nasen Connect November / December 2023 / Issue 42

HELPING EVERYONE ACHIEVE N O V E M B E R / D E C E M B E R 2 0 2 3 / I S S U E 42

Time-saving tips for busy SENDCOs

Top tips for managing a busy workload

Reflections on SEND

The new, regular feature reflecting on SEND-related topics

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Five-a-day

An approach to meeting the needs of children with SEND

EMAIL US: education@nasen.org.uk

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Welcome

By Annamarie Hassall MBE, Chief Executive, nasen

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#42

elcome to the 42nd edition of nasen Connect.

We bring you a variety of features and guest-written articles, responding to reader requests and classroom priorities.

Building on a previously published article featuring the SEND data analysis, (SEND Landscape, Connect 41st edition), readers will find articles relevant to autism and speech, language and communication needs (SLCN). I hope you find these to be timely and rich in their practical strategies. The article on verbal dyspraxia provides an insight into an often-overlooked area of SLCN, one where awareness is increasing alongside a sense of inequity about the absence of post-16 services for speech and language therapists.

The assistive tech post -16 article in our Spotlight section is particularly topical for many settings. In partnership with Empowering Tech, the organisation behind Scanning Pens, nasen launched an assistive tech mini guide in October this year. This is available through the nasen website https://bit.ly/45UitCU – sign up if not already a member.

One of the highlights of this issue is our feature about the nasen Awards 2023, which celebrate the achievements and contributions of individuals,

Tel: 01827 311500 Fax: 01827 313005 Email: education@nasen.org.uk Published by nasen nasen nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP

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teams and organisations working in education to make a difference to inclusion and learners with SEND. A lifetime contribution award was announced for David Bateson, whose career has been dedicated to education and SEND, and who chaired the SEND Forum on behalf of FLSE and nasen for a decade. You can find out about our other winners on pages 10 -12.

In nasen’s own news, membership numbers reached and exceeded 100,000 this term, an all-time high. It is uplifting to see our community increase across the UK, and globally.

Thank you for cascading Connect magazine, for sharing the link with your colleagues and networks, reaching beyond nasen members to a growing community of Connect magazine readers. Do encourage those readers to sign up as a member to the nasen community; the biggest collective with a focus on education and equity for learners with SEND. I hope you enjoy reading this issue and we look forward to hearing your feedback and suggestions for future topics. Thank you for your continued support and interest.

Advertising enquiries: nasen House Tel: 01827 311500 Email: sales@nasen.org.uk

in any form or by any means electronic, mechanical, photocopy, recording or otherwise without the prior permission of nasen.

Editorial enquiries: nasen House Tel: 01827 311500 Email: education@nasen.org.uk

While every care has been taken in the compilation of this publication, nasen cannot accept responsibility for any inaccuracies or changes since compilation, or for consequential loss arising from such changes or inaccuracies, or for any other loss, direct or consequential, arising in connection with information in this publication.

© nasen. All rights reserved.

No part of this publication may be copied or reproduced, stored in a retrieval system or transmitted

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Thank you for cascading Connect magazine, for sharing the link with your colleagues and networks, reaching beyond nasen members to a growing community of Connect magazine readers.

The views herein are not necessarily those of the editor or nasen.

Acceptance of advertisements does not imply recommendation by nasen.

Not all photographs in nasen Connect depict children with special educational needs. Many of the photographs are taken in integrated classes. nasen would like to thank all those who have contributed photographs.

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INSIDE

Contents

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NOVEMBER/DECEMBER 2023 / ISSUE 42 REGULARS

7 / Membership Focus 8 / A sk the team 10/ nasen Awards 14 / Sector Update

44 / Reviews 45 / Reflections on SEND

46 / Events diary

FEATURES

17 / Universal

30 / Supporting

SEND services

language development

19 / Time-saving tips

31 / Is your class

Amanda Wright, nasen’s head of Whole School SEND, explains how online SEND CPD can help.

Teacher Catherine Martin outlines how language development was supported in Balnamore Primary School, Northern Ireland.

for busy SENDCOs

getting their five-a-day?

23 / Empowering children through accessible financial education

34 / Autism lived experience

Amy Howarth, programme manager for Money Heroes, talks about this crucial area of learning.

Tips and experiences about making education more accessible and comfortable from Joe Fautley, an advocate for autism and neurodiversity at the National Children’s Bureau.

25 / Verbal Dyspraxia/ Apraxia of Speech

36 / Youth-led, post-16

Schools SENDCO Ginny Bootman gives you some handy tips for managing a busy workload.

Teacher Zoe Hardman examines the five-a-day approach to meeting the needs of children with SEND.

assistive technology campaign

Read about people’s experience of the condition as they share their thoughts and offer advice on how to best support children and young people.

We hear from young people across the country advocating assistive technology as part of a new campaign.

28 / Strategies to

40 / Animals

support autistic pupils

Alison Eason from Chalgrove Primary School explains how a few effective adaptations can help autistic pupils be themselves at school.

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supporting education

Jenny Phillips, EYFS Forest school practitioner and SENCO, shares her story of how a cat called George and other animals can benefit education.

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ADVERTORIAL

Major milestone reached as nasen reaches

100,000 members

nasen (the national association for special educational needs) have announced a noteworthy milestone, as their 100,000th member joins their growing community of education professionals from across the school workforce. nasen, is a charitable membership organisation who exist to support and champion those working with, and for, children and young people with SEND and learning differences.

Launching in 1991, the charity is rooted in research and evidence-informed best practice and works tirelessly to provide information, training and resources that help to ensure that their members within the UK and across the globe are provided with the most up to date knowledge and support required to become effective, inclusive practitioners.

Annamarie Hassall MBE, and Chief Executive at nasen, said: “We have reached many milestones this year, including an increase in attendance to our annual SEND conference, nasen Live this summer, successfully delivering the DfE (Department for Education) funded Assistive Technology Programme with partners Microlink, launching our new online training webinars SEND CPD on demand, and reaching over 70% of schools in England.”

Gaining our 100,000th member marks another great achievement for us, and I am proud of everybody in the nasen family, who work to support our members and protect the interests of our sector.

“We have recently published our Trustees’ Annual Report for 2022/23 – https://bit.ly/47msN8e, which includes details of the full breadth of our work – an inspiring read that underlines the dedication and commitment of everyone involved in the education of children and young people with SEND, and one I’d encourage everyone to take a look at.”

Nasen’s network spreads far and wide, and includes representatives from the mainstream and specialist sectors, from professional associations and membership organisations, and, from key government departments.

The charity has also just entered their second year of Universal SEND Services, hosted by Whole School SEND – an ambitious three-year programme, which is funded by the DfE to help make sure the education workforce delivers high quality, inclusive teaching throughout every setting in England. With a flexible, free-to-access offer that encompasses everything from 20-minute online learning units through to comprehensive year-long research projects, including the development of professional networks and peer mentoring, it’s no surprise that the impact on practice is already being seen. More information about these free units can be found at https://bit.ly/3PTbTqs

MEMBERSHIP

as winners and nominees were recognised for their commitment to inclusivity.

It was a heartwarming testament to the progress and dedication within the SEND community, making it an overwhelmingly positive and memorable evening for all involved. See pages 10 -12 for details of the winners and photographs of the event.

Welcome to Connect´s Membership Focus his month, we are thrilled to share some great news with you – nasen has achieved a remarkable milestone of 100,000 subscribers!

This achievement fills us with immense pride and gratitude, and it underscores the incredible support and dedication of our membership community. Reaching this significant milestone wouldn’t have been possible without the invaluable contributions of each and every member.

As we continue this journey, we remain dedicated to serving and supporting our community, and we look forward to reaching even greater milestones together in the future. Thank you for being a part of the nasen family and for helping us make a difference.

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We are equally pleased to announce the release of our ‘Dates for Your Diary’ and ‘Sector News’ emails, set to be delivered at monthly and half-termly intervals.

These engaging email series will keep you well-informed about important dates and provide the latest updates from the dynamic world of special educational needs and disabilities (SEND).

Stay ahead with nasen and never miss a beat in the ever-evolving field of education!

We continue this month’s membership focus with discussion of the unforgettable nasen Awards 2023. It was an extraordinary evening that celebrated the outstanding achievements of remarkable individuals, institutions and organisations from across the SEND sector. The atmosphere was filled with inspiration and appreciation,

And finally, if you’re seeking additional support this term, why not explore our latest SEND subscription? Access toptier professional development at your convenience with nasen’s SEND CPD on Demand – the ultimate flexible training resource. Starting at just £199, you can enhance your learning with access to over 70 pre-recorded SEND CPD sessions designed to cater to the diverse needs of the education sector. Want to learn more? Check out our informative content guide and embark on a new academic journey of enriching education: https://bit.ly/3PtMYus. If you have any thoughts or feedback to share, we’d love to hear from you: membership@nasen.org.uk.

TRUE PARTNERSHIPS IN SEND

Author: Heather Green and Becky Edwards Publisher: Routledge ISBN: 9780367544942 Price: £19.99 Reviewer: Zoe Mather

Use the QR code and the Preview Book button to view chapter 1.

‘True Partnerships in SEND’,authored by a team of experts in the field, explores the essential concept of collaboration and partnership in education. The main theme is how the importance of genuine collaboration among educators, parents, and professionals involved in the SEND community is used to support learners with SEND to fulfil their potential.

It delves into the nuances of building strong, authentic partnerships that prioritise the wellbeing and development of learners with special needs. The authors offer valuable insights and practical guidance for SENCOs, and wider leadership, seeking to foster these partnerships effectively. The book recognises that no single individual can provide all the support required by a learner with special

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needs, and thus, it promotes the power of unity and shared responsibility.

One of the book’s strengths is its wide-ranging coverage of topics.

From discussing effective communication strategies to assessing the benefits and challenges of working with external agencies, the authors provide comprehensive insights into the diverse aspects of partnership building.

They incorporate real-world case studies and examples, making the content highly relatable to the daily challenges SENCOs face.

Helpful ‘topics for discussion’ prompt questions allow for more in-depth contextualisation while the reminders to focus on capability not disability bring person-centred approaches to the fore.

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ASK THE TEAM

There is always a steady stream of questions arriving at nasen House and, of course, the Education Team answers them as soon as possible. But while many of them are specific to a particular context, the answers to a number of them could be helpful to the wider nasen membership. ‘Ask the team’ provides the space to share these questions and answers.

education@nasen.org.uk

01827 311500

@nasen_org

@nasen.org

If you have a question, and think the answer would be useful to everyone, please submit it to education@nasen.org.uk Of course, you can always give nasen House a call too.

Governance

Communication I teach in a Year 1 class within a mainstream school. How can I best support children starting in my class after the school year has begun, particularly children who find communication and interaction difficult?

I have just been appointed SEND governor in a mainstream secondary school. I have SEND experience, but I’d like to know more about my role and responsibilities as a governor, including how I should work with the SENCO. I want to make sure that I am supporting them effectively.

Is there any guidance available for governors?

(Y1 teacher, Bedfordshire)

(Governor, Leicestershire)

Transitions between schools are, clearly, a very significant event in the life of any child. Ideally, of course, there will be some time to prepare – for the child and their family, as well as for staff and peers in school. Relationship building is the key factor here. As well as information and paperwork from their previous setting (if available), it will be important for you or an appropriate member of staff to have met the child and their parents/carers before they join you. This will help you to gather information about the child’s strengths, interests and any challenges they face.

Transition meetings or visits to school during quieter periods (for example, after the school day has finished) will help the child to get a feel for the environment without the added hustle and bustle of other children.

Providing a social story or transition booklet in advance can be very helpful, particularly if it includes photos of key staff and areas of the school building.

The governance of SEND within any educational setting is an important responsibility, and you can have a real impact on how students are supported.

It’s great to see you mention working effectively with your SENCO as this will really help them, as well as drive improvements in your school.

There are various places to find out more about the governor role, in addition to the Framework for Governance and the Competency Framework published by the DfE. https://bit.ly/3u0kXm9 The National Governance Association is a membership organisation, providing information, advice and professional development to governors, boards and organisations. https://bit.ly/3QhQszt There are nasen governance webinars available here: https://bit.ly/46pmm3S, and nasen also offers bespoke governance training packages: https://bit.ly/44fSAwX

It can also be useful to assign a peer buddy, if appropriate. If the child is unable to interact to start with, try not to be disheartened. Given time, space, and lots of gentle work on relationship building, it’s likely their confidence will improve over time. Of course, everyone is different, and it’s important to be led by the child and what they feel comfortable with as they settle in.

Even with the best possible processes in place, many of us will have found ourselves in a situation where a child suddenly arrives on our classroom ‘doorstep’ with very little warning.

If this does happen, it’s extremely important to take a deep breath, be welcoming and appear unphased, regardless of how much we may be panicking inside! If this is happening routinely, of course, it’s a good idea to address the issue with your SLT.

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AWARDS

nasen Award 2023 winners announced Sixteen recipients celebrated for transforming the lives of children and young people with SEND and learning differences

In the seventh annual nasen Awards, 16 schools, individuals and organisations were recognised for their outstanding work to ensure that children and young people with special educational needs and/or disabilities (SEND) and learning differences reach their full potential.

The inspiring ceremony, held at the Grand Hotel Birmingham on Friday 6 October 2023, was supported by official media sponsors, Tes, and hosted by actress, author and comedian, Samantha Baines.

Above: Host of the nasen Awards 2023, Samantha Baines Right: CEO of nasen, Annamarie Hassall MBE Below: nasen staff and trustees

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THE NASEN 2023 AWARD WINNER S ARE: Winner of Alternative Provision of the Year, Chadsgrove School

AWA R D

WINNER

Alternative Provision of the Year Award, sponsored

by Sensational Tutors

Chadsgrove School, Bromsgrove

Changemaker of the Year, sponsored by Rockerbox News

Hannah Walton, One/Third Project, West Midlands

Co-production Initiative of the Year, sponsored by The Seashell Trust

Emily Rushton and BHJS Neurodiversity Champions, Bromley

Winner of Co-production Initiative of the Year, Emily Rushton and BHJS Neurodiversity Champions

Early Years Provision of the Year, sponsored by Nursery World

University of Bradford Nursery, Bradford

Below: Winner of Early Years Provider of the Year, University of Bradford Nursery

Further Education Provision of the Year, sponsored by Seashell Trust

Derwen College, Derwen, Shropshire

Innovation in the Field of Inclusion Award, sponsored by Concero

Highland Deaf Education Services, Scotland

The International Provision of the Year Award, sponsored by IDL

Neurodiversity at Work Research Centre, Thailand

Leader or Leadership Team of the Year Award, sponsored by National Education Union

Andrew Poole, Everton Free School, Liverpool

Primary Provision of the Year, sponsored by Axcis Education

Sir Alex Fleming Primary School, Telford

Secondary Provision of the Year, sponsored by Secondary Language Link

The Ruth Gorse Academy, Leeds

Specialist Provision of the Year, sponsored by The Edwin Group

NHS England Choices College, Yorkshire

Support Practitioner of the Year, sponsored by Whole School SEND

Rob Carroll, Barnet and Southgate College, Barnet

Teacher of the Year Award, sponsored by Scanning Pens

Gary Whall, formerly of Bristnall Hall Academy, Oldbury, Sandwell

The David Ryan Award for Positive Media Impact, in honour of late nasen trustee, David Ryan, sponsored by nasen Connect

Georgina Durrant, Author and Podcaster, Cheshire

Young Advocate of the Year (aged 16 and under), sponsored

by Cosmo by Filisia

Finn Anderson-Hendra, Dwight School, London

Young Advocate of the Year (aged 17 and over), sponsored

by Christie and Co

Maham Butt, Hopwood Hall College, Manchester

Winner of Further Education Provision of the Year, Derwen College

Winner of Innovation in the Field of Inclusion, Highland Deaf Education Services

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AWARDS

Above: Winner of Leader of the Year, Andrew Poole Right: Winner of Primary Provision of the Year, Sir Alex Fleming Primary Left: Winner of International Provision of the Year, Neurodiversity at Work Research Centre

Winner of Secondary Provision of the Year, The Ruth Gorse Academy

Winner of Positive Media Impact award, Georgina Durrant

Winner of Teacher of the Year, Gary Whall

Below: Winner of Young Advocate of the Year (aged 17 and over), Maham Butt

Below: BSL Interpreter

Winner of Specialist Provision of the Year, NHS Choices College

Winner of Support Practitioner of the Year, Rob Carroll

SPONSORS

For more information on the nasen Awards, to register your interest for 2024 and to find out more about all of this year’s winners, visit: www.nasen.org.uk/awards or follow #nasenAwards2023 nasen connect

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AWARDS

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SECTOR UPDATE

Sector

A L L T H E L AT E S T NEWS FROM ACROSS SEND

Update education@nasen.org.uk

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@nasen_org

@nasen.org

Charity’s five-year strategy aims to help all children with speech and language challenges five-year strategy has been launched by Speech and Language UK, entitled ‘Confident young futures’.

The strategy comes following the recent report, ‘Listening to unheard children’, which found that 1.9 million children are now behind with talking and understanding words. Speech and Language UK wants to make sure every child with speech and language challenges has the skills they need to ‘face the future with confidence’.

They have unveiled five key aims: AIM 1 – Make speech and language central to more schools and nurseries’ everyday practice across the UK. AIM 2 – Make its two schools, Meath and Dawn House, leading examples for speech and language best practice.

AIM 3 – Make sure all families know about speech and language development.

AIM 4 – Make sure speech and language is at the forefront at the political agenda.

AIM 5 – Make sure Speech and Language UK’s culture, infrastructure and funding model is fit for the future.

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Speech and language difficulties are still the highest need within primary schools.

The National Day Nurseries Association says that, due to the early years staffing crisis, it is becoming ‘increasingly

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difficult’ to give children the extra help that they need, especially crucial in those first few years. To read more about the strategy or how you can support, please visit: https://bit.ly/45ysmWZ

Don’t want to wait for the next issue?

Check out https://nasen.org.uk/news

New appointments across education sector Since the last edition of Connect we have seen two major changes in those at the policy and practice level across education, which will have an impact on all provisions.

Sir Martyn Oliver has been appointed as the next His Majesty’s chief inspector (HMCI) of education, children’s services and skills at Ofsted. Sir Martyn is currently CEO at Outwood Grange Academies Trust, encompassing 41 academies across primary, junior, secondary and alternative provision in the north of England. They are also one of the founding trusts of the National Institute of Teaching. Sir Martyn will start his five-year term in January 2024 following Amanda Spielman’s exit at the end of this year.

David Johnston OBE was appointed as Parliamentary Under-Secretary of State for Children, Families and Wellbeing in August 2023. He replaces Claire Coutinho, who held the post for ten months. Before he became an MP in 2019, he was CEO of the Social Mobility Foundation for over ten years and a member of the Social Mobility Commission for five of those.

Prior to this, he was co-ordinator of the Oxford Access Scheme with the Sutton Trust, which aimed to encourage talented students to apply to university. His OBE was awarded in 2018 for services to social mobility and education. He comes into the role as the government SEND and AP Improvement plan is beginning to be piloted in councils around the country.

The Big Ambition – Have your say!

The children’s commissioner for England, Dame Rachel de Souza, has launched The Big Ambition, a national survey of children and young people across England. The aim is to hear what children think is important. In the lead up to the next general election, the children’s commissioner wants to take children’s thoughts, opinions and ideas to decision-makers, to make sure that the Government hears what children think needs to be done to make their lives better in England.

There is a set of lesson plans and slideshows for primary and secondary schools to share with their students to introduce them to the survey and its purpose. There are several formats for the survey, including one for adults responding on behalf of students. The Big Ambition survey will be open until Friday 15 December. All resources and surveys are available here: https://bit.ly/3M2YrPJ

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SECTOR UPDATE

Child Poverty Action Group produces resource to support schools to increase access The Child Poverty Action Group (CPAG) has created a ‘Cost of the School Day Calendar’ resource to help schools identify possible cost barriers during the academic year, and think about alternatives to help ensure all children and young people can fully participate in education. Throughout the calendar, they have included ideas and good practice examples from the UK schools that took part in the Cost of the School Day project.

Current figures estimate 4.2 million children living in poverty, which is around free school meals pupils in a class of 30. With the cost-of-living crisis forcing more families into this bracket, some of whom may not yet be identified to schools, poverty-proofing the school day is more important than

ever. With 25 per cent of pupils with SEN identified as receiving free school meals (FSM), this means over 1 million pupils with SEN are living in poverty.

The calendar considers areas of the curriculum and the related costs, such as craft projects, equipment for subject-option, days such as Comic Relief and World Book Day and more. While absence figures are high, some of these elements are having an impact on those pupils in poverty who may choose to miss school rather than face being identified as unable to participate.

With minimising school absence such a high priority, all consideration of barriers to access must be investigated.

Access to the calendar is available here: https://bit.ly/3FjBeoA

Inclusive playgrounds – can you help?

A new campaign by Scope is calling on parents and interested parties to identify how inclusive their local play areas are for disabled children and young people.

The ‘Let’s Play Fair’ campaign is aimed at national and local government to create more inclusive playgrounds so that all children have suitable play equipment. As part of the campaign, they are asking people to visit their local play areas and complete an online survey that will be used to petition for change with the Government.

They have also created an email template that can be used to contact local councillors to petition for change.

Scope is hoping to raise people’s awareness of the issue and to understand that families are being excluded from these spaces. We at nasen firmly believe that play is fundamental to children’s development, and all children need, and have a right, to access their local play facilities. The online survey is open until January 2024 and is available here: https://bit.ly/400bbfW

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Why not set aside 20 minutes to sign in and get started today? https://bit.ly/46EUvx3

Universal SEND Services: providing CPD that fits in with busy workloads As we juggle busy teaching calendars with an important element of continuing professional development (CPD), Amanda Wright, nasen’s head of Whole School SEND, explains how online SEND CPD from the Universal SEND Services programme can help.

AB OUT UNI VE R S A L S E ND S E RVI C E S Universal SEND Services is an ambitious programme, funded until 2025 by the DfE. It brings together support for SEND in schools and across further education, with the ambition of improving preparation for adulthood from the earliest years in a seamless, joined-up way.

The programme is delivered by nasen through Whole School SEND, with the Education and Training Foundation and the Autism Education Trust. https://bit.ly/3tLIeIw

This term, we’ve launched five new free-to-access online CPD units.

These are part of a series of 20 that will be released over the course of the Universal SEND Services programme to help practitioners explore some of the most commonly observed barriers to learning, regardless of age, label or area of need.

Eight units exploring Safety and Belonging and Language and Communication launched last year; the new units cover Social, Emotional and Mental Health, Sensory Processing and Physical Needs.

We’ve worked with a range of leading specialists from the sector, condensing many years of experience and understanding into these bite-sized modules.

High-quality, inclusive practice should be at the heart of every learning environment, but we know that school and college life is busier than ever, so we have made these

units as easy to access as possible.

Each one takes 20 minutes to complete and provides practitioners with clear guidance on adaptations to help meet the needs of all learners. To date, over 6,500 practitioners have accessed the units. Feedback tells us that the flexibility is valuable; there’s no need to complete units in order, and partially completed units can be revisited without the fear of ‘losing’ work.

We know that understanding is not the same as doing, so we encourage people to use the units as a first step, to go out and test the approaches in their practice and to reflect on what is and isn’t working well.

To further contextualise learning, we offer live online discussions; Specialist Spotlights.

These often feature the specialists involved in the development of the units and are a great opportunity to build on learning, share experiences and seek advice.

13 UNITS ARE NOW AVAILA BLE:

Creating an emotionally safe environment Creating a socially safe environment Creating a physically safe environment An introduction to speech, language and communication needs (SLCN) Identifying and supporting SLCN Supporting development of SLC skills Creating a communication supportive environment Understanding behaviour as communication Promoting mental wellbeing in your setting Understanding and promoting resilience Understanding anxiety and creating a supportive learning environment Supporting sensory differences in the learning environment An introduction to teaching learners with physical needs.

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FEATURE ➜

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TEACHING & LEARNING

BIO GINNY BO O T M AN

Time-saving tips for busy SENDCOs I’m currently a SENDCO across four schools in Northamptonshire.

I think I speak for most SENCOs when I say we are all busy and it often feels like there’s not enough time to get everything done.

With that in mind, here are my tips for managing a busy workload.

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ime saving is all about relationships and asking ourselves “is this the most effective way to do this?”, especially if it is something we are going to have to do repeatedly.

On the next page you will see some things which save me time, but I am constantly on the lookout for more tips! Please do share your time-saving tips with me on ‘X’ (previously Twitter) @sendcogirl – I love finding new ways to save time so that I can be with the children even more.

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Ginny Bootman is a former headteacher and now a SENDCO with responsibility for four primary schools, as well as a regular speaker at national SEND conferences.

She is passionate about the impact of relationships within education, particularly for those working with children with additional needs. Ginny’s new book Independent Thinking on Being a SENDCO (Independent Thinking Press, 2022) is out now: https://bit.ly/4026EJT

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FEATURE

TEACHING & LEARNING

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T H E REF ER R A L MAT R I X

We x have to do so many referrals. I work across three different Local Authorities (LAs) who all have different ways of working.

To save time, I created a ‘matrix’ with hyperlinks so that whenever I need to do a referral, I am directed to the correct link without having to dig or search online. This also makes life easier if referrals are based on school, home or GP address. I have been stung too many times by inadvertently sending a referral to the wrong LA, as a child can live in one LA, go to school in another and their GP can be in a third. If sent to the wrong LA, a referral is sometimes just batted back and not sent on to the correct LA, leading to an inadvertent waste of everyone’s time.

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NE T WO RKS KE E P US SANE

I am very fortunate to have a fabulous network of individuals around me.

These individuals (who are often fellow SENDCOs) are sounding boards without judgment. If you haven’t got any networks, make a phone call to a local school or email a local SENDCO and set a time to have a chat. That chat can save you time in the long run as you share your successes and challenges and understand how, by tweaking certain things, you can save valuable time to enable you to better support the children in your care.

MA K E YO UR AD M IN YO UR B E S T F R I E ND AND D E F RIE ND T HE FI L I N G CABINE T

I soon realised that I had to find ways to save time when I became SENDCO of four schools. One of the best ways I did this was to work closely with the administrators at each school.

I made a template of key information required for any referrals I do; percentage attendance, home address, date of birth, date the child joined the school etc. I now have this as an editable template and the administrators fill this in for me electronically rather than trawling through a filing cabinet to get the information, as I have done in the past. It really does save so much time.

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T O M EE T O R N O T T O M EE T, T HAT I S T H E QU E S T I O N

We should always be mindful of how busy everyone is and ask ourselves “do we need this meeting?”.

Through conversations with colleagues, I now realise that sometimes a meeting is not actually needed. Take, for example, an upcoming meeting to gather information from a class teacher. I now ask the class teacher if we need a meeting, or if instead the information can be collected via a live document.

Just consider it as an alternative.

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T HE PO WE R O F THE SE CO ND CO M PUTER M O NIT O R

Put a request in for a second computer monitor. I am not joking, it changed my life. It never ceases to surprise me how my mouse can so easily glide from my laptop monitor to my second monitor seamlessly. This is so useful when completing referrals as copying and pasting can be done across the two devices without having to open and close windows.

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H OW T O H AV E THE MEETING

If a meeting is needed, there are many options now for how to conduct it: virtual, in-person, hybrid. I give parents and staff the option. Some favour in-person, others like virtual and sometimes we have a mixture of both, because why not?

Obviously, it depends on the nature of the meeting but, generally, if individuals are able to go with their chosen option, the meeting begins on a positive note.

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RING, D O N’T E M AIL, IF YO U GE T A SPIKY E M AIL

This saves so much time in the long run. We’ve all had that spiky email and we can easily decide that the best course of action is to reply via email. Then we get the spate of emails flying backwards and forwards and it snowballs. Bite the bullet and either meet them in person or ring them.

A more human approach builds trust. This paves the way for the future.

Positive relationships are key in schools.

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H AVE T H E M E E T I N G N O W, I T S AVES T I M E L AT E R

Imagine the scene. A parent would like a meeting urgently. Of course, being busy we may put the meeting off until the next day, or the next week. In my experience, whatever needs to be discussed is likely to snowball and take up more of our time than it would have if we had spoken to them as soon as possible. When time is scarce, ring them.

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F IND T IM E T O CHAT

It’s easier said than done, but a few words spoken in the playground at the beginning of the day to a parent about the weather, their child’s fabulous artwork or an anecdote about their child’s prowess for hopscotch all build relationships. The word to the child in the corridor (“new shoes?”, “have you had your hair cut?”, “have you made that Lego model you got for your birthday?”) once again builds relationships. Asking a member of staff how their dog is, how school is going for their child because they told you that they were finding it a bit tough. All these things builds relationships. Positive relationships are key in schools. They help get us through the tricky times and stop the snowballing happening. This then allows us to ‘nip things in the bud’ which saves us time.

J US T S AY N O

That sounds quite harsh but bear with me.

As a SENDCO, have you ever heard the words, “but you’re so good at filling in forms”, “you’re so good with people”? If we’re not careful, by default we become the person who gets given these tasks. By saying no, we are not being negative, we just need to consciously decide if what someone is asking us to do is actually our job or if it’s because we are ‘good’ at these things (or because someone else doesn’t want to do it). I have had experience of this and, when you have this radar on, you will notice it more.

Remember, questioning whether you should be doing something is a professionally positive act. It ensures that your energy is being used for the right reasons.

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FEATURE ➜

TEACHING & LEARNING

Empowering children through accessible financial education We hear from Amy Howarth, programme manager for Money Heroes (part of Young Enterprise), about this crucial area of learning. s a parent of two young children and a former primary teacher, I have always appreciated the importance of financial education.

In recent times though, the cost-ofliving crisis has highlighted the need for all children to learn good money management habits from a young age.

In 2013, The Money Advice Service found that children start

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to form their habits and attitudes around money by the age of seven. It is therefore crucial that we provide them with financial education as early as possible, so they develop positive behaviours around money. Helping equip them with practical decision-making skills around how to handle money, distinguish between needs and wants, plan for the future and recognise fraud, will provide them

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with the life skills they need to become more independent.

Young people with SEND can be particularly vulnerable when it comes to money. The better we can educate them, from an early age, the better the outcome. If this education is delivered in a way that’s accessible and inclusive, the greater the understanding of money skills such as budgeting, saving and protection they will have when they grow up.

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To find out more about the programme, read the FAQ flyer (https://bit.ly/3EVX5m2).

You can also see the full range of resources and find out about the free SEND training at www.moneyheroes.org.uk or by emailing moneyheroes@y-m.org.uk.

FEATURE

TEACHING & LEARNING

CH I LD REN B EG I N T O F O R M MO N E Y HA B I T S F ROM T H E A GE O F S E V E N

95% 81% 85%

per cent of 16-24 year olds believe that money management is something that can be learnt

per cent of parents believe they can affect how their children will behave with money when they grow up

Gaining financial knowledge and skills can also boost children’s confidence, and knowing how to handle money effectively can improve self-esteem. This, in turn, can positively affect other areas of their lives.

To make financial education inclusive and practical, it’s important to connect learning at home and in the classroom with real-world experiences. Activities such as budgeting, shopping and managing pocket money provide practical applications of acquired knowledge, making learning more meaningful. These are vital life skills every child should learn, and the aim is to break down some of the barriers to learning that people may have encountered in the past.

We believe early financial education is essential in developing children’s spending and saving habits.

per cent of young adults aged 16-24 say they were not taught money management at school

FREE SUPPORT, AT SCHOOL AND AT HOME

BIO A MY HO WART H Amy is the programme manager for Money Heroes, part of Young Enterprise, and has worked in the financial education sector for the past five years.

She is a mum of two, former teacher and firm believer in making this area of learning accessible to all young people.

A free programme called Money Heroes has been developed to help address this.

The programme provides financial education for young children through high-quality, engaging resources, storybooks and games. There are resources for those supporting young people up to a learning age of 11, at school and at home, designed to improve young people’s financial capability in a practical way. There is a strong focus on applied learning practices and a range of adaptable resources that help to foster good money management practices, as we believe early financial education is essential in developing children’s spending and saving habits.

Money Heroes aims to make financial education tangible, with real-life examples and practical activities to help bring previously abstract concepts to life.

The activities cover vital themes such as earning money, spending, budgeting and saving and many resources have been developed in partnership with charities and associations across the UK. Amongst the resources for teachers with SEND

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students are the Ed and Bunny storybooks, along with games, practical activity plans, podcasts, support resources, educator guides and free CPD training.

The resources are available in multiple accessible and adaptable formats, and there is a set of ready-to-use adapted activities suitable for children with special educational needs or those not in a mainstream setting. These resources were developed in partnership with BBC Children in Need. All books are now available in braille, thanks to support from the Royal National Institute of the Blind (RNIB), as well as in large-print and as big books. There are British Sign Language (BSL) signed videos, thanks to support from the Royal Association of Deaf people (RAD), audiobooks and a new earlyreader eBook. This range of SEND activities and books are ability-led rather than age-categorised to allow educators to best adapt to the needs of their students and teach these vital life skills.

Money Heroes also offers free CPD-certified teacher training, including training aimed specifically at SEND educators, to help schools embed financial education with ease.

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Verbal Dyspraxia/Apraxia of Speech Verbal dyspraxia is a neurological condition affecting the way the brain communicates to the mouth to form intelligible speech.

Here, people with experience of the condition share their thoughts and offer advice on how best to support children and young people.

KAREN MASSEY – SPEECH AND LANGUAGE THERAPIST Verbal Dyspraxia is a term we use here in the UK to describe a severe speech condition. It is also known as (Childhood) Apraxia of Speech (CAS), and it is likely that this is the term we will be using more in the future. A child diagnosed with CAS will know what they want to say, but struggle with the motor planning and movements between sounds and syllables.

Speech might not be precise, they may have a very limited number of speech sounds they can produce, and they might also find it difficult to regulate volume, speed, intonation and syllable stress.

Although it is a speech condition, CAS can impact many other areas over time, including literacy, confidence, self-esteem and social relationships.

It can be a very frustrating condition, partly due to the fact a child does know

what they want to say, but their mouth can’t physically produce the sounds accurately enough to be understood.

It is a condition that usually responds well to regular speech therapy.

In school, the best advice would be to get to know the child first, as that relationship will help everything else.

Remember that every child, including every child with CAS, is unique, so use advice and strategies with that in mind, adapting things to suit them, with input and guidance from those who know them best.

General tips include allowing extra time for them to process verbal information and to formulate their reply – whether this is verbally or using an alternative communication method. Acknowledge that communication may take many different forms, so offering encouragement where signing, symbols and technology are suggested, is important. Take the time to listen to parents/carers and work

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alongside speech therapy colleagues as much as possible. Visual and multisensory approaches to both speech and wider learning may be beneficial, as well as creating opportunities for the child to rehearse and practise their speech work daily. Be patient. Children with CAS work very hard over long periods of time on their speech, and you can make a positive difference as a supportive adult in school.

BIO KARE N M ASSE Y Karen has worked as a children’s speech therapist for 15 years and is co-founder of All About Speech Therapy Ltd. Karen is passionate about helping parents and educators of primaryaged children who are desperate to speak but haven’t yet accessed the right tools and techniques.

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FEATURE

The verbal Dyspraxia factsheet from children’s communications charity, I Can: https://bit.ly/44T0Tih The All About Speech Therapy website: https://bit.ly/3sRuifo Connect with Mikey on Facebook: https://bit.ly/45Vf1Ji

TEACHING & LEARNING In school, the best advice would be getting to know the child first, as that relationship will help everything else.

YAS FIRTH – PARENT My son Ethan was diagnosed with verbal dyspraxia at the age of three.

We were lucky to get this diagnosis before Ethan started school, however it didn’t make the journey any easier. We have still experienced so many hurdles over the years such as securing an EHCP, getting the correct school in place and ensuring he was able to access regular speech therapy.

If I had any advice for someone who may come across a child with verbal dyspraxia, I would say please be patient!

The worst thing you can do is rush them or speak for them. It may be a good idea to consider alternative ways of communication, whether this is Picture Exchange Communications Systems (PECS), Alternative and Argumentative Communication (AAC) or Makaton, the system of symbols, signs and speech that enable people to communicate.

Ethan didn’t take to any of these as he just preferred to attempt to talk, however, they are excellent alternatives for those children who may need a bit of extra help.

It has been a very difficult eight years since Ethan received his diagnosis and the journey definitely isn’t over yet, but he now has intelligible speech and will even attempt to speak to unfamiliar people. This is something we didn’t think would ever happen at the start of our journey – it’s so important to work as a supportive team and not give up!

BIO YAS FI RT H Yas is mother to two wonderful children, one of whom has a diagnosis of verbal dyspraxia. She devotes much of her spare time to raising funds and awareness around the condition.

MIKEY, FOUNDER OF MIKEY’S WISH I’m Mikey, I’m 22 and I live with verbal dyspraxia. Speech and language difficulties affect every area of a child’s life. I was lucky, I had lots of support throughout my schooling, and was able to access speech therapy, one-to-one sessions for extra reading, small group work and pre-teaching of vocabulary for upcoming topics. Even with all this support, I still fell four years behind my peers, with a reading and writing age of seven when I went to senior school at 11 years old.

I was fortunate to attend a secondary school with a learning support unit. Unfortunately, not every child with speech and language difficulties is so lucky.

Something clicked in secondary school and, as my speech came, my understanding also developed. Then, and only then, due to the amazing support I received, I was ready to learn and begin to close the gaps.

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Determined not to waste the opportunity, I caught up to my peers and passed all my GCSEs (although English language took three attempts!) I have since completed my Level 3 Childcare and Education course and plan to work as a Learning Support Assistant to help children like me. I really do believe that every child deserves access to education, and if making small adjustments like those suggested by Karen makes this possible, then it something we should all try to do.

BIO M IKE Y AKE RS Mikey is an adult who lives with a diagnosis of verbal dyspraxia.

He devotes his spare time to supporting others and raising awareness of his diagnosis.

He is working with his MP to raise awareness in Parliament and lobby the Government to secure more funding for speech and language services in the UK.

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Note from the editor: This article uses identity-first language throughout. It is very much a personal preference to use identity-first or person-first and we will use both throughout our publication as given by our contributors.

FEATURE

TEACHING & LEARNING

Strategies to support autistic pupils Alison Eason, head of the additionally resourced provision (ARP) at Chalgrove Primary School explains how a few small yet effective adaptations can help autistic pupils be themselves at school. he typical primary school classroom can be an exciting place to learn but, too much light, colour, sound and texture can potentially cause sensory overload for an autistic pupil.

In an attempt to fit in with their classmates and please the teacher, a child might try to hide the fact they are uncomfortable processing what feels like an avalanche of sensory information.

But in the long term, pretending to be someone you are not is very damaging.

Research suggests if a person feels they have to mask their autistic traits it can be harmful to their mental health.

I was alarmed to see figures (https://bit.ly/3sXIQdq) from the National Autistic Society which indicate as many as 66 per cent of autistic adults had thought about suicide during their lifetime.

Fortunately, many primary schools and specialist settings are trying to break these patterns of masking behaviour early in a child’s life by introducing some simple yet effective initiatives.

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CATER FOR SENSORY DIFFERENCES While we often tend to refer to the five senses, there are in fact

eight – sight, hearing, smell, taste, touch, balance and movement (vestibular), internal (interoception) and body awareness (proprioceptive).

Processing everyday sensory information in any of these areas can be difficult for autistic people.

However, it’s amazing how just a few tweaks to the classroom to overcome sensory triggers can make such a difference to an autistic child – and will often benefit other children in the class too.

For instance, some children can become dysregulated when faced with harsh lighting or sudden, unexpected noises. But a dimmable light switch or a mat on a hard floor can reduce the impact of these sensory stimuli.

For children who have difficulty with their balance, a few minutes on the playground swing can re-set their sense of body awareness and provide a calming effect.

Pupils with an under-sensitivity to touch often seek out tactile experiences.

Teachers can support these needs with fidget toys, weighted blankets and sensory stickers fixed to tables and chairs.

Adaptations like these can support neurodivergent children’s needs while helping them feel more at home in the classroom.

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PROMOTE A CULTURE OF UNDERSTANDING It’s important for all pupils to recognise that some children have different needs. In my view, this is best achieved through a whole school approach to helping children understand conditions such as autism.

Part of our curriculum is called ‘why it’s good to be me’ and includes lessons where children share thoughts about what makes everyone unique. This encourages pupils to celebrate what is special about themselves and others.

For instance, some autistic children practice stimming, or self-stimulatory behaviour to deal with situations they find challenging. This might include repetitive movements such as hand-flapping, rocking or tapping.

Stimming is important for children to regulate their emotions and process their sensory environment.

However, it can make the child appear different and attract unwanted attention.

It’s a good idea to explain to the class that stimming is a natural part of being autistic, so the children recognise and accept this behaviour without judgment.

This way an autistic child can use their coping mechanisms freely without trying to hide them.

BIO

ALISO N E ASO N

Alison is head of the additionally resourced provision (ARP) at Chalgrove Primary School. She leads a team of specialist teachers and teaching assistants in delivering an outstanding and very personalised education for autistic children. Alison is a qualified SENCO and continues to work with other educators, families and children in understanding the complexities of SEN and how best to engage and support learners.

HELP CHILDREN COMMUNICATE IN DIFFERENT WAYS

TIP S FO R HE LPI NG AU TIS TIC WI TH TH EIR SEN SO RY NE ED S CH ILD RE N

SIG HT AND SOU ND

• Check fluorescent lights regularly to make sure they don’t flicker.

• Close the window to block out sounds from traffic or roadworks.

• Switch off computers and other appliances when not being used to reduce mains hum.

SM ELL AND TAS TE

• Avoid wearing strong perfumes at school.

• Close the window to keep out any strong smells from outside.

• Find safe and pleasant items for children to smell and taste such as lavender or mild herbs.

TOU CH, BAL ANC E AND BOD Y AW ARE NES S

• Allow some flexibility in uniform or clothing policy for children who are sensitive to fabrics.

• Label objects with symbols to help children navigate the classroom.

• Put gym bands around the chair legs for children to fidget and apply pressure.

Part of our curriculum is called ‘why it’s good to be me’ and includ es lessons where children share thoug hts about what makes everyone uniqu e.

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When autistic children are able to communicate effectively with teachers and peers, they don’t need to hide their authentic characteristics at school.

To encourage autistic children to participate as much as possible in the school day, we use a range of strategies which help children of all abilities, like signing (https://bit.ly/3Rq1dCh) to support communication and reinforce speech. Similarly, both pre-verbal and verbal children benefit from using symbols (https://bit.ly/3PC1nVL) which reinforce language rather than replacing it.

Symbols are useful for illustrating visual timetables.

Playtime is visualised with a symbol of children playing or story time is a symbol of a teacher reading. These timetables ensure any change during the day is expected.

Visual aids like this also work well for creating social stories which provide an illustrated account of an event that is new to the child such as visually plotting out the steps for a trip on a bus.

We also have symbols which pupils can use to indicate if they need to stim or if they want something to help with sensory regulation such as a wobble cushion, or some time in a quiet corner.

By promoting good autism practice throughout the school, all pupils learn to understand each other and communicate effectively. This goes a long way towards helping a child be true to themselves without needing to mask their autistic traits.

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FEATURE

TEACHING & LEARNING

Supporting language development Teacher Catherine Martin outlines how language development was supported in Balnamore Primary School, Northern Ireland. n September this year, Speech and Language UK reported an alarming rise in speech and language challenges.

An estimated 1.9 million children are behind with their talking and/or understanding of words; at one in five children, this is the highest number ever recorded.

Figures also show that pupils can be less likely to get good GCSEs, more likely to have mental health issues and more likely to be out of work as an adult when they face speech and language challenges.

We could see the affect that struggling to talk and understand words was having on many of our pupils. These pupils experienced challenges accessing the curriculum, and struggled to read, write and spell. Some found it challenging to form words while others used shorter, more simple sentences than expected.

Others had difficulties with understanding, using and retaining vocabulary and a few had difficulties with the social and pragmatic aspects of communication and interaction. Various children also presented with social, behavioural and emotional wellbeing challenges. It was clear that

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some children experienced frustration, could be easily upset or were finding it hard to form friendships due to their challenges to communicate.

HOW WE SUPPORTED SLCN A language rich environment is crucial, and we ensured that all staff were trained to understand the implications of SLCN and how to support pupils, as well as being aware of what was expected at different ages and stages. WellComm Early Years (GL assessment) was used to provide an indication of strengths and needs, which then helped to inform language enrichment groups focusing on specific skills. There was an awareness of each pupil’s level of understanding and staff adapted their language to match.

We also found it helpful to consider the instructions given, to break them down and simplify things for pupils. Using visual support such as gesture, pictures and symbols when appropriate

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was often very useful and we explicitly taught new vocabulary, providing visual support and repetition.

Children were offered alternative methods to show their understanding, not just through speaking or writing. They were given time to talk, and staff were careful not to ask too many questions, as this can sometimes limit communication. In addition, BIO when appropriate, words and CAT HE RINE sentences were modelled; M ART IN children weren’t corrected or Catherine is a teacher made to repeat. We placed a in Balnamore Primary focus on phonological awareness, School with extensive experience teaching where pupils were taught to all abilities and hear and distinguish sounds. specifically children with Finally, we encouraged turn-taking speech, language and and waiting, as well as pro-social communication needs behaviours such as helping, in an inclusive learning sharing and caring for others. environment.

We can now see the impact of Visit the Speech and this focus, with pupils accessing Language UK website the curriculum more easily and and Afasic to find out attainment improving. There has about support for also been a marked improvement educators and families. in behaviour and happiness as speech, language and communication skills have improved.

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LEADERSHIP

Is your class getting their five-a-day?

Teacher Zoe Hardman examines the five-a-day approach to meeting the needs of children with SEND. upporting children with SEND is arguably becoming increasingly challenging, with many mainstream classroom teachers juggling a wide range of needs. Whilst working as a SENCO, I carried out an audit to find out teachers’ confidence across our school and found that our teachers, both recently qualified and those more experienced, lacked confidence when supporting children with SEND. This posed the question: As a school how can we move forward to improve the

S

provision and the quality of the teaching that our children with SEND receive?

There are obviously many factors that would contribute to the above question, and they could not be possibly answered in one article. So, I wanted to focus on one tool that teachers can use to impact their practice. The Education Endowment Foundation’s (EEF) Special Educational Needs in Mainstream Schools Guidance Report (2021) was driven by the aim of closing the disadvantage gap and finding better ways to support pupils with SEND. It can be argued that children with SEND have the highest need for excellent teaching

but, with terms such as high-quality teaching and adaptive teaching, it is possible that part of the problem is that we can get caught up in the jargon and lose sight and faith in what we already know as teachers, resulting in a loss of confidence. It is also possible that our teacher training doesn’t focus enough on SEND. However, it is what we do when we identify the gap in our own practice that matters most. The EEF has developed this research-based guidance using what they call, “powerful and familiar strategies” for teachers to prioritise to provide the best teaching for SEND children in mainstream settings. https://bit.ly/45xDu6p

folding af Sc d n le a b i e v i x t i e n l F uping Cog ognitive o r c g a t e m

Expl instr icit uctio n

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Usin tech g nolo gy

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FEATURE

LEADERSHIP

THE FIVE-A -DAY APPRO ACH

The EEF’s approach is wellevidenced and can be easily added into daily practice to have impact. What I liked about the ‘five-a-day’ is it made me reflect instantly on my practice and develop on the skills I already held.

The five-a-day includes:

1. Explicit instruction ognitive and 2. C metacognitive strategies 3. Scaffolding 4. Flexible grouping 5. Using technology

HOW CAN WE USE THIS IN MAINSTREAM AND HOW DOES IT HELP? Using the reflection tool that EEF published is a good starting point to show to what extent you embed the five-a-day approach already. As previously mentioned, the approach is based on strategies we are all familiar with. This means that, as an ECT or as an experienced teacher, you may be developing within the different areas, or you may be tweaking your practice.

The ultimate goal is to improve the quality of our teaching for children with SEND to

Z O E HARD M AN Zoe is currently working as a special educational needs teacher in a mainstream setting in London. Previously, she was a SENDCO in a British International School.

attempt to close the gaps. Once you have completed an initial reflection upon your practice, you can then incorporate these five approaches into your daily planning. It is beneficial to actively return to the reflection tool once you become more familiar with the five-a-day approach to continue your development. You may find yourself thinking beyond your pupils with SEND and see how these strategies support all the children in your classroom. In terms of inclusive practice, this is a step in the right direction.

Through my own experience, I have found that this has helped in a variety of ways. Using the five-a-day approach at a whole school level has helped to raise the awareness of SEND, helped to nurture the vision that ‘every teacher is a teacher of SEND’ and helped teachers to support children. As a teacher, it has enabled me to become more aware of the needs of individual children in the class and use my own strengths and weaknesses to develop as a professional to help the children I work with. For example, I found that by using flexible grouping, children were not ‘fixed’ to a seat, stigma was reduced, and peer tutoring was developed.

By homing in on explicit instruction, children who struggled to grasp concepts were checked in on more frequently and so found it easier to start and complete tasks.

This posed the question: As a school how can we move forward to improve the provision and the quality of the teaching that our children with SEND receive?

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A FINAL NOTE ...

When supporting children with SEND, there are many contributing factors that we need to focus on to improve their outcomes and quality of life.

Without doubt, these incorporate things such as parent and school relationships, teacher and pupil relationships, inclusion, policy, funding… the list goes on. I don’t believe that the five-a-day approach is the only way to fully meet the needs of children with SEND but it is a great place to start. It is also worth noting that, although this guidance report is aimed at children with SEND, these approaches benefit everyone, with or without additional needs. So, if you are feeling overwhelmed by the diverse nature of your classroom, like I have felt many times in my teaching career, ask yourself the question: am I providing all children in my care a balanced five-a-day? After all, teaching for SEND is teaching for everyone.

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FEATURE ➜

SPOTLIGHT

Autism lived experience Joe Fautley, an advocate for autism and neurodiversity at the National Children’s Bureau, speaks about his personal experiences and shares tips for making education more accessible and comfortable for students with autism. t’s essential for everyone in society to understand that people with autism face many extensive challenges because the social world is not designed for us.

We are not broken, we are unique.

We have many important strengths and great potential to succeed through our own personal talents with the right support from people who take the time to listen and understand our own individual needs.

For me and many others with autism, the world we live in is often unpredictable and confusing. We find it difficult to process information at a fast pace.

Although everyone on the autism spectrum is unique and has varying levels of support needs, we all face many challenges.

These include challenges communicating and interacting with others, managing sensory processing and fatigue, coping with often extreme anxiety and adapting to changes in routine and unfamiliar environments.

It’s helpful to view the autistic spectrum through four key areas of difference: understanding and using language, thinking flexibly, understanding/getting on with others and sensory processing.

To a greater or lesser extent, we are all impacted by these key areas, and it is vital that staff have the tools to ensure students with autism are supported throughout their education. Here is my advice:

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DON’T UNDERESTIMATE ANXIETY Anxiety is a powerful emotion and should never be underestimated.

Personally, I encounter anxiety on a daily basis and this impacts on my everyday life. People with autism are more likely to experience higher levels of anxiety daily as they must navigate a complicated and often confusing sensory and social world.

Anxiety can be triggered by a variety of factors which include difficulties with communication and social interactions and finding it hard to predict or adapt to certain sensory situations. For me, extreme anxiety often leads to what I call ‘zoning out’. This is my brain’s coping mechanism for dealing with stress, which makes me switch off from what is happening around me.

It’s important for students with autism to have access to a dedicated quiet space where they can de-stress.

Having a ‘time out card’ to alert staff that they need to have some time out of the room when their anxiety increases is a useful idea. Not all people with autism may be able to speak or articulate how they are feeling when their anxiety becomes too high. It’s important to make the most of visual tools such as alert cards to describe different emotions.

BIO JO E FAUT LE Y Joe is an autistic and neurodiverse advocate who works at the National Children’s Bureau. He has many years of experience in SEND advocacy work, including co-delivering training across England and presenting at conferences.

Note from the editor: This article uses person-first language throughout.

It is very much a personal preference to use identity-first or person-first and we will use both throughout our publication as given by our contributors.

GIVE TIME TO PROCESS INFORMATION

For more information, watch this short YouTube video from the NHS in which Joe talks openly about his personal experiences: https://bit.ly/46kiMrD.

People with autism have difficulties with interpreting both verbal and non-verbal language like gestures or tone of voice. We also have difficulty ‘reading’ other people - recognising or understanding others’ feelings and intentions - and expressing our own emotions.

It’s essential that you give plenty of time for students with autism to process information. We find it difficult to filter out all that is being said to us. Too much information can lead to ‘sensory overload’.

It’s important to be aware of the sensory environment when you are speaking to your students as sensory differences may be affecting how much someone can process. For example, is it too crowded?

Is there lots of background noise? When giving information to students, it helps to speak slowly, not ask too many questions at once and pause between words and phrases to give them time to process what you’ve said, and to give them a chance to think of a response.

No one person is the same, so it’s important to take time to listen and find out what reasonable adjustments they might need. Understanding what works best for your students as individuals is essential.

DON’T FORGET AUTISTIC FATIGUE Fatigue, and then subsequent burnout, can happen to anybody.

People with autism, however, can find both more challenging.

This is due to the pressures of everyday life, having to navigate social situations and sensory overload. Trying to cope with these pressures can lead to exhaustion (autistic fatigue) and, over time, this can lead to autistic burnout. For me personally, managing fatigue can be a difficult process especially when I have had a stressful day. Extreme fatigue can be caused by a variety of factors including sensory overload and dealing with social situations. To support your students, it really helps to allow time for rest breaks and encourage different ways for them to de-stress including, for example, mindfulness and breathing exercises.

Ensuring time for activities or interests that re-energise and promote relaxation is key. You can help them to plan and balance their activities and energy over a day or week to try and manage stress limits.

AVOID MAKING ASSUMPTIONS A student with autism who is academically successful may still have significant needs impacting on their daily life. No one person is the same, so it’s important to take time to listen and find out what reasonable adjustments they might need. Understanding what works best for your students as individuals is essential.

For example, an adjustment could be to enable the student to leave the room slightly earlier so they can avoid the crowds.

Small changes to your environment can make a big difference!

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FEATURE ➜

SPOTLIGHT

Youth-led, post-16 assistive technology campaign Technology has become part of everyday life, so why is it that students in further education (FE) provisions are often unaware of, or unable to utilise, assistive technology? We hear from young people across the country who aim to change this with a new campaign. e are a group of young people from across England, who, along with the British Youth Council, University College London and the Kent and Medway Progression Federation, decided that we wanted to take things into our own hands and improve learning experiences and outcomes for all students.

A huge amount of digital assistive technology is freely available and would level the playing field for students with learning differences and disabilities, as well as reduce pressures on the education workforce. Many of us have a learning difference or disability, and first-hand experience of using assistive technology in educational settings.

This understanding drives our passion for improving access for others, as we have experienced the huge impact it has had on our grades, confidence, independence and employment prospects. It also means that we know what needs to change.

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OUR VISION We would like to see a world in which all schools’ and colleges’ resources are accessible by design and that assistive technology is freely available for all students.

We believe all students should be able to learn with confidence and independence, and have an equal opportunity to fulfil their potential without stigma.

Last December, we started working towards making this vision a reality by focusing on improving accessibility

by design and assistive technology use in FE colleges in England. We wanted to create a campaign that would have the highest impact possible. Research from the Association of Colleges and The Pocklington Trust showed that, despite 26 per cent of students in FE having learning differences or disabilities, support with assistive technology in many colleges was lacking.

As many of us had moved through different educational provisions and had varied experiences of assistive technology, we were willing to share our experiences to help others. You can read some of our personal experiences on our website, and here’s an excerpt from Ellie and Tim’s stories.

“I have dyslexia, and I used an overlay when reading things on paper, however the teacher would regularly forget, or supply teachers wouldn’t be told resources needed to be modified. After a little research, I found that if the document was accessible by design, I could go into Google docs and put an overlay on myself or have text-to-speech! This gave me the independence to be able to take ownership of my learning.” (Ellie) “My confidence has improved loads; once I know what I am doing I can just get on with it. This means that I can be independent.

I am more optimistic about new things. I can now do things that I couldn’t before,

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like writing technical documents or reading through long pieces of work. Having assistive technology as a tool means that I am not using all my energy on basic reading and writing processes – so I can use it for thinking and problem-solving.” (Tim)

As many of us had moved through different educational provisions and had varied experiences of assistive technology, we were willing to share our experiences to help others.

Authors: Hansi Allen, Niamh Baker, Ellie Byrne, Tim Holden and Josie Mason.

What is assistive technology?

We understand that colleges have different starting points and are under pressure with many competing demands, so we decided to create five simple pledges. Colleges can sign up to these pledges to further support their learners and help to create an accessible learning

environment for all. We worded the pledges carefully and sensitively.

This recognises that colleges will be on a journey of improvement, and we also created freely available resources to support with achieving the pledges.

We believe that signing up to the pledges will improve student retention and achievement figures for colleges, and support the implementation of strategic plans around digital accessibility.

This refers to any tools, devices, software or equipment designed to enhance the independence, functionality and quality of life for individuals with disabilities. It aims to bridge the gap between a person's capabilities and the tasks they want to engage in. Physical and digital assistive technology are both crucial components to achieving full accessibility. Our campaign focuses on digital assistive technology that enhances learning, such as screen-readers, colour-shifting software, contrast adjustment tools, voice control, dictation etc.

Assistive technology can fundamentally change the level of access that a student has and eliminate barriers by providing an alternative means of accessing lessons and resources.

WHAT IS ACCESSIBILITY

BY DESIGN? This involves embedding accessibility into the development process to ensure resources are compatible with assistive technology. This is crucial to ensure that people with disabilities can take advantage of them. This can include: Using proper headings, tables and other features within Word, webpages or landmarks within PDF files Ensuring that images have an appropriate alternative text description, or are marked as being decorative Styling documents and webpages to be accessible, with clear layouts, easy navigation and good contrast Most of this should be standard practice; Microsoft Office offer tools to check accessibility (https://bit.ly/3ZGHf8l).

People should be trained to understand the concepts behind producing accessible learning materials, and how to create an accessible learning environment as standard practice.

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FEATURE ➜

SPOTLIGHT

The pledges and supporting resources

NOW IT’S YOUR TURN TO MAKE A DIFFERENCE!

PLEDGE ONE: To work towards making college resources and learning materials accessible by design.

College leaders can ensure that documents are accessible by design. This enables mainstream assistive technologies to have a maximum impact for all students.

Basic guidance on this can be found on our website: https://bit.ly/45jWQM8.

If you think your college would be interested in signing up to the pledges or if you can support our campaign in any way, please email accessforallcampaign@ gmail.com. We can arrange everything over email but are happy to meet with any colleges interested in signing up.

PLEDGE TWO: To create a champion for accessibility who is a direct point of contact for students and parents/carers (including future students).

By having a point of contact responsible for accessibility within college, students, parents/carers and other teaching professionals can access advice and support easily.

PLEDGE THREE: To promote comprehensive information about assistive technology and how to access free accessibility tools; for example, by signposting students to the ‘Access and Assistance for All’ website.

It cannot be assumed that all staff or students in FE are aware of assistive technology or what is available. We created an animated video (https://bit.ly/3PCzyLy) which explains this, and we have links on our website to sites that show how to set up the many free digital accessibility solutions already available.

PLEDGE FOUR: To use the ‘Access and Assistance for All’ template to promote and display a personalised charter so that students and parents/ carers are made aware of what they can ask for in terms of accessibility.

The free resources can be personalised and enable colleges to create charters to build upon their steps towards accessibility.

PLEDGE FOUR: To require all staff to look at the ‘Access and Assistance for All’ webpage and read student stories (https://bit.ly/3PIXE7t) to understand the importance of assistive technology and how it can benefit students.

Understanding the hugely positive impact that using assistive technology can have on learners will inspire staff to make their learning materials accessible by design and promote assistive technology. These diverse and relatable experiences can also inspire all students to try using different accessibility tools.

Having one person who had learnt about assistive technology and could open the door for me made all the difference in the world.

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Colleges that sign up to the five pledges will be sent: a poster of the pledges to display a supporters’ logo details of our website and the resources it includes a student charter for you to personalise and display Your logo will also be displayed on the Make Things Accessible website as a supporter.

“Having one person who had learnt about assistive technology and could open the door for me made all the difference in the world. This is a journey we would now like to take the rest of our colleges on. This is why we all joined the campaign.”

It’s so easy but can make such a huge difference.

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FEATURE ➜

SPOTLIGHT

Animals supporting education: The power of a cat named George Jenny Phillips, EYFS Forest school practitioner and SENCO, shares the story of a surprising and special bond between a young student and a stray cat, and looks at how animals can benefit education. eorge arrived one winter night, inviting himself in on the day George Michael died. Since he was a cat with no name, in honour of the singer, he became George. Since that night, he has made himself at home and has become the unofficial head of the education setting, known by all staff and children. It’s common to see staff stroking or talking with George, when he allows it, and for the children to be pointing to him, calling him or trying to stroke him. We don’t know George’s background or circumstances, but we do know he has a unique personality; encounters with him are on his terms.

He is both a typical and an atypical cat.

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A SURPRISING BOND His hidden capabilities came to light at the start of 2023. A new student with SEN started at nursery, joining his pre-school class with an individual plan of interventions. This little boy finds it hard to be still and in one place for any length of time, has limited communication capabilities and frequently has physical outbursts. He chooses to play alone and has both cognitive delay and physical capacity delays.

One day, during one of the intervention sessions in the school hall, George walked in and laid on the windowsill.

Instantly, he had the young boy’s attention.

Looking straight at George, he moved towards him, pointing.

We introduced George the cat and a smile appeared on his face as he said “George” and “cat” over and over.

The adult reminded the boy to be gentle and stroked George’s head before removing their hand and allowing George to be stroked independently.

The stroking session lasted for over five minutes and was a rare occurrence; the boy had stayed in place and George hadn’t moved either.

This started a relationship between the two, which has developed over time.

The ‘George effect’ motivates the student in a way no adult can; pencils that are normally ignored without adult intervention are picked up when colouring pages or pictures with cats. The first words heard are “George cat” and, straight away, pencils or crayons are used. When the picture is complete, he takes it to George to show him, with pride and a smile. These interactions have helped teach some elements of backand-forth conversation and communication.

The student says, “George cat” and makes noises. When he stops, George meows at him in response. The boy then replies with, “cat George”, and further noises.

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Above: George the cat

For further information on this subject, the author recommends visiting the Human Animal Bond Research Institute https://bit.ly/3SfMbz4

Back-and-forth the two go, holding their own conversation. George is also teaching the student how to play with others. They can often be found playing a game where the little boy stands a small plastic cat in front of George, who then uses his paw to knock it over again; repeatedly and gently.

George appears to be sensitive to changes in mood too. When things become too much for the student, his actions vary. Sometimes he’ll walk by the boy’s side, at his pace, or sometimes they both lie down and play a gentle games of paw fives (high fives with one paw and one small hand) while maintaining eye contact.

Most interaction involves stroking and petting George’s head, and there has never been a fur pull or unintended heavy-handed touch (although occasionally a stray finger will end up on a nose or in an ear).

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The motivational effect on this student has been remarkable. When he recognises George, he smiles and tries harder.

Since cats are notoriously hard to timetable, his presence can’t be guaranteed, so the nursery has purchased different resources that look like George to further the effect.

The student is discerning; if standards are met, the George replacements do the trick. If not, it’s “no George cat” followed by throwing the replacement aside.

George may not be a typical therapy cat, but he has made a very big difference for this little boy.

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SPOTLIGHT

IMPACT OF ANIMALS IN THERAPY

Research has identified that people who interact with animals tend to laugh more, and that animals can benefit physical, mental and emotional health.

Cat therapy is one of the youngest forms of therapy and is delivered through two different approaches. Stationary therapy, where the cat is resident within the setting and interacts with the people there, like George; or visiting therapy, where a cat and their volunteer owner/handler visit organisations.

Research has identified that people who interact with animals tend to laugh more, and that animals can benefit physical, mental and emotional health.

For children, benefits are thought to include greater empathy, reduced hyperactivity and increased attention span, along with helping with self-confidence, resilience, social engagement and calmness.

One big impact of animal connections is that time together results in an increase of ‘feel-good’ brain chemicals, including dopamine, endorphins, oxytocin and serotonin. These chemicals not only

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make you feel better but also result in lower stress levels and stress-related chemical production within the body.

There is currently research being conducted on the abilities of animals to perceive human developmental disabilities, and a study undertaken with guinea pigs and children with autism identified that the guinea pigs adjusted their behaviours to that of the children (Grandgeorge, 2019). George’s behaviour supports this finding; meanwhile, George continues to support his friend.

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REVIEWS

Reviews

THE POCKET DIARY OF A SENCO he Pocket Diary of a SENCO shares the authentic thoughts and feelings of its author, covering the ‘aspirations, frustrations and joys’ of working as a SENCO in an inclusive school setting. The book is written in a personal way that is honest and relatable, and the author emanates a wealth of experience. Each entry untangles the struggles and achievements of the SENCO role and the author unpicks every responsibility, outlining the pressures and the challenge of overcoming your own feelings for the benefits of others.

This a motivating book for SENCOs.

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The author gives example of strategies and guidance on how to handle everything and anything that may arise while in the role and, after each entry, has inserted reflective questions and an area to jot down thoughts and ideas.

This may significantly aid a SENCO’s professional development. She has also included inspirational phrases throughout the book to motivate and help the reader to go away with a positive outlook after each reading. As a newly qualified SENCO, I was intrigued at the insight into the role. This book could be a great addition to the reading list for all SEND teachers and those training for the NASENCO award.

Author: Hazel Morgan Publisher: Youcaxton ISBN: 978-1-914424-52-6 Reviewed by: Heather Porter, SEN teacher Author: Pippa Mclean Publisher: Routledge – Taylor and Francis ISBN: 978-1-032-36780-4 (hardback) ISBN: 978-1-032- 36781- 1 (paperback) ISBN: 978-1-003- 33375-3 (eBook) Reviewed by: Heather Randle, newly qualified SENCO and teacher in a SEND school

THE INCLUSIVE CLASSROOM

Author: Daniel Sobel & Sara Alston Publisher: Bloomsbury Education ISBN: 978-1-4729-7792-2 Price: £16.99 Reviewed by: Zoe Mather, education officer, nasen

The Inclusive Classroom is a treasure trove of tips and strategies to support any professional, whatever their role, setting or phase, to evaluate, tweak or transform their practice in the classroom.

It opens with a look at the current, deficit-driven system and, with open and honest glimpses into the authors’ experiences, it outlines the failures of the one-size-fits-all approach. The eight Rs of differentiation in the inclusive classroom, with subsequent checklist, including space for actions, is supportive of an environment that accepts, develops and celebrates difference. This is valuable for all levels of the profession, from a new starter to someone who has been teaching for a long time who is curious to know how much

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more they can do to support pupils.

The following chapters are focused on the author-identified ‘Five, phases’ of the lesson, and each has numerous tips and strategies to try. I particularly liked the ‘Instead of this….. try this….’ boxes, which neatly exemplify current practice, and outline how the new practice will support all pupils more effectively without requiring huge effort or expense.

Essentially, this book offers all you need to adapt and increase the provision in your classroom.

All suggestions are child-focused and encourage co-production within the learning environment, with a summary chapter that would serve well as a handy self-audit and check-in.

I would heartily recommend this book.

Reflections on SEND Welcome to Connect’s new, regular feature reflecting on SEND topics

‘HE’S JUST A TYPICAL BOY, STOP TRYING TO GIVE HIM A LABEL!’ If I had a pound for every time a parent of a child with ADHD has told me their friend or family member said this, I would be writing this from a spa retreat.

Yet, their children, exhausted by hyperactivity, frustrated by impulsivity, unable to regulate their attention and fatigued by an inability to fall (and stay) asleep were definitely experiencing ADHD and were not, in fact, ‘just a typical boy.’

This highlights one of the many issues around labelling. So why is it important that people are supported in their pursuit of a label to make sense of the behaviours they experience? And why it is equally as important for this to continue to be scrutinised?

Some 17.30 per cent of learners in schools in England have an identified SEN need.

The unprecedented demand for support has resulted in the Government’s ‘SEND and AP Improvement Plan’, and a determination to reform the current system to provide the right support.

However, obtaining a diagnosis and/or an EHCP is often the only way to open the doors to finance and specialists. And that is one reason why they won’t stop ‘trying to give him a label’.

ARE WE AT RISK OF PATHOLOGISING HUMAN DIFFERENCES? I recently discovered information regarding ‘social communication disorder’ on the National Autistic Society webpages (autism.org.uk). This is now included as a disorder separate to autism spectrum

disorder. This diagnosis is given when ‘someone exhibits social interaction and social communication difficulties but does not show restricted, repetitive patterns of behaviour, interests or activities.’

“He’s just shy, stop trying to give him a label!” is, I am sure, what some will be told by well-meaning family and friends.

So, where does such a difference stop being shyness and start being a disorder?

Medically speaking, it’s when behaviours limit and impair everyday functioning. Dr Laura Crane, from the Centre for Research in Autism and Education, explains “You withhold the diagnosis unless there is a clear clinical need…it’s not about science, it’s about clinical judgment.”

So, we can be secure in the knowledge that labels are only given when there is a clinical need identified and when an individual’s everyday functioning is impaired.

But danger remains.

Pathologising and diagnosing difference can create a barrier to the provision of person-centred support.

A person, regardless of the label attached to them, must be supported according to their preferences, strengths and differences.

Placing a child or young person, and all their beautiful nuances, at the heart of decisions made about them is imperative to getting the necessary support.

WHAT MATTERS IS WHAT WORKS FOR THE INDIVIDUAL We have a duty to attend to the wishes of the children we support. We must harness the learner’s voice and the wishes of their families when making any decisions regarding their experience or their support in our settings.

This must take precedence over any diagnosis or label.

Although labels may remain necessary (sometimes?) for opening doors to support, let’s never lose site of the individual and their unique strengths and potential.

Do you have an opinion about a SEND-related topic that you would like to voice via this format? Or you can simply share your thoughts and reflections on this edition’s topic – eduation@nasen.org.uk

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EVENTS

Events

Diary Anti-bullying week 13 – 17 November The theme for this year’s anti-bullying week is ‘Make A Noise About Bullying’.

Resources and ideas can be found on the anti-bullying alliance website: https://bit.ly/3OJ2UaY

Schools & Academies Show incorporating the SEND Conference Wednesday 22 November NEC, Birmingham The Schools & Academies Show brings together thousands of school leaders to connect, spark new ideas and discuss the current and future challenges faced by the education community.

Registration is free https://bit.ly/3FbWGMe

Nursery World Show 2024 Friday 2 & Saturday 3 February 2024 Business Design Centre, London Two days of seminars catering to the early years sector, delivered by experts and including a wealth of SEND and inclusion focused sessions. Free access to exhibitions and demonstrations by leading suppliers, and a live theatre with free-to-attend presentations.

Cost: Free to register, cost for some CPD sessions. https://bit.ly/3Fj8V9G

JCQ – Exam Arrangement Update with SENsible SENCO SENsible SENCO webinar Thursday 7 December (4pm – 5pm) A discussion about the exam arrangements for British schools and the changes from the recent JCQ update, with Abigail Hawkins (The SENsible SENCO) and Nick Lait (JCQ).

Cost: £1.79 http://bit.ly/46nosBv

The SEND and Inclusion Conference: Achieving Better Outcomes for All Pupils Friday 24 November The Hallam Conference Centre, London Practical advice on how to ensure inclusion and effective SEN support in the mainstream secondary and primary school. The event will offer 14 best practice workshops and presentations looking at inclusion and SEN support.

Cost: £279 https://bit.ly/47FLgxm

The National IQM Inclusion Conference Monday 27 November The Studio, Birmingham This conference recognises and celebrates the work of schools invested in inclusion.

Encouraging schools to share their best inclusive practices is key to disseminate good practice far and wide. To take this to the next level, IQM are holding its inaugural conference in November.

Cost: £245 to £275 https://bit.ly/47InAbv

Digital Networking Session: Sensible SENCO From Struggles to Successes: The Role of a SENCO Thursday 30 November (09.30am – 10.30am) A celebration of everything great a SENCO does, a reminder to focus on the positives and a plan for moving into the next term which addresses the struggles.

Cost: £5, refundable on completion of post-session survey https://bit.ly/45G7GNh

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SEND Briefing with Jane Friswell SENDCast Sessions Tuesday 28 November (11.30am) Jane Friswell, consultant and parent advocate, will look at the latest issues and what’s new in SEND. She will also provide an update on what’s happening with the SEND and Alternative Provision Improvement Plan.

Cost: Free https://bit.ly/3tIJzQl