SEN Magazine - Issue 92 - Jan/Feb 2018 by SEN Magazine

Jan • Feb 2018 Issue 92

Building blocks for learning

How do children with Down syndrome understand the world?

Early support for dyslexia Can dyslexia be identified in Reception?

Signs of learning The role of British Sign Language in education

The children and Families Act revisited • CReSTeD • BSL • post-16 transition outdoor activities • assistive technology • rhythmic exercises • SEN overseas education, care and health plans • autism • recruitment • CPD and more…

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This issue in full Jan • Feb 2018 • Issue 92

Welcome In order to best support the education of a child with SEN, it’s important to understand how they see the world. How do they process information? In what ways does their learning profile differ from those of other children. In a revealing article, Jennifer Nock looks at the cognitive development of children with Down Syndrome (p.32). She outlines some of the common difficulties they experience at school and provides useful strategies to help promote their learning. Also in this issue, Cath Smith explores the role of British Sign Language in education (p.61). She explains what BSL is, who uses it and how it compares to the many different sign languages around the world. Professor Diane Montgomery argues that teachers can identify dyslexia in Reception, and that a child’s writing ability may be more

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810

important than their reading in understanding early literacy issues (p.50). Emma Gosling looks at how a person-centred approach can help people with autism to develop life skills (p.70).

SEN news

What's new?

Point of view

Education, health and care plans

SEN legislation

Rhythmic exercises

Down syndrome

Post-16 transition

Outdoor activities

Assistive technology

Dyslexia

CReSTeD

In his regular SEN law column, Douglas Silas provides the first of a two-part examination of education, health and care plans (p.22).

Hearing impairment

Book reviews

Autism

You will also find articles on the Children and Families Act (p.24), rhythmic exercises (p.26), SEN overseas (p.28), post-16 education (p.38), outdoor activities (p.43), assistive technology (p.48), living with dyslexia (p.54), CReSTeD (p.56), teacher recruitment (p.82) and care sector recruitment (p.85).

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For the latest from SEN Magazine, join us on Facebook or Twitter. Peter Sutcliffe Editor editor@senmagazine.co.uk

SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 7 February 2018

CONTRIBUTORS Ian Clarke Malte Faehnders Emma Gosling Georgina Hurcombe Diane Montgomery Mary Mountstephen Jennifer Nock Ruth Perry Jen Persson Angela Sabin Oliver Selby Douglas Silas Vicky Short Cath Smith Kim Somerville Keiron Sparrowhawk Neil Watkins

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ADVERTISING SALES Denise Williamson Sales Manager denise@senmagazine.co.uk 01200 409 808 MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802

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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 T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk

SENISSUE92

In this issue

Post-16

How the promises of the Government’s 2014 SEN reforms are working out in practice

Fascinating rhythm

It's all about the individual

Caring about care staff

Regulars 14

Children need the outdoors

The transformative impact of outdoor activities for kids with SEN

Access all areas Using assistive technology to offer new opportunities for learners with SEN

What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say on any issue relating to SEN!

SEN law

Education, health and care plans

Book reviews

82 Recruitment 86

Play to your strengths A successful entrepreneur discusses her journey with dyslexia

Follow SEN Magazine on

SEN news

Is the Government committed to tackling teacher shortages?

Early support for dyslexia Identifying dyslexia in Reception and raising achievement in disadvantaged learners

Signs of learning

Moving out, moving on The value of residential further education for young people with high needs

How can the social care sector retain its best workers?

How children with Down syndrome understand the world and useful strategies to promote learning

CReSTeD feature The Council for the Registration of Schools Teaching Dyslexic Pupils

Fighting for inclusion

32 Down syndrome: building blocks for learning

A person-centred approach to helping people with autism to develop their personal skills

Initiatives to support children with disabilities in war ravaged South Sudan

Assistive technology

The role of British Sign Language in education

Using rhythmic exercises to engage pupils and improve academic performance

Outdoor activities

24 What has the Children and Families Act done for SEN provision?

Jan • Feb 2018 • Issue 92

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DOWN SYN

DROME

Down synd rome:

DYSLEXIA

Early supp o for dyslexia rt

building blo cks for lea rning

Jennifer Nock look and provides use s at how children with Down syn ful strategies to promote their lear drome understand the world ning

Teachers can ide ntify dyslexia in in disadvantage Rec d learners, writes eption and raise achieveme nt Diane Montgom ery

ece ptio n teac hers hea r children read and help them write their new s each day. But it is writ ing news that can be the key to identifying very early literacy difficult ies more than reading. Ways of usin g writing to do this are simple and take no extra time and effort in the busy clas sroom. For example, in October after the children have settled to the classroom routines all the teacher has to do is ask them to writ e their news or a stor y but without givin g them any help at all. Surprisingly, in most sch ools about ten per cen t of the chil dren will be able to write a sentence that Writing abilit is already y may be cruci decipherabl al in identifying e. For exampl early literacy e, Sahana difficulties. wrote: “I do my homwuk aft scoo l.” She obviously has repeated in Feb had support ruary after half at home and probably som term. By comparing each e pre-school child’s two scrip help. Faye from a disa ts it is possible to find dvantaged background out exactly wha however, had t each of them has no such sup learnt about port but at age five year the language since entering s and one mon school. If they th wrote, “My littl sid can write some words is in bed bko using a pres se is hafi hi tosls aot” phonetic skeletal sou (My little siste nd system like r is in bed because she Faye, they will be able to is having her read most of tonsils out). those words At the other in thei r books. end of the spe ctrum, some of the children can only make scribbles and Making pro marks, som third of the gress etimes group, or man correctly from Children beg y more in left to right but disadvantag inning to writ freq ed areas, who uently they will writ e in this type of sou e from right will need some more nd system to left and a focused atte few will do both will begin to include corr ntion if they . These are all are ectly spelled to leave the cues to what they have Reception/F words from visu oun al learnt so far memory, esp dation Year with the about the ecially words nec English lang essa ry they commonly read skills to cop uage and wha with work in e or copy in thei t they can Year 1. be taught nex r writing of news, such t. Some of them Even though as “I”, “the” may be the summer and “and”. the disadva Using current born children ntaged lear ners earl who can y years teac not yet use have not develop hing methods, by the sound ed sufficien syst em the tly to guide to make thei summer term pencil and main a r own words twothirds of mos tain attention is very straight it t classes will and need more time prac forward to help be on the road to writ ticing sub-ski them “crack the alph ing and read lls. abetic code” ing having These Octobe learnt to mak and move r “stories” sho on. If they are e words from uld be not kept and then help some of ed to do this their sounds the exercise Reception, in and constru should be rese cting others arch shows from visual mem they will enter Year One ory. This leav 11 months beh SENISSUE9 es one2 ind their peers in read ing and furth er behind in

hildren with Dow n syndrome develop in a similar way to their typically and a “bed”. developing Semi-concrete peers, but concepts relate to an actio development is slower, with n, colour, posi tion, or a particula something that r set of cognitive and can be dem onstrated learning diffic but not held ulties. in the hand, A specific for example, obstacle to “jum ping”, “beh learning is the diffic ulty ind” and “yell that man y ow”. Abst ract concepts child ren with Down include feeli syndrome expe ngs, philo soph ical rience in acquiring and idea s and list of concepts cultu ral consolidating expectations, developing in strong conceptual for example, the early childhood years knowledge. “love “nerv ”, ousness”, “evil and the conc Failure to address this epts have ” and “beauty”. a variety of age can have far Con cept s ranges for mas reaching implications are tool s tery. and have for learning powerful impl in all areas, ications for as early conc Understand children’s eptual know reasoning and ing concep ledge forms the building problem solvi ts A concept is blocks for later ng. They provide a profi a mental repre learning, cient way of particularly sentation, image or idea in numeracy, organising experience of tangible and literacy and and learning science. See concrete objects and in the wellTable 1 (right organised “filin intangible ) for concepts g cabinets” of a child shou ideas and feelings, such ld know betw the brain. If children were as colours, een the ages of 2.5 to five unable to cate emotions. There are three years of age. goris their experienc e, concept types The list is not exhaustiv es would be . Concrete concepts are e; it presents chaotic, filled with sens objects or thing a general ations, even s that are tangible, ts, objects and propertie for example, s, too numerou a “spoon” SENISSUE92 s to either hold in mem ory or recall.

Many pupils wit h Down syndrome experie nce difficulties in acq uiring concepts

It is very straightf orward to help them “cr ack the alphabetic code ” and move on

32 Down syndrome

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50 Dyslexia

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HEARING IMP AIRMENT

Signs of le arning

Cath Smith exp lore looks at how it diff s the role of British Sign Lan guage ers from other sign ing systems aro in education and und the world

ritish Sign Lang uage (BSL) is the languag • items can be located in e of the Dea f space in community relation to each in Britain and other also forms • direction of movement the basis of signing syst can relay ems used in the subject and object of education with deaf child verbs • the type of ren and the even movements greater numbers of can adults and differentiate children with the manner SEN who use and BSL signs in mood their learning and commun • hand shap ication. es can indic ate Sign languag physical size es are used and shape all over the world, but • two ideas they are not or signs can all the same language. The occur simultaneousl y are visual y. gestural languages with their own synt Deaf commun ax and ity and the hear grammar. The Sign Suppor ing world. y share simi Deaf people ted English lar features and children and structur Sign Support may switch es but each between BSL ed English (SSE has its own vocabulary and and SSE in ) is a form of sign lang different variations; even situations uag e that and to suit encourages other English spea simultaneous the the needs king countries of othe use of spoken , such as the rs. United States, language with signs for have their own In prac tice keywords take separate sign languag , the term n from the lexicon of BSL e. s “sig n language” and vocabulary. “BSL” tend Most of our It is widely used in edu to be used experience of to refer to all cation to grea language signed commun is of spoken t effect with children who language, whic ication – whether orde have a learn h is linear in red in the visu nature, with one ing disability and addition al gestural word following structures of al spee ch, anot sign lang Language in her. uage and language or communicati a different mod using sign vocabu on needs. ality brings lary alongsid unexpected SSE is a com e spoken and creative English as SSE mon element ways of exploiting the – or combina of BSL used in dea visual/gestu tions of the two dep f education. ral medium ending on the to the full, for It is used by some deaf example: situ atio and the indiv n adults and idual needs as a contact language in of each user interactions . between the An

Most deaf childr en are born to hearing paren who may have no ts, prior knowledge of sig n language

ongoing pro

cess

Family class es offer enco uragement

and support.

Acquiring lang uage requires meaningful and accessib le exchanges with those around us if language and learning are to be achieved . Children and families who need sign language are themselves likely to be in the process of learning it. Most deaf child ren are born to hearing parents (app roximately 90 per cent) who may have no prior know ledge of sign languag e, just as the families of children with special nee ds are also likely to be com pletely new to sign ing. Learning a new language as an adult does not alwa ys come easi ly and will be a sustaine d and continu ing effort requiring sup port, for fam ilies and professiona ls alike. Pare nts may be

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61 Hearing impairment

>> SENISSUE9

AUTISM

It's all abou the individ t ual

A person-centre d people with aut approach can make a huge diffe ism to develop their personal skill rence when helping s, writes Emma Gosling

elebrating succ ess is one of the many rewa rds of being a parent, care r or educator of a young pers on with an autism spec trum condition (ASC). However sma ll or insignific ant their accomplishm ents may appe ar, people with ASC often need to over com e many additional chal lenges to achi eve the things that are important to them. These may include being in envi ronments that challeng e their com munication, sensory or learn ing needs. When supp orting youn g people with ASC at school, it is It is important important to start with a to incorporate the individual’s holistic asse interests into ssment of a person’s cogn their learning. itive, sensory, motor and communicati dance class, on needs as all of which a first step to promoting are just as impo positive outc rtant as form al education omes. It’s crucial that targe ts. everyone know s what is important to Emotional reg the person, their ulation identified needs, and At our scho what’s work ol for young ing or not working from people with ASC we talk their perspect about the “fou ive. This information r zones” of emotiona should be gath l states. Thes ered from the individua e are often represented l, who is at by colours, the centre of the process, to make abstract idea as well as from s more conc the people involved in rete and give young peop their lives. This le a poin is t of reference what’s known as a pers that they can reme on-centred appr mber: oach. Once the indiv • Blue Zone idual’s goal warning scre – sad, tired, s have en requiring actio been identified bored • Green Zone n and red , each target is a system cras – calm, focu should be broken dow h. sed, n into achievab happy It is important le steps. Quality of life to present infor • Yellow Zone measures serv mation in a way whic – frustrated, e as a reminder, as h is meaning well as an over worried, exci ful and appr opriate to each ted arching framework, for student. Davi • Red Zone focussing inter young man e, a – terrified, angr ventions with patholog on factors such y, ical elated, out of dem as improving avoidance, was and control. emotional wellbeing, selfunlikely to enga To help a youn determination ge in a task requ g person relat , personal iring recogniti development, e to these zones they on of facial and social inclu expressions can be pres sion. when the mate ented in a Personal deve num rials were ber of different lopment is in symbol form ways. For exam broader than academic because he for a young infor ple, found this achievements too babyish mation commun . When the and includes activ ications technology (ICT) activity was ities such modified and enthusiast, you as meal symbols were preparation, might translate the substituted getting dressed for photos zones into and leisure of pursuits, such fami com liar staff, he puter behaviour: blue as going to involved and got means the batte a group had a great time ry is low, green is doing it. running well, Tina pres ents with yellow is a SENISSUE92 tact ile sensitivities, which increase her anxiety

Once the individ ual’s goals have been identified, each target should be broken down into achievable steps

70 Autism

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In the next issue of SEN:

multi-sensory issues • accessible vehicles • short breaks • ADHD learning outside the classroom • Tourette’s syndrome • transition World Autism Awareness Day • dyslexia • recruitment • CPD and much more…

SEN NEWS

Pupils with SEN suffering in England’s worst schools Ofsted to focus on persistently failing education settings Children with SEN kept away because schools can’t cope Many of the country’s badly performing schools include above average numbers of pupils with SEN, according to Ofsted. Launching her first Annual Report as Ofsted’s new Chief Inspector, Amanda Spielman focussed on a small number of schools that have not improved over many years, including around 130 where underperformance has stretched for up to a decade. These “intractable” schools have many things in common, she said, including unstable leadership, high turnover of staff and difficulty recruiting. Many have higher proportions of pupils with SEN and/ or disabilities and high numbers of pupils from deprived areas. The Report highlights the very poor experience of the education system that some children and young people needing support for SEN and disabilities are having. It describes as “unacceptable” the fact that, in some cases, parents have come under pressure to keep their children out of school because school leaders say they can’t meet their needs. Overall, Ofsted found that the quality of education and care in England today is good and continually improving. Good or outstanding ratings are currently held by 94 per cent of early years providers, 90 per cent of primary schools and 79 per cent of secondary schools. In addition, 80 per cent of further education and skills providers and 83 per cent of children’s homes are now good or outstanding. More local authority children’s services are also on a path to improvement. However, Amanda Spielman believes that Ofsted, policy makers and professionals now need to concentrate on persistent underperformers in the education and care sectors in order to improve outcomes for children and young people. Speaking in Westminster at the launch of the Report, the Ofsted head said “Our collective mission… should be to create a society where every young person, regardless of birth or background, can achieve their full potential.” She added that, “the areas of concern identified in “[the] report are some of the last remaining barriers that stand in our way. Tackling them will not be easy. But the prize of doing so could be great – a country that is both caring and bold, innovative but unified, aspirational and at the same time fair.”

Sector wide concerns Other areas of concern identified in the report include: an increasing number of conservative religious schools deliberately flouting British values and equalities law; weaknesses in the statutory framework for the early years foundation stage as a guide for children’s learning in Reception Year; and the sometimes SENISSUE92

Councils are concerned that schools will not be able to meet pupils’ needs.

very poor performance of young offender institutions and secure training centres. Responding to Ofsted’s Report, Counsellor Richard Watts of the Local Government Association called for local authorities to be given greater influence over education practice. He said councils must be allowed to direct all schools to expand to meet increasing demand for school places and to “ensure they take vulnerable pupils if it’s in the child’s best interests”. Mr Watt’s believes that the Government’s SEN reforms set out in the Children and Families Act (2014) were significantly underfunded. “There is increasing concern among councils that at a time of rising demand, [schools] will be unable to meet the needs and expectations of children and families”, he said. The school leaders union the NAHT says that many of the failing schools identified by Ofsted struggle to recruit teachers. The union’s Paul Whiteman, said “the high stakes low trust accountability regime has been part of the problem. Ofsted’s recent more supportive narrative is welcome but it will be some time before the culture of fear changes.” Alison Worsley, of the charity Ambitious about Autism, says more of a focus is needed on tackling schools that illegally exclude children with SEN; 26,000 children and young people with autism were unlawfully excluded from school last year, according to research by the charity. “The first step is ensuring that schools which break the law and illegally exclude children are held to account”, she said. The Annual Report of the Chief Inspector of Ofsted can be found at: www.gov.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Government to take mental health support into schools Green paper says every school should have mental health lead £300 million funding package aimed at improving training and joint working Children in England will be able to access mental health support at school or college under proposals to transform services for young people. In a new green paper, the Government has announced a £300 million package aimed at increasing mental health support and providing earlier access to services. “Around half of all mental illness starts before the age of 14 so it is vital children get support as soon as they need it – in the classroom. If we catch mental ill health early we can treat it and stop it turning into something more serious”, says Health Secretary Jeremy Hunt. Under the plans, every school and college in England will be incentivised to appoint a designated senior lead for mental health to coordinate existing school-based support, as well as helping children to access specialist therapies and other NHS treatments if they need them. A training package of up to £95 million from 2019 will support the senior leads, who will also be responsible for developing a “whole school approach” to mental health and wellbeing. This should include making sure pastoral support is available for all pupils and that strong policies are in place to reduce bullying and other behaviours that can cause mental distress. An additional £215 million will be available to create new mental health support teams which will be tasked with improving joint working between schools and the NHS. The teams will provide a wider range of support and treatments in or near schools and colleges, to improve earlier intervention so mental health problems can be addressed before they become too serious. Several thousand people are expected to be recruited over the next five years to form these new teams, which could be trained to offer cognitive behaviour therapy (CBT) and other evidence-based treatments in the classroom. Supervised by clinicians, they will also work closely with educational psychologists, school nurses, counsellors, social workers and others to assess and refer children for other specialist treatments if necessary.

Training and teaching Other measures set out in the Green Paper include ensuring every primary and secondary school in the country is offered mental health awareness training, and improving the teaching pupils receive about mental health and wellbeing to enhance relationships education and PSHE. A new working group will be set up to look at mental health support for 16- to 25-year-olds. WWW.SENMAGAZINE.CO.UK

The green paper promises better teaching about mental health and wellbeing.

In addition, research will be commissioned to fill evidence gaps across children’s mental health, including understanding how better to support vulnerable families. A four week waiting time for NHS children and young people’s mental health services is also to be piloted under the proposals. The green paper has received a cautious welcome from the child and young person’s mental health charity YoungMinds. A statement on the charity's website describes it as “a step in the right direction”, while the charity’s Chief Executive Sarah Brennan says, “We are very pleased to see the Government recognise the fundamental importance that schools play in building resilience of their pupils and intervening early when problems do emerge.” However, YoungMinds warns that there is much more that needs to be done. “CAMHS services are severely overstretched, and will ultimately need more funding if they are to provide help to all the young people who need them”, the statement says. “We also need to see improvements to inpatient care, so that the rights of children in mental health hospitals are strengthened and enforced. And it is crucial that the promotion of good mental health and emotional literacy for all children is a priority.” Transforming children and young people’s mental health provision: a green paper, can be found on the Government’s website: www.gov.uk The consultation on the green paper closes at noon on 2 March 2018. Individuals and organisations can express their views at: https://engage.dh.gov.uk/youngmentalhealth/ SENISSUE92

SEN NEWS

Mainstream school exacerbates feelings of being “different” in pupils with autism Research from the University of Surrey has found that experiences of social and emotional exclusion in mainstream schools can adversely affect how pupils with autism view themselves, increasing their risk of developing low self-esteem, a poor sense of self-worth and mental health problems. Examining 17 previous studies in the area, researchers discovered that how pupils with autism view themselves is closely linked to their perceptions of how other’s treat and interact with them. They found that a tendency of many pupils with the condition to internalise the negative attitudes and reactions of others toward them, combined with unfavourable social comparisons to classmates, leads to a sense of being “different” and more limited than peers. Negative self-perception can lead to increased isolation and low self-esteem making pupils with autism more susceptible to mental health problems. It was discovered that the physical environment of schools can impact on children’s ability to interact with other pupils. Sensory sensitivity, which is a common characteristic of autism and can magnify sounds to an intolerable level, can lead to everyday classroom and playground noises such as shrieks and chatter being a source of anxiety and distraction. This impacts on a pupil’s ability to concentrate in the classroom and to socialise with others, further increasing isolation and a sense of being “different”. It was also found that pupils with autism who developed supportive friendships and felt accepted by classmates said this helped alleviate their social difficulties and made them feel good about themselves. The researchers say these findings suggest it is crucial for schools to create a culture of acceptance for all pupils to ensure the long-term wellbeing of pupils with autism in mainstream settings. “We are not saying that mainstream schools are ‘bad’ for pupils with autism, as other evidence suggests they have a number of positive effects, including increasing academic performance and social skills”, says lead author of the paper Dr Emma Williams. “Rather, we are suggesting that by cultivating a culture of acceptance of all and making small changes, such as creating non-distracting places to socialise, and listening to their pupils’ needs, schools can help these pupils think and feel more positively about themselves.” SENISSUE92

Cerebral palsy resources target early intervention Early identification and intervention is crucial to cerebral palsy treatment, says Action Cerebral Palsy. The charity’s new “Identify, Intervene, Impact” campaign seeks to improve the early identification of the condition, to secure timely health and educational intervention to treat and manage it, and improve the outcomes of all children with the condition. It calls for better training on early identification for education and healthcare workers in contact with children at risk of cerebral palsy, a national register of the number of children affected by it and the health and care provision available to support them, and an introduction of best practice guidance for education and health professionals to implement integrated health and educational pathways and specialist educational support for children with cerebral palsy. As part of the campaign, the charity has released a resource which explains three key milestones in their child’s development that parents should watch out for. “Early identification of cerebral palsy is the first, and in many ways most crucial, step towards making an impact on the life of a child with the condition”, says Amanda Richardson, Chief Executive of Action Cerebral Palsy. A range of resources will be made available throughout the campaign to help parents and education and healthcare professionals. Materials will be released aimed at raising awareness of how the condition can be better managed, and will include a comprehensive guide for parents, developed in collaboration with parents, on what to expect when their child is diagnosed with cerebral palsy, including information on quality of care and how to raise concerns if these standards are not met. Amanda Richardson has also called on the Government to take action to improve the “variable provision” for cerebral palsy found across the country. The resources can be downloaded through the charity’s website: www.actioncp.org

For the latest news, articles, SEN resources, CPD and events listings, visit: www.senmagazine.co.uk

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SEN NEWS

Young carers are not being supported at school Schools are failing a generation of children who are sacrificing their futures to care for sick or disabled family members, according to UK children’s charity Barnardo’s. New research by the organisation suggests that teachers are not identifying and supporting children who are shouldering an extra burden as young carers by looking after their loved-ones. As part of the research, a YouGov poll found that 40 per cent of teachers were not confident they would be able to identify a young carer in their class. More than a third (34 per cent) of teachers surveyed thought there were young carers at their school who were not sufficiently supported and 29 per cent said they didn’t think their school had any particular ways of supporting young carers. This is despite some children and young people carrying out more than 30 hours a week of caring responsibilities, the charity says, which is almost the equivalent of a full-time job. The research with practitioners working to support young carers has shown that caring can take a huge toll on children’s mental health, as well as their achievement at school. More than three-quarters of the practitioners Barnardo’s surveyed said that most or all of the young carers they had supported had suffered from anxiety, depression, isolation and feelings of anger. All the practitioners had worked with children who had self-harmed. “It is simply not acceptable that children are having to sacrifice their futures to care for the ones they love”, says Barnardo’s Chief Executive Javed Khan. “Austerity has meant local authorities have had to cut back on adult social care and the result is children are picking up the pieces.” Under the Care Act and the Children and Families Act, teachers – and other professionals working with children – have a statutory duty to identify young carers and refer them to the local authority to be assessed for support. Young carers carry out tasks including cooking, cleaning and shopping, as well as providing intimate personal care, administering drugs and taking care of household finances. The poll of 800 teachers found that nine out of ten teachers thought caring responsibilities could impact negatively on young carers’ school lives as it could mean they were late or absent from school or have trouble keeping up with work. WWW.SENMAGAZINE.CO.UK

Nominations sought for SLCN Awards Applications are open for the Shine a Light Awards, which seek to recognise outstanding contributions of teams, schools, settings, young people and individuals across England who champion innovative work and excellent practice in supporting children and young people’s speech, language and communication. The Awards are organised by Pearson and The Communication Trust and nominations are invited across a wide range of award categories including: early years settings, primary schools, secondary schools or colleges, SEN schools or groups, youth justice, SLCN innovation, and augmentative and alternative communication. Awards will also be issued for Communication Champion of the Year and Child or Young Person of the Year, as well as Pearson’s Award for Outstanding Achievement. In addition, there will be a new category this year: the Katie Rough Memorial Award for innovative or excellent practice when working with children and young people affected by selective mutism; this new category has been named to honour Katie Rough who had selective mutism and died in 2017 at the age of seven. “The efforts of individuals and settings across the country are so crucial to children and young people’s learning, social and emotional development and future prospects”, says Chris Hall, Director of Clinical Assessment at Pearson. Octavia Holland, Director of The Communication Trust, says the Awards show how lives can be enriched with dedication and commitment, particularly for the one million children and young people with long-term speech, language and communication needs (SLCN). “We encourage settings and individuals across the country to put themselves in the spotlight and celebrate the work they have achieved”, she said. The Shine a Light Awards Ceremony will take place on 22 March 2018 in London. The picture above shows staff from Ashmount School, 2017 SEN School of the Year, with Awards host Gareth Gates. Applications close at 11.59 pm on 12 January 2018. Details on how to apply can be found at: www.shinealightawards.co.uk

News deadline for next issue: 7/2/18 Email: editor@senmagazine.co.uk SENISSUE92

SEN NEWS

Ofsted finalises new arrangements for short inspections Following its consultation on proposals to change short inspections, Ofsted has confirmed that from January 2018 inspectors will continue to convert short inspections, usually within 48 hours, if they have serious concerns about safeguarding or behaviour, or if they think the quality of education provided by a school has declined to inadequate.

500 new child protection investigations every day More than 500 child protection investigations were started every day on average last year by councils in England and Wales concerned about children at risk of harm, the Local Government Association (LGA) has revealed. The LGA says the “alarming” new figures show an increase from 200 investigations per day a decade ago. With so many children deemed to be potentially at risk, social workers are “working around the clock” to investigate concerns and if necessary put in place measures to help keep them safe from harm. On average, 90 children entered the care system every day last year and the LGA is calling on the Government to use the upcoming Local Government Finance Settlement to “resolve the £2 billion funding gap that is facing children’s services” by 2020. Failure to close this gap will leave many children and families across the country, who rely on these services, at risk, says the Association that represents 370 councils across England and Wales. “It was extremely disappointing that [the recent] Budget provided no additional funding for children’s services. The Government has been warned repeatedly that ongoing funding cuts have left councils struggling to provide the support that vulnerable children and families need”, says Councillor Richard Watts, Chair of the LGA’s Children and Young People Board. Mr Watt believes that, although children are only being taken into care if it is absolutely necessary for their own protection, the volume of cases they now have to deal with, along with providing the other services they deliver, means that children’s services have now reached a tipping point. “This has to be wake up call to government that unless there is an injection of funding to support crucial early intervention services, many more vulnerable children and families will need formal support from council child protection services in the years to come”, he said.

News deadline for next issue: 7/2/18 Email: editor@senmagazine.co.uk

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When there are no significant issues with safeguarding or behaviour, but inspectors identify potential concerns about either the quality of education or leadership and management, the inspection will not convert. Instead, Ofsted will publish a letter setting out the school’s strengths and areas for improvement. A section 5 inspection will then take place later, typically within one to two years. This is designed to give the school time to address any weaknesses and seek support from appropriate bodies. In the meantime, the letter will make it clear that the school’s current overall effectiveness judgement has not changed. When inspectors have reason to believe that a school may be improving towards an outstanding judgement, Ofsted will publish a letter confirming that the school is still good and setting out its strengths and priorities for further improvement. A section 5 inspection will then take place within one to two years, giving the school time to consolidate its strong practice. However, requests from schools for early inspections will be considered. The majority of short inspections will confirm that the school remains good and, as now, Ofsted will return to carry out another short inspection after approximately three years. “The process for converting short inspections to full section 5 inspections has proven challenging for both schools and inspectors”, says Ofsted’s National Director of Education Sean Harford. “These new arrangements reflect our overall aim to act as a force for improvement through inspection, and to catch schools before they fail. We’re confident they will ensure short inspections are responsible interventions that minimise the burden on schools, while at the same time providing constructive support and more time to improve.”

Councils must monitor children educated away from school, says Ombudsman The Local Government and Social Care Ombudsman is reminding councils of their duty to monitor and ensure the suitability of education provided to children educated out of school, following an investigation into a complaint against Essex County Council. If a school-age child cannot attend school for reasons of illness, exclusion or otherwise, the council must arrange to provide suitable education. In this case, Essex County Council failed to provide suitable education to a boy with SEN for two terms after he stopped attending his special school, and delayed his transfer to an education, health and care plan. Following the Ombudsman’s inspection, the Council will now be making changes to improve services for children educated out of school. WWW.SENMAGAZINE.CO.UK

SEN NEWS

Deaf children’s reading difficulties are being ignored The British education system is neglecting the needs of severely and profoundly deaf children, many of whom have major reading difficulties, according to new research from City, University of London. The researchers found that over half of the deaf children involved in the study who communicated using spoken language and fourfifths of those who used sign language had reading difficulties at least as severe as those faced by hearing children with dyslexia, and in some cases they were more severe.

Nearly half of disabled people chronically lonely Chronic loneliness is common amongst working age people with a disability, according to a new survey by the charity Sense. Of 1,004 disabled people who took part in the study, two-thirds (67 per cent) say they have felt lonely in the past year, although this rises to three quarters (76 per cent) for working age disabled people. Nearly half (45 per cent) of working age disabled people are chronically lonely, saying they always or often feel lonely. If extrapolated to the general population, this equates to three million working age disabled people in the UK. Amongst disabled young adults, aged 18 to 34, 85 per cent said they feel lonely. As a result, the survey says, over half of working age disabled people who have felt lonely in the past year said they experienced depression (62 per cent) and anxiety (58 per cent); half (49 per cent) experienced stress. The poll found that on a typical day, one in eight disabled people had under half an hour of interaction with someone else. Scope believes a number of factors play a part in why so many disabled people feel lonely. Life costs more if you are disabled, and disabled people say this makes it harder to socialise and see friends and family. Underfunding in the social care system is also blamed as it makes it harder for many disabled people to get basic support to live the lives they choose. Parents of disabled children also report that they do not have access to community activities, which can lead to a sense of isolation. Mark Atkinson, Scope’s Chief Executive, has called on the Government to ensure disabled people get the financial and social care support they need, and they are not left isolated and cut off from society. “… we urge the Government to develop a cross-departmental disability strategy”, he said. “They need to ensure that the investment we make in social care and benefits provides a decent standard of living for disabled people, rather than allowing loneliness and isolation to thrive.”

There are almost 49,000 children with permanent hearing loss in the UK, many of whom have reading difficulties. This is because reading is based on spoken language, which many deaf children struggle to acquire. As hearing difficulties are often seen as the primary issue for deaf children, underlying reading difficulties can go unnoticed, and diagnosis of dyslexia is rare. In contrast, hearing children with reading difficulties are more likely to be described as dyslexic, and once diagnosed, can benefit from evidence-based specialist support and interventions. The report found that literacy scores in both oral and signing deaf children were lower than expected for their age. Scores were also lower in the signing group compared to the oral group, with 48 per cent of the oral group and 82 per cent of the signing children reading below age level, although signing children with two deaf parents scored at the same level as the oral deaf group. Scores for spelling were better in both oral and signing groups, but were still below average. In both groups, language skills were particularly weak. The researchers found that reading and dyslexia-sensitive tests developed for hearing children could be used successfully with oral deaf children, and many tests were also effective with signing deaf children. The authors suggest that interventions that address deaf children’s key deficits of language and phonics could help improve their reading. Appropriate, tailored support is urgently needed to prevent such children unnecessarily falling behind their peers, the researchers concluded. Dr Ros Herman, a co-author of the report stresses that the research findings highlight the scale of reading difficulties among deaf children and the different profiles of struggling deaf readers. “The fact that some children were reading at age level shows that poor reading is not an inevitable outcome”, she says. “All the children in our study were in their last year of primary school. Many are clearly ill prepared for the challenges of secondary education and are in urgent need of support to develop their literacy.” Dr Herman says the study shows that these children will benefit from “the specialist literacy interventions currently offered to hearing children with dyslexia”.

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SEN PRODUCTS/RESOURCES Advertisement feature

Online community for sharing consumables in unforeseen circumstances Skiggle is a non-profit online resource. Its primary goal is to create a support network of individuals who come into contact with disabilities either in a personal or professional capacity, and provide each other with practical help and assistance. It achieves this through the creation of an SOS solution system for care-based essentials where members – when fully registered – can request immediate assistance in unforeseen circumstances. Many of the individuals who come into contact with disabilities have a significant store of what can be described as consumables (such as nutritional compliance aids, breathing apparatus and continence products) and have also been in a situation where a vital consumable is missing. The premise is to grow a network of individuals willing to help others by providing any missing consumables, free of charge, from their own (excess) supply, when unfortunate and unforeseen circumstances arise. It is about sharing in times of need. www.skiggle.co.uk

BBC and Premier League to get primary school kids moving The BBC and the Premier League have announced a new partnership that aims to help primary school teachers inspire children to become more active and enhance their learning. Super Movers will bring stars from the football and television worlds together in fun, easy to follow, educational videos which will seek to capture children’s imagination and help teachers to get them moving throughout the day with a series of routines and activities. There will be a range of resources on the Super Movers website, providing teachers with video content-led ideas and simple solutions to help children learn while they move. All resources are free, linked to the UK curricula and designed to be easy to use in the classroom with no extra equipment required. Further details, including the famous faces leading the campaign, will be announced in January. For more information on Super Movers, visit: www.bbc.co.uk/supermovers

SUPPORT Assist, motivate & engage hard-to-reach young people! Gain support experience, enhance your CV and make a difference with our paid pastoral and SEN support roles on NCS. Perfect for those with a passion for pastoral care, inclusion, education and social change. The Challenge is the UK’s largest provider of National Citizen Service (NCS), a governmentfunded youth & community programme. Our seasonal staff help teams of 15-17 year olds to push themselves, find their own paths and give back to their communities through our 3 or 4 week programme. We run in London, Buckinghamshire & Berkshire, Surrey, West Midlands, Manchester, Lancashire and Yorkshire. Our seasonal staff learn and grow alongside the young people - perfect for those looking to fill their summer break with something a little different. We have roles for every level of experience, and all our roles are competitively paid and extremely flexible.

Head to ncsthechallenge.org/staff2018 to apply and find out more.

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MATHS

SEN LAW

CHOOSE A DIRECT ACCESS SPECIAL EDUCATIONAL NEEDS BARRISTER Regulated by the Bar Standards Board

JANICE JOHNSON • Specialist SEND advocate • Legal Advice on Special Educational Needs • Assessment advice for Education, Health and Care Plans • Reviewing and amending Education, Health and Care Plans • Drafting Grounds of Appeal for Tribunal Appeals • Competitive Fees for all or part of your case "If appreciation was an ocean I send you the Pacific" Mrs EJ - July 2017

Where to start? Speak directly to Janice, who will personally handle your case throughout, on 01986 781372 or 07976 396972 or email her at: janicejohnson08@ btinternet.com

Won 52 week educational residential placement for autistic 19 year old

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WHAT’S NEW?

What’s new?

Michael Rosen and Darcy Bussell confirmed for Education Show

Creativity, wellbeing and literacy take centre-stage at The Education Show 2018, with educators joined by award-winning children’s author Michael Rosen and Strictly Come Dancing judge Darcy Bussell in a CPD programme designed to help teachers navigate policy changes and create fun, interactive learning environments for their pupils. The event features over 200 creative education products from leading brands and new companies, allowing visitors to get hands-on with what inspires children to learn and thrive. The Education Show takes place from 15 to 17 March 2018 at the NEC, Birmingham and is free-to-attend: www.education-show.com

Hands-on vocational experience at Communication Specialist College Doncaster The College offers day and residential specialist FE provision for those who are Deaf, have a hearing impairment or a communication difficulty including autism, Aspergers or learning difficulty. Individualised programmes encompass life and communication skills, and students enjoy vocational study delivered onsite in real working environments. Vocational offers include car maintenance, plastering, joinery, painting and decorating, horticulture, health and social care, hair and beauty, media/office technology, and sports. Personal and social development are embedded in each student’s bespoke timetable. The multi-disciplinary team includes speech and language therapists, nurse, audiologist and counselling staff. www.deaf-trust.co.uk

The Autism Show 2018 – online ticket office is now open The Autism Show, the national event for autism (including Asperger syndrome), has opened it's online ticket office early to enable visitors to pre-book their tickets well in advance of the events in June this year. The show runs in London, Birmingham and Manchester, attracting over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition.

Connex Education expands into North Wales

c e connex education

Connex Education, a well-known national supply teaching agency in England, is expanding into North Wales.

Operations Director, Alex Powell commented, “This has been a much-anticipated development. We’ve been working with schools and teachers across the region for some time. The office opening will further support our ability to service schools, academies and teaching professionals across North Wales.”

You can book your tickets now and save over 20 per cent at: www.autismshow.co.uk

As one of the leading UK education recruitment companies, Connex has developed a reputation for service excellence, recruiting teaching staff nationally for a range of education local authorities.

New releases from Let’s Sign BSL

For more information, email: northwales@connexeducation.com or call: 01244 293 003.

The Let's Sign BSL Series has a growing collection of colourful British Sign Language (BSL) vocabulary in print and Kindle, with signs, descriptions and picture illustrations for early years vocabulary including clothes, vehicles, animals (including colouring book version), nursery rhymes and mini topics for tots. Our School Signs (recently reviewed in this Magazine) is for all who work in or attend schools with pupils who use signs to access education and communication. It includes signs relevant to the interactions and everyday experiences in schools – subjects, behaviour, instructions and activities – to enable conversations with classmates and school staff.

Helping families resolve education disputes Education Lawyers specialise in helping families with children who have SEN through the EHC needs assessment process and with appeals to the SEND Tribunal. Education Lawyers is an experienced and skilled team, providing legal advice and practical solutions in relation to SEN cases. Their lawyers have been providing legal help to families throughout England and Wales for over 25 years. If you would like to speak to someone from their team about your child’s SEN, email: education@langleywellington.co.uk or telephone: 01452 555166. For more information, visit: www.educationlawyers.co.uk

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WHAT’S NEW?

Autismlinks launches improved search facility Autismlinks.co.uk has recently upgraded its search facility which has involved lots of behind the scenes work to make it much simpler for the end user. One of the main improvements has been to include categories to the Support Groups section, which is one of the most popular and fastest growing areas of the site. Filters allow the user to quickly locate more relevant information. Autismlinks is a free website dedicated to making those helpful and sometimes vital links. It covers where to go and contains lots of helpful information all in one place:

SEN Law Conference IPSEA, Douglas Silas Solicitors and Matrix have jointly announced a new annual SEN Law Conference to be held on Tuesday 6 March 2018 in Central London. This one-day specialist conference is aimed at advisers in SEN law, including claimant and local authority lawyers, IASS advisers and other professionals. Speakers will provide legal and policy updates across all aspects of this fast-moving and developing area. The price for this event is £225, with an early bird discount of £195 if places are secured before 19 January 2018. For more information, visit: www.senlawconference.co.uk

www.autismlinks.co.uk

Pupil’s Voice application Calman Colaiste Specialist College Kisimul School’s new provision Calman Colaiste is an independent specialist college providing further education for young adults with autism, learning difficulties and complex needs. The aim of Kisimul’s Learning for Life programme is to offer a broad, balanced and structured programme of vocational and learning opportunities to young adults who are resident in their registered adult homes and supported living services. Offering a range of bespoke programmes for learners, the provision is designed to help learners develop core functional, vocational and life skills. Calman Colaiste: Wisbech Road, Peterborough, PE6 OTD. 01733 271326 referrals@kisimul.co.uk www.kisimul.co.uk

Discretionary bursary funding at Lake District Calvert Trust All visits to the Lake District Calvert Trust are already subsidised by around 30 per cent but, with discretionary bursary funding that needs to used in 2018 now available, additional support could help schools maximise attendee numbers, or help provide the catalyst needed to get an outdoor learning residential trip off the ground. Allocation is dependent on meeting a range of criteria with priority given to off-peak periods, and especially weekends. For more information, contact the trust on: 017687 72255 to find out if your school qualifies. www.calvert-trust.org.uk/lake-district/bursary-funding-2 WWW.SENMAGAZINE.CO.UK

Pupil’s Voice provides useful data on an individual or group’s experience without the need for report filling or in-depth discussions. It aims to put children at the heart of school and creates evidence banks to show stakeholders how pupils' opinions are shaping school improvement. You can: gain feedback on whether children felt challenged in a lesson; register moods and behaviours within/before/ after class to reflect upon feelings and emotion and celebrate success; support lesson observations or collect feedback on interventions; and enable children to discreetly highlight concerns. Priced from £149.00, Pupil’s Voice is available to purchase at: www.edsential.com hello@edsential.co.uk

“Outstanding” support for pupils with moderate to severe learning difficulties Liverpool Progressive School is an independent specialist day service for students aged eight to 19 years with moderate to severe learning difficulties and challenging behaviours. Judged “outstanding” in all areas at its last Ofsted inspection, the School caters for students with autism, PDA, Asperger’s, ADHD, Down syndrome, brain injuries and attachment issues. Students enjoy a full curriculum with extended activities, one-to-one or two-to-one support, individualised timetables, and OT and SALT provision. Contact Headteacher Linda Dunbavand – tel: 0151 525 4004 or email: lindadunbavand@keysgrouppce.co.uk www.liverpoolprogressiveschool.co.uk SENISSUE92

WHAT’S NEW?

New residential school in Lincolnshire

New Wi-Fi connected camera

Witham Prospect School is a new residential care and education facility which is due to register in early 2018. The school has been created to meet the needs of up to 18 children aged between 11 and 18 years old who have severe and profound learning disabilities and who may also be on the autism spectrum, have complex care needs and behavioural concerns.

Medpage Limited design, manufacture and distribute a diverse range of caring technology aids. Their latest development is focussed on Wi-Fi technology.

Witham Prospect School offers term-time only (38 week) or 52-week placements. To find out more: email: info@withamprospect.co.uk, tel: 01522 789067 or write to: Witham Prospect School, Old Harbour Farm, Newark Road, Norton Disney, Lincoln, LN6 9JR

The Magic of Theatre brought to you M&M Theatrical Productions are committed to combining theatre with education, providing value for money productions that are innovative, colourful and captivating. Their expertly constructed sets, adaptable to any venue, allow for this experience to be enjoyed by the whole school, in the safety of their own surroundings. The company aim to provide shows full of fun, laughter, excitement, music and larger than life characters. Produced by their experienced team of professionals, scripts, costumes, scenery and special effects are all designed to ensure the audience will enjoy a magical theatrical experience.

They have recently launched their Wi-Fi connected camera. The camera uses sophisticated optical and image processing sensors to provide an HD quality video stream right to your smartphone. The camera also incorporates high performance infrared night time viewing and the ability to record and allow download of recordings to your smartphone. Their App is available for Android and iOS. Multiple cameras can be used with the App, even at different locations. For full details, search “WMV-04” at: www.medpage-ltd.com

Get Arty! for Mencap Get Arty! is about getting school children of any ability involved in fun art activities, inspiring and educating them through the joy of creativity. It's also about helping to raise vital funds to make a real and lasting difference to the lives of people with a learning disability, their families and carers. This new project, developed with AccessArt, experts in art education, has a simple aim: to get children enthused about art and more accepting of “difference” – and in particular, learning disability – inside and outside of the classroom. You can sign up today at: mencap.org.uk/getarty and get your free classroom resource pack.

www.magicoftheatre.com

Prior’s Court students open London Stock Exchange Two young people from independent special school and autism charity Prior’s Court opened the market for trading at the London Stock Exchange recently. The prestigious market opening ceremony marked the official launch of the charity’s fundraising appeal for a commercially run bakery which will open in 2018 to provide real work opportunities for young people with severe autism. Find out more at: www.priorscourt.org.uk

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Registration is now open for Naidex 2018 Naidex is Europe's most established event dedicated to the disability, independent living and healthcare professional sectors. Taking place at Birmingham’s NEC on 25 and 26 April, this esteemed event provides cutting-edge exhibitors, world-class CPD accredited seminars, live demos, one-toone advice and unparalleled networking opportunities, over two days. And it’s free to attend! Returning for its 44th year, Naidex’s organisers say it will “realign the disability sector, propelling it into the future of inclusion, accessibility, empowerment and efficiency.” For more information and to register for your free ticket, go to: naidex.co.uk

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WHAT’S NEW?

Autism Professionals Annual Conference 2018

WRAT5 now available from Pearson Assessment

Held on 7 to 8 March in Harrogate, this two-day conference is focused this year on how to empower autistic voice and choice.

The new Wide Range Achievement Test, Fifth Edition (WRAT5) helps you to identify possible learning difficulties. An easy to administer assessment, it allows you to accurately measure and evaluate academic and vocational strengths and weaknesses in people aged five to 85+.

With keynote addresses given by Owen and Cornelia Suskind from the Oscar-nominated film “Life, Animated”, and Michelle Garcia Winner, founder of Social Thinking, this conference offers you the chance to learn from and network with some of the biggest names in autism. To find out more about this industry leading conference and to reserve your ticket, visit: www.autism.org.uk/conferences

The WRAT5 now includes improved identification of learning disabilities, streamlining of rules and subtest improvements. You can choose from two administration options: traditional format (paper manuals and record forms) and digitally on Q-interactive (the test administration, scoring and reporting platform). Online scoring is also available via the Q-global platform. Order online at: pearsonclinical.co.uk/wrat-5

Helping schools to understand their SEN provision Optimus Education’s SEND Inclusion Award provides a framework for recognising outstanding SEND provision in schools. It helps schools establish their strengths and weaknesses in terms of SEND provision and prioritise areas for further improvement and development. The award also helps schools determine where current provision is having high or little impact on the progress and outcomes of pupils with SEND. Following a process of self-evaluation, action planning for improvement and evidence collection, schools achieving the award can demonstrate to Ofsted and key stakeholders that they have achieved an outstanding level of SEND provision.

Scotland’s residential school for visually impaired pupils The Royal Blind School is Scotland’s only residential school specialising in the care and education of visually impaired pupils, including those with complex needs. It offers day places as well as a range of residential options including, weekly, termly and 52-week a year placements. The School enrols pupils from P1 to P6 and has a weekly pre-school playgroup. As well as offering a full curriculum, the School delivers independent living skills, mobility and orientation to ensure that pupils become as independent as possible. www.royalblind.org/education

oego.co/SENDIA-SM

Enhance teaching for pupils with motor disorders such as cerebral palsy Pace Training courses equip teachers, SENCOs and TAs in mainstream and SEND settings with tools and strategies to facilitate learning, improve care provision and deliver better outcomes for SEND pupils. Understand the impact of motor disorders on learning, communication and physical development when you attend one of their courses, developed from 25 years’ experience of specialist service provision. Courses include Understanding the effects of CP in a mainstream setting, Sensory Integration, Elklan AAC, Selfregulation and emotional control and Eating and drinking. For more details, visit: www.thepacecentre.org/training WWW.SENMAGAZINE.CO.UK

SensoryPlus launches Sensory Explorer The new Sensory Explorer has been launched in the latest update to the SensoryPlus Catalogue, which you can request from SensoryPlus or view online. Using the latest sensory technology, the Sensory Explorer is portable, flexible and, most importantly, robust. It features a two metre Bubble Tube, the Colourwash system and full tablet/app control, plus four optional pop-out panels allowing the Sensory Explorer to be customised for the user’s unique requirements. For more information and pricing, call SensoryPlus on: 01302 645685 or look online at: www.sensoryplus.co.uk SENISSUE92

WHAT’S NEW?

St David’s becomes Nessy ambassador

Supporting hard-to-reach young people

St David’s College has been announced as Nessy Learning’s first UK ambassador school.

The Challenge is the UK’s largest provider of National Citizen Service (NCS), a government-funded youth and community programme. Their seasonal staff help teams of 15- to 17-year-olds to push themselves, find their own paths and give back to their communities through their three or four week programmes. They run in London, Buckinghamshire and Berkshire, Surrey, West Midlands, Manchester, Lancashire and Yorkshire.

The school, which is developing its use of assistive technology, is well known for its dyslexia provision. Its partnership with Nessy will help develop the use of assistive technology and learning software for all levels of ability. School SENCO Vanessa Evans commented: “For our Year 5, 6 and 7 pupils who need to access our learning support, Nessy provides them with a fun, colourful and effective way to improve their literacy and numeracy. It works seamlessly alongside our other learning schemes in the Cadogan learning centre at St David’s”.

Those who take part can assist, motivate and engage difficult-to-reach young people, gain support experience and enhance their CV, while making a difference with paid pastoral and SEN support roles on NCS. ncsthechallenge.org/staff2018

www.stdavidscollege.co.uk

Full STEAM ahead at St Lawrence College St Lawrence College, Ramsgate is investing in a new Science, Art and Design Technology Centre, for use from September 2018. “There is a trend in this country towards narrowing education down and, unfortunately, it is often the arts and creative subjects that lose out”, says Principal Antony Spencer. “We believe that young people who are able to express and understand themselves and others through words, music and art are more likely to succeed in the world of work of the future, where the speed of change in technology will place an even greater requirement upon creativity, imagination and communication.” www.slcuk.com

A bespoke service from Sunken Trampolines Sunken Trampolines launched their design and build service in 2016. Working with Rebound Therapy.org they have now completed a number of bespoke rebound therapy rooms for schools across the UK; they are quickly becoming the leading installation company. Whether it be for a full design and build service or working alongside your chosen contractor as a consultancy, the company can use their expertise and knowledge to help you establish a sunken trampoline in your setting. For more information on this and other options, visit: www.sunkentrampolines.co.uk or contact Joel/Angus at: sales@sunkentrampolines.co.uk SENISSUE92

Free consultation and inspiration guide on inclusive, sensory outdoor play 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 surrounding in a safe child-centred inclusive environment. Timotay Playscapes have a free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment. For your copy, email: enquiries@timotayplayscapes.co.uk or call: 01933 665151.

Easy News for people with learning disabilities National disability charity United Response has produced the latest edition of the award winning Easy News – the first magazine designed specifically for people with learning disabilities. Using simple language and visual cues, this edition gives readers a news round-up which includes an update on Zimbabwe’s new leader, sexual abuse cases in Hollywood and Westminster, Catalonia’s call for independence, the Paradise Papers, Priti Patel’s resignation, the case of Nazanin Zaghari-Ratcliffe, the Royal engagement and more. To download a copy and sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-new WWW.SENMAGAZINE.CO.UK

MENCAP

SEN LAW

Let’s make a rainbow in the storm Education Lawyers help families resolve education disputes and specialise in representing families of children with Special Educational Needs.

We can help you with legal advice on: • Special Educational Needs (SEN) for children and young people between 0-25 years • The assessment process from start to finish • Education, Health and Care Plans • Appeals to the SEND Tribunal • Choosing a school • Judicial Review • Compliants to the Local Authority or the Local Government Ombudsman • School Admission and Exclusion Appeals

We have acted for families of children and young people with a range of complex special needs.

www.educationlawyers.co.uk Supporter of the

Organisational Member

Langley Wellington LLP is a limited liability partnership registered in England and Wales (registered number OC363475). Authorised and Regulated by the Solicitors Regulation Authority.

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POINT OF VIEW

Point of view: campaigner

Defend pupil data The Government must protect the sensitive data it collects about our school children, says Jen Persson

s of January 2018, the Department for Education will collect highly sensitive information about school children who transfer from mainstream school into alternative provision education. Local authorities assign a child one of eight reasons for transfer at named, individual-level when they move into alternative provision. These reasons include a mental or physical health need, pregnancy, and whether a child was moved to a young offender institution or secure training centre. From January, these new labels will be added to an individual child’s detailed lifetime record in the National Pupil Database, now holding the named records of over 23 million people. I am deeply concerned that this breaches children’s confidentiality and that its distribution poses serious new risks including safeguarding and lifelong discrimination. The data is not anonymous when given away to third parties. At a conference recently I was told developers were looking at an employment screening app that would use everyone’s school records from the National Pupil Database for preselection in the recruitment process. The identifying information already collected includes full name, date of birth, ethnicity, home and school address, SEN and health related data, lifetime results and exam scores, and reasons for absence.

The need for consent The Government must recognise its own responsibility for our children’s digital footprint and make children’s personal data safe, respect children’s SENISSUE92

confidentiality and tell children and parents how their data is used, and make indirect use of their data beyond statistics based on consent. I find it shocking that the department entrusted with our children’s personal confidential information has no idea how many times they have given it away in historical extracts to third parties. If the Department for Education cannot stop the distribution of identifying data for indirect purposes, and commit to children’s confidentiality, should the Government collect the new data at all? Special needs data is sensitive data, but is not treated today as it should be and is handed out to journalists, commercial companies and charities at national level without informed consent. I’d like to see reasons for exclusion that are akin to criminal labels – such as “theft”, “violence” or “drugs” – be expunged at some date in national records, and filtered from handing out to the press. I believe these things need change, to give children proper care and safeguarding and also recognise their autonomy and rights. How this is done, and taking parents and the education profession with us on this path to improvement, is crucial to its success and improvements to children’s rights to privacy. The data debate is often confused by a myth perpetrated by those who want to exploit data as a resource – that those passionate about privacy oppose data use. We don’t. Privacy is about power. It’s a human right. It’s a child’s right. It’s knowing who knows what about you and how that knowledge is being used. It’s about

The data is not anonymous when given away to third parties

having control over your own information so that there are no surprises. Data collection and use should be safe, fair, and transparent. In a world that is ever more driven by machine learning, and automated decisions, we must keep human rights at the forefront of how our lives are run. Which family ticks the boxes as a “troubled family”. Who is flagged as a potential gang member by that 24/7 classroom monitoring software. What does this kind of information tell the Cabinet Office about the National Citizen Service participants that could not be asked with consent? It’s time for a change, because labels last a lifetime.

Further information

Jen Persson is Director of defenddigitalme, a non-profit group led by parents specialising in data privacy and data protection and children’s digital rights: http://defenddigitalme.com

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POINT OF VIEW

Point of view: company founder

Systemic failure

The education system is exacerbating our children’s mental health issues, writes Keiron Sparrowhawk

ducation is critical to our country’s economic success, but are we putting the requirement to pass exams above that of our children’s health, and in doing so worsening pupils’ special educational needs (SEN) and mental illness? According to research (YouGov/ MyCognition 2015*) 21 per cent of parents have a child who has a learning or behavioural difficulty, or SEN. This is equivalent to about 1.7 million children and only 51 per cent have an official diagnosis. As a result, 36 per cent of parents feel helpless, over 40 per cent say it makes family life more stressful, over half worry excessively about their child’s future, and 29 per cent say it is a daily struggle. Additional research links SEN to poor cognitive health and with a higher risk of developing poor mental health. A child with SEN might struggle with a subject like maths. They try hard, but find every lesson painful. They dread being asked a question because they fear they will look stupid. Some children sit quietly trying to be invisible, while some may distract other pupils. However, when their poor grades are discovered, they invariably get extra maths, something they see as punishment. In extreme cases, the child might rebel and be excluded from lessons or school. Their future children may also suffer with SEN, as the cycle repeats over again.

Mounting pressure This example is the tip of a big iceberg of potentially 1.7 million children. Exclusion from school is only one of the adverse events as mental illness is increasing WWW.SENMAGAZINE.CO.UK

like a slow epidemic. The pressures from education have resulted in a three-fold increase in the rate of child self-harming and eating disorders, and addictions to drugs, alcohol, and social media, with over a third of 15-year-olds spending more than six hours a day online. We see increasing levels of depression, anxiety and even suicide. There are high rates of school exclusions and high levels of youth custody. Half of the children involved in crime have been in care. The Prisons Inspector is also warning of a “staggering” decline in safety at youth jails. We rank among the worst of OECD countries in these respects. These problems mostly impact the poorest and most vulnerable in society. In response, UK children with SEN are increasingly medicated, with over a million prescriptions for ADHD drugs in 2014 – more than double of a decade ago. However, research casts doubt over the diagnosis of attention problems in children and on the effectiveness of methylphenidate, the most common drug for ADHD. Methylphenidate is reported not to work in 25 per cent of children and has been reported to have side effects, including heart problems. Guidelines state that drugs should be used as a last resort, preferably after, safer non-drug alternative interventions. The consequences of poor cognitive fitness affect us all, as they contribute significantly to the UK’s worsening economic situation. Our research has shown that poor cognition is responsible for 80 per cent of the costs to our healthcare, social care, criminal justice system and poor productivity. Research suggests that if we put a child’s health first, we reduce SEN and

UK children with SEN are increasingly medicated mental illness and improve academic performance at the same time. We can do this by assessing cognitive fitness and using the results to produce targeted cognitive training. * YouGov Plc. Research. Total sample size was 12,554 adults, of whom 538 were parents with a child aged four to 18 affected by a learning or behavioural difficulty. Fieldwork was undertaken between 24 April to 1 May 2015. The survey was carried out online. The figures have been weighted and are representative of all GB adults (aged 18+).

Further information

A former neuroscientist, Keiron Sparrowhawk is the author of Executive function: cognitive fitness for business, and the founder of MyCognition, a company providing assessments for cognitive health and targeted brain training: https://mycognition.com A referenced version of this article is available at: https://tinyurl.com/senmagazine

What’s your point of view?

Email: editor@senmagazine.co.uk

SENISSUE92

SEN LAW

Education, health and care plans In the first of two articles on EHC plans, Douglas Silas explains how these crucial SEN documents are put together What are EHC plans? When children/young people need more support than can be provided at school/ college, an assessment for an education, health and care (EHC) plan may need to be conducted. Consequently, an EHC plan may be produced for them. The SEN and disability Code of Practice (CoP) dedicates its longest chapter to EHC assessments and plans, discussing everything from initial assessments, to finalising and maintaining the plans. It also talks about the need to review them annually, transferring them to another local authority (LA) and ceasing to maintain them.

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What do they look like? According to the CoP, an EHC plan’s format can be agreed locally but, as a statutory minimum, EHC plans must include the following sections, which must be separately labelled using the letters below. The CoP says that these sections are not restricted to the order below and LAs may use an action plan in tabular format to include different sections and demonstrate how provision will be integrated (sections must be separately labelled): • Section A: the views, interests and aspirations of the child, their parents or the young person • Section B: the child/young person’s SEN • Section C: the child/young person’s health needs related to their SEN • Section D: the child/young person’s social care needs related to their SEN or to a disability • Section E: the outcomes sought for the child/young person, SENISSUE92

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including short-term targets by the early years provider/school/ college or other education/ training provider and outcomes for adult life Section F: the special educational provision required by the child/young person Section G: any health provision reasonably required by the learning difficulties/disabilities which result in the child/young person having SEN (if an Individual health care plan is made for them, this should be included) Section H1: any social care provision which must be made for a child/young person under 18 (resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970) Section H2: any other social care provision necessary for the learning difficulties or disabilities which result in the child/young person having SEN (including adult social care provision being provided through a statutory care plan under the Care Act 2014) Section I: the name and type of school/maintained nursery school/post-16 institution or other institution to be attended by the child/young person (or the type of school/institution to be attended) Section J: where there is a personal budget, in what way it will support particular outcomes and how it will be used, including flexibility in its usage and any direct payments for education, health and social

EHC plans must include… the views, interests and aspirations of the child, their parents or the young person care (also specifying the SEN and outcomes that are to be met by any direct payments) • Section K: all the advice and information gathered during the EHC needs assessment (which must be attached in appendices).

Who contributes to the EHC plan? By law, the LA must gather advice from relevant professionals about the child/ young person’s education, health and care needs, desired outcomes and special educational, health and care provision that may be required to meet identified needs and achieve desired outcomes. The CoP states that this should also be considered with the child’s parent /young person and the following advice and information must be sought: • advice from the child’s parent/ young person • educational advice from the early years setting/school/post-16 or other institution attended by the child/young person (where available, or if the child/young person does not attend an educational institution, the LA must seek educational advice from a person responsible for educational provision for the WWW.SENMAGAZINE.CO.UK

SEN LAW

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child/young person or a person with experience teaching children/young people with SEN) if the child/young person is vision or hearing impaired, the educational advice must be given by a teacher for pupils or students with these impairments medical advice from health care professionals with a role in relation to the child’s/young person’s health advice from an educational psychologist (EP) who should be employed or commissioned by the LA (who should consult any other psychologists known to be involved with the child/young person) Social care advice from or on behalf of the LA (including, if appropriate, children in need or child protection assessments, information from a looked-after child’s care plan, or adult social care assessments for young people over 18) (from Year 9 onwards) advice about provision to assist the child/young person in preparation for adulthood and independent living advice from any person requested by the child’s parent or young person, where the local authority considers it reasonable (such as a GP or other health professional) (if necessary) advice from a youth offending team/young offender institution any other advice and information which the LA considers appropriate for a satisfactory assessment.

• the LA must take into account evidence received as part of the EHC needs assessment • decisions about the content of EHC plans should be made openly and collaboratively with parents/children/young people • EHC plans should be clear, concise and accessible to parents/children/young people/providers/practitioners (they should be written to be understood by professionals in any LA) • EHC plans should describe positively what the child/young person can do and has achieved (it should also be clear how the child/young person has contributed to the EHC plan and how their views are reflected in it) • EHC plans should specify outcomes which are SMART (specific, measurable, achievable, realistic, time-bound) and the LA must consider how best to achieve the outcomes sought • EHC plans should show how education, health and care provision will be coordinated wherever possible to support the child/young person to achieve their outcomes (specifically if possible) • EHC plans should be progressive (for example anticipating/ planning/commissioning for important transition points in a child/young person’s life, including to adult life) • EHC plans should have a review date (which should link to other regular reviews, such as a child in need plan or child protection plan, if appropriate).

How is the EHC plan then compiled?

Do I get to see/discuss the EHC plan in draft?

The point of the EHC needs assessment is to obtain evidence from various people who can help determine what should be included. The LA and contributors to the preparation of an EHC plan should abide by the following principles:

Yes, the CoP states that: “The LA must send the draft EHC plan (including the appendices containing the advice and information gathered during the EHC needs assessment) to the child’s parent or to the young person and give them

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EHC plans should describe positively what the child/young person can do and has achieved at least 15 days to give views and make representations on the content.” It adds: “During this period, the local authority must make its officers available for a meeting with the child’s parent or young person on request if they wish to discuss the content of the draft EHC plan.” The draft plan must not contain the name of the early years setting/school/post-16 institution/other institution or even the type of school/other institution to be attended by the child/young person. The LA must also: • notify the child’s parent/young person that during this period they can request that a particular school or other institution (or type of school or other institution), be named in the plan • advise the child’s parent/young person where they can find information about the schools/ colleges that are available to attend.

Further information

Specialist SEN solicitor Douglas Silas is the Principal of Douglas Silas Solicitors and runs the website: www. SpecialEducationalNeeds.co.uk. He is also the author of A Guide To The SEND Code of Practice (updated for 2017/18), which is available for all eBook readers: www.AGuideToTheSENDCode OfPractice.co.uk The advice provided here is of a general nature and Douglas Silas Solicitors cannot be held responsible for any loss caused by reliance placed upon it.

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SEN LAW

What has the Children and Families Act done for SEN provision? In the first of a series of articles, Ian Clarke explores how the promises of the Government’s 2014 SEN reforms are working out in practice

nyone involved in SEN in any way – parents, schools, advocates, charities and local authority staff alike – will be aware of the huge energy being expended to achieve good things for children and young people with SEN. They may also feel that in spite of this, children and young people with SEN are increasingly marginalised and denied their basic right to an education which meets their needs and gives them a fair chance of a successful life. The introduction of the Children and Families Act 2014 was intended to improve this situation. Introducing the Act, at speed, in a time of austerity was never likely to go well, but are these factors alone sufficient to explain the increasing failure to meet the needs of children and young people with SEN or is there a more basic issue? Do people really understand the laws that protect this vulnerable group? This involves not only knowing what the laws say, but what they actually mean.

The Act sought to transform support for pupils with SEN and disabilities.

The switch from addressing difficulties to achieving outcomes has proved to be easier said than done

Upheaval or smokescreen? The SEN regime has undergone considerable upheaval over the last few years, and changes which were intended to improve the landscape for this minority group have been plagued by misinterpretation and failures of implementation. It might be reasonable to assume that this is at least in part connected to a large number of changes SENISSUE92

having been made to the law. In fact, it doesn’t take long to establish that the volume of change made to SEN law is not actually that great. In spite of this, the Children and Families Act is widely believed to have transformed the system. This view was (and in many cases still is) damaging the provision that children

receive, as schools and professionals in some areas have used the idea of huge change to the system to justify their inability, or mask their unwillingness, to meet a child’s needs. However, this is not to say that the switch to the education, health and care (EHC) plans didn’t seek to introduce important and much needed changes, mainly set out in the SEN Code of Practice (COP). The positive move away from “behavioural issues" to an emphasis on unmet social, emotional or mental health needs has regrettably fallen flat in many areas, especially as mental health and advisory services come under more and more pressure from cuts and increasing levels of demand. WWW.SENMAGAZINE.CO.UK

SEN LAW

A raft of new buzzwords and phrases – “local offer”, “person-centred”, “aspirations” and “outcomes” – are now on many people’s lips. Perhaps most importantly, education, health and social care are beginning to work together to meet children and young people’s needs. Where it was previously sufficient to set a series of objectives to be met (arguably by the educator rather than the pupil), a child or young person’s aspirations should now form the backbone of an EHC plan, with outcomes being constantly revised as the child or young person moves closer to their aspirations. In short, it should be a dynamic and transparent system which should empower children, young people and their families to get the support they need to make a real difference to their lives. The switch from addressing difficulties to achieving outcomes has proved to be easier said than done. The rules identifying a child or young person as having SEN, and the implications of them, are not always fully grasped. On top of this, the many other duties that educational settings have to children and young people with SEN are frequently overlooked. Duties to children and young people with a disability, where it is physical, may be well implemented, but this begins to tail off where the disability is periodic, and is frequently poor in respect of less visible conditions such as autism or anxiety.

Working together A child or young person with SEN is theoretically protected on all sides by four key areas of policy and practice: • special educational needs legislation • fair admissions processes • equality legislation and reasonable adjustments • appropriate use of exclusion. The SEN COP makes it clear that there is a significant overlap between children and young people with SEN and those with disabilities. Many children and WWW.SENMAGAZINE.CO.UK

Do people know the law and ignore it, or simply not know it in the first place? young people are covered by both special educational needs and equality legislation. In spite of this, the different pieces of legislation are often viewed as being completely separate, due to the thinking that a child or young person is protected by one or the other, but not both. The intermediary between the law and its implementation in an educational setting has traditionally been the local education authority (LEA), and, more recently, the local authority (LA). Since the introduction of free schools and academies, many settings no longer look to the local authority for guidance. As a result, differing approaches to SEN can be found across the range of educational settings, with local authorities having limited resources, or suitably placed staff, to challenge this. In the worst cases, schools, concerned about grades, are actively pushing back against the most basic rights – not letting children with SEN in or pushing existing pupils out. Because of a lack of comprehension of (or care for) the law, and an emphasis placed on protecting schools and not children, bad practice is frequently not given its correct name: discrimination. This discrimination is being perpetrated against one of the least vocal social groups, and one potentially most unable to defend itself. So the question is a straightforward one: do people know the law and ignore it, or simply not know it in the first place?

Is SEN law understood? In 2016, I decided to use my masters degree dissertation as an opportunity to find out. I set out to measure levels of comprehension of the duties to children and young people with SEN in the four

key areas outlined above. I looked at paperwork concerning children identified as having SEN from countries both within the EU and elsewhere in the world. It was clear that although the SEN system in England may not be among the most progressive in the world, it is far from the shameful state found in countries not so very far away. The problem seemed not to be what should be done, but what is done. To test the idea that the law isn’t properly understood and that, if it were, matters would be improved, I created an online survey. The aim of the survey was simple: to create a picture of the knowledge of the law around SEN and disability, and how it is being implemented. The survey confirmed that the law is not well understood. In a series of articles in forthcoming issues of SEN Magazine, I will write about what I have learned about practice in SEN, disability, admissions and exclusions, and hopefully add a little clarity to what the duties in these areas are. Better understanding and the confidence to challenge will ultimately disempower those who maintain, deliberately or otherwise, discriminatory practice and see children and young people with SEN getting the support they have a right to.

Further information

Ian Clarke has a law degree and currently works as an independent consultant to local authorities, helping them to implement the Children and Families Act.

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RHYTHMIC EXERCISES

Fascinating rhythm Mary Mountstephen explains how rhythmic exercises can engage pupils and improve academic performance As a doctoral researcher, I am looking at the role of physical interventions to improve performance in cognitive, social and emotional aspects of learning. Whilst these are particularly significant in early years education, they are also relevant to older students. Research suggests that competence in the development of rhythmic abilities is closely linked to effective phonemic awareness and fluent reading, as well as exerting an impact on the wider aspects of learning. Dyslexic students often demonstrate poor ability to clap to a beat and there is evidence to suggest that phonological awareness and reading ability may be improved through engaging in regular rhythmic exercises and training, such as clapping routines and singing nursery rhymes. Goswami, of the Centre for Neuroscience in Education at the University of Cambridge, has written about the associations between music, dyslexia and rhythm and suggests there is “strong support” for a link between musical rhythm perception and reading. Many children are poor at copying or participating in routines such as nursery rhymes, clapping patterns (using simple to more complex clapping routines and routines that involve pauses) and physical patterns that involve, for example, moving forwards and backwards with arms performing cross lateral movements.

activities to integrate these into their development, just as children need to crawl every day in order to move on to the next stage of development. Rhythm and rhyme skills are less likely to be reinforced at home due to other demands on parental time. Nursery rhymes provide many opportunities for children and parents to interact by sharing speaking or singing together.

Clapping routines Teachers and parents can develop simple clapping routines to be copied, depending on the ability of their students. These can vary in speed: 1, 2 slow; 1, 2, 3, 4 fast. They can vary in volume: very soft/quiet to very strong/loud; or in terms of location: high/low/right/left. These routines also provide many opportunities to develop the related vocabulary and to develop cross-lateral activities.

Motor patterns The next step is to integrate the activities into marching on the spot and then introduce moving forwards and backwards. This provides the participants with an additional challenge

Reinforcing development Early classroom programmes should integrate the use of nursery rhymes such as “Incey Wincey Spider” that include fine motor skill movements to develop foundations for learning alongside rehearsing rhythms that can help stimulate and support language development. Children need daily practice in observing and participating in rhythmic

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Children need daily practice in observing and participating in rhythmic activities that may need to be developed over many months. This type of intervention relies upon an understanding that children need daily input to develop basic skills that help them to become attuned to rhythms, rhyme and tempo. Such interventions will help with: • auditory attention – paying attention to what they are being asked to do and ignoring distractions • verbal responses – responding to the input by repeating the rhymes accurately • fine motor skills – for example copying finger movements associated with rhymes • gross motor skills – the ability to move, talk and move their hands at the same time. I believe that this kind of intervention has the potential to contribute to improved classroom performance and pupil focus by using a multi-sensory approach that is effective over time and engages pupils.

Further information

Researchers have found links between rhythm perception and reading.

A former headteacher and SENCO, Mary Mountstephen is an SEN trainer/consultant, SEN Magazine’s book reviewer and the founder of KidsCanSucceed Ltd. She is currently looking for parents and professionals who are interested in integrating the above approach into their practice: www.kidscansucceed.com

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EDUCATION SHOW 2018 Advertisement feature

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SENISSUE92

SEN OVERSEAS

Fighting for inclusion Malte Faehnders discusses initiatives to support children with disabilities in war ravaged South Sudan “It is your fault that our children are disabled,” Charity Poni’s father used to say to their mother. Charity describes her family experience: “My father abandoned us. My mother always wanted my siblings and I to go to school, so that we become independent and are able to look after ourselves, but there were never any opportunities.” Charity and her siblings Margret and Kenneth live in South Sudan and were born blind. In South Sudan most children with disabilities don’t go to school, because special schools are scarce and mainstream school teachers lack the training to include kids with disabilities in their classrooms. Last year, the three kids were finally admitted to a mainstream school. “The school did not have teachers that were trained in inclusive education, but then four teachers learned the skills from [an international charity operating in the area]. They were trained in Braille and sign language. In our class alone, there are three blind children and three with hearing problems.”

Charity and her siblings reading Braille.

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The South Sudanese Civil War broke out in 2013, after South Sudan gained independence from Sudan in 2011. Over 300,000 people are estimated to have been killed in the war and the high security risk and fighting have continued. People have been forced to abandon their homes and live in internally displaced people’s (IDP) camps, causing an ongoing humanitarian crisis. Charity and her siblings didn’t live in an IDP camp but they still face challenges and barriers when it comes to attending school.

Mounting challenges There are 2.25 million people internally displaced in South Sudan as well as two million refugees in neighbouring countries; together they make up a third of the whole population. This is a huge challenge for aid workers and humanitarian organisations. It is hard enough helping refugees without disabilities but what about men, women and children who have SEN and disabilities?

This is a huge challenge for aid workers and humanitarian organisations According to the World Health Organisation (WHO), 15 per cent of every population has a disability, which would suggest there are 250,000 people with disabilities in IDP camps in South Sudan. They often become victims of crime and violence. They are often excluded from health services, education, physical rehabilitation and humanitarian response efforts. Accessibility, participating in the community and of course continuing inclusive education are factors that need to be considered for people with disabilities. Crisis situations hit vulnerable groups hardest; people with SEN and disabilities are often left behind because they are hidden as a result of stigma or their care givers simply not being able to cope with the situation. Evidence from Light for the World’s programme in South Sudan, and other key organisations such as Handicap International and Save the Children, has consistently shown that the crisis has hit vulnerable groups including people with disabilities the hardest. In emergency situations, food distribution and provision of health and education services tend to focus on the needs of the general population being affected. Emergency responses often obscure the particular needs of specific groups of people such as those with SEN. The lack of individual, community and institutional resilience is especially concerning and threatens to further

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SEN OVERSEAS

destabilise public services. The effects of the crisis on the institutional development of South Sudan are producing a critical situation. For example, the education sector already had extremely high pre-emergency educational needs, experiencing low net-enrolment rates, a limited number of qualified teachers and limited availability of school facilities. In addition, children and teachers have been displaced and school premises have been occupied or destroyed; safe learning spaces are only rarely available.

Forgotten children Young people with disabilities have almost no chance of attending school, making friends and being part of the community. Given that exclusion is a global problem even in non-crisis situations, people with disabilities are often only considered as an afterthought. Of course, humanitarian aid organisations strive to include everyone in their programmes, but often, due to lack of experience or training, this isnâ&#x20AC;&#x2122;t always possible. The percentage of children with disabilities is very high in the group of children who got lost during forced migration in South Sudan. They are the ones that suffer most from being excluded from school and the community. In South Sudan, more than one million children are not in school out of a population of around 11.5 million people, of which 6.1 million need humanitarian assistance. Only around 27 per cent of the population over 15 years of age is literate. The percentage of children with special needs in school varies from 0.7 to 2.7 per cent, depending on the region.

Supporting communities The community based rehabilitation (CBR) approach makes education more accessible to children with disabilities in the IDP camps. This approach has proved to be effective in ensuring inclusion of people with disabilities in society. It comprises five components: WWW.SENMAGAZINE.CO.UK

education, health, social, empowerment and livelihood. The IDP camp projects I have been involved with in South Sudan have successfully adapted these components as outlined below. Education Teachers are being trained in inclusive education and classroom management. Adapted teaching and learning materials are provided (such as slate and stylus and Braille paper) and parents are also trained as well as staff. Empowerment Assistive devices (such as white canes and tricycles) are provided. Training includes the use of Braille and sign language as well as instruction in activities of daily living, particularly for children with learning disabilities. Training in mobility and orientation to enable blind children to become familiar with their environments and to get around independently is also offered Social The purpose of this is to foster social inclusion of people with disabilities by addressing attitudinal barriers to their education. Children with SEN and disabilities are usually discriminated against through cultural beliefs and negative attitudes; there is therefore an element of training community committees (community leaders) in disability and children with disabilities, as well informing them about the benefits of inclusive education. In addition, there are periodic awarenessraising sessions targeting the community members as a whole. Health The projects provide comprehensive CBR training to selected field workers in the community. These CBR field workers deliver house-to-house services such as physical rehabilitation, activities of daily living, mobility and orientation, Braille and sign language to children with disabilities. Apart from direct services delivery, the CBR field workers in IDP camps also train parents

Teachers are being trained in inclusive education and classroom management and caregivers to provide physical rehabilitation to children with physical disabilities. Livelihood Children with disabilities are indirect beneficiaries of the livelihood component of the CBR approach in the project areas. By being empowered through provision of assistive devices, activities of daily living and mobility and orientation, they are less dependent on their parents or caregivers. Furthermore, children with disabilities get involved in household chores like their non-disabled peers. The parents or caregivers, in turn, can go about their businesses to provide for the families outside the IDP camps. It is encouraging that some children like Charity, Margret and Kenneth are now getting the opportunity to learn and develop alongside their peers, but there is a very long way to go before inclusion becomes common in South Sudan. Mainstreaming disability and making sure that organisations are trained up in disability inclusion need to be the basis of all humanitarian efforts in our fight to leave no one behind.

Further information Malte Faehnders is Programme Coordinator South Sudan for international disability and development organisation Light for the World: www.light-for-the-world.org

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NAIDEX 2018 Advertisement feature

Naidex 2018 registration is now open Europe’s most exciting disability and independent living event will return to Birmingham’s NEC for an incredible 44th edition on 25 and 26 April 2018. The 2017 edition of the show smashed all expectations as new organisers firmly re-established Naidex as the event for the disability and independent living sectors, and they’re not stopping there. Exciting new interactive features, world-renowned speakers and innovative start-ups are on the programme for what is set to be the best Naidex in its 44 year history. The floor plan for 2018 has doubled with 300 international exhibitors, making it the most accurate representation of the disability, rehabilitation and healthcare sectors as it stands today, as well as an invaluable insight into the future of this incredible industry. With five months left until opening day, the show has already acquired an outstanding array of expert speakers. In November alone, Naidex saw some of the most esteemed names in disability join the fold, elevating the agenda to new heights. Carol Povey, Director of the National Autistic Society: Carol joined The National Autistic Society in 2001, and in 2010, she was appointed as the Director of the Centre for Autism. Since April 2016, the National Autistic Society has been delivering their Too Much Information campaign to transform public understanding of autism. In this talk Carol will outline how the National Autistic Society have achieved a shift in attitudes and what challenges still remain. Professor Dame Sue Bailey, Chair of the Children and Young People’s Mental Health Coalition: Sue Bailey will be providing a talk that will look at what values-based practice is in the context of a “whole systems approach” to the mental health of children and young people with disabilities. It will explore why it is important to improve integrated working with a wide range of stakeholders including young people and families. Claire de Than, Chair of the Sexual Health and Disability Alliance: Claire is a Law Commissioner and author of over 80 academic publications. She has advised several governments and many organisations on human rights law, disability rights and law reform issues, and has made many media appearances.

Claire will delve into the impact of human rights law on the lives of people with disabilities, as well as exploring factual scenarios and best practice for healthcare professionals in relation to this complex field. Interactive features The ever-popular Live Sports Arena will return to Naidex in April, with some notable improvements. Showcasing the leading and most innovative products, equipment, tools, and services in inclusive sports and leisure activities, the arena provides the chance to put sporting skills to the test and sharpen that competitive edge with a variety of immersive games. A thriving area of the 2017 show, the Mobility Test Track will once again provide retailers, healthcare professionals, and the public with a varied and challenging course to test the latest mobility products. The track will include a variety of artificial off-road terrain, ramps, and obstacles in order to gauge manoeuvrability and suspension across all brands of scooter and power chair available at the event. Naidex 2018 will also see the arrival of two brand new, never before seen features: the Moving and Handling Lab; and the Home, Design and Build Summit. If world-class speakers, a plethora of industry-leading suppliers and new features aren’t enough, Naidex will also have masterclasses, one-to-one advice, hundreds of live demos, unparalleled networking opportunities and much more. Be at the forefront of all things disability and discover the innovations that will change the way you live. Register for your free ticket now at: naidex.co.uk. For sponsorship and exhibiting enquiries contact: paige.lewin@prysmgroup.co.uk or call: 0117 9902092.

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PEARSON

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VISUAL IMPAIRMENT

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DOWN SYNDROME

Down syndrome:

building blocks for learning Jennifer Nock looks at how children with Down syndrome understand the world and provides useful strategies to promote their learning

hildren with Down syndrome develop in a similar way to their typically developing peers, but development is slower, with a particular set of cognitive and learning difficulties. A specific obstacle to learning is the difficulty that many children with Down syndrome experience in acquiring and consolidating strong conceptual knowledge. Failure to address this can have far reaching implications for learning in all areas, as early conceptual knowledge forms the building blocks for later learning, particularly in numeracy, literacy and science. See Table 1 (right) for concepts a child should know between the ages of 2.5 to five years of age. The list is not exhaustive; it presents a general SENISSUE92

Many pupils with Down syndrome experience difficulties in acquiring concepts list of concepts developing in the early childhood years and the concepts have a variety of age ranges for mastery.

Understanding concepts A concept is a mental representation, image or idea of tangible and concrete objects and intangible ideas and feelings, such as colours, emotions. There are three concept types. Concrete concepts are objects or things that are tangible, for example, a “spoon”

and a “bed”. Semi-concrete concepts relate to an action, colour, position, or something that can be demonstrated but not held in the hand, for example, “jumping”, “behind” and “yellow”. Abstract concepts include feelings, philosophical ideas and cultural expectations, for example, “love”, “nervousness”, “evil” and “beauty”. Concepts are tools and have powerful implications for children’s reasoning and problem solving. They provide a proficient way of organising experience and learning in the wellorganised “filing cabinets” of the brain. If children were unable to categorise, their experiences would be chaotic, filled with sensations, events, objects and properties, too numerous to either hold in memory or recall. WWW.SENMAGAZINE.CO.UK

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Table 1: Some examples of basic concepts that educators anticipate children will have when they start school Some early maths concepts Classification, for example, matching and sorting. Predicting, guessing what will happen, based on previous experiences: on hearing the sound of a car on the drive, they may “predict” that mum has arrived home. Understanding size, shape, and space. Ability to count verbally: rote counting, then meaningful counting. Cause and effect predictions. Recognising numerals. Identifying more and less of a quantity. Estimating. Understanding one-to-one correspondence: matching sets, or knowing which group has four and which has five. Understanding “same” and “different”. Identifying and making patterns and sequences.

Some early science concepts

Some early literacy concepts Narrative skills: being able to describe things, actions and events, and to tell stories. Vocabulary: knowing the names of things, actions, and feelings.

A basic awareness and understanding of: animals and humans are living things plants and their life cycle

Print interest: being motivated to interact forces, motion and magnets with and enjoy books. floating and sinking Print awareness: noticing print, knowing everyday materials and their how to handle and use a book, and properties, recognising the knowing how to follow words on a page. differences between solids, liquids and gases Letter knowledge: understanding that letters are different from each other, earth and space, time, seasons, and knowing their names and sounds, and weather recognising letters in the environment. Phonological awareness: being able to hear, experiment and play with the smaller sounds in words. Fact and fiction: some stories are “true”, while others are “made up”.

light and darkness electricity sound changing materials

Different forms of literacy: songs, poems temperature and nursery rhymes can all tell stories. colour, light and shadows Role play and pretending: playing dinosaurs and basic concepts of out events they have experienced or evolution – knowing that some kinds imagined. of organisms that once lived on Earth have completely disappeared.

Time: days, weeks, anniversaries and celebrations. Money: recognising that coins and notes have value and are used for purchasing goods and services. Problem solving.

Consider the baby in the womb who has a concept of “mother” even before birth; the unborn baby recognises mother’s voice, smell and the pattern of her heart beat. After birth, the baby is hit with an explosion of sensory experiences, and many of these are channelled through close proximity to the caregivers. As the baby develops, he or she begins to explore the world and the range and depth of conceptual knowledge expands exponentially. Before they have even

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begun to speak, infants form categories of faces, sounds, food, smells, speech sounds, emotional expressions, tools, colours, objects, plants, animals and vehicles, to name but a few. Many pupils with Down syndrome experience difficulties in acquiring concepts, particularly abstract concepts. In order to address these difficulties we need to understand how concepts are developed. All concepts are built on received information which comes from the environment we encounter,

including people and ideas within that environment. To build robust concepts, this information must be accurate, held in working memory (including auditory memory) long enough to be fully processed, then transferred and stored in the long-term memory and available for retrieval when required to learn new and associated concepts.

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Challenges to learning These four key factors all hold challenges for children with Down syndrome. The environment Children with Down syndrome are usually delayed in the acquisition of both gross and fine motor skills; this means that they usually do not begin to explore their environments until later than their typically developing peers. Thus, they may not have had appropriate or sufficient experience to develop conceptual thought when educators first encounter them, regardless of their age. Information accuracy Children with Down syndrome frequently have specific health related problems, including visual problems and mild to moderate hearing loss. This can have a serious impact on their ability to process the visual and auditory environment, including the school environment. They may be unable to see or hear clearly if they do not have an up-to-date diagnosis and prescriptions. Additionally, they may be

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If children wereÂ unableÂ to categorise, their experiences would be chaotic non-compliant in the wearing of glasses and hearing aids, and the more learning delayed they are, the more likely this is to be the case. Working (short term) memory Working memory is made up of three components: the central executive, which is part of the system responsible for processing information; the phonological loop, which is responsible for the short-term storage of verbal material; and the visuospatial scratch pad, which is responsible for the short-term storage of visual and spatial information. Children with Down syndrome have a specific impairment in the phonological loop, making the processing of verbal information and, therefore, learning from listening, particularly difficult.

There are usually high levels of auditory input in most school environments. Storage and retrieval from longterm memory (LTM) The reliability of LTM depends upon the ability to store, retain and retrieve knowledge and understanding. There is an abundance of research evidence to suggest that the LTM abilities of people with Down syndrome are impaired. Possible reasons for this can be found in the neuropsychological literature, which deals with specific brain regions and their function. Storage in LTM can also be affected by deficits in working memory. If information is not sufficiently processed and understood in working memory, it is unlikely to transfer accurately, or even at all, to LTM, so the previously described working memory deficits in Down syndrome impact upon storage in and retrieval from LTM.

Conceptual development A number of other factors play a part in the difficulties associated with conceptual development in Down syndrome. Developmental delay is

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always present for these children. The ability to acquire meaning from new sources and experiences, such as sensory exploration, motor manipulation, questioning, pictorial mass media and reading depends on maturational readiness, and those living with Down syndrome usually acquire these skills at a much later stage than their typically developing peers. Speech and language in children with Down syndrome is delayed relative to non-verbal mental abilities. Typically developing children have what is termed a â&#x20AC;&#x153;vocabulary explosionâ&#x20AC;? at around eighteen months of age, and their scope for learning about the world grows enormously. As adults talk to them about present, past and future and create narratives around multiple experiences, children begin to develop frameworks and schemas to organise the information they are acquiring into strong concepts. They begin to talk about what they are going to do and what they did yesterday or last week. Adults explain to them about things outside their own experiences, such as what astronauts do or why it is cold in winter and hot in summer. Children begin to form basic concepts around, for example, movement, appearance, position, number, sensory effects, sequence, dimension, size and similarities and differences, and other attributes, and these concepts are encoded in language. Many psychologists stress the importance of language for teaching concepts, and any child with a delay in learning to communicate in a language will be seriously disadvantaged in being able to gain knowledge and understanding of the world. Some children with Down syndrome have shorter attention and concentration spans than their typically developing peers. They can be more easily distracted and thus, may not focus long enough for information to be adequately processed and stored in LTM. Executive function difficulties including short- and long-term memory, concentration and attention, intellectual WWW.SENMAGAZINE.CO.UK

Children with Down syndrome grasp all these basic, but essential concepts much more slowly challenges, delayed development and limited exploration of their world before starting school means that supporting the development of conceptual knowledge and understanding must be the single, most important area to target in children with Down syndrome.

Promoting learning As described above, many children with Down syndrome have not experienced the world to the same degree as their typically developing peers. Most children acquire basic concepts at home, long before they start formal schooling through exploring and learning about objects, through cause and effect experiences and relational play and building. They develop object knowledge by shaking and hitting against different surfaces, and by feeling, dropping and throwing. They learn about properties such as thick and thin, rough and smooth, hard and soft, full and empty, and discover what objects can and cannot do. These experiences underpin conceptual thought and form the architecture on which all future learning depends. Learning about cause and effect is another fundamental skill as they become aware that they can influence objects and their environment. When they play with toys and objects they begin to learn that their actions produce effects. They learn that pressing a button on a toy or pressing a part of an object brings about a noise or a moving part. They may pull at a mobile to cause it to chime or push a roly-poly duck off the table to see and hear it fall. They squeeze their soft toys to generate sounds. As they repeat these actions, young children begin to remember

and learn how to make interesting things happen. Children test how objects can be used in relation to other objects, such as putting objects into a box or filling empty containers. They discover that some things fit and others donâ&#x20AC;&#x2122;t. They experiment and make comparisons between size, weight, shape and how things need to be placed in order to work and fit together. As children play with more than one object they learn to combine them, begin to build simple structures and towers to knock down. As their fine motor skills develop they are able to use smaller more complex pieces and move on to using construction toys. As a result they consolidate concepts of size, weight, shape and three-dimensional objects. These comparisons and experiences are the building blocks for conceptual thought and mathematical thinking. Children with Down syndrome grasp all these basic, but essential concepts much more slowly than their typically developing peers due to their delayed motor skills. Regardless of age, children with Down syndrome may need a daily intervention programme to develop conceptual knowledge. See Table 2 (overleaf) for some suggestions. Any and all activities to improve concentration, attention and memory should be utilised. In terms of working memory, the visual-spatial short-term memory is better than verbal memory, making visual processing and learning a real strength in the learning profile. This can and should be used to support weaker auditory processing abilities, so always support learning by using approaches that do not put an excessive demand on verbal short-term memory skills. Teaching will be more effective when information is presented with the support of pictures, gestures or objects. Always include sensory, gross and fine motor activities into any intervention programme. Remember that children learn first and foremost >>

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Table 2: Strategies and activities to support conceptual development Object knowledge Provide toys that are large and easy to handle to begin with, then progressively reduce the size.

Cause and effect Provide a wide variety of experiences of different objects and toys with many effects and ensure the toys and objects respond easily to a light touch.

Provide a wide variety of toys and other objects that have many different Provide books with lift up flaps or properties, for instance, textures, windows to peek through. shapes, colours and those that make Provide toys that pop up, have push a variety of sounds. or slide buttons that light up and make Use kitchen utensils, fabrics and interesting sounds. containers filled with different Create opportunities to compare the materials such as liquids, powders, reactions and sound effects when sand or coloured beads. dropping and throwing different objects, Offer small world toys in categories: for example, comparing dropping a vehicles – airport, garage, emergency feather and dropping a ball. services; animals – polar, zoo, rain Use bubbles, water pistols and other forest. water based activities. Utilise percussion instruments, Provide simple wind-up toys, which are bought and home-made, made from motivating and fun. clear and opaque containers filled with an extensive variety of materials, such as rice, dried peas, marbles and coins.

through their bodily and sensory experiences. Children with Down syndrome need to be engaged in as many three dimensional and multisensory activities as possible. Finally, children with Down syndrome often have particular difficulties developing mathematical concepts. All of the above suggestions will have a beneficial effect on learning and enjoyment of learning, and because many children who have developmental delay are only able to use the manipulative mode for extended periods, maths activities must use concrete objects to teach numeracy awareness. Many children are exposed too early to abstract symbols, before they have progressed through the manipulative mode, let alone the mental image mode and consequently, become “stuck” in their learning. Maths through play, then is essential, and real life maths is best. SENISSUE92

Relational play and building Provide as many activities and materials as it takes to motivate the child. Place one object on top of another using a small object on top of a much larger object. Progressively increase the level of difficulty by introducing objects of different shapes. Develop the concepts and language of “above”, “below”, “under” and “on top of”. Make generalisations by providing a variety of different objects of different shapes and sizes. Floor play, such as building with shoe (or larger) boxes, cushions and pillows. Build dens, indoor and outdoor. Roll and slide objects such as marbles, cars and balls of different sizes down slopes, through tubes and tunnels, varying the slope angle to alter the speed of the object.

Further information

Dr Jennifer Nock is a chartered psychologist and educator who has worked for over three decades in a wide range of education and SEN settings. She provides bespoke training in SEN and inclusive practice: jennifernocktrainingandconsultancy. com

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POST-16

Moving out, moving on Ruth Perry considers the value of residential further education for young people with high needs

oving away from home in pursuit of your aspirations is a big decision for any young person. As the mother of a son who started at university last September, I know it’s a big step for parents too. But it’s a very big leap indeed for young people with SEN or disabilities and their families when they decide on a residential post-16 course.

Different types of residential specialist colleges There are over fifty specialist colleges in England offering residential places to young people aged 16 to 25 with SEN and disabilities. The colleges come in all shapes and sizes. Some specialise in working with students with conditions such as epilepsy, autism or sensory impairment or a particular level of support need (such as profound and multiple learning difficulties). Some adopt a specific therapeutic approach, while others have a subject specialism, such as performing arts or hospitality and catering. What they all have in

common is a commitment to providing an excellent education to young people with high needs, including a strong emphasis on building skills for independence – and for employment, where appropriate.

Why residential? In most cases, the young people and their families have sought out a residential FE course. For some, it’s been a struggle to get the necessary funding and increasing numbers have found themselves going to tribunal to secure their places. So why are the young people so keen to live away from home and why are their parents happy to let them go? Independence Residential FE offers students with SEN a bridge into more independent adult lives, just as higher education does for their non-disabled peers. Specialist colleges give families the reassurance that young people are making this important transition in a protected environment, where they will be safe

Young people developing independence skills at Coleg Elidyr.

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Residential FE offers students with SEN a bridge into more independent adult lives and the risks involved in asserting their independence carefully managed. Ben, who has an autistic spectrum condition, is a student on a BTEC sports course. He saw residential specialist college as a way to develop his independence: “I’ve learned to deal with my own business instead of my mother being there and supporting me so it’s making me wiser for my age. If I was at home, my mother would be doing this, that and the other. I’m getting the independence skills that I need to proceed in life.” A chance to be “normal” Students sometimes describe being at a residential specialist college as the first time they have really felt “normal” rather than “special”. They find themselves in an environment where their disability does not set them apart and where others, staff and students, understand what it’s like to be them. The residential experience has finally enabled them to build up a strong friendship group, have girlfriends or boyfriends, and to go out and socialise – including going down to the pub – with people with similar life experiences, like the young adults that they are. Finally, they feel included, rather than excluded. For Danielle, an A level student, it was about being in an environment WWW.SENMAGAZINE.CO.UK

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into college, her parents see many benefits, particularly her increased independence and the fact that she is no longer socially isolated: “Lauren is much more independent at college, more so than at home because we are very aware that we are too soft with her and she relies on the fact that we will do everything for her. It is wonderful to see her doing things with her peers and being able to spend time with people of her own age.”

Working on employability skills at Landmarks College.

where she could be “a normal girl who happens to have a visual impairment”. She wanted to learn in “a safe and supportive place. I also really wanted some more independence, and the opportunity to get stuck in to new activities, and meet new people.” Residential specialist college has brought her a “lovely group of friends, friends for life, who accepted and liked me for who I am, and not for who I’m not.” A holistic education The residential approach allows colleges to plan and deliver a holistic education for young people. There is an opportunity for them to transfer skills from the classroom, workplace or community to the residences (and vice versa) and for staff to develop and apply a consistent approach to teaching and support across all aspects of a young person’s day-to-day life. The colleges often have an extensive range of staff from multiple disciplines who work together to offer each young person a personalised, seamless package of education, therapy and care. While the young people benefit from this coherent approach, parents also welcome the fact that they don’t have to seek out and try to coordinate all the different support needs themselves or apply for much-needed respite. Some parents report that the young person’s weekly or termly residential placement has given them the breathing space needed to keep their family together. They are able to focus some of their attention on their other children, reWWW.SENMAGAZINE.CO.UK

The residential approach allows colleges to plan and deliver a holistic education for young people build their own relationships and restore their energies so that they can continue to support their child with high needs.

Needs must Residential further education is not always the first choice for young people with high needs – or for their parents – even for those who end up at a residential college. Sometimes families have to make difficult decisions about their child’s education. For some young people with low-incidence SEN or particularly complex and/or profound and multiple needs, specialist residential colleges can be the only providers capable of meeting their needs. When Lauren’s parents were first told that her needs could not be met locally, they found it heart-breaking: “We weren’t ready to let go and did not want Lauren to be away from us.” But the realisation that Lauren would be going away to college “forced us to think about a lot of harsh realities we would have just put off and we are glad that she is learning to live and work with other people as we know we are not going to be around forever.” Now that Lauren is happily settled

Investing for the future A residential specialist FE college isn’t right for all high needs students, but it can be the best, and sometimes only, option for a small proportion of them. While it can be costly in the short-term, specialist education can lead to long-term savings, as the 2011 National Audit Office report, Oversight of special education for young people aged 16-25, showed. Investing in highquality education for young people with SEN and disabilities increases their chances of getting a job and becoming more independent. That means a reduced requirement for support and dependency on benefits in the future. In her recent report on residential special schools, Good Intentions, Good Enough?, Dame Christine Lenehan noted that residential education can “transform the lives of some of the most vulnerable children and young people”. While residential specialist FE may have been a leap of faith for the young people when they set out on this path, there’s every chance that it’s going to be the springboard into a fulfilling, more independent adult life.

Further information

Ruth Perry is Policy Officer at Natspec, the membership association for organisations which offer specialist provision for students with learning difficulties and/or disabilities: www.natspec.org.uk

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â&#x20AC;&#x2DC;To enable the children and young people entrusted to us to reach their full potential within a safe and nurturing environmentâ&#x20AC;&#x2122;

About Us

Curriculum and Care

Witham Prospect School is a new residential care and education setting which has been created to meet the needs of up to 18 children aged between 11 and 18 years old, who have severe and profound learning disabilities. In addition they may also be on the autism spectrum, have complex care needs and behavioural concerns. We offer term time only (38 week) or 52-week placements.

Witham Prospect School has created a bespoke curriculum based upon the National Curriculum. Our curriculum is broad and balanced, yet flexible to be responsive to the individual needs of our pupils. Our curriculum also encompasses other recognised teachings and therapies that ensures a relevant and challenging learning experience.

Our school is situated within 12 acres of grounds on the outskirts of Norton Disney in Lincolnshire, ideally located in the centre of the country with good transport links via the A1 dual carriageway and the East Coast Mainline with journey times of as little as 70 minutes into the centre of London. Witham Prospect School has been created and developed by a senior leadership team who have a wealth of experience and knowledge in providing residential care and education for children and young people who have special educational needs (SEN). Our school has arisen from a desire to support pupils and to help them maximise their potential through promoting individual growth, increased independence, enhancing their social skills and self-esteem and enabling them to flourish educationally.

Registration and Admission

Witham Prospect School is due to apply for registration as an Independent Residential Special School during the first quarter of 2018. Whilst we cannot accept placements prior to registration we are now accepting referrals and have the staff and systems in place to enable us to start our assessment process.

This has been developed to ensure that our pupils receive full time, supervised and creative education regardless of their individual needs. Facilities at the school include a soft play area, sensory room, adventure play area and an outdoor classroom within the quadrangle that forms the main building. Bedrooms are of single occupancy and have en-suite facilities, excepting two bedrooms that share an adjoining bathroom for individuals who find an en-suite bathroom a challenge.

A Consistent Approach to Care and Education Our school has been designed to ensure a smooth transition between education and care and with this in mind our staff training and development team provide all the staff with the same level of training, regardless of their role within the school. This consistent approach to staff training enables a seamless transition between care and education, ultimately enabling us to achieve a 24-hour curriculum and provide our pupils with a holistic and therapeutic approach to their continued development. Witham Prospect School uses Positive Behaviour Support (PBS) strategies to support individuals whose behaviour is of concern through the development of PBS plans that are individual to the pupil and designed to improve their quality of life and interactions. To ensure that PBS plans are being followed effectively and consistently, training will extend to staff at all levels throughout the organisation.

To request a prospectus please contact the school on:

info@withamprospect.co.uk 01522 789067 Business Support Manager, Witham Prospect School, Old Harbour Farm, Newark Road, Norton Disney, Lincoln, LN6 9JR

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OUTDOOR ACTIVITIES

Children need the outdoors Outdoor activities and residential experiences can have a transformative impact on pupils with SEN, writes Kim Somerville

he benefits to pupils experiencing outdoor learning in real world settings are indisputable, particularly for those children with SEN and disabilities. That’s why it is so disturbing when we read that three-quarters of young people in the UK spend less time outdoors than prisoners¹, and more than one in nine children have not set foot in the natural environment in the last 12 months². What we mean by outdoor learning is teaching and learning that takes place other than in the classroom. This might be, for example, in the school grounds, in nearby outdoor spaces or in more remote residential settings. Outdoor learning brings the benefits of formal and informal education together and reinforces what good educationalists

Sometimes the way to get the most out of the classroom is to leave it and take learning outside have always known: that the most meaningful learning occurs through acquiring knowledge and skills through real-life, practical or hands-on activities. But it does more than that. There is a wealth of compelling evidence which clearly demonstrates that the benefits of learning outside the classroom go beyond acquiring knowledge for pupils. It also helps to: • improve social mobility ³ • increase physical activity 4 • boost emotional and mental health 5 • improve environmental engagement 6 • develop character, broaden horizons, and increase resilience. 7 Residentials, in particular, have been acknowledged through the Learning Away action research programme (involving 60 primary, secondary and SEN schools) as “providing opportunities and benefits/impacts that cannot be achieved in any other educational context or setting”.

New opportunities

An outdoor classroom at Ardroy Outdoor Education Centre.

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One SEN school that recognises the profound impact that outdoor learning can have on pupils is Park School in Kilmarnock, Scotland. Pupils at Park School range from five to 18 years

old and have a range of learning and physical difficulties including autism, Down syndrome, muscular dystrophy, cerebral palsy, epilepsy, diabetes, ADHD, heart conditions and mobility issues, including wheelchair users as well as pupils with developmental delay. There are almost 120 children at the School, many are looked-after and accommodated children, whilst others are from a chaotic home environment. The School provides a lot of the functions that a stable family would normally provide. Headteacher Carol Anne-Burns believes outdoor activities play an important role in helping pupils to develop. “Sometimes the way to get the most out of the classroom is to leave it and take learning outside”, she says. “A residential experience as part of the curriculum makes for happier, healthier, well-rounded pupils – particularly for those with additional support needs. The beauty of residentials is that pupils find a whole new environment they never knew existed. They provide a new setting to take on challenges and learn life skills without even realising it. Residentials relieve stress and anxiety, develop social skills, motivate learning across the curriculum (and beyond) and allow pupils to be practical, responsible and productive members of the community. “Residentials foster independence. ASN pupils often learn to be helpless and passive because, consciously or

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Pupils clearly benefit from the progressive programme of outdoor learning experiences

Park School enjoy a sailing expedition on the Firth of Clyde.

not, we as practitioners exert a huge amount of control and going outdoors or away on a residential forces us to relinquish that.”

Making outdoor activities work for everyone To get the most out of residential and outdoor activities for all pupils, trips and activities should be: • designed and led by teachers and, where appropriate, students • inclusive and affordable for all students • deliberately and collaboratively planned to meet students’ specific learning needs • planned so that learning is embedded and reinforced back in school • part of a progressive programme of experiences • designed to include a wide range of new and memorable experiences • designed to allow space for students to develop collaborative relationships with both peers and staff • evaluated rigorously • supported by senior leadership and school governors.

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Real world experience The School is keen wherever possible for their pupils to experience learning in the real world and their programme of learning beyond the classroom caters to the varied range of capabilities of their pupils. They ensure there is a choice of residential experiences between a cultural city break (Edinburgh, Stirling, Belfast, London, Paris) or more activitybased breaks (such as canoeing, sailing, archery, abseiling, cycling, mountain biking or hill walking). All pupils attend the School’s residentials, irrespective of their level of need and support requirements. In some cases, this means that considerable adjustments have to be made (such as special transportation, rooms with hoists and additional staffing). It is “vital that every one of our pupils is able to take part with their peers. To ensure that pupil payment is kept affordable, residential costs are met by grant applications, other fundraising, Parent Council support and school contributions”, says CarolAnne Burns. The pupils clearly benefit from the progressive programme of outdoor learning experiences which take them beyond their community, as one final year pupil remarks: “I have been on loads of residentials… to London and Belfast and on Bronze and Silver Department of Education expeditions. The Bronze expedition was

really challenging and pushed me to my limit. However the Silver was a fabulous, once-in-a-lifetime experience sailing on the Firth of Clyde. I have learned so many skills which will be invaluable for me now that I am leaving school and moving to the next phase of my life. Before I came to [the] School I had no confidence – I was bullied a lot at my old school. Now I am bursting with confidence and have loads of friends. I think my residential experiences helped me realise that I can do things and that I am good fun.”

1. Survey with 2000 parents of 5-12 year olds funded by Persil’s #Dirtisgood Campaign (2016) https://www.theguardian.com/ environment/2016/mar/25/three-quartersof-uk-children-spend-less-time-outdoorsthan-prison-inmates-survey 2. Richardson, M. et al, The Impact of Children’s Connection to Nature: A Report by the RSPB, 2015, University of Derby. 3. Using Self-regulation to improve writing, (2014), Education Endowment Foundation. 4. Exercise the miracle cure and the role of the doctor in promoting it, (2015), Academy of Royal Medical Colleges. 5. Transforming Outdoor Learning in Schools: Lessons from The Natural Connections Project, (2016), Plymouth University, funded by DEFRA, Natural England, Historic England. 6. Richardson, M. et al (as above). 7. Learning Away: Brilliant residentials and their impact on children, young people and schools, (2015), York Consulting, funded by Paul Hamlyn Foundation.

Further information

Kim Somerville coordinates the national #BrilliantResidentials and #WinterResidentials campaigns for the Learning Away consortium. The organisation offers a range of free practical resources for SEN schools. www.learningaway.org.uk

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OUTDOOR ACTIVITIES

Challenging Disability through Outdoor Adventure The Calvert Trust has been delivering residential ‘learning outside the classroom’ experiences for pupils with special educational needs since 1976. If you are looking for ways to develop your students’ social skills and build their confidence, all while having fun with their friends in a new environment, we have something amazing to offer you. To find out more, including dates and availability, call us on 017687 72255

enquiries@lakedistrict.calvert-trust.org.uk www.calvert-trust.org.uk/lake-district/ introduction Reg Charity No. 270923

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CalvertTrustLakes

@CalvertLakes

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OUTDOOR ACTIVITIES

Autism with Attitude qualify for Euro street dance championships Autism's Got Talent performers, the Autism with Attitude dance team, have recently competed in their first competition at the South East Street Dance Championships.

Photo: Fiona Whyte Photography.

They were the first dance team with special needs to take part in the event and their performance placed them third overall in their category. The performers are from Hillingdon Manor School, which was set up in 1999 by Anna Kennedy OBE (pictured with the dancers), who two years ago appeared on Comic Relief’s first Peoples Strictly. Jonathon Baron, the schools full-time street dance teacher has been working at the school for five years and created Autism with Attitude who perform every year at Autism’s got Talent. As Autism with Attitude were placed in the top three of their category they have now qualified to compete at the European championships next year in Germany. www.annakennedyonline.com

Learning Outside the Classroom Awards winners 2017 Leading practitioners in the world of learning outside the classroom (LOtC) have been recognised at a recent special awards dinner, following the annual Council for Learning Outside the Classroom Conference in Stafford. The Awards for Outstanding Contribution to LOtC honour individuals and teams of people who have made a significant impact on the lives of children and young people through their commitment and dedication to providing and/or championing exciting and inspiring learning outside the classroom opportunities. Learning outside the classroom plays an important role in helping young people to achieve their goals by providing hands-on practical experiences that bring learning to life. Whether it is through fieldwork, school ground activities such as forest schools, educational visits to museums, galleries, farm activity centres, or cultural expeditions abroad, LOtC can build lasting, positive learning experiences. Thousands of people participated in the public vote to choose this year’s winners. From a shortlist of 16, the final winners were: • Belinda Dixon, British Exploring Society, Advocate Award 2017 • Jenny Hindson, Trees for Cities, Innovator Award 2017 • Worcester Cathedral Educational Volunteer Team, Inspiring Educator Award 2017 • Phil Simpson (pictured), Abernethy Trust, Lifetime Achievement Award 2017. SENISSUE92

Elaine Skates, Chief Executive of the Council for Learning Outside the Classroom said: “We believe that every child should be given the opportunity to experience life and lessons beyond the classroom walls as a regular part of growing up. It is clear that this year’s winners and nominees are making great strides forward to make this happen, helping LOtC to grow and flourish. Congratulations to all the inspiring winners and shortlisted LOtC heroes, who are expanding the horizons of young people and opening their eyes to the wonders of areas such as art, heritage, culture, adventure and the natural world.” The annual Council for Learning Outside the Classroom Conference and Awards 2018 will be held on 22 November 2018 at the Black Country Living Museum in Dudley. www.lotc.org.uk WWW.SENMAGAZINE.CO.UK

OUTDOOR ACTIVITIES

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ASSISTIVE TECHNOLOGY

Access all areas Neil Watkins looks at common types of assistive technology and the opportunities they offer for learners with SEN

oftware accessibility tools have proliferated in recent years, making the technology readily available to more and more people. Children with dyslexia and associated learning difficulties, for example, are seeing the benefits of a range of new software functionality that can have a dramatic effect on their achievement. Computer tools are becoming common that enable users to use “focus mode” to hide distracting toolbars, convert text to speech, change the page background for visual crowding control, increase the font size, breakdown words into syllables and highlight nouns. As a result, students can really start to enjoy using the technology and see its impact on their reading and writing ability. This, in turn, can have a positive impact on their stress levels. Effective use of these kinds of software tools can, for some pupils, provide improvements in literacy and phonological skills in just a few weeks that are far greater than might be expected over a whole year. Crucially, this type of assistive technology can also improve students’ ability to work more independently, as they learn how to use the right tools to support their specific needs.

Assistive technology can improve students’ ability to work more independently Easy to use video creation and animation tools have also emerged to engage all learners, regardless of their developmental need. For those with a visual impairment, new narration functionality can provide information in audio format, in addition to options to magnify text and adjust colour contrast to suit the specific needs of each individual. Speech recognition tools are also now common on most devices to help those, including some with visual impairment, to write and decode text. Security is something all schools have to consider. Whether it’s data protection, duty of care or internet security, password access protocols have become the norm. But for many children desperate for independent learning, remembering and using login information can be challenging. Biometric and facial recognition technology that previously seemed to belong to the world of James Bond has

now become more mainstream, helping students who struggle to remember login and password information to securely access the internet. For those with physical disabilities, or who experience difficulties with motor skills, easy to use interfaces, including keyboard shortcuts, and pens for writing and drawing on screens are another area of constant refinement.

Getting it right It is important for schools to appreciate that software is always better if accessibility has been designed in from the start. It never ceases to amaze me how many people who don’t think of themselves as having a disability use the accessibility features just because they are better and easier to use. There are also hundreds of apps designed to support all aspects of SEN, many written by teachers or parents to address a specific issue. The recent expansion of assistive technology, though very welcome, does create a problem: given the seemingly bewildering array of options available in the market, how should schools find the right technology to meet their students’ specific needs. Looking at the experiences of other educators can be very useful here and there are some excellent websites where teachers review and rate apps. As the technology continues to develop at lightening pace, though, it is less about finding an assistive technology to do a specific job, and more about choosing the best solution for each child.

Further information

Neil Watkins is managing director of education sector technology consultancy Think IT: http://think-it.org.uk New ways of interacting with ICT are making learning more open and enjoyable for all.

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ASSISTIVE TECHNOLOGY

Digital innovation to help vision impaired people Wayfindr, a not for profit partnership between the charity Royal Society for Blind Children (RSBC) and digital product company ustwo, has received £300,000 from the Big Lottery Fund to invest in an innovation to help blind people navigate indoor environments independently using audio navigation. Formed in 2015, Wayfindr has developed an Open Standard for indoor audio navigation. This is a set of guidelines to help building owners, transport companies and navigation software developers make their environments and products easier for people who are vision impaired to use. This means that mobile apps for indoor navigation will be accessible for vision impaired people from the beginning. Using these apps, vision impaired users will receive audio instructions through their headphones. These instructions are triggered just ahead of obstacles or turning points, so a user can travel safely and independently. www.wayfindr.net

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DYSLEXIA

Early support for dyslexia Teachers can identify dyslexia in Reception and raise achievement in disadvantaged learners, writes Diane Montgomery

Writing ability may be crucial in identifying early literacy difficulties.

repeated in February after half term. By comparing each child’s two scripts it is possible to find out exactly what each of them has learnt about the language since entering school. If they can write some words using a pre-phonetic skeletal sound system like Faye, they will be able to read most of those words in their books.

Making progress Children beginning to write in this type of sound system will begin to include correctly spelled words from visual memory, especially words they commonly read or copy in their writing of news, such as “I”, “the” and “and”. Using current early years teaching methods, by the summer term twothirds of most classes will be on the road to writing and reading having learnt to make words from some of their sounds and constructing others from visual memory. This leaves one-

It is very straightforward to help them “crack the alphabetic code” and move on third of the group, or many more in disadvantaged areas, who will need some more focused attention if they are to leave the Reception/Foundation Year with the necessary skills to cope with work in Year 1. Even though the disadvantaged learners cannot yet use the sound system to make their own words it is very straightforward to help them “crack the alphabetic code” and move on. If they are not helped to do this in Reception, research shows they will enter Year One 11 months behind their peers in reading and further behind in WWW.SENMAGAZINE.CO.UK

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writing and they will never catch up. This puts them at a disadvantage throughout the rest of schooling and can cause them to underachieve in life. Teachers however can make a difference by finding those who are “stuck” in this pre-communicative stage and with a little focused help move them on to the next stage, an essential basis for further literacy development. This focus is to teach the letters using the typical multi-sensory VAKs technique, linking visual, auditory and kinaesthetic forms, that is using letter shapes, sounds and motor formation as usual but adding to this the articulatory “feel” of the letter in the mouth, especially consonants. For example, when they make the sound of “L” ask, “Where is the tip of your tongue touching?” “Are your lips open or closed?” “Are your teeth touching?” Children should be encouraged to feel the sound in their mouth as they make it. The teaching of “phonemes” in this way and encouraging children to use them in freeform writing helps them master the writing system. A “phone” is the name given to the near equivalents of phonemes and words that children use as they begin to learn the writing system; for example, “w” for “went”, then “wt”, then “wet” and finally “went”; or as Faye wrote, “sid” for “sister”. Playing the “I spy something beginning with…” game is useful; just add the feel of the letter practice.

Children get enormous pleasure when they write their first sentence unaided and can read it to you Utilising staff A SENCO reading this in February could ask the Reception teacher(s) to collect the sample of freeform writing and find out those children who are not using “phones”. The teaching assistant can then be trained to work with small groups to teach them how to “feel” as well as sound and write the initial letters of words, and play the I-Spy game. It will help even more if they also teach simple word building. The most effective strategy is to use the first five letters of the specialist dyslexia remedial programmes: “i-t-p-n-s”. This is because they have a high frequency in children’s writing and are not so confusable as some other letters. They need to start with “i” and “t” and blending to make “it” and non-word “ti”,then “tit” (adding in some blue-tit pictures here). Add one more letter at a time and show the children how to blend and feel the words, then write them: “pit”, “tip”, “pip”, “tit” and so on. They should also practice reading

them and writing them to dictation. Children get enormous pleasure when they write their first sentence unaided and can read it to you. During the summer term, most of the children should by these means have cracked the alphabetic code and have begun their literacy journey. Even so, at least one child in this group is likely to be dyslexic and up to three children on average may have milder dyslexic difficulties. A few will also have lack of finger strength and may need fatter pencils or moulds to improve grasp. The good point is that they will already have been detected in the writing strategy. If the focused teaching strategy does not work for them, they can immediately be referred for more individual specific help. This has proved to be the use of a specialist dyslexia programme, but used in Reception rather than later in Year 3 or even as late as Year 7.

Significant gains Project schools in disadvantaged areas using the basic “phone” strategy discussed above gained a 30 per cent uplift in SATs at Key Stage 1 and in a school in an advantaged area the SATs scores increased by ten per cent. This indicated that the underachievement normally found in these classrooms was being addressed. Although it may not be custom and practice to target “phones” in this way in much of early years education, it has been shown to work. In some schools they also give children lines to write on and teach joining from the outset. Lines show children where to place the letters and joining helps with legibility and motor coordination. Maybe it’s time for schools and pupils to experiment?

Further information

A multi-sensory approach can really help literacy development.

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Professor Diane Montgomery is Emeritus Professor in Education at Middlesex University and Director of the Learning Difficulties Research Project: www.ldrp.org.uk

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Advertisement feature

Specialist support for SpLD The Moat School based in Fulham is an SpLD specialist school with not only a highly qualified subject staff team, but an outstanding pastoral care programme. Matt Green, one of The Moat School’s counsellors, discussed the effect an SpLD diagnosis can have on the pupils at the school and the associated emotional effects. “As a counsellor here, I would say most of the issues are connected to anxiety, low self-esteem and issues with friendships”. These issues are often more prolific in older pupils who have transferred from mainstream education to The Moat. Matt Green finds that pupils who join the school at a younger age often do not have the same self-esteem issues associated with a later admission. “With the younger pupils we use a lot of play therapy in order for them to be able to articulate their concerns and issues; this is a useful way to deal with the emotional fallout of SpLDs and other diagnoses we deal with here.” The outlying effects of dyslexia on pupils are often overlooked in many schools, with the focus solely around remediation of pupils literacy skills, often forgetting how being labelled with any type of diagnosis is often a problem in itself. Counselling and other pastoral support at The Moat School aims to SENISSUE92

alleviate these concerns amongst its pupils, and in doing so has created a safe space in which all children can achieve. The Moat school is now taking admissions for pupils aged nine to 15 and continues to offer in-term admissions throughout the year. Admissions can be contacted at: office@moatschool.org.uk or you can call for more information on: 0207 6109 018. Visit: www.moatschool.org.uk to find out more about The Moat and visit the School on Instagram (@moatschool) and Twitter (@TheMoatSchool) for day-to-day updates on school life.

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DYSLEXIA

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DYSLEXIA

Play to your strengths Oliver Selby talks to successful entrepreneur Georgina Hurcombe about her journey with dyslexia

icture a dyslexic person in your mind. Perhaps you conjured up a young child, struggling with schoolwork, or a man holding his head trying to read a book (both images that popped up in the first line of images in my search engine search for “dyslexic person”). According to the charity Dyslexia Action, more than 6.3 million people in the UK are dyslexic, yet a lot of people still have fundamental misunderstandings about the learning difficulty. Many people believe that those with dyslexia are not smart, are unable to read or are even lazy. These myths are common amongst those without dyslexia, but in fact a large number of people with dyslexia perform well in management and highly creative roles.

Entrepreneurship and dyslexia also have an interesting relationship according to SME Insider, who found that 35 per cent of entrepreneurs are dyslexic. Notable UK businesspeople with Dyslexia include Richard Branson, Alan Sugar, and Body Shop founder Anita Roddick. In their book The Dyslexic Advantage, Brock Eide and Fernette Eide examine the “dyslexic processing style”, which they argue is a reflection of a completely different way of processing information and brain organisation.

Reading the signs I spoke to LoveLove Films’ Managing Director Georgina Hurcombe about her experience of dyslexia. Although she is now a successful producer of TV commercials and short promotional

My secondary school didn’t really understand dyslexia and I was put in a special needs learning unit films, I wondered if Georgina felt her dyslexia, or the attitudes of others towards it, had held her back at all when she was at school. “I initially found out that I was dyslexic when I was about 12. I remember being told I had a reading age of a child much younger than myself at the time; I think they said eight. This didn’t surprise me as I was always in the bottom sets at school for English and sciences and anything that involved a lot of textbooks. “Unfortunately, my secondary school didn’t really understand dyslexia and I was put in a special needs learning unit with some students that had extreme learning difficulties. As a teenager, being put into a unit and separated from my peers wasn’t really too helpful; teachers would tell me to hurry up or to stop messing around. I was pretty frustrated, partly at myself for not being able to read and write as well as my peers but also at my teachers for not understanding that I was trying to keep up and I was not mentally inept.”

Stressing out Dyslexic entrepreneur Georgina runs a film production company.

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DYSLEXIA

Although I wasn’t the best at reading or writing I excelled at talking and connecting to people

Georgina feels she has used many of her dyslexic traits to her advantage.

that to a teenager that is stressing out over grades. It seems almost funny now looking back at the stress I put on myself and the sleepless nights revising and never feeling good enough because I wasn’t getting the same grades as my peers or being put in the bottom classes. In fact, my school told me not to do a language at GCSE as they said there was no point when I couldn’t even write in English. “In adult life it now seems so trivial, but the stress young people are put under in exams can be horrendous. Instead of celebrating and understanding the individual’s strengths, they try and categorise them into sets, constantly testing them. Don’t get me wrong, I understand that we want our young people to strive for great things but the exam culture doesn’t work for every student or young person and that doesn’t mean they won’t or can’t excel in other areas. I wouldn’t want to be a teenager again going through all those exams. “However, as I got older, I released that although I wasn’t the best at reading or writing I excelled at talking WWW.SENMAGAZINE.CO.UK

and connecting to people. I loved listening to people and their stories and I also excelled in the more creative subjects such as art, media and drama, where the results or grades for things I was producing were more subjective. It was the freedom to explore my more creative side that led me to go to college and then university, which had facilities that actually supported me – with really helpful tutors and learning methodologies – rather than sticking me in a room and telling me to try harder and stop messing around. I’ve found my dyslexia has meant I often simplify things, which actually isn’t a bad thing when you’re making TV adverts and only have 30 seconds to sell a brand or product.”

Working it out “So today, it I might take a little bit longer to read a 50-page tender document and I often have to print things out and highlight them (I recycle a lot); my team know that I find It difficult to read large documents online so will leave print outs for me or stick them in my bag to take home and read.

“As I’ve got older I’ve realised that generally speaking the “spelling police” are not coming for me (we have spellcheckers) and people do business with people they like and who are passionate and good at what they do. Also, as any entrepreneur will tell you, one of the best things you can do is surround yourself with people that are talented in different areas from you. “Often I do talks with young people and I get asked by students what they should study to be an entrepreneur; I just say you should study what you enjoy, not put too much stress on yourself as you’re only young once, and find your own passion whether that be English, art, PE or something outside of the school subjects. Reach out to organisations and people that can support you and give you advice. Of course, if you follow what you’re passionate about, then you’re sure to excel.”

Further information

Georgina Hurcombe owns and runs the production and animation studio LoveLove Films: www.lovelovefilms.com

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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 British Dyslexia Association (BDA), Dyslexia Action, DyslexiaSpLD Trust, the Helen Arkell Dyslexia Centre, 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 criteria 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.

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 1 November 2017) Abingdon House School (SPS) London www.abingdonhouseschool.co.uk

Centre Academy London (SPS) London www.centreacademy.net

Fulneck School (DU) Leeds, West Yorkshire www.fulneckschool.co.uk

Appleford School (SPS) Salisbury, Wiltshire www.applefordschool.org

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

Hatherop Castle School (WS) Cirencester www.hatheropcastle.co.uk

Chiltern Tutorial School (DSP) Otterbourne, Hampshire www.chilterntutorial.co.uk

Hazlegrove Preparatory School (DU) Yeovil, Somerset www.hazlegrove.co.uk

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

Holme Court School (DSP) Little Abington, Cambridgeshire www.holmecourt.com

Clayesmore School (DU) Blandford Forum, Dorset www.clayesmore.com

Kilgraston School (WS) Bridge of Earn, Perthshire www.kilgraston.com

Clifton College Preparatory School (DU) Bristol, Avon www.cliftoncollegeuk.com/prep/

King's School (DU) Bruton, Somerset www.kingsbruton.com

Avon House School (WS) Woodford Green, Essex www.avonhouseschool.co.uk Ballard School (DU) New Milton, Hampshire www.ballardschool.co.uk Barnardiston Hall Preparatory School (DU) Haverhill, Suffolk www.barnardiston.com Bedstone College (DU) Bucknell, Shropshire www.bedstone.org Bethany School (DU) Cranbrook, Kent www.bethanyschool.org.uk Blossom House School (SPS) London www.blossomhouseschool.co.uk

Cobham Hall School (DU) Cobham, Kent www.cobhamhall.com

Kingham Hill School (DU) Chipping Norton, Oxfordshire www.kinghamhill.org.uk

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

Kingsley School (The Grenville Dyslexia Centre) (DU) Bideford, Devon www.kingsleyschoolbideford.co.uk

Ellesmere College (DU) Ellesmere, Shropshire www.ellesmere.com

Kingsmead School (DU) Hoylake, Wirral www.kingsmeadschool.com

Emerson House (TC) London www.emersonhouse.co.uk

Kingswood House School (DU) Epsom, Surrey www.kingswoodhouse.org

Ercall Wood Technology College (MS) Telford, Shropshire www.ercall-online.co.uk

Knowl Hill School (DSP) Woking, Surrey www.knowlhill.org.uk

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

Fairley House School (DSP) London www.fairleyhouse.org.uk

Laidlaw Hall (TC) London www.laidlawhall.co.uk

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

Finborough School (DU) Stowmarket, Suffolk www.finboroughschool.co.uk

Leehurst Swan School (WS) Salisbury, Wiltshire www.leehurstswan.org.uk

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

Frewen College (DSP) Rye, Sussex www.frewencollege.co.uk

Lime House School (DU) Carlisle, Cumbria www.limehouseschool.co.uk

Bloxham School (DU) Banbury, Oxfordshire www.bloxhamschool.com Bredon School (DSP) Tewkesbury, Gloucestershire www.bredonschool.org Brockhurst & Marlston House Schools (DU) Newbury, Berkshire www.brockmarl.org.uk

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CReSTeD

Mark College (SPS) Highbridge, Somerset www.priorygroup.com

Ramillies Hall School (DU) Cheadle Hulme, Cheshire www.ramillieshall.co.uk

The McLeod Centre for Learning (TC) London www.amandamcleod.org

Mayfield School (MS) Portsmouth, Hampshire www.mayfield.portsmouth.sch.uk

Sackville School (WS) Hildenborough, Kent www.sackvilleschool.co.uk

The Moat School (DSP) Fulham, London www.moatschool.org.uk

Shapwick School (DSP) Bridgwater, Somerset www.shapwickschool.com

The Sheila Ferrari Dyslexia Centre (TC) Woodford Green, Essex www.avonhouseschool.co.uk

Mayville High School (DU) Southsea, Hampshire www.mayvillehighschool.com Millfield Preparatory School (DU) Glastonbury, Somerset www.millfieldprep.com Millfield School (DU) Street, Somerset www.millfieldschool.com Mitchells Dyslexia Facility (TC) Rustington, West Sussex www.mitchellsdyslexiafacility.co.uk Moon Hall College (DSP) Reigate, Surrey www.moonhallcollege.co.uk Moon Hall School (DSP) Dorking, Surrey www.moonhallschool.co.uk More House School (SPS) Farnham, Surrey www.morehouseschool.co.uk Northease Manor School (SPS) Lewes, Sussex www.northease.co.uk

Sidcot School (DU) Winscombe, North Somerset www.sidcot.org.uk Slindon College (DU) Arundel, Sussex www.slindoncollege.co.uk St David's College (SPS) Llandudno, Conwy www.stdavidscollege.co.uk St Lawrence College (WS) Ramsgate, Kent www.slcuk.com Tettenhall College (DU) Wolverhampton, West Midlands www.tettenhallcollege.co.uk Thames Christian College (WS) London www.thameschristiancollege.org.uk

Thetford Grammar School (WS) Thetford, Norfolk www.thetgram.norfolk.sch.uk Trinity School, Rochester (SPS) Rochester, Kent www.trinityschoolrochester.co.uk Unicorn School (DSP) Abingdon, Oxfordshire www.unicorndyslexia.co.uk Walhampton School (DU) Lymington, Hampshire www.walhampton.com Wycliffe College Preparatory School (DU) Stonehouse, Gloucestershire www.wycliffe.co.uk

Our Lady's Convent School (WS) Loughborough, Leicestershire www.olcs.leics.sch.uk

The Dominie (DSP) London www.thedominie.co.uk

Wycliffe College Preparatory School (DU) Stonehouse, Gloucestershire www.wycliffe.co.uk

Pipers Corner School (DU) High Wycombe, Buckinghamshire www.piperscorner.co.uk

The Dyslexia Teaching Centre (TC) London www.dyslexiateachingcentre.co.uk

Ysgol Aberconwy (MS) Conwy www.aberconwy.conwy.sch.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.

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Further information

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

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CReSTeD

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CReSTeD

• We are a specialist school for pupils aged 3 – 19 years with speech, language and communication difficulties. • We have schools at both Motspur Park and Euston. • We are a CreSTeD registered school in the Specialist Provision Category • We welcome pupils into the school and meet their needs in a positive manner, accepting the part that our expectations and attitudes and pupils’ self-esteem plays in overcoming aspects of SEN. • We identify and assess the specific needs of the children as early as possible, ensuring there is careful monitoring and assessment of pupils throughout their schooling. • We have a number of pupils with a dyslexia or SpLD diagnosis and/or SpLD type profiles in addition to other interrelated special educational needs.

Blossom Lower School and Upper House

• We provide a multi-disciplinary input to support pupils’ individual needs: teachers, learning support assistants, Occupational Therapists, Speech and Language Therapists and Arts Therapists.

Station Road, Motspur Park, New Malden, KT3 6JJ Telephone: 020 8946 7348 Email: admin@blossomhouseschool.co.uk Website: www.blossomhouseschool.co.uk 1-5 Christopher Place, Chalton Street, London, NW1 1JF Telephone: 020 7383 3834 Email: admincp@blossomhouseschool.co.uk Website: www.blossomchristopherplace.co.uk SENISSUE92

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HEARING IMPAIRMENT

Signs of learning Cath Smith explores the role of British Sign Language in education and looks at how it differs from other signing systems around the world

ritish Sign Language (BSL) is the language of the Deaf community in Britain and also forms the basis of signing systems used in education with deaf children and the even greater numbers of adults and children with SEN who use BSL signs in their learning and communication. Sign languages are used all over the world, but they are not all the same language. They are visual gestural languages with their own syntax and grammar. They share similar features and structures but each has its own vocabulary and variations; even other English speaking countries, such as the United States, have their own separate sign language. Most of our experience of language is of spoken language, which is linear in nature, with one word following another. Language in a different modality brings unexpected and creative ways of exploiting the visual/gestural medium to the full, for example:

• items can be located in space in relation to each other • direction of movement can relay the subject and object of verbs • the type of movements can differentiate the manner and mood • hand shapes can indicate physical size and shape • two ideas or signs can occur simultaneously.

Sign Supported English Sign Supported English (SSE) is a form of sign language that encourages the simultaneous use of spoken language with signs for keywords taken from the lexicon of BSL vocabulary. It is widely used in education to great effect with children who have a learning disability and additional speech, language and communication needs. SSE is a common element of BSL used in deaf education. It is used by some deaf adults and as a contact language in interactions between the

Most deaf children are born to hearing parents, who may have no prior knowledge of sign language Deaf community and the hearing world. Deaf people and children may switch between BSL and SSE in different situations and to suit the needs of others. In practice, the terms “sign language” and “BSL” tend to be used to refer to all signed communication – whether ordered in the visual gestural structures of sign language or using sign vocabulary alongside spoken English as SSE – or combinations of the two depending on the situation and the individual needs of each user.

An ongoing process Acquiring language requires meaningful and accessible exchanges with those around us if language and learning are to be achieved. Children and families who need sign language are themselves likely to be in the process of learning it. Most deaf children are born to hearing parents (approximately 90 per cent) who may have no prior knowledge of sign language, just as the families of children with special needs are also likely to be completely new to signing. Learning a new language as an adult does not always come easily and will be a sustained and continuing effort requiring support, for families and professionals alike. Parents may be

Family classes offer encouragement and support.

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devastated to discover that their child is deaf or has a learning disability and this may require early intervention and support to enable the best outcomes. Signing groups and clubs can also offer a good opportunity for providing contact with others and with the adult BSL-using role models that have so much to offer from their language, culture and experiences.

Advantages of sign language BSL signs and fingerspelling offer advantages to learning that can prove an asset to children’s development; the visual and kinaesthetic elements add extra dimensions to language and communication that some children are extremely responsive to and they can be of potential benefit to all children, from pre-verbal babyhood onward.

American onehanded fingerspelling alphabet

There is a general misconception that all deaf children use sign language and attend special schools

– due at least in part to lingering beliefs that signing hinders spoken language development, in spite of evidence to the contrary. It was not until the 1980s that BSL started to re-emerge in deaf education and this relatively recent development by no means applies to all deaf children.

Who uses sign language? There are exciting new developments with BSL key word support for children for whom English is not a first language and promising moves for BSL as a school language option. This groundswell of interest in and respect for BSL is greatly welcome but it is also ironic that BSL was for generations banned in deaf education and continues to be omitted from educational use for many deaf children

There is a general misconception that all deaf children use sign language and attend special schools. However, the 2015 Consortium for Research into Deaf Education (CRIDE) report found that there are at least 41,377 deaf children in England, only ten per cent of whom use sign language in some form, either on its own or alongside another language. It also found that 78 per cent of school aged deaf children

British two-handed fingerspelling alphabet

American and British fingerspelling alphabets (copyright Cath Smith, Let’s Sign series).

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The drive to include signing in education seems to be coming from young people themselves

Learning together and sharing a language.

are in mainstream settings where there is no specialist provision. The number of youngsters who are not deaf but have other SEN and have the benefit of signs to support learning and communication is far greater, although the exact figures are not known. The opportunity for all children to have effortless communication with their educators and peer group should be a given, but without special steps to encourage the wider acceptance and use of sign language in education, it will remain a lottery, based on individual school and educational policy, making it even more important that all pupils and staff gain a basic working knowledge of sign language. The encouraging news is that the drive to include signing in education seems to be coming from young people themselves. According to recent research covering 2,000 deaf and hearing people by the National Deaf Children’s Society, an overwhelming 97 per cent of young people think BSL should be taught in schools, with 92 WWW.SENMAGAZINE.CO.UK

per cent calling for it to be a GCSE option. This is not only a deaf issue; hearing respondents actually showed more interest in learning BSL than deaf respondents.

There are many different fingerspelling alphabets, most of them one-handed such as the American Sign Language (ASL) system (shown above left). BSL uses a two-handed Alphabet (shown above right). The sign languages of Australia (Auslan) and New Zealand (NZSL) are identifiably BSL-based and use the two-handed alphabet, but they have many unique signs in their vocabulary and also influences and borrowings from other sign languages such as ASL. Like all languages, spoken and signed, BSL also has influences and borrowings from other languages and, as with all living languages, it continues to evolve and develop.

Sign language in other countries The many different sign languages that exist all over the world are necessary to and highly valued by the deaf communities through which they have evolved. Their visual spatial grammatical structures are very different to those used in spoken languages and each has its own vocabulary of signs but all are to some extent influenced by the spoken languages of their country. One such influence is the use of fingerspelling which represents each letter of the alphabet on the hands. It can be used to spell out whole words, abbreviated forms or initials, including names for people and places, but is used sparingly. It can be quickly learned and needs practice for fluency but is an important and integrated part of BSL that gives a direct link to English.

Further information

Cath Smith trained in social work with deaf people in Manchester and London in the 1970s. During her 18 years employment in a deaf school she also qualified as a BSL/English interpreter. She is the author of the Let's Sign Series of BSL educational materials, which includes dictionaries, books, flashcards, posters, reward stickers and e-Book learners for all ages and abilities: www.DeafBooks.co.uk Photos courtesy of Kent Deaf Children's Society.

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BOOK REVIEWS

Book reviews by Mary Mountstephen

Understanding Sensory Processing Disorders in Children: A Guide for Parents and Professionals M. Mielnick Jessica Kingsley Publishers £9.99 ISBN: 978-1-78592-752-2

The author is a paediatric occupational therapist specialising in working with young children. In this book he aims to provide information that is easy for parents and professionals to understand, rather than an academic text. The book opens with an overview of the development of the sensory systems, with simple explanations of the role of the vestibular and proprioceptive mechanisms and introduces the concept of a sensory continuum. This is a means of explaining why children differ so widely in terms of how sensitive they are. Mielnik writes in a style that uses metaphors and images and some extended case studies to illustrate the evaluation process with specific children. These studies outline birth/medical history, behavioural observations and detailed descriptions of the outcomes of assessment protocols such as the Peabody Developmental Motor Scales-2 and sensory integration tests. He then explains how the results relate to the child’s difficulties and makes recommendations for interventions. The book closes with a chapter offering suggestions from an occupational therapy perspective for activities in early years settings, including developing fine motor skills. Mielnick does, however, caution the teacher/parent about making assumptions about a child’s sensory profile and stresses that there may be a number of reasons for a child’s observable behaviours that are not necessarily attributable to sensory processing. This is a very useful introduction to this field.

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Neurodevelopmental Disorders: A Definitive Guide for Educators F. E. Vargo W.W. Norton and Company £19.99 ISBN: 978-0-393-70943-8

Vargo is a licensed psychologist and a clinical and developmental neuropsychologist and has presented internationally in the fields of psychology and education. He has written many articles and books and, in this one, he provides extensive and practical information about a range of neurodevelopmental disorders. The book opens with a useful overview of its structure and the author explains that his intention is to provide a “less clinically oriented format” that is both informative and accessible to the non-specialist reader. He sets out an in-depth exploration of neurodevelopmental constructs and relates these to the impact they have on aspects of learning and cognitive processes. Vargo uses quite extensive “real-life” case studies to illustrate his points and poses questions to the reader to prompt reflection and to make links to wider concepts. He writes in an engaging style, describing neurodevelopmental disorders such as Down syndrome and fragile X and devoting more extensive chapters to communication disorders, ADHD, motor disorders and autistic spectrum disorders, amongst others. Each of these is placed within the neurodevelopmental framework, with useful and straightforward explanations of some of the more technical terms often used when discussing these issues. Vargo stresses that neurodevelopmental disorders should be characterised as adversely effecting an individual’s emotional and social functioning as well as their learning capabilities, and the case studies reinforce this. The book is well crafted and provides much information that links clinical research to daily practice.

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BOOK REVIEWS

The Dyslexia Assessment G. Reid and J. Guise Bloomsbury Education £39.99 ISBN: 978-1-4729-4508-2

Dr Gavin Reid is well known for his work in the field of dyslexia over many years. He has experience as a teacher, educational psychologist, university lecturer and international presenter. His co-author, Dr Jennie Guise, has a similarly wide range of experience and she currently focuses on the assessment of dyslexia and other learning differences through her own consultancy. This book has been produced as a practical guide for mainstream and specialist teachers, as well as other practitioners who come into contact with students with a dyslexic profile. The book is linked to assessment sheets that are available on the accompanying website, thus ensuring they can be updated and are consistent with developing practice. The authors stress that assessments should be strengths based and they see assessment as an on-going process that includes both formal and informal elements. Part 1 of the book outlines the principles and processes associated with assessment in each education phase and these chapters follow a common format, with reference to some specific tests. In Part 2, the authors look at differentiation and curriculum based assessment, following this with information about related issues such as social and emotional factors, comorbidity and assessing dyslexia in different languages. In the extensive appendices, the reader will find a number of forms for use in the assessment process, as well as a glossary and sources of further information. This is an excellent resource.

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Teaching Kids to Thrive: Essential Skills for Success D. Silver and D. Stafford Corwin Price: £25.95 ISBN: 978-1-5063-2693-1

The authors of this work have published several books and are well known as popular consultants, presenters and staff educators. Dr Silver has previously published very popular books, including Fall Down 7 Times, Get Up 8: Teaching Kids to Succeed, and she has specialised in areas including resilience and optimism. This publication focuses on social and emotional learning in the classroom and, more specifically, aspects such as self-regulation, self-efficacy, responsibility and integrity, as skills that underpin thriving at school. The authors stress that these should be accorded equal status to academic aspects of learning and that there is a complex relationship between the two, as students operate within an increasingly complex world. Silver and Stafford set out to educate the reader so that they are able to teach their students how to develop these skills. They ask questions such as, “What does resilience look like?” and provide explanations and activities, including related resources. There are also links to a website where they have provided more classroom-ready activities, videos and links to other websites. Sections of this book are devoted to frequently asked questions and the answers are drawn from the authors’ professional experience, gained over many years. This book is full of very simple, but effective strategies that can easily be integrated into classroom routines and that contribute to a culture of independence and responsibility. This is a well designed and presented book that is an accessible read.

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AUTISM

It's all about the individual A person-centred approach can make a huge difference when helping people with autism to develop their personal skills, writes Emma Gosling

It is important to incorporate the individual’s interests into their learning.

dance class, all of which are just as important as formal education targets.

Emotional regulation At our school for young people with ASC we talk about the “four zones” of emotional states. These are often represented by colours, to make abstract ideas more concrete and give young people a point of reference that they can remember: • Blue Zone – sad, tired, bored • Green Zone – calm, focused, happy • Yellow Zone – frustrated, worried, excited • Red Zone – terrified, angry, elated, out of control. To help a young person relate to these zones they can be presented in a number of different ways. For example, for a young information communications technology (ICT) enthusiast, you might translate the zones into computer behaviour: blue means the battery is low, green is running well, yellow is a

Once the individual’s goals have been identified, each target should be broken down into achievable steps warning screen requiring action and red is a system crash. It is important to present information in a way which is meaningful and appropriate to each student. Davie, a young man with pathological demand avoidance, was unlikely to engage in a task requiring recognition of facial expressions when the materials were in symbol form because he found this too babyish. When the activity was modified and symbols were substituted for photos of familiar staff, he got involved and had a great time doing it. Tina presents with tactile sensitivities, which increase her anxiety WWW.SENMAGAZINE.CO.UK

AUTISM

and greatly limit her participation in everyday tasks if she has to touch and handle objects that are unfamiliar to her. She shied away from wiping the table or changing bed linen. The use of routine and repetition with Tina created a sense of predictability which helped her a great deal. Activities were graded each time she took another small step. She now attends agricultural college on a weekly basis and is able to wear Wellington boots, handle animal feed and go into the animal enclosures. Regulation, predictability, persistence and repetition help to develop a quality of life which reflects skill development and independence.

Developing personal skills Here are a few useful tips for helping individuals with ASC to develop their personal skills: • incorporate their interests; people can be encouraged to take part in an activity that is new or unfamiliar if it links to their interests, for example, a favourite computer game or character or leisure activity; ensure the learning is enjoyable • plan and be organised; if the activity is set up, it will help

Social activities practised at home can be introduced in the outside world.

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stimulate the person’s interest; provide cues about what is expected using pictures or checklists to structure the learning activity and help them to move through the stages • be flexible about how and when the learning occurs; choose a time when the individual is calm, alert, focussed and ready to engage • match the task demands to the person’s level of skill and ability • make allowances for the person’s ability to cope and adapt to the demands of the task • break down the task or activity into steps and decide which parts can be done independently, which parts require support, and which parts are too difficult • instruct, prompt, demonstrate and guide; provide a level of help that matches the individual's ability • give praise to reinforce their efforts; this may take the form of natural reinforcers, such as going out to play once they have fastened up their clothing, or rewards such as extra time on their preferred game • repetition and routine are essential, make the activity a normal a part of the daily routine so it becomes more familiar; repeat the experience regularly so the person masters each stage of the task before transferring the skill to other areas of development • limit distractions, avoid interruptions, and incorporate sensory preferences so they are working in a comfortable physical space and feel calm and focused. It can be challenging to strike a balance between providing support and encouraging independence. People with ASC may avoid new experiences because they prefer to engage in

It can be challenging to strike a balance between providing support and encouraging independence familiar, predictable activities. They may feel as if too much is being asked of them and there is a risk that they will disengage or become distressed. However, when an individual is unoccupied or under-occupied or only takes part in a narrow range of activities, there is a risk that their skills will deteriorate and they will lose their confidence and self-esteem. Providing active support promotes independence and encourages people to have a greater involvement in decisions about their own lives. This kind of “working with”, rather than “doing for”, approach enables young people with autism to develop new skills through everyday activities. These skills give them more control over their lives and help to ensure a good balance is found between providing too much or too little assistance.

Further information

Emma Gosling is Senior Specialist Occupational Therapist at Options Barton, one of six independent schools run by Outcomes First Group for young people with autistic spectrum conditions, associated complex needs and behaviours that challenge: www.optionsautism.co.uk/ education

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AUTISM Advertisement feature

What makes a good transition? At Fullerton House School and across the Hesley Group, we appreciate and believe in the importance of transitional support and planning. Students coming to Fullerton and moving on after school, as young adults, are supported through these new steps of their lives. It’s important therefore that we see and support transition as a pathway and journey for the young person and not an event that happens. The Care Act, 2014, places a duty on local authorities to ensure transitions assessments for children and young people where there is a likely need for care and support after the child turns 18. When supporting transitions, we work closely, in a child/ young person-centred focus, with families, local authorities, occupational therapists, speech and language therapists, advocates and other relevant professionals to ensure the right plan for the next steps for this particular young person. Our role for the children at Fullerton House school is to enable them to enjoy their childhoods and have a great education and quality of life and, as they grow, to prepare them for adult lives, in whatever way that may look for that young person and the outcomes they want to achieve. Young people must remain in education or training until they are 16 and, in England, until they are 18. However, some young people with a learning disability – for example those in England who have an education, health and care plan – may remain in education or training, free of charge, until they are 25 if it is agreed that it would be beneficial for them to do so; this aspect will play a significant part in the planning of a transition.

Each transitional plan will look different, but with the same values base and a clear focus on the outcomes for the young person, their views are intrinsic to the plans. The transition is about the young person’s life and therefore we need to ensure we are advocating on behalf of the young person and where needed working in line with the MCA to agree best interests decisions as a multi-disciplinary team. Young people and children will require the adults around them to share their important information, choices, wishes and desires. As a multi-disciplinary team we share our observations of children’s choices, and the preferences reflected in these, at every stage. Our teams will prepare social story support for young people, to support them in understanding the next steps in their life; this tool is accessible to all the team so the same messages are reinforced for consistency in support. At Fullerton House we have supported young people to move on to supported living, residential homes, and residential colleges in planned transitions for school Leaving and we have seen some wonderful outcomes achieved for the young people during transition and once they have made their next life journey steps. Our teams have travelled all over the country and United Kingdom, staying with young people alongside the new support teams to enable the first exciting days to have some familiarity and for other young people we have made so many pre-move visits that the young person was ready for us to leave on the day they moved. There is no one way to for teams to work together to ensure the transition is right for the young person, because no one young person is the same as another! Our support doesn’t end once the young person has moved from Fullerton House. We remain in professional contact with the new provider of support and families for a period of time so they can contact us to either gain a view on a particular presentation or because the young person has wanted to let the school know how they are getting on. Hearing the successful first steps young people have taken in their lives after Fullerton House School is wonderful and continues to energise the teams for the support of the young people at Fullerton currently. You can find out more about our services at Fullerton House School by visiting: www.hesleygroup.co.uk

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AUTISM

LIVERPOOL PROGRESSIVE SCHOOL An independent specialist day service for students aged eight to 19 years with moderate to severe learning difficulties and challenging behaviours. Students include those with autism, PDA, Asperger’s, ADHD, Down syndrome, brain injuries and attachment issues. Full curriculum with extended activities. Home tuition OT and SALT provision Every student has: - their own personalised Base Room - an individualised timetable - 1:1 or 2:1 support throughout their time at school. Contact: Linda Dunbavand, Headteacher Tel: 0151 525 4004 Email: lindadunbavand@keysgrouppce.co.uk www.liverpoolprogressiveschool.co.uk

“Outstanding teaching ensures that students make excellent progress in their learning and personal development.” Ofsted March 2015 “The proprietors and senior leaders demonstrate an outstanding vision for how the lives of students with complex learning needs may be transformed.” Ofsted March 2015 “Arrangements for the safeguarding of students are exemplary. Policies and procedures are implemented consistently by very well trained staff.” Ofsted March 2015

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CRUCKTON HALL AUTISTIC SPECIRUM DISORDERS SPECIALIST

Cruckton Hall Limited is a unique school and residential care provider specialising in care, education and therapy for boys aged between 8 and 19 who have a range of Autistic Spectrum Disorders and associated emotional and behavioural difficulties.

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Residential Support Workers We are continuing to expand our care team and are looking to appoint enthusiastic, highly motivated, dedicated people who are committed to making a difference to the lives of the children and young people in our care. Working within a designated team you will promote structure, boundaries and domestic routines within the Home, as well as providing guidance, support and engagement in a variety of activities on and off-site. In partnership with the Education Team you will help maintain a stable, happy and caring environment to encourage our young people to lead independent lives and achieve their potential. Starting salary £16,721 rising to £17,481 (dependent on completion of 6 month probation), plus a minimum of £2,000 per annum for sleeping-in duties. Cruckton Hall Limited provides an extensive training programme including the Level 3 Diploma in Residential Childcare. For more details and to request an application form please contact the Human Resources Team: Email: Cruckton.HR@cruckton.com Telephone: 01743 860206 Cruckton Hall School Cruckton ·Shrewsbury· Shropshire· SY5 8PR • T: 01743 860206 • F: 01743 860941 • E: admissions@kisimul.co.uk • www.kisimul.co.uk Registered Office: Cruckton Hall Limited • The Old Vicarage, 61 High Street, Swinderby, Lincoln, LN6 9LU • Company Registration Number: 6952821

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AUTISM Advertisement feature

Sutcliffe Play opens sensory play area at Huddersfield school Sutcliffe Play recently opened its innovative sensory and physical development area at Woodley School and College, a Huddersfield local authority school for children with autism. The £150,000 playground has been designed to specifically meet the needs of its users and features zones with no physical boundaries. Anne Lawton, Headteacher said: “The children have improved their physical activity, become better at social interactions and communication with each other. The outdoor learning spaces are encouraging our children to engage, to learn and so to be happier.” Music zone: features a “child-powered” Bluetooth music player teaching children about kinetic power whilst playing music to soothe or energise. Active zone: encourages dynamic play developing social skills, balance and coordination. Climbing zone: encourages mental stimulation, coordination and physical activity through climbing apparatus. Quiet zone: brings natural elements into play, including a sandcastle, splash zone and reading corner. Daydream Den: a visually pleasing enclosed area to provide a safe space. www.sutcliffeplay.co.uk

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RECRUITMENT

Crisis? What crisis? Vicky Short questions the Government’s commitment to tackling the escalating problem of teacher recruitment

econdary schools across the UK are facing a shortage of qualified teachers as the number of staff in this role has fallen by over 10,000, nearly five per cent, since 2010. The National Audit Office’s (NAO) recent report (Retaining and developing the teaching workforce, September 2017) showed that not only is the number of teachers in secondary education dropping, but student numbers in the classroom are on the rise. With over 3.2 million 11- to 18-year-old’s now in school, a number that has been steadily increasing since 2013, the shortage of teachers couldn’t have come at a worse time; many schools are facing serious recruitment challenges when it comes to hiring and retaining staff with the skills and experience required. Schools in the South East of England seem to have been hit the hardest by this dip, with over 25 per cent reporting at least one vacancy in the staff team, and Amyas Morse, Head of the NAO speaks of her concern over the report, saying that “there is a risk that the pressure on teachers will grow”.

What are the causes? Nearly 35,000 teachers left the profession for reasons other than retirement in just 2016 alone, and with this figure making up eight per cent of the industry, it is vital that we start taking this mass exodus seriously. Chairman of the Public Accounts Committee Meg Hillier said that one of the main reasons causing teachers to leave the profession before retirement is the heavy workload expected of teachers in the secondary school system. School leaders backed this up, with further research from the NAO showing that 67 per cent believed a grossly heavy workload to not only be the reason for

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Schools are finding it increasingly difficult to recruit teachers.

teachers leaving the industry, but also a deterrent against new staff wishing to join the profession. With data from the Department for Education suggesting that many teachers average a 54 hour working week, these findings start to make a lot of sense.

School leaders feel under-supported in building and maintaining a strong and experienced staff team

for Education has not offered clear information to teachers and schools on how to work together to build a better working environment. Government spending has also fallen dramatically with only £37.5 million being given to teacher development and retention and £34.2 million to improving teacher quality last year, compared to the £555 million that was spent on training and supporting teachers in 2013/14. Amyas Morse points out that “having enough high-quality teachers is essential to the effective operation of the school system”. This crisis is something the Department for Education is going to need to address sooner rather than later.

What support is in place? The short answer to this question is “not a lot”, at least when it comes to governmental input. Despite the issue of a staff shortage being one that the Government urgently needs to address, 85 per cent of school leaders feel undersupported in building and maintaining a strong and experienced staff team, demonstrating that the Department

Further information

Vicky Short is Managing Director of Randstad Public Services: www.randstad.co.uk

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RECRUITMENT

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Engaging professionals for your school Engage SEN have an outstanding reputation in recruiting specialists into schools and alternative education settings across the UK.

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I have used a few agencies during my time at Harewood and have found that you have always maintained the professionalism we require, including sending through relevant DBS checks to me in advance of the incumbent arriving in school. The follow-up calls which allow us to discuss the suitability of the candidate for the future are very important to me. The head teacher and I have been able to contact Engage with confidence knowing that you will be able to provide the right supply personnel for our children. Finally, I feel that I can make contact with you regarding any concerns I may have knowing that you will take this on board. You make my day so much easier knowing that Engage can get things sorted and get back to us quickly in the event that you are unable to accommodate us. Best regards, Harewood CofE Primary

If your school or setting has SEN recruitment needs, please contact us on: 0203 510 2222 or: 0113 397 1427 for a consultation with one of our specialists.

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RECRUITMENT

Veredus Interim Management-paying special attention to your needs Veredus has an outstanding reputation in recruiting interim senior leaders to the SEN sector. The types of roles that our interim managers undertake include: • Covering vacant senior roles while permanent recruitment is undertaken • Managing change programmes and projects including new models of governance • Providing coaching and mentoring to improve the performance of existing teams, particularly in settings that are in Ofsted category We are also keen to expand our network of interim managers due to an increased demand for certain skills, particularly in the areas of behaviour and autism. If you would like to join our market-leading network of interim managers, or to hear more about how our interim managers can help improve, stabilise or transform your school, college or provision then please contact Paul Horgan (South) or Ben Manojlovic (North) quoting SEN03: e: paul.horgan@veredus.co.uk t: 020 7932 4233 m: 07833 481 211

e: ben.manojlovic@veredus.co.uk m: 07785 454971

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Leaders in leadership recruitment Veredus is a leading specialist provider of senior level recruitment to the public, private and not-for-profit sectors. Part of the Capita Group, we undertake leadership appointments across education, children’s services, local government, central government, health and not-for-profit. Our education practice is a market leader in executive recruitment in the SEN sector. We service all special needs institutions, from EBD to complex needs schools, pupil referral units to hospital and home tuition services. We focus solely on leadership appointments – NEDs, principals, deputy principals and professional services directors, providing a dedicated and bespoke service. We can offer a full executive search and selection service including managing the response to national adverts for substantive appointments as well as providing interim managers for short to medium-term appointments. For further information on how we can help your organisation source the leadership talent it deserves, please contact Paul Horgan on: 020 7932 4233.

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RECRUITMENT

Caring about care staff Angela Sabin asks how the social care sector can ensure it retains its best workers

ny organisation wishing to deliver the highest quality of support for people with learning disabilities needs to retain its best staff over the long term. The employer-led workforce development body for adult social care in England, Skills for Care, report in The state of the adult social care sector and workforce in England, 2017 that the staff turnover rate of directly employed staff working in the adult social care sector was 27.8 per cent, approximately 345,000 leavers per year. This figure is high compared to the UK average employee turnover rate, which is reported by the recruiter Monster as being at 15 per cent a year. Long-term employed staff don’t just provide consistency of service, they provide necessary comfort in an environment where trusting and productive relationships between team members and the people they support are created and cherished. Speak to a handful of carers or support workers about their roles and the majority will say it isn’t just a job, it’s a vocation. Many are deeply committed to their roles and, more importantly, to the people they care for. Yet staff motivation is still low. Skills for Care research found that good communication with staff, appropriate training arrangements, and allowing staff to have autonomy over their work are key points in attracting and maintaining a stable workforce. Lack of staff retention falls into many categories and my first-hand experience very definitely apportions it to limited or no access to personal or career growth and development. Without this, motivation hits rock bottom, sickness absence is high, confidence levels low, and staff turnover high, as the lack of WWW.SENMAGAZINE.CO.UK

Many are deeply committed to their roles and to the people they care for connectivity to company culture and values becomes very evident.

Support where it’s needed Employees who don’t buy in to company values are highly likely to leave. It is critical that the workforce is supported with a development strategy and talent management programme that enables participants to enrich their roles and work, and maybe there lives more generally. Some employees may be at a personal crossroads and need access to someone who can help them manage any transitions they should make. Some managers may be too bogged down in just doing the job, unable to find the time to devote to managerial strategy; others may be lacking in confidence to tackle moving forward even if they want to. Managing career progression is about providing individuals with the opportunity to determine what’s in their control and what’s best for them. It could be a desire to “craft” their current job role, it could mean ensuring they are happier in their current role, it may mean a promotion, additional training, or support for employees who may feel over worked and overlooked. There are many stages within a career life cycle but working with your employees to help them determine and control what is best for them, their families, and working future should form part of a company’s growth strategy.

Care workers often describe their role as a vocation.

Helping staff to flourish can create a culture of enrichment resulting in incredibly empowering transformations. Some may move out of their comfort zones, while others may find a more suitable work/life balance; either way, supporting staff sensitively and effectively could lead to employees being more hopeful about the future, believing in their job roles and believing their responsibilities have been enhanced or changed as a result. Just like person-centred care, extending that opportunity to your staff can result in a positive impact that supports company culture and raising standards in care.

Further information

Angela Sabin of Executive Life Coaching is an executive coach accredited at Master Practitioner Level to the European Quality Standard for Coaching: www.executive-life-coaching.co.uk

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CPD, events and training Keep up to date with the latest developments in special educational needs, with SEN Magazine's essential guide to the best courses, workshops, conferences and exhibitions We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend.

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CPD, TRAINING AND EVENTS

SEN Law Conference 2018 Tuesday 6 March 2018 London

Organised by Douglas Silas Solicitors, IPSEA and Matrix. Confirmed speakers for this one day conference include:

Colin Diamond (Director of Children's Services at Birmingham)

Ali Fiddy (IPSEA) Sarah Hannett (Matrix Chambers) André Imich (DfE) Michael King (LGO) Douglas Silas (Douglas Silas Solicitors) David Wolfe QC (Matrix Chambers) £225, with an early bird discount of £195 if places are secured before 19 January 2018. Any profits will be donated to IPSEA, a charity offering free and independent legally based information, advice, support and training to help get the right education for children and young people with SEN and disabilities.

www.senlawconference.co.uk

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Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

2 & 3 DAY TRAINING COURSE January 3 Day 22-24 2018 £395 June 2 Day 25-26 2018 £287

Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapist, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

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CPD, TRAINING AND EVENTS Rebound Therapy training courses

Online Education from New Skills Academy

“ReboundTherapy.org” – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine accredited and approved staff training courses. With founder Eddy Anderson MCSP Cert Ed.

New Skills Academy pride

01342 870543 www.reboundtherapy.org

School of Education, University of Leeds Specialist masters degrees for practicing education professionals, including MA Special Educational Needs, MA Deaf Education and PGCert Provision for Children with Developmental Disorders. www.education.leeds.ac.uk/ postgraduates/taught-postgraduates

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. newskillsacademy.co.uk

Speech and Language Sciences MSc

Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate University of Birmingham

This part-time, campus-based, blended learning programme has been developed for a range of professionals/practitioners who work with children and adults with learning difficulties in educational settings across the severe and profound range (SLD/PMLD) such as teachers and lecturers, nurses, therapists, psychologists and support staff. www.birmingham.ac.uk

Autism and Learning – PG Certificate/Diploma/MEd

MA in Education (Early Years) Centre for Research in Early Childhood

Accredited by Birmingham City University and recognised for their practice based approach, the modules are intended for practitioner researchers looking for a framework and academic recognition of their current research and work. Popular modules include: Learning Outdoors in Early Childhood, Early Years Music, Leadership and Management and others www.crec.co.uk

Postgraduate Diploma in Dyslexia and Literacy

problems.

The programme aims to give practitioners an in depth understanding of the condition and the working of the autistic mind. It will equip participants with a range of practical approaches and interventions that will enable children and young people on the spectrum to access learning. autism@abdn.ac.uk

This course is for those who have already completed a Postgraduate Certificate in Dyslexia/SpLD or equivalent at Level 7. The Postgraduate Diploma has a focus on assessment and leads to 120 credits with Middlesex University. The Diploma provides eligibility for an Assessment Practising Certificate (SASC accredited) as well as AMBDA (BDA) with Module C2.

www.ucl.ac.uk

www.abdn.ac.uk

dyslexiaaction.org.uk

University College London

A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing

University of Aberdeen

Creative writing competition for children in care and young care leavers Coram Voice has announced the return of “Voices”, its national writing competition for children in care and young care leavers, for a third year running. Coram Voice, a charity that provides a range of services for children and young people in and around the care system, first launched the competition in 2016 as a platform for careexperienced young people to express their creative talents and to celebrate their voices. Research conducted with previous Voices shortlisted entrants found that participation in the competition had inspired them to write more, allowed them to be recognised for their talents and for some, even helped them to come to terms with being in care.

The theme of this year’s competition is “Who or What Makes You Proud” and entries are invited in any written form, including poems, short stories, raps and newspaper articles with a 500 word limit. The competition is grouped in four age categories: primary school, lower secondary school (age 11 to 14), upper secondary school (age 15 to 18) and care leavers. The entries for Voices 2018 will be judged by a panel of experts, each with personal experience of, or a special interest, in the care system, including: • Jackie Long, Social Affairs Editor for Channel 4 News • Lucy Spraggan, singer-songwriter, and newly approved foster carer • Ashley John-Baptiste, BBC reporter and producer • Jenny Molloy, author of Hackney Child • Mr Gee, spoken word artist • Lola Jaye, author of Orphan Sisters • Lisa Cherry, author of The Brightness of Stars • Dreadlock Alien, slam and performance poet. The winner of each category will receive a tablet, donated by Pearson Publishing, and £100 shopping vouchers, and will be announced by the judges at an awards ceremony in London on 9 April 2018. Voices 2018 is open for entries until 8 February 2018. For more information about the competition and how to enter, visit: coramvoice.org.uk/voices18

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CPD, TRAINING AND EVENTS Network Autism: free online discussion group on SEN reforms Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others. www.networkautism.org.uk

MA Leading Inclusive Education Middlesex University

The MA Leading Inclusive Education provides career development for teachers working in inclusive education, allowing them to explore the best ways of leading and managing children and teachers in an inclusive situation. The course provides an insight into the skills needed to deal with various conditions affecting children's learning, and allows teachers to gain a deeper knowledge of how good, effective leadership can impact children's learning and development. www.mdx.ac.uk

Study Specific Learning Difficulties with Middlesex University Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice teaching children with Specific Learning Difficulties - see the impact on your own work and advance your teaching career. www.mdx.ac.uk

Various Dates

ADHD Course Designed for educators and/ or support staff to successfully include learners with ADHD/ ADD and related conditions and provide effective strategies for inclusion of learners with ADHD. Various dates; see website for more details: www.peoplefirsteducation.co.uk

Various Dates

Helping Learners with Autism, Asperger Syndrome and ADHD Day Course A workshop that offers visual, auditory, social and behavioural strategies for teaching and support staff working with learners with autism, Asperger syndrome (ASDs), attention deficit hyperactive (impulsive) disorder (ADHD) and related conditions. Various dates; see website for more details: www.peoplefirsteducation.co.uk

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Various Dates

Dyslexia Course This course focuses on the understanding that despite the fact that learners with dyslexia may find the acquisition of literacy skills challenging, they can still achieve their potential with the implementation of appropriate interventions. Various dates; see website for more details: www.peoplefirsteducation.co.uk

January 2018 9 January

SENCOs and Access Arrangements London

The event will cover roles and responsibilities of centre staff; appointment of appropriate assessors; common access arrangements; evidence gathering and reporting; JCQ Form 8 assessment and interpretation; processing applications and the centre inspection process. www.patoss-dyslexia.org

11 January

Rocket Science or Basic Life Skills? – Developing Metacognition and Critical Analysis Skills for HE Students with SpLDs London

To provide educators working in HE with a broad range of structured activities and strategies they can use to help students develop metacognition and critical analysis skills for use in lectures, reading and writing. The emphasis will be on making metacognition and critical analysis easier to understand and apply, and on revealing how these skills can make studying more efficient and enhance learning. www.patoss-dyslexia.org

12 January

Tony Talks Autism 2018 Manchester

A one-day event. An opportunity to learn with world autism expert Dr Tony Attwood, one of the world's most respected experts on autism.

Autism and Social Skills conference Leeds

With three different seminar streams to choose from, this conference will provide attendees with the tools and strategies to support autistic people in social settings. www.autism.org.uk/conferences

17 to 18 January

Understanding the workplace for autistic women London

Our two-day training course is for autistic women in work who want to increase their understanding of the potential complexities of the workplace. www.autism.org.uk/training

18 and 19 January

Makaton Safeguarding Workshop Birmingham

An in-depth progression route for settings already on-board with Makaton. Takes practice to a new level with safeguarding at centre of planning. £240.00. http://coursebeetle.co.uk

22 to 24 January

3-Day TEACCH Training Course TEACCH 3 DAY training course led by Professor Gary Mesibov, former Director of Div. TEACCH. www.autismuk.com

23 January

Outreach Open Day Practical support and advice on teaching young people who are visually impaired. Specific curriculum areas such as maths, PE, music, science and Braille. £50 with lunch and refreshments included.

01905 763933 www.ncw.co.uk

25 and 26 January

2-Day SCERTS Training

carolyn@medicacpd.com

An introduction and application and assessment using the SCERTS framework Led By Emily Rubin, MS, CCC-SLP Director, Communication Crossroads.

www.medicacpd.com

www.autismuk.com

0141 638 4098

February 2018

17 January

1 February

Autism and Anxiety conference Bristol

Join us at this one-day conference to develop a greater understanding of autism and anxiety, and to explore practical approaches to supporting autistic people experiencing stress and anxiety. www.autism.org.uk/conferences

2 February

University of Leeds Postgraduate Open Day

Attend the open day to find out about masters and research degrees within the School of Education. www.leeds.ac.uk/inspiringminds

5 to 9 February

Five-Day TEACCH Course

Inspirational, intensive course combining active learning sessions with direct experience working with students with autism. Led by trainers from Division TEACCH, University of North Carolina and experienced practitioners and TEACCH trainers from Prior's Court. Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 245911

training@priorscourt.org.uk www.priorscourt.org.uk

7 February

Interpreting Findings and Making Recommendations: Diagnostic Assessment at Secondary Level : SASC Authorised London

In response to requests, this course follows-on from the popular Diagnostic Assessment at Secondary Level day and focuses on taking the assessment findings forward into positive and effective recommendations for both student and teacher. www.patoss-dyslexia.org

7 February

Professionals Welcome Day

NCW opens its doors to professionals from support agencies, charities and local authorities to take a closer look. Includes the NCW offer, tour and lesson observations. Free.

01905 763933 www.ncw.co.uk

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CPD, TRAINING AND EVENTS

Introduction & Application to the

SCERTS Model

2 & 3 DAY TRAINING COURSE

January 2 Day 25-26. 2018 £263 June 3 Day 27-29 2018 £355 Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS March 2018

12 February

15 to 17 March

VIEW Conference

The Education Show

A conference organised by VIEW, providing an opportunity for subject specialists to discuss developments and priorities for supporting children with a visual impairment. Free.

The NEC, Birmingham

01905 763933 www.ncw.co.uk

20 February

Sensory considerations training London

This course will help you understand more about, and learn practical ways of giving support to autistic people living with sensory sensitivity and their families. www.autism.org.uk/training

20 February

Maths Problems - Why Some Students have more Problems than other Students London

The day is based on a “handson” practical workshop approach, to encourage participants to think about the learners they work with from a neurodiverse background, and to think how the CPA approach can be used to aid their learning as well as how to reduce the students’ barriers to learning. www.patoss-dyslexia.org

21 February

Diagnostic Assessment for the Workplace: SASC Authorised London

The vast majority of people with dyslexia will be in the workplace. This course enables diagnostic assessors to extend their practice into the workplace. On the course, delegates will examine how to make recommendation to reports written for university students to transfer to the workplace.

6 March

SEN Law Conference Central London

IPSEA, Douglas Silas Solicitors and Matrix have jointly announced the staging of a new annual SEN Law Conference. This one-day specialist conference is aimed at advisers in SEN law, including claimant and local authority lawyers, IASS advisers and other professionals. Speakers will provide legal and policy updates across all aspects of this fast-moving and developing area. www.senlawconference.co.uk

7 to 8 March

Autism Professionals Annual Conference Harrogate

This two-day conference explores how to empower autistic voice and choice. Hear the latest information from experts in the field and learn from case studies illustrating best practice. www.autism.org.uk/conferences

10 March

AKO Autism Expo The third year for the AKO Autism Expo at Brunel University, the one-stop autism event with top speakers, exhibitors, free clinics and the Autism Experience Bus. http://akoautismexpo.co.uk

15 March

Autism and eating challenges London

This course will examine and explore the common patterns of eating in autistic children and evidence and practice-based strategies for intervention

Masterclass on autism and gender dysphoria; London

Europe’s largest conference for music and drama teachers offers over 80 CPD workshops, including sessions on working with SEND students. Book free tickets at:

With Wenn Lawson, this masterclass will explore autism and gender dysphoria, referencing both academic knowledge and understanding along with his own personal story and anecdotal accounts.

www.mdexpo.co.uk/london

www.autism.org.uk/training

Olympia London

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April 2018

Elklan supporting children who use AAC Designed to equip practitioners supporting AAC users with innovative tools/methods for developing communication. This specialist course is for anyone looking for effective advice/ strategies. For details, visit: www.thepacecentre.org/training

25 April

The Academies Show ExCeL, London

Leading event for all school heads, SENCOs, heads of inclusion, governors, SBMs, CEOs, CFOs, bursars, administrators and heads of learning – with 200+ suppliers. Key themes include SEND, recruitment, pupil and staff wellbeing, governance and leadership. Supported by DfE departments. Free to attend, CPD certified. www.academiesshow.london

25 to 26 April

Naidex NEC Birmingham

Naidex is Europe's most established disability and independent living event, with 200 expert-led seminars. Free. For your free tickets, go to:

16 May

Understanding the effects of Cerebral Palsy (CP) in a mainstream setting Explore the affects CP has on the whole child. You will learn tools and strategies based on experience from your classroom. www.thepacecentre.org/training

23 to 24 May

Sensory Integration Engage in a mix of tutorials and hands-on activities to help understand the impact of sensory processing (SP) and SP difficulties on children’s development. www.thepacecentre.org/training

June 2018

naidex.co.uk

7 June 28 April

NAPLIC Conference Aston University, Birmingham

Developmental Language Disorder: Making change happen. Keynote: Jean Gross CBE, Chair Bercow Review Panel. Presentations: Making use of evidence and sharing best practice. Exhibition. Members £99 to 31 January 2018/£130 after. Non-members welcome.

01273 381009

carol.lingwood@btopenworld.com www.naplic.org.uk/conferences

May 2018

www.autism.org.uk/training

19 March

Music and Drama Education Expo | London

www.education-show.com

Brunel University

www.patoss-dyslexia.org

22 and 23 February

To discover more and to get your ticket for this free-to-attend event, visit:

8 to 9 May

1 May

Understanding stress and anxiety in autism and their impact on behaviour London

This one day course looks at 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. www.autism.org.uk/training

Eating and Drinking Learners will gain a basic knowledge of the difficulties children with motor disorders have with eating and drinking skills, including aspiration and reflux. www.thepacecentre.org/training

11 to 12 June

Supporting Primary School Students Two days to focus on the needs of primary school students with a visual impairment for teachers, teaching assistants and parents. £50 a day with lunch and refreshments included.

01905 763933 www.ncw.co.uk

12 June

Autism and SPELL in Higher Education London

This course will build your knowledge of autism and how to support autistic student at university using SPELL framework. www.autism.org.uk/training

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CPD, TRAINING AND EVENTS 15 to 16 June 2018

22 to 23 June 2018

29 to 30 June 2018

The Autism Show

in association with The National Autistic

in association with The National Autistic Society ExCeL London

The Autism Show, the national event for autism (including Asperger syndrome), attracts over 10,000 parents, carers, and professionals looking for the latest autism information, practical advice, products and services on the condition. Book your tickets now and save over 20 per cent at: http://london.autismshow.co.uk/

18 and 19 June

2-Day TEACCH Training Course Led by Professor Gary Mesibov, former Director of Div. TEACCH. £TBA. www.autismuk.com

20 to 22 June 2018

3-Day SCERTS Training An introduction and application and assessment using the SCERTS framework Led By Emily Rubin, MS, CCC-SLP Director, Communication Crossroads. £355. www.autismuk.com

Society NEC Birmingham

Society EventCity Manchester

http://birmingham.autismshow.co.uk/

July 2018

28 June

01905 763933

9 July

Self-regulation and emotional control

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-todate information before you make arrangements to attend.

Learn strategies to help students become independent in controlling their emotions and impulses, manage their sensory needs and improve their capacity to problem solve. www.thepacecentre.org/training

www.ncw.co.uk

Children and young people challenged to read 100 million minutes in a week Following the success of Achievement for All’s Ten Million Minutes Reading Challenge in March 2017, the Challenge is returning in March, but this time with a target of 100 million minutes. The event’s organisers say that introducing all children and young people to the habit of reading in everyday life can improve communication skills and brighten future prospects. Starting on Thursday 1 March (World Book Day) until Friday 9 March 2018, children and young people across the country

can log their reading minutes in class and at home. Prizes will be awarded to those schools or settings who achieve the highest average number of reading minutes per child or young person and certificates will be available to the individuals who reach key reading targets throughout the week. One of the judges, Lola Jaye, says: “I know that storytelling is one of the most powerful ways we can understand each other’s unique experiences. That’s why I am so pleased to judge Voices 2018, a competition that amplifies the voices of young people in the care system and gives them a platform to tell the world their stories. I can’t wait to read what they produce and celebrate their achievements.” A young person who previously entered Voices said: “The competition is a safe opportunity to share your personal story – it’s a wonderful way to embrace your history and yourself” and another added, “to put what you feel on a piece of paper is quite therapeutic.” For further information, go to: www.100millionminutes.org

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THE CHILDREN’S HOME T R A I N I N G

H U B

THE FOSTER CARE T R A I N I N G

H U B

THE LEAVING CARE T R A I N I N G

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THE SOCIAL WORKER T R A I N I N G

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THE CHILDREN’S HOME T R A I N I N G

H U B

Imagine being able to access all of your training, resources, experts, and consultants specific to the CLA (Children Looked After) sector all under one hub. Online Training – Engaging, Interactive and Compliant • One expertly created online package, free and unlimited every single month for each frontline worker in the CLA sector across the UK. No purchase required • Last month’s course was ‘The Effects of Pornography’, this month it’s ‘Child Sexual Exploitation’, and next month’s will be ‘Human Trafficking’ • Access over 450 further specialist online packages, created specifically by experts in the CLA sector • A fully self-managed, pay-as-you-go system • Credits and courses that do not expire • Access all the below mandatory online packages for free: • Child Protection • Manual Handling • Data Protection and • Reporting and Recording Confidentiality • Risk Management and Safer • Fire Safety Caring • Food Safety and Hygiene • Safe Handling of Medication Matters • Safeguarding Adults • Health and Safety

Face to face training – Delivered by local training experts, using real case studies Over the past three years we have worked tirelessly to not only create an enviable network of the best trainers and consultants from within the CLA sector, but we have also crafted a precise process to manage a client’s needs effectively from the initial discussions around the need for the training right through to its execution.

Working with us will save your organisation up to 35% in time and money, but our main focus is - and always will be - our mutual common goal to deliver effective training which leaves the attending learners in a position to excel in their work with the young people they care for. I have taken the time to list below some of the key benefits that we would like you to consider the next time you have a training need, or maybe when preparing your yearly training planner. • Over 2000 expert trainers and consultants specifically from within the CLA sector • Communicate directly with your expert to add additional learning outcomes based on the young people within your care • A dedicated consultant to work with you to support you in achieving exceptional learning outcomes • Fixed costs with no hidden sustenance costs • Self-sufficient experts. Material and equipment provided for each session • Fully compliant and certificated. Handout and course-related handbook provided to each attending learner • Five key areas of training provision – Specialist, Mandatory, First Aid, DeEscalation, and Therapeutic

www.tscth.co.uk

SEN RESOURCES DIRECTORY

SEN resources directory Information, advice and support for all things SEN... ADHD

Bullying

Epilepsy

ADDers.org

Bullying UK

Epilepsy Action

Information and support forum for those

Support and advice on bullying:

Advice and information on epilepsy:

affected by ADD/ADHD:

www.bullying.co.uk

www.epilepsy.org.uk

www.adders.org

Childline Advice and support for those suffering from bullying:

National Attention Deficit Disorder www.childline.org.uk Information and Support Service (ADDISS) Cerebral palsy Resources and information for ADHD: www.addiss.co.uk

Autism/ASD Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

www.aspergerfoundation.org.uk

Autism Awareness Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS)

Young Epilepsy Support for children and young people with epilepsy plus training for professionals:

www.youngepilepsy.org.uk

FASD

Scope UK Help, advice and support for children and adults affected by cerebral palsy:

www.scope.org.uk

Down syndrome Down’s Syndrome Association (DSA) Information, support and training for those affected by Down syndrome:

The FASD Trust Foetal alcohol spectrum disorder charity.

www.fasdtrust.co.uk

The National Organisation for Foetal Alcohol Syndrome UK Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

www.downs-syndrome.org.uk

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Dyslexia

Help and information for those affected by ASD:

General SEN British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

www.autism.org.uk

Child Brain Injury Trust

Research Autism

Charity supporting children, young people, families and professionals.

Charity focused on researching interventions in autism:

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA) Charity dedicated to reforming attitudes and policy towards bullying:

www.anti-bullyingalliance.org.uk

Beat Bullying

British Dyslexia Association (BDA) www.childbraininjurytrust.org.uk Information and support for people affected by dyslexia:

Department for Education (DfE)

www.bdadyslexia.org.uk

UK Government department.

Driver Youth Trust

www.education.gov.uk

Charity offering free information and resources on dyslexia.

Mencap

www.driveryouthtrust.com

www.mencap.org.uk

Dyspraxia Dyspraxia Foundation UK

Learning disabilities charity:

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Dyspraxia advice and support:

Organisation for the education, training, advancement of those with SEN:

www.beatbullying.org

www.dyspraxiafoundation.org.uk

www.nasen.org.uk

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SEN RESOURCES DIRECTORY

General SEN SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your Smartphone or Tablet for iOS (on Apple App store) or Android (on Google Play store):

www.specialeducationalneeds.co.uk/ senfyi-app.html

PMLD

Visual impairment

PMLD Network

National Blind Children’s Society

www.pmldnetwork.org

Support and services for parents and carers of blind children:

Information and support for PMLD:

Rebound Therapy ReboundTherapy.org

www.nbcs.org.uk

Royal National Institute of Blind People (RNIB)

The UK governing body and international Support and advice to those affected by consultancy for Rebound Therapy: visual impairment:

www.reboundtherapy.org

www.rnib.org.uk

SEN law Douglas Silas Solicitors

Hearing impairment

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process:

Action on Hearing Loss

www.SpecialEducationalNeeds.co.uk

Hearing impairment charity:

Independent Parental Special Education Advice

www.actiononhearingloss.org.uk

Deafness Research UK

Legal advice and support for parents:

www.ipsea.org.uk

Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

National Deaf Children’s Society Charity to help deaf children and young people:

Spina bifida Shine

Information and support relating to spina bifida and hydrocephalus:

www.shinecharity.org.uk

SLCN

www.ndcs.org.uk

Home education

ACE Centre

Advice on communication aids:

The Home Education Network UK

www.ace-centre.org.uk

National organisation for home educators:

Afasic

www.thenuk.com

www.afasicengland.org.uk

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

Help and advice on SLCN:

Communication Matters

Support for people with little or no clear speech:

www.communicationmatters.org.uk

Awarding body for the LOtC quality badge:

The Communication Trust

www.lotc.org.uk

www.thecommunicationtrust.org.uk

Literacy National Literacy Trust (NLT)

Raising awareness of SLCN:

Tourette’s syndrome Tourette's Action

Literacy charity for adults and children:

Information and advice on Tourette’s:

www.literacytrust.org.uk

www.tourettes-action.org.uk

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