nasen Connect Autumn Term 2024 - Issue 46 by nasenCONNECT

Welcome

By Annamarie Hassall MBE, Chief Executive, nasen.

Welcome to the Autumn Term edition of nasen Connect.

The autumn term got off to a lively start, with the education system in England featuring in announcements and actions from the newly appointed ministers. There is a commitment for inclusion in mainstream education, recognition of concerns about funding and support for SEND needs, a promise to value skills development and several announcements about expanding and prioritising services before or after school, along with investment in early years. Changes to Ofsted judgements have been announced and implemented, and a curriculum review is under way. A good start.

This is a step change in the mainstream education system, towards a more inclusive, fairer education system for all.

While there is more to do on how attendance data is recorded and interpreted, we must collectively tackle the number of learners not in school, of increased home education which is not always elective and of those increasing numbers of learners who are disengaging from education. The nasen membership calls for an improved education system that motivates children and young people to learn.

Meanwhile, teaching professions, assessment bodies and the National Governance Association (NGA) are drawing on member surveys, working groups and other insights to inform their own calls for reform, to reconnect teachers and learners with the education system.

There is an open call for evidence to inform the review of the curriculum. For anyone interested in shaping a nasen response, watch out for an email detailing how to share your thoughts.

Tel: 01827 311500

Fax: 01827 313005

Email: education@nasen.org.uk

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Advertising enquiries: nasen House Tel: 01827 311500

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Thanks to all for following the nasen Awards 2024 through social media or in real-time at the celebration event in Birmingham. The number of nominations increases each year, bringing stand-out examples of what is working for schools, colleges and settings. The annual award event is an excellent opportunity to reflect on teaching and learning and what is working for SEND and inclusion. In this issue you can find a full list of award winners on page 9 with further details on the nasen website and more in-depth features in future editions of Connect. This issue includes a summary of the latest SEND data for England. Published annually by DfE, analysed for you by nasen, on page 7.

Other highlights:

Peer-to-peer support for school leaders – Find out about the popular peer mentoring programme funded for schools by the DfE through the Universal SEND Services programme. For early years – Strategies to support language development, including communicating emotions through storytelling and the importance of relationships with parents and families.

Preparation for adulthood – Read about the RISE Partnership Trust and the practical development of skills for life and independence.

Please share this copy of Connect with your colleagues and networks. Available to all on our website or share the link https://nasen.org.uk/nasen-connect

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

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.

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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REGULARS

FEATURES

14 / Peer-to-peer support for school leaders

Universal SEND Services is an ambitious programme that provides practitioners –whatever their role or career stage – with free access to quality-assured training and resources.

17 / Linking home and school

The link between home and school is vital to build connections and trust, and to ensure consistency of approach between both settings. Tor Bank’s school’s programme supports this link.

18 / How to support early years children with language delay

Speech and language therapist

Sophie Hutton talks us through some strategies to support children’s language development in the crucial early years.

20 / Preparing pupils with SEN for adulthood

Jayne Jardine MBE discusses the numerous ways in which schools can embed preparation for adulthood into the curriculum.

24 / Collaborative working for exceptional musicianship

Beverley School’s Neil Thomas talks us through the experience of his students and their musical journey.

28 / Five simple steps to enhance wellbeing in primary schools

Rachel Jones from Kingsley St John’s School talks us through the school’s approach to supporting wellbeing.

29 / Digital inclusion:

Why this all feels a bit too familiar

Sam McFarlane looks at the benefits and challenges of digital technology.

32 / Creating accessible nursery environments for children with cerebral palsy

Eddie Jones explores the steps that nurseries can take to adapt environments to better serve children with cerebral palsy.

36 / Unidentified vision or hearing difficulties

Michael Ter-Berg looks at the welfare and inclusion implications for children with unidentified vision or hearing difficulties.

40 / Reading model to support all learners

Deputy headteacher Darleen Grimsby outlines her school’s inclusive communication-based reading model.

REWARDINGE XCELLE NCE IN TEACHING

Nowisyouroppor tunit ytogiveyourschoolest ablishmentthe recognitionitdeser vesand provideyourteachersand schoolleaderswithanacknowledgement of their dedic ation, hard work andleadership.Entries arenow invitedfor thefollowing categories:

LE ADERSHIP IN EDUC ATION

EDUC ATIONAL ESTABLISHMENT OF THEYEAR

To view thec ategoriesand send us asubmission please visit https://educ ationresourcesawards.co.uk/entry-form

Moreinformation canalsobefound on ourwebsite www.educ ationresourcesawards.co.uk

TheEduc ation ResourcesAwardsare sponsored by YPO, St aedtler(UK )Ltd andThe Educ ation Companyand aresupported by NAHTand nasen. If youwould like to talk with amember of theERA team,pleasedon’t hesitate to call us on 01622474011.

Closing date to enterisThursday 27th February 2025

Welcome to the Autumn Membership focus

This edition, we’re reflecting on the success of nasen LIVE 2024.

On 5 July, members of the SEND community came together for a day packed with invaluable networking and CPD opportunities. We owe the success of nasen LIVE to the unwavering support from our dedicated members. Details and dates for nasen LIVE 2025 will be announced soon, and you can register your interest to ensure you don’t miss out.

One of the most anticipated events on the nasen calendar is undoubtedly the prestigious nasen Awards. Each year, we receive an overwhelming number of nominations from those eager to spotlight the organisations and individuals making a profound impact in the SEND sector. We’re thrilled to offer our community an evening dedicated to celebrating these outstanding achievements. See page 9 for details of our exceptionally deserving

winners. Stay tuned for more updates about them all!

Need a bit of extra support as you embark on this academic year? Be sure to explore our latest SEND CPD subscription. With nasen’s SEND CPD on Demand, you can access top-tier professional development at your convenience. Whether you choose an individual or school

subscription, starting at £199, you’ll gain access to over 70 pre-recorded SEND CPD sessions designed to meet the diverse needs of the entire education workforce. Curious to learn more? Check out our comprehensive content guide and jumpstart your learning

At nasen, your feedback is invaluable to us. If there’s anything you’d like to discuss or share, please don’t hesitate to reach out at membership@nasen.org.uk Wishing you all a fantastic start to the new term!

Warm regards,

The Membership Team

NEW DATA SHOWS INCREASE IN SEND TO 18.4 PER CENT

The Department for Education has released the full data on SEND in schools taken from the January census. The headline data shows:

A total of 18.4 per cent of children in England have some kind of special educational need, up from 17.3 per cent in 2023

That’s a total of 1,673,205 of children with SEND, which is an increase of over 100,000 from 2023

There’s been a 7.1 per cent increase in the number of children on SEN support who have no noted type of assessed need

Speech, language and communication needs remain the most common type of need for SEN support, with autism being the highest type of need for those with an education healthcare plan (EHCP).

While SEND remains more prevalent in boys than girls, there has been an

increase in the number of girls with an EHCP and/or receiving SEN support.

The number of pupils with SEND on free school meals remains disproportionate to the population: 42.2 per cent of those with an EHCP and 38.3 per cent of those with SEN support are eligible for free school meals, in comparison to only 21.4 per cent of pupils without SEN.

The increase in the numbers of pupils with SEN attending alternative provision also continues to be high, with 24.2 per cent having an EHCP and 58.1 per cent receiving SEN support.

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.

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.

Calming the chaos

How can we make the Christmas period manageable and enjoyable for an autistic learner who finds the chaos overwhelming?

Year 5 teacher, Wolverhampton

Firstly, it’s fantastic that you are already considering this with plenty of time to get prepared. Well done! Christmas, or any other ‘off-timetable’ periods, can be stressful times for some learners (and staff!) and we need to consider these periods from their point of view in order to support them effectively. Firstly, try to work with the learner to explore which aspects they are particularly concerned about. How you do this will depend on their preferences –you could talk, mindmap, draw, create, use

Fine motor creativity

Our wonderful art teacher is looking for additional ways to support a Year 7 students who struggles with fine motor skills. Do you have suggestions for drawing- and painting-based strategies? Secondary SENCO, Manchester

Take a look at the wonderful Teacher Handbook from Whole School SEND. It’s free to download and has a wealth of information, advice and support both generally and in subject-specific areas, including art and design. Some suggestions for drawing and painting include using

resources like the ‘three houses’... there are lots of person-centred tools online to support with gathering student voice.

Once these concerns have been voiced, you can work together with the learner, their family and staff on a plan for coping with each concern that you’ve identified.

It’s important to consider sensory sensitivities. Christmas brings a multitude of visual stimulus (decorations, lights, bright colours etc.) unusual scents and noises. We also need to be aware that the feelings of anticipation and excitement that Christmas can bring can be uncomfortable sensations in themselves.

Some strategies to support students might include access to additional quiet or sensory spaces, extra visual supports, social stories,

frames or adhesives to hold work securely – this can help those who find it difficult to keep a resource in place. Students can also be provided with larger scale materials to work on initially, with the scale gradually decreasing as their skills develop. Make sure there is suitable equipment available too. For example, are there easygrip pencils, brushes and scissors to hand? Where possible, try to

communication cards or agreed signals/ signs (for example, to discreetly tell you that they need to leave a lesson, assembly or performance for a break). Calendars, lists and schedules are also likely to be useful to minimise surprises and support planning and preparation.

Try to take some time at the beginning and end of each day to check in, run through what’s happening and how things have gone. This can pay dividends, helping students know that you’re there to support them.

In addition to the learner you have written to us about, there may be others who find the Christmas period tricky; many of these strategies could support your learners, and your peers, to get through the festive period calmly and happily.

give students options to use to use different mediums such as fingers and sponges to suit their preferences and styles too. Art is a fantastic subject to help students develop their fine motor skills and experiment with different media, equipment and techniques. Try to give students as much choice as possible to support engagement and enthusiasm, helping them to develop a love for the subject.

nasen Award 2024 winners announced

Seventeen recipients celebrated for transforming the lives of children and young people with SEND and learning differences.

n the 8th, annual nasen Awards 17 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 4 October 2024, was supported by official media sponsor Tes, event sponsor BeReady, headline sponsors Concero and Axcis, and was hosted by TV personality and motivational speaker, Baasit Siddiqui.

The nasen 2024 Award winners are:

For more information on the nasen Awards, to register your interest for 2025, and to find out more about all this year’s winners, visit: www.nasen. org.uk/awards or follow #nasenAwards2024

Anti-Bullying week

Anti-Bullying Week 2024 will take place from Monday 11 to Sunday 17 November, with the theme: Choose Respect. The annual Odd Socks Day is taking place on the Tuesday of that week, with adults and young people encouraged to wear odd socks to celebrate what makes us all unique. The Anti-Bullying Alliance (ABA) is the official organiser of the week in England, Wales and Northern Ireland and the theme was chosen following consultation with teachers and pupils. Disabled young people and those with SEN are significantly more likely to experience bullying – including online bullying – than their peers.

Autistic young people and those with learning disabilities are particularly at risk. Research shows that 36 per cent of pupils with SEND experience frequent bullying compared to 25 per cent of those without SEND. The ABA has produced a set of free resources for schools to use and will be hosting a media, social media and community-based campaign to bring the week to life.

One-word Ofsted judgements removed

Since September, single headline grades for schools were scrapped with the intention to boost school standards and increase transparency for parents. In the light of the tragedy of the death of Ruth Perry, with the Ofsted judgement being cited as a major factor, Ruth’s family have welcomed the news. The government stated: “Reductive single headline grades fail to provide a fair and accurate assessment of overall school performance across a range of areas and are supported by a minority of

parents and teachers.” For inspections this academic year, parents will see four grades across the existing subcategories: quality of education, behaviour and attitudes, personal development and leadership and management.

Education secretary Bridget Phillipson said: “The need for Ofsted reform to drive high and rising standards for all our children in every school is overwhelmingly clear. The removal of headline grades is a generational reform and a landmark moment

for children, parents, and teachers. Single headline grades are low information for parents and high stakes for schools. Parents deserve a much clearer, much broader picture of how schools are performing –that’s what our report cards will provide. This government will make inspection a more powerful, more transparent tool for driving school improvement. We promised change, and now we are delivering.”

This reform paves the way for the introduction of School Report Cards from September 2025, which will provide parents with a full and comprehensive assessment of how schools are performing and ensure that inspections are more effective in driving improvement. Recent data shows that report cards are supported by 77 per cent of parents. Sir Martyn Oliver, his majesty’s chief inspector, has announced that inspectors will “evaluate whether schools are providing high-quality support for children and young people with vulnerabilities such as socio-economic disadvantage and SEND”. Inclusion is likely to be a key feature of the new focus for inspections alongside attendance. Further changes being trialled are that inspections will only take place on Tuesday and Wednesday, with schools being informed on Monday. A welcome change from the present system.

Now we are half a term into the system, has your school had an Ofsted inspection and how do you feel the new system was received by your parents? Do get in touch at education@nasen.org.uk as we would like to hear from you.

nasen Quality Framework – first recipients of nasen Assured

status announced

The first recipients of the nasen Assured logo following assessment via the nasen Quality Framework have been announced. nasen’s assessors have so far recognised the inclusive approaches and accessible nature of: Rockerbox news platform, Sure Breaking Limits Programme, TTS Lap

Buddy Guinea Pig and their Sensory Pod collection, and Twinkl Symbols. With a mission to advocate for inclusivity and accessibility in education, nasen’s Quality Framework programme allows products and resources to undergo a review by experienced SEND education specialists. Upon review, the nasen team

will provide expert advice to optimise the accessibility of the product or resource, supporting organisations/companies to meet the diverse needs of individuals with special educational needs.

See page 43 for more details.

Don’t want to wait for the next issue? Check out

Curriculum reviewwhat can the sector expect?

One of the Labour party’s manifesto pledges was a review of the national curriculum and they began that process just two months into their new government. The national curriculum in its present form was published in September 2013 and sets out the requirements for the curriculum in primary and secondary schools, though academies and private schools are not required to follow it. In recognition of the pressure schools and colleges are already under, and the further strain that wholesale reform can bring, the review will seek evolution not revolution, and will be cognisant to the trade-offs required to deliver high and rising standards alongside greater breadth – in particular any recommendations that would increase workload.

To this end, the government has

set up an independent, expert-led ‘Curriculum and Assessment Review’ group to undertake the review and a call for evidence has launched. Spanning from Key Stage 1 to Key Stage 5, the independent review will be chaired by Professor Becky Francis CBE, an expert in education policy, including curriculum and social inequality. The review will look at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve – in particular those who are socioeconomically disadvantaged, or with special educational needs or disabilities (SEND). Following the review, all state schools, including academies, will be required by law to teach the national curriculum up to age 16, giving parents certainty over their children’s education.

UNICEF and nasen collaborate to support inclusion in Romania

Following the launch of a collaborative project between nasen, UNICEF and educators in Romania last year, a free toolkit has been created as part of the ‘Romania for Every Child’ project.

The project was developed to enhance the integration and support of students with SEND within mainstream educational settings, and the toolkit draws inspiration from the latest research, global best practices and the experiences of educators and students in Romania. The initiative was guided by nasen associates, Professor Philip Garner and Professor Anca Nedelcu, alongside a consortium of stakeholders from the Romanian school system, UNICEF and nasen.

The toolkit encourages and supports teachers to embark on a reflective journey, adapting the insights and strategies it offers to create an environment where every student can thrive. Central to the toolkit are practical materials designed to empower teachers to promote greater inclusion within schools. These include:

References to the latest theories on school inclusion for children with SEND Guidance on teaching practices and creating an inclusive classroom environment inspired by promising international practices

A curated list of innovative tools for supporting the inclusion of children with SEND in mainstream classrooms

A dedicated module on working collaboratively with parents and families of children with SEND.

What sets this apart is its foundation on specific data gathered and analysed from the local level, ensuring its relevance and applicability to the unique challenges and opportunities within Romanian classrooms. Webinars and two face-to-face workshops support the implementation of the inclusion strategies outlined in the toolkit, helping to foster a community of supportive and collaborative practice that supports all students.

SEND: Peer-to-peer support for school leaders

Universal SEND Services is an ambitious programme that provides practitioners – whatever their role or career stage– with free access to quality-assured training and resources.

It provides practitioners – whatever their role or career stage – with free access to quality-assured training, information and resources. There is a range of learning journeys available, depending on how much time is available to you, and the depth at which you’d like to work.

Funded until 2025 by the Department for Education, it is delivered by nasen through the Whole School SEND (WSS) consortium, in strategic partnership with the Education and Training Foundation (ETF) and the Autism Education Trust (AET).

One of nasen’s more involved strands of work – and one which has produced some of the most significant and tangible results – focuses on peer mentoring for school leaders.

HOW DOES IT WORK?

Leaders are approached and offered support in developing a strategy for improving practice for SEND that reflects the needs of the workforce and their learners. Jane Starbuck, regional SEND leader (RSL) in the East Midlands, explains: “By the time I engage with settings as part of this project, they are already at different stages of a journey. None stand still following on from an inspection, but there are many different responses.

One thing they have in common is a sense of vulnerability – these are leaders who work incredibly hard and need help to rebuild their self-belief.

“As a peer mentor, my first task is always to actively listen to the leaders’ concerns and challenges. I have seen a SENCO ready to resign and another whose confidence had been completely destroyed. Together, we have been able to ensure that strategic plans have clear priorities and focus, with the ultimate intent being that SEND is recognised as everyone’s responsibility.”

Leaders are approached and offered support in developing a strategy for improving practice for SEND that reflects the needs of the workforce and their learners.

RESULTS TO DATE

The mentorship of Jane and the other RSLs involved has produced unequivocally positive results. Of the 32 mainstream settings who have taken part, nine have been reinspected by Ofsted and are now deemed to be ‘good’ schools, where provision for learners with SEND has improved.

One such school is Gossey Lane Academy, one of seven academies that make up the Washwood Heath Multi Academy Trust (MAT) in Birmingham. The school is in an area of high deprivation, many different languages are spoken and there is a higher-thanaverage number of pupils on pupil premium, some of whom are transient.

Following a disappointing Ofsted in January 2023, the school was already reviewing its graduated approach. Pupil passports had been amended and high-quality, inclusive classroom practice was being prioritised using the EEF’s Five-a-Day as a support tool.

The SENCO, Romana Tariq – already a member of nasen – was extremely open to an invitation to work with our West Midlands RSL, Alison Parr. They were joined by the school’s leadership team and the director of primary for the MAT at six meetings, during which Ofsted’s recommendations (in terms of SEND provision) were reflected on.

Alison helped the team to work through the report and address each area of concern. She shared resources – the Teacher Handbook: SEND and the Preparation for Adulthood audit tool being of particular value. They worked to develop support for teachers of non-core subjects, especially where it was not their area of expertise. Together, they reviewed existing processes for collection and sharing of data and they looked at how information was being used.

In the final session, Alison was joined by Malcolm Reeve, national SEND leader, for an insightful session to demonstrate how knowledge of national SEND data enables leaders to ask far more probing

Through the peer mentoring project, we were able to share and develop the bespoke CPD and real-life examples, pertinent to Gossey Lane. This collaboration has certainly supported us moving forward in our journey.

questions at a school and MAT level.

In May 2024, Gossey Lane received an Ofsted monitoring visit to assess progress in the areas identified as needing improvement. Where previously the school had been criticised for its SEND provision, the monitoring visit found that “this aspect of the school’s work has been transformed”. They were also praised for:

The SENCO’s actions in working closely with all staff to ensure that pupils’ needs are accurately identified, understood and met Delivering training for staff to help improve their understanding of how best to support learners with SEND in their learning. These pupils get the support they need and enjoy learning alongside their peers in the classroom Making the most of external support and challenge, and working collaboratively with external advisers.

Speaking of their experience of working with Whole School SEND, the Gossey Lane leadership team said: “SEND provision at Gossey Lane is a priority. We were keen to work with Alison Parr to further develop our practice and ensure that all of our teachers are confident teachers of SEND and have the skills and expertise to deliver quality first inclusive classroom practice in all subject areas. Through the peer mentoring project, we were able to share and develop the bespoke CPD and real-life examples, pertinent to Gossey Lane. This collaboration has certainly supported us moving forward in our journey.”

Gossey Lane is just one of a significant number of settings which have enjoyed bespoke support from our RSLs, and we have high hopes that this success will continue well into the next year of the programme.

We’ve shown that, with the right guidance and constructive challenge, we can identify practical strategies to move forward towards a workforce which is empowered with the skills and confidence to deliver an education experience that works for all learners in their settings.

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Linking home and school

The

link between home and school is vital to build connections, trust and to ensure consistency of approach between both settings. Tor Bank’s school’s programme supports this link.

At Tor Bank, we are in a fortunate position. We’ve already facilitated many opportunities to build our partnerships with families through programmes such as our monthly workshops, coffee mornings and opportunities to seek expert guidance in our half-termly advice clinics. Two years ago, we started our Home to School Link Programme, which focuses on young people and their families who are either new to the special school setting or experiencing challenges with their learning. Facilitating home visits is a wonderful opportunity for staff to build further connections between home and school by providing unique learning opportunities for the families and young people involved in the comfort of their own home.

Two teachers oversee the Home to School Link Programme, visiting pupils involved at least twice every half term in their home and sometimes in the local community. During the visits staff can model a variety of teaching techniques to families and provide individualised interventions and resources that are tailored explicitly to support the young person and their family at home. Having a teacher

come to your home is certainly not the norm, and one parent admitted that it was nerve-wracking initially but the relationships built, and the value of the visits superseded all nerves and expectations.

They said: “I was absolutely delighted to receive the letter explaining the Home to School Link Programme. I thought this was a fantastic initiative and an extremely beneficial way of supporting my child’s transition into school and from school to home. I was so happy that this support was available to us and also felt emotional as it can be isolating having a child with severe learning difficulties. There is very little support available for children with SEN before school starting age.”

One parent, whose child is currently too unwell to attend school, relayed: “The look on my son’s face when his teacher comes into the home is amazing. You still feel a part of the school community which is wonderful when you spend a lot of your time isolated.” They further noted the importance of

BREEN

Claire Breen is the principal of Tor Bank Special School in Belfast Northern Ireland. She has over 20 years’ experience in the SEN sector. In Tor Bank Special School pupils thrive within an inclusive, diverse and supportive learning environment. Positive partnerships between home and school are paramount to pupils reaching their full potential.

receiving lessons at home from a teacher and felt that their child wasn’t missing out on what their peers were learning in school. The privilege of getting to know a child and their family in their own home is utterly invaluable. One teacher felt that building a deeper connection with pupils and their parents in the family home had led to rethinking best approaches to use within the school environment so that the child has better access to their areas of learning.

Feedback from families about their journey on the Home to School Link Programme has been extremely positive. The staff involved feel blessed to be part of this programme, especially seeing all the positive changes for our Tor Bank families at home and school.

We wish to thank all families who have participated in this unique opportunity. Going forward staff involved will continue to work around the financial constraints to provide the best support possible. Come on, who wouldn’t want to make going to music class with this young lady a success? The smiles speak for themselves.

CLAIRE

TEACHING & LEARNING

How to support early years children with language delay

Speech and language therapist Sophie Hutton talks us through some strategies to support children’s language development in the crucial early years.

Primary school teachers believe a quarter of their pupils lack the language skills to be schoolready, according to a survey carried out by early years charity, Kindred².

Although the survey was not SEN specific, it highlighted the need to tackle language delay in the crucial early years so that children are ready to learn, play, and make friends when it’s time to start school.

When children find it difficult to express their feelings or join in with activities, the world becomes a bewildering place. However, there are some creative strategies that early years settings can use to help children develop communication skills so their confidence will blossom at home and at school.

SPOT SPEECH AND LANGUAGE PROBLEMS EARLY

It’s not always easy to identify SEN or speech and language delay in the early years. The best starting point is to encourage everyone at the setting to keep an eye on whether a child seems to be developing at the expected level for their age.

Your team will need a clear understanding of what a child of 18 to 24 months, or 24 to 30 months, should be able to do, and if the pupil fits into that range. The child might just be developing at a slower pace, or it could be an early indicator of a more specific need. Either way, they will benefit from your communication strategies.

Key flags to look out for when identifying language delay include when a child finds it hard to listen, pay attention or follow a simple instruction. Does the child show behaviour which reflects their frustration at not understanding a game? Or do they lack interest in a story everyone else is enjoying?

Spotting a child’s needs early gives you a head start in supporting their language development.

SOPHIE HUTTON

Sophie Hutton is a speech and language therapist and a contributor to the recently published report, How to build confident early learners.

WORK CLOSELY WITH PARENTS AND FAMILIES

The Kindred2 survey suggests some parents might not understand the difficulties their child is facing. It found that, although teachers said that more than one third of children were not ready to start reception, the vast majority of parents (91 per cent) believed their child was school-ready.

You can reassure parents that their child is receiving the best possible support by involving them in their child’s language development. One way we do this is by encouraging parents to adopt techniques at home that we use in our setting. For instance, gradually extending a sentence – “I see the duck in the pond” becomes “I see the yellow duck in the deep pond.”

Another technique is to repeat something their child says but using correct words rather than baby language. Parents can also reinforce language by narrating their child’s activities – “You have the red pencil” or “You are drawing a flower.

These approaches develop conversation skills before children start school.

USE NON-VERBAL FORMS OF COMMUNICATION

Children with language delay often struggle to navigate the day. Non-verbal communication can help children get used to the activities and routines they encounter in your setting, and later at school. One way our team helps children with day-to-day communication is by using Widgit Symbols, which are widespread within the SEND community. These are simple illustrations which can represent anything from an object like a paintbrush, to an

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If you use a symbol alongside speech, it helps the child decode and understand what you’re saying. If you ask “Do you want a drink?” while holding a symbol of a cup, it reinforces the meaning of the word. You can encourage a child to choose between orange juice and apple juice by using symbols and modelling the language at the same time. We also use symbols to help children manage changes throughout the day, such as saying “It’s time to play outside,” with a symbol to represent putting on a coat. If you can encourage parents to use symbols during home routines like bathtime and bedtime, a child’s understanding will deepen through the combination of visual and verbal messages.

STORIES

EXPLAIN EMOTIONS THROUGH

Children with under-developed language skills can easily feel overwhelmed when they don’t understand the emotions they are experiencing. But if children learn to recognise their emotions early, they will find it easier to express them.

Odessa Stephenson, SENCO and early years lead at Monkhouse Primary School in Tyne and Wear, uses storybook characters to initiate conversations about emotions.

“We help children to interpret the emotions of others by using story characters,” explains Odessa.

“For example, we might ask, ‘How did the Billy Goats Gruff feel when the troll said he would gobble them up?’, so that when it comes to helping children with their own feelings, they are already developing that emotional literacy.”

From there it becomes easier to move on to questions such as “Can you think of a time when you were feeling scared too?” Staff can then suggest a coping strategy with prompts such as “When we feel like that, we can do this.”

The easier we make it for children to start communicating, the more confident they will feel to try it again, so they’ll be ready to enjoy all that school has to offer when the time comes.

➜ LEADERSHIP ➜ TEACHING & LEARNING

Preparing pupils with SEN for adulthood

It is easy to think that planning for adulthood comes later in a child’s education, but it should begin from day one at a school or setting. Successful preparation for adulthood has several vital components, and there are numerous ways in which schools and settings can embed these into the everyday curriculum to ensure that all children have the best chance of a successful start in life. Jayne Jardine MBE discusses further.

INDEPENDENT LIVING

Equipping young children with the skills needed to live independently includes areas such as finances, managing daily tasks, personal care and maintaining a home. In fact, many life skills lend themselves to being practiced at nursery or school. In the early years, this is linked to toileting, feeding themselves, making choices and beginning to learn how to keep themselves safe. In schools or settings, timed tasks/activities give an awareness of planning for activities outside of school and into future career pathways. Colours can be taught through matching socks. Division through making pizzas. The opportunities to build life skills are numerous but, to promote independence, an ideal place to start is teaching

how to ask for help; not as a first port of call but linked to perseverance.

Knowing how to ask for help reduces frustration and increases the likelihood that a task will be completed. Over-supporting is an easy trap to fall into but completing tasks for a child or young person with the capability to do it for themselves (or to learn how) only proves we are better at the task than they are. Teaching how to ask for help when they need it is more effective to build independence. Resources like a ‘help card’ or structuring activities that challenge and rely on problem-solving skills can help. Self-care activities should also be central to a child’s routine at home and school. Choosing appropriate clothing, brushing teeth and combing hair are important daily tasks that should be encouraged

JAYNE JARDINE MBE

Jayne Jardine MBE serves as the chief executive officer at The Rise Partnership Trust. With a wealth of experience, she has held key roles, including Ofsted lead inspector and challenge partners reviewer. Prior to her current position, Jayne was the head of four outstanding special schools across London.

as early as possible in life. Deficits in this area of a child’s independence can have an impact on safeguarding; relying on an adult to complete personal care can make them vulnerable to abuse later on. Reducing that risk can help improve their quality of life

Another crucial aspect of independence is learning how to use and manage money, particularly for pupils with SEND. Financial abuse is a real worry for young people with SEND. Teaching how to check receipts, shop safely online and where to find trusted support can help mitigate this risk. This also reduces the likelihood of debt in adulthood, and it can be embedded into many school activities. Independently using their own money is the best way to learn so use real coins from the start.

FURTHER/HIGHER EDUCATION, EMPLOYMENT AND SOCIETY

For any child, this starts with being provided with the right foundations for learning, but it also needs to focus on the development of skills that will be useful beyond education. The aim may not be for all to obtain employment. For some it is about teaching the skills to lead a meaningful and fulfilling life, but it’s important to provide a range of opportunities to investigate different jobs. This can start with the people who surround them in school, such as office staff, headteachers, teachers, kitchen staff etc.. Providing the opportunity to take on roles/jobs in the classroom setting and at lunchtime is also

The aim may not be for all to obtain employment. For some it is about teaching the skills to lead a meaningful and fulfilling life.

an ideal opportunity to practice skills that will help in later life.

As adults, we need to actively engage in our communities, build relationships and contribute positively to society

For this, we need to ensure that children have a functional communication system, i.e. a way to be understood by others and to understand responses from others. A child will need to communicate their likes, dislikes, requests, to question and ask for help. Both high and low-tech augmentative and assistive communication (AAC) systems are available to support this.

It is important that the communication system follows the child. Often adults who know that child well can predict what they want but this is unfair to the child as they mature. Everyone needs a system they can use with an unfamiliar communication partner. This is not about socially acceptable communication or ‘making’ children speak. It’s about ensuring they can become confident communicators in different situations. If you cannot communicate basic needs the world becomes a very small, restrictive space.

School and other settings need to be secure and safe places to learn and develop but this can also go too far and lead children to struggle when it comes to accessing community facilities, activities and shops, etc.

Journey planning and transport training are essential elements of this. Maths lessons for older children should involve reading timetables and using apps to plan journeys. When planning an outing or trip, encourage the children to help arrange it. Look at the logistics and other considerations. Where possible, look for amenities the children can walk to, or use public transport.

➜ LEADERSHIP ➜ TEACHING & LEARNING

Often adults who know that child well can predict what they want but this is unfair to the child as they mature.

Finding a way to connect with others naturally can reduce dependence on an adult to lead leisure activities. Building opportunities to share and explore special interests can be the spark for this. It’s important not to only encourage the interaction we think is appropriate; we can be sociable sharing a space, occasionally looking at what others are doing. Group activities don’t have to be structured, high-energy situations. Games and shared play are better

when encouraged and designed around interests rather than when forced and designed around the needs of the adults.

HEALTH AND WELLBEING

Being as physically, emotionally and mentally healthy as possible is crucial for successful adulthood. Encouraging children to explore, taste and eat a range of healthy foods is a great place to start. Many children with SEN have restrictive diets and are keen only to eat foods they have become familiar with. Children should be encouraged to have ‘fun with food’ away from mealtimes. Playing with food can be a low-pressure way of introducing children to touching, tasting or even eating new food items. Introduce real foods in small-world play; shredded wheat makes great ‘animal feed’, chocolate can be ‘mud’ in a farmyard. Schools can promote physical activities and exercise during the day in a variety of

ways; especially if access to more ‘typical’ PE sessions is challenging for pupils. Break down activities into clear ‘chunks’/smalll steps and make exercise fun, for example, dancing and moving to music. Children should also be supported to identify when they want an activity to stop if it becomes distressing for them, to learn to understand their emotions and what helps them to manage difficult situations. There is a range of strategies to support regulation and children need to be able to identify the ones that work for them. It is also important that co-regulation strategies continue, regardless of the needs of the individual. Part of positive relationships in adulthood is being able to rely on those close to us when we need support and developing the skills to advocate for themselves. All children need a voice, a sense of control and a solid understanding of the world around them.

BEYOND BOUNDARIES: LEADING GREAT SEND PROVISION ACROSS A TRUST

This book is so timely! It’s a highly valuable read for all leaders in multiacademy trusts who want to drive forward inclusive, high-quality provision that meets the needs of all learners, including those with SEND.

The thing I loved most while reading ‘Beyond Boundaries’ is that the voices heard throughout are clearly those of experienced leaders who truly understand the challenges of inclusion for our schools and settings; their experience and insight into the complexities unique to multi-setting leadership enables them to provide practical guidance and tried-

and-tested strategies for other leaders.

The framework provided by the book is practical and comprehensive, and there’s a helpfully balanced combination of theory and insight into best practice. Questions are posed to skilfully provoke reflection and, importantly, enable the reader to identify their next steps.

I strongly recommend ‘Beyond Boundaries’ to any leader who doesn’t know where to start or who needs insight into the experiences of other Trusts. Also, I love the format, which can be read from start to finish or can be dipped into as appropriate so even the busiest of leaders can benefit from the solutions within.

Author: David Bartram, Natalie Packer

Publisher: John Catt, Hodder Education

ISBN: 978 1 0360 0336 4

Price: £16

Reviewed by: Ffion Robinson, nasen education officer

The general principles governing the schemesofwork are that they

•are developmental in nature and open to personalisation -they start at the beginningofthe individual pupil’s learning journey and aim for the highest level of independence possible

•cover all stagesofeducation from 2to 25 (and beyond) butare not directly related to either age or key stage. Learnersfit into themwhere they will according to their individual abilities, interests and learning journey

•are not related to the National Curriculum, though the common language of the PScales is occasionally used for

understanding.

➜ LEADERSHIP ➜ TEACHING & LEARNING

Collaborative working for exceptional musicianship

Two special schools, a local musical inclusion service and a national SEND musical charity collaborated to showcase exceptional musicianship in a group of students with a diverse range of SEND needs. Beverley School’s Neil Thomas talks us through the experience.

The collaboration started with an idea. Adam Featherstone and I, both long-standing music teachers for students with SEND at the two special schools involved, attended a conference with a presentation about the Open Orchestra movement and a new accessible iPad-based instrument called Clarion, developed by Open Orchestra. Open Orchestra started in Bristol in 2013. It was established to give students with

SEND an opportunity to experience performing in real-time as part of large ensemble that rehearses regularly.

The music performed by many Open Orchestras uses classical works to create new, conceptualised pieces that are more accessible for the musicians. Alongside participating in the orchestra, students receive instrumental lessons that focus on individual engagement and developing instrumental skills to suit each student. Initially Adam and I were excited by the idea of setting up our own Open Orchestra but found funding

difficult, so we put the idea on the back burner until a later date. A while later, our local music inclusion provider (Musinc) appointed a new musical inclusion manager, Rebecca Johnson, who approached both Adam and I with a proposal.

Musinc had funding to set up a flagship programme and wanted Open Orchestra to be at the centre of the vision of the service.

Luckily, both Priory Woods Special School and Beverley School for children with autism, were keen to get involved and found funding to support the project. Most of the

The orchestra enables engagement at an accessible level, helping to remove barriers for those who want to perform in an orchestra.

funding came from Musinc, who recruited an orchestra leader, Ben Hopkinson, to deliver individual and small group lessons and conduct the orchestra on a Friday afternoon.

Fourteen children with an interest in music across both schools were initially chosen to take part. Care was taken to include children with moderate learning difficulties and those with severe learning difficulties and complex needs. Holding the orchestra during school time reduced issues of transport and attendance, helping to maintain a sustained body of musicians. Secondly, the orchestra was to rehearse at Middlesbrough Town Hall, a prestigious building built as a concert venue in 1889 to showcase some of the world’s best orchestras, many famous bands and artists across the decades. This gave the orchestra a special sense of importance for the students, as well as offering a neutral space for both schools to come together.

Five years later, the orchestra has gone from strength to strength. We were all unsure of how it would come together but took a leap of faith and worked as a close-knit team. After a training session with Open Orchestra, the direction and possibilities were clarified. Our first rehearsal sent us away with a sense of the exciting potential of our collaboration. We all had a role to play, and quickly became a well-functioning team.

The first performance was six months after conception, to a conference of local social workers. It consolidated how special and important Middlesbrough Open Orchestra was. The whole room was amazed at the quality of the performance; the music was high-quality and extremely listenable. These were young people performing as credible musicians. More importantly, the students’ sense of achievement and confidence grew following that first performance, and many have remained part of the orchestra throughout its existence.

BEN HOPKINSON

Ben Hopkinson is a freelance musician and educator working for Musinc on the Open Orchestra project.

➜ LEADERSHIP ➜ TEACHING & LEARNING

Music has become one of the most important parts

of our curriculum

and

the collaboration

Presently, we have 24 members. The musicianship of members has continued to develop, and students are keen to be part of the orchestra. Open Orchestra gave us a launchpad, framework and vision to start the project. Initially, we used the Open Orchestra repertoire, but soon developed pieces that each of us brought to the table as well as developing student compositions.

We’ve played a diverse range of pieces including Peace Piece by Bill Evens, Interstellar by Hans Zimmer, Feel Good Inc by the Gorillaz and One More Time by Daft Punk, as well as more classical pieces such as Pachelbel Canon and Jupiter by Holst. Ben, our orchestra leader, adapts pieces to suit the musicians. All have an important role, with some playing complex parts whilst others may play simple chord progressions or improvised melodies on Clarion. A range of acoustic and electronic instruments are used, including piano, saxophone, double bass, cellos, violin, electric guitar, chimes, glockenspiels, various keyboard instruments, octopad, percussion and Clarion. The orchestra enables engagement at an accessible level, helping to remove barriers for those who want to perform in an orchestra. The pieces are created around themes and develop gradually. Improvisation is a common theme and creativity is an important part of the performance.

For Ben, it’s music first. He wants to push

has enabled our students to develop beyond the classroom within a real-world experience of an orchestra.

the envelope, and for the children to do the same. He can focus on that task while we focus on supporting students musically and caring for their wellbeing.

The results have been astonishing. Firstly, the musicality of the students has surpassed expectations, enabling natural musical talent to shine. We discovered that several students have perfect pitch, and a few have excellent relative pitch. In the general population, the prevalence of perfect pitch is 1:10,000; in Middlesbrough Open Orchestra we have three children with perfect pitch. The ability to focus has increased, as have communication skills, and engaging with pupils from a different school has improved social skills, particularly for autistic students. Students are more independent, and less intervention and prompting are needed; children are now largely self-supportive during a session or concert. Self-esteem has improved and students feel that they belong to something special and important.

Due to the musical success, the orchestra has performed at several prestigious events and conferences, including closing for a National Music Mark conference on inclusion. We are currently working with the composer Kate Whitley, and musician Clarence Ado from the British Paraorchestra.

NEIL THOMAS AND ADAM FEATHERSTONE

Neil Thomas (left) is a specialist music teacher at Beverley School in Middlesbrough, which is a school for autistic children. Adam Featherstone (right) is a specialist music teacher at Priory Woods School in Middlesbrough, which is a generic special school. The Middlesbrough

We’re also taking part in a £2m Digital Score study headed by Professor Craig Vear from Nottingham University, which lead to a showcase concert at Middlesbrough Town Hall in June 2024. The development of the orchestra has impacted not only the children taking part but all those involved. It has helped change perceptions of what children with SEND are capable of. Any idea of low expectations is dismissed as soon as they begin performing. Our young people work together in the same way as professional musicians would. Music has become one of the most important parts of our curriculum and the collaboration has enabled our students to develop beyond the classroom within a real-world experience of an orchestra.

Working in partnership has created opportunities and pulled together resources and expertise to develop and maintain the orchestra. Musinc’s commitment, investment and help has been invaluable and has given longevity to the orchestra. The emphasis placed on music and the support of our senior leadership teams at Priory Woods School and Beverley School has also been important. Building partnerships to support musical development has helped create connections and opportunities that have produced real change in how we view our young people with SEND.

Open Orchestra is a partnership between Beverley School, Priory Woods, Musinc and Open Orchestras. Open Orchestras is the largest community of inclusive orchestras running in special schools in the UK. More information is available at openorchestras.org

Watch ‘Children’ performed by Middlesbrough Open Orchestra.

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➜ LEADERSHIP ➜ TEACHING & LEARNING

Five simple steps

to enhance wellbeing in primary schools

Rachel Jones from Kingsley St John’s School talks us through the school’s approach to supporting wellbeing.

As headteacher at Kingsley St John’s Primary School, I’ve observed a significant rise in mental health issues among students, particularly following the pandemic. These challenges are especially pronounced for pupils with SEND. Given that over 500,000 children are currently waiting for mental health support, early intervention is crucial. To address this, we’ve developed a holistic approach to wellbeing that leverages innovative technology to support our teachers, empower pupils, manage stress and build resilience, all with a view to enhancing overall wellbeing.

Here are five simple steps we’ve implemented to improve the wellbeing of pupils with SEND at our school.

EARLY IDENTIFICATION AND SUPPORT

RACHEL JONES

DATA-DRIVEN APPROACHES

Utilising data is crucial for understanding and meeting the needs of pupils with SEND. We gather and analyse data on attendance, behaviour and wellbeing to identify patterns and areas needing additional support. This data-driven approach allows us to tailor our interventions and allocate resources more effectively, ensuring that our efforts have a meaningful impact on our pupils’ mental health.

Proactively identifying and addressing the needs of pupils with SEND is essential. We conduct regular wellbeing meetings to pinpoint early signs of anxiety and other challenges. By offering timely, tailored support, we can increase protective factors and reduce risk factors, ensuring a positive impact on each child’s wellbeing. This includes strategies like personalised transition plans to help ease the shift from home to school.

2 PERSONALISED WELLBEING STRATEGIES

Recognising that each pupil’s experience is unique, we’ve created a personalised approach to wellbeing. This involves providing one-on-one support during challenging times, assigning small responsibilities and using visual aids and emotional tools tailored to each child’s needs. These personalised strategies help pupils manage their emotions more effectively, leading to a smoother school experience.

Rachel Jones is the headteacher and safeguarding lead at Kingsley St John’s School in Cheshire. With 15 years of experience as a headteacher and 26 years in the teaching profession, she is trained in trauma and mental health. Rachel is also an English lead, a SIAMs (Statutory Inspection for Anglican and Methodist Schools) inspector and a member of The National Association of Head Teachers (NAHT), underscoring her commitment to professional development and best practices.

LEVERAGING TECHNOLOGY

Integrating technology has been a game-changer in supporting the mental health of our pupils with SEND. We use tools from the NHS and Lumii.me, along with other digital resources to provide customised interventions and coping strategies. These technological solutions help create a calmer classroom environment and improve behaviour by offering mindfulness and emotional regulation activities. For example, pupils in Key Stage 2 use a personalised app to reflect on their emotions and receive tailored advice.

5 EMPOWERING PUPILS WITH SELF-REGULATION SKILLS

Empowering pupils to manage their emotions is key to fostering resilience. We teach self-regulation techniques, provide coping strategies and encourage open dialogue about mental health. This approach helps pupils understand and accept their feelings, which in turn builds their confidence and resilience. By promoting self-regulation, we help pupils develop the skills they need to navigate their emotions effectively. By focusing on these five steps, we have seen notable improvements in the wellbeing of our pupils with SEND. This holistic approach not only enhances their mental health but also contributes to a more supportive and effective learning environment.

Digital Inclusion: Why this all feels a bit too familiar…

Digital inclusion should be easier than ever, with accessibility now a fundamental part of the way much technology is developed. But is it? Sam McFarlane looks at the benefits and challenges of digital technology.

The digital revolution is here to stay, like it or loath it. Personally, I’m not just casually adjusting to this new world, I am racing to catch up with it; the current pace of digital evolution is dizzying. The Government is directing the exploration and execution of how schools can benefit from Artificial Intelligence (AI) and there are

what seem like daily updates and releases of new accessibility features and software. With all this, we may be forgiven for thinking education is in a digital golden age. But while we can marvel at the technological advances that are at our fingertips and begin to imagine how our students with SEND could benefit, we also need to be aware of the risks and challenges digital inclusion may bring.

CURRENT STATE OF PLAY

SAM MCFARLANE

Sam is an education officer at nasen; previously she has worked in a variety of roles across the education sector which include SENDCO roles and leadership within a local authority. Sam now brings her SEND knowledge and experience to her role at nasen to support colleagues in education settings.

Digital technology has the power to break down a number of the barriers to learning and facilitate success for all students including students with SEND. In fact, in May of this year the World Health Organisation (WHO) published a fact sheet acknowledging key benefits of assistive technology for people who have a disability, signalling its potential

To find out more, read nasen’s Assistive Technology mini-guide, covering practical advice and strategies for making the most of accessibility features and assistive technology in general.

➜ TEACHING AND LEARNING

to support global health needs. Back in our classrooms, as detailed on nasen’s assistive technology pages, most of us have the power to harness assistive technology, due to embedded accessibility features within standard software.

Pearson’s annual schools report (2024) reflects the increasing trends for teachers to use assistive technology within their practice; with 47 per cent of primary teachers and 43 per cent of secondary teachers reporting that the use of digital technology has improved access to learning for their students. The use of digital technology is set to increase exponentially with the arrival of AI, potentially reshaping teaching and learning practices; a view also echoed by 60 per cent of teachers who predict that technology with improve accessibility for learners with SEND in the next three years. (Pearson. 2024).

It is easy to see how evolving digital practices will benefit our students, yet there are risks that we need to be alert to. The pursuit of a digital future could create further inequalities for our already vulnerable students and their families, leaving a long-lasting impression.

RISKS AND CHALLENGES

Digital poverty is ‘the inability to interact with the online world fully, when, where and how an individual needs to’ (Digital Poverty Alliance 2023), which is a reality for many children, young people, and their families. The Digital Poverty Alliance states that 26 per cent of young people do not have access to a laptop, and 53 per cent of all people cannot afford broadband. So, following this thought through, digital poverty could lead to digital exclusion, meaning that an individual’s interactions, opportunities, and options are limited or restricted, due to a lack of digital access. If this all feels like déjà vu, it should. Increasing accessibility, and championing inclusion is something we practitioners in SEND have been grappling with for years.

A recent report by the professional services provider Deloitte (September 2023) suggests that 20 per cent of children are living in digital poverty. The Good Things Foundation (2023) share that people with disabilities or health conditions are two times more likely to be ‘non digital users’ and those from lower income households are five times more likely to have limited access to digital resources. When we couple the statistics with stories of schools without the adequate level of IT resource, or families without computers or sufficient

The pursuit of a digital future could create further inequalities for our already vulnerable students and their families, leaving a long-lasting impression.

connectivity, we can see that some students with SEND do not have access to the fundamental resources they need to participate in learning and the school community in a fair and equitable way. But it’s not just about access, there is also a suggestion that where our students with SEND have the means to access the online world, the emotional and psychological wellbeing effects of negative online experiences can have a more severe impact. According to Internet Matters (2023), feelings of loneliness and disconnection, coupled with the impact of physical inactivity, are more acutely experienced by our students with SEND who regularly access online content.

EQUITABLE ACCESS

So how can we support our students to navigate the new digital world, ensuring that access is not only fair but also safe? We must understand what our students need, not only in terms of hardware, but also the skills they need to develop to make best use of equipment. Students may need assistive technology training, or specific teaching around online safety. We also need to have a firm grasp on our settings, the barriers to digital inclusion which may be financial, or skills and training related, or rooted in attitudes and ethos. Being proactive in prioritising digital inclusion as a basic right for all our students, and garnering support for this vision across senior leadership, in tandem with the wider school community, is key. Working alongside our children and young people and their families will help in identifying those most at risk of digital exclusion, meaning resources can be targeted. The ‘digital revolution’ is just another strand of inclusion. As dedicated and committed practitioners to the cause, we are well placed to lead ‘blue sky thinking’, shape innovation, and drive change; this is what we do for our students every day.

with cerebral palsy Creating accessible nursery environments for children

Eddie Jones explores the steps that nurseries can take to adapt environments to better serve children with cerebral palsy, helping them to thrive in these early learning spaces.

Cerebral palsy is a condition marked by impaired muscle coordination.

Often attributed to brain damage before or at birth, it significantly impacts a child’s ability to interact comfortably and effectively in many typical nursery environments. Recognising and addressing the unique needs of children with cerebral palsy in these settings is not just about accessibility; it’s about fostering an inclusive atmosphere that supports every aspect of their development.

UNDERSTANDING THE NEEDS OF CHILDREN WITH CEREBRAL PALSY

Cerebral palsy manifests in various forms, each of which affects children differently. The most common symptoms include difficulties with movement, muscle tone and posture. Children with this condition may use assistive devices such as wheelchairs, walkers or braces.

In a nursery setting, their needs extend beyond simple mobility; sensory sensitivities, communication barriers and cognitive challenges are also prevalent, requiring a tailored approach to their learning and interaction environments.

For instance, some children with cerebral palsy might find noisy, brightly lit or visually cluttered rooms overwhelming. Likewise, standard furniture and play equipment might not cater to their physical abilities. Simple activities such as moving between different areas of a nursery or participating in group activities can become challenging. All of this highlights the need for a well-considered adaptive environment.

DESIGN PRINCIPLES FOR ACCESSIBLE NURSERY SPACES

Adapting a nursery to be more accessible begins with thoughtful design principles that accommodate a wide range of needs, particularly for children with cerebral palsy. This involves creating environments that support mobility, sensory needs and overall safety to ensure that all children can learn and play without barriers.

Key considerations include:

Spatial layout: Create wide pathways and open spaces to accommodate wheelchairs and walkers. Learning and play areas should allow free movement, without clutter and obstacles that can hinder mobility or create unsafe

EDDIE JONES

Eddie Jones is a specialist clinical negligence solicitor and head of the clinical negligence team at JMW. He is widely regarded as a leading practitioner in the field.

conditions. Design floor plans that allow easy transitions between different areas, such as from the playroom to the washroom, and ensure that doorways are wide enough to accommodate mobility aids.

Sensory-friendly design: Children with cerebral palsy may experience heightened or reduced sensory sensitivity. Opting for neutral colours and soft, natural lighting can help to prevent sensory overload and make the environment more comfortable for all children. Incorporate quiet zones where children can retreat to feel safe and calm, away from the bustling activity of the main play areas. These zones can be equipped with sensory-friendly toys and materials that help to soothe and relax. Accessibility features: Choose adjustable furniture to accommodate children of different sizes and abilities so that every child can participate fully in activities. This includes tables that can be adjusted for height and chairs that provide necessary support. Ensure that storage areas are accessible, with shelves and hooks at appropriate heights so children can reach their belongings independently. Specialised play

equipment should be inclusive, such as swings with harnesses or tactile panels for sensory exploration. Bathrooms and sinks must also be adapted with considerations such as grab bars and lower fixtures to ensure children with physical disabilities can use them. Safety considerations: Install non-slip floors in all areas to prevent falls, especially in zones prone to wetness. Add handrails along walkways and ramps to aid those who need support while walking. Install padding on sharp corners and edges to protect all children from potential harm during their daily activities. Regular safety audits can help to identify potential hazards and ensure that the nursery remains a safe space for every child.

With these design principles, nurseries can create spaces that are not just physically accessible but also welcoming and conducive to the wellbeing and development of children with cerebral palsy. These principles will also benefit a wide range of children with different needs.

IMPLEMENTING INCLUSIVE PRACTICES WITHIN NURSERIES

Inclusion extends beyond physical adaptations to involve the nursery’s educational and social practices. Creating an environment that fosters inclusion requires a holistic approach that integrates both structural and cultural changes within the nursery. Effective strategies include:

Staff training: Comprehensive training is essential to ensure staff understand the specifics of cerebral palsy so they can effectively support children. Training should focus on the unique communication needs, physical requirements and learning styles associated with cerebral palsy. Additionally, staff should learn inclusive teaching strategies that allow them to modify activities and interactions according to individual needs. Inclusive curriculum: Developing an inclusive curriculum is crucial. This involves planning activities that are adaptable to children with

various abilities so that all children can participate fully and engage meaningfully with the curriculum. Communication strategies: Effective communication is key to inclusion. Nurseries should employ a range of tools and technologies to assist non-verbal children or those with speech difficulties. This may include picture exchange systems, communication boards or digital devices that facilitate speech. Peer interaction: Fostering an environment of inclusion and understanding among all children is fundamental. Activities should be designed to promote teamwork and empathy, and to encourage children to interact and collaborate with peers who have different abilities.

By using these inclusive practices, nurseries can create a supportive, engaging and accessible environment for all children, and foster a diverse and inclusive community.

Creating an environment that fosters inclusion requires a holistic approach that integrates both structural and cultural changes within the nursery.

THE IMPORTANCE OF COLLABORATION BETWEEN PARENTS AND STAFF

Effective collaboration between nursery staff and the parents of children with cerebral palsy is not just beneficial; it is crucial for creating an environment that fully supports the child’s developmental and educational needs. Parents often rely on an interdisciplinary team to support their child’s wellbeing. This team can include doctors, physiotherapists, occupational therapists and even cerebral palsy solicitors to provide legal support and secure funding for their care needs.

Integrating nursery staff into this team enhances the support network around the child and helps to cohesively address all facets of their development.

Parents are typically the first experts on their child’s specific needs, preferences and potential triggers. Regular and structured communication between parents and nursery staff ensures that the nursery environment evolves in response to the child’s ongoing developmental progress and changing needs. These could include scheduled meetings, progress reports and adaptation planning sessions. Incorporating feedback from the wider professional team that supports the child also brings additional layers of expertise into the nursery setting. For instance, physiotherapists can provide critical advice on the layout of classrooms to aid mobility or suggest specific types of play that promote motor skills development. Similarly, occupational therapists can help to design sensory-friendly areas that mitigate sensory overload, a common challenge for many children with cerebral palsy.

Adapting nursery environments for children with cerebral palsy is essential for their active and enjoyable participation in early years education. It requires a commitment to ongoing learning and adaptation from nursery staff and collaboration with families. By embracing these changes, nurseries not only improve the experience for children with cerebral palsy, but also enrich the environment for all children.

EMPOWERING EMPOWERING SEND EDUCATION SEND EDUCATION TOGETHER TOGETHER

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Children with unidentified vision or hearing impairments -

what schools need to know

For many of us, vision and hearing are so fundamental to our daily lives that we take them for granted. But what are the welfare and inclusion implications for the many children with unidentified mild to moderate vision or hearing problems, and what can schools do to help? Michael Ter-Berg, CEO of Thomson Screening, examines the challenges.

It is now thought that a large percentage of ‘learning difficulties’ could be due to hearing and/or vision impairments. According to the Cooper Institute, 60 per cent of ‘problem learners’ may suffer from vision problems. Additionally, some studies show that up to 40 per cent of students who have been diagnosed with a learning disability can be suffering from an undiagnosed visual impairment.

What’s more, hearing impairment was found to be associated with attention problems, poorer school performance and, for boys in particular, behavioural issues. This is thought to be because those with hearing impairments can become frustrated and bored.

OUTCOMES FOR CHILDREN WITH UNDIAGNOSED HEARING AND/OR VISION ISSUES

Education is predominantly visual, with around 80 per cent of learning being vision-based. Most of the other 20 per cent is auditory — hearing what teachers are saying.

Children with both hearing and vision difficulties are much less likely to achieve Key Stage 2 (KS2) targets, compared with those children without any impairment, and go on to achieve lower grades overall at GCSE level. As a result, their chances of progressing to further education can be reduced, also impacting their self-esteem and career prospects.

What is truly tragic is that undetected hearing and vision conditions can often be corrected or helpful adjustments made, very easily. For example, a study by UCLA showed that 80-90 per cent of vision problems can be corrected with a pair of glasses.

However, without knowing which children’s progress or behaviour are affected by vision or hearing problems, schools may find it difficult to make appropriate and cost-effective interventions.

While you might think identifying children with poor vision or hearing are solely public health issues, the challenges pupils experience impact on children’s education. Both hearing and vision changes can occur naturally over time, as children grow. Other causes of change include prolonged exposure to excessive sound or time in front of computer screens. For example, one effect of the COVID-19 lockdowns has been a very sharp increase in childhood short sightedness as children spent less time outside and more time in front of laptops. Over a relatively short period, myopia has increased by 250 per cent. Around eight per cent of boys and

two per cent of girls have a colour vision impairment. Colour vision is not part of NHS vision screening programmes because there is no treatment for the condition. With the knowledge of which children have a colour vision impairment, schools can make very simple and effective adjustments – but they do need the data. The same goes for other undetected vision and hearing conditions.

HOW EASY IS CHECKING CHILDREN AT KS2 AND KS3 FOR SCHOOLS FOR VISION AND HEARING?

Software is available which allows schools to check children’s hearing and vision. With some of the available resources, no clinical knowledge is needed, enabling SENCos or support staff to conduct quick checks after less than 30 minutes’ online training. With some of the screeners, schools automatically receive the data in

a report, so they can plan and support children appropriately. In some cases, parents also receive a report suggesting, if necessary, that they take their child for further assessment. For vision, this can be via a high street optician, and for hearing, a GP can assist. A full assessment from high street opticians is free of charge, as are glasses for 5-16 year olds.

THE BENEFITS OF REPORTS FOR SCHOOLS

Implementing a programme of regular checks during KS2 and KS3 means schools can be armed with the knowledge and data to make informed decisions, better plan resources, save costs and provide necessary adjustments to support their children as they develop during the later stages of primary and early secondary schooling. Put simply, data is power.

https://bmjpaedsopen.bmj.com/content/3/1/e000389 www.aop.org.uk/ot/science-and-vision/research/2021/08/04/researchers-find-increase-in-myopia-progression-post-pandemic www.colourblindawareness.org/colour-blindness/ www.visiontolearn.org/impact/ucla-study-impact-analysis-of-vision-to-learn/ www.visiontolearn.org/wp-content/uploads/UCLA-Published-Vision-To-Learn-Study.pdf FOR FURTHER INFORMATION ABOUT THE STUDIES AND STATISTICS IN THIS ARTICLE, VISIT:

MICHAEL TER-BERG

Michael Ter-Berg is CEO of Thomson Screening The company was founded in 2011 by City, University of London. It aims to further develop and implement the work of Professor David Thomson, head of department at the University’s department of optometry for 25 years, and Dr Sebastian Hendricks, consultant at Great Ormond Street Hospital in Paediatric Audiovestibular medicine. Thomson Screening addresses healthcare and education, with users including the NHS and schools in the UK, nonprofit organisations in the USA and NGOs in developing countries.

At Concero, we enhance learning environments with accessible technology, while ensuring your IT meets DfE Digital Technology Standards for SEN support.

How we can help: The Accessibility Benchmark

Our benchmark assesses your school’s compliance by evaluating systems, software, and policies. You’ll receive adetailed report with expert recommendations to improve accessibility for all.

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Reading model to support all learners

Deputy headteacher Darleen Grimsby outlines her school’s inclusive, communication-based reading model.

Our school supports pupils aged 4 to 19 with a wide range of needs, including PMLD, multisensory impairments and mental health needs. As part of our whole school vision and inclusive practice, our aim is to create a communication-based reading model that is as inclusive as possible.

In reference to Scarborough’s (2001) Reading Rope, I saw our learners as those that don’t have complete ropes; they are either frayed, incomplete, cut off, looped back or not there. Our approach uses a reading model which aims to repair as many of these ropes as possible and is based on well-established models of reading. For more information look at Frith’s (1985) three stage reading model, alongside the simple view of reading and The Dual-Route Cascaded Model.

PRE-READING STAGE

The pre-reading stage supports our pre-formal learners and those with PMLD. This stage is based upon modelling, gaining and holding attention, encouraging curiosity and building on language and development. In our setting, whole-class provision and/or ‘grab-bag’ tasks, implemented through small group or oneto-one time, are used for teaching in this pre-reading stage as these approaches are highly effective in allowing us to hold attention and encourage curiosity. Decoding the environment is a key ongoing skill that our pupils need to practice from the pre-reading stage and beyond, and practitioners often teach it without realising. An example is a teacher who would signal that it was story-time by turning the light on, off and on again. Pupils would decode the environment, know it was storytime, make their way to the designated area and get ready for the story. Decoding the environment is taught through transitions, as well as by supporting pupils to risk-assess their surroundings. When you are teaching environmental words ensure that you are not only teaching the word but also their meaning, such as teaching ‘toilet’ and then locating the toilet in your school.

STAGE ONE

This stage is the logographical or pictorial stage, such as when a child sees the golden arches and knows it’s McDonalds. Stage one is all about introduction, exposure and building confidence. Words are used in three ways. The first is to express what they need, and we have personalised word banks with relevant words for each child. The second is the core word approach, and these were decided in conjunction with speech and language therapists, and they include words such as ‘more’, ‘finished’ and ‘help’. Lastly, we have three sets of core boards; introductory, basic and core which can be used in ‘first’ and ‘then’ boards or introduced through carefully structured activities and guidance to help the pupil link the symbols to the text. Remember that the text is crucial; if you only have the symbol, it is likely that pupils will learn this (logographical reading) without learning the words.

This stage can be implemented through continuous provision and filtered

into any activity through modelling, such as showing symbols and encouraging the pupil to read the label from left to right. As with the pre-reading stage, communication books, boards and story-time are built into reading activities. To finish activities, we praise the behaviour.

An example of an introduction activity for stage one is to create personalised books which contain photos of the pupil’s faces with the label of their name written next to it. We insert these labelled photos throughout the books and challenge learners to find the pupil on each page. Bringing in the fun element takes away the chore-like feeling.

When building a bank of words at this stage, the whole-word approach can offer rapid success. This may appear to give learners a false sense of security, but research shows it supports learners in the short-term; they need to feel confident to be motivated. Therefore, the whole-word approach used alongside a phonics programme can be effective in building confidence and a base understanding.

DARLEEN GRIMSBY

Darleen Grimsby is deputy headteacher at a complex needs special school in Norfolk. She recently completed her Masters in SEND and Inclusion, which gave her the platform to research reading approaches for all pupils.

The whole-word approach can offer rapid success. This may appear to give learners a false sense of security, but research shows it supports learners in the short-term; they need to feel confident to be motivated.

➜ SPOTLIGHT

STAGE TWO

This is the teaching of phonics. We have had great success with the teaching of phonics, mainly for three reasons. Firstly, we use a tracking document which has a pre-reading section. Secondly, we use resources which are aimed at learners with PMLD and those who are non-verbal, which helps us to reach more of our pupils. Lastly, our phonics teaching is broken down into the key skills needed to process letters and sounds, and this helps to highlight strengths and gaps and support practitioners to address them.

Phonics teaching can be done in small groups, one to one or with the whole class. However, in one class you may have learners in all three of the stages, so then it would work best using grab-bags or a carousel style.

STAGE THREE

When pupils are reading automatically (known as automaticity of reading), the focus moves to comprehension and only using embedded skills to read the odd difficult word. One challenge is when you come across learners with hyperlexia, with the ability to read everything but not to retell or answer questions. Blank level questioning and VIPERS (vocabulary, inference, predict, explain, retrieve and summarise/sequence) are useful guides. Stage three works best using carousel teaching and smart teaching. For example, on the first day, learners can read a text, answer questions and then make a character from clay. The second day, the learners can sit with an adult and answer questions, then paint and finish their clay character.

We find that using resources which offer multiple choice for activities to develop comprehension can be more inclusive. Add in fun activities such as using an old t-shirt to make a cape (instructions can be found on Google or Pinterest).

RESOURCES AND APPROACHES

Pre-reading stage

Sensory education (sensology)

Objects of reference

Tactile and noisy books

Tactile image printing

Story massage

Resonance board

Thermoforms (brailon duplicator)

Switches

Rhythm and rhyming

Nursery rhymes

Multisensory

Braille

Singalong

Stage one

Whole-word approach for precision teaching, progression of skills

Look/match/name/select for core and high-frequency word sets (informed by SALT)

Personalised word banks and language experience books

Nursery rhymes: initial sounds and sound awareness/discrimination

Rhythm and rhyming

Continuous provision of early reading

Story time

Exploration of words and initial sounds: singalong

Activities relating to topic

WHAT IMPACT HAS THIS READING MODEL HAD?

The biggest impact of the model is that more pupils are showing progress in reading and communication-related skills. Assessment documents track progress for all our pupils and the approach has also encouraged practitioners to progress

Stage two

Initial sounds

Precision teaching

Progression of skills

Core words and high-frequency word sets (informed by SALT)

Personalised word banks

Word aware

Guided-reading

Visual phonics

Pictophonics

Stage three

Comprehension skills reading for meaning

Complex sounds

Chunking/syllables for more complex sounds and/ or longer words

Vocabulary building through word study/maps

VIPERS

Guided reading

Carousel activities

All

Use of Augmentative and Alternative Communication (AAC)

Decoding the environment

Sensory stories

Sensory drama

Storytime (skills sessions)

Makaton/Signalong

Visual aids (Coreboards)

Blank level questioning

through programmes like Attention Autism to avoid ‘timetable fillers’. We aim to support all our pupils to be independent, regardless of their level of need, and the reading model is an essential and effective part of this journey.

GET YOUR QUALITY FRAMEWORK REVIEW

Thenasen Quality Framework is an enhanced consultancy service, providing productreviews by sector specialists, to supportinclusivity andaccessibility.The review process includes specialist advicetooptimisethe productor resource’s accessibility,supporting youtomeetthe needs of all individuals, including those with special educationalneeds.

ThenasenQuality Framework is an enhancedconsultancy ser vice, providingproductreviews by sector specialists, to support inclusivity andaccessibility.The reviewprocess includesspecialist advicetooptimisethe productor resource’s accessibility, supportingyou to meet theneeds of all individuals, includingthose with special educational needs. Thereviewedproductmay receive‘nasenAssured’ status, markingitasmeeting our required standardfor inclusivity. Thismarkisawarded fortwo years.

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Thereviewedproduct mayreceive‘nasen Assured’ status, marking it as meeting our requiredstandard forinclusivity.Thismark is awardedfor twoyears. Organisations whohavebeen awarded‘nasen Assured’ status forone of theirproductswillalso enjoya 20% discount on advertising with nasen. Ple our FAQs forfurther information: nasen.org.uk/nasen-quality-framework

You’ll be introduced to your allocated Education Officer and meettodiscuss your submission MEET YOUR REPRESENTATIVE

Reviews

AFTER THE ADULTS CHANGE –ACHIEVABLE BEHAVIOUR NIRVANA

G

overnment data shows spiralling concerns over behaviour so this book is still as relevant as ever. If you have read Paul’s previous book, When the Adults Change, you will be used to his easy writing style and his way of interweaving the practice with real examples. He reassures and allows you to have the ‘Oh no, that was me!’ revelations without preaching. Paul is a behaviour expert and he outlines his own past failings alongside his strategies, which make his advice even more relatable; he has walked the walk. He challenges the reader to reflect on the reasons for current practice, examine how

inclusive values really are and how much ‘relational currency’ has been built into your systems. One of the most important elements of this book is challenging the use of the language of shame and blame within behaviour policies. If staff view behaviour as communication that challenges an un-met need or describes a child as un-regulated, then we begin to address the cause not the symptom. As an advocate for ‘ban the booths’ his reasoning is sound and his relaying of true stories will make any ardent supporter crumble. The inspirational stories from headteachers are a delight to read. I would recommend this book for every leader and governing body that wishes to ensure they

Author: Mark Finnis

Publisher: Independent Thinking Press

ISBN: 978-1781-3538-7

Price: £11.99

Reviewed by: Dr Dominic Griffiths, Manchester Metropolitan University

Author: Paul Dix

Publisher: Independent Thinking Press

ISBN: 978-178135377-6

Price: £16.99

Reviewed by: Anon, middle school, Northumberland

are being inclusive, and to every trainee teacher to help reach those pupils that seem, for all the world, unreachable.

RESTORATIVE PRACTICE: BUILDING RELATIONSHIPS AND CREATING STRONGER COMMUNITIES

Mark Finnis’ book, Restorative Practice, shows how relationships lie at the heart of an effective and happy school. This may seem a self-evident truth, but the challenge is finding ways to bring this about. Finnis believes that developing social capital is at the heart of this process. This social capital is built incrementally upon fostering a culture in which small daily acts of positive connection are performed; greeting a child by their name, asking someone how their football team got on or celebrating an individual’s success, however small. This is not an entirely ‘bottom-up’ approach, though. School communities should develop agreed sets of principles to inform their policies and practices, forged by all stakeholders. This is a culture of mutual respect, built through opportunities

to connect, through listening and solutionorientated approaches informing individual encounters, group meetings and schoolwide activities. In developing this culture, Finnis draws upon a range of psychological and philosophical sources. One key source is the African notion of ‘Ubuntu’, where mutually beneficial outcomes lie at the heart of all relationships. Mark Finnis supports a restorative justice approach within the broader philosophy of restorative practice. Rather than ‘crime and punishment’, this way of repairing damaged relationships focuses upon three questions: ‘what happened’, ‘who has been affected by this?’ and ‘what needs to happen now?’. This very accessible and humorous book is fundamentally both serious and optimistic. Essential reading for all headteachers!

Flexible working – a way forward for the retention crisis?

The teacher recruitment crisis in England is severe, with the DfE reporting a significant shortfall in applicants for teacher training courses and a net increase of just 300 in the teaching workforce (2023-24).

This shortage exacerbates the ongoing challenge of teacher retention. Many educators leave the profession due to stress, workload, and a lack of work-life balance, and flexible working arrangements can be a potential remedy for these issues.

Flexible working can take many forms, including part-time roles, job shares, staggered hours and remote working opportunities. These arrangements aim to provide teachers with greater control over their schedules, helping them to balance professional responsibilities with personal commitments.

Some schools have already begun to implement policies with promising results:

Bexleyheath Academy in London offers teachers flexible Planning, Preparation, and Assessment (PPA) time at the start or end of the day. This allows teachers to work from home during these periods, improving their work-life balance. The school reported a 68 per cent reduction in teacher absences since introducing this approach.

Dixons Academies Trust, with schools across Bradford, Leeds, Liverpool and Manchester, announced earlier this year that it would introduce a nine-day fortnight in a bid to increase recruitment and retention. Teachers will get one day off every two weeks to use as they please. Dixons CEO, Luke Sparkes, says he wants this to be a “genuine reduction in working hours”, not simply compressing “ten days of teaching into nine”.

Springwest Academy, a secondary school in Hounslow, finishes at 1.40pm on a Friday, has banned sending emails in the evenings and on weekends, provides free tea and coffee in the staffroom and recommends no

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 issue’s topic – education@nasen.org.uk

after-school meetings. A survey of 77 staff found 96 per cent enjoyed working at the school and 89 per cent felt leaders were considerate of their wellbeing. Additionally, flexible working can help reduce burnout and improve job satisfaction. When teachers have the flexibility to manage their time and work from different locations, they can better handle the demands of their roles without feeling overwhelmed. This is particularly beneficial for teachers with family responsibilities or those pursuing further studies.

While the benefits are clear, implementing flexible working is not without challenges. One significant hurdle is the need for a cultural shift within schools to embrace and normalise these practices. Leaders must be open to discussing and trialling flexible arrangements to determine what works best for their staff and students.

Moreover, the logistical aspects of flexible working need careful planning. Ensuring that flexible working does not disrupt student learning or burden other staff members is crucial. Schools must consider whether they can support multiple teachers requesting similar arrangements and how to maintain a balance between flexibility and the operational needs of the school.

For flexible working to be successful, strong leadership and supportive policies are essential. The DfE has recognised the importance of flexible working and has launched initiatives to promote it across schools. However, consistent implementation and support from school leaders are necessary to make these policies effective.

Leaders should encourage an open dialogue about flexible working options and be willing to pilot and refine arrangements. This can create a more supportive and attractive working environment, which is crucial for both recruitment and retention. They should also be willing to model them, demonstrating that leadership can also be achieved in a flexible working model.

By embracing these changes, schools can enhance the wellbeing and job satisfaction of their teachers and ensure a happier, more stable and effective educational system for all students.

Events Diary

Anti-Bullying Week

Monday 11 to Sunday 17 November 2024

This year’s theme is Choose Respect. More information is available here

EYSEND regional event (Northeast of England)

Tuesday 12 November 2024

Online event

Developed for practitioners from the Northeast of England. Delegates will hear from national speakers about recent developments in relation to SEND in the early years, in addition to networking and peer-to-peer learning opportunities. Free to attend, visit the website for more information

A lived experience:

Practical advice for educators supporting autistic children and young people

Tuesday 12 November 2024

Online event

Led by Joe Fautley from the National Children’s Bureau. An advocate for neurodiversity and an autistic individual, Joe brings a unique perspective to the challenges faced by autistic students in educational settings. This session offers practical, experience-based advice tailored for educators striving to create supportive and inclusive environments.

Visit the website for more information

Online training programme from RNIB

Various dates in the 2024-2025 academic year Something for everyone working with learners with vision impairment.

Visit the website for more information

World Kindness Day

Wednesday 13 November 2024

Click here for more information, and here for literacy resources from the National Literacy Trust.

School and Academies Show

Wednesday 20 November 2024

NEC, Birmingham

Co-located with the ETech Summit and Independent Schools Conference. Free for schools, trusts, colleges, universities and the wider public sector.

Visit the website for more information

The EdTech World Forum

Thursday 21 and Friday 22 November 2024

Online event

Education technology event, focused on AI, eLearning, blended learning, coding and edtech.

Speakers include presenters from Microsoft, Google, Harvard University, Pearsons and UCL.

Visit the website for more information

From £199

Childcare and Education Expo

Friday 28 February and Saturday 1 March 2025

Olympia, London

Explore leading educational brands, get hands on in the interactive workshops and educational areas and join enlightening seminars led by industry experts. A diverse experience for all early years professionals. Free to register, visit the website for more information

National SEND and Inclusion Conference

Wednesday 12 March 2025

Eastwood Hall, Nottingham

Bringing together voices from across the education landscape.

Visit the website for more information

From £99

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nasen Connect Autumn Term 2024 - Issue 46

Welcome

Welcome to the Autumn Term edition of nasen Connect.

REGULARS

FEATURES

REWARDINGE XCELLE NCE IN TEACHING

Welcome to the Autumn Membership focus

NEW DATA SHOWS INCREASE IN SEND TO 18.4 PER CENT

Calming the chaos

Fine motor creativity

nasen Award 2024 winners announced

SPONSORS

Anti-Bullying week

One-word Ofsted judgements removed

nasen Quality Framework – first recipients of nasen Assured

status announced

Curriculum reviewwhat can the sector expect?

UNICEF and nasen collaborate to support inclusion in Romania

SEND: Peer-to-peer support for school leaders

HOW DOES IT WORK?

RESULTS TO DATE

questions at a school and MAT level.

Linking home and school

TEACHING & LEARNING

How to support early years children with language delay

Speech and language therapist Sophie Hutton talks us through some strategies to support children’s language development in the crucial early years.

SPOT SPEECH AND LANGUAGE PROBLEMS EARLY

WORK CLOSELY WITH PARENTS AND FAMILIES

USE NON-VERBAL FORMS OF COMMUNICATION

STORIES

➜ LEADERSHIP ➜ TEACHING & LEARNING

Preparing pupils with SEN for adulthood

INDEPENDENT LIVING

FURTHER/HIGHER EDUCATION, EMPLOYMENT AND SOCIETY

➜ LEADERSHIP ➜ TEACHING & LEARNING

HEALTH AND WELLBEING

BEYOND BOUNDARIES: LEADING GREAT SEND PROVISION ACROSS A TRUST

➜ LEADERSHIP ➜ TEACHING & LEARNING

Collaborative working for exceptional musicianship

➜ LEADERSHIP ➜ TEACHING & LEARNING

SE ND te am wi th VI TA

➜ LEADERSHIP ➜ TEACHING & LEARNING

Five simple steps

to enhance wellbeing in primary schools

Rachel Jones from Kingsley St John’s School talks us through the school’s approach to supporting wellbeing.

DATA-DRIVEN APPROACHES

LEVERAGING TECHNOLOGY

5

EMPOWERING PUPILS WITH SELF-REGULATION SKILLS

Digital Inclusion: Why this all feels a bit too familiar…

CURRENT STATE OF PLAY

➜ TEACHING AND LEARNING

RISKS AND CHALLENGES

EQUITABLE ACCESS

with cerebral palsy Creating accessible nursery environments for children

UNDERSTANDING THE NEEDS OF CHILDREN WITH CEREBRAL PALSY

DESIGN PRINCIPLES FOR ACCESSIBLE NURSERY SPACES

IMPLEMENTING INCLUSIVE PRACTICES WITHIN NURSERIES

THE IMPORTANCE OF COLLABORATION BETWEEN PARENTS AND STAFF

EMPOWERING EMPOWERING SEND EDUCATION SEND EDUCATION TOGETHER TOGETHER

Partner withAxcis Education for Exceptional SEND Talent

Why Choose Axcis?

Children with unidentified vision or hearing impairments -

what schools need to know

HOW EASY IS CHECKING CHILDREN AT KS2 AND KS3 FOR SCHOOLS FOR VISION AND HEARING?

THE BENEFITS OF REPORTS FOR SCHOOLS

How we can help: The Accessibility Benchmark

Reading model to support all learners

PRE-READING STAGE

STAGE ONE

➜ SPOTLIGHT

STAGE TWO

STAGE THREE

RESOURCES AND APPROACHES

WHAT IMPACT HAS THIS READING MODEL HAD?

GET YOUR QUALITY FRAMEWORK REVIEW

Reviews

AFTER THE ADULTS CHANGE –ACHIEVABLE BEHAVIOUR NIRVANA

G

RESTORATIVE PRACTICE: BUILDING RELATIONSHIPS AND CREATING STRONGER COMMUNITIES