone a light on how our education system can hold

About the author Michelle Catterson is the Executive Headteacher of Moon Hall School, a specialist dyslexic school for pupils aged 7-16 years old, where pupils are encouraged to embrace their wonderful and often creative ways of thinking and celebrate and remove the stigma often attached to their dyslexia. moonhallschoolreigate.co.uk @MoonHallReigate

@moonhallschoolreigate

back some pupils from reaching their full potential. As a nation, we need to be investing in the facilities, infrastructure and technologies that allow dyslexic people in education to learn with the support and independence that will allow them to thrive. Specialist schools and innovative solutions are paving the way for this and with the right backing, we can create an education system that’s inclusive and allows every pupil to be the best they can be.

AI modelling aids communication in the classroom Researchers have used artificial intelligence to determine the best communication methods for children with autism (https://www.nature.com/articles/s41539-021-00102-x). They spent 20 half-days in a special school in London that had criteria of autism spectrum condition for admission. There, they observed which strategies three teachers used to communicate with seven children - words, visual images, objects, gestures or physical prompts - and observed how well the pupils responded. In total 5,500 interactions were recorded. For example, if a teacher was doing a yoga lesson with the whole class, and they demonstrated a particular yoga move by gesturing while also verbally explaining how to do it, and asked the students to do the same. If students responded by doing the move, it was recorded as a positive response. If they didn’t, it was recorded as a non-positive response. They recorded interactions between teachers and autistic students in the classroom, and then used AI to identify which teacher communications worked and which did not. Using these data, they created a machine-learning model which used the teacher communication strategy and the other collected data items to predict student response. Once completed, the model correctly predicted what the outcome of the teacher communication strategy would be 70 SEN116

per cent of the time. By using this AI model it is now possible to select the communication strategy that maximises the probability of a positive student response. This is the AI-driven suggestion that the model presents to a teacher. Children and young people with autism tend to communicate in different ways to neurotypical people. The extent of neurodiversity and how it might be expressed can vary considerably from one person to another. The range of challenges that autistic children face in communication exacerbates the difficulty of deriving effective teaching strategies. Methods such as this research have the potential to help teachers to choose the right communication strategy for a certain situation. By finding the correct approaches to communication, this could make a difference in how children progress socially as well as academically. senmagazine.co.uk

Assistive technology

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When children can read independently, teachers can connect, coach, and collaborate. In most classrooms, a teacher’s time is usually divided, undemocratically. It is influenced by resources, numbers, student combinations, and the needs of learners who are unable to read or decode the resources in front of them. In a recent survey compiled by Scanning Pens, asking 250 SENCOs and Literacy Coordinators about reading recovery needs in their schools, 84% said their students were not reading at age-appropriate levels at the start of this academic year. With 68% stating their students are reading at least 9 months below target age, the alarm was raised further with 69% of teachers surveyed saying their school isn’t equipped to provide the necessary recovery. The pressure is on, and teachers feel the need to do better. To find a solution. But how can these questions be resolved when the demands from students outweigh the teaching supply? There are reading solutions available that don’t require input from a teacher.

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When reading is covered, students can take control of their own learning journey. ReaderPen™ plays back scanned text through headphones, or via the built-in speaker, as a way of supporting multisensory reading. As each word is spoken it is highlighted. This highlighting helps students to make the connection between the word and that word’s sound. How often do students ask teaching assistants to read a sentence over and over? Rarely. Most students only ask once, even if they didn’t hear or comprehend the tutor’s response. With instant playback, students can listen to a sentence as many times as they like without feeling embarrassed. The ReaderPen™ contains dictionary definitions to provide immediate validation. These quick definitions keep the flow of reading moving, allowing students to read at their own pace without having to go back and forth to a dictionary. Trial free at scanningpens.com

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Outdoor activities

Why outdoor physical activity and play have a fundamental role in children’s development Vicci Wells discusses how schools have turned to outdoor-based activities – embedding physical activity into lessons.

espite the varied and substantial benefits of physical activity, many children and young people are insufficiently active. One group that is becoming increasingly inactive is disabled children and young people. It has been reported that one third of disabled children take part in less than 30 minutes of sport and physical activity per day. This compares to 21% of children without disabilities. This discrepancy in physical activity levels between disabled and non-disabled children has increased during the global pandemic. For children and young people with special educational needs and disabilities (SEND), outdoor physical activity and play has a fundamental role in their development. Freedom to move in a therapeutic, stimulating, outdoor environment can make for healthier and happier children. However, with disabled children being less likely than non-disabled children to be active at a park, and reporting worries about getting hurt, how they look or not knowing what to do, we need to be intentional about their activities and environment to encourage participation. SEN116

“Expressed increased desire to do more sport and exercise”

In the Youth Sport Trust’s ‘Class of 2035’ research, young people expressed increased desire to do more sport and exercise, with 54% of five to 16-year-olds expressing this sentiment, up from 44% in 2014. Since the pandemic, more practitioners in schools have been turning to outdoor-based activity, and embedding physical activity into lessons – recognising that often the most memorable learning experiences take place outside classroom walls. Recent research also highlighted that young people want to do more physical activity, and would like to have more lessons outside. senmagazine.co.uk

Outdoor activities

“All will have experienced losses to their routines” These activities could range from orienteering in geography, engaging pupils to work as a team with compass or mapreading skills, counting trees in maths while moving, or even composing woodland symphonies in music, with a focus on gross motor skills.

About the author Vicci Wells is Head of Sport & SEND Inclusion for children’s charity the Youth Sport Trust. She is also a Chair of Governors and MAT Director. @YouthSportTrust @vawells1

As schools across the country adjust to life post-pandemic, a focus on the active recovery of children and young people is vital – particularly for those with SEND. It is crucially important to provide opportunities for pupils to reconnect with one another, and, at the same time, reimagine what the role of physical activity, PE and school sport can be; perhaps exploring ways of embedding more outdoor learning and activity through their school day. Active recovery harnesses the benefits of outdoor play and sport for young people’s self-confidence, self-belief, sense of belonging, re-socialisation, plus physical and mental health. One way in which schools are embracing active recovery is through the innovation of Sports Sanctuaries. The concept acknowledges that every child and young person will have had their own unique, lived experience during the COVID-19 pandemic. All will have experienced losses to their routines, structures, friendships, opportunities and freedoms. The result is that, as pupils return to schools, they may arrive not feeling safe or secure. These experiences are more likely to be exacerbated for a young person with SEND. They may find

■ Hand to eye co-ordination.

themselves particularly stressed and uncomfortable away from their home environment. Having access to outdoor play and activity is a fun way to expend energy and calm the senses, reducing tension and anxiety. When challenging behaviours arise, being outdoors for a change of environment can make a huge difference. Sport Sanctuaries take the theory of the biophilia (i.e. love of nature) hypothesis, whereby being outdoors, in nature, creates experiences that result in reduced stress, improved cognitive function, and enhanced mood and creativity. These spaces of sanctuary, which involve the intentional use of certain physical activities, can increase overall wellbeing and productivity. Having space to be physically active outside stimulates and encourages young people, particularly those with sensory sensitivities, to explore all of their senses. It helps improve mobility and coordination, the vestibular system (balance), and proprioception (body awareness and spatial skills). An example of a school which has uses this practice effectively is Sandbach School in South Cheshire. Sandbach has a focus on outdoor education with provision of climbing spaces to

■ Wheelchair sport.

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Outdoor activities

support young people to physically exert themselves, which can provide an outlet away from the busy classroom environment. Pupils can climb and move over different levels and surfaces in a fun way. Similarly, Alfriston School in Buckinghamshire offers wellbeing walks at break and lunchtimes, offering sensory experiences. Pupils report that this has helped boost their mood and overall wellbeing. Riverside Special School in Northern Ireland has embraced the concept of biophilia by creating a sensory sanctuary in one space of the school, designed to calm pupils, along with a sports sanctuary giving a more active environment in green space. This complements pupil-led individual and group activities. These play spaces also allow pupils to explore where their body is in space, how body parts move, and create dens which can offer them a sense of comfort.

How to create a Sports Sanctuary and a more active outdoor environment – Top Tips 1. Engage pupils – work with and alongside young people to understand what their ‘sanctuary’ is and what the ‘felt space’ around the school feels like for them. How could simple playgrounds or walkways be transformed to encourage physical activity and movement? 2. Undertake an audit – complete a sensory audit of the outdoor space around your school or setting. What sounds can be heard? What is there visually to notice or be aware of? 3. Reimagine what this outdoors space could look and feel like – one primary school placed ‘power up’ spots on their

“Every child deserves to experience the benefits of the outdoors” trees, encouraging children to move and tap the ‘power ups’ to boost their energy in between lessons and at break times. 4. Reflect on the equipment you have available – offering young people a safe environment to climb, balance and move in a fun way, with their friends, can improve development without them realising! 5. Encourage independent use – equip young people with the skills and confidence to self-pace and self-regulate their emotions through outdoor physical activity. As we start to recognise the health benefits of increasing participation in physical activity outdoors, and become more aware of our outdoor environments and spaces, we can help young people with SEND to overcome challenges, and learn new skills building resilience and raising self-esteem. This directly increases mental and physical wellbeing, increasing motivation and overall happiness. Every child deserves to experience the benefits of the outdoors – children and young people with SEND most of all.

■ Map reading skills whilst orienteering.

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Home schooling

The wonderful world of home education Jacquelyn MacDonald-Fawcett presents the case for home education.

growing number of parents are now choosing to enter the exciting world of home education. This figure has risen dramatically as a result of the Covid-19 Pandemic, and fears around overcrowding in schools, but it’s fair to say that even prior to the ‘try before you buy’ practise run the whole country enjoyed (or didn’t), many of us had already decided to give it a go. Having been a teacher and Head of Special Educational Needs in schools in Suffolk for over 12 years, I took the somewhat daunting decision to leave my career behind to home educate my then 12-year-old son. There were several reasons for this, but ultimately, it boiled down to the fact that there were just too many elements of the mainstream system that inhibited his progress. I should point out here that I am by no means ‘anti-school’; I have two other children who continue to attend good Local Authority run schools; I simply recognise that the Victorian model of education, which hasn’t had a significant shake up since the1960s, definitely does not suit every child, nor does it seem willing to adapt at a pace. SEN116

“I should point out here that I am by no means ‘anti-school’”

It’s fair to say the current ‘Generation Youth’ have had a lot to deal with; growing up in a world post 9/11, where acts of terrorism around the world are reported daily; a poverty gap that mirrors Dickensian times; Local Authorities on their knees around every issue from housing to mental health and of course, the biggest international crisis faced since the 1940s…World War Covid! Is it any wonder our young people are a little fragile? The real question is, what have schools - by which I mean Local Authorities, by which I obviously mean the government - been senmagazine.co.uk

Home schooling

About the author

“What about socialisation?”

able to do to support the ever-growing number of challenges and insecurities faced by our young people? I feel as though I can hear the anguished cries of the hundreds of families I’ve spoken to since being a parent, a teacher and a home educator, echoing through my head. The answer is quite clearly…nothing! Most schools are doing everything in their power to support their students, but the fact is, they are powerless and very poor! This massive deficit in funding means that it is no longer enough for educators to be specialists in their subject area; they now need to be an expert in mental health, learning difficulties, anger management, conflict resolution, gender identity, emotional & behavioural dysregulation and a family liaison officer to boot. All the while, desperately clinging on to their own sense of wellbeing. Add to this, the fact that class sizes are now beyond manageable; it is not at all difficult to see why some students fall through the cracks; others seek their own ways to entertain themselves, and the rest become so overwhelmed they simply cannot face the day. All of that said, there are many reasons why families choose to home educate, but the freedom for the child to learn what they want, when they want and how they want, probably sums up most people’s motivation, regardless of whether or not they have had experience in the mainstream system or whether their child has additional needs. Environment is an overriding factor when choosing to home educate. Most schools (secondary in particular), are noisy, over-crowded sensory tornadoes of concrete, strip lights and chaos. Students are forced to shuffle through narrow, airless corridors from one soulless cube of a classroom to another,

Jacquelyn MacDonald-Fawcett is a teacher and Head of Special Educational Needs in schools in Suffolk for over 12 years, now a teacher supporting home educators at Step Forward Education. stepforwardeducation.co.uk

being asked to constantly adapt to different teaching styles; to learn about subjects which for many will be useless; bombarded by assessments which only serve to measure them against a supposedly national level of academic acceptance, whilst being repeatedly told that anything less amounts to failure. A wry smile creeps across my face when I read that last bit back, given the number of parents who still look at home educators and think we’re the crazy ones! For most young people, this is certainly not an environment conducive with a holistic, joyful learning experience, but for the neurodiverse child, it is nothing short of Hell. For anyone considering this route of education, there is a wealth of knowledge and experience available at the click of a button, most of which can be accessed via social media groups. Parents who are already ‘home edding’ are always keen to support and guide newcomers to the community. One question we often hear is, ‘but what about socialisation?’ There are two important points to raise here; firstly, many of the children who have left mainstream education, have done so in part because they struggle with the social aspects of school and the emotional strain it can place on them. Often, children only feel confident enough to socialise if they can engage with others on their own terms. Secondly, if you decide to immerse yourself in home ed, this so-called social deficit myth is quickly debunked; there is a veritable smorgasbord of opportunities for home ed. gatherings, covering a vibrant and diverse array of interests, from academic sessions in English, Maths, Science, Computing etc, to archery, African drumming, Forest Schools and much more! All of which create opportunities for young people to socialise in a safe, child led environment. So my advice to anyone thinking about joining us, is do your research, speak to other families and if it feels right, it probably is. No one will ever be more invested in your child’s success than you are!

■ Teaching at home.

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For more information regarding Step Forward English and Maths sessions, please contact 07734701957 or visit stepforwardeducation.co.uk. SEN116

SEN law

What the law says about home education In this issue, Douglas Silas looks at what the law says about home education.

read an article recently saying that there has been a 34% rise in elective home education in the academic year 2020/21, which seems linked to the Covid-19 pandemic. In this issue, I therefore want to look at what the law says about home education.

“Elective home education may not be the most appropriate route”

Why is home education a topical issue at the moment? Although the number of families choosing to home educate a child has been increasing over recent years, the Covid-19 pandemic appears to have accelerated the trend, either as a result of health reasons related to Covid-19 or, as is the most common reason given by parents after this, due to their child’s anxiety or mental health problems. Many parents were also concerned to find during ‘lockdown’ when educating their children at home, that their child was not doing as well as the school had previously made out. SEN116

The difficulty is ensuring that suitable education is being made for children who are taken off the roll from schools, or for those in ‘unlawful’ schools. There is also concern that elective home education may not be the most appropriate route for all children concerned. Local Authorities (LAs) already have a duty to ensure that children being educated at home are safe and receiving a suitable education, but they may not have all the relevant powers to do so currently. senmagazine.co.uk

SEN law

About the author

“There is no definition of what an ‘efficient’ education is”

Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors. SpecialEducationalNeeds.co.uk @douglassilas

What does the law say? Unfortunately, there is no specific legislation that deals with home education and parents are often referred to Section 7 of the Education Act 1996 which says: “The parent of every child of compulsory school age shall cause him [or her] to receive efficient, full-time education suitable – 1. (a) To his [or her] age, ability and aptitude, and 2. (b) To any special educational needs he [or she] may have either by regular attendance at school or otherwise.” This is why elective home education is usually referred to as ‘Education Otherwise Than At School’ or ‘EOTAS’. A child becomes of compulsory school age from the first of the following dates when he or she becomes 5 years old after it - 31 August/31 December/31 March - and will remain of compulsory school age until the last Friday of June in the academic year in which he or she becomes 16 (although young people are expected to receive education or training until the age of 18, including when they are home educated). A ‘suitable education’ should be age-appropriate, allow for the child or young person to make progress according to their particular level of ability and aptitude as a minimum, so that when they do grow up, they will be able to function as an independent citizen and beyond the community in which they were brought up in (LAs may also have minimum expectations for literacy and numeracy). Unfortunately, there is no definition of what an ‘efficient’ education is and it is often said that what is ‘suitable’ can be best defined as to what is not suitable! There is also no legal definition of what ‘full-time’ education means, but it is generally considered that it should cover about 5 hours of tuition a day for 38 weeks of the year, as though the child or young person was in school, although for those in home education circumstances, education can also take place outside of regular ‘school-hours’. If a child has SEN and attends a special school, a parent needs the LA’s permission to educate them at home (although you do not need the LA’s permission if your child attends a mainstream school, even if they have an Education, Health and Care Plan (EHCP)). If a LA refuses to give consent for his or her name to be removed from the admissions register, a parent can ask the Secretary of State for Education to settle the dispute. senmagazine.co.uk

@douglassilas

(Please note that if you want to educate your child some of the time at home and some of the time at school, the school can refuse this; and if your child is attending school because of a school Attendance Order, you must get permission from the LA before you can educate them at home). If the LA finds that you are not providing what it deems to be a suitable education, it can serve you with a school Attendance Order for your child to attend a school of their choice. Failure to comply with the Attendance Order can result in criminal proceedings being brought against you and, if so, it is very hard to argue against this because it is what is known as a ‘strict liability offence’, so the Court has no other option but to convict you usually, no matter the circumstances.

What does guidance say? There is a specific section in the SEND Code of Practice 2015 which you should read if you are considering home education and other guidance available which you may also find helpful to look at. Government guidance from April 2019 is entitled: ‘Elective home education: Guidance for LAs’ and ‘Elective home education: Guidance for parents’. The latter says: “…Educating children at home works well when it is a positive choice and carried out with a proper regard for the needs of the child…However, if parents are in a position where they are educating a child at home but would prefer not to be doing so - or feel pressure to start educating a child at home, but know this will present difficulties - the Guidance aims to set out what they need to consider or when they should seek help.” The Guidance importantly adds: “As parents, you – not the State – are responsible for ensuring that your child, if he or she is of compulsory school age, is properly educated. Despite the terms ‘compulsory school age’, education does not have to be undertaken through attendance at school, even though the parents of any child living in England can request a state-funded school place and the local authority is obliged to find one – or more alternative arrangements for education of your child.”

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SEN law

What does this mean practically? Aside from concerns about the Covid-19 pandemic, there are also other reasons why a parent may consider educating a child at home, such as: 1. Religious or cultural beliefs 2. Ideological or philosophical views 3. Dissatisfaction with the school system 4. SEN not being met within the school system 5. Health reasons, particularly mental health 6. A child’s unwillingness or inability to go to school 7. Distance to a local school 8. Bullying 9. As a short-term intervention for a particular reason. Some of these reasons may provide a stronger basis than others and you should always consider other steps you could take before you commit to home education, so try to speak with the current school (or the LA if the school is not accommodating), to see if there are other ways around your concerns, or alternative schools that you can consider. You should also consider whether you have the time, resources and ability to teach your child properly at home and also look long term. Contrary to popular belief, home education does not require a timetable, set hours, days or terms and will always depend on the facts of each case - although parents should at least be able to quantify and demonstrate the amount of time for which a child or young person has been educated. It is also a common myth that you require specific qualifications, must teach the National Curriculum through formal lessons, or provide a ‘broad and balanced’ curriculum and try to reproduce school-type peer group socialisation.

“Should now be a mandatory register of electively home educated children”

Education must be delivered in circumstances which do not make it difficult to work (a common view is that you cannot work in very noisy premises) and should not lead to excessive isolation from peers and therefore impede social development. If you can show that you are doing these things, you are more likely to be able to show that you are providing a suitable education otherwise than at school.

What does the future hold? It has been argued that there should now be a mandatory register of electively home educated children, with a fully funded duty on the LA to visit the child or young person on a minimal annual basis to not only see if the education is suitable for them, but to also ensure that safeguarding issues are being considered properly. Although this idea is welcomed by Ofsted, there are concerns from the home education community that have chosen to educate their children at home, who object to state interference in family matters. However, it is hoped that this will lead to a process whereby parents who are home educating their children will receive additional support, not only teaching resources, but financial support too from LAs.

■ Lessons at home.

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Alternative provisions

Why Government must crack down on unregistered alternative provision schools James Madine puts the case for greater scrutiny for schools providing alternative provision.

rogress Schools is part of Progress Education, a national organisation with 12 independent secondary schools in operation.

The young people we support have been excluded from mainstream school and have special academic, emotional, behavioural and social needs. Our pupils are some of the most deprived children in the UK and require a different approach to mainstream education. We want all young people to have the same educational opportunities that we provide, and believe a major step forward would be for Government to ensure all schools in the sector are registered.

About the author James Madine is Managing Director at Progress Schools, one of the UK’s leading providers of alternative education and careers support for young people of secondary school age. progress-education.org.uk @SchoolsProgress

@SchoolsProgress

In recent years, there’s been a huge rise in the number of unregistered independent schools. In 2019, an Ofsted report identified around 6,000 children who were attending an unregulated provision that year. Typically, the children who attend an unregulated school are some of the most vulnerable in society, and unregistered providers can put them at greater risk by denying them an appropriate education. Unregulated providers aren’t subject to an inspection of safeguarding or quality of education, so it’s impossible for authorities to understand what measures are in place to support pupils. Therefore, we are calling on the Government to make it a legal requirement for institutions to be registered and subjected to an Ofsted inspection when teaching children more than eight hours per week.

This way, the quality of the education can be assessed, and our most vulnerable children be protected. The law requires that children in mainstream education be provided with full-time education or training of 25 hours a week. However, this is not the case for organisations in the alternative provision sector. Whilst some children initially benefit from shorter hours to help them re-engage in education, this is not good in the long-term and has implications for the safeguarding of pupils and for the quality of their education. There is evidence to suggest many students in receipt of this provision type, have reduced hours for significant periods of time as opposed to short-term intervention. Staying beneath the guidance threshold of 18 hours per week – which quantifies as a full-time placement – the provision provided to students is not registered and means that for many students, no school is taking statutory responsibility for the education and welfare of that child. There needs to be a real tightening on the wording in the current legislation from the DfE.

■ Children in full-time education or training

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We must all work as a collective to ensure that every pupil excluded from mainstream education receives the support they deserve. SEN116

Petition watch

Petition watch Our readers are passionate about a wide range of issues. Here we will provide you with opportunities to support initiatives which are of importance to you. Petition watch comprises a list of petitions relating to SEN which are currently active on the UK Parliament website with more than 100 signatures at the time of compilation. To add your name to any of these, go to the relevant page on the UK Parliament website (petition.parliament.uk). The petitions are not just symbolic. Any which reach 10,000 names will receive a response from HM Government. At 100,000 names, there is a chance that it will receive a debate in Parliament. We will continue to monitor and update this list in future issues, and of course report in more detail on any which meet either threshold.

Require all school staff receive training on SEN children

Fund improved support for people with communication and swallowing needs

All school staff should be required to take a course on children with special educational needs (SEN). Too many school staff don’t have any idea how to engage with SEN children!

We want the Government to improve the lives of people of all ages with communication and swallowing needs by ensuring they are able to access the speech and language therapy that they and their families and carers need.

petition.parliament.uk/petitions/587365

petition.parliament.uk/petitions/587872

Government Response: Reforms to teacher training The Teachers’ Standards define the minimum expectations of teachers’ professional practice and personal conduct. These standards set clear expectations that teachers must have an understanding of the needs of all pupils, including those with SEND. To support all teachers, we are implementing a ‘golden thread’ of high-quality teacher training reforms. These reforms are designed to emphasise the importance of high-quality teaching and to ensure teachers have the skills to support all pupils to succeed. This includes those pupils identified within the four areas of need set out in the SEND Code of Practice and children in need of help and protection as identified in the Children in Need Review. Further support for the workforce Special Educational Needs Co-ordinators (SENCOs) play an essential role in schools, supporting teaching staff to meet the needs of pupils with SEN and ensuring that schools have a clear and effective approach to inclusive education. Every maintained nursery, maintained mainstream school and mainstream academy must have a qualified teacher designated as SENCO. The Department has provided funding to the Whole School SEND consortium since 2018. Funding in 202122 will bring the total funding for this contract to over £8 million since 2018. We have also funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training to education staff in early years, schools and further education settings.

Government Response: We welcome the recent report “Speech and language therapy during and beyond COVID-19” by the Royal College of Speech and Language Therapists and its recommendations. We are undertaking the biggest nursing, midwifery, and Allied Health Professional recruitment drive in decades, which includes recruitment of speech and language therapists. In 2020 there were 620 acceptances to speech and language therapy programmes in England, an increase of 28% on 2019. On 23 November 2020 we published a Wellbeing and Mental Health Support Plan for COVID-19, setting out the steps we have taken to strengthen the support available for people who are struggling, including those with communication and swallowing needs. With respect to speech and language therapies specifically for children and young people, last summer NHS England and Improvement (NHSE/I) published guidance making clear that essential services provided in the community, including therapies, should be restarted for children and young people with special educational needs and disabilities (SEND) aged up to 25 years who have an Education Health and Care Plan in place or who are going through an assessment for one. Department of Health and Social Care

Department of Education

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Petition watch

Do not impose any new requirements on parents who are home educating

Require School SENCOs to be fully qualified for the role

The Education Committee has recently recommended introducing a statutory home educated register, and greater assessment of home educated children. These recommendations are in contrast to the views of many parents who home educate.

School senco’s to be qualified before they take the role and they must have done in depth training on special educational needs. The current role can be filled by a person not qualified for the role and they have 3 years to qualify. petition.parliament.uk/petitions/591092

petition.parliament.uk/petitions/594065 Government Response: Government Response: The Education Select Committee is a Parliamentary Committee, independent of Government and its recommendations are not Government policy. Government acknowledges the recently published House of Commons Education Committee report on ‘Strengthening Home Education’ (published on 26 July) and is currently considering its response to the Committee’s recommendations, which we will provide to the Committee in due course. The Department will always consider the views of stakeholders alongside a broad range of evidence when developing elective home education policy. We fully support the right of parents to educate their children at home and most who do so educate their children very well, sometimes in challenging circumstances. However, while many home educated children will be receiving a very good education by dedicated parents, who deserve support, there will be others who are deemed to be ‘home educated’ but, in reality, most or entirely all of their education is through attendance at unsuitable settings, such as illegal unregistered independent schools. There is also likely to be a number of children for whom the education being provided is unsuitable, because their parents cannot educate them effectively at home or the child is simply not being educated. With the interests of these vulnerable children in mind, we therefore in April 2019 launched a consultation on proposals to introduce local authority registers of children not attending registered independent or state-funded schools, and support for home-educating families (should they want it). This closed on 24 June 2019. The Government’s intention with these proposals has always been to ensure that they do not impede those families who are genuinely, and through choice, educating their children at home. The consultation, unlike the Education Select Committee’s report, did not feature any proposals for local authorities to have explicit monitoring or inspection powers. With increasing numbers of children now being educated outside school there is, however, a greater need for local authorities to be able to identify these children, in order to assure themselves about the education being provided; and to offer support to those home educating parents that would like it. We remain committed to a registration system for children not in school. A registration system will help local authorities undertake their existing duties, as well as help safeguard all children who are in scope. Further details on this, as well as on proposals for supporting home-educating families, will be in the Government’s response to the children not in school consultation, which we will publish in the coming months. Department for Education

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The Government is determined to improve outcomes for children and young people with SEND and focus on preparing them for adult life. We have established the SEND Review, which aims to improve experiences of the SEND system, with services working in coproduction with children, young people and parents, and ensure we target and distribute resources in a way that best ensures children’s needs are met quickly and effectively. Once finalised, proposals will be published for full public consultation. All maintained schools must have a qualified teacher that is designated as the Special Educational Needs Coordinator (SENCO). In collaboration with the headteacher and governing body, SENCOs play a vital role in determining the strategic development of SEND policy and provision in the school. The SENCO has a key role in ensuring children and young people with SEND get the support they need as early as possible and are able to achieve the best outcomes. That is why ensuring SENCOs are fully qualified for their role is essential. SENCOS must complete the National Award for Special Educational Needs Coordination (NASENCO) within 3 years of appointment. This must be a postgraduate course accredited by a recognised higher education provider. To ensure that SENCOs receive the training required to meet the needs of children and young people with SEND, the National College for Teaching and Leadership has worked with providers to develop a set of learning outcomes. To achieve the award, SENCOs must be able to demonstrate to the provider that they are able to achieve the learning outcomes by the end of the programme. These learning outcomes can be accessed at www.gov.uk. Through the SEND Review, this Government continues to prioritise the outcomes for children and young people with SEND and focus on preparing them for adult life. Department of Education

Create an emergency fund for ASD (autism) & ADHD assessments The Government should create an emergency fund to deal with waiting lists for autism & ADHD assessments for children AND adults. petition.parliament.uk/petitions/589677

Awaiting Government response

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Ensure mental health assessments for children are within 4 weeks of GP referral

Introduce routine scoliosis screening in primary and secondary schools

The Government should make it a requirement for all NHS Trusts to ensure that the mental health needs of children are assessed within 4 weeks of a referral by a GP, and provide the necessary funding to create capacity for this.

To introduce routine screening at the start of the school year for scoliosis in primary and secondary school settings. Adolescent idiopathic scoliosis is a change in the shape of the spine during the child’s growth normally linked to puberty. Early detection can effect the course of the treatment.

petition.parliament.uk/petitions/588224

petition.parliament.uk/petitions/599322

Review and fund improved diagnosis and treatment of ADHD/ASD

Reform school behaviour policies to prioritise wellbeing and inclusion

-Increase funding for mental health and neurodivergency services to improve services and reduce waiting times to under 6 months -Fund improved training for MH professionals on how to accurately identify and diagnose neurodivergency.

We want the Government to recognise the need for a system-wide review and redevelopment of school behaviour policies, support and training, to benefit young people in schools; aiming to complement and extend the DfE guidance on supporting emotional wellbeing and inclusion.

petition.parliament.uk/petitions/593604

petition.parliament.uk/petitions/594653

Review management of ADHD assessments and increase funding

Add sign language on to the national schools curriculum

The Government should commission a review of how Attention Deficit and Hyperactivity Disorder (ADHD) assessments are managed by the NHS, including through Shared Care Agreements, and increase funding to reduce waiting times.

I would want the government to give school teachers the necessary training to be able to communicate with children or adults and be able to teach students, in mainstream schools.

petition.parliament.uk/petitions/597840

petition.parliament.uk/petitions/599565

Review guidance and funding for using SSP (phonics) to teach reading

Government funding required for an autism training support scheme

The Government should review guidance and funding arrangements for teaching reading, which currently focus on Systematic, Synthetic Phonics (SSP) teaching programmes. We believe teachers should be supported to teach a structured, cumulative and multi sensory approach and a range of strategies.

To create a scheme for autistic adults and adults with learning difficulties, to break the stigma around adults with learning difficulties, such as autism. As 80% of us are facing poverty and unemployment, as the education system struggle to support those with learning and educational needs.

petition.parliament.uk/petitions/598896

petition.parliament.uk/petitions/590723

Fund free NHS testing for adults for Dyslexia, Dyscalculia and Dyspraxia

Reform home schooling policy and increase support for home schooled children

Allow all people to be tested for free for Dyslexia, Dyscalculia and Dyspraxia via the NHS by specialists.

Reform home schooling policy to make it fit for purpose post-pandemic, with equality for all children regardless of where they are educated.

petition.parliament.uk/petitions/596236

petition.parliament.uk/petitions/598361

Require schools teach about special educational needs & mental health disorders

Create new requirements for public transport for SEN school students

All schools, primary and secondary, have to educate students about different types of special needs; including autism, Asperger’s, ADHS and Down’s syndrome, and also mental health disorders.

Revise the current transportation regulations and requirements for transporting SEN pupils to and from home and education settings, i.e. require enhanced vetting, awareness and training, vehicle CCTV with audio to protect staff and pupils, enhanced vehicle checks and good communication.

petition.parliament.uk/petitions/589059

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petition.parliament.uk/petitions/598634

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Trampolining

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Fostering

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Book reviews

Book reviews Reading Recharged:

Activities To Put Spark Into Guided and Whole-Class Reading

A. Barton

Alex Barton is a primary teacher, literacy resource creator and reading coordinator, who is active on Twitter as @ MrB_3. This book brings together the best of his experience, providing tips and advice for delivering effective teaching of reading, accompanied with photocopiable resources that can be used with a wide range of abilities. Barton stresses that primary teachers have a responsibility to nurture a love of reading, reading for pleasure and supporting the reluctant reader so that they can discover the magic of books.

The seven comprehension skills that reflect the National Curriculum requirements for children in a primary school setting are each explained in separate chapters that include activity guidelines and worksheets, including editable versions that are available on-line. This book would be of value to the classroom teacher and the author also refers to the importance of story time, when texts can be more challenging as well as the role of picture books, even in upper KS2, that convey powerful messages. This is of particular relevance for those students whose vocabulary is underdeveloped.

Bloomsbury Education ISBN: 978-1-4729-8486-9 £24.99

Mud Boy

Author: S.Siggs (with notes by P. Knightsmith) Illustrator: A. Crosby

Sarah Siggs has worked in a range of educational settings and as an SEND teacher and currently lives on a boat in West Sussex. In this book, beautifully illustrated by Amy Crosby, she has created a powerful story around the issue of bullying and feelings of helplessness and victimisation. Aimed at 5-11 year olds, it relates how a boy called Sam comes to experience ‘mud words’ being thrown at him by other children and how this begins to affect him physically and emotionally. As the story develops, Sam’s family find out what is happening and contact the school and Sam also learns to recognise when other children are also being bullied and how to deal with this.

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The notes provided by Pooky Knightsmith provide a useful guide to using the book effectively, suggesting questions to prompt thinking and activities to explore parts of the book more deeply. Some issues raised include: • Why do children in the book throw mud words? Is it Sam’s fault? • How did the mud words make Sam feel? • Should Sam throw mud words back? This is a lovely, gentle book that would be very useful in exploring sensitive issues around bullying, being bullied and feeling worried. It is a deceptively simple resource, in that it is clear that a great deal of thought has gone into weaving complex emotions into an accessible format. Jessica Kingsley Publishers ISBN:978-1-78592-870-3 £10.99

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Book reviews

by Mary Mountstephen

Language for Learning in the Primary School: A Practical Guide For Supporting Pupils With Language and Communication Difficulties Across the Curriculum (2nd Edition)

S. Hayden & E. Jordan

The authors share expertise in speech and language therapy and also provide training for practitioners working with children and young people of all ages with speech, language and communication needs. They manage the ‘Language for Learning’ project based in Worcestershire.

There is also useful information relating to suppliers of commercial resources and the Language for Learning training opportunities.

The book opens with a useful timeline summarising the key events, government initiatives etc. in relation to SLCN since 2008 in the UK and a key to the colour coordinated symbols used in the book relating to the main areas of speech, language and communication.

This book provides a very useful guide to developing a framework for thinking and talking about language and communication skills.

This is a colourful book that is visually appealing and this helps the reader to understand the concepts and strategies more easily. There is a strong emphasis on what the professional might observe in a child, linked, for example, to whole class checklists and ways to create a language friendly environment that supports consistency and developing independence.

A David Fulton Book (Routledge) ISBN: 978-1-138-89862-2 £38.99

Parenting a Dyslexic Child G. Ashley

Gillian Ashley is the Chief Development Officer at the British Dyslexia Association and is a qualified teacher and dyslexia specialist, with many years of working across education sectors. The book is designed primarily to inform parents with an overview of dyslexia, its impact on individual children and the assessment process and key transition points and it covers a number of key areas that include: • The Dyslexic Brain • Dyslexic Top Tips from the Perspective of Someone with Dyslexia • Supporting Children’s Literacy Development

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• The Value of Study Skills for Dyslexic Learners and How to Acquire Them • Supporting Your Child’s Emotional Development Gavid Reid, an international expert in this field, provides the foreword, and the contributors include the British Dyslexia Association and other professionals working in this field. The book is a very practical resource, with chapters including ‘Key Takeaways’, references and further reading and resources. Although it is aimed at parents, this would be a very useful publication to have available in schools as it is accessible, informative and presented in a dyslexia friendly format. Jessica Kingsley Publishers ISBN: 978-1-78775-426-3 £16.99

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What does it mean for therapies to be part of the curriculum? Konstantinos Rizos considers the role of therapies in enriching, strengthening and promoting the curriculum, not as an additional provision, but as a fully integrated and essential part of a setting’s curriculum as a whole.

s a starting point, we need to define what it means for therapies to be part of the curriculum. Many may argue that this might not need clarification as therapies are always included in the pupil’s timetable, therefore, are part of the curriculum. We will touch on that argument a bit more later, but what needs to be made clear is that this inclusion on a timetable is only the first action towards meaningful and practical integration. Therapies are not complementary to a pupil’s individualised curriculum; they are part of the curriculum. When included in a child’s Educational Health Care Plan (EHCP), they are as much a part of the curriculum as academic or non-academic (e.g. social and community teaching skills, enrichment, behaviour management) subjects. One cannot have one without the other. How good is a teacher identifying and setting writing targets if a pupil cannot properly hold a pencil? What good is setting reading targets if a pupil experiences profound SEN116

“Therapies are not complementary to a pupil’s individualised curriculum” communication difficulties? How helpful is it to have behaviour systems that adjust the environment to foster positive behaviour change if the pupil’s understanding and thoughts have not been considered? Who can better assist with gaining information on those thoughts (or private events, as we sometimes call them in Applied Behaviour Analysis) than a psychotherapist? We can only talk about successful curricular integration if all decisions on goals and systems were made with close staff and therapist liaison before, during and after. senmagazine.co.uk

Sensory

About the author Konstantinos Rizos is the Head Behaviour Analyst at Forest Bridge School. He is also a Board Certified Behaviour Analyst (B.C.B.A.) and Qualified Teacher. forestbridgeschool.org.uk @ForestBridgeSch @konstantinos-rizos-bcba

“Need to have a close communication system to ensure that bi-directional feedback is being delivered”

Therapies are not just another slot in the pupil’s timetable To better integrate the therapies into the curriculum, we first need to understand the role of the therapies in a child’s continuing curriculum journey. Regarding my point about timetables, therapeutic sessions should not be treated as another activity included in the pupils’ class timetable. During direct sessions, the therapist will monitor and assess the goals to promote positive change. Of course, therapies need to have allocated times for the sessions to be conducted. However, the provision delivered should not start and end in those sessions. The work done in a session, especially considering that the direct sessions may not generally last longer than an hour maximum per week (depending on the child’s EHCP provision), needs to be transferred and generalised into the classroom environment (and eventually outside of it). That means that the programmes need to be continuously run in settings outside the therapeutic rooms, to ensure that consistency, generalisation and maintenance are also looked at.

For example, the great work that an occupational therapist is doing with pencil grip needs to continue across all writing times. The great work of a speech and language therapist in strengthening communication whilst engaging in play activities in the therapeutic room needs to continue during outdoor free play. The great work that a creative arts therapist is doing with a pupil on promoting their initiation of greetings needs to continue during whole class outings in the community.

Communication and training are key Effective and prompt communication amongst all professionals is a crucial component. This not only ensures that all parties have a clear understanding of the purpose of the goals and how to run them effectively; it also ensures that whatever changes need to be made will be made sooner rather than later. What is more, successes will be celebrated across all stakeholders and professionals. Training is of paramount importance because it facilitates the effectiveness of the chosen interventions. Therapists need to spend time with class staff to help them understand and appreciate the reasoning, and we need to present the desired outcomes in a way that makes sense to the child’s school life outside the sessions.

Direct staff and therapists need to have a close communication system to ensure that bi-directional feedback is being delivered for the benefit of the pupil and opinions and progress is shared. senmagazine.co.uk

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“A potential barrier is the inconsistency of implementation of goals” Training and communication should not just be the sole responsibility of the therapist. All professionals should ensure that everybody is on the same page and have a shared vision and a collective understanding of the pupil’s needs and abilities. One of the pitfalls of unsuccessful integration of therapeutic provision into a pupil’s daily life may come from direct staff not understanding what a therapist does and works towards and therapists not being aware of a pupil’s other needs, perhaps not directly related to their therapeutic goals but equally essential to know. All skills are interconnected, and when cross-curricularity is evidenced and observed, it makes a curriculum even better.

Steps towards therapies curriculum integration Every setting has its own curriculum. Some curricula might be more flexible and ‘welcoming’ to adaptations. In contrast, others may be more concrete and have distinct and separate thematic and teaching units that need to be followed hierarchically. However, the adaptability of a curriculum should not be a consideration when it comes to therapeutic curriculum integration. As discussed, a potential barrier is the inconsistency of implementation of goals across professionals due to misinterpretation. Goal setting should come from the same source – the curriculum itself. Therapists should make it their goal to look at the pupil’s individualised curriculum as a whole.

They need to come into close contact with the strengths and needs of each pupil across all the subjects formulating their individualised curriculum. This is easier said than done, but it is not impossible. Steps that professionals can take to ensure that the therapeutic provision is fully embedded include: • Look at the pupil’s individualised curriculum as a whole and gain a better understanding of the pupil’s overall strengths and needs. • Identify goals that are directly linked to their discipline by looking at the relevant subject areas. • Liaise with other therapists after the goal-setting has been completed to, if possible, introduce crossdisciplinary interventions. • Liaise with the pupil’s direct classroom staff to gain information and clarify the reasoning and challenges of accessing the curriculum. • Agree with all professionals that the selected goals are S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, Time-bound). • Have good awareness of the school’s monitoring system on assessing achievement and progress of goals. • Incorporate the same logic and, if possible, adopt the same monitoring system to review goals. When the above steps are followed, they will assist in creating a common language amongst all professionals. It will profoundly impact the child’s progress on the curriculum as a whole and not just on specific goals. Therapeutic goals will cease to be a specialist’s work and will become a part of the child’s standard toolkit towards achievement. Therapeutic objectives and outcomes will be as much part of the curriculum as the goals set by teachers, positive behaviour management specialists and other professionals. What is more, they will strengthen even more the sentiment of belonging and being part of a bigger whole for everybody.

■ All skills are interconnected.

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Leadership

Honouring the diversity of leadership Joanna Grace describes how being acknowledged as a leader can open the door for many others to follow.

n common with many of the people who have been awarded a place on the Dimensions’ Leaders’ List I have never really considered myself a leader. I work for myself and as an autistic person I have always struggled with being a part of a team, a part of a group. Most of my days are spent on my own on my laptop, working at my standing desk. I think of leadership like ‘follow-my-leader’, with a leader at the front of a line and the followers following on behind. The only possible things behind me are the cat and the dog, both of whom would be very surprised to set foot on my treadmill and follow after me. Who could I possibly be leading? But I was, of course, honoured to have been recognised in Dimensions Leaders’ List 2019, with this year’s winners soon to be announced. My first experience of the Leaders’ List was being awarded a place for Advocacy, Media and Policy, in recognition of my contribution to the creation of the Core and Essential Service Standards for Supporting People with Profound and Multiple Learning Disabilities. The Standards are an advocacy document, a tool for those of us who are seeking to raise the bar with regards to what best practice care provision looks like for people with profound and multiple learning disabilities.

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“Always struggled with being a part of a team”

Since setting up The Sensory Projects nearly a decade ago I have had some amazing opportunities. I’ve done a TEDx talk, and had eight books published. I have got to work with some of my heroes, I’ve met Olympians, Paralympians and even a couple of celebrities here and there. I’ve presented at conferences globally. And the projects themselves have far exceeded the wildest dreams I had for them starting out. Against all of this The Core and Essential Service Standards for Supporting People with Profound and Multiple Learning Disabilities, though they might not sound very exciting, are easily the best thing I have been a part of. I was thrilled that the Leaders’ List recognised the value in their creation. You can download them for free from TheSensoryProjects.co.uk/ resources/PMLD-service-standards. senmagazine.co.uk

Leadership

“Access to communication is very limited, yet I know her to be a leader!” But being on the List was only the start for me. Dimensions curate the list to recognise the work of people with learning disabilities and autism who lead in so many ways. I have nominated people to be on the list, and was thrilled when my nominee Rosa was awarded a place on the Oliver McGowan award for Sports, Arts and Entertainment. Rosa has profound and multiple learning disabilities, she has a degenerative condition and is likely to lead a foreshortened life. She does not use language to communicate. She can direct her eyes to indicate yes or no in some situations but overall her access to communication is very limited, yet I know her to be a leader! Some people might wonder how someone like Rosa could lead, but the wonderful thing about the Dimensions Leaders’ List is how it recognises all forms of leadership. Rosa led the way for people with sensory differences to go to the circus. You can watch a very short film about Rosa’s work here circusstarr.org.uk/sensorystory. Her bravery, her engagement, her sensory perceptions, all informed and paved the way for other differently abled people to access the circus and have a fun time together with their families. Last year my involvement with the list deepened again, from someone on it, to someone nominating people for it, to a judge. Would I be a judge? Dimensions asked. Of course, I said yes. I had in no way anticipated what it would involve! I was sent the stories of people with learning disabilities and autism who had all shown leadership in some regard. It was the year COVID hit and many had shown leadership in the face of the virus. It is at this point that adjectives really let you down, words like inspirational really don’t scratch the surface of how impressive these stories were. How noble, and brave, how incredibly good, and selfless and kind people can be. The awfulness of being a judge was that I had to rate so many amazing stories. How on earth can you say whose leadership is best? I developed ever more complicated systems of scoring, and watched with increased interest shows like Bake Off where judging is shown. Ultimately what I can tell you from being a judge is just how valuable being nominated for the list is, whether you get on it or not. Because I can hand on heart honestly say that every one of the stories I read was worthy of a place. The pay off for the hard work of judging was to get to present the awards. I dressed up in all my finery last year and I was very VERY shocked to discover that my co-host for the evening was BBC’s Ken Bruce. I know that the nominees were excited to see senmagazine.co.uk

About the author Joanna Grace is a sensory engagement and inclusion specialist, doctoral researcher, author, trainer, TEDx speaker and Founder of The Sensory Projects. thesensoryprojects.co.uk @jo3grace

@JoannaGraceTSP

us, but not half so excited as I was to see them. I recognised them from the stories I had read and the pictures I had seen as they popped up on that Zoom screen with their families. I cannot wait to see who is on the Leaders’ List this year. I thoroughly encourage you to explore the profiles of those who have been awarded a place so far and to nominate people you know with learning disabilities and autism who lead, remembering that the list honours a magnificent diversity of leadership. For more information on the Leaders’ List 2021, visit the Dimensions website at dimensions-uk.org/get-involved/ campaigns/learning-disability-autism-leaders-list-2021.

About Dimensions Dimensions provides evidence-based, outcomesfocused support for people with learning disabilities, autism and complex needs. We help people be actively involved in their communities. We are one of the largest not-for-profit support providers in the UK. We currently support around 3,500 people and their families throughout England and Wales with help from our 7,000 members of staff. We have been providing a range of support services to adults of all ages, including those with complex needs or behaviour that may challenge those around them, for over 40 years. We are proud to be a not-for-profit organisation, not here for commercial gain. This means we’re able to invest all our efforts and resources into the important things – namely helping the people we support lead happy and fulfilled lives.

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Seating / furniture

Specialist seating in schools A guide to the key features of specialist seating

y providing special needs seating, schools can ensure children are supported and comfortable. This allows students to better focus on learning and socialising. Specialist seating can also reduce the workload for teachers and other support staff. The right chair will prevent a child from slipping or falling out of their seat and help with repositioning, meaning there’s less need for hands-on support. There are four key things that should be included in chairs for SEN schools – easy cleaning, mobility, adjustable support and positioning, and adjustable sizing.

Easy cleaning Furniture that’s easy to wipe down and clean at the end of the day is important in any school setting. But in SEN schools where students may have additional coordination issues, it is critical that any seating is easy to clean. A good chair for SEN schools will have fabric that is strong to avoid tears and waterproof to avoid ingress and bacteria growth. Ideally, it will also be wipe-clean so staff can quickly clean up after any spills or accidents to keep the chair comfortable and hygienic for the student.

Mobility For children with limited mobility that require assisted or hoisted transfers, moving between a classroom chair and their wheelchair throughout the day can be uncomfortable and time-consuming. Choosing a chair that has wheels and is mobile can significantly reduce the number of transfers needed each day. It gives students the option to stay in the same chair all day if they prefer. A mobile special needs chair can easily be used to move children between classrooms, to the bathroom, and even outside! Having a chair with wheels makes it far easier to get around the school. But it can also help children with special educational needs to get more involved in the classroom. A student that is confined to a static chair may feel isolated or excluded from activities in other areas of the classroom. By providing a chair with wheels, their chair can easily be repositioned. This means the student can engage with others more freely.

Adjustability The support students in SEN schools require can vary greatly from one child to the next. SEN116

■ Correct seating for the need of the child and task.

A child with cerebral palsy might experience stiffness or muscle weakness and require a tilt-in-space function to reposition them in their chair throughout the day. Whereas a child with spina bifida may well have curvature of the spine, so they require lateral supports to protect their posture and avoid leaning where possible. By opting for chairs that offer flexibility and adjustable options for support and positioning, schools can ensure they have specialist seating that meets the needs of most of their students. Choosing a flexible chair also helps SEN schools prepare for the potentially changing needs of their students. Throughout childhood, how conditions present can change. Different issues may emerge, improve or deteriorate. A chair that allows you to adjust levels of support and positioning can accommodate many of these changes.

Sizing Seat sizing is crucial in special needs seating. If a chair does not fit the user correctly then they won’t get the full benefit of any other features – like tilt-in-space or lateral supports. In some cases, incorrect seat sizing can even cause new problems. The user may start to lean and develop poor posture, or the chair might rub against their hips or knee bend causing pressure damage. Special needs seating with adjustable seat sizing can be extremely cost-effective for schools. A single chair can grow with an individual child over several years. Then it can be cleaned, resized and used again for another child. senmagazine.co.uk

Seating / furniture

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Professional development

Why is effective professional support and development important? Alex Grady discusses the need for appropriate Professional Development programming for teacher retention and optimising learning outcomes for SEND pupils.

ow, more than ever, the importance of a school workforce that is effective and motivated cannot be overestimated; the expectation to ‘close the gaps’ and ‘recover’ from the pandemic, lockdowns and school closures is high, and the burden of achieving that for our children and young people will mainly fall on schools. This is one of the key reasons why professional support and its leadership in schools is crucial. Professional development (PD) opportunities which are carefully designed, with a strong focus on pupil outcomes, have a significant impact on the achievement of children and young people (Teacher Development Trust: Developing Great Teaching, 2015). This includes children and young people who have special educational needs or disabilities (SEND), for whom the highest quality of teaching is essential to meet their potential, and achieve successful outcomes both in school and in adult life. To stay on top of this, we need to retain the teachers we have, in addition to recruiting more (over 20% of new teachers leave within their first two years and 33% within five years). The SEN116

“20% of new teachers leave within their first two years”

National Foundation for Educational Research (NfER) and the Teacher Development Trust (TDT) published research in 2020 which found that the area with the greatest potential to increase job satisfaction and retention is autonomy over PD goals. The number of pupils attending special schools is rising (134,176 pupils in state-funded special schools in 2020-21 compared to 105,363 in 2015-16), leading to a shortage of places. In response, the government has announced the creation of an additional 30,000 places as part of a £2.6billion pot for SEND senmagazine.co.uk

Professional development

About the author Alex Grady is Head of Whole School SEND at nasen. nasen.org.uk

“Greater responsibility on school leaders to seek out professional development for SEND” elements that produce profound and lasting change: duration (at least two terms); a rhythm of follow-up, consolidation and support; a shared sense of purpose; alignment of principles; subject knowledge and pedagogy (including alternative pedagogies for pupils with ‘different needs’). in the 2021 Budget. However, supporting these places will require the recruitment of additional high-quality staff, and ongoing effective PD for all those working in the specialist sector, to support retention and effectiveness. In mainstream schools, at least 30% of special educational needs coordinators (SENCOs) report that they do not intend to still be in the role in five years’ time (National SENCO Workload Survey, 2018, Bath Spa University and nasen). The role of SENCO is one of only a few statutory roles in schools and requires the completion of the National Award for SENCO (NASENCO) within three years for the vast majority. We need to ensure that all SENCOs are offered effective PD beyond the NASENCO if we are to retain them in the role, as well as ensuring that SEN provision in schools is as effective as it can be. One of a SENCO’s key roles is to support the PD of other staff in the area of SEND, and to be able to do this effectively, they need their own ongoing PD and support. This can be achieved with organisations like nasen and Whole School SEND, which both offer support and PD to SENCOs and others, through free membership and other services.

What does effective professional development and support look like?

These principles are reflected in the DfE’s Standard for teachers’ professional development (2016) which describes effective PD as a partnership between school leaders, teachers and providers. There should be a focus on improving and evaluating pupil outcomes; programmes should be underpinned by robust evidence and expertise; they should include collaboration and expert challenge; be sustained over time and be prioritised by school leadership. The reformed Initial Teacher Training Core Content Framework (DfE, 2019) and the Early Career Framework (ECF, DfE, 2019), along with the new National Professional Qualifications (including Leading Teacher Development, DfE, 2020), form a golden thread which will support teachers throughout their career. However, these alone will not meet the need for effective SEND PD for all teachers in mainstream and special schools/ settings. This gap has the potential to be compounded by the move from Teaching School Alliances, many of which were specialists in SEND, to Teaching School Hubs, the vast majority of which are not. There will be a greater responsibility on school leaders to seek out PD for SEND which meets the Standards and the principles in ‘Developing Great Teaching’.

There is clear evidence on the characteristics of effective PD for teachers. TDT’s Developing Great Teaching (2015) describes the senmagazine.co.uk

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Professional development

“Alternative pedagogies for pupils with different needs”

to PD so that it is in line with the Standards. The EEF’s ‘Special Educational Needs in Mainstream Schools’ summary of recommendations may be used to develop an understanding of what is required for effective provision for pupils with SEND, elements of which could be used in professional support and development.

Is professional development for SEND different? There is a clear role for coaching and/or mentoring in effective PD. TDT (2015) states that ‘facilitators of the most successful programmes act as coaches and/or mentors to participants’, treating participants as ‘peers and co-learners’. This develops an ethos of high challenge and low threat, where professionals can work together to problem-solve around issues and implement changes together; rather than being told what they should do, regardless of context and individual differences. The use of Lesson Study has also been found to be highly effective for pupils with SEND, as described by Norwich and Ylonen (2013) in their work with secondary pupils with Moderate Learning Difficulties. The Education Endowment Foundation (EEF) has produced useful guidance on implementation, which would be helpful in supporting school leaders who wish to change their approach

Guidelines for school leaders for implementing effective professional development for SEND: • Familiarise yourself with the principles set out in the Standard for Teachers’ Professional Development (DfE) and Developing Great Teaching (TDT), including the use of coaching/mentoring and/or lesson study • When engaging external providers of continuing professional development, look for those providers who are able to demonstrate that they meet these principles • Use the EEF’s implementation guidance along with ‘SEN mainstream schools’ (if relevant) to consider how to implement effective changes to your school’s PD programme • Ensure that your SENCO is receiving high quality PD beyond the NASENCO, and that they are able to effectively support the development of other staff • Consider how you can maximise teachers’ autonomy with regard to their PD, in order to increase job satisfaction and retention • Ensure that SEND is built into all PD, including subject-specific PD

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The characteristics of effective PD apply whatever the subject matter. However, it is worth considering how to ensure that when PD is focused on some of the aspects within, for example, the early-career framework – such as cognitive science – the nuances of how to apply such approaches to individuals with SEN are not lost. A reminder of the definition of SEN is helpful here; i.e. that a child has a special educational need if special educational provision is required – for instance, a provision that is additional to and different from that which their peers receive (SEND Code of Practice, 2015). By definition, then, we need to consider how such approaches, while meeting the needs of the vast majority, should be adapted to meet individual needs. ‘Developing Great Teaching’ states that PD programmes should put forward ‘alternative pedagogies for pupils with different needs’. Care is also needed to ensure that, when considering subjectspecific pedagogy, pedagogy for SEND is built in; that it cuts across all subject areas, and that all subject-focused PD includes at least an element of SEND. This links logically with an emphasis on understanding ‘how pupils learn’ and ‘adaptive teaching’ throughout the Teacher Development Reforms, both of which require an understanding of individual profiles and needs.

Whole School SEND’s PD Groups As part of Whole School SEND’s funded work for the DfE’s Schools SEND Workforce Development contract, we have this year implemented PD Groups focused on SEND in each region of England. Led by WSS’s Regional SEND Leaders, the groups bring together school leaders from across primary, secondary and special schools (including Alternative Provision), as well as mainstream schools. Early reports indicate that participants find the professional discussions in the groups, as ‘peers and co-learners’, stimulating and beneficial, especially in tandem with the professional challenge that SEND leaders can provide. All participants also have regular 1:1 coaching/mentoring sessions with leaders, where they can look at their individual contexts in more depth. We look forward to sharing the outcomes of these professional development groups in 2022, where we plan to publish both the outcomes from individual projects run in schools, and a review of how successful the groups have been as forms of PD. Track our progress at www.sendgateway.org.uk, or by following us on Twitter at @nasen_org senmagazine.co.uk

Recruitment

Recruitment in special educational needs Elizabeth Holmes advocates a school SEND recruitment strategy which takes applicants from a wide variety of backgrounds, to find those hidden gems.

unning a successful special educational needs school, or department in a mainstream school, requires a team with many skills and great depth of knowledge in order to support children and young people effectively. In order to ensure that your staff team has the skills and knowledge required, the recruitment process will need to draw on as wide a pool of potential candidates as possible. While those from a traditional route of initial teacher education may be suitable for your needs, other professions such as psychology, and even accountancy, law and medicine may also produce candidates with just the skills and knowledge that your setting requires. Emma Hawkins, Director of Education at Jigsaw Trust, recruits psychology graduates and would happily take more. “We tend to attract them because of their interest in behaviour. Psychology graduates learn about different approaches to learning as part of their degree and we are able to provide them with the opportunity to apply this within a SEN setting.”

“To draw on as wide a pool of potential candidates as possible”

The experience that psychology graduates typically have from their degree studies can lead to an interest in approaches to learning for children with SEND and the research surrounding this. As Hawkins has found, “I would happily take more psychology graduates as they learn about different approaches to learning and like to turn that theory into practice in a SEND setting. We also explore a lot of data when supporting different behaviours and we write up and share research so that we continually add to our knowledge base.”

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Recruitment

Having the opportunity to try out different strategies in an environment that supports research and innovation will appeal to many with an interest in child development. It is not just psychology graduates who are of interest to those recruiting in SEND settings. As Hawkins explains, “I also recruit people who are TAs from other settings who wish to progress their professional learning within a specialist setting, and who are motivated by the many supported CPD opportunities we have available to our staff team.” Casting your net as wide as possible in the search for suitable candidates can be fruitful even if additional education and training is required. Hawkins said, “The people we recruit do not have to come from a traditional teacher training route. Often the psychology graduates we recruit don’t arrive with experience of working with children, but they have a strong interest in working with children with SEND. We then are able to provide the necessary training and professional development within our school.” Teacher Cherryl (@Cherryl-kd), who has extensive experience of leadership in SEND, feels that recruitment in SEND is nuanced and much can be gained from recruiting from a wide pool of people with varied talents. She explained, “People who work with adults and children with SEND are always required to have the same skills. At interview they are expected to demonstrate that they are caring, compassionate, empathetic, patient and understanding amongst other necessary skills. However, there are a myriad of other skills which make a person successful in working with those having special needs. These might include time management, decision making, quick thinking, communication and organisation skills.” Transferable skills from other professions can be very welcome in the world of special education. Compatible skills with those needed in such a caring profession can mean that a candidate has a strong chance of a successful career in SEND despite originally taking a different career path. As Cherryl said, “Some of these prerequisites might easily come from other professions and it can be advantageous to cast your net far and wide when looking to recruit staff. For example, an accountant can bring spreadsheet proficiency necessary for keeping medical records and care plans. A solicitor can bring knowledge of the law and the ability to compose an email to ensure the disabled person is in receipt of all their benefits and other entitlements. Recruiting from other professions gives access to more candidates who will bring their own skills and a new perspective to the role. External candidates may also provide excellent role models

“A myriad of other skills which make a person successful in working with those having special needs” SEN116

About the author Elizabeth Holmes specialises in education but also writes on many other issues and themes. As well as her regular blogs for Eteach and FEjobs, her books have been published by a variety of publishers and translated around the world. eteach.com

@eteach @eteach

and show the person with disabilities that they may be able to aspire to a career outside of the caring profession.” Involving all staff in the successful care for, and education of, children with SEND lies at the heart of the Jigsaw Trust which is another reason why the “wide net” approach is seen as desirable. Hawkins told me, “We encourage staff to look for solutions based on their knowledge of behaviour and understanding of the individual pupils they are working with. They read up on relevant research and look for strategies to improve specific situations. It is everybody’s responsibility to find solutions.” In addition to this, staff in SEND settings tend to work alongside interdisciplinary teams so that staff can know and understand how different teams work. Not only do staff members bring with them a range of experience and skills in SEND but they learn from each other in multidisciplinary and interdisciplinary teams. The message is clear for anyone wishing to recruit staff into a SEND setting: don’t narrow your focus too much, or there is a danger that eminently suitable candidates may be overlooked. And from Hawkins, the key for anyone interested in working with children with special needs, is “to recognise that there are various routes to entry whether you are a graduate or not, and we would encourage anyone keen to work within this area to research all the options available to them and to speak to organisations to see what avenues might be open to them.” If these messages are taken on board, we could see recruitment in SEND blossom at a time when we clearly need breadth in knowledge, skills and expertise. senmagazine.co.uk

Recruitment

Is 2022 the year we can fix the headache of supply teacher recruitment? Ollie Parsons looks at what’s changed in the school recruitment landscape, and what the future holds.

or almost two years, schools have faced unprecedented challenges - not only with the mass move to online teaching, but also the continuously fluctuating staff levels. With many schools successfully opting to employ more support staff directly or create a pool of local teachers, schools’ reliance on using supply and recruitment agencies has drastically reduced. Is it time to learn from our experiences and change the face of school recruitment? Having worked as a Recruitment Consultant in a traditional supply agency throughout the pandemic, I know this past 20 months has been like no other. I was supporting head teachers who were juggling the mass move to online teaching whilst desperately trying to meet their constantly fluctuating staffing needs. Technological solutions suddenly became the answer to many headteachers’ challenges, proving that our education system that was a little bit set in its ways, can adapt, learn, and change on demand.

Looking for specialist SEND cover – be it long term, or short term, is not always straightforward, however it is possible to say goodbye to the morning panics and hello to more money in your budget. Many schools will already have an established bank of supply teachers that they prefer to use, covering different key stages, subjects, and specialisms. Although a spreadsheet does a decent job at storing the contact details for them all, using a technological platform can save you much needed time. You can communicate your needs with them all at a click of a button and similarly, they too can respond with their availability with ease.

One surprising area was the move away from a reliance on supply and recruitment agencies to assist with staff shortages. Whilst agencies were still playing a vital role, the capacity to which they were being used was drastically reduced. More schools adopted a strategy of either directly employing more support staff or creating their own pool of local teachers who they employed exclusively, allowing school leaders to take control of their recruitment to suit their needs and budgets. So, will 2022 be a year where short and long-term recruitment changes for good?

Revolution in staff recruitment Whether recruitment needs arise from planned leave or unexpected staff shortages due to sickness, technology can help alleviate many headaches.

“Allowing school leaders to take control of their recruitment”

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senmagazine.co.uk

Recruitment

“School budgets have been squeezed for what feels like forever”

About the author Ollie Parsons, a former Recruitment Consultant and now Education Recruitment Specialist for Teacher Booker. hello@teacherbooker.com

Your pool of staff doesn’t need to be contained to your contacts alone. You could reach out to other schools in your local area, local authority or within academy chains, making your pool of trusted supply teachers and staff even bigger.

@teacherbooker

But what about the admin? In addition to providing a tool to pool together your contacts, online platforms can also operate as an easy to access onestop shop. Not only do they function as communicating a vacancy, but they can offer timesheet systems and approvals and payroll options too.

Balancing the budget School budgets have been squeezed for what feels like forever and we know that the pandemic will continue to make balancing the books a headache, but there is no reason for agency spending to be part of that. Agencies rely on their consultants to close deals and bring in revenue. It’s often a thankless job, requires long hours and can be extremely frustrating. The only way agencies can attract and retain good consultants is by paying them handsome commission. Depending on an agency’s commission structure, at some bandings recruitment consultants can earn up to 20% of their billings as commission, on top of their basic salary which is often over £40k.The education recruitment sector is worth over £1 billion and school budgets are funding these salaries.

• Build your own pool. Employ a team of cover supervisors on direct contract to function as your first line of contingency staffing. The money you spend on these salaries will save thousands in agency fees and the job security provided will lead to consistency. The students will know who to expect for cover and things will go a lot smoother. • Offer progression to support staff. Use staff that are already familiar with the school. Teaching Assistants are a great place to start. After a year, consider offering them additional responsibility as a cover supervisor and offer them a career path. If you can nurture the support staff you already employ, these people could become future teachers. • If you work with agencies, limit the number you work with. Agencies want your business so don’t be afraid to negotiate hard. Find a consultant who actually listens to you and then go from there. Establish fixed rates for supply teachers and do not deviate from them. Remember, unless you sign a contract with an agency for their services, you can always negotiate down rates.

To ensure these high salary expectations are met, agencies charge schools margins ranging from £30 - £80 a day on daily/ long term supply bookings and will levy engagement fees starting from 10% of annual salary up to 25% in some cases. As you know, it’s these huge expenses which can cripple school budgets, but which can also be excised through the successful application of technology.

• Treat supply staff well! Remember, supply teachers are providing an invaluable service. Make sure they receive a warm welcome and brief them on exactly what they will be doing/what you expect of them. They are there to help you and while not all supply teachers are the same, you want to ensure that supply staff are happy - they do speak amongst themselves and stories of mismanagement, poor organisation or being treated dismissively will spread!

Correctly built and calibrated, online booking systems remove the need for consultants who function as intermediaries and so the costs to schools can be drastically reduced as there is no longer the need to support and perpetuate the commission culture.

Schools have embraced a wide range of new technological solutions to help ensure they remain functional, an unwillingness to change has not been an option and recruitment has been no exception, but I believe now is the ideal time for schools to continue to drive forward this much needed change.

Making 2022 the year of recruitment success

That’s not to say that there isn’t a role for traditional agencies, there absolutely is. But the development and use of recruitment technology gives you options like never before. It’s time to put the control back in our hands and reap the many benefits that come with it.

Things never happen overnight; new systems take time to create and bed-in but 2022 can definitely be the start of making recruitment a success for schools. senmagazine.co.uk

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CPD, training and events

British Psychological Society

New autism eLearning courses Online course

Take our brand new eLearning courses created by autism peer mentors and expert psychologists to improve your knowledge of autism and how to support autistic adults. cpd@bps.org.uk learn.bps.org.uk

Sensory Integration Education

Understanding sensory processing and integration in children

Online course - Immediate access FREE course for parents and carers. Includes Certificate of Completion and CPD Points.

sensoryintegrationeducation. com/courses

British Psychological Society

Free equality, diversity and inclusion webinars Online course

Log into BPS Learn for free webinars on EDI topics including decolonising the curriculum, men’s mental health, talking about class in psychology, and diversity among LGBTQ+ people. cpd@bps.org.uk learn.bps.org.uk

National Autistic Society

Essential bundle deal - five for the price of four! Online modules

Developed by autistic people and professionals, the online modules are designed to enhance your autism knowledge while fitting into your busy schedule. autism.org.uk/what-we-do/ professional-development

The Institute for Arts in Therapy and Education Part time training

Accredited Counselling, Wellbeing, Arts Psychotherapy Training

Diploma in Counselling skills with children using the Arts Diploma in Counselling Teenagers Diploma in Trauma-informed Schools Diploma in wellbeing practice for children and young people

020 7704 2534

info@artspsychotherapy.org artspsychotherapy.org

New Skills Academy

Online Education

New Skills Academy pride themselves on providing the best online education courses to further your career. Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. Use Code SEN76 for up to a 76% discount on all courses this month. newskillsacademy.co.uk/ courses/teaching/?ref=32

The Centre for Child Mental Health Webinar with Dr Margot Sunderland (child expert and award winning author)

Using arts and imagery to help children and teenagers talk about their life 020 7354 2913

info@childmentalhealthcentre.org

childmentalhealthcentre.org/ webinars/webinars-singleviewers

‘ReboundTherapy.org’

The official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses. Founded 1972.

0330 122 5684

reboundtherapy.org

The Centre for Child Mental Health

Attachment: What every teacher and child professional needs to know Webinar 020 7354 2913

info@childmentalhealthcentre.org

childmentalhealthcentre.org/ webinars

The Centre for Child Mental Health

Attachment play for primary aged children (4-11 years) Webinar

020 7354 2913

childmentalhealthcentre.org/ webinars

JANUARY 2022

Understanding stress and anxiety in autism Online training

Learn how you can help autistic children and adults to reduce stress and anxiety, how to understand behaviour, and how to support them during difficult times. autism.org.uk/what-we-do/ professional-development/

19 and 20 January 2022 National Autistic Society

Understanding and supporting autistic people Online training

An introductory course based on the SPELL framework that builds your knowledge of autism and how to support autistic children and adults. autism.org.uk/what-we-do/ professional-development/

19-21 January 2022 Hyve

Bett 2022 London

8 January 2022 Centre for Child Mental Health

Enabling children to speak about feelings through music and puppetry Islington

Saturday | 10:00-17:00 Cost: £99

020 7354 2913

info@childmentalhealthcentre.org

childmentalhealthcentre.org/ training-days

11 and 12 January 2022 National Autistic Society

Online training

An introduction to autism and the SPELL framework for higher education professionals. autism.org.uk/what-we-do/ professional-development

Join Bett in January. Day three will feature a special focus on SEND and inclusion with key speakers like Sally Phillips who will share a parent’s perspective on SEND education. Register now. Register now uk.bettshow.com

25-28 January 2022 Edge Services

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Brighton

This course will provide you with the knowledge, skills, and confidence to train others in the moving and handling of children/young adults and how to conduct manual handling risk assessments. edgeservices.co.uk

18, 19 and 20 January 2022

27 January 2022

National Autistic Society

Plymouth Marjon University

EarlyBird Plus licensed user training This licensed user training is for professionals who support parents and carers of autistic children aged four to nine. autism.org.uk/what-we-do/ professional-development

SEN116

National Autistic Society

info@childmentalhealthcentre.org

Autism and SPELL in higher education

Please check all details with the event organiser before you make arrangements to attend.

12 and 13 January 2022

Postgraduate Open Evening

Go along and discover their range of courses and chat to current students and lectures. Book now at Marjon.ac.uk

senmagazine.co.uk

CPD, training and events

senmagazine.co.uk

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CPD, training and events

29 January 2022 (Saturday)

8 February 2022

Centre for Child Mental Health Dr Dan Hughes presents -

Equals

Helping troubled children heal: What every child professional needs to know about the relational context of both trauma and recovery Islington

Live Stream Event 12:00 - 17:00 (UK time zone) Cost: £69

020 7354 2913

info@childmentalhealthcentre.org

childmentalhealthcentre.org/ online-events/live-events

FEBRUARY 2022 1 and 2 February 2022 National Autistic Society

Sexuality, relationships and autism training Explore issues related to autistic people and sexuality including boundaries, friendships and relationships. autism.org.uk/what-we-do/ professional-development/

1 and 2 February 2022 National Autistic Society

Understanding stress and anxiety in autism This course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times. autism.org.uk/what-we-do/ professional-development

Teaching thinking and problem solving by Peter lmray The session will take place between 3:45 and 5:15pm. To learn more or to book a place please contact admin@equalsoffice.co.uk or visit equals.co.uk

15 February 2022 Equals

Teaching independence by Peter lmray

The session will take place between 3:45 and 5:15pm. To learn more or to book a place please contact admin@equalsoffice.co.uk or visit equals.co.uk

15 February 2022 Sensory Integration Education

Autism and Interoception Webinar

Time: 9:00 to 11:00 | Fee £25 Rachael Thompson will utilise personal and professional experience alongside the latest research to explore interoceptive processing differences amongst the autistic population. sensoryintegrationeducation. com/courses/autism-andinteroception

MARCH 2022 1 March 2022

National Autistic Society

Equals

Autism and mental health conference

The session will take place between 3:45 and 5:15pm. To learn more or to book a place please contact admin@equalsoffice.co.uk or visit

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ autism-and-mental-health-2022

Teaching reading and writing by Peter lmray

Our one-day online conference for professionals. Increase your understanding and knowledge of autism and best practice in supporting autistic people.

equals.co.uk

1-4 March 2022 Edge Services

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Birmingham

8 and 9 March 2022 National Autistic Society

Autism and SPELL in higher education Online training

An introduction to autism and the SPELL framework for higher education professionals. autism.org.uk/what-we-do/ professional-development

8 and 9 March 2022 National Autistic Society

Teen life licensed user training

Become a Teen Life licensed user and help support parents and carers of young autistic people aged 4 to 9. autism.org.uk/what-we-do/ professional-development

8, 9 and 10 March 2022 National Autistic Society

EarlyBird licensed user training

This licensed user training is for professionals who support parents and carers of autistic children under five years old through our EarlyBird programme. autism.org.uk/what-we-do/ professional-development

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10 March 2022

10 March 2022 Equals

The Engagement Model and the PreKey Stage Standards by James Waller The session will take place between 3:45 and 5:15pm. To learn more or to book a place please contact admin@equalsoffice.co.uk or visit equals.co.uk

11 March 2022 Online SLCN Conference

The Link Live 2022: SLCN A Whole School Approach

Join our annual conference bringing together educators passionate about supporting children and young people with SLCN. 8 eminent speakers deliver inspirational workshops providing ideas and strategies to take away. Book your ticket now speechandlanguage.info/ linklive

15, 16 and 17 March 2022 National Autistic Society

Teen life licensed user training

Become a Teen Life licensed user and help support parents and carers of young autistic people aged 10 to 16. autism.org.uk/what-we-do/ professional-development

18 March 2022 Equals

Moving on 14-25 curriculum and accreditation by John Hartley The session will take place between 3:45 and 5:15pm. To learn more or to book a place please contact admin@equalsoffice.co.uk or visit equals.co.uk

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CPD, training and events

MSc in Autism and Related Neurodevelopmental Conditions PGDip in Autism and Related Neurodevelopmental Conditions PGCert in Autism and Related Neurodevelopmental Conditions PGCert in Attention Deﬁcit Hyperactivity Disorder

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CPD, training and events

22, 23 and 24 March 2022

26-26 March 2022

24-27 May 2022

National Autistic Society

Dyslexia Show Ltd NEC, Birmingham

Edge Services

EarlyBird licensed user training This licensed user training is for professionals to support parents and carers of autistic children under five years old through our EarlyBird programme. autism.org.uk/what-we-do/ professional-development

23 & 24 March 2022 National Autistic Society

Understanding stress and anxiety in autism Online training This course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times. autism.org.uk/what-we-do/ professional-development

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Dyslexia Show Live 2022 Bringing together companies, products, services and resources that are available in the marketplace in the areas of dyslexia and related conditions giving you an informed choice. dyslexiashow.co.uk

MAY 2022 7 May 2022

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Edinburgh

JUNE 2022 28 June - 1 July 2022 Edge Services

Level 4 ROSPA Accredited Children Handling and Risk Assessment Key Trainers Certificate Birmingham

Centre for Child Mental Health

Enabling children to speak about feelings through art and clay Islington Saturday 10:00 - 17:00 Cost: £99 Training

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org/ training-days/enabling-childrento-speak-about-feelings

Please check all details with the event organiser before you make arrangements to attend.

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SEN resources directory

SEN resources directory Information, advice and support for all things SEN. NEW! Full directory now available on the SEN Magazine website - senmagazine.co.uk/sen-resources ADHD

Learning disability

Rebound therapy

ADHD Foundation

BILD

ReboundTherapy.org

Training and awareness raising around ADHD. adhdfoundation.org.uk

Charity offering support and information on learning disabilities. bild.org.uk

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

Law

Autism National Autistic Society

Douglas Silas Solicitors

Help and information for those affected by ASD. autism.org.uk

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process. SpecialEducationalNeeds.co.uk

Cerebral palsy Action CP Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

Literacy National Literacy Trust Literacy charity for adults and children. literacytrust.org.uk

Mental health

Down’s syndrome Down’s Syndrome Association Information, support and training on Down’s syndrome. downs-syndrome.org.uk

Special education needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

Visual impairment The Partially Sighted Society Bold-lined exercise books and resources for schools and individuals for visual impairment and visual processing difficulties. partsight.org.uk

MIND

RNIB

Advice and support for people experiencing a mental health problem. mind.org.uk

Support and advice for those affected by visual impairment. rnib.org.uk

Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk

Dyspraxia Dyspraxia Foundation UK Dyspraxia advice and support. dyspraxiafoundation.org.uk

Epilepsy Epilepsy Action Advice and information on epilepsy. epilepsy.org.uk senmagazine.co.uk

The esSENtial read

Looking for specialist help? Equipment? Resources? Visit the new SEN Magazine Resource Directory online. senmagazine.co.uk/sen-resources If there’s something you’d like us to include in the directory, please let us know! Send an email to feedback@senmagazine.co.uk, mentioning “Resource Directory” in the subject line.

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About SEN Magazine

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SEN Magazine - SEN116 - January/February 2022

Articles inside

Book reviews

Home education - SEN116 - Jan/Feb 2022

SEN Magazine - SEN116 - January/February 2022

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