nasen Connect Summer Term 2025 - Issue 48

Welcome

By Annamarie Hassall MBE, Chief Executive, nasen.

Welcome to the summer edition of nasen Connect.

The summer term is non-stop for all, whether it’s year 1 phonics screening, KS2 SATs or the KS4 GCSEs. Assessment is seemingly everywhere.

Thank you if you joined nasen for discussions about the policy and practice landscape – whether you informed our response about the Curriculum and Assessment Review or connected over the interim report. Many of our nasen Connect readers and nasen membership are at the forefront of assessment, whether planning reasonable adjustments for learners or supporting specific access requirements. We know you have ambition for all learners to have a broader curriculum that values skills.

Also, did you respond to the nasen survey about the Ofsted consultation or join us for a lively online discussion?

Do come along to nasen LIVE 2025, this year on 4 July. Join us for a stimulating event, great speakers and thought-provoking discussions. The theme of ‘Preparation for Life’ purposely encompasses all ages and phases, starting in the early years. Turn to page 10 for nasen LIVE exhibitors and follow nasen’s social media - LinkedIn, Instagram, TikTok and X - for the latest on speakers.

Highlights in this edition include:

Some of the latest books reviewed by sector colleagues; ‘How to Be a Brilliant SENCO' (page 6), ‘The Behaviour

Toolbag: Practical Strategies & Interventions’ and ‘The ADHD Teen Survival Guide' (page 43)

The importance of oral language in early childhood and as an indicator of literacy in primary phase. Prevention is better than cure, from Charles Hulme at University of Oxford (page 22)

Inclusive vocabulary teaching – the importance of a whole-class approach, gains in phonemic awareness at KS1 (page 19)

Guest article by Joe Fautley, advocate and expert by experience, writing about autism burnout (page 32) Education Health and Care Plans from the perspective of a lawyer - ‘Why do EHCPs sometimes fail to deliver?’ (page 27).

You will have your own highlights too, or articles you just want to see shared more widely.

Please drop us a note to let us know to put that article on our website or to share through social media: welcome@nasen.org.uk

Hoping to see you at nasen LIVE 2025.

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REGULARS

16 / Membership Focus

18 / Ask the team

/ nasen

FEATURES

18 / 'Switch On

Read On' – The power of subtitles for learners

How this campaign is working with celebrities and literacy organisations to spread the message about how subtitles can boost reading skills.

19 / Inclusive

vocabulary teaching

Rose Brooks outlines how vocabulary instruction can improve reading comprehension.

22 / Why a focus on oral language is essential

Emeritus professor Charles Hulme examines the importance of oral language in literacy and learning.

24 / Unravelling maths anxiety in young children

Hannah Cells looks at the factors that can influence children’s attitudes towards maths and outlines strategies to reduce maths-related anxiety.

27 / Why do EHCPs sometimes fail to deliver?

Lawyer Katya Harrison examines the common pitfalls of ECHPs and looks at what can be done to address them.

30 / What is ‘dis’?

Miriam Walker discusses rethinking labels of disability, shifting focus to the positives of neurodivergence.

32 / Autistic burnout: strategies and advice for helping pupils

Joe Fautley provides advice and tips for making communication accessible and inclusive for neurodivergent and autistic learners.

36 / Selective mutism: helping a young person to find his voice

Carew Acdemy’s principal, James Kearns, shares the story of the school’s circle of support for a young student with selective mutism.

39 / Using photography to inspire and support children with SEND

Bev Briggs and Liz Sanderson outline how a specialist school in Northumberland is using photography to engage learners with SEND.

Welcome to the summer Membership Focus

We’re excited to kick off with some fantastic updates. First, we’re thrilled to invite all members to join us on our latest social media channels - follow us on Instagram and TikTok to stay up to date with all the latest insights, resources and updates from nasen. We’re ready to bring you even more engaging content, so make sure you don’t miss a thing!

Find us on TikTok: @nasen_org

Find us on Instagram: @nasen_org

Looking ahead, we’re gearing up for the much-anticipated return of nasen LIVE – our premier SEND CPD conference happening on 4 July. This year’s theme, ‘Preparation for Life’, will explore the critical work that goes into preparing students for success beyond

the classroom. Read more about this on page 10.

Nominations are now open for the nasen Awards, with three additional categories –Community Champion, Corporate Partner and Wraparound Provision of the Year. Voting closes on 23 May, so be quick. More information can be found here

At nasen, we were pleased to have been invited to give oral evidence to the Education Select Committee in response to their inquiry ‘Solving the SEND Crisis’ on 11 March at Westminster. As would be expected, the panel of witnesses spoke to the inquiry about the many challenges and pressures facing the SEND sector; the need for full and proper investment, the reduction of bureaucracy and the need for clear guidance around whole-school

How to Be a Brilliant SENCO

Helen Curran’s ‘nasen Spotlight: How to Be a Brilliant SENCO’ is an invaluable resource for SENCOs. This book offers a balanced view of the competing and diverse aspects of the role and some thought-provoking prompts to support those in the role to reflect on their own practice. It offers practical strategies and actions which may develop inclusive practice, initially with a view of the SENCO role, but also increasing the scope and impact across the whole school. I particularly like the section relating to the role of the teachers and creating opportunities for staff support and development. The role of SENCO can feel quite isolating and dare I say, lonely; here Curran provides ways of

developing staff around the role to support the vision and implementation of inclusive practice.

This book is an excellent guide for those seeking to enhance their impact as a SENCO; however, I would recommend it for more experienced SENCOs looking to develop their impact and take the role further. This book is not an operational 'how-to' guide, so colleagues new to the role or with less experience may find some of the ‘blue sky thinking,’ a little abstract or overwhelming. Overall though, ‘How to Be a Brilliant SENCO’ is clear and accessible, and a must-read for SENCOs wanting to develop themselves and their practice across their setting.

inclusion came through loud and clear. The evidence also celebrated the significant pockets of good practice and the bravery of education leaders and practitioners who are working hard to bring about changes that will lead to better experiences and outcomes for learners with SEND. You can watch the meeting back at Parliamentlive.tv

If you have any questions about your membership or need assistance, don’t hesitate to reach out to us at: membership@nasen.org.uk

The nasen offices are open during weekday business hours.

Warm regards, The Membership Team

Author: Helen Curran

Publisher: Routledge

ISBN: 978-1138489660

Price: £25.99

Reviewed by: Sam McFarlane, education officer, nasen

Pick and ch oo se th el ear ning which is most relevant for you ,w hether it re lates to auti sm, ADH Do rw hen both conditio ns co-oc cu r. Exp lore our many th eatres ,o ne to on ec li nics, interactive feature s, practical workshops, and sp ecial istp ro du ct sa nd se rv ices. Once insid e, all content is fr ee to ac ce ss an d CPD ce rtified f or profe ssionals.

education@nasen.org.uk

There is always a steady stream of questions arriving at nasen House and, of course, the Education Team answers them as soon as possible. While many questions 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.

01827 311500

If you have a question, and think the answer would be useful to everyone, please submit it to

Of course, you can always give nasen House a call too.

Inclusive breakfast club

We are starting a breakfast club at our school. I feel I have a good understanding of what inclusive practice looks like in class, but how can we make sure that we get the food part right for all of our students? (Teaching assistant, Derby)

To ensure the provision in your school’s breakfast club meets the needs of students with additional needs, it’s essential to create an inclusive, safe and supportive environment. Just like in the classroom, the breakfast club must address the diverse needs of students.

Students with additional needs may face various challenges related to their physical, sensory, dietary and social needs, so it’s important to plan, prepare and serve food thoughtfully.

Food allergies are a key consideration (see page 14 for information on supporting students with allergies). Allergies can range from mild

sensitivities to life-threatening reactions, making it essential to have clear protocols in place. All staff should be suitably trained to recognise the signs of allergic reactions, and EpiPens or other allergy medications should be easily accessible and training should be provided. It’s also important to label food items clearly with both written labels and visual aids. This helps to avoid confusion, particularly for students who may find reading or processing challenging. To prevent cross-contamination, allergen-free foods should be kept separate from those containing allergens, with dedicated utensils and preparation areas to minimise risk.

Sensory processing differences can often impact how students experience food. Some may be sensitive to textures, tastes, smells or food temperature. To support these students, it’s helpful to offer a variety of food textures and allow flexibility in food choices. This ensures that students can find something they are comfortable with.

Creating a calming and predictable eating environment will also support children with sensory processing differences. Minimising noise and strong smells in the food preparation and serving areas can help reduce anxiety and make mealtimes more manageable. A relaxed atmosphere, where students are free to eat at their own pace, will further encourage participation and reduce any stress associated with eating.

For those with fine motor skill challenges, such as developmental coordination disorder (DCD, also known as dyspraxia), tasks like spreading butter or pouring cereal can be difficult. Providing adaptive equipment, such as easy-

grip utensils or non-slip mats, can encourage independence and boost confidence.

Managing special diets is also an essential aspect of the breakfast club. Many students may require specific dietary accommodations, whether due to food intolerances (like lactose or gluten sensitivity), medical conditions or cultural or lifestyle factors. Offering flexible meal options, such as gluten-free cereals or lactose-free milk, ensures that all dietary requirements are met. Regular communication with students and their families about food preferences and dietary requirements helps to ensure that everyone's needs are met.

Breakfast clubs also provide an excellent opportunity to promote independence and social skills. Involving students in their own meal preparation, even in small tasks such as buttering toast, helps them feel more in control and builds confidence. Allowing students to make choices about their food, within the boundaries of their dietary needs, encourages decision making and autonomy. Additionally, encouraging peer interactions across different age groups fosters social skills and builds relationships.

Finally, ensuring food safety and hygiene is critical. Staff should be trained on food safety practices, including allergen management and preventing cross-contamination.

By implementing these strategies and creating a flexible, responsive food environment, you can ensure that your breakfast club provides a positive, supportive experience for all students, including those with additional needs.

Best of luck with launching your new breakfast club!

Unlocking Potential: How TLC LIVE Changes Lives for Students with SEN and EBSA

For students with special educational needs (SEN) or those experiencing emotionally based school avoidance (EBSA), traditional education can often feel daunting. At TLC LIVE we offer an alternative for these students, providing Alternative Learning Provision (ALP) that transforms not only academic outcomes but also emotional wellbeing.

Our tailored approach is designed to break down barriers to learning One parent shared, “I have found TLC LIVE to be very professional, very caring, and understanding of my child’s needs. They were quick to respond to any concerns I raised.”

Another noted, “Thanks to TLC LIVE, her confidence has improved, and she now has an interview for a foundation course at college.”

Unlike traditional tutoring, our ALP focuses on the individual needs of each student. Whether adapting teaching

for neurodiverse learners or helping EBSA students regain their love of learning, TLC LIVE prioritises flexibility and patience Our approach goes beyond academics, addressing the emotional challenges students often face.

Convenience and flexibility

Our tutoring eliminates barriers such as location and accessibility, students can attend lessons from the comfort of their own home. Available from 8am-8pm, 7 days a week Students can more easily balance learning with other commitments.

A personalised approach

We understand that each student is unique, that’s why our fully qualified, SEND experienced teachers focus on individualised needs and learning gaps. Working at age related levels, with lessons that suit individual interests

Engaging and Accountable lessons

Helping students develop consistent learning habits is essential both in and out of

the classroom, breaking down goals into manageable steps enhances confidence and fosters greater lesson interactivity

Our teachers prioritise building strong relationships with students, cultivating a positive, supportive, and engaging environment that empowers every learner to succeed.

Schools and local authorities continue to choose our services for various reasons, from flexible contract-free tuition to ongoing communication with a dedicated account manager.

Together, we can ensure that every child has the opportunity to thrive academically. Discover more about TLC LIVE Online Tutoring today.

SEND@tlclive.com tlclive.com | 01279657193

nasen Live 2025

When: 4 July

Where: The Vox Conference Centre, Birmingham

Theme: Preparation for Life – enabling all children and young people to thrive.

With just two months to go until our annual SEND Conference, nasen LIVE, we are excited to confirm more details about what delegates can expect to see at the oneday SEND conference this summer.

As always, there will be an opportunity to access leading, award-winning exhibitors (see the list on the right for details of exhibitors already confirmed).

Get your ticket

Buy your ticket today for just £109. Ticket prices also include lunch and light refreshments throughout the day. For more information about the event, visit https://nasen.org.uk/nasen-live

Confirmed Exhibitors

A Voice 4 All

Academy 21

Ace Centre

AQA Unit Award Scheme

Axcis Education

Century Tech

Chatterbug Speech and Language Therapy

Crick Software

Community Playthings

Concero Education Technology

Deaf Choices UK

Dolphin

Drayton Manor Drive

EdClass

Elklan Training

Equals

Family Fund

IDLS Group Ltd

Learning DNA

Lux AI

Mable Therapy

Magic Words Therapy

Magma Maths

Maths for Life

Mighty Writer

NAHT

Nessy

Nurture International

OxEd & Assessment

Pans Pandas

Playtime by Fawns

Quizizz

Rhino Sensory UK Ltd

RNIB

Speech and Language Link UK (ICAN)

Symplify

The Dyslexia Shop

TLC Live

TTS

Twinkl

Verbo

Widgit

The A B C of successful pa r tnerships with families of students with SEND

Teacher Alison Easton, winner of the nasen Changemaker of the Year Award, outlines how her school collaborates with families to improve outcomes for children and young people with SEND.

New research has shown that outcomes for children and young people with SEND are not improving in a consistent or meaningful way, both in terms of learning outcomes and opportunities available after leaving school. Those of us teaching children with SEND know the system is underfunded and in desperate need of reform. So, what can we do to make a difference in school to ensure young people thrive

despite these challenges?

At Forest Lodge, the additionally resourced provision at Chalgrove Primary School, we have joined forces with the families of our pupils. By working together closely, we make sure our students have the right tools and resources to succeed. Here are three ways schools can develop a strong partnership with families.

A) Actively communicate Clear and compassionate communication is key to a successful home-school relationship. Families need to feel

understood and supported by teachers, particularly when navigating the complexities of SEND. The best starting point is with home visits. Meeting families in their home environment provides valuable insights into a child’s life.

During one home visit, I learned that a child had previously escaped from school grounds. This information enabled us to put some extra safety measures in place, such as securing additional funding for a one-to-one teaching assistant before the child’s first day.

Another visit revealed a family were at risk of being made homeless. As a result of advocating for them in conversations with the council and local services, they received additional support.

Through this process, we get to know our families better and develop a partnership based on trust. Face-toface contact doesn’t just happen at the beginning of the year. We regularly host parent coffee mornings, so families can share their experiences in an informal setting while gaining practical advice. We invite SEND experts, such as speech and language therapists or educational psychologists, who can share insights on topics like understanding ADHD or developing social communication skills. These insights help families to understand and support their children.

Clear and compassionate communication is key to a successful home-school relationship. Families need to feel understood and supported by teachers, particularly when navigating the complexities of SEND.

We build on this communication with our SEND newsletter, which gives parents and carers additional tools to support their children. Whether it’s strategies to regulate emotions or top tips on developing reading skills, our SEND newsletter keeps families up to date on news, resources and advice. Keeping communication open all year round reassures families that we value their collaboration in their child’s education, laying the groundwork for a strong partnership.

B) Build knowledge

Giving families knowledge about their child’s progress and achievements makes it easier for parents/carers to support their child.

When schools share information transparently and celebrate milestones, we create a shared sense of purpose and accomplishment. Our online learning journal is one way of making sure this happens. We post photos of what students have been up to at school, including classroom activities and assemblies. Families can also contribute by uploading updates about their child’s home life, such as newly discovered interests or achievements – whether it’s going to a theme park or getting dressed independently for the first time.

The more that schools and families can work together to share knowledge, the better the outcome for pupils. One family asked for help in the run-up to their child’s first trip to the theatre. Together, we created a countdown calendar to use at school and at home so the student understood when she would be going. We made a ‘Story to Help’ showing what would happen at the

theatre in a visual way. The teachers and her parents role-played what it would be like to take the train and watch the show.

The hard work paid off and the day out was a positive experience for the whole family. By building shared knowledge and celebrating progress, schools can create a holistic approach to supporting students with SEND.

C) Create smooth transitions

Times of change can often cause anxiety for students with SEND and their families, whether this a new teacher, classroom or school year. To address this, we found that thoughtful planning, along with personalised tools and support, can make all the difference.

To make these transitions as smooth as possible, our school creates resources that help families prepare for change.

Personalised transition books have proven invaluable in supporting pupils to

prepare for a transition in a calm way. We use photos and Widgit Symbols (simple illustrations of concepts, objects and ideas) to help a child explain how they feel, understand what will happen and build confidence in a visual way, supporting them on their journey.

These tools are particularly useful in supporting students when they leave the additionally resourced provision to spend time in our mainstream school, for a maths or PE lesson for example. By taking a proactive and sensitive approach to transitions, schools can alleviate anxiety and ensure that students and families feel supported every step of the way.

The success of students with SEND is a collective effort, and strong partnerships between schools and families are key to this. At a time where there are limited resources available, collaboration with families offers a powerful way to fill the gaps.

Alternative Provision of the Year Leader or Leadership Team of the Year

Changemaker of the Year

Primary Provision of the Year

Community Champion of the Year

Co-Production Initiative of the Year Resource for SEND 2025

Secondary Provision of the Year

Corporate Partner of the Year Specialist Provision of the Year

Early Years Provision of the Year Support Practitioner of the Year

Further Education Provision of the Year Teacher of the Year

Nominations close: 23rd May 2025

Shortlist announce

Awards Evening: 3rd October 2025

Inclusive Technology of the Year Wraparound Provision of the Year

International Provision of the Year Young Advocate of the Year d: July 2025

Sector

Update

education@nasen.org.uk

How allergy-inclusive is your setting?

Anew, free school programme has launched with the aim of protecting children with food allergies, which now affect around two children in every classroom in the UK. The £1million national programme, Allergy School, is offering free support to all nurseries, primary schools and out-of-school clubs and groups to encourage greater awareness and understanding of food allergies.

Allergy School was developed by the The Natasha Allergy Research Foundation in partnership with The King’s Foundation, St John Ambulance, the

children’s charity Coram Life Education and Tesco Stronger Starts. The free resources include five films for pupils and teachers, quizzes, first aid advice, engaging lesson plans and assembly packs for Key Stages 1 and 2.

A self-assessment tool to allow schools to determine how allergy-inclusive they are, opportunities to improve safety and wellbeing for allergic pupils and allergy training for teachers are also included, all mapped into the national curriculum to make them easy to use for all age groups. A survey carried out in collaboration with the NASUWT teachers’ union

found that 67 per cent of teachers have had no allergy awareness training. One in five has never been taught how to administer an adrenaline auto-injector, which could save a life in a food allergy emergency, and almost two thirds don’t know or are unsure if their school has an allergy policy, according to the survey of almost 1,900 teachers.

The aim of Allergy School is to transform understanding of food allergies in schools and the free resources, for children aged 3 to 11, are available at www.allergyschool.org.uk

Don’t want to wait for the next

Curriculum and Assessment Review – interim report published

In July 2024, the Government commissioned the Curriculum and Assessment Review and in March 2025 it published its first interim report. The report confirms that the review will now focus on four key areas for improvement:

• The system is not working well for all – the socio-economic gap for educational attainment remains large and those with SEND make less progress despite the current support

• There are challenges with specific subjects – they will look at the causes of the imbalance between depth and breadth of content and ensure the curriculum and related materials are inclusive

• The curriculum needs to respond to social and technological change – a knowledgerich curriculum is still pivotal, however, there is a need to address the opportunities and challenges presented by the fastchanging world such as AI and the global and social environmental difficulties

• The 16-19 technical and vocational qualifications – the evidence demonstrates many strengths with our assessment system, though there will be further analysis on this in the next phase.

While the retention of SATs at KS2 and the keeping of written KS4 exams has been confirmed, the sector eagerly awaits the potential further analysis on assessment in the next report.

Addressing Speech, Language and Communication needs (SLCN) across education

The number of children with SLCN is increasing, with over 25 per cent of children with SEND in primary schools having SLCN as their primary need.

(Source: DfE Statistics).

Speech and Language UK’s Listening to Unheard Children report emphasises the long-term impact of unaddressed SLCN, finding that children who struggle to talk and understand words are six times more likely to be behind in English and 11 times more likely to be behind in maths at age 11. They also face higher risks of mental health problems and are twice as likely to be unemployed as adults.

The report identified nine key areas to support pupils, with a significant focus on training a skilled workforce across the education sector. In 2024, an advisory group was established to identify areas of support. It found that a more widespread and sustained impact can be achieved by:

1. Developing a robust understanding of SLCN and applying this knowledge in educational settings

2. Facilitating early identification of SLCN, implementing appropriate strategies and monitoring individual progress

3. Sharing SLCN strategies and knowledge with colleagues and families

4. Building connections with wider networks, including SLCN and NHS services.

The national HLCP programme was designed to address these goals.

It provides teaching assistants and early years practitioners with a national Level 4 qualification and focuses on:

Supporting children and young people with SLCN

Collaborating with colleagues and linking with local SaLT and SLCN services

Ensuring strategic implementation of SLCN interventions and strategies across schools and settings.

By bridging the gap between educational practitioners and speech and language services, HLCPs play a vital role in enhancing the provision for children with SLCN. Their expertise helps alleviate the pressure on overburdened speech and language therapists, ensuring effective support at universal, targeted and specialist intervention levels.

New report highlights potential solutions for the school engagement crisis

A new report by education charity, The Difference – with the Institute for Public Policy Research (IPPR) – has been published. This follows the ‘Who is Losing Learning?’ report of 2024 and identifies key principles for effective inclusion; that it is a community collaboration, measurable, built from the ground up and led from the top.

Alongside this are 10 recommendations for delivering whole-school inclusion:

1. The sector needs a shared definition of measurable school inclusion. The DfE, local government, trusts and schools should adopt this report’s definition of whole-school inclusion – “all staff supporting the learning, wellbeing and safety needs of all children, so that they belong, achieve and thrive” – together with the report’s four principles for success.

2. Schools’ cohorts should reflect their local community. The DfE, local authorities and school trusts should take an active role in identifying and improving nonrepresentative schools.

3. School accountability should support all children. The DfE should reform headline measures by introducing multi-year averages, and revisit which subjects are included in Progress 8 scores.

Additional measures reflecting children’s

longer term outcomes should also be developed.

4. The majority of children’s needs should be met through a combination of timely universal and targeted support, rather than being locked behind legislative thresholds. The DfE should provide £850 million of additional funding for whole-school inclusion over the next five years.

5. Every school needs leaders with inclusion expertise to set the culture. Trusts, local authorities and the DfE should support this in their professional development offers.

6. The most underserved schools should be able to recruit and retain the best teachers. The DfE should further tilt funding towards underserved schools and encourage spending on incentives for teacher recruitment and retention.

7. Working with families and local communities should be seen as a domain of professional practice in schools. The DfE should make sure this is reflected in its suite of professional qualifications, and trusts and local authorities should prioritise professional development in this area.

8. Government must address the fragmentation of services for children and families, develop a shared

Digital divide: another opportunity to support future policy

A new government consultation invites views and information on digital and technology current practice within schools and colleges. ‘Narrowing the Digital Divide’ will hopefully inform funding and strategic vision by driving policy to support future planning. There are three key aims:

prioritising essential technology infrastructure managing technology risks harnessing technology opportunities.

The consultation is also seeking evidence on the sector’s readiness to meet core standards, the barriers faced and the support required by the sector, and examples of best practice in harnessing the benefits of technology.

This consultation closes on 23 May 2025. Please have your say.

outcomes framework and establish a governance strategy to monitor progress. As a first step, the government should publish a plan to radically improve access to children’s mental health and speech and language support.

9. Every school should use data on student experience and lost learning to develop a strategic response to all children’s needs. Ofsted should increase its focus on the strategic use of student experience data and lost learning data in school improvement.

10. All pupil movements should be equally visible and accountable. The DfE should introduce legislation that provides oversight of pupil movements off-site and off-roll.

Wo rking with pu pi ls with se ve re and co mp lex lea rning di sabili ties who can’ ta cc ess th e National Cu rricul um in mainst re am se tt ings

Equals Summe rConf er en ce Dat e: Friday 27th Jun e2 025

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This conference is specifically tailoredtoprovide enhanced support to both Primary andSecondary Mainstream settingsthroughoutthe UK.

Intent –witha clear, research-based pedagogy whichexplainswhy we should be teaching what we’re teaching anddirectlyrelates to thelearningdisabilitiesofeachindividuallearner.Teachersare encouragedtoworktoeachlearner’s strengthsratherthanconstantlytryingto‘cure’the learning disabilityitself.

Implementation –withdetailedschemes of work within aseriesofinter-related butdistinctbroad andbalanced curriculums that allhaveintrinsic engagement (ratherthanextrinsic reward)attheir core

Impact –withbespoke base-liningand assessmentschemas foreachcurriculumcoveringbothformative and summative assessmentwithina highly personalised andipsativeframework

To find outmorepleasevisit www.equals.co.ukorcontact admin@equalsoffice.co.uk

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The power of subtitles for learners Read On' - 'Switch On

Subtitles have emerged as a surprisingly effective tool in the fight against childhood illiteracy, particularly for children facing reading difficulties. The 'Switch On Read On' campaign has been working with celebrities and literacy organisations to spread the message about how this simple adjustment to TV watching habits can significantly boost a child's reading skills.

When subtitles (or captions as they are also known) are turned on during children's screen time, they create a multisensory experience where words are both heard and seen simultaneously. This dual exposure helps reinforce word recognition, improve vocabulary and strengthen reading comprehension.

For children who struggle with reading, subtitles can be a game-changer by providing repetitive visual reinforcement of language.

There are hundreds of academic papers that can be read on www.switchonreadon.org that explain how children are naturally drawn to reading subtitles when they appear on screen. Eye-tracking studies have confirmed that the text is difficult to ignore, which means children are engaging with written language even when they are watching TV for entertainment. This automatic reading behaviour offers a low-effort yet impactful way to provide consistent reading practice and all while watching their favourite cartoons. One study mentioned on the 'Switch On Read On' site revealed that children exposed to just 30 minutes of subtitled content per week showed significant improvements in reading proficiency. This benefit was even more pronounced for children from disadvantaged backgrounds, where access to quality literacy resources may be limited.

Turning on subtitles has the potential to help bridge the literacy gap by making reading support accessible in every home with a TV, tablet or even a phone.

For children with reading difficulties, subtitles offer several specific advantages:

Phonemic awareness: Seeing words while hearing them spoken helps children break down words into individual sounds, improving their decoding skills

Vocabulary expansion: Subtitles introduce new words in context, enhancing vocabulary retention

Comprehension support: By reinforcing narrative flow and context, subtitles assist children in understanding stories more deeply.

The beauty of using subtitles as a literacy tool lies in its simplicity and accessibility. Most modern TVs, streaming platforms and educational apps offer subtitle options that can be activated with minimal effort. Parents can make a

For children who struggle with reading, subtitles can be a game-changer by providing repetitive visual reinforcement of language.

lasting impact simply by enabling this feature during their child’s favourite shows and with the increasing availability of ‘children’s profiles’ on streaming services, subtitles only need to be switched on once and will then automatically appear on their children’s TV content in that app.

The ‘Switch On Read On’ campaign champions this effortless yet effective literacy solution, emphasising that every child deserves the opportunity to become a confident reader. By encouraging widespread adoption of subtitles, this initiative hopes to make reading practice an everyday part of children's lives. Turning on subtitles transforms screen time into an active learning experience –or reading time, if you will!

For children facing reading challenges, it offers an easy, free and powerful way to build essential literacy skills, making a brighter future possible for millions of young learners.

Nina Hale

Nina Hale is a mother of two and cofounder of the public awareness campaign, 'Switch On Read On'

She has subtitles switched on for her children and is on a mission to help spread the word about this free intervention (to the point where she’s beginning to feel like a bit of a broken record).

Inclusive vocabulary teaching has the potential to support a range of literacy skills

Rose Brooks looks at how vocabulary instruction can improve reading comprehension, outlining an inclusive classroom-based vocabulary teaching strategy for Key Stage One.

Educators understand the vital role that vocabulary plays in academic outcomes, including the development of reading comprehension.

The Simple View of Reading presents reading as two distinct components – word reading accuracy and oral language comprehension. Word decoding is considered to directly impact reading comprehension.

While this is true, the idea that oral language (e.g. vocabulary) also influences word decoding is less commonly known in educational circles. A wide range of research evidence demonstrates that the amount of vocabulary a child knows influences their level of phonic decoding and phonemic awareness (breaking a word into its constituent phonemes). This relationship remains strong until around age eight, when phonological skills such as phonological awareness, phonics and speech production typically reach maturity.

After this time, vocabulary mainly predicts the child’s reading comprehension. One suggested reason is that as vocabulary size increases, it prompts words to be stored in a progressively more accurate and segmented way, first in terms of larger segments (syllables and rhyme) and later as separate phonemes. So, for example when a child knows the word ‘cat’ and is then introduced to the word ‘cap’, s/he would need to attend to the phonemic differences to allow the words to be stored separately. Newer models of reading are now being discussed to capture the inter-related nature of oral vocabulary and decoding.

➜ LEADERSHIP ➜ TEACHING & LEARNING

Studies showing that vocabulary is related to phonemic awareness and decoding do not prove whether vocabulary teaching can actually improve these skills. For this, an experimental study is needed which implements vocabulary teaching to see the impact it has on vocabulary and wider literacy. A vocabulary approach that has promise for enhancing not only vocabulary but wider phonemic skills teaches the sound structure of new vocabulary (syllables, rhyme, phonemes, clear articulation) alongside the traditional focus on word meaning. A number of studies have shown that the combined sound-meaning approach is beneficial for pupils with language needs throughout the school years to improve vocabulary.

Several studies of the sound-meaning approach as part of whole-class teaching in Key Stage 1 (KS1) have led to additional gains in phonemic awareness. Due to the scale of the vocabulary concern in the UK, schools are increasingly seeking out classroom models of vocabulary instruction rather than relying on targeted intervention.

Existing studies have compared sound-meaning instruction to a control group not receiving instruction. To provide stronger evidence, the current study compared three groups: sound-meaning, meaning-only and a business-as-usual control group, with 278 pupils tested three times (September before teaching began, June/July and in the subsequent term).

The teaching programmes incorporated principles of best practice, based on a thorough review of the vocabulary instruction literature (the principles are shown in the image at the top of this page).

Explicit instruction (STAR approach) was used, delivering double the effect of incidental vocabulary opportunities. Tier two literary words were selected from

and Meaning Cue Card

storybooks and taught during a 10-minute daily lesson using a teaching card prompt, followed by a short practice activity and a review.

The meaning-only group discussed the definition, used it in a sentence and acted it out. The combined group had these opportunities and also focused on the word’s sound structure by clapping out the syllables or thinking of a rhyming word (large segments), sounding out the phonemes and saying the word aloud using clear speech.

The results of the teaching intervention showed that outcomes of the combined sound-meaning approach were equal to or better than meaning-based vocabulary teaching across all the skills tested –vocabulary, phonemic awareness and phonic reading. Teaching vocabulary in this integrated manner supported vocabulary development at least as much as current meaning-based teaching and has the added potential to improve wordlevel reading skills. Pending higher level studies, the combined sound-meaning approach appears to be an effective option for teaching vocabulary in KS1.

You can read the published paper or watch a short video to understand more about the design and results of the study here

Dr Rose Brooks was an advisory teacher for speech, language and communication needs for 25 years. She is currently a tutor on the postgraduate distance learning course at Sheffield University: ‘Supporting

in

and Young

Since we know that oral vocabulary and decoding are related in the early school years, it makes sense to take the opportunity during vocabulary instruction to highlight phonology and make links to vocabulary during phonics teaching too. This is not to discount the importance of opportunities to test phonic reading through nonwords, nor to encourage use of guessing words through meaning (searchlights model) during early reading instruction. Given the dwindling relationship between vocabulary and phonological skills in KS2, it may be prudent to have an increasing focus on vocabulary meaning in these age groups. However, the broad spread of pupil ability suggests that combined instruction will continue to offer a suitable approach for those with vocabulary delay. The research study contributes to the current educational debate suggesting that oral language has a role to play in word-level reading development. Dr Rose Brooks

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Prevention is better than cure -

Why a focus on oral language is essential

Emeritus professor Charles Hulme from the University of Oxford, founder of OxEd & Assessment, examines the importance of oral language in literacy and learning.

Oral language is the heart of literacy and learning. It’s fundamental to a child's educational journey, serving as the foundation for reading, comprehension, communication and social interaction. Language delays are common, yet the importance of oral language is often overlooked. According to DfE data, 1.6 million pupils in the UK have a special educational need, with speech, language and communication needs (SLCN) being most common, affecting one in four pupils. This makes understanding and promoting oral language development crucial for schools. Improving oral language skills in nursery and reception can significantly reduce SEND referrals, alleviate workloads and enhance overall pupil wellbeing as well as educational outcomes.

The critical role of oral language in early development

Between the ages of three and six, children experience rapid language development, making this period vital for identifying and addressing any oral language delays. Research shows that while language abilities generally increase as children get older, long tails of language delay can persist over time. More simply, as children get older, there is a widening gap between those children with the weakest oral language skills and their peers.

Early language skills, before a child has even started to learn to read, are strongly related to how well they will learn to read words once they enter school.

Language skills at 3.5 years strongly predict children’s pre-reading skills (letter knowledge, phoneme awareness and rapid naming skills) at school entry, which in turn predict how well they can read words at the end of their first year in school. In other words, early language skills, before a child has even started to learn to read, are strongly related to how well they will learn to read words once they enter school. Furthermore, these early language skills, are also strongly related to children’s understanding of what they read at age eight. Early intervention to promote language development also fosters social and emotional development. If language delays are not addressed, they can lead to later socio-emotional and behavioural difficulties as well as mental health problems, so schools should begin developing children’s language skills as early as nursery or reception. This will lead to both short-term improvements and longer term effects, as children with better language skills show improved literacy, better learning and improved

& Assessment Ltd (OxEd) is a University of Oxford spin-out company launched to take research through to practical application in schools.

Charles Hulme

Charles Hulme is emeritus professor of psychology and education at the University of Oxford and professor of psychology at Oxford Brookes University. Formerly professor of psychology and education in the DfE and William Golding senior research fellow at Brasenose College, University of Oxford, he is an expert on reading, language and memory processes and their development. OxEd

Strategies for promoting oral language development

Universal oral language screening:

Assessing all children in nursery and reception with an objective and standardised oral language assessment will provide a baseline to measure language development. More importantly, this helps ensure children with language delays are not being overlooked, enabling schools to intervene before language challenges evolve into more complex educational challenges. Implementing oral language interventions: Evidence-based interventions that focus on enhancing vocabulary, narrative skills and active listening have proven both effective at closing the language gap and to have lasting effects. Evidence-based oral language interventions provide schools with very high impact for very low cost (based on evidence from the Education Endowment Foundation), and also demonstrates effective use of Pupil Premium funding.

Professional development for educators: Training educators to recognise early signs of language difficulties and equipping them with strategies to support oral language development is essential. Educators skilled in fostering language-rich environments can make a substantial difference to pupil outcomes.

Parental engagement: Encouraging parents/carers to engage in language-building activities at home reinforces the skills taught in school. Workshops and resources can guide parents in effective practices, creating a cohesive support system for the child.

behaviour and socio-emotional wellbeing. By focusing on early intervention, schools can reduce the number of children needing SEND support and lighten the administrative and managerial burden. This allows them to allocate resources more effectively and provide scarce specialist resource to pupils with the most complex needs.

Benefits beyond SEND reduction

Prioritising oral language development extends beyond reducing SEND workloads in schools. Without language, education falters from the start, but just as important, pupils with strong language skills have better social interactions and enhanced self-esteem. There is also a correlation between those with persistent school absence and a history of exclusion and speech language communication needs, reiterating the urgency for early language assessment and intervention.

When children are better able to express themselves, understand their emotions and navigate their surroundings, their overall socio-emotional wellbeing improves. This leads to fewer behaviour issues and miscommunications that disrupt classrooms, ultimately fostering a positive, inclusive learning environment. Given the unprecedented number of children requiring SEND support and the complexity of needs being managed in schools, finding time for new interventions can be challenging. However, investing in oral language development is a strategic approach that yields multifaceted benefits including fewer children requiring SEND support, less pressure on scarce specialist resource and improved literacy, social-emotional development and overall wellbeing for children throughout the whole school. Investing in early language intervention leads to better long-term outcomes, helping children reach their full potential.

Unravelling maths anxiety in young children

Maths anxiety can be a significant impediment for many children, affecting their mathematical comprehension and their confidence. Hannah Cells looks at the factors that can influence children’s attitudes towards maths and outlines strategies that schools can consider.

There are many intricate variables that influence maths anxiety and it differs from other types of anxiousness. Unrelated to general intelligence and defined by negative emotional responses such as fear and apprehension, it emerges when handling numbers and solving mathematical tasks.

Despite the prevalence of maths anxiety, there remains much to uncover about its early onset and development. There are various factors that can contribute to maths anxiety (the 'triple causes construct'), including parental and teacher attitudes, student expectations, gender stereotypes and teaching methodologies.

Meanwhile, personal factors such as selfconcept and interpretation of mathematical experiences play a pivotal role, often

leading to heightened anxiety. However, although some children may exhibit low self-concept, not all demonstrate reduced maths competency. This underscores the intricate interplay between personal and cognitive factors, and the impact of personal and emotional factors on learning should not be underestimated. A lack of understanding of mathematical concepts and working memory impairment due to nervousness can have a wider effect on learning.

Adult attitudes

Adult and parental experiences with maths can have a major influence. Children absorb and mimic parental attitudes, so when adults openly declare, “I hate maths,” or “I was never good at this,” they can inadvertently transmit a sense of unease toward the subject. By addressing their own anxieties and perceptions of

maths, parents and carers can help children overcome similar challenges.

To address this, workshops or seminars that guide parents and carers on using constructive language and stress-reducing strategies can be effective. This may include explaining contemporary methods that differ from what parents learned in their own schooling, helping to alleviate potential confusion and negative messaging at home. Ultimately, ensuring that families maintain a supportive, nonjudgemental stance toward maths helps to foster a consistent positive environment in which children can flourish.

Early intervention

To help children manage their anxieties and develop fundamental mathematics skills, it is crucial to address issues early.

Hannah Cells

Hannah Cells is a SENDCO at Portsmouth High School Prep School, part of the Girls’ Day School group of schools (GDST). With teaching experience in South Africa, Saudi Arabia and the UK, Hannah is passionate about unlocking every child's potential, particularly in overcoming anxiety related to learning.

Early intervention and teacher training have emerged as critical strategies for addressing maths anxiety effectively and could significantly improve numeracy levels across England. By equipping teachers with research-based intervention strategies – such as open-ended questioning, multiple solution pathways and the mindful use of praise – classroom cultures can shift from high anxiety to enthusiastic engagement.

Teachers play a crucial role in identifying and addressing maths anxiety in students, so remaining vigilant for signs is important.

A lack of understanding of mathematical concepts and working memory impairment due to nervousness can have a wider effect on learning.

These could include subtle cues like reluctance to participate, undue stress over mistakes, or frequent requests to avoid maths-focused tasks. Early recognition allows for targeted small-group or one-onone support, helping to ensure that students receive the necessary guidance to build confidence steadily.

Strategies to consider It is important for teachers to receive training on maths anxiety during initial teacher education. This should cover what it is, what influences it, how it manifests and the possible effective intervention strategies. A trio of strategies emerge as especially impactful: cooperative learning, alternative participation methods and resilienceoriented teaching. Cooperative learning strategies like Think-Pair-Share or the Jigsaw Method reduce the isolation of individual problem-solving. They allow students to test their ideas privately or in small teams before sharing in larger groups, mitigating the fear of being singled out. Additionally, alternative participation

methods like using mini whiteboards or anonymous digital polls offer channels for responding without public pressure. Students can write down solutions, quietly show their work or engage in team-based online quizzes that obscure individual results, reducing the risk of embarrassment.

Finally, resilience building involves normalising struggle, celebrating personal progress and using language that frames ability as flexible. Teachers can praise the process – investigation, persistence, trial and error – instead of correct answers alone. They can also recount real-life stories of mathematicians or scientists who overcame repeated failures en route to major breakthroughs.

Ultimately, tackling maths anxiety requires a confluence of revised teaching practices, positive adult attitudes and supportive classroom structures. By weaving these elements together under the inclusive framework championed by the SEND Code of Practice, schools can foster nurturing environments where young learners –particularly girls – feel safe to explore, question and persevere in maths, building a strong foundation for future success.

References

Hadfield, O. D. & McNeil, K. (1994), The Relationship Between Myers-Briggs Personality Type and Mathematics Anxiety Among Pre-service Elementary Teachers. Ashcraft, M. H., & Krause, J. A. (2007), Working Memory Math Performance, and Math Anxiety.

British Educational Research Association [BERA] (2018). Ethical Guidelines for Educational Research, 4th edition, London. Carey, E., Hill, F., Devine, A. & Szucs, D. (2017), The Modified Abbreviated Anxiety Scale: A Valid and Reliable Instrument for Use with Children. Chinn, S. (2017), The Trouble with Maths. 3rd edition. Oxon: Routledge.

Building brighterfutures: howASDAN prepares learners with

SEND for adulthood

At ASDAN, we arepassionateabout empowering learners to reachtheir full potential. Foroverthree decades, we’veworkedalongside educators todevelop innovative,flexible and accessiblecourses that putthe learnerfirst, helpingthemtothrive.

OurcommitmenttoSENDeducation goes beyond meetingcurriculum requirements.Westrivetopavethe wayfor amoreinclusive future,where ever ylearner cantransitionconfidently into adultlifeand meaningful citizenship.

Why choose ASDAN’sPreparingfor Adulthood programmes?

Our Preparing forAdulthood programmesare designed to equiplearnerswithSENDwiththe skills andconfidence they need to succeed in adultlife. Builtonthe principleofflexibility, these courses alloweducators to tailor learning to individual needsand developessentiallifeskills, frommanaginghealthand financestoeffective communication andcareer exploration.

Ourframework provides thestructure and support necessar yfor each learnertonavigate theiruniquejourney into adulthood,covering keyareas such as independentliving, community inclusionand employment.Byintegrating practicalskills into meaningful contexts,we empowerlearnerstotakeconfidentsteps towards afulfillingfuture.

Standing out in the SEND landscape ASDANiscommitted to evolving its coursestoensuretheymeet contemporary needs; ourpopular Transition Challenge and NewHorizons programmes, whichprovide a frameworkofactivitiesaccessiblefor individuals with arange of needsincluding SLD, MLDand PMLD,are currentlyundergoinga significant refresh.

Angharad Crane, ASDANDevelopment Manager, outlines themotivationbehindthisupdate: “Wewanttomakesurethatthe materialsare alignedwiththe latest statutor yguidelines while enhancingaccessibilityand engagement forlearners. By incorporatingfeedback from educatorsand focusing on practicalactivities, we’recreatingresources that trulysupports learners with SEND in achievingpositive outcomes.”

ASDAN’scommitmenttoimprovement is driven by feedback from ourmembers.We’ve listened to thosewho told us they wanted more practical, hands-on activities andbetteralignmentwith national curriculumoutcomes. In response,weare enhancingthe accessibilityand relevanceofour materials, ensuring they remain atrusted resource forsettingsacrossthe UK andinternationally

Exoloreour SEND pathways

Ourteamofexper ts areonhandtoguide you throughour offerand advise howyou can incorporateour qualificationsand programmes to improveoutcomesfor your learners

We canhelpyou build the right pathway foryour learners

Why do EHCPs sometimes fail to deliver?

Education Health and Care Plans (EHCPs) can be difficult to enforce, making it harder for schools, settings and education professionals to meet the needs of their students. Lawyer Katya Harrison examines the common pitfalls of ECHPs and looks at what can be done to address them.

ducation, Health and Care Plans (EHCPs) are regarded by many families as a critical lifeline to secure support for children and young people with special educational needs and disabilities (SEND). This perception has likely developed for several reasons. Some professionals

argue that some mainstream schools are increasingly less able to support pupils with SEND unless they have an EHCP to formalise their entitlement. Additionally, funding cuts have diminished access to preventative support and early intervention, and this situation has left families with few options but to pursue an EHCP to ensure that their child’s needs are met.

In terms of its scope, the content of this article refers to the law and legal practices in England. Wales, Scotland and Northern Ireland have their own distinctive regulations and systems in SEND but they are not covered.

➜ LEADERSHIP

For many parents and carers, securing an EHCP can be an uphill battle. Yet obtaining the plan is only part of the challenge. A poorly written or vague EHCP can fail to provide meaningful support, rendering it ineffective. Unfortunately, in England it is common for local authorities (LAs) to issue plans that lack specificity or clarity.

This brings us to a troubling question: why do some EHCPs end up being as ineffective as chocolate teapots?

The metaphor captures the issue perfectly; just as a chocolate teapot may look appealing but is utterly impractical for its intended purpose, a vague or unclear EHCP may sound impressive on paper but fail to deliver when it comes to meeting a child’s needs.

Resource driven rather than needs driven?

One of the common reasons why EHCPs fail to deliver lies in the way they are influenced by expert evidence.

The LA first collects evidence for the EHCP during the education, health and care needs assessment (EHCNA). This process involves seeking advice from professionals such as educational psychologists, speech and language therapists, occupational therapists or other specialists, depending on the needs of the child. After the EHCNA has been completed and the EHCP is issued, its contents can be revised and updated as new evidence is collected about the child’s or young person’s evolving needs.

Although the intention is that EHCPs should be based on professional expertise, the way the process works may lead to

Ekaterina (Katya) Harrison

Ekaterina (Katya) Harrison is a finance lawyer at Katten Muchin Rosenman UK LLP and a volunteer at the charity SOS!SEN as part of her pro bono commitments. Her recent book, ‘The EHCP Handbook: How to Make an Effective Education, Health and Care Plan - A Guide for Parents and Carers’, was published by Pavilion Publishing and Media Ltd in June 2024 with illustrations by Ekaterina Harrison’s son, James (age 11).

plans that are more resource-driven than needs driven, i.e., they reflect what the LA can afford rather than what the child or young person actually requires. This is often seen as a consequence of the LA commissioning the expert reports and being responsible for drafting the plans.

Some believe this can result in the reports being influenced by budget constraints rather than a full, needs-based assessment of the child's or young person’s requirements.

In the worst cases, this approach can result in the failure to identify all relevant needs or difficulties, as well as the omission of essential accommodations altogether. In many cases, it can lead to the inclusion of soft, non-compulsory recommendations that fail to address the child's or young person’s actual needs, which can be comparatively harmful.

Unenforceable language

The section to be particularly vigilant about for these issues is section F of the EHCP.

Section F outlines all the special educational provision (SEP) the child or young person requires to make progress. This provision must be detailed, specific and typically quantified; for instance, specifying the type, hours and frequency of support, as well as the required level of expertise.

Reports filled with vague recommendations and ambiguous language can result in section F of the EHCP being riddled with language that may appear professionally sound but lack the specificity needed to make the EHCP actionable and enforceable.

For instance, phrases such as 'access to support where necessary', 'opportunities

to engage in social activities' or 'regular input from a specialist' sound promising but are ultimately unquantifiable and open to interpretation.

When reviewing an EHCP, we should pay close attention to any ambiguous terms and consider whether they add useful definitions or create uncertainty, even if they are directly copied from professional reports. As a reference, here are examples of vague phrases commonly found in Section F:

Opportunities for Will benefit from Access to Up to Regular support Periodic

To be determined As required May be helpful

If available Adult No more than Small groups Might or may One-to-one support

By looking at these examples, can you tell how these terms can contribute to confusion and lack of clarity in the EHCP?

EHCPs that are based on vague or resource-driven reports fail to fulfil their purpose of securing the tailored support that children and young people with SEND need. This systemic issue undermines trust in the process and forces parents and carers to spend valuable time and resources advocating for clarity and accountability.

Schools may find themselves in a difficult position as they try to meet the needs of their learners with vague or unsubstantiated recommendations.

This can also result in inadequate funding, as unspecific SEP might be seen as unenforceable, lacking the statutory protection that comes with an EHCP. To combat this pitfall, it is crucial for SENCOs and schools to scrutinise expert evidence carefully and to challenge vague or resource-driven recommendations. Collaboration with families to ensure that reports reflect the child’s or young person’s needs, rather than the LA’s budget, can help to create stronger, more effective EHCPs that genuinely support children and young people with SEND.

For SENCOs, this concern invites an important reflection. Are EHCPs at your school written in a way that ensures they are specific, actionable and truly supportive?

What is ‘dis’? ➜ SPOTLIGHT

Miriam Walker discusses rethinking labels of disability, shifting focus to the positives of neurodivergence.

t’s interesting to reflect on the implications of language and labels and to recognise that, as methods of communication, they are constantly changing constructs. This makes it vital to consider the meaning of terms such as autistic, disabled, etc. We need to check these labels are an accurate portrayal of the person they are describing and their characteristics in our current society. Reflecting on this is especially important as many of the terms we use now have been in use since the late 1800s and early 1900s.

‘Disabled’ is the opposite of ‘abled’, with the ‘dis’ prefix signifying that something about the individual is lesser because they are lacking an ability that belongs to the majority. The term neurodiverse is more recent and indicates the positive changes regarding our awareness and developing openness to difference. All human brains are different in their makeup and therefore operation, which is to be celebrated, as diversity within our species is vital.

People who are dyslexic and autistic, for example, are part of that neurodiverse spectrum, but they are also neurodivergent, which means they have different ways of operating and responding to the world that

puts them in a minority group. These differences are not lesser, they are just differences.

Creating new ‘labels’

The problem is that labels have connotations that are hard to break away from and are often unquestioningly transferred from one generation to the next. It is interesting to note that the Maori community have added new words to their vocabulary around mental health and disability in recent years to break away from the deficitfocused westernised language and use new, non-judgemental and strengths-based terms. These have been created with people with lived experience rather than provided by medical professionals.

The new Maori label for autism is ‘takiwatanga’, which means ‘in his/her own time and space’. No part of this emphasises something that is lesser or lacking about that individual; their sense of self is left

Miriam Walker

Miriam Walker is a senior lecturer in the Institute of Education at the University of Winchester specialising in autism. She is also an autism consultant providing advice and training on autism to a variety of organisations, as well as supporting neurodivergent students. She has spent over 30 years in education and champions a greater awareness and understanding of autism to better appreciate our unique characteristics.

intact by the diagnostic term.

As social animals, we can share a variety of skills but we have unwittingly fallen into the trap of valuing some skills and abilities over others. This has resulted in those who lack what have been perceived as the more valued skills, being labelled as disabled.

If the focus of a label remains deficit driven, the long-term implications of receiving a diagnosis of a disability for the child can be dire for self-esteem. Many autobiographies of autistic adults share stories of masking certain neurodivergent characteristics, particularly those seen as undesirable. We therefore must grasp the opportunity to enrich and empower children and young people to be secure in their individuality with their particular set of strengths. Surely it’s now time to re-define some of the labels that medically identify those who think and operate in different ways to the majority as lesser or lacking. The Maori term ‘takiwatanga’ should inspire us to search for labels that are accurate and fair and derived by those who experience these differences.

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Autistic burnout

Strategies and advice for helping pupils

Joe Fautley provides advice and tips for making communication accessible and inclusive, along with strategies for supporting autistic and neurodivergent learners experiencing burnout.

Accessible and inclusive communication is essential to ensuring children and young people and others with SEND can participate effectively in education. Accessible and inclusive communication to enable children and young people’s voices to be heard, and for them to participate, is a legal right. Inclusive communication helps create a positive and supportive environment where pupils can feel more comfortable in sharing their views. We will examine inclusive communication strategies including tips for effective communication with learners experiencing autistic burnout.

Defining autistic burnout

Autistic burnout is extreme long-term exhaustion and overwhelm triggered over time, where the stress of coping with life’s demands exceeds the autistic person’s ability to cope. They may lose the ability to carry out everyday tasks, lose skills they usually have, and experience increased sensory difficulties.

Every day, autistic people manage sensory discomfort, overwhelm, social challenges, executive dysfunction, exhaustion from masking, and the social confusion that comes with being autistic. It’s no wonder learners are often exhausted. Energy is precious and can be depleted fast. Recovering from autistic burnout requires rest, reducing demands, taking time out, prioritising self-care, setting boundaries and seeking adjustments. It’s important not only to offer us support, but also to advocate for your autistic learners. Having an awareness of the stigma and discrimination that exists in society is the key to providing good support and managing burnout.

It’s often very useful to describe autistic burnout by visualising an autistic child or young person having a bucket slowly being filled up by various events, social and sensory experiences throughout the day. This bucket is already almost half full in the morning due to their neurotype.

Too many activities, too much change, too much sensory stimuli and too many demands will fill the bucket very quickly. When too many demands and events exceed the capacity of the bucket, it

Remember the importance of non-verbal communication such as body language and facial expressions. For some young people, this is their primary form of communication.

Joe Fautley

starts to overflow or leak out. This is when meltdowns or shutdowns may happen. It is not the child or young person’s fault; it is because the stimuli from the environment and people around them have exceeded their capacity; the energy and overwhelm has nowhere else to go. Supporting your autistic pupils to find ways to to try to keep their levels below capacity, where it is more manageable, is very important.

It is an ongoing process as children’s communication needs change, so it is important to be flexible and adapt to the changing needs of the child or young person. Communication is a two-way process. Everyone involved has responsibility for communicating accessibly, inclusively and successfully.

Clarity and methods of communication

It helps to be clear about an individual's communication needs and preferences. This means having open discussions about everyone’s best ways of working. Never assume the ways in which people communicate or the language they prefer to use, and be aware that everyone communicates differently. For example, some people might provide lots of information, while others may give less. Being aware of different communication methods is essential. For children with SEND, these may include Makaton, British Sign Language, Talking Mats, Picture Exchange Communication System (PECS) or technological resources. These communication methods may take more time than conventional speech, so remember to take this into account. Ensure everyone feels able and confident to participate and no one is excluded because they may communicate in different ways.

Joe Fautley is an autistic and neurodivergent advocate who currently works full time at the National Children’s Bureau Outside of his day job, Joe has over 10 years of experience in SEND advocacy work, including co-delivering training across England and presenting at conferences.

Joe features in this episode of the SENDcast podcast, in which he talks openly about his personal experiences and provides key advice for professionals that aims to enhance understanding and support for autistic individuals in educational settings.

XTURESROUTINETHING HOMEWORK FOOD NOSUPPORT

➜ SPOTLIGHT

Remember the importance of non-verbal communication such as body language and facial expressions. For some young people, this is their primary form of communication. Ensure they are supported by someone who knows them well but also find out if the child or young person has a pupil passport, or similar, to explain their communication. Even articulate young people may not say exactly what they are thinking because of pressure, confusion or embarrassment. If they seem hesitant or withdrawn, find other ways of explaining an issue or giving them the opportunity to express their thoughts.

Think carefully about the language you use and how appropriate it is for any given situation. Generally, language should be kept clear and simple, avoiding jargon as much as possible. Any unavoidable specialist terminology should be explained clearly.

Check everyone’s understanding and reword or use another way of communicating using pictures or sound where necessary. Using 'jargon alarm bells' or traffic light cards so children and young people can

It’s important to try to understand an autistic person’s triggers to help them in removing themselves from stressful situations.

indicate when they do not understand something can be helpful, and educators can also consider the following:

Learn about autistic masking and try to adapt the way you interact so the autistic person does not have to suppress their autistic traits. It’s helpful to make surroundings as autism friendly as possible and ensure that the responsibility for this does not fall to the individual.

Focus on the person’s strengths and qualities where they excel. Reassure them about how they are important to their life and the lives of others around them. It’s important to try to understand an autistic person’s triggers to help them in removing themselves from stressful situations

Accept their experience and validate their feelings and needs, as this allows them to feel acknowledged.

One way to adapt yourself to autistic-specific needs is to adjust to an autistic person’s preferred way of communication. This involves respecting their communication preferences, whether they feel more comfortable with verbal, written or visual communication.

Advocating for and paving the way for autistic people to be themselves is important to ensure they receive the support they deserve to overcome burnout. By creating a supportive environment, you can help autistic learners to recognise and celebrate their strengths.

Key tips for supporting autistic pupils in your setting

Consider the following top tips to support autistic pupils:

Be flexible throughout the school environment

Make the most of sensory resources autistic pupils may benefit from

Greater adaptation or differentiation within lessons may be needed to suit needs in the moment

Give time out to regulate – consider the space or environment that best meets their needs (for example: some may prefer a run around a field, others may prefer a quiet den or time in the library)

Support with communication –if autistic pupils are feeling tired, anxious, depressed and in sensory overload, then their capacity to communicate will be impaired and they may need extra support such as visuals within lessons

Discuss with autistic pupils what may help them for a particular lesson, rest of the day, week, or term – what may work one day may not work the next. For some pupils, this may be more difficult if they struggle with alexithymia and cannot identify how they or others are feeling. Some pupils may also have difficulty interpreting their interoception signals (internal bodily sensations) in which case further support may be needed in this area

Consider more time doing subjects they enjoy that support their personal interests if this can be accommodated.

SELFCARECLOTHING

RoyalVisit

Specialistfurther education

college Derwen Collegewas recently honoured to welcome HisRoyal Highness The Duke of Edinburgh,to their main campus in Gobowen. His RoyalHighness wasgiven atour of the College’s unique ‘Marketplace’and Duke of Edinburgh’sAward Outdoor Centre, meeting studentsand staff along the way.

His RoyalHighnesswatched as students, with a wide range of special educational needs and disabilities (SEND), working towards their Bronze, Silver, and Gold Dukeof Edinburgh’sAwards, demonstrated activities. These included boarding the canoe simulator,

scalingthe traversing wall,and outdoor cookingaround the firepit.

TheDukethen visited the College’s remarkable Marketplace, where he metstudents and staff workingin the College’s Garden Centreand Gift Shop and The Vintage Advantage charity shop Studentsweredelighted to have The Duketakepart in work-based activitieswiththem.

Retail studentJonathan demonstrated hiswork skillsinthe Garden Centreand Gift Shop by creating ahamper with The Duke, containingDerwen College-made jams and chutney

Jonathan said: “His RoyalHighnessasked me aboutmeworkin Retail and helped to

makeahamperwithmeusing a planogram. He put us all at ease.It wasareally proud moment forme and forthe College.”

Lizzie, who is taking her Duke of Edinburgh Gold Award, showed The Dukethe outdoorcentre climbing wall.She said: “I was so nervousbut he waslovely.He even had agoonthe traversing wall and wasreally good at it.”

The royalvisit wasa momentous occasion for DerwenCollege, celebratingthe achievements of its students and clients,and reinforcing the importance of opportunitiesfor young adults withSEND

Our school, part of the Orchard Hill Academy Trust, is for students aged 7-18 with a variety of additional learning needs, including complex learning needs and communication, speech and language difficulties. The school has an Ofsted rating of ‘outstanding’ and has a range of provision in place to support students’ education, including speech and language therapy, occupational therapy, canineassisted learning, walking/talking therapy and more.

Emma’s story

We welcomed Emma aged eight. He was selective mute, with an anxiety disorder that meant he was unable to verbally communicate with friends or teachers in school or group settings but could converse in the family home.

Today, aged 13, Emma is fully conversant. Over a period of five years, he has unlocked his voice; an enormous achievement which deserves recognition. It hasn’t been an easy journey, in fact it’s taken a huge investment in time, energy and effort from everyone; above all, from Emma.

Selective mutism: helping a young

person to find his voice

Carew Academy’s principal, James Kearns, shares the story of the school’s circle of support for a young student with selective mutism.

When Emma joined Carew Academy, we laid the foundations for a circle of support with staff, students and his family with the aim to helping him to adapt in his own time.

Emma was not refusing to speak at school. On the contrary, he wanted to communicate with friends and teachers but, when trying to speak, no sounds would come out at all.

School-led therapy

Therapy is embedded into our curriculum and based on what students want to achieve. We put a robust intervention programme in place for Emma, with tools and techniques that we could adapt as needed over time. Sessions were held weekly, and we created a safe, comfortable and pressurefree environment outside of the classroom. Our therapeutic teaching and learning

People do not simply grow out of selective mutism; they need the tools, techniques and support to help unlock their voice.

James Kearns

James Kearns is principal of Carew Academy. He worked for 17 years in a mainstream school rated as 'outstanding', before becoming deputy head for a school in special measures, later achieving a 'good' Ofsted rating. Since joining Carew Academy as principal, the school has moved to become trauma informed attachment aware and gained the Teaching Positive Connections –Therapeutic Schools Award

• Children with selective mutism will speak fluently in some situations (e.g. at home), but are unable to speak in other social settings (e.g. school or parties)

• Selective mutism affects around 1 in 140 children

• Children with selective mutism are prevented from speaking by high levels of anxiety

• Selective mutism is not the same as being shy.

lead, Erica Grima, introduced non-verbal, informal game-play, encouraging all forms of non-verbal communication to create a positive atmosphere and build trust and rapport with Emma in a relaxed way. Positive reinforcement was important, as was ensuring that enthusiastic responses to hearing Emma’s voice did not impact progress. Emma has high level cognition and strong writing skills and spelling, and he communicated in the classroom by writing on a whiteboard. A class friend would sometimes read Emma’s answers aloud, and Emma communicated in other non-verbal ways such as a smile or pointing.

Sometimes students with selective mutism may become withdrawn, with lack of verbal communication forming a barrier to making friendships but this was not the case for Emma. He is a widely liked member of the school, and he found effective ways to non-verbally communicate and connect with others, helped by students’ supportive attitudes.

Once Emma was ready to progress, different tools and techniques were introduced, such as alphabet and vocabulary boards to point out selected letters or words and a toy from home to give Emma a safe object to converse with. When his anxiety levels rose, treatment was scaled back and, as time progressed, Emma was encouraged to make one animal sound. This tapped into his love of animals, and moved into verbalising single letter sounds to blend into words.

A turning point

As Emma became more comfortable and able to make sounds, his voice was recorded on talking tiles so he could press the button to say a certain word in the classroom. With Erica, he chose a list of words to unlock and this was a turning point; recording a word would often be the catalyst for saying the same word. When Emma began to verbalise certain words, it opened the doors to additional game play, using board games such as Guess Who? to help with saying yes and no outside of the intervention session.

At the beginning of the academic year 2024/25, Emma confidently strolled in and said: "Hi, I can talk now!”, and he has continued to communicate freely ever since. His journey has been extraordinary; it is wonderful to hear a young person’s voice and know that what he has achieved will help shape his future. It couldn’t be more fitting than to end with Emma’s voice: "Being more confident and having a safe space made me feel ready to unlock my voice.”

Grima

Erica Grima is the therapeutic teaching and learning lead at Carew Academy. She has worked at Carew Academy for 14 years, predominately teaching and leading interventions for students requiring additional communication and language support, as well as upskilling the staff in techniques to enable them to work more effectively with students with complex language needs.

Erica

THE WIS EC HOIC EF OR SPEE CH A ND LA NG UAGE THERA PY

A ND OCCU PATIONAL

THER A PY FO RS CHOO LS

Award-winning TheOwl Centre provides comprehensive Speech and Language Therapy, OccupationalTherapyand NeurodiversitySupport forschools of all sizes, offering:

• Weekly /fortnightly/ half-termly/ termly school dayvisits

• EHCP reviews and meetings

•Assessments, Training and Therapysessions

•Support forSENDCodiscussions andreferrals

•Online Training Packages, SaLTand OT support

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photography

Using to inspire and support children with SEND

Bev Briggs and Liz Sanderson outline how a specialist school in Northumberland is using photography to engage learners with SEND.

Talking Cameras explores how photography can support children with SEND who struggle to communicate. It grew out of two earlier longitudinal actionresearch programmes that explored how photography can be used to support children’s literacy skills.

During the evaluation of the project, teachers from mainstream settings noted that it was often their learners with SEND who benefitted most from the interventions. Teachers talked about the camera being an effective additional tool for children who struggled with fine motor skills, or who faced difficulties communicating through spoken or written channels.

The teachers described the children’s immense pride on seeing their finished work, which was sometimes of higher quality than the work of their peers without SEND. Teachers told us that photography “levelled the playing

field” giving all children in their classes the opportunity to shine.

Other positive impacts experienced by children with SEND included improvements in wellbeing, self-confidence, agency and autonomy. These findings chimed with research that illustrates how photovoice (a photography-based, participatory research methodology) can be used to support autistic children and young people (Ha & Whittaker, 2016), help autistic boys develop self-understanding (King et al, 2019) and to communicate feelings about wellbeing (Danker et al, 2019).

So, the Talking Cameras project was born. The project – funded by the Paul Hamlyn Foundation – is delivered by The Forge, an arts-in-education agency specialising in working with children and young people, and the Dales School which caters for primary-aged children with a wide range of learning needs.

During the evaluation of the project, teachers from mainstream settings noted that it was often their learners with SEND who benefitted most from the interventions.

Where are we now?

We are now in the middle of the second year of our three-year programme. We recognised that for the programme to work well, it needed the expertise of the teachers as well as the skills and innovation of the artists, so everyone plays a huge role in shaping it. The artists often supply the initial ideas and the teachers help change them into shorter, carousel activities that give children the opportunity to work in short bursts and move on once they’ve learnt the new skills or feel the need for a new stimulus.

What have we learned so far?

Artist Lindsay Duncanson’s approach has been to draw on role play drama techniques, alongside camera work, to enable the children to feel more like authentic photographers. Giving children press passes on lanyards and urging them to act as press photographers when visiting gallery spaces or handing out white lab

coats to the children while they explore the more technical or scientific aspects of photography has worked particularly well. When the children explored the properties of cyanotype (sun) paper, they dressed as scientists to add authenticity to their explorations. They collected and laid out objects such as pebbles, shells and seaweed on cyanotype paper, before exposing the paper to sunlight, then rinsing to allow the blue patterned images to develop. This combination of role play with photography wasn’t just fun, it subtly introduced the children to different careers that can be linked to photography. Artists, like teachers, are incorrigible magpies when it comes to designing learning for children, and some of our best workshop ideas have been adapted from the work of other artists. Photographer Madeleine Waller taught the children portraiture skills, using the topic of ‘The ABC of Me’ as a hook for the children to think about the adjectives

We recognised that for the programme to work well, it needed the expertise of the teachers.

that best describe their personality.

Then, inspired by the work of Moroccan artist, Hassan Hajjaj, she showed the children how to create colourful frames for their self-portraits using sequins, cellophane, buttons, coloured and glitter pens to add texture, colour and symbolic meaning to their images. We have also used elements of Wendy Ewald’s ‘The Best Part of Me’ in our portraiture work; by focusing on a favourite part of your body rather than face, the activity becomes more inclusive of autistic children. Using masks is also a very inclusive and engaging and much less daunting way to approach portrait photography.

Our third artist, Victoria Louise Doyle, has been exploring some of the more abstract and conceptual elements of photography with the children. This work engages the children with the processes and functionality of photography. For example, when the children were exploring fire, ice and potions as part of their curriculum work, Victoria helped them investigate the properties of ice by freezing miniature dinosaur figures into 'eggs', then photographing them through their frozen shells. Some of the children really enjoyed this more conceptual approach to photography, and ended up producing some technically competent, imaginative and provocative images.

Photography treasure hunts have proved another simple but effective way of engaging students. Issuing a short list of abstract nouns as things that the children need to find and photograph ('rough', 'spiky', 'happy', 'hot', 'blue') encourages the children to study their environment and explore the layers of meaning in the words on the list. For example, 'something hot' can result in pictures of radiators, pictures of red things, pictures of warm clothing. Getting the children to share their images and then guess the word they photographed is a way of supporting oracy and enriching vocabulary and the activity can be easily adapted by adjusting the challenge in the vocabulary used.

An example of our approach to inclusive portrait photography.

What are the children learning?

The children are learning to use photography as a distinctive creative medium. In terms of technical skills, they know how to switch on the cameras, operate them in automatic mode, take close-up and long-distance shots, use remote shutter releases to capture action shots, experiment with lighting to improve their shots, view their images on the cameras and upload them to the school iPads using memory cards. By routinely asking the children to select and upload only one image, their 'best image', we are encouraging them to develop their criticality as they must decide and justify what makes one image better than another. This brings in their visual literacy competencies and their knowledge of composition and authorial purpose. Photography is a collaborative endeavour. Photographers need human subjects, and human subjects need to be approached, asked and reassured, so photography helps the children to communicate with one another and to be respectful of each other’s views and feelings. Teachers have also noted that the children are using self-regulation while they wait for their turn with a particularly prized piece of equipment (such as using the green screen), or to show their work to the artist or teacher. Finally, and most importantly, children are learning that photography is for them; a powerful creative medium that they can use, and use magnificently, to tell their own unique stories.

Bev Briggs

Bev Briggs is the creative producer at The Forge where she designs arts-based creative learning programmes. She is in the final year of her part-time doctorate in education at Newcastle University, exploring the impact of photographybased training on teachers’ pedagogy.

Liz Sanderson

Liz Sanderson is assistant headteacher at The Dales School. She leads on ‘learning beyond the classroom’, which includes arts-based projects and Artsmark awards. She also leads on professional development for classroom-based staff.

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Reviews

The ADHD Teen Survival Guide

Having recently read ‘The ADHD Teen Survival Guide’ by Soli Lazarus, I was impressed by its ability to capture the essence of ADHD. The book taps into a range of characteristic traits that are directly associated with ADHD and puts these into perspective for those who either live alongside this neurodivergence or those who wish to understand more about it. Within the first few pages, the book addresses the scepticism that some individuals may have towards ADHD. Lazarus highlights the legitimacy of ADHD, reinforcing to the reader that it is not

a fabrication to justify poor behaviour or parenting. The presentation of the information within the book is insightful, and Lazarus clearly considers ways to captivate the attention of the reader. The creative illustrations by Kara McHale engage the reader effectively, putting often complex concepts into an easy-to-understand format. Extensive research effectively supports the credibility of the book, underpinned by quotes from esteemed specialists within the field, such as Dr Ned Hallowell. The tone of the book is one which is overwhelmingly positive and is something which needs to seep more fruitfully into the education system.

Author: Soli Lazarus

Publisher: Jessica Kingsley

Publishers

ISBN: 9781839976636

Price: £12.99

Reviewed by: Giles Orchard, neurodiversity lead, Hurstpierpoint College

Author: John Murray and Sonia Murray

Publisher: Hinton House Publishers

ISBN: 978 – 1906531 270

Price: £29.99

Reviewed by: Dr Martin Edmonds,  SENCO

The Behaviour Toolbag: Practical Strategies & Interventions

The authors’ extensive experience of working in education and social care settings is evident throughout this helpful resource. The book is subtitled ‘practical strategies and interventions’ and certainly delivers on this promise. Clear and effective approaches are outlined, and real-life examples are offered throughout to help clarify and explain the suggestions.  It is clear the authors have significant practical knowledge from working with a wide range of young people displaying complex behaviours and experiencing challenging lives. The strategies outlined are certainly child-centred, yet also practical and realistic for a mainstream setting. The volume is divided into eight

chapters which cover the importance of strong relationships, exploring different types of behaviour and understanding key influences on children’s behaviours. It is pleasing to see that the first chapter focuses on the key role of the teacher, and the importance of being aware of non-verbal communication and how much this can influence our interactions with others.

The clear reference section at the end of the book allows readers to explore the issues raised in greater depth and will be helpful to anyone undertaking post-graduate study in this field. John and Sonia Murray’s suggestions are thoughtful, considered and – most importantly – eminently practical. I would certainly recommend this book.

We belong: a culture of neurodiversity for education and classroom practices

If you perform a very quick google search for the term, 'neurodiversity', what you’ll undoubtedly find is countless brightly coloured images of brains accompanied by information about thinking differently, explanations of neurodiversity, supporting neurodiversity and being neurodivergent. If you are like me, you might think: "This is great! This shows that as a society, we are beginning to embrace and celebrate the differences between us all and reframe difficulties as strengths." Yet, I don’t think this tells the whole story of neurodiversity in education.

Grappling with the educational issue

As educators we want our schools and classrooms to be 'inclusive'; a place where all our pupils and staff feel they belong. A sense of belonging builds a collective identity, leading to a community in which everyone participates, contributes and is accepted.

Recently, the National Children’s Bureau (NCB. 2024) shared findings of the researchers Goodenow and Grady (1993) who reported that a sense of school belonging influences pupil motivation, engagement and participation. For educationalists who aim to improve inclusion and build communities of belonging for our pupils and staff, it can be demotivating that we often fall short of fulfilling our goals. We try hard to embed inclusivity, work to raise awareness, offer support and guidance to whoever needs it (pupils, parents/ carers, teachers or colleagues). However, it may feel like an uphill struggle for inclusion to be established within the classroom, and this is where celebrating neurodiverse classrooms could be transformative.

Our systems and processes surrounding SEND provision are somewhat wedded to the medical model of disability, where the emphasis can be on ‘defining the deficit'. In reality, assessment and diagnosis can mean the difference between support and no support, or funding or no funding, which feels counterintuitive to inclusion. So, it is reasonable (and probably expected) that individuals will seek out assessment as part of the journey towards support; the emphasis on diagnosis keeps the focus on the difficulty.

An assessment-led system may be contrary to ethical beliefs around disability, deficit and difficulties, yet we all adhere to this system; we are players in the game of the 'system'. Disability, difficulties and deficit thinking reaches widely into all aspects of society, far beyond education, yet trickles down into our schools and classrooms.

The emphasis on provision after diagnosis is a view echoed by Anna Cook in her recent paper, ‘Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools’ (2024). Cook states that provision for pupils with SEND often only comes after a diagnosis is attained, which then only serves to cement the position of teachers dealing with difficulties that deviate from typical expectations, taking us further away from the celebration of differences and community belonging for all. We can then add daily pressures of school life to the mix. These could be limitations on budgets, time, staff and resources, which can amplify the difficulties some of our children and young people experience, and all too often leave teachers exhausted, with diminished enthusiasm and energy to embrace neurodiversity. The result is our children and young people with different ways of thinking and being can feel increasingly alienated from their school community.

Moving practice on

It is okay to acknowledge that achieving and maintaining inclusion in our schools is a challenge, not least because the word means different things to different people. So, what if we shift our thinking and terminology towards

belonging instead? Perhaps achieving belonging in our schools is not so lofty an ideal, and perhaps belonging is more readily understood and accepted by all. So, if belonging is our goal, what can we learn from neurodiversity to support this?

The core message of neurodiversity is valuing differences, acknowledging we are all different and valuable within a cohesive community. Victoria Honeybourne’s book, The Neurodiverse Classroom (2018), suggests all our children and young people benefit from open mindedness and acceptance; both are fundamental within the paradigm of neurodiversity. Neurodiversity allows practitioners and pupils space to be 'ourselves' without a fixation on labels and terminology which leads to deficit thinking. Our pupils may experience some challenges but they also have strengths and the whole person is 'seen'.

The core message of neurodiversity is valuing differences, acknowledging we are all different and valuable within a cohesive community.

A recent shift in the paradigm of how we conceptualise disability takes us from pathologising to celebrating differences. Academic spheres now talk about the affirmative model of disability (Swain and French. 2000), which draws from the lived experiences of individuals with disability, framing difficulties as differences which bring strengths. Within our schools we need to be aware of the diversity of thinking and being that is experienced by our students (and colleagues) and actively look for the strengths that diversity brings. However, we cannot be deluded into thinking inclusion has been achieved purely because we now understand 'differences'. Yes, we are all different, and this makes our schools and communities richer and more vibrant, but it certainly does not make them equitable. We must not abandon our quest in achieving belonging for all. Embedding the concept of neurodiversity into our schools brings the discussion and debate of difference to the forefront of education. The focus shifts from providing something additional to (and different from) students with learning differences, to questioning what does belonging in the classroom look like?

Key messages for bringing neurodiversity into the school community and classroom:

Celebrate strengths and different perspectives

‘See’ the unique individual not the label

Discuss lived experiences with pupils

Provide agency for pupils, such as school council representation, neurodiversity pupil groups and mechanisms for pupil and parent/ carer feedback

Design education with the broadest range of accessibility in mind; think adaptive rather than differentiated teaching

Build a shared understanding of community that everyone belongs to, rather than just aspiring to be an inclusive school

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

Events Diary

Neurodiversity Show

Friday 9 and Saturday 10 May 2025

The UK’s premier exhibition dedicated to neurodiversity, aiming to empower educators, parents and carers, workplaces, individuals and other professionals. The event will showcase innovations, resources and support tailored to individuals with neurodiverse differences.

NEC, Birmingham

Various prices

Solving the SEND Puzzle

Wednesday 21 May 2025

An online training session, delivering an overview of the EHCP consultation and amendment process, including the responsibilities of schools and local authorities. Facilitated by Laura Thompson of Browne Jacobson, for the NAHT.

Online

Cost: £99 - £149

Festival of Education

Thursday 3 and Friday 4 July 2025

The 15th instalment of the Festival of Education will gather educators from across the UK and beyond for two days of CPD, discussion and networking. Wellington College, Berkshire Costs vary depending on role and attendance

SEND Conference

Thursday 15 May 2025

Located within the Schools and Academies Show, the conference will offer practical guidance and tangible solutions to help SENDCOs and teachers deliver high-quality teaching and learning support for students with SEND. Excel, London

Free registration for those in the public sector

Autism and ADHD Show

London, Business Design Centre: Friday 20 and Saturday 21 June 2025

Birmingham, NEC: Friday 27 and Saturday 28 June 2025

Manchester, Manchester Central: Friday 4 and Saturday 5 July 2025

Information and advice around autism and ADHD to enable support in a home, education or workplace setting. For professionals and families. Costs vary

Childcare and Education Expo (Midlands)

Friday 26 and Saturday 27 September 2025

A chance to connect with early years colleagues, join training from expert speakers, hear industry and regulation updates and access thousands of the latest products and services, including exclusive show deals.

Coventry Building Society Arena

Free to attend, £17 per session for seminars

Nursery World’s Big Day Out

Friday 16 May 2025

Designed to be an unmissable, high-energy day that brings together early years professionals for hands-on learning, inspiration and community building. It’s a celebration of the dedication and creativity of those working in early years education.

The Business Design Centre, London Cost: £33 to £45

Friday 4 July 2025

Unlock a world of innovation, inclusion and inspiration! We will be joined by leading specialists, educators and advocates, gaining valuable insights to make a meaningful impact for children and young people with SEND.

Cost: £109

TES SEND Show

Friday 10 and Saturday 11 October 2025

Two packed days of learning, sharing and connecting, bringing together experts, educational professionals and exhibitors from across the UK.

The Business Design Centre, London Free to attend, £20 cost per seminar

Discover and Improve Hidden Maths Challenges

Identify the learners with specific Maths learning barriers and profile their strengths and weaknesses.

Engage parents/carers from the start with a survey and personalised Home reports

Access your SEN Maths toolkit with a bank of ready-made resources and learning strategies designed specifically for Maths learning barriers